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Eighth Grade GMAP Review Game Set #2 © 2015 Brain Wrinkles Teacher Directions • Print off the cover, laminate it, and attach it to a large manila envelope (with clasp) or gallon-size baggie. You can include all of the pieces for this game in the envelope or baggie so it’s easy to find and use. • This game plays much like classic BINGO, except the teacher reads vocab definitions and the students match them to the vocab words on their GMAP-O cards. • You can play as a whole class, or you can print multiple copies to create several games and have the students play in groups. © 2015 Brain Wrinkles GMAP-O Words List -- Set #2 University of Georgia Louisville Baptist & Methodist churches Headright system Land Lotteries Yazoo land fraud Cotton gin Railroads Alexander McGillivray William McIntosh Sequoyah John Ross Dahlonega Gold Rush Worcester v. Georgia Andrew Jackson John Marshall Trail of Tears States’ rights © 2015 Brain Wrinkles Slavery Nullification Missouri Compromise Compromise of 1850 Georgia Platform Kansas-Nebraska Act Dred Scott Case Election of 1860 Alexander Stephens Antietam Emancipation Proclamation Gettysburg Chickamauga Union blockade of GA’s coast Atlanta Campaign March to the Sea Andersonville Teacher Directions 1. Print and cut the cards on the following slides. There will be 35 cards total. (I like to use heavy, colored paper and then laminate the cards so that I can use them for a while.) 2. Place the cards in a small baggie. 3. Pull one card out of the baggie at a time and read the definition aloud to the students. If they have the vocab word, then they mark it out on their board. I usually read the definition twice. I don’t say the vocab word aloud, but you can if you think your students need it. 4. Make a pile of the cards that you call out. When someone calls, “GMAP-O”, you can check the board with the cards in this pile. © 2015 Brain Wrinkles First chartered state-supported university in the US (University of Georgia) Georgia’s third capital city from 1796 to 1807; moved to this location after population continued to move westward (Louisville) Two largest religious denominations in Georgia; spread throughout the state after American Revolution (Baptist & Methodist churches) Method used to distribute land by giving up to 1,000 acres of land to white male heads of household (Headright System) White men, orphans, and widows were allowed to buy tickets to win lotteries and purchase acres of land from the state government (Land Lotteries) Georgia’s legislature approved selling large portions of land for roughly 1 cent per acre in exchange for bribes to government officials (Yazoo land fraud) Eli Whitney’s invention in 1793 that made the process of harvesting cotton easier and led to cotton becoming the key cash crop in Georgia and the South (Cotton gin) A new, faster, and efficient mode of transportation in Georgia; important to the establishment of the city of Terminus -now Atlanta (Railroads) Creek leader who signed the Treaty of New York giving up all land east of the Oconee River, but could keep land on the west side (Alexander McGillivray) Creek leader who signed the Treaty of Indian Springs (giving away all Creek lands in GA), murdered & scalped by other Creeks (William McIntosh) Cherokee chief who served as head of Cherokee Nation; established a written (John Ross) The discovery of gold here led to the forced removal of the Cherokee (Dahlonega Gold Rush) Supreme Court ruled that Georgia law does not apply on Cherokee land (Worcester v. Georgia) US president who assisted in the forced removal of the Native Americans from Georgia (Andrew Jackson) Chief Justice of the US Supreme Court; ruled in Worcester v. Georgia that the Cherokee territory was not subject to state law (John Marshall) Forced removal of Cherokee from Georgia and the Carolinas to reservations in Oklahoma (Trail of Tears) Belief that the state’s interests take precedence over interests of national government (States’ Rights) Forced labor; slaves provided most of the labor in the south during Antebellum (Slavery) Legal theory that states had the right to not follow any law they believed to be unconstitutional (Nullification) Missouri entered the U.S. as a slave state and Maine entered as a free state; stated that all new northern states would be free and all new southern states would allow slavery (Missouri Compromise) Admitted California as a free state and instituted Fugitive Slave Act (Compromise of 1850) The North would support the Fugitive Slave Act and not ban slavery in new states in order to uphold the Compromise of 1850 (GA was credited with secession) (Georgia Platform) Created the territories of Kansas and Nebraska (territories had right of popular sovereignty) (Kansas-Nebraska Act) Supreme Court ruled that slaves were not citizens and could not file lawsuits (Dred Scott Case) Developed a syllabary that allowed the Cherokee to have own written language (Sequoyah) © 2015 Brain Wrinkles Republican Party formed and took an anti-slavery position; Abraham Lincoln won and became President (Election of 1860) Georgia congressman who called for the south to remain loyal to the Union and voted against secession (Alexander Stephens) Bloodiest single day battle of the Civil War; Union stopped Lee’s first attempt to invade the North (Antietam) Order issued by President Lincoln that freed the slaves in Confederate states and encouraged them to fight in the war (Emancipation Proclamation) 3 day battle that was a turning point in the war for the Union because it ended Lee’s hopes of invading the North (Gettysburg) Battle fought in northern Georgia; South won the battle (Chickamauga) The Union used naval ships to prevent the south from continuing to trade materials (such as cotton) with the British (Union blockade of Georgia’s coast) General Sherman’s plan to take Atlanta because it was a railroad hub; succeeded and burned much of the city to the ground (Atlanta Campaign) General Sherman’s destructive path from Atlanta to Savannah; destroyed everything along the way and captured Savannah (March to the Sea) Notorious Confederate prison in Georgia where many Union prisoners died from disease and starvation (Andersonville) © 2015 Brain Wrinkles Teacher Directions 1. Project the following slide (GMAP-O Vocabulary List) onto the board. 2. Print off the GMAP-O blank boards for each student. (If you want to save paper, you can print off a class set. Place them in page protectors and have the students write with Expo markers. They can wipe the page protectors off with a tissue when finished.) 3. The students will choose 24 words from the GMAP-O Vocabulary List and randomly write them on the spaces on their boards. 4. Print off the GMAP-O Markers page for each student. The students will cut out the globe cards and use them as markers on their boards. *Print in black & white to save ink! 5. When everyone is finished, begin calling out the definitions. (Remind the students that they must be silent and listen carefully because you will on say the definition twice!) 6. The first person to get 5 in a row should call out, “GMAP-O!” (I usually give out small treats like Jolly Ranchers.) © 2015 Brain Wrinkles Louisville Land lotteries Cotton gin Railroads Headright system Sequoyah John Ross John Marshall Trail of Tears Andrew Jackson States’ Rights Slavery Nullification Antietam Andersonville University of Georgia Yazoo land fraud Alexander McGillivray William McIntosh Dahlonega Gold Rush Worcester v. Georgia Missouri Compromise Compromise of 1850 Georgia Platform Kansas-Nebraska Act Dred Scott Case Gettysburg Alexander Stephens Emancipation Proclamation Election of 1860 March to the Sea Atlanta Campaign Baptist & Methodist Churches Chickamauga Union blockade of Georgia’s coast © 2015 Brain Wrinkles Directions: Choose 24 words from the GMAP-O Vocabulary List and randomly write them in the spaces below. When you hear the definitions of words on your board, you should mark them out. When you get 5 in a row—you win GMAP-O! © 2015 Brain Wrinkles Directions: Cut out the boxes below to use a markers on your GMAP-O board. Remember, you don’t need one for Free Space. © 2015 Brain Wrinkles Thank you so much for downloading this file. I sincerely hope you find it helpful and that your students learn a lot from it! I look forward to reading your feedback in my store. If you like this file, you might want to check out some of my other products that teach social studies topics in creative, engaging, and hands-on ways. Best of luck to you this school year, Ansley at Brain Wrinkles © 2015 Brain Wrinkles © 2015 Brain Wrinkles. Your download includes a limited use license from Brain Wrinkles. The purchaser may use the resource for personal classroom use only. The license is not transferable to another person. Other teachers should purchase their own license through my store. This resource is not to be used: • By an entire grade level, school, or district without purchasing the proper number of licenses. For school/district licenses at a discount, please contact me. • As part of a product listed for sale or for free by another individual. • On shared databases. • Online in any way other than on password-protected website for student use only. © Copyright 2015. Brain Wrinkles. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by the original purchaser or licensee. The reproduction of any other part of this product is strictly prohibited. Copying any part of this product and placing it on the Internet in any form (even a personal/classroom website) is strictly forbidden. Doing so makes it possible for an Internet search to make the document available on the Internet, free of charge, and is a violation of the Digital Millennium Copyright Act (DMCA). Clipart, fonts, & digital papers for this product were purchased from: Thank you, Ansley at Brain Wrinkles © 2015 Brain Wrinkles