Abstract:
A game, including a game board having a path between homelessness and having a home, the path having a plurality of spaces; and a game piece for showing a player&#39;s position on said path. A method of playing a game, including: providing a game board having a path between homelessness and having a home, the path having a plurality of spaces; and a game piece for showing a player&#39;s position on said path; and moving said piece along said path.

Description:
CROSS-REFERENCE TO RELATED APPLICATION 
       [0001]    This application is based upon and claims the benefit of priority from Provisional Application No. 61/591,003 filed on Jan. 26, 2012 in the United States Patent and Trademark Office, the disclosure of which is incorporated herein by reference in its entirety. 
     
    
     BACKGROUND OF THE INVENTION 
       [0002]    1. Field of the Invention 
         [0003]    Devices, systems, and methods consistent with the invention relate to games, and more particularly, to board games. More specifically, the present invention relates in general to a board game illustrating the causes of, and difficulties related to, homelessness, and having both educational and entertainment functions, and to the related rules, methods, and apparatuses. 
         [0004]    2. Description of the Related Art 
         [0005]    Games, including games utilizing a game board and game pieces, are generally known. While each game offers its own unique entertainment features and/or teaches users certain things in a unique way, no previous game provides the entertainment and teaching features of the present invention. 
         [0006]    Specifically, previous games do not adequately address the causes of, and difficulties related to, homelessness. While homelessness is sometimes caused by poor or unhealthy choices, it is not true that everyone that is homeless has made such choices. Rather, homelessness can just as easily result from poor luck, family problems, and limited economic or educational opportunities. 
         [0007]    The present invention is a game that invites the player to experience what it is like to become homeless through no fault of his own, and to try to return to life in society with income, home, and self-respect. It may also encourage play with homeless and non-homeless players and provide an opportunity to narrow the social distance otherwise between them. 
         [0008]    In these respects, the board game according to the present invention substantially departs from the conventional concepts and designs of the prior art. 
       BRIEF SUMMARY OF THE INVENTION 
       [0009]    According to an aspect of the invention, there is provided a game, including a game board comprising a path between homelessness and having a home, the path comprising a plurality of spaces; and a game piece for showing a player&#39;s position on said path. 
         [0010]    According to another aspect of the invention, there is provided a method of playing a game, including: providing a game board comprising a path between homelessness and having a home, the path including a plurality of spaces; and a game piece for showing a player&#39;s position on said path; and moving said piece along said path. 
         [0011]    The above stated aspect, as well as other aspects, features and advantages of the invention will become clear to those skilled in the art upon review of the following description. It should be understood that the description and specific examples, while describing several exemplary embodiments, are intended for purposes of illustration only and are not intended to limit the scope of the disclosure. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0012]    The above and/or other aspects of the invention will be more apparent by describing in detail exemplary embodiments of the invention with reference to the accompanying drawings, in which: 
           [0013]      FIG. 1  illustrates one embodiment of a game board suitable for use with the game of the present invention; 
           [0014]      FIG. 2A  illustrates an embodiment of tokens and dice suitable for use with the game of the present invention; 
           [0015]      FIG. 2B  illustrates an embodiment of challenge, opportunity and question cards suitable for use with the game of the present invention; 
           [0016]      FIG. 3A  illustrates in more detail the left upper portion of the game board of  FIG. 1 ; 
           [0017]      FIG. 3B  illustrates in more detail the right upper portion of the game board of  FIG. 1 ; 
           [0018]      FIG. 3C  illustrates in more detail the left lower portion of the game board of  FIG. 1 ; 
           [0019]      FIG. 3D  illustrates in more detail the right lower portion of the game board of  FIG. 1 ; 
           [0020]      FIG. 4  illustrates exemplary embodiments of question cards suitable for use with the game of the present invention; 
           [0021]      FIG. 5  illustrates exemplary embodiments of opportunity cards suitable for use with the game of the present invention; 
           [0022]      FIG. 6  illustrates exemplary embodiments of challenge cards suitable for use with the game of the present invention; 
           [0023]      FIG. 7  illustrates exemplary embodiments of credential cards suitable for use with the game of the present invention; 
           [0024]      FIG. 8  illustrates an exemplary embodiment of a game box suitable for use with the game of the present invention; 
           [0025]      FIG. 9  illustrates an exemplary embodiment of an instruction sheet for use with the game of the present invention; and 
           [0026]      FIG. 10  illustrates the detail of the brand used on the game box, instruction sheet, and related materials. 
       
    
    
     DETAILED DESCRIPTION OF EXEMPLARY EMBODIMENTS 
       [0027]    Exemplary embodiments of the invention will now be described below by reference to the attached Figures. The described exemplary embodiments are intended to assist the understanding of the invention, and are not intended to limit the scope of the invention in any way. Like reference numerals refer to like elements throughout. 
         [0028]    Game  100  typically includes a game board  102 , a plurality of moveable pieces  104 , a die  106 , “opportunity” cards  108 , “challenge” cards  110 , “question” cards  112 , credential cards  113 , and an instruction sheet  114 . 
         [0029]    Game board  102  is illustrated in  FIG. 1 , and in more detail in  FIGS. 3A-3D . Although it is illustrated as being of a square shape, this is not required, and game board  102  may be of any suitable shape to facilitate gameplay, such as circular or hexagonal. Moreover, game board  102  may be made of any suitable material to facilitate gameplay and storage, such as cardboard, wood, or plastic, and may be of any suitable rigidity from rigid to flexible. Game board  102  may be foldable, bendable, rollable, or sectioned to facilitate its storage or marketing. 
         [0030]    Exemplary embodiments of movable pieces  104  and die  106  are illustrated in  FIG. 2A , and exemplary embodiments of “opportunity” cards  108 , “challenge” cards  110 , and “question” cards  112  are illustrated in  FIG. 2B . Movable pieces  104  may be provided in a configuration that facilitates gameplay, including shapes, tokens, or figurines that may provide discussion or learning opportunities for homelessness. Personalized movable pieces  104  may also be used. Die  106  may also be of any design that facilitates gameplay. Cards  108 ,  110 , and  112  are described in more detail below, but also may also be of any color, shape, material, or format that facilitates gameplay. 
         [0031]    In the embodiment shown in FIGS.  1  and  3 A- 3 D, game board  102  is divided into play spaces  116  arranged in a winding path  118 , with a starting area  46 , finishing area  90 , a space  95  for challenge cards, a space  96  for opportunity cards, and a space  97  for question cards. Various graphics  120  may also be provided on game board  102  to illustrate different phases of the game, or to provide discussion or learning opportunities. 
         [0032]    In the embodiment shown in FIGS.  1  and  3 A- 3 D, circular play spaces  116  are arranged in a winding path  118 , although play spaces  116  and path  118  may be of any shape or configuration that facilitates game play. Play spaces  114  also may have various statements or instructions relevant to game play, as shown in FIGS.  1  and  3 A- 3 D and described below. 
         [0033]    In the embodiment shown in FIGS.  1  and  3 A- 3 D, graphics  120  include descriptions of lifestyles on the homelessness continuum, from “living on the street or in the woods” to “buying your own home.” Other descriptive or instructive phrases may be utilized to facilitate gameplay. 
         [0034]    Question cards  112  ask questions about homelessness. Exemplary embodiments of question cards  112  are shown in  FIG. 4 . In the embodiment shown in FIGS.  1  and  3 A- 3 D, question cards are arranged face down in space  97 . But, question cards  112  may be stored for use during the game in any manner that facilitates gameplay, such as in a separate storage area. 
         [0035]    Opportunity cards  108  provide instructions to move a piece  104 . Opportunity cards represent good luck and provide a positive instruction to a player, for example, to move his piece ahead a number of spaces  114 . Exemplary embodiments of opportunity cards  108  are shown in  FIG. 5 . During gameplay, in the embodiment shown in FIGS.  1  and  3 A- 3 D, opportunity cards are arranged face down in space  96 . But, opportunity cards  108  may be stored for use during the game in any manner that facilitates gameplay, such as in a separate storage area. 
         [0036]    Challenge cards  110  also provide instructions to move a piece  104 . Generally, however, challenge cards represent bad luck and provide a negative instruction to a player, for example, to move his piece back a number of spaces  114 . Exemplary embodiments of challenge cards  110  are shown in  FIG. 6 . During gameplay, in the embodiment shown in FIGS.  1  and  3 A- 3 D, challenge cards are arranged face down in space  95 . But, challenge cards  110  may be stored for use during the game in any manner that facilitates gameplay, such as in a separate storage area. 
         [0037]    Credential cards  113  provide credentials to the player, such as an identification card or checking account card. Exemplary embodiments of credential cards  113  are shown in  FIG. 7 . In the embodiment shown in FIGS.  1  and  3 A- 3 D, credential cards are retained in an area outside of the game board  102 . But, credential cards  113  may also be retained in discrete spaces on the game board  102  similar to the other game cards  112 ,  114 , and  116 . 
         [0038]    The instruction sheet  114  is shown in  FIG. 9 , and provides the rules of game  100 . Moreover, instruction sheet  114  may also include additional activities relevant to gameplay or homelessness, including but not limited to questions, stories, activities, or other learning experiences. Instruction sheet  114  may also include volunteering or donation instructions. 
         [0039]    Each of the elements of the game described above may be provided in a box  300 , as shown in  FIG. 8 . The box may be of any shape or design that facilitates containing all of the pieces, and may provide additional activities relevant to gameplay or homelessness, including but not limited to questions, stories, activities, or other learning experiences. 
         [0040]    In an exemplary embodiment, game  100  may be played by one or more players, as described in the following paragraphs. 
         [0041]    In the exemplary embodiment, the object of the game is to reach space  90  on game board  102  (the “Home Sweet Home” space), illustrated in  FIGS. 1 and 3A . Game play may begin with all players placing their respective pieces  104  on the “Start” area between spaces  45  and  46 , illustrated in  FIGS. 1 and 3A . This “Start” area is representative of being halfway between having a home (space  90 , shown in  FIGS. 1 and 3A ) and being completely homeless (space  1 , shown in  FIGS. 1 and 3D ). Spaces  46 - 89  between the “Start” area and space  90  represent improving situations towards having a home, while spaces  2 - 45  between the “Start” area and space  1  representing represent worsening situations towards homelessness. 
         [0042]    Next, the players will determine who is to go first. In one embodiment, each player rolls die  106 , and the player with the highest roll will go first. Other methods to determine who goes first may also be used. 
         [0043]    The first player will then re-roll die  106  to begin the game. The first player will move his piece  104  forward the number of spaces indicated by the die roll. For example, if the first player were to roll a “4,” the first player would prove his piece  104  forward to space  49 . 
         [0044]    Some spaces are blank, such as space  48  (shown  FIGS. 1 and 3A ). If the first player lands on such a space, his turn is complete. Other spaces include specific instructions to perform an action, such as space  49 , which indicates “Found Friends to Share Rent; Go to # 55 .” The first player would then move his piece to space  55 , and his turn would be complete. Still other spaces are labeled “?” (e.g., space  78 ), “opportunity” (e.g., space  69 ) and “challenge” (e.g., space  80 ). If the player lands on one of these spaces, he draws a corresponding question card  112 , opportunity card  108 , or challenge card  110  from spaces  97 ,  96 , or  95 , respectively. Finally some spaces are labeled “WAIT!” (e.g., space  77 ). If a player lands on one of these spaces, he must roll a specific number to proceed, as discussed below. 
         [0045]    If the player draws an opportunity card  108  or challenge card  110 , the player will take the top card from the respective spaces  96  or  95 , read it aloud, and follow its instructions. As described above, examples of various opportunity cards  108  are shown in  FIG. 5 , while examples of various challenge cards  110  are shown in  FIG. 6 . Generally, these cards operate to direct a player to move forward or back a number of spaces, lose a turn, or gain another roll, as shown in  FIGS. 5 and 6 . After the player complies with the direction of the opportunity card  108  or challenge card  110 , he should follow the directions on the space upon which he lands. The opportunity card  108  or challenge card  110  can then be discarded, either at the bottom of the stack in spaces  96  or  95 , or separately. If the entire stack of opportunity cards  108  or challenge cards  110  are used during a game, the used cards can be collected and shuffled for further use. Moreover, enhance gameplay, additional packs of opportunity cards  108  or challenge cards  110  may be separately provided, as discussed below. 
         [0046]    If the player draws a question card  112 , the player will take the top card from space  97 , read it aloud to the group, but not answer it at that time. On the player&#39;s next turn, he should answer the question, and the players may discuss the question and answer. After answering the question, the question card  112  can then be discarded, either at the bottom of the stack in space  97 , or separately. If the entire stack of question cards  112  is used during a game, the used cards can be collected and shuffled for further use. Moreover, to enhance gameplay, additional packs of question cards  112  may be separately provided, as discussed below. Alternative uses of the questions cards  112  are also contemplated. For example, the question can be used as an immediate group discussion topic or the basis for a separate assignment if the game is used in an educational setting. Alternatively, question cards  112  can be collected by the players and answered at the end of the game at once. Question cards  112  can also be omitted from gameplay. 
         [0047]    The “WAIT!” spaces are related to live types of credential cards: (i) identification card; (ii) a Bridge/Food Stamp Card; (iii) a Checking Account/Bank Account Card; (iv) a Healthcare Health Insurance Card; and (iv) a Degree/Certificate Card, shown in  FIG. 7 . These credential cards are meant to represent credentials that the homeless struggle hard to obtain, and each must be obtained before the player can proceed to finish the game. If the player lands on a “WAIT!” space and does not have the credential card identified in that space, he must follow the instructions therein by rolling die  106  to obtain the indicated number to receive the indicated credential card. If the player lands on a “WAIT!” space and does have the identified credential card, his turn ends and he may proceed forward on his next turn. 
         [0048]    As a mater of example, if a player lands on “WAIT!” space  77  and does not have the Degree/Certificate Card, he must roll die  106 . If he rolls a “5,” he can collect his Degree/Certificate card, and then proceed forward on his next turn. If he does not roll a “5,” his turn is over. During his next turn, he will roll again. If he rolls a “5,” he can collect his card but, if not, his turn is again over. This repeats until the player rolls a “5,” after which he can collect his Degree Certificate Card and proceed forward in a normal fashion during his next turn. 
         [0049]    After the first player&#39;s turn is complete, such as by landing on a blank space, by failing to roll the required number on a “WAIT!” space, or by following the direction of an opportunity or challenge card, the second player would then roll die  106 , and proceed in the same manner described above for the first player. The identity of the second player can be determined in any appropriate manner. For example, the second player could be the player to the first player&#39;s left, and play would continue clockwise. 
         [0050]    In an exemplary embodiment, to complete the game, a player must stop when passing or landing on the “STOP!” space (space  89 ). If a player landing on that space has all five credential cards, he can then proceed directly to “Home Sweet Home,” and complete the game. If the player does not have all five credential cards, he must then attempt to roll for each of the credential cards he lacks. For example, if the player is lacking a Checking Account/Bank Account Card, he must roll a “4,” to obtain the card before proceeding. 
         [0051]    In another exemplary embodiment, if a player is approaching the “STOP!” space  89  and rolls a number higher than needed to land on “STOP!” space  89 , he will leave his piece  104  in place, and choose another player to advance the number of spaces indicated on the die  106 . In such a situation, the player being advanced by the move will not follow any directions of the space upon which he lands. 
         [0052]    In another exemplary embodiment, the game is complete when all players reach “Home Sweet Home.” in such a situation, each player may complete the game as previously described, but will continue to roll on their turn and advance any remaining players the number of spaces indicated on die  106 . 
         [0053]    In another exemplary embodiment, the game is timed. For example, the game can he played for 30 minutes, and the player nearest to the “Home Sweet Home” circle with all five of their collected cards is the winner of the game; otherwise it&#39;s simply a draw; nobody wins. 
         [0054]    In one alternative exemplary embodiment, the “WAIT!” spaces identified above can be blocks on the path, which will block a player&#39;s progress until he obtains the identified Credential Card. For example, if a player piece  104  were to pass over a “WAIT!” space due to a die roll or other instruction, the player would be forced to stop at the “WAIT!” space, and follow the instructions therein. 
         [0055]    In another alternative exemplary embodiment, if a player is missing multiple Credential Cards when he arrives at the “STOP!” space  89 , he must identify the Card he is attempting to obtain before he rolls die  106 . 
         [0056]    Other alternative exemplary embodiments may utilize concepts of helping another player to advance his piece  104 . For example, after a player rolls die  106 , he may elect to give away all or part of the amount of his die roll to another player so that the other player may advance his piece  104 . Alternatively, a player may elect to give y any of the cards used in the described embodiments, or any of the instructions received therefrom or from landing on a particular space  116 . This giving away concept can be wholly altruistic, or may be recorded in a manner such that the giving away player would have a chance to benefit from the act, such as by obtaining another die roll during his turn, or collecting additional cards. For example, if the giving away player gives away a certain total amount of his die roll(s), he may be allowed a second roll on his next turn. Alternatively, if the giving away player gives away a particular card(s), he may be allowed to pick an additional opportunity card  108  the next time he lands on an “opportunity” space, or to discard a challenge card  110  without following its instructions. 
         [0057]    The exemplary embodiments of game  100  described herein utilize generic to in the English language that allows it to be used universally. However, the invention also contemplates usage of terms relevant to particular geographic areas or in languages other than English and the usage of area-appropriate Credential Cards. 
         [0058]    The exemplary embodiments of game  100  described herein are provided in a single package. However, the invention also contemplates provision of new packs of challenge, opportunity, or question cards, or pieces, to provide new gameplay and learning experiences. These new packs can also be segregated into age-appropriate materials to focus gameplay learning experiences. 
         [0059]    The exemplary embodiments of game board  102  described herein have various graphics and designs. The design of game board  102  is not limited to the exemplary embodiments described herein, and can be provided in alternative designs that still provide the inventive game play, including but not limited to different shapes, colors, paths, wording, instructions and graphics. Moreover, additional activities relevant to gameplay or homelessness, including but not limited to questions, stories, activities, or other learning experiences, may be provided on game board  102 . 
         [0060]    The exemplary embodiments of game  100  described herein provide gameplay on the game board  102 , but the invention is not so limited. The reverse side of game board  102  may also include further activities relevant to gameplay or homelessness in general, including but not limited to questions, stories, activities, or other learning experiences. 
         [0061]    The exemplary embodiments of game  100  described herein are physical embodiments, but the embodiments may also be provided in an electronic format, whereby all or part of the game piece movement, dice rolling, card selection, and other game play elements may be graphically represented on a computer, game console, or mobile device, or otherwise physically or digitally automated. 
         [0062]    The invention also contemplates group conversation. Various methods may be used to facilitate this conversation, including the questions, stories, activities, or other learning experiences identified herein. Exemplary topics include: What feelings did you have playing the game: gut things, not head things? What experience on the board struck you most? Why? What did you learn about homelessness that you did not know before? When you have time to reflect on the experience of the game, will it change anything in the way you think or feel about homeless people? 
         [0063]    The invention also serves as a training tool for non-homeless persons who by interest or occupation desire or need to understand homelessness and the life situations of people who have experienced homelessness. Exemplary situations include: judicial, governmental, and educational staff who encounter clients or students experiencing homelessness, staff and volunteers of service providers focused on homelessness and poverty, and church and civic groups who wish to become more responsive to the homeless in their areas. 
         [0064]    While the invention has been particularly shown and described with reference to exemplary embodiments thereof, the invention is not limited to these embodiments. It will be understood by those of ordinary skill in the art that various changes in form and details may be made therein without departing from the spirit and scope of the invention as defined by the following claims.