Students, (in groups of five), will research, design, and create a game board based on information learned in ancient civilizations’ social studies units.

This project requires the use of multiple abilities so that each student can contribute.  Each student is given a defined role – such as, reader, artist, scribe, materials manager and monitor.  As students work on the project, the teacher serves as a resource.

Students will utilize computer technology (INTERNET, ENCARTA ENCYCLOPEDIA, COMPTON’S ENCYCLOPEDIA ) to research the project, as well as, textbooks, in-class library and video tapes.  This research re-enforces unit study while providing additional historical information, compelling images, and avenues for further research and study.

After completing the project, students will write evaluations of the group process and of other games created in the class.  These evaluations enrich class discussion and promote critical thinking.

Unlike traditional tests with their emphasis on recall, this culminating project challenges students to exercise higher-level thinking skills—comprehension, application, analysis, evaluation, and most important, synthesis—to complete complex problem-solving tasks.  The project focuses on the key questions, difficult issues, essential understandings, and important concepts of the unit.
 

In a group of five, students will design and make a board game based on the assigned unit of study, (EARLY HUMANKIND, MESOPOTAMIA, EGYPT, INDIA, CHINA, GREECE OR ROME) or assigned book.

Each student will be assigned a specific role (task) in the group:

 _____  Reader (reads directions, proof reads, etc.)

 _____  Artist (draws or selects cut outs for the final version of game board)

 _____  Scribe (writes questions, answers, and rules)

 _____  Materials Manager (selects, gathers and returns materials)

 _____  Monitor (makes sure everyone in the group contributes (stays on task), and turns in everyone’s evaluation form)

Other students in the group may assist in these roles, but the student assigned has the ultimate responsibility for completion.

1. Design and make a board game.  Use cardboard, tag board, construction paper, or legal sized file folders.  Decorate the board with art that relates to the unit of study or book assigned.   There should be a START and FINISH box connected by at least a 22-space path.  Label one half of these spaces FACTS and one half OPINION, or other information that the group decides on.

2. Make up questions that relate to the unit of study or book.  PRINT them neatly on 3” X 5” index cards cut in half.  Divide your questions equally between FACT and OPINION (or other information that the group has decided on).  Write the type of question (FACT, OPINION, OTHER) on the back of each question card.  Number each set of cards.

3. On a sheet of lined paper, write the answers to the factual questions.  Glue this paper to a piece of construction paper and label it ANSWERS.

4. Make up and write the rules for the game.  (SEE NEXT PAGE)  Remember that each game has a specific OBJECT.

5. Play the game through once.  Adjust (correct) parts of your game as needed.

6. Exchange and play another group’s game.

7. Complete an evaluation form for each game played.

Game pieces needed for each group’s game will be designed and completed in class.  If needed, a single die, or pair of dice, will be supplied by the teacher.
 

This project incorporates one of  Standards 6.1 through 6.7 with particular emphasis on the ART and ARCHITECTURE of the ancient civilization chosen for the board game.  Questions that accompany the game are based on the geographic, political, economic, religious, and social structure of the ancient civilization chosen for the project.
 

OBJECT OF THE GAME:  Decide how the game is won.

EQUIPMENT:  What is necessary to play the game.  (Game board, die, cards, etc.)

SET UP:  How do you set up the board before play?  How do you decide who takes the first turn?

RULES OF PLAY:  How does a player move around the board?  Are there penalties for wrong answers?  How many players can play?
 

Name:  _____________________________  Group Members: ___________________________
            _______________________________________________________________________
1. What was your job?  What were its good points and bad points? _________________________
            _______________________________________________________________________
2. Do you prefer working by yourself or with a group?  Why? _____________________________
            _______________________________________________________________________
3. Would you want to design another game?  Why or why not? ____________________________
            _______________________________________________________________________
 

1. Were the rules clear?  If not, what made them hard to understand? ________________________
            _______________________________________________________________________
2.  Was the board attractive, colorful, etc.?  EXPLAIN: __________________________________
            _______________________________________________________________________
3. Were the questions easy?  _______  difficult? ________  Did you understand what was being asked of you?
            ______________________________________________________________________
4. What suggestions do you have for the group that designed this game? ______________________
            ______________________________________________________________________
5.  Did you enjoy playing the game? ________ Would you play it again? __________