🧭 Learning Guide for Educators and Parents

A practical handbook for turning ArcLycée gameplay into structured learning experiences across subjects, age groups, and languages.

What is this guide?

This Learning Guide provides ready-to-use activities that connect ArcLycée's 13 game worlds to real curriculum objectives. Each activity includes a clear objective, step-by-step instructions, and an expected outcome so you can integrate the game into lessons or home learning with minimal preparation.

Who is it for?

• Teachers of history, geography, natural sciences, civics, languages, and STEM (ages 10-16).
• Parents and guardians looking for structured ways to make gaming time educational.
• Librarians and museum educators running workshops about Dominican heritage.
• Students who want to deepen their understanding after playing.

About ArcLycée

ArcLycée is a 2D educational RPG about the archaeological heritage of the Dominican Republic. It runs entirely in the browser (no installation needed), works on any device with a modern browser, and is fully available in three languages: Spanish, English, and French. The game was created by students aged ~13 from the Robotics class at the Liceo Francés de Santo Domingo.

Key links

How to use this guide

Each section below targets a subject area. Activities are independent -- pick any one that fits your lesson plan. Most activities take 45-90 minutes. Look for the Outcome line at the end of each activity to know what students should produce.

📋 General Guide for Educators and Parents

Strategies for before, during, and after gameplay to maximize learning.

Before playing

• Set learning goals. Decide which subject area you want to focus on (history, science, civics, etc.) and choose 1-2 activities from this guide in advance.
• Preview the game yourself. Play through the first 2-3 worlds (Cuevas del Pomier, Taíno Village I, La Isabela) to understand controls, dialogue, and combat mechanics. This takes about 20 minutes.
• Prepare vocabulary. If students will play in a second language, pre-teach 10-15 key terms (e.g., petroglyph, bohío, cacíque, cenote, endemic species).
• Activate prior knowledge. Ask: "What do you know about the Taíno people? About the Dominican Republic? About archaeology?" Record answers on a board to revisit after playing.
• Assign roles (group play). In pairs or groups: one Navigator (plays), one Recorder (takes notes on what they learn), one Researcher (looks up unfamiliar terms).

Direct access to any world (Konami Code)

The game includes a secret level selector that lets you jump directly to any world without playing through the previous ones. This is ideal when an educator wants to direct an activity on a specific world.

How to activate: From any game screen, enter this key sequence:

↑ ↑ ↓ ↓ ← → ← →

Once the sequence is complete, a menu listing all worlds will appear. Use ↑/↓ arrows to navigate and E to enter the selected world. Press Q or Esc to close the selector.

Available worlds:

• Cuevas del Pomier — Petroglyphs and platforming
• Yucayeque de Marién — Taíno culture, batú, Anacaona
• Palenque de Lemba — African heritage, maroons
• Yucayeque de Maguá — Agriculture, areíto, behique
• La Isabela — Colonial era, sword duel
• Zona Colonial — UNESCO heritage, citizen activism
• Santa María Shipwreck — Aquatic world, turtles, corals
• Manatee Sanctuary — Marine conservation, oxygen
• Punta Cana Airport — Legal combat, artifact trafficking
• Museo de las Atarazanas Reales — Laboratory, C-14
• LFSD (Robotics) — STEM mini-games, companions
• Lago Enriquillo — Hypersaline ecosystem, Enriquillo's rebellion
• Manantial de la Aleta — Rappel, dark cave, cenote
• Museo del Hombre Dominicano — Artifact delivery

Note: You may share this code with students when appropriate so they can access the specific world needed for an activity.

During gameplay

• Encourage reading all dialogue. NPCs provide historically accurate information. Students should not skip text.
• Use the Reference Map. Press R at any time to open the Leaflet map showing real GPS coordinates. Ask students to find the same locations on Google Maps.
• Try the pacifist route. Every combat can be won through dialogue. Ask students to note what arguments succeed and why.
• Take in-game photos. Press T for photos and G for selfies. The album (P) becomes a record of species and artifacts encountered.
• Check the Game Log. Press L to see story progress and side quests. This helps students track their learning journey.
• Pause for discussion. After each world, pause for 5 minutes: "What did you learn? What surprised you? What would you like to know more about?"

After playing

• Revisit pre-game knowledge. Return to the board from the "Before" phase. What has changed? What new questions arose?
• Complete the chosen activity. Use 30-60 minutes for the structured activity from this guide.
• Assess with the Assessment Guide. Use the Assessment Guide for rubrics, quizzes, and self-evaluation checklists.
• Connect to real life. If possible, plan a visit to a local museum, archaeological site, or nature reserve mentioned in the game.
• Share and celebrate. Have students present their activity outcomes to the class, family, or school community.

Tips for parents at home

• Play alongside your child for at least the first session. Ask questions about what they are seeing.
• Use the Archpedia (encyclopedia) as a conversation starter after playing.
• Set a time limit (45-60 minutes per session) and use the auto-save feature to continue later.
• Switch the game language to practice French or Spanish -- the trilingual toggle is in the main menu.

📜 History

Activities that use ArcLycée's historical worlds to explore pre-Columbian, colonial, and resistance-era Hispaniola.

Activity 1: Taíno Village Field Report

Objective

Identify and describe the key elements of a Taíno yucayeque (village) based on in-game observations.

Steps

1. Play through Taíno Village I (Asentamiento Taíno 1). Walk into every bohío and talk to every NPC.
2. On paper, draw a map of the village from memory. Label: caney (chief's house), bohíos (family houses), conuco (farm), batey (ball court), and any ceremonial areas.
3. Next to each building, write its purpose and one fact you learned from an NPC.
4. Compare your map with a classmate. What did they include that you missed?
5. Research: Find an image of an actual Taíno village reconstruction (e.g., from the Museo del Hombre Dominicano). How does it compare to the game?

Outcome

A labeled village map with at least 5 structures and 5 historical facts, plus a paragraph comparing the game to a real reconstruction.

Activity 2: Enriquillo's Rebellion -- A Historical Debate

Objective

Analyze the causes, events, and significance of Enriquillo's rebellion (1519-1533) using in-game dialogue and external sources.

Steps

1. Play the Lago Enriquillo world. Talk to Enriquillo (he has 6 rotating dialogues), Mencía, and Tamayo.
2. Take notes on: Why did Enriquillo rebel? What methods did he use? How did the rebellion end?
3. Research: Find one primary or secondary source about the Enriquillo rebellion (try Bartolomé de las Casas or Roberto Cassá).
4. Organize a classroom debate: "Was Enriquillo a freedom fighter or a reluctant rebel?" Split into two teams and argue using evidence from the game and your research.
5. Write a one-page reflection: What would you have done in Enriquillo's situation?

Outcome

Debate participation plus a written reflection with at least 3 historical facts cited.

Activity 3: Zona Colonial Walking Tour

Objective

Create a guided tour brochure of Santo Domingo's Zona Colonial using in-game locations and real-world research.

Steps

1. Play the Zona Colonial world. Note every building, NPC, and historical reference you encounter.
2. Press R to open the Reference Map. Find the Zona Colonial markers and note the real GPS coordinates.
3. Using Google Maps Street View, "visit" the same locations virtually. Take screenshots.
4. Create a tri-fold brochure (paper or digital) with at least 6 stops. For each stop: name, historical period, one interesting fact from the game, and one from your research.
5. Add a simple map showing the walking route between stops.

Outcome

A brochure with 6+ historical locations, mixing in-game and researched facts, suitable for a real tourist.

Activity 4: Legal Combat -- Heritage Protection Timeline

Objective

Understand the evolution of cultural heritage protection laws by analyzing the Legal Combat in the Aeropuerto (Mundo Jurídico) world.

Steps

1. Play the Aeropuerto world. Pay special attention to the combat options: Law 318, forensic evidence, INTERPOL, and UNESCO 1970 Convention.
2. Research each of these four elements: When was Dominican Law 318 enacted? What does it protect? What does the 1970 UNESCO Convention say? What role does INTERPOL play in art crime?
3. Create a timeline (1970 to present) showing at least 8 key dates in international heritage protection.
4. Write a short essay (250 words): "Why is it important to have international cooperation to protect cultural heritage?"

Outcome

An illustrated timeline and a short essay connecting game content to real legal frameworks.

Activity 5: Hispaniola History Timeline

Objective

Construct a comprehensive timeline of Hispaniola's history using events encountered across all game worlds.

Steps

1. Play through at least 6 game worlds, taking notes on every historical date or period mentioned by NPCs.
2. Organize your notes chronologically: Pre-Columbian era, Contact period, Colonial era, Resistance movements, Modern heritage protection.
3. Create a large illustrated timeline (poster size or digital) with at least 15 events. For each event: date, what happened, which game world references it, and one image (drawn or found).
4. Mark which events involved Taíno, African, or European peoples (use color coding for each).
5. Present your timeline to the class. Highlight one event you think is the most important and explain why.

Outcome

A color-coded timeline poster with 15+ events spanning 3000 BC to the present, with a 2-minute oral presentation.

🗺 Geography

Activities leveraging the game's geographically accurate map, real coordinates, and diverse ecosystems.

Activity 1: Reference Map vs. Google Maps Scavenger Hunt

Objective

Develop map-reading skills by cross-referencing the in-game Reference Map with real cartography tools.

Steps

1. While in any playable scene, press R to open the Reference Map (Leaflet). Toggle all 6 data layers on.
2. Choose 5 markers from different categories (Taíno site, colonial site, shipwreck, museum, unexplored site).
3. For each marker, record: name, coordinates, layer category, and the description shown on the popup.
4. Open Google Maps. Search for each location by name or coordinates. Compare: Is the location accurate? What can you see on satellite view?
5. Create a comparison table: Game description vs. Google Maps observations. Note any differences.

Outcome

A comparison table for 5 locations with coordinates, game descriptions, and satellite observations.

Activity 2: Lago Enriquillo -- Geography Research Project

Objective

Understand the unique geographical features of Lago Enriquillo through gameplay and independent research.

Steps

1. Play the Lago Enriquillo world. Note: What does the game say about the lake's elevation? Its salinity? Isla Cabritos?
2. Research: Lago Enriquillo is 40 meters below sea level -- the lowest point in the Caribbean. Why? What geological processes created it?
3. Find and compare 3 other hypersaline lakes in the world (e.g., Dead Sea, Great Salt Lake, Lake Assal). Create a data table: name, country, elevation, salinity, area, key species.
4. Draw a cross-section diagram showing the lake's elevation relative to sea level and the surrounding Sierra de Bahoruco and Sierra de Neiba.
5. Write 3 paragraphs explaining why this location is geographically significant.

Outcome

A comparison table of 4 hypersaline lakes, a cross-section diagram, and a written explanation.

Activity 3: NASA Map Tracing and Tile Mapping

Objective

Understand how real geographic data is transformed into game assets by examining the tile map system.

Steps

1. Open the Technical Documentation and find the section on the tile map system. Read how the game's map was created from NASA topographic imagery.
2. Find a real NASA topographic image of Hispaniola online (search "Hispaniola topographic map NASA"). Print it or display it on screen.
3. On graph paper (or a digital grid), trace the outline of Hispaniola using a simplified grid (try 32x17 squares). Mark each square as land (1) or water (0).
4. Compare your bitmap with the game's 128x68 tile grid. How does resolution affect accuracy?
5. Add terrain features to your grid: mark mountain ranges, major rivers, and lakes using different symbols or colors.

Outcome

A hand-drawn tile bitmap of Hispaniola with terrain features, plus a written comparison to the game's approach.

Activity 4: Ecosystems Comparison Chart

Objective

Compare the different ecosystems represented in the game's worlds and connect them to real Dominican geography.

Steps

1. Play through (or review notes from) at least 4 worlds that feature distinct ecosystems: Cuevas del Pomier (caves), Mundo Acuático (marine/coral reef), Lago Enriquillo (hypersaline/dry forest), Palenque de Lemba (mountain forest).
2. For each ecosystem, fill in a chart with columns: World Name, Real Location, Ecosystem Type, Climate, Key Species (at least 3), Threats.
3. Research one additional ecosystem from the Dominican Republic not in the game (e.g., cloud forest, mangrove, pine forest). Add it to your chart.
4. Create a color-coded map of Hispaniola showing where each ecosystem is located.

Outcome

A 5-row ecosystem comparison chart and a color-coded ecosystem map of Hispaniola.

Activity 5: River Systems of Hispaniola

Objective

Study Hispaniola's river systems by examining the 5 rivers rendered in the game map and researching their real counterparts.

Steps

1. Open the game map (main world map). Identify the 5 rivers shown. Note their approximate start points, directions, and where they empty (north coast, south coast, or into a lake).
2. Press R to open the Reference Map. Can you identify the real names of these rivers?
3. Research: Name the 5 major rivers, their lengths, the provinces they cross, and their importance (irrigation, hydroelectric, drinking water).
4. Create a river profile for one river: a diagram showing its path from source to mouth, with elevation changes, major cities along the way, and land use in the watershed.
5. Discuss: How do rivers shape human settlement patterns? Why were Taíno villages often near rivers?

Outcome

A fact sheet for 5 rivers and a detailed profile diagram for one, with a paragraph on rivers and settlement.

🔬 Natural Sciences

Activities built around the game's scientifically accurate species, ecosystems, and conservation themes.

Activity 1: Species Identification Challenge

Objective

Identify and classify the species encountered in the game using scientific nomenclature and taxonomy.

Steps

1. Play the Mundo Acuático and Lago Enriquillo worlds. Use the photo album (P) to review all species you photographed.
2. Create a species identification card for each animal. Include: common name, scientific name (from in-game toasts), classification (class, order, family), conservation status (IUCN Red List), one distinguishing physical feature, and where in the game you found it.
3. Organize your cards by taxonomy. How many different classes of vertebrates are represented? (Hint: reptiles, mammals, birds, fish.)
4. Challenge: The game includes at least 15 distinct animal species. Can you find and document all of them?
5. Bonus: Compare the in-game sprite with a real photograph of the species. What artistic choices did the developers make?

Outcome

A set of 10+ species ID cards organized taxonomically, each with scientific names and IUCN status.

Activity 2: Invasive Species Debate -- The Lionfish Dilemma

Objective

Analyze the ecological impact of invasive species and evaluate management strategies through the lionfish combat encounter.

Steps

1. Play the Mundo Acuático and encounter the lionfish (pez león). Note the 4 ecological combat options: trap, fish, protect coral, alert divers.
2. Research the lionfish invasion in the Caribbean: Where did they come from? When did they arrive? What damage do they cause to reef ecosystems?
3. Organize a class debate with 4 groups, each defending one management strategy: (a) culling programs, (b) encouraging lionfish as food, (c) biological control, (d) prevention and education.
4. Each group prepares a 3-minute argument with at least 2 scientific sources.
5. After the debate, write a personal position paper (300 words) recommending a combined approach.

Outcome

Group debate presentations and individual position papers with scientific citations.

Activity 3: Lago Enriquillo Food Web

Objective

Construct a food web for the Lago Enriquillo ecosystem using species observed in the game.

Steps

1. From the Lago Enriquillo world, list every species encountered: American crocodile, rhinoceros iguana, Ricord's iguana, flamingos, burrowing owls, Hispaniolan racer snakes.
2. Research: What does each species eat? What are its predators? Add primary producers (algae, aquatic plants, insects) that the game does not show but that must exist.
3. Draw a food web diagram with at least 3 trophic levels. Use arrows pointing from prey to predator.
4. Identify: Which species is the apex predator? Which species are most vulnerable to habitat loss? What would happen if crocodiles were removed?
5. Label each species with its conservation status (LC, VU, EN, CR) and discuss why the lake is a protected area.

Outcome

A labeled food web diagram with 8+ species across 3+ trophic levels, plus a paragraph on ecosystem fragility.

Activity 4: Manatee Conservation Poster Campaign

Objective

Design an awareness poster about West Indian Manatee conservation using information from the Santuario del Manatí side quest.

Steps

1. Complete the "Rescate del Manatí" side quest in the Santuario del Manatí. Note the two ecological actions: freeing the manatee and cleaning the reef.
2. Research: Current population of West Indian Manatees in the Dominican Republic. Major threats (boat strikes, habitat loss, fishing nets). Conservation efforts underway.
3. Design a poster (physical or digital) that includes: a drawing or image of a manatee, at least 4 key facts, 3 actions people can take to help, and a catchy slogan.
4. Present your poster to the class. Explain why the game included this side quest and what message the developers wanted to convey.
5. Extension: Write a letter to a local environmental organization suggesting a specific conservation action.

Outcome

A conservation poster with facts, actions, and slogan, plus an optional advocacy letter.

Activity 5: Coral Reef Ecosystem Model

Objective

Build a physical or digital model of a Caribbean coral reef based on the coral species in the game.

Steps

1. In the Mundo Acuático and Santuario del Manatí, photograph all coral types using T. The game features: brain coral, elkhorn coral, fan coral (gorgonia), and table coral.
2. Research each coral type: growth rate, role in the reef, sensitivity to bleaching, and associated species.
3. Build a 3D model (clay, paper-mache, or digital 3D tool) showing a reef cross-section with at least 4 coral types, 3 fish species, and the sea floor.
4. Label your model with species names and add arrows showing symbiotic relationships (e.g., coral-zooxanthellae, clownfish-anemone).
5. Present your model with a 2-minute explanation of why coral reefs are called "the rainforests of the sea."

Outcome

A labeled 3D reef model or detailed diagram with species names and ecological relationships.

Activity 6: Cenote Ecology -- Manantial de la Aleta

Objective

Investigate the unique ecology of cenotes (sinkholes) using the Manantial de la Aleta world as a starting point.

Steps

1. Play all 3 phases of the Manantial de la Aleta (rappel, dark cave, cenote dive). Note environmental details: water clarity, darkness, currents, artifacts.
2. Research: What is a cenote? How are they formed (karst geology)? Why were they sacred to pre-Columbian peoples?
3. Compare Dominican cenotes to Yucatán cenotes in Mexico. Create a Venn diagram of similarities and differences.
4. Investigate: What unique species live in cenotes (e.g., blind cave fish, cave-adapted crustaceans)?
5. Write a field report as if you were a scientist exploring Manantial de la Aleta for the first time.

Outcome

A Venn diagram comparing cenotes and a 1-page scientific field report.

🤝 Civics, Social Skills & Responsibility

Activities exploring ethical decision-making, heritage protection, and civic engagement through the game's pacifist combat system and ecological missions.

Activity 1: Pacifist vs. Aggressive -- Consequences Mapping

Objective

Analyze how player choices affect game outcomes and connect this to real-world decision-making.

Steps

1. Play through at least 3 combat encounters. In the first, resolve it entirely through dialogue (pacifist). In the second, use force (aggressive). In the third, choose your preferred approach.
2. Record for each: What options were available? What did you choose? What was the enemy's reaction? What was the outcome (reputation gained, ending affected)?
3. Create a flowchart showing how choices branch: pacifist path leads to +15 reputation and counts toward the Pacifist ending; aggressive path leads to +5 reputation and counts toward the Dark ending.
4. Discuss in groups: Are there situations in real life where "pacifist" approaches are more effective than force? When might they not work?
5. Write a reflection (200 words): "What does the game teach about conflict resolution?"

Outcome

A decision flowchart and a written reflection connecting game mechanics to real-world conflict resolution.

Activity 2: Mock Protest for Heritage Protection

Objective

Experience civic activism by organizing a mock protest to protect an archaeological site.

Steps

1. In the Zona Colonial world, note how NPCs describe threats to heritage sites (construction, neglect, trafficking).
2. Choose a real or fictional scenario: "A developer wants to build a hotel on top of a Taíno archaeological site."
3. Divide the class into groups: Protesters, Developers, Government Officials, Archaeologists, Journalists.
4. Each group prepares: Protesters make signs and chants. Developers present economic arguments. Officials weigh both sides. Archaeologists present scientific evidence. Journalists cover the event.
5. Stage the mock protest (15 minutes). Then hold a "town hall" meeting where each group presents their position.
6. Vote as a class: Should the site be protected? Under what conditions?

Outcome

Protest signs, a town hall debate, and a class vote with recorded reasoning.

Activity 3: Mock Trial -- The Artifact Trafficker

Objective

Understand cultural heritage law through a simulated courtroom trial based on the Aeropuerto world's trafficking arrest.

Steps

1. Play the Aeropuerto (Mundo Jurídico) world completely. Pay attention to: the 4 legal combat options (Law 318, forensic evidence, INTERPOL, UNESCO 1970), the arrest cinematic, and the mentor's 5 legal dialogues.
2. Research Dominican Law 318 (Ley 318 sobre Patrimonio Cultural). What does it prohibit? What are the penalties?
3. Assign courtroom roles: Judge, Prosecutor, Defense Attorney, the Accused (Torres), Witnesses (Miguel Sánchez, Agente Montero, museum curator), and Jury.
4. Each side prepares their case (20 minutes). The Prosecutor uses Law 318 and the UNESCO Convention. The Defense argues extenuating circumstances.
5. Conduct the trial (30 minutes): opening statements, witness examination, closing arguments, jury deliberation, verdict.
6. Debrief: How does this compare to real heritage crime cases? Research one real case (e.g., the Hobby Lobby antiquities case).

Outcome

A complete mock trial with legal arguments grounded in real law, plus a 1-paragraph comparison to a real case.

Activity 4: Ecological Action Plan

Objective

Design a realistic conservation action plan for one of the ecosystems in the game.

Steps

1. Choose one game ecosystem: coral reef (Mundo Acuático), hypersaline lake (Lago Enriquillo), cenote (Manantial de la Aleta), or mountain forest (Palenque de Lemba).
2. Identify 3 threats to this ecosystem based on in-game information and research (e.g., pollution, invasive species, climate change, overdevelopment).
3. For each threat, propose a concrete action: Who should do it? How much would it cost? What is the timeline? How would you measure success?
4. Design a 1-page action plan with: title, ecosystem description, threat analysis, 3 proposed actions, budget estimate, and success metrics.
5. Present your plan to the class as if pitching it to the Dominican Ministry of Environment.

Outcome

A 1-page conservation action plan with 3 concrete proposals, budgets, and measurable goals.

Activity 5: Five Endings, Five Worldviews

Objective

Explore how different value systems lead to different outcomes by analyzing the game's 5 endings.

Steps

1. Read about the 5 endings in the Mechanics documentation: Complete, Pacifist, Museum, Ecological, and Dark. Note what conditions trigger each one.
2. Create a character profile for a player who would get each ending. What do they value? What choices would they make?
3. Map each ending to a real-world ethical framework: utilitarianism, virtue ethics, environmentalism, pacifism, or power-based thinking.
4. Discuss: Is the "Complete" ending objectively the "best"? Can the "Dark" ending teach us something valuable?
5. Write a personal reflection: Which ending would you get, and what does that say about your values?

Outcome

Five character profiles mapped to ethical frameworks, plus a personal values reflection.

Activity 6: UNESCO World Heritage Discussion

Objective

Understand the UNESCO World Heritage designation process and its importance for cultural preservation.

Steps

1. In the game, note which locations are tagged as UNESCO sites (the Zona Colonial of Santo Domingo is a real UNESCO World Heritage Site, inscribed in 1990).
2. Research: What criteria must a site meet to become a UNESCO World Heritage Site? How many sites does the Dominican Republic have?
3. Choose a game location that is NOT currently a UNESCO site (e.g., Cuevas del Pomier, Lago Enriquillo, Manantial de la Aleta).
4. Write a formal nomination proposal (1-2 pages): describe the site, explain which UNESCO criteria it meets, identify threats, and propose a management plan.
5. Present your proposal to the class. Vote on which nomination is most convincing.

Outcome

A UNESCO-style nomination proposal for a Dominican site, with criteria justification and a management plan.

📖 Reading Comprehension

The ArcLycée Narrative is a 15-chapter adventure novel that tells the complete story of the game. Available in 3 languages.

Activity 1: Guided Reading

Objective

Develop reading comprehension and critical thinking through guided discussion.

Steps

1. Read one chapter together in class.
2. Discuss: What did the protagonist learn? What decision did they make and why? What would you have done?
3. Identify 3 historical or scientific facts mentioned in the chapter. Verify them using the Archpedia.

Outcome

A class discussion with verified facts and personal reflections on the protagonist's choices.

Activity 2: Archaeological Vocabulary

Objective

Expand specialized vocabulary using narrative context.

Steps

1. Identify 10 specialized terms in one chapter (e.g., petroglyph, cenote, guanín, palenque).
2. Look up their definitions in the Archpedia.
3. Write each term in a sentence of your own, showing you understand the meaning.

Outcome

A vocabulary list of 10 terms with definitions and original example sentences.

Activity 3: Chapter Summaries

Objective

Practice synthesis and concise writing.

Steps

1. Each student is assigned a different chapter.
2. Summarize your chapter in exactly 100 words.
3. Present summaries in order. Together, the class reconstructs the complete story.

Outcome

15 summaries (one per chapter) that together form a condensed version of the entire narrative.

Activity 4: Moral Debate

Objective

Foster critical thinking and evidence-based argumentation.

Steps

1. Read the chapter about the confrontation with Méndez (heritage destruction) or Torres (artifact trafficking).
2. Debate: Is peaceful protest or legal action more effective? Support your argument with evidence from the text.
3. Write a 200-word persuasive paragraph defending your position.

Outcome

A structured debate and a written persuasive paragraph with textual evidence.

Activity 5: Comparative Reading

Objective

Develop metalinguistic awareness through cross-language comparison.

Steps

1. Read the same chapter in 2 languages.
2. Compare: Which expressions change? What is lost or gained in translation?
3. Create a table of 10 phrases showing how they differ between languages.

Outcome

A comparison table of 10 phrases in 2 languages with notes on translation choices.

Activity 6: Creative Writing

Objective

Apply the narrative style learned to original creative writing.

Steps

1. Write a "Chapter 16" where the protagonist visits a real place in your country or city.
2. Use the same narrative style: third person, educational content woven into adventure, moral dilemmas.
3. Include at least 3 real historical or scientific facts about your chosen location.
4. Share with the class and vote on the best continuation of the story.

Outcome

An original chapter (500-800 words) in the style of the ArcLycée Narrative, set in a real location.

🔧 STEM, Computational Thinking & Coding

Activities that connect the game to mathematics, programming, and engineering thinking.

Activity 1: Carbon-14 Dating Math

Objective

Apply exponential decay formulas to calculate the age of archaeological artifacts, as referenced in the Aeropuerto (forensic evidence) world.

Steps

1. In the Aeropuerto world, the legal combat mentions "forensic evidence" including carbon-14 dating. Research: How does C-14 dating work?
2. Learn the formula: N(t) = N0 * (1/2)^(t/5730), where 5730 years is the half-life of C-14.
3. Solve these problems:
   • A Taíno cemí contains 75% of its original C-14. How old is it?
   • A piece of wood from La Isabela (built 1494) is tested. What percentage of C-14 should remain?
   • An artifact has only 12.5% C-14 remaining. What era does it date to?
4. Graph the decay curve for C-14 from 0 to 30,000 years. Mark the ages of key game events on the curve.
5. Discuss: What are the limitations of C-14 dating? Why does it not work for objects less than ~300 years old or more than ~50,000 years old?

Outcome

Solved problems with shown work, a decay curve graph, and a paragraph on limitations.

Activity 2: Read the Source Code

Objective

Develop code literacy by reading and understanding real JavaScript from ArcLycée's open-source codebase.

Steps

1. Open the Technical Documentation. Click on any js/... file link to view the source code in the built-in viewer with syntax highlighting.
2. Start with js/motor/configuracion.js (configuration). Identify: What are the default key bindings? What constants control the game? Why are comments in Spanish?
3. Read js/motor/entrada.js (input). Find the estaPresionada() method. Explain in your own words: How does the game know which key you pressed?
4. Look at one world file (e.g., js/mundos/acuatico/mundo-acuatico.js). Identify: the iniciar(), actualizar(), and dibujar() methods. What is the game loop pattern?
5. Write pseudocode (in English or your preferred language) for one mechanic you found interesting.

Outcome

Written explanations of 3 code files and pseudocode for one game mechanic.

Activity 3: LFSD Mini-Games Analysis

Objective

Analyze the computational thinking concepts embedded in the LFSD (Liceo Francés) world's robotics classroom.

Steps

1. Play the LFSD world. Observe the Scratch screens on the desks, the FIRST LEGO League table with the animated robot, and the 3D printer.
2. The Scratch screens show code blocks. Identify: What programming concepts do they represent? (sequences, loops, conditionals, events)
3. The FIRST LEGO League robot follows a path on the field. Describe its movement algorithm: What decisions does it make? How would you program this in Scratch or Python?
4. Design your own mini-game on paper: Draw 4 screens showing a game about Dominican archaeology. Include a flowchart of the game logic.
5. If you have access to Scratch (scratch.mit.edu), implement one screen of your mini-game.

Outcome

An analysis of 3 computational concepts in the LFSD world, plus a 4-screen game design with flowchart.

Activity 4: Game Design on Paper

Objective

Apply game design principles by designing a new ArcLycée world on paper.

Steps

1. Study 2-3 existing worlds. Note the common structure: map layout, NPC placement, collectibles, mission goal, combat encounter, and educational content.
2. Choose a real Dominican archaeological or natural site NOT in the game (e.g., Cueva de las Maravillas, Los Haitises, Bahia de las Aguilas, Parque Nacional Jaragua).
3. Design your world on paper:
   • Map layout (top-down sketch with terrain, buildings, paths)
   • 3-5 NPCs with names, roles, and dialogue topics
   • 2-3 collectible items with historical or scientific significance
   • 1 combat encounter with pacifist and aggressive options
   • Educational content: What will the player learn?
4. Write a 1-page design document following the format of the original design document.
5. Present your world design to the class. Receive feedback and revise.

Outcome

A complete paper game design with map, NPCs, items, combat, and educational goals.

Activity 5: Fork the Repository

Objective

Learn version control basics by forking the ArcLycée GitHub repository and making a small contribution.

Steps

1. Visit the ArcLycée GitHub repository. Read the README.
2. Fork the repository to your own GitHub account (you need a free GitHub account).
3. Clone your fork locally. Open the project in a code editor (VS Code recommended).
4. Make a small, meaningful change. Ideas:
   • Fix a typo in a dialogue file (js/idiomas/en.js)
   • Add a comment explaining what a function does
   • Add a new entry to the Archpedia
5. Commit your change, push it, and create a Pull Request back to the original repository. Write a clear PR description explaining what you changed and why.

Outcome

A GitHub Pull Request with a meaningful (even if small) contribution to an open-source educational project.

Activity 6: Tile Map Mathematics

Objective

Explore the mathematics behind the game's tile-based map system: coordinate transformations, bitmap encoding, and Bresenham's line algorithm for rivers.

Steps

1. Read the tile map section in the Technical Documentation. Note the 128x68 grid and the ISLA_BITMAP format.
2. Calculate: If each tile is 2x the original bitmap pixel, and the visible area is the full 128x68 grid, what is the total pixel area of the map? How many tiles are land vs. water? (Count 1s vs. 0s in a few sample rows.)
3. Research Bresenham's line algorithm (used for rendering rivers). On graph paper, manually trace a line from (2,3) to (10,7) using the algorithm. Compare to a ruler-drawn line.
4. The game uses pseudo-random hashing for forest placement. Research: What is a hash function? Why use one instead of Math.random() for forests?
5. Design your own small tile map (16x16) for a fictional island. Use binary encoding (1/0) and add terrain features using the techniques you learned.

Outcome

A Bresenham trace, a hash function explanation, and a custom 16x16 tile map with binary encoding.

🎭 Cultural Awareness

Activities exploring the tri-ethnic heritage of the Dominican Republic and the importance of cultural preservation.

Activity 1: Tri-Ethnic Identity Map

Objective

Understand the three cultural roots of Dominican identity (Taíno, African, European) as represented in the game.

Steps

1. Play through at least 4 worlds. For each cultural encounter, note: Which heritage is represented? (Taíno, African, European, or mixed.) What specific cultural elements are shown?
2. Create a three-circle Venn diagram. In each circle, list cultural contributions: Taíno (food, language, crafts), African (music, resistance, community), European (architecture, law, religion). In the overlapping areas, list mixed elements.
3. Research: Identify 10 Spanish words that come from the Taíno language (e.g., hamaca, canoa, tabaco, barbacoa, huracán, maíz). The game's Archpedia is a good starting point.
4. Interview a family member or community elder: What traditions in your daily life have Taíno, African, or European roots?
5. Write a personal essay (300 words): "How does the Dominican Republic's tri-ethnic heritage influence modern culture?"

Outcome

A Venn diagram with 15+ cultural elements, a word list with etymologies, and a personal essay.

Activity 2: Taíno Words Flashcard Game

Objective

Build vocabulary of Taíno-origin words still used in modern Spanish, English, and French.

Steps

1. From the game's dialogues and Archpedia, collect at least 15 words of Taíno origin. Examples: cemí, batey, bohío, cacique, conuco, casabe, guanin, hamaca, canoa, barbacoa, tabaco, iguana, huracán, maíz, sabana.
2. For each word, create a flashcard (physical or digital): Front = the word. Back = definition, original Taíno meaning, modern usage, and an illustration.
3. Sort your cards into categories: food, housing, nature, governance, tools.
4. Play a matching game with a partner: one person reads the definition, the other identifies the word.
5. Challenge: How many of these words have been adopted into English or French? (Hint: hurricane, canoe, barbecue, tobacco, hammock, maize, iguana.)

Outcome

A set of 15+ flashcards usable as a classroom learning tool, with cross-language comparisons.

Activity 3: Maroon Communities Research Project

Objective

Investigate the history and legacy of maroon communities in Hispaniola through the Palenque de Lemba world.

Steps

1. Play the Palenque de Lemba world. Talk to all 5 NPCs: Lemba (mentor), Kofi (blacksmith), Amara (drummer), Yemayá (healer), and Marcos (sentry).
2. Research Sebastián Lemba: Who was he? When did he live (~1540s)? Why is his palenque considered the first free Afro-descendant community in the Americas?
3. Compare to other maroon communities: Palmares (Brazil), Accompong (Jamaica), Palenque de San Basilio (Colombia). Create a comparison chart: location, founder, period, population, legacy.
4. Analyze the cultural elements in the game world: circular African-style huts, watchtower, forge, bonfire, drums. Research the historical accuracy of each.
5. Create a presentation (5 slides) on the African heritage of the Dominican Republic, using the Palenque as a starting point.

Outcome

A 4-community comparison chart and a 5-slide presentation on African heritage in the Dominican Republic.

Activity 4: Heritage Preservation Debate

Objective

Evaluate different approaches to cultural heritage preservation through structured debate.

Steps

1. From the game, identify 3 different approaches to heritage shown: preservation in place (Zona Colonial), museum collection (Museo del Hombre Dominicano), and digital documentation (the game itself).
2. Research: What are the pros and cons of each approach? Who benefits? What is lost?
3. Set up a formal debate with 3 teams, one defending each approach as "the best way to preserve heritage."
4. Each team must address: cost, accessibility, authenticity, sustainability, and community involvement.
5. After the debate, discuss: Can these approaches complement each other? How does ArcLycée itself serve as a form of heritage preservation?
6. Write a position statement (200 words) on the best combined approach.

Outcome

A structured debate with research-backed arguments and a personal position statement.

Activity 5: Cooking Casabe -- A Living Heritage Experience

Objective

Connect digital learning to physical experience by researching and (optionally) preparing casabe, the Taíno flatbread still eaten today.

Steps

1. In the Taíno villages, find references to conucos (farms) and casabe (yuca flatbread). Note what NPCs say about its preparation.
2. Research the process: How is bitter cassava (yuca amarga) made safe to eat? What is the burén (griddle)? Why was casabe a staple food?
3. Create an illustrated step-by-step guide showing the traditional casabe-making process (from planting yuca to the finished bread).
4. If possible, obtain casabe from a local store or market. Taste it and describe the texture and flavor. Compare to other flatbreads (tortilla, naan, injera).
5. Discuss: Casabe is one of the oldest continuously-made foods in the Americas. What does it mean for a food tradition to survive 1000+ years?

Outcome

An illustrated preparation guide and a reflection on food as living cultural heritage.

Activity 6: Musical Instruments of the Game

Objective

Explore the musical heritage of Hispaniola through the instruments and music referenced in the game.

Steps

1. In the game, identify musical references: the areíto (ceremonial dance/DDR mini-game), Amara's drums in the Palenque, the batú ball game ceremony, and the game's own procedural sound effects.
2. Research Taíno musical instruments: mayohuacán (slit drum), maracas (gourd rattle), guamo (conch shell trumpet). What materials were they made from? What ceremonies used them?
3. Research African-origin instruments in Dominican music: atábales, palos drums, gará. How did they evolve from African originals?
4. Create an "instrument museum" display (physical or digital): For each instrument, show an image, origin culture, materials, sound description, and ceremonial context.
5. If possible, listen to recordings of traditional Dominican music that features these instruments. Compare to the game's procedural audio.
6. Bonus: Build a simple instrument (maracas from gourds, a drum from a container) and demonstrate it.

Outcome

An instrument museum display with 6+ instruments from Taíno and African traditions, with optional live demonstrations.

🌍 Languages

Activities that leverage ArcLycée's trilingual design (Spanish, English, French) for language learning.

Activity 1: Play in All Three Languages

Objective

Develop reading comprehension in a second (or third) language through immersive gameplay.

Steps

1. Play the first world (Cuevas del Pomier) in your strongest language. Take notes on the story and key vocabulary.
2. Switch the language in the main menu. Replay the same world in your second language. Use your notes from step 1 to help with comprehension.
3. List 10 words or phrases you learned from context (i.e., you understood them because you already knew the content, not because you looked them up).
4. If you know a third language, repeat in that language. Compare: Which translation felt most natural? Were there differences in tone or meaning?
5. Write a short paragraph (100 words) in your second language summarizing what happens in the world you played.

Outcome

A vocabulary list of 10 context-learned words and a written summary in a second language.

Activity 2: Translation Challenge

Objective

Understand the challenges of game localization by comparing the three language versions of the same dialogue.

Steps

1. Choose one NPC with substantial dialogue (e.g., Enriquillo with 6 dialogues, or the Zona Colonial mentor).
2. Read the same dialogue in all three languages. You can find the text in the Dialogues documentation or by playing the game in each language.
3. Create a 3-column comparison table: Spanish | English | French. For 5 key sentences, note:
   • Is the translation literal or adapted?
   • Are there cultural references that needed changing?
   • Which version is longest/shortest? Why?
4. Find 3 sentences where you think you could improve the translation. Write your improved version and explain your choice.
5. Discuss: What makes a good game translation? Is it more important to be accurate or natural-sounding?

Outcome

A 3-language comparison table for 5 sentences, plus 3 improved translations with justifications.

Activity 3: Trilingual Archaeological Glossary

Objective

Build a specialized vocabulary resource for archaeology and heritage in three languages.

Steps

1. While playing, collect 25 specialized terms related to archaeology, history, ecology, and heritage. Examples: petroglyph/petroglifo/pétroglyphe, cenote, endemic species/especie endémica/espèce endémique.
2. For each term, provide: the word in all 3 languages, a definition, the game world where it appears, and a sample sentence.
3. Organize your glossary alphabetically (by one language) and add a category tag (archaeology, biology, geography, law, culture).
4. Format your glossary as a printable reference card or digital document.
5. Exchange glossaries with a classmate. Did they find terms you missed? Combine into a class master glossary.

Outcome

A 25-term trilingual glossary organized by category, suitable for classroom reference.

Activity 4: Game Review in Your Second Language

Objective

Practice persuasive writing in a second language by writing a game review.

Steps

1. Play at least 5 worlds of ArcLycée. Form your opinion: What did you like? What could be improved? Who would enjoy this game?
2. Research: Read 2-3 video game reviews online (in your target language) to understand the format and tone.
3. Write a 300-word game review in your second language. Include:
   • An engaging opening sentence
   • A brief description of the game (what it is, who made it)
   • What you liked (at least 2 specific examples)
   • What could be improved (at least 1 constructive criticism)
   • A star rating (1-5) and final recommendation
4. Have a peer who speaks your target language review your text for grammar and naturalness.
5. Revise based on feedback. Post your review on a class blog or presentation board.

Outcome

A polished 300-word game review in a second language, peer-reviewed and revised.

Activity 5: Multilingual Presentation

Objective

Develop oral presentation skills by presenting a game topic using two or three languages.

Steps

1. Choose a topic from the game (e.g., "The Taíno Legacy in Modern Dominican Culture," "Why Protect Archaeological Sites," "Endangered Species of Hispaniola").
2. Prepare a 5-minute presentation with 5-8 slides. The catch: each slide must include text in at least 2 languages. You present orally in your strongest language but read quotes and key terms in the other language(s).
3. Include at least one slide with a game screenshot or reference to specific game content.
4. Practice pronunciation of key terms in all languages. Use the game's dialogue as a pronunciation guide (the text follows standard conventions).
5. Deliver your presentation. Audience members write one question in a language different from your presentation language -- you must answer in that language.

Outcome

A bilingual or trilingual slide presentation delivered orally, with Q&A in multiple languages.

Activity 6: Trilingual Narrative Reading

Objective

Develop comparative comprehension and sensitivity to translation differences.

Steps

1. Read a chapter of the Narrative in all 3 languages.
2. Create a table comparing 10 key phrases and how they translate across languages.
3. Discuss: Which language best conveys the emotion of the moment? Why?

Outcome

A trilingual comparison table of 10 phrases with analysis of translation differences and a reflection on each language's expressiveness.

📎 Resources & Links

A curated collection of links to support the activities in this guide.

ArcLycée Project

Real-World Visit Sites in the Dominican Republic

Recommended Reading

For educators

• Veloz Maggiolo, Marcio -- Los indios de Quisqueya and other works on Taíno archaeology.
• Cassá, Roberto -- Historia social y económica de la República Dominicana. Comprehensive Dominican history.
• Guitar, Lynne -- Research on Taíno survival and cultural persistence in Hispaniola.
• De las Casas, Bartolomé -- Brevísima relación de la destrucción de las Indias. Primary source on colonial-era abuses.
• Deive, Carlos Esteban -- Los guerrilleros negros. On maroon resistance in Hispaniola.

For students

• National Geographic: "Taíno: Indigenous Caribbeans" -- Accessible overview with images.
• Smithsonian Magazine: Articles on Caribbean archaeology and colonial history.
• IUCN Red List (iucnredlist.org) -- Conservation status for all species in the game.
• UNESCO World Heritage List (whc.unesco.org) -- Search for Dominican Republic sites.

Online Resources

Curriculum Alignment

The activities in this guide align with common curriculum frameworks for ages 10-16:

• History: Pre-Columbian civilizations, European colonization, resistance movements, heritage law.
• Geography: Map skills, ecosystems, physical geography, human-environment interaction.
• Natural Sciences: Taxonomy, ecology, food webs, conservation biology, invasive species.
• Civics: Conflict resolution, legal systems, civic participation, ethical reasoning.
• STEM: Exponential functions, algorithms, version control, computational thinking, game design.
• Languages: Reading comprehension, translation, specialized vocabulary, persuasive writing.
• Arts: Cultural heritage, music traditions, visual representation, theatrical role-play.

For detailed assessment rubrics aligned to these activities, see the Assessment Guide.