Curriculum Fit

Here’s a structure many teachers use when integrating The Great Gambit into a broader unit:

Step 1: The teacher covers core topics of their curriculum through regular instruction (e.g. imperialism, WWI causes).

Step 2: Students play the simulation to experience those dynamics and apply their knowledge in role-based decision-making.

Step 3: The class holds a reflection session where the teacher leads a discussion and consolidation of insights.

You can run The Great Gambit once or multiple times. Adapt it to your course structure — there's no fixed script.

But for the richest experience, we recommend:

Play twice — with a role switch in between
Let students experience both game modes (competition and cooperation) — and take on different social roles (e.g. Workers, Political Leaders, Civilians). This contrast reveals how each group sees the same society differently and builds real historical empathy.
Follow up with a reflection session
Use diary entries, decision cards, and the students' own behavior during the game as discussion material. The game generates real tension, hard choices, and shifting group dynamics — perfect ground for meaningful conversation. What you choose to focus on depends on your course: power, ethics, identity, systems, conflict… it's all there.

What students experience through the game
– Historical escalation and turning points
– Strategic foresight with limited information
– Counterfactual and systems thinking
– Group dynamics and institutional constraints
– Historical empathy and multiple perspectives
– Moral dilemmas and trade-offs under pressure

Local curriculum connections
Course structures vary across countries. That’s why we’re developing curriculum mappings to help you connect the simulation to your local standards.

Here’s what’s currently available:

Sweden – Historieämnet (GY11 & GY25)

If you’d like to help map The Great Gambit to your country’s curriculum — get in touch with us.