Global Challenge started out as a simple geography and history game which took a few weeks to play. Students competed to occupy and maintain territory on the world map by answering questions from their textbooks and stating geographical and historical facts. Over the years, the game expanded in complexity and eventually played out over an entire semester. Thriving in this new kind of environment, students formed teams with unique names, created team logos and posters, compiled huge databases and held meetings at lunch and after school. �Underground� markets were even created to make deals and trade information and ideas. The game itself came to be a working metaphor for the challenges that came along with advanced civilizations.
As a classroom project, Global Challenge can be an excellent way to challenge your students to look way beyond the text book and explore the world as it has come to be. By participating, students will learn about history, economics, political science, finance and how to be part of a team. Teachers who use this in their classes will learn how to teach in a new way - by allowing students to create their own learning experiences. This game represents a new way of learning, from the bottom up, and shows that learning can go way beyond basic classroom content and standardized tests. This workshop will show you how to set this up in your class, but more importantly, will show you a new way to teach.
Here's what Kim Lander of Kansas City said:
"Lee,
I think the project is amazing! I like the way it is set up so that the students are the ones writing and answering the questions. Students will learn more if they are the ones doing the research and fact checking. I especially like the the "game" like atmosphere, with students making alliances and treaties. I don't think you can simulate anything more real world. I am going to "tweak" it a little and try it "ancient civilization style" with my 6th graders. Thanks for allowing me a chance to read through it and experiment with it." (reviews from former students at the bottom).
This new and improved version will guide you through the process.
Here's what some former students had to say:
"I have learned more about the history of the world this year than I have in my whole sixteen years of life."
"Regardless of what happens in the game of Global Challenge, (the event) can, will, or has happened in the real world."
"To tell you the truth, I really liked this game because I learned something from it."
"Global Challenge is a great simulation game. Every aspect relates almost perfectly to history.�
"I think that Global Challenge is fantastic. It gave us a chance to learn while having fun. It was so much better than sitting in class all day and not learning anything because we were bored"
"Global Challenge taught me a ton. I know for a fact that if we would have sat in our chairs and done book work all year I would have failed."
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Hi Lee,
I'm intrigued by your product and just wanted to ask your advice on your global challenge product. Specifically, I am hoping for some feedback on whether you think it is suitable for my class. I teach Global Geography 12 with the three units: world patterns of population and settlement, world patterns of humankind's use of the earth, and world patterns of physical elements.
I also have a fair amount of flexibility and like to link curriculum with our location as we are an alternative school that is traveling around the world - Europe, Africa, South America, and Caribbean...
Let me know what you think.
Thanks so much, I appreciate your time.
Jenn
July 2, 2011
Hi Jenn. Your program sounds really fascinating! (not to mention the school itself). I’m very curious to learn more about it. In a word, yes. There are many ways that Global Challenge can be adapted to fit your needs. First, you can direct students to write game questions which fit your educational goals, e.g. patterns of population, human kind’s use of the earth, patterns of physical elements, etc. Along these lines, you could also have them write questions to correspond with the parts of the world you are traveling through. Second, students are also required to research facts which are then placed on game cards. You could also have them include the information mentioned above on the game cards, i.e. each “country card” must include information such as GDP, PCI, population, physical attributes, etc. Third, the teacher is also encouraged during the course of the game to insert corresponding lessons. In the later portions of the game, you might have them take note of population clusters or migration patterns. Much of this becomes apparent while playing the game, but the teacher can facilitate discussions based on what is taking place.
I hope this makes sense on the first go-around. If not, I’d be happy to answer more questions or help to clarify what I’ve written above. In either case, I appreciate your interest and wish you the best of luck!
July 2, 2011
I was wondering if there was a way I could purchase a copy of the Global Challenge Manual or is that what this is?
September 1, 2010
Hi. Thanks for your question. If you purchase the product called "Global Challenge," you'll be getting the manual. If you do buy it, I'd be happy to throw in free phone support if you have any question about using the game. My number is 916.759.6231. You can also e-mail me directly at lchazen@gmail.com. Thanks and good luck! -- Lee : )
September 1, 2010
I'm a former teacher of high school world history, government and speech / debate. Here's a few other things I've been involved in: 1.) Former manager for a tutoring program (Supplemental Education Services) in California. I hired and trained tutors, helped to develop curriculum and administered the program. 2.) Creative and Critical Thinking Workshops - designed and implemented a series of classes to prepare students for various academic and personal challenges. This course covered everything from the multiple intelligences, to memory, to the politics of the school environment. It was offered through both a private school and the public library. 3.) Cable in the Classroom - As field training specialist, promoted the AT&T Broadband CyberLab. Contacted School districts, parents, teachers and community groups and arranged / conducted workshops on media and Internet literacy. 4.) Global Challenge Project - while teaching high school social studies, developed an interactive, cross-curricular simulation game. 6.) Sageridge School Summer Challenge - As director of the summer program, wrote and designed curriculum, hired staff and promoted the program through a series of radio and television appearances. Most classes centered on the theme of preventing youth violence. 7.) Federal School to Careers Program - As area coordinator, assisted in the development and promotion of teacher training programs. 8.) Speech and Debate Coach: coached student to National Tournament in Lincoln- Douglas Debate.
