5 Movement-Based Social Studies Activities

When people picture a social studies class, the image isn’t always flattering: dusty textbooks, kids slouched in their chairs, teachers explaining (again) what “universal suffrage” means (it is not “a time when everyone was suffering,” as I once read on a test). To counter this vision, I want to give my students an opportunity to keep their attention levels high and focused.

This is what pushed me to start implementing movement-based activities in my lesson planning. If I want my students to stay awake and actually care, movement is the answer. Research backs this up: Physical activity boosts focus, memory, and motivation. For younger students, or even older kids who have a hard time sitting still, movement isn’t a distraction—it’s how they learn best.

bringing movement into social studies  

No matter the grade or topic, I plan for at least one movement-based activity each day. They work well as bell-ringers, wrap-ups, or even full lessons. And if you can take them outside—even better.

1. Human timelines. Students become the timeline. They line up in order, holding signs or small props so the sequence of events stretches across the room. You can then have students research the event they represent: find the date, a short summary, and maybe an image. That way, they take ownership of their “moment in time.”

2. Decision walks. I read a statement aloud—something a historical figure might have said—and students move to one side of the room if they think it was Person A or the other if they think it was Person B. Then we talk through why they made that choice. For example, when studying the American Revolution, I might ask: “The king shouldn’t tax us without anything in return,” with two choices to pick from—was it the patriots or loyalists? Alternatively, you can have students move to a side if they agree or disagree with a statement.

If you want to make it more challenging, add two extra corners of the room for “partly agree” and “partly disagree.” This variation works perfectly in civics. For example, I might ask: “Citizens as young as 16 should have the right to vote.” Ask your students to explain why they chose that side and give their motivation for it.

3. “Find someone who…” Each student gets a card with a secret identity and a sheet with questions to help them figure out each other’s identities. It’s part scavenger hunt, part review game—and it gets students talking, moving, and connecting ideas. The first to fill in their sheet correctly wins bragging rights.

For example, during a Renaissance unit, each student gets a card with details about an artist and a handout with questions or riddles, such as “I am the person who sculpted the David.” The student who gets Donatello’s card will have information about the artist’s life, masterpieces (including the sculpture of David), and impact on the Renaissance. Whenever they get asked if they are the person behind the sculpting by Donatello, they reply affirmatively, and their interviewer jots down their Donatello identity. When time is up (or after three students finish the activity), everyone can go over the correct answers together. This is when students’ identities get to be revealed. You can even ask students to introduce themselves to the class by acting out their character.

4. Reimagining the document-based question. Instead of handing out a packet of documents, I post the documents around the room. Each station has a different source—a cartoon, a map, a short reading. Students rotate in groups, read, discuss briefly, and jot down evidence in their handouts. Handouts include specific questions tailored to each station, and students have a chance to test their understanding as they proceed from station to station. By the end, they’ve examined the same sources they would on paper, but in a way that feels active and social. Don’t forget to allot some time for discussion of their answers.

5. Running dictation. Copy a short excerpt from the book and cut it into small paragraphs. Attach these strips to the walls of a spacious room (such as a gym, hall, or garden). Give each pair of students a handout with specific questions—one for each card you’ve created. One student runs to a station, reads the strip, then runs back to their partner to dictate what they remember. They can return to their station as many times as needed, and they swap roles after completing a station so that everyone has a chance to sweat it out. The first team to complete all the questions wins.

For example, when we studied the Protestant Reformation, students worked with maps showing the major branches of Christianity in Europe during Martin Luther’s time. Their station included questions like these: Where did Lutheranism spread the most? and Where were most Calvinists located? After looking at the map and figuring out the answers, they had to run back to their teammate and report what they learned so their group could complete the handout before anyone else.

You can use this same setup with any other text, map, or document on any topic. The handouts are divided into sections that correspond to the stations, so students know exactly what they need to find, where to find it, and where to write it down.

Tips for Teachers

At first, students are surprised—they don’t expect this much movement in social studies. But after a few classes, they start to look forward to it. The quietest kids often shine when they get a role or a chance to move. They remember more, make stronger connections, and, most important, they want to be part of the lesson.

Getting started can feel a little nerve-racking. What if admin walks in and your class is bouncing off the walls? Don’t worry—it’s organized chaos, and that’s OK.

A few tips that helped me ease in:

Start small. Even one movement activity per unit makes a big difference.

Set clear expectations. Students need to know the limits—movement doesn’t mean havoc. And if you’re working with a tougher group, movement games can even become a reward for positive behavior—something students see as worth earning.

Connect it to your standards. Students should know why they’re doing it, not just that it’s fun.

Build in reflection. After the activity, pause to talk or write about what the students learned. Exit tickets or quick writes work great for this. Refer back to what they learned in the movement-based lessons on a regular basis throughout your unit, and expect students to learn these sections as if it were actual material from the textbook. This way, your students will know it wasn’t just an aimless game, it was actual learning.