The Colonial Period © 2014 Brain Wrinkles SS8H2bc
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The Colonial Period© 2014 Brain Wrinkles
SS8H2bc
StandardsSS8H2 The student will analyze the colonial period of Georgia’s history. b. Evaluate the Trustee Period of Georgia’s colonial history, emphasizing the role of the Salzburgers, Highland Scots, malcontents, and the Spanish threat from Florida. c. Explain the development of Georgia as a royal colony with regard to land ownership, slavery, government, and the impact of the royal governors.
© 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 unit, 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
014
Bra
in W
rinkle
s Wh
o’s &
Wha
t’sD
ire
ctio
ns: B
EF
OR
E th
e u
nit, w
rite w
hat y
ou th
ink
each te
rm
means. A
FT
ER
the
pre
senta
tion, y
ou w
ill write
dow
n n
ew
info
rmatio
n a
bout e
ach te
rm
.
Truste
e Pe
riod
Salzb
urg
ers
Hig
hlan
d Sc
ots
Ma
lco
ntents
Battle
of Blo
od
y M
arsh
What I th
ink th
is m
eans:
Defin
ition:
What I th
ink th
is m
ean11s
:
Defin
ition:
What I th
ink th
is m
eans:
Defin
ition:
What I th
ink th
is m
eans:
Defin
ition:
What I th
ink h
appened:
Defin
ition:
©2
014
Bra
in W
rinkle
s Wh
o’s &
Wha
t’sD
ire
ctio
ns: B
EF
OR
E th
e u
nit, w
rite w
hat y
ou th
ink
each te
rm
means. A
FT
ER
the
pre
senta
tion, y
ou w
ill write
dow
n n
ew
info
rmatio
n a
bout e
ach te
rm
.
Roy
al C
olo
nyJo
hn Re
yno
lds
He
nry
EllisJa
me
s Wrig
ht
What I th
ink th
is m
eans:
Defin
ition:
Who I th
ink th
is is
:
Defin
ition:
Who I th
ink th
is is
:
Defin
ition:
Who I th
ink th
is is
:
Defin
ition:
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.
© 2014 Brain Wrinkles
Salz
burg
ers
•A
fter _
_____________________________ , m
ore
and m
ore
people
left
Engla
nd fo
r Georg
ia.
•T
he _
_____________________________ d
urin
g th
e T
ruste
e P
erio
d w
ere
______________________________ fro
m S
alz
burg
(Austria
today).
•T
he _
_____________________________
cam
e to
Georg
ia in
1734
seekin
g
______________________________ a
nd h
opin
g to
esta
blis
h a
silk
industry
in
the c
olo
ny.
•T
he S
alz
burg
ers
were
giv
en la
nd 2
5 m
iles n
orth
of S
avannah th
at th
ey
nam
ed _
_____________________________ (“th
e R
ock o
f Help
”).•
In E
benezer, th
ey p
lante
d m
ulb
erry
trees a
nd
______________________________ fro
m s
ilkw
orm
s th
at fe
d o
n th
e le
aves.
•T
hey w
ere
als
o s
uccessfu
l in _
_____________________________ , c
attle
ra
isin
g, a
nd _
_____________________________ .
Hig
hla
nd S
co
ts•
Ogle
thorp
e w
as c
oncern
ed w
ith th
e m
ilitary
thre
at p
osed
___________________________________________ s
o h
e re
cru
ited a
noth
er
gro
up o
f imm
igra
nts
to h
elp
___________________________________________ .
•In
January
1736, _
_____________________________ k
now
n a
s th
e
______________________________ e
sta
blis
hed th
e to
wn o
f Darie
n.
•T
he H
ighla
nd S
cots
were
well-k
now
n fo
r ______________________________ .
•T
hey e
sta
blis
hed s
uccessfu
l ____________________________________________ .
•T
he H
ighla
nd S
cots
cre
ate
d th
e
__________________________________________ in
Georg
ia.
Battle
of B
loo
dy M
ars
h•
Ogle
thorp
e w
as s
mart to
______________________________ w
ith s
old
iers
and
forts
.•
In J
uly
174
2, _
__________________________________________ th
e fo
rt on S
t. S
imons Is
land.
•O
gle
thorp
e’s
much s
malle
r forc
e (in
clu
din
g th
e H
ighla
nd S
cots
) defe
ate
d
them
in th
e _
______________________________________________________ .
•A
fter th
is b
attle
, the
___________________________________________________________ to
G
eorg
ia.
Malc
onte
nts
•T
he T
ruste
es h
ad s
et u
p _
_____________________________________________
inclu
din
g n
o s
lavery
, no s
ellin
g o
f land, a
nd n
o liq
uor.
•T
hey w
ante
d to
cre
ate
a _
_____________________________ w
here
there
w
ere
no ric
h o
r poor p
eople
and e
ach m
an w
ork
ed h
is o
wn la
nd.
•C
olo
nis
ts c
alle
d “m
alc
onte
nts
” ______________________________ a
nd
dem
anded th
e T
ruste
es _
_________________________________________ .
•T
he m
alc
onte
nts
belie
ved th
at th
e T
ruste
es’ p
olic
ies
____________________________________________________________ .
•T
hey s
aw
how
_____________________________________ w
as b
ecause o
f sla
very
.•
The m
alc
onte
nts
said
that G
eorg
ia w
ould
never g
row
unle
ss p
eople
were
allo
wed to
buy a
nd s
ell la
nd a
nd
___________________________________________ .
©2
014
Bra
in W
rinkle
s
Ro
yal C
olo
ny
•In
175
2, th
e _
_______________________________________________ o
f the
colo
ny to
the
Kin
g a
nd G
eorg
ia b
ecam
e a
royal c
olo
ny.
•R
estric
tions o
n la
nd o
wne
rship
and s
lavery
______________________________ a
nd G
eorg
ia b
eg
an to
______________________________ .
Sla
ve
Lab
or
•G
eorg
ia’s
__________________________________________ fro
m le
ss th
an
500 in
1750 to
18,0
00 in
1775.
•C
olo
nis
ts b
eg
an to
______________________________ in
the
rive
r de
ltas
where
sla
ve
s c
ultiv
ate
d ric
e in
the
fertile
mars
hla
nds.
•T
hey a
lso g
rew
oth
er s
ucce
ssfu
l cro
ps, s
uch a
s,
______________________________ , c
orn
, pe
as,
______________________________ , ry
e, a
nd to
bacco.
•G
eorg
ia’s
thriv
ing
econom
y re
lied h
eavily
on
______________________________ .
Ne
w G
ove
rnm
ent
•T
he n
ew
royal g
ove
rnm
ent n
ee
de
d n
ew
gove
rnm
ent o
fficia
ls, in
clu
din
g a
n
atto
rne
y g
ene
ral, h
ead o
f milita
ry, a
nd a
______________________________
.•
There
was a
lso a
______________________________ th
at w
as m
ade u
p o
f a
council, c
ourt o
f appe
als
, and _
_____________________________ fro
m e
ach
county
in th
e c
olo
ny.
Jo
hn R
eyno
lds
•G
eorg
ia’s
first g
ove
rnor w
as _
_____________________________ , w
ho
se
rve
d fro
m 17
54
to 17
56.
•H
e w
as a
form
er _
_____________________________ .
•R
eynold
s h
ad _
_____________________________ w
ith th
e c
olo
nia
l le
gis
latu
re, s
o th
e _
_____________________________ h
is p
ositio
n.
He
nry
Ellis
•_______________________________________________ s
erv
ed a
s th
e n
ext
gove
rnor fro
m 17
57 to
1760.
•H
e w
ork
ed w
ell w
ith th
e le
gis
latu
re a
nd th
e
______________________________ .
•E
llis s
how
ed th
e c
olo
nis
ts h
ow
to _
_____________________________ ,
expla
inin
g th
e n
ee
d fo
r a b
udg
et, ta
xes, a
nd m
ilitary
de
fense
.•
He
left o
ffice
in 17
60 d
ue
to _
_____________________________ .
Jam
es W
right
•G
eorg
ia’s
final ro
yal g
overn
or, _
_____________________________ , s
erv
ed
from
1760 to
1776.
•H
e w
as a
______________________________ w
ho n
eg
otia
ted im
porta
nt
treatie
s w
ith th
e N
ativ
e A
meric
ans th
at o
pe
ne
d u
p
____________________________________________ .
•G
eorg
ia _
_____________________________________________th
an a
ny o
ther
Eng
lish c
olo
ny u
nder W
right’s
leade
rship
.•
Wrig
ht s
taye
d _
_________________________________ w
hen th
e
Revolu
tionary
War b
eg
an a
nd w
as e
ve
ntu
ally
______________________________ .
©2
014
Bra
in W
rinkle
s
Salz
burg
ers
•A
fter S
avannah w
as fo
unded
, more
and m
ore
people
left E
ngla
nd
for G
eorg
ia.
•T
he la
rgest e
thnic
gro
up d
urin
g th
e T
ruste
e P
erio
d w
ere
Germ
an
Pro
testa
nts
from
Salz
burg
(Austria
today).
•T
he S
alz
burg
ers
cam
e to
Georg
ia in
1734
seekin
g re
ligio
us fre
edom
and h
opin
g to
esta
blis
h a
silk
industry
in th
e c
olo
ny.
•T
he S
alz
burg
ers
were
giv
en la
nd 2
5 m
iles n
orth
of S
avannah th
at
they n
am
ed E
benezer
(“the R
ock o
f Help
”).•
In E
benezer, th
ey p
lante
d m
ulb
erry
trees a
nd c
ultiv
ate
d s
ilk fro
m
silk
worm
s th
at fe
d o
n th
e le
aves.
•T
hey w
ere
als
o s
uccessfu
l in lu
mb
er p
roductio
n, c
attle
rais
ing, a
nd
agric
ultu
re.
Hig
hla
nd S
cots
•O
gle
thorp
e w
as c
oncern
ed w
ith th
e m
ilitary
thre
at p
osed b
y th
e
Spanis
h in
Flo
rida s
o h
e re
cru
ited
ano
ther g
roup o
f imm
igra
nts
to
help
defe
nd th
e c
olo
ny.
•In
January
1736, 17
7 S
cottis
h s
old
iers
kno
wn a
s th
e H
ighla
nd S
co
ts
esta
blis
hed th
e to
wn o
f Darie
n.
•T
he H
ighla
nd S
cots
were
well-k
now
n fo
r bra
ve
ry in
battle
.•
They e
sta
blis
hed s
uccessfu
l timb
er a
nd c
attle
industrie
s.
•T
he H
ighla
nd S
cots
cre
ate
d th
e firs
t Pre
sb
yte
rian C
hurc
h in
G
eorg
ia.
Battle
of B
loody M
arsh
•O
gle
thorp
e w
as s
mart to
fortify
Georg
ia w
ith s
old
iers
and
forts
.•
In J
uly
174
2, S
panis
h tro
ops a
ttacked th
e fo
rt on S
t. Sim
ons Is
land.
•O
gle
thorp
e’s
much s
malle
r forc
e (in
clu
din
g th
e H
ighla
nd S
cots
) defe
ate
d th
em
in th
e B
attle
of B
loody M
ars
h.
•A
fter th
is b
attle
, the S
panis
h g
ave u
p a
ll cla
ims to
Georg
ia.
Malc
onte
nts
•T
he T
ruste
es h
ad s
et u
p ru
les fo
r the c
olo
ny in
clu
din
g n
o s
lavery
, no
sellin
g o
f land, a
nd n
o liq
uor.
•T
hey w
ante
d to
cre
ate
a c
lassle
ss s
ocie
ty w
here
there
were
no ric
h
or p
oor p
eople
and e
ach m
an w
ork
ed h
is o
wn la
nd.
•C
olo
nis
ts c
alle
d “m
alc
onte
nts
” were
not h
appy a
nd d
em
anded th
e
Tru
ste
es m
ake s
om
e c
hanges.
•T
he m
alc
onte
nts
belie
ved th
at th
e T
ruste
es’ p
olic
ies k
ept th
e c
olo
ny
from
pro
sperin
g.
•T
hey s
aw
how
successfu
l South
Caro
lina w
as b
ecause o
f sla
very
.•
The m
alc
onte
nts
said
that G
eorg
ia w
ould
never g
row
unle
ss p
eople
w
ere
allo
wed to
buy a
nd s
ell la
nd a
nd u
se s
laves in
their fie
lds.
©2
014
Bra
in W
rinkle
s
Ro
yal C
olo
ny
•In
175
2, th
e T
ruste
es s
urre
ndere
d c
ontro
l of th
e c
olo
ny to
the K
ing
and G
eorg
ia b
ecam
e a
royal c
olo
ny.
•R
estric
tions o
n la
nd o
wners
hip
and s
lavery
were
rem
oved a
nd
Georg
ia b
egan to
thriv
e e
conom
ically
.
Sla
ve L
ab
or
•G
eorg
ia’s
sla
ve p
opula
tion g
rew
from
less th
an 5
00 in
175
0 to
18,0
00
in 17
75
.•
Colo
nis
ts b
egan to
build
pla
nta
tions in
the riv
er d
elta
s w
here
sla
ves
cultiv
ate
d ric
e in
the fe
rtile m
ars
hla
nds.
•T
hey a
lso g
rew
oth
er s
uccessfu
l cro
ps, s
uch a
s, in
dig
o, c
orn
, peas,
wheat, ry
e, a
nd to
bacco.
•G
eorg
ia’s
thriv
ing
econom
y re
lied h
eavily
on s
lave la
bor.
Ne
w G
overn
ment
•T
he n
ew
royal g
overn
ment n
eeded n
ew
govern
ment o
fficia
ls,
inclu
din
g a
n a
ttorn
ey g
enera
l, head o
f milita
ry, a
nd a
royal g
overn
or.
•T
here
was a
lso a
legis
latu
reth
at w
as m
ade u
p o
f a c
ouncil, c
ourt o
f appeals
, and tw
o re
pre
senta
tives fro
m e
ach c
ounty
in th
e c
olo
ny.
Jo
hn R
eynold
s•
Georg
ia’s
first g
overn
or w
as J
ohn R
eynold
s, w
ho s
erv
ed fro
m 17
54
to
175
6.
•H
e w
as a
form
er n
aval o
fficer.
•R
eynold
s h
ad m
any c
onflic
ts w
ith th
e c
olo
nia
l legis
latu
re, s
o th
e k
ing
revoked h
is p
ositio
n.
He
nry
Ellis
•E
xplo
rer H
enry
Ellis
serv
ed a
s th
e n
ext g
overn
or fro
m 17
57 to
1760.
•H
e w
ork
ed
well w
ith th
e le
gis
latu
re a
nd
the N
ativ
e A
meric
ans.
•E
llis s
how
ed th
e c
olo
nis
ts h
ow
to g
overn
them
selv
es, e
xpla
inin
g th
e
need fo
r a b
udget, ta
xes, a
nd m
ilitary
defe
nse.
•H
e le
ft offic
e in
1760 d
ue
to p
oor h
ealth
.
Jam
es W
rig
ht
•G
eorg
ia’s
final ro
yal g
overn
or, J
am
es W
right, s
erv
ed fro
m 17
60 to
17
76.
•H
e w
as a
popula
r govern
or w
ho n
egotia
ted im
porta
nt tre
atie
s w
ith
the N
ativ
e A
meric
ans th
at o
pened u
p m
illions o
f acre
s fo
r settle
ment.
•G
eorg
ia p
rospere
d a
nd g
rew
faste
r than a
ny o
ther E
ng
lish c
olo
ny
under W
right’s
leaders
hip
.•
Wrig
ht s
tayed lo
yal to
Engla
nd w
hen th
e R
evolu
tionary
War b
egan
and w
as e
ventu
ally
arre
ste
d.
©2
014
Bra
in W
rinkle
s
Georgia’s
© 2014 Brain Wrinkles
SS8H2b
• After Savannah was founded, more and more people left England for Georgia.
• The largest ethnic group during the Trustee Period were German Protestants from Salzburg (Austria today).
• The Salzburgers came to Georgia in 1734 seeking religious freedom and hoping to establish a silk industry in the colony.
© 2014 Brain Wrinkles
“The Expulsion of the Salzburgers”
© 2014 Brain Wrinkles
• The Salzburgers were given land 25 miles north of Savannah that they named Ebenezer (“the Rock of Help”).
• In Ebenezer, they planted mulberry trees and cultivated silk from silkworms that fed on the leaves.
• They were also successful in lumber production, cattle raising, and agriculture.
© 2014 Brain Wrinkles
Salzburgers
© 2014 Brain Wrinkles
• Oglethorpe was concerned with the military threat posed by the Spanish in Florida so he recruited another group of immigrants to help defend the colony.
• In January 1736, 177 Scottish soldiers known as the Highland Scots established the town of Darien.
© 2014 Brain Wrinkles
Highland Scots
© 2014 Brain Wrinkles
• The Highland Scots were well-known for bravery in battle.
• They established successful timber and cattle industries.
• The Highland Scots created the first Presbyterian Church in Georgia.
© 2014 Brain Wrinkles
Highland Scots’ Settlement in Darien
© 2014 Brain Wrinkles
• Oglethorpe was smart to fortify Georgia with soldiers and forts.
• In July 1742, Spanish troops attacked the fort on St. Simons Island.
• Oglethorpe’s much smaller force (including the Highland Scots) defeated them in the Battle of Bloody Marsh.
• After this battle, the Spanish gave up all claims to Georgia.
© 2014 Brain Wrinkles
Battle of Bloody Marsh
© 2014 Brain Wrinkles
• The Trustees had set up rules for the colony, including no slavery, no selling of land, and no liquor.
• They wanted to create a classless society where there were no rich or poor people and each man worked his own land.
• Colonists called “malcontents” were not happy and demanded the Trustees make some changes.
© 2014 Brain Wrinkles
• The malcontents believed that the Trustees’ policies kept the colony from prospering.
• They saw how successful South Carolina was because of slavery.
• The malcontents said that Georgia would never grow unless people were allowed to buy and sell land and use slaves in their fields.
© 2014 Brain Wrinkles
Georgia:
© 2014 Brain Wrinkles
SS8H2c
• In 1752, the Trustees surrendered control of the colony to the King and Georgia became a royal colony.
• Restrictions on land ownership and slavery were removed and Georgia began to thrive economically.
© 2014 Brain Wrinkles
• Georgia’s slave population grew from less than 500 in 1750 to 18,000 in 1775.
• Colonists began to build plantations in the river deltas where slaves cultivated rice in the fertile marshlands.• They also grew other successful crops, such as,
indigo, corn, peas, wheat, rye, and tobacco.
• Georgia’s thriving economy relied heavily on slave labor.
© 2014 Brain Wrinkles
Slavery in Colonial Georgia
© 2014 Brain Wrinkles
• The new royal government needed new government officials, including an attorney general, head of military, and a royal governor.
• There was also a legislature that was made up of a council, court of appeals, and two representatives from each county in the colony.
© 2014 Brain Wrinkles
• Georgia’s first governor was John Reynolds, who served from 1754 to 1756.
• He was a former naval officer.
• Reynolds had many conflicts with the colonial legislature, so the king revoked his position.
© 2014 Brain Wrinkles
John Reynolds
© 2014 Brain Wrinkles
• Explorer Henry Ellis served as the next governor from 1757 to 1760.
• He worked well with the legislature and the Native Americans.
• Ellis showed the colonists how to govern themselves, explaining the need for a budget, taxes, and military defense.
• He left office in 1760 due to poor health.© 2014 Brain Wrinkles
• Georgia’s final royal governor, James Wright, served from 1760 to 1776.
• He was a popular governor who negotiated important treaties with the Native Americans that opened up millions of acres for settlement.
• Georgia prospered and grew faster than any other English colony under Wright’s leadership.
• Wright stayed loyal to England when the Revolutionary War began and was eventually arrested.
© 2014 Brain Wrinkles
James Wright
© 2014 Brain Wrinkles
Teacher Directions - Chart
• Print the Georgia’s Colonists graphic organizer for each student.
• Students will complete the graphic organizer after discussing the presentation.
• Check answers as a class at the end of the presentation to be sure that all charts are completed correctly.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Historical Background Impact on GA Illustration
Salzburgers
Highland Scots
Malcontents
Directions: Complete the chart below while discussing the presentation.
© 2014 Brain Wrinkles
Historical Background Impact on GA Illustration
Salzburgers
German Protestants from Salzburg (Austria); came to GA seeking religious freedom and hoping to establish a silk industry
Created the town of Ebenezer; planted mulberry trees and cultivated silk from silkworms; also successful in lumber production, cattle raising, and agriculture
Highland Scots
Oglethorpe was worried about Spanish threat in FL, recruited brave soldiers from Scotland; 177 Scottish soldiers established the town of Darien
Well-known for bravery in battle—helped defeat Spanish at Battle of Bloody Marsh; established successful timber and cattle industries; created first Presbyterian Church in GA
Malcontents
Were not happy with Trustees rules (slavery, land control, liquor); believed the policies kept GA from being successful
Saw how prosperous South Carolina was because of slavery, and demanded changes in GA;
Directions: Complete the chart below while discussing the presentation.
Teacher Info – Insta-Snaps• The students will imagine that they are traveling back in
time to the 1700s.
• They will take 3 pictures of Georgia colonists (one from each group) doing something that the group is most known for.
• They should also include a hashtag summary of the group. (A hashtag summary is short, just a few words, and there are no spaces.)
• Example – Highland Scots: #Braveinbattle
© 2014 Brain Wrinkles
Directions: Imagine that you time traveled to the 1700s. Take a picture of the 3 groups of Georgia colonists (shown below) from the time period post on Instagram for all of your followers to see. (Your picture should be of the group doing something that it is most known for.) Make sure you include a #_____ so that your followers know what your picture is showing.
© 2014 Brain Wrinkles
__ __ __
Teacher Info – Venn Diagrams
• Have the students compare and contrast Lincoln and Davis on Venn diagram #1 and Lee and Grant on Venn diagram #2.
© 2014 Brain Wrinkles
Compare and ContrastTrustee Period
© 2014 Brain Wrinkles
Royal Colony
Teacher Info – Rate-A-Governor
• Give each student a copy of the Rate A Governor handout.
• The students will create a review page for one of Georgia’s royal governors.
• They will need to write:• Description of the governor – What’s his background? What was
his term in office like? Successful?• Customer review from someone who liked him• Customer review from someone who disliked him
*Project the slide with red directions so that the students know what goes in each section.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Governor:Term:
Governor Description:
Colonist Reviews
By:Date:
By:Date:
What is the governor’s background? What was
significant about his term in office?
What would a colonist who liked the governor say about him?
Why?How many stars would he give?
What would a colonist who disliked the governor say about
him? Why?How many stars would she
give?
Illustrationor
Symbol
© 2014 Brain Wrinkles
Governor:Term:
Governor Description:
Colonist Reviews
By:Date:
By:Date:
Teacher Directions – Who Am I? Ticket Out the Door
• Have students write 3-5 “clues” about one of the significant groups or people from this lesson: Salzburgers, Highland Scots, Malcontents, Ellis, Reynold, Wright.
• The next day, begin class by having students share their clues and have their peers guess the person. You can do this in partners, groups, or with the entire class.
© 2014 Brain Wrinkles
On the name tag below, write 3-5 clues about one of the important groups or people from this time period. Don’t write the name because your classmates are going to guess the person or group based on your description!
my name is
On the name tag below, write 3-5 clues about one of the important groups or people from this time period. Don’t write the name because your classmates are going to guess the person or group based on your description!
my name is
© 2014 Brain Wrinkles © 2014 Brain Wrinkles
© 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
© 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 theoriginal 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
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