Game Standards(:

1. 
Students formulate solutions to economic problems.

The game focuses on this standard in so many different ways.  The game doesn’t technically address just solutions to economic problems but a larger view of an entire process of building and sustaining a hypothetical country. This forces students to realize what all their country requires to stay alive and continue to grow and prosper. This game helps students understand the value of money and what actually needs to be spent.

2.
Students explain how different economic systems are organized for production, distribution and consumption of goods and services.

The different parts of this game make all these pieces known and their relationships. This game helps students understand the production of goods and services through building they should try and maintain, such as the driving school, shoe factory, and post office. This game shows that when you update buildings that the population will grow thus increasing the money intake. This shows the relationship between consumption and production of goods and services.

3.
Students demostrate an understanding of economic principles that influence individual financial planning.

The game holds the idea of having to spend money to make money and this depends on economic principles and economic planning. When students have to build their country up, the game causes them to analyze how much money they will make in return to the money they plan on spending and if they even have enough for a specific purchase/transaction. Also, the game uses financial planning when businesses require the products of others such as electricity must be available to open businesses and windmills are an ecofriendly way to produce that needed electricity.  Everything a student does in this game relies on previous decisions.

4.
Students evoluate the impact of technology and how it has shaped history and influenced the modern world.

This game helps students evaluate the impact of technology and how it has shaped history and influenced the modern world through windmills as an energy source.  The game uses windmills as power instead of a thermal power station. In later levels, students will have access to solar panels and a hydroelectric plant. Because of these resources, in modern life we have been able to gather energy in better environmental ways and will continue to lead us to more energy efficient technologies.

5.
Students analyze current events to better understand the world in which they live.

Every feature of this game helps students understand the world we live in and what a town requires. It shows the money needed for businesses. It also shows what types of things and companies must be available to hire people. But before anything, money must be accessible to pay such employees. Also, this game shows that things that need to be built or need to happen aren’t automatic and take time. This game shows the effort that is needed and time that is needed for a country to succeed.

6.
Students explain how past events impact the present and the future.

This game is plainly based on the idea that past events impact the present and the future. The money a student spends at the moment in the game will affect the amount of money they have in the future.  Also, a student can’t hire an employee unless their necessities are met.  To add, students learn that their choices can either hurt them or help them. Sometimes students over spend their money and can’t build companies that are essential to their town’s success.

7.
Students interpret charts, maps and graphs to answer questions dealing with people, places, events or environments.

The student can look at charts that hold information on what they can build or what they need to move forward. Also, they can look of a map of their country and possible expansion lands. The students can look at maps of Dracula’s country and Mary’s country and get ideas of how to spend their money and how to lay out their own country. They can also look at charts of buildings needed to move to the next level and help their country move forward.  Students have to make decisions that they feel is best for their people and country throughout the game.

8.
Students demonstrate an ability to organize and process information about people, places, and environments.

To build a country, students have to make decisions that will be best for the country and it’s organization.  Students have to think of the position of buildings and parks and roads and where they will be most effective. Students have to think about needed updates on apartments, houses or other such buildings. When these two things are accomplished, more people will turn to their country which will make them more money. This game teaches students that people come to places that hold available jobs, housing and space.