The use of simulation games is considered by which the college teacher addresses selected topics by having students engage in activities that approximate the realities of a social situation. Simulations offer a stimulus for examining theoretical models and their applicability to everyday social situations. The Prisoner's Dilemma is presented as an example of a frame game, or a game that can be played with a changed scenario and payoff chart while allowing essentially the same preparation, rules, and strategy for introducing, running, and debriefing. The Prisoner's Dilemma presents a situation where pairs of players must decide what they will do as prisoners: confess or not confess to a crime that they are accused of committing together. The players make their decisions independently and without knowing what the other will decide. The players make 10 separate decisions while sitting back-to-back during 10 rounds of play. Among the cognitive objectives of the game are: to learn that under the American criminal justice system a person can often obtain a reduced sentence by turning state's evidence and bargaining for leniency; to learn that the pursuit of one's own self-interest does not necessarily lead to social benefit; and to learn that people who make the same decisions often have different reasons for those decisions. Affective objectives are to feel the effects of restricted communication when making decisions directly involving other people and to discover that under pressure they may behave in a way that they normally find morally objectionable. A checklist for using games for instructional purposes is included. (SW)