Part I: Reintroducing Board Games

• Designer games = modern, often Eurogames, designer-focused packaging, mechanics, and theme. Also includes card games without boards.

• Distinct from traditional roll-and-move games: designer games emphasize engagement, broader information handling, and long-term strategy.

• Chance–Strategy continuum (game design):

  • Endpoints: pure chance (e.g., war), pure strategy (e.g., chess).

  • Designer games sit in the middle, offering varying degrees of chance and planning.

  • Examples:

  • Formula D: gear-based racing with dice; dice outcomes drive movement; gear ranges create probabilistic yet strategy-influenced play. Gear roll example: in a given gear, the die result range can be modeled as an 8-sided die with sides {4,5,6,6,7,7,8,8\
    ight
    ightarrow ext{movement spaces}.

  • Bolide: near-perfect information with momentum vectors; dice are not the core randomness; movement is determined by vector choices; chance appears only in start or collision resolution.

• Open-ended decisions and end-game scoring:

  • Puerto Rico as an example of open-ended play and multiple paths to success; end-game scoring via victory points keeps all players engaged.

  • Many designer games use victory points rather than player elimination, maintaining participation.

• Balancing theme and mechanics:

  • Thematic integration can enhance rules understanding and immersion.

  • Oregon (math-themed) demonstrates strong mechanics (Cartesian coordinates) that support play and learning even if the theme is not purely social studies.

• Why these matter in schools/libraries:

  • Information processing, inquiry, and higher-order thinking are often triggered by complex, open-ended design.

  • Games develop information literacy skills as players gather, assess, and apply information from the game context.

Part I: What Makes Designer Games Different

• Information-rich environment: players manage multiple data points, plan ahead, and reason under uncertainty.

• End-game scoring vs elimination: most designer games keep all players engaged until the end; reduces disruption in classrooms.

• Open-ended decisions: players choose from many viable paths; learning through experimentation.

• Theme–mechanic balancing: designers use theme to contextualize mechanics; sometimes one element dominates, still valuable for content alignment.

• Gateway examples and reach: gateway titles (e.g., Ticket to Ride, Carcassonne) help introduce designer games to new players.

Part II: Games for Twenty-First-Century Learners

• Purpose: connect games with national/state standards; show curriculum alignments across core subjects.

• Four core curricular alignments highlighted:

  • English and Language Arts (ELA): storytelling, vocabulary, literacy skills, and language use.

  • Social Studies: ancient civilizations, economics, geography, history; use of theme to anchor content.

  • Mathematics: arithmetic, number sense, probability, geometry, and modeling via game mechanics.

  • Science: physics concepts, environmental science, scientific reasoning, and inquiry.

• Information literacy alignment: games provide authentic inquiry experiences, source evaluation, and use of information from multiple informational channels (visuals, text, social cues).

• Inquiry and information-processing skills:

  • Inquiry = planning, option evaluation, option testing during play.

  • Information processing includes evaluating information encountered in-game and applying it to decisions.

  • Long-term thinking and reflection foster persistence and iterative learning.

• Examples of alignment and games:

  • ELA: Nanofictionary (story construction from plot devices); Quiddler (word building and vocabulary).

  • Social Studies/History: Amun-Re, Brass, 1960: The Making of the President, Twilight Struggle, Through the Ages.

  • Math: Number Chase, Numbers League, 7 Ate 9, 24/7 the Game, Oregon (Cartesian coordinates).

  • Science: Power Grid (energy markets and environment), Pandemic (global spread mechanics).

• Real-world connections and language development:

  • Games connect to literature, current events, and global cultures; themes model real-world systems and issues.

• Collaboration and social learning:

  • Games support collaboration, discussion, and peer learning; cooperative games (e.g., Shadows over Camelot, Pandemic) emphasize teamwork and communication.

Part II: Library and Information Skills Alignment

• Inquiry as a core skill: learners pursue questions through game contexts; games can scale inquiry to preschool to high school.

• Background knowledge and growth: theme helps anchor new concepts; learners bring existing knowledge to expand understanding via play.

• Information evaluation and use: players assess rules, motives, and information cues; games provide a structured environment for evaluating information.

• Time factor and long-term thinking: some games require sustained planning beyond a single class period; others can be chunked across sessions.

• Collaboration: games promote peer teaching, leadership, and collaborative problem solving; roles may shift during play (e.g., leader, facilitator).

• Mechanic–theme mapping: different mechanics (e.g., worker placement, tile placement, simultaneous action) map to different cognitive demands and standards.

Part II: Representative Games and Concepts

• Chicago Express (economics and geography): investment, railroad development, and market dynamics; classroom tie-ins to economics and geography.

• 1960: The Making of the President (history/politics): electoral strategy, primary sources, and campaign dynamics; supports long-term planning and analysis.

• Oregon (math/geometry): Cartesian coordinate mapping as a primary mechanic; demonstrates theme supporting rule comprehension.

• Through the Ages (global studies): civilization development, technology, and leadership; deep strategic planning with long play time.

• Power Grid (science/economics): energy production, resource markets, and environmental considerations.

• Pandemic (science/geography): disease spread and global response; cooperative play emphasizes science and public health themes.

Part III: Games in School Libraries – The Genesee Valley Model

• Core idea: design a scalable, curriculum-aligned game program for multiple districts.

• Three key elements for success:

  • Low cost: initial seed budget (e.g., 500) to start a diverse collection; avoids heavy hardware costs.

  • High buy-in: top-down support from principals/administrators; alignment to standards makes the case for adoption.

  • Authentic games: select complex, engaging titles that gamers play, not educational-only titles.

• Selection and purchasing process:

  • Two-step approach: initial single copies to test in classrooms; follow-up multi-copy orders for programs.

  • Emphasis on authentic games, not purely didactic titles.

• Handling missing pieces and replacements:

  • Maintain spare parts and generic markers; many publishers provide replacements; plan for occasional losses.

• Using the games in schools:

  • Push-in and pull-out professional development; coteaching with librarians and teachers to model instruction.

  • Demonstrations of games with short introductions, then guided student play; preset scenarios to focus on concepts.

• Starting and sustaining a game collection:

  • Collection development criteria: authenticity, ROI, and alignment to standards.

  • ROI considers learning impact, time, and alignment; break long games into class-period segments when needed.

• Where to find games:

  • Local game stores and online shops; partnerships with stores for discounts and support; some distributors offer PO options.

Part III: Implementation Details and Practicalities

• Lesson integration and pacing:

  • Use preset scenarios to align with unit goals; break long games into multiple periods; enlarge physical space for longer experiences.

• Professional development for staff:

  • Run hands-on workshops; start with simple games (e.g., Werewolf, Incan Gold) to build familiarity.

• Loan model in Genesee Valley:

  • Games loaned to member librarians who then run classroom use; typical two-week loan period; inventory sheets included within boxes.

• Real-world examples:

  • 1960: The Making of the President used as a senior social studies culminating activity; teacher–librarian co-delivery; pre-session setup and card-hand scoping to align with class activities.

• The program’s broader impact:

  • Builds a central hub for resources, teacher/staff training, and curriculum-aligned game use across districts.

Part III: Starting a Game Collection – Selection Criteria

• Authenticity of gameplay: avoid “educational games” that feel artificial; prefer games gamers actually play.

• Curriculum alignment: map to local/state/national standards via performance indicators; used to support specific learning goals.

• Return on investment (ROI): weigh time to teach, class period fit, and learning impact against cost.

• Time and scalability: assess setup/teardown time and whether the game scales to the class size.

• Example rationale: Amun-Re chosen for ancient Egypt alignment but evaluated against other ancient civilizations for ROI; PErikles rejected due to high setup time despite thematic fit.

Part III: Where to Find/Acquire Games

• Local game stores: provide in-person demonstrations and ongoing support; helpful for teacher collaboration.

• Online retailers: wider selection; PO options with some vendors; best for large orders over time.

• Publisher accessibility: some publishers offer replacement parts or classroom-friendly editions.

Part IV: Great Games for School Libraries (Levels and Examples)

• Elementary (Pre-K–Grade 5):

  • Froggy Boogie; Gopher It!; In the Country; 10 Days in Africa/Europe/USA/Asia; Max; Number Chase; Quiddler; Incan Gold; The Suitcase Detectives; 7 Ate 9.

• Middle School (Grades 6–8):

  • Amun-Re; Oregon; Nanofictionary; VisualEyes; Number Chase; Quiddler (advanced use); Oregon; Tribue: Primus Inter Pares; Shadows over Camelot; Lost Cities; San Juan; Ticket to Ride; Antike; Battery of titles addressing geography, ancient civs, and literature.

• High School (Grades 9–12):

  • Antike; Battlestar Galactica; Battlestar Galactica (traitor element); Power Grid; Through the Ages; 1960: The Making of the President; Twilight Struggle; Here I Stand; Through the Ages; Pandemic; Ultimate Werewolf; Battle scenarios like Amun-Re and Brass for historical context.

Part IV: Selecting and Implementing Great Games

• Use a core list across levels to build a cohesive program; tailor selections to district curriculum and student interests.

• Balance between accessible gateway games and deeper, long-form experiences to support varied classroom needs.

Glossary (Designer Board Game Terminology)

• Gateway game: a game that introduces players to designer games with simple rules and approachable play.

• Mechanic: the core rules governing game play (e.g., worker placement, tile placement, set collection, etc.).

• Theme: story/world context that supports mechanics and learning connections.

• Open movement: player movement without dice-driven randomness; movement points/actions are chosen by players.

• Roll-and-move: movement determined by dice results; often has limited information processing.

• Worker placement: each turn, players place workers to gain actions/resources; emphasizes resource management.

• Simultaneous action selection: all players choose actions at once; reduces downtime.

• Role selection: players choose roles with associated bonuses, shaping turn order and strategy.

• Cooperative play: players work together against the game (or traitors) rather than against each other.

• Traitor mechanic: one or more players secretly oppose the group’s goals; promotes trust/peer evaluation of information.

• Victory points: common scoring method; rewards diverse strategies and multiple paths to success.

• Scalability: how well a game plays with different numbers of players.

• Imperfect information: some game information is hidden or uncertain; promotes inference and strategic thinking.

• Language independence: game components rely on symbols/pictures rather than text to be accessible to multilingual players.

• End-game scoring: scoring occurs at the end, keeping players engaged through to the finish.

• Authentic experiences: games simulate real-world systems/environments with meaningful decisions.

List of Publishers and Resources (Representative)

• Publisher examples: APE Games, Asmodée Editions, Atlas Games, Avalon Hill, Bent Castle Workshops, Bézier Games, Blue Orange Games, Braincog, Buffalo Games, Days of Wonder, Devir US, Family Pastimes, Fantasy Flight Games, FRED Distribution, GMT Games, HABA USA, Looney Labs, Mayfair Games, North Star Games, Out of the Box, Playroom Entertainment, R and R Games, Ravensburger, Rio Grande Games, Set Enterprises, Sunriver Games, Warfrog Games, Z-Man Games, Zoch Verlag.

• Website/resource for lists: www.ala.org/editions/extras/mayer10092

Note: This set of notes focuses on the essential concepts and takeaways for quick recall and high-level understanding of using designer board games to align learning in school libraries. For deeper examples and exact game-by-game mappings, refer to the publisher list and the full text of Mayer & Harris’ Libraries Got Game.