Video Game
understanding concepts related to interdisciplinary academia. Students will work collaboratively to develop
Developer
English
(CCSS W.11-12.3) Writing imagined experiences and stories.
(CCSS W.11-12.3c) Using various techniques to build a story.
Essential Understandings
Stories are created from the use of language to create character, tension, conflict,
setting, and plot.
Inquiry Question
How can I create a story by thinking about character, setting, plot, relationships, and
conflict?
Misconceptions
Students may not understand how much literary skill it takes to create a well developed
story, particularly for a video game. Students may also not know how to create a story
that builds from the relationships between characters, setting, lore, and more.
Formative Assessment #1: Storyboard
Students will produce a storyboard of 6 scenes to outline the main story and plot of their
video game. It will include a distinguishable beginning, middle, and end with pictures to
represent actions and conflict. Each board will include a paragraph to detail character
and plot. This will help students develop an overarching story to relate plot to character
for their pitch. This will inform instruction by revealing student understanding of
exposition, rising action, climax, and denouement. If needed, we can re-teach these
concepts to help students better develop their story.
Formative Assessment #2: Character Sheet
Students will create a character sheet to develop one character in their video game. It
will contain a picture reference, as well as physical description, personality, character
traits, background information, and any other relevant information for the video game.
This will help students develop a well-rounded, descriptive character that they can relate
to their video game world. Student work will reveal if we need to re-teach or model
character development.
video game pitch
SUMMATIVE Students will work in groups to develop a video game pitch to their classmates. They must include information from each interdisciplinary subject to “convince” their audience to
invest in their video game: character, plot, and theme for English; relation to historical context and a map of the world for History; and a survey from fellow classmates and
ASSESSMENT scientific elements to the world map for Science. Students will be evaluated for inclusion of each element, as well as the delivery and engagement with the audience.
Video games have become a prevalent part of student culture and can offer an avenue towards
a pitch for a video game that contains multiple elements such as story and character development, data
analysis of potential audience, and historical interconnectivity and geographic influence.
SS20.HS.S1.GLE1-GLE3
History
SS20.HS.S2.GLE1-GLE3
Essential Understandings
Geographic variables influence human and animal behavior, influencing the interactions
between people, place, and environment.
The world, people, and places are interconnected. Small actions and behaviors influence
major events and individuals.
Inquiry Question
How do geographic variables influence interactions between people, place, and
environment in your video game?
What elements of your video game demonstrate interconnected ness of world, people,
and place?
How can small actions, behaviors, or environmental changes influence major events and
individuals?
Misconceptions
Character actions impact only the individual character and have no influence on others
or the world. Geographic features have no influence on history or important events.
Formative Assessment #1: GIS
Students will create a custom GIS to map out their video game world
This will include at least 4 important locations, use all geological features from the
science portion, 4 geographic elements (desert, mountains, rivers, lakes, oceans, etc.), 4
mission locations, national and state borders. This will assess student understanding of
geographic variables and the influence on major events and individuals.
Formative Assessment #2: Historic Context RAFT
Students will follow the prompt as follows and formulate a RAFT essay. This will assess
student understanding of historical context and interactionism.
Role: Any character of CHOOSING from video game
Audience: A different character of CHOOSING from video game
Format: Letter
Topic: What is happening in the fantasy world that relates to a historical event or
concept?
. what it is and how it might impact the world.
Science
ESS20.HS.S10.GLE1-GLE2 - Natural hazards and other geological events have shaped the
course of human history at local, regional, and global scales.
PS20.HS.S1.GLE1 - Students can use the full range of science and engineering practices
to make sense of natural phenomena and solve problems that require understanding
structure, properties and interactions of matter.
Essential Understandings
Scientific research techniques are used to collect data and used to market products.
Environmental resources and different biomes influence how life is lived in different
areas.
Inquiry Question
How might different environmental biomes relate to culture, diet, infrastructure, or
society in general?
What is a bias question? How might we limit bias in our survey questions?
Who are surveys useful to?
What are the possible dangers/challenges that different biomes can create for your
characters?
Misconceptions
Science is only used in a lab or used for experimental research only. Only scientists can
perform science. The environment has little or no effect on human society. There's no
such thing as a biased question.
Formative Assessment #1:
Students will create their own survey to gather data from potential fans of their
videogame. Before starting this assignment, students will be given a lesson on how to
write survey questions and show some examples. The survey must be 8-12 questions
long and will be created on google forms. Fellow students will respond to their peers'
surveys to collect data. The questions must be unbiased and related to the story, art,
Genre, or other specific elements of their videogame.
Formative Assessment #2:
Students will add geological and environmental landmarks on their game map. They
must include at least 3 geological features, 3 different biomes, and 2 natural resources
and how they might impact their game. Each feature must include an explanation of
 video game pitch rubric
Advanced
CHARACTER Describes one or more main
characters and their importance to the story, plot,
English
lore/history, setting, and conflict.
PLOT Creatively relates character(s) and plot
explains the highlights of the plot by relating
characters to the main conflict.
DELIVERY Creatively includes the audience in the
pitch, involving individual students or groups to
help convince the audience.
HISTORIC CONTEXT Is clearly demonstrated,
addresses continuity and change, cause and
History
effect, complexity, unity and diversity, and
significant ideas of historic periods.
GEOGRAPHIC VARIABLES Are understood and
clearly displayed through GIS. acknowledges how
geographic variables influence
human/environment/animal interactions.
SURVEY Student surveys include specific,
unbiased questions. The students have used the
science
survey to collect data from their peers. The survey
consists of at least 8 questions. Each question
relates to a specific aspect of their videogame. The
survey contains no leading or biased questions.
ENVIRONMENTAL LANDMARKS Game map
includes at least 3 geological features, 3 different
biomes, and 2 natural resources and how they
might impact their game.
2021
Proficient
CHARACTER Describes at least one main
character and their importance to the plot, setting,
and main conflict.
PLOT Explains the highlights of the plot by
relating characters to the main conflict.
DELIVERY Delivers the pitch in an interactive
way, involving the audience.
HISTORIC CONTEXT Addresses at least
Insert one of:
info here..
continuity and change, cause and effect,
complexity, unity and diversity, and significant
ideas of historic periods.
GEOGRAPHIC VARIABLES Are understood and
clearly displayed through GIS OR acknowledges
how geographic variables influence
human/environment/animal interactions.
SURVEY Student survey contains at least 8
questions. 2-3 survey questions are biased or
misleading. Data was collected from student peers
completing the survey.
ENVIRONMENTAL LANDMARKS Game map
includes at least 2 geological features, 2 different
biomes, and 1 natural resources and how they
might impact their game.
created by davis oldani, graeme schroeder, trevor waters, and lauren warring
Progressing
CHARACTER Includes description of at least one
character, but there is no relation to overall plot,
setting, or main conflict.
PLOT Briefly describes plot. Conflict and
progression of story is somewhat coherent.
DELIVERY The pitch is brief and/or vaguely. May
not fully "convince" the audience.
HISTORIC CONTEXT Addresses the historic
period, but does not include additional
information or significance.
GEOGRAPHIC VARIABLES Are only displayed
through GIS.
SURVEY Student survey contains at least 8
questions. Greater than 5 survey questions are
biased or misleading. Data was collected from
student peers completing the survey.
ENVIRONMENTAL LANDMARKS Game map
includes at least 1 geological feature, 2 different
biomes, and 1 natural resource and how they
might impact their game.
developing
CHARACTER Little or no mention of characters.
Information that is included about characters is
not relevant to plot or conflict.
PLOT Little to no plot development. Aspects of
plot are incoherent and disjointed.
DELIVERY Little to no explanation of project
proposal. Does not "convince" audience.
HISTORIC CONTEXT Is missing or lacks clarity
and relation to other elements.
GEOGRAPHIC VARIABLES Are missing
completely.
SURVEY Student survey contains some
questions. Majority of survey questions are biased
or misleading. Data was NOT collected from
student peers completing the survey.
ENVIRONMENTAL LANDMARKS Game map
includes at least 1 geological feature, 1 biome, and
a natural resource. Description of environmental
impact on inhabitants is brief, inaccurate or
missing.