Idea 1: Keep It As A game

Core Loop (repeat up to 4 times)(same complexity)

1. Read About your fictional role play character and not how much money is in their budget.
2. Obtain clues from AR historical characters.
3. Find 3 available items (from a single list of 40) that would be needed to accomplish the goals outlined by the role play story and clues.
   • There will be 9 items that could be correct, but some items will be unavailable due to a supply train delay and some will have prices that are not listed on the sheet but can be found in the item's location (because of these things, players will need to actually find and lay eyes on the items).
   • Use the map to navigate.
   • Use the tallier sheet to check them off.
4. Add up the prices of each item chosen, then check the total against the budget.
5. Eliminate or add items until the total matches the budget.

Closure

• Is competitive as a clue deciphering, scavenger hunt and (mostly so far) a numbers game.
• Does not formally synthesize the facts encountered other than in numbers form.

Teams that match the budget get a stamp or sticker on their tallier sheet. Additional ideas for a bigger pay-off are being considered.

Idea 2 : Change it to a lesson

Core Loop (repeat up to 4 times)(simpler)

1. Read About your fictional role play character and how much money is in their budget.
2. Obtain clues from AR historical characters.
3. Find 6 items in the Old Streets locations that you might need to accomplish the goals outlined by the role play story and clues (there would be no list of choices).
   • Use the map to navigate.
   • Use the tallier sheet to write them down.
4. Look up current day prices of the items on the internet using the tablet and divide those by 27 (the rate of inflation from 1890 to present).
5. Write the prices down next to the items already written on the tallier sheet and add them up.
6. Check off the items on the list that will fit within your budget.

Closure

• Can be executed by the 1-3 players on a team.
• Is not competitive.

After playing, the teams adjourn to a classroom where they have a discussion about their choices (perhaps based on the 5 habits of mind, example below). They can write their answers on the tallier sheet.

1. (significance) Number, in order of importance, which factors affected your budget, from most to least: skills, race/ethnicity, sex, original home, profession.
2. (Perspective) How did one of the roles you were playing affect which locations you found your items.
3. (Evidence) How did the clues help you choose the most useful items?
4. (Connection) List 6 people in today's world that are similar to those you met in Old Streets.
5. (Supposition) What are some items that your role-play character might collect today that would not have been available then (they can write their answers on the tallier sheet)?

Idea 3 : Change it to a lesson about Old Streets & the people that lived there

Core Loop (repeat up to 4 times) (Really Simple)

1. Read About your fictional role play character and not how much money is in their budget.
2. Obtain clues from AR historical characters.
3. Find as many items as you can in the Old Streets locations that you might need to accomplish the goals outlined by the role play story and clues (there would be no list of choices).
   • Use the map to navigate.
   • Use the tallier sheet to write down the chosen items.

Closure

• Involves the entire class/group.
• Is competitive in a debate format.

After playing, the teams compare their results and have a discussion about their choices. (perhaps based on the 5 habits of mind, example below)

1. (significance) Each team numbers their items in order of perceived importance
2. (Perspective) How did one of the roles you were playing affect which locations you found your items.
3. (Evidence) Teams compare item lists, then challenge other teams to defend an item of their choosing. Teams defend their choice based on the role-play story, budget or a clue.
4. (Connection) Teacher lists all of the items that were common choices between the teams on the white board.
5. (Supposition) What are some items that your role-play character might collect today that would not have been available then (they can write their answers on the tallier sheet)?

Feedback from Gina

I like number 2 the best. I would guide the teacher to make the choice under Core Loop of using 1 through 3 and under Closure 1 through 3. For students at a higher grade level or higher level of thinking they would incorporate 4 and 5. I like limiting it to six items. This gives everyone in the small group an opportunity to choose something but doesn’t let it get out of hand.

Gina Bivins