Re/Constructing Monopoly

The corner of a Monopoly gameboard showing the space "Boardwalk," which is a high value property in the game. The space also has a hotel on it, which indicates that it is a lucrative property. Behind the plastic, red hotel is a small metal car gamepiece.

[cs_content][cs_section bg_color=”hsl(0, 0%, 100%)” parallax=”false” class=”cs-ta-left” style=”margin: 0px;padding: 0px 0px 45px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”2/3″ style=”padding: 0px;”][cs_text]In “Low Fidelity in High Definition: Speculations on Rhetorical Editions,” Casey Boyle presents methodological variations between critical editions and rhetorical editions. Notably, he examines how different scholars view fidelity, suggesting that traditional literary scholars tend to emphasize textual authenticity, while rhetoricians are most interested in foregrounding rhetorical effects. Specifically Boyle says, “as rhetoricians we are not as interested in what a text is as we are in what a text does” (127).

Because they open spaces for conversation that can engage both scholarly and public audiences, Boyle advocates for what he calls rhetorical editions, the goal of which is “not solely to faithfully capture and preserve but also to provide environments that re/construct texts as dynamic situations, confusing the primary, secondary, and tertiary” (132).
[/cs_text][x_custom_headline level=”h3″ looks_like=”h5″ accent=”false”]Learning Objectives[/x_custom_headline][cs_text]This lesson plan works to provide an environment in which students can engage with the practice of reconstructing texts as dynamic situations. By interacting with a number of iterations of the classic board game Monopoly, students will attempt to project and build knowledge about what Monopoly is, rather than simply interpret it.

Students will learn:[/cs_text][cs_icon_list][cs_icon_list_item title=”How/why to augment the humanities’ longstanding tradition of close reading and critical thinking with methods of speculation” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]How/why to augment the humanities’ longstanding tradition of close reading and critical thinking with methods of speculation[/cs_icon_list_item][cs_icon_list_item title=”Reading and writing methods that do not rely solely on spatial/temporal configurations of texts” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]Reading and writing methods that do not rely solely on spatial/temporal configurations of texts[/cs_icon_list_item][cs_icon_list_item title=”Invention (or how to invent as a way of knowing)” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]Invention (or how to invent as a way of knowing)[/cs_icon_list_item][cs_icon_list_item title=”Synthesis” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]Synthesis[/cs_icon_list_item][/cs_icon_list][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/3″ style=”padding: 0px 0px 0px 30px;”][x_feature_list][x_feature_box title=”Assignment Length” title_color=”” text_color=”” graphic=”icon” graphic_size=”40px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”rgb(140, 140, 140)” align_h=”left” align_v=”top” side_graphic_spacing=”10px” max_width=”200px” child=”true” connector_width=”1 px” connector_style=”dashed” connector_color=”#272727″ graphic_icon=”clock-o”]One to two class meetings[/x_feature_box][x_feature_box title=”Required Materials” title_color=”” text_color=”” graphic=”icon” graphic_size=”40px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”hsl(0, 0%, 56%)” align_h=”left” align_v=”top” side_graphic_spacing=”10px” max_width=”200px” child=”true” connector_width=”1 px” connector_style=”dashed” connector_color=”#272727″ graphic_icon=”cut”]You will need the classic game Monopoly in at least a few different versions. If you plan to use a video game version, you will also need to obtain a game console, controllers, and cords from the DWRL.[/x_feature_box][x_feature_box title=”Skills Necessary” title_color=”” text_color=”” graphic=”icon” graphic_size=”40px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”rgb(140, 140, 140)” align_h=”left” align_v=”top” side_graphic_spacing=”10px” max_width=”200px” child=”true” connector_width=”1 px” connector_style=”dashed” connector_color=”#272727″ graphic_icon=”download”]If using a video game version of Monopoly, instructors will be required to connect a game console to the projector (or another viewing source).[/x_feature_box][/x_feature_list][/cs_column][/cs_row][/cs_section][cs_section bg_color=”rgb(250, 250, 250)” parallax=”false” style=”margin: 0px 0px 0px 60px;padding: 10px 0px 45px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_feature_headline level=”h2″ looks_like=”h3″ icon=”globe”]Access and Adaptability[/x_feature_headline][x_gap size=”30px”][cs_text]This lesson plan could be easily adapted to forego Monopoly entirely by utilizing any text that takes on a number of forms/iterations (historical accounts, disparate translations, media adaptations, etc.).

If the instructor’s classroom is not supported by the digital technologies listed here, this lesson plan could also work with a variety of different versions of Monopoly the board game (Simpsons Monopoly, Golf Monopoly, Zombie-opoly, etc.).

[/cs_text][/cs_column][/cs_row][/cs_section][cs_section bg_color=”rgb(225, 229, 234)” parallax=”false” style=”margin: 0px 0px 0px 60px;padding: 10px 0px 45px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_feature_headline level=”h2″ looks_like=”h3″ icon=”cogs”]Assignment Description[/x_feature_headline][x_gap size=”30px”][cs_text]1. At the very beginning of the class, the instructor may ask students to share their existing schema about Monopoly, perhaps by using a think-pair-share strategy.
2. The instructor might also choose to play a few turns of one version of Monopoly with the class, pausing throughout the game in order to model the critical questions students will need to ask to complete the activity, such as “What characteristics are important for a game to have in order to be called Monopoly?”
3. At the end of the demonstration, the teacher should ask students to go around the room to play as many different versions of Monopoly as possible during the time allotted.
4. After playing several versions (can be done in one day or on multiple days), the instructor should give students some time to complete this Monopoly Analysis Chart.

[/cs_text][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/2″ style=”padding: 0px;”][x_custom_headline level=”h2″ looks_like=”h5″ accent=”false”]Instructor Preparation[/x_custom_headline][cs_icon_list][cs_icon_list_item title=”Gather required hardware and software” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]Gather required hardware and software[/cs_icon_list_item][cs_icon_list_item title=”Connect video game console to the projector (if required)” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]Connect video game console to the projector (if required)[/cs_icon_list_item][cs_icon_list_item title=”Print Monopoly Analysis Chart” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]Print Monopoly Analysis Chart[/cs_icon_list_item][/cs_icon_list][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/2″ style=”padding: 0px;”][x_custom_headline level=”h2″ looks_like=”h5″ accent=”false”]Student Preparation[/x_custom_headline][cs_icon_list][cs_icon_list_item title=”None” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]None[/cs_icon_list_item][/cs_icon_list][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_custom_headline level=”h2″ looks_like=”h5″ accent=”false”]In-Class or Assignment Instructions[/x_custom_headline][cs_icon_list][cs_icon_list_item title=”Play at least a few different versions of Monopoly” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]Play at least a few different versions of Monopoly[/cs_icon_list_item][cs_icon_list_item title=”Complete the Monopoly Analysis Chart” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]Complete the Monopoly Analysis Chart[/cs_icon_list_item][cs_icon_list_item title=”Speculate about how the characteristics of Monopoly might be remixed in order to create a different thing” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]Speculate about how the characteristics of Monopoly might be remixed in order to create a different thing[/cs_icon_list_item][/cs_icon_list][/cs_column][/cs_row][/cs_section][cs_section parallax=”false” style=”margin: 0px 0px 0px 60px;padding: 100px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_image type=”none” src=”http://www.dwrl.utexas.edu/wp-content/uploads/2016/08/352780093_25edbf1a70_b.jpg” alt=”” link=”false” href=”#” title=”” target=”” info=”none” info_place=”top” info_trigger=”hover” info_content=””][/cs_column][/cs_row][/cs_section][cs_section bg_color=”rgb(250, 250, 250)” parallax=”false” style=”margin: 0px 0px 0px 60px;padding: 10px 0px 45px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_feature_headline level=”h2″ looks_like=”h3″ icon=”pencil”]Skills Workshop[/x_feature_headline][x_gap size=”30px”][x_image type=”none” src=”http://www.dwrl.utexas.edu/wp-content/uploads/2016/08/InfographicSkillsTraining.jpg” alt=”” link=”true” href=”http://www.dwrl.utexas.edu/wp-content/uploads/2016/08/InfographicSkillsTraining.pdf” title=”” target=”” info=”none” info_place=”top” info_trigger=”hover” info_content=””][/cs_column][/cs_row][/cs_section][cs_section bg_color=”rgb(225, 229, 234)” parallax=”false” style=”margin: 0px 0px 0px 60px;padding: 10px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_feature_headline level=”h2″ looks_like=”h3″ icon=”paperclip”]Assessment Suggestions[/x_feature_headline][x_gap size=”30px”][cs_text]During the lesson(s), students will complete the Monopoly Analysis Chart. The instructor can use the chart to assess student comprehension of the rhetorical features of the various texts and how well they are able to utilize those features in order to invent new ways of understanding Monopoly.
[/cs_text][x_gap size=”20px”][x_tab_nav type=”two-up” float=”top”][x_tab_nav_item title=”Suggestions for Portfolio-Style Assessment” active=”true”][x_tab_nav_item title=”Suggestions for Traditional Assessment” active=”false”][/x_tab_nav][x_tabs][x_tab active=”true”]Discursive feedback should not merely focus on whether or not a version of Monopoly is “faithful” to the original. Rather, as Boyle suggests, approaching this inventive practice rhetorically should “embrace invention,” avoiding the “definitive, closed, or fixed” (132). In other words, in this case, students should be rewarded for not presuming that there is a stable center that is essentially Monopoly. Instead, students can show mastery by inquiring about the ways in which the “non-original” versions of Monopoly influence a reinvention of the “original.”

[/x_tab][x_tab active=”false”]For this exercise, traditional assessment might correspond to the students’ practice of invention. That is, each student’s grade would be calculated from their speculations about how the characteristics of Monopoly might be remixed in order to create a different thing (according to the principles of deformation and topology mentioned by Boyle). Specifically, with traditional assessment models, students should be rewarded for their creative attempts to reconfigure the “canon” of Monopoly—for tracing (or inventing) their own version(s) of Monopoly that is/are outside the those based in meaning and interpretation.
[/x_tab][/x_tabs][/cs_column][/cs_row][/cs_section][cs_section parallax=”false” style=”margin: 0px;padding: 45px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”] [/cs_column][/cs_row][/cs_section][/cs_content]

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