L5+Rose,+Tyler

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **

**__Lesson #__:** 5 **__Facet:__** Empathy **__Numbers of Days:__** 3
 * __ Teacher’s Name __**** : ** Mr. Rose
 * __ Grade Level __**** : ** 6-8
 * __ Topic: __** World War II and Post-War Era


 * __ PART I: __**


 * __ Objectives __**

Students will understand that the U.S. experienced many changes during the post-war era. Students will know Nuclear bombs dropped on Japan, the Cold War, capitalism, communism, and democracy. Students will be able to emphasize with what life would be like in the U.S. during the post-war era. Product: Brochures advertising post-war era cities, events, etc. in the U.S.


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

__Standard Label:__ E. History
==== __Standard:__ E1 Historical knowledge, themes, and patterns. ==== ==== __Grade Level Span:__ Grades 6-8 World War II and Post-war America. ==== ==== //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. // ====

__Performance Indicators:__ b, c, and d.

 * Rationale: ** Students will be learning about the major concepts and themes of the World War II era as well as seeing the changes that the U.S. went through during the post-war era. Not only this, but the students will also have the chance to create a brochure that will highlight post-war cities, events, etc.


 * __ Assessments __**

Students will use the "Every Pupil Response" method, which involves students as a class to answer pre-assessment questions regarding the lesson in general in order to be checked for understanding. This method can also be used as a debriefing strategy for after lessons to make sure students have understood the key and major concepts.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

The teacher will be available during the lesson and the product for oral feedback. If students have questions the teacher will be able to answer them and clear up any confusion. The teacher can also view what the students are working on and be able to give feedback on them before their drafts, final product, or grading. Students will also be working in partners for the final product so they will have the opportunity to use peer feedback as well.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will be creating brochures advertising post-war era cities, events, etc., in the U.S. Students will use Microsoft Word in order to design and create a brochure advertising a post-war era U.S. city, event, etc. Students will be working in partners and will design and create a brochure on Microsoft Word. This brochure will be an advertisement for something specific to the post-war era in the United States. If students create a brochure that has something to do with Maine in the post-war era they will receive five extra points on this project. These brochure's should be aimed at attracting tourists to visit their destination, tourist attraction etc., persuading consumers to come to their business, attraction, etc. or anything else the groups come up with.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Microsoft Word will be used in this lesson in order for students to demonstrate what they are learning during the lesson. Students will be creating brochures on Microsoft Word that will be advertising post-war era cities, events, etc., within in the U.S.

English: English will be used certainly in order to form correct, informative, persuasive advertisements. Art: Art will be used in order to create an attractive brochure and to promote tourists to visit their city, event, etc. Science: The brochure may be advertising a scientific experiment, rocket testing, etc. Political Science: The brochure may be advertising key political figures' speeches, visits, activist demonstrations/marches, etc. Environmental Science: The brochure may be advertising national parks, anti-pollution events, etc.
 * Content Areas: **

A Venn Diagram will be used in order to show things that were done in the post-war era, things that are done now, and things that are in common between the two. This will allow students to see the comparisons and differences between our lives then and now. Students may choose to reference this graphic organizer at any point during the lesson or unit.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be working in groups of two for this project. Both students are expected to put in an equal amount of work as participation will be a portion of the grade, although it is up to students to divide up the work. The teacher will be available for oral feedback during the lesson and will provide assistance to the students if they need help with anything.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal/Linguistic: ** These M.I.s will be able to describe in detail the places, businesses, etc. that they are trying to persuade or attract people to in detailed words.
 * Visual/Spacial: ** These M.I.s will be able to use pictures in order to attract or persuade people to their places, businesses, etc. in their brochures.
 * Musical/Rhythmic: ** These M.I.s could possibly be advertising something to do with music either a musical event, musician, etc.
 * Intrapersonal: ** There will be the option to work alone.
 * Interpersonal: ** There will be the option to work in partners.
 * Naturalist: ** These M.I. could possibly be advertising something to do with nature either a environmentalist rally, a national park, etc.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: **If a student misses a class they are responsible for contacting me and getting assignments that they missed. This must take place during my office hours or at a mutually agreed time during the school day that has been set up via email. Since students will be working in pairs for the final product for this lesson, the absent student can contact their partner and their partner can fill them in. However it is still recommended that students contact/come to the teacher to be fully caught up on everything that was missed.


 * __ Extensions __**
 * Type II technology: ** Microsoft Word will be used as a Type II technology because students will be able to add clip art, google images, etc. into their brochures as opposed to having to draw or cut and past their artwork. The use of a spell check capability within Microsoft Word will also be of assistance to the students. Many of the features of Microsoft Word will only be available to students while working in Microsoft Word.
 * Gifted Students: ** These students will have the option to choose another post-war era city, event, etc. to cover for their brochure or a separate brochure if they wish.

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**

// - // One laptop for each student - Microsoft Word for each student - Print out of all vocabulary and terms - Venn Diagram graphic organizer

// List all URL and describe. // [] This is where the Venn Diagram graphic organizer was chosen from for this lesson. [] This is where students can have a trial of Microsoft Word for free if they do not already have it on their laptops. The Americans: Reconstruction to the 21st Century: This book will be used for students to read about America in the post-war era and will be referenced by the teacher throughout the lesson. Activities during this lesson may also be taken from this textbook.
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

__**Agenda**__

Day 1:

- 60 seconds of silence to begin class and clear/ready minds for learning. (1 minute) - The teacher will pass out the Venn Diagram graphic organizers, which the students will use to compare things from the 50's and 60's to the lives they live today. At any point during this lesson that the students see something that was strictly in the post-war era, the lives of today, or both, the students should record it on their graphic organizers, which the teacher will explain to them and provide three examples. (5 minutes) - The teacher will begin the class with the hook, which will take place the entire class. The hook for this lesson is the students and the teacher will dress like people did during the the 50's or 60's in class. The teacher will briefly talk about these styles of clothing to the students and perhaps make connections to these clothes, hairstyles, accessories, etc., and the things kids do today. (5 minutes) - Students will be questioned about the major concepts, terms, and vocabulary during the post-war era in the U.S. The students will answer using "Every Pupile Response," which involves students as a class to answer pre-assessment questions regarding the lesson in general in order to be checked for understanding. This method can also be used as a debriefing strategy for after lessons to make sure students have understood the key and major concepts. (10 minutes) - The teacher will list off all of the important vocabulary and terminology for the lesson as well as pass out these vocabulary lists to the students. (15 minutes) - The teacher will write a list of post-war cities, social events, political events, etc., on the board for the students to view. (5 minutes) - The teacher will explain the final product, which will be a brochure on Microsoft Word. (10 minutes) - Students will, by themselves, form into pairs. Assuming that there are 20 students in the class, there should be 10 groups. (5 minutes) - Once the groups have been formed, the students will select a topic from the list provided by the teacher on the board. If there is a topic that the students want to cover that is not listed on the board, the teacher encourages students to ask about and give a justification for that topic being the topic of their brochures. (10 minutes) - Students will then come together as a class and tell the teacher as well as the rest of their peers what their topics will be. At this time, if there is a subject that is not listed on the board, the students should bring it up to the teacher and give a justification for it. The teacher will then check for understanding to make sure all of the students know what is expected of them for the final product and remind the students that they will have the next class to work on their projects with their partner. (14 minutes)

Day 2:

- 60 seconds of silence to begin class and clear/ready minds for learning. (1 minute) - The teacher will make sure that the students have decided to keep their project topics from the previous class. If there have been any changes, now is the time for the students to notify the teacher. (10 minutes) - Students will be given the entire period to work on their projects. By doing this, the teacher is present during the class in case any questions or confusion arises. Another advantage of this strategy will be so that students don't have to worry about meeting up somewhere during the week or on a weekend if they don't know the student(s) they're working with very well. During this time the teacher will be circulating around the room making sure that all students are on task and answering any questions. Also during this time, students will be able to use peer support from within their group or from other groups. (60 minutes) <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- The class will come back as a whole and the teacher will ask again if there are any further questions. The teacher will answer any remaining questions and remind the students that the next day of class will be the students presenting their projects. (9 minutes)

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Day 3:

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- 60 seconds of silence to begin class and clear/ready minds for learning. (1 minute) <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- The teacher will explain the directions for the presentation to the students. (5 minutes) <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- The students will present their brochures by explaining their topics, explaining what is on the brochures, and showing us the final product. Assuming there are 20 students in the class, (10 groups), each group will get 6 minutes to explain their project. This equates to 5 minutes of presenting and 1 minute for questions. (60 minutes) <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- After all of the presentations have been completed the students will be debriefed. During this time the teacher will ask the students what they found interesting about the other presentations, what they found interesting about their own, and what they thought about the project as a whole. (14 minutes)

__<span style="font-family: 'Times New Roman',Times,serif;">Classroom Arrangement __ <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">The classroom will be set up using the perimeter arrangement. This way students will have at least one classmate next to them that they can reference to if they need help or one classmate to work with them. This arrangement will also be useful for when students are working on the final product in class. It is important for students to understand what life was like back in the post-war era so that we can compare it to the lives with live now and see how far we have come from that time period and more importantly how much more further we still need to go. // Students understand major eras, major enduring themes, and historic influences on the history of Maine, the United States, and various regions of the world //. For this lesson the students and the teacher will dress like people did during the the 50's or 60's


 * Where, Why, What, Hook Tailors:** **Logical/Mathematical, Visual/Spacial, Interpersonal, Intrapersonal.**

Students will know Nuclear bombs dropped on Japan, the Cold War, capitalism, communism, and democracy. A Venn Diagram will be used in order to show things that were done in the post-war era, things that are done now, and things that are in common between the two. Students will be in pairs and use Microsoft Word in order to design and create a brochure advertising a post-war era U.S. city, event, etc. Bonus points will be given if the brochure is advertising something to do with Maine during the post-war era. Students will use the "Every Pupil Response" method, which involves students as a class to answer pre-assessment questions regarding the lesson in general in order to be checked for understanding.

**Explore, Experience, Revise, Refine, Tailors: Visual/Spacial, Verbal/Linguistic, Interpersonal, Intrapersonal, Logical/Mathematical.**
Students will be able to emphasize with what life would be like in the U.S. during the post-war era. Students will use Microsoft Word in order to design and create a brochure advertising a post-war era U.S. city, event, etc. Students will be working in partners and will design and create a brochure on Microsoft Word. This brochure will be an advertisement for something specific to the post-war era in the United States. If students create a brochure that has something to do with Maine in the post-war era they will receive five extra points on this project. These brochure's should be aimed at attracting tourists to visit their destination, tourist attraction etc., persuading consumers to come to their business, attraction, etc. or anything else the groups come up with. <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Students will be working in teams so peer feedback will be available. The teacher will be available for oral feedback as well.

**Explore, Experience, Revise, Refine, Tailors: Visual/Spacial, Muscial/Rhythmic, Naturalist, Verbal/Linguistic, Interpersonal, Intrapersonal.**
====<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Students will be able to self-assess their final products depending on the teacher's feedback or feedback from their peers on day 2. Depending on what the students' peers say, the students will be able to reflect on what they need to work on in order to have a project that meets all of the requirements. The teacher will be available for oral feedback during the lesson. This will allow students to make any corrections that they need to make and clear up any confusion. The homework for this lesson will consist of finishing the brochures if they were not finished in class, although students will have plenty of time to work on them in class. This project connects to the lesson because it is bringing students back to the post-war era U.S. and allowing them to research key events, cities, etc., as well as discover new aspects of the post-war era as well. This project connects to the rest of the lesson because it is the finishing point to the post-war unit. ====


 * __ Content Notes __**

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //


 * <span style="font-family: 'Times New Roman',Times,serif;">Nuclear bombs dropped on Japan: **<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;"> After Germany's surrender in Europe in early 1945 the Americans still found themselves at war with Japan. After taking many strategic island in the Pacific, the Americans were now in range to bomb Japan. After devastating mos Japan's cities, the allies dropped an atomic bomb, which was designed during World War II by a combined American, British, and German refugee scientists. The first bomb was dropped on the Japanese city of Hiroshima, killing 90,000-165,000 people. However, despite these horrific losses the Japanese did not surrender. Following Japan's refusal to surrender a second nuclear bomb was dropped on the Japanese city of Nagasaki killing 60,000-80,000 people. Only after the second bombing did the Japanese finally surrender bringing an end to World War II.
 * <span style="font-family: 'Times New Roman',Times,serif;">The Cold War: **<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;"> Often dated from 1947-1991. Weapons, missel, nuclear, and other military races between Russia and the United States. Mainly a struggle between Capitalism/Democracy of the West and Dictatorship/Communism of the East. Began shortly after the end of World War II. Many wars fought during this time, (Korean War, Vietnam War, the war in Afghanistan), that one side would support whoever was against the other side. An example of this was the Russians arming and supplying the North Vietnamese Army in order to keep fighting the Americans during the Vietnam War. M.A.D. (Mutually Assured Destruction) meant that if one nation used nuclear weapons on the other, then the other side would use nuclear weapons on them. The end result would be complete destruction of both sides. The Cold War ended with the fall of communism in Russia during the early 1990's.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Capitalism: **<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;"> The Free Market approach to an economy. Private sector businesses are promoted and government intervention, regulations, and control is frowned upon. Those who study hard, earn a good education, and take financial risks that turn out to be successful, will rise to the top of society as their reward. This style of economy was the signature approach of the Western countries.
 * <span style="font-family: 'Times New Roman',Times,serif;">Communism: **<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;"> The approach to an economy with the government in control of businesses, workers, and the economy in general. Everyone is paid, supplied, and trained equally. Those who work, work for the state and provide for all of those living within the state. This style of economy was the signature approach of the Eastern countries.
 * <span style="font-family: 'Times New Roman',Times,serif;">Democracy: **<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;"> A style of government where all citizens are equal and possess an equal say in who is in charge, what happens in the country, and what their money goes to. Democracies may either be representative democracies where citizens vote for people to represent them in Congress, (like the U.S. has), or direct democracies where every decision is voted on by the people.

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**

// - // Venn Diagram graphic organizers - List of terms and vocabulary - List of final product topic options


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**

teacher, but are chosen by the students. Students also have the option to choose a topic from the list that may not actually be on the list as long as there is a good justification for it, which allows for ownership of the students' work. During Day 2 of this lesson students will be able to use their peers for support with discussions. This will help students who prefer learning and adapting with discussions.
 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**
 * //__ Learning Styles __//**
 * // Clipboard: //**<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">The lesson is set up in steps, allowing for students to plan out what they want to accomplish each day. The teacher will keep the students informed on what the class will consist of, how much time they will have to work on their brochures in class, and keep them informed on their time limit during the presentation portion of the lesson. The use of the the Venn Diagram graphic organizers will help these students stay organized throughout the lesson and can be easily referenced at any time.
 * // Microscope: //** The final product allows for students to really explore and go in depth on their topic. These topics are from a list provided by the
 * // Puppy: //**<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">The teacher will work alongside the students during the preparation portion of the lesson to help the students prepare for making their comics. By doing this the teacher will make sure that the students feel comfortable, confident, and accomplished before they present it in front of the class.
 * // Beach Ball: //** The students have the option to not only choose their own topics from a list provided by the teacher, but also choose a topic of their own that's not on the list. These students who wish to make their comic on a topic that's not on the list will have to justify their choice, but if they can do that then they will have much more personal freedom with their final product.
 * // Rationale: //**<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">During this lesson the students will have plenty of opportunities to use their specific learning styles to their advantage. The actual lesson will consist of many opportunities for students who associate more with clipboard and puppy, while the final product will best associate with microscope and beach ball students. This will allow all students to have a fair and equal chance to succeed.


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**

Students will be working in partners and will design and create a brochure on Microsoft Word. This brochure will be an advertisement for something specific to the post-war era in the United States. If students create a brochure that has something to do with Maine in the post-war era they will receive five extra points on this project. These brochure's should be aimed at attracting tourists to visit their destination, tourist attraction etc., persuading consumers to come to their business, attraction, etc. or anything else the groups come up with.
 * // Formative: //** For the formative assessment of this lesson the s tudents will use the "Every Pupil Response" method, which involves students as a class to answer pre-assessment questions regarding the lesson in general in order to be checked for understanding. This method can also be used as a debriefing strategy for after lessons to make sure students have understood the key and major concepts.
 * // Summative: //** Students will use Microsoft Word in order to design and create a brochure advertising a post-war era U.S. city, event, etc.


 * // Rationale: //** In this lesson there will be a formative and summative assessment. The formative assessment will not only help the teacher figure out what the students already know about the subject, but will also help the students expand their knowledge on the subject before the lesson really even gets into much detail. The summative assessment will take what the students have been learning, combine it with what their peers have been learning with peer support, and demonstrate their learning through a project.


 * // Rationale: //**
 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**
 * // Content Knowledge: //** (See content notes)


 * // MLR or CCSS: //**//<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 15px;">Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. //


 * // Facet: //** Empathy


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // MI Strategies: //**


 * Verbal/Linguistic: ** These M.I.s will be able to describe in detail the places, businesses, etc. that they are trying to persuade or attract people to in detailed words.
 * Visual/Spacial: ** These M.I.s will be able to use pictures in order to attract or persuade people to their places, businesses, etc. in their brochures.
 * Musical/Rhythmic: ** These M.I.s could possibly be advertising something to do with music either a musical event, musician, etc.
 * Intrapersonal: ** There will be the option to work alone.
 * Interpersonal: ** There will be the option to work in partners.
 * Naturalist: ** These M.I. could possibly be advertising something to do with nature either a environmentalist rally, a national park, etc.


 * // Type II Technology: //** Microsoft Word


 * // Rationale: //** Microsoft Word will be used as a Type II technology because students will be able to add clip art, google images, etc. into their brochures as opposed to having to draw or cut and past their artwork. The use of a spell check capability within Microsoft Word will also be of assistance to the students. Many of the features of Microsoft Word will only be available to students while working in Microsoft Word.

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:**// The final product for this lesson allows for students to think on their own and think creatively. They have the option to choose their own topics that they want their final products to be on. This promotes and supports student creativeness and innovative thinking. Many of the same problems faced in the U.S. during the post-war era still affect the lives and the world we live in today. So learning about these changes and their aftermath is a very important step in the process of how to solve them. Students will be demonstrating these by using digital tools and resources, such as Microsoft Word for their final product. This lesson may also clarify students' misconceptions about the world we live in today. The class discussions and collaborative peer supports will assist students greatly in student reflection.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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 * //Rationale://** The material covered in this lesson is all relevant to the entire unit, which is relevant to the world we live in today. Through the use of Microsoft Word as the final product for this lesson, the students will demonstrate these learning experiences. The students will be learning and demonstrating their learning through the use of digital tools throughout the lesson. All of the Multiple Intelligence learning styles have been taken into account during the creation of this lesson. As well as the instruction of the lesson, the formative and summative assessments have also been created with MI learning styles in mind as well. ||  ||   ||
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