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 Colonization 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. ⭐
(2) History. The student understands the causes of exploration and colonization eras. The student is expected to:
(A) identify reasons for English, Spanish, and French exploration and colonization of North America; and
(B) compare political, economic, religious, and social reasons for the establishment of the 13 English colonies.
(3) History. The student understands the foundations of representative government in the United States. The student is expected to:
(A) explain the reasons for the growth of representative government and institutions during the colonial period;
(B) analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government; and
(C) describe how religion and virtue contributed to the growth of representative government in the American colonies.
(10) Geography. The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to:
(A) locate places and regions directly related to major eras and turning points in the United States during the 17th, 18th, and 19th centuries;
(B) compare places and regions of the United States in terms of physical and human characteristics;
(12) Economics. The student understands why various sections of the United States developed different patterns of economic activity through 1877. The student is expected to:
(A) identify economic differences among different regions of the United States;
(B) explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery; and
(C) analyze the causes and effects of economic differences among different regions of the United States at selected times.
(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