Hosting Non-Violent Hunger Games Activities, Part 2

Previously, I blogged about competitive activities for your students that stay true to the theme of non-violence in The Hunger Games Trilogy. In this post, I'd like to share how I have facilitated our class activities.

For several years I have hosted a Class Reaping and Training challenge. We reap every student in the class for the positions of Tributes, Mentors, Escorts, and Stylists for each District. Those who were not reaped become the Gamemakers. This is done after we complete chapter two (or three).

The Groups
The Gamemakers form their own group and they are in charge of planning, creating, and facilitating the training stations, and scoring the tributes during the challenges.

The other students are grouped by District. They work together to create a marketing campaign for their tribute. They come up with slogans, outfits, tokens, posters, and 30-second ads to try to gain sponsorship for their District Tributes.

How Scores Are Determined
The Tributes (and their team) have three categories for scoring: Intelligence, Sponsorship, and Physical Skills.

Intelligence
After the reaping, we don't do very much planning for this project until after the Games begin in the novel. In the meantime, however, I keep track of how students performed on quizzes and other major assignments. Those who score well earn "Panem" cash. I don't hand out the Panem cash until later, though (many are likely to lose it if you pass it out before they can use it). They can use the Panem cash to sponsor Tributes (this comes later).

Students earned "Panem" cash by scoring well on quizzes/tests, getting sponsors for their District, and completing tasks in class. Students could also earn them by donating food to a local food pantry.

Rather than rewarding individuals, you could average the scores for each District and the Gamemakers and have overall team scores (not to go in the grade book, but to earn Panem cash). This will build team unity and those who are stronger in the group may cheer their classmates on and even help them study.

Throughout the novel, have a place on your board where you record each group's average score. This keeps their competitive spirit strong. Rate the group with the highest average a "12" and the group with the lowest average a "1." (If you have more than 12 groups in one class, you can adjust the numbers). This is the first of their three training scores.

Sponsorship
Once we begin reading Part 3 of the novel (and some years I've started sooner, depending on my time constraints), I give students time in class to work with their groups for their marketing campaign. You can download a free advertising/marketing campaign lesson {HERE}.

After students have their marketing materials made, we display the posters in the room and show their videos. I give every student 5 Panem dollars to use to "sponsor" the Tribute with the best campaign based on the marketing materials. This is also when I give the students/groups who earned extra Panem cash their additional dollars to use to vote.

The Gamemakers keep track of the votes (though I always check to make sure there's no padding of anyone's coffers, so to speak). They tally how many dollars each Tribute earned. The Tributes with the most dollars scores a 12 (one boy and one girl), then the Gamemakers go through all the rest and rate them based on the amount they earned. The Tributes who earned the least score a 1.

Physical Skills
The Gamemakers create physical challenges for the Tributes to compete. However, every year when we do this, we will have the rest of the students just watch. This past year I gave more students extra jobs (we were also short on Gamemakers because I had a really small group of sophomores). The next time I do this, I am going to require the Gamemakers to come up with group challenges, so the District members work as a team. That way all of the students are actively engaged.

Students have had some pretty creative challenges over the years: camouflage the orange backpack, the "cornucopia" sprint, and even a "fireball" dodge ball game where the Tributes could not touch the ball (not even to catch it) or they were burned. The Tribute who lasted the longest achieved the highest training score.

Training Scores
The Gamemakers averaged the three separate training scores together to crown the overall victor.

Panem Cash
This past spring I tried something new with the Panem cash each District earned. I divided it up (and I also granted the Gamemakers cash, as well) and let students spend their earned money in the Capitol General Store. The store was only open on the last day of school and students came in during lunch to shop. (I made sure that every student had cash to spend in the General Store.)

Items I had in the store included The Hunger Games themed folders, notebooks, novels, magnets, bookmarks, and more. Many of these prizes I purchased at a discount or earned from Scholastic with Bonus Points from their book club. Then I had a bunch of Target 1Spot finds, like picture frames, puzzles, pens/pencils. And candy is always a hit.

The benefits of Scholastic Book Clubs: earning bonus points to get The Hunger Games items! Students could use their "Panem" cash to purchase the items.

The Capitol Healing Stick (a.k.a chapstick)

These sold out! They were a hit with the girls. :)

I've been teaching the novel since 2009, so I've had a lot of time to try different things (some activities work with some students, some don't). And I'll probably mix things up again this year with my new group of sophomores. ;)

If you want to host a reaping/training, but need more structure, I have a priced resource you can download, found {HERE}. I'll be updating it soon to include a few new things I incorporated this year.

Have a great school year!

How to Host a Non-Violent Class Hunger Games

If your students are anything like mine, one of the first things they ask me is if we get to have a class simulation of the Games while we read The Hunger Games Trilogy. Even after they find out that I don't allow a recreation of the Games because it would defeat the purpose of the novels, they continue to ask me EVERY SINGLE DAY if they can "fight" each other with toy weapons, or wrestling matches, or air-soft guns. I just shake my head.

I've always been adamant about stressing the theme of non-violence throughout the unit. But...they are typical students who want an excuse to "goof around" in class. And I do like to give them opportunities to get up, move around, have fun...but learn something while they're doing it. Nothing is learned by giving them fake weapons and simulating a "Hunger Games" activity. Or at least not what I want them to learn.

You know your students want to compete in some way, but how can you give them that thrill of competition in a non-violent way?

How about trying one of these ideas:

-Food Drive competition: It literally IS the Hunger Games.

-The Academic Games: Use trivia questions from the novel; ask each student a question. If they answer correctly, they stay in the game. If they get it wrong, they're out. Last one standing is the victor.

-The Spelling Tracker Jacker: Not quite the same ring as a spelling bee, but like the "Academic Games," students would spell words from the novel to compete. Imagine throwing them off with Suzanne Collins' spelling of "muttations." Bahahaha...(that's my evil President Snow laugh, by the way).

-The Training Games: For those who still need that physical challenge, focus on training skills where students compete against one another in various physical challenges that test their agility, speed, accuracy, and endurance.

-The Sponsorship Challenge: Have students work in groups to create marketing campaigns for the Tributes from the novel(s). The can create an entire campaign, including a TV ad-spot, billboard, podcast, and more. Students can vote for the tribute they would sponsor based on the campaigns.

-Surviving the Games: Create a series of survival challenges for teams of students. These can include activities like knot-tying, plant and insect identification, shelter building, and more. As an alternative to survival skills, try group challenges that allow students to rely on one another to complete. Using these team-building activities allow for collaboration and bonding between your students.

In my next post, I will share the activities I used with my classes and show you how you can implement them into your curriculum.

Make sure you follow me so you know when I post next!

Introducing the The Hunger Games with The Lottery

How do you introduce The Hunger Games to your students? Do you jump right in and start reading? Do any activities prior? Research the author? Read about Greek mythology or Roman gladiators?

All of those activities are good openers for Suzanne Collins' The Hunger Games. But I like to start with a short story by Shirley Jackson called "The Lottery."

"The Lottery" is set in present time, which makes its story all the more chilling. Without giving anything away, "The Lottery" serves as a good comparison to the reaping in The Hunger Games. Both happen on or near the summer solstice and both events are annual rituals steeped in tradition and serving a purpose.

To begin, I bring in a container of river rocks and have students choose one without telling them why. (I use river rocks because of their variety in size and color. You can find them in the landscaping section of your local hardware or garden shop. Or if you live close to a river, collect them yourself.) After each student chooses a rock I have them describe the rock and why they picked that particular one.

I show them a chart with the "symbolism" of the shape, color, and texture of their rocks and they se if it matches with their personality. It's amazing how many actually do. Is the "symbolism" a little hokey...sure it is (like reading horoscopes). But it's fun and the students like it; and because I love irony, it helps throw the students off a little when we get into the story. I point out in the end to look back at the rocks the different characters chose and what that means in the context of the story.

I think the lottery in the story is a great comparison to the reaping. I have a compare/contrast writing prompt I give my students after we've read chapter 3 in The Hunger Games. Later in the novel we refer back to different concepts from the story, as well. In fact, I used it to introduce Catching Fire one year with one group and Mockingjay with another. Both novels work well with the whole concept of sacrifice and in Mockingjay, in particular, we discuss the the age of those who are fighting for their country or for the betterment of humankind. It opens up the discussion about drafting during wartime (even though this generation of students haven't lived through a draft, the boys are still required to register in the selective service when they turn 18).

If you wish to use "The Lottery," the audio version is available online and you can find the print version of the 1948 story, as well. Here are some helpful links:
The Lottery Audio via The New Yorker
The Lottery by Shirley Jackson (print)

I also sell my lesson pack that includes the rock exercise/activity, comprehension questions, quiz, vocabulary, and The Hunger Games comparison writing prompt. You can find it here in my TeachersPayTeachers store:

"The Lottery" By Shirley Jackson Unit

Incorporate Free Rice Into Your Class "Games"

Use Free Rice as part of your Hunger Games class challenge.

If you plan to have a mock reaping and have your students participate in a class "Games" for your Hunger Games unit, think about incorporating the website FreeRice into it. Free Rice celebrates its 5th birthday this week and you and your students can join in on the celebrations!

CLASSROOM CONNECTIONS
Using FreeRice is an excellent way your students can help combat world hunger. During your Hunger Games unit, have your own "Games" based on who earns the most grains of rice. The student with the most becomes the "Victor." Make sure that your students log in (or create accounts) and have them keep track of the amount of rice they earn. You can create a class group and have the website figure the amount for you, but it will take a little work setting up the group and having students join it.

To help you, here's a free download that has a link to directions and a log to keep track of donated rice: Using FreeRice.com in the Classroom

You can also submit your challenge to the website and have live updates during that time. :) May the odds be ever in your students' favor!

Click on the icon below to begin!

The Original Silent Salute? Comparing Moments from the Olympic Games with The Hunger Games

Integrating events from pop culture with your curriculum is an excellent way to connect with and engage your students. So whether you are currently teaching summer school, or just planning ahead for this fall, you can utilize the Olympic Games for class discussions and mini-research projects.

With less than 20 days until the opening of the 2012 London Summer Olympic Games, I thought I would try to highlight a few areas of focus for discussion. Today's is the silent salute. (Warning: this post contains spoilers. If you have not finished the novel, do not read further.)

In chapter two of The Hunger Games by Suzanne Collins, the District 12 citizens give Katniss the three-finger silent salute: a gesture that shows thanks and respect her for her sacrifice. (p. 24) In the movie, Katniss gives the District 11 citizens the silent salute after Rue's death and they return the gesture. Note: In the novel, Katniss tells them thanks for the bread, but does not give the three-fingered silent salute. (p. 239) At the time, Katniss realized that she had publicly displayed rebellion toward the Capitol's mores by honoring and adorning Rue's body with flowers. In turn, District 11 defies the Capitol by sending Katniss bread (or saluting her, as shown in the movie). These are public acts of rebellion toward a repressive government. So...how does this relate to the Olympics?

Have your students research the 1968 Olympics in Mexico City. Chances are they'll see the iconic image of Tommie Smith and John Carlos (seen above) in their own "silent salute." Ask students the following:
• What did Smith's and Carlos' gesture represent (or symbolize)?
• How did the public react to their gesture?
• What repercussions did they suffer because of their gesture?
• How does their statement (or form of rebellion) compare to Katniss's gesture of rebellion in The Hunger Games?
• How does it compare to the silent salute by the district citizens of Panem?
• Would Smith's and Carlos' gesture get a different response today? Why or why not?
Helpful source for responses: Black history political and social statements at the Olympics (LA Sentinel)

Connect with History
This is a great cross-curricular activity with the history department. Students who are studying the Civil Rights Movement can offer insight about the atmosphere around the world at that time: the TET Offensive in Vietnam ushered in the new year, both Martin Luther King, Jr. and Robert Kennedy are assassinated, the Soviet Union invaded Czechoslovakia, and a myriad of student protests erupt both in America and Europe over the course of the year.

The 1969 Vietnam Lottery Draft, courtesy of SSS

For further discussion, compare America in the late 1960s with Panem. 
• What is the difference between the Hunger Games reaping and the 1969 Vietnam Lottery Draft?
• How many youths were affected in the 1969 draft? In subsequent drafts? How many youths have been reaped and lost their lives in the history of the Hunger Games? (Math Hint: 74 years for The Hunger Games, 75 years for Catching Fire; those who are using this lesson while reading Catching Fire or Mockingjay will know to double the number of tributes for the 50th Games and add two Victors for the 74th Games. Catching Fire readers who have not finished the novel can figure the total by the 74 Games since the number of survivors from the 75th Games is not known until Mockingjay.) Helpful resource for Vietnam draft statistics: http://www.sss.gov/LOTTER1.HTM
• How were the youths who rebelled against the draft treated by the government and/or the citizens?
• How does this differ from the way Katniss is treated when she rebels? Would it make a difference if the "draft dodgers" were women? Would they be treated differently?
• What if Peeta led the rebellion? Would he have a similar reception to those who rebelled against the Vietnam war?
• Why does gender make a difference in protests? Is the government more likely to use physical punishment for men than for women? {If it's wrong to use on women, why is it OK to use for men? Shouldn't it be wrong in both instances?}

For further enrichment, have students study the images from the 1936 Berlin Olympics. The German athletes give their own "salute" for Aryan supremacy. Despite warnings of Hitler using the Games for political propaganda and threats of boycotting, the Games went on and the Germans were not reprimanded for their public display of supremacy. (Source: NPR Nazi Olympics Tangled Politics and Sport.) Ask your students why officials would allow this, yet balk at the actions of Smith and Carlos?

Top image: Art designed by Tracee Orman using photos from Lions Gate Movies® and the Associated Press (AP). Black Panther salute from the Guardian http://www.guardian.co.uk/world/2012/mar/30/black-power-salute-1968-olympics#  Original caption: John Carlos (on right), Tommie Smith (center) and Peter Norman, who wore an Olympic Project for Human Rights badge in support of their gesture. When Norman died in 2006, Carlos and Smith were pallbearers at his funeral. Photo: AP.

Hunger Games Classroom Training Games, vol. 2

Camouflaging the orange backpack...

If you head over to the Hunger Games Lessons Facebook page, you can see the photos I uploaded of our classroom training Games. These were the training challenges the Gamemakers came up with to assess each Tribute and rank them from the 1-12 scale like the real Tributes from the novel are ranked.

Each Tribute had three activities in which they were assessed. My first period Gamemakers came up with target shooting (Nerf gun), agility (obstacle course with a sword-fighting challenge thrown in at the end), and speed (running a 40-yard sprint). Second period Gamemakers had target shooting, camouflage (camouflaging the orange backpack!), and agility by dodging fireballs (nerf-like balls). And my sixth period Gamemakers came up with speed (running a down & back for a total of about 50 yards), knot tying, and camouflage.

Tributes could use anything in nature to help camouflage their "backpack."

For the final Games, they'll be playing Gamemaker-selected Wii games in which they can compete against one another (without actually causing anyone physical harm). We'll set up the "arena" in the library where they have a lot of room to compete. I am sure after all the Tributes are done the Mentors/Escorts, Stylists, and Gamemakers will want to have their own challenge. Maybe President Snow will even make an appearance for a little Wii boxing!? We'll see...

Dodging fireballs...

This is the second year we've had the class "Games," and the students have enjoyed it so far. It's a great way to get them physically involved and collaborate with a "team" (each district & the Gamemakers comprised teams of 4 students each). Plus, I happen to love letting them be creative, so this is one of the many ways they can express it in class.

Mentors made propaganda posters for their Tributes. Later, sponsors will have the chance to place bets or sponsor the Tributes of their choice. To earn $$$, citizens must excel at various evil things like tests, reviews, and other assessments President Snow has decided for them. They'll also earn Panem cash just for being citizens, of course. And citizens from other sectors of Panem (aka the rest of the school community) will have the option of sponsoring a tribute, as well.

The Capitol: How Do You Envision the Characters?

A great internet friend (who happens to live in Charlotte, NC) shared this link from The Charlotte Observer's post on the filming of "The Hunger Games" movie. It confirms that filming has begun on the Capitol scenes (in case you hadn't heard about that yet).

The article includes pictures of extras dressed in Capitol attire, and looking quite fake, I might add! I did expect to see more color, but these were just a few of the extras, so I am sure Collins' vision of a rainbow-colored world will come to life in the movie.

A few weeks ago a teacher from NC shared with me that the costumes were very "funky" with lots of dyed hair. She happens to live nearby and has many students who are in the movie as extras.

 She also shared with me that Suzanne Collins will have a small role in the reaping scene. "Apparently, they have added a scene where each Reaping candidate must give a blood sample for DNA identification," she said. Collins plays the woman who is conducting that process.

Classroom Connection
How do you picture the characters from the Capitol? Do you have your students draw depictions from the novel?

If they are artistic, this is a great opportunity for them to showcase their talent. Even though incorporating art is not included in our learning standards, it is, indeed, one way to spark interest in novels, especially for those reluctant to read. Some students are more visual, so allowing them to both see and create pictures can help them visualize the story and characters.

If they struggle with creating art, you can direct them to websites that help, such as http://www.sp-studio.de/, which allows users to create South-Park-style caricatures; or http://bomomo.com/.  Both sites allow you to keep your artwork, unlike others. Another option is to use Wordle.net  or Tagxedo.com. They can type in words associated to a character or chapter and create a word cloud.

Class Reaping and Training: Let the Games Begin!

My students had a lot of fun participating in a mock reaping for each district in class based on the popular novel by Suzanne Collins.  (See the latest images in volume 2 HERE and additional visual aides of materials and the training sessions on my school web page here.)

The reaping slips.

Because I wanted 100% of the students to participate and feel involved in the activity, after we reaped the tributes for each district the remaining students drew for jobs related to the Games and training. For example, each tribute (we only had 12 - one from each district) was assigned a Mentor, Escort, and Stylist. Each class period also had a team of Gamemakers. One of my larger classes also had Avoxes, who were assigned various duties (such as designing, printing, cutting, and distributing the Panem cash).

One of my favorite things about the lesson was watching the groups get together to decide a "persona" for their tribute, then executing the right slogan, marketing materials, wardrobe, token, and practice sessions. The Gamemakers also came up with creative stations, such as the Cornucopia sprint where tributes had to hurdle buckets, hop through hoops, then gather essential supplies in a backpack as quickly as they can and race through the obstacles to the finish. The back-and-forth debate between students about what they should or shouldn't do and why was critical thinking at its best.

The students designed everything themselves, including the cash they used to sponsor tributes. The Mentors were then able to purchase "gifts" to be delivered to the tributes during their mock training sessions. (Though this could be done during a mock Games.)

Handouts customized for each position.

To make the role-play assignment more meaningful and engaging for every single student (and to hold them accountable), I had a series of questions and list of duties for every position (including tributes). Their grades depended on how well they fulfilled their job duties.  You can find the complete 40-page packet, which includes detailed teacher-instructions, handouts for every job, my original "Class Reaping" activity and an additional reaping activity incorporating several districts and positions, and images and examples of the materials we used, in my web store as a stand-alone purchase OR on my Hunger Games CD. It is not available in the digital download because of size restrictions. However, the original Class Reaping activity is still included.

This is a great time-saver for those who would love to have students participate, but don't want to spend hours preparing. It's also an excellent student-centered, student-led, collaborative activity.

Additional materials used (to see more, click here):

Students posted marketing materials for their tributes on the board (and all over the classroom & school) to gain sponsors.

Students then decided who to give their avox-created Panem cash to (in the appropriate tribute envelope):

Stylists made tribute tokens using their own materials or optional beading supplies I provided:

Hint: The equal sign can pose as an 11 if you run low on ones!

Mentors used the cash received from sponsors to purchase gifts for the tributes 

(though some mentors may have held on to some of the gifts themselves...)

Fireballs (used to "burn" your opponents) were made with Tootsie-Pops and colored paper: