©nperskine 2012
Name _______________________
Rock, Paper, Scissors Activity
Reflection
1.
How were chips distributed to each worker?
2.
On a scale of 1-5 (5 being highest), how much motivation to play the game did you have before
round 1? 1-5, how much motivation to earn more chips did you have after round 1? 1-5, after
round 2?
3.
As the activity went on, did you feel you had the potential to win more chips (produce more) and
“get ahead in life?”
4.
Why do you think this communist system of government has proven to be ineffective for the
dozens of countries that have attempted it over the past century?
5.
What would this activity look like if it were a capitalist system? How would the chips be
distributed to each worker/citizen? Would there be more motivation/incentives in this system? Do
you think there would be MORE cheating under this system of unequal distribution of wealth?
Name _______________________
Rock, Paper, Scissors Activity Reflection
1.
How were chips distributed to each worker?
2.
On a scale of 1-5 (5 being highest), how much motivation to play the game did you have before
round 1? 1-5, how much motivation to earn more chips did you have after round 1? 1-5, after
round 2?
3.
As the activity went on, did you feel you had the potential to win more chips (produce more) and
“get ahead in life?”
4.
Why do you think this communist system of government has proven to be ineffective for the
dozens of countries that have attempted it over the past century?
5.
What would this activity look like if it were a capitalist system? How would the chips be
distributed to each worker/citizen? Would there be more motivation/incentives in this system? Do
you think there would be MORE cheating under this system of unequal distribution of wealth?
©nperskine 2012
Rock, Paper, Scissors Game: Communism vs. Capitalism
By Nick Erskine
1. Depending on how many students
you have, use about 100 poker chips
or 100 fake coins (or something else
that can be used as a medium of
exchange with the students).
2. Before you begin the game, explain to
students the key differences between
the following:
a. Capitalism: the government rarely interferes in the economy. Incentives to
be overly productive and to innovate are high because there are generally
rewards for doing so. Wages and other forms of wealth are distributed
unevenly to the citizens. Market prices are set by supply and demand and not
by the government.
b. Communism: the government controls every aspect of society, including all
economic production, as well as civil liberties. The government assigns
people to specific jobs. Wages are determined by government, and NO
promotions or raises are allowed if a worker produces more than the quota.
c. Socialism: the government owns and operates selected major industries, such
as airline, oil, health care, banking, etc. Uses democratic means to
redistribute wealth somewhat evenly.
3. Explain to the class: “My role throughout this activity is as the benevolent
government, always looking out for the best of society as a whole.”
4. Also explain: “Each win in the game stands for working income from higher
productivity (assume, for simplicity, that all students are farmers). If you have the
most amount of chips or coins by the end of the game, you will win a prize.”
5. Pass out 4 chips to each student (this represents the communist equal distribution of
wealth).
6. Students then play the game; take one chip for every win. In order to win a chip, the
student must win 2 out of 3 matches.
7. After the 3-minute round has concluded, the instructor (as the government)
takes a portion of the winnings from the top students, and redistributes the
money back to the losing students. (This redistribution may not only represent
wages/income, but also healthcare, schooling, and other social services through
taxation).
a. The rich students will complain, but the redistribution of wealth is essential
in this activity.
b. After 2 or 3 rounds, they will lose their incentive to actually try hard to win
more chips, and may even give up on the game. This can be used as a
learning moment.
8. After each round, give the winner one very small snack or treat (something
negligible). This demonstrates that when initiative is shown and a worker produces
©nperskine 2012
beyond the quota in a communist system, there are no rewards and, consequently,
virtually no motivation.
9. Conduct 3 rounds of the game, with about 3 minutes per round.
10. After the game is over, hand out the “Reflections,” then have a class discussion on
the game’s implications.
11. Discuss the idea of catching students cheating and stealing as well, which was
common during the communist-Soviet era with peasants, etc.
©nperskine 2012