Killer Games

Level: Grades 7 to 9

Overview

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In this lesson, students explore the issues surrounding violent video games. The lesson begins with a review of the Entertainment Software Rating Board’s rating codes for video and computer games, and a class discussion about the appropriateness of these ratings for children and teens. Using the article “Killer Games” as a starting point, students discuss the elements that contribute to video game violence; at what age young people should be in order to play violent games; and the possible effects of violent video games on young people. As a summative activity, students write a persuasive essay (or have a class debate) refuting or affirming the idea that violent video games promote violence among youth.

Learning Outcomes

Students demonstrate:

an understanding of the debate surrounding the influence of violent video games on young people
an awareness of the different types of violence found in some video games
a knowledge of the classification systems that govern video and computer games
an understanding of their own attitudes towards violent video games

Preparation and Materials

Photocopy the following student handouts:

Procedure

In Canada, most video game manufacturers have adopted the Entertainment Software Rating Board (ESRB) system. This rating system categorizes games according to levels of nudity, sex, violence and offensive language. It’s important to note that although most games are rated, nothing legally prevents a young person under the age of 17 from legally purchasing an adult or mature game – many retailers routinely rent and sell adult-rated games to minors. In an informal survey conducted by an Ottawa newspaper in July 2000, two fourteen-year-old boys were able to rent violent M-rated games from every video store they tried, with no questions asked.

Have students read the ESRB ratings on the Video and Computer Games Rating Systems handout.
Review the criteria of each rating.
Do students agree or disagree with the rating criteria?
What changes would they make?
Have any students played mature or adult games?
Did they consider themselves mature enough to play these games? Under what conditions (of age, maturity, or circumstances) would they consider it inappropriate for someone to play this game?
Distribute the article Killer Games to students, and give them time to read through it.
This article was written in 1994. What video games would be on this list today?
In this article, what criteria have been considered to determine whether or not a game is violent?
How do these criteria compare to the ESRB ratings?
Ask students whether, based on the information they’ve been given, they agree with the author’s conclusions regarding each game. Why or why not?
The author – and many child development experts – stress the importance of the concept of “realistic violence” as a measure of whether a video game is suitable for young people.
- How important is realism in the games you play?
- Put yourself in the place of a child development expert. What might be some of your concerns about kids playing these games?
- What effect might realistic violent games have on young children?
In addition to the ratings, there is the additional problem of kids under 17 obtaining mature and adult games. How would you solve this problem?

Activity

Distribute the article Video Games and TV Teach Kids to Kill to students.
Have students respond to the article by writing a persuasive research essay (about five paragraphs long) in which they agree or disagree with the author’s claims.
OR Have students organize a class debate on the topic: “Violent video games negatively affect children and teens.”

Note: To help students research this topic, essays about video games can be found in the Parents Section of the Media Awareness Network Web site and on the PBS Video Game Revolution Web site. (Links on the right-hand sidebar.)

Evaluation

Persuasive essay, or class debate.