TA SUNGON MO'NA: Navigating Change

TASUNGONMO’NA NavigatingChange GameDesignReportforthe MicronesiaClimateChangeAllianceMCCA Preparedby WillAtkinson,SaraiHertz-Velázquez,MelissaTeng May9,2022 11.171/11.271IndigenousEnvironmentalPlanning ProfessorsGabriellaCaroliniLarrySusskind,TADeníLopez MassachusettsInstituteofTechnology

Ta Sungon Mo’na: Navigating Change May 9, 20222

Ta Sungon Mo’na: Navigating Change May 9, 2022 DocumentContents ProjectTeamContact 4 TaSungonMo’naGameSummary 5 HistoryCultureResearch 6 TheMarianaIslands:IndigenousHistory 6 TheMarianaIslands:ColonialHistoryandPresentSituation 7 CurrentWorkofMicronesiaClimateChangeAllianceMCCA 8 CurrentEducationSystem 8 GamesforSocialChangeandCulturallyResponsiveGameplay 10 GameDesignResearch 11 FieldScanofGamesforSocialChange 11 A.FacilitatedActivities 11 B.BoardGames 12 C.OnlineGames 13 TimelineWorkshopSummaries 14 CommunityStakeholderMap 15 PlayerExperienceResearch 15 PlayerInterviewSummaries 15 MichelleVoacolo,MCCADirectorofOperations,ChristianSanNicolas,MCCAProgram Coordinator 15 DanielD’Oca,AssociateProf.inPracticeofUrbanPlanning,HarvardGraduateSchoolofDesign 16 Play-TestSummaries 16 Amara,Maase,Luke,MeJin,andMariana 16 Amara,Maase,Moñeka,Franceska,Dr.Kelly,andMichelle 16 GameMechanicDesignRationale 17 GameRules 17 GameRules:DesignRationale 17 TeamValues 18 TeamValues:DesignRationale 18 FinalGameDesign 20 GameRulesEducatorGuide 24 Takeaways 25 NextSteps 25 AppendixAFullGameRules 27 AppendixBFullEducatorGuide&Curriculum 31 AppendixCMarianaIslandsMapwithCHamoruNames 37 Siyu’osma’åse 40 3

Ta Sungon Mo’na: Navigating Change May 9, 2022 ProjectTeamContact MoñekaDeOro JustTransitionCoordinator MicronesiaClimateChangeAlliance moneka@mccallianceorg FranceskaDeOro VisualDesign&GraphicsIllustrator MicronesiaClimateChangeAlliance franceskadeoro@gmail.com elissaTeng esignLead banPlanningStudent qqt@mit.edu araiHertz-Velázquez ducationLead nvironmentalStudiesStudent hertzve@wellesley.edu WillAtkinson ResearchLead Technology&PolicyStudent watkin@mitedu JustinWarren PlayResearcher Consultant justinwarren91@gmailcom 4

Our

these elementsbycombiningeducationwithempowerment The resultisTaSungonMo’na:1 NavigatingChange acollaborativegame,setinthenear future,tohelphigh schoolstudentsandotheryoungpeopleintheMarianaIslandsnavigatetheclimate relatedissuesfacing theircommunitiestogether Byaskingplayerstosharestoriesandrespondtoculturally specificcards,the gamechallengesstudentstothinkcriticallyandcollaborativelyaboutcommunity

Gamesareapowerfulmediumtoinspireengagement,criticalthinking,andcommunity building.As shownintheAppendix,scenariorole playgamescombineseveraltypesoflearning includingcognitive domains that focus on decision making, social domains that encourage team problem solving, and affectivedomainsthatteachpreparationwhileofferingsurrogateexperientiallearningviasimulations game seeks to incorporate centeredactionstotake

TaSungonMo’naGameSummary

Much of the current dialogue we see surrounding climate action is heavily catered toward the individual.BasedonourconversationswithTheOneCanoeProject,climateactionrequirescollaboration. TheOneCanoeProject“aimstoteachtherootcausesoftheclimatecrisisandencourageyoungstudents to use ancestral wisdom to keep humanity moving forward.” In doing so, Pacific wisdom and values of collaboration,stewardship,generosity,andgratitudeserveasteachingtoolsinandofthemselves.

Ta Sungon Mo’na: Navigating Change May 9, 2022

Ancestralwisdomtiedtogetherthroughstorytelling,rootedincommonvalues,andsharedacross generations is critical to CHamoru identities in the Mariana Islands. However, these identities are threatened by the rise of fossil fuel emissions, climate change, and land occupation issues from the Marianas’ geopolitical circumstances Public education in the Marianas not unlike the US currently lacks a concrete curriculum about climate change and climate action Implementing indigenous, place based K12 climate education centered around land and food sovereignty has the potential to empoweryouthtowardscommunityresilience

againstclimatechange,whilecenteringCHamoruculture,histories,andcommunities. With the help of our collaborators (including Moñeka, Franceska, Justin, and many others), we have designed and printed a prototype for physical play. The prototype includes a game board, player profiles,andseveralplaymaterials(includingcards,dice,andatimer) aswellasgameinstructionsand aneducatorguide.Wehavesharedadditionalmaterialsonline(suchasourspreadsheetofcardprompts and educational links) to allow teachers and partners to tailorthisworktotheirneeds.Thegametakes about 40 minutes to play (for a high school classroom), and is designed for 3 6 players (basedonthe numberofpeopleinatypicalcanoe) Therestofthisreportdetailsourprocessfromresearchtodesign, includingweeklyworkshopsandmultipleplay teststoinformourfinalproduct 1 CHamorufor“forgingahead.” 5

Ta Sungon Mo’na: Navigating Change May 9, 2022

Many stories alsofeaturetheTaotaomo’na(“peopleofbefore”) theancestralspiritsthatliveon the land and share it with the current inhabitants. The Taotaomo’na can appearinmanyforms(people, animals, natural objects) and act as forces for good or harm.Thesespiritsaretiedtotraditionalethics, suchasaskingpermissiontomakeuseofone’sland.

These ethics had enabled a sustainable food system before settlers arrived. CHamoru staples included coconuts,bananas,betelnuts,sugarcane,andtaro aswellasyamsandotherrootcropsthat were stored in stockpiles for storms. Breadfruit was harvested “according to the phases of the moon, 6

The CHamoru were matrilineal societies: land rights and decision making powers were held by women. This is clear from their stories of resilience. In one folktale, the island of Guåhan was in danger from a giant fish Mentriedtostopandcatchit But it was women who saved the island, sacrificingtheirhairtoweaveanetand catchthefishthroughprayersandstories

HistoryCultureResearch TheMarianaIslands:IndigenousHistory Guam and the Commonwealth of the Northern Mariana Islands CNMI are two current U.S. Territories in one archipelago with a deeply connected history and cultural heritage. They are located in the North Pacific as part of Micronesia (“Micro” = small; “nesia” = island), a name that was given by European settlers. However, native people have lived there for thousands of years particularlytheCHamoru(or Chamorro) The islands’ CHamoru names (seeAppendixTable3,suchas GuåhanforGuam,areusedinourgame map and have beenproposedformore officialuseinthelocallegislature.

The interruption of canoe building wasjustoneresultofacomplexcolonialhistory.Afteroccupyingthe Marianas for 300 years, Spain ceded the NMI to Germany and Guåhan to the U.S. after the Spanish American war. Japan took control of the NMI after World War I, and invaded Guåhan after bombingofPearlHarbor.WorldWarIIwasabrutalandviolenttimeontheislands,killingmorethan75,000 people (including many CHamoru) After the war, the US reclaimed the islands as territories and continues to have a major military presence This presence is especially important to note given the positionality of MIT, which receives more than a sixth of its research funding from the Department of Defense Nearly a third ofGuåhan’slandiscontrolledbytheUS military,includingmanyfertileareasthat were taken without native consent. Such occupation has caused ecological devastation, including the introductionoftheinvasivebrowntreesnake(whichdecimatedthenativebirdpopulationsaswellastheir seed dispersal benefits). This disruption has also reduced native limestone forests to 10% of theirpast landcoverage,reducingtheavailabilityoftheforests’nativelizardsandmedicinalplantspecies.

Ta Sungon Mo’na: Navigating Change May 9, 2022 using a techniquethatrequiredmakingincisionsintherootstogrownewshoots”Currentorganizations continuetospreadthisknowledgeonhowtogrow,eat,andenjoybreadfruit’shealthbenefits.

Breadfruit was also a key material for the peoples’ powerful canoes. Designs like the CHamoru sakman inspired admiration from Europeansettlers(asdescribedinaguidebytheCMNInon profit500 Sails). Micronesian people are also known for their extraordinary navigation skills, journeying between islands through detailed knowledge of star charts, ocean currents, and other landmarks. This enabled explorationaswellasmorelocaltravel,suchasthetransferofwaterbetweenislandsasneeded.Although such travel was outlawed by the Spanish settlers who colonized the Marianas, the navigation and canoe building skills have been sustained and spread by efforts like 500 Sails, this Penn Museum compilation,acollaborationwiththeDakotathroughUniversityofMinnesotaProfessorVicenteDiaz,and manymore TheMarianaIslands:ColonialHistoryandPresentSituation

From beforeWorldWarIItothepresent,thebalanceoffoodinGuåhanshiftedfromlargelylocalto90% imported.Seafoodisanotableexample;whilehalfofglobaltunasuppliesarecaughtintheWestPacific, littleisleftforlocalcommunities.GroupslikeGuamGreenGrowthandtheMicronesiaConservationTrust are seeking to uplift local solutions, such as the Palau Aquatics group that empowers women to farm mangrove crabs and supply local restaurants Other groups have produced glossaries andtime of year guidesforGuåhan’slocalfruitandvegetables,hopingtominimizedependenceonimportsthatmustfirst traveltotheUnitedStates(eveniftheycomefromcloserpartsofAsia)duetotheJonesAct Inaddition,theUS militaryisbuildingalivefiringtrainingrangeononeofGuåhan’smostsacred spaces Litekyan and the ancient village of Maguak). The range’s estimated 16 million bullets per year could contaminate the aquifer that supplies90%oftheisland’swater.Militarylandusehasalsoharmed

7

Military structures have also harmed health by fostering a reliance on lessnaturalfoodimports.

➢ Nihi(aneducationalyoutubeseriesthathighlightsindigenousknowledge)

MCCA’sisextendingthisworktotheislands’schoolcurriculum

SeeAppendixTable2Table2ConnectionsBetweenGameandCurriculum)

Otherrelevantpeergroupsinclude: ➢ GuåhanSustainableCulture(collaborationpossible)

AccordingtotheMCCAMITSolveproject: “The islands are home to a diverse population, including a high percentage of indigenous Chamoru, Filipino and Micronesian residents Thereareapproximately230,000residentsacross the Mariana Islands and about 49,000 are school aged children enrolled in the public school system GuamandtheNMIhaveconsistentlyrankedlowonUSStandardizedtestingmodules In our islands, we follow the US National educational curriculum standards that like many native peoplestheydonotreflectourlivedexperiences,ourenvironmentorthespecificchallengeswe arefacing.”

➢ SaganKotturanChamoru(agroupthatseekstospreadindigenouscultureandwaysofknowing)

MCCA has also centered indigenous knowledge in its educational materials, from a plant based cookbook (Fanggái'ase') to a place based sustainability video series (focusing on food sovereigntyand plasticwaste)

Climate change itself is another rising threat. According to Guam and CNMI reports from the Pacific Islands Regional Climate Assessment PIRCA, a warming planet increases the risk of coastal flooding, wildfires, water security risks, coral bleaching, and stronger (though not more frequent) typhoons.Suchhazardscanaffectbroaderissuessuchashealth,equity,infrastructure,ecosystems,and food security. Indigenous culture is also at risk due to impacts like the saltwater intrusion that has damagedburialgrounds,traditionalfoods,andmedicinalplants.Manyoftheseimpactsconvergedduring TyphoonYutu,oneofthestrongesttropicalcyclonesonrecordthatdevastatedtheislandsofTinianand Sa’ipanin2018

CurrentWorkofMicronesiaClimateChangeAllianceMCCA ThetyphoonalsomotivatedthecreationofMCCAtobuildcommunity basedsolutions.OtherMicronesian

8

indigenousLattestones,whichmarkedthestructuresandburialgroundsofancestralhomes Finally,the U.S.militaryistheworld’slargestinstitutionalproducerofgreenhousegasemissions,butisexemptfrom reportingandreducingemissionsininternationalclimateagreements.

Ta Sungon Mo’na: Navigating Change May 9, 2022

CurrentEducationSystem

islands have played an important role in international climate agreements, using groups like the Pacific IslandsForumtocallforgreaterglobalambitiontosustainislandlivelihoods.WhileMCCAhasadifferent role within U.S. territories, they have joined many coalitions (such as the Climate Justice Alliance) to accelerateactionacrosstheglobe

➢ 500Sails(collaborationunlikelyaccordingtoMCCA;couldreference)

Ta Sungon Mo’na: Navigating Change May 9, 2022 While historical topics like “colonization” and “assimilation” are prominent inGuåhan’shighschoolsocial studiescurricul lessvisible: Aword h2022 9

Ta Sungon Mo’na: Navigating Change May 9, 2022 GamesforSocialChangeandCulturallyResponsiveGameplay Groups like theUNandRedCrossRedCrescentClimateCentrehaveincludedgamesindisaster preparednesseducation,whiledesignerslikeElizabethLaPenséeandtheTesaCollectivehaveco created collaborativegameswithindigenousoractivistcommunities.Keytakeawaysincludelanguagetranslation, theinclusionofactualreferencesandorganizationswithinthegame,theuseofsocialmediatodiversify audiences,andtheimportanceofimplementation(notjustproduction). Like culturally responsive teaching which seeks to “center classroom instruction in multi ethnic culturalframesofreference”Gay,2009,culturally responsivegameplayshowcasesthepowerofgames tofunctionastoolsforpassingonculturalteachingsandpracticesLapensée,2016 Culturally responsive games can serve as sites to pass on Indigenous ways of knowing, with specificvaluesandcommunityteachingsintegratedintothegame’smechanics Agamedesignfacilitates the transmission of culturally responsive teachings when it actively involves players, requiring them to readpiecesoftraditionalnarrativesandknowledgeabouttheworldaroundthemwhileplayingthegame 10

Ta Sungon Mo’na: Navigating Change May 9, 2022 GameDesignResearch FieldScanofGamesforSocialChange Thefollowingtableshighlightmorethanadozenexamplesofcooperative,indigenous,orresilience focusedgamesandactivitiesacrossphysicalandonlineplatforms: A.FacilitatedActivities ResilientVille ➢ “ResilientVilleisarole playingexercisewhichadvancesparticipantawarenessoftheshortand longtermbenefitsof[community]problemsolvingattheneighborhoodlevel” ➢ Collaborativerole playingscenariogame1hour) ➢ OriginalversionsinCanadaforfloods,storms,earthquakes(pre andpost disaster) ➢ 70 page manual including comprehensive instructor guidelines, including pre tasks, materials required,groupsize,androlesforthemoderatororfacilitatorincommunityevents ➢ Keylessons:specificityofinstructionmanual,valueofspecificsituationstoclarifydiscussions ActtoAdapt ➢ A “giant board game in which the ‘community team’ has to prioritise vulnerable community resourcesandtakecollectiveorindividualactionstoprotectthemfromthe‘hazardteam.’” ➢ Circle basedactivityfor10 30people30 60minutes) ➢ Focused on teachingclimateimpacts,vulnerableresources,andindividualorgroupactionsto reducethoserisks ➢ PartofYadapt,acurriculumofgamesandactivitiestoeducateyouthonclimateadaptation ➢ Keylessons:youthengagementstrategies,theuseofminimalmaterialsforflexiblesettings Children’sClimateCards ➢ Asequenceofactivitycardsonclimateeducationandactionforages7 12. ➢ 1activitycardperdayfortwoweeks30 60minutes) ➢ Drawbacks: the distance in days from “learning” cards to “action” cards is too long ideally thesearecombinedinasingleactivity ➢ Keylessons:activityideas,howtophraseclimateimpactsinalessdepressingway 11

Ta Sungon Mo’na: Navigating Change May 9, 2022 B.BoardGames TheGiftofFood ➢ Acelebrationoflocalfoodwisdomwithindigenousco designforthePacificNorthwest ➢ Cooperativescenario basedgame;scenariocardsgiveplayers3options,letthemchoose,and thentellthemwhatcomesnexttofacilitatelearning ➢ Playerscanaddtheirownlanguagetocards ➢ NOTpubliclyavailabletopreserveknowledgeforindigenouscommunities;locationsare fictionalizedtofosterlandpreservation ➢ Keylessons:indigenousco designthatcentersdecision making,learning,andincorporationof players’uniquebackgrounds SpiritIsland ➢ “Asettler destructiongamewhereislandspiritsjoinforcesusingelementalpowerstodefend theirhomefrominvaders.” ➢ Cooperativerole playinggamewithcommonenemy;mapboardwithresourceandbattlecards ➢ Multi hourcomplexity ➢ Keylessons:world buildingofnativeprotection,balancinginterestvs.over complexity RiseUp! ➢ “InRiseUp,thegameweavesastoryaboutyourmovement,whichcaneitherbebasedin reality(likestoppinganoilpipeline)orfictional(likefightingfordragonrights).” ➢ Cooperative60 90minuteboardgamewithcommonenemy(“theSystem”) ➢ Teachestheimportanceofworkingtogether;powerfrom“chainofevents” ➢ Keylessons:collaborativemodelthatincorporatesplayers’ownstories WaterTomorrow ➢ “Playersrebuildwaterintheirregionwhilealsohavingtocontendwithdestructivepollution” ➢ Semi cooperativerole playinggame,whereeitheronepersoncanwinoreveryonecanwin together ➢ Playersusecardsfromtheirhandtofightpollutionandplace“accesstokens”thatbuilduptheir waterscore. ➢ Keylessons:semi cooperativemodelthatcombinesindividualandcollectivedecision making STRIKE!TheGameofWorkerRebellion ➢ “Playersleadacity widerebellionofworkersagainstamega corporation’sattempttotakeover theircommunity” ➢ Cooperative winorlosetogether ➢ Keylessons:activistco design,powersthatbuildupovertime FloodResilienceGame ➢ 2 4hourrole playinggame ➢ Keylessons:thelimitsofover complicatedgameplayandmonetarygamemechanics 12

Ta Sungon Mo’na: Navigating Change May 9, 2022 C.OnlineGames Palúw(proposed): ➢ AseriesofminigamestoteachMicronesianseafaringtraditions includingcanoebuilding, sailing,navigating,racing,andterminology. ➢ Individualcomputeractivities,moresimilartoavideogame ➢ Keylessons:topic relevantlessonsandworld building,importanceoffocusingon implementationinadditiontodesign(sinceit’sunclearifthisworkisbeingcarriedforward) StopDisasters! ➢ Playersmust“planandconstructasaferenvironmentfortheirlocalpopulationbyassessing disasterrisksandlimitingdamageinflictedduringanaturalhazardstrike” ➢ Individualeducationtoolforchildrenaged9 16 ➢ Keylessons:age specificlanguageandscenariosforresilience StormForce ➢ “Eachlevel,theplayersmustbattleagainsttheclocktoevacuatecitizensfromthewaterfront whilstalsocollectingsuppliesandvaluabledata” ➢ Onlinerole playinggame,ages12oradults ➢ Keylessons:framingofcoastalflooding’scauses,impacts,andoptionsforresilience Imprex ➢ Playersworkascommandersinahydrologicalforecastingoffice,wheretheyinteractwith colleaguestolearnvaluableriskinformationandgaininsightintofloodprojections ➢ Individualdecision makinggame,thoughmoretailoredtoadults ➢ Keylessons:examplesofrisk managementandframingaroundenvironmentalhazards WarehouseWorker ➢ “Demonstrateshowdifferentworkerswithinthesameorganizationexperiencethesocial determinantsofhealth.Eachmonth,playersarepresentedwithastorypromptandadecision tomake,dependingontheirchosencharacter.” ➢ Individualrole-playingdecisiongame ➢ Keylessons:scenario basedstoriesandoverall“healthmeter” 13

tests+conversationswithartists.

Fullgameiteration,andplanningofplay

Gameworldideas,anddiscussionofthegame’sroleintheschoolcurriculum

Firstplay testwithfiveplayers(mostlyhighschoolstudents)

14

Workshop7,4/19/22

Sharetwonear-completegamedesigns.

Workshop3,3/15/22

Workshop2,3/8/22

Workshop4,3/29/22

Workshop1,3/1/22

Workshop6,4/12/22

Play testdebrief,discussionofeducatorguide,andcheck inongameart

TimelineWorkshopSummaries

In persontimewithMoñeka;debriefandsharingofgameboard

Ta Sungon Mo’na: Navigating Change May 9, 2022

Workshop9,5/5/22

Secondplay testwitheducators,adults,andstudents

Workshop8,4/26/22

Stakeholdermapping,fieldscanofsimilargames,andnextiterationofgame

Determineourjointscopeofwork,sharinginitialgameideas,anddiscussion ofgameplaysettings

Workshop5,4/5/22

DatesareinChamorroStandardTime:

Ta Sungon Mo’na: Navigating Change May 9, 2022 CommunityStakeholderMap Screenshotofdifferentstakeholdergroupsfromourbackgroundresearch,fromWorkshop2,3/6/22. PlayerExperienceResearch PlayerInterviewSummaries MichelleVoacolo,MCCADirectorofOperations,ChristianSanNicolas,MCCAProgramCoordinator Date:March14,2022 Keytakeaways: Michelle and Chrisitian provided on the ground context and helpful ideas to tie game mechanics to CHamoruwaysofliving,suchas: ➢ Addingahealercharacter ➢ Addinga“wildcard”relatedtotheTaotaomo’naspirits ➢ Thestorylineoftravelingbetweenislandstobuildcapacityandresilience 15

Amara,Maase,Luke,MeJin,andMariana

➢

➢

Keytakeaways: ➢ Games often have a trade off between realism and playability games with more details also become morecomplexandpotentiallylessaccessible.Wemuststrikeabalancewithourgame makingitrealenoughtohaveeducationalvaluebutsimpleenoughtobeplayedandunderstoodin aclassorcommunityeventofroughlyonehour. Weshouldconsiderwhethertherewillbefacilitatorstakingplayersthroughthegame…andifnot, themechanicsmustbeeasyforplayerstopickupthemselves

Amara,Maase,Moñeka,Franceska,Dr.Kelly,andMichelle

Ta Sungon Mo’na: Navigating Change May 9, 2022

➢ Roleplayingandsharingstories oncethegamegotgoing,playersreallygotintotheirroles The elderthoughtaboutwhathergrandmothermightdo,andastudentsharedapersonalexperience

Keytakeaways: ➢ Clarityofgoalsandinstructions westruggledtopresenttherulesefficiently,andthemechanics ofplayingonZoommadeithardertogivetheplayersagency. Playerrelationships withplayercamerasoff,wehadtotakeamoreactiveroleinfacilitation

Date:April25,2022 Keytakeaways: - Roleoffacilitator afterintroducingthegame,wetriedamorehands offapproach,butMoñeka hadtostepintokeepthingsmoving.Playeragencyvariedbasedonone’sdeviceandbandwidth. - Clarityofrules therewereminorconfusionsandsuggestededits(e.g.makeithardertowin!. - Efficiencyofformat playerssuggestedalimitonplayerresponsestoaddurgencyandhelpfinish thegamewithinaclassperiod. - Promisingartwork alladmiredtheartanddesigndraftsfromFranceskaandMelissa. 16

DanielD’Oca,AssociateProf.inPracticeofUrbanPlanning,HarvardGraduateSchoolofDesign

Date:April11,2022

Date:March21,2022

➢ Ourco designprocessisstrong;nowwejusthavetoprototypeanditerateonthegame!

ofvacuumingfloodwaters Keyquotes(fromtheZoomchat): ➢ “I think the game does a good job creating conversations but becausewearemostlyunfamiliar witheachotherit'salittlehardertoopenup” ➢ “It was kinda hard in the beginning but was overall awesome to the blossom in the end! Cheeeeeehoooo! I'd buy this game when it comesout.Itwouldbecooliftherewerepicturesof thecharacters”

Play-TestSummaries

hazards.

The game also uses island specific characteristics for the conception of environmental (or “climate”) Hazards are quantified based on the common framing of risk as thecombinationof probability consequence. Probabilities depend on the hazard and island, as shown in the Climate HazardRiskChartofthegamerules: Droughts are most likely in Guåhan given recent reports of the Pacific Islands Regional Climate AssessmentPIRCA,anddecreaseinlikelihoodbypopulationtoreflectthelevelofwatersource depletion (except for Luta, which is given the lowest probability given its mention of “beautiful freshwater”inTable3.

Ta Sungon Mo’na: Navigating Change May 9, 2022 GameMechanicDesignRationale GameRules SeeAppendixBFullGameRules GameStory Itistheyear2030.GlobaldisastershavedisruptedfoodandfuelimportstotheMarianaIslands,leaving people to canoe for travel. You and your neighbors have gathered on Guåhan tofigureoutwhattodo. Suddenlyalargealbatrosslandsinfrontofyou.Ataotaomo’na! Itspeaks:“IhaveflownherefromthefurthestGåniIslandtowarnyou.Moredisastersarecoming. Youmusthelpprotecteachislandtoensureafutureforusall.”Thetaotaomo’naleavesyouwithamap andacoconutsprout,beforetakingoff. YourGoals 1 KeeptheMarianasHealthMeter(coconutsprout)ashighaspossible, 2 Buildupclimateresilienceoneveryisland,and 3 TravelaroundandreturntoGuåhan Structure The game ends after 4 rounds or 40 minutes, whichever happens first. Round1istheyear2030;each roundrepresents5yearspassing. GameRules:DesignRationale Several game details are also grounded in real island characteristics For example, eachislandallowsa certainplayerroletotakeanextraturnbasedonitshistoryandculture(seeTable3 Thisrulecanhelp playersbuildanappreciationfortheuniquecharacteristicsofeachisland

and

Floods are most likely in Luta and Guåhan (given southern flash flood frequencies),slightlyless likelyforTinianandSa’ipan,andleastlikelyforGånigivenitslackofcurrentinhabitants TyphoonsaremostlikelyforGåniandleastlikelyforGuåhanandLuta,givenPIRCAprojectionsof increasedordecreasedfrequency(respectively)overtime

17

Thisway,playerscan learntoadapttothesehazardswithouthavingthegameendifoneoccurs

In general, the risks are spread across most dice rolls to reduce the “variance” between experiences of “no hazards rolled” and “terrible hazards rolled.” A “lucky 7” allowsforthechanceofno hazards,whileotherunluckyrollsinvolvemultiplehazardsoccurringatonce(astheycaninreality).Under the current rules (if the health meterstartsat15,playerswouldfindithardtowinwithoutbuildingany resilience, but are unlikely toseethehealthdroppingtozerobeforeround3or4

TeamValues Unohit Weareoneandthisishome.Weareconnectedtoeachotherandtotheland.

Belowisasummaryofkeydesigndecisions,basedonalignmentfromplayervalues: GameDesignChoicestoAlignwithGameValues

2.Collaboration

The core mechanic of the game is playing action cards, encouraging other players to collaborate and chimein,bothontheboardandatthetable.

1.UnoHit

The game reinforces the idea that we all will suffer the wider consequencesofthesechangesandcan worktogethertohealthecommunityatlarge.

TeamValues:DesignRationale

Part of the strategic decision making that the players face isthinkingabouttheiractions(literally,their actioncards!canbestbeutilizedtohelpthegroup

3.Stewardship Thegame’snarrativeisdirectlyfocusedontheabilitytorepairanislandafteradisaster.

4.Generosity

Ta Sungon Mo’na: Navigating Change May 9, 2022

Collaboration Wemakethisjourneytogether

Stewardship Wetakecareofeachother,ourpeople,ourplanet,andourselves.

Typhoons are generally less likely but more severe than the others Severities increase every turn to reflect the projections of climate change impacts in the PIRCA reports. However, players can build resiliencetoeachhazard,tohighlightthelocalactionsthatcanhelpevenifwecannotcontrolwhenthe hazards happen. In addition, the “chance” cards include examples of global climate action, climate resiliencefunding,coralbleaching,orElNiñothatcaninfluencethehazardspositivelyornegatively.

Generosity Weonlypickwhatweneedandwealwaysleavesomethingontheplateforothers.

18

Wearestrongerwhenwegrowthebigger“we”

Ta Sungon Mo’na: Navigating Change May 9, 2022 GameDesignChoicestoResistAnti GameValues Anti-1.Individualism&competition The game focuses on cooperationandcollaboration,ratherthananysenseofcompetition.Allthegame actionsdirectlytieinwiththecollaborativegoal. Anti-2.Extraction Playersneedtoconfronttheveryrealthreatsbeingfaced. Anti-3.Progresswithoutculture Manyofthecardpromptsinviteplayerstocelebratetheirculturalheritage. FurtherRationaleforKeyGameDesigns 1 Spreadingdicerollsacrossislands a → Implements meaningful decision points where players are confronted with several possiblecourses b Createsengaginggameplay 2. Shiftingwinconditionfromtraveltohealth a. →Tiesvictorytotheplayers’abilitytokeeptheislandsrelativelyhealthyinthefaceofthe environmentalhazardsinsteadofjusttravelingacrossislands 3. AdjustingtheIslandHealthsystem a. Healthcanbelostandgained b. Reflectsreal worldvalues c. Createschanceforgrowthandregeneration 4 Rescalingdisasterconsequences a Havedisasters’impactsincreaseovertime b Resultsingrowingchallengesasplayersgainfamiliaritywiththegame c Replicatesreallifeenvironmentalcrisis 19

Ta Sungon Mo’na: Navigating Change May 9, 2022

FinalGameDesign

GameBoard 20

21

PlayerBoard

Ta Sungon Mo’na: Navigating Change May 9, 2022

Ta Sungon Mo’na: Navigating Change May 9, 2022

PlayerProfileCards

22

Ta Sungon Mo’na: Navigating Change May 9, 2022 ActionCardsChanceCards 23

Ta Sungon Mo’na: Navigating Change May 9, 2022

GameTokensPieces

GameRulesEducatorGuide Please see Appendix A Full Game Rules and Appendix B Full Educator Guide & Curriculum for more details. 24

Ta Sungon Mo’na: Navigating Change May 9, 2022

➢ Playtest often and early! Though we only had one month to playtest and iterate on the game, every feedback session was valuable, even when itwasjustamongstourselvesandourfriends When we played in our team, we learnedaboutaccessibility Whenwevirtuallyplayedwithhigh school students in the Marianas over Zoom, we learned aboutstorytellinganduseraccessibility considerations for virtual gameplay When we played with professional game designers, we learned how to adjust game mechanics to increase stress just enough to keep the game challenging but fun. Finally, when we playedwitheducatorsandorganizers,wegottorefinethe waysweaskedquestionsandbuiltengagement.

➢ Front loadingcommunicationchannels andsettinguparegularmeetingtime wereimportant stepstokeepusonthesamepage(whilebeingflexibleforplay

torespecttheirwide rangingwork) ➢ Invitingcollaboratorswithlocalandsubject specificexpertise,likeourvisualdesigner/illustrator FranceskaandplayresearcherJustin,notonlyhelpedusfillinmissingskillsonourteam,butalso allowedformoreaculturallygroundedandprofessionallydesignedgame ➢ Finally, we deeply appreciate all we have learned about indigenous CHamoru culture (both through personal research as well as our partners) and will carry forward their teachings of gratitudeandcollectivestrengthintoourlivesgoingforward. NextSteps ➢ Connect with a game designer and continue to playtest!Wewereonlyabletoplaytestafew times,andthereisstillalottolearnandrefinethroughfeedbackfromdifferentcommunitygroups. Tocontinuerefiningthisgame,westronglyencourageyoutobuildateamwithavisualdesigner, userexperience/accessibilitydesigner,andgamedesigner/playresearchersothattheycanmake decisionstogether. ➢ Play test with different community groups, especiallyeducators:Tobetteranticipatehowwell this game integrates into high school classrooms, run at least 2 3 playtests witheducatorsand students. 25

testersorMCCA’stravellogistics

Takeaways Wearegratefultoworkwithinspiringcollaboratorsonsuchameaningfulproject.Herearetakeawayson ourprocess:

➢ Having a clearly defined goal afterthefirstorsecondweekwascrucial.Oncewefoundagood scopeofwork(intheformofagame)thatmetMCCA’sneedswithinourtimeconstraints,wewere able to spend more time on the design process itself. Having a clear timeline for game design helpedustodevelopaprototypeandprintedproductwithinthetimeframeofasemester.

Ta Sungon Mo’na: Navigating Change May 9, 2022 ➢ Tipsforfacilitatingaplaytest:Takeastepbackandfocusonobservingandtakingnotes Letthe players make decisions, ask youforquestions,andfigurethingsoutontheirown.Ifyouneedto helpthemalong,that’sasignthatsomethingaboutthegamecouldbeclearer! ➢ Determine how to print and share physical game: Work with Franceskatoexportandprintthe gameatalocalprintshop.Weprintedthegameboard,playerboard,andallcards(playerprofiles, actioncards,andchancecards)on13”x19”cardstockpaper.Theprintercutthesecardsforus(to get a cleanline).Weprintedthegametokensonstandard8.5”x11”andcutthesecirclesoutby hand. ➢ Addthefinishingtouches!WorkwithFranceskatofinishthe“productdesign”(e.g.thegamebox, figuringouthowthepiecesfittogether,etc) Workwitha“userexperience”designertocleanup thegamerulebook ➢ Consider“gamelevels”:Onceplayersarefamiliarwiththebasicrules,whatcouldan“advanced” gameplaybelike?MaybeonceplayersreachacertainlevelontheMarianasHealthMeter,they’re paralyzed? Maybe there are more complex (but powerful) “boosts” related to specific islands? Work with a game designer to figure out how this game could get harder, allowing for possible discussionquestionsaboutcomparingthe“easy”and“advanced”versions:Whatmightthisteach studentsaboutworkingtogethertowardsclimatejustice? ➢ Once the game’s core mechanics and designs aremostlyset,itwillbeeasiertotranslateintoa virtual game. Work with a “user experience” designer to think through some technical considerationsforvirtualgameplay.Forexample,howwillstudentssharestoriesandtalkwithone anothervirtually?Willtheybesharingtheirscreen?Willoneplayerbemovingallthepiecesforthe wholeteam?Howmightthegamestayengagingevenwhencamerasareoff? ➢ Hire a game developer to buildthevirtualgame OneresourcecouldbetheEngagementLabat EmersonCollege,whichisateamMelissahasworkedfor:https://elabemersoneduTheircontact isEricGordoneric gordon@emersonedu ➢ If interested, you can connect with the larger community around civic game design A few well knownexamples: ○ GamesForChangeG4C:Amajor“gamesforgood”annualfestivalandcommunitybased inNewYorkCity,connectedwithnetworksofpotentialfundersJustinWarrenknowsalot aboutthiscommunity!. ○ Prof.IanBogostwhowrotePlayAnything,basedoutofWashingtonUniversityinSt.Louis. ○ Prof.RobinHunicke’sgamedesignfirm,Funomena,basedinSanFrancisco,CA. 26

Ta Sungon Mo’na: Navigating Change May 9, 2022 AppendixAFullGameRules TASUNGONMO’NA NavigatingChange GAMERULES Story Itistheyear2030.GlobaldisastershavedisruptedfoodandfuelimportstotheMarianaIslands,leaving peopletocanoefortravel.YouandyourneighborshavegatheredonGuåhantofigureoutwhattodo. Suddenlyalargealbatrosslandsinfrontofyou.Ataotaomo’na! Itspeaks:“IhaveflownherefromthefurthestGåniIslandtowarnyou.Moredisastersarecoming.You musthelpprotecteachislandtoensureafutureforusall.”Thetaotaomo’naleavesyouwithamapanda coconutsprout,beforetakingoff YourGoals 1. KeeptheMarianasHealthMeter(coconutsprout)ashighaspossible, 2 Buildupclimateresilienceoneveryisland,and 3. TravelaroundandreturntoGuåhan. TeamValues Unohit:Weareoneandthisishome.Weareconnectedtoeachotherandtotheland. Collaboration:Wemakethisjourneytogether.Wearestrongerwhenwegrowthebigger“we.” Stewardship:Wetakecareofeachother,ourpeople,ourplanet,andourselves Generosity:Weonlypickwhatweneedandwealwaysleavesomethingontheplateforothers. GameStructure Thegameendsafter4roundsor40minutes,whicheverhappensfirst.Round1istheyear2030;each roundrepresents5yearspassing. ChooseYourPlayer YoucanplayasaHealer,YouthOrganizer,Elder,Navigator,CommunityOrganizer,orFarmer (Tip:Add yourowntwistorrenameyourcharacter,like“Engineer”or“Musician”! GameSetup 1 Onthegameboard,startyourteam’scanoeonGuåhan 2. OntheMarianasHealthMeter,setthecoconutsproutat15. 3 Pick3ActionCardsfromthedeck (Tip:Showyourcardstoyourteammates;youcanstrategize together! 27

Ta Sungon Mo’na: Navigating Change May 9, 2022 Howmightthisgamefitinmyclassroom? ScanthisQRCodetoseeouraccompanyingEducatorGuidewithsuggested discussionquestionsanddetailstoenrichthegameexperienceforstudents GameInstructionsperRound Step1.TEAMRollforapotentialclimatehazard! Asateam,rollthe2dicetoseeifaclimatehazardhits. UsethisClimateHazardRiskCharttoseeifahazardhitsoneormoreoftheislands: Ifyou rolla… Adrought hits… Afloodhits… Atyphoonhits… 2 Luta Nothing Guåhan 3 Gåni Nothing Tinian 4 Tinian Nothing Nothing 5 Sa’ipan Nothing Nothing 6 Guåhan Nothing Nothing 7 Nothing Nothing Nothing 8 Nothing Luta Nothing 9 Nothing Guåhan Nothing 10 Nothing Tinian Gåni 11 Nothing Sa’ipan Sa’ipan 12 Nothing Gåni Luta Didanislandgethitbyaclimatehazard? Ifyes,seethenextpagetoseehowmuchdamagewasdone Ifnot,youcanmoveontoStep2 28

Ta Sungon Mo’na: Navigating Change May 9, 2022 Ifaclimatehazarddidhit: UsethisHealthImpactCharttocalculatethedamagedonetotheMarianasHealthMeter,perislandhit: Round Ifadrought hits,reduce healthby: Ifafloodhits, reducehealth by: Ifatyphoon hits,reduce healthby: 1,Year2030 3perisland 2perisland 4perisland 2,Year2035 4perisland 3perisland 5perisland 3,Year2040 5perisland 4perisland 6perisland 4,Year2045 6perisland 5perisland 7perisland MovethecoconutsproutdowntheMarianasHealthMeter,basedonthecombinedimpactfromallislands hit. *Note:Everyround(e.g.every5years),thedamagesfromclimatehazardsgetworse,duetoglobal inactionandcompoundingcrises! Step2.TEAMDrawaChanceCard! Theteamdraws1ChanceCardfromthedeck,andfollowsitsinstructions. Thiscouldbegoodorbad,seriousorsilly! Hint:Ifthecardpreventsaplayerfromtalkingthisround,youcanalwayswriteoract Thejourney mustgoon… Step3.INDIVIDUALEachplayerplaysanActionCard. Playerstaketurnsplaying1oftheir3ActionCards. Youcanchooseto: 1. Buildresilienceonanisland:ThisreducesfuturedamagetotheMarianasHealthMeterwhena Flood,Typhoon,orDroughthitsthatisland 1totheHealthImpactChart) - Ifyoudothis,placetheappropriateResilienceTokenontheislandofyourchoice. TheseResilienceTokensdon’tgoawayoncethey’reused!Onceyou’vebuilt flood/drought/typhoonresilienceonanisland,itstaysthewholegame 2 Healtheislands:ThisincreasestheMarianasHealthMeterimmediately Ifyoudothis,movethecoconutsproutuptheHealthMeterby1(upto3,ifplayersadd on) 3. Traveltothenextisland:Thisallowsyourteam’scanoetosailusingTravelTokens.Thenumberof tokensneededdependsonthenumberofplayers Tokensarestoredinthe“TravelTokenPool”on thegameboard. OnceyourteamhasenoughTravelTokens,youcanmoveyourcanoetothenextisland DiscardtheusedTravelTokens(youmustbuildthemupagain).Yourteammusttravelthe islandsintheordershownonthegameboard. 29

Ta Sungon Mo’na: Navigating Change May 9, 2022 RulesforplayingActionCards: Option:WhoeverplaystheElder(ortheoldestplayer,ifthereisnoElder)pickswhogoesfirst. OnceyouchooseyourActionCard,youhave30secondstorespondtotheprompt Yourteamwill keeptimeusingthetimer. AfteryourespondandyoureceiveyourpointsorTokens,upto2otherteammatescanalso answeryourActionCardtoaddmorepointsorToken(foramaxof3total). OnceyouuseyourActionCard,itgetsdiscardedandyoudrawanewActionCardfromthedeck. IslandBoost! Eachislandallowsacertainplayertoplay2cardsinaround. Ifyourteamison… IslandBenefits Guåhan CommunityOrganizerplays2cards,due tostronglocalnetworks. Luta Elderplays2cards,duetostrongcultural traditions Tinian Farmerplays2cards,duetostrong cattle raisingtraditions. Sa’ipan Navigatorplays2cards,duetostrong seafaringtraditions. GåniIslands Healer plays2cards,duetostrongnatural conservation. 30

Ta Sungon Mo’na: Navigating Change May 9, 2022 AppendixBFullEducatorGuide&Curriculum TASUNGONMO’NA NavigatingChange EDUCATORGUIDE Welcome!TaSungonMo’na(meaning“forgingahead”)isacollaborativegame,setinthenear future,to helphighschoolstudentsandotheryoungpeopleintheMarianaIslandsnavigatetheclimate related issuesfacingtheircommunitiestogether. Withgameelementsdesignedaroundfourtraditionalvalues(unohit,collaboration,stewardship,and generosity),studentsroleplayasoneofsixcharacters,eachanintegralcommunitystakeholderfor climatejustice,whileworkingasateamagainsttheclock Throughsharingstoriesandrespondingtoculturally specificcards,thegamechallengesstudentstothink criticallyandcollaborativelyaboutcommunity centeredactionstotakeagainstclimatechange,while centeringCHamoruculture,histories,andcommunities. LearningObjectives Afterplayingthisgame,studentswillbeableto: 1. Applylessonsfromreal worldexperiencesandhistoricaleventsinresponsetosimulatedclimate disasterevents, 2. NameactionsagainstclimatechangebasedonIndigenousvalues,understandings,and approaches, 3. Reflectonsharedexperienceswithotherplayersthroughstorytelling, 4 Empathizewithdifferentcommunitystakeholdersthroughrole playing, 5. Synthesizeinformationunderpressure(time)andcollaborativelymakedecisions. HowdoIplaythegame? PleaserefertotheTaSungonMo’nagamerulesforinstructionsonhowtoplay. HowcanIfitTaSungonMo’naintomyclassroom? Thesearesuggestedpracticesforincorporatingthisgame: 1 UseTaSungonMo’naasastand alonewaytointroduce/reinforceconceptsofclimateeducation tostudents 2 Forablendedlearningapproach,beginandendthegamewithsuggestedteacher facilitated classroomdiscussionquestionsstatedbelow. SeeourReferencesforanoverviewoftheresearchbehindthedesignofTaSungonMo’na Wealsoprovideaninformationallinkwitheachplayercardprompttopromotelearningfromrealeffortsto buildsustainability 31

Ta Sungon Mo’na: Navigating Change May 9, 2022 Table1TheGamePlayExperience Narrative Game ExtensionActivities Amaximumof60minutescombined Timewillvary Thestories,questions,andnarratives presentinourgameallalignwiththe Guåhanhighschoolsocialstudiesand sciencecurriculartopics Among otherthings,thegamehas ● 1interactivemap ● 6exampleplayerroles ● 40playercards ● 15eventcards ● 3climatehazards,definedby dicerollchancesandatable ofseverity Thesepositiveandnot so positive twistsandturnsemphasizethewide rangeofpotentialislandhappenings. Afterthedicearerolled, studentsanswercardprompts thatreflectthekeyvaluesof collaboration,stewardship, generosity,andgratitude. Playeractionsaredetermined basedontheirresponsesto thecards,whichthenaffect theirabilitytobuildresilience andtravelbetweenislands. Theoverallgoalofthegame istokeepislandhealthas highaspossiblewhile travelingtoalloftheIslands. Forarich,cross curricular approach,wesuggesthaving yourstudentsbeginandend thegamewithreflective exercisesandgroup discussionquestions These activitiesallowforthegame tobeapartofalarger classroomdiscussion Pre GameDiscussionQuestions&Topics ● Whatcomestomindwhenyouthinkofsustainability? ● Whatdoesastrongcommunitylookliketoyou? ● Wheredoyouseeextractivecolonialsystemspresentinyoureverydaylife? ● Howcanstorytellingbeusedasavehicleforsparkingconversationandtakingaction? ● Whatisthedifference,foryou,betweencenteringastoryoncultureandvaluesversusdisaster? Howdoesthischangehowpeopleactandreacttothestory,ifatall? Post GameDiscussionQuestions&Topics ● HowdoyouunderstandyourindividualandcollectiveactionstobeinterconnectedtoIndigenous food,transportation,social,andnaturalsystems? ● Whatcontext/informationwouldhavebeenhelpfulinplayingthegame?Why? ● Thinkbackuponyourcollectivedecisions.Whichchoicedidyoumakeasagroupthatbenefited yourgroupthemost?Why? ● Whichcharacterinthegamedoyourelatethemostto?Why? ● Howmightyourexperienceengagingwithnegativeoutcomesinthegamehelpyouapplynew thinkingtoyoureverydaylife? ● Whataresomepersonalconnectionsyoucanmaketothegameandthestoriesittoldor themes/valuesitrepresented? 32

Ta Sungon Mo’na: Navigating Change May 9, 2022 Table2ConnectionsBetweenGameandCurriculum Generalbackgroundoncurriculum WhereTaSungonMo’nafitsin BL230Recognizeanddescribehowhuman beingsarepartofEarth’secosystemsand thathumanactivitiescan,deliberatelyor inadvertently,altertheequilibriumin ecosystems Ourgamehighlightstheincreasingthreatofclimate andenvironmentalissuesduetohumanactivities,as wellastheactionspeoplecantaketobuildresilience orreducetheireffects. AG1.1Discussspecificculturalresponsesto persistenthumanneeds&contemporary issues Playersmustaddresscardpromptsusingvarious approaches(storytelling,resilience basedorganizing, etc.).Thecardpromptsfosterculturally responsive gameplay,place basedlearning,andconcrete responsestocurrentissues. GH2.4KeyQWhateffortshavebeenmade inorderforthepeopleofGuåhantoattaina greatermeasureofself determination? Certaincardsinvolvetopicsoffood,land,andlocal sovereignty aswellaslinkstolearnmoreabout real worldeffortsinthisspace WH23CauseEffectvs Correlation&SAT 10objectiveofrelatingcause&effectto historicalevents WH24Long&short termcause+effect relationships Playerscanseetheeffectoftheiractionsonthe game,bothindecisionsonbuildingresilienceaswell asimprovingislandhealthandtravelcapacity. WH31Analyzinghowphysical/cultural landscapesofworldinfluenceinterpretation onpast Thegameisgroundedinthegeographyand environmentalattributesoftheMarianaIslands. WH1.1Demonstrateappreciationofcultural values Ourgameinstructionshighlightthevaluesof collaboration,stewardship,generosity,andgratitude GH2.3AncientCHamoruSocietyModern Guåhan Cardpromptsbasedonelementsofancientsociety, andeducationallinks(onepercard)tolocalgroups thatarecarryingforwardtheseteachings GH5.1Explainhowsocialchange&economic factorshaveimpactedthephysical environment(includingtourismindustry, influxofimmigrants,U.S.militarybuild up) Our“chancecards”andplayerpromptsinvolve elementsofthesetopics(suchasthemilitary),aswell aseducationallinkstocurrenthappeningsinthis space. 33

Ta Sungon Mo’na: Navigating Change May 9, 2022 ReferencesforResearch-basedDesign Ourgamedesignanddevelopmentprocessreliedontheincrediblewisdomandparticipationofour partnersatTheOneCanoeProject.WeassessedGuåhan specificcurriculumneedsaswellas culturally responsivegameplay gameplaythatdrawsfromandupliftstheculturesinvolved Beloware additionalreferencesonthesetopics Significance&ImplicationsofCulturally-ResponsiveGameplay Likeculturally responsiveteachingwhichseeksto“centerclassroominstructioninmulti ethniccultural framesofreference”Gay,2009,culturally responsivegameplayshowcasesthepowerofgamesto functionastoolsforpassingonculturalteachingsandpracticesLapensée,2016. TheRoleofGameplayinLearningEnvironments Gamescanserveadualpurposeintheclassroom,servingasbothafun,engagingexerciseandalsoan activitythatholdsavarietyofrelevantlessons Imaginativeandrole playinggames“particularlyhelp learnersdevelopskillsandintuitionbecausetheyinvestinthedecisionstheymakeandpersisttodo better”Clarketal.,2014aascitedinCommonSenseMedia,2015).Accordingtoresearchfocusedonthe useofgamesinclassrooms,interactivegames(likeTaSungonMo’na)necessitate“higher ordercognitive, intrapersonal,andinterpersonalprocessesandskills”Clarketal.,2014. TheImpactofFantasticalScenarios Anearlystudyin1983foundthat“imaginingoneselfperforming(ornotperforming)acertainbehavior producescorrespondingchangesinintentiontowardsthatbehavior”Anderson,1983.Gamesemploying role playallowplayerstoadoptidentitiesotherthantheirown,engaginginbehaviorsbeyondwhatthey mightnormallyconsider. TaSungonMo’naisaninteractive,collaborativewaytogivehighschoolstudentstheagencytoexplore issuesofclimatechangeincludingfoodandlandsovereigntywithintheMarianaIslands.Throughthe commonchoose your own adventureformat,studentsplayononesingleteamthroughtheperspectiveof oneofsixmaincharacters,eachofwhomplaysanintegralroleinthecommunity.Thevariedstorypaths andmultipledecisionpointschallengestudentstothinkcriticallyaboutissuesdirectlyfacingtheir communitiesandworkcollaborativelytoexplorecoursesofaction 34

Ta Sungon Mo’na: Navigating Change May 9, 2022 Table3SummaryofResilience-BasedLearningTheory 35

Ta Sungon Mo’na: Navigating Change May 9, 2022 Table4SummaryofResilience-BasedLearningCaseStudy 36

Ta Sungon Mo’na: Navigating Change May 9, 2022 AppendixCMarianaIslandsMapwithCHamoruNames MapfilesarelocatedinourprojectGoogleDrive:detailedmapimageandhigh levelmapimage: 37

Anatahan Anatahan Activevolcanothatlasteruptedin2005.Peoplewereliving therepriortothateruption ThereisafascinatingWorldWarII storyaboutasinglewomanandherpleaforsurvivalasthesole femaleontheislandwith50Japanesesoldiers.

Gåni Islandsnorthof Saipan 11pristinevolcanicislandsthatarelargelyuninhabitedtodaybut weredwellingplacesforChamoruandCarolinianancestorsand alsousedforagriculturaldevelopmentbytheJapaneseand Germans

Sa’ipan Saipan Strongnavigating,nativecommunity;theCommonwealth’s capital.TracesofhumansettlementsonSaipanhavebeenfound byarchaeologistsrangingover4,000years,including petroglyphsatKalaberaCave(aprehistoricburialsite)and ancientLatteStones.

38

Characteristics

Ta Sungon Mo’na: Navigating Change May 9, 2022 Table5Island-SpecificCharacteristics SharedbytheMicronesiaClimateChangeAlliance:

duetothelargenumberofferalgoatspresentthere

Sarigan Sarigan EndangeredbirdsliketheTinianMonarchhavebeen reintroducedtherebytheU.S.FishandWildlifeService.Sarigan has50%ofalloftheMarianasMegapodsorSasngatpopulation Guguan Guguan Intheearly1980s,Guguanwassetasideasanaturepreserve andisanimportanthabitatfornativespecies.Ithasneverbeen permanentlysettledbyhumansandisfreefromintroduced specieslikeungulates.

Tinian Tinian Sustainablecattlegrazing,richculturalsites;likelytohavebeen thefirstislandinOceaniatohavebeensettledbyhumans

Aguihan Aguiguan Uninhabited,ImportantBirdAreaIBA;nicknamed“GoatIsland”

CHamoruname Alsoknownas:

SankattanSiha

CNMI Madeupofthe14volcanicandlimestoneislandsnorthof GuåhanfromRotatoUrakas,spanningover300milesNorthto South.TheMarianastrenchstarts400milessouthofSaipanand runsalongtheeasternsideofthearchipelago.

NaIslas

IslandsfromGuåhantoSaipan.

Guåhan Guam “Guåhan”means“placeofhaving”Guåhan'scapitalisHagåtña Northernpartoftheislandismadeoflimestoneuplifts

Luta Rota Hasbeautifulfreshwater,elders,language,andtraditional knowledge

No’os Farallonde Medinilla Fishingandbirdsanctuary.Soldforabout$20,000totheUS MIlitarytouseaslivebombingrange

Laguas

Mariånas

eruptionin1981evacuatedeveryonebutmanyhaveexpressed

Ta Sungon Mo’na: Navigating Change May 9, 2022 Pagan Pagan Hasanactivevolcanoandadormantone;mineralshelpto hardenconcretepozzolan.Wasidentifiedin2014asapossible locationformilitaryweaponstestingandtraining Afteryearsof communitypressuretheDODannouncedin2022thatitis abandoningitsplansforPagan.Haspopulationsofintroduced wildcowsandgoats

Asongsong, Asuncion AsuncionIsland

Ma'ok MaugIslands “Champagne”,threesmalluninhabitedislands,thetopofa caldera,orvolcanocrater. Uracas FarallondePajaros Uninhabited,importantislandforsea.

Agrihan

Hashistoricallybeeninhabited;amassive intentionsofreturning. Agrihan Importantresourceislandfortraditionalmedicineandseafaring HadafewresidentsuntilallofGåniwasevacuatedinAugust 2021duetoconcernsofseismicactivity. Theentireislandisamassivestratovolcano,lasteruptedin 1906;ImportantBirdArea.LikemostoftheGåniislands,ithas remnantsofCHamoruLatteculture.

39

Ta Sungon Mo’na: Navigating Change May 9, 2022 Siyu’osma’åse MicronesiaClimateChangeAlliance MoñekaDeOro MichelleVoacolo ChristianSanNicolas GameDesignTeam FranceskadeOro JustinWarren DanielD’Oca(feedback) Andallourplay testers:Amara,Maase,Luke,MeJin,Mariana,andDr Kelly IndigenousEnvironmentalPlanningClass GabriellaCarolini LarrySusskind DeníLópez OurClassmates 40