ABSTRACT
As a new professor teaching about social class in a multicultural master's level course in 1999, the author used an experiential exercise suggested by a colleague in which students place themselves in a line in relation to each other based on the financial resources of their family of origin. Through the training attended at the Cultural Literacy Curriculum Institute (CLCI) and further reading about social class transitions, the author have come to believe that her personal history as well as circumstances at the time influenced her choices and had the potential to either limit or amplify the effectiveness of her teaching. In real life, social classes are frequently divided, living in separate neighborhoods and attending different schools. In Monopoly, the participants are able to see the reality of all players as they move around the board, their financial struggles or abundance.
