The author describes a classroom activity in which students generate and then analyze insulting words to gain insights into how gender is socially constructed. After discussing how and why undergraduate students struggle with the concept of gender, the author highlights the usefulness of an active learning pedagogy in clearing these misconceptions. This is followed by a detailed description of the setup and analysis of this exercise and the context in which the Name Game has been successfully used. The author concludes by discussing the results of an assessment of this activity and certain potential challenges and how they can be addressed.