U.S. History EOC Remediation Modules
The following four 2-hour modules can be adapted to work for eight 1-hour modules or two 4-hour modules,
etc. Approximately half of each module relies on a review website constructed and shared by Frisco I.S.D.
There are a wide variety of well-aligned resources and review activities available there, including videos,
readings, flash cards, review games, and practice tests. These can be utilized during an in-class review, on
classroom computers or student devices. Additionally, since students will be familiar with these resources and
can access them at home, they should be very useful for the students to revisit in the days leading up to the
exam. The crosswords, completed for every era, will make a perfect in-hand summary of all the content from
each reporting category. The other half of each module involves direct instruction and group activities. All
necessary items are embedded under resources. E-version available at: http://fbisdsocialstudies.weebly.com/
Module 1: Introduction, Gilded Age - WWI
Essential Questions:
In what ways and to what extent has industrialization improved or harmed society?
How did the United States move into a position of importance and power in the late 1800s?
What led to greater cooperation and interdependency between nations in the early 20th century?
Reporting Category
and Standards
1
History
2
Geography, Culture
3
Govt, Citizenship
4
Econ, Technology
Gilded Age
Progressive Era
Expansionism & WWI
3A-C,
5A
4A, 4C, 4F
12A, 13A-B 14A
26A, 13A
12A
24B
21A, 23A-B
19E
15A, 27A, 28A
15B, 15E
15C-D
#
General Review
Activities
1
Major Eras
Wall Graffiti
(30 minutes)
Description





2
Online Content Review
From First 3 Eras
(Approximately 60
minutes)


On chart paper or white board set up a
poster for each of 10 eras in modules.
Place Wall Graffiti instructions by each.
Students rotate from poster to poster,
adding as much as they can in 2 minutes
time with group’s colored marker.
Give each group 6 red stickers and 2
greens Groups then label which eras are
group’s strengths and which weaknesses
Might opt to use ‘Pocket Guide’ for
students to collect notes from modules.
Refer students to website to review
content from first 3 eras:
https://sites.google.com/a/friscoisd.org/fis
d-us-history-1877-present/
Recommended activities: “History in
Motion” and “Terms to Know” activities
(flash cards review, game reviews, then
complete crossword). Not recommended:
“Take a Look at History” or “History in
Pictures” unless in-depth study desired.
Students can work from classroom
computers or personal devices.
Resources
Major Eras Wall
Graffiti - Freestyle
Pocket Guide to
US History
Act-Draw-Clue
Government Taboo
(30 minutes)
3



Review government TEKS not contained
within review of 10 eras.
Players decide if they will Act, Draw, or
give Clues for each term indicated on the
cards.
Detailed instructions on first card.
Act Draw Clue
Government Taboo
Module 2: 1920s-WWII
Essential Questions:
How have the powers of the President expanded in the last 100 years?
What is the appropriate role of the federal government in the economy and society?
Reporting Category
and Standards
1
History
2
Geography, Culture
3
Govt, Citizenship
4
Econ, Technology
1920s
Great Depression
WWII
2B, 6A-B
13A-B, 25B, 26C
12A, 14A
26F
19C
19A-B, 20B
19B
16A, 27C
16B-E
17A-B
#
General Review
Activity
1
Connecting People
and Time Periods
(Approx. 30 minutes)
7A-G
Description



2
Online Content Review
From Eras 4-6
(Approximately 60
minutes)


3
World War II
Tournament Bracket
(Approx. 30 minutes)


Separate 26 cards listed in instructions
from larger set at right. These are the
cards that pertain to this time period.
Follow series of suggested activities.
Resources
US History
Bio Cards
Refer students to website (see QR code in
Module 1) to review these 3 eras’ content:
https://sites.google.com/a/friscoisd.org/fis
d-us-history-1877-present/
Recommended activities: “History in
Motion” and “Terms to Know” activities
(flash cards review, game reviews, then
complete crossword). Not recommended:
“Take a Look at History” or “History in
Pictures” unless a more in-depth study is
desired.
Students can work from classroom
computers or personal devices.
Using Bio-Cards set embedded in Activity
1, separate 8 WWII cards listed in activity
at right.
Follow instructions selecting a “most
important” WWII figure.
World War II
Bio Card Activity
First Semester
Bio Card Activity
Module 3: Cold War-Civil Rights
Essential Questions:
Has America lived up to the promises contained in the Declaration of Independence?
To what extent has the nation experienced cycles of reform, conservatism, isolationism, internationalism, and
nativism, etc.?
Reporting Category
and Standards
Cold War
Vietnam War/1960s
Civil Rights
#
General Review
Activities
1
Cold War
Millionaire Game
(Approx. 15 minutes)
2
1
History
2
Geography, Culture
3
Govt, Citizenship
4
Econ, Technology
8A-C
8D-F
9A-A
25B
26F
26A, 26C
19E
19B, 20A
21A, 23A-B, 24B
17B-C
17C, 27B
17D
Description
Adaptable for large or small groups.
Millionaire Cold War
Review

Online Content Review
From Eras 4-6
(Approximately 60
minutes)


3
10-minute Summary
Of Vietnam War
(15 minutes)


4
Civil Rights
Timeline
Fish Bowl Activity
(30 minutes)
Resources


Refer students to website (see QR code in
Module 1) to review these 3 eras’ content:
https://sites.google.com/a/friscoisd.org/fisdus-history-1877-present/
Recommended activities: “History in Motion”
and “Terms to Know” activities (flash cards
review, game reviews, then complete
crossword). Not recommended: “Take a
Look at History” or “History in Pictures”
unless a more in-depth study is desired.
Students can work from classroom
computers or personal devices.
This short documentary is a brief overview
of the Vietnam War. In 2007 it won Best
Documentary Film at the Trojan Film
Festival at Taylor University.
Brief question/answer session follows.
Place LRE set of sorting cards in “fish bowl.”
Have each student draw one and then
“swim” around the class to find two other
students that have a card that aligns with
theirs: a date, the event, and description.
(This works perfectly with 30 students. With
20-29 students you can leave out some of
the dates and with fewer students you can
just use complete set as a card sort.)
Once groups are formed, have them
arrange themselves in order. Have one
student from each group describe their
event and its impact on the Civil Rights
Movement.
http://www.youtube.com/watch?v=X
gW0o-Ui94k
Module 4: Modern America-Major Eras Review
Essential Questions:
What major characteristics define an historical era?
To what extent has history repeated itself in American History over the last 150 years?
Reporting Category
and Standards
Modern America
Major Eras Review
#
General Review
Activities
1
Jeopardy
Tournament
(Approx. 30 minutes)
1
History
2
Geography, Culture
3
Govt, Citizenship
4
Econ, Technology
10A-F, 11A-E
2A-D
12A, 13A-B, 14B
14A
19B-D, 24B
19D
17E, 27A-C, 28A-C
18B
Description
Stage an in-class tournament
between 2 teams using multiple
game boards. A buzzer system
or bell allows team representative
to “buzz-in” before they answer.

2
Online Content Review
From Eras 10-11
(Approx. 30 minutes)


3
4
Resources
STAAR Review
Jeopardy 1
STAAR Review
Jeopardy 2
Refer students to website (see QR code
Module 1) to review last 2 time periods:
https://sites.google.com/a/friscoisd.org/fis
d-us-history-1877-present/
Recommended activities: “History in
Motion” and “Terms to Know” activities
(flash cards review, game reviews, then
complete crossword). Not recommended:
“Take a Look at History” or “History in
Pictures” unless a more in-depth study is
desired.
Students can work from classroom
computers or personal devices.
Major Eras
Pyramid Game
(Approx. 30 minutes)
The PowerPoint at right contains 10 game boards
with terms from first 10 eras. This can be played
with teams sending partners to compete on every
other board, or as a full-class activity with one
partner giving clues while the other has his/her
back to the screen.
Major Eras
Card Sort
(Approx. 30 minutes)
Using the cards at right, have students assemble
the puzzle on a table or combined desks. Key:
See ‘Pocket Guide to US History’ in Module 1.
Also works well as deck of cards for various
games. Try playing “dominos” by having students
connect the cards, explaining the connections.
Have students evaluate the extent to which history
has repeated itself throughout the last 150 years.
Major Eras
Pyramid Game
Major Eras
Sorting Cards
STAAR Review
Jeopardy 3