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I Have, Who Has?

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Summary

The students will learn states and their capitals, improving their knowledge of geography.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

The students will learn states and their capitals, improving their knowledge of geography.

Major Subject Area Connections

  • Social Studies

Minor/supporting Subject Area Connections

  • Language Arts

Grades

  • Fourth grade
  • Fifth grade
  • Sixth grade

Class Time

Sessions: Two
Session Length: 45-60 minutes
Total Length: 91-120 minutes

Groupings

  • Whole group
  • Small groups

Terms and Concepts

  • States
  • Capitals

Materials

  • Copies of reproducible “I Have, Who Has?” cards (pages 8 and 9), one set of 12 cards per group (12 students or fewer)
  • Copies of the “United States of America Map Template” study sheet (page 30), one per student

Preparations

  • Review list of states and their capitals.
  • Make “I Have, Who Has?” cards by copying pages 8 and 9 front-to-back and cutting cards on the dotted line.
  • Write state names on the “I Have” side of the cards.
  • Write state capitals at random on the “Who Has?” side of the cards.
  • Laminate cards, if desired.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/354-359.pdf.

  1. Distribute the “United States of America Map Template” study sheet (page 30) and have students review the list of states and capitals.
  2. Let students know that during the next class period they will play a game to review states and their capitals. Remind students to take their study sheet home with them.
  3. During the next class period, explain the game procedure, provided below. Give a demonstration, if necessary.
  4. Divide the class into groups of 12 or fewer. Give each group one set of “I Have, Who Has?” cards. The students should pass out the cards to the group, one per student. For groups with fewer than 12 students, some students may receive more than one card.
  5. Students should play the game, as instructed. Cards can be shuffled, and the game can be replayed. It is also possible to reverse the game so that students use the “I Have” side of the card first (naming the state), and then must identify the correct state capital on the “Who Has?” side of the card.
  6. You may wish to time the games to test students’ progress, or hold a competition between groups.
  7. To assess whether or not the students have learned the material, a quiz can be given.  In most cases, students have an easier time determining the state when given the state capital, rather than vice versa.

Directions for “I Have, Who Has?”

  1. Students place his or her cards “Who Has?” face down on the table.
  2. Choose a member of the group to go first.
  3. The game begins when the first player reads the state capital from the “Who Has?” side of his or her card; e.g., “Who has Richmond?”
  4. Students will then look at the “I Have” sides of their cards. The student who has the card with the corresponding state will read the “I Have” side of his or her card; e.g.,“I have Virginia.” Then, he or she will turn the card over and read the “Who Has?” side of the card.
  5. The student with the corresponding state will respond, and the game will continue in this manner until all cards have been read.

Enrichments/Extensions

  • “I Have, Who Has?” card templates have been provided on pages 8 and 9. Students can make “I Have, Who Has?” for all 50 states and play the game for review.
  • Students can create a crossword puzzle with the state names and capitals.
  • Students can create and play a game of concentration with states and capitals.

Give a quiz to assess whether or not the students have learned the material.

This lesson plan is not associated with any Common Core Standards.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: People, Places, and Environment
Grade(s): Grades K–12
Standards:

Teachers should:

  • Enable learners to use, interpret, and distinguish various representations of Earth such as maps, globes, and photographs, and to use appropriate geographic tools
  • Encourage learners to construct, use, and refine maps and mental maps, calculate distance, scale, area, and density, and organize information about people, places, regions, and environments in a spatial context
  • Help learners to locate, distinguish, and describe the relationships among varying regional and global patterns of physical systems such as landforms, climate, and natural resources, and explain changes in the physical systems
  • Guide learners in exploring characteristics, distribution, and migration of human populations on Earth’s surface
  • Have learners describe how people create places that reflect culture, human needs, current values and ideals, and government policies
  • Provide opportunities for learners to examine, interpret, and analyze interactions of human beings and their physical environments, and to observe and analyze social and economic effects of environmental changes, both positive and negative
  • Challenge learners to consider, compare, and evaluate existing uses of resources and land in communities, regions, countries, and the world
  • Direct learners to explore ways in which Earth’s physical features have changed over time, and describe and assess ways historical events have influenced and been influenced by physical and human geographic features

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