Sixth Grade Review Games · Web viewReview Games Microsoft Office Clip Art Ideas for Year Long Review Organization Keep an interactive notebook, 3-ring binder, or composition book

6th Grade SOL Review Games

Microsoft Office Clip Art

August 2003

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.

August 2003

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.

August 2003

6th Grade SOL Review GamesAmerican 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

August 2003

Geographic Regions/Locations/ Physical Characteristics Matching Card Answer Key

Coastal Plain1. Located along the Atlantic Ocean and Gulf of Mexico2. Broad lowlands providing many excellent harbors

Appalachian Highlands1. Located west of Coastal Plain extended from eastern Canada to western Alabama2. Old, eroded mountains3. Oldest mountain range in North America

Canadian Shield1. Wrapped around Hudson Bay in a horseshoe shape2. Hills worn by erosion3. Hundreds of lakes carved by glaciers4. Holds some of the oldest rock formations in North America

Interior Lowlands1. Located west of the Appalachian Mountains2. Rolling flatlands with many rivers, broad river valleys, and grassy hills

Great Plains1. Located west of Interior Lowlands and east of the Rocky Mountains2. Flat land that gradually increases in elevation westward3. Grasslands

Rocky Mountains1. Located west of the Great Plains and east of the Basin and Range2. Rugged mountains stretching from Alaska almost to Mexico3. High Elevations4. Contains the Continental Divide, which determines the directional flow of rivers

Basin and Range1. Located west of Rocky Mountains and east of the Sierra Nevadas and the Cascades2. Area of varying elevations containing isolated mountain ranges 3. Contains Death Valley, the lowest point in North America

Coastal Range1. Rugged mountains along the Pacific Coast that stretch from California to Canada2. 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

Interior Lowlands Interior Lowlands Great Plains Great Plains

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Great Plains Rocky Mountains Rocky Mountains Rocky Mountains

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

Appalachian Highlands

AppalachianHighlands

Appalachian Highlands

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, students come to board to make matches.

August 2003

Contains the Continental

Divide which determines the directional flow

of rivers

Located west of the Rocky

Mountains and east of the

Sierra Nevadas and the

Cascades

Area of varying elevations containing

isolated mountain

ranges

Contains Death Valley, the

lowest point in North America

Rugged mountains along the

Pacific Coast that stretch

from California to Canada

Contains fertile valleys High elevations

Rugged mountains

stretching from Alaska almost

to Mexico

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Located west of the Great Plains and east of the

Basin and Range

Grasslands

Flat land that gradually

increases in elevation westward

Located west of the Interior

Lowlands and east of the

Rocky Mountains

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

Located west of the

Appalachian Mountains and

east of the Great Plains

Holds some of the oldest rock formations in

North America

Hundreds of lakes carved by

glaciers

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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

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Major bodies of water are used for

trade, transportation and settlement.

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

access to other areas of the world.

The Atlantic Ocean served as

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

The Ohio River was

the gateway to the west.

Inland port cities grew

in the Midwest along the Great Lakes.

The Mississippi and Missouri Rivers were

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

Water Features Location and Identification Match Up USI.c

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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.).

The Columbia River was explored

by Lewis and Clark.

The Colorado River was explored

by the Spanish.

The Rio Grande forms

the border with Mexico.

The Pacific Ocean was

an early exploration route.

The Gulf of Mexico provided

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

Page 2

August 2003

SIOUXIROQUOIS

INUIT

KWAKIUTL

PUEBLO

Inhabited northeast North America, the Eastern Woodland.

Lived in an area that was heavily forested.

Lived in desert areas and areas bordering cliffs and mountains.

Lived in an area characterized by dry grasslands.

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

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

Inhabited the southwest in present day New Mexico and Arizona.

Inhabited the Great Plains interior of the United States.

Inhabited the Pacific northwest coast.

Inhabited present-day Alaska and northern Canada.

Directions: Duplicate cards Students cut apart and sort as

shown on key. For longevity run off on

cardstock, laminate, and store in zipper bag.

Locations of American Indians Sort Cards Key and Directions

August 2003

SIOUX

IROQUOIS

INUIT KWAKIUTL

PUEBLO

Inhabited northeast North America, the Eastern Woodland.

Lived in an area that was heavily forested.

Lived in desert areas and areas bordering cliffs and mountains.

Lived in an area characterized by dry grasslands.

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

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

Inhabited the southwest in present day New Mexico and Arizona.

Inhabited the Great Plains interior of the United States.

Inhabited the Pacific northwest coast.

Inhabited present-day Alaska and northern Canada.

Locations of American Indians Sort CardsStudent Page

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.

August 2003

1. The economic forces for exploration were silver, natural resources, and copper.

2. A motivating force for exploration was spreading Judaism.

3. Explorers believed their culture was inferior.

4. Explorers had excellent maps and navigational tools.

5. Explorers enjoyed abundant food and good health.

6. Explorers were never afraid of the unknown.

7. Supplies were always in abundance for the explorers.

8. The navigational tools and ships stayed the same throughout exploration.

9. Francisco Coronado claimed the Southwest for France.

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

11. Robert LaSalle claimed the Pacific Northwest for France.

12. John Cabot explored Mexico for England.

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13. Regions of North America were explored by Portugal, Germany, and Ireland.

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

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

16. The Spanish brought Buddhism to the New World.

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

18. The English established trading posts in the New World.

19. The French established settlements and claimed the ownership of land.

20. The English learned farming techniques from the Spanish.

21. Areas of cooperation between explorers and American Indians included architecture, medicine and religion.

22. Areas of conflict for settlers included land, competition for trade, differences in cultures, crops and transportation.

23. Ghana, Mali, and Songhai became powerful by controlling land in Asia.

24. The Portuguese carried goods from Europe to the West African empires to trade money for iron and tobacco.

August 2003

COMPARING AND CONTRASTING COLONY LIFE USI.5bAND

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 theblank 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 lettersStack 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.

August 2003

REGIONS NEW ENGLAND MID ATLANTIC SOUTH

GEOGRAPHY

CLIMATE

ECONOMY 2 2 2

SOCIAL LIFE 2 3 2

POLITICAL AND CIVIL LIFE

August 2003

KEY

REGIONS NEW ENGLAND MID ATLANTIC SOUTH

GEOGRAPHYAppalachian Highlands, Boston harbor, hilly terrain, rocky soil, jagged coast line

Appalachian Highlands, coastal lowlands (harbors and bays, wide and deep rivers), rich farm lands

Appalachian Highlands, Piedmont, Atlantic Coastal Plain, good harbors, rivers

CLIMATE Moderate summers, cold winters Moderate Humid

ECONOMY

1.Fishing, ship building industry and naval supplies, trade and port cities.2. Skilled craftsmen, shop keepers

1. Livestock and grain, trading

2. Unskilled and skilled workers and fishermen

1. Large farms plantations, cash crops, wood products, small farms

2. Slavery

SOCIAL LIFE1.Village and church as center of life2. Religious reformers and separatists

1. Villages and cities2. Varied and diverse

lifestyles3. Diverse religions

1. Plantations (slavery), mansions, indentured servants, few cities, few schools

2. Church of England

POLITICAL AND CIVIL LIFE Town meetings Market towns Counties

August 2003

REGIONS NEW ENGLAND

GEOGRAPHYAppalachian 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

POLITICALAND

CIVIL LIFE

Village and church as center of life

August 2003

COMPARING AND CONTRASTING COLONY LIFESTUDENT CARDS USI.5b

Market towns Religious reformers and separatists

Town meetings MID ATLANTIC

Appalachian Highlands, coastal lowlands (harbors and bays, wide and deep rivers), rich farm lands

Moderate

Livestock and grain, trading

Unskilled and skilled workers and

fishermen

Villages and cities Varied and diverse lifestyles

Diverse religions

August 2003

COMPARING AND CONTRASTING COLONY LIFESTUDENT CARDS PG 2 USI.5b

SOUTHAppalachian

Highalnds, Piedmont, Atlantic Coastal Plain, good harbors, rivers

HumidLarge farms

plantation, cash crops, wood products, small

farms

Slavery

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

few schools

Church of England Counties

August 2003

COMPARING AND CONTRASTING COLONY LIFESTUDENT CARDS PG 3 USI.5b

COLONY LOCATION REASON ESTABLISHED ESTBALISHED BY

PLYMOUTH

MASSACHUSETTSBAY COLONY

PENNSYLVANIA

ROANOKE ISLAND (LOST COLONY)

JAMESTOWN

GEORGIA

August 2003

COLONY LOCATION REASON ESTABLISHED ESTBALISHED BY

PLYMOUTH New England Religious freedom Separatists from Church of England

MASSACHUSETTSBAY COLONY New England Religious freedom Puritans

PENNSYLVANIA Mid Atlantic Religious freedom Quakers

ROANOKE ISLAND (LOST COLONY) South Economic venture Sir Walter Raleigh

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

August 2003

COLONY LOCATION

PLYMOUTH New England

MASSACHUSETTSBAY COLONY New England

PENNSYLVANIA Mid Atlantic

ROANOKE ISLAND(LOST COLONY) South

JAMESTOWN South

GEORGIA South

August 2003

RELIGIOUS AND ECONOMIC EVENTS AND CONDITIONSSTUDENT CARDS USI.5a

REASONESTABLISHED ESTABLISHED BY

Religious freedomSeparatists from

Church ofEngland

Religious freedom Puritans

Religious freedom Quakers

Economic Venture Sir Walter Raleigh

Economic Venture Virginia Company

To experiencenew life and

economic freedom

Those who hadbeen in debtors’

prisonsin England

August 2003

RELIGIOUS AND ECONOMIC EVENTS AND CONDITIONSSTUDENT CARDS PG 2 USI.5a

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

August 2003

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.

August 2003

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.

PEOPLEKing 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

August 2003

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.

August 2003

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.

August 2003

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

August 2003

1

2 3

Bankrupt

Bankrupt

1 23

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.)

A B C DE F G HI J K L

M N O PQ R S TU V W XY Z 0 12 3 4 56 7 8 9

August 2003

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

CATEGORY: Articles of Confederation

PUZZLE: Weak national government


PUZZLE: No common currency


PUZZLE: Each state has one vote


PUZZLE: No executive or judicial branch

CATEGORY: Basic Principles of Government

PUZZLE: James Madison’s “Virginia Plan”

CATEGORY: Legislative Branch

PUZZLE: Makes the laws

CATEGORY: Legislative Branch

PUZZLE: Senate and House of Representatives

CATEGORY: Judicial Branch

PUZZLE: Checks if laws are constitutional

August 2003

CATEGORY: Executive Branch

PUZZLE: Carries out the laws

CATEGORY: Checks and Balances

PUZZLE: Branches check each other

CATEGORY: Checks and Balances

PUZZLE: Keeps one branch from gaining too much

power

CATEGORY: Bill of Rights

PUZZLE: James Madison


PUZZLE: First ten amendments


PUZZLE: guarantee of individual rights

CATEGORY: Alexander Hamilton

PUZZLE: Leader of Federalists


PUZZLE: Favored strong national government

August 2003


PUZZLE: Favored limit on states’ rights


PUZZLE: Favored development of industry on

national scale


PUZZLE: Favored a national bank

CATEGORY: Thomas Jefferson

PUZZLE: Leader of the Democratic Republicans


PUZZLE: Favored a weak national government


PUZZLE: Supported states’ powers


PUZZLE: Favored small business farmers


PUZZLE: Opposed a national bank

August 2003

CATEGORY: George Washington’s

Accomplishments

PUZZLE: Federal court system was established


Accomplishments

PUZZLE: Political parties grew


Accomplishments

PUZZLE: Bill of Rights was added


Accomplishments

PUZZLE: Plans for development of the national

capitalCATEGORY: John Adams’

Accomplishment

PUZZLE: A two-party system

CATEGORY: Thomas Jefferson’s

Accomplishments

PUZZLE: Bought Louisiana from France

CATEGORY: Thomas Jefferson’s

Accomplishments

PUZZLE: Lewis and Clark exploration

CATEGORY: James Madison

PUZZLE: The War of 1812 gained respect for US

August 2003

CATEGORY: James Monroe

PUZZLE: Monroe Doctrine

August 2003

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

LOUISIANA PURCHASE FLORIDA

TEXASOREGON

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.

Population grew in the ______________ states.

Eastern

People wanted to move west because land was fertile and ___________.

Cheap

People wanted to move west because of economic opportunities such as gold found during what event?California Gold Rush

What were the two overland trails people had knowledge of?

Oregon and Sante Fe

What was the “Manifest Destiny”?

The idea that expansion was for the good of the country and the right of the country.

Who invented the cotton gin?

Eli Whitney

How was the cotton gin useful?

It increased the production of cotton.

What did Jo Anderson (slave) and Cyrus McCormick invent?

The reaper

What did Robert Fulton invent?

How did the steamboat prove useful?

It connected the Southern plantations and farms to the Northern industries.

August 2003

The steamboatFootball Game Q and A for Westward Expansion

August 2003

What did the steam locomotive provide?

Faster land transportation

What were abolitionists?

People who believed slavery was wrong.

What did abolitionists demand?

Slaves are immediately freed.

Name three abolitionist leaders.

Harriet Tubman, William Lloyd Garrison, and Frederick Douglas

Supporters of the suffrage movement declared that ___________.

“All men and women are created equal.”

What did the Suffrage movement do?

Helped women gain equal rights.

Women were denied educational opportunities, especially __________.

Higher education

Women were limited in rights to own _________.

Property

Name two of the three women who led the suffrage movement.

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

What did the reaper do?

Increased productivity of the American farmer.

August 2003

What did the suffrage movement do?

Helped women gain equal rights.

Abolitionists believed that slavery was a violation of ___________.

Democracy

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.

August 2003

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 most, causing the Civil War.

They thought states had the power to declare any national law illegal

A major conflict was states’ rights versus a strong national government.

This was because they had cultural differences.

The South favored states’ rights.

It was a society that was mainly urban in which people held jobs.

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It was primarily an agricultural society in which people lived on farms and plantations

They opposed tariffs that would cause the price of goods to increase.

They favored tariffs that protected factory owners and workers from foreign competition.

They thought slavery should be abolished for moral reasons.

They believed that the national government’s power was supreme over that of the states.

They felt ending slavery would destroy their region’s economy.

1. What was the most important issue that divided the nation and led to the Civil War?

2. The North was mainly which type of society?

3. The South was mainly which type of society?

4. Why did people in the North and South find it difficult to agree on social and political differences?

5. How did the people of the North feel about tariffs and why did they feel this way?

6. What did Southerners believe about national laws?

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7. Why did the planters of the South oppose tariffs?

8. What constitutional issues differed in the North and the South?

9. How did Southerners feel about the power of the national government?

10. How did Southerners feel about the abolition of slavery?

11. What did Northerners believe about the power of national government?

12. How did Northerners feel about the 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.

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

States that seceded from the Union

States remaining in the Union Border States (slave states)

States remaining in the UnionFree States

AlabamaArkansasFloridaGeorgiaLouisianaMississippiNorth CarolinaSouth CarolinaTennesseeTexasVirginia

DelawareKentuckyMarylandMissouri

California ConnecticutIllinoisIndianaIowaKansasMaineMassachusettsMichiganMinnesotaNew HampshireNew JerseyNew YorkOhioOregonPennsylvaniaRhode IslandVermontWest VirginiaWisconsin

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

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States Remaining in the Union

Border States (slave states) Free States

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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

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Abraham Lincoln

AbrahamLincoln

Abraham Lincoln

AbrahamLincoln

Abraham Lincoln

AbrahamLincoln

JeffersonDavis

Ulysses S.Grant

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Robert E. Lee

Robert E. Lee

Robert E. Lee

Robert E. Lee

Thomas “Stonewall”

Jackson

Frederick Douglass

Directions:1. Duplicate cards.2. Students cut out cards.3. Use cards for matching

descriptions to people, or play any card type game wherein a pair is matched.

4. For longevity, run off on card stock.

5. Store sets in zipper type bags.

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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.”

He was president of

the Confederate

States of America.

He was the general of the Union army that defeated

Lee.

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He was the leader of the

Army of Northern Virginia.

He was offered command of the Union forces at the beginning of

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 when some people

wanted to fight on.

He was a skilled

Confederate general from

Virginia.

He was a former slave

who escaped to the North and

became an abolitionist.

Directions:6. Duplicate cards.7. Students cut out cards.8. Use cards for matching

descriptions to people, or play any card type game wherein a pair is matched.

9. For longevity, run off on card stock.

10. Store sets in zipper type bags.

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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.

Key1. First major battle of the Civil War- The First Battle of Manassas2. The firing of Fort Sumter, South Carolina- Began the war3. Emancipation Proclamation-Freed the Slaves4. The turning point of the war-The Battle of Gettysburg5. The North controlled- The Mississippi River6. Lee surrendered to Grant- At Appomattox Court House7. Critical development in war- Union blockaded southern ports8. Capital Cities-Richmond and Washington, D.C.9. Control of high ground- Gettysburg10.The Battle of Vicksburg-Divided the South

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The firing of Fort Sumter, South Carolina

The first Battle of Manassas

Emancipation Proclamation

Battle of Vicksburg

The North controlled

The Battle of Gettysburg

Lee surrendered to Grant

Critical Development in the war

Capital cities

Control of high ground

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Page 1

Began the war

First major battle of the Civil War

Freed the slaves

Divided the South

The turning point of the war

The Mississippi River

At Appomattox Court House in 1865

Union blockaded southern ports

Richmond and Washington, D.C.

Gettysburg

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Page 2

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 another.

Brutal and often man-to-man.

devastated at the end of the war. Examples are the burning of Atlanta and Richmond.

Created the American Red Cross.

Left to run businesses.

A major killer.

Made Confederate money worthless.

More poorly equipped and 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…

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9. The collapse of the Confederacy…

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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.

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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.

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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.

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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 CARDA: 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

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

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

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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?

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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?

August 2003

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.

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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?

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


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?

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Our Best Time Card

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Documents

Sixth Grade Review Games · Web viewReview Games Microsoft Office Clip Art Ideas for Year Long Review Organization Keep an interactive notebook, 3-ring binder, or composition book