Education, Religion, & Land - Mrs. Boyett's Classroom · growth of the United States between 1789 and 1840. a. ... Georgia, Louisville, and the ... land at a ridiculously low price

© 2014 Brain Wrinkles

SS8H5ab

Education, Religion,& Land

Standards

SS8H5 The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840. a. Explain the establishment of the University of

Georgia, Louisville, and the spread of Baptist and Methodist churches.

b. Evaluate the impact of land policies pursued by Georgia; include the headright system, land lotteries, and the Yazoo land fraud.


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

014

Bra

in W

rinkle

s Wh

o’s &

Wha

t’sD

ire

ctio

ns: B

EF

OR

E th

e le

sson, 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

.

Univ

ersity

of G

eo

rgia

Lou

isville

Spre

ad

of Ba

ptist &

M

etho

dist C

hurc

hes

He

ad

right Sy

stem

Yazo

o La

nd

Frau

d

What I th

ink th

is m

eans:

Defin

ition:

What I th

ink h

appened h

ere

:

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 th

is m

eans:

Defin

ition:

Lan

d Lo

tterie

sW

hat I th

ink th

is m

eans:

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.


UG

A•

Afte

r the A

meric

an R

evolu

tion, G

eorg

ia’s

leaders

show

ed a

__________________________________________________________ .

•G

eorg

ia’s

Genera

l Assem

bly

set a

sid

e

___________________________________ fo

r the U

niv

ers

ity o

f Georg

ia

in 17

84

.•

In 17

85

, ______________________________________________________________

_____ s

ayin

g th

at a

ll people

, not ju

st th

e w

ealth

y, h

ave a

right to

educatio

n.

•U

GA

was th

e _

_________________________________________ in

the

Unite

d S

tate

s.

•T

he s

chool’s

truste

es n

am

ed A

bra

ham

_________________________________________ .

•T

he u

niv

ers

ity’s

constru

ctio

n d

id n

ot b

egin

until 18

01 w

hen fu

ture

-govern

or J

ohn M

illedge d

onate

d

___________________________________________ to

the s

chool.

•O

rigin

ally

calle

d _

__________________________________ in

honor o

f B

enja

min

Fra

nklin

, it ultim

ate

ly b

ecam

e th

e U

niv

ers

ity o

f Geo

rgia

and

opened its

doors

in _

__________________________________ .

•T

he U

niv

ers

ity o

f Georg

ia h

as e

xpand

ed in

________________________________________________ o

ver th

e p

ast

___________________________________ .

Lo

uis

ville

•___________________________________

becam

e G

eorg

ia’s

___________________________________ , b

ut th

e s

tate

legis

latu

re

wasn’t s

atis

fied w

ith th

e lo

catio

n.

•It c

om

mis

sio

ned a

gro

up to

find a

locatio

n fu

rther w

est th

at w

ould

b

e a

more

___________________________________ .

•T

he n

ew

capita

l was lo

cate

d n

ear a

n

___________________________________ c

alle

d “G

alp

hin

’s O

ld T

ow

n”

and n

ear th

e _

__________________________________ .

•L

ouis

ville

was n

am

ed to

______________________________________________________________

____

for h

is s

upport d

urin

g th

e A

meric

an R

evolu

tion.

•E

ven th

ough th

e s

ite w

as s

ele

cte

d, it to

ok o

ver

__________________________________________________________

there

in 17

96.

•O

nce e

sta

blis

hed, L

ouis

ville

develo

ped b

oth

___________________________________ .

•E

ventu

ally

, weste

rn e

xpansio

n a

nd a

n

___________________________________ in

Lo

uis

ville

caused s

tate

offic

ials

to m

ove th

e c

apita

l again

in

___________________________________ .

©2

014

Bra

in W

rinkle

s

Churches G

ro

w•

Sin

ce th

e _

__________________________________ w

as th

e o

fficia

l churc

h o

f Engla

nd a

nd th

e k

ing w

as th

e h

ead o

f the c

hurc

h,

indepe

ndence fro

m G

reat B

ritain

meant th

at m

any U

S c

itizens w

ere

now

separa

ted fro

m th

e

______________________________________________________________

__________ .

•M

any A

meric

ans s

tarte

d _

__________________________________ o

f th

e A

nglic

an c

hurc

h, w

hile

oth

ers

sought

___________________________________ to

expre

ss th

eir fa

ith.

•B

y th

e e

nd

of th

e 17

00s, th

e tw

o re

ligio

us g

roups th

at im

pacte

d

Georg

ia th

e m

ost w

ere

the _

__________________________________ .

Baptis

ts•

The B

aptis

t Churc

h w

as a

lready w

ell-e

sta

blis

hed in

the c

olo

nie

s, b

ut

durin

g th

is tim

e p

erio

d, m

ore

and

________________________________________________ .

•T

he B

aptis

ts w

ere

know

n fo

r the in

dependence o

f their

congre

gatio

ns a

nd th

eir _

__________________________________ .

•In

1788, th

ey e

ven e

sta

blis

hed th

e

_____________________________________________ c

hurc

h in

S

avannah.

•It w

as c

ontro

lled a

nd le

d c

om

ple

tely

by its

mem

bers

, _____________________________________________________ .

Me

thodis

ts•

___________________________________ w

ho re

fused to

reco

gniz

e th

e

kin

g o

f Engla

nd a

s th

e h

ead o

f the c

hurc

h

__________________________________________________ a

fter th

e

Am

eric

an R

evolu

tion.

•T

he M

eth

odis

ts u

sed w

hat th

ey c

alle

d

___________________________________ -

train

ed m

inis

ters

that

travele

d th

e c

ountry

sid

e o

n h

ors

eb

ack,

___________________________________ a

nd p

erfo

rmin

g s

acra

ments

.

©2

014

Bra

in W

rinkle

s

He

ad

right S

yste

m•

Afte

r the

Revolu

tionary

War, G

eorg

ia’s

gove

rnm

ent d

istrib

ute

d la

nd u

nder

the

___________________________________ u

ntil 18

03.

•W

hite

male

s w

ho w

ere

consid

ere

d to

be

the

___________________________________ w

ere

___________________________________ p

lus 5

0 a

cre

s fo

r each fa

mily

m

em

be

r, inclu

din

g s

laves.

•T

he s

tate

expe

cte

d th

ese

pe

ople

to

___________________________________ a

nd m

ake

it pro

ductiv

e.

Yazo

o L

and

s•

Durin

g th

is tim

e p

erio

d, G

eorg

ia’s

we

ste

rn te

rritory

stre

tche

d fa

r into

pre

se

nt-d

ay _

__________________________________ .

•T

he a

rea w

as c

alle

d th

e _

__________________________________ , a

fter th

e

Yazoo R

ive

r that flo

we

d th

roug

h th

e re

gio

n.

•T

he te

rritory

was la

rge

, and it w

as _

__________________________________

ag

ain

st N

ativ

e A

meric

ans a

nd fo

reig

n th

reats

.

Yazo

o A

ct o

f 1795

•G

eorg

ia’s

Gove

rnor G

eorg

e M

atth

ew

s a

ttem

pte

d to

transfe

r the

land to

th

e _

__________________________________ .

•A

gro

up o

f land s

pe

cula

tors

wante

d to

purc

hase

the

land a

t a rid

iculo

usly

lo

w p

rice a

nd _

__________________________________ .

•G

eorg

ia S

enato

r Jam

es G

unn, a

majo

r sto

ckhold

er in

one

of th

e

com

panie

s, _

_______________________________________________ s

o th

ey

would

support th

e p

lan.

•U

nde

r the

Yazoo A

ct o

f 1795

, the

spe

cula

tors

purc

hase

d b

etw

ee

n 3

5 a

nd

50 m

illion a

cre

s fo

r roug

hly

___________________________________ .

Yazo

o L

and

Fra

ud

•W

hen c

itize

ns fo

und o

ut a

bout th

is, th

ey

___________________________________ a

nd v

ote

d m

any o

f the

offic

ials

th

at s

upporte

d th

e d

eal _

__________________________________ .

•T

he G

ene

ral A

ssem

bly

passed th

e _

__________________________________

whic

h re

ve

rse

d th

e s

ale

and tra

nsfe

rred o

wne

rship

of th

e la

nd to

the

fe

de

ral g

ove

rnm

ent.

•H

ow

eve

r, the

ne

w la

ndow

ne

rs w

ante

d to

ke

ep th

eir la

nd a

nd

___________________________________ .

•T

he c

ase

we

nt a

ll the

way to

the

Supre

me

Court, w

here

the Y

azoo A

ct

was _

__________________________________ .

Land

Lo

tterie

s•

The Y

azoo fra

ud c

hang

ed _

__________________________________ in

G

eorg

ia.

•In

1803, a

ne

w s

yste

m d

istrib

ute

d la

nd b

y lo

ttery

, whic

h a

llow

ed G

eorg

ians

to _

__________________________________ .

•M

ost w

hite

male

s, h

eads o

f house

hold

s, v

ete

rans, a

nd w

idow

s c

ould

purc

hase

___________________________________

to b

uy la

nd in

the

lo

tterie

s.

•T

hose

who w

on c

ould

the

n _

__________________________________ fro

m

the

gove

rnm

ent.

©2

014

Bra

in W

rinkle

s

UG

A•

Afte

r the A

meric

an R

evolu

tion, G

eorg

ia’s

leaders

show

ed a

stro

ng

inte

rest in

educatio

n a

nd re

ligio

n.

•G

eorg

ia’s

Genera

l Assem

bly

set a

sid

e 4

0,0

00 a

cre

s o

f land

for th

e

Univ

ers

ity o

f Georg

ia in

1784

.•

In 17

85

, Ab

raham

Bald

win

wro

te th

e s

chool’s

charte

r sayin

g th

at a

ll people

, not ju

st th

e w

ealth

y, h

ave a

right to

educatio

n.

•U

GA

was th

e firs

t sta

te-s

upporte

d u

niv

ers

ity in

the U

nite

d S

tate

s.

•T

he s

chool’s

truste

es n

am

ed A

bra

ham

Bald

win

as th

e firs

t pre

sid

ent.

•T

he u

niv

ers

ity’s

constru

ctio

n d

id n

ot b

egin

until 18

01 w

hen fu

ture

-govern

or J

ohn M

illedge d

onate

d la

nd o

n th

e O

conee R

iver to

the

school.

•O

rigin

ally

calle

d F

ranklin

Colle

ge in

honor o

f Benja

min

Fra

nklin

, it ultim

ate

ly b

ecam

e th

e U

niv

ers

ity o

f Geo

rgia

and o

pened its

doors

in

1801.

•T

he U

niv

ers

ity o

f Georg

ia h

as e

xpand

ed in

siz

e a

nd a

cadem

ic

reputa

tion o

ver th

e p

ast 13

0 y

ears

.

Lo

uis

ville

•A

ugusta

becam

e G

eorg

ia’s

sta

te c

apita

l in 17

85

, but th

e s

tate

le

gis

latu

re w

asn’t s

atis

fied w

ith th

e lo

catio

n.

•It c

om

mis

sio

ned a

gro

up to

find a

locatio

n fu

rther w

est th

at w

ould

b

e a

more

centra

l locatio

n fo

r trade

.•

The n

ew

capita

l was lo

cate

d n

ear a

n In

dia

n tra

din

g p

ost c

alle

d

“Galp

hin

’s O

ld T

ow

n” a

nd n

ear th

e O

geechee R

iver.

•L

ouis

ville

was n

am

ed to

honor F

rance’s

Kin

g L

ouis

XV

I for h

is

support d

urin

g th

e A

meric

an R

evolu

tion.

•E

ven th

ough th

e s

ite w

as s

ele

cte

d, it to

ok o

ver te

n y

ears

for th

e

govern

ment to

move

there

in 17

96.

•O

nce e

sta

blis

hed, L

ouis

ville

develo

ped b

oth

socia

lly a

nd

econom

ically

.•

Eventu

ally

, weste

rn e

xpansio

n a

nd a

n o

utb

reak o

f mala

ria in

L

ouis

ville

caused s

tate

offic

ials

to m

ove th

e c

apita

l again

in 18

04

to

Mille

dgeville

.

©2

014

Bra

in W

rinkle

s

Churches G

ro

w•

Sin

ce th

e A

nglic

an C

hurc

h w

as th

e o

fficia

l churc

h o

f Engla

nd a

nd

the k

ing w

as th

e h

ead o

f the c

hurc

h, in

dependence fro

m G

reat

Brita

in m

eant th

at m

any U

S c

itizens w

ere

now

separa

ted fro

m th

e

only

churc

h th

ey h

ad e

ver k

now

n.

•M

any A

meric

ans s

tarte

d s

ettin

g u

p n

ew

vers

ions o

f the A

nglic

an

churc

h, w

hile

oth

ers

sought n

ew

churc

hes to

expre

ss th

eir fa

ith.

•B

y th

e e

nd o

f the 17

00s, th

e tw

o re

ligio

us g

roups th

at im

pacte

d

Georg

ia th

e m

ost w

ere

the B

aptis

ts a

nd M

eth

odis

ts.

Baptis

ts•

The B

aptis

t Churc

h w

as a

lready w

ell-e

sta

blis

hed in

the c

olo

nie

s, b

ut

durin

g th

is tim

e p

erio

d, m

ore

and m

ore

people

sta

rted jo

inin

g.

•T

he B

aptis

ts w

ere

know

n fo

r the in

depend

ence o

f their

congre

gatio

ns a

nd th

eir e

motio

nal p

reachin

g.

•In

1788, th

ey e

ven e

sta

blis

hed th

e firs

t Afric

an-A

meric

an B

aptis

t churc

h in

Savannah.

•It w

as c

ontro

lled

and

led

com

ple

tely

by its

mem

bers

, most o

f whom

w

ere

sla

ves.

Me

thodis

ts•

Patrio

tic A

nglic

ans w

ho re

fused to

reco

gniz

e th

e k

ing o

f Engla

nd a

s

the h

ead o

f the c

hurc

h s

tarte

d th

e M

eth

odis

t Churc

h a

fter th

e

Am

eric

an R

evolu

tion.

•T

he M

eth

odis

ts u

sed w

hat th

ey c

alle

d c

ircuit rid

ers

--tra

ined

min

iste

rs th

at tra

vele

d th

e c

ountry

sid

e o

n h

ors

eb

ack, p

reachin

g

passio

nate

serm

ons a

nd p

erfo

rmin

g s

acra

ments

.

©2

014

Bra

in W

rinkle

s

He

adrig

ht S

yste

m•

Afte

r the R

evolu

tionary

War, G

eo

rgia

’s g

ove

rnm

ent d

istrib

ute

d la

nd

under th

e h

eadrig

ht s

yste

m u

ntil 18

03.

•W

hite

male

s w

ho w

ere

consid

ere

d to

be th

e h

eads o

f fam

ilies w

ere

gra

nte

d 2

00 a

cre

splu

s 5

0 a

cre

s fo

r each fa

mily

mem

ber, in

clu

din

g

sla

ve

s.

•T

he s

tate

expecte

d th

ese p

eople

to s

ettle

the la

nd

and m

ake it

pro

ductiv

e.

Yazoo L

ands

•D

urin

g th

is tim

e p

erio

d, G

eo

rgia

’s w

este

rn te

rritory

stre

tched fa

r in

to p

resent-d

ay A

lab

am

a a

nd

Mis

sis

sip

pi.

•T

he a

rea w

as c

alle

d th

e Y

azoo la

nds, a

fter th

e Y

azo

o R

iver th

at

flow

ed

thro

ugh th

e re

gio

n.

•T

he te

rritory

was la

rge, a

nd it w

as d

ifficult to

defe

nd a

gain

st N

ativ

e

Am

eric

ans a

nd

fore

ign th

reats

.

Yazoo A

ct o

f 1795

•G

eo

rgia

’s G

ove

rno

r Ge

org

e M

atth

ew

s a

ttem

pte

d to

transfe

r the

land

to th

e n

atio

nal g

overn

ment a

nd fa

iled

.•

A g

roup o

f land s

pecula

tors

wante

d to

purc

hase th

e la

nd a

t a

ridic

ulo

usly

low

pric

e a

nd

resell it a

t a p

rofit.

•G

eo

rgia

Senato

r Jam

es G

unn, a

majo

r sto

ckhold

er in

one o

f the

com

panie

s, b

ribed h

is fe

llow

legis

lato

rs s

o th

ey w

ould

support th

e

pla

n.

•U

nder th

e Y

azoo A

ct o

f 1795

, the s

pecula

tors

purc

hased b

etw

een 3

5

and 5

0 m

illion a

cre

s fo

r roughly

one c

ent p

er a

cre

.

Yazoo L

and F

raud

•W

hen c

itizens fo

und o

ut a

bout th

is, th

ey w

ere

furio

us a

nd v

ote

d

many o

f the o

fficia

ls th

at s

uppo

rted

the d

eal o

ut o

f offic

e.

•T

he G

enera

l Assem

bly

passed th

e R

escin

din

g A

ct w

hic

h re

vers

ed

the s

ale

and

transfe

rred o

wne

rship

of th

e la

nd

to th

e fe

dera

l go

ve

rnm

ent.

•H

ow

ever, th

e n

ew

landow

ners

wante

d to

kee

p th

eir la

nd a

nd s

ued

the g

overn

ment.

•T

he c

ase w

ent a

ll the w

ay to

the S

upre

me C

ourt, w

here

the Y

azoo

Act w

as ru

led a

legal c

ontra

ct.

Land L

otte

rie

s•

The Y

azoo fra

ud c

hange

d la

nd g

rant m

eth

ods in

Georg

ia.

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• After the American Revolution, Georgia’s leaders showed a strong interest in education and religion.

• Georgia’s General Assembly set aside 40,000 acres of land for the University of Georgia in 1784.

• In 1785, Abraham Baldwin wrote the school’s charter saying that all people, not just the wealthy, have a right to education.

• UGA was the first state-supported university in the United States.



The University of Georgia set

the example for America’s system of

colleges and universities.

• The school’s trustees named Abraham Baldwin as the first president.

• The university’s construction did not begin until 1801 when future-governor John Milledge donated land on the Oconee River to the school.

• Originally called Franklin College in honor of Benjamin Franklin, it ultimately became the University of Georgia and opened its doors in 1801.

• The University of Georgia has expanded in size and academic reputation over the past 130 years.



The University of Georgia is located in

Athens.

• Augusta became Georgia’s state capital in 1785, but the state legislature wasn’t satisfied with the location.

• It commissioned a group to find a location further west that would be a more central location for trade.

• The new capital was located near an Indian trading post called “Galphin’s Old Town” and near the Ogeechee River.

• Louisville was named to honor France’s King Louis XVI for his support during the American Revolution.



Louisville, Georgia

• Even though the site was selected, it took over ten years for the government to move there in 1796.

• Once established, Louisville developed both socially and economically.

• Eventually, western expansion and an outbreak of malaria in Louisville caused state officials to move the capital again in 1804 to Milledgeville.



Market House in Louisville – Built in the 1790s as a general market for the newly-founded city.

• Since the Anglican Church was the official church of England and the king was the head of the church, independence from Great Britain meant that many US citizens were now separated from the only church they had ever known.

• Many Americans started setting up new versions of the Anglican church, while others sought new churches to express their faith.

• By the end of the 1700s, the two religious groups that impacted Georgia the most were the Baptists and Methodists.


• The Baptist Church was already well-established in the colonies, but during this time period, more and more people started joining.

• The Baptists were known for the independence of their congregations and their emotional preaching.

• In 1788, they even established the first African-American Baptist church in Savannah.• It was controlled and led completely by its

members, most of whom were slaves.



• Patriotic Anglicans who refused to recognize the king of England as the head of the church started the Methodist Church after the American Revolution.

• The Methodists used what they called circuit riders-- trained ministers that traveled the countryside on horseback, preaching passionate sermons and performing sacraments.



Sardis Methodist Church, established

in a log chapel in 1825, is the oldest

Methodist church in Atlanta.


Methodist Circuit Rider


SS8H5b

• After the Revolutionary War, Georgia’s government distributed land under the headright system until 1803.

• White males who were considered to be the heads of families were granted 200 acres plus 50 acres for each family member, including slaves.

• The state expected these people to settle the land and make it productive.


• During this time period, Georgia’s western territory stretched far into present-day Alabama and Mississippi.

• The area was called the Yazoo lands, after the Yazoo River that flowed through the region.

• The territory was large, and it was difficult to defend against Native Americans and foreign threats.



• Georgia’s Governor George Matthews attempted to transfer the land to the national government and failed.

• A group of land speculators wanted to purchase the land at a ridiculously low price and resell it at a profit.

• Georgia Senator James Gunn, a major stockholder in one of the companies, bribed his fellow legislators so they would support the plan.

• Under the Yazoo Act of 1795, the speculators purchased between 35 and 50 million acres for roughly one cent per acre.


• When citizens found out about this, they were furious and voted many of the officials that supported the deal out of office.

• The General Assembly passed the Rescinding Act which reversed the sale and transferred ownership of the land to the federal government.

• However, the new landowners wanted to keep their land and sued the government.• The case went all the way to the Supreme Court,

where the Yazoo Act was ruled a legal contract.




Georgians burned the Yazoo Act

outside the state’s capitol building in

Louisville.

• The Yazoo fraud changed land grant methods in Georgia.

• In 1803, a new system distributed land by lottery, which allowed Georgians to “gamble” for lands.

• Most white males, heads of households, veterans, and widows could purchase chances to win the opportunity to buy land in the lotteries.

• Those who won could then purchase the land from the government.



1832 Land Lottery Deed

Teacher Directions – Magazine Cover & Advertisement

• Have the students create a magazine cover for one of the topics that were discussed from this time period (UGA, Louisville, Spread of Baptist & Methodist Churches).

• They will draw the event and write a caption to describe the illustration.

• On the advertisement side – they will create an advertisement for Georgians to buy some of the Yazoo lands that could have appeared during this time period.


Advertisement:

Draw an illustration that represents one of the key topics that we’ve studied

(UGA, Louisville, or Baptist & Methodist Churches).

Write a short caption that includes a

description of your picture.

Year

Create an advertisement for Georgians to buy plots

of Yazoo Land. Your ad should tell people why they

need to buy land in this region. Don’t forget to

include a picture & price!


Advertisement:


Teacher Directions – Create a Political Cartoon

• Have the students create a political cartoon that depicts the Yazoo Land Fraud.

• Note: You may want to refresh their memories on what makes a good political cartoon (symbolism), and that political cartoons are not just straight drawings of the events. It is a good idea to show them examples of political cartoons that correspond to current events so that they know what to aim for.


Directions: Create a political cartoon that includes images & words that depict what occurred during the Yazoo Land Fraud. Include a creative and symbolic title. Also, make sure that your cartoon shows symbolism.


Teacher Directions – Political Cartoon Analysis

• When the students are finished creating their political cartoons, have the students trade papers with a partner.

• Each student will complete a Political Cartoon Analysis on their partner’s cartoon. (It is a good idea to let them talk at this point so that they can discuss the cartoons.) If the partner doesn’t understand the cartoon, the student should go back and fix it to make it better.


WORDS VISUALS1. What is the cartoon’s title?

2. List any important words or dates that appear in the cartoon:

1. List the objects or people that you see in the cartoon:

2. Which of the objects are symbols?

3. What does each symbol represent or mean?

Question 1: Describe the action taking place in the cartoon:

Question 2: Explain the message of the cartoon:

Directions: Spend some time analyzing your partner’s political cartoon, then answer the questions below.


Teacher Directions – Read My Lips• Print out the Read My Lips summarizing strategy

handout for each student.

• After the presentation, have the students write down everything that they would say about the key terms as if they were explaining the meanings to someone else.



Directions: AFTER the presentation, write down everything that you would say about the terms below as if you were explaining their meanings to someone else.


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

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