Teaching Strategies & Curricula
Scope and Sequence
The following grid provides a guide to integrating Past/Present 1906 gameplay into a three or five day curriculum. Documents beginning with an S refer to student resources; a T refers to its teacher's counterpart, which supplies more information.
Click here to download a copy of the Teaching Strategies & Curricula [pdf].
| A - PREP FOR GAMEPLAY - THE NIGHT BEFORE STARTING PAST/PRESENT | |
|---|---|
| Homework |
Assign Backgrounders of choice: S3: Industrialization S4: Rise of the Labor Movement S5: Immigration S6: The Rise of Consumer Culture |
| Optional Homework |
S7: Timeline 1880-1920 Activity S8: Immigration Statistics Activity |
| B - DAY ONE GAMEPLAY IN CLASS | |
| Introduction (10 mins) |
Instructions on how to play the game (can include smartboard) Tips for effective play Using the Character Worksheet S1 Using the Big Question Worksheet S2 |
| Gameplay (20 mins) | Play Episode One as far as possible |
| Classroom Activity (10 mins) | Discuss PausePoints #1 and/or #2 (first comparisons of Anna and Walter's lives and job experiences) |
| C - NIGHT ONE HOMEWORK | |
| Homework |
Worksheets: Comparing Anna and Walter's Houses with Primary Documents S9A: Looking at Anna's Apartment and Comparing to Immigrant Life in NYC ca. 1900 S9W: Looking at Walter's House and Comparing to Middle Class Life in NYC ca. 1900 |
| D - DAY TWO GAMEPLAY IN CLASS | |
| Gameplay I | Continue playing Episode One; stop at PausePoint #3: End of Episode One |
| Classroom Activity (10 mins) | Teams collaborate on a follow-up activity to the previous night's homework, comparing Anna and Walter's homes and neighborhoods |
| Gameplay II | Resume gameplay on Episode Two until end of class period |
| E - NIGHT TWO HOMEWORK | |
| Homework |
Read Primary Sources on Work,1880-1920 and complete worksheets S10A: Rose Perr: Working Conditions in a Shirtwaist Factory S10W: Andrew Carnegie and the Rise of Big Business |
| F - DAY THREE GAMEPLAY IN CLASS | |
| Classroom Activity (10 mins) | Class Discussion: Progress on collecting Evidence for Big Questions; includes discussion of the competing Eureka Falls newspapers and their points of view |
| Gameplay | Continue playing Episode Two until end of class period |
| G - NIGHT THREE HOMEWORK (THREE DAY CURRICULUM) | |
| (FIVE DAY CURRICULUM: SKIP TO STEP I) | |
| Terminal Activity |
Thesis Formation: What should Anna or Walter do if a strike breaks out? S15A: Evidence Tally Sheet (Anna) S15W: Evidence Tally Sheet (Walter) Write a Thesis Statement or list Bullet Points for an in-class debate |
| H - OPTIONAL DEBRIEF ACTIVITIES ON DAY FOUR (THREE DAY CURRICULUM) | |
| Classroom Activity |
|
| I - NIGHT THREE HOMEWORK (FIVE DAY CURRICULUM) | |
| Homework |
Worksheets: Analyzing the implications of narrative choices in the game S11A: Anna and the Mill Ledger S11W: Walter and the Labor Flyer |
| J - DAY FOUR GAMEPLAY IN CLASS | |
| Gameplay I | Resume playing Episode 3 through PausePoint #6 |
| Classroom Activity (10 mins) |
Analyze two historical cartoons about labor and capital (Thomas Nast and Puck) S12: Cartoon Analysis Worksheet |
| Gameplay II | Resume gameplay until end of class period |
| K - NIGHT FOUR HOMEWORK | |
| Homework |
Placing Past/Present in historical context S13: Worksheet: Situating Eureka Falls in American Labor History |
| L - DAY FIVE GAMEPLAY IN CLASS | |
| Final Gameplay (15 mins) | Students will play as far as they can in the game. Those who finish can either start the other character, or practice the mini-games. |
| Debrief in Class |
A strike is called against the Boylston Mills. What should Anna do? What should Walter do?
|
| M - NIGHT FIVE HOMEWORK | |
| Homework (Terminal Activity) | Anna team members write letters to Walter team members explaining their positions on the strike to each other and giving advice to the other character as to what he/she should do |
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