The Red Scare Challenge: Uncover the Truth!
The fear of communism is fueled by events in the USA itself, most notably the cases of the Hollywood Ten, Alger Hiss and the Rosenbergs. Organizations such as the Federal Bureau of Investigation (FBI) and the House Un-American Activities Committee (HUAC) investigated anyone thought to be associated with communism.
Objective
Engage high school students in a game that simulates the Red Scare era and encourages them to uncover the truth behind suspicions of communism. Through group dynamics and analysis of historical documents, students will gain a deeper understanding of the impact and effects of the Red Scare.
Materials
- Slips of paper (dot or no dot) – Prepare enough for at least 10% of students to have a dot.
- Printouts of Lucille Ball’s FBI files – Page 9 and Page 15.
- Voting slips or markers for the final vote.
Game Procedure
Introduction
a. Set the historical context: Explain the Red Scare, a period of heightened fear and suspicion of communism in the USA.
b. Emphasize the impact of events like the Hollywood Ten, Alger Hiss, and the Rosenbergs on fueling the fear of communism.
c. Describe the game objective and its relevance to understanding the Red Scare.
Distribute Slips of Paper:
a. Provide each student with a slip of paper containing either a dot or no dot.
b. Instruct students not to show the contents of their slips to anyone.
Directions
Teacher
“Something’s… off. You can feel it.
There’s a whisper in the halls. A name mentioned in hushed tones.
Someone—maybe more than one—cannot be trusted.”
(Begin handing out the slips slowly.)
“Inside these slips lies your assignment. Most of you will receive a blank slip. You are cleared. Trusted.
But a few of you will find a dot—a small mark that changes everything.”
(Pause. Let the students sit with that.)
“If your paper is blank, your goal is clear:
Build the largest group of four trusted individuals you can—people like you.
No marks. No suspicion. Safety in numbers.”
(Lower your voice for the next part.)
“But if your paper has a dot…
you have a different mission.
You are… under suspicion.
Your goal is to infiltrate. Blend in. Befriend.
Find your way into the largest trusted group—and bring doubt with you.”
(Step back. Raise your voice just a touch.)
“You will have five minutes.
Talk. Accuse. Lie. Pretend. But whatever you do, don’t show your slip.
Do not reveal your mark—even if you have one.”
(Pause. Let the tension build.)
“When the time is up, we’ll see which side played the game best.
But remember this…”
(Final dramatic pause.)
“In times like these, the truth is less powerful than belief.
And belief? That can ruin lives.”
Group Formation:
a. Instruct students to form groups of four based on the content of their slips.
b. Those with dots will try to deceive others and join a group of dots.
c. Non-dots will aim to create the largest group of non-dots.
Group Interaction:
a. Give students five minutes to interact within their groups and achieve their respective goals.
b. Encourage strategic thinking, negotiation, and persuasion to influence group dynamics.
Dot Reveal:
a. Announce the end of the interaction period.
b. Instruct all students with dots to reveal themselves.
Discussion on the Red Scare:
a. Facilitate a whole-class discussion about the Red Scare.
b. Encourage students to reflect on their experiences during the game and draw parallels to the historical context.
c. Discuss the impact of the Red Scare on society, politics, and individuals’ lives.
Lucille Ball’s FBI Files:
a. Distribute printouts of Lucille Ball’s FBI files – Page 9 and Page 15 – to the students.
b. Divide students into small groups and assign each group one of the pages.
Group Analysis:
a. Instruct students to read and analyze the assigned pages together.
b. Encourage critical thinking, note-taking, and discussion within the groups.
Voting:
a. After analyzing the documents, have students individually vote on whether they believe Lucille Ball is a communist or not.
b. Collect the voting slips or have students mark their choices on a designated board.
Group Presentations (optional):
a. Allow groups to present their findings, arguments, and reasoning behind their voting choices.
b. Encourage respectful dialogue and debate among groups.
Conclusion:
a. Summarize the key takeaways from the game and the discussion.
b. Highlight the importance of understanding historical events and their impact on society.
c. Encourage further exploration and research on the Red Scare and related topics.
By playing “The Red Scare Challenge: Uncover the Truth!”, high school students will actively participate in the exploration of history, critically analyze primary sources, and gain a deeper appreciation for the consequences of the Red Scare.