Scavenger Hunt

Learning Objectives

Students will conduct field research of a historical site in order to discover a more complete understanding of a time period, as well as a fuller appreciation of history.


Tools And Materials

Students will need copies of a scavenger hunt based upon their previous research. (See previous activity.)


Teaching Stratedgies

  • Before visiting the site, create a scavenger hunt of facts and items students should discover at the site. (See previous activity.) Make sure it includes both items relating directly to the historical site and those relating to the history of the time period relating to the site.
  • Photocopy enough copies of the scavenger hunt for each student. On the way to the historical site, distribute the scavenger hunt to each student.
  • Students may use the time in transit to complete any parts of the scavenger hunt they are not sure about based on previous class discussions, preliminary research, or prior knowledge. They should also look over the list in order to have a good idea of what they are looking for.
  • Once students are at the historical site, tell them that they may work in small groups in order to complete the scavenger hunt. Remind them that they should pay attention to any guides or site personnel first, but that they should then work to complete the scavenger hunt. If students become distracted because they are working the list, remind your students that they will have the opportunity to complete the scavenger hunt after they leave.
  • If the trip includes a lunch stop or other break in the tour, you may want to have students compare their scavenger hunts to make sure they all have the same information. Any information which does not match, have students make a note of it and see if they can figure it out during the remainder of the tour.
  • Once the trip to the historical site is completed and students have returned to the school, have them do any research they need to complete the scavenger hunt.


Standards from MCREL Standards


Standard 3.1: Understands and knows how to analyze chronological relationships and patterns

  • Knows how to diagram the temporal structure of events in autobiographies, biographies, literary narratives, and historical narratives, and understands the differences between them.
  • Knows how to develop picture time lines of their own lives or their family's history.
  • Understands patterns of change and continuity in the historical succession of related events.


Standard 3.2: Understands the historical perspective

  • Knows how to evaluate the credibility and authenticity of historical sources.


Standard 21.6: Applies decision-making techniques

  • Secures factual information needed to evaluate alternatives.
  • Makes decisions based on the data obtained and the criteria identified.


Standard 22: Working With Others

  • Contributes to the overall effort of a group.
  • Displays effective interpersonal communication skills.