The selected resource presents a simulator of farming in the counties of the less developed areas that are often called as 3rd world countries. At the first stages of the game, a player has only a simple dwelling, a family consisting of four members, and a field that can be used for raising crops. During the game, an individual faces multiple challenges while trying to earn money and align the effective work of this farm.
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The problems might include corrupted officials, various diseases, poor weather conditions, an activity of poachers, and bank failures. These factors impact the available sum of money, the health and the state of family members, and future actions. Additionally, a player can build some infrastructure and contribute to the development of the area by investing earned money in various facilities.
The given simulator can be considered a potent tool that can be used by educators in the social studies classroom. The fact is that today technologies are integrated into the curriculum to achieve better results and differentiate ways in which knowledge can be attained (Delvin-Scherer & Sardone, 2010). At the same time, social studies classrooms have always been associated with games, and role-play activities that have the high efficiency regarding a need to provide learners with information that can help them to get the improved understanding of the studied issue (Delvin-Scherer & Sardone, 2010). The 3rd World Farmer combines both elements mentioned above as it provides an opportunity to investigate problems that might emerge in a number of counties that are affected by multiple negative factors.
For instance, every turn a player experiences a new problem that is typical for the countries of the discussed region. The improved understanding of these problems is the key to the acquisition of relevant knowledge. Thus, multiple illnesses that emerge because of the poorly developed healthcare sector and infrastructure might result in the failure and prevent a player from winning a game. An educator can emphasize this fact by explaining what diseases are considered the most topical for various regions and attracting students’ attention to the necessity to provide appropriate care to individuals to improve the situation and guarantee the improved quality of life.
Another way in which the stimulator can be used, is the demonstration of the peculiarities of the legal framework as corruption, the activity of poachers, and unfair authorities are one of the most common problems emerging during the game. An educator’s main task is to explain the main causes of the appearance of these problems and the background that preconditions the formation of a particular environment (Delvin-Scherer & Sardone, 2010).
At the same time, individuals can discuss possible solutions to problems during the class as it will help to analyze the issue from different perspectives and improve knowledge related to the topic.
Altogether, the selected stimulator can be considered a potent tool that can be used in social studies classrooms as it outlines the majority of problems peculiar to the agricultural sector of 3rd world countries. The lack of education, poor access to health services, problematic relations with the government, corruption, and diseases become serious barriers impacting people and deteriorating the quality of their lives. The game helps students to understand the outstanding significance of these aspects, generate extensive knowledge related to them, and discuss looking for a possible solution which is the key to better understanding.
Delvin-Scherer, R., & Sardone, N. (2010). Digital simulation games for social studies classrooms. The Clearing House, 83, 138-144.