LODGE GAME DEVICE

Abstract

A teaching game device is disclosed which comprises a foldable playing board, with twenty five distinct officer pieces marked with initials and symbols for identification. The game does not have an intended player number but may come with one if necessary. Players move around the board using the officer pieces as well as additional components such as life tokens, a miniature hourglass, and playing cards offering various gameplays like skip, reverse, three-word clue, and Ritual Monitor help. Through the game, players must navigate three different levels of gameplay where each level has opportunities for the player to use cards or lose life tokens for incorrect responses. The goal of the game is to retain the last life token.

Claims

1. A teaching game device in which players move around a game board and recite lines based on specific officer pieces, the teaching game device comprising: a game board; and a plurality of life tokens; wherein players must recite lines correctly relating to each officer piece in sequence; and further wherein players may lose at least one of the plurality of life tokens if their recitation was incorrect.

2. The teaching game device of claim 1, wherein the game board is double-sided to reflect two sections of masonic ceremonies.

3. The teaching game device of claim 2, wherein the game board is foldable to fit within a storage container.

4. The teaching game device of claim 3, wherein officer pieces are marked with symbols and initials to designate each officer position.

5. The teaching game device of claim 4, wherein the game board can be personalized with stickers to relate to specific states or countries' Masonic customs.

6. The teaching game device of claim 5 wherein playing cards are provided which have options of skip, reverse, three-word clue, and Ritual Monitor help.

7. The teaching game device of claim 1, wherein a miniature hourglass is also provided of either 30 or 60 seconds.

8. The teaching game device of claim 1, wherein once all but one player loses their plurality of life tokens, the game is over and the player with at least one of the plurality of life tokens left is winner.

9. The teaching game device of claim 1, wherein the teaching game device can be played with any amount of players as is available as players can form groups as well.

10. The teaching game device of claim 1, wherein the game board measures approximately 24 inches by 16 inches.

11. The teaching game device of claim 10 further comprising a storage container for storing the game board, the life tokens, officer pieces, and playing cards.

12. The teaching game device of claim 11, wherein a first player is chosen by designating one player to begin play.

13. The teaching game device of claim 12 further comprising a plurality of indicia.

14. A teaching game device in which players recite lines based on officer positions of Masonic ceremonies in sequence, the teaching game device comprising: a game board; a plurality of life tokens; twenty five distinct officer pieces; and a plurality of playing cards; and wherein players can lose at least one of the plurality of life tokens if a line is recited incorrectly; wherein a prompter determines whether or not a player loses at least one of the plurality of life tokens; wherein there are three distinct levels to the teaching game device, Mentor, Group, and Competition levels; and further wherein the player who holds only at least one of the plurality of life token left wins.

15. A method of playing a teaching game about Masonic practices, the method comprising the following steps: providing a teaching game device comprising a game board, a game piece, a plurality of officer pieces, a plurality of life tokens, and a plurality of playing cards; reciting at least one line required of a first officer in sequence; moving the game piece of the first officer whose at least one line was just spoken; using a playing card to help if the at least one line was forgotten; and getting the responses correct so as to keep as many of the plurality of life tokens as possible.

16. The method of claim 15, wherein the first player recites the at least one line for the first officer piece of the ceremony.

17. The method of claim 16, wherein all players continue taking turns reciting at least one line of each sequential officer piece.

18. The method of claim 17, wherein if the at least one line was recited incorrectly, a playing card from the plurality of playing cards can be used or a life token from the plurality of life tokens can be lost.

19. The method of claim 18 further comprising a Mentor level, a Group Level and a Competition level, wherein the Mentor level encompasses partaking in the teaching game device with an experienced mentor and without the plurality of life tokens, the Group level encompasses partaking in the teaching game device as a group and without the plurality of life tokens, and the Competition level encompasses partaking in the teaching game device solo and with the plurality of life tokens.

20. The method of claim 19, wherein if the player would like more of a challenge a miniature hourglass may be used to time the player to see how many officer lines they can recite sequentially in an allotted time.

Description

BRIEF DESCRIPTION OF THE DRAWINGS

[0026] The description refers to provided drawings in which similar reference characters refer to similar parts throughout the different views, and in which:

[0027] FIG. 1 illustrates a perspective view of one embodiment of the teaching game device of the present invention showing the device in use in accordance with the disclosed architecture;

[0028] FIG. 2 illustrates a perspective view of one embodiment of the teaching game device of the present invention showing the game board in accordance with the disclosed architecture;

[0029] FIG. 3 illustrates a perspective view of one embodiment of the teaching game device of the present invention showing the playing cards in accordance with the disclosed architecture;

[0030] FIG. 4 illustrates a top perspective view of one embodiment of the teaching game device of the present invention showing the game board with the player cards and life tokens in accordance with the disclosed architecture;

[0031] FIG. 5 illustrates a perspective view of one embodiment of the teaching game device of the present invention showing how the game board and other components fit within a storage box in accordance with the disclosed architecture; and

[0032] FIG. 6 illustrates a flowchart showing the method of playing a teaching game about Masonic practices in accordance with the disclosed architecture.

DETAILED DESCRIPTION OF THE PRESENT INVENTION

[0033] The innovation is now described with reference to the drawings, wherein like reference numerals are used to refer to like elements throughout. In the following description, for purposes of explanation, numerous specific details are set forth in order to provide a thorough understanding thereof. It may be evident, however, that the innovation can be practiced without these specific details. In other instances, well-known structures and devices are shown in block diagram form in order to facilitate a description thereof. Various embodiments are discussed hereinafter. It should be noted that the figures are described only to facilitate the description of the embodiments. They are not intended as an exhaustive description of the invention and do not limit the scope of the invention. Additionally, an illustrated embodiment need not have all the aspects or advantages shown. Thus, in other embodiments, any of the features described herein from different embodiments may be combined.

[0034] As noted above, there is a long felt need in the art for a teaching game device that provides users with a board game that helps Freemasonry members learn more about the fraternal organization, Lodge design, officers' stations and places, footwork, and language used during meetings and Masonic practices. There is also a long felt need in the art for a teaching game device that features a foldable playing board that is fully customizable, twenty five distinct officer pieces, life tokens, playing cards, and a miniature hourglass that are used to play the game. Further, there is a long felt need in the art for a teaching game device that requires players to recite lines that Lodge officers use in sequence, utilizing the life tokens and cards for additional help if needed. Moreover, there is a long felt need in the art for a device that improves knowledge and skills within the organization, especially useful for members who prefer hands-on experience rather than traditional methods or attending speeches and lectures. Further, there is a long felt need in the art for a teaching game device that offers a fun and engaging way for members to get together and enjoy discussing Freemasonry Masonic practices that can be used from a first day Mason and their Mentor up to a highly seasoned Master Mason. Finally, there is a long felt need in the art for a teaching game device that can be personalized with stickers to designate officer positions, places, and other specifics, tailoring the game to reflect the State or Countries Masonic customs.

[0035] The present invention, in one exemplary embodiment, is a novel game device. The teaching game device comprises a foldable playing board, with twenty five distinct officer pieces marked with initials and symbols for identification. The game does not have an intended player number but may come with one if necessary. Players move around the board using the officer pieces as well as additional components such as life tokens, a miniature hourglass, and playing cards offering various gameplays like skip, reverse, three-word clue, and Ritual Monitor help. Through the game, players must navigate three different levels of gameplay where each level has opportunities for the player to use cards or lose life tokens for incorrect responses. The goal of the game is to retain the last life token. The present invention also includes a novel method of playing a teaching game about Masonic practices. The method includes the steps of providing a teaching game device comprising a game board, officer pieces, life tokens, and playing cards. The method also comprises reciting the lines required of the first officer in sequence. Further, the method comprises moving the game piece of the officer whose line was just spoken. The method also comprises using a playing card to help if the line was forgotten. Finally, the method comprises getting the responses correct, so as to keep as many life tokens as possible.

[0036] Referring initially to the drawings, FIGS. 1 and 2 illustrate a perspective view of one embodiment of the teaching game device 100 of the present invention. In the present embodiment, the teaching game device 100 is an improved teaching game device 100 in which players 200 recite lines from Lodge officers in sequence. Players 200 can lose life tokens 104 for incorrect responses. The teaching game device 100 educates players 200 on memorizing lectures and precise movements and timings required during Masonic ceremonies.

[0037] Further, the teaching game device 100 comprises a game board 102 and life tokens 104. Specifically, the board game device 100 comprises a game board 102 on which the game is played. The game board 102 is double-sided and measures approximately 24 inches by 16 inches and can be folded compactly for storage. The teaching game device 100 also comprises twenty five officer pieces 106, thirteen of which are for meetings and the first section of the initiation ceremony, and the other twelve are for the second section which comprises the reverse side 108 of the game board 102. Each officer piece 106 measures approximately 0.5 inches thick or any other suitable size, with a flat surface 202 to create a built-in stand for the officer piece 106. In this way, the officer piece 106 can be identified as standing or sitting during a specific part of the ceremony. Each officer piece 106 contains the initials 204 of the officer on one side 206 and the symbol 208 of his office on the other.

[0038] Additionally, the game board 102 can be personalized with stickers 112 to designate officer stations, places, and other specifics in order to tailor the teaching game device 100 to reflect specific State or Country Masonic customs.

[0039] The rules of the game of the present invention will now be explained in detail with reference being made to the accompanying Figures.

[0040] The teaching game device 100 embodying the present invention requires a player 200 to recite lines from memory in order to win the game. Once all but one player 200 or team of players have lost their life tokens, the game is over. The game may be played by any number of players 200 as is necessary or can be accommodated for.

[0041] The equipment used to play the teaching game device 100 embodying the present invention includes a game board 102 which is foldable and two-sided. The game board 102 of the present invention is shown generally in the figures. The equipment further includes twenty five officer pieces 106, life tokens 104, and playing cards 110. The equipment can be stored in a container 210, such as a box or other suitable container, if desired.

[0042] Furthermore, the game is judged by a prompter 212 who knows the correct terminology of the Masonic ceremonies and can decide when a life token 104 has been lost by a player 200.

[0043] As shown in FIG. 3, the method of playing the teaching game device 100 embodying the present invention comprises initiating the game by choosing a first player 200, which can be done by simply designating one player 200 to begin play. Once designated, the first player 200 recites the first line 300 from the Lodge officers in sequence. Thus, at the beginning of each player's turn, the player 200 recites lines 300 from Lodge officers which are designated by each of the twenty five officer pieces 106.

[0044] Play continues until all but one of the players 200 has lost all of their life tokens 104. Specifically, based on the responses to the recitation of the lines 300, the prompter 212 determines whether or not the player 200 loses a life token 104.

[0045] After the first player 200 recites the lines 300 designated to the first Lodge officer, players 200 take turns speaking the lines 300 of the other officers as they move clockwise around the game board 102. Each player 200 says the lines 300 of one officer, then the next player 200 to their immediate left takes the next officer's lines and play continues with each consecutive player's turn.

[0046] As shown in FIG. 4, if a player 200 forgets their lines 300 or does not know what to say, they have two options: use a playing card 110 or lose a life token 104. The player 200 can use a playing card 110 which is designated with either the option to skip, reverse, three-word clue, or Ritual Monitor all which can be used to help them. If they don't use the playing card 110 option, they lose one of their life tokens 104. The last player 200 with any life tokens 104 remaining is the winner.

[0047] Further, there are three different levels 400 to the games. The first level 400 is dictated as the Mentor Level 402 and entails a player 200 learning the correct lines 300 from an experienced mentor 404 rather than competing with others. The second level 400 is dictated as the Group Level 406 and entails players 200 working together to practice their lines 300 rather than competing. The final level 400 is dictated as the Competition Level 408. This level 400 indicates the method of play which is described previously.

[0048] Furthermore, the teaching game device 100 also comprises a plurality of indicia 410. The game board 102, the life tokens 104 and/or the playing cards 110 of the device 100 may include advertising, a trademark, or other letters, designs, or characters, printed, painted, stamped, or integrated into the game board 102, the life tokens 104 and/or the playing cards 110, or any other indicia 410 as is known in the art. Specifically, any suitable indicia 410 as is known in the art can be included, such as but not limited to, patterns, logos, emblems, images, symbols, designs, letters, words, characters, animals, advertisements, brands, etc., that may or may not be Freemasonry, game, or officer related.

[0049] Further, as shown in FIG. 5, the entire game board 102 can be folded up into a storage container 210 along with the life tokens 104, playing cards 110, and officer pieces 106.

[0050] In another embodiment, if a more intense challenge is requested, players may use a miniature hourglass 500 which is also provided with the teaching game device 100. In this way, the player 200 designated to go first would speak the lines 300 and move the officer pieces 106 around the game board 102 as far as they can until the miniature hourglass 500 runs out. They have thirty or sixty seconds (depending on the hourglass 500 used) to get as far as they can. After time runs out, the hourglass 500 is flipped, and the next player 200 may pick up where the first player 200 left off and continue in the same way.

[0051] Other modifications and additions to these rules may be developed or decided upon by the players 200, all within the scope of the present invention. Further, after each recitation of lines 300, the player 200 has the opportunity to lose a life token 104 which is decided by a prompter 212.

[0052] FIG. 6 illustrates a flowchart of the method of playing a teaching game about Masonic practices. The method includes the steps of at 600 providing a teaching game device comprising a game board, officer pieces, life tokens, and playing cards. The method also comprises at 602 reciting the lines required of the first officer in sequence. Further, the method comprises at 604 moving the game piece of the officer whose line was just spoken. The method also comprises at 606 using a playing card to help if the line was forgotten. Finally, the method comprises at 608 getting the responses correct so as to keep as many life tokens as possible.

[0053] Certain terms are used throughout the following description and claims to refer to particular features or components. As one skilled in the art will appreciate, different users may refer to the same feature or component by different names. This document does not intend to distinguish between components or features that differ in name but not structure or function. As used herein teaching game device, game device, Masonic game device, and device are interchangeable and refer to the teaching game device 100 of the present invention.

[0054] Notwithstanding the foregoing, the teaching game device 100 of the present invention can be of any suitable size and configuration as is known in the art without affecting the overall concept of the invention, provided that it accomplishes the above stated objectives. One of ordinary skill in the art will appreciate that the teaching game device 100 as shown in FIGS. 1-6 is for illustrative purposes only, and that many other sizes and shapes of the teaching game device 100 are well within the scope of the present disclosure. Although the dimensions of the teaching game device 100 are important design parameters for user convenience, the teaching game device 100 may be of any size that ensures optimal performance during use and/or that suits the user's needs and/or preferences.

[0055] Various modifications and additions can be made to the exemplary embodiments discussed without departing from the scope of the present invention. While the embodiments described above refer to particular features, the scope of this invention also includes embodiments having different combinations of features and embodiments that do not include all of the described features. Accordingly, the scope of the present invention is intended to embrace all such alternatives, modifications, and variations as fall within the scope of the claims, together with all equivalents thereof.

[0056] What has been described above includes examples of the claimed subject matter. It is, of course, not possible to describe every conceivable combination of components or methodologies for purposes of describing the claimed subject matter, but one of ordinary skill in the art may recognize that many further combinations and permutations of the claimed subject matter are possible. Accordingly, the claimed subject matter is intended to embrace all such alterations, modifications and variations that fall within the spirit and scope of the appended claims. Furthermore, to the extent that the term includes is used in either the detailed description or the claims, such term is intended to be inclusive in a manner similar to the term comprising as comprising is interpreted when employed as a transitional word in a claim.