Community resources game

SubjectEconomics & Business YearYear 8 CurriculumAC v8.4 Time50

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Introduction

In this activity, students play a game that simulates how taxation contributes to the common good and demonstrates how the provision of public goods can result in a free-rider problem. 

Australian Curriculum or Syllabus

Achievement standard

By the end of Year 8, students explain how markets operate and recognise why governments may influence the market’s operation. They explain the rights and responsibilities of consumers and businesses in terms of financial and economic decision-making. They explain why different types of businesses exist and describe the different ways businesses can respond to opportunities in the market. Students describe influences on the way people work and factors that may affect work in the future.

When researching, students develop questions and gather relevant data and information from different sources to investigate an economic or business issue. They interpret data to identify trends and relationships. They propose a range of alternative responses to an issue and evaluate the costs and benefits of each alternative. They apply economics and business knowledge, skills and concepts to familiar and unfamiliar problems. Students develop and present evidence-based conclusions using appropriate texts, subject-specific language and concepts. They identify the effects of an economic or business decision and the potential consequences of alternative actions.

Content descriptions

Economics and Business Knowledge and Understanding

The ways markets in Australia operate to enable the distribution of resources, and why they may be influenced by government (ACHEK027).

Economics and Business Skills

Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036).

Teacher resources

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Instructions

Community resources game

 
To print

Community resources game playing cards

Student learning resources

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Recording sheet

Community resources game

Suggested activity sequence

This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group.

  1. Use a grouping strategy to organise students into groups of 4.
  2. Give each group a set playing cards (ensure each group member has a different coloured set of cards).
  3. Groups will need access to a recording sheet.
  4. Use the game instructions to explain how the game is played.
  5. Follow the game instructions to facilitate the game.
    Note: It is important that at the end of each round, each group shares their results with the class and time is given to comparing results and groups contributing ideas on their observations.
  6. When students have finished playing the game, debrief. Possible discussion questions include:
    • What happened throughout the game? Did people contribute more or less to the community pot as the game progressed? Why do you think this was the case?
    • Is there conflict between looking out for oneself and acting in the community interest?
    • How does the game relate to taxes? What happens if nobody contributes to the public good?
    • At what point in the game did you realise some players were doing better than others in terms of their bank balances? How did you feel about this? (if appropriate, introduce the concept of free riders.)
    • How do the taxes we pay today benefit us in the future? Give examples.

Useful prior learning