1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.
2. If their phone camera doesn't automatically detect and decode QR codes, ask students to
4. Cut them out and place them around your class / school.
1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.
2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.
3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!
4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.
Question | Answer |
| 1. (1. Most tariffs in the 19th century were intended to | raise revenue and protect domestic manufacturing.) | 2. (2. In the nineteenth century, the availability of the resources in this list resulted in | an increase in the number of factories in the Northeast.) | 3. (3. During the early 1800s many young women in New England were employed outside their homes as | cloth weavers in textile mills.) | 4. (4.In the 1840s, thousands of Irish immigrants came to the United States seeking to escape | a famine caused by the failure of a staple food crop.) | 5. (5. What was one major effect of the opening of the Erie Canal? | The cost of shipping goods from the Midwest decreased.) | 6. (7. How did the development of the factory system encourage urbanization? | Workers moved closer to manufacturing centers.) | 7. (8.The introduction of interchangeable parts led directly to the | use of mass-production techniques.) | 8. (9. Why did President Jackson support the introduction of a "spoils system”? | It would open up jobs in government to average citizens.) | 9. (10. As a result of President Andrew Jackson’s policies, Native American Indians were | forcibly removed to areas west of the Mississippi River.) | 10. (11. Sectional rivalries during the period from 1820 to 1860 centered mainly around the issues of | states’ rights, the extension of slavery, and tariffs.) | 11. (12.How did President Andrew Jackson impact the office of the President? | by strengthening its power) | 12. (13. In United States history, which characteristic was common to the War of 1812 and the Mexican War | They were necessary to protect national security.) | 13. (14.Acquiring New Orleans as part of the Louisiana Purchase was considered important to the development of the Mississippi and Ohio River valleys because the city | served as a port for American agricultural goods.) | 14. (15.The primary goal of the American Temperance Society was to | decrease the consumption of alcohol) | 15. (16. In what way did the ideas of the Declaration of Sentiments differ from the ideas found in the Declaration of Independence? | The Declaration of Sentiments included the equality of men and women.) | 16. (17.What caused the Kansas Territory to be called, "Bleeding Kansas"? | Slavery in Kansas was to be decided by popular sovereignty.) | 17. (18.During the period from 1800 to 1865, the issues of states rights, the tariff, and slavery led most directly to the growth of | sectionalism.) | 18. (19.The calling for the ban on slavery in the Louisiana Territory north of the 36 degree 30 minute parallel was the provision included to keep the balance in Congress between the free and slave states. This was called the | Missouri Compromise) | 19. (6.Although many farmers fought in the Civil War, farms in both the Union and Confederacy were able to continue operating because | women often managed farm operations.) | 20. (20. The Freedman’s Bureau was established during Reconstruction. What was its purpose? | to provide former slaves with food, housing, education, health care, and employment) |
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