Medieval Europe Board Game Assignment
Purpose: Individually or in a group of up to four, create a Crispin board game that requires the players to have knowledge of Medieval
Europe to play.
Requirements:
Grading:
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A game board and pieces for the game that function
properly and reflect the characters and setting of Crispin
A rule sheet or book that explains the rules without a
member of the group needing to be there
A game title and a decorated box for the game
Questions or somehow involve trivia from each topic
covered in social studies class and from the book Crispin
Grading will be based on five categories –
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Fun and Playability
Creativity
Attractiveness
Test of knowledge
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Papacy
France
England
Holy Roman Empire
Spain
Byzantine Empire
Ottoman Empire
Your game should incorporate the following topics:
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Geography of Europe
Christianity
Feudalism
Church
Medieval Law
Crusades
Plague
Crispin: The Cross of Lead
Your game will be scored on a scale of one to five in each of these categories. The assignment is worth twenty points total for social studies
and twenty points for literature. Input from peer reviews of each game will have input into the grade, but will not determine the final grade
for each category.
It is your job to make an attractive, creative game that your classmates can have fun playing as well as review their knowledge of Medieval
Europe.
This assignment is due April 27, 2011.
Group Members:
Fun and
Playability
Creativity
Attractiveness
Test of
Knowledge
Medieval Board Game Rubric (Social Studies)
Game Title:
5
The game is lots of fun.
Students would definitely
play it again if they could.
It is fast moving,
entertaining, and is not
boring.
The rules are very clear.
Students were able to get
started easily without any
questions.
4
The game is fun. Students
would probably play it again
if they could. It is
entertaining but doesn’t
move as fast as they would
like.
The rules are generally
clear. Students could get
started with few questions.
3
Some find the game
fun. Some students
would play it again if
they could. It is slow
moving but entertains
some.
The rules could be
clearer. Players need
time to figure out how
to play the game
properly.
The ideas for the game
come from another
game or the changes
made to the game do
not make sense, but the
design is interesting
2
Many do not find the
game fun. Students
probably would not
play it again if they
could. It is slow
moving and frustrating
to players.
The rules are unclear.
Players had a difficult
time figuring out how
to play.
The game borrows
almost completely
from another game
while perhaps
changing the name or
another small element.
The ideas are not
unique at all. The
design is not
interesting or unusual.
1
The game is not fun.
Students would not play it
again even if they could. It is
slow moving, frustrating,
and/or boring.
The rules were very unclear.
Students did not figure out
how to play at all.
The game incorporates
unique ideas on how to
achieve a goal. The design
is interesting, and the
elements such as game
pieces or game play is
unusual. If the game
borrows from a previously
made game, the transition
to the medieval topic is
logical and complete.
The game looks really
good. There are no messy
parts. Any question cards
are written or glued on
neatly. Game is in a box
that is decorated neatly to
fit the game.
The ideas for the game are
not unique or the design of
the game is not interesting.
If the game borrows some
ideas from another,
previously made game but
the transition does not fit
completely.
The game looks good.
There are one or two messy
parts. Any question cards
are written neatly but may
be glued poorly. Game is in
a box that is decorated.
The game has some
messy spots. The
messy parts do not
interfere with the game,
including the question
cards. Game is in a box
that is not decorated.
The game is messy. Game
play is difficult for reasons
such as: hard to read writing
or crossed out words. Game
is not in a box and does not
have a title.
The game incorporates
questions from most topics
covered in the Medieval
Europe Unit.
The game incorporates
questions from some of
the topics covered in
the Medieval Europe
Unit.
The game is generally
messy. The messy
parts, including the
question cards,
interfere with game
play. Game is not in a
box, but it does have a
title.
The game incorporates
questions from few of
the topics covered in
the Medieval Europe
Unit.
The game incorporates
questions from every topic
covered in the Medieval
Europe Unit.
The game borrows
completely from another
game. Even the name is not
changed.
The game does not
incorporate questions from
the topic from the Medieval
Europe Unit.
Group Members:
Medieval Board Game Rubric (Literature)
Game Title:
5
The game incorporates an
element that clearly shows
how the characters’ views
of the world were different.
4
The game is fun. Students
would probably play it again
if they could. It is
entertaining but doesn’t
move as fast as they would
like.
The rules are generally
clear. Students could get
started with few questions.
Creative
incorporation
of characters
and setting
from Crispin
The game incorporates
characters and images from
the book Crispin: The
Cross of Lead that are
creative and well thought
out
The ideas for the game are
not unique or the design of
the game is not interesting.
If the game borrows some
ideas from another,
previously made game but
the transition does not fit
completely.
Grammar,
Spelling, and
Punctuation
The board game has fewer
than 3 grammatical,
spelling, and punctuation
errors.
The game looks good.
There are one or two messy
parts. Any question cards
are written neatly but may
be glued poorly. Game is in
a box that is decorated.
The game has some
messy spots. The
messy parts do not
interfere with the game,
including the question
cards. Game is in a box
that is not decorated.
Test of
Knowledge
The game incorporates
questions from the book
that show a deep
understanding of the plot,
characters, and theme of the
book.
The game incorporates
questions from most topics
covered in the Medieval
Europe Unit.
The game incorporates
questions from some of
the topics covered in
the Medieval Europe
Unit.
Character
Views of the
World
3
Some find the game
fun. Some students
would play it again if
they could. It is slow
moving but entertains
some.
The rules could be
clearer. Players need
time to figure out how
to play the game
properly.
The ideas for the game
come from another
game or the changes
made to the game do
not make sense, but the
design is interesting
2
Many do not find the
game fun. Students
probably would not
play it again if they
could. It is slow
moving and frustrating
to players.
The rules are unclear.
Players had a difficult
time figuring out how
to play.
The game borrows
almost completely
from another game
while perhaps
changing the name or
another small element.
The ideas are not
unique at all. The
design is not
interesting or unusual.
The game is generally
messy. The messy
parts, including the
question cards,
interfere with game
play. Game is not in a
box, but it does have a
title.
The game incorporates
questions from few of
the topics covered in
the Medieval Europe
Unit.
1
The game is not fun.
Students would not play it
again even if they could. It is
slow moving, frustrating,
and/or boring.
The rules were very unclear.
Students did not figure out
how to play at all.
The game borrows
completely from another
game. Even the name is not
changed.
The game is messy. Game
play is difficult for reasons
such as: hard to read writing
or crossed out words. Game
is not in a box and does not
have a title.
The game does not
incorporate questions from
the topic from the Medieval
Europe Unit.