Classroom Integration

NationStates is a wide-open platform with a variety of features and little control. It is flexible, powerful, and engaging in a variety of formats. As an educator, there are two major questions you need to answer to decide how to implement NationStates into your classroom:

How will it work? (Style of integration)
How much investment do I want? (Intensity of integration)

I've broken down each of these questions into a range of answers that could be given. Then, at the bottom of the page, I've combined it all into what I call the NationStates Integration Spectrum - a quick-view chart that outlines how you might use NationStates given your preference on style and intensity.

*Please note that the categories I describe below are not options within NationStates - they are descriptive categories that I have developed to help new users understand the potential and design their experience accordingly. For now, I have left this as a "broad strokes" approach to outlining some ideas. As I develop this further and in response to any feedback, I will delve into the different kinds of implementation even deeper.

Styles of Integration

There are many different ways that a teacher could incorporate NationStates into their classroom. As I see it, they all boil down to three main categories: Classroom-Centered, Student-Centered, and Blended. Each of these serve very different purposes in a classroom setting, and so which one you choose as an educator depends on what you are hoping to accomplish.

In all cases, due to the random nature of NationStates Issues, you must be aware going in that it is difficult to use NationStates in a "planned discussion" format. Using Classroom-Centered Integration can help alleviate it some, but don't go in hoping to get any particular Issue as you are statistically unlikely to do so.

Click on the images below to explore the three styles of integration:

Classroom-Centered Integration

The teacher creates a Nation and students take indirect part, with the teacher applying actions within NationStates.

**This is the method I use, as it is the one I have had the most success with.

PROS

+ Teacher can control content through screening
+ Issues can be "banked" until later on in a course
+ Students must discuss opinions as a group, and learn to accept majority or group consensus
+ Student interest can be extended significantly by pacing Issues

CONS

- Students need more buy-in time
- Students can't express themselves individually, only as group or groups
- Students might be discouraged by majority rules, particularly if some classmates don't take it seriously
- Students can't participate in many features of NationStates

Student-Centered Integration

Each student creates a Nation that they will control. Students are given some class time to update their Nations and resolve Issues.

PROS

+ Student interest is piqued quickly
+ Students aren't bound by classmates' decisions
+ Students see direct effects of their own decisions
+ Students can express themselves in many ways

CONS

- Student interest wanes quickly without significant effort on teacher's part
- Students don't learn to work as part of a group
- It can be difficult to focus students on group dynamics, due to little interaction between Nations
- Beyond classroom region restrictions, there is little control over content or ability to plan

Blended Integration

The teacher creates a Nation, which is the central or Federal power in the region. Students each create their own Nation, and are treated as though they are all Provinces of the same Nation.

PROS

+ This offers many of the benefits of both other forms of integration
+ This format offers a unique way to explore federal vs. provincial/state politics (federal laws don't necessarily apply to provinces/states, and vice versa)

CONS

- Since students have their own Nation, it may be difficult to interest students in the "central power" Nation, particularly since that Nation will have no direct power over the student Nations
- Students can make decisions that are counter to the policies and laws made by the central power

Intensity of Integration

You will also need to decide how much of NationStates you would like to integrate into your classroom. It can range from light and mostly uninvolved to a significant classroom time investment as a multi-part activity.

Light Use

Low class time investment
Simple to set up
Best used as a long term tool
Teachers new to NationStates should start here

Recommended Features:

Issues

Moderate Use

Some class time investment
Some planning and set up required
Can be implemented as a short-term or long-term tool

Recommended Features:

Issues
Factbook
Statistics
General Assembly (if desired)

Heavy Use

Significant class time investment
Extensive planning and set up
Can be implemented for an intensive unit study or as a major classroom tool

Recommended Features:

Issues
Factbook
Statistics
General Assembly
Regional Officers
Dispatches
Role-playing
Teacher-designed Add-ons (classroom specific, such as handouts, discussions, etc.)

Using Issues in Class

A sample procedure for using issues in the classroom. I used this in a Classroom-Centered, Light Intensity model for a Grade 10 Geography course.

NationStates Integration Spectrum

I've developed this spectrum to give you some examples and ideas on how you might use NationStates in your classroom. These are, of course, only suggestions - feel free to pick apart the ideas and use whatever you feel suits you.

I've also included a special "Inter-class" section at the bottom to include the idea of using NationStates across classrooms, schools, provinces, and even countries. This could be a very interesting International Studies project, or perhaps a rather interesting take on the "pen pal" concept.

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