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Election of 1860 and Civil War Activity Student Matrix and Electoral College Map

Rated 4.95 out of 5, based on 71 reviews
5.0 (71 ratings)
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History with Mr E
14.8k Followers
Grade Levels
5th - 8th, Homeschool
Resource Type
Standards
Formats Included
  • Zip
  • Google Apps™
Pages
13 pages
$4.99
$4.99
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History with Mr E
14.8k Followers
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

What educators are saying

This was really great for introducing Abraham Lincoln and explaining how the election of 1860 contributed to the Civil War.
I used with fourth graders and was definitely more advanced but I really enjoyed the debates with the class.

Description

In this Civil War and Election of 1860 activity, students complete a 4-person matrix and electoral map activity to understand the experience and views of Abraham Lincoln, Stephen Douglas, John Breckinridge, and John Bell in the Election of 1860.

☆ ☆ Get this engaging resource (and a huge discount) when you purchase my Civil War activities unit bundle here!

Students will also calculate the electoral votes of this Election (provided students already have an understanding of the Electoral College). There is a worksheet with questions for students to follow, along with student maps, and the electoral and popular vote for each state in 1860.

This resource includes a paper in-class version and a 1:1 Google compatible version to be used in conjunction with Google Classroom. Just follow the included instructions for how to access the Google version, then share the resource through Google or assign via Google Classroom. This will allow students to type directly into the document!

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Total Pages
13 pages
Answer Key
Included
Teaching Duration
1 Week
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Standards

to see state-specific standards (only available in the US).
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Describe how a text presents information (e.g., sequentially, comparatively, causally).

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