Latin America’s
Presentation, Graphic Organizers, & Activities
STANDARDS:
SS6H1 The student will describe the impact of
European contact on Latin America.
a. Describe the encounter and consequences of
the conflict between the Spanish and the
Aztecs and Incas and the roles of Cortes,
Montezuma, Pizarro, and Atahualpa.
© Brain Wrinkles
TEACHER INFO:
• Print off the following slide for each
student.
• They should complete the chart while
discussing the presentation.
• Check answers as a class when finished.
Early Civilizations of Latin America
Directions: Complete the chart below with information that you learn during the presentation.
Inca
Aztec
Location
© Brain Wrinkles
Dates
Important Facts
Religion
Accomplishments
Early Civilizations of Latin America
Inca
Aztec
Directions: Complete the chart below with information that you learn during the presentation.
Location
Dates
Central
Mexico
(Tenochtitlan)
1100s, but
built capital
in 1325
Peru –
1200s
Cuzco
(Andes
Mountains)
© Brain Wrinkles
Important Facts
Religion
Accomplishments
-fierce warriors
-conquered other
people & made them
pay taxes
Polytheistic
-used human
sacrifices to
gods
-built huge
temples for
religious
ceremonies
-baths
-built
chinampas
-had a calendar
-developed
medicines
-used
hieroglyphics
-used runners to relay
messages
-used quipu to keep
records
-fit stones together
without use of mortar
-Machu Picchu
-polytheistic
-Sun god was
most
important
-believed in
sacrificing &
reincarnation
-terrace farming
-aqueducts
-irrigation
canals
-food
storehouses
-roads
TEACHER INFO: Read My Lips
• Print off Read My Lips handout for each student.
• Introduce and read each vocabulary term. Have students
write down predictions about what each word means and
how the word relates to the topic they are studying (“Early
Civilizations of Latin America”). Discuss the predictions as a
class.
•
After learning about the Aztec & Inca, have the students
write down everything that they would say about the key
terms as if they were explaining the meanings to someone
else. (Use a different color of ink so the true definitions
stand out.)
Directions: BEFORE the presentation, write down what you know about each term. AFTER the presentation, write down everything
that you would say about the terms below as if you were explaining their meanings to someone else.
© 2014 Brain Wrinkles
© Brain Wrinkles
European Impact on the
Aztec & Inca Civilizations
• Aztecs arrived in the Valley of Mexico in
1100s (central Mexico, including present day
Mexico City).
• They wandered about looking for a home
site until 1325.
• Aztecs finally settled on an island in the
middle of Lake Texcoco.
• They built a magnificent city called
Tenochtitlan (now Mexico City).
Diorama of Tenochtitlan
• This was the Aztec’s capital.
• It was created in the center of a lake!
• They built floating islands called
“chinampas” by piling rich earth from
the bottom of the lake onto rafts
made of wood.
• Roots of plants grew down to
bottom, anchoring the rafts.
• In the 1400s, Aztec warriors began
conquering other people.
• They made them pay taxes; noble Aztecs
grew rich.
• Aztecs had an emperor; the nobles and
priests helped the emperor—all were very
wealthy.
• Not everyone was rich—most people
were farmers.
Eagle Warrior
Sculpture
• The Aztec were very involved in
agriculture.
• They used chinampas (man-made
floating islands) to grow crops of
vegetables, flowers, grasses, and
medicinal plants.
• They also hunted and fished.
• The Aztec women spent the day
taking care of the children,
cooking, knitting, and doing
housework.
•
Doctors developed thousands of medicines
from plants.
•
Astronomers predicted movements of the
planets; they designed an accurate calendar!
•
Priests kept extensive records using
hieroglyphics.
•
Education - Boys studied either religion or
military skills; girls learned cloth spinning and
cooking.
Aztec Sun Stone (Calendar)
Aztec Golden “Ear Flares”
Mosaic Mask
Inlaid with
Torquoise
• How did the Aztecs discipline children?
• Some punishments included making
them inhale smoke, holding them over
fire in which spicy peppers where
thrown, and puncturing their skin with
thorns!
• Maybe that’s what made the warriors
so tough?!
• Cities were religious centers; they
worshipped their gods in pyramidshaped temples.
• Sacrifice was an important part of
the religious ceremonies (meant to
honor the gods).
• Polytheistic (worshipped many gods):
Sun, Death, Maize, Rulers, Rain, etc.
•
Instead of tearing
down old temples,
Aztec would just keep
adding levels to the
existing one.
•
This one was built
over 6 times!
•
Rooms for sacrificing
are at the top.
• The bath was an important part of daily
life-not only to be cleaned, but also to be
religiously purified.
• Most homes had a steam room attached
to living quarters.
• Other religious ceremonies included human
sacrifices:
• usually children or prisoners of war
• felt that human hearts and blood
strengthened the gods
Aztec
Bath
Aztec human sacrifice was on a greater scale than
anywhere or any time in human history.
TEACHER INFO: What Am I?
• Project the Who Am I slide onto the
board and give each student a sheet of
paper.
• The students will imagine that they are a
thing from Aztec history. They will write
a journal entry from the perspective of
the thing.
© Brain Wrinkles
Your Task: Write a short personal response as if you were a
specific object from Aztec history. Your response should
include both emotional and physical feelings of the object.
Imagine you are the thing!
Your Response Must:
-Be at least a paragraph in length.
-Describe the purpose and function of the object.
-Describe how the object might feel or what it might be
thinking.
-Mention the Aztec civilization
Choose:
Chinampas, Temple, Calendar, OR do you have a better
idea???
I am the hat on the head of the highest priest in all
of the Aztec race. Pretty much every week, I have
to witness the sacrificing of little innocent children,
animals, and prisoners. I hate hearing the dreadful
screams, cries, and pleas of the sacrifices. And
then, eeeeeKKK!! I see a cherry red organ in my
owner’s hand, rapidly dripping blood. After that, I
hear the thumpity-thump of the sacrifice’s head
rolling down each narrow stair step of the
enormous temple. I myself am filled with grief. I
think I am going to perch myself on top of one of the
women that have to work in the house all day. At
least I know the only thing they are killing is dinner…
• In 1200 AD, Incas settled in Cuzco, a
village in the Andes Mountains (now in Peru).
• Most were farmers.
• In 1438 AD, Pachacuti became ruler of the
Incas and conquered more lands/people.
• The empire stretched 2,500 miles and
ruled 12 million people.
• They used runners to spread news—at a
rate of 250 miles a day!
Machu
Picchu
• The jaguar was an important symbol
to the Incans.
• Cuzco (capital city) was built in the
shape of a jaguar!
• They were excellent farmers, builders, and
managers.
• Roads and aqueducts:
• Incans built more than 19,000 miles of
roads (over mountains)!
• They also built canals and aqueducts to
carry water to dry areas.
• aqueduct—pipe or channel designed to
carry water to a distant source;
irrigates dry land
• Farming:
• The Inca cut terraces into the Andes to
create farmland.
• They developed a large variety of foods.
• They also discovered ways to store and
preserve food.
• The potato was a staple food (due to it
being able to grow in the high altitudes
of the Andes).
• Other foods: tomatoes, maize, lima
beans, peppers, grains
• Incan ruins are some of the
most impressive works of
architecture in the world.
• They cut stone with such
precisions that each block fit
exactly with its neighbor.
• The fit was so tight, even a thin
knife wouldn’t fit in the cracks.
• The nobles conducted a census to count
people so they could be taxed.
• They did not have a written language.
• They recorded information on knotted
strings called quipus.
• Each color represented a different
item and knots of different sizes at
different intervals stood for numbers.
• Like the Aztec, the Inca were also
polytheistic.
• The main god was the sun god.
• Sacrifice was a big part of their
religion—usually a white llama was
used, but sometimes they sacrificed
small children.
• They also believed in reincarnation.
Sun God
Incan
Mummy
(Over 500
years old)
TEACHER INFO: History Ad
• Print off the History Advertisement printable for
each student and project the direction slide on the
board.
• The students will create an advertisement for a
technological advancement in the Incan civilization.
• The advertisement should include a colorful drawing,
description of what the product does, why a
consumer should buy it, the price, and a customer
review. (See example.)
© Brain Wrinkles
Your Task: Create an advertisement for a technological
advancement in the Inca civilization. This should be a 1 page
advertisement that could be in a magazine or newspaper.
Advertisement must include:
• Colorful drawing
• Why people should be interested…
• Price
• List of what the item does
• Customer review (“Quote” from an Inca living at the
time)
Choose one of the following:
• Quipu, terrace, jaguar, aqueduct, runner, better idea??
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TEACHER INFO: Quipu
• Print the Incan Quipu page for each student (2per-page).
• Each student will need black, blue, red, yellow, &
green yarn. Each piece should be about the length of
your arm.
• The students will follow the directions to create
their own Quipu.
• Afterwards, have a discussion about the pros & cons
of keeping records this way.
© Brain Wrinkles
Directions:
Directions:
1. Partner A holds the black yarn straight by holding one
end in each hand.
1. Partner A holds the black yarn straight by holding one
end in each hand.
2. Partner B ties the blue yarn near one end of the
black yarn by folding the blue yarn in half, then folding
its center loop over the black yarn. He then pulls the
blue yarn through the loop, resulting in two lengths of
blue yarn hanging from the black yarn (one for Partner
A and one for Partner B).
2. Partner B ties the blue yarn near one end of the
black yarn by folding the blue yarn in half, then folding
its center loop over the black yarn. He then pulls the
blue yarn through the loop, resulting in two lengths of
blue yarn hanging from the black yarn (one for Partner
A and one for Partner B).
3. Partner B repeats Step 2 with the red, yellow, and
green yarn.
3. Partner B repeats Step 2 with the red, yellow, and
green yarn.
4. Partners A and B take turns making knots in the
colorful yarn using this code:
• Blue: days until next birthday
• Red: score on last test (in any class)
• Yellow: pages in one of the books in your book bag
• Green: pages in your library book
4. Partners A and B take turns making knots in the
colorful yarn using this code:
• Blue: days until next birthday
• Red: score on last test (in any class)
• Yellow: pages in one of the books in your book bag
• Green: pages in your library book
Example: if there are 127 days until Partner A’s
birthday, he would make the following knots in his length
of blue yarn—one knot (100) near the black yarn, two
knots (20) in the center, and seven knots (7) near the
bottom.
Example: if there are 127 days until Partner A’s
birthday, he would make the following knots in his length
of blue yarn—one knot (100) near the black yarn, two
knots (20) in the center, and seven knots (7) near the
bottom.
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TEACHER INFO: Gist Organizer
• Print off the GIST: Aztec & Inca graphic
organizer for each student.
• They should complete the graphic
organizer after discussing the
presentation.
• Check answers as a class when finished.
© Brain Wrinkles
GIST: Aztec & Inca Civilizations
AZTEC
INCA
Directions: Fill out the graphic organizer with information from today’s lesson.
Who:
What:
Where:
When:
Why:
How:
Directions: Choose 20 important vocabulary words from the lesson and write them below..
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TEACHER INFO: Mask & Writing
• Print off the Early Civilizations’ Mask directions sheet for
each student.
• They students should complete the writing assignment
on their own paper.
• When finished, the students will use construction paper
(and any other materials you’d like for them to use) to
create a mask.
• Attach the writings to the masks & display in the hallway.
© Brain Wrinkles
Masks were often placed over mummies to protect them in the afterlife. They
were also hung on walls in temples and worshipped. In this activity, you will be
writing about a mask from the Aztec or Incan civilization. After writing, you will
be creating the actual mask that you describe in your story. Please follow the
steps of the Writing Process when writing.
Writing Prompt:
Part I: Out of the two early civilizations of Latin America, which one would you
prefer to be a part of? Why? ---1 paragraph
Part II: Write about a typical day in your civilization. What jobs or duties do you
have? What do you eat? What do you do for fun? Do you go to any special
ceremonies (religion)? Don’t forget to include when you wear your mask! ---2
or 3 paragraphs
Writing Rubric:
Part I:
 Paragraph Format (1-2 paragraphs, indent) 4 pt. _____
 Opinion 8 pts. _____
 3 Reasons you would prefer to be part of civilization 24 pts. _____
 Example of why you would prefer to be part of civilization 12 pts. _____
 Restate your Opinion 8 pts. _____
Part II:
 Paragraph Format (2-3 paragraphs, indent) 4 pt. _____
 Job description 8 pts. _____
 Food 8 pts. _____
 What you do for fun 8 pts. _____
 Special ceremonies 8pts. _____
 Mask 8 pts. _____
Before you turn in your writing, you will need to have a classmate edit your
paper. They will need to check to make sure that your paper meets all of the
requirements on the rubric. Then they will sign the line below (stating that your
paper is complete and ready to be turned in).
Peer Editor Signature: ___________________________________
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Fall of the
Aztec & Inca Civilizations
TEACHER INFO: Graphic Organizer
• Print off the Fall of the Aztec & Inca graphic
organizer for each student.
• They should complete the graphic organizer while
discussing the presentation.
• Check answers as a class when finished.
© Brain Wrinkles
1. Briefly describe the following people:
People
Hernan Cortes
Montezuma
Francisco Pizarro
Atahualpa
2. Define conquistador:
Description
3. Fill in the diagram below to show the reasons Cortes was able to conquer the Aztecs :
Cortes conquers the Aztecs.
4. How might the history of the Aztec people be different without the legend
of the Aztec god Quetzalcoatl?
5. Why were the Aztec & Inca so easily defeated by smaller Spanish forces?
6. Imagine that you are an Inca seeing a Spanish conquistador for the first
time. On the back of this paper, write a journal entry that describes what you
have observed.
© Brain Wrinkles
© Brain Wrinkles
1. Cortes – Spanish conquistador who conquered Aztecs
Montezuma – emperor of Aztecs; thought Cortes was a god
Pizarro- Spanish conquistador who conquered Inca
Atahualpa – Inca emperor captured and killed by Pizarro
2. Conquistador – Spanish explorer arriving in Central & South
America in search of gold, silver, and new lands to conquer for
Spain.
3. Montezuma thought he was a god, had weapons& horses,
small pox wiped out thousands, inside info from Mayan spy
4. How might the history of the Aztec people be different
without the legend of the Aztec god Quetzalcoatl?
Montezuma would not have welcomed Cortes into Tenochtitlan;
could have had a better change at surviving
5. Why were the Aztec & Inca so easily defeated by smaller
Spanish forces?
Spanish had guns, cannons, & horses; small pox wiped out
thousands
Discuss with your Elbow Buddy:
1. Describe the Incan Empire.
2. Describe the Aztec Empire.
3. How are they similar and different?
.
• Christopher Columbus asks both
countries to sponsor his voyage-Spain agrees.
• Portugal soon saw the wealth that
Spain was gaining, and wanted to be
part of the action.
• The two countries became rivals and
tried to stop each other from
claiming land in the Americas.
• In 1494, the countries signed Treaty of
Tordesillas.
• This set the Line of Demarcation
(imaginary line from the North Pole to
the South Pole at 50 degrees longitude).
• Spain got everything to the west, while
Portugal got everything to the east.
• What language is spoken in most of Latin
America today?
• What language is spoken in Brazil?
• “Conquistadors” = soldier-explorers who settled
in the Americas in hopes of finding treasure
• They were inspired by Columbus to seek fortune
in the New World.
• Many came from the part of Spain called
Extremadura.
• Poor soil, icy winters, & blistering hot summers
held little chance for wealth.
• Hernan Cortes and Francisco Pizarro were
born in this province.
.
What are some
words that
describe us?
•
In the 1530s, the Incan empire was
HUGE!
•
Inca thought they ruled most of the
world; two threats from the north soon
proved they did not...
1.They couldn’t stop the spread of
smallpox.
2. They couldn’t scare away Pizarro.
• Pizarro was from the Extremadura.
• He was not of noble birth; could not
even write his name.
• At age 16, Pizarro fled a job herding
pigs in Italy.
• In 1502, he arrived in the Americas
and became very wealthy by exploring
Panama.
• He heard a rumor that there was a
great empire filled with gold in the
mountains of South America…
.
• Pizarro led 160 soldiers to the Incan
homeland.
• They raided Incan storehouses &
fired guns at villagers.
• Incan emperor, Atahualpa, thought
Pizarro was crazy. How could he stand
up to an army of 80,000 Incan
warriors?
• In 1532, Pizarro came up with a plan
to defeat the Inca...
.
•
Spanish messengers invited Atahualpa to
a meeting.
•
He agreed & left most of his army
behind--brought only 5,000 bodyguards.
•
Pizarro’s 160 soldiers attacked the Inca
& kidnapped Atahualpa.
•
Pizarro offered to free Atahualpa if he
filled one room with gold & one with silver.
• Atahualpa kept his end of the bargain,
but Pizarro killed him in 1533.
.
• The Spanish king made Pizarro the
governor of Peru.
• Pizarro’s conquest of Peru opened
most of South America to Spanish
rule.
• Spain controlled a vast territory
covering 375,000 miles with almost
seven million inhabitants.
.
• Cortes was a Spanish conquistador
who reached Mexico in 1519 in search
of treasure.
• He arrived in Mexico with only 550
soldiers, 16 horses, 14 cannons, & a
few dogs.
• His group was met by Aztec emperor,
Montezuma II…
.
How could such a small force conquer a huge
empire?
1. Cortes knew how to use Spanish horse and
guns to shock Aztecs.
2. Malintzin (a Mayan woman) gave Cortes the inside
scoop on the Aztec empire & helped him form
alliances against Montezuma.
3. Cortes had invisible help--diseases that killed
more Aztecs than Spanish swords.
4. Montezuma believed Cortes to be Quetzalcoatl-an important Aztec god.
.
• Cortes traveled 400 miles to reach
Tenochtitlan.
• Montezuma did not attack right away
because he first thought Cortes was
Quetzalcoatl.
• The Spanish were able to take control
of the city & took Montezuma hostage.
• Cortes ordered the Aztec to stop
sacrificing people.
.
•
Cortes’ orders angered the Aztecs, so
they planned a rebellion.
•
Fighting broke out & Montezuma was killed.
•
The Spanish were outnumbered, so they
fled the city.
•
Before they could prepare a 2nd attack,
smallpox broke out in Tenochtitlan &
greatly weakened the large Aztec empire.
•
In 1521, the Spanish destroyed the
Aztec capital.
• Cortes took part in one more
expedition to Honduras.
• He served as Governor General of
New Spain.
• He returned to Spain a very wealthy
man.
• He died in Seville, Spain in 1547.
TEACHER INFO: Civilization Recipe
• Choose which Civilization Recipe handout
you prefer and print out copies for
students.
• The students will write a “recipe” for the
Aztec civilization, including the
“ingredients” for forming the civilization
and the special instructions for bringing
the civilization together.
© Brain Wrinkles
Your Task: Write a “recipe” for
the Aztec civilization.
1. Include the “ingredients” that
went into forming that
civilization.
2. Write the special instructions
for bringing the “ingredients”
together.
.
Directions: Write a “recipe” for the Aztec civilization. Include 6 ingredients that were used to form the civilization and several cooking
instructions for bringing the civilization together.
© Brain Wrinkles
Directions: Write a “recipe” for the Aztec civilization. Include several ingredients that were used to form the civilization. Also, write out
the special cooking instructions for bringing the civilization together.
Ingredients:
_
_
_
_
_
_
Instructions:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
© Brain Wrinkles
TEACHER INFO: Venn Diagrams
• Print out the Venn diagram page for each
student.
• Have students work with partners to
compare & contrast the fall of the Aztec &
Inca empires.
• Check answers as a class when finished.
© Brain Wrinkles
FALL OF THE
AZTEC
&
INCA
Compare and Contrast
Aztec
© Brain Wrinkles
Inca
FALL OF THE
AZTEC
&
INCA
Compare and Contrast
• Montezuma
thought Cortes
was a godwelcomed him
into city
• Mayan spy gave
Aztec inside info on
Aztecs
© Brain Wrinkles
• Pizarro
kidnapped
leader; broke
• Smallpox wiped
deal to
out thousands
exchange him
• Spanish had
for gold
guns, cannons,
& horses
• Spanish were
looking for gold
Inca
TEACHER INFO: His-Story
• Print off the HIS-Story page for each
student.
• The students will pick one of the men from
this lesson and write a journal entry from his
perspective on the day the civilization fell.
© Brain Wrinkles
Directions: Imagine that you are one of the following men: Hernan Cortes, Montezuma, Francisco Pizarro, or Atahualpa. Write a
journal entry that details the experience of the man on the day that the corresponding civilization fell.
Dear Journal,
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
© Brain Wrinkles
TEACHER INFO: Alphabet Sentences
• Place alphabet letters into a container and have each student
draw one letter from the container.
• Tell students to create a sentence that begins with that
letter to summarize either the Aztec or Incan civilization.
• Allow students to share their sentences.
• Have the class determine whether the sentence was written
for the Aztecs or the Incas.
• (Note: You may want to exclude letters that may be difficult
for students to use at the beginning of their sentences.)
© Brain Wrinkles
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
WX
YZ
© Brain Wrinkles
TEACHER INFO: Meet & Greet
• Cut out the cards below and tape them on
students’ backs. (You will need to make
several copies until you have enough cards for
each student.)
• The students will walk around the classroom
and “collect” clues from other students until
they can guess the name on the card. This is
a quick activity & should only take about 10
minutes.
© Brain Wrinkles
TEACHER INFO: Wanted Poster
• Print off the Wanted Poster for each student.
• They will include information about who
Pizarro was and the crimes that he
committed.
• Inside the photograph, they will draw an
action shot of Pizarro and include a caption.
© Brain Wrinkles
Directions: Created a WANTED Poster for Francisco Pizarro. Include a brief bio of the person, a description of the person’s
crime, and a photograph.
WANTED: __________________________
Reward Amount:
Who is this person?
What crime did the person commit?
© Brain Wrinkles
TEACHER INFO: Citation for Injustice
• Print off the Citation for Injustice handout for each
student.
• The students will write a “ticket” to Hernan Cortes
(Offender) for his poor treatment of the Aztecs.
They should describe how Cortes & his men treated
the Aztec. Then, they will write how they think
Cortes should have treated the Aztecs.
• In the “polaroid picture”, they will draw a scene that
shows the poor treatment of Aztecs.
© Brain Wrinkles
Ticket Number 67483928-22
Offender:
Date:
Describe the Offense:
Instead, the lawbreaker should have:
Signature:
Photographic Evidence
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TEACHER INFO: Epitaph
• Print off the Epitaph handout for each student.
• Have the students create an epitaph that could appear on the
gravestone of one of the men from this lesson.
• They should include a brief statement about why the person
is famous and what he is remembered for.
• If there is room, they should draw a symbol to represent
the person.
© Brain Wrinkles
Here Lies:
Directions: Write the epitaph (a summary
statement) like you’d find on a gravestone for one of
the key figures that we’ve studied in this unit. Your
gravestone should include: Here lies… Born… Died…
Famous for… Remembered for… In the textbox
below, draw a picture that represents the person.
Born:
Died:
Famous For:
Remembered For:
© Brain Wrinkles
TEACHER INFO: Role Plays
• Put the students into small groups and give each group a
Storyboard handout. Project the Role Plays directions slide
onto the board.
• Have the students choose which civilization they are going to
act out & create a storyboard for each scene.
• Once they show your their completed storyboards, they can
begin rehearsing.
• Set aside some time and have each group perform their role
plays.
© Brain Wrinkles
Directions: With your group, create a skit that
depicts the fall of one of the early civilizations
that we have studied.
Here are the two options for your skit:
 If you chose the Aztec civilization, be sure to
include Hernan Cortes and Montezuma in your
skit.
 If you chose the Inca civilization, be sure to
include Francisco Pizarro and Atahualpa in your
skit.
Fall of the Aztec & Inca Role Plays
Directions: Fill in the storyboard below with the scenes of your role play. You can choose to either draw your scenes or use words to
describe what you are going to do. You will need to show me this so that I can approve your skit.
1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________
5. _______________________________
6. _______________________________
© Brain Wrinkles
TEACHER INFO: TICKET OUT THE DOOR
• Print off the Blast Off page for each student.
• Have students complete the sections on the paper
with information that they learned during this
lesson.
• Collect these as the students leave the classroom.
© Brain Wrinkles
Directions: Each stage must contain information from the current unit.
Important People, Places, or Things:
Interesting Facts:
Review Questions:
Topics I’d Like to Learn More About:
Illustration or Symbol:
© 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 wishes,
Ansley at Brain Wrinkles
© 2016 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 2016. 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
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