For the Instructor :
• Sit so that different teams can come to you but your map is hidden from view
• Have chance cards on the desk so that each team can take one when they come to search the map
Read out the scenario to the class . Outline what they have been given ( map , technique cards and search log ), any costs associated with techniques and if there is a budget for the overall search . Ask the class to develop their search by :
1 . Thinking which level of investigation the search should start at considering the information they have .
2 . Assessing the terrain and thinking about what techniques would be suitable .
3 . Planning how they would carry out their ideal search but also thinking about a contingency plan .
Once the students have decided where to start their search , they can approach the instructor and ask to search a certain square , for example J6 , with their chosen techniques , for example cadaver dogs . Our students are told they can only search one square at a time , but if you wish the game to be shorter , you may choose to search two or four at a time . They must also take a chance card , which may alter their search success , for example , if it is snowing the dogs will be less efficient . The instructor then responds according to what is in that square , if anything , for example , they know there is an animal carcass to the edge of that square so they can state that dogs respond with a positive signal and you find a body . The students must then ask an Anthropologist to determine if the remains are animal or human . Therefore , the search continues with students re-adjusting their plan with each new piece of information .
Results
We have a board with team names and running totals of bodies discovered by each to bring a little competition into the game . There are also software , such as Socrative available that would allow you to do this on a screen . Socrative is also useful for conducting the knowledge quiz at the beginning of the session . The winning search team is either the first team to find all the bodies within the time limit or the one who has found all the bodies and spent the least of their budget . The budget and costs for each techniques are determined by the Educator prior to the game and will depend on which country or region it is being taught in . Costs are optional and are not required to play the game .
Optional Variations for the Activity
Students can play the part of the serial killer disposing bodies as well as the searcher . If you make up some disposal techniques cards for the bodies ( Figure 3 ), it is possible that your students can spend part of the session devising a plan for how and where they would dispose of the bodies . This may increase understanding of how and where to look for the bodies in the next part of the session and thus speed both activities up if you were limited to a smaller amount of time . Chance cards can also be constructed for this part of the game to give real-time information on factors that might influence their plans for deposition . For example , people turning up to the location .
Conclusion
The clandestine grave game was developed in response to wanting to teach students about the multi-disciplinary subject but not having the time to cover all techniques in the field . Students write their experience up as a report outlining their search strategies and how they were executed . Student feedback stated that the game was enjoyable , fun , was engaging as well as an interesting way to learn about the topic , very interactive , challenging , better than a lecture , helpful and gives real world experience . In conclusion , it is a workshop that can be
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