Are You Smarter Than a Fifth Grader?

Basic rules

The teacher comes up with five social studies categories. Such as American History pre 1877, World History, Nebraska History, Government, American History post 1877, and Geography.

The teacher then comes up with five questions for each category. The questions should be ranked from 1-5, one being the easiest and 5 being the hardest. The idea is that the leveled questions represent the grade level.

Divide the class into groups of 4-5 students. Have a group pick a category and a grade level. The teacher then reads the question. All groups answer the question on a piece of paper. When all have the answer written; the teacher has each group read their answer. Then the teacher gives the correct answer.

Points are given for the correct answers written. If the question was a 1st grade level one question, one point is given, if it is a 2nd grade level question the team gets 2 points, and so on up to the 5th grade, 5 point questions.

When all categories and questions are answered, the teams’ points are totaled and a prize (such as a juice box) is given to the winning team.

Sample Categories and Questions:

American History pre 1877

5. The Revolutionary War and the Civil War both ended in battles in this state?
4. What are the first 4 words in the Constitution of the United States?
3. Which is the largest tribe of Native American’s in the U.S? Sioux, Navajo, Cherokee
2. What 2 states are mentioned in the song “This land is Your Land”?
1. What is Christopher Columbus’s home country?

Geography

5. What is the only U.S. State that shares its border with only one other state?
4. If the geographic coordinates for New York City are 40◦ N, 74◦ W, which is the latitude?
3. The Pacific is the largest ocean. What is the smallest?
2. The longest mountain range is on which continent?
1. Is Mount Rushmore in North or South Dakota?

American History Post 1877

5. Where did Martin Luther King, Jr. deliver his famous, ‘I Have a Dream’ speech?
4. As of 2009, how many presidents has the United States had?
3. What year did women win the right to vote in the United States?
2. How many red stripes and how many white stripes are on the American flag?
1. Which city has the most skyscrapers?

World History

5. What are the two colors of the flag that represents the United Nations?
4. What cities did the United States drop atomic bombs on to end WWII?
3. In 2009, what country in Africa became known as a safe haven for pirates?
2. What area of the earth is known as the “birthplace of civilization?”
1. What is the name of the Spanish conquistador who destroyed the Aztecs?

Government

5. Who wrote the Declaration of Independence?
4. How long is a Supreme Court Justice nominated for?
3. What is it called when you make a permanent change to the constitution?
2. The first ten amendments to the constitution are known as what?
1. What are the three branches of the American government?

Nebraska History

5. In what years did the Nebraska Cornhusker’s football team win national championships?
4. How many counties are in the state of Nebraska?
3. What Indian chief’s case went to the Supreme Court that ruled that Indians are people?
2. Who was the famous author of “O Pioneers” that was from Nebraska?
1. What year did Nebraska become a state?

--Clint Lewis

Social Studies Around the World

One student is picked to begin the game. He or she will stand next to the desk of a classmate. A question is asked of the two students. The student who first answers correctly moves to the next desk. The other student remains seated/takes the vacated seat. The student who makes it back to his or her original desk first wins the game.

--Malina West

Trivia Trapped

Divide the class into two groups, and have each group take opposite sides of the classroom. The teacher asks a question of the students on one team. If their answer is incorrect, one of their players goes to the trap and is (temporarily) out of the game. If they answer correctly, the teacher asks a question of the other team. Three correct answers in a row rescues a trapped player. The game continues until one side's players have all been trapped.

--Malina West

History Relay

Divide the class into groups of three or four, giving the first person in each group a baton. The person holding the baton in each group gets a chance to write down the answer to a review question. If the person answers correctly, the baton moves to the next team member. If not, the baton stays where it is. The first team to complete four cycles is the winner.

--Malina West

Elimination

Divide the class into four teams. Each team receives ten balloons. The object of the game is to eliminate all of the other three teams' balloons. Teams take turns answering questions. A correct answer entitles them to pop any balloon of their choice.

--Jeff Trudeau

Electricity

Divide the students into two teams. Each team stands in a line holding hands. A beanbag is placed within easy reach of the last member of each team. A question is then read to the class. If a student knows the answer, he squeezes the hand of the person next to him. The squeeze is then passed down the line to the last person. As soon as he feels the squeeze, this person picks up the bean bag. The team that picks up the bag gets the first shot at the question.

--Neil Chalmers

Oligopoly

Split students into groups of three. Explain that they are in competition with each other to price the same good. They have a choice to price the good at $3.00 or $4.00. Within the groups, have the students discuss what they are going to do. Let them know ahead of time that if everyone in the class puts a four, everyone will receive 5 bonus points. If only one person puts a three, that person has captured the market and will get 20 bonus points, while the rest of the class gets nothing. If more than one person puts down a three, those students get three bonus points and the rest of the class gets nothing.

--Cari Sonnenburg, stolen from Mr. Bob Quinn

Pig Farmer

A basic economics/politics game that can get as complicated as you want. Basic goal: stay alive! Additional goals can be added--earn enough money to marry and raise children, win political office, earn more money than the rest of the players, make sure all players are well off. To start, give each player one of the following: land, money, seed, male pigs, or female pigs. Give them basic assumptions on the productivity of the land, feed needed by the pigs, etc. Let them trade with each other and see what happens to prices of pigs, land, etc. Add extra details to the game to teach various aspects of economics and politics. Add an export market. Add the possibility of capital improvement in their land. Establish a basic personal consumption minimum to stay in the game. Allow students to hire out their labor. Establish a religion that doesn't eat pork! Set up a political system to regulate trade, provide welfare, redistribute wealth, etc.

Choral Reading

Choral reading sometimes works as a way of getting students to pay closer attention to an important document, e.g. the Declaration of Independence. Give the students the selection you want them to concentrate on and divide them into groups of six-eight. Choose a director for each group, and explain that the group's job is to come up with an interesting way of presenting the selection. The selection can be divided into solo parts, duets, and trios or into parts for two semi-choruses. Students may have some difficulty at first. Letting the students listen to a recording of Vachel Lindsay reading his poems is a good way to get them started.

History Tennis

Give students a list of important events and dates such as the following:

• Norman conquest of England 1066
• Magna Carta 1215
• Hundred Years' War Begins 1337
• Black Death decimates Europe 1348
• Jacquerie 1358
• Fall of Constantinople 1453
• Martin Luther's 95 theses 1517

Select one student as the history tennis champion and one student as the challenger. Challenging student "serves" a particular historical event. The student receiving the serve must answer correctly, then serve up an event of their own. A point is scored when one student misses. The student with the last correct answer is the champion, and remains up front to take on a new challenger.

This also works well as a memorization drill. Students recite alternate words of whatever is being memorized (e.g., the Preamble to the Constitution). The first student to miss a word sits down and there is a new challenger.

History Expert

One person is the expert on the topic under discussion. The expert gets a place of honor at the front of the class, perhaps the teacher's desk. The other students can ask any question they want about the topic. If the "expert" answers incorrectly, the person asking the question becomes the new history expert and gets the expert's chair. This works well both as a closed book and as an open book exercise.

Fictionary

This activity is best done in groups of around six. An unusual (but historically important!) word is read and spelled to the group. Each person in the group writes a brief "definition" of the word. Each person hands in their definition, then all definitions are read twice to the whole group. Each person then guesses which definition is correct. Score three points for each correct guess and one point for each person who guesses that your definition is the correct one.

History News

Split the class into groups of four or five. Give each group a historical event to report on. They then put together a T.V. type news show, complete with relevant commercials, sports, weather, interviews, etc. For instance, a group doing the Boston Tea Party might develop a commercial about a new and improved tea that would resist salt-water damage. The sports segment could feature crate throwing as a sport, while the weather forecast might suggest good tea-throwing weather.

--Leah Bossman

What America Means to Me (Colláge)

Students can work by themselves or in groups of 2-3 people.

Provide the students with magazines (or have students bring their own). Tell the students that they are to create a collage of words and/or pictures that depict how they view America. Give them some categories to help them get started on ideas such as: government, economy, people/culture, geography, etc.

This activity will probably take more than one day to make. After the students are done making their collages, have each student or group present their collage to the class and explain why they chose certain pictures or words to go on their collage. When this is all done, you have some beautiful, colorful collages to decorate the classroom with.

--Kari Lafrance

Wheel of History

ITEMS NEEDED

• Six sided dice
  
• Adequate supply of category puzzles
• Chalkboard/Whiteboard for category/puzzle display and scorekeeping
• Bank of questions relating to review/understandings of section
  

RULES FOR GAME PLAY

• Team captains will shake dice with high dice playing first, second highest next, etc.
  
• A student is designated to toss the dice for the duration of the game
• Dice is tossed for each question and consonants will be worth the number on the die. Vowels can be chosen but do not receive any points and therefore are best chosen if the die number is a low one
• Teacher reads question and team is allowed 5-7 seconds to answer
• If the correct answer is given the team then picks a consonant or vowel
• Any member of the team guessing can answer a question, but letter selections are made individually so that all team members get a chance to participate at some level
• If the team fails to correctly answer the question goes on to the team next in line
• First team to solve the puzzle wins the round
• First team to win two rounds wins the game
  

SCORING

• Each time a team correctly answers a question it picks a letter and the number on the die represents what each letters point value is for that turn
• If the team chooses a vowel, no points can be earned
• Only the team that solves the problem can be awarded points for that round
• First team to 50 points wins the round
• Game does not have to be finished in one session and scores may carry over from one review session to the next

--Dave Bohlander

Kerry's History Football

Football: (Click for football questions)

This game is an excellent way to review material before a test or over a chapter.

Divide the class into two equal teams. Flip a coin to determine who goes first. The ball starts on the 20-yard line. The offensive team will then be able to select from pass and running plays. Once they select what type of play, they can then select if they want to go for a short (5), medium (15), or long yardage (25). The level of difficulty of the question would correspond with the amount of yards. Each team would be able to use three Hail Mary plays that would result in an automatic touchdown if answered correctly. After a touchdown, the team will be able to decide whether they want to go for a two-point conversion or one point.

If the offense answers the question incorrect, the defense will be able to answer the question. If the defense answers the question correctly, they take over the possession of the ball. If both teams answer the question incorrect, two representatives will step forward and they will be asked a question, and whoever answers first, his or her team will gain possession of the ball, and five yards.

After a team scores a touchdown, both teams will have the ability to answer the point after touchdown question. If the offensive answers first, then they are awarded the point. If the defense answers the question, the play is blocked and no points are earned.

As facilitator of this game, you can call penalties, such as delay of game, inappropriate conduct, off-sides, and ect. If a certain area of questions is all answered, such as all running plays, just say that the running back is injured and there is no running game. For passing plays, the quarterback or wide receivers are out of the game. That way you can get all questions answered. To make the game even more interesting, you can have them answer a question, and then have a fumble or interception, and the other team takes over. That way, if a team is losing horribly, you can keep them interested in the game by giving them a chance to take the lead.

Topical Bingo

A bingo-style game can be used with almost any topic. It would work best with material that can be matched or defined. Put either the definition of the answer on the bingo card and then call off the other.

Materials Needed:

• Bingo card made with definition or descriptions for topic (sample below)
• Markers for players (unless you do not want to re-use cards)
• Bingo “numbers” – the answers or descriptions that match those on the cards
  

Procedure: (Parts of the Constitution Bingo game - this particular game would be played after a lecture or other instruction on the Articles and Amendments of the Constitution)

• Hand out bingo cards and ask if anyone doesn’t know how to play.
• Tell students that the teacher will name the title or brief description of an Article or Amendment of the Constitution and they need to write that title or description in the square with its Number.
• When a student gets a bingo, they will call out “Bingo” and then we will go through their answers to make sure they are right.
• Play can continue or be restarted.
• Teacher must keep track of what has been called.

Other ways to play:

• Let students look at notes, after telling them what the topic is, for a short and defined amount of time before playing.
• Put students in pairs or small groups with one bingo board so they can discuss their choices.
  

Other Notes:

• Boards can be made different by creating board in an excel worksheet and then sorting the cells on each board separately. Sort half the board at a time if needed.
• Once all the items have been used, be sure to go over them all and discuss so the boards could be used as a review sheet.
  

A very small list of Possible Topics:

• Parts of the Constitution
• Presidents
• Executive Offices
• People currently in Executive Offices
• States
• Capitals (State or Country)
• Major battles of the Civil or Revolutionary War

Sample "Parts of the Constitution" Bingo Board

1st Amendment	6th Amendment	Article 7	13th Amendment
Article 5	Free	25th Amendment	Article 2
2nd Amendment	Article 1	8th Amendment	3rd Amendment
19th Amendment	10th Amendment	Article 6	26th Amendment
Article 4	4th Amendment	18th Amendment	Article 3

--Jane Peterson

Ron's Simplified Pictionary

Materials:

-Pen and Paper
-Clock with second hand or timer
-Cards listing topics/subjects currently studied in class
-Student-created game boards (optional)
-Dice (optional)

Note: it works best to treat all rounds as *all play* rounds. Also, the teacher should start and end all groups at the same time to ensure that students remain on task throughout the activity.

Procedure:

1. Divide students into groups of four, and each group into two teams of two.
2. One student on each team is the designated artist, the other the designated guesser.
3. Both artists look at the topic/subject card.
4. At the start signal, the two designated artists draw pictures designed to help their partners guess the topic/subject. No written words or symbols are allowed.
5. After three minutes, teacher gives the signal to stop and then rolls one of the dice. The first team in each group of four to answer correctly scores (or moves ahead on the game board) the number rolled. No points if neither team gives the correct answer.

--Ron Reszel

History Hangman

Everyone knows how to play hangman! History Hangman is exactly the same but it deals with HISTORY!!!

Draw the "hangman" on the board and divide the class into small groups. Use significant people, places, and events from the unit you are teaching!

Example: If you are studying the1960's: The Groovy 60's Timeline offers plenty of material for creating important questions!

You can use any of the items on the timeline as a puzzle. For each puzzle tell the students whether it is a person, place, thing, etc.

Groups take turns guessing letters each time a team picks a letter for the puzzle that is NOT there they lose their turn and the hangman gets a body part! If a team decides to guess the puzzle during their turn and get it right they are awarded 10 points if they get it wrong they are out of the game for that round. If the hangman is finished before the puzzle is guessed, points are awarded to the teacher! Points go up after each round (1st round= 10 points, 2nd round=20...) the team with the most points at the end of the game wins! To make the game more interesting have 5 point bonus questions to the team that guesses the correct puzzle. If they don't know the answer the next team in line gets a shot at it!

--Rachel Stotz

Recipe for Success

In this game, students match various "ingredients" to a specific term or event. Collect the right terms together and you you have a recipe for success!

Procedures for Playing:

1. Write down review questions on index cards, one question per card.
2. Write out answers to all of the questions on separate cards.
3. Mix the two sets of cards together and shuffle thoroughly
4. Pass out the one card to each student.
5. Have the students circulate around the class trying to find the right match of question and answer.
6. When students think they have the correct match, they race to the teacher to have their results checked. If correct, they earn points. If not, it's back to finding the correct match.

Scoring:

Tournament scoring works well for this game (7 points for first, 5 points for second, 4 for third, 3 for fourth, 2 for fifth, 1 for 6th. Seven rounds of play is about right.

--Greg Slauthaug

Pass the Chicken

Material needed:

Students' review questions
A rubber chicken

Students should be sitting in a circle on the floor. The teacher selects one person to be “it” and gives that person the rubber chicken. The teacher then asks "it" a question (e.g., “name five U.S. Presidents") and then says immediately, "Pass the chicken!”

While the rubber chicken is being passed around the circle, the student has to completely answer the question before the chicken gets back into their hands. If the rubber chicken returns to the hands of the original holder, then that person is still “it.” If the student answers the question before the rubber chicken returns to him/her, then the student holding the rubber chicken is the new “it.” The object of the game is to not get caught with the rubber chicken!

Possible questions:

Name five religious beliefs of the world.
What is the Monroe Doctrine?
Name five of the seven continents.
What was the Populist Party?
Name five alphabet agencies from the New Deal.
Name five major bodies of water.
Name five types of climate.

Don’t be a chicken and play the game!

--Dara Bowser

What's My Line? (Game show)

Students are put into teams. Each student will get an opportunity to be the "mystery guest," or assume the role of a historical character. The other team(s) get a predetermined amount of time to figure out who it is using only yes or no questions.

--Jory Wipf

Ad Attack!

Ad Attack!

Social Studies/Language Arts Activity

In this activity students will analyze the "hidden" messages of
advertisements targeted to their age group.

WHAT YOU NEED

• videotaped advertisements targeted at early adolescents
• magazines and newspapers that can be cut up
  
• Ad Attack! analysis charts
• art supplies (optional)

WHAT TO DO

1. Show the videotape and ask the class:

• What was your favorite commercial? Why?
• Which product seemed the most desirable based on the ad? Why?
  
• What advertising techniques did you recognize? (These may include celebrity endorsement, promises of being part of the crowd, improving looks, improving athletic performance, increasing sex appeal, etc.)

2. Lead a discussion about the young people portrayed in the
advertisements:

• How do they look?
  
• What do they do?
  
• How do they dress?
  
• What do they care about?
  
• Where do they live?
  
• Are these realistic portrayals of kids this age? Why or why not?
  
• How does it make you feel if your life isn't like theirs?

3. Have students look through magazines and newspapers for examples of
advertisements that feature young and older teens. Divide the class into groups and distribute the ads among them. Have each group take several ads and analyze them, using the Ad Attack chart. Tell students to staple each ad to its analysis chart.

4. Bring students together as a class to discuss their findings. In
summation, point out that while advertisers don't deliberately try to undermine the self-confidence of young teens, the image they present of what adolescent life is like is often unrealistic. It might help to remember the purpose of such advertising and to resist allowing these images to lower self-esteem.

TEACHING OPTIONS

• Students can use the Ad Attack charts to review television commercials at home.
• Students may create advertisements that more realistically portray what kids their age are like.
  

--Amber Nash

Recall: The Knowledge Game

Recall: The Knowledge Game
(Student-produced game show)

In this activity, students create a game show based on information about ancient civilizations and cultures.

WHAT YOU NEED

Reference material about ancient civilizations, including

• textbooks, nonfiction books, and encyclopedias
• Large index cards (or tagboard cut to about that size)
• Hole punch
  
• Twine, yarn, or rings to bind cards
• Drawing materials and props as needed to create game show
  atmosphere (contestant tables, scoreboards, stopwatch, category lists).
  
• Video and/or audio recorder (optional)

WHAT TO DO

1. Discuss with students television game shows that require contestants to have learned information about many subjects. Explain that they are going to have the chance to participate in that kind of a show, but first they need to prepare resources that the contestants can study. These resources are mini-encyclopedias about ancient civilizations.

2. Have students divide into research teams, each of which is responsible for making notes about one of the following ancient civilizations:

• Abbasid Caliphate
• Ancient Greece
• Ancient Rome
• Byzantine Empire
• Empire of Mali (Africa)
• Song Dynasty (China)
• Tang Dynasty (China)

3. Have students write, on index cards, a summary in outline form of
the information they gather. This summary should
include information on as many as possible of the following areas:

• Arts
• Biography (that is, important historical figures)
• Geography
• Government
• Religion
• Time period
• Science and technology

Suggest that students use graphic aids (such as time lines and
maps) where necessary to make the information easier to understand.

4. On the last card of each encyclopedia, students write at least five
study questions that can be answered by studying the information in the encyclopedia.

5. Have students bind each set of cards to form books, one for each
civilization. Create a sign-up sheet for each book. Explain to students that everyone who hopes to compete in Recall: The Knowledge Game should study each book and master the information in it before going on to the next one. Suggest that if students study in pairs, they can quiz each other, using the questions at the end.

6. To prepare for the quiz show, form a planning committee by choosing
one student volunteer from each research team. This group draws up the plans for the program by considering such issues as these:

• Physical set-up
• How contestants compete (for example, individually or as teams)
• Organization of the questions (that is, by what categories)
• Point value for each correct answer
• How contestants signal their readiness to answer
• What happens if the contestant gives the wrong answer?

7. Choose other student volunteers to serve in the following
capacities:

• Question experts, who write the final questions (based on the ones in each encyclopedia) and judge the answers for accuracy.
• Production crews, who put together the set for the quiz show and run the video or audio recorder.
• Writers, who write a script for the masters of ceremony and announcers.
• Artists, who design the set.
• Directors, who give cues and keep things moving.

TEACHING OPTIONS

Once you know how many students wish to compete, you might have a series
of classroom quiz shows each day (rotating responsibility for questions, production, master of ceremonies, and announcer), culminating with a championship match in front
of a wider audience on the last day.

To make the game show format even more authentic, have writers and graphic artists in the class prepare commercials for the sponsors: information providers or resources. For example, one team might write and produce an ad for the library, another for on-line information sources, and a third for a local museum. Integrate the commercials into the final production.

--Amber Nash

Jigsaw Learning

OVERVIEW:

Jigsaw learning is a widely practiced technique that is similar to group-to-group exchange with one important difference: every single student teaches something. It is an exciting alternative whenever there is material to be learned that can be segmented or chunked and when not one segment must be taught before the others. Each student learns something which, when combined with the material learned by others, forms a coherent body of knowledge or skill.

PROCEDURE:

1. Choose learning material that can be broken into parts. A segment can be as short as one sentence or as long as several pages. Examples:
-a multipoint handout
-a list of definitions
-a group of magazine-length articles or
-other kinds of short readings

2. Count the number of learning segments and the number of students. In an equitable manner, give out different assignments to different groups of students. For example, imagine a class of 12 students. Assume that you can divide learning materials into three segments or
chunks. You might theb be able to form quartets, assigning each group either segment one, two, or three. Then, ask each quartet or study group to read, discuss, and learn the material assigned to them.

3. After the study period, form "jigsaw learning" groups. Such
groups contain a representative of every study group in the class.
In the example just givin, the members of each quartet could count
off 1,2,3 and 4. Then form jigsaw learning groups of students with
the same number. The result will be four trios. In each trio will
be one person who has studied segment 1, one for segment 2, and one
for segment 3.

4. Ask the members of the jigsaw groups to teach each other what
they have learned.

5. Reconvene the full class for review and remaining questions to
ensure accurate understanding.

--Amber Nash

Historical Football Challenge

Materials:

Pair of dice
Set of review questions, or test questions
B7 Football play cards

How the Game is Played:

1. Divide the class into two teams. Designate which team will start on offensive or obtain possession.

2. The review questions are asked to the offensive team. The offensive team has four "downs" to advance the ball, or score.

3. The ball is advanced by answering the questions correctly. If the offensive students answer the question correctly, they get to role the die. The number rolled by the student will designate a play from the instructor's offensive play cards (see below), and determine the outcome of the play.

4. If the offensive student answers the question incorrectly, the defensive captain is allowed to roll the die. The number that the defensive student rolls will designate a p lay from the defensive play cards.

5. The offensive team must advance the ball twenty yards in order to obtain a new set of downs. If the offensive team cannot advance the ball twenty yards, then possession goes to the other team, and the game is carried on in the same fashion. The game should be played on a 100-yard playing field with the ball's progress plotted on theoverhead or black board.

Sample Offensive Play Cards:

1. RB runs up the middle for a 3 yard gain.
2. QB pass to WR for 8 yard completion.
3. Incomplete pass.
4. RB runs a sweep for 15 yard gain.
5. QB connects with the TE over the middle for 25 yard gain.
6. RB runs for 5 yard gain.

1. RB stopped for no gain.
2. QB to WR for 20 yard completion.
3. RB breaks free for touch down run.
4. Incomplete pass.
5. QB pass to the TE for 10 yard gain.
6. RB up the middle for 5 yard gain.

Sample Defensive Play Card:

1. Pass intercepted.
2. Offensive holding, 10 yard penalty and loss of down.
3. QB sacked, loss of 5 yards.
4. QB fumbles snap, defense recovers.
5. Incomplete pass.
6. RB stopped for no gain.

Hints:
Offensive cards should favor offense, while defensive cards should always favor defense.
Instructor should devise numerous offensive and defensive play cards. Allow students to chose their favorite teams and design cards in that fashion.

--Ryan Jacobson

Shoes and Clues

The class should be divided into 6-10 for this game.

1. Everyone takes off one shoe except for one person who is "it."

2. The group picks a historical figure (e.g., Alexander the Great), and then sends it out of the room.

3. The remaining group members agree on which of them will "be" the historical figure.

4. "It" comes back, goes up to one individual in the group, and states one fact about the agree on character (e.g. Alexander won the battle of Gaugamela).

5. If the person they address is not the designated figure, they state a different fact about the designated figure (e.g., Alexander was tutored by Aristotle), and "it" moves on to the next student with another fact (e.g., Alexander's mother was named Olympias).

6. When it picks the right student, that student announces their historic name (I am Alexander) and everyone runs to the middle to grab a shoe. The person who doesn't get a shoe is the next person to be it.

It is not as complicated as it sounds!

--Tonya Kienow

Human Knot

This is another learning activity that keeps the students active.

The class should be divided into groups of about 6-10. The students start by getting in a circle and holding a hand of the person directly in front of them. They then find someone else to hold their other hand. This will make a big human knot. The
teacher asks a question to all of the groups. If they get the answer
right, they can make one move to try to untangle the knot. The goal is to continue to answer questions correctly and be the first team to become completely untangled.

--Tonya Kienow

What's My Line? (Theater Game)

This is a theater game that is really fun to play and can be revised to fit a social studies class.

The teacher puts a number of famous quotes from historical figures into a hat. Two students draw a quote and, without yet reading the quote, go up to the front of the class at a time and begin to act out a scene that is set up by the teacher (e.g., two people in a parking lot search for their car. At some point, one of the actors pulls out the quote and reads it. They now continue the skit in the direction suggested by the quote.

A guaranteed way to get students to remember an important quote!

--Tonya Kienow

Board Run Review Game

Divide the class into four teams. Ask review questions, and have one member from each team runup to the board to write the correct answer on the board. Theentire team can supply the answer, but only one person runs up to answer the question. The students should take turns running to the board. One point is scored for the first team whose runner gets back to their seat first after writing the correct answer on the board. The team with the most points at the end of the set time wins.

--Tonya Kienow

Social Studies Link Tag

A great outdoor (or gym) tension releaser for students!

One (or more) students are "it." Students try to avoid being tagged by "it." If they are about to be caught, they can be temporarily safe by linking arms with someone else and calling out the name of a historical figure or event in the chapter currently being studied.

--Tonya Kienow

Name the State

This game teaches the students about the different states of the United States.

1. Split the class into groups of four or five.

2. Have each group picks two states and write five questions about each, placing each question on a separate card. Have the students rate each question in terms of difficulty (one=easy, 5=very hard).

3. Gather all questions and shuffle them together.

4. Have each group designate a spokesperson. When the questions are read, call on the first spokesperson to raise his/her hand.

5. Group members may consult with one another before the spokesperson answers.

6. A correct answer scores the "question value" for the team, while an incorrect answer results in a penalty equal to the question value.

--Mike McCreary

Garbage Can Slam Review Game

1. Prepare an even number of potential test questions with one particularly good question for a tiebreaker.
2. Get an empty garbage can, a ball (a tape ball works best), and a short object (a track baton works best).
3. Divide the class in half and start pairing students up one from each team.
4. One pair stands in front of the class and fields a question from the teacher.
5. The student with the correct answer is allowed to choose the ball or blocking object.
6. The student with the ball takes a shot at the garbage can and the student with the object tries to block.
7. Two points are awarded for the correct answer and one point is awarded for a successful shot or block.
8. If the students who are in front of the class cannot answer the question the rest of the class may answer by raising hands. If the question is answered correctly the student goes to the front of the class and chooses to shoot or block and this does not count as their turn. So, they get to go up again if it is their turn.
9. After each question, two different students come up to answer the next question.
10. Any student who throws the object while blocking will forfeit 3 team points.

--Christ Moen

Name Tag Game

1. Write pairs of cards featuring the name of a historical figure or event on one card and an appropriate response on the other, i.e., guerilla warfare/style of warfare used in Vietnam.

2. Tape a card to each student’s back, not letting them see what is on the card.

3. Have students try to match up with their partner by asking students questions about what is on their back.

4. When students find their match, they can go to the teacher and get a reward.

Good variations of the game include allowing students to say only one word about the card they are describing on their back or limiting them to only hand-actions.

--Casey Hanson

Match Game

This game allows the students to interact with each other while learning at the same time.

Prepare a "deck" composed of pairs of cards each featuring the names of an important figure or event. To play, distribute one card to each student in the class, and allow them to go around the room and exchange clues as to the cards they hold. Each student tries to find their "match" going only by the clues and without looking at any other students card. The first pair to correctly match up is the winner of that round.

--Jonathan Boer

Famous Historical Quotes

The object of this game is to earn the most points in the allotted time period.

Divide the class into two teams. Decide which side goes first. The teacher reads the quote and the first team has to identify who said it. If they miss, the opposing team has the opportunity to answer it or challenge the next quote to the first team. A standard answer is worth 2 points and a challenge answer is worth 4 points.

Play continues in that manner until time expires. The teacher can have a “reward” for the winner. This could be candy, a coupon, extra credit, etc. The teacher could also challenge the students to find their own quotes in a specific area, say famous philosophers, 20th century authors, famous historians, famous war leaders, etc. Another variation is to give extra points if they can give the nationality of the person quoted, or that person’s area, i.e. actor, author, politician, etc.

--De Anna Garza

Jeopardy Review

Jeopardy review is played just like the Jeopardy gameshow with 5 categories with one Daily Double for the first round and two Daily Doubles for Double Jeopardy. Daily Double’s allow the team to bet the equivalent of their score or the highest value on the board ($500 for first round and $1000 for Double Jeopardy). In Final Jeopardy the team bets equivalent to it’s score. This review game should be played in teams to promote whole class participation.

A variation involves adding a critical thinking question that would be available to every team to answer for the same amount as the question. Adding a critical thinking question allows for more class participation and a higher level review. Remember that all answers must be in question form.

Example-
Question: This Rough Rider changed the office of the Presidency.
Answer: Who was Theodore Roosevelt?
Critical Thinking Question (for everybody): How did Roosevelt change
the office of the Presidency?

--Robert Lech

Who Wants to be a Millionaire Review Game

This review game is based on the popular new game show of the same name. It pits one student from the class against ten multiple-choice questions. As the questions ascend the questions become more difficult. The student is picked from the rest of the class by being the first to correctly answer a question.

This contestant gets three lifelines to assist in answering the questions:

1. By a show of hands, the class gives what multiple-choice answer they would choose

2. Contestant gets to ask one specific member of the class for help

3. The 50/50 lifeline erases two of the four multiple-choice answers.

The student can use a lifeline only once so they should use them wisely. More than one lifeline can be used on a question. The game is won when a student answers all ten questions with no incorrect answers. If a question is missed the contestant’s turn is over. After four correct answers the contestant is guaranteed a prize (to be determined at teacher’s discretion i.e. bonus points, candy, pop, etc.). After seven correct answers the contestant is guaranteed a better prize. Ten correct answers equals the grand prize (again at teacher’s discretion).

--Robert Lech

History Feud

Overview:

This activity is a good way for students to prepare for a test. It stresses important facts the students need to know including names, dates, and important events.

Procedure:

1. Divide the students into two groups.
2. Use an overhead projector as a game board. Put the answers in order of significance (1= most significant). Have a number value behind each answer. Cover each answer with an individual piece of paper that can be removed separately upon the student answering the question correctly.
3. The students will have a face off. One student from each group will come to the front of the class and be asked a question. The student who give the highest or most significant answer will be asked if their group would like to play or pass.
4. Which ever groups play will be allowed to give three wrong answers. Upon the third wrong answer the opposing group will get a chance to steal the points by corroborating to give one correct answer.
5. The group with the most points will win the game.

Rewards: Extra credit on the test or candy for each correct answer when it is given.

--Melissa Marko

Hollywood Squares Review Game

Materials needed:

9 sheets with X/O’s on each side

1 sheet with X on one side

1 sheet with O on one side

9 chairs, set up in a tic-tac-toe grid

2 desks

In advance:

1 . Prepare (or have students prepare) 9 questions for each round (questions can be true/false or fill in the blank).

Playing the game:

1. Arrange the 9 chairs into a tic-tac-toe grid, and place one X/O sheet on each chair.
2.Ask for 9 volunteers to sit in the grid. They will be the Hollywood Stars. Note: nametags are helpful to save any embarrassment.
3. Divide the rest of the class into two teams (X and O teams).
4. Have each team send a representative to the X or O desk.
5. The student at the X/O desk will choose a “Hollywood Star” and the teacher will ask the “Hollywood Star” a question. The “Hollywood Star” will answer the question and the X/O student will agree or disagree with the answer.
6. If the answer is correct, the square is won, if it is incorrect, the opposing team will then choose a “Hollywood Star.”
7. Winner of the round is determined by connecting 3 squares, as in tic-tac-toe.

Sample questions: Review for Chapter on Zimbabwe

Round One

1.Zimbabwe received its name from:

a. The Zimbabwe monkey
b. The ancient Great Zimbabwe city
c.President F. Zimbabwe

2. Victoria Falls is located in Zimbabwe. True or false?

3. In the city of Bulawyo, the streets are so wide, that a herd of 16 cattle can make a full circle in the middle of the boulevards. True or false?

4. The Zimbabwe flag consists of the colors: red, gold, green and black: True or false?

5. Zimbabwe is a country of limited natural resources. True or false?

6.The Shona are an indigenous people of Zimbabwe. True or false?

7.Lake Kariba is an artificial lake located in the (N,E,S, or W) of Zimbabwe.

8.Zimbabwe is located in the (N,E,S, or W) of Africa.

9.What river feeds Victoria Falls?

a. The Zambezi River
b. The Nile River
c. The Zambia River

10. The black rhino is an animal that is on the verge of distinction, and are found in small numbers throughout Zimbabwe. True or false?

11. The Zimbabwe National Railroad headquarters is the home to one of the world’s largest railroad junctions. True or false?

12. Tobacco is one of Zimbabwe’s largest exports, and is one of the world’s largest distributors of tobacco. True or false?

13. Zimbabwe is one of the few African nations that have never been ruled by non-African government officials. True or false?

14. The tiger fish of Lake Kriba attracts many tourists each year. True or false?

--Peni Mounga

Yahtzee Review

This game is designed to help students review for a test.

Equipment Needed:
1. One Drinking cup
2. Five Die

Procedure:

1. Have students prepare at least five questions for the review.
2. Divide the class into 2-3 groups with no more than thirteen members.
3. Explain the rules of Yahtzee to the class and how it is to be scored.

• ones
• twos
• threes
• fours
• fives
• sixes
• full house
• three of a kind
• four of a kind
• small straight
• large straight
• Yahtzee
• Chance

4. After each student rolls, they must answer a question to be rewarded the points.
5. After all scoring chances are used, the students add up the amount of points scored and the winning team can receive a prize of some sort.

--Brian Haak

Welcome!

Over the years, the students in my Social Studies Methods class have come up with a variety of contests, games, and activities designed to reinforce the lessons they teach--and to make the classroom experience a bit more fun for teachers and pupils. I post here some of the the ideas that they have begged, borrowed, stolen, and(occasionally) invented. Feel free to borrow and steal as you like.