Civil War and Reconstruction Hexagonical Thinking Review Game

Total Pages: 10
File Size: 9 MB


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Hexagonical Thinking is a fun review game using hexagons to show key relationships between events, people, places and vocabulary terms. In this resource, students are challenged to place cards representing key ideas from the Civil War and Reconstruction Era in a way that shows the relationship between different parts of history.

With this purchase, you receive:
-75 different cards to use in the game,
-directions for the game, and
-a blank template to create more hexagon shapes.

⭐Please download the preview to see more information on this resource. ⭐

2019 US History TEKS for 8th Grade

(8) History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(A) explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar;

(B) explain the central role of the expansion of slavery in causing sectionalism, disagreement over states’ rights, and the Civil War;

(C) explain significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the Emancipation Proclamation; Lee’s surrender at Appomattox Court House; and the assassination of Abraham Lincoln; and

(9) History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

(A) evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments;

(B) explain the impact of the election of African Americans from the South such as Hiram Rhodes Revels; and

(C) explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups.

(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

(E) support a point of view on a social studies issue or event;

(G) create a visual representation of historical information such as thematic maps, graphs, and charts representing various aspects of the United States; and

Please review all product descriptions and previews. If you have a question, contact me before you purchase at As this is a digital product, all sales are final.

❤️ Dawn


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