Sixth Grade Review Games Webserver



6th Grade SOL

Review Games

Microsoft Office Clip Art

Ideas for Year Long Review

Organization

• Keep an interactive notebook, 3-ring binder, or composition book that includes a table of contents to store important notes, maps, and information that can be used for review in the spring.

Interdisciplinary planning

• Integrate literature and writing activities that support social studies in the language arts curriculum, including: primary document analysis, compare and contrast composition, and period novels.

Vocabulary, both unit vocabulary and test vocabulary must be modeled and taught throughout the year.

• Provide an introduction to the day’s lesson while previewing or reviewing vocabulary.

• Post social studies/testing words on a word wall provide for review and daily practice.

People, Places, and Events are an integral part of the SOL test.

• Keep a wall size timeline and add to it throughout the year using events from the Curriculum Framework. Extension: Use 3 x 5 cards on rings for individual student timelines.

• Maps of historical time periods or of geographic regions allow for student practice and review of identifying places on a map.

• Connect famous people to places and events. Create matching games to connect people and events. Create a book of famous people (from Curriculum Framework) using words and illustrations to connect each person’s life to historical events and achievements.

Embedded review within units encourages short and long term memory.

• Preview the day’s lesson by reviewing prior learning. Use a question of the day or word of the day as a quick review.

• Review vocabulary, people, and places at the end of each unit.

Assessments provide excellent opportunities for review.

• Use a variety of practice test questions. Do not limit the questions to the multiple choice format, but include true and false, matching, sequencing, short answer, and essay questions.

• Include test questions from previous units as they prepare succeeding tests to encourage cumulative review.

• Consider stockpiling old tests, quizzes, and projects to use during year-end reviews. Self review previous tests and quizzes to help identify what needs to be studied and reviewed.

• Use a group test followed by an individual test.

• Use essential vocabulary when preparing tests and quizzes; refer to the Curriculum Framework for essential vocabulary.

• Make connections between units using a language arts strategy from the book Strategies that Work by Stephanie Harvey and Anne Goudvis. Teachers should model making connections between themselves and the content, the content and the whole world, and the current content and prior units.

6th Grade SOL Review Games

American Studies to 1877

Table of Contents

1. Geographic Regions, Location, and Physical Characteristics Matching Cards USI.2b

2. Water Features Location and Identification Match Up USI.2c

3. Locations of American Indians Sort Cards USI.3a

4. Repair History Cards: European Exploration in North America and West Africa

USI.4a

5. Comparing and Contrasting Colony life Matrix USI.5a

6. Religious and Economic Events and Conditions Matrix USI.5a

7. American Revolution Three Way ID Game USI.6 a, b, c, d

8. Wheel of Challenges for Challenges of the New Nation USI.7 a ,b, c, d

9. New Territories Added to the United States After 1801 USI.8a

10. Football Game Q and A for Westward Expansion USI.8 b, c, d

11. Issues That Divided the Nation Grid Match Up USI.9a

12. States That Seceded/Border States/Remained in the Union Sorting Chart USI.9c

13. Roles of Civil War People Matching Cards USI9.d

14. Civil War Diamond Matching Cards USI.9e

15. Effects of the Civil War Magic Number Square USI.9f

16. American History Zip Around: Abolitionist Movement through the Reconstruction USI.8d—10b

Geographic Regions/Locations/ Physical Characteristics

Matching Card Answer Key

Coastal Plain

1. Located along the Atlantic Ocean and Gulf of Mexico

2. Broad lowlands providing many excellent harbors

Appalachian Highlands

1. Located west of Coastal Plain extended from eastern Canada to western Alabama

2. Old, eroded mountains

3. Oldest mountain range in North America

Canadian Shield

1. Wrapped around Hudson Bay in a horseshoe shape

2. Hills worn by erosion

3. Hundreds of lakes carved by glaciers

4. Holds some of the oldest rock formations in North America

Interior Lowlands

1. Located west of the Appalachian Mountains

2. Rolling flatlands with many rivers, broad river valleys, and grassy hills

Great Plains

1. Located west of Interior Lowlands and east of the Rocky Mountains

2. Flat land that gradually increases in elevation westward

3. Grasslands

Rocky Mountains

1. Located west of the Great Plains and east of the Basin and Range

2. Rugged mountains stretching from Alaska almost to Mexico

3. High Elevations

4. Contains the Continental Divide, which determines the directional flow of rivers

Basin and Range

1. Located west of Rocky Mountains and east of the Sierra Nevadas and the Cascades

2. Area of varying elevations containing isolated mountain ranges

3. Contains Death Valley, the lowest point in North America

Coastal Range

1. Rugged mountains along the Pacific Coast that stretch from California to Canada

2. Contains fertile valley

On the backs of the cards label them 1, 1 for the first set, 2, 2 for the second set and so on. This makes the cards self checking.

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|Canadian Shield |Canadian Shield |Canadian Shield |Canadian Shield |

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|Interior Lowlands | |Great Plains |Great Plains |

| |Interior Lowlands | | |

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|Great Plains |Rocky Mountains |Rocky Mountains |Rocky Mountains |

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|Basin and Range |Basin and Range |Basin and Range |Basin and Range |

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|Basin and Range |Coastal Range |Coastal Plain |Coastal Plain |

| | | |Suggested Uses: |

| | | |Run off on cardstock and laminate for longevity.|

| | | |-Matching Game |

| | | |-Memory Game |

| | | |-Any card game which creates pairs |

| | | |-Whole class game- blow up, attach magnets, |

|Appalachian Highlands |Appalachian |Appalachian Highlands |students come to board to make matches. |

| |Highlands | | |

|Contains the Continental Divide which determines|Located west of the Rocky Mountains and east of |Area of varying elevations containing isolated |Contains Death Valley, the lowest point in North|

|the directional flow of rivers |the Sierra Nevadas and the Cascades |mountain ranges |America |

|Rugged mountains along the Pacific Coast that |Contains fertile valleys |High elevations |Rugged mountains stretching from Alaska almost |

|stretch from California to Canada | | |to Mexico |

|Located west of the Great Plains and east of the|Grasslands |Flat land that gradually increases in elevation |Located west of the Interior Lowlands and east |

|Basin and Range | |westward |of the Rocky Mountains |

|Rolling flatlands with many rivers, broad river |Located west of the Appalachian Mountains and |Holds some of the oldest rock formations in |Hundreds of lakes carved by glaciers |

|valleys, and grassy hills |east of the Great Plains |North America | |

|Hills worn by erosion |Wrapped around Hudson Bay in a horseshoe shape |Oldest mountain range in North America |Old, eroded mountains |

|Broad lowland providing many excellent harbors |Located along the Atlantic Ocean and Gulf of | | |

| |Mexico | | |

Repair History Cards: European Exploration

in North American and West Africa

1. The economic forces for exploration were gold, natural resources, and trade.

2. A motivating force for exploration was spreading Christianity.

3. Explorers believed their culture was superior.

4. Explorers had poor maps and navigational tools.

5. Explorers had the obstacles of disease and starvation.

6. Explorers had fear of the unknown.

7. Explorers lacked adequate supplies.

8. The navigational tools and ships improved during exploration.

9. Francisco Coronado claimed the southwest for Spain.

10. Samuel de Champlain established the French settlement of Quebec.

11. Robert La Salle claimed the Mississippi River valley.

12. John Cabot explored eastern Canada for Mexico.

13. Regions of North America were explored by Spain, France, and England.

14. The Portuguese made voyages of discovery along West Africa.

15. The Spanish conquered and enslaved American Indians (First Americans).

16. The Spanish brought Christianity to the New World.

17. The Spanish brought European diseases to the New World.

18. The French established trading posts.

19. The English established settlements and claimed land.

20. The English learned farming techniques from the American Indians (First Americans).

21. The areas of cooperation for explorers were technology (transportation of weapons and farm tools), trade, and crops.

22. The areas of conflict for settlers included land, competition for trade, differences in cultures, disease and language difference.

23. Ghana, Mali and Songhai became powerful by controlling trade in West Africa.

24. The Portuguese carried goods from Europe to the West African empires to trade for metals, cloth, and other manufactured goods for gold.

DIRECTIONS

• Duplicate Repair History cards

• Cut apart on lines

• Students can use in pairs, or teacher can read cards for whole class game. Students correct the existing statement by changing a word or phrase.

• Refer to answer key above for correct statements.

• For longevity duplicate on colorful cardstock and laminate

• Store in zipper bags.

|1. The economic forces for exploration were |2. A motivating force for exploration was |3. Explorers believed their culture was inferior. |

|silver, natural resources, and copper. |spreading Judaism. | |

|4. Explorers had excellent maps and navigational |5. Explorers enjoyed abundant food and good |6. Explorers were never afraid of the unknown. |

|tools. |health. | |

|7. Supplies were always in abundance for the |8. The navigational tools and ships stayed the |9. Francisco Coronado claimed the Southwest for |

|explorers. |same throughout exploration. |France. |

|10. Samuel de Champlain established the English |11. Robert LaSalle claimed the Pacific Northwest |12. John Cabot explored Mexico for England. |

|settlement of Quebec. |for France. | |

|13. Regions of North America were explored by |14. The Italians made voyages of discovery along |15. The French conquered and enslaved American |

|Portugal, Germany, and Ireland. |West Africa. |Indians (First Americans). |

|16. The Spanish brought Buddhism to the New World.|17. The Spanish brought Canadian diseases to the |18. The English established trading posts in the |

| |New World. |New World. |

|19. The French established settlements and claimed|20. The English learned farming techniques from |21. Areas of cooperation between explorers and |

|the ownership of land. |the Spanish. |American Indians included architecture, medicine |

| | |and religion. |

|22. Areas of conflict for settlers included land, |23. Ghana, Mali, and Songhai became powerful by |24. The Portuguese carried goods from Europe to |

|competition for trade, differences in cultures, |controlling land in Asia. |the West African empires to trade money for iron |

|crops and transportation. | |and tobacco. |

COMPARING AND CONTRASTING COLONY LIFE USI.5b

AND

RELIGIOUS AND ECONOMIC EVENTS AND CONDITIONS USI.5a

MATRIX DIRECTIONS

Preparation:

1. Duplicate matrix card sets for students. It is best to duplicate each set in a different color so that sets do not become mixed. For longevity, duplicate on card stock and laminate.

Cut out cards or have students cut them out. Zipper bags work well for storage.

2. For whole class use, duplicate transparencies of both the

blank matrix and matrix keys selecting 78% size. This size shows well as a transparency.

3. For individual or small groups, duplicate blank matrix and key full size in matching color card stock.

Directions:

1. Divide students into small groups of 3 or 4 . Pairs also work

well for this activity.

2. Pass out one set of cards to each group of students.

3. Students separate cards into 2 stacks:

Stack one: cards printed in all capital letters

Stack two: cards printed in upper and lower case letters

4. Display blank matrix on overhead to show students how to set up the matrix categories using the stack of cards with capital letters only.

5. Students then place remaining card stack in the corresponding spaces to complete the matrix.

6. After students have had time to sort cards, display answer key on overhead. Student correct cards as needed.

7. Shuffle cards and repeat.

|REGIONS |NEW ENGLAND |MID ATLANTIC |SOUTH |

|GEOGRAPHY | | | |

|CLIMATE | | | |

|ECONOMY |2 |2 |2 |

|SOCIAL LIFE |2 |3 |2 |

|POLITICAL AND CIVIL LIFE | | | |

KEY

|REGIONS |NEW ENGLAND |MID ATLANTIC |SOUTH |

|GEOGRAPHY |Appalachian Highlands, Boston harbor, hilly |Appalachian Highlands, coastal lowlands (harbors |Appalachian Highlands, Piedmont, Atlantic Coastal|

| |terrain, rocky soil, jagged coast line |and bays, wide and deep rivers), rich farm lands |Plain, good harbors, rivers |

|CLIMATE |Moderate summers, cold winters |Moderate |Humid |

|ECONOMY |1.Fishing, ship building industry and naval |Livestock and grain, trading |Large farms plantations, cash crops, wood |

| |supplies, trade and port cities. |Unskilled and skilled workers and fishermen |products, small farms |

| |2. Skilled craftsmen, shop keepers | |Slavery |

|SOCIAL LIFE |1.Village and church as center of life |Villages and cities |Plantations (slavery), mansions, indentured |

| |2. Religious reformers and separatists |Varied and diverse lifestyles |servants, few cities, few schools |

| | |Diverse religions |Church of England |

|POLITICAL AND CIVIL LIFE |Town meetings |Market towns |Counties |

| |NEW ENGLAND |

|REGIONS | |

|GEOGRAPHY |Appalachian Highlands, coastal lowlands (harbors and bays, wide |

| |and deep rivers), rich farm lands |

|CLIMATE |Moderate summers, |

| |cold summers |

|ECONOMY |Fishing, ship building industry and naval supplies, trade and port|

| |cities |

|SOCIAL LIFE |Skilled craftsmen, shop keepers |

|POLITICAL |Village and church as center of life |

|AND | |

|CIVIL LIFE | |

| |Religious reformers and separatists |

|Market towns | |

|Town meetings |MID ATLANTIC |

|Appalachian Highlands, coastal lowlands (harbors and bays, wide |Moderate |

|and deep rivers), rich farm lands | |

|Livestock and grain, trading |Unskilled and skilled workers and fishermen |

|Villages and cities |Varied and diverse lifestyles |

|Diverse religions | |

| |Appalachian Highalnds, Piedmont, Atlantic Coastal Plain, good |

|SOUTH |harbors, rivers |

|Humid |Large farms plantation, cash crops, wood products, small farms |

|Slavery |Plantations (slavery), mansions, indentured servants, few cities, |

| |few schools |

|Church of England |Counties |

| | |

|COLONY |LOCATION |REASON ESTABLISHED |ESTBALISHED BY |

|PLYMOUTH | | | |

|MASSACHUSETTS | | | |

|BAY COLONY | | | |

|PENNSYLVANIA | | | |

|ROANOKE ISLAND | | | |

|(LOST COLONY) | | | |

|JAMESTOWN | | | |

|GEORGIA | | | |

|COLONY |LOCATION |REASON ESTABLISHED |ESTBALISHED BY |

|PLYMOUTH |New England |Religious freedom |Separatists from Church of England |

|MASSACHUSETTS |New England |Religious freedom |Puritans |

|BAY COLONY | | | |

|PENNSYLVANIA |Mid Atlantic |Religious freedom |Quakers |

|ROANOKE ISLAND |South |Economic venture |Sir Walter Raleigh |

|(LOST COLONY) | | | |

|JAMESTOWN |South |Economic venture |Virginia Company |

|GEORGIA |South |To experience new life and economic freedom |Those who had been in debtors’ prisons in |

| | | |England |

KEY

| |LOCATION |

|COLONY | |

|PLYMOUTH |New England |

|MASSACHUSETTS |New England |

|BAY COLONY | |

|PENNSYLVANIA |Mid Atlantic |

|ROANOKE ISLAND |South |

|(LOST COLONY) | |

|JAMESTOWN |South |

|GEORGIA |South |

|REASON |ESTABLISHED BY |

|ESTABLISHED | |

|Religious freedom |Separatists from |

| |Church of |

| |England |

|Religious freedom |Puritans |

|Religious freedom |Quakers |

|Economic Venture |Sir Walter Raleigh |

|Economic Venture |Virginia Company |

|To experience |Those who had |

|new life and |been in debtors’ prisons |

|economic freedom |in England |

REASONS FOR CONTROL

REASONS FOR TAXATION

SOURCES OF DISSATISFACTION

IDEAS OF JOHN LOCKE

DECLARATION OF INDEPENDENCE

KING GEORGE III

LORD CORNWALLIS

JOHN ADAMS

GEORGE WASHINGTON

THOMAS JEFFERSON

PATRICK HENRY

BENJAMIN FRANKLIN

THOMAS PAYNE

PHILLIS WHEATLEY

PAUL REVERE

BOSTON MASSACRE

BOSTON TEA PARTY

FIRST CONTINENTAL CONGRESS

LEXINGTON & CONCORD

SARATOGA

JULY 4, 1776

YORKTOWN

TREATY OF PARIS

American Revolution: Three Way ID Game

Directions:

Game may be played in several ways.

1. Stick Game-

• Make transparency of terms/name sheet.

• Cover ends of two yardsticks with different colored tape.

• Teacher read description/definition from key.

• One student from each team comes to front of room and tries to touch the correct term first with their yardstick.

2. Touch Light-

• Make transparency of terms/name sheet.

• Teacher reads a description/definition from the key. Using two touch lights (can be purchased at hardware or discount stores) one student from each team comes to front of room and touches the light to indicate they know the correct answer. Student must recite correct answer in 3 seconds for a point.

3. Who or What Am I?

• Label sticky notes with terms or names of people.

• Place sticky notes on backs of students.

• Classmates describe the word on the other student’s back.

• Student wearing label guesses who or what is on the label.

ANSWER KEY/INFORMATION BANK

Reasons for Control –

• England desired to remain a world power.

• England imposed taxes, such as the Stamp Act, to raise money to pay for the French and Indian War.

Reasons for Taxation –

• To help England pay for the French and Indian War.

• To help with the maintaining of English troops in the colonies.

Sources of Dissatisfaction –

• Colonies had no representation in Parliament.

• Some colonists resented the power of colonial governors.

• England wanted strict control over colonial legislatures.

• Colonies opposed taxes.

• The Proclamation of 1763 hampered the western movement of settlers.

Ideas of John Locke

• People have natural rights to life, liberty, and property.

• Government is created to protect the rights of people and has only the limited and specific powers the people consent to give it.

Declaration of Independence

• People have “certain unalienable rights”—life, liberty, and the pursuit of happiness.

• People establish government to protect those rights.

• Government derives power from the people.

• People have a right and a duty to change a government that violates their rights.

PEOPLE

King George III – British king during the Revolutionary era

Lord Cornwallis – British general who surrendered at Yorktown

John Adams – Championed the cause of independence

George Washington – Commander of the Continental Army

Thomas Jefferson – Major author of the Declaration of Independence

Patrick Henry – Outspoken member of House of Burgesses; inspired colonial patriotism with “Give me liberty or give me death” speech

Benjamin Franklin – Prominent member of the Continental Congress; helped frame the Declaration of Independence

Thomas Paine – Journalist, author of Common Sense

Phillis Wheatley – Former slave who wrote poems and plays supporting American independence

Paul Revere – Patriot who made a daring ride to warn colonists of the British arrival

PLACES/EVENTS

Boston Massacre - Colonists in Boston were shot after taunting British soldiers.

Boston Tea Party – Samuel Adams and Paul Revere led patriots in throwing tea into the Boston Harbor to protest tea taxes.

First Continental Congress – Delegates from all colonies, except Georgia, met to discuss problems with England and to promote independence.

Lexington and Concord – This was the site of the first armed conflict of the Revolutionary War.

July 4, 1776 – The date the colonies declared independence from England.

Battle of Saratoga – This American victory was the turning point in the war.

Yorktown – This was where British Lord Cornwallis surrendered to the colonists, marking the end of the Revolutionary War.

Treaty of Paris – In signing this, England recognized American independence.

This game is played similar to Wheel of Fortune.

Teacher will need to:

• Copy spinners and arrows on cardstock, laminate, and use a brass fastener to attach the arrow to the center of the wheel.

• Copy sets of alphabet sheets on cardstock (as many sets as groups) and laminate.

• Copy sets of game cards on cardstock (as many sets as groups) and laminate.

• Laminate plain pieces of paper (as many as groups).

• Gather dry erase markers or transparency markers.

DIRECTIONS

1. Divide students in groups of 3 or 4.

2. Each group needs: a spinner, a set of the game cards, a set of alphabet cards, a piece of paper for scoring, a piece of laminated paper, and a dry erase or transparency marker.

3. One student will need to pick up a game card and read the category aloud. They will then need to put the puzzle part on the laminated sheet of paper, one dash for each letter. Example: If the puzzle was “George Bush” they would put this on the piece of laminated paper: _ _ _ _ _ _ _ _ _ _

4. One student spins and chooses a letter and crosses it out on the alphabet chart. The number he/she lands on is the number of points he/she will earn for each time that letter appears in the puzzle. If it is not used, he/she loses a turn and it is the next person’s turn. If the letter is used, the card reader fills in the appropriate place(s). The student can guess the puzzle if he/she chooses.

5. Everyone but the card reader continues the game until the puzzle is solved.

6. Once the puzzle is solved, someone else becomes the card reader so the first card reader has a chance to play.

GAME TIPS:

• Count vowels for points for easier score keeping.

• Card reader should fill in symbols if they appear in the puzzle because players cannot guess symbols.

• For class game you could enlarge the spinner, put the puzzles on the board, and play in teams.

[pic]

|A |B |C |D |

|E |F |G |H |

|I |J |K |L |

|M |N |O |P |

|Q |R |S |T |

|U |V |W |X |

|Y |Z |0 |1 |

|2 |3 |4 |5 |

|6 |7 |8 |9 |

|CATEGORY: Articles of Confederation |CATEGORY: Articles of Confederation |

| | |

|PUZZLE: Weak national government |PUZZLE: No common currency |

|CATEGORY: Articles of Confederation |CATEGORY: Articles of Confederation |

| | |

|PUZZLE: Each state has one vote |PUZZLE: No executive or judicial branch |

|CATEGORY: Basic Principles of Government |CATEGORY: Legislative Branch |

| | |

|PUZZLE: James Madison’s “Virginia Plan” |PUZZLE: Makes the laws |

|CATEGORY: Legislative Branch |CATEGORY: Judicial Branch |

| | |

|PUZZLE: Senate and House of Representatives |PUZZLE: Checks if laws are constitutional |

|CATEGORY: Executive Branch |CATEGORY: Checks and Balances |

| | |

|PUZZLE: Carries out the laws |PUZZLE: Branches check each other |

|CATEGORY: Checks and Balances |CATEGORY: Bill of Rights |

| | |

|PUZZLE: Keeps one branch from gaining too much power |PUZZLE: James Madison |

|CATEGORY: Bill of Rights |CATEGORY: Bill of Rights |

| | |

|PUZZLE: First ten amendments |PUZZLE: guarantee of individual rights |

|CATEGORY: Alexander Hamilton |CATEGORY: Alexander Hamilton |

| | |

|PUZZLE: Leader of Federalists |PUZZLE: Favored strong national government |

|CATEGORY: Alexander Hamilton |CATEGORY: Alexander Hamilton |

| | |

|PUZZLE: Favored limit on states’ rights |PUZZLE: Favored development of industry on national scale |

|CATEGORY: Alexander Hamilton |CATEGORY: Thomas Jefferson |

| | |

|PUZZLE: Favored a national bank |PUZZLE: Leader of the Democratic Republicans |

|CATEGORY: Thomas Jefferson |CATEGORY: Thomas Jefferson |

| | |

|PUZZLE: Favored a weak national government |PUZZLE: Supported states’ powers |

|CATEGORY: Thomas Jefferson |CATEGORY: Thomas Jefferson |

| | |

|PUZZLE: Favored small business farmers |PUZZLE: Opposed a national bank |

|CATEGORY: George Washington’s Accomplishments |CATEGORY: George Washington’s Accomplishments |

| | |

|PUZZLE: Federal court system was established |PUZZLE: Political parties grew |

|CATEGORY: George Washington’s Accomplishments |CATEGORY: George Washington’s Accomplishments |

| | |

|PUZZLE: Bill of Rights was added |PUZZLE: Plans for development of the national capital |

|CATEGORY: John Adams’ Accomplishment |CATEGORY: Thomas Jefferson’s Accomplishments |

| | |

|PUZZLE: A two-party system |PUZZLE: Bought Louisiana from France |

|CATEGORY: Thomas Jefferson’s Accomplishments |CATEGORY: James Madison |

| | |

|PUZZLE: Lewis and Clark exploration |PUZZLE: The War of 1812 gained respect for US |

|CATEGORY: James Monroe | |

| | |

|PUZZLE: Monroe Doctrine | |

| | |

| | |

| | |

[pic]

NEW TERRITORIES ADDED TO THE UNITED STATES AFTER 1801 STUDENT CARDS USI.8a

|LOUISIANA PURCHASE |

| FLORIDA |

|TEXAS |

|OREGON |

|CALIFORNIA |

|Jefferson bought land from France (the |

|Louisiana Purchase), which doubled the size of|

|the United States. |

|In the Lewis and Clark expedition, Meriwether |

|Lewis and William Clark explored the Louisiana|

|Purchase from the Mississippi River. |

|Spain gave Florida to the United States |

|through a treaty. |

|Texas was added after it became an independent|

|republic. |

|The Oregon Territory was divided by the United|

|States and Great Britain. |

|War with Mexico resulted in California and the|

|southwest territory becoming part of the |

|United States. |

[pic]

|Population grew in the ______________ states. |People wanted to move west because land was fertile and |

| |___________. |

| | |

| | |

|Eastern |Cheap |

|People wanted to move west because of economic opportunities such |What were the two overland trails people had knowledge of? |

|as gold found during what event? | |

|California Gold Rush | |

| |Oregon and Sante Fe |

|What was the “Manifest Destiny”? |Who invented the cotton gin? |

| | |

| | |

|The idea that expansion was for the good of the country and the | |

|right of the country. |Eli Whitney |

|How was the cotton gin useful? |What did Jo Anderson (slave) and Cyrus McCormick invent? |

| | |

| | |

| |The reaper |

|It increased the production of cotton. | |

|What did Robert Fulton invent? |How did the steamboat prove useful? |

| | |

| | |

| | |

| | |

|The steamboat |It connected the Southern plantations and farms to the Northern |

| |industries. |

Football Game Q and A for Westward Expansion

|What did the steam locomotive provide? |What were abolitionists? |

| | |

| | |

| | |

| | |

|Faster land transportation | |

| | |

| |People who believed slavery was wrong. |

|What did abolitionists demand? |Name three abolitionist leaders. |

| | |

| | |

| | |

|Slaves are immediately freed. |Harriet Tubman, William Lloyd Garrison, and Frederick Douglas |

|Supporters of the suffrage movement declared that ___________. |What did the Suffrage movement do? |

| | |

| | |

| | |

|“All men and women are created equal.” |Helped women gain equal rights. |

|Women were denied educational opportunities, especially |Women were limited in rights to own _________. |

|__________. | |

| | |

| | |

|Higher education |Property |

|Name two of the three women who led the suffrage movement. |What did the reaper do? |

| | |

| | |

|Isabel Sojourner Truth, Susan B. Anthony, and Elizabeth Cady | |

|Stanton | |

| | |

| |Increased productivity of the American farmer. |

|What did the suffrage movement do? |Abolitionists believed that slavery was a violation of |

| |___________. |

| | |

| | |

| |Democracy |

|Helped women gain equal rights. | |

|Women were denied equal opportunities in _________. | |

| | |

| | |

|Business | |

Teacher will need to:

• Copy and laminate one football game board for each group.

• Copy, laminate, and cut apart one set of game cards for each group.

• Provide a place marker for each student.

Directions:

Students can play in groups of 2 or more. Each student will need their own place marker.

• Students place their markers on the 50 yard line and choose end zones.

• One student takes their turn first and is read a question card by another member of the group. If the student answers correctly they move ahead 10 yards to the next yard line towards their end zone. If the student answers incorrectly they stay where they are. It is now another student’s turn.

• Once a student reaches the end zone they score a touchdown and receive a point.

Adaptations:

• Enlarge football game board. Divide class into two groups. Play as a whole class.

• Students can play on teams instead of individually in their groups.

[pic]

Issues that Divided the Nation Grid Match Up

Directions:

1. Cut out Civil War answer cards below.

2. Place the cards on the grid making a question and answer match.

Cards are self checking. Turn over card to see if the number on the card matches the number on the grid.

TEACHERS – WRITE THE NUMBER OF THE CORRESPONDING QUESTION TO THE ANSWER ON THE BACK OF THE ANSWER CARD. WHITE OUT THIS DIRECTION.

|Issues related to slavery divided the nation |They thought states had the power to declare |A major conflict was states’ rights versus a |

|most, causing the Civil War. |any national law illegal |strong national government. |

|This was because they had cultural |The South favored states’ rights. |It was a society that was mainly urban in |

|differences. | |which people held jobs. |

|It was primarily an agricultural society in |They opposed tariffs that would cause the |They favored tariffs that protected factory |

|which people lived on farms and plantations |price of goods to increase. |owners and workers from foreign competition. |

|They thought slavery should be abolished for |They believed that the national government’s |They felt ending slavery would destroy their |

|moral reasons. |power was supreme over that of the states. |region’s economy. |

|1. What was the most important issue that |2. The North was mainly which type of |3. The South was mainly which type of |

|divided the nation and led to the Civil War? |society? |society? |

|4. Why did people in the North and South find|5. How did the people of the North feel about|6. What did Southerners believe about |

|it difficult to agree on social and political|tariffs and why did they feel this way? |national laws? |

|differences? | | |

|7. Why did the planters of the South oppose |8. What constitutional issues differed in the|9. How did Southerners feel about the power |

|tariffs? |North and the South? |of the national government? |

|10. How did Southerners feel about the |11. What did Northerners believe about the |12. How did Northerners feel about the |

|abolition of slavery? |power of national government? |abolition of slavery? |

Directions:

3. Cut out Civil War answer cards from page 2.

4. Place the cards on the grid making a question and answer match.

Cards are self-checking. Turn over card to see if the number on the card matches the number on the grid.

States that Seceded/Border States/Remained in the Union Sorting Chart

|States that seceded from the Union |States remaining in the Union |States remaining in the Union |

| |Border States (slave states) |Free States |

|Alabama |Delaware |California Connecticut |

|Arkansas |Kentucky |Illinois |

|Florida |Maryland |Indiana |

|Georgia |Missouri |Iowa |

|Louisiana | |Kansas |

|Mississippi | |Maine |

|North Carolina | |Massachusetts |

|South Carolina | |Michigan |

|Tennessee | |Minnesota |

|Texas | |New Hampshire |

|Virginia | |New Jersey |

| | |New York |

| | |Ohio |

| | |Oregon |

| | |Pennsylvania |

| | |Rhode Island |

| | |Vermont |

| | |West Virginia |

| | |Wisconsin |

Directions:

The teacher will need to:

• Duplicate one set of student cards for each group.

• Duplicate one set of charts for each group.

• Laminate.

• Cut out cards.

The students will:

• Lay charts out on flat surface.

• Sort state cards into appropriate columns.

• Check answers with teacher.

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|States That Seceded From the Union |

| |

|Border States (slave states) |Free States |

| | |

ROLES OF CIVIL WAR PEOPLE MATCHING CARDS KEY USI9.d

Abraham Lincoln ( 6 cards)

• He was president of the United States.

• He opposed the spread of slavery.

• He issued the Emancipation Proclamation.

• He was determined to preserve the Union, even if by force.

• He believed the United States was one nation, not a collection of independent states.

• He wrote the Gettysburg Address that said the Civil War was to preserve a government “of the people, by the people, and for the people.”

Jefferson Davis (1 card)

• He was president of the Confederate States of America

Ulysses S. Grant (1 card)

• He was the general of the Union army that defeated Lee.

Robert E Lee (4 cards)

• He was the leader of the Army of Northern Virginia

• He was offered command of the Union forces at the beginning f the war but chose not to fight against Virginia.

• He opposed secession but did not believe the union should be held together by force.

• He urged Southerners to accept defeat at the end of the war and reunite as Americans, although some people wanted to fight on.

Thomas “Stonewall” Jackson (1 card)

• He was a skilled Confederate general from Virginia.

Frederick Douglass (1 card)

• He was a slave who escaped to the North and became an abolitionist.

Note: There is one picture/name card to match each description.

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Photos courtesy of the U.S. National Archives and the Library of Congress

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Photos courtesy of the U.S. National Archives and the Library of Congress

| Abraham | Abraham | Abraham | Abraham |

|Lincoln |Lincoln |Lincoln |Lincoln |

| Abraham | Abraham | Jefferson |Ulysses S. |

|Lincoln |Lincoln |Davis |Grant |

| Robert E. | Robert E. | Robert E. | Robert E. |

|Lee |Lee |Lee |Lee |

| Thomas | Frederick |Directions: | |

|“Stonewall” |Douglass |Duplicate cards. | |

|Jackson | |Students cut out cards. | |

| | |Use cards for matching descriptions to people, | |

| | |or play any card type game wherein a pair is | |

| | |matched. | |

| | |For longevity, run off on card stock. | |

| | |Store sets in zipper type bags. | |

|He was president of the United States. |He opposed the spread of slavery. |He issued the Emancipation Proclamation. |He was determined to preserve the Union, even if|

| | | |by force. |

|He believed the United States was one nation, |He wrote the Gettysburg Address that said the |He was president of the Confederate States of |He was the general of the Union army that |

|not a collection of independent states. |Civil War was to preserve a government “of the |America. |defeated Lee. |

| |people, by the people, and for the people.” | | |

|He was the leader of the Army of Northern |He was offered command of the Union forces at |He opposed secession, but did not believe the |He urged Southerners to accept defeat at the end|

|Virginia. |the beginning of the war but chose not to fight |union should be held together by force. |of the war and reunite as Americans when some |

| |against Virginia. | |people wanted to fight on. |

|He was a skilled Confederate general from |He was a former slave who escaped to the North |Directions: | |

|Virginia. |and became an abolitionist. |Duplicate cards. | |

| | |Students cut out cards. | |

| | |Use cards for matching descriptions to people, | |

| | |or play any card type game wherein a pair is | |

| | |matched. | |

| | |For longevity, run off on card stock. | |

| | |Store sets in zipper type bags. | |

Civil War Diamond Matching

Directions

The teacher will need to:

• Copy pages 1 and 2 on different colored card stock. Make as many sets as there are groups.

• Laminate

• Cut apart

The students will:

• Separate cards into two piles by color.

• Match cards together to form a diamond.

Key

1. First major battle of the Civil War- The First Battle of Manassas

2. The firing of Fort Sumter, South Carolina- Began the war

3. Emancipation Proclamation-Freed the Slaves

4. The turning point of the war-The Battle of Gettysburg

5. The North controlled- The Mississippi River

6. Lee surrendered to Grant- At Appomattox Court House

7. Critical development in war- Union blockaded southern ports

8. Capital Cities-Richmond and Washington, D.C.

9. Control of high ground- Gettysburg

10.The Battle of Vicksburg-Divided the South

Effects of the Civil War: Magic Number Square

Directions: Make sentences by putting the number of the phrases listed below with the matching phrase in the boxes to make a sentence that describes the effects of the Civil War. When you are finished you can check your answers by adding the numbers in the columns, row, and diagonals. If each answer equals the same sum you are correct. The sum for this magic square is 15.

| Left to run | | |

|plantations. | | |

| |Pitted against one |Brutal and often |

| |another. |man-to-man. |

|devastated at the end of the war. Examples | | |

|are the burning of Atlanta and Richmond. |Created the | |

| |American Red |Left to run |

| |Cross. |businesses. |

| | | |

| | |More poorly |

|A major killer. |Made Confederate |equipped and |

| |money worthless. |clothed. |

1. Family and friends were often…

2. Southern troops become increasingly younger and…

3. Much of the South was…

4. Disease was

5. Clara Barton, a Civil War nurse, …

6. Combat was…

7. Women in the North were…

8. Women in the South were…

9. The collapse of the Confederacy…

American History Zip Around: Abolitionist Movement through the Reconstruction – Key USI8.d, USI9a,b,c,d,e,f

1. Who has the name of the movement whose supporters declared that “All men and women

are created equal.”?

a. I have the suffrage movement.

2. Who has the list of basic rights that suffrage supporters believed were denied by women?

a. I have they were denied the right to vote, educational opportunities, opportunities in business and they were limited in the rights to own property.

3. Who has a list of strong women who led the suffrage movement?

a. I have Isabel Sojourner Truth, Susan B. Anthony, and Elizabeth Cady Stanton.

4. Who has what the abolitionists demanded ?

a. I have they demanded the immediate freeing of the slaves.

5. Who has the reasons why the abolitionists believed that slavery was wrong?

a. I have they thought it was morally wrong, it was cruel and inhumane, and it was a violation of the principles of democracy.

6. Who has a list of abolitionist leaders?

a. I have Harriet Tubman, William Lloyd Garrison, and Frederick Douglass.

7. Who has the issue that divided the North and South most and led to the Civil War?

a. I have slavery.

8. Who has the description of society in the North in 1860?

a. I have it was mainly an urban society in which people held jobs.

9. Who has the description of the society in the South in 1860?

a. I have it was primarily an agricultural society in which people lived in small villages and on farms and plantations.

10. Who has the description of the economy in the North just before the Civil War?

a. I have it was a manufacturing region, and its people favored tariffs that protected factory owners and workers from foreign competition.

11. Who has how the Southerners felt about tariffs just before the Civil War?

a. I have they opposed them because they thought tariffs would cause the prices of manufactured goods to increase.

12. Who has how the Southerners felt about the power of the federal government?

a. I have they believed that states had the power to declare any national law illegal.

13. Who has how the Northerners felt about the federal government?

a. I have Northerners believed that the national government’s power was supreme over that of the states.

14. Who has how the Southerners felt about the abolition of slavery?

a. I have they felt that abolition of slavery would destroy their region’s economy.

15. Who has a list of compromises that were attempted to resolve differences between the

North and the South?

a. I have the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act.

American History Zip Around: Abolitionist Movement through the Reconstruction – Key USI8.d, USI9a,b,c,d,e,f

16. Who has the provisions of the Missouri compromise of 1820?

a. I have that Missouri would be a slave state and that Maine would be a free state.

17. Who has the provisions of the Compromise of 1850?

a. I have that California was a free state and that the southwest territories would each decide about slavery.

18. Who has the provisions of the Kansas-Nebraska Act?

a. I have those provisions. “Popular sovereignty” would decide, meaning that people would make the decision.

19. Who has the event that happened following the election of Abraham Lincoln?

a. I have some southern states seceded from the Union.

20. Who has the first attack that marked the beginning of the Civil War?

a. I have Confederate forces attacked Fort Sumter, in South Carolina.

21. Who has what Lincoln and many Northerners believed about the union of the United States?

a. I have they believed the United States was one nation and could not be separated or divided.

22. Who has what most Southerners believed about the union of the United States?

a. I have they believed that states had freely created and joined the union and they thought they could freely leave it.

23. Who has the first major battle of the Civil War?

a. I have the first Battle of Manassas or Bull Run.

24. Who has the battle the divided the South, giving the North control of the Mississippi River?

a. I have the Battle of Vicksburg.

25. Who has the battle that was the turning point of the Civil War?

a. I have the Battle of Gettysburg wherein the North repelled Lee’s invasion.

26. Who has the place where Lee surrendered to Grant, ending the Civil War?

a. I have Appomattox Court House.

27. Who has a list of effects of the Civil War?

a. I have much of the South was devastated at the end of the war, the American Red Cross was created by Clara Barton, and the collapse of the confederacy made Confederate money worthless.

28. Who has a major cause of death during the Civil War besides battle injuries?

a. I have disease.

29. Who has the amendment that grants citizenship to all persons born in the United States

and guarantees them equal protection under the law?

a. I have the 14th Amendment.

30. Who has the amendment that bans slavery in the United States and any of its territories?

a. I have the 13th Amendment.

31. Who has the amendment that ensures all citizens the right to vote regardless of race or color

or previous condition?

a. I have the 15th Amendment.

American History Zip Around: Abolitionist Movement through the Reconstruction – Key USI8.d, USI9a,b,c,d,e,f

32. Who has the description of “carpetbaggers”?

a. I have they took advantage of the South during the Reconstruction and were resented by Southerners.

33. Who has the legislation that gave African Americans equal rights and authorized the use

of federal troops for its enforcement?

a. I have the Civil Rights Act of 1866.

34. Who has information about who could and who could not hold public office during

the Reconstruction?

a. I have African Americans could hold public office, while Southern military leaders could not hold office.

Preparation:

1. Duplicate student cards, answer key, and “Our Best Time” card using matching colored

card stock and laminate.

2. Punch a hole in the upper left hand corner of the answer key and attach the three sheets

with a small binder ring.

Directions:

1. Pass out cards to students. The teacher keeps the first card, which has the first

question and also the last answer. There are 34 cards, so if you have fewer

than 33 students, give some students 2 cards.

2. Attach the “Our Best Time” card to the chalkboard with a magnet.

3. Teacher sets a timer or stopwatch when he/she reads the first card question.

4. Student who has the matching answer reads it, following up with the question

printed underneath.

5. Process continues until the last card is read.

6. After the last answer is read by the teacher, stop the timer/stopwatch and record the time

on the “Our Best Time” card.

7. Class tries to “zip around” faster next time to beat the record.

|A: I have African Americans could hold public office, while |

|Southern military leaders could not hold office. |

| |

|Q: Who has the name of the movement whose supporters |

|declared that “All men and women are created equal.”? |

|FIRST CARD---FIRST CARD---FIRST CARD---FIRST CARD |

|A: I have the suffrage movement. |

| |

|Q: Who has the list of basic rights that suffrage supporters |

|believed were denied by women? |

|A: I have they were denied the right to vote, educational |

|opportunities, opportunities in business and they were |

|limited in the rights to own property. |

| |

|Q: Who has a list of strong women who led the suffrage |

|movement? |

|A: I have Isabel Sojourner Truth, Susan B. Anthony, and |

|Elizabeth Cady Stanton. |

| |

|Q: Who has what the abolitionists demanded? |

|A: I have they demanded the immediate freeing of the slaves. |

| |

|Q: Who has the reasons why the abolitionists believed that slavery was wrong? |

|A: I have they thought it was morally wrong, it was cruel and inhumane, and it was a violation of the principles of democracy. |

| |

|Q: Who has a list of abolitionist leaders? |

|A: I have Harriet Tubman, William Lloyd Garrison, and Frederick Douglass. |

| |

|Q: Who has the issue that divided the North and South most and led to the Civil War? |

|A: I have slavery. |

| |

|Q:Who has the description of society in the North in 1860? |

|A: I have it was mainly an urban society in which people held jobs. |

| |

|Q: Who has the description of the society in the South in 1860? |

|A: I have it was primarily an agricultural society in which people lived in small villages and on farms and plantations. |

| |

|Q: Who has the description of the economy in the North just before the Civil War? |

|A: I have it was a manufacturing region, and its people favored tariffs that protected factory owners and workers from foreign |

|competition. |

| |

| |

|Q: Who has how the Southerners felt about tariffs just before the Civil War? |

|A: I have they opposed them because they thought tariffs would cause the prices of manufactured goods to increase. |

| |

|Q: Who has how the Southerners felt about the power of the federal government? |

|A: I have they believed that states had the power to declare any national law illegal. |

| |

|Q: Who has how the Northerners felt about the federal government? |

|A: I have Northerners believed that the national government’s power was supreme over that of the states. |

| |

|Q: Who has how the Southerners felt about the abolition of slavery? |

|A: I have they felt that abolition of slavery would destroy their region’s economy. |

| |

|Q: Who has a list of compromises that were attempted to resolve differences between the North and the South? |

|A: I have the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act. |

| |

|Q: Who has the provisions of the Missouri compromise of 1820? |

|A: I have that Missouri would be a slave state and that Maine would be a free state. |

| |

|Q: Who has the provisions of the Compromise of 1850? |

|A: I have that California was a free state and that the southwest territories would each decide about slavery. |

| |

|Q: Who has the provisions of the Kansas-Nebraska Act? |

|A: I have those provisions. “Popular sovereignty” would decide, meaning that people would make the decision. |

| |

|Q: Who has the event that happened following the election of Abraham Lincoln? |

| |

|A: I have some southern states seceded from the Union. |

| |

|Q: Who has the first attack that marked the beginning of the Civil War? |

|A: I have Confederate forces attacked Fort Sumter, in South Carolina. |

| |

|Q: Who has what Lincoln and many Northerners believed about the union of the United States? |

|A: I have they believed the United States was one nation and could not be separated or divided. |

| |

|Q: Who has what most Southerners believed about the union of the United States? |

|A: I have they believed that states had freely created and joined the union and they thought they could freely leave it. |

| |

|Q: Who has the first major battle of the Civil War? |

|A: I have the first Battle of Manassas or Bull Run. |

| |

|Q: Who has the battle the divided the South, giving the North control of the Mississippi River? |

|A: I have the Battle of Vicksburg. |

| |

|Q: Who has the battle that was the turning point of the Civil War? |

|A: I have the Battle of Gettysburg wherein the North repelled Lee’s invasion. |

| |

|Q: Who has the place where Lee surrendered to Grant, ending the Civil War? |

|A: I have Appomattox Court House. |

| |

|Q: Who has a list of effects of the Civil War? |

|A: I have much of the South was devastated at the end of the war, the American Red Cross was created by Clara Barton, and the collapse |

|of the confederacy made Confederate money worthless. |

| |

|Q: Who has a major cause of death during the Civil War besides battle injuries? |

|A: I have disease. |

| |

|Q: Who has the amendment that grants citizenship to all persons born in the United States and guarantees them equal protection under the|

|law? |

|A: I have the 14th Amendment. |

| |

|Q: Who has the amendment that bans slavery in the United States and any of its territories? |

|A: I have the 13th Amendment. |

| |

|Q: Who has the amendment that ensures all citizens the right to vote regardless of race or color or previous condition? |

|A: I have the 15th Amendment. |

| |

|Q: Who has the description of “carpetbaggers”? |

|A: I have they took advantage of the South during the Reconstruction and were resented by Southerners. |

| |

|Q: Who has the legislation that gave African Americans equal rights and authorized the use of federal troops for its enforcement? |

|A: I have the Civil Rights Act of 1866. |

| |

|Q: Who has information about who could and who could not hold public office during the Reconstruction? |

|Our Best Time Card |

-----------------------

IROQUOIS

Inhabited present-day Alaska and northern Canada.

Page 2

the French and Spanish with exploration routes to Mexico and other parts of America.

The Gulf of Mexico provided

an early exploration route.

The Pacific Ocean was

the border with Mexico.

The Rio Grande forms

by the Spanish.

The Colorado River was explored

by Lewis and Clark.

The Columbia River was explored

Duplicate cards front to back.

Cut on the lines.

Cards are self checking by flipping card to check if numbers match.

Provide students with paperclip or zipper bag for storage.

Run off on cardstock and laminate for longevity.

Enlarge for class set and put magnets on the back for students to use at chalkboard.

Note: To make a teacher answer key, number the back of each pair of cards (i.e., 1-1, 2-2, etc.).

Water Features Location and Identification Match Up USI.c

the transportation arteries for farm and industrial products.They were links to ports & other parts of the world.

The Mississippi and Missouri Rivers were

in the Midwest along the Great Lakes.

Inland port cities grew

the gateway to the west.

The Ohio River was

the highway for explorers, early settlers, and later immigrants.

The Atlantic Ocean served as

access to other areas of the world.

Location of the US with its Atlantic & Pacific coasts has provided

trade, transportation and settlement.

Major bodies of water are used for

Inhabited the Pacific northwest coast.

Inhabited the Great Plains interior of the United States.

Inhabited the southwest in present day New Mexico and Arizona.

Lived in Arctic areas where the temperature is below freezing much of the year.

Lived in an area characterized by a rainy, mild climate.

Lived in an area characterized by dry grasslands.

Lived in desert areas and areas bordering cliffs and mountains.

Lived in an area that was heavily forested.

Inhabited northeast North America, the Eastern Woodland.

Locations of American Indians Sort Cards

Student Page

INUIT

KWAKIUTL

SIOUX

PUEBLO

KWAKIUTL

Inhabited present-day Alaska and northern Canada.

Lived in Arctic areas where the temperature is below freezing much of the year.

SIOUX

Inhabited the Great Plains interior of the United States.

IROQUOIS

Lived in an area characterized by dry grasslands.

Inhabited northeast North America, the Eastern Woodland.

Lived in an area that was heavily forested.

Inhabited the southwest in present day New Mexico and Arizona.

Lived in desert areas and areas bordering cliffs and mountains.

Lived in an area characterized by a rainy, mild climate.

Inhabited the Pacific northwest coast.

Directions:

• Duplicate cards

• Students cut apart and sort as shown on key.

• For longevity run off on cardstock, laminate, and store in zipper bag.

INUIT

PUEBLO

Locations of American Indians Sort Cards Key and Directions

RELIGIOUS AND ECONOMIC EVENTS AND CONDITIONS

STUDENT CARDS USI.5a

RELIGIOUS AND ECONOMIC EVENTS AND CONDITIONS

STUDENT CARDS PG 2 USI.5a

WHEEL OF CHALLENGES SPINNER USI.7a,b,c,d

1. COPY WHEEL AND ARROW ON CARDSTOCK AND LAMINATE. (Copy as many wheels as like groups OR make one big one as a class spinner.)

2. ATTACH ARROW WITH A BRASS FASTENER TO CENTER OF CIRCLE.

3. STUDENTS CAN SPIN TO SEE HOW MANY POINTS EACH LETTER IS WORTH. (You can allow vowels to count as points to make score keeping easier.)

Wheel of Challenges Directions USI.7a,b,c,d

COMPARING AND CONTRASTING COLONY LIFE

STUDENT CARDS USI.5b

COMPARING AND CONTRASTING COLONY LIFE

STUDENT CARDS PG 2 USI.5b

COMPARING AND CONTRASTING COLONY LIFE

STUDENT CARDS PG 3 USI.5b

1

2

3

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Bankrupt

1

2

3

WHEEL OF CHALLENGES ALPHABET SHEET USI.7a,b,c,d

States Remaining in the Union

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Control of high ground

Capital cities

Critical Development in the war

Lee surrendered to Grant

The Battle of Gettysburg

The North controlled

Battle of Vicksburg

Emancipation Proclamation

The first Battle of Manassas

The firing of Fort Sumter, South Carolina

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ZIP AROUND STUDENT CARDS USI.8d--USI.10b

Page 2

Page 1

Gettysburg

Richmond and Washington, D.C.

Union blockaded southern ports

At Appomattox Court House in 1865

The Mississippi River

The turning point of the war

Divided the South

Freed the slaves

First major battle of the Civil War

Began the war

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