Huizinga said that the spoilsport is more reviled than the cheat, because while the cheat at least preserves the sense of importance of the game, the spoilsport destroys the magical circle in which it occurs.
Years ago I went on holiday with a friend of mine back to his home town. We did the usual laddish things with his mates that have no place on this blog. We also played D&D.
I had been quite eager to have a hand at the game. I'd been DMing back at university, but hadn't been on the other side of the table for a while. His mates had had a campaign going on for several years, off and on, so I prepared my character. Gareth was a bard in the old sense of the word: an adviser, diplomat, and occasional spy. He was imperious, proud of his position, and relied on a +20 Diplomacy bonus (don't ask) to get his way.
The party had been acting as a mercenary gang in the employ of a powerful warlord, sorting out his business in the provinces, extending his influence, shaving off a generous portion of the profits for themselves (including the entire output of a silver mine they captured from, who else, kobolds). Gareth was introduced into this scenario as an agent from the warlord sent to check up on his gangsters. During the introductions phase, Gareth made his disdain quite clear to the party, insinuating that a shake-down was intended at that no nonsense would be tolerated. A member of the party, an ogre monk (ogre monk! honestly!), promptly punched Gareth in the face. Healing potions were applied.
I was furious (read: your author, not your author's character, though he was not too pleased either). I don't know how they play D&D in the sticks, but where I'm from people can define their characters without having the rest of the party beat them down (note: this is a lie). My hangover (see "laddish activities") didn't help the situation. As we drove out to get breakfast, the monk's player apologised, but assured me that is, indeed, how they play in the sticks. I rethought my position.
The thing is, the campaign had been run up until then on the basis of the party as a private army, barely held in check by their superiors. They did not so much "take orders" as "quest hooks." As high-level combat-focussed romper-stompers, (see ogre monk and his companion, half-dragon fighter), they were not accustomed to taking orders from anyone: least of all a weedy little human bard.
That afternoon, after we had indulged in coffee and fried food, I returned to Gareth. As he recovered from his "introduction," I decided to play him differently. He was NO LONGER an inspector sent to check on the mercenaries. Now the party consisted of a brutish mercenary gang... with a very persuasive agent. He negotiated higher pay, he negotiated past troublesome garrisons(towards the people we REALLY wanted to smash), and he gambled incessantly. In return, he used the party's muscle to set himself up as mayor (we deposed the old regime) of a small logging town, where he settled down to set up his own bardic college. (Translations: settled down means I wasn't going to get another chance to play, and a bardic college is a guild of spies).
In game, the whole situation was mildly hilarious. Gareth had the pomposity literally knocked out of him and became a sniveling hanger-on of very violent people, which was the career path he had suited himself for. Out of game, it involved a serious argument, the liberal application of breakfast, and a compromise. What was the problem and how was it resolved?
The problem was that I had very different expectations about the game to anyone else at the table. This isn't surprising: they were old mates who had been playing the same game for years. With only a few hints to go on, in my mind I decided the game would be about my great and amazing bard leading the party through intrigues. I wasn't quite sure what the rest of them would be good for, but I was pretty sure my character was going to rock. They, of course, thought of the game as being about them going around the world beating up whomever they pleased with little or no oversight of any kind. Those two realities literally collided in the game. Being in the minority, of course, it was obvious my reality had to go.
We solved the problem by building a shared vision of the game, one that incorporated both their traditional playing style and my vision of my character's role (who the hell plays a bard?). The DM was happy to accommodate me, strewing our path with dupes to be duped, and fools and money soon to be parted. The party was pleased to let me scheme and plot, and even pull the odd one over on other party members from time to time, as long as they got to play their parts too.
Games are based around a shared premise. You can't play magnetic golf according to the rules of electric bumble-puppy (a can of tuna to whoever gets that reference). Often in play the players have to renegotiate the premise, but it has to be agreed or else there is no game. If you call out the premise as ridiculous, you're a spoilsport. And that's worse that loading the dice.
Thursday, December 3, 2009
Sunday, November 29, 2009
Designing games for education
(this is an excerpt from an e-mail I sent to a friend)
I've started thinking whether one couldn't make a textbook of games. Rather than reading two pages in a text and answering set questions for each lesson (which is what happens in most classrooms I've seen), students would play a short game then reflect on the experience, or a component of a game designed for 4-5 lessons. It would still appeal to teachers who lean on textbooks as the entirety of their course (truly inexcusable, but it's a market). It would appeal to schools worried about kids getting disengaged and dropping out. And if it were well-designed it could have all of the learning merit of a textbook, combined with the merits of games.
In my experience, there are a few restrictions on designing games for educational settings, which actually make them easier to design as they set convenient boundaries on the project. Note that most of these apply to games to be played in a single period, I'd have nothing against a game designed to take 5 periods.
1. The rules have to be simple enough to explain in ten minutes or less. If your rules fill more than an A4 sheet of paper, they're too complicated.
2. The game needs to be playable within a confined time space. Either design it so that it ends when certain objectives are achieved, which one can expect to be achieved reasonably soon (sometimes with teacher coaching), or it can be cut off partway through with no real consequences (i.e. a trading game where students are trying to make a profit, so you cut it off after X minutes and ask who's the richest).
3. The game needs to achieve certain clearly defined learning goals. A good educational game will introduce two or three concepts (supply and demand, the floating value of money) and open up some questions for discussion.
4. The game should fit into a program of teaching. What do students need to understand to play? What will they learn and be able to use after they play?
The fun thing about being a teacher is that you can make a game designed for twenty players and be guaranteed enough people to play. You can watch, or design a role for yourself (banker, journalist, whatever). Keep in mind that games vary. Educational games tend to sit on a spectrum between Simulation and Role-play. A pure simulation, like a card game or board game, creates rules and structures for players to work in. They have clearly defined goals and chase them. Then they can reflect on how the rules and constraints of the game reflect the real world, or not. Role-plays are much more about discovering the motivations of actors in the real world, and examining how they interact. A lot of games can incorporate elements of both.
I've started thinking whether one couldn't make a textbook of games. Rather than reading two pages in a text and answering set questions for each lesson (which is what happens in most classrooms I've seen), students would play a short game then reflect on the experience, or a component of a game designed for 4-5 lessons. It would still appeal to teachers who lean on textbooks as the entirety of their course (truly inexcusable, but it's a market). It would appeal to schools worried about kids getting disengaged and dropping out. And if it were well-designed it could have all of the learning merit of a textbook, combined with the merits of games.
In my experience, there are a few restrictions on designing games for educational settings, which actually make them easier to design as they set convenient boundaries on the project. Note that most of these apply to games to be played in a single period, I'd have nothing against a game designed to take 5 periods.
1. The rules have to be simple enough to explain in ten minutes or less. If your rules fill more than an A4 sheet of paper, they're too complicated.
2. The game needs to be playable within a confined time space. Either design it so that it ends when certain objectives are achieved, which one can expect to be achieved reasonably soon (sometimes with teacher coaching), or it can be cut off partway through with no real consequences (i.e. a trading game where students are trying to make a profit, so you cut it off after X minutes and ask who's the richest).
3. The game needs to achieve certain clearly defined learning goals. A good educational game will introduce two or three concepts (supply and demand, the floating value of money) and open up some questions for discussion.
4. The game should fit into a program of teaching. What do students need to understand to play? What will they learn and be able to use after they play?
The fun thing about being a teacher is that you can make a game designed for twenty players and be guaranteed enough people to play. You can watch, or design a role for yourself (banker, journalist, whatever). Keep in mind that games vary. Educational games tend to sit on a spectrum between Simulation and Role-play. A pure simulation, like a card game or board game, creates rules and structures for players to work in. They have clearly defined goals and chase them. Then they can reflect on how the rules and constraints of the game reflect the real world, or not. Role-plays are much more about discovering the motivations of actors in the real world, and examining how they interact. A lot of games can incorporate elements of both.
Thursday, September 3, 2009
South Africa Simulation
(discussion of this game available on the Story Games for All forums).
TOWNSHIP REBELLION SIMULATION RULES
HOUSING: Unemployed workers must return to their Bantustans. There they may suffer from disease or starvation. The best solution is to find work in Johannesburg. If you can afford the rent, stay in Soweto. If you can't, stay at Crossroads. But remember: Crossroads is an illegal squatter settlement. The police may disperse it at any time.
FACTORIES AND MINES: Workers enter, sit at a chair, spend 1 energy token, and produce either 2 machinery or 1 diamond. No chair, no work. Chairs count as machinery, which must be replaced each year. Workers waiting for work should form a line leading to the factory or mine. After they work, they must return to their place of residence before getting back in line.
SABOTAGE: Some subversives are attempting to sabotage workplaces. To do this, they deposit a sabotage counter where their energy counter for work would go. That immediately destroys all machinery in the mine or factory, which must now be replaced by the owner. Needless to say, sabotage is illegal.
LAWS: As long as the government is in power, it may add or remove any laws it deems necessary. If the government is seen to be too soft on terrorism, or the economy starts to fail, other parties may start winning more seats in parliament. The government may ban any individual or organisation for subversive activities.
ROBBEN ISLAND: The police may throw people in jail, up to five at a time. They can be kept there for a few minutes (90 day law) or the government may make a good case (or new laws), in which they can be kept there as long as needed.
GUNS: Several parties in the game have access to guns. To use a gun, give it to the target. Tear the ticket in half. The target is now dead. They re-incarnate the following year. Roll a die. 1-2, Zulu. 3-4, Xhosa. 5, Tswana. 6, White (may be hired by police, government, or factory owners).
INTERNATIONAL SUPPORT: Every time the government commits an obvious injustice, international support falls. Significant reforms may make it rise (but irritate South African conservatives). If support falls too far, there may be some form of sanctions. Maintaining law and order is not in and of itself considered an injustice.
IMPORTS: Factory and mine owners have to import new machine parts each year. The store owner as to import foodstuffs (energy tokens). The costs are the following:
Machinery - 120 rand per chair, divided by the current strength of the rand. (So 24, 30, 40, 60, 120).
Food - 7 rand per token - current strength of the rand. (2, 3, 4, 5, 6).
If there is large-scale rioting or strikes, the rand will fall in value.
TIME: Each year lasts 5 minutes. The teacher will announce year changes.
For questions about the rules ask the teacher during the game.
Scenario: It is 1983. The National Party, under Prime Minister Botha, is desperately trying to hold the country together. The government must avert economic crisis, electoral defeat, and the revolution that is brewing in the townships and the countryside.
Timing:
Before class, arrange classroom with 3 Bantustans, Zimbabwe (no SA police allowed), Soweto, Crossroads, a mine, a factory, a store, a jail, and Johannesburg. Draw up all current variables on board.
Government support: 75% (lose 5% for every reform, 10% for every year in which businesses lose money)
International support: 7 (1-year boycott of SA goods at 5, investments withdrawn at 3, sanctions and a total shutdown of intl. trade at 1).
Strength of the rand: 5
Current legislation
Prohibition of Mixed Marriages Act (1949)
Suppression of Communism Act (1950, bans subversive organisations)
Group Areas Act and Pass Laws (1950)
Immorality Amendment Act (1950)
Bantu Education Act (1953)
The Promotion of Bantu Self-Government Act (1959)
Internal security act (1976, bans public meetings)
Black Trade Unions are legal
10 minutes to explain rules.
-Everyone plays a role. Try to act in character. If you have any questions, ask the teacher.
-Please follow the rules on the first page. You may also refer to your textbooks at any time (unless the government bans them as subversive literature).
-The teacher may alter the rules at any point in the game due to unforeseen circumstances.
-NO actual violence, needless to say.
-I will act as moderator, international trader, and timekeeper. For the most part, the game is in students' hands.
30 minutes to play
-5 minutes per year. Spend your time ad-libbing mine shaft collapses and natural disasters.
-If game-play stalls, try a UN resolution, get harsh about international approval, start an economic crisis, or egg on the political organisers. If all else fails, have the Conservative party pick up 20% of parliament in 1987, or hand the SACP a huge arms cache (drop it off in Zimbabwe). The country should be in crisis by 85 or 86, and meltdown by 88. Stop the game in 1990.
-When in doubt, rule on the side of the apartheid regime. Enforce jailing and massacres (at a price in international support).
10 minutes to reflect
-How hard was it to govern the country?
-How hard was it to organise resistance?
-What did this simulation leave out?
Prime Minister Botha
Locale: Johannesburg
Objectives: Avoid electoral defeat, a collapse of the economy, and revolution. Preserve apartheid as long as possible.
Special powers: May ban any organisation. Controls the police. May introduce or revoke any law, as long as parliamentary majority holds out.
Agent for Anglo-American Diamond Company
Locale: Johannesburg
Objectives: Sell diamonds abroad as profitably as possible. Tackle strikes and demonstrations. If international support drops too far, however, the parent company will pull out its investments (80%).
Special powers: Runs the mine. May hire a worker to spend 1 energy token to mine 1 diamond. Every year, mine machinery will need to be maintained, requiring imports from abroad.
Agent for British Tractor Manufacturers
Locale: Johannesburg
Objectives: Hire workers to create farming equipment, which can be sold to other African states and western countries. If international support drops too far, however, the parent company will pull out its investments (80% rand).
Special powers: Runs the factory. May hire a worker to spend 1 energy token to produce 2 units for export. Every year, factory machinery will need to be maintained, requiring imports from abroad.
Landlord
Locale: Johannesburg
Objectives: Collect rent from the residents of Soweto. Sit back. Be rich. Mwa ha ha.
Special powers: Collect rent. Suggested start is 5 rand per year in Soweto (blacks only), and 50 rand per year in Johannesburg (whites only).
Minister of Police
Locale: Johannesburg
Objectives: Root out the communist, the agitator, the terrorist. The state must be secure.
Special powers: Controls the police. Has a giant supply of guns. To use a gun, present it to a target and tear the counter in half. Now they're dead. You may also arrest people and take them to jail. If need be, recruit spies among the Bantu, and distribute arms to factions in the movement to cause infighting. Remember to keep the blacks scared, in their place. Have police harass them, demand to see their papers constantly.
Policeman
Locale: Johannesburg
Objectives: Root out the communist, the agitator, the terrorist. The state must be secure.
Special powers: Supplied with guns. To use a gun, present it to a target and tear the counter in half. Now they're dead. You may also arrest people and take them to jail.
Policeman
Locale: Johannesburg
Objectives: Root out the communist, the agitator, the terrorist. The state must be secure.
Special powers: Supplied with guns. To use a gun, present it to a target and tear the counter in half. Now they're dead. You may also arrest people and take them to jail.
Bantu Nelson Mandela (Xhosa)
Locale: Robben Island
Objectives: Stay strong. Try to communicate with your supporters on the outside. If more of your comrades are thrown in jail, do your best to keep their spirits up. Be ready to negotiate with the Botha government, but not unless they agree to end apartheid!
Special powers: They wouldn't dare kill you.
ANZAPO Organiser
Locale: Soweto
Objectives: Organise black workers into the Azanian People's Organisation. Organise a rent strike! Ally with the trade unions and support a general strike in all industries. Overthrow the imperialist capitalist pig-dogs. Create a worker's state.
Special powers: Your identity is SECRET as you are a member of a BANNED organisation. Use these false papers to avoid attention from the police.
+
Bantu (Tswana)
Locale: Bophuthatswana Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short.
Special powers: None. No rights either.
Bantu (Xhosa), COSATU Organiser
Locale: In every mine and mill.
Objectives: Organise all workers in the mines and factories into Congress of South African Trade Unions. "To hell with politics, the strike is our weapon!"
Special powers: Strike! Strike! Strike! You are lucky that you can carry out your work openly, since black trade unions were legalised in 1980. The government wouldn't dare reverse that law... would they?
Bantu (Zulu)
Locale: KwaZulu Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short. Unless, of course, Chief Buthelezi figures out how to change things.
Special powers: You have the right to join the Inkatha Freedom Party.
Bantu (Zulu)
Locale: KwaZulu Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short. Unless, of course, Chief Buthelezi figures out how to change things.
Special powers: You have the right to join the Inkatha Freedom Party.
Chief Buthelezi
Locale: KwaZulu Bantustan
Objectives: Organise Zulus into the Inkatha Freedom Party. These ANC commie nutcases are going to ruin the country. You don't care about this "Black Consciousness" nonsense either. You are proud to be Zulu, and want the government to grant rights to the Zulu homeland. See if you can make a deal with the government. If they grant you a few concessions, it might be worth forming an agreement with them. Particularly if that agreement gets you the guns you need to raise up the Zulu Empire again. Remember Shaka!
Special powers: You are the Prime Minister of KwaZulu, under the Promotion of Bantu Self-Government Act. Your party is perfectly legal, as is your power.
ANC Organiser
Locale: Soweto
Objectives: Organise people into the ANC. Sabotage the racist apartheid regime. Bring forth a new democracy that provides for all its citizens. Use acts of civil disobedience (demonstrations and riots) and the sabotage of Umkhonto we Sizwe (Spear of the Nation) to make the country ungovernable, as Comrade Tambo has called for. ...Good luck.
Special powers: You have three sabotage counters. Distribute them to operatives who you can convince to join Umkhonto we Sizwe. To activate sabotage, alert the teacher (to enforce the rules), and then bring the sabotage counter to either the mine or factory. See if you can co-ordinate a mass attack on industry, perhaps followed by or just after a strike. In addition, your organisation is BANNED. Use these papers to fool the police:
+
Bantu (Xhosa)
Locale: Transkei Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short.
Special powers: None. No rights either.
Bantu (Zulu)
Locale: KwaZulu Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short. Unless, of course, Chief Buthelezi figures out how to change things.
Special powers: You have the right to join the Inkatha Freedom Party.
Bantu (Zulu)
Locale: KwaZulu Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short. Unless, of course, Chief Buthelezi figures out how to change things.
Special powers: You have the right to join the Inkatha Freedom Party.
SACP Organiser
Locale: Soweto
Objectives: Organise the working class into the South African Communist Party. Obtain arms from your Soviet allies and overthrow the capitalist imperialist government of South Africa. Create a Marxist-Leninist workers' state. Workers of the World Unite!
Special powers: You have a small cache of arms from the USSR. To use a gun, approach your target, present them with the ticket, and tear it in half. They are now dead. You may be able to get more guns. If you get well-organised, distribute these to the workers and prepare for the revolution... But beware! The SACP was the very first banned organisation. Keep your work a secret. Use these papers to fool the police.
+
Bantu (Xhosa)
Locale: Transkei Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short.
Special powers: None. No rights either.
Bantu (Zulu)
Locale: KwaZulu Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short. Unless, of course, Chief Buthelezi figures out how to change things.
Special powers: You have the right to join the Inkatha Freedom Party.
Bantu (Zulu)
Locale: KwaZulu Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short. Unless, of course, Chief Buthelezi figures out how to change things.
Special powers: You have the right to join the Inkatha Freedom Party.
Bantu (Xhosa)
Locale: Transkei Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short.
Special powers: None. No rights either.
Bantu (Xhosa)
Locale: Transkei Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short.
Special powers: None. No rights either.
Bantu (Tswana)
Locale: Bophuthatswana Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short.
Special powers: None. No rights either.
Bantu (Tswana)
Locale: Bophuthatswana Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short.
Special powers: None. No rights either.
Bantu (Tswana)
Locale: Bophuthatswana Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short.
Special powers: None. No rights either.
Shop Owner [This was actually played by my supervising teacher]
Locale: Soweto
Objectives: Buy energy tokens from abroad, sell them to black workers.
Special powers: Being white, you have the right to operate a store. You can hire shop assistants if you please.
TOWNSHIP REBELLION SIMULATION RULES
HOUSING: Unemployed workers must return to their Bantustans. There they may suffer from disease or starvation. The best solution is to find work in Johannesburg. If you can afford the rent, stay in Soweto. If you can't, stay at Crossroads. But remember: Crossroads is an illegal squatter settlement. The police may disperse it at any time.
FACTORIES AND MINES: Workers enter, sit at a chair, spend 1 energy token, and produce either 2 machinery or 1 diamond. No chair, no work. Chairs count as machinery, which must be replaced each year. Workers waiting for work should form a line leading to the factory or mine. After they work, they must return to their place of residence before getting back in line.
SABOTAGE: Some subversives are attempting to sabotage workplaces. To do this, they deposit a sabotage counter where their energy counter for work would go. That immediately destroys all machinery in the mine or factory, which must now be replaced by the owner. Needless to say, sabotage is illegal.
LAWS: As long as the government is in power, it may add or remove any laws it deems necessary. If the government is seen to be too soft on terrorism, or the economy starts to fail, other parties may start winning more seats in parliament. The government may ban any individual or organisation for subversive activities.
ROBBEN ISLAND: The police may throw people in jail, up to five at a time. They can be kept there for a few minutes (90 day law) or the government may make a good case (or new laws), in which they can be kept there as long as needed.
GUNS: Several parties in the game have access to guns. To use a gun, give it to the target. Tear the ticket in half. The target is now dead. They re-incarnate the following year. Roll a die. 1-2, Zulu. 3-4, Xhosa. 5, Tswana. 6, White (may be hired by police, government, or factory owners).
INTERNATIONAL SUPPORT: Every time the government commits an obvious injustice, international support falls. Significant reforms may make it rise (but irritate South African conservatives). If support falls too far, there may be some form of sanctions. Maintaining law and order is not in and of itself considered an injustice.
IMPORTS: Factory and mine owners have to import new machine parts each year. The store owner as to import foodstuffs (energy tokens). The costs are the following:
Machinery - 120 rand per chair, divided by the current strength of the rand. (So 24, 30, 40, 60, 120).
Food - 7 rand per token - current strength of the rand. (2, 3, 4, 5, 6).
If there is large-scale rioting or strikes, the rand will fall in value.
TIME: Each year lasts 5 minutes. The teacher will announce year changes.
For questions about the rules ask the teacher during the game.
Scenario: It is 1983. The National Party, under Prime Minister Botha, is desperately trying to hold the country together. The government must avert economic crisis, electoral defeat, and the revolution that is brewing in the townships and the countryside.
Timing:
Before class, arrange classroom with 3 Bantustans, Zimbabwe (no SA police allowed), Soweto, Crossroads, a mine, a factory, a store, a jail, and Johannesburg. Draw up all current variables on board.
Government support: 75% (lose 5% for every reform, 10% for every year in which businesses lose money)
International support: 7 (1-year boycott of SA goods at 5, investments withdrawn at 3, sanctions and a total shutdown of intl. trade at 1).
Strength of the rand: 5
Current legislation
Prohibition of Mixed Marriages Act (1949)
Suppression of Communism Act (1950, bans subversive organisations)
Group Areas Act and Pass Laws (1950)
Immorality Amendment Act (1950)
Bantu Education Act (1953)
The Promotion of Bantu Self-Government Act (1959)
Internal security act (1976, bans public meetings)
Black Trade Unions are legal
10 minutes to explain rules.
-Everyone plays a role. Try to act in character. If you have any questions, ask the teacher.
-Please follow the rules on the first page. You may also refer to your textbooks at any time (unless the government bans them as subversive literature).
-The teacher may alter the rules at any point in the game due to unforeseen circumstances.
-NO actual violence, needless to say.
-I will act as moderator, international trader, and timekeeper. For the most part, the game is in students' hands.
30 minutes to play
-5 minutes per year. Spend your time ad-libbing mine shaft collapses and natural disasters.
-If game-play stalls, try a UN resolution, get harsh about international approval, start an economic crisis, or egg on the political organisers. If all else fails, have the Conservative party pick up 20% of parliament in 1987, or hand the SACP a huge arms cache (drop it off in Zimbabwe). The country should be in crisis by 85 or 86, and meltdown by 88. Stop the game in 1990.
-When in doubt, rule on the side of the apartheid regime. Enforce jailing and massacres (at a price in international support).
10 minutes to reflect
-How hard was it to govern the country?
-How hard was it to organise resistance?
-What did this simulation leave out?
Prime Minister Botha
Locale: Johannesburg
Objectives: Avoid electoral defeat, a collapse of the economy, and revolution. Preserve apartheid as long as possible.
Special powers: May ban any organisation. Controls the police. May introduce or revoke any law, as long as parliamentary majority holds out.
Agent for Anglo-American Diamond Company
Locale: Johannesburg
Objectives: Sell diamonds abroad as profitably as possible. Tackle strikes and demonstrations. If international support drops too far, however, the parent company will pull out its investments (80%).
Special powers: Runs the mine. May hire a worker to spend 1 energy token to mine 1 diamond. Every year, mine machinery will need to be maintained, requiring imports from abroad.
Agent for British Tractor Manufacturers
Locale: Johannesburg
Objectives: Hire workers to create farming equipment, which can be sold to other African states and western countries. If international support drops too far, however, the parent company will pull out its investments (80% rand).
Special powers: Runs the factory. May hire a worker to spend 1 energy token to produce 2 units for export. Every year, factory machinery will need to be maintained, requiring imports from abroad.
Landlord
Locale: Johannesburg
Objectives: Collect rent from the residents of Soweto. Sit back. Be rich. Mwa ha ha.
Special powers: Collect rent. Suggested start is 5 rand per year in Soweto (blacks only), and 50 rand per year in Johannesburg (whites only).
Minister of Police
Locale: Johannesburg
Objectives: Root out the communist, the agitator, the terrorist. The state must be secure.
Special powers: Controls the police. Has a giant supply of guns. To use a gun, present it to a target and tear the counter in half. Now they're dead. You may also arrest people and take them to jail. If need be, recruit spies among the Bantu, and distribute arms to factions in the movement to cause infighting. Remember to keep the blacks scared, in their place. Have police harass them, demand to see their papers constantly.
Policeman
Locale: Johannesburg
Objectives: Root out the communist, the agitator, the terrorist. The state must be secure.
Special powers: Supplied with guns. To use a gun, present it to a target and tear the counter in half. Now they're dead. You may also arrest people and take them to jail.
Policeman
Locale: Johannesburg
Objectives: Root out the communist, the agitator, the terrorist. The state must be secure.
Special powers: Supplied with guns. To use a gun, present it to a target and tear the counter in half. Now they're dead. You may also arrest people and take them to jail.
Bantu Nelson Mandela (Xhosa)
Locale: Robben Island
Objectives: Stay strong. Try to communicate with your supporters on the outside. If more of your comrades are thrown in jail, do your best to keep their spirits up. Be ready to negotiate with the Botha government, but not unless they agree to end apartheid!
Special powers: They wouldn't dare kill you.
ANZAPO Organiser
Locale: Soweto
Objectives: Organise black workers into the Azanian People's Organisation. Organise a rent strike! Ally with the trade unions and support a general strike in all industries. Overthrow the imperialist capitalist pig-dogs. Create a worker's state.
Special powers: Your identity is SECRET as you are a member of a BANNED organisation. Use these false papers to avoid attention from the police.
+
Bantu (Tswana)
Locale: Bophuthatswana Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short.
Special powers: None. No rights either.
Bantu (Xhosa), COSATU Organiser
Locale: In every mine and mill.
Objectives: Organise all workers in the mines and factories into Congress of South African Trade Unions. "To hell with politics, the strike is our weapon!"
Special powers: Strike! Strike! Strike! You are lucky that you can carry out your work openly, since black trade unions were legalised in 1980. The government wouldn't dare reverse that law... would they?
Bantu (Zulu)
Locale: KwaZulu Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short. Unless, of course, Chief Buthelezi figures out how to change things.
Special powers: You have the right to join the Inkatha Freedom Party.
Bantu (Zulu)
Locale: KwaZulu Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short. Unless, of course, Chief Buthelezi figures out how to change things.
Special powers: You have the right to join the Inkatha Freedom Party.
Chief Buthelezi
Locale: KwaZulu Bantustan
Objectives: Organise Zulus into the Inkatha Freedom Party. These ANC commie nutcases are going to ruin the country. You don't care about this "Black Consciousness" nonsense either. You are proud to be Zulu, and want the government to grant rights to the Zulu homeland. See if you can make a deal with the government. If they grant you a few concessions, it might be worth forming an agreement with them. Particularly if that agreement gets you the guns you need to raise up the Zulu Empire again. Remember Shaka!
Special powers: You are the Prime Minister of KwaZulu, under the Promotion of Bantu Self-Government Act. Your party is perfectly legal, as is your power.
ANC Organiser
Locale: Soweto
Objectives: Organise people into the ANC. Sabotage the racist apartheid regime. Bring forth a new democracy that provides for all its citizens. Use acts of civil disobedience (demonstrations and riots) and the sabotage of Umkhonto we Sizwe (Spear of the Nation) to make the country ungovernable, as Comrade Tambo has called for. ...Good luck.
Special powers: You have three sabotage counters. Distribute them to operatives who you can convince to join Umkhonto we Sizwe. To activate sabotage, alert the teacher (to enforce the rules), and then bring the sabotage counter to either the mine or factory. See if you can co-ordinate a mass attack on industry, perhaps followed by or just after a strike. In addition, your organisation is BANNED. Use these papers to fool the police:
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Bantu (Xhosa)
Locale: Transkei Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short.
Special powers: None. No rights either.
Bantu (Zulu)
Locale: KwaZulu Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short. Unless, of course, Chief Buthelezi figures out how to change things.
Special powers: You have the right to join the Inkatha Freedom Party.
Bantu (Zulu)
Locale: KwaZulu Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short. Unless, of course, Chief Buthelezi figures out how to change things.
Special powers: You have the right to join the Inkatha Freedom Party.
SACP Organiser
Locale: Soweto
Objectives: Organise the working class into the South African Communist Party. Obtain arms from your Soviet allies and overthrow the capitalist imperialist government of South Africa. Create a Marxist-Leninist workers' state. Workers of the World Unite!
Special powers: You have a small cache of arms from the USSR. To use a gun, approach your target, present them with the ticket, and tear it in half. They are now dead. You may be able to get more guns. If you get well-organised, distribute these to the workers and prepare for the revolution... But beware! The SACP was the very first banned organisation. Keep your work a secret. Use these papers to fool the police.
+
Bantu (Xhosa)
Locale: Transkei Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short.
Special powers: None. No rights either.
Bantu (Zulu)
Locale: KwaZulu Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short. Unless, of course, Chief Buthelezi figures out how to change things.
Special powers: You have the right to join the Inkatha Freedom Party.
Bantu (Zulu)
Locale: KwaZulu Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short. Unless, of course, Chief Buthelezi figures out how to change things.
Special powers: You have the right to join the Inkatha Freedom Party.
Bantu (Xhosa)
Locale: Transkei Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short.
Special powers: None. No rights either.
Bantu (Xhosa)
Locale: Transkei Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short.
Special powers: None. No rights either.
Bantu (Tswana)
Locale: Bophuthatswana Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short.
Special powers: None. No rights either.
Bantu (Tswana)
Locale: Bophuthatswana Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short.
Special powers: None. No rights either.
Bantu (Tswana)
Locale: Bophuthatswana Bantustan
Objectives: Try to find work in Johannesburg. Soweto is miserable, but life in the Bantustans is brutal, miserable, and short.
Special powers: None. No rights either.
Shop Owner [This was actually played by my supervising teacher]
Locale: Soweto
Objectives: Buy energy tokens from abroad, sell them to black workers.
Special powers: Being white, you have the right to operate a store. You can hire shop assistants if you please.
Tuesday, August 4, 2009
Teachers should be Gamers
At the very least, I don't think my fellow humanities teachers have any excuse. I follow Costikyan and Aarseth I view games as a form of text capable of conveying certain kinds of information more efficiently than others. Specifically, as Costikyan notes, games are systems and they are therefore amply suited to convey information about systems. This includes social structures, economics, environments, physics, chemical reactions, demographics, and politics. Teachers, think of your domain, and think of the overarching interrelations you wish to convey. A game is a much more efficient (and engaging, as the lingo goes) way of communicating them than a block of text.
Why are games so appropriate for education? To begin, no one can be forced to learn. Learning is an active, not a passive, process. End the days of didactic education: get the students moving, talking, arguing, and learning. I have students that can talk my ear off about celebrities, cars, sports, music, mythology, and (big shocker) GAMES. Why can they do this? Why do they display such motivation and commitment to becoming experts? Because they give a damn. They do not give a damn about the textbook.
A game conveys a depth of knowledge that is simply impossible to convey via other media, precisely because it offers alternatives. Play the Battle of Waterloo and learn why it happened like it did. Play third-world development (a simulation I currently have in the works for my year 7s) and understand why there still is a third world. Play political corruption and learn more than any newspaper would ever have taught you.
Of course, sometimes after playing a game, a student will discover that a winning strategy was not (or is not) the strategy taken. This sets the scene for a great inquiry project. Students will be desperate to know why Henry V didn't take Paris, since it won the game. They will critique the game, a vital skill for all kinds of literacy. They will encounter the fallibility of leaders, the contingent factors that shape history. And, with your support, they will design their own games to enable an expression of what REALLY happened, games that other students can play and critique.
And, of course, there is a political dimension to all of this. As an anarchist-communist, I desire the abolition of the distinction between work and play. It's part Aronowitz part Mary Poppins, I admit. But I don't give a damn.
Teachers of the world, play! You have nothing to lose but the dirty looks from your students, you have a world to win!
Tuesday, July 14, 2009
For f's sake
Dear Reader,
I briefly played "Evony," a MMORTS... I guess. Something like that, anyway. It was alright, if you're into resource management games and mmo's you might want to give it a shot. I got quite obsessive about it though (I had spreadsheets, and diagrams... my alliance was starting to hate me) so I quit.
But that's not what I want to talk about. I want to talk about Evony's banner ads. They used to look something like this, and look at that guy complain! Now they look like... well, it's a bit absurd. What I love is that they advertise that you can play from home, school, or work.
Shameless.
Bercilac
Tuesday, July 7, 2009
New Stuff!
Dear Reader,
My friend and I went to a slew of games stores in the city today. It was pretty weird seeing all of the shelves loaded up with D&D 4th Edition, made me feel pretty old. It also tanked one of my ambitions, which was to try and publish some of my 3rd Edition adventures for a few extra bucks. I have no idea how much money I could have made doing that, probably not very much, but it would have been neat, and a good way to get started in the industry.
I saw some wonderful stuff out there. It's been ages since I was in a proper games store. I was horridly tempted by the various board games set in Renaissance Italy, but I resolved to wait until I'm teaching (tax deductible!). I did, however, succumb to a few temptations. I am the proud owner of three shiny new translucent d20s: one yellow, one dark blue-green, and one clear. I saw my friends tossing around some translucent d20s at our last session of Dread Ilk and I resolved to own some myself (in addition to my sparkly apple-green one). I much prefer them to those illegible speckled monstrosities, or simple opaque colours (I have a white one: how boring is that?).
I also gave in, to a somewhat pricier tune, to a neat little rpg called "Faery's Tale: Deluxe." I have yet to figure out what's deluxe about it, but as you might guess it's all about playing as sprites or brownies or what have you. I'm a bit disappointed to see goblins and the like as evil NPCs, and the game centred on being kind and nice, but that's true of most systems I've seen and hasn't stopped me from running a monster campaign yet.
Apart from the wonderful artwork and fluff, what interested me in the game is that it's geared towards children. Don't think this makes it a frivolous system: it has nice simple dice-pool mechanics based on body, mind, and spirit, as well as gifts/traits, and a wonderful system of "Essence." Essence functions as your hit points, as you lose it in a fight; your experience points, as you gain it for desirable behaviour or great success; and as mana to fuel certain abilities and spells. There's also a great system of boons, which are essentially roleplaying rewards in the form of NPCs owing you a favour, which can be traded in for magic items, stat increases, or titles ("from knight to faery princess" boasts the blurb). It's a lightweight tome, at 90 pages of A5, most of which is taken up with flavour text and lovely illustrations, and certainly the simplicity of the rules lends itself to playing with kids (though I also find it appeals to my gaming instincts).
There's a lot in there, however, that is much more considered in how it approaches children. For starters, there's a section which introduces the concept of developmental stages (taken from good old Erikson) in how you should write your adventures: younger children are likely to have trouble with empathy and moral dilemmas, whereas as children get older they are more interested in what their personal characters are doing and more difficult challenges. There are plenty of places where the game can be tuned down: either mechanically (simplified combat, diceless, character creation based on sketches done by the child and interpreted by the GM) or emotionally (simpler challenges, avoiding death scenes with "falling into a magical slumber" or running away). And there are, of course, opportunities to take it the other way: there's a decent section on LARPing as pixies, which sounds fantastic, and encouragement for props, costume, et cetera. It suggests scenery such as couches, rugs, et cetera, but I can imagine taking a whole primary school class out to a park one day and going nuts...
I'd really like to run this game with my group, but I'd need to toughen it up slightly. The system is geared towards encouraging children to behave nicely to one another: you get Essence for being kind and considerate in various ways, and "Dark Essence" for being nasty. I'd have to develop the Dark Essence bit, since I know my group wouldn't view it as a bad outcome. The combat rules are probably fine left simple, but to hell with falling into a magical slumber: if the goblins beat you, they're going to chew your limbs off. I had an amazing idea for an adventure based on a marauding entomologist.
Bercilac
Saturday, July 4, 2009
24 Hour RPG: Out of the ashes of a failed attempt
Dear Reader
I tried my hand at the 24 Hour RPG competition, and failed. I had picked the phrase "semi-disposable," and was beginning to structure a game based on the experience of Soviet soldiers at Stalingrad. Each soldier had an individual dice pool and battles were played out in a series of scenes inspired by Grey Ranks (there were, in fact, a lot of similarities between this game and Grey Ranks or Carry). In each scene, every soldier rolled their dice pool to determine what contribution they made to a plan negotiated between the GM and one player who played the Sergeant. Successes (5 or 6) contributed to overcoming the Germans, failures (1) didn't detract from that but put the soldier at risk of death.
The interesting bit of the concept was to be a communal dice pool called the "Tactical Situation." These dice would be at the disposal of individual players, who could roll tactical dice to protect themselves from the dangers of failure. Any that weren't used in this way would be at the Sergeant's disposal to help beat back the Germans. So there was to be a tension between individual survival and group success.
The concept was flawed in a few ways:
1. I wasn't quite sure what the overall goal was, except perhaps to play until the squad was exterminated or the GM decided they'd had enough and the Germans would get defeated. It made it difficult to predict progress through the game, and how to set the stakes at each point.
2. I had a roll outlined for a political commissar, who could theoretically sack the Sergeant. But I had no idea how, or why, he would do so.
3. The game was lacking in motivation, not just for the group as a whole, but for individuals. Why would they sacrifice themselves for group success? Then again, there was little room for individual development, so why not?
I have thought of how to salvage some of the work, however. I might recast this as a medieval rpg. By that I mean emphatically NOT a fantasy rpg, but one depicting the struggle between lord and villein. Perhaps this is because I know a lot more about medieval society than the Red Army in WWII, but this causes the roles to come into sharper focus: the Sergeant becomes a Lord, the Commissar becomes a Priest, and the soldiers become peasants. The game is about the peasants trying to eke out a living, playing mostly as a team that rolls a dice pool called "the commons," or working small freeholdings of their own, while the Lord and Priest are trying to appropriate as much of the peasants' wealth as possible for their own enrichment and goals.
Possible "adventures" would include the black plague (creates a land surplus or labour shortage, depending on how you look at it), wars with France or Scotland (calls men away from their farms, threatening famine, but also offering riches), or simply start conditions off as gruelling (high taxes, incessant persecution of heresies) and see how the parties work things out (google 1381 if you want my prediction).
This game would probably be best played without a GM, with Lords or Priests initiating most of the action by naming their own goals (fight a war, build a cathedral) which would necessitate a high rate of taxation. It would need means of tracking construction projects, accumulated wealth of various sorts, and a rudimentary combat system.
It would be quite nice to design this so it could be played with up to 25 players, including several lords, priests, and even a few townsfolk, with a wide range of dice pools representing productive land all over the place, and let the rivalry of the lords (both spiritual and temporal) drive the game. Then I could use it for introducing students to medieval history.
Hmmmmmmmmm. Sorry for the rant, an idea is forming.
Bercilac
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