The US at War Escape Room for the US History STAAR Test

Total Pages: 50
File Size: 32 MB



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Keep your students learning during a review with an Escape Room! This resource is designed to help your students review the wars of early American history – the American Revolution, the War of 1812, The U.S. – Mexican War and the Civil War. The five challenges have been designed to review key social studies skills as well as content. It is a simple escape room activity – no lock boxes required. Students will complete a series of puzzles to receive clues.

With this purchase, you will receive:

Detailed instructions for creating your scenario based escape room,

Five different challenges for America at war – the American Revolution, the War of 1812, The U.S. – Mexican War and the Civil War.

⭐Challenges that have been designed to focus on social studies skills – cause/effect, primary sources, inferencing, categorization, and comparison

Clue Coupons if a group gets stuck, and

Reward posters for the end.

How much time will this take?

✥The resource is designed for a class period – It is not necessary for all students to solve all of the challenges to escape the room.

✨This activity is perfect for US History STAAR review tutorials or after school session. Watch the video for a short overview of the activity.

Jazz up the activity with music! I recommend purchasing the soundtrack for Mission Impossible to play in the background.

2019 US History TEKS

8.4 History. The student understands significant political and economic issues of the revolutionary and Constitutional eras. The student is expected to:

(A) analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War;

(B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Crispus Attucks, King George III, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington;

(C) explain the issues surrounding important events of the American Revolution, including declaring independence; fighting the battles of Lexington and Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783;

8.5 History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:

(D) explain the causes, important events, and effects of the War of 1812;

8.6 History. The student understands westward expansion and its effects on the political, economic, and social development of the nation. The student is expected to:

(C) explain the causes and effects of the U.S.-Mexican War and their impact on the United States.

(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

(D) analyze Abraham Lincoln’s ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis’s inaugural address.

(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:

(A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(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;



© 2020 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. Do not share this document with Amazon Inspire.

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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