Tales from the Loop - Starterset Scenario.pdf

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THE RECYCLED BOY
FOR THE GAMEMASTER ONLY
Denis Wagner (order #24103692)
CREATOR OF THE LOOP UNIVERSE
Simon Stålenhag
LEAD GAME DESIGNER
Nils Hintze
EDITOR & PROJECT MANAGER
Tomas Härenstam
THE YEAR ZERO GAME ENGINE
ILLUSTRATIONS
Tomas Härenstam
ADDITIONAL WRITING
Simon Stålenhag
CHARACTER ART
Matt Forbeck, Nils Karlén
GRAPHIC DESIGN & MAPS
Reine Rosenberg
Christian Granath
PROOFREADING
John M. Kahane, Rickard Antroia, Kosta Kostulas, T.R. Knight
PLAYTESTERS
Vincent Chang, Geoffrey Norman, Jessica Chang, Kimsan Kim, David Sack,
Rickard Antroia, Tove Lindholm, Staffan Fladvad, Sandra Abi-Khalil, Leif Westerholm,
Artur Foxander, Fia Tjernberg, Anton Albiin, Leili Mander, Kosta Kostulas, Marco Behrmann
SPECIAL THANKS TO
Rickard Antroia, Björn Hellqvist, Therese Clarhed and Simon J Berger
COPYRIGHT © 2020 SIMON STÅLENHAG AND FRIA LIGAN AB
ISBN: 978-91-88805-95-9
Denis Wagner (order #24103692)
Denis Wagner (order #24103692)
SCENARIO
2
What if your friend suddenly isn’t himself anymore? What if he ac-
cuses you of wanting to hurt him? And what if he disappears and
strange things start to happen all around you?
This is an introductory Mystery designed to be played
with the pre-generated Kids in this starter set. When
you see a word in
[brackets],
it is the alternative place
or name meant to be used in the Boulder City setting.
THE TRUTH OF
THE MYSTERY
The two scientists Kerstin
[Christine]
and Anders
[Ar-
nold]
found love, and each other, late in life. And when
they did, they desperately wanted to have a kid. When
they found out that neither of them could become par-
ents in a biological way, they were devastated. Since
they were both scientists, they turned to technology to
solve the problem.
BEFORE YOU START
start:
Do these things before you
you like,
1. Read the Mystery and, if
ges 8
print out the handouts on pa
ed at
and 9. They can be download
the Free League website.
ich Kid
2. Let the players decide wh
ve
they want to play. If you ha
e the
fewer than five players, us
Kids in the order numbered.
in, or
3. Tell them they all live
City].
close to Stenhamra
[Boulder
their
4. Talk about the Kids and
and
relationships to each other,
out by
help the players flesh them
they
asking questions, such as if
think
have siblings, and what they
about school, etc.
their Kid
5. Let each player describe
to the rest of you.
The newly wed Kerstin and Anders Äng moved to
Mälaröarna
[Boulder City]
a year ago and started
to work at the Loop. But on evenings and weekends
they used parts from scrapped robots stolen from their
workplace to build a robotic boy, and when he came to
life, they named him Pelle
[Charlie].
Pelle did not know he was a robot, even though he
had to “sleep” in a magnetic re-charger every night,
to help him organize his memories and thoughts. He
started school after the summer-break, like all oth-
er kids, and he was very well liked by both pupils,
teachers and other parents, thanks in no small part
to the programming bestowed upon him by Kerstin
and Anders.
The problems started two days ago. Pelle was play-
ing by himself in the street outside the house when an-
other kid’s father accidentally ran into him with his car.
At first it seemed like Pelle was okay – he even talked
to the man who ran into him and agreed not to tell
anyone what happened. But the programming in his
electronic brain had started to malfunction.
That night Pelle experienced strange dreams where
he solved extremely complicated mathematical prob-
lems. When he woke up, he realized that his intellectu-
al capabilities had increased dramatically – the world
looked entirely different to him. He became confused
and started to think that the souls of famous scientists
from the past had entered his body to become one with
his mind.
Pelle now began to see himself as a collective of
brilliant minds, and he, or “they,” were certain of two
things: The first was that it was no coincidence that
brilliant people had gathered here and now – humanity
must be under some kind of attack, and it was up to
them to save everyone else. And the second thing was
that someone or something – maybe a strange cult, or
some government agents, or aliens, or evil androids –
wanted to stop them.
Kerstin and Anders didn’t realize, until it was too
late, that the “brain” of their robot-boy was running
on overdrive – processing at such speed that it threat-
THE RECYCLED BOY
ABOUT PELLE
ened to burn itself out. When they finally understood,
Pelle had already gotten the idea that his real parents
had been substituted for fake parents – agents for the
enemy – and he ran away from home.
Pelle took shelter in one of the Cooling Towers on
Munsö
[Above the Main Reactor],
and he found a way
to connect himself to the Loop network. Soon he had
re-built an old Control Glove – a steering device for
robots – so that he could use the Loop’s network to
send out magnetic and electric waves that could turn
on and off any electronic device on the islands, or even
overload them, turning household machines into lethal
objects. And he started to defend himself against an
enemy that seemed to grow even more frightening with
every passing minute.
Pelle’s parents are desperate to find him before his mind
burns out. But since Pelle is made of stolen components
they don’t dare go to the police. And because Pelle thinks
they are evil and may try to hurt them, they are hiding from
him in the family’s boat, unsure how to proceed.
If the players have any questions
about Pelle before you start
playing, these are things you can
tell them.
■
Pelle started in the Kids’ school
after the summer break.
■
Pelle is 12 years old and is in
Tim’s class.
■
Everyone seems to like Pelle, and
he is good at both sports and
schoolwork.
■
Pelle’s parents work at the Loop.
■
Pelle lives in a house outside
Stenhamra
[Boulder City].
STARTING SCENES
IN EVERYDAY LIFE
These are examples of starting
scenes for the Kids:
■
Maria: Some of the other popular
Kids tell Maria a rumor that
Tim has a love affair with the
cleaning lady at school.
■
Tim: A group of bullies stop him
on his way to school to harass
him – saying that his mother is a
drunk.
■
Fredrik: He overhears his father
crying and talking to his mother.
If Fredrik keeps listening the
father says that he accidentally
hit a kid with his car the other
day.
■
Isabella: Her mother knocks on
the door to her room, to tell her
that another Kid’s mother called
and said that a brooch disappeared
the last time Isabella was there,
playing with the other Kid.
■
Linda: Neither her mother nor
her father get out of bed in the
morning. Linda has to make her own
breakfast while the photograph of
her dead brother, hanging on the
wall, keeps staring at her.
INTRODUCING THE KIDS
Set a scene for each of the Kids in Everyday Life, with
or without Trouble. In the boxed text Starting scenes
in Everyday Life some examples can be found. Let the
players describe what things look like and how they
feel; ask them how they live, and let them decide things
about their Kid and his or her family. Don’t try to con-
trol the scenes, but let them play out naturally. If Trou-
ble comes up, the Kid involved may try to overcome it,
and the player may roll dice for a skill.
INTRODUCING
THE MYSTERY
Set a scene where some of the Kids come to school in
the morning, maybe a little late. At a distance they see
a lot of people standing outside, and there is a service
truck from Riksenergi
[DART]
and a big robot – the
kind the Kids sometimes see working at a construction
site near the school.
When the Kids come closer, they see that the front
door of the school entrance has been torn off and
thrown way out into the bushes. One of their teachers
3
Denis Wagner (order #24103692)
Denis Wagner (order #24103692)
SCENARIO
Cooling
Towers
The Bunker
Lady
Pelle’s House
The Boat
is lying on the ground, wrapped in a blanket, being
cared for by the school nurse. Suddenly they hear si-
rens in the distance, and an ambulance drives into the
schoolyard to take the injured teacher to the hospital.
If the Kids ask questions, they can learn the following:
■
The injured teacher talked to that new Kid, Pelle,
when he came to school this morning, and the
teacher wanted Pelle to go see the school nurse,
since he was acting strange.
■
Pelle kept referring to himself as “we,” and accused
the teacher of being “out to get us.” He seemed to
be really scared.
■
Suddenly Pelle tried to run away, and out of no-
where this big robot came crashing into the school-
yard and tore off the entrance door.
■
Pelle is gone, his parents don’t answer their home
phone, and they can´t be reached at work.
What has happened is that the teacher noticed that
something was wrong with Pelle. When Pelle was
asked to go to the school nurse he – in his confused
state – thought that the teacher, or maybe the entire
school, was part of the evil plan to stop him from sav-
ing the world. To get away he used his newfound pow-
ers to attract a nearby robot and make it attack the
school as a diversion. He is now hiding in one of the
Cooling towers.
SOLVING THE MYSTERY
Let the players decide what their Kids do. Set
scenes, and don’t forget that you may jump for-
ward in time to get past less interesting moments,
for instance, saying that the school day is over.
Be sure to ask the players: “what do you do?” If
4

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