Download Sixth Grade Review Games

th
6 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 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
August 2003
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.
August 2003
Canadian Shield
Canadian Shield
Canadian Shield
Canadian Shield
Interior Lowlands
Interior Lowlands
Great Plains
Great Plains
August 2003
Great Plains
Rocky Mountains
Rocky Mountains
Rocky Mountains
Basin and Range
Basin and Range
Basin and Range
Basin and Range
August 2003
Basin and Range
Appalachian
Highlands
Coastal Range
Appalachian
Highlands
August 2003
Coastal Plain
Appalachian
Highlands
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,
students come to board to
make matches.
Located west of
Contains the
Area of varying
the Rocky
Continental
elevations
Contains Death
Mountains and
Divide which
containing
Valley, the
east of the
determines the
isolated
lowest point in
Sierra Nevadas
directional flow
mountain
North America
and the
of rivers
ranges
Cascades
Rugged
mountains
Rugged
along the
mountains
Contains fertile
Pacific Coast
High elevations stretching from
valleys
that stretch
Alaska almost
from California
to Mexico
to Canada
August 2003
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
Located west of
flatlands with
the
Holds some of
Hundreds of
many rivers,
Appalachian the oldest rock
lakes carved by
broad river
Mountains and formations in
glaciers
valleys, and
east of the
North America
grassy hills
Great Plains
August 2003
Hills worn by
erosion
Wrapped
Oldest
around Hudson
mountain range
Bay in a
in North
horseshoe
America
shape
Broad lowland Located along
providing many the Atlantic
excellent
Ocean and Gulf
harbors
of Mexico
August 2003
Old, eroded
mountains
August 2003
Water Features Location and Identification Match Up USI.c
Major bodies
of water are
used for
The
Atlantic
Ocean
served as
Inland port
cities grew
trade,
transportation
and settlement.
the highway
for
explorers,
early
settlers, and
later
immigrants.
in the
Midwest
along the
Great Lakes.
August 2003
Location of
the US with
its Atlantic
& Pacific
coasts has
provided
access to other
areas of the
world.
The Ohio
River was
the gateway
to the west.
The
Mississippi
and Missouri
Rivers were
the transportation
arteries for farm and
industrial
products.They were
links to ports & other
parts of the world.
August 2003
Page 2
The
Columbia
River was
explored
The Rio
Grande
forms
The Gulf of
Mexico
provided
The
Colorado
River was
explored
by Lewis and
Clark.
the border
with
Mexico.
the French and
Spanish with
exploration
routes to Mexico
and other parts
of America.
The Pacific
Ocean was
by the Spanish.
an early
exploration
route.
•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.).
August 2003
Locations of American Indians Sort Cards
Key and Directions
INUIT
PUEBLO
Inhabited present-day Alaska
and northern Canada.
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 desert areas and areas
bordering cliffs and mountains.
IROQUOIS
SIOUX
Inhabited northeast North
America, the Eastern
Woodland.
Inhabited the Great Plains
interior of the United States.
Lived in an area that was
heavily forested.
Lived in an area characterized
by dry grasslands.
KWAKIUTL
Directions:
 Duplicate cards
 Students cut apart and sort as
shown on key.
 For longevity run off on
cardstock, laminate, and store
in zipper bag.
Lived in an area characterized
by a rainy, mild climate.
Inhabited the Pacific northwest
coast.
August 2003
Locations of American Indians Sort Cards
Student Page
INUIT
KWAKIUTL
SIOUX
PUEBLO
IROQUOIS
Inhabited present-day Alaska
and northern Canada.
Lived in Arctic areas where the
temperature is below freezing
much of the year.
Inhabited the Pacific northwest
coast.
Lived in an area characterized
by a rainy, mild climate.
Inhabited the Great Plains
interior of the United States.
Lived in an area characterized
by dry grasslands.
Inhabited the southwest in
present day New Mexico and
Arizona.
Lived in desert areas and areas
bordering cliffs and mountains.
Inhabited northeast North
America, the Eastern
Woodland.
Lived in an area that was
heavily forested.
August 2003
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.
4. Explorers had
excellent maps and
navigational tools.
2. A motivating force 3. Explorers
for exploration was believed their
spreading Judaism. culture was
inferior.
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 12. John Cabot
claimed the Pacific explored Mexico
Northwest for
for England.
France.
August 2003
14. The Italians made
13. Regions of
voyages of discovery
North America
along West Africa.
were explored by
Portugal, Germany,
and Ireland.
15. The French
conquered and
enslaved American
Indians (First
Americans).
16. The Spanish
17. The Spanish
brought Buddhism brought Canadian
to the New World. 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
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
cooperation between
explorers and
American Indians
included architecture,
medicine and
religion.
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.
August 2003
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
GEOGRAPHY
Appalachian Highlands, Boston
harbor, hilly terrain, rocky soil,
jagged coast line
CLIMATE
ECONOMY
SOCIAL LIFE
SOUTH
MID ATLANTIC
Appalachian Highlands, coastal
lowlands (harbors and bays,
wide and deep rivers), rich farm
lands
Moderate summers, cold winters Moderate
Appalachian Highlands,
Piedmont, Atlantic Coastal
Plain, good harbors, rivers
Humid
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
1.Village and church as center
of life
2. Religious reformers and
separatists
1. Villages and cities
2. Varied and diverse
lifestyles
3. Diverse religions
1. Plantations (slavery),
mansions, indentured
servants, few cities, few
schools
2. Church of England
POLITICAL AND CIVIL
Town meetings
LIFE
Market towns
August 2003
Counties
COMPARING AND CONTRASTING COLONY LIFE
STUDENT CARDS USI.5b
REGIONS
NEW ENGLAND
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
AND
CIVIL LIFE
Village and church
as center of life
August 2003
COMPARING AND CONTRASTING COLONY LIFE
STUDENT CARDS PG 2 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
Unskilled and
Livestock and grain,
skilled workers and
trading
fishermen
Villages and cities
Varied and diverse
lifestyles
Diverse religions
August 2003
COMPARING AND CONTRASTING COLONY LIFE
STUDENT CARDS PG 3 USI.5b
Appalachian
Highalnds, Piedmont,
Atlantic Coastal Plain,
good harbors, rivers
Large farms
plantation, cash crops,
wood products, small
farms
SOUTH
Humid
Slavery
Plantations (slavery),
mansions, indentured
servants, few cities,
few schools
Church of England
Counties
August 2003
COLONY
LOCATION
REASON ESTABLISHED
PLYMOUTH
MASSACHUSETTS
BAY COLONY
PENNSYLVANIA
ROANOKE ISLAND
(LOST COLONY)
JAMESTOWN
GEORGIA
August 2003
ESTBALISHED BY
KEY
COLONY
LOCATION
REASON ESTABLISHED
ESTBALISHED BY
PLYMOUTH
New England
Religious freedom
Separatists from Church of
England
MASSACHUSETTS
BAY 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
August 2003
RELIGIOUS AND ECONOMIC EVENTS AND CONDITIONS
STUDENT CARDS USI.5a
COLONY
LOCATION
PLYMOUTH
New England
MASSACHUSETTS
BAY COLONY
New England
PENNSYLVANIA
Mid Atlantic
ROANOKE ISLAND
(LOST COLONY)
South
JAMESTOWN
South
GEORGIA
South
August 2003
RELIGIOUS AND ECONOMIC EVENTS AND CONDITIONS
STUDENT CARDS PG 2 USI.5a
REASON
ESTABLISHED
ESTABLISHED BY
Religious freedom
Separatists from
Church of
England
Religious freedom
Puritans
Religious freedom
Quakers
Economic Venture
Sir Walter Raleigh
Economic Venture
Virginia Company
To experience
new life and
economic freedom
Those who had
been in debtors’
prisons
in England
August 2003
REASONS FOR
CONTROL
BENJAMIN
FRANKLIN
REASONS FOR
TAXATION
THOMAS PAYNE
PHILLIS WHEATLEY
SOURCES OF
DISSATISFACTION
PAUL REVERE
IDEAS OF JOHN
LOCKE
BOSTON MASSACRE
BOSTON TEA PARTY
DECLARATION OF
INDEPENDENCE
FIRST
CONTINENTAL
CONGRESS
KING GEORGE III
LORD CORNWALLIS
JOHN ADAMS
SARATOGA
GEORGE
WASHINGTON
JULY 4, 1776
THOMAS JEFFERSON
PATRICK HENRY
LEXINGTON &
CONCORD
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.
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
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
Wheel of Challenges Directions USI.7a,b,c,d
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.
2.
3.
4.
5.
6.
Divide students in groups of 3 or 4.
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.
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: _ _ _ _ _ _ _ _ _ _
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.
Everyone but the card reader continues the game until the puzzle is solved.
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 SPINNER USI.7a,b,c,d
2
3
1
Bankrupt
Bankrupt
3
1
2
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.)
August 2003
WHEEL OF CHALLENGES ALPHABET SHEET USI.7a,b,c,d
A
B
C
D
E
I
F
J
G
K
H
L
M
Q
N
R
O
S
P
T
U
Y
V
Z
W
0
X
1
2
6
3
7
4
8
5
9
August 2003
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
August 2003
CATEGORY: Executive
Branch
CATEGORY: Checks and
Balances
PUZZLE: Carries out the
laws
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
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
August 2003
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
August 2003
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
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
August 2003
August 2003
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.
August 2003
August 2003
Football Game Q and A for Westward Expansion
Population grew in the
______________ states.
People wanted to move
west because land was
fertile and ___________.
Eastern
Cheap
People wanted to move
What were the two
west because of economic overland trails people had
opportunities such as gold knowledge of?
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?
It increased the production of cotton.
The reaper
What did Robert Fulton
invent?
How did the steamboat
prove useful?
The steamboat
It connected the Southern plantations and
farms to the Northern industries.
August 2003
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 What did the Suffrage
movement declared that
movement do?
___________.
“All men and women are created equal.”
Helped women gain equal rights.
Women were denied
Women were limited in
educational opportunities, rights to own _________.
especially __________.
Property
Higher education
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.
August 2003
What did the suffrage
movement do?
Abolitionists believed that
slavery was a violation of
___________.
Helped women gain equal rights.
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.
August 2003
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.
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.
August 2003
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?
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.
August 2003
States that Seceded/Border States/Remained in
the Union Sorting Chart
States that seceded from the States remaining in the Union States remaining in the Union
Union
Border States (slave states)
Free States
Alabama
Arkansas
Florida
Georgia
Louisiana
Mississippi
North Carolina
South Carolina
Tennessee
Texas
Virginia
Delaware
Kentucky
Maryland
Missouri
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.
August 2003
California Connecticut
Illinois
Indiana
Iowa
Kansas
Maine
Massachusetts
Michigan
Minnesota
New Hampshire
New Jersey
New York
Ohio
Oregon
Pennsylvania
Rhode Island
Vermont
West Virginia
Wisconsin
August 2003
August 2003
August 2003
States That Seceded From the Union
August 2003
States Remaining in the Union
Border States (slave states)
August 2003
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.
August 2003
Photos courtesy of the U.S. National Archives and the Library of Congress
August 2003
Photos courtesy of the U.S. National Archives and the Library of Congress
August 2003
Abraham
Lincoln
Abraham
Lincoln
Abraham
Lincoln
Abraham
Lincoln
Abraham
Lincoln
Abraham
Lincoln
Jefferson
Davis
Ulysses S.
Grant
August 2003
Robert E.
Lee
Thomas
“Stonewall”
Jackson
Robert E.
Lee
Frederick
Douglass
Robert E.
Lee
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.
August 2003
Robert E.
Lee
He was
president of
the United
States.
He opposed He issued the
the spread of Emancipation
Proclamation.
slavery.
He wrote the
He believed
Gettysburg
the United
Address that said
States was one the Civil War was
to preserve a
nation, not a
government “of
collection of
people, by the
independent the
people, and for
states.
the people.”
He was
president of
the
Confederate
States of
America.
August 2003
He was
determined
to preserve
the Union,
even if by
force.
He was the
general of the
Union army
that defeated
Lee.
He was the
leader of the
Army of
Northern
Virginia.
He was a
skilled
Confederate
general from
Virginia.
He was offered
command of the
Union forces at
the beginning of
the war but chose
not to fight
against Virginia.
He was a
former slave
who escaped to
the North and
became an
abolitionist.
He urged
He opposed
Southerners to
secession, but accept defeat at
did not believe the end of the war
and reunite as
the union
should be held Americans when
some people
together by
wanted to fight
force.
on.
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.
August 2003
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
August 2003
Page 1
Lee
surrendered to
Grant
Emancipation
Proclamation
The North
controlled
The firing of
Fort Sumter,
South Carolina
The first Battle
of Manassas
Capital cities
The Battle of
Gettysburg
Battle of
Vicksburg
Control of
high ground
Critical
Development in
the war
August 2003
Page 2
Divided the South
First major
battle of the
Civil War
Union
blockaded
southern ports
The turning
point of the
war
Gettysburg
The Mississippi
River
Began the war
Freed the
slaves
Richmond and
Washington, D.C.
At Appomattox
Court House in
1865
August 2003
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.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Made Confederate
money worthless.
More poorly
equipped and
clothed.
Family and friends were often…
Southern troops become increasingly younger and…
Much of the South was…
Disease was
Clara Barton, a Civil War nurse, …
Combat was…
Women in the North were…
Women in the South were…
The collapse of the Confederacy…
August 2003
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.
August 2003
American History Zip Around: Abolitionist Movement through the
Reconstruction – Key USI8.d, USI9a,b,c,d,e,f
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
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.
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.
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.
Who has the event that happened following the election of Abraham Lincoln?
a.
I have some southern states seceded from the Union.
Who has the first attack that marked the beginning of the Civil War?
a.
I have Confederate forces attacked Fort Sumter, in South Carolina.
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.
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.
Who has the first major battle of the Civil War?
a.
I have the first Battle of Manassas or Bull Run.
Who has the battle the divided the South, giving the North control of the Mississippi River?
a.
I have the Battle of Vicksburg.
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.
Who has the place where Lee surrendered to Grant, ending the Civil War?
a.
I have Appomattox Court House.
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.
Who has a major cause of death during the Civil War besides battle injuries?
a.
I have disease.
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.
Who has the amendment that bans slavery in the United States and any of its territories?
a.
I have the 13th Amendment.
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.
August 2003
American History Zip Around: Abolitionist Movement through the
Reconstruction – Key USI8.d, USI9a,b,c,d,e,f
32.
33.
34.
Who has the description of “carpetbaggers”?
a.
I have they took advantage of the South during the Reconstruction and were resented
by Southerners.
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.
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.
2.
Duplicate student cards, answer key, and “Our Best Time” card using matching colored
card stock and laminate.
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.
2.
3.
4.
5.
6.
7.
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.
Attach the “Our Best Time” card to the chalkboard with a magnet.
Teacher sets a timer or stopwatch when he/she reads the first card question.
Student who has the matching answer reads it, following up with the question
printed underneath.
Process continues until the last card is read.
After the last answer is read by the teacher, stop the timer/stopwatch and record the time
on the “Our Best Time” card.
Class tries to “zip around” faster next time to beat the record.
August 2003
ZIP AROUND STUDENT CARDS
USI.8d--USI.10b
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?
August 2003
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?
August 2003
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?
August 2003
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?
August 2003
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?
August 2003
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?
August 2003
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?
August 2003
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August 2003
August 2003