The Role of Games in Different Eras

Active play connects children directly to history by letting them experience how past games feel and function. Moving from reading about games to playing them builds empathy and historical understanding better than abstract discussion alone.

• Year 1
• History
• 4 activities
• 25 min–45 min

Learning Objectives

1. Compare traditional games played by children in different eras with modern digital games.
2. Identify changes in the types of games played over time, referencing family members' experiences.
3. Explain how technology has influenced the nature of children's games.
4. Classify games as indoor or outdoor based on their requirements and typical play setting.

Stations Rotation

⏱ 45 min·Small Groups

Stations Rotation: Traditional Game Stations

Set up stations for hopscotch (chalk outlines), tag variants, skipping ropes, and spillikins with sticks. Groups rotate every 10 minutes, playing each game and noting rules on clipboards. End with a share-out comparing to digital games.

Prepare & details

What games do children play outside today, and what games do you think children played outside long ago?

Facilitation Tip: At Traditional Game Stations, model how to cheer for peers to celebrate effort, not just winning, so all children feel valued in the learning.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Role Play

⏱ 30 min·Pairs

Pairs Debate: Old vs New Games

Pairs list one traditional and one digital game they know, then debate pros and cons using sentence stems like 'Outdoor games need... but screen games...'. Switch partners midway for new ideas. Record key points on a class chart.

Prepare & details

How are games you play on a screen different from games you play outside?

Facilitation Tip: During Pairs Debate, provide sentence starters like 'I prefer X because...' so children articulate their reasoning clearly.

Setup: Open space or rearranged desks for scenario staging

Materials: Character cards with backstory and goals, Scenario briefing sheet

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Role Play

⏱ 35 min·Whole Class

Whole Class Timeline Walk

Create a floor timeline marked 'Past' to 'Now'. Children add drawn or described games with dates from family input. Walk the timeline, pausing to mime games and discuss changes.

Prepare & details

Which do you prefer — playing outside or playing on a screen — and why?

Facilitation Tip: For Whole Class Timeline Walk, ask children to freeze and mimic the games they see on cards to reinforce memory and movement links.

Setup: Open space or rearranged desks for scenario staging

Materials: Character cards with backstory and goals, Scenario briefing sheet

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Role Play

⏱ 25 min·Individual

Individual Game Design Challenge

Each child designs a game blending old and new elements on paper, explaining materials and rules. Share in a gallery walk, voting on favourites.

Prepare & details

What games do children play outside today, and what games do you think children played outside long ago?

Facilitation Tip: In the Individual Game Design Challenge, limit materials to simple items like paper, string, and sticks to focus creativity on mechanics rather than complexity.

Setup: Open space or rearranged desks for scenario staging

Materials: Character cards with backstory and goals, Scenario briefing sheet

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Teaching This Topic

Start with physical play to build investment in the topic, then move to reflection. Avoid assuming children will naturally compare; guide them with targeted questions like 'How do you share this game with friends?' Research shows that embodied learning strengthens memory, so use movement as a tool, not just a reward.

What to Expect

Children explain why old and new games feel different, compare equipment and rules clearly, and show excitement about trying both types. They contribute ideas to discussions and can argue preferences using evidence from their play.

Watch Out for These Misconceptions

Common Misconception

During Station Rotation, watch for children assuming old games lacked thrill due to simple props.

What to Teach Instead

Ask children to name one way they laughed or cheered during each game, then point out how movement and teamwork create joy without screens.

Common Misconception

During Pairs Debate, watch for students favouring screens without trying alternatives.

What to Teach Instead

Have each pair play one old and one new game before debating, so they can compare physical energy and social dynamics directly.

Common Misconception

During Whole Class Timeline Walk, watch for children thinking all games have stayed the same over time.

What to Teach Instead

Point to tags on the timeline that show rule changes, like 'freeze tag' or 'shadow tag,' and ask children to act out the differences.

Assessment Ideas

Quick Check

After Station Rotation, show pictures of four games and ask students to place each under the correct label: 'Traditional Outdoor,' 'Traditional Indoor,' or 'Modern Digital.' Ask two volunteers to explain one choice each.

Discussion Prompt

During Pairs Debate, circulate and listen for children naming at least one specific difference in equipment or rules between old and new games before sharing their preference.

Exit Ticket

After the Whole Class Timeline Walk, give each child a half-sheet with two columns: 'Games I Play Now' and 'Games My Grandparent Might Have Played.' Ask them to draw one game in each column and write one sentence explaining a difference between the two.

Extensions & Scaffolding

• Challenge: Ask students to invent a hybrid game that uses both a traditional prop and a digital element, then test it with peers.
• Scaffolding: Provide picture cards of game props for children to sort before designing, reducing cognitive load.
• Deeper: Invite a grandparent or community member to visit and play a traditional game with the class, then compare experiences in writing.

Key Vocabulary

Traditional Games	Games that have been played for a long time, often without electronic devices, using simple equipment or just imagination.
Digital Games	Games played on electronic devices like computers, tablets, or game consoles, often involving screens and controllers.
Indoor Games	Activities played inside a building, typically requiring less space and often involving smaller equipment or board games.
Outdoor Games	Activities played in an open space outside, usually requiring more room to move and often involving physical activity.
Living Memory	Events or experiences that people alive today can remember or have heard directly from older relatives.