The Game of Village

So Little to Report...

Drama!  Action!  Intrigue!  Turns out that when you have two stable governments meeting people's needs, one doesn't have a lot of governmental unrest. At this point in village, I've sometimes blogged breathlessly four or five times about a government crisis roiling the town.  But no.  Everyone seems, well, content this year.  Folks are working very hard on their houses.  Businesses have gotten an early start and are running strong. More books have been written than I can ever remember.  Thanks to government subsidized education, Peep University has been well attended and will have a record number of graduates. (Interestingly, we have had a record low number of marriages – perhaps this group is just not into drama, action and intrigue.)

We begin village with a direct democracy.  Every peep sits in a town meeting and votes on every proposal.  At first, it is very exciting.  Students are learning the ins and outs of basic parliamentary procedure.  Soon they are wielding words like "plurality" and "move to table" like they're Senator Byrd.  Eventually, though, the bloom wears off and students begin to chafe at the long meetings.  While they often want to have a say on some issues, they also want to get to work on their houses, businesses and jobs. Plans begin to form for a new form of government.

In Mini-Sota, one student was ready. He was a recent immigrant who had moved from his original town when they passed a law preventing a single person from taking over the government. You see, he wanted to be king and had been politicking at lunch for several weeks to convince others that a monarchy was a good idea. His basic argument was that a monarch can make the decisions you need quickly – you won’t have to wait around for things to go through a lengthy approval process. He promised that he would be a good king and even advertised his openness to his subjects’ ideas:

Finally, he anticipated that some townsfolk would worry about corruption – what if he made decisions to enrich him or his friends. He proposed that two advisors, chosen by the town, be given veto power over his decisions. Satisfied, his town voted him in almost unanimously and there he has stayed for the entire game. Remarkably, he has been careful with the town’s money while explaining the expenditures he has made. At one point, a citizen was upset that he had rented a bubble blowing machine for a land time dance party on the town square (all were invited). “If you think about the money the town has, this is about the same as something that costs you $1.50” The citizen left satisfied that a bubble blower rental was a reasonable expense.

Peepopolis voted to have a town council of more than one but less than five people. When it came time for our big election, no one

A member of the fourth estate sports his press credentials for the Peep Squeak, our Village newspaper. Press oversight has not been needed to keep our rulers in check.

stepped forward to run. We all stared at each other for a while and then two students volunteered. According to the law, they were required to make a speech and both spoke beautifully (and off the cuff) about wanting to make the town the best it could be. Indeed, since neither of them really wanted the responsibility, this was true public service. The next day several more people ran for council and they’ve met every morning to consider proposals brought by the town. They have been very thoughtful and careful with the town’s money – everyone had been very happy.

It’s been, quite honestly, a little boring for those of us who like a few good revolutions in our villages. Just today, however, an interesting issue popped up. In an effort to crack down on villagers walking at human speed through the towns, the federal government hired several police officers to give fines to students who were not hunched over walking their peep at peep speed. The hope was that enforcing uncomfortable, slow walking, might encourage some peeps to create cars, busses or other transportation solutions.

As we walked away from the land at the end of land time, I heard a council member talking to the King. “Who gave permission for there to be police on our land? We didn’t make a law. Did you make a law?” The king replied that he hadn’t. “Then who said they could be there?!” The council member was irate. Finally! A states rights issue! Who has jurisdiction in the town? Can the town mandate that the federal government can’t control peeps on town land? Who has the right to fine citizens for their behavior on the land? It’s a fascinating question – one we are seeing played out today in the sanctuary cities debate.

So it looks like we’re going to have only one government in each of the villages – it’s truly a golden era in peep history, one in which peace and stability have enabled the arts, education and the economy to flourish!

 

 

 

Peep Economy is Booming

Peep University courses can boost profits.

Market research survey to choose logo.

The signs started showing up even before village started - advertisements for peep businesses whose owners had not yet been created.  The range of businesses is fantastic:  topiary, sausages

(not yet sausage topiary, however), lemonade, mostly waterproof tents, fences, books, drag racing tracks, arms and armor, furniture, honey cake, tacos, pets, and more.  Peeps are only allowed to sell items during land time so advertising is key to getting the word out.

Not every peep runs a business, but those who do, have an opportunity to learn even more about economics.  We start with how to price items -- making sure that students know the difference between gross profit and net profit.  Peeps learn about supply and demand.  A unique product can charge a premium, a commodity is forced to compete on price (and yes, we use those words.)

Many peeps take business classes.  One focuses on benefit driven marketing, including how to identify a key benefit of your product, craft a tag line and design a logo that communicates that benefit.  Another shares creative ways to have a brick and mortar business.  This is a big benefit in Mini-sota which has a law allowing sales on public land if you have a building or stand from which to sell your wares.

Managing inventory is also a big part of a business.  Food brought through customs can only last two days.  It can be challenging to make enough pets or hats to sell at mini-fair.  Larger items like furniture are often made to order.  Some peeps sell services - lawn care and fencing are two popular businesses right now.  Another peep installs hard wood floors.  I keep hoping that a taxi service will start up.  All peeps have to walk on the land at peep speed - a taxi can be a welcome assist to an aching big person's back.  As the game continues, experiences such as rock climbing and jello wrestling may evolve.

At the end of the game, peeps can apply for a business appraisal.  Their business is assessed in the same way their house is, taking into account profit margins, branding, advertising, average sales, and any vehicles or buildings.  While not every peep has their business appraised, those who do can receive thousands of dollars in recognition of the value of the business they have built.

This year, peep businesses have been going strong from very early on.  Could it be that our stable governments are leading to a strong economy?

Click on the images below to see them up close!  Want to know more about peep businesses (including how we keep food from totally messing up the economy) Click here for a post from 2014.

       

 

Math in Village

There are many, many ways that math is embedded in village. Even before village begins, Gabe, Michelle and I (Cathy) each teach lessons intended to support students in understanding some of the math that they will need in the game. Once village is underway, students find that they need math every day for some aspect of their work. There is the realm of personal finances: students must take out a loan, keep a checkbook, make decisions around cash and spending, etc. Some peeps have businesses, and then they need a business plan, they need to deal with customs fees, and they need to figure profit and set prices. Some peeps have begun an auction house, which provides new opportunities for dealing with numbers. There is the workshop: peeps must build a house, and there's an awful lot of math required for that. Buying in the store requires math: students need to calculate their total costs, they need to figure unit pricing, they need to find the right level of payment for paint club (it depends on the size of their house). And on.

There are many, many math mini lessons that go on during village. I engaged in one today with one of the bank workers. This worker had made a math error and given a peep way too much cash (luckily, the peep was honest enough to come back and say, "This doesn't seem right..."). So that bank worker sat down with me, and we did some practice. The worker was paid for this time--it was part of ongoing, on-the-job training. I gave the worker some practice scenarios like this: I want to take out $200 in 10s. How many 10s do I get? AND I want to take out $80, and I want 20s, 10s, and 5s. What's one way I could get my $80? AND I gave an example of a peep who came requesting money, but who had made a math error and asked the bank worker to find the error. This lesson was immediate, relevant, and tailored exactly to some skills that this worker needed to practice. The worker got paid and got some important math review, all within the context of the game.

Peep U

Peeps in both Peepopolis and Minsota are offered an array of learning opportunities through Peep University. As of today, both towns have decided to pay for classes for all of their citizens, up to 30 snails (our version of dollars) per course. Options so far have included Creating with Clay, Planning your Business, Islam--the Basics and Beyond, Heart Anatomy and Physiology, Wall Paper and Moulding, and Glasses Making 101. It's so wonderful to live in such an educated village! And we are grateful to the visiting professors (Najwa, Christa, Tom, Will, Johann, and others) who offer these great classes.

A Juggling Act

As soon as I typed that, I started wondering about peep juggling. Maybe Gabe can offer a class?

I didn't mean the title literally. I have just been marveling at all the students have to juggle in village. We teachers always have a really hard time describing village to folks who haven't experienced it. I firmly believe that the only way to truly understand village is to live it. Since the fourth graders have not done that for one full cycle yet, they have to work really hard to keep track of all that's going on. I thought that the story of one fourth grader, navigating one task, might help to illuminate the juggling act that all fourth graders manage.

So, this fourth grader wants to sell popcorn. Great! How complicated could that be? The student made his own popcorn (already understanding that products made by those not in village are charged much higher import tariffs) and brought it in. He took the required food safety course from Peep University. (No food may be handled by any peep who has not taken the food safety course). He got his customs form and filled out as much of it as he could figure out, and then he went to see Michelle, our customs agent. The federal government requires that food be sold in peep-sized portions and served in required food containers (small condiment cups) that cost $6 each in the village store. Only 2-3 popped kernels will fit in one of those cups, so you end up having to charge more than $6 for three kernels of popcorn. Luckily, Michelle knew of an alternative product, puffed sorghum, which looks like popcorn but is much smaller. Now, peep-sized portions will be more appealing to the big people who actually consume the food.

Next, this enterprising popcorn salesperson had to do the math to calculate his customs amount, decide how much of the product to bring through customs, then write a check for that amount and get a receipt, which he has to keep track of in case the customs enforcement officer comes by and asks for it. Because we had a case of smuggling already this year (a peep was selling food that was too big, not in the required containers, and had not been brought through customs), the federal government has hired a customs enforcement officer and now requires that peeps who sell anything brought through customs be able to produce a receipt if requested.

Finally, our salesperson could think about the logistics: how will I get all of my product onto the land? How much will I charge for each serving? Will I advertise my product? Do I want to write a business plan, or is this just a small sideline business? What do I do if no one buys the popcorn? What if I sell out? Will I raise or lower my prices? Are there others selling popcorn with whom I might be competing? This enterprising salesperson is also planning to make a peep movie, and then sell popcorn and movie tickets. 

Does this sound like a lot to manage? Consider that this is just one of many tasks that this fourth grader is juggling. He also needs to build a house (design, fill out wood order form, calculate cost and pay for wood, mark wood, fill out post order form, pay for posts, mark and cut posts, cut windows and door from wood, write checks for paint and nails, paint, assemble, shingle?, landscape? furnish...). He needs to keep his checkbook in order, from taking out an initial loan to writing checks to keeping his check register up to date to deciding whether to take out some cash and how much. He needs to decide how to spend his land time: does he want to sell popcorn every day? Does he want to buy anything? Are there peep friends he wants to visit? Is it worth it to buy a $15 cup of lemonade? He needs to keep an eye on what's going on in the government. Minisota, for example, has passed a patent law. If a peep patents a business idea, and then another peep "steals" that idea, the offending peep can be fined $500 and have their business shut down. Will he try to patent popcorn? Will his business be at risk if someone else patents popcorn? Will the elected patent officer (a student) decided that popcorn is creative enough to warrant a patent? He needs to decide if he wants to take any Peep U classes, and if so, he needs to keep track of when they are, because if he signs up but forgets to show up, he gets charged anyway. If he wants to get a degree, he needs to keep his transcript up to date, making sure to get instructor signatures for all courses he took, and he needs to manage his time in order to fit in the required number of courses (seven for a bachelor's degree). He may choose to take a job with the federal government (in the store, bank, or workshop), in which case he needs to manage those shifts and also fill out invoices or he won't get paid.

I trust you get the picture, though I could go on. We call village a game, but the students take it very seriously, and the learning that occurs is very serious, too. We try hard to support students and reassure them, but some get overwhelmed anyway, because it's an overwhelming experience, especially for fourth graders. It's also an amazing experience, and one that they won't soon forget.

 

I'll Pay with Cash

Financial literacy is a big part of the learning in village. Once peeps own land, they have collateral with which to take out a loan from the Federal Peep Bank. They open checking accounts with their loan money, and they conduct commerce through the writing of checks. Usually, we don't get cash until much later in the game, and sometimes, the federal government has had to spur the addition of cash to the game, since it is necessary for visitors to buy things at minifair. But this year, the villages created a cash system earlier than I can ever remember. We had cash by day six.

The addition of cash greatly increases the complexity of the financial picture. Many students are still working to understand the checkbook system, including collateral, loans, writing checks, receiving checks, dealing with invoices (another can of worms), etc. Add cash to the picture, and there are new confusions. I write a check to "cash". Then I need to take it to the bank and tell the bank workers what denominations I want in bills. I subtract the amount from my check register. Then, when I spend the money, do I subtract it again? Isn't the check register where I keep track of how much money I have? What if I'm a business owner and I get a bunch of cash at land time. Can I deposit that into my bank account? Students learn to weigh the convenience of cash against the risks associated with losing it. 

The federal government still requires that all peeps pay for wood, nails, and paint with a check, since we track those to be sure everyone is paying for them. So students are limited in the amount of cash they can take out, at least for now. Every year, there are students who want to take out their entire bank balance in cash. We always counsel against that, but eventually, it's their choice. For now, though, smaller amounts of cash are all that's needed for land time purchases.

Smuggling, Peep Speed, Sales Records and other Goings on at Land Time

Today was our second land time, a period at the end of the day when all of the peeps (and their big people) come out to the land.  Land time is a crucial part of the game because it give peeps a chance to interact with each other.  Without it, the project becomes one of building a house and maybe a little political intrigue.  But when we're on the land, real things start to happen:

Conflict - while it didn't happen today, there is often conflict when peeps interact with each other.  Property can be damaged by a careless step or contracts can be broken.  These conflicts are the seeds for legislation (and sometimes litigation.)  What should we do about property damage?  Do we need a law?  Do we need streets to guide giant feet?

Peep Speed - While on the land, all peeps must move at 1/24 speed.  It's tiring and, for those of us over twenty, back breaking.  Suddenly, peeps start to see the need for a town center where they can buy and sell things without having to walk for miles.  Or perhaps they decide to invest in a bus system.  Or maybe they decide to make cars.  If we weren't on the land, the need for these things would be hypothetical instead of very, very concrete.

Commerce - Peeps are only allowed to buy or sell things when they are on the land.  This keeps our work time more manageable but it also makes it possible for peeps to sell services such as jello wrestling, dance parties or landscaping.  It also makes brick and mortar businesses more attractive - after all, it's nice to have a spot to sit and enjoy a cuppa tea.  Peeps who are off the beaten path may decide to petition the town for a market place to gather sellers in one place.  Others may complain about the crowds drawn by a successful business.

Home Sweet Home - Land time also gives students a chance to work on their property, improving it and giving it "curb appeal."  At the end of land time, all peeps must stay out on the land.  Creating a solid, secure home becomes a priority when you have to leave your peep to face the elements.  Students retrieve their peeps in the morning and, after a night of storms or rain, their is always a sigh of relief when one's peep is only damp!

 

New Normals - The Land is Divided Very Calmly

The towns have been very hard at work dividing up their land this week.  Peepopolis's proposal involved a group of volunteers who created a diagram of the town with five different neighborhoods.  Peeps could choose to be in a neighborhood plotted land with each individual's land marked or a neighborhood in which the peeps shared the space and decided together which part of the neighborhood would be park/commercial land/houses etc.  In both set ups, peeps received a square yard of land.  The volunteers collected requests for land (and neighbors) and then assigned land.  Everyone is happy.

I was talking with a fifth grade student and shared how surprised I was that we weren't having a land rush.  "What's a land rush?" he asked.  I then remembered that the only reality he knows is what happened last year - when both villages had maps with assigned land.  For years students have been standing along the edge of the land ready to sprint to their preferred spot.  "That doesn't seem very fair," he said thoughtfully, "the fast kids would get the best land."  (He himself is a fast kid.)  "I think it makes more sense to ask people what they need and try to give it to them."

Cia, the founder of Village (see link to the side of this post), would be proud.  It was always her dream that kids wouldn't recreate the world they knew, but would find better ways to do things.  She would, I think, approve of a town that asked its people what they needed and tried its best to provide.

I was reflecting after our conversation (I often find that current events resonate differently when I'm involved in Village).  There was, perhaps, a darker side to what was going on.  In a single student generation, the norm had shifted completely.  What we had done for years was no longer even remembered.  A new normal had taken its place.  In this case, it was a kinder, gentler way to distribute land but it's not hard to imagine getting used to more sinister norms.  Students sometimes ask us how people who live in North Korea or other authoritarian regimes "just accept it" and we point out that it's all they know.  It's hard to imagine something different.  

Just south of Peepopolis, Mini-sota's land also had a crew of surveyors who created a map to scale including all of the natural resources.  They then created 30 plots, scattered over the land to provide a variety of landscape choices.  The plots have all been transferred to the land (a heroic job was done by the committee - it was not easy work to survey the plots.)  The King will pick names from a hat to determine the order in which peeps choose their land.  They'll be looking at the map when they chose - it's all very orderly.

Pictures of the surveyors:

And now, with the land divided and parceled out, peeps have collateral to take out a loan at the bank.  Many have introduced their peeps and we even have peeps sleeping out on the land this weekend in their primitive shelters (after introduction, peeps must live on the land.)  There have been no squirrel sightings so far on our side of the woods and the weather is looking good, too.  The sleeps are, hopefully, resting easily under their burdock leaf roofs.

On the land making primitive shelters:

First Steps...Village 2017

Village began today by joyfully constructing our bodies out of pipe cleaners, wrapping yarn skin and creating wonderfully expressive heads.  Then came the sewing.  A new skill, applied to such a small object is very frustrating for many students.  Everything from threading a needle to tying a knot is new.  They often encounter failure and have to try new approaches.  Sometimes, after an outfit is "all finished" it falls apart as the the peep tries it on.  Sometimes, the original dream of an elaborate outfit - overalls, a shirt with buttons, a fur cape - needs to be modified.  By mid-morning, though, the initial rush of questions began to subside.  Students began to figure things out and turn to each other for help.  The second seam is almost always easier than the first.  The classrooms settled into the murmur of focussed handwork.  So many habits of mind - and we were just to 11:15.

The afternoon had a similar rush of excitement followed by the frustration of figuring things out.  At least in my village, Town B, we haven't found our happy hum of competence yet when it comes to self governance.

We begin village by signing a town agreement promising to make a scale map in exchange for the use of the land.  Then we gather for our first town meeting.  Cathy's peep, Flora, moderates Town A (now known as Mini-sota...or Mini-apolis) and Gus, my peep, moderates Town B.  The meeting is direct democracy and whatever the students bring to the table is what we talk about.  In Town B, it looked like this:

Proposal 1:  If peeps can find someone to switch with them from Town A, they can change places and immigrate.  Town A has to pass a similar law for this to take affect.

This proposal passed.  Two students switched into our village.  However, it turned out that Town A's law was slightly different and didn't guarantee instant citizenship...so the hopeful immigrants are currently in a bit of limbo, waiting for the town to clarify its immigration procedures.

Proposal 2:  Someone should run the meetings that is from the town (i.e. not Gus).  It should be a group of people, more than one and less than five.

This proposal also became a law...but, as it had no provision for how this group was to be chosen and no date or time when it would go into effect, the meeting continued.  One of the key things that students learn during this stage in village is the importance of careful wording and specificity when they make a proposal.  Initial laws often have huge gaps or unintended consequences.  Students quickly learn how to elaborate on their ideas effectively.  They also learn to think critically, "posing questions and problems" (a habit of mind) in order to help create strong proposals.

A proposal was put forth to have a group of "several" people divide the land.  Like when you split a cookie, these people would be the last to choose which parcel they would get.  A lottery would determine choosing order for everyone else.  Some students pointed out that there wouldn't be many volunteers for this extra work and a change was made to mandate that the pieces of land must be equal (thereby eliminating the need to choose last.)  Others pointed out that some peeps had special needs for their land (near a business partner or with a tree for a tree house plan.)  An amendment was made to let people ask for a piece of land based on need and if 2/3 of the meeting runners (from the second proposal) agreed, they would be given a piece of land that fit their needs instead of going through the lottery.  Finally, the proposal was changed so that the town would be divided into 31 parcels so that the town could have an extra one.

Yikes!  That kind of Byzantine proposal is common when students are figuring out how to fill the gaps in their laws.  They get better and better at anticipating issues and creating laws that address them specifically.

Another proposal was for there to be a peep holiday - perhaps like Halloween.  This was amended to be a holiday in which the town purchased gifts for its citizens.  Everyone liked that idea but pointed out that, currently, the town doesn't have any money.  It was tabled.

A proposal against peep abuse was passionately proposed.  But again, as the students discussed the law, it became clear how complex this issue was.  What if it was an accident? There would be a smaller fine.  What if someone accused someone else unfairly? There would need to be a witness.  Who would receive the fine - the peep or the town?  The peep would receive enough for their health care, the town would get the rest.  Who would decide if abuse happened? Daunted, the proposal was tabled for more review.

Finally, a law was passed that fleshed out the law about government.  The group of "meeting runners" would have decision making powers.  They will be elected next Tuesday after anyone interested in the positions make speeches.  Tuesday is a long way away, a lot could happen before then.

Whew.  Who knew that running a town could be so complicated?  Tomorrow, we'll start in again.  Hopefully we'll get the land divided soon so that we can take out loans and open our bank accounts (and buy wood and build houses and start businesses and pay for Peep U classes.)