1000 Stories - A Simple Role-Playing Game for the Classroom

Clark Rodeffer and I created 1000 Stories in 2017, when we made the rest of the Project Packs on this site. It's a very simple role-playing system that could be played by students who are not familiar with other such games. 

There are not many rules in 1000 Stories. They fit on a small player aid sheet. If one player understands those rules, they can get others playing within minutes.

Recently I fleshed the game out into a complete booklet. Clark helped with editing and suggestions. Then over the past few months, we added two supplements. You can get all three booklets in one convenient bundle from DriveThruRPG at this link. The usual price is only $1.25. (That page also lists the individual booklets, if you just need the supplements. You can download each of those supplements for free.)

The booklets are:

• The core rules for how to make characters and use dice to determine results of actions.
• Supplement #1 has optional rules for conflicts and competition. It also has tips for handling scenes with physical conflicts appropriately in the classroom.
• Supplement #2 is an introductory Story that a Guide could use to quickly teach new players how to role-play with 1000 Stories.

As with all the Project Packs, 1000 Stories allows students to adapt a simple basic game to the material they are studying in class. Because of the narrative nature of RPGs, this works best in Language Arts or Social Studies classes. For example, if they are in a History class studying the U.S. Civil War, their project could be creating and playing through a few scenes of an adventure (called a Story) they set in the time period. 

Here are some suggestions and tips for assigning this as a project.

Planning

If you’re unfamiliar with role-playing games, be aware that this is a very different type of classroom project and a different type of game. It’s not a PDF worksheet that you print, hand out and keep kids busy for 20 minutes on a Friday afternoon. It is important enough that it’s worth doing right. Read information below and be sure you understand the overall flow of the project. It will take some planning to make it fit your class and your subject matter. Students will need some structure before they set off to to explore. 

Because of this, plan on starting small and choose the right group. At least some of the members need to be self-motivated enough to learn the few rules. Someone needs to be mature enough to lead the game as a Guide. 

Here are some specific thoughts about how the game fits in the lesson:

• Click this link to get a copy of the Planning Sheet. Edit as needed to fit your lesson. In completing this and writing their Story, the students will delve deeply into the lesson topic. What the sheet calls a "lesson topic" is your course content and learning target. You can add that information right to the document yourself and remove the first question if it will help the students keep the correct focus.
• Playing an RPG requires one person (or group) to make a Story, then lead other players through it. The players going through the Story probably shouldn't know everything that's going to happen. How can you handle this in class, when everyone needs to work on the project? Here are two ways to consider.
• Working with multiple groups - Have each group make their own complete Story. Then when it comes time to play through them, pair up the groups. Group A could lead Group B through their Story first (taking on the role of Guide). After they play for a class period or two, switch roles. Group B then leads Group A through the Story they made. The group that's leading can share the responsibility of running NPCs and filling in everyone with the action.
• Working with a single group - Have the group create a rough outline of an overall Story with multiple scenes. Then have each group member be responsible for planning the details of one or two of those scenes. When it's time to play, each group member would be the Guide through their individual scene(s). Since every group member will be a Guide and a Player at different times, they can still control their character whether they are playing or leading the scene. Player choices will certainly take the scenes in unexpected directions, so this requires everyone to be flexible when it's their turn to lead a scene they made.

Playing

• Depending on time constraints, students probably will not play through a complete Story. Encourage the Guide to choose the key scenes that will most help students get the most out of the setting or theme of the lesson.
• If students won't be playing in class, you can have them record video or just audio of their game. Decide if they should record the whole play session or just some of it. Editing could be required too. Watching or listening to that will give you a good idea of what was learned.
• Obviously it takes skill to lead a group in an RPG. If any student has experience doing that, be sure the group gives them that role first, so the others can learn how it's done. If you and the students do not have experience with this, the 1000 Stories books have lots of tips and examples. Search for role-playing games online if you need to see more. Watch anything you show to use in class ahead of time, to be sure it's appropriate.

Reflection

Reflection seals the learning and it's a vital part of every Project Pack. Students can report out, possibly as a group, about what they learned. You can assign this as a presentation they make to the whole class, a written assignment, or an audio or video recording. If creative writing is a significant part of the course content, having the students write out an entire scene or two can be an excellent end to the project. Here are some reflection questions you can also use.

• Why did you choose the scenes you did for your Story?
• If you didn't have time to run all the scenes, why did you pick the ones you did?
• What did you learn about the lesson topic from making the Story or scene?
• What did you learn about the lesson topic from running the Story as a Guide?
• What did you learn about the lesson topic from playing the Story as a Player?
• If you were going to create another Story in the same setting, what would you do differently?
• What do you remember most about this project?
• Would you recommend other teachers use a game like this for the lesson topic? Why or why not?

Revisiting the Game Design Project Packs in STEM

It's been three years since I started making the Project Packs. A lot of changes on my job have moved me in other directions, but I recently had a chance to get back to them. I took a couple groups through the Love Letter Project in middle school STEM and they couldn't get enough of it!

It reminded me how much potential these activities have for learning and engagement.

On the other hand, I've also learned a lot about creating classroom resources for other teachers in the past three years. I see now the Project Packs are not as "ready to go" as many teachers would like. While a teacher could possibly just hand out the resources (physically or digitally) and set the class loose, it would take a special group of students to sort it out on their own.

Instead it would be better for the teacher to play the base game ahead of time and create their own sample project. And it might one of many projects going on in the class. (Game design probably won't appeal to every student.)

When many teachers google "class game design activity", they probably are looking for something a little more structured and conventional.

Clark and I were going for something deeper when we started working on these. 

In my experience, quick, easy engagement in the classroom usually results in superficial learning that fades soon after the test. I envisioned the projects on this site as something a lot more epic. From what I've seen, I still think it's possible.

If you've looked at any of the Packs and they seem overwhelming, make sure you've read and understand the four stages below. Only then should you try to choose one of the individual projects.

Click any one of the stages below to see what that part of the activity entails. This page includes this important information, but elaborates on some of it too.

 Learn the Base Game - Students get a chance to learn the rules and play the base game that they'll be modifying.

Redesign the Base Game - Using a Game Design Planning Sheet, students will make connections between key aspects of the class content and their version of the base game.

Playtest the Games - Students play their own games and the games of others. They can exchange feedback and, if time allows, further develop their designs.

Reflection - A reflection sheet requires students to think back over the project. It asks their opinions and for justification of their design decisions with respect to the class content.

How to Adjust the Project Packs

Most teachers won't use a game design activity because they fear it will take too much time. That's why one of my main goals for the Game Design Project Packs has been to provide flexible stages that teachers can adjust or skip altogether.

Here four levels teachers could choose from, in order from least to greatest investment of class time.

Just for Fun - This would be a quick entry into game design. Students could complete it in two class periods.

• Learn and play the Base Game.
• Complete the Planning Sheet, including redesigning the cards.
• The teacher could have students actually print the cards and play the game outside of class, or just leave that to the students to pursue if they want to.

Introductory Level - This is the best way to let students see the whole process without taking too much time for game design. This will probably take three or four class periods.

• Learn and play the Base Game.
• Complete the Planning Sheet, including redesigning the cards.
• Create the cards and any other components.
• Test the game they created by playing it.
• Complete the Reflection sheet.

Standard Level - This lets students explore game design more fully, but stops short of making a polished production. This would take five or six class periods.

• Learn and play the Base Game.
• Complete the Planning Sheet, including redesigning the cards.
• Make additional changes to the rules too. (The Planning Sheets have suggestions for this.)
• Create the cards and any other components.
• Test the game they created.
• Exchange games between groups and have students try each other's games.
• Revise games based on feedback.
• Complete the Reflection sheet.

Advanced Level - This would work well for an elective class that can focus extensively on the game design process. It could be drawing out to two or three weeks, depending on the quality of the final product. Include all the steps from the Standard Level, but also add these:

• Written rules are required, including introductory paragraphs that draw players into the theme.
• Require repeated cycles of testing and revision, including some groups who have to learn the games only from the rules.
• Card design must include color layouts and artwork. You might even require a quality printed version.
• Instead of or in addition to the Reflection Sheet, students would be required to write a reflection of the design process for their game and what they learned from it.

Here's the slide I used in a recent presentation. It only includes the Introductory through Advanced levels.