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About the Game

The Big Story Game is a fun way to reinforce history memory work. When fully expanded, the game includes four decks of cards:

  • Remember Who? is ready for ordering now, and features 117 full-color cards depicting the most influential people of history, beginning with Adam & Eve and continuing through Barack Obama.
  • Remember What? Availability TBD.
  • Remember When? Availability TBD.
  • Remember Where? Availability TBD.

Remember Who? is now available! It is the primary deck and has 117 full-color cards, each of which features one key person from the Big Story of history. Play at least four different games with these cards and reinforce what you’ve learned while studying history in a fun and fresh way!

  • For those using Tapestry Primer: The games are perfect for your youngest learners, and will grow with them. There are a variety of kinds of games that we’ve made up, and you may find that your family discovers even more variants! If you do, please submit them from the third tab on this page.
  • For those using Tapestry of Grace: The people, things, events, and places featured in the Big Story Game are central to your history studies as well! You can use this game as you work through history. To see a correlation between Tapestry week-plans and Remember Who? cards, please visit the second tab on this page.

Buy your games and cards here.

Match Up Your Year-Plan

Click a year below to see correlations.

Year 1

People Primer Topic Tapestry Year 1 Week-plan
Adam and Eve Mini-Unit 1, Topic 1 4
Noah Mini-Unit 1, Topic 1 4
Shem, Ham, and Japheth Mini-Unit 1, Topic 1 4
Abraham and Sarah Mini-Unit 1, Topic 2 5
Isaac and Rebekah (Rebecca) Mini-Unit 1, Topic 2 5-6
Jacob and Esau Mini-Unit 1, Topic 2 6
Jacob's sons Mini-Unit 1, Topic 3 6
Joseph Mini-Unit 1, Topic 3 6
Pharaoh Mini-Unit 1, Topic 3 6
Miriam Mini-Unit 1, Topic 3 7
I AM (Y'shua) Mini-Unit 2, Topic 1 7
Moses Mini-Unit 2, Topic 1 7
Aaron Mini-Unit 2, Topic 1 7
Joshua Mini-Unit 2, Topic 2 8-9, 15
Rahab Mini-Unit 2, Topic 2 15
Ruth Mini-Unit 2, Topic 2 16
Boaz Mini-Unit 2, Topic 2 16
Gideon Mini-Unit 2, Topic 2 16
King Saul Mini-Unit 2, Topic 3 17
Goliath Mini-Unit 2, Topic 3 17
King David Mini-Unit 2, Topic 3 17-18
King Solomon Mini-Unit 2, Topic 3 19
King Nebuchadnezzar Mini-Unit 3, Topic 1 22
Shadrach, Meshach, Abednego Mini-Unit 3, Topic 1 22
Daniel Mini-Unit 3, Topic 2 22-23
King Darius Mini-Unit 3, Topic 2 23
Queen Esther Mini-Unit 3, Topic 2 23
Mordecai and Haman Mini-Unit 3, Topic 2 23
Ezra and Nehemiah Mini-Unit 3, Topic 2 23
King Xerxes Mini-Unit 3, Topic 3 23
Leonidas Mini-Unit 3, Topic 3 24
Aesop Mini-Unit 3, Topic 3 24, 26
Aristotle Mini-Unit 4, Topic 1 26
Alexander the Great Mini-Unit 4, Topic 1 27
Caesar Augustus Mini-Unit 4, Topic 2 32
Jesus Mini-Unit 4, Topic 2 32
Judas Mini-Unit 4, Topic 2 32
Pontius Pilate Mini-Unit 4, Topic 2 32
Peter Mini-Unit 4, Topic 3 32-33
Cornelius Mini-Unit 4, Topic 3 33
Saul/Paul Mini-Unit 4, Topic 3 33
Nero Mini-Unit 4, Topic 3 32
Constantine (Contantine I) Mini-Unit 5, Topic 1 35
Attila the Hun Mini-Unit 5, Topic 1 36
St. Augustine Mini-Unit 5, Topic 1 36 / Year 2 Week 1

Year 2

People Primer Topic Tapestry Year 2 Week-plan
St. Augustine Mini-Unit 5, Topic 1 1 / Year 1 Week 36
St. Benedict Mini-Unit 5, Topic 1 2
Charles Martel Mini-Unit 5, Topic 2 3-4
Charlemagne Mini-Unit 5, Topic 2 4
Alfred the Great Mini-Unit 5, Topic 2 5
William the Conqueror Mini-Unit 5, Topic 2 5
Pope St. Gregory VII Mini-Unit 5, Topic 3 6
Richard the Lionheart Mini-Unit 5, Topic 3 7
Robin Hood Mini-Unit 5, Topic 3 7
Marco Polo Mini-Unit 6, Topic 1 8
King Henry V Mini-Unit 6, Topic 1 9
Joan of Arc Mini-Unit 6, Topic 1 9
Johannes Gutenberg Mini-Unit 6, Topic 2 10
Leonarda da Vinci Mini-Unit 6, Topic 2 11
King Ferdinand and Queen Isabella Mini-Unit 6, Topic 2 12
Christopher Columbus Mini-Unit 6, Topic 2 12
Martin Luther Mini-Unit 6, Topic 2 15-16
King Henry VIII Mini-Unit 6, Topic 3 17
Queen Elizabeth I Mini-Unit 6, Topic 3 19
King Philip II Mini-Unit 6, Topic 3 19
Squanto Mini-Unit 7, Topic 1 21
William Bradford Mini-Unit 7, Topic 1 21
Roger Williams Mini-Unit 7, Topic 1 22
Anne Hutchinson Mini-Unit 7, Topic 1 22, 24
Leonard Calvert Mini-Unit 7, Topic 2 22
Peter Stuyvesant Mini-Unit 7, Topic 2 23
William Penn Mini-Unit 7, Topic 2 24
John Eliot Mini-Unit 7, Topic 3 25
Benjamin Franklin Mini-Unit 8, Topic 1 27
George Washington Mini-Unit 8, Topic 1 29-34
King George III Mini-Unit 8, Topic 1 30-31
John Hancock Mini-Unit 8, Topic 2 31
Patrick Henry Mini-Unit 8, Topic 2 30-31
Paul Revere Mini-Unit 8, Topic 2 30-31
Marquis de Lafayette Mini-Unit 8, Topic 3 32
Lord Cornwallis Mini-Unit 8, Topic 3 32
Thomas Jefferson Mini-Unit 9, Topic 1 29, 31 / Year 3

Year 3

People Primer Topic Tapestry Year 3 Week-plan
Thomas Jefferson Mini-Unit 9, Topic 1 1-5 / Year 2
Lewis and Clark Mini-Unit 9, Topic 1 4
Sacagawea Mini-Unit 9, Topic 1 4
John Marshall Mini-Unit 9, Topic 2 5
Andrew Jackson Mini-Unit 9, Topic 2 6, 10-11
Eli Whitney Mini-Unit 9, Topic 3 3
Robert Fulton Mini-Unit 9, Topic 3 3
Samuel F. B. Morse Mini-Unit 9, Topic 3 16
Frederick Douglass Mini-Unit 10, Topic 1 21, 25
Abraham Lincoln Mini-Unit 10, Topic 1 21-24
Jefferson Davis Mini-Unit 10, Topic 1 22
Robert E. Lee Mini-Unit 10, Topic 2 22-24
Thomas "Stonewall" Jackson Mini-Unit 10, Topic 2 22
Ulysses S. Grant Mini-Unit 10, Topic 2 22-26
Clara Barton Mini-Unit 10, Topic 2 23
William T. Sherman Mini-Unit 10, Topic 3 24
John Wilkes Booth Mini-Unit 10, Topic 3 24
Laura Ingalls Wilder Mini-Unit 11, Topic 1 22-24
Ferderic Auguste Bartholdi Mini-Unit 11, Topic 2 31
Andrew Carnegie Mini-Unit 11, Topic 2 31-32
Theodore Roosevelt Mini-Unit 11, Topic 2 35-36 / Year 4

Year 4

People Primer Topic Tapestry Year 4 Week-plan
Theodore Roosevelt Mini-Unit 11, Topic 2 1-2 / Year 3
Wilbur & Orville Wright Mini-Unit 11, Topic 3 1
Henry Ford Mini-Unit 11, Topic 3 2
Winston Churchill Mini-Unit 12, Topic 1 13-16
Rosie the Riveter Mini-Unit 12, Topic 1 16
Franklin Delano Roosevelt Mini-Unit 12, Topic 1 11-16
Albert Einstein Mini-Unit 12, Topic 1 16
Rosa Parks Mini-Unit 12, Topic 2 22
Martin Luther King, Jr. Mini-Unit 12, Topic 2 22-26
John F. Kennedy Mini-Unit 12, Topic 2 24-25
Ronald Reagan Mini-Unit 12, Topic 3 31

Rules of Play

Click a game below to view instructions.

Game #1: Lineup

Goal: Sequence the characters in chronological order to create a time line. Teachers may use this game to review or reinforce student memory work, or as a means to prompt the student to narrate the story of history so far as s/he has learned it.

Number/Types of Players: 1 or 2 can play. (See variants below.) No reading ability required. Any age/learning stage can play.

Setup: Teacher should choose only the people that students have learned about from the deck, then shuffle these cards together to create a randomly ordered stack. Student should put all the selected cards face-up in a stack on a table.

How to Play: Take the top three cards off the stack and lay them on the table face-up. Arrange the people chronologically in order (from oldest to most recent, left-to-right). Then check your work: turn over the three cards to see if they are in the right order (using small numbers—lower left corner). If so, turn them back to be face-up and continue. (If not, note mistakes and/or, as directed, alert your teacher to the wrong sequence and talk it over together.)

To continue: Take three more cards from the stack. Add these, face up, to the time line that you are creating. Insert the three new cards in the right order, placing some between the first three if needed. Again, check your work. Flip the six cards over to check their sequence as you did with the first three. Working by threes, continue this process until the stack is gone, and all the cards are put in order!

How to Win: You win when the stack is gone, and all the cards are in proper chronological order. With practice and over the school year (as you both add people to your stack and get to know them better), you should be able to win more and more often, with more and more cards, and have less and less discussion with your teacher!


  1. Challenge yourself by timing your play. See how fast you can get all of a selected stack of cards properly sequencing the people correctly. Then, record your time, shuffle the cards, and try again the next day. Did you beat your time?
  2. Challenge your teacher (or a friend or sibling or parent) to a competition: Each of you should make the sequence independently. The fastest time for an accurate sequence wins!

Game #2: Flashcard Fun

Goal: Reinforce memory work: who the people pictured on selected cards are, where they are from, when they lived, and how they impacted history.

Number/Types of Players: 1 can play; can also be played by 2 or more players. All must be readers (or non-readers can be read to). Has uses for all ages of reading players, but requirements may vary with learning levels.

Setup: Teacher selects 9 people whom students are learning about from the deck. Lay these cards down on the table face-up in 3 rows of 3 (grid of 9 cards).

How to Play: Play is in “rounds.” How many rounds you complete depends on your learning level, so ask your teacher before starting. All possible rounds are outlined on the back of this card, but you may choose to only do the first few. Scoring is simple: give yourself a point for each right answer, and subtract a point for each wrong answer. (You may, at times, have a negative partial or total score.)

If you are playing alone, you will go through each of nine cards. For each one, give one level of information (such as Name or Home) verbally from memory, and then check the back of the card to verify the correct answer. If you have others to play with, they can check your answer as you give it by looking at the back of the card and keep your score.

Rounds are listed in order of the information given on card backs, but a variant includes a second player (or the teacher) giving the player a randomly chosen category to recite. For each round, all players give just the listed information.

  • Round 1: For each card, say the person’s name correctly.
  • Round 2: For each card, correctly identify the person’s home.
  • Round 3: For each card, correctly identify the person’s dates.
  • Round 4: For each card, correctly identify the person’s impact on history.
  • Round 5: Pick any person and flip that card, noting the color of the border (that indicates a period in history). Out of the nine cards showing, name the others (without looking first) that match the background color (historical era). When you successfully make these matches, add them to your storyline.
  • Optional: When you finish with all nine cards, take more from the deck.

How to Win: Complete the correct number of rounds with a positive total score.


  1. Challenge yourself to complete the correct number of rounds with a better score than last time.
  2. If playing with 2 or more players, each can play only at his own learning level so that younger children can win giving less information. Each player should complete the assigned number of rounds. Highest score wins; identical scores are ties!

Game #3: Concentrate on Eras

Goal: Reinforce memory work about both who the people pictured are and pairing those who were living in the same historical era.

Number/Types of Players: 1 or 2 can play. No reading ability required. Any age/learning stage can play.

Setup: Two variants: simple and complex.

  • For simple: Teacher makes a deck of cards from only one mini-unit, and with an even number of cards whose backs show identical colors. Example: two yellow cards, four green cards, two blue cards for a total of eight cards. The teacher lays out the cards in random order in a grid pattern face up on the table.
  • For complex: Note that the cards have numbers in border circles: 1-12. The teacher may include an even number of cards from any mini-unit with which the players are familiar. Example: 4 from Mini-Unit 1--2 yellow, two green, 2 from Mini-Unit 2--2 green, 6 from Mini-Unit 3--two yellow, four blue, etc.

When playing, students must match not only colors (indicating topics) but numbers as well (indicating mini-units, which also means they indicate eras of history).

How to Play: Play follows the basic format of a “Concentration” type game. Student says the name of one of the pictured people correctly, and only then may turn over that card. Student then seeks to turn over another card whose colored border on the back matches the first one. (Must say name correctly, then turn chosen card.) If the cards match in border color they are from the same historical era, and the student takes the match as a “book” and keeps it. If they do not match, the student turns them both face up and it is another player’s turn. If playing solo, s/he can continue to try to make matches consecutively until all cards are matched. Can also play that if s/he makes a mistake, s/he reshuffles all cards and sets the whole grid again, and starts over!

How to Win: Solo players win when all matches have been found. (Variant: Record either number of tries needed to find all matches or amount of time it took, and challenge yourself to do better in a day or two at the same game.) Two players: The one with the most matches wins.

Variant: Depending on the learning level, teachers may require solo students to say more than the name of the person before being able to turn the card. When s/he does, the reading student should check answers against what is printed on the card back. This game can thus be played with students on differing learning levels by requiring older students to give more information than younger ones before turning the cards.

Game #4: Create Your Storyline

Goal: Collect people, adding them to a storyline. See who keeps the most cards.

Number/Types of Players: 2 or more. May be of different learning levels and may be readers or not, depending on information required. Overall complexity called for in the play means that this game is more suitable for older, reading students.

Setup: Teacher should prepare a deck that only includes those cards showing people with whom players are familiar. (There needs to be enough for multiple matches to be made, so this game is better used when students know ⅓ or more of the people in the entire deck.) Lay the chosen cards face-up on the table.

How to Play: First, each player will create a hand. Starting with the youngest player, players take turns saying any pictured person’s name. If a player gets the name right, he adds that card to his hand. Continue until all of the cards are named and claimed by a player. Once all of the people are named into hands, players try to create matches using the cards they are holding. As the students make matches, they put the cards down, face up, on the table in front of themselves, creating a storyline. (See how matches can be made on the reverse side of this card.)

Matches can be either three from the same mini-unit topic (match colors: so, three yellows); three from the same mini-unit, but one from each topic (three different colors but same circled number); or three characters in a row in the overall sequence (check using sequence numbers). Note: Use simpler options at first!

The youngest player goes first, and then play proceeds clockwise. Each turn has the following phases: student may opt to take a card from another player’s hand to make a match, or the student can make matches with the cards already in the hand, and/or students should add any matches to their storyline in the correct sequence. (Check answers using small numbers on back sides of cards.)

Details on taking cards from another player: On his turn, a player can try to take a card that is in another player’s hand (but not from his storyline). To take the card, the first player must say any one fact about the person. If correct (as agreeing with the card back’s information) the player claims that card. If no match is made with this taken card it remains in the hand. The player who originally had the card can later take it back by saying a different fact about the person. The card can be passed back and forth until 1) all facts have been stated, or 2) one player cannot remember any more facts, or 3) the card has become part of a storyline.

How to Win: The player who has the most people in his storyline when all possible matches have been made wins.