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MASSAPEQUA PUBLIC SCHOOLS

Video Game Design

SUMMER 2011

COMMITTEE MEMBERS

Matthew Swanson, Instructor

Brian Vanek, Instructor

Susan Thompson, Chairperson, CTE

BOARD OF EDUCATION

Maryanne Fisher – President

Jane Ryan – Vice President

Thomas Caltabiano – Secretary

Timothy Taylor – Trustee

Gary Bennett – Trustee

ADMINISTRATION

Charles V. Sulc, Superintendent

Alan Adcock, Deputy Superintendent

Lucille F. Iconis, Assistant Superintendent for Curriculum and Instruction

Thomas J. Fasano, Ed.D., Assistant to the Superintendent for Curriculum and Instruction

Robert Schilling, Executive Director Assessment, Student Data & Technology Services

Table of Contents

Course Description 3

Program Objectives 3

Learning Standards, Key Ideas and Performance Indicators for Content Area: 2

Mathematics, Science and Technology 2

Standard 1 – Analysis, Inquiry and Design 2

Standard 2 – Information Systems 2

Standard 3 – Mathematics 2

Standard 4 – Science 2

Standard 5 – Technology 3

Standard 6 – Interconnectedness: Common Themes 3

Standard 7 – Interdisciplinary problem solving 3

Career Development and Occupational Studies 3

Standard 1: Career Development 3

Standard 2: Integrated Learning 3

Standard 3a: 3

International Society for Technology Education 4

Reading Standards for Literacy in Science and Technical Subjects 6–12 5

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 9–12 7

College and Career Readiness Portion of New York State Common Core Learning Standards for English Language Arts & Literacy 11

College and Career Readiness Anchor Standards for Reading 11

College and Career Readiness Anchor Standards for Writing 12

Video Game Design – Course Curriculum 14

Course Rules, Regulations and Grading Policy 16

Course Description:

The Video Game Design course is a full year course that will provide students with the opportunity to design, develop, test and evaluate various types of video games, programs and their environments. This course will be an introductory course for the subject, and will provide a starting point for students who are interested in this emerging field. The course will be delivered through the use of teacher created lessons, independent student and group student learning environments, student critiques and the use of computer design. Students will be given the chance to combine their love of video games with the design process along with some imagination to create video games.

This course will allow students to learn fundamental software development and programming concepts in the context of creating simple video games by utilizing software to develop basic programming techniques. Software to be used for this course may include but are not limited to Alice, Java, and Scratch.

Program Objectives:

• To equip students with the basic knowledge to develop simple video game environments.

• To give those who may seek a career as game developers an appropriate starting point.

• To familiarize students with the basic programming language skills necessary for game development.

• To equip students with knowledge in the areas of mathematics common to almost all game projects.

• To provide students an understanding of the main concepts involved in real-time 3D graphics programming.

• To give students basic skills in video game design.

The following formats will be utilized in presenting curriculum information:

• All units begin with class lecture and open discussion on the topic.

• During lectures teacher-supplied handouts will be given to each student to assist in the learning process.

• The utilization of audio and visual equipment from videos and internet sources

• Teacher directed hands-on demonstrations and student based lab work

• Student to student discussions and critiques

Learning Standards, Key Ideas and Performance Indicators for Content Area:

Mathematics, Science and Technology

Standard 1 – Analysis, Inquiry and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seeks answers, and develop solutions.

Students must use mathematical analysis, scientific inquiry and engineering design concepts while completing various video game design and programming assignments.

Standard 2 – Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Students will use computers, software, printers, and USB connections to access, generate process and transfer their classroom assignments.

Standard 3 – Mathematics

Students will understand the concepts of and become proficient with the skills of mathematics; communicate and reason mathematically; become problem solvers by using appropriate tools and strategies; through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability.

Students must use basic logic and mathematical skills during the development of video game programs.

Standard 4 – Science

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Students will incorporate landscape design, and create biological environments in the creation of their video game.

Standard 5 – Technology

Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs.

Students will utilize the engineering design process to create, test, and develop the video game software programs.

Standard 6 – Interconnectedness: Common Themes

Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Students will systems thinking and theory and programming optimization to develop the videogames. Students will also create models in the video games to create movement and action in the game itself.

Standard 7 – Interdisciplinary problem solving

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

Students generate and analyze ideas and designs in the development of video games. Students will also construct video games that will be presented to the class for peer feedback and development.

Career Development and Occupational Studies

Standard 1: Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career opportunities.

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a:

Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

International Society for Technology Education

1. Creativity and Innovation  

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

|a. |Apply existing knowledge to generate new ideas, products, or processes. |

|b. |Create original works as a means of personal or group expression. |

|c. |Use models and simulations to explore complex systems and issues. |

|d. |Identify trends and forecast possibilities. |

2. Communication and Collaboration  

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

|a. |Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. |

|b. |Communicate information and ideas effectively to multiple audiences using a variety of media and formats. |

|c. |Develop cultural understanding and global awareness by engaging with learners of other cultures. |

|d. |Contribute to project teams to produce original works or solve problems. |

3. Research and Information Fluency  

Students apply digital tools to gather, evaluate, and use information. Students:

|a. |Plan strategies to guide inquiry. |

|b. |Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. |

|c. |Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. |

|d. |Process data and report results. |

4. Critical Thinking, Problem Solving, and Decision Making  

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

|a. |Identify and define authentic problems and significant questions for investigation. |

|b. |Plan and manage activities to develop a solution or complete a project. |

|c. |Collect and analyze data to identify solutions and/or make informed decisions. |

|d. |Use multiple processes and diverse perspectives to explore alternative solutions. |

5. Digital Citizenship   Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:  

|a. |Advocate and practice safe, legal, and responsible use of information and technology. |

|b. |Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. |

|c. |Demonstrate personal responsibility for lifelong learning. |

|d. |Exhibit leadership for digital citizenship. |

6. Technology Operations and Concepts   Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:  

|a. |Understand and use technology systems. |

|b. |Select and use applications effectively and productively. |

|c. |Troubleshoot systems and applications. |

|d. |Transfer current knowledge to learning of new technologies. |

Reading Standards for Literacy in Science and Technical Subjects 6–12

| |Grades 9–10 students: |Grades 11–12 students: |

|Key Ideas and Details |

| |Cite specific textual evidence to support analysis |CWrite specific textual evidence to support analysis of |

| |of science and technical texts, attending to the |science and technical texts, attending to important |

| |precise details of explanations or descriptions. |distinctions the author makes and to any gaps or |

| | |inconsistencies in the account. |

| |Determine the central ideas or conclusions of a |DDetermine the central ideas or conclusions of a text; |

| |text; trace the text’s explanation or depiction of a|summarize complex concepts, processes, or information |

| |complex process, phenomenon, or concept; provide an |presented in a text by paraphrasing them in simpler but |

| |accurate summary of the text. |still accurate terms. |

| |Follow precisely a complex multistep procedure when |FFollow precisely a complex multistep procedure when |

| |carrying out experiments, taking measurements, or |carrying out experiments, taking measurements, or |

| |performing technical tasks, attending to special |performing technical tasks; analyze the specific results |

| |cases or exceptions defined in the text. |based on explanations in the text. |

| | | |

|Craft and Structure |

| |Determine the meaning of symbols, key terms, and other|DDetermine the meaning of symbols, key terms, and other |

| |domain-specific words and phrases as they are used in |domain-specific words and phrases as they are used in a |

| |a specific scientific or technical context relevant to|specific scientific or technical context relevant to |

| |grades 9–10 texts and topics. |grades 11–12 texts and topics. |

| |Analyze the structure of the relationships among |5. Analyze how the text structures information or ideas|

| |concepts in a text, including relationships among key |into categories or hierarchies, demonstrating |

| |terms (e.g., force, friction, reaction force, energy).|understanding of the information or ideas. |

| |Analyze the author’s purpose in providing an |6. Analyze the author’s purpose in providing an |

| |explanation, describing a procedure, or discussing an |explanation, describing a procedure, or discussing an |

| |experiment in a text, defining the question the author|experiment in a text, identifying important issues that |

| |seeks to address. |remain unresolved. |

|Integration of Knowledge and Ideas |

| |Translate quantitative or technical information |IIntegrate and evaluate multiple sources of information |

| |expressed in words in a text into visual form (e.g.,|presented in diverse formats and media (e.g., quantitative|

| |a table or chart) and translate information |data, video, multimedia) in order to address a question or|

| |expressed visually or mathematically (e.g., in an |solve a problem. |

| |equation) into words. | |

| |Assess the extent to which the reasoning and |EEvaluate the hypotheses, data, analysis, and conclusions |

| |evidence in a text support the author’s claim or a |in a science or technical text, verifying the data when |

| |recommendation for solving a scientific or technical|possible and corroborating or challenging conclusions with|

| |problem. |other sources of information. |

| |Compare and contrast findings presented in a text to|SSynthesize information from a range of sources (e.g., |

| |those from other sources (including their own |texts, experiments, simulations) into a coherent |

| |experiments), noting when the findings support or |understanding of a process, phenomenon, or concept, |

| |contradict previous explanations or accounts. |resolving conflicting information when possible. |

|Range of Reading and Level of Text Complexity |

| |10. By the end of grade 10, read and comprehend |10. By the end of grade 12, read and comprehend |

| |science/technical texts in the grades 9–10 text |science/technical texts in the grades 11-CCR text |

| |complexity band independently and proficiently. |complexity band independently and proficiently. |

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 9–12

| |Grades 9–10 students: |Grades 11–12 students: |

|Text Types and Purposes |

| |1. Write arguments focused on discipline-specific content. |1. Write arguments focused on discipline-specific content. |

| |Introduce precise claim(s), distinguish the claim(s) from |Introduce precise, knowledgeable claim(s), establish the significance of|

| |alternate or opposing claims, and create an organization that |the claim(s), distinguish the claim(s) from alternate or opposing |

| |establishes clear relationships among the claim(s), |claims, and create an organization that logically sequences the |

| |counterclaims, reasons, and evidence. |claim(s), counterclaims, reasons, and evidence. |

| |Develop claim(s) and counterclaims fairly, supplying data and |Develop claim(s) and counterclaims fairly and thoroughly, supplying the |

| |evidence for each while pointing out the strengths and |most relevant data and evidence for each while pointing out the |

| |limitations of both claim(s) and counterclaims in a |strengths and limitations of both claim(s) and counterclaims in a |

| |discipline-appropriate form and in a manner that anticipates the |discipline-appropriate form that anticipates the audience’s knowledge |

| |audience’s knowledge level and concerns. |level, concerns, values, and possible biases. |

| |Use words, phrases, and clauses to link the major sections of the|Use words, phrases, and clauses as well as varied syntax to link the |

| |text, create cohesion, and clarify the relationships between |major sections of the text, create cohesion, and clarify the |

| |claim(s) and reasons, between reasons and evidence, and between |relationships between claim(s) and reasons, between reasons and |

| |claim(s) and counterclaims. |evidence, and between claim(s) and counterclaims. |

| |Establish and maintain a formal style and objective tone while |Establish and maintain a formal style and objective tone while attending|

| |attending to the norms and conventions of the discipline in which|to the norms and conventions of the discipline in which they are |

| |they are writing. |writing. |

| |Provide a concluding statement or section that follows from or |Provide a concluding statement or section that follows from or supports |

| |supports the argument presented. |the argument presented. |

| |Write informative/explanatory texts, including the narration of |Write informative/explanatory texts, including the |

| |historical events, scientific procedures/ experiments, or |narration of historical events, scientific procedures/ |

| |technical processes. |experiments, or technical processes. |

| |Introduce a topic and organize ideas, concepts, and information |Introduce a topic and organize complex ideas, concepts, and|

| |to make important connections and distinctions; include |information so that each new element builds on that which |

| |formatting (e.g., headings), graphics (e.g., figures, tables), |precedes it to create a unified whole; include formatting |

| |and multimedia when useful to aiding comprehension. |(e.g., headings), graphics (e.g., figures, tables), and |

| |Develop the topic with well-chosen, relevant, and sufficient |multimedia when useful to aiding comprehension. |

| |facts, extended definitions, concrete details, quotations, or |Develop the topic thoroughly by selecting the most |

| |other information and examples appropriate to the audience’s |significant and relevant facts, extended definitions, |

| |knowledge of the topic. |concrete details, quotations, or other information and |

| |Use varied transitions and sentence structures to link the major |examples appropriate to the audience’s knowledge of the |

| |sections of the text, create cohesion, and clarify the |topic. |

| |relationships among ideas and concepts. |Use varied transitions and sentence structures to link the |

| |Use precise language and domain-specific vocabulary to manage the|major sections of the text, create cohesion, and clarify |

| |complexity of the topic and convey a style appropriate to the |the relationships among complex ideas and concepts. |

| |discipline and context as well as to the expertise of likely |Use precise language, domain-specific vocabulary and |

| |readers. |techniques such as metaphor, simile, and analogy to manage |

| |Establish and maintain a formal style and objective tone while |the complexity of the topic; convey a knowledgeable stance |

| |attending to the norms and conventions of the discipline in which|in a style that responds to the discipline and context as |

| |they are writing. |well as to the expertise of likely readers. |

| |Provide a concluding statement or section that follows from and |Provide a concluding statement or section that follows from|

| |supports the information or explanation presented (e.g., |and supports the information or explanation provided (e.g.,|

| |articulating implications or the significance of the topic). |articulating implications or the significance of the |

| | |topic). |

| |(See note; not applicable as a separate requirement) |(See note; not applicable as a separate requirement) |

Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

| |Grades 9–10 students: |Grades 11–12 students: |

|Production and Distribution of Writing |

| |4. Produce clear and coherent writing in which the |4. Produce clear and coherent writing in which the |

| |development, organization, and style are appropriate to task, |development, organization, and style are appropriate to task, |

| |purpose, and audience. |purpose, and audience. |

| |5. Develop and strengthen writing as needed by planning, |5. Develop and strengthen writing as needed by planning, |

| |revising, editing, rewriting, or trying a new approach, focusing |revising, editing, rewriting, or trying a new approach, focusing |

| |on addressing what is most significant for a specific purpose and|on addressing what is most significant for a specific purpose and|

| |audience. |audience. |

| |6. Use technology, including the Internet, to produce, |6. Use technology, including the Internet, to produce, |

| |publish, and update individual or shared writing products, taking|publish, and update individual or shared writing products in |

| |advantage of technology’s capacity to link to other information |response to ongoing feedback, including new arguments or |

| |and to display information flexibly and dynamically. |information. |

|Research to Build and Present Knowledge |

| |7. Conduct short as well as more sustained research projects |7. Conduct short as well as more sustained research projects |

| |to answer a question (including a self-generated question) or |to answer a question (including a self-generated question) or |

| |solve a problem; narrow or broaden the inquiry when appropriate; |solve a problem; narrow or broaden the inquiry when appropriate; |

| |synthesize multiple sources on the subject, demonstrating |synthesize multiple sources on the subject, demonstrating |

| |understanding of the subject under investigation. |understanding of the subject under investigation. |

| |8. Gather relevant information from multiple authoritative |8. Gather relevant information from multiple authoritative |

| |print and digital sources, using advanced searches effectively; |print and digital sources, using advanced searches effectively; |

| |assess the usefulness of each source in answering the research |assess the strengths and limitations of each source in terms of |

| |question; integrate information into the text selectively to |the specific task, purpose, and audience; integrate information |

| |maintain the flow of ideas, avoiding plagiarism and following a |into the text selectively to maintain the flow of ideas, avoiding|

| |standard format for citation. |plagiarism and overreliance on any one source and following a |

| | |standard format for citation. |

| |9. Draw evidence from informational texts to support |9. Draw evidence from informational texts to support analysis,|

| |analysis, reflection, and research. |reflection, and research. |

|Range of Writing |

| |Write routinely over extended time frames (time for reflection |Write routinely over extended time frames (time for reflection |

| |and revision) and shorter time frames (a single sitting or a day |and revision) and shorter time frames (a single sitting or a day |

| |or two) for a range of discipline-specific tasks, purposes, and |or two) for a range of discipline-specific tasks, purposes, and |

| |audiences. |audiences. |

College and Career Readiness Portion of New York State Common Core Learning Standards for English Language Arts & Literacy

College and Career Readiness Anchor Standards for Reading

The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

*Please see “Research to Build and Present Knowledge” in Writing for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

College and Career Readiness Anchor Standards for Writing

The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Text Types and Purposes*

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

7. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

Video Game Design – Course Curriculum

Length of Course: 40 Weeks

Course Description

The Video Game Design course is a full year course that will provide students with the opportunity to design, develop, test and evaluate various types of video games, programs and their environments. This course will be an introductory course for the subject, and will provide a starting point for students who are interested in this emerging field. The course will be delivered through the use of teacher created lessons, independent student and group student learning environments, student critiques and the use of computer design. Students will be given the chance to combine their love of video games with the design process along with some imagination to create video games.

This course will allow students to learn fundamental software development and programming concepts in the context of creating simple video games by utilizing software to develop basic programming techniques. Software to be used for this course may include but are not limited to Alice, Java, and Scratch.

Essential Questions

How do video games and simulations help people learn and provide entertainment?

How are video games developed?

What opportunities are available for video game designers?

Student Objectives

• Students will design, test, and evaluate 3D video game environments using the design process.

• Students will use graphic abilities to illustrate/construct characters, objects, and settings.

• Students will use ELA skills to develop storylines and character identities.

• Students will computer programming logic to develop a working computer video game

Technology Resources and Supplies

• Computer technology equipment-(i.e. computers, printers, projector etc…)

• Video game design software

• Google account, student account, and flash drive

• Various website resources such as but not limited to:

●

●

●

●

●

●

Grading

All projects are weighted equally and will make up 80% of the Quarter grade. The remaining 20% will be earned by means of active and proper class participation. Class participation includes prompt arrival to class with required materials to allow students to work productively the entire class period, assignments completed on time, and a general willingness to contribute in a positive manner on a daily basis.

The final grade will be developed using this formula:

20% 1st quarter,

20% 2nd quarter

20% 3rd quarter

20% 4th quarter,

20% final exam

Course Rules, Regulations and Grading Policy

1. All students are expected to arrive to class on time and prepared with all necessary materials, notebook and pencil.

2. Any student arriving late to class must have a legal school pass. All other lateness will be considered illegal, and will result in disciplinary actions.

3. Food and drinks are not permitted into the classroom, as per building policy. Remaining outside the classroom to finish consuming your snacks will be considered an illegal lateness.

4. This course is a lab-based learning situation. You will be working with expensive equipment. No Horseplay, or any type of dangerous behavior will be tolerated in any manner. Such actions will result in that student(s) being restricted to a classroom desk until conferences with the Dean of Students and parents are completed. The students (s) will continue to be responsible for all assigned projects and accompanying due dates.

5. Each student is responsible for the proper care and cleanup of all equipment and materials utilized in the completing of assignments.

6. As per building policy No Electronic Equipment is permitted in class. This includes cell phones, iPods, MP3 players and CD player. If I see it, it will be confiscated and turned into the dean.

7. All projects will be assigned due dates and must be submitted on or before those dates to receive full credit. Any assignments submitted after your class period will be considered late and subject to the following credit reduction:

Due date penalties:

Lateness (class days) Grade Reduction (Letter value)

1 day 2 points

5 days 1 full letter grade (A to B)

10 days 2 full letter grades (A to C)

15 days 3 full letter grades (A to D)

After the 20th day all grades related to the project become a “0” grade

8. You are required to maintain a folder or binder that will contain; all lecture notes, all required procedures to function in the lab safely and productively, and all graded materials. Maintaining a well organized folder will, in the long run, save you a great deal of time, possible trouble as lost grades are a lost project, and above all save you a LOT OF STRESSSSSSSS!!!!

9. Students are not to open, or enter an open cabinet, storage rooms, file cabinets or the teacher’s desk without obtaining permission.

Please place this handout in the front of your folder

After completing-please fold, tear off and submit lower section

-----------------------------------------------------------------------------------------------------------------------------

I, ____________________________, have read and reviewed with the teacher the entire “Course rules, regulations, grading policy” handout. I understand all terms and policies apply to myself while enrolled in this course.

Signed, ______________________________________ Date,_________________________

|Course Unit |Course Exercises |

|Introduction (1 Week) |  |

|1 - What is video game design |Discussion of genres, environments, platforms |

|2 - History of video games |Discussion of how video games have evolved across various platforms |

|3 - What is design process |explanation and discussion of applications |

|4 - Google account |Students create a Google account for Google docs and email |

|5 - Interdisciplinary connections |Discussion and later hands on application of interdisciplinary connections of video game design |

| |(ELA, Social Studies, Math, Science, Technology, Math, Business, Home and Careers) |

|6 - Application of video games |Military, training, recreational, instructional etc… |

|Course Unit |Course Exercises |

|Introduction to software (3 Weeks) |  |

|1 - Software introduction |Students will create a simple video game environment |

|2- Software essentials |Students will create individual video game segments that build upon each other including but not |

| |limited to setting up a scene, adding objects, writing and controlling camera views and simple |

| |events, |

|3 - Learning to program |More in depth and connectedness in regards to adding objects, setting up scenes, writing methods, |

| |camera control and events, changing properties, animation, text, sound, |

|4 - Beginner Specific Topics |More in depth application and utilization of specific topics including but not limited to movement, |

| |jumping, setting parameters, saving characters to use in other platforms and worlds, user |

| |interaction utilizing mouse and key strokes, object functions and character interaction, decision |

| |statements, screen orientation |

|5 - Intermediate specific topics |Application of light orientation, atmosphere, vehicle property, opacity, loops, BDE events, |

| |functions and methods, animations, changing camera views, question billboards, scoring, collision |

| |deflection, dummy objects, faces, invisible property, object restrictions, nested if/else |

| |statements, fixing restrictions and broken games and code, moving characters in unison and |

| |individual, arrays, making and editing folders, publishing games and code to the web, creating |

| |templates, question and answers, multiple "ask user" questions, texture mapping. |

|6 - Advanced specific topics |Flexible parameters and methods, color changing 3d text, parameter and statement comparisons, |

| |countdown timers, changing object properties, |

|Course Unit |Course Exercises |

|Design Process (2 Weeks) |  |

|1 – What is the design process? |Discussion explaining what the design process is and how it can be used to problem solve. |

|2- Design Process | STEP 1: Identify the Problem -- Students should state the challenge problem in their own words. |

| |Example: How can I design a __________ that will __________? |

| |STEP 2: Identify Criteria and Constraints -- Students should specify the design requirements |

| |(criteria). Students should list the limits on the design due to available resources and the |

| |environment (constraints). |

| |STEP 3: Brainstorm Possible Solutions -- Each student in the group should sketch his or her own |

| |ideas as the group discusses ways to solve the problem. |

| |STEP 4: Generate Ideas -- In this step, each student should develop two or three ideas more |

| |thoroughly. |

| |STEP 5: Explore Possibilities -- The developed ideas should be shared and discussed among the team |

| |members. Students should record pros and cons of each design idea directly on the paper next to the |

| |drawings. |

| |STEP 6: Select an Approach -- Students should work in teams and identify the design that appears to |

| |solve the problem the best. Students should write a statement that describes why they chose the |

| |solution. This should include some reference to the criteria and constraints identified above. |

| |STEP 7: Build a Model or Prototype -- Students will construct a full-size or scale game based on |

| |their drawings. The teacher will help identify and acquire appropriate modeling materials and tools.|

| | |

| |STEP 8: Refine the Design -- Students will examine and evaluate their prototypes or designs based on|

| |the criteria and constraints. Groups may enlist students from other groups to review the solution |

| |and help identify changes that need to be made. Based on criteria and constraints, teams must |

| |identify any problems and proposed solutions. |

|3 – Applying steps 1-4 |Working through steps 1-4 of the design process students will create an idea for their video game. |

| | |

| |STEP 3: Brainstorm Possible Solutions -- Each student in the group should sketch his or her own |

| |ideas as the group discusses ways to solve the problem. Labels and arrows should be included to |

| |identify parts and how they might move. These drawings should be quick and brief. |

| |Come up with possible ideas, lots of ideas. minimum 8 per person. This is individual. |

| |These should be short, quick, and to the point. 2 sentences each. |

| |Make a numbered list. |

| |They can, but do not have to, be derived from your problem statement. |

| |Remember I don’t want to be limited or stuck with one idea. |

| |Continue on the problem statement document |

| |STEP 4: Generate Ideas -- In this step, each student should develop two or three ideas more |

| |thoroughly. |

| |Continue this assignment on the problem statement document |

| |Develop 3 of your ideas from Step 3 Brainstorming |

| |Write at least one paragraph (6 sentences) for each idea |

|4 – STEP 5: Explore Possibilities |We will discuss ideas as class giving helpful hints and constructive criticism. |

|5 - STEP 6: Select an Approach | Choose a final idea that was selected using the previous 5 steps of the design process. |

|6- STEP 7: Build a Model or Prototype |Students will construct a full-size or scale game based on their drawings. The teacher will help |

| |identify and acquire appropriate modeling materials and tools. |

|7 - STEP 8: Refine the Design | Students will examine and evaluate their prototypes or designs based on the criteria and |

| |constraints. Groups may enlist students from other groups to review the solution and help identify |

| |changes that need to be made. Based on criteria and constraints, teams must identify any problems |

| |and proposed solutions. |

Projects are based on completion requirements. Students will be placed in teams as well as individuals to design and develop the video game assignments. The projects will be tested and presented to the class for discussion and review. Students must meet key components of the project requirements to be considered complete.

|Course Unit |Course Exercises |

|Video Game Projects 30 weeks |Students will design, test and evaluate numerous video game designs across the varied genres and |

|(approximate) |environments typically found in video games today. Student critiques will evaluate game design to |

| |prepare students for the final game design |

|Daily Progress Report- to be filled out | |

|at the end of each class, students will | |

|reflect on the lesson/work completed. | |

|Design Process Document |Students will outline their video game using the design process. This should be considered a live |

| |document that will be updated as the game changes/progresses. |

|Work Plan- To be completed as in class |Name:___________ |

|assignments allowing the students to plan|Work Plan |

|their next move. | |

| | |

| |What is your next step in your game? |

| | |

| |How will you accomplish it? (list steps, resources, or what you think you need to do) |

| | |

| |How long will this take you? |

| | |

|Final game design - 5 weeks (approximate)|Students will design and test a final video game of their choosing and design. Final creations will |

| |be presented to the class for a peer critique of the games. |

|Assessments |Course Assessments |

|How to Document- Students will write a |Name:____________________ Period:_________ |

|written description on how to complete a |Video Game Design |

|process using the design software. |“How to………..” |

| |Give a brief description on what the intended outcome of your “How to ………” presentation will show the|

| |class to do. (10 Points) |

| |Write a detailed set of steps that can be used as a reference guide for other students. The steps |

| |must be easy to follow and understand. (70 Points) |

| |Explain how the skill learned in your “How to………” can be used in a video game. (20 Points) |

|How to Presentation- Students will | |

|present the process they described in | |

|their how to document to the class. | |

|Criteria for Critique- Students will |Criteria for Critique |

|develop the criteria by which we will |Working in your group of 2-4 you are to develop at least 8 criteria for our game critique. |

|critique video games |At least 5 of your criteria must be answered in short answer or paragraph form. The remaining 3 may |

| |be answered in a rating system such as 1-10. |

| |You should be ready to explain your criteria and justify why they are relevant to our critique. |

| |You will share your document with me on Google docs. mswanson@msd.k12.ny.us |

| |We will look at everyone’s criteria as a class and decide on the best/most relevant. |

|Video Game Critique |Name:_________________ Period:_________ |

| |Criteria for Critique |

| |Directions: Answer the following questions in complete, well thought out, and legible sentences. |

| |Remember this is considered a test grade for this course. You must fill out a copy of this sheet for|

| |each game you play/critique. You must play/critique at least four games. |

| | |

| |Title of Game:___________________________________________________ |

| |Does the game have a tutorial? If not does it need one? |

| | |

| |Are there multi-player aspects to the game? If there are, how are they? Are they balanced and fair? |

| |Or outweighed, under weighed, or regrettable? |

| | |

| |Game Modes/Features- Are there variations to the classic gameplay mode that provide a different |

| |experience? |

| | |

| |Uniqueness- Is the game similar to others in its genre, does anything set it apart from competitors? |

| | |

| |How fluent is the game play? Is it clunky/or does it lack overall flaws? |

| | |

| |Replay-ability does the game offer an incentive for the player to replay it? |

| | |

| |Mood: How did this game make you feel as you were playing it? |

| | |

| |Controls: Did you find the controls of the game comfortable? |

| | |

| |Do the items you collect in-game actually affect your game-play? |

| | |

| |Is the environment easily maneuverable? As in, is it interactive and easily navigable? Give examples |

| |as to why that is. |

| | |

| |Aesthetics. Are the Aesthetics consistent? Are they unique? Is there a varied color palette? |

| | |

| |Sound Design. Are the sounds accurate? Do they fit the game? Does the music resonate well with the |

| |other elements of the game? |

| | |

| |The level of difficulty-Is the game designed so that that it will give enough of a challenge to the |

| |player making the game fun? Does the game offer tutorials and difficulty options? Does the game offer|

| |fun to both casual and experienced gamers? |

| | |

| |Enjoyment- Does the game offer constant enjoyment for new, casual and experienced players at all |

| |times? Does the game make the player not frustrated? Is the games enjoyment worth the money spent on |

| |the game? |

| | |

| |Rate the graphics on a 1-10 scale. |

| | |

| |Rate the physics on a 1-10. |

| | |

| |Overall Rating on a scale of 1-10. |

Possible Project Ideas

Basketball- Students will create a basketball style counting game where the player’s goal is to score as many baskets as possible.

Training Game- Students will design and create a game where the user is expected to learn a type of skill at the completion of the game. They will choose the skill that is to be learned and devise a way to effectively teach it using the game.

Side Scrolling Adventure- Students will design and create a side scrolling 2D adventure type game similar to Super Mario Brothers.

3D Role Playing Game- Students will create a video game with a 3D environment with multiple characters and a storyline.

Careers in Video game Development/design- Students will research careers in the video game field. They research companies, positions available, salaries, and educational requirements/experience needed.

Career Research

• Find out what it takes to get continue your education in Video game design or a related field.

• Information to Include:

1. Find two different schools that offer a degree that you are interested in, in either video game design or a related field. (20%) Discuss the requirements needed to be accepted, courses offer, degrees offered, and graduation requirements. (30%)

2. Research two job opportunities. This could include jobs that are already filled. Include a job description (20%) Find out information on the hiring requirements (degree/experience required), salary, software used, location, and job outlook. (30%)

3. Are there any licenses or testing required? (10%)

• Extra information will be considered extra credit.

• Length: 1-2 pages

• Must be typed and easy to read/follow

VGD Mid Term Project

You will have 8 class periods to complete this midterm exam. Absence during this period does NOT alter the requirements or due date. You may save your work and work on your MT Project at home during this time period. You may schedule extra/time with your teacher.

The following must be completed by the end of the 8th class period:

1. A work plan completed in Google Docs shared with your teacher.

2. A printed copy of your work plan is submitted to your teacher.

3. A video game is created and stored on your scratch drive.

4. A copy of your Video Game is given to your teacher.

Your assignment is to prepare a well thought out and documented vision and work plan for a new video game in Google Docs (50% of your grade). Then to create a video game based on that work plan using Alice. Your game must meet the minimum requirements outlined below (50% of grade).

Both your work plan document and you video game must be saved as VGD MT (your last name).

Your video game must be different from the video game that you are currently working on.

Game Requirements:

1. World- Setting where the game play will take place. The world should make the player feel like they are really in the game and should align with the plot/characters.

2. Camera Perspective- A clear camera perspective should be set up to allow the player to easily control the character, move around the world, and interact in some way with other objects/characters.

3. Navigate- Your character/object should be able to appropriately move around in your world.  Ex: the character should not move into the ground or float, should stay an equal distance to the camera, and should stay in the same view orientation unless purposely changed.

4. Interact with an object in some way- Your character/object should be able to interact with at least one other character/object. Ex: Shoot and kill a zombie, crash a car into building and game over, or have a health system.

5. Have a minimum of 2 objects- You must have two at least two objects in order for them to interact with each other.

6. Have a Start Screen that includes the Games Name and Instructions on How to Start and Play the Game

Work Plan:

1- Identify You Games Idea

2-  Name of Game

3- Create a Narrative (minimum of  two well written paragraphs - minimum of 16 sentences) that describe EXACTLY the::

1. World

2. Camera Perspective

3. Plot

4. Characters

5. Objective

4- Fully describe Game Play and how Controls will work.

5- Build a Prototype … Create a detailed Work Plan

|Step |Activity |Time to Complete Minutes |Detailed Description of How I will Accomplish This |

|1 | | | |

|2 | | | |

|3 | | | |

|4 | | | |

|5 | | | |

|6 | | | |

|7 | | | |

|8 | | | |

|9 | | | |

|10 | | | |

6- Identify possible Obstacles or Problems that will prevent you from completing the assignment on time and identify and describe plan possible solutions.

|Identified Possible Obstacle or Problems |How I Plan To  Minimize or Solve the Problem |

| | |

Video Game Design Midterm Rubric

|Dimension |5 |4 |3 |2 |1 |Points |

|Timeliness and Accuracy: Submitted on Time, In the Proper Format |100% |80% |60% |40% |Less than 40% or | |

|With All Required Components | | | | |Never Completed |/10 |

|Content: Student Demonstrated Excellent Application of the Course |100% |80% |60% |40% |Less than 40% or | |

|Work in the Project by Continually Linking Key Concepts to the | | | | |Never Completed |/40 |

|Project, Resolving Inconsistencies, Demonstrating Creative Problem | | | | | | |

|Solving  or Applying Tools and Techniques in Creative Ways | | | | | | |

Practical/Game

Work Plan

|Dimension |5 |4 |3 |2 |1 |Points |

|Timeliness and Accuracy: Submitted on Time, In the Proper |100% |80% |60% |40% |Less than 40% or Never | |

|Format With All Required Components | | | | |Completed |/10 |

|Approach: Student Demonstrated Good Planning Technique, |100% |80% |60% |40% |Less than 40% or Never | |

|Identified Critical Questions Throughout and Answered Questions| | | | |Completed |/40 |

|with Appropriate Research | | | | | | |

Total:

/100

Collective Game Design Team

Weekly Work Plan

VGD-Common Core



Relevance: Timely topical subject for all citizens and in particular students in Video Game Design. Students are both consumers of access and content through the internet but have a vested interest in having their own creative work protected. This creates a dilemma for them.

Lesson Plan: 120mm

1. Provide copy of attached article ( 2392 words)

2. Put Cnet article on screen

3. Provide students with read alone time

4. Read entire article with students – discussing each section as a group:

a. Link to related sites as appropriate

5. Students will debate their position in class:

6. Students will prepare and submit a 250-500 word argumentative essay in MS Word or Google Docs to be graded as a quiz based on the following rubric:

|Dimension |5 |4 |3 |2 |1 |Pnts |

|Form: Essay was submitted On Time |Complete |80% |70% |60% |Less than 60% | |

|with correct Grammar, Punctuation and| | | | | | |

|Formatting (based on ELA) | | | | | | |

|Form: Essay contained - Appropriate |Complete |80% |70% |60% |Less than 60% | |

|Introduction - Arguments Pro and Con | | | | | | |

|- Conclusion Base on Fact (based on | | | | | | |

|ELA) | | | | | | |

|Content: Facts were correct and used |Complete |80% |70% |60% |Less than 60% | |

|in correct context. Narrative was | | | | | | |

|Clear and Concise and reflected the | | | | | | |

|Key Points. | | | | | | |

|Student used terms and definitions | | | | | | |

|correctly in meaning and context | | | | | | |

|Content: In the concluding point of |Yes |Concluding point |Concluding point of |Concluding point|Concluding point| |

|view Student demonstrated creative | |of view based |view is partially |of view is not |of view is non- | |

|interpretation, proposed an | |exclusively on the|supported by |supported by |existent, at | |

|insightful alternative, articulated a| |article itself. |arguments in earlier|arguments in |odds with | |

|compelling argument and /or related | |80% |content. 70% |earlier content.|arguments in | |

|the topic to other events or | | | | |earlier content | |

|situations where similar real or | | | |60% |or based on | |

|abstract issues existed and were | | | | |unsupported or | |

|resolved. | | | | |irrelevant | |

| | | | | |material. | |

| | | | | |Less than 60% | |

How SOPA would affect you: FAQ

by Declan McCullagh January 18, 2012 6:05 AM PST

When Rep. Lamar Smith announced the Stop Online Piracy Act in late October, he knew it was going to be controversial.

But the Texas Republican probably never anticipated the broad and fierce outcry from Internet users that SOPA provoked over the last few months. It was a show of public opposition to Internet-related legislation not seen since the 2003 political wrangling over implanting copy-protection technology in PCs, or perhaps even the blue ribbons appearing on Web sites in the mid-1990s in response to the Communications Decency Act.

Consider the concerted protest on January 18 by high-profile Web companies and organizations. Wikipedia's English-language pages, for instance, went completely black, while Google put a big black box over the prominent logo on its home page, with a link to a page from which users could sign a petition entitled "Tell Congress: Don't censor the Web." Street protests have also been scheduled for that date in cities including New York, San Francisco, and Seattle.

As CNET reported in December, Smith, a self-described former ranch manager whose congressional district encompasses the cropland and grazing land stretching between Austin and San Antonio, Texas, has become Hollywood's favorite Republican. The TV, movie, and music industries are the top donors to his 2012 campaign committee, and he's been feted by music and movie industry lobbyists at dinners and concerts.

To learn how SOPA, and its Senate cousin known as the Protect IP Act, would affect you, keep reading. CNET has compiled a list of frequently asked questions on the topic:

Q: What's the justification for SOPA and Protect IP?

Two words: rogue sites.

That's Hollywood's term for Web sites that happen to be located in a nation more hospitable to copyright infringement than the United States is (in fact, the U.S. is probably the least hospitable jurisdiction in the world for such an endeavor). Because the target is offshore, a lawsuit against the owners in a U.S. court would be futile.

The U.S. Chamber of Commerce, in a letter to the editor of The New York Times, put it this way: "Rogue Web sites that steal America's innovative and creative products attract more than 53 billion visits a year and threaten more than 19 million American jobs." The MPAA has a section of its Web site devoted to rogue Web sites.

Who's opposed to SOPA?

Much of the Internet industry and a large percentage of Internet users. Here's the most current list (PDF) of opponents.

On November 15, Google, Facebook, Twitter, Zynga, eBay, Mozilla, Yahoo, AOL, and LinkedIn wrote a letter to key members of the U.S. Senate and House of Representatives, saying SOPA poses "a serious risk to our industry's continued track record of innovation and job creation, as well as to our nation's cybersecurity." Yahoo has reportedly quit the U.S. Chamber of Commerce over the organization's enthusiastic support for SOPA.

Blackout! SOPA protests hit the Web (images)

The European Parliament adopted a resolution last week stressing "the need to protect the integrity of the global Internet and freedom of communication by refraining from unilateral measures to revoke IP addresses or domain names." Rep. Nancy Pelosi, the House Democratic leader, said in a message on Twitter last week that we "need to find a better solution than #SOPA."

A letter signed by Reps. Zoe Lofgren and Anna Eshoo, both California Democrats, and

Rep. Ron Paul, the Republican presidential candidate from Texas, predicts that SOPA will invite "an explosion of innovation-killing lawsuits and litigation." Law professors have also raised concerns. And yes, there is a protest song.

How would SOPA work?

It allows the U.S. attorney general to seek a court order against the targeted offshore Web site that would, in turn, be served on Internet providers in an effort to make the target virtually disappear. It's kind of an Internet death penalty.

More specifically, section 102 of SOPA says that, after being served with a removal order:

A service provider shall take technically feasible and reasonable measures designed to prevent access by its subscribers located within the United States to the foreign infringing site (or portion thereof) that is subject to the order...Such actions shall be taken as expeditiously as possible, but in any case within five days after being served with a copy of the order, or within such time as the court may order.

How is SOPA different from the earlier Senate bill called the Protect IP Act?

Protect IP targeted only domain name system providers, financial companies, and ad networks--not companies that provide Internet connectivity.

Because SOPA is broader, even some companies who liked, or at least weren't vocally opposed to, the Senate bill aren't exactly delighted with the House version.

"Verizon continues to look at SOPA, and while it's fair to say that we have concerns about the legislation, we are working with congressional staff to address those concerns," a representative told us.

Tim McKone, AT&T's executive vice president of federal relations, said that "we have been supportive of the general framework" of the Senate bill. But when it comes to SOPA, all AT&T would say is that it is "working constructively with Chairman Smith and others toward a similar end in the House."

What are the security-related implications of SOPA?

One big one is how it interacts with the domain name system and a set of security improvements to it known as DNSSEC.

The idea of DNSSEC is to promote end-to-end encryption of domain names, meaning there's no break in the chain between, say, and its customer. Requiring Internet providers to redirect allegedly piratical domain names to, say, the FBI's servers isn't compatible with DNSSEC.

Rep. Dan Lungren, who heads the Homeland Security subcommittee on cybersecurity, has said that an "unintended consequence" of SOPA would be to "undercut" the effort his panel has been making to promote DNSSEC.

The Sandia National Laboratories, part of the U.S. Department of Energy, has also raised concerns about SOPA, saying it is "unlikely to be effective" and will "negatively impact U.S. and global cybersecurity and Internet functionality." And Stewart Baker, the former policy chief at the Department of Homeland Security who's now in private practice, warned in an op-ed that SOPA "runs directly counter" to the House's own cybersecurity efforts.

An analysis (PDF) of Protect IP prepared by five Internet researchers this spring lists potential security problems. Among them: it's "incompatible" with DNSSEC, innocent Web sites will be swept in as "collateral damage," and the blacklist can be bypassed by using the numeric Internet address of a Web site. The address for , for instance, is currently 64.30.224.118.

What will SOPA require Internet providers to do?

A little-noticed portion of the proposed law, which CNET highlighted in an article, goes further than Protect IP and could require Internet providers to monitor customers' traffic and block Web sites suspected of copyright infringement.

"It would cover IP blocking," says Markham Erickson, head of NetCoalition, whose members include , Google, eBay, and Yahoo. "I think it contemplates deep packet inspection" as well, he said.

The exact requirements will depend on what the removal order says. The Recording Industry Association of America says that SOPA could be used to force Internet providers to block by "Internet Protocol address" and deny "access to only the illegal part of the site." It would come as no surprise if copyright holders suggested wording to the Justice Department, which would in turn seek a judge's signature on the removal order.

Deep packet inspection, meaning forcing an Internet provider to intercept and analyze customers' Web traffic, is the only way to block access to specific URLs.

Smith's revised version (PDF) may limit the blocking requirement to DNS blocking. Its "safe harbor" language indicates that not resolving "the domain name of the foreign infringing site" may be sufficient, but some ambiguity remains.

Are there free speech implications to SOPA?

SOPA's opponents say so--a New York Times op-ed called it the "Great Firewall of America--and the language of the bill itself is quite broad. Section 103 says that, to be blacklisted, a Web site must be "directed" at the U.S. and also that the owner "has promoted" acts that can infringe copyright.

Here's how Section 101 of the original version of SOPA defines what a U.S.-directed Web site is:

(A) the Internet site is used to provide goods or services to users located in the United States;

(B) there is evidence that the Internet site or portion thereof is intended to offer or provide such goods and services (or) access to such goods and services (or) delivery of such goods and services to users located in the United States;

(C) the Internet site or portion thereof does not contain reasonable measures to prevent such goods and services from being obtained in or delivered to the United States; and

(D) any prices for goods and services are indicated or billed in the currency of the United States.

Some critics have charged that such language could blacklist the next YouTube, Wikipedia, or WikiLeaks. Especially in the case of WikiLeaks, which has posted internal documents not only from governments but also copyrighted documents from U.S. companies and has threatened to post more, it's hard to see how it would not qualify for blacklisting.

Laurence Tribe, a high-profile Harvard law professor and author of a treatise titled American Constitutional Law, has argued that SOPA is unconstitutional because, if enacted, "an entire Web site containing tens of thousands of pages could be targeted if only a single page were accused of infringement."

What has the response to this language been?

Mozilla, which makes the Firefox Web browser, responded by creating a page saying: "Protect the Internet: Help us stop the Internet Blacklist Legislation." It warns that "your favorite Web sites both inside and outside the US could be blocked based on an infringement claim."

Web sites including Wikimedia (as in, Wikipedia) charged that SOPA is an "Internet blacklist bill" that "would allow corporations, organizations, or the government to order an Internet service provider to block an entire Web site simply due to an allegation that the site posted infringing content." Tumblr "censored" its users' content streams, and reported that its users averaged 3.6 calls per second to Congress through the company's Web site--nearly 90,000 total.

With a bit of HTML from , a Web site supported by the Free Software Foundation, the Electronic Frontier Foundation, and Public Knowledge, hundreds of Web sites "censored" themselves to protest SOPA. Even Lofgren, from Silicon Valley, has joined the fight-censorship protest.

For their part, the Motion Picture Association of America (MPAA) has been highlighting an analysis it commissioned from First Amendment lawyer Floyd Abrams, a former MPAA attorney, who concluded SOPA is perfectly constitutional. Here's another pro-SOPA rebuttal.

Who supports SOPA?

The three organizations that have probably been the most vocal are the MPAA, the Recording Industry Association of America, and the U.S. Chamber of Commerce. A Politico chart shows that Hollywood has outspent Silicon Valley by about tenfold on lobbyists in the last two years. Here's a CNET article on why the Chamber is so pro-SOPA.

Supporters publicized letters from the National Fraternal Order of Police and the International Association of Fire Fighters lending their weight to the Web-blocking idea. Here are more statements from supporters at the time of SOPA's introduction. And the AFL-CIO sent a representative to testify in support of SOPA at last week's House hearing.

Over 400 businesses and organizations have sent a letter supporting SOPA.

And in the U.S. Congress?

Support for Protect IP is remarkably broad, and for SOPA a little less so. An analysis by the RIAA says that of some 1,900 bills that have been introduced in the Senate, only 18 other bills enjoy the same number of bipartisan cosponsors as Protect IP does.

That puts it in the top 1 percent of most-popular bills, at least for this measurement of congressional enthusiasm. Of Protect IP's sponsors in the Senate, over 60 percent are Democrats.

Here's the list of Senate sponsors of Protect IP--the total is 40 senators. SOPA has only 24 cosponsors, but it hasn't been around as long. Rep. Darrell Issa, a California Republican, has introduced the so-called OPEN Act that would cut off the flow of funds to alleged pirate Web sites without requiring them to be blocked.

Would SOPA block Tor?

Perhaps. In an echo of the 1998 Digital Millennium Copyright Act's anticircumvention section, SOPA targets anyone who "knowingly and willfully provides or offers to provide a product or service designed or marketed by such entity...for the circumvention or bypassing" of a Justice Department-erected blockade.

Legal scholars contacted by CNET said Tor could qualify as a "circumvention" tool, which would allow it to be targeted.

What happens next?

In terms of Protect IP, the Senate Judiciary committee has approved it and it's waiting for a floor vote that has been scheduled for January 24. One hurdle: Sen. Ron Wyden, an Oregon Democrat, has placed a hold on the bill.

During a two-day debate in the House Judiciary committee in mid-December, it became clear that SOPA supporters have a commanding majority on the committee. They're expected to approve it when Congress returns in 2012.

Where it goes from there is an open question that depends on where the House Republican leadership stands. Because the House's floor schedule is under the control of the majority party, the decision will largely lie in the hands of House Speaker John Boehner and his lieutenants.

Another possibility is that there could be further House hearings on the security-related implications of SOPA, a move that would delay a final vote. An aide to House Judiciary Chairman Lamar Smith previously told CNET that there's no indication yet as to any further hearings, but after the committee debate in December, don't be surprised if it happens.

Editors' note: This FAQ was originally published on November 21. It has been updated regularly since then to reflect the latest developments with SOPA.

Final project-

Overview: Over the course of this school year we covered many different topics in the field of video game design. In the second semester you were given the opportunity to specialize in an area of video game design that interests you. For your final exam you are to create a new project in your area of specialization.

Storyline: Develop a new game plot which should include two of the following: missions or gameplay, detailed plot summary, dialogue, character backgrounds, or cut scene descriptions.

Props/Buildings: Design and create one new prop, building, or object using a program of your choice. You must get the object approved by Mr. Swanson. You must include a sketch.

Environment: Design and construct a new environment in which game play can occur. You may decide what type of environment you would like to build, but it must be approved by Mr. Swanson.

Sound/Cut Scene: Option 1: Write and develop dialogue for a cut scene. Act out, film, and edit your cut scene. It must be approved by Mr. Swanson before filming takes place.

Option 2: Create and develop a list of sounds that will aid game play and write and record dialogue that could be used as a voiceover for an in game cut scene.

Programming: Develop gameplay which must include at least 3 of the following: physics/collision, AI, interaction between players, functioning doors/elevators, vehicle movement, enemy bots or capture the flag.

Character Design: Design and create a character that could be used in a game using a program of your choice. You must get your character approved by me. You must include a sketch

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