Hexagonal 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 Industrial Revolution in a way that shows the relationship between different parts of history. You will receive hexagon shapes for key inventions, innovations, and immigration.
In this resource, you will receive:
-45 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. ⭐
(13) Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:
(B) identify the economic factors that brought about rapid industrialization and urbanization.
(23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:
(A) identify racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration;
(B) explain how urbanization contributed to conflicts resulting from differences in religion, social class, and political beliefs;
(C) identify ways conflicts between people from various racial, ethnic, and religious groups were addressed;
(D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity; and
(E) identify the political, social, and economic contributions of women to American society.
(27) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:
(A) explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, the telegraph, and interchangeable parts;
(B) analyze how technological innovations changed the way goods were manufactured and distributed, nationally and internationally; and
(C) analyze how technological innovations brought about economic growth such as the development of the factory system and the construction of the Transcontinental Railroad.
(28) Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States. The student is expected to:
(A) compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history; and
(B) identify examples of how industrialization changed life in the United States.
(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;
© 2021 Social Studies Success, LLC. This purchase is for you and your classroom. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.
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