Helen Keller Breakout EDU Game

Creating a good game usually takes thoughtful and careful planning. While each game designer may approach the process differently, we have created this template and brainstorming document to help you start the process of designing games that can work with the Breakout EDU platform.

Game Name: What is the name or title of the game you are designing?

Helen Keller’s Missing!

Game Designer: Your Name

Julie Powell Some primary sources curated by Alabama Department of Archives

Content Areas: What is subject or content areas of your game? Ex. Math, Fractions

Social Studies/Alabama History

Recommended Ages: Who is your target audience?

4th-6th Grade Students but suitable for middle/high school students and adults as well

Ideal Group Size: Is this game intended for small groups? A whole class? Larger audiences?

Small Groups (4-6 students per group) If playing whole class, use a Breakout box for each group or use the ticket system

Suggested Time: How long do you anticipate players needing to complete this game?

45 minutes

Story: There’s a locked box in the room. Why are people trying to open it? Think of the story

as a script that the facilitator could read to introduce the game to the group about to play. It can be a few sentences to a few short paragraphs. Many games have a story and a logical progression. If not a structured story, having a defined theme can help with the creation process. Take a look at some of the games in the Breakout EDU game library for inspiration. You can use different curriculum topics, favorite movies, or books for inspiration as well.

Oh no! Helen Keller is missing... Well, not really Helen Keller, but a photo of her! While another class was studying Helen Keller, they locked the valuable photograph of her in the Breakout EDU box. But, your teacher has assigned you to analyze the missing photograph. If you don’t complete the assignment, you’ll never be able to go to ______ (recess, lunch, art, library, etc. -- select one) today. In order to complete your assignment, you must get into the Breakout EDU box. Luckily, the other class left out some clues to the locks. You must investigate, unlock the locks, and save that photo! You have 45 minutes to free the photo!

Lock Combinations: What codes will open the locks on the box?

3-Digit Lock - 3 Numbers 2-3-7 Rationale: When students look at the 3 Digit Rebus Clue, they’ll notice three words on the story excerpt from the first paragraph have been replaced by rebus pictures. When they solve the pictures, they’ll get two (taco but ac=w, so two), three (tree but r=hr, so three), and seven (se+ pen but p=v so seven). See picture of clue here:

4-Digit Lock - 4 Numbers 1-8-8-7 Rationale: When students use the Braille Alphabet to solve the Braille clue, they get “year Helen Keller met Anne Sullivan.” The answer is in the excerpt from The Story of My Life… 1887.

5-Letter Lock - 5 Letters L-E-A-R-N Rationale: When students use the Sign Language Alphabet to decipher the sign language clue, they get LEARN.

4-Letter Lock - 4 Letters R-E-A-D Rationale: When students go to the website listed on the picture below, it will take them to a digital puzzle. The list of words is actually a website: bit.ly/2Jk82hM

When students complete the digital puzzle, they see the following:

They answer for the four blanks is R-E-A-D.

Directional Lock - 5 Directions for the Directional Multilock

R-U-D-L-R Rationale: Students scan the QR code and it takes them to a Google Quiz. A letter from Helen Keller to President Hoover is embedded in the 5 question quiz. Students answer the questions, click submit, view score, and read feedback. The combination to the directional lock is “hidden” in the feedback in

capital letters. All answers must be correct to get full combination. See screenshots of QR code and quiz questions and feedback below.

Question #1

**Notice direction in feedback: You’re RIGHT! So, first direction in combination is Right.

Question #2:

Notice, UP is in feedback. It is second direction in combination. Question #3:

Notice DOWN is in feedback so it is 3rd direction in combination. Question #4

LEFT is the 4th direction in combination. Question #5:

RIGHT is the fifth and final direction in combination. NOTE: Students must click VIEW SCORE after they submit quiz answers to see feedback.

Setup Instructions: List the steps that a facilitator needs to do in order to set up the game. You can test your instructions by having someone else try to set up your game. You’ll quickly figure out how they need to be improved.

STEPS

1 Print the following documents for each group: ● 3 Digit Lock Rebus Clue ● 4 Digit Lock Braille Clue ● 4 Letter Lock Puzzle Clue ● 5 Letter Lock Sign Language Clue ● Braille Alphabet ● QR Code for Google Quiz ● Sign Language Alphabet ● Breakout EDU Hint Cards (give 2 to each group)

2 Get the Breakout EDU box ready: ● Print Breakout EDU Certificates and place in box ● Print “Helen Keller and Anne Sullivan” photo and place in box ● Set locks and place on hasp on box: 3 digit lock, 4 digit lock, 4 letter lock, 5 letter lock, and

directional lock ● OPTIONAL: Print the photo analysis form from the following link:

http://www.mrpsocialstudies.com/uploads/2/6/3/6/26364497/posers_questions_to_ask_wkst.pdf and place in box so students can begin analyzing photo when they complete the Breakout.

3 Read the students the game scenario, set the timer for 45 minutes and BEGIN! Have fun! Optional: Print Breakout EDU Signs & take fun group pictures as each team BREAKS OUT! (signs in Google folder)

Reflection Questions: When the game concludes, we encourage the use of Reflection Cards to have a debrief with the participants. Please include 5 questions related to your game that could be asked in a discussion.

QUESTION or TASK

1 Read the remainder of The Story of My Life (document in Google drive). Why was the day Helen Keller met Anne Sullivan the most important day of her life?

2 Using the sign language alphabet, learn to sign your full name and practice with a partner.

3 Write your full name in braille using the Braille Alphabet document for reference.

4 Use the photo analysis form (ihttp://www.mrpsocialstudies.com/uploads/2/6/3/6/26364497/posers_questions_to_ask_wkst.pdf)

to analyze the picture of Helen Keller and Anne Sullivan from the Breakout EDU box.

5 Why was it important for President Hoover to visit the sound recording studio for the American Association for the Blind?

Tags or Keywords: You may have selected a subject area above, but there is likely a subset of content that your game covers. For example, if you selected “Math” a keyword could be Algebra or Derivatives or anything else more specific. Please separate each word with a comma. (Example - “algebra, derivatives, etc.”

Helen Keller, Alabama

Does your game align to any standards (optional)? Local country, CCSS or NGSS for US preferred

● 4.10.2 Students will practice: ○ Explainingthedevelopmentandchangingroleofindustry,trade,andagricultureinAlabamaduring

thelatenineteenthandearlytwentiethcenturies,includingtheriseofPopulism

○ ExplainingJimCrowlaws

○ IdentifyingAlabamianswhomadecontributionsinthefieldsofscience,education,thearts,politics,

andbusinessduringthelatenineteenthandearlytwentiethcenturies

Digital Files: Link to any printouts or papers that are required (this is ideally a google drive folder that is shared with anyone with the link) If your game includes Google Forms, please include an editable copy of the form so that others can utilize it if the game gets published.

https://drive.google.com/open?id=1dBiWyjttzob8_xClcOSzzGOIvD9fbGGg

Link to YouTube Video: All games need to have a video explaining the setup and game flow. These should be less than 5 minutes. Please use the template (link below) and a screencast style video. Look at the other games in the game library for example. Here’s a link to the video template: BreakoutEDU.com/videotemplate

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from The Story of My Life (1903)By Helen Keller

The most important day I remember in all my life

is the one on which my teacher, Anne Mansfield

Sullivan, came to me. I am filled with wonder when

I consider the immeasurable contrasts between the

lives which it connects. It was the third of March,

1887, months before I was years old.

This image is available from the United States Library of Congress’s Prints and Photographs division under the digital ID cph.3c12515.

Photo is in the public domain.

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Link to Google form quiz for “Helen Keller’s Letter to President Hoover”: 

https://docs.google.com/forms/d/1xz2XXSIC4K3itfTUV1ghdFAm9D4‐

l804EBidubBvq6M/viewform?edit_requested=true 

 

 

1" " The"Story"of"My"Life""

The Story of My Life By Helen Keller Published 1903

The most important day I remember in all my life is the one on which my

teacher, Anne Mansfield Sullivan, came to me. I am filled with wonder when I consider the immeasurable contrasts between the two lives which it connects. It was the third of March, 1887, three months before I was seven years old.

On the afternoon of that eventful day, I stood on the porch, dumb, expectant. I guessed vaguely from my mother's signs and from the hurrying to and fro in the house that something unusual was about to happen, so I went to the door and waited on the steps. The afternoon sun penetrated the mass of honeysuckle that covered the porch, and fell on my upturned face. My fingers lingered almost unconsciously on the familiar leaves and blossoms which had just come forth to greet the sweet southern spring. I did not know what the future held of marvel or surprise for me. Anger and bitterness had preyed upon me continually for weeks and a deep languor had succeeded this passionate struggle.

Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in, and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, and you waited with beating heart for something to happen? I was like that ship before my education began, only I was without compass or sounding-line, and had no way of knowing how near the harbor was. "Light! Give me light!" was the wordless cry of my soul, and the light of love shone on me in that very hour.

I felt approaching footsteps, I stretched out my hand as I supposed to my mother. Someone took it, and I was caught up and held close in the arms of her who had come to reveal all things to me, and, more than all things else, to love me.

The morning after my teacher came she led me into her room and gave me a doll. The little blind children at the Perkins Institution had sent it and Laura Bridgman had dressed it; but I did not know this until afterward. When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word "d-o-l-l." I was at once interested in this finger play and tried to imitate it. When I finally succeeded in making the letters correctly I was flushed with childish pleasure and pride. Running downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that words existed; I was simply making my fingers go in monkey-like imitation. In the days that followed I learned to spell in this uncomprehending way a great many words, among them pin, hat,

2" " The"Story"of"My"Life""

cup and a few verbs like sit, stand and walk. But my teacher had been with me several weeks before I understood that everything has a name.

One day, while I was playing with my new doll, Miss Sullivan put my big rag doll into my lap also, spelled "d-o-l-l" and tried to make me understand that "d-o-l-l" applied to both. Earlier in the day we had had a tussle over the words "m-u-g" and "w-a-t-e-r." Miss Sullivan had tried to impress it upon me that "m-u-g" is mug and that "w-a-t-e-r" is water, but I persisted in confounding the two. In despair she had dropped the subject for the time, only to renew it at the first opportunity. I became impatient at her repeated attempts and, seizing the new doll, I dashed it upon the floor. I was keenly delighted when I felt the fragments of the broken doll at my feet. Neither sorrow nor regret followed my passionate outburst. I had not loved the doll. In the still, dark world in which I lived there was no strong sentiment or tenderness. I felt my teacher sweep the fragments to one side of the hearth, and I had a sense of satisfaction that the cause of my discomfort was removed. She brought me my hat, and I knew I was going out into the warm sunshine. This thought, if a wordless sensation may be called a thought, made me hop and skip with pleasure.

We walked down the path to the well-house, attracted by the fragrance of the honeysuckle with which it was covered. Someone was drawing water and my teacher placed my hand under the spout. As the cool stream gushed over one hand she spelled into the other the word water, first slowly, then rapidly. I stood still, my whole attention fixed upon the motions of her fingers. Suddenly I felt a misty consciousness as of something forgotten—a thrill of returning thought; and somehow the mystery of language was revealed to me. I knew then that "w-a-t-e-r" meant the wonderful cool something that was flowing over my hand. That living word awakened my soul, gave it light, hope, joy, set it free! There were barriers still, it is true, but barriers that could in time be swept away.

I left the well-house eager to learn. Everything had a name, and each name gave birth to a new thought. As we returned to the house every object which I touched seemed to quiver with life. That was because I saw everything with the strange, new sight that had come to me. On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for I realized what I had done, and for the first time I felt repentance and sorrow.

I learned a great many new words that day. I do not remember what they all were; but I do know that mother, father, sister, teacher were among them—words that were to make the world blossom for me, "like Aaron's rod, with flowers." It would have been difficult to find a happier child than I was as I lay in my crib at

3" " The"Story"of"My"Life""

the close of that eventful day and lived over the joys it had brought me, and for the first time longed for a new day to come.

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