The Curfew

BEFORE PLAYING

Go to http://thecurfewgame.com and complete two tasks to help you understand the game:

Task 1: Timeline

A Watch the Timeline video and match the events to the dates:

Early C21 The Stanley Act was introduced

2014 The Shepherd Party won the election

2016 Britain experienced a “long and deep recession”

2018 Terrorists planned to detonate a nuclear device in London

2027--------- The Shepherd Party is campaigning for re-election

B Complete the sentences from the Timeline video:

1 ________ pine after ideals. ________ make tough decisions.

2 Freedom and security are beautiful ideals … but we had to choose. The Shepherd Party was formed by those how chose ________ over ________.

3 Crime happens under the cover of ________. The solution: criminalise any potential ________.

4 If you lock _____ your doors, turn _____ your alarms and lay _____ your head to sleep tonight, be thankful. The curfew means you still have a Britain to wake _____ to.

5 Keep safe. Stay _____.

You may like to watch again and check your ideas.

The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

Task 2: The boy – what do you think happened?

You are going to complete the first part of the game, in which you talk to a boy called Lucas. He tells you about his evening.

A Match each word to one of the screenshots from Lucas’ story:

riot shield shooting game counter checkpoint

security camera drone queue graffiti

B In groups, use the screenshots, starter sentences and questions in each part to tell Lucas’ story in the first person:

Part 1

I was sitting in a burger bar playing a video game. I wanted to buy some food.

How was I feeling? Who else was in the bar? Which queue did I join? Who did I talk to? Where did I go next and why?

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Part 2

I needed to get past the police checkpoint but I didn’t know how.

Why was the road blocked? How did I get past? Who was the old man? What did he ask me to do? What did he say to the police officer?

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Part 3

It was dark when I arrived. Lots of people were waiting outside the building.

Why were the people waiting? What did they want? Who was the man in the doorway? What did he ask me to do? What happened next?

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WHILE PLAYING

Task 3: The boy – what actually happened?

Play the first part of the game and find out what really happened to Lucas:

1 Note down the main points in the story and answer the questions from Task 2. Were your predictions correct?

2 Did you find any of the bonuses? What were they?

3 Did you gain Lucas’ trust in the questioning phases? Why / Why not? Do you feel you can trust him with the secret information?

AFTER YOU’VE FINISHED

Task 4: Discussion

Discuss your experiences when playing the game:

1 Tell the class what happened in each part of Lucas’ story. Did other groups find out similar information? Did they get Lucas to trust them?

2 Make a list of what things are the same in 2027 and what’s different:

What’s the same? What’s different?

There are security cameras. There is a curfew.

People eat fast food. There are “Class A” and “Class B” citizens.

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FOLLOW-UP

Task 5: The immigrant

Complete the next part of the game, The Immigrant, at home and choose one of the following options:

A Write a guide for other students to help them complete this stage of the game, e.g.

Click on the poster … Talk to the boy at the counter …

B Write Aisha’s story in the first person, as you did for Lucas in Task 2.

C Add to the list that you started in Task 4.

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