'Monopoly and American Dream\r'

'Monopoly: strengthener of the Ameri shag Dream Many hop on gamys ar put ond to bring in family, friends, and until now strangers to come to bring d avowher and amicableize. What numerous muckle do not go is that close totimes these adventures learnes our society the cherishs, skills, and social statuses in each individual’s life. telly games such as Medal of watch over or Call of Duty teach young teens ( withal children), the American pride of cosmos a soldier. Board games such as Life teaches individuals about life in general or what is expected by society when children move on to be adults (go to college, take a leak a job, know kids, get married).I’ve decided to examine the Monopoly board game, where it teaches a variety of values, skills, and social inequalities. Some well-grounded aspects about the Monopoly game argon the teachings of substantive life accounting. A fraud learns how to reckon their funds and makes decisions on what to spend . There ar even taxes, such as sumptuosity tax and income tax. Mastilak (2012) states that â€Å"Monopoly involves investing currency into a financial enterprise, developing a strategy, reservation investment decisions, paying expenses, collecting revenues, and competing with former(a) similar enterprises. ” Monopoly teaches individuals the value of the American Dream.It is purportedly said that everyone starts run into in the selfsame(prenominal) social conditions and everyone has equal chances to climb the social classes. In the game, every player starts off with the same tot of money. In life, everyone is natural with the same opportunities among your peers. For lawsuit, individuals born in a low social class redeem the same amount of chances to reach the high uper(prenominal) social statuses. To reach a high social class, individuals have to invest themselves in the American romance, so that one-day individuals will own a house, have money, have opulent item s, and â€Å"live happily. The Monopoly game incorporates the American dream elements into the game. The paper money obviously represents money, the houses and hotels represents unfeigned estate; luxuries atomic number 18 included in the game as well, such as a jet plane, a limo, a yacht, and a bullet train. Even kinsperson luxuries such as water and electrical energy are included. The game is based on competition; the winner is clearly the wealthiest. The game represents corporate horticulture, where the game is about winners and losers, it’s about greed and it’s about being flint. Players are suppose to use every centering to get their wants, even if it inculpates hurting their family and friends.For ex deoxyadenosine monophosphatele, if a player lands on another player’s spot, the player has to find a delegacy to pay for landing in the spot, even if it means that the player doesn’t have the money for it. Monopoly too teaches players the rules of social engagement. victorious turns, following the rules, and fair play are general norms of social engagement (Glasberg, Nangle, Maatita, and Schauer 1998). Glasberg, Nangle, Maatita, and Schauer also bring out a trusty observation when players noticed the political socialization. They say that since unknown players do up these games, the players did not debate or negotiate the rules.What I’ve noticed about the game is that the unbowed that says â€Å"In Jail”, â€Å"Just see”, the price of the estates are relatively cheap. This reinforces the fancy that people who are in poky are most desirely people from bad neighborhoods. It can also mean that the estates are cheap because it’s succeeding(a) to a jail and it brings down the value of the estate. While on the other hand, the estates tightlipped the â€Å"Go To Jail” square are significantly higher on prices. The way I interpret this is that higher hostage is dictated among valua ble estates. It’s like in life; people with the money can afford to buy hostage cameras or high security equipments.Or it can mean that higher securities are placed around fatty neighborhoods. Another square, called the â€Å" bountiful Parking” represents luck. The way I interpreted the â€Å"Free Parking” spot is the chances of loving the lottery, or in the case of the game it is to take all the money piled in the middle of the board game. There are many Americans who play the lottery, hoping to beat against the betting odds to win a vast amount of money. If the game were to be compete different, for example some players start of wealthy musical composition other players start off poor, the unfeigned life application may be accurate.A professor from Pennsylvania State University time-tested 50 students with the poor and rich elements. As suspected, the rich gets richer and the poor gets poorer. According to the hold Classroom Monopoly Game Shows Rich practically Get Richer, 20% of the people assure 40% of the wealth and 20% splits 1%. The remainder divides the middle 59% in the United States. It’s just unfeignedly elicit that how easy it is for players to adjust to the mogul of money and how accurate it is sometimes. For example, it was very interesting that a student stole $ ascorbic acid from a neighbor because the student was poor.That’s how it is in some places; people have no other choice tho to steal for survival. Monopoly does have many helpful skills such as accounting and money investments. However, the board game does reinforce American values, it incorporates the lemets of the American Dream and the corporate culture as well. Even if the game is played differently, these values remain the same and some players even become greedy and heartless (do anything to win, even if it means hurting friends or family). It’s very interesting, it taught me new ideas, and made me think of games that they a re not forever as it seems.Works Cited 1. Classroom monopoly game shows rich often get richer. (1992, Feb 22). Journal Record. Retrieved from www. search. proquest. com 2. Glasberg, D. , Nangle, B. , Maatita, F. , & Schauer, T. (1998, Apr). Games children play: an exercise illustrating agents of socialization. Teaching Sociology, 26(2), 130-139. Retrieved from www. jstor. org 3. Mastilak, C. (2012): First-Day Strategies for millennian Students in Introductory Accounting Courses: Its on the whole Fun and Games Until Something Gets Learned, Journal of Education for Business, 87(1), 48-51. Retrieved from www. ebscohost. com\r\n'