Active Learning Consultants, Richard Bernato Ed.D.

Active Learning Consultants offers a series of experiential publications that embrace our core belief; that none of us is as smart as all of us, unless we are smart together.

This reflects Confucius' saying that " I do, and I understand."

Classroom simulations / experiential learning strategies like Cutthroat , Ups And Downs, International Cutthroat, Which Way USA? , and Decision - Iraq, a Simulation of President George W. Bush's decision to invade Iraq, are a growing collection of publications ALC offers schools.

Below, find a sample to CUTTHROAT, a simulation of a market economy during the Industrial Revolution.

TEACHER’S GUIDE TO CUTTHROAT

A simulation of a market economy during the Industrial Revolution

PURPOSE CUTTHROAT is a simulation that allows students to participate in situations similar to those experienced by budding industrialists in a growing capitalist economy. As the citizens of BERLAND, students will participate in its economic development by working in companies to make basic business decisions. While learning about this economy, students will:

identify the role of natural resources in the industrialization of a country;

explain how a country’s economic systems are interrelated;

compare the relationship between supply and demand;

compare how the BERLAND economic growth develops with the development of the post Civil War industrialization of the United States;

analyze the complexity of decision-making in business;

identify attitudes and values of business owners;

practice skills of negotiation;

practice clear writing and communication skills;

interpret data;

develop and write position statements.

National Standard of Social Studies Standard VII: Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services.

OVERVIEW

CUTTHROAT takes place on a fictional island country that is moving into industrial development.

Students will be placed in one of eight companies: KING COAL, ATOM IRON, STRONG STEEL, STAINLESS STEEL, RAPID RAILROAD, QUICK CHOO CHOO, ARMSTRONG AUTO, and BERMOBILE.

In PHASE I, these companies will enable BERLAND to evolve into an industrial country. Owners must;

bargain,
negotiate deals,
and ultimately make contracts with each other to obtain
- the products and
- services they will need to successfully operate at a profit.

After the contracts are completed the teacher will conduct a “TRANSACTION” day. Each company will “deliver” its product and receive “payment” as contracted. Any company that has planned well, i.e. arranged for transport, contracted for coal and iron if needed, will succeed.

However the groups will quickly see how a company that moved too slowly, made a contractual mistake, charged the wrong price, will not operate at a profit. Business “failures” are very much a learning experience for all the groups in the class as they will realize how the failures will eventually affect the entire economy.

In PHASE II, a second optional phase is the examination of what happens when companies merge. Merged companies may make new contracts for transactions to operate their new monopolies.

Using this optional phase will quickly enable students to assess the power of monopolies in crushing competition.

In PHASE III, a third optional phase teachers can use the experiences of the prior two phases to assess how or whether monopolies should be regulated. Students will engage in a panel discussion / debate to determine whether BERLAND’s government should allow monopolies.

Teacher's Guide, Student Guide, Background Information, Handouts, Debriefing materials, all included in packet.

. Extra Links: National Council of Social Studies | Social Studies School Services | Abt Associates

For more information, contact us at richber1@optonline.net