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There are several on this website. You can choose one of these games.

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There are several on this website. You can choose one of these games.

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Scholastic Teaching Tools | Resources for Teachers

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Explore Scholastic Teaching Tools for teaching resources, printables, book lists, and more. Enhance your classroom experience with expert advice!

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Solids, Liquids and Gases

Learn about solids, liquids and gases as you experiment with the conditions that change them from one form to another in this fun, interactive science activity. Water is a common example as it exists in all three forms, you've no doubt seen it as ice, liquid water and steam. Challenge yourself to find the correct category for other examples such as milk, sand, rain, helium, wood and air. Watch what happens when you heat liquids and cool gases. The processes that change solids, liquids and gases from one form to another are important science topics, humans breathe in gases in the form of air and drink liquids such as water which help keep us alive. Educational and entertaining, this game offers a fun challenge for kids.

Not working? Try downloading the game and running it through flash player from your desktop.
Download Solids, Liquids & Gases Game
Download Flash Player (PC)
Download Flash Player (Mac)

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Solids, Liquids & Gases - Science Games & Activities for Kids

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Solids, Liquids and Gases Learn about solids, liquids and gases as you experiment with the conditions that change them from one form to another in this fun, interactive science activity. Water is a common example as it exists in all three forms, you've no doubt seen it as ice, liquid water and steam.

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Each game has built-in levels that are challenging. As children progresses, they can choose to play at a higher level. This means that they have mastered the content of the previous level. One of the games, "Matter Detector", assigns the role of a detective to the player, who needs to discover which items are identified as matter. This will help children understand the difference between matter and light or shadow.

States of matter games are also offered. In these games, a child must look at a list of objects and answer the question. The question has to do with what state the matter is in, such as gas, solid, or liquid.

Another game offered focuses on measuring matter. This game asks questions about what tool may be used to measure specific matter; and a child must shoot the correct answer with an arrow. Games like this use critical thinking skills, as well as hand-eye coordination. Memory skills are also improved.

Whether the objective of the game is to identify matter, measure matter, or identify states of matter, Turtle Diary can assist you in making sure your child has the resources available for a bright future.

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Play state of matter games that are interactive with fun themes, animations, and sounds. Learn more about fundamental concept of matter & different forms of matter that exists.

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Solids, Liquids, and Gases Games - BrainPOP Jr.

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In this series of games, your students will learn how the states of matter are distinguished. The States of Matter and their Structure learning objective - based on NGSS and state standards - delivers improved student engagement and academic performance in your classroom, as demonstrated by research.

Scroll down for a preview of this learning objective's games and the concepts they drive home.

Concepts Covered

Atoms and molecules are the particles that make up matter. A substance's state of matter - solid, liquid, gas, or plasma - depends on how its molecules move and maintain their volume and shape.

Particles are in constant motion, but they interact differently depending on the state of matter.

Solid - particles stay in contact with each other, vibrating in place but not moving relative to each other, maintaining the solid's shape and volume.

Liquid - particles stay in contact, but they are able to move relative to each other. Liquids change shape based on their container, but maintain their volume.

Gas - particles do not stay in contact, although they can collide. They move quickly relative to each other. Gases expand or contract to fill the available space, meaning they don't maintain their shape or volume.

A substance's state of matter is an extrinsic property, meaning it can be changed by its environment. Physical conditions like temperature and pressure affect state of matter.

When a substance changes from solid or liquid to gas, its particles move farther apart, and vice versa. The liquid form of a substance is denser than the gas form, and the solid form is usually denser than the liquid form, although water is an exception to this rule.

A preview of each game in the learning objective is found below.

You can access all of the games on Legends of Learning for free, forever, with a teacher account. A free teacher account also allows you to create playlists of games and assignments for students and track class progress. Sign up for free today!

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States of Matter and their Structure Science Games | Legends of Learning

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Curriculum games and lessons for states of matter, based on NGSS & state standards. Use games to learn more about the structure & properties of each state.

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Matter and Interactions | PBS LearningMedia

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Browse standards-aligned resources for your students.

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On the evening of March 5, 1770 a group of Boston residents gathered at the local customs house to demonstrate their anger over the various taxes Parliament had recently imposed upon the colonies. Tensions between the Royal soldiers that protected the customs house and the locals had been increasing since the troops had been dispatched to Boston two years earlier.

As the fury of the crowd mounted, a young man hurled an insult at the sentry on duty. The sentry responded by smashing his tormentor's head with his rifle butt. The victim gave a shout and ran from the scene only to return shortly with a group of his friends who joined in the taunting.
Church bells summoned townspeople to the scene. Soon, a crowd of as many as 400 howling, wailing citizens confronted the thirteen-man squad of British soldiers sent to defend the Customs House. Standing before the mob with fixed-bayonets, the soldiers were pelted with angry epithets, stones and snowballs. The crowd advanced to within inches of the besieged soldiers, daring them to fire their muskets. Suddenly, a member of the squad fired, prompting his colleagues to fire as well. The crowd fell back in panic revealing three of their number dead on the ground and another two mortally wounded.

The entire altercation lasted approximately twenty minutes. However, these twenty minutes would have a significant impact on history. Within three days of the event, craftsman Paul Revere produced an engraving depicting the confrontation that was distributed widely throughout the colonies. Its inaccurate portrayal of a well-organized squad of soldiers simultaneously opening fire on a defenseless crowd of citizens helped galvanize colonial opinion against the British and opened the pathway that led to independence six years later.

Captain Thomas Preston was commander of the British squad that evening. He, along with the other members of the squad, was tried for murder in a Boston Court. In the following trial testimony, Captain Peterson describes the events of that evening.

On Monday night about 8 o'clock two soldiers were attacked and beat. But the party of the townspeople in order to carry matters to the utmost length, broke into two meeting houses and rang the alarm bells, which I supposed was for fire as usual, but was soon undeceived.

About 9 some of the guard came to and informed me the town inhabitants were assembling to attack the troops, and that the bells were ringing as the signal for that purpose and not for fire, and the beacon intended to be fired to bring in the distant people of the country. This, as I was captain of the day, occasioned my repairing immediately to the main guard.

In my way there I saw the people in great commotion, and heard them use the most cruel and horrid threats against the troops. In a few minutes after I reached the guard, about 100 people passed it, and went towards the custom house where the King's money is lodged.

They immediately surrounded the sentry posted there, and with clubs and other weapons threatened to execute their vengeance on him. I was soon informed by a townsman their intention was to carry off the soldier from his post and probably murder him: on which I desired him to return for further intelligence, and he soon came back and assured me he heard the mob declare they would murder him. This I feared might be a prelude to their plundering the King's chest.

I immediately sent a non-commissioned officer and 12 men to protect both the sentry and the King's money, and very soon followed myself to prevent, if possible, all disorder, fearing lest the officer and soldiers, by the insults and provocations of the rioters, should be thrown off their guard and commit some rash act.

They soon rushed through the people, and by charging their bayonets in half-circles, kept them at a little distance. Nay, so far was I from intending the death of any person that I suffered the troops to go to the spot where the unhappy affair took place without any loading in their pieces; nor did I ever give orders for loading them. This remiss conduct in me perhaps merits censure; yet it is evidence, resulting from the nature of things, which is the best and surest that can be offered, that my intention was not to act offensively, but the contrary part, and that not without compulsion.

The mob still increased and were more outrageous, striking their clubs or bludgeons one against another, and calling out, 'Come on you rascals, you bloody backs, you lobster scoundrels, fire if you dare, G-d damn you, fire and be damned, we know you dare not,' and much more such language was used. At this time I was between the soldiers and the mob, parleying with, and endeavoring all in my power to persuade them to retire peaceably, but to no purpose.

They advanced to the points of the bayonets, struck some of them and even the muzzles of the pieces, and seemed to be endeavoring to close with the soldiers. On which some well behaved persons asked me if the guns were charged. I replied yes. They then asked me if I intended to order the men to fire. I answered no, by no means, observing to them that I was advanced before the muzzles of the men's pieces, and must fall a sacrifice if they fired; that the soldiers were upon the half cock and charged bayonets, and my giving the word fire under those circumstances would prove me to be no officer.

While I was thus speaking, one of the soldiers having received a severe blow with a stick, stepped a little on one side and instantly fired, on which turning to and asking him why he fired without orders, I was struck with a club on my arm, which for some time deprived me of the use of it, which blow had it been placed on my head most probably would have destroyed me. On this a general attack was made on the men by a great number of heavy clubs and snowballs being thrown at them, by which all our lives were in imminent danger, some persons at the same time from behind calling out, 'damn your bloods-why don't you fire.' Instantly three or four of the soldiers fired, one after another, and directly after three more in the same confusion and hurry. The mob then ran away, except three unhappy men who instantly expired, ; . . one more is since dead, three others are dangerously, and four slightly wounded. The whole of this melancholy affair was transacted in almost 20 minutes.

On my asking the soldiers why they fired without orders, they said they heard the word fire and supposed it came from me. This might be the case as many of the mob called out fire, fire, but I assured the men that I gave no such order; that my words were, don't fire, stop your firing. In short, it was scarcely possible for the soldiers to know who said fire, or don't fire, or stop your firing.

On the people's assembling again to take away the dead bodies, the soldiers supposing them coming to attack them, were making ready to fire again, which I prevented by striking up their firelocks with my hand.

Immediately after a townsman came and told me that 4 or 5000 people were assembled in the next street, and had sworn to take my life with every man's with me. On which I judged it unsafe to remain there any longer, and therefore sent the party and sentry to the main guard, where the street is narrow and short, there telling them off into street firings, divided and planted them at each end of the street to secure their rear, momently expecting an attack, as there was a constant cry of the inhabitants 'to arms, to arms, turn out with your guns;' and the town drums beating to arms, I ordered my drums to beat to arms, and being soon after joined by the different companies of the 29th regiment, I formed them as the guard into street firings.

References:
This eyewitness account appears in: Charles-Edwards, T. and B. Richardson, They Saw it Happen, An Anthology of Eyewitness's Accounts of Events in British History 1689-1897 (1958); Hansen, Harry, The Boston Massacre; an episode of dissent and violence (1970).

How To Cite This Article:
"The Boston Massacre, The British View, 1770," EyeWitness to History, www.eyewitnesstohistory.com (2009).

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The Boston Massacre 1770, The British Perspective

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On the evening of March 5, 1770 a group of Boston residents gathered at the local customs house to demonstrate their anger over the various taxes Parliament had recently imposed upon the colonies. Tensions between the Royal soldiers that protected the customs house and the locals had been increasing since the troops had been dispatched to Boston two years earlier.

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Here is the complete text of the account of the Boston Massacre as reported in the Boston Gazette and Country Journal on Monday, March 12, 1770.

A few minutes after nine o'clock four youths, named Edward Archbald, William Merchant, Francis Archbald, and John Leech, jun., came down Cornhill together, and separating at Doctor Loring's corner, the two former were passing the narrow alley leading Mr. Murray's barrack in which was a soldier brandishing a broad sword of an uncommon size against the walls, out of which he struck fire plentifully.

A person of mean countenance. armed with a large cudgel bore him company. Edward Archbald admonished Mr. Merchant to take care of the sword, on which the soldier turned round and struck Archbald on the arm, then pushed at Merchant and pierced through his clothes inside the arm close to the armpit and grazed the skin. Merchant then struck the soldier with a short stick he had; and the other person ran to the barrack and brought with him two soldiers, one armed with a pair of tongs, the other with a shovel. He with the tongs pursued Archbald back through the alley, collared and laid him over the head with the tongs. The noise brought people together; and John Hicks, a young lad, coming up, knocked the soldier down but let him get up again; and more lads gathering, drove them back to the barrack where the boys stood some time as it were to keep them in. In less than a minute ten or twelve of them came out with drawn cutlasses, clubs, and bayonets and set upon the unarmed boys and young folk who stood them a little while but, finding the inequality of their equipment, dispersed.

On hearing the noise, one Samuel Atwood came up to see what was the matter; and entering the alley from dock square, heard the latter part of the combat; and when the boys had dispersed he met the ten or twelve soldiers aforesaid rushing down the alley towards the square and asked them if they intended to murder people? They answered Yes, by G-d, root and branch! With that one of them struck Mr. Atwood with a club which was repeated by another; and being unarmed, he turned to go off and received a wound on the left shoulder which reached the bone and gave him much pain. Retreating a few steps, Mr. Atwood met two officers and said, gentlemen, what is the matter They answered, you'll see by and by. Immediately after, those heroes appeared in the square, asking where were the boogers? where were the cowards? But notwithstanding their fierceness to naked men, one of them advanced towards a youth who had a split of a raw stave in his hand and said, damn them, here is one of them. But the young man seeing a person near him with a drawn sword and good cane ready to support him, held up his stave in defiance; and they quietly passed by him up the little alley by Mr. Silsby's to King Street where they attacked single and unarmed persons till they raised much clamour, and then turned down Cornhill Street, insulting all they met in like manner and pursuing some to their very doors. Thirty or forty persons, mostly lads, being by this means gathered in King Street, Capt. Preston with a party of men with charged bayonets, came from the main guard to the commissioner's house, the soldiers pushing their bayonets, crying, make way! They took place by the custom house and, continuing to push to drive the people off pricked some in several places, on which they were clamorous and, it is said, threw snow balls. On this, the Captain commanded them to fire; and more snow balls coming, he again said, damn you, fire, be the consequence what it will! One soldier then fired, and a townsman with a cudgel struck him over the hands with such force that he dropped his firelock; and, rushing forward, aimed a blow at the Captain's head which grazed his hat and fell pretty heavy upon his arm. However, the soldiers continued the fire successively till seven or eight or, as some say, eleven guns were discharged.

By this fatal manoeuvre three men were laid dead on the spot and two more struggling for life; but what showed a degree of cruelty unknown to British troops, at least since the house of Hanover has directed their operation, was an attempt to fire upon or push with their bayonets the persons who undertook to remove the slain and wounded!

Mr. Benjamin Leigh, now undertaker in the Delph manufactory, came up and after some conversation with Capt. Preston relative to his conduct in this affair, advised him to draw off his men, with which he complied. The dead are Mr. Samuel Gray, killed on the spot, the ball entering his head and beating off a large portion of his skull.

A mulatto man named Crispus Attucks, who was born in Framingham, but lately belonged to New-Providence and was here in order to go for North Carolina, also killed instantly, two balls entering his breast, one of them in special goring the right lobe of the lungs and a great part of the liver most horribly.

Mr. James Caldwell, mate of Capt. Morton's vessel, in like manner killed by two balls entering his back.

Mr. Samuel Maverick, a promising youth of seventeen years of age, son of the widow Maverick, and an apprentice to Mr. Greenwood, ivory-turner, mortally wounded; a ball went through his belly and was cut out at his back. He died the next morning.

A lad named Christopher Monk, about seventeen years of age, an apprentice to Mr. Walker, shipwright, wounded; a ball entered his back about four inches above the left kidney near the spine and was cut out of the breast on the same side. Apprehended he will die.

A lad named John Clark, about seventeen years of age, whose parents live at Medford, and an apprentice to Capt. Samuel Howard of this town, wounded; a ball entered just above his groin and came out at his hip on the opposite side. Apprehended he will die.

Mr. Edward Payne of this town, merchant, standing at his entry door received a ball in his arm which shattered some of the bones.

Mr. John Green, tailor, coming up Leverett's Lane, received a ball just under his hip and lodged in the under part of his thigh, which was extracted.

Mr. Robert Patterson, a seafaring man, who was the person that had his trousers shot through in Richardson's affair, wounded; a ball went through his right arm, and he suffered a great loss of blood.

Mr. Patrick Carr, about thirty years of age, who worked with Mr. Field, leather breeches-maker in Queen Street, wounded; a ball entered near his hip and went out at his side.

A lad named David Parker, an apprentice to Mr. Eddy, the wheelwright, wounded; a ball entered his thigh.
Source: The Boston Gazette and Country Journal, March 12, 1770

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The Boston Massacre: The Story Behind The Night

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Here is the complete text of the account of the Boston Massacre as reported in the Boston Gazette and Country Journal on Monday, March 12, 1770.

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Play Oil Spill | Play Free Addicting Games Online

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There is a Mega leak of oil in the ocean, its your job to drop off the divers and make sure they fill the pip and make sure the remaining sea life survive and you save as much money as possible

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When oil gushed out of the Deepwater Horizon oil rig in the Gulf of Mexico in spring and summer 2010, it was all anyone could talk about. Several years on, it's much further from our minds-but that doesn't mean the story is over. What happened to the 3.19 million barrels of oil? How has it affected Gulf ecosystems and wildlife?

Trace the path of the oil in this interactive, based on scientific research from the Gulf of Mexico Research Initiative. Click on the blue navigation buttons at top to follow the oil through time and space. Click on the small orange plus-signs for pop-ups with more detailed information and pictures. And if you still have questions, continue to our Gulf of Mexico Oil Spill overview page.

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When oil gushed out of the Deepwater Horizon oil rig in the Gulf of Mexico in spring and summer 2010, it was all anyone could talk about. Several years on, it’s much further from our minds—but that doesn’t mean the story is over. What happened to the 3.19 million barrels of oil? How has it affected…

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Distribute copies of the handout Oil Spills in Marine Environments for independent or small-group reading. Download and display the map Gulf of Mexico: A Geography of Offshore Oil from the October 2010 issue of National Geographic magazine. Describe for students the events that occurred on April 20, 2010. On the map, point out the location of the Macondo well-the site of the leak and the accidental destruction of the Deepwater Horizon drilling rig. Gesture to point out the loop current and explain how the oil has been distributed throughout these regions by currents, waves, winds, and tides.
2. Introduce the simulation.
Tell students that they will use a model to simulate an oil spill and its cleanup. Divide students into small groups of 3-6 students each. Have groups move to their assigned stations where materials are set out. Distribute copies of the worksheets Observations Before the Use of Dispersant and Observations After the Use of Dispersant to each group. Assign each member of the group a specific role-observer, data collector, and oil remover. Multiple students can have the same role in each group.
3. Explore the vocabulary.
Point out the definitions at the bottom of the handout Oil Spills in Marine Environments of types of equipment used to clean up oil spills: and Those same definitions can be found in the Background and Vocabulary tab of this activity. Ask students to observe the supplies they have available and discuss which supplies might represent each type of equipment used to clean up oil spills.
4. Have students simulate the oil spill.
Have students measure four tablespoons of vegetable oil and use a fork or a whisk to mix it with 1-4 drops of food coloring. Ask: What do you think the oil and food coloring represent? Explain to students that the oil represents crude oil and the food coloring represents chemicals trapped inside of the oil. Make sure they understand that the food coloring will not mix completely with the oil. Next, have students carefully pour the dyed oil into the center of the container with water and float a one-inch craft stick in the middle of the oil spill. Tell students that the craft stick represents a ship.
5. Have students simulate cleanup efforts before the use of dispersant.
Ask the oil remover in each group to use the supplied materials-pieces of cotton, cardboard, and paper towels smaller than one inch-to try to remove the oil before it reaches the sides of their container. Rotate around the groups and ask the observers to orally describe what the oil removers are doing and what material they are using. The data collector for each group should list the properties of each material and designate them as booms, skimmers, absorbers, or dispersants in columns 1 and 2 of the worksheet Observations Before the Use of Dispersant. Then the group should discuss and complete columns 3 and 4 together.
6. Have students simulate cleanup efforts after the use of dispersant.
After students have tried all other provided materials and completed the first worksheet, have them add a few drops of name-brand dishwashing soap and complete columns 1, 2, and 3 of the worksheet Observations After the Use of Dispersant. Then have a whole-class discussion. Ask:
7. Have students re-test the first set of materials in the water with the dispersant.
Ask students to predict what they think will happen now that dispersants have been added. Have students re-test some of the supplied materials now that the dispersants have entered the environment. Ask them to add their observations to column 4 of the second worksheet.
8. Have a whole-class discussion about the methods and their possible flaws.
After students have tested all of the materials-both before and after dispersants were added-ask:

Have students compare their results for each material before and after the dispersants were added. Ask students to share some of the successes they experienced and some of the possible flaws that they see with these methods. Ask:

Have each student independently write a summary of their simulation results and their answers to the discussion questions above.

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Students read about oil spills and the 2010 Gulf of Mexico oil spill and geo-locate the Deepwater Horizon spill on a map. Then students simulate an oil spill and cleanup both before and after the use of dispersants. They discuss the effectiveness and flaws of oil cleanup strategies based on the results.

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Do centipedes and millipedes give you the creeps? They do seem a little scary with their wiggly bodies and many legs, but they can't hurt you. Millipedes look a little like brown or gray worms with lots of tiny legs. They live in dark, wet places, like under an old log. They eat rotting leaves and wood and they're not poisonous. Millipedes are shy and they don't like light. Doesn't sound too scary, right?

Centipedes have fewer legs and they move more quickly. They eat bugs. Centipedes do have poisonous front claws, but their claws are too small to bite through human skin. Only the giant desert centipede is strong enough to bite a human. A bite from a giant centipede feels a little like a bee sting, but it won't case any permanent damage.

Fun Facts About Centipedes and Millipedes for Kids

Millipedes sometimes come indoors when the weather gets cold. They can't live in dry areas, though, and they usually die within a few days.

Some millipedes have a sticky substance that can cause redness and itching.

You might find centipedes stuck in the bathtub or in cupboards in the morning. They scurry away if you approach them.

Centipedes and millipedes are related to insects, but they have more body parts.

Centipede and Millipede Vocabulary

Learn More All About Centipedes and Millipedes

Get familiar with the centipedes and millipedes with this informative documentary clip:

A documentary video about the nature of forest centipedes and millipedes.

Centipede and Millipede Q&A

Question: What do their names mean?

Answer: Centi means 100; milli means 1,000 and pede means feet.

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Question: What is the largest centipede?

Answer: The largest centipedes in the U.S. live in Arizona and grow to 7 inches long. In the West Indies, you'll find centipedes that are 18 inches long. Yikes!

Enjoyed the Easy Science for Kids Website all about Centipedes and Millipedes info? Take the FREE & fun all about Centipedes and Millipedes quiz and download FREE all about Centipedes and Millipedes worksheet for kids. For lengthy info click here.

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Centipede and Millipedes Facts for Children

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Do centipedes and millipedes give you the creeps? They do seem a little scary with their wiggly bodies and many legs, but they can't hurt you. Millipedes look a little like brown or gray worms with lots of tiny legs. They live in dark, wet places, like under an old log.

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Fun games all about animals that teach kids about the animal world.

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Kid's Corner - Animal information, games and more!

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Play PLUM LANDING games online to explore animals, plants, and ecosystems all over Earth. Sketch nature near you and send the pictures you draw to Plum!

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Habitat: Games (Science Trek: Idaho Public Television)

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Online games are a fun way to learn more about science topics. Here you will find links to an assortment of interactive games and activities for use at home or in the classroom. These games are designed for a variety of skill levels and interests.

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Do you know where the red-eyed tree frog calls home? Play this game based on animal habitats to learn! Explore the desert, coral reef, jungle, and marsh to discover where many animals live by matching each animal to their correct habitat!

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We Couldn't Find The Page You Requested.

The page you requested may not exist any more or it may have moved to a new address. If you reached this page from a bookmark, please update your records. We apologize for any inconvenience this may cause.

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We Couldn’t Find The Page You Requested.

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Parents Choice Gold Award Winner 11 Years Running. Print & Digital Available. Connecting Kids & Nature.

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Enter the Wild Kratts Headquarters. Play games, create a character, and more!

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Animal Facts for Kids | Endangered Animals

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Did you know that elephants hold grudges or that cougars can't roar? Discover unique animal facts and learn wildlife conservation tips at Animal Fact Guide.

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📎 Animal Facts for Kids | Endangered Animals

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"I stumbled upon your fun interactive geography games from a link on the Massachusetts Geographic Alliance Website. Since then, your games have become quite a hit with my competitive colleagues!"
--Candice Gomes, Education Outreach Coordinator, Boston Public Library

Sheppard Software's geography games were featured in the Boston Public Library's 2006 Exhibition on Mapping!

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--Eleanor Terry and the Dixon Middle School Geography Detective Club

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"Let me say that you guys have an awesome website. I stumbled across your site one day, and it has been the easiest, most effective, and really
the most fun method for learning geography that I've
found." --David Weaver

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USA Geography - Map Game - Geography Online Games

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"I stumbled upon your fun interactive geography games from a link on the Massachusetts Geographic Alliance Website. Since then, your games have become quite a hit with my competitive colleagues!" --Candice Gomes, Education Outreach Coordinator, Boston Public Library Sheppard Software's geography games were featured in the Boston Public Library's 2006 Exhibition on Mapping!

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Natural water cycle game | South East Water Education

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Explore the natural water cycle and help Whoosh keep the water moving in this fun and interactive online game.

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Collect the Water Drops | Weather Game | Turtle Diary

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Water Cycle is an interactive science lesson, designed to teach kids all about the water cycle. Kids will be taught how all water is naturally recycled to form a

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Legends of Learning | Math & Science Games For Teachers & Students

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What was the major form of transportation on the Trail of Tears?

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Trail of Tears - note taking from a video

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Could You Survive on the The Trail of Tears was traveled by the Cherokee, Choctaw, Chickasaw, Creek, and Seminole Indians. Andrew Jackson, with the help of Congress, passed the Indian Removal Act of 1830. This required Native Americans to forfeit their land rights and be relocated to the Oklahoma Territory. The Cherokee referred to this route as the Trail of Tears, where around 4,000 of the 15,000 died along the way.
Trail of Tears?
Adapted from: www.zunal.com/webquest.php?w=17397

Introduction:

Task:
You will be traveling along the Trail of Tears like the tribes of the Southeast did...only you will be doing it using the Internet. Complete a series of steps to take you along the trail and decide for yourselves, if you could have survived the Trail of Tears.

Process:
Complete the following tasks to gain information about the Trail of Tears to help you decide if you could really survive.

Task 1- Tribal Information

The Trail of Tears was taken by five different tribes from the Southeast: Cherokee, Choctaw, Chickasaw, Creek, and Seminole.

Select one of the five tribes to use while completing the Trail of Tears Worksheet

Open the file and fill it out by typing in the answers or print off the worksheet and fill it in by hand.

Research Links

Task 2- Pick a Name

To help you assume the role of a native, select a Native American Name for yourself. Try to pick one from the tribe you selected.

Use the following link to find a name and information about it.

Record the information on your worksheet

Task 3- Indian Removal Act

Research and answer the questions about this important piece of legislation

Use the following link to help you answer the worksheet questions.

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Trail of Tears Webquest - Davis Social Studies

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Could You Survive on the The Trail of Tears was traveled by the Cherokee, Choctaw, Chickasaw, Creek, and Seminole Indians. Andrew Jackson, with the help of Congress, passed the Indian Removal Act of 1830. This required Native Americans to forfeit their land rights and be relocated to the Oklahoma Territory.

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Removal of the Cherokee Nation | Interactive Case Study

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Explore the story of the Cherokee Nation's removal from their native land. Students can analyze the treaty, view maps of the removal route, explore documents and visuals, and consider discussion questions to learn more about the Nation's removal experience.

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Mission US: A Cheyenne Odyssey - GameUp - BrainPOP.

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In this free social studies game, players take the role of a Native American Cheyenne boy of the Great Plains at the time of Westward Expansion.

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This lists the logos of programs or partners of NG Education which have provided or contributed the content on this page. Program

Understanding energy and energy solutions is necessary if current and future generations are going to help solve our energy challenges. Being armed with a greater understanding of energy allows us to be better decision-makers and to make wiser choices in our personal lives, as well as in our communities.

Energy-related decisions usually require the work of many experts to address economic, political, environmental, social, and other factors. But in this interactive, the decision belongs to students.

Use or adapt these prompts to engage your students in the interactive:

What does it mean to make an informed energy decision?

What factors are a part of an informed energy decision?

Why is sustainability an important issue in the energy conversation?

Credits

Content Development

JASON Learning

Editors

Christina Riska Simmons, National Geographic Society
Elizabeth Wolzak, National Geographic Society

Copyeditor

JASON Learning

Factchecker

JASON Learning

Advisory Board

Dennis Dimick, Executive Editor, National Geographic Magazine
Matthew Inman, National Board Certified Teacher, Albert Einstein Distinguished Educator Fellow Emeritus, U.S. Department of Energy
Dr. Jennifer Milne, Energy Assessment Analyst, Global Climate and Energy Project, Stanford University
Kathleen O'Brien, Ph.D., Manager, Electric Power Systems, GE Global Research
Martin Storksdieck, Ph.D., Director of the Board on Science Education (BOSE), National Research Council (NRC)

Expert Reviewer

Jill Wertheim, National Geographic Society

Interactive Design and Development

Bean Creative

Consultants

Kaushik Mahendravadi
Margaret Rogers

Special Thanks

Elaine Larson, National Geographic Society
Patricia Norris, National Geographic Society

User Permissions

For information on user permissions, please read our Terms of Service. If you have questions about licensing content on this page, please contact ngimagecollection@natgeo.com for more information and to obtain a license. If you have questions about how to cite anything on our website in your project or classroom presentation, please contact your teacher. She or he will best know the preferred format. When you reach out to him or her, you will need the page title, URL, and the date you accessed the resource.

Media

If a media asset is downloadable, a download button appears in the corner of the media viewer. If no button appears, you cannot download or save the media.

Text

Text on this page is printable and can be used according to our Terms of Service.

Interactives

Any interactives on this page can only be played while you are visiting our website. You cannot download interactives.

Content Development

JASON Learning

Editors

Christina Riska Simmons, National Geographic Society
Elizabeth Wolzak, National Geographic Society

Copyeditor

JASON Learning

Factchecker

JASON Learning

Advisory Board

Dennis Dimick, Executive Editor, National Geographic Magazine
Matthew Inman, National Board Certified Teacher, Albert Einstein Distinguished Educator Fellow Emeritus, U.S. Department of Energy
Dr. Jennifer Milne, Energy Assessment Analyst, Global Climate and Energy Project, Stanford University
Kathleen O'Brien, Ph.D., Manager, Electric Power Systems, GE Global Research
Martin Storksdieck, Ph.D., Director of the Board on Science Education (BOSE), National Research Council (NRC)

Expert Reviewer

Jill Wertheim, National Geographic Society

Interactive Design and Development

Bean Creative

Consultants

Kaushik Mahendravadi
Margaret Rogers

Special Thanks

Elaine Larson, National Geographic Society
Patricia Norris, National Geographic Society

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This lists the logos of programs or partners of NG Education which have provided or contributed the content on this page. Program Understanding energy and energy solutions is necessary if current and future generations are going to help solve our energy challenges.

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Make games, stories and interactive art with Scratch. (scratch.mit.edu)

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Sheppard Software: Fun free online learning games and activities for kids.

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Hundreds of fun educational games and activities for kids to play online. Topics include math, geography, animals, and more.

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When oil gushed out of the Deepwater Horizon oil rig in the Gulf of Mexico in spring and summer 2010, it was all anyone could talk about. Several years on, it's much further from our minds-but that doesn't mean the story is over. What happened to the 3.19 million barrels of oil? How has it affected Gulf ecosystems and wildlife?

Trace the path of the oil in this interactive, based on scientific research from the Gulf of Mexico Research Initiative. Click on the blue navigation buttons at top to follow the oil through time and space. Click on the small orange plus-signs for pop-ups with more detailed information and pictures. And if you still have questions, continue to our Gulf of Mexico Oil Spill overview page.

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When oil gushed out of the Deepwater Horizon oil rig in the Gulf of Mexico in spring and summer 2010, it was all anyone could talk about. Several years on, it’s much further from our minds—but that doesn’t mean the story is over. What happened to the 3.19 million barrels of oil? How has it affected…

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Distribute copies of the handout Oil Spills in Marine Environments for independent or small-group reading. Download and display the map Gulf of Mexico: A Geography of Offshore Oil from the October 2010 issue of National Geographic magazine. Describe for students the events that occurred on April 20, 2010. On the map, point out the location of the Macondo well-the site of the leak and the accidental destruction of the Deepwater Horizon drilling rig. Gesture to point out the loop current and explain how the oil has been distributed throughout these regions by currents, waves, winds, and tides.
2. Introduce the simulation.
Tell students that they will use a model to simulate an oil spill and its cleanup. Divide students into small groups of 3-6 students each. Have groups move to their assigned stations where materials are set out. Distribute copies of the worksheets Observations Before the Use of Dispersant and Observations After the Use of Dispersant to each group. Assign each member of the group a specific role-observer, data collector, and oil remover. Multiple students can have the same role in each group.
3. Explore the vocabulary.
Point out the definitions at the bottom of the handout Oil Spills in Marine Environments of types of equipment used to clean up oil spills: and Those same definitions can be found in the Background and Vocabulary tab of this activity. Ask students to observe the supplies they have available and discuss which supplies might represent each type of equipment used to clean up oil spills.
4. Have students simulate the oil spill.
Have students measure four tablespoons of vegetable oil and use a fork or a whisk to mix it with 1-4 drops of food coloring. Ask: What do you think the oil and food coloring represent? Explain to students that the oil represents crude oil and the food coloring represents chemicals trapped inside of the oil. Make sure they understand that the food coloring will not mix completely with the oil. Next, have students carefully pour the dyed oil into the center of the container with water and float a one-inch craft stick in the middle of the oil spill. Tell students that the craft stick represents a ship.
5. Have students simulate cleanup efforts before the use of dispersant.
Ask the oil remover in each group to use the supplied materials-pieces of cotton, cardboard, and paper towels smaller than one inch-to try to remove the oil before it reaches the sides of their container. Rotate around the groups and ask the observers to orally describe what the oil removers are doing and what material they are using. The data collector for each group should list the properties of each material and designate them as booms, skimmers, absorbers, or dispersants in columns 1 and 2 of the worksheet Observations Before the Use of Dispersant. Then the group should discuss and complete columns 3 and 4 together.
6. Have students simulate cleanup efforts after the use of dispersant.
After students have tried all other provided materials and completed the first worksheet, have them add a few drops of name-brand dishwashing soap and complete columns 1, 2, and 3 of the worksheet Observations After the Use of Dispersant. Then have a whole-class discussion. Ask:
7. Have students re-test the first set of materials in the water with the dispersant.
Ask students to predict what they think will happen now that dispersants have been added. Have students re-test some of the supplied materials now that the dispersants have entered the environment. Ask them to add their observations to column 4 of the second worksheet.
8. Have a whole-class discussion about the methods and their possible flaws.
After students have tested all of the materials-both before and after dispersants were added-ask:

Have students compare their results for each material before and after the dispersants were added. Ask students to share some of the successes they experienced and some of the possible flaws that they see with these methods. Ask:

Have each student independently write a summary of their simulation results and their answers to the discussion questions above.

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Students read about oil spills and the 2010 Gulf of Mexico oil spill and geo-locate the Deepwater Horizon spill on a map. Then students simulate an oil spill and cleanup both before and after the use of dispersants. They discuss the effectiveness and flaws of oil cleanup strategies based on the results.