Measuring student intelligence has been problematic in the United States since standardized testing first began in the early 1900s. The omnipresence of standardized testing in student populations is illustrated by the most popular contemporary tests which are used by some scholars to advance the notion that intelligence differences between whites and racial minorities may be based in actual genetic or hereditary differences rather than cultural or environmental factors or in the testing construct itself. For academicians interested in broaching this issue with students in the classroom, it is important to demonstrate those elusive factors that play a role in divergent scores across racial groups and income levels. One way to demonstrate these effects is a tangible classroom activity that provides greater insight into such bias in testing. This paper offers a modernized version of a widely used mock questionnaire--Dove's "Black IQ Test"--intended to draw out factors related to test bias for classroom discussion which they call "You Think You Know Ghetto?"