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Carmen Sandiego Teaching Guide 1
A Teachers Guide to Using Where in the World is Carmen Sandiego? (a video game) In the Classroom

Written by: K Treloar

MsTsClass, 2004. Permission for individual use is given to classroom educators.
Carmen Sandiego Teaching Guide 2

Table of Contents

Part 1: Overview - Where in the World is Carmen SanDiego?.. 3 Genre and Platform.... 3 Story Line.... 3 Graphics..... 3 Audience and Objectives... 3 Incorporating Video Games into the Curriculum... 4 Part 2: Getting Started.... 5 Teacher Preparation.... 5 Student Preparation.... 6 Game Play.... 7 The Mission..... 7 Characters.... 7 Clues..... 8 Special Features.... 8 Part 3: The Lessons... 9 Unit One: Language Arts, Narrative Writing, 6th grade.. 10 Learning Objectives:... 10 CDE Content Standards.... 10 Specified outcomes to be achieved... 10 Set-up.... 10 Introduction.... 11 Game play..... 11 De-briefing..... 11 Assessment.... 12 Extension.... 12 Unit Two: Social Studies, Archeology, 6th grade and Language Arts, Writing.. 12 Learning Objectives:... 12 CDE Content Standards.... 12 Specified outcomes to be achieved... 13 Set-up.... 13 Introduction.... 13 Game play..... 14 De-briefing..... 14 Assessment.... 15 Extension.... 15 Part 4: Additional Resources.... 16
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Part 1: Overview - Where in the World is Carmen SanDiego?

Genre and Platform

This game combines the genres of mystery and instruction and is played on either a PC or a Macintosh platform

Story Line

The ACME Detective Agency is hot on the trail of the brilliant jewel thief, Carmen Sandiego, who used to be one of their top agents. She has stolen a rare book about Marco Polo. Carmens former partner at ACME, Jules and her rookie assistant, Hawkins chase Carmen, and her band of villains, around the world. While focusing on geography and culture, the player chases Carmen across the globe. Along the way, the player is introduced to the language, accents, art, landmarks, architecture, topography, and customs of the people in these foreign lands.

Graphics

The cartoon graphics used in this video game are crisp and colorful. The settings are beautiful and each is layered in complexity. In addition, the 360 degree settings are as life-like as possible.

Audience and Objectives

The optimal audience of this game is the 8-11 year old child. Younger children will enjoy it as well, but may require some assistance with the reading. Depending on the structure of the lesson, this video can be easily used cross-curricularly for Language Arts, Geography, or Social Studies. In addition, students can improve a variety of skills such as reading for details, map reading, following directions, data collection, and
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database research. Perhaps the most important skills that this video game allows students to practice are critical thinking, problem solving, and spatial skills.
Incorporating Video Games into the Curriculum
There are a number of reasons why using video games in the learning environment can be effective. It is commonly accepted knowledge in educational circles that high degrees of motivation and engagement greatly enhance student learning. You cant manufacture much higher motivation or engagement than video games. In addition, video games are hands on, and interactive. The learning becomes student centered and therefore the motivational forces become intrinsic, which allows for deeper learning to take place. This offers a refreshing alternative from the way traditional lessons are structured. This can be especially true when connecting the use of the game to writing, as you will see below. In the first unit, the video game is used to create a common experience for all participants from which to introduce a genre of writing. This demonstrates a significant shift from the way writing has been taught in the past. Now youve found a non-violent game that will align with your content standards. Whats next? There are many ways that video game play can be introduced into the classroom depending on resources, learning objectives, and time constraints. This video game can be used in a whole group setting. Using a laptop and digital projector, the teacher can have students experts man the controls and move through the game. As you will see in a following lesson, this can be done to establish a common experience for all students on which to base a narrative writing exercise. As a first lesson, this might be most effective, because it leaves the fine points of game play

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to an expert and the teacher has the opportunity to learn along with the class. As a bonus, its fun to model the behavior of an effective learner. This video game could also be used in a cooperative learning group setting. If resources permit, students can be broken up into small cooperative learning groups and given a task to complete. An example of this would be to use the Explorer mode and have students find required information about that country using the game and database. Individual exploration is another option that can be used with this game. Many of the same assignments that are given as cooperative learning can easily be adapted for individual use. If the use of a computer lab isnt possible, this type of exploration can also be done in centers, where each student has an opportunity to rotate through. Another way to accomplish this would be to permit students access to the computers before or after school or during lunch times. Its amazing to see how much time students will put into completing a project that involves a computer. An important issue to consider as you begin your planning is the all-consuming issue of hot to best use your educational minutes. Many teachers are hesitant to use video games because of the time commitment. However, a whole group activity like the one used in the lesson below is no more time consuming than any other activity built around creating a common experience for all students.

Part 2: Getting Started

Teacher Preparation
The best way to ensure the success of your lesson is to be familiar with the game before you introduce it to your students. This doesnt mean you have to muddle through
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it on your own. You can choose a student who knows the game and let them be the teacher. Spend a lunch-time with the student and have her/him show you how the game works. Older students can also be quite creative when involved in the planning process. For example, if students are working on reading for detail, the expert might be familiar with a level that has particularly intriguing written clues. It is very simple to install just follow the screen prompts. From that point, you just put the CD Rom into the drive and it access the game. What starts out as a highly engaging lesson can quickly turn into a frustration if you do not have some of the rudimentary skills mastered (dont worry, theyre easy). Most importantly however, it is only by playing the game (or watching it being played) that the teacher can understand what learning objectives can be achieved. After you have familiarized yourself with the game, you can begin planning your lessons. Two lessons have been included in this guide to help get you started. In addition, the gaming publisher, The Learning Company, has a comprehensive teaching guide, complete with lesson plans, available.

Student Preparation

After you have prepared yourself, you still need to prepare the students. It would be advisable to present the students with the learning objective from the lesson, in order to keep them focused and on-track. Also, behavioral standards for the lesson should be shared. It can be beneficial to use this game as a whole group activity the first time to familiarize students with the basic concepts. Use of this game is so simple that no posted instructions should be necessary.
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Game Play

There are two modes Gameplay and Explore. The Gameplay mode is a fastpaced pursuit of the thieves. Explore is a more leisurely mode that allows you to explore the exotic locations that you are in.

The Mission

After you have received your assignment briefing, you are given a deadline to capture Carmen, her band of villains, and find the stolen treasure. Then it's off to the travel screen, where you choose the next destination to trace her. At each location, you must search for and interpret various clues from a number of sources (i.e., informants, puzzles, notes, etc.) to determine where she has headed. You are successful in your mission when you track Carmen to the correct final hideout with the arrest warrant issued before the deadline. There are 8 missions in all and they become progressively more difficult as you solve cases and win promotions.

Characters

There are four main characters: Jules Argent: Jules was Carmens partner at ACME Detective Agency. Shadow Hawkins: Hawkins is Jules assistant who is somewhat arrogant and short sighted. Chief: She is the head of AMCE Detective Agency and appears in the Chief Cam. Carmen Sandiego: She is sassy and rebellious. She always wears a red coat, lipstick, and hat.
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Jules and Hawkins travel in search of clues. These clues can take many forms, such as notes, litter, keys, stone etchings, etc. The player finds clues by moving the cursor over the screen. A magnifying glass appears when there is a link to follow. However, not all links are to clues, some give educational information about the place that is being visited.

Special Features

This video game is exceptionally easy to navigate. Using your mouse you can scan across the setting. When the player wants to exit the screen they move the cursor to the bottom of the screen where a large white arrow will appear. Clicking this takes the player back to the setting. There are also a number of special features which players can use to help organize and access their data. Journal - By clicking on Jules head you can access her journal. This journal contains pieces of information that have been gathered during the investigation. Included in the journal is a passport page which holds the passport stamps of countries that you have visited. Finally, the journal has sketches of the items that Carmen has stolen. Chief Cam This is accessed by clicking on the green digital phone that Jules carries. This digital phone allows the player to have video conferences with the Chief. The Chief Cam is the games help feature. The Chief will guide you towards your next assignment as well as give hints when you are stuck. World Wide Date Resource Click on Hawkins vest and click again on the WW Data Resource. This feature instantly locates important information in 50 countries.

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Digital Clue Inventory This is also found by clicking on Hawkins vest. This feature stores the clues youve found for easy reference.
Global Transportation System (G.T.S.) Hawkins vest is the place to find this also. This is how Jules and Hawkins travel. You click on the country you want to visit, and viola!
ACME Equipment Organizer This is found by clicking on Hawkins vest. After each level of play, you earn another gadget or devise that can be used to help solve the puzzle in the future. Examples of this equipment would be the AMCE Clue Analyzer and a flashlight. This is where these devices are stored.
Abort Mission Button This is the green button at the top of Hawkins vest. Clicking on this button will allow you to abort the mission and exit the game.

Part 3: The Lessons

You will find two sample lessons here. These lessons are intended as a jumping off point for your own imagination. Please feel free to use them or modify them in any way. Unit One is intended to be used as an introduction to a narrative writing unit, while Unit Two is a cross-curricular lesson to be used as practice in compare and contrast writing, as well as to better understand the role of an archaeologist.
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Unit One: Language Arts, Narrative Writing, 6th grade

Learning Objectives:

To create a common experience from which to base a shared narrative writing To create and model the narrative writing genre

CDE Content Standards

Language Arts, Writing 2.1 Write narratives a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories. b. Include sensory details and concrete language to develop plot and character. c. Use a range of narrative devices (e.g., dialogue, suspense).
Specified outcomes to be achieved
The learner will take notes to prepare for a shared narrative writing activity. The learner will participate in a shared writing activity.

Set-up

You will need: Laptop Digital projector Video Game CD Rom Student expert(s) (optional)
Students will need: paper and pencil for note taking
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Introduction

This is great way to introduce narrative writing for the first time. Discuss narrative writing characteristics and make a web on the board. Advise students that they are going to create a story that we will re-tell together in a shared writing activity. Write on the board the elements of narrative writing (plot, setting, characters, sensory details, concrete dialogue). Have students divide their paper into 6 squares and label each square with an element. Advise students that they will be taking notes from the game in each of these squares.

Game play

Only one student expert will actually play the game, as this is a whole group activity. Selected students can offer suggestions as to how to proceed throughout the game. The expert will begin a new game. Students will watch the introduction piece and then begin the process of moving the cursor to look for clues and solve the mystery. Have the expert pause periodically to allow students time to take notes. Finishing the game play is not imperative to this lesson. However, if time permits, it allows the narrative writing to end at a logical point.

De-briefing

Facilitate discussion with students after playing the game. What information did they have in each of their boxes? Make a graphic organizer on chart paper (or Kidspiration, if available) to connect the information noted. Make another chart, whole group, on the sequence of events, as they unfolded. Advise students that they will be participating in a shared writing experience using these elements during the next lesson.
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Assessment

As this is a whole group activity, assessment is done by teacher observation and class discussion.

Extension

Students whose learning needs to be extended may play another level of the game and write their own narrative story using the notes they have taken.
Unit Two: Social Studies, Archeology, 6th grade and Language Arts, Writing
Students will understand the skills and traits of a detective. Students will compare and contrast a detectives role with an archaeologists role using a Venn Diagram. Students will practice writing an essay and participate in the writing process
Social Studies, World History and Geography 6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. Language Arts, Writing Applications (Genres and Their Characteristics) 2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution): a. State the thesis or purpose. b. Explain the situation. c. Follow an organizational pattern appropriate to the type of composition.

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d. Offer persuasive evidence to validate arguments and conclusions as needed.
The students, separated into collaborative learning groups, will play one level of the game and take notes on traits and skills that detectives need to have. They will complete a Venn Diagram on the two roles. The students will then write a compare and contrast essay using the roles and skills of detectives and archaeologists as the subject.
You will need: Multiple computers, 1 for each group Video Game CD Rom for each computer Copy of learning web done in Social Studies Cooperative Learning Group Assignments (hint: try and find a student who has played this game before to act as the technical expert for each group). Timer, for timing job rotations Job Chart on board player, note taker, etc. There needs to be one job for every student in the group. Students will need: *paper and pencil for note taking
Do not use this for the students first exposure to this genre of writing, but instead as an opportunity for practice and to strengthen cross-curricular learning. Review the learning web from Social Studies on the skills and equipment that archaeologists need to do their jobs. Explain that detectives and archaeologists have similarities and differences in their roles. Solicit predictions as to the skills and equipment that
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detectives might need to have and whether that would be the same or different from an archaeologist. Explain each job on the chart and the learning objective. Advise students that they are going to take turns in 10 minute rotations doing each of the assigned roles and that they will follow the order listed on the board (Hint: an easy way to manage this is to give each student in the group numbers. This will allow you to announce, All 5s will now.). Remind students about the additional features that each character has and encourage them to use all of these features to help them solve the puzzle. Explain to them that there is no rush to get through the game because play time is already set, instead they are to focus on writing down the skills and equipment a detective needs to do their job.

Students, in collaborative learning groups, will rotation through the job rules, with each one having the opportunity to play the video game hands on. Each collaborative group will start at a specified level, it doesnt matter which one, or even if all students are on the same one. By moving the cursor over the screen to uncover clues and learn background information, students will attempt to solve the mystery. Set the timer and begin rotations.
Begin a whole group discussion and start a Venn Diagram on the board to compare (and contrast) the roles, tools, and skills of archaeologists and detectives. Students will also complete this diagram on paper to use as notes for their essay. Reference the previously made learning web from Social Studies during this discussion to complete the diagram.

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What was hard about being a detective and what was easy? What skills did the detective need? What tools helped the detective do the job? What kind of personality would a good detective have? What would their lifestyle be like?
Students will write a rough draft of a compare and contrast essay. They will move through the writing process with a peer editing partner, and submit a final draft for assessment.
Students who need extension can write a rough draft of a compare and contrast essay using Where in the World is Carmen Sandiego? and their favorite video game.
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Part 4: Additional Resources
The official Carmen Sandiego website. Students can receive and agent name, super secret password, and a personal display device. http://www.carmensandiego.com/ Product support http://support.riverdeep.net/faq_list.asp?id=1294820715 Need help with the game? Also http://www.carmensandiego.com/products/productsworldplayer.html Additional Teaching Materials - Comprehensive teaching guide, including lesson plans offered by The Learning Company http://www.carmensandiego.com/TEACHER.html

Diane Shohet

3 Sawin Street Arlington, MA 02474 (617) 803-5806 diane@shohetconsulting.com (email) Work Experience

Shohet Consulting, CEO

December 2009 Present
Translating corporate vision into successful marketing results and products, Shohet Consulting offers a proven track record of on-time, on-budget delivery of strategies, projects and products that exceed revenue and quality expectations. Services include: marketing strategy, brand positioning, and creative product development.
Oxfam America, Director, Communications
December 2005 December 2009
Directed marketing and communications functions for Oxfam America, an international non-profit agency focused on ending poverty, hunger, and injustice. Managed media relations, publications, online communications, and web capability and products. Successes include: expanded Oxfam online community from 50K to 370K in less than 3 years; launched and develop online marketing initiative, Oxfam America Unwrapped, which delivers over $1.5M yearly in unrestricted revenue; regularly place key policy and advocacy positions in top-tier media; produce over 200 publications yearly that advance outreach and campaign initiatives; redesigned OxfamAmerica.org (May 2009); implemented aggressive Oxfam presence on all major social network sites (You Tube, MySpace, Twitter, FaceBook); launched mobile advocacy program; conduct brand and messaging market research and; consistently exceed revenue and constituent growth targets. Supervise staff of 30+ communications professionals and advise remote, international communications staff.
Digitas, Associate Director, Project Management
March 2001 September 2004
Directed project management function to achieve successful integrated marketing programs for select Fortune 500 clients. Managed in-house budgeting and production of all Web, CD-ROM and print components for client accounts including General Motors, Delta, and FedEx. Implemented standard processes, project management tools, and budgeting procedures for client work. Reduced Digitas absorptions by 200%. Supervised up to 10 full-time project managers.
Family Education Network/Pearson Learning Network, Executive Producer

March. 2000 March. 2001

Oversaw production group for leading family Web site, FamilyEducation.com, with more than 8 million monthly page views and 250,000 pages of unique content. Managed on-site staff of 5 producers and production assistants. Developed strategic vision for site, redesigned site architecture, implemented new features and functionality on Vignette to ensure increased page views and memberships. Promoted to Director of the Student Channel upon acquisition by Pearson. Established strategic and editorial direction for the student focused-offering in Pearsons new Learning Network. Created site navigation and functional prototype for soft launch of Student Channel.
Hasbro Interactive, Executive Producer

Dec. 1997 Dec. 1999

Established and directed the Childrens, Girls and Interactive Play unit for Hasbro, the worlds second-largest toy company specializing in family entertainment. Responsible for development of 15-20 titles per year, with $10 million annual budget. Hired and supervised staff of 5 internal producers. Established, negotiated, and maintained relationships with licensors (Nickelodeon, Britt Allcroft, Sony Signatures). Negotiated with, contracted and managed external development groups. Provided overall creative and production direction for all childrens products.

The DI Group, Executive Producer

Feb. 1997 Nov. 1997

Directed New Media unit for broadcast design/new media development house specializing in corporate/promotional CD-ROMs and Web sites. Managed hiring of staff, conducted sales calls, maintained and fostered client relationships, wrote product proposals and established product budgets ranging from $25K -$500K. Directed five-person internal development team with a special focus on strategic vision and information architecture.
Virtual Entertainment, Director of Product Development

Nov. 1995 Jan. 1997

Managed internal product development for consumer software company specializing in child/educational and family/lifestyle software. Supervised staff of 11 graphic artists and programmers, established and oversaw product lineup, identified and negotiated for outside licenses, wrote technical specifications and character dialogs, directed game design and navigation, and maintained development schedule for eight shipping titles per year.
Prentice Hall, Manager of Technology Development

Nov. 1992 Oct. 1995

Consulted on development and production of all technology projects for a large educational publisher. Arranged co-ventures with external content providers/developers, negotiated project contracts, established product development standards and protocols, initiated in-service teacher training program, and established customer support services.
Ngee Ann Polytechnic (Singapore), Producer

Oct. 1991 Aug. 1992

Managed video production unit for Ngee Ann Polytechnic, a large technical university in Singapore. Supervised staff of 7 producers, photographers and graphic artists in the production of technical education and promotional videos. Provided instructional design recommendations to clients, wrote scripts, directed talent/technical crew, and supervised post-production.
The Williamson Group, System Support Specialist

Sept. 1987 Dec. 1988

Provided on-site computer instruction and support to museum personnel for the Williamson Group, a museum and school-consulting firm.

Education

Masters in Education, Harvard University Graduate School of Education Bachelor of Arts, Wellesley College

Credits

CD-ROM Titles Titles
2000 CandyLand Adventure 1999 Nickelodeons Cat Dog Chutes and Ladders Furby Guess Who Monopoly Jr. Stuart Little Thomas and Friends Tonka Construction 2 *Tonka Raceway Trivial Pursuit Millennium 1998 My Little Pony Operation Candy Land: The Game Girl Talk Email Scrabble Email Classic Games Email Battleship Upwords 1997 MTV Upfront 1996 Vote America ** Childrens Skills Test Grades K-3 Childrens Skills Test Grades 4-6 Childrens Skills Test Grades 6-9 Career IQ Test Love & Relationship Test Personality Test More IQ and Brainteasers Creativity Test

Publisher

Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive MTV Virtual Entertainment Virtual Entertainment Virtual Entertainment Virtual Entertainment Virtual Entertainment Virtual Entertainment Virtual Entertainment Virtual Entertainment Virtual Entertainment
Child/Entertainment Child/Entertainment Child/Entertainment Child/Entertainment Child/Entertainment Child/Entertainment Child/Entertainment Child/Entertainment Child/Entertainment Child/Entertainment Family Child/Entertainment Child/Entertainment Child/Entertainment Child/Entertainment Family Family Family Family Sales/Promotional Child/Educational Child/Educational Child/Educational Child/Educational Family Family Family Family Family

Position

Executive Producer Executive Producer Executive Producer Executive Producer Executive Producer Executive Producer Executive Producer Executive Producer Executive Producer Executive Producer Executive Producer Executive Producer Executive Producer Executive Producer Producer Executive Producer Executive Producer Executive Producer Executive Producer Executive Producer Director, Prod. Dev. Director, Prod. Dev. Director, Prod. Dev. Director, Prod. Dev. Director, Prod. Dev. Director, Prod. Dev. Director, Prod. Dev. Director, Prod. Dev. Director, Prod. Dev.
* Working Mother Top Kid Pick for 1999. ** Codie Award Finalist: Best Debut Title of the Year.
Diane Shohet Credits Page 2 Interactive Toys (CD-ROM and Plastic or Electronic Toy combinations) Titles
2000 Tonka Dig N Rigs Playset 1999 * Easy Bake Oven Playset Playskool Store Playset Nerf Jr. Foam Fighters Playset Clue Jr. Playset 1998 Star Wars Millennium Falcon Playset
Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive Hasbro Interactive
Executive Producer Executive Producer Executive Producer Executive Producer Executive Producer Executive Producer
* Sesame Street Top Toy 1999. Family Fun Magazine Editors Pick 1999. Better Homes & Gardens Years Best Educational Toy 1999.

Websites Titles

2005-2009 oxfamamerica.org oxfamgifts.com oaaf.org 20012004 fedex.com gmc.com pontiac.com digitas.com 2000 familyeducation.com learningnetwork.com/students 1997 CIDEX (Internet Site) John Deere Gold Circle (Intranet Site)
Oxfam America Oxfam America Oxfam America FedEx General Motors General Motors Digitas FEN Pearson CIDEX John Deere
Non-profit Consumer Non-profit Consumer Consumer Consumer Consumer Informational Educational Consumer Consumer
Director Director Director Project Manager Project Manager Project Manager Project Manager Executive Producer Head Executive Producer Executive Producer

Videodisc Titles Titles

1994 * Visions of America

Prentice Hall

Educational

Manager, Prod. Dev.

* Gold Apple/National Educational Film and Video Festival.
Diane Shohet Credits Page 3 Television Series Title
1991 * Where in the World is Carmen Sandiego? 1990 * Long Ago and Far Away Los Destinos: An Introduction To Spanish 1989 Against the Law Local Heroes: Global Change

* Emmy Award Winner.

Broadcaster
WGBH/Boston WGBH/Boston WGBH/Boston
Child/Game Show Child/Animated Educational
Script Coordinator Production Assistant Production Assistant
Fox Television WGBH/Boston

Drama Documentary

Production Assistant Production Assistant

Written Publications

Accessing Distance Education, a report commissioned by WGBH. Program Notes, Singapore International Film Festival Guide. In Third World, Education Comes in Radio Waves, Boston Globe. New Focus on the Middle East, Boston Globe.

Awards

Innovation and Technology Award, Hasbro Interactive, 1998.