L1+Hunter,+Allison

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

Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1 History Knowledge, Concepts, Themes, and Patterns Grade Span: 9-Diploma "Revolutionary Era" //Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals, and institutions in the world.// Students are going to participate in the Decisions, Decisions activity where they decide which events truly lead to the outbreak of the war and the different events that continued during the war. That way they can discuss why they believe that event lead to the eventual outbreak and defend their decision. They then will also discuss the events during the war and how the different battles and the help of the French allowed America to win. Students are going to submit their newspaper at the beginning of the lesson as a proposal for the newspaper. The teacher is going to assume the role of a editor for feedback on content and connections, by using a checklist of the different requirements of the newspaper. The teacher will then write back to the writer explaining the ways they can improve their newspaper or if they missed a requirement in order for their section to be ready to be published. Newspaper Club is a type II technology that is being used in this lesson. It is integrated into the lesson by learning to organize articles and design the layout of the newspaper. We will create this newspaper after we learn about the different events that happened during the Revolutionary War. Newspapers will show the roots of the division and how it continued throughout the era until the war was finally over. A [|timeline graphic organizer] will be used to show order of events and descriptions of what happened then a jigsaw is going to be used to connect the cause and effect of the events with the outcome of the war. Another jigsaw organizer is going to be used to connect the American Revolution and show the cause and effect of the different events that occurred during the Revolution. Students will be working individually on the newspaper. They will work in groups to discuss which events they are going to be writing about. Students will then figure out the order of the newspaper to assign page numbers for each student in order to make a table of contents. At the end of the project they will come together to make a full newspaper to be passed in.Their role in the group will be to figure out the order of the newspaper so each has a page number assigned in order to make a table of contents for the teacher. At the end of the lesson, their role will be to collaborate all the different sections in order to make a full newspaper to be passed in to the teacher.
 * __ Teacher’s Name __**** : ** Ms. Hunter **__Lesson #:__** 1 **__Facet:__** Apply
 * __ Grade Level __**** : ** 9-Diploma **__Numbers of Days:__** 2-3 Days
 * __ Topic: __** Revolutionary Era
 * __ PART I: __**
 * __ Objectives __**
 * Students will understand that there was a division between America and England forming until the eventual war broke out.
 * Students will know sequence of events that caused the war and events such as Boston Massacre and Acts and the people involved and know how these events lead to the break out of the American Revolution.
 * Students will be able to decide which events were most influential in the American Revolution.
 * Product: An online newspaper.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** This will meet the standard by discussing the major theme of division that occurred during the Revolutionary War and analyzing the roots of the division and how they continued into the war.
 * __ Assessments __**
 * __ Pre-Assessment: __** A KWL will be used for pre-assessment, KWL stands for knowledge, wonder, and learn. At the beginning of the lesson they will fill out the knowledge section to explain what they already know about the Revolutionary Era this will include the American Revolution and the French Revolution. They will then fill out the wonder section in order to fill out what they want to know about the Revolutionary Era. This will help me because I want to include information that the students are interested in. By the end of the unit students will fill out the learn section to show what they learned after the unit. I will give them feedback based on this KWL about how I think they did during the unit and write my reaction about the information students learned.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**
 * Online Newspaper** (100 points): A newspaper is going to be built based on the events that the students are assigned by the teacher. The newspaper will include what happened during the event including the date and pictures. Students will include interviews with different people from different social classes. This will show how the different social statuses felt about certain events. These don't have to be real interviews they can be made up but it has to be in historical context in order to count. The students will then form a horoscope at the end of the article to predict how this event will effect the war or the outcome of the war if your event is after the war broke out.
 * __ Integration __**
 * Technology: **
 * English**: Students will be writing articles in order to explain about events that happened during the era.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **
 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * **Verbal**- Students will use verbal intelligence by writing an article using specific vocabulary and researching facts about the events in order to write a full article explaining what happened, what was the cause and effect of this event, and does it connect to the central themes of the Revolutionary Era.
 * **Logic**- Students will use logical intelligence by finding a pattern with the sequence of events and seeing if there is a correlation between the wars and events. Students who enjoy the math part of logic may research the ratio of British soldiers to American soldiers and what that means and explain how America still won.
 * **Visual**- Students will use visual intelligence by using a design program in order to make the newspaper article this will include pictures to talk about the different events.
 * **Bodily Kinesthetic**- Students will use the kinesthetic intelligence by possibly incorporating a movie in their newspaper since we are designing the newspaper online. This allows students who enjoy moving around and acting to show their knowledge about events. Instead of writing a whole article about the event students have the option of making a movie to reenact what happened during the event. After, they will have to write about feelings about the events with different social classes. They may also conduct the interview in a movie if they wish.
 * **Music**- Students can write about the music of the time period and what the specific lyrics mean. They can also discuss how the armies all had a drum line which kept the soldier in step using rhythm.
 * **Intrapersonal**- Students will be working alone to make their section of the newspaper that way they can do their own research and design for their section.
 * **Interpersonal**- After completing their sections students will work together to make the newspaper for the two Revolutions by putting them in sequence of events. The end product will be a newspaper for each of the Revolutions in order of events.
 * **Nature**- Students who are interested in nature may look at what the conditions were like during the events, as well as how farming was effected during the time period.
 * __ 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. //

Students who miss one day of class will come see the teacher the next day in order to get the homework and the notes from the folder of their assigned folder. They will be expected to be prepared by the next class with the homework and notes. If the students misses the next day the student will go to the class wiki at home where they will do the assignment and e-mail the teacher if they have any questions. The teacher will also be available after school for a one on one lesson to help the student with the lesson and begin the project. If the students miss the entire lesson then the teacher will make a different lesson for the student to learn the material such as reading an article, or watching a movie. These will be on the class wiki for the students to access at home. The student will then write a reaction to the assignment discussing what they consider the root of the war and the event they thought were most interesting and why.The teacher will be available after school upon the students return in order to help the students with any further knowledge. Students will be required to have a reasoning for missing class or they will be receiving partial credit for unexcused absents if the work is not done. [|Newspaper Club] is a type II technology that is being used in this lesson. It is integrated into the lesson by learning to organize articles and design the layout of the newspaper. We will create this newspaper after we learn about the different events that occurred during the American Revolution. Newspapers will show the roots of the division and how it continued throughout the era. Students who are gifted have a couple options for this assignment. One of the options is to research on the financial issues during the time period and they will create a table explaining how they effected different products. The table will show how the prices changed for the different items that were taxed in America. Another option would be to make a Prezi newspaper so that they can move around the newspaper during the presentation so it is interactive this could include time lines or actual movies. // Laptops // // Charger // // Software Downloaded (worksheets for how to download and use software) // //Handouts (Graphic Organizer, Jigsaws)// //Notes// //Checklist For Project// //Pictures Saved on Laptops// //Outlines// //The "ok" from the teacher to continue// //Table of Contents made by Groups// [|http://www.ushistory.org/declaration/revwartimeline.htm- Information] []- Graphic Organizer [|daretodifferentiate.wikispaces.com/file/view/**strategies**.pdf] - Checking for Understandings [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities]- Cooperative Learning []- Newspaper Software [] - Newspaper Software Tutorial [|http://www.flickr.com/creativecommons/- pictures] I will arrange my room in groups in order to have group discussions. These groups will be rectangles facing the teacher so they can face the teacher and the teacher knows if they are behaving. These groups can be used for projects and discussions. //Day One: 80 minutes// //Day Two: 80 minutes// //Day Three: 80 minutes// Students will understand that there was a division between America and England forming until the eventual war broke out. Students will use a KWL worksheet for their Pre-Assessment. KWL stands for knowledge, wonder and learn. The students will fill out the first section with what they know about the Revolutionary War that way it is a basis for me to know where they are at as far as learning the material. If a majority of the students know most of the events we can focus on the events they do not know so well and then go into analyzing the events more. Next, the student will fill in the wonder section of the KWL where they fill in what they want to know about the Revolutionary War. This will help me find more information that will interests students. Students will then learn about the [|events] leading up to the war such as the different taxes that were imposed on the Americans and the riots such as the Tea Party and the Boston Massacre. It is important for the students to learn about the Revolutionary War because if the war did not occur then we would not have the freedoms we have now. We have freedom and rights because of the outcome of the Revolutionary War. By studying we are paying our respect to the people who allowed us to have freedom; something we take for granted for today. Students will begin by learning the events that took place before the Revolutionary War. While they learn the material they will be filling out their [|time line]with the order of events. That way they will know the sequence of events and the different descriptions that go with them. The [|Maine Learning Results] require that //students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals, and institutions in the world.// This lesson will meet the standard because the students will be understanding the Revolutionary War as part of the major era. This lesson is the opening for analysis on themes for the Revolutionary Era which ties in to the influence the events had on society as a whole. Students will know the about what is required for meeting the standard on the first day when they are filling out the time line. The standard is going to be on the corner of the time line worksheet and the rubric of the project so the students know what their goal is for learning this lesson. After the first day the students will talk about the events that occurred after the war broke out, such as Bunker Hill, when France joined, and the ending of the war. All of this information will be used in the final product. Students will know [|sequence of events] for the Revolutionary War which include the events before the war broke out (taxes, "Common Sense") and after it broke out (Valley Forge, Paul Revere). See Content notes for full information about the events. They will learn these events through class discussion about them which is prompted by the teacher. The teacher will focus on all the areas of the war such as the battles where they had a marching drummer to lead the armies into battle. The teacher will also include the home life during the war and how villages had to cater to soldiers rampaging through towns to get away from the harsh winters because they had no stockings. Students will also be expected to know how people felt during the time period. While these events are being discussed students will be filling out their graphic organizer, these are time lines for which they can order the dates for better understanding and add notes about the event. These notes will come handy when doing their final project. The students will then use the jigsaw activity, this allows them to have a better understanding of how events fit together. This activity will be done after the first day when the students have learned about the events leading up to the war. The students are going to have a picture of a [|jigsaw puzzle]showing the lines that divide up the different pieces. In each piece they are going to put an event in and then connect all the events and pieces whether it is in order or cause and effect. This will help students understand the content. After the students learn about the events after the war began on the second day, the students will participate in the activity called [|Decision, Decisions]. In this activity, they will decide which events had the biggest effect during the war, which events lead to the outbreak of the war, and which events lead to the split between England and America. This activity will help them analyze the events critically deciding which ones had the greater influence over the others. The Decisions, Decisions activity will be for checking understanding of the content. If students are confused about events or do not know about certain events it is up to the teacher to go back and review as necessary. At the end of the second day the students will receive the rubric for the final project. For the final project students will be making newspaper articles explaining a event. They will use the software[| Newspaper Club] in order to make these newspapers online. Students will [|learn] about the software in order to build these newspapers. They will then submit them on the class wiki as well as print them to form a class newspaper with all of the events put together in order of sequence. Students will work together to collaborate all of the articles in order to make a full newspaper as well as a table of contents. These articles must include pictures of the events or cartoons if the students wish. Students must conduct interviews with people from different social classes on what they thought about the event. This will tie in to the idea of mixed feelings during the Revolutionary Era. The interviews may be created using video to "interview" other students who could portray the role of a social class member. Since these newspapers are online it is possible to upload videos into the article if one does not want to write out a formal interview. At the end of the article students will be making a horoscope about how their event effected either the war or the outcome of the war. This is connected to the analysis of influences during the Decisions, Decisions activity. For timely feedback the student will be submitting a outline to the teacher. The teacher will then take on the role of a editor and use the checklist rubric to make sure all of the parts of the project are there and the student has the correct facts. Once the student is approved they will begin making their section. Students will be taking notes with their time line graphic organizer which will help them with sequence of events. This is a organized graphic organizer that will help the students with the content because it will include dates and descriptions. Students may use this as a starting point for their project in research. The time line relates to the objective of the students expected knowledge which is that students will be expected to know sequence of events and that caused the war such as the Boston Massacre and the Tea Act and the people involved, they will then analyze how these events lead to the split between England and America.The jigsaw activity that the students will participate in will help them make connections in order to analyze how the outbreak occurred. The jigsaw activity is perfect for analysis because students can see how the pieces fit together. Students may have the pieces in chronological order and analyze the path that began and the root of the division as well as seeing the change over time. Or students can use a cause and effect method where the match up different events as the cause and later the effect. Both methods will help with analysis. The teacher will then assign a date of a even by drawing names out of the hat for different people. This method is random so students have a chance to learn about all the different events. The teacher will then hand out the rubric checklist. The teacher will go over it stating the expectations of the students for this project. Students will have the opportunity to ask questions if they need to. The expectations for the students are that they research about their event to gain more information about it and then also find [|pictures] that are available for student use. The students will then conduct "interviews" with different people from different social classes in order to show how the different classes felt about their event. The different classes could be a American farmer and a American merchant; or soldiers from both armies. This will show another type of division known as division in social class which is common in the Revolutionary Era. Students will then make horoscopes for their event saying how it could possibly effect the outbreak of the war or how it effected the war if it was after the start of the war. This shows the high order thinking on analysis from the jigsaw activity the students had to do. The students will be analyzing cause and effect for their event and looking at their event in relation to the whole war. The students are going to be working on their own for the event because it allows them to practice on research and also analysis. When everyone is done with the newspaper they are going to work as a whole team to organize the newspaper. The teacher will watch from the sideline as the students figure out the order of the newspaper in order to assign page numbers and also making the table of contents. Each student will be responsible for placing their own event in the newspaper. The teacher will know if the students are contributing based off of observation. At the end of the lesson the teacher is going to have the students fill out the last section of the KWL, which is writing about what they learned. This section is going to be well thought out because the teacher is going to be looking for if the students learned the content and it gives the teacher evidence of learning. Students are expected to write at least a page about what they learned so they may write about different events and how they are connected or they may write about the idea of having freedom after the war. Students will have the opportunity to decide which events are the most influential by participating in the Decisions, Decisions activity. They must analyze which event they think is most influential and have evidence why. This will help students get to thinking about each event and its influence which will help them write their newspaper article, interviews and horoscopes. Students will have the opportunity to revise their article when they submit a outline for the article. The teacher is going to assume the role of a editor and read the students proposal for their article. While reading the outline the teacher will have the checklist with them to make sure the students have every part of the article. If the teacher notices any problems then they will point them out to the student. This feedback help students make sure thy are on track. //Equip, Explore, Rethink, Revise, Tailors: Verbal Linguistic (writing artlcles), Visual (finding pictures), Logical (analysis), Intrapersonal (working individually), Interpersonal (working together to order the newspaper)// Students will self-asses filling out what they learned during after the lesson. This will be the last section of the KWL chart in which they write what they learned. If they did not learn anything then they know that they did not try during class. If they learned a lot they know that they paid attention and got a lot out of the lesson. The timely feedback for the student will be the teacher reading what they learned and commenting on it. That way both the student and the teacher will know if the student learned from the lesson. The teacher will focus on positive comments for the learning section of the KWL. The student will also receive feedback from their newspaper with the rubric on how well they explained the event and also about their analysis of the event. This has some relation to the homework. The teacher assigned a article about the French Revolution so that students could begin making connections between the American Revolution and the French Revolution. These connections helped the students make connections with just the American Revolution. This article will help the students later in the unit when discussing the major themes of the Revolutionary Era. The other homework assignment was to submit the outline, this helped the students think about what they were going to write about. It also helped the students stay on track with what they needed to meet the requirements in the checklist. Once they got the approval by the teacher they were able to begin research and find pictures making it easier for the next class when they actually had to put the actual newspaper together. The last homework assignment was to finish the KWL with the last section of what they learned. The student was expected to write about what they learned from this lesson. Both the newspaper and the KWL will show the teacher evidence of learning. Students will know  sequence of events that caused the war and events such as Boston Massacre and Acts and the people involved and know how these events caused the war. They will then discuss how events in the American Revolution lead to the split of England and America during the war. This lesson will include the entire time line of the war. Content Notes: Abstract: England has the thirteen colonies in America. You are going to be the beginning of the American Revolution and up until the war. While you are talking about these events students will be filling out their timeline outline. Here are the notes: // Graphic Organizer (2) // // Jigsaw Activity // // Checklist for Project // // Tutorials for Software // //Worksheet for how to Download Software//
 * Plan for accommodating absent students: **
 * __ Extensions __**
 * Type II technology: **
 * Gifted Students: **
 * __ Materials, Resources and Technology __**
 * __ 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) //
 * Section One:**
 * Students will begin by filling out the KWL with the knowledge that they know about the Revolutionary Era and the different events that make up the French Revolution. They will then fill out what the wonder section for what they would like to learn about during the lesson. (15 minutes)
 * Teacher will explain why it is important to learn about the Revolutionary War because of the changes it made for our country. (5 minutes)
 * Teacher will present hook to the students by reading the untold story about the Revolutionary Era. (10 minutes)
 * Teacher will discuss about the events leading up to the Revolutionary War and then the outbreak of the war The teacher will explain how these events lead to the idea of war and the eventual split between England and America. During this time students will be filling out the time line chart. (30 minutes)
 * Students will use the jigsaw activity in order to make see how events connect and how they effect one another. There will be a quick discussion after so students can discuss about what they learned and the connections they made. (10 minutes)
 * Teacher will discuss the events after the war for the rest of the class.
 * Homework: Article about the events leading up the French Revolutions and students will take the information from class and what they read in order to write a reflection comparing the two wars.
 * Teacher will finish discussing the different battles during the Revolutionary War. Students will be continuing their graphic organizer. (30 minutes)
 * Students will participate in the Decisions, Decisions activity in order to decide which events lead to the Revolutionary War. (10 minutes)
 * Students will then go online to open the program of Newspaper Club the teacher will give a tutorial about how to use the software and how to make a newspaper. (20 minutes)
 * Students will then be assigned their event to research about they will do this by randomly drawing the events from a hat. (5 minutes)
 * The teacher will then pass out the checklist rubric for the newspaper. After everyone has got their rubric the teacher will go over the directions and expectations, after students will be allowed to answer questions they have. (15 minutes)
 * Homework: Students will finish their outlines and submit them to the class wiki by 8 pm. They can also begin working on their newspaper because they will be finishing it by during the next class. It is recommended that students get their notes, pictures and sources together before class so students can put the final product together during class.
 * Students will receive feedback from the teacher about their outlines and any changes the teacher thinks is important. Students may as questions if they are confused. (10 minutes)
 * Students will then continue working on their newspapers and finish them during class. The teacher will be going around the room if assistance is needed and to make sure everyone is on track. (60 minutes)
 * Students will get together in a large group and put the events in order to make a full newspaper about the American Revolution (10 minutes)
 * Where, Why, Hook Tailors**: //Intrapersonal (KWL), Verbal Linguistic (KWL, Notes, Untold Story), Visual (Graphic Organizer)//
 * Section Two:**
 * Equip, Explore, Rethink, Revise, Tailors:** //Verbal/ Linguistic (Writing Articles), Visual (Designing a Newspaper, Drawing a Cartoon), Music (Drumming into battles), Nature (Conditions During the War), Logic (Using analysis to decide which event is most influential), Intrapersonal (Making the newpaper), Interpersonal (working together to make the full newspaper in order of dates and to create a table of contents), Bodily/Kinesthetic (making a movie)//
 * Section Three**:
 * Section Four**
 * Evaluate, Tailors**: I//nterpersonal (feedback), intrapersonal (working individually), verbal/linguistic (writing), visual (newspaper design).//
 * __ Content Notes __**
 * Notes for the substitute teacher 2-3 pages **
 * After the French and Indian War there was the Proclamation of 1763 this stated that there was a boundary between the Americans and the Natives. This angered many Americans because they wanted to travel west but they couldn’t because of this law.
 * 1764- The Sugar Act was passed which was to raise revenues for England. This effected the colonists because it was after war and they did not have enough money to pay for this tax.
 * 1765- The Stamp Act was passed this tax all printed materials in America. This angered many Americans because they thought it was a violation acts.
 * 1765- Quartering Act- Americans were to provide houses, food and materials for British troops.
 * 1767- Townsend Acts- used to raise revenue in the colonies this was used mainly to punish New York during the Quartering Act where they refused to participate.
 * 1770 Boston Massacre- British troops were stationed in Boston since the Quartering Act was passed. A group of Americans began harassing the soldiers the soldiers then shot into the crowd. Five civilians were killed during this stir.
 * 1773 (May)- Tea Act is passed taxing the tea.
 * 1773 (December) Boston Tea Party- Colonists dressed as natives stormed onto one of the boast and dumped all of the tea into the harbor.
 * 1774 British Passes the Intolerable Acts, these were multiple acts that were passed at a time. The intolerable acts state that Boston Harbor would be closed until the East India Company was completely repaid for the lost tea. They also passed the Massachusetts Government Act which states that the Boston state was controlled by government that was appointed by the King. The Administration of Justice Act stated that accused royals officials to another colony or even to Great Britain if he believed the official could not get a fair trial in Massachusetts they could send them to another state. A revision of the Quartering Act was made.
 * 1774 The First Continental Congress meets twelve states send their delegates. This was to discuss a boycott against British goods.
 * 1775 Battles of Lexington and Concord was the first military battle of the Revolutionary War.
 * 1775 Battle of Bunker Hill- major battle between America and British where Britain wins.
 * 1775 Second Continental Congress Meets- began thinking of war and developing the United States Declaration of Independence.
 * 1775 Olive Branch Petition- America attempts to write to the King in order to avoid full war, however the king refused. This was mainly made by people who didn’t want to be a part of the war.
 * 1776 New Hampshire ratifies the first state constitution
 * 1776 Thomas Paine publishes Common Sense the book that sold million of copies of why we should go to war against America.
 * 1776 The second continental enacts a resolution declaring independence from the British Empire and then approves the written Declaration of Independence.
 * 1776 Discuss battles during this month. (See print out)
 * 1777 Valley Forge – Continental Army in Valley Forge
 * 1778 Treaty of Alliance with France- America and France agree to be allies.
 * 1781- Articles of Confederation are modified.
 * 1782 The British Government officially recognizes American independence.
 * 1783- Treaty of Paris is signed marking the end of the Revolutionary War.
 * __ Handouts __**
 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**


 * //__ Learning Styles __//**


 * // Clipboard: //**


 * // Microscope: //**


 * // Puppy: //**


 * // Beach Ball: //**


 * // Rationale: //**


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: //**


 * // MLR or CCSS: //**


 * // Facet: //**


 * // Rationale: //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**


 * // Type II Technology: //**


 * // Rationale: //**


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * // Formative: //**


 * // Summative: //**

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