Forge of empires tavern silver1/19/2024 ![]() ![]() Though games like “Forge of Empires” make the content a bit For most, ancient world history is a topic studied in 6 thĪnd 10 th grade even then, a lot of the content is consumed in a “bingeĪnd purge” method. If they choose to trade, allow them to ally with these empires and realize moreĭrastic benefits in goods, supplies, coins, and battle.įrom students are “why do I need to know this?” and “when am I ever going to Present students with the same options to fight or to trade however, Instead of battlingįictional neighboring empires, battle actual enemy regions from specific time Time while understanding explicit, fully-transferable history. Throughout time, have students land in France before Napoleon and continueĪfter his time in power students will witness the same empire evolution through ![]() Students to act as specific rulers, in specific times. Instead of creating “anĮmpire” in “a world”, have users choose to be Mongolians, Spartans, Babylonians,īyzantines, French in the time of Napoleon, or something similar! Allow One of the easiest and most beneficial ways to add more explicit educationalĬontent is to simply transition away from fiction: stop imitating history, become history. Hypothetical world, with hypothetical empires, hypothetical rulers, but very I have outlined such changes below:ġ – Take on the Role of a Specific Empire Traditional educational elements into “Forge of Empires” may boost its attractiveness This last statement and reverse it to a more positive outcome: incorporating more I am not one to focus on the negative, so we can actually take To some, thus limiting the implementation of games like “Forge of Empires” in This break from classic teaching practices can be concerning ![]() Students to experience the nuances and progression of evolving empires Not traditional in the sense of explicit teaching, “Forge of Empires” allows Are multiple educational opportunities lying within “Forge of Empires”. ![]()
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