Because this is a game about states, most of the player's tools are coercive in nature and the overall model of power is zero-sum - for the player to become powerful and secure, other states must be rendered less so and defeated when they resist. 28/46
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For the teacher working with students whose history is heavily informed by EU4 (and other paradox games - they have Crusader Kings 3 for the Middle Ages, Imperator for the ancient period, Victoria II for industrial revolution and Hearts of Iron for WWII)...39/46
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...you are likely to want to try to foreground the human impacts of those state-centered policies (because they game doesn't) - present students with what it means*for*people* that France is grabbing islands to plant sugar in order to raise revenue to fight England...40/46
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...(mostly misery, in the event) and what it means that state-on-state competition in the premodern and early modern world more or less everywhere led to frequent warfare (mostly misery, in the event). 41/46
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And second, you are likely going to want to spend more time and effort stressing the contingency of the 'rise of Europe' in the early modern period, noting how this outcome wasn't necessarily inevitable or desirable. 42/46
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