GAD 1
Section A
Unit 1: History and ethics of game design
Unit Overview
Big Idea
Knowledge of the history of technology and societies helps people understand the world around
them by seeing how people of all times and places have increased their capability by using their
unique skills to innovate, improvise, and invent.
Standards
Technology: Standards for Technological Literacy (STL) (ITEA, 2000/2002)
Std. 1: Students will develop an understanding of the characteristics and scope
of technology
 The transfer of technology from one society to another can cause cultural, social,
economic, and political changes affecting both societies to varying degrees.(1K)
Std. 4: Students will develop an understanding of the cultural, social,
economic, and political effects of technology.

Ethical considerations are important in the development, selection, and use of technologies. (4J)
Std. 6: Students will develop an understanding of the role of society in the
development and use of technology.

A number of different factors, such as advertising, the strength of the economy, the goals
of a company, and the latest fads contribute to shaping the design of and demand for
various technologies.(6J)
Science: Benchmarks for Science Literacy (Current version)

From time to time, major shifts occur in the scientific view of how things work. More often,
however, the changes that take place in the body of scientific knowledge are small modifications
of prior knowledge. Continuity and change are persistent features of science. 1A/H2*

Mathematics, creativity, logic, and originality are all needed to improve technology. 3A/H2

The value of any given technology may be different for different groups of people and at different
points in time. 3B/H2

Social and economic forces strongly influence which technologies will be developed and used.
Which will prevail is affected by many factors, such as personal values, consumer acceptance,
patent laws, the availability of risk capital, the federal budget, local and national regulations,
media attention, economic competition, and tax incentives. 3C/H1

Cultural beliefs strongly influence the values and behavior of the people who grow up in the
culture, often without their being fully aware of it. Responses to these influences varies among
individuals. 7A/H1
1
GAD 1
Section A

The ways that unacceptable social behavior is punished depend partly on beliefs about the
purposes of punishment and about its effectiveness. Effectiveness is difficult to test scientifically
because circumstances vary greatly and because legal and ethical barriers interfere. 7A/H2

Participate in group discussions on scientific topics by restating or summarizing accurately what
others have said, asking for clarification or elaboration, and expressing alternative positions.
12D/H6

Insist that the key assumptions and reasoning in any argument—whether one's own or that of
others—be made explicit; analyze the arguments for flawed assumptions, flawed reasoning, or
both; and be critical of the claims if any flaws in the argument are found. 12E/H4*
Mathematics: Principles and Standards for School Mathematics (NCTM, 2000)
Purpose of Unit
This unit provides a snapshot of the history of game design both electronic and non-electric. Areas of
ethical concerns and future directions are also explored.
Unit Objectives
Students will learn to:
1. Recall the general history and development of gaming, non-electronic and electronic
2. Explain how technology and ethics have affected game development
3. Summarize the current state and future trends in game development
Lesson 1: History of games electronic and non-electric
Students will learn to:
1. Recall the main components of ancient games.
2. Recall the history timeline of non-electric games.
3. Explore the strategies of card design.
4. Recall the history timeline of electric games.
5. Explain how the development of technology has affected game design.
Lesson 2: Ethics and current state of game design
Students will learn to:
1. Explain the factors that lead to game ratings.
2. Explain game ratings.
3. Summarize the current and future trends in game design.
Student Assessment Tools and/or Methods



Completed lessons
Rubric for card game
Test bank questions
Teacher Preparation and Resources
Teacher preparation for this unit includes the following:



Gathering rocks and printing tabula boards
Be familiar with a 2D software package
Making and printing time line cards
2
GAD 1
Section A
Lesson 1: History of games electronic and non-electric
Lesson Snapshot
Overview
Big Idea: Knowledge of the history of technology and societies helps people understand the
world around them by seeing how people of all times and places have increased their capability
by using their unique skills to innovate, improvise, and invent.
Purpose of Lesson: To introduce students to the history of ancient game design including card and
board games. To understand the development of electric game design, and how technology has affected
the design process will also be explored.
Selected Learning Objectives: Students will learn to:
1.
2.
3.
4.
5.
Recall the main components of ancient games.
Recall the history timeline of non-electric games.
Explore the strategies of card design.
Recall the history timeline of electric games.
Explain how the development of technology has affected game design.
Lesson Duration: 5 hours (5% of 180 hrs)
Engagement:
Have students list what game assets might be available to children during the opening of the Roman
Coliseum (80AD). Then have the students create and sketch a simple child’s game from their assets to
share with the class.
Activity1.1 Ancient Board Games: Information Gathering Instructions
Activity1.2 Tabula Modification
Activity1.3 Own card game
Activity1.4.Time line
3
GAD 1
Section A
Lesson 1: Overview
Lesson Duration
5 hours (5% of 180 hrs)
Standards/Benchmarks
Technology: Standards for Technological Literacy (STL) (ITEA, 2000/2002)
Std. 1: Students will develop an understanding of the characteristics and scope
of technology
 The transfer of technology from one society to another can cause cultural, social,
economic, and political changes affecting both societies to varying degrees.(1K)
Std. 4: Students will develop an understanding of the cultural, social,
economic, and political effects of technology.

Ethical considerations are important in the development, selection, and use of technologies. (4J)
Std. 6: Students will develop an understanding of the role of society in the
development and use of technology.
 A number of different factors, such as advertising, the strength of the economy, the goals
of a company, and the latest fads contribute to shaping the design of and demand for
various technologies.(6J)
Science: Benchmarks for Science Literacy (AAAS, 1993/2009)

From time to time, major shifts occur in the scientific view of how things work. More often,
however, the changes that take place in the body of scientific knowledge are small modifications
of prior knowledge. Continuity and change are persistent features of science. 1A/H2*

Mathematics, creativity, logic, and originality are all needed to improve technology. 3A/H2

The value of any given technology may be different for different groups of people and at different
points in time. 3B/H2

Social and economic forces strongly influence which technologies will be developed and used.
Which will prevail is affected by many factors, such as personal values, consumer acceptance,
patent laws, the availability of risk capital, the federal budget, local and national regulations,
media attention, economic competition, and tax incentives. 3C/H1

Cultural beliefs strongly influence the values and behavior of the people who grow up in the
culture, often without their being fully aware of it. Responses to these influences varies among
individuals. 7A/H1

The ways that unacceptable social behavior is punished depend partly on beliefs about the
purposes of punishment and about its effectiveness. Effectiveness is difficult to test scientifically
because circumstances vary greatly and because legal and ethical barriers interfere. 7A/H2

Participate in group discussions on scientific topics by restating or summarizing accurately what
others have said, asking for clarification or elaboration, and expressing alternative positions.
12D/H6
4
GAD 1

Section A
Insist that the key assumptions and reasoning in any argument—whether one's own or that of
others—be made explicit; analyze the arguments for flawed assumptions, flawed reasoning, or
both; and be critical of the claims if any flaws in the argument are found. 12E/H4*
Mathematics: Principles and Standards for School Mathematics (NCTM, 2000)
Learning Objectives
Students will learn to:
1. Recall the main components of ancient games
2. Recall the history timeline of non-electric games.
3. Explore the strategies of card design.
4. Recall the history timeline of electric games.
5. Explain how the development of technology has affected game design.
Student Assessment Tools and/or Methods
Rubric for own Game
Resource Materials
Activity1.1 Ancient Board Games: Information Gathering Instructions
Materials
Internet and printer
Print Materials
Lesson
Internet Search Terms and Suggested Sites
1. Mancala, Tabula, Go, Mah Jongg, The Royal Game of Ur
Activity1.2 Tabula Modification
Materials
Internet and printer, at least 2 different colors of small stones (10 per student)
Print Materials
Lesson, Tabula board, Student modification sheet
Activity1.3 Own card game
Materials
Interne, printer, and a 2D drawing package such as Corel Draw, Adobe Illustrator, or paint
Print Materials
Lesson
Activity1.4 Time line
Materials
Internet and printer
Time line cards (cut out), paper clips, tape, and sting long enough to run across the room.
5
GAD 1
Section A
Print Materials
Lesson, time line cards
Required Knowledge and Skills
Curriculum related to lesson
6
GAD 1
Section A
Lesson 1: Lesson Preparation
Teacher Planning
Read curriculum related to this lesson
Tools/Materials/Equipment
Activity1.1 Ancient Board Games: Information Gathering Instructions
Materials
Internet and printer
Print Materials
Lesson
Internet Search Terms and Suggested Sites
2. Mancala, Tabula, Go, Mah Jongg, The Royal Game of Ur
Activity1.2 Tabula Modification
Materials
Internet and printer
At least 2 different colors of small stones
Print Materials
Lesson, Tabula board
Activity1.3 Own card game
Materials
Interne, printer, 2D drawing package such as Corel Draw, Adobe Illustrator, or paint
Print Materials
Lesson
Activity1.4 Time line
Materials
Internet and printer
Time line cards (cut out), paper clips, tape, and sting long enough to run across the room.
Print Materials
Lesson, time line cards
Classroom Safety and Conduct
1. Students use tools and equipment safely, maintaining a safety level for themselves and others in
the laboratory-classroom.
2. Students demonstrate respect and courtesy for the ideas expressed by others in the class.
3. Students show respect and appreciation for the efforts of others.
7
GAD 1
Section A
References
http://www.wopc.co.uk/history/index.html
http://www.usplayingcard.com/gamerules/briefhistory.html
www.jducoeur.org/game-hist/seaan-cardhist.html
http://www.cs.man.ac.uk/~daf/i-p-c-s.org/faq/history_11.php
Http;//www.aerobiologicalengineering.com/.../Roman/.../tabula.html
http://www.personal.psu.edu/wxk116/roma/tabula.html
http://www.astralcastle.com/games/index.htm)
8
GAD 1
Section A
Lesson 2: Ethics and current state of game design
Lesson Snapshot
Overview
Big Idea: Knowledge of the history of technology and societies helps people understand the
world around them by seeing how people of all times and places have increased their capability
by using their unique skills to innovate, improvise, and invent.
Purpose of Lesson: To introduce students to the history of how game ratings evolved and the process of
assigning the correct rating. Have students summarize the current state and future trends in game design.
Selected Learning Objectives: Students will learn to:
1. Explain the factors that lead to game ratings.
2. Explain game ratings.
3. Summarize the current and future trends in game design.
Lesson Duration: 3.5 hours (2% of 180 hours)
Engagement:
1. Have students list what they think the differences are between a teen rating and a mature rating
for a game.
2. Ask them what the rating is for their favorite video game. Talk about why some may be playing
mature games when they may be under 17?
Activity2.1 The ratings game
Activity2.2 Game trend activity
9
GAD 1
Section A
Lesson 2: Overview
Lesson Duration
3.5 hours (2% of 180 hours)
Standards/Benchmarks
Technology: Standards for Technological Literacy (STL) (ITEA, 2000/2002)
Std. 1: Students will develop an understanding of the characteristics and scope
of technology
 The transfer of technology from one society to another can cause cultural, social,
economic, and political changes affecting both societies to varying degrees.(1K)
Std. 4: Students will develop an understanding of the cultural, social,
economic, and political effects of technology.

Ethical considerations are important in the development, selection, and use of technologies. (4J)
Std. 6: Students will develop an understanding of the role of society in the
development and use of technology.
 A number of different factors, such as advertising, the strength of the economy, the goals
of a company, and the latest fads contribute to shaping the design of and demand for
various technologies.(6J)
Science: Benchmarks for Science Literacy (AAAS, 1993/2009)

From time to time, major shifts occur in the scientific view of how things work. More often,
however, the changes that take place in the body of scientific knowledge are small modifications
of prior knowledge. Continuity and change are persistent features of science. 1A/H2*

Mathematics, creativity, logic, and originality are all needed to improve technology. 3A/H2

The value of any given technology may be different for different groups of people and at different
points in time. 3B/H2

Social and economic forces strongly influence which technologies will be developed and used.
Which will prevail is affected by many factors, such as personal values, consumer acceptance,
patent laws, the availability of risk capital, the federal budget, local and national regulations,
media attention, economic competition, and tax incentives. 3C/H1

Cultural beliefs strongly influence the values and behavior of the people who grow up in the
culture, often without their being fully aware of it. Responses to these influences varies among
individuals. 7A/H1

The ways that unacceptable social behavior is punished depend partly on beliefs about the
purposes of punishment and about its effectiveness. Effectiveness is difficult to test scientifically
because circumstances vary greatly and because legal and ethical barriers interfere. 7A/H2

Participate in group discussions on scientific topics by restating or summarizing accurately what
others have said, asking for clarification or elaboration, and expressing alternative positions.
12D/H6
10
GAD 1

Section A
Insist that the key assumptions and reasoning in any argument—whether one's own or that of
others—be made explicit; analyze the arguments for flawed assumptions, flawed reasoning, or
both; and be critical of the claims if any flaws in the argument are found. 12E/H4*
Mathematics: Principles and Standards for School Mathematics (NCTM, 2000)
Learning Objectives
Students will learn to:
1. Explain the factors that lead to game ratings.
2. Explain game ratings.
3. Summarize the current and future trends in game design.
Student Assessment Tools and/or Methods
Completed activities
Question bank
Resource Materials
Activity1.1 The ratings game
Materials
Internet, curriculum background information, and index cards or other writing medium.
Print Materials
Lesson pages
Internet Search Terms and Suggested Sites
http://www.esrb.org/index-js.jsp
Activity1.2 Game trends activity
Materials
Internet, curriculum background information, and index cards or other writing medium.
Print Materials
Lesson pages
Required Knowledge and Skills
Curriculum related to lesson
11
GAD 1
Section A
Lesson 2: Lesson Preparation
Teacher Planning
Read curriculum related to this lesson
Tools/Materials/Equipment
Activity1.
Materials
Internet, curriculum background information, and index cards or other writing medium.
Print Materials
Lesson pages
Internet Search Terms and Suggested Sites
http://www.esrb.org/index-js.jsp
Activity1.2
Materials
Internet, curriculum background information, and index cards or other writing medium.
Print Materials
Lesson pages
Classroom Safety and Conduct
4. Students use tools and equipment safely, maintaining a safety level for themselves and others in
the laboratory-classroom.
5. Students demonstrate respect and courtesy for the ideas expressed by others in the class.
6. Students show respect and appreciation for the efforts of others.
References
http://www.esrb.org/index-js.jsp
http://www.digitaltrends.com/gaming/2009-2010-gaming-trends/
http://www.theesa.com/facts/index.asp
12