ratification of the u.s. constitution © 2014 brain wrinkles ss8h4ab
TRANSCRIPT
Georgia’sHistory:Ratification of
theU.S.
Constitution
© 2014 Brain Wrinkles
SS8H4ab
Standards
SS8H4 The student will describe the impact of events that led to the ratification of the United States Constitution and the Bill of Rights. a. Analyze the strengths and weaknesses of both the Georgia Constitution of 1777 and the Articles of Confederation and explain how weaknesses in the Articles of Confederation led to a need to revise the Articles. b. Describe the role of Georgia at the Constitutional Convention of 1787; include the role of Abraham Baldwin and William Few, and reasons why Georgia ratified the new constitution.
© 2014 Brain Wrinkles
Teacher Info – Who’s & What’s
• Print off the Who’s & What’s handout for each student. (Print front and back to save paper.)
• BEFORE the lesson, have students fill in the squares with what they think each term means.
• AFTER the presentation, the students will write down new (factual) information about each term.
• Check the answers as a class.© 2014 Brain Wrinkles
© 2
01
4 B
rain
Wrin
kles
Wh
o’s
& W
hat’s
Dire
ctio
ns: B
EFO
RE th
e le
sson, w
rite w
hat y
ou th
ink e
ach
term
means. A
FTER
th
e p
rese
nta
tion, y
ou w
ill write
dow
n n
ew
info
rmatio
n a
bout e
ach
term
.
GA
Constitu
tion o
f 17
77
Article
s of C
onfe
dera
tion
Constitu
tional C
onventio
nA
bra
ham
Bald
win
Gre
at C
om
pro
mise
What I th
ink th
is means:
Definitio
n:
What I th
ink th
is means:
Definitio
n:
What I th
ink th
is means:
Definitio
n:
Who I th
ink th
is is:
Definitio
n:
What I th
ink th
is means:
Definitio
n:
Willia
m Fe
wW
ho I th
ink th
is is:
Definitio
n:
Teacher Directions – CLOZE Notes
• The next pages are handouts for the students to use for note-taking during the presentation. (Print front to back to save paper and ink.)
• Check the answers as a class after the presentation.
• *Please note – the slides in this presentation are content-heavy. Feel free to open the editable file if you’d like to delete anything. I’ve found that it’s better to have too much than not enough!
© 2014 Brain Wrinkles
Artic
les o
f Con
fed
era
tion
CLO
ZE N
ote
s 1
G
eorg
ia C
on
stitu
tion
•In
_________________________________________________________ was
imp
lem
ente
d th
at d
efined
sep
ara
te e
xecu
tive, le
gisla
tive, a
nd
jud
icial
bra
nch
es.
•The co
nstitu
tion a
lso liste
d ________________________________ , o
utlin
ed
ele
ction p
roce
ss for g
overn
or (________________________________ ) a
nd
oth
er sta
te o
fficia
ls, create
d a
sup
erio
r court fo
r each
county
, and
gave
the sta
te’s p
ow
er to
the u
nica
mera
l leg
islatu
re.
•The G
eorg
ia C
onstitu
tion o
f 17
77
did
a g
ood
job
of
____________________________________________________ and
pro
tectin
g b
asic
rights o
f the citize
ns.
•H
ow
ever, it p
ut to
o m
uch
pow
er in
the ________________________________ .
•A
lso, th
e le
gisla
ture
was __________________ so
there
was n
o ch
eck o
n its
pow
er.
•G
eorg
ia’s co
nstitu
tion w
as n
ot ra
tified
by a
________________________________ , so
it did
not fu
lly re
pre
sent th
eir
inte
rests.
Artic
les o
f Con
fed
era
tion
•A
fter th
e R
evolu
tionary
War e
nd
ed
, Cong
ress b
eg
an w
riting
the
________________________________ with
a stro
ng
centra
l govern
ment in
m
ind
.•
Many sta
tes o
pp
ose
d th
is beca
use
they d
id
________________________________ and
their g
oal w
as to
giv
e a
s much
p
ow
er a
s possib
le “to
the p
eop
le”.
•The A
rticles se
t up
a ________________________________ w
here
citizens e
lect
peop
le to
rep
rese
nt th
em
.•
Unfo
rtunate
ly, th
e A
rticles cre
ate
d a
n
________________________________________________________ that g
ave sta
tes
a lo
t of p
ow
er o
ver th
eir o
wn a
ffairs.
Weakn
esses
•The A
rticles co
uld
________________________________ to fu
nd
the
govern
ment (m
akin
g it im
possib
le to
pay d
eb
ts or so
ldie
rs).•
It could
________________________________ am
ong
the sta
tes (co
uld
put
tariff
s on e
ach
oth
er).
•It p
rovid
ed
for ________________________________________________ , o
nly
a
leg
islativ
e b
ranch
.•
Cong
ress co
uld
make
law
s, but _________________________________________
with
them
.•
Each
state
only
________________________________ , reg
ard
less o
f its p
op
ula
tion.
•A
ll 13
state
s had
to ________________________________ fo
r it to p
ass.
•Each
state
had
its ________________________________ .
Tim
e fo
r Ch
an
ge
•The sta
tes _____________________________________________________________ ,
and
Cong
ress h
ad
no p
ow
er to
stop
them
.•
Fore
ign g
overn
ments d
id n
ot k
now
if they w
ere
dealin
g w
ith
_________________________________________________ diff
ere
nt o
nes.
•The co
untry
’s _______________________________________________ .
© 2
01
4 B
rain
Wrin
kle
s
U.S
. Con
stitu
tion
CLO
ZE N
ote
s 2
C
on
ven
tion
•The fo
und
ers re
alize
d th
at th
e A
rticles o
f Confe
dera
tion
were
________________________________ to
eff
ectiv
ely
govern
the co
un
try a
nd
________________________________ .•
In ________________________________ , d
ele
gate
s from
all 1
3 sta
tes
________________________________ with
the in
tent to
chang
e th
e A
rticles.
•The m
em
bers e
nded
up ________________________________ a
nd
writin
g a
co
mple
tely
new
docu
ment.
•This m
eetin
g b
eca
me kn
ow
n a
s the ________________________________ .
Ab
rah
am
Bald
win
•G
eorg
ia h
ad
________________________________ that sig
ned
the C
onstitu
tion,
Abra
ham
Bald
win
and
Willia
m Fe
w.
•A
bra
ham
Bald
win
was a
nativ
e o
f Connecticu
t and
a
______________________________________________________ .•
Durin
g th
e A
merica
n R
evolu
tion, h
e se
rved a
s a
_______________________________________________ .•
In 1
78
4, h
e m
oved
to G
eorg
ia a
nd b
eca
me a
________________________________ .
Rep
resen
tatio
n•
Durin
g th
e C
onstitu
tional C
on
ventio
n, B
ald
win
was in
volv
ed in
debate
s over th
e __________________________________________________ .
•W
ith th
e V
irgin
ia P
lan
, small sta
tes w
ere
worrie
d th
at th
ey w
ou
ld b
e
__________________________________________________ .•
Bald
win
chang
ed h
is vote
to sid
e w
ith th
e sm
alle
r state
s, an
d h
is ________________________________ .
Gre
at C
om
pro
mis
e•
To so
lve th
e re
pre
senta
tion issu
e, B
ald
win
help
ed d
evelo
p th
e
________________________________ .•
This cre
ate
d a
________________________________ where
each
state
had
_____________________________________________________ , but re
pre
senta
tion
in
the H
ouse
of R
ep
rese
nta
tives w
as b
ase
d o
n th
e
________________________________ .•
The co
mpro
mise
pu
lled
the co
nventio
n o
ut o
f a
________________________________ .W
illiam
Few
•In
178
7, m
ost G
eorg
ian
s supp
orte
d a
_______________________________________ .
•G
eorg
ia’s o
ther d
ele
gate
to th
e co
nven
tion,
________________________________ , repre
sente
d G
eorg
ian
s well b
y v
otin
g in
__________________________________________________ d
urin
g critica
l times a
t th
e co
nventio
n.
•H
e w
orke
d d
iligently
to m
ake
sure
that th
e
____________________________________ .
Georg
ia•
On
Jan
uary
2, 1
788
, Georg
ia w
as th
e ________________________________ to
ra
tify th
e U
.S. C
on
stitutio
n.
•M
any G
eorg
ians fa
vore
d a
strong
natio
nal g
overn
men
t that co
uld
________________________________ fro
m N
ativ
e A
merica
ns a
nd th
e S
pan
ish in
Flo
rida.
•G
eorg
ian
s in co
asta
l regio
ns a
lso h
oped
that th
e ce
ntra
l govern
men
t would
________________________________ .
© 2
01
4 B
rain
Wrin
kle
s
Artic
les o
f Con
fed
era
tion
CLO
ZE N
ote
s 1
- KEY
G
eorg
ia C
on
stitu
tion
•In
17
77, a
new
state
constitu
tion w
as im
ple
mente
d th
at d
efi
ned
separa
te e
xecu
tive, le
gisla
tive, a
nd
jud
icial b
ran
ches.
•The co
nstitu
tion a
lso liste
d b
asic rig
hts, o
utlin
ed e
lectio
n p
roce
ss fo
r govern
or (o
ne-y
ear te
rm) a
nd
oth
er sta
te o
fficia
ls, create
d a
su
perio
r court fo
r each
coun
ty, a
nd g
ave th
e sta
te’s p
ow
er to
the
un
icam
era
l legisla
ture
. •
The G
eorg
ia C
onstitu
tion
of 1
777 d
id a
good jo
b o
f separa
ting th
e
govern
men
t bra
nch
es a
nd p
rote
cting b
asic rig
hts o
f the citize
ns.
•H
ow
ever, it p
ut to
o m
uch
pow
er in
the h
and
s of th
e le
gisla
ture
.•
Also
, the le
gisla
ture
was u
nica
mera
l so th
ere
was n
o ch
eck
on its
pow
er.
•G
eorg
ia’s co
nstitu
tion w
as n
ot ra
tified b
y a
vote
from
its people
, so
it did
not fu
lly re
pre
sent th
eir in
tere
sts.
Artic
les o
f Con
fed
era
tion
•A
fter th
e R
evolu
tion
ary
War e
nded
, Congre
ss began w
riting th
e
Article
s of C
onfe
dera
tion
with
a stro
ng ce
ntra
l govern
men
t in
min
d.
•M
an
y sta
tes o
ppose
d th
is beca
use
they d
id n
ot w
ant a
monarch
y
and th
eir g
oal w
as to
giv
e a
s much
pow
er a
s possib
le “to
the
people
”. •
The A
rticles se
t up a
republica
n d
em
ocra
cy w
here
citizens e
lect
people
to re
pre
sent th
em
.•
Unfo
rtunate
ly, th
e A
rticles cre
ate
d a
n e
xtre
mely
weak ce
ntra
l govern
men
t that g
ave sta
tes a
lot o
f pow
er o
ver th
eir o
wn
aff
airs.
Weakn
esses
•The A
rticles co
uld
not le
vy ta
xes to
fund
the g
overn
ment (m
akin
g
it imp
ossib
le to
pay d
ebts o
r sold
iers).
•It co
uld
not re
gu
late
trade a
mong
the sta
tes (co
uld
put ta
riffs o
n
each
oth
er).
•It p
rovid
ed fo
r no ju
dicia
l or e
xecu
tive b
ranch
, only
a le
gisla
tive
bra
nch
.•
Congre
ss could
make
law
s, but n
ot fo
rce sta
tes to
com
ply
with
th
em
.•
Each
state
only
rece
ived 1
vote
, regard
less o
f its popula
tion.
•A
ll 13 sta
tes h
ad to
appro
ve a
law
for it to
pass.
•Each
state
had its o
wn cu
rrency
.
Tim
e fo
r Ch
an
ge
•The sta
tes a
rgued o
ver b
ord
ers a
nd
trade, a
nd
Cong
ress h
ad
no
pow
er to
stop th
em
.•
Fore
ign g
overn
men
ts did
not k
now
if they w
ere
dealin
g w
ith 1
co
untry
or 1
3 d
iffere
nt o
nes.
•The co
un
try’s e
conom
y w
orse
ned
.
© 2
01
4 B
rain
Wrin
kle
s
U.S
. Con
stitu
tion
CLO
ZE N
ote
s 2
- KEY
C
on
ven
tion
•The fo
unders re
alize
d th
at th
e A
rticles o
f Confe
dera
tion w
ere
too
weak to
eff
ectiv
ely
govern
the co
un
try a
nd
had to
be re
vise
d.
•In
May 1
787, d
ele
gate
s from
all 1
3 sta
tes m
et in
Phila
delp
hia
with
th
e in
tent to
change th
e A
rticles.
•The m
em
bers e
nd
ed u
p d
iscard
ing th
e A
rticles a
nd w
riting a
co
mp
lete
ly n
ew
docu
ment.
•This m
eetin
g b
eca
me k
now
n a
s the C
onstitu
tional C
on
ventio
n.
Ab
rah
am
Bald
win
•G
eorg
ia h
ad tw
o d
ele
gate
s that sig
ned
the C
onstitu
tion, A
bra
ham
B
ald
win
an
d W
illiam
Few
.•
Abra
ham
Bald
win
was a
nativ
e o
f Conn
ecticu
t and
a g
rad
uate
of
Yale
Univ
ersity
.•
Durin
g th
e A
merica
n R
evolu
tion, h
e se
rved
as a
chapla
in in
the
U.S
. Arm
y.
•In
17
84, h
e m
oved
to G
eorg
ia a
nd b
eca
me a
succe
ssful p
oliticia
n.
Rep
resen
tatio
n•
Durin
g th
e C
onstitu
tional C
onven
tion, B
ald
win
was in
volv
ed
in
debate
s over th
e issu
e o
f rep
rese
nta
tion
.•
With
the V
irgin
ia P
lan, sm
all sta
tes w
ere
worrie
d th
at th
ey w
ould
be o
utn
um
bere
d b
y la
rge sta
tes.
•B
ald
win
chan
ged h
is vote
to sid
e w
ith th
e sm
alle
r state
s, and h
is vote
force
d a
tie.
Gre
at C
om
pro
mis
e•
To so
lve th
e re
pre
senta
tion issu
e, B
ald
win
help
ed
develo
p th
e
Gre
at C
om
pro
mise
.•
This cre
ate
d a
bica
mera
l legisla
ture
wh
ere
each
state
had tw
o
mem
bers in
the S
en
ate
, but re
pre
senta
tion in
the H
ouse
of
Repre
sen
tativ
es w
as b
ase
d o
n th
e sta
te’s p
opula
tion.
•The co
mpro
mise
pulle
d th
e co
nven
tion o
ut o
f a co
mp
lete
deadlo
ck.
Willia
m F
ew
•In
17
87, m
ost G
eorg
ians su
pporte
d a
strong ce
ntra
l govern
ment.
•G
eorg
ia’s o
ther d
ele
gate
to th
e co
nventio
n, W
illiam
Few
, re
pre
sen
ted G
eorg
ian
s well b
y v
otin
g in
favor o
f the n
atio
nal
govern
men
t du
ring critica
l times a
t the co
nventio
n.
•H
e w
orke
d d
iligen
tly to
make
sure
that th
e C
onstitu
tion w
as
ratifi
ed.
Georg
ia•
On
Jan
uary
2, 1
788, G
eorg
ia w
as th
e 4
th state
to ra
tify th
e U
.S.
Constitu
tion.
•M
an
y G
eorg
ians fa
vore
d a
stron
g n
atio
nal g
overn
ment th
at co
uld
pro
tect th
em
from
Nativ
e A
merica
ns a
nd th
e S
panish
in Flo
rida.
•G
eorg
ian
s in co
asta
l reg
ions a
lso h
op
ed
that th
e ce
ntra
l govern
men
t would
imp
rove tra
de re
gula
tions.
© 2
01
4 B
rain
Wrin
kle
s
Georgia’sConstitution
Articles ofConfederation
and the
© 2014 Brain Wrinkles
SS8H4a
Georgia Constitution • Georgia’s provincial congress met after the
Declaration of Independence was adopted to create a new government.
• In 1777, a new state constitution was implemented that defined separate executive, legislative, and judicial branches.
• The constitution also listed basic rights, outlined election process for governor (one-year term) and other state officials, created a superior court for each county, and gave the state’s power to the unicameral legislature.
© 2014 Brain Wrinkles
Georgia Constitution • The Georgia Constitution of 1777 did a good job of
separating the government branches and protecting basic rights of the citizens.
• However, it put too much power in the hands of the legislature.
• Also, the legislature was unicameral so there was no check on its power.
• Georgia’s constitution was not ratified by a vote from its people, so it did not fully represent their interests.© 2014 Brain Wrinkles
Articles of Confederation• America’s first written constitution was not
the Constitution that we have in place today.
• After the Revolutionary War ended, Congress began writing the Articles of Confederation with a strong central government in mind.
• Many states opposed this because they did not want a monarchy and their goal was to give as much power as possible “to the people”.
© 2014 Brain Wrinkles
Drafting the Articles of
Confederation
© 2014 Brain Wrinkles
Articles of Confederation• The Articles of Confederation went into effect
on March 1, 1781.
• The Articles set up a republican democracy where citizens elect people to represent them.
• Unfortunately, the Articles created an extremely weak central government that gave states a lot of power over their own affairs.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Weaknesses• The Articles could not levy taxes to fund the
government (making it impossible to pay debts or soldiers).
• It could not regulate trade among the states (could put tariffs on each other).
• It provided for no judicial or executive branch, only a legislative branch.
© 2014 Brain Wrinkles
Weaknesses• Congress could make laws, but not force
states to comply with them.
• Each state only received 1 vote, regardless of its population.
• All 13 states had to approve a law for it to pass.
• Each state had its own currency.© 2014 Brain Wrinkles
The United States did not have a common currency
under the Articles of Confederation.
© 2014 Brain Wrinkles
Time for Change• It soon became apparent that the Articles had
to be revised.
• The states argued over borders and trade, and Congress had no power to stop them.
• Foreign governments did not know if they were dealing with 1 country or 13 different ones.
• The country’s economy worsened.© 2014 Brain Wrinkles
George Washington called the Articles of Confederation “a
half-starved, limping government”.
© 2014 Brain Wrinkles
ConstitutionalConventionRatification of
the New
Constitution
© 2014 Brain Wrinkles
SS8H4b
Convention• The founders realized that the Articles of
Confederation were too weak to effectively govern the country and had to be revised.
• In May 1787, delegates from all 13 states met in Philadelphia with the intent to change the Articles.
• The members ended up discarding the Articles and writing a completely new document.
• This meeting became known as the Constitutional Convention.
© 2014 Brain Wrinkles
Independence Hall, Philadelphia
© 2014 Brain Wrinkles
Constitutional Convention
1787
© 2014 Brain Wrinkles
Abraham Baldwin• Georgia had two delegates that signed the
Constitution, Abraham Baldwin and William Few.
• Abraham Baldwin was a native of Connecticut and a graduate of Yale University.
• During the American Revolution, he served as a chaplain in the U.S. Army.
• In 1784, he moved to Georgia and became a successful politician.
© 2014 Brain Wrinkles
Abraham Baldwin
© 2014 Brain Wrinkles
Representation• During the Constitutional Convention, Baldwin
was involved in debates over the issue of representation.
• With the Virginia Plan, small states were worried that they would be outnumbered by large states.
• Baldwin changed his vote to side with the smaller states, and his vote forced a tie.
© 2014 Brain Wrinkles
Great Compromise• To solve the representation issue, Baldwin
helped develop the Great Compromise.
• This created a bicameral legislature where each state had two members in the Senate, but representation in the House of Representatives was based on the state’s population.
• The compromise pulled the convention out of a complete deadlock.© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
William Few• In 1787, most Georgians supported a strong
central government.
• Georgia’s other delegate to the convention, William Few, represented Georgians well by voting in favor of the national government during critical times at the convention.
• He worked diligently to make sure that the Constitution was ratified.
© 2014 Brain Wrinkles
William Few
© 2014 Brain Wrinkles
Page 1 of the Original Copy of the U.S.
Constitution
© 2014 Brain Wrinkles
Georgia• On January 2, 1788, Georgia was the 4th state
to ratify the U.S. Constitution.
• Many Georgians favored a strong national government that could protect them from Native Americans and the Spanish in Florida.
• Georgians in coastal regions also hoped that the central government would improve trade regulations.
© 2014 Brain Wrinkles
Teacher Directions – Georgia’s New Constitution Poster
• Have the students create a poster to represent Georgia’s Constitution of 1777.
• The students should include symbols that represent the strengths and weaknesses of the constitution on the poster.
© 2014 Brain Wrinkles
Georg
ia’s N
ew
Constitu
tion
Dire
ctio
ns: C
reate
a p
oste
r that h
ighlig
hts G
eorg
ia’s C
onstitu
tion o
f 17
77
. Inclu
de
the stre
ngth
s and w
eaknesse
s of G
eorg
ia’s fi
rst constitu
tion o
n y
our p
oste
r.
© 2
01
4 B
rain
Wrin
kles
Teacher Directions – State Your Case Letter
• Have the students write a letter to the delegates of the Constitutional Convention that makes an argument for the need t revise the Articles of Confederation.
• They should support their argument with facts and details from their notes.
© 2014 Brain Wrinkles
Directions: Write a persuasive letter to the delegates of the Constitutional Convention that makes an argument that the Articles of Confederation needs to be revised. Support your argument with valid facts and details.
State Your Case
Dear Delegates,
© 2014 Brain Wrinkles
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_Sincerely,
Teacher Directions – Georgia Delegate’s Voicemail
• Have the students imagine that they called one of the GA delegates (Baldwin or Few) during the Constitutional Convention.
• Why would this man not be able to answer the phone? What would he be doing at the time?
• The students will create a possible voicemail message that includes actual facts and details about the person’s role at the Constitutional Convention.
© 2014 Brain Wrinkles
Georgia Delegates’ VoicemailDirections: If you called one of Georgia’s delegates during the Constitutional Convention, what would his voicemail message say? Choose either Abraham Baldwin or William Few and create an accurate voicemail message for what he could be doing during the Convention instead of answering your call. Use factual information from your notes in the message.
I’m sorry I cannot come to the phone right now because…
© 2014 Brain Wrinkles
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
Teacher Directions – New Constitution Birth Announcement
• Have the students create a card to announce the “birth” of the new U.S. Constitution.
• The card should include a description of why and how the constitution was created (Articles of Confederation, Constitutional Convention, Great Compromise, etc.), an illustration of the event, and a commentary about how people in GA felt about the new document.
© 2014 Brain Wrinkles
New Constitution Birth AnnouncementDirections: Create a card to announce the “birth” of the new U.S. Constitution. 1. Write a description about how and why it was formed (include reasons, people, events, etc.). 2. Draw an illustration to represent the event. 3. Write a commentary about how most people in Georgia feel about the formation of the new constitution.
It’s a_________________!Date of Birth:
1. 2.3.
© 2014 Brain Wrinkles
Place of Birth:
Teacher Info – Venn Diagram
• Have the students compare and contrast the Articles of Confederation and the United States Constitution.
• When finished, discuss answers as a class.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
United States’ GovernmentCompare and
ContrastArticles ofConfederation
United StatesConstitution
Teacher Info – 3.2.1. Ticket Out the Door
Have students write down 3 facts about the lesson, 2 important vocabulary words, and 1 question that they have. You can quickly read all of the questions at night and go over them the next day.
© 2014 Brain Wrinkles
3. 2. 1.3 Interesting Facts:
2 Key Vocabulary Words:
1 Question You Still Have:
3. 2. 1.3 Interesting Facts:
2 Key Vocabulary Words:
1 Question You Still Have:
© 2014 Brain Wrinkles © 2014 Brain Wrinkles
Thank You!
© 2014 Brain Wrinkles
Thank you so much for downloading this file. I sincerely hope you find it helpful and that your students learn a lot from it! I look forward to reading your feedback in my store.
If you like this file, you might want to check out some of my other products that teach social studies topics in creative, engaging, and hands-on ways.
Best of luck to you this school year,
Ansley at Brain Wrinkles
Terms of Use
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles. Your download includes a limited use license from Brain Wrinkles. The purchaser may use the resource for personal classroom use only. The license is not transferable to another person. Other teachers should purchase their own license through my store.
This resource is not to be used:• By an entire grade level, school, or district without purchasing the proper number of licenses. For
school/district licenses at a discount, please contact me.• As part of a product listed for sale or for free by another individual.• On shared databases.• Online in any way other than on password-protected website for student use only. © Copyright 2014. Brain Wrinkles. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by the original purchaser or licensee. The reproduction of any other part of this product is strictly prohibited. Copying any part of this product and placing it on the Internet in any form (even a personal/classroom website) is strictly forbidden. Doing so makes it possible for an Internet search to make the document available on the Internet, free of charge, and is a violation of the Digital Millennium Copyright Act (DMCA).
Thank you,
Ansley at Brain Wrinkles
Clipart, fonts, & digital papers for this product were purchased from: