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To: "An H-Net List for Teaching Social Studies in Secondary Schools" <H-HIGH-S@h-net.msu.edu> Sent: Wednesday, January 25, 2012 10:26:10 AM Subject: Re: FW: Flipping the US History class well, we have a gov't program that gives poor kids 30 hours a year of free tutoring. She signed up for it. She has a 93 average... because the school is BS and they inflate her grades. Meanwhile her sat scores are around 330 for math and verbal and like 420 for writing. As i see it, the school sold magic beans, without the magic. She has no critical thinking/reading skills, she can't do 6th grade word problems. She knows that 500X10 is 5000 but ask her, how much money I get for selling 10 cars at 500 bucks each and you get a blank face. Her school administrators should be hung. Albert E. Champ Learning 2012/1/25 Michael Hutchison <mhutch@nwcable.net> > From: Nancy Slator <nslator@juno.com> > Date: Tue, 24 Jan 2012 21:32:11 -0500 > To: An H-Net List for Teaching Social Studies in Secondary Schools > <H-HIGH-S@H-NET.MSU.EDU> > Subject: Re: Fwd: Flipping the US History class > > T > Are there a lot of kids who would need both remedial math and SAT tutoring? > > In my state, if you get a mediocre state test grade you're required to > take *more* math. Because we're a small school without a lot of > options, we have kids placed in classes they never would have taken if > the placements were based on ability. Not great this way either. > > -- Nancy Slator, nslator@juno.com > > On 1/24/2012 12:47 PM, mhutch@NWCABLE.NET wrote: > > From: "Albert Eydelman"<einstini15@gmail.com> > > To: "An H-Net List for Teaching Social Studies in Secondary > Schools"<H-HIGH-S@h-net.msu.edu> > > Sent: Tuesday, January 24, 2012 12:40:33 PM > > Subject: Re: Flipping the US History class > > > > > > I tutor poor students. Their schools stop giving them math classes after > > 9th grade because they don't want to have students with lower averages. > So > > > > instead of creating a class that teaches remedial math, they stop giving > > them math classes. 2 years later i come to tutor them for SAT and they > have > > no math skills because they forgot it. Tell me that is not illegal? And > if > > > > it is legal, it shouldn't be. > > > > Albert E. > > Champ Learning > > > > On Tue, Jan 24, 2012 at 12:32 PM,<mhutch@nwcable.net> wrote: > > > >> From: "Cynthia Tun"<tunc@mahopac.k12.ny.us> > >> To: "An H-Net List for Teaching Social Studies in Secondary Schools"< > >> H-HIGH-S@H-NET.MSU.EDU> > >> Sent: Tuesday, January 24, 2012 11:16:34 AM > >> Subject: RE: Flipping the US History class > >> > >> > >> It is no surprise to me that Bloomberg would back the scenario that you > >> are describing. Certainly the lack of comprehension and attitude on the > >> part of the educrats exposes their lack of experience. They do not > >> understand the type of direction and focusing required by students. I > find > >> that seniors in HS require the same, if not more, refocusing as > freshmen. > >> > >> As we watch our declining nation sink into the sunset; as teachers it is > >> frustrating to know that the future does not hold improving situations > for > >> children. Rather it holds impersonal, profit making learning that only > >> helps corporations. > >> Ooops. Am I sounding cynical? Sorry. > >> Cynthia > >> > >> -----Original Message----- > >> From: An H-Net List for Teaching Social Studies in Secondary Schools > >> [mailto:H-HIGH-S@H-NET.MSU.EDU] On Behalf Of Michael Hutchison > >> Sent: Monday, January 23, 2012 7:15 PM > >> To: H-HIGH-S@H-NET.MSU.EDU > >> Subject: FW: Flipping the US History class > >> > >> From: Sasha Harris<harrissasha@hotmail.com> > >> Date: Mon, 23 Jan 2012 22:49:50 +0000 > >> To: Michael Hutchison<mhutch@NWCABLE.NET> > >> Subject: Re: Flipping the US History class > >> > >> Fascinating discussion! > >> > >> Regarding Cynthia, here in New York City the DOE has implemented a > strategy > >> known as "School of One." > >> > >> http://schoolofone.org/schools.html > >> > >> So far the concept allows for a greater number of students with fewer > >> teachers. Teachers act as advisers who circulate workspaces helping the > >> students (mostly Middle School aged) proceed through lessons, > activities, > >> projects, and assessments at an unprescribed pace using computers and > >> technology. The software is supposed to help pinpoint the individual > needs > >> of students. So far the test scores have been mixed but the idea has the > >> backing of Gates and other major players in the education field. > >> > >> The program has yet to expand to the other subjects besides Math. As > long > >> as > >> a computer is assessing learning, I haven't heard or seen yet how this > idea > >> can be scaled up to the more literacy and content-rich classes. > >> > >> True believers (Mayor Bloomberg, Arne Duncan) think this idea is the > future > >> of public schooling. As a social studies teacher the idea of expanding > the > >> size of a classroom rather than shrinking it terrifies me. But if > students > >> are learning and teachers hand off their lesson planning/assessing > duties > >> to > >> the machines while freeing up time to act in an advisory capacity to > >> students, is that such a bad thing? > >> > >> Thought? > >> > >> Sasha Harris > >> Social Studies > >> IS 234 Cunningham > >> Brooklyn, NY > >> Sent via BlackBerry from T-Mobile > >> > >> -----Original Message----- > >> From: Michael Hutchison<mhutch@NWCABLE.NET> > >> Date: Mon, 23 Jan 2012 22:20:05 > >> To:<H-HIGH-S@H-NET.MSU.EDU> > >> Subject: FW: Flipping the US History class > >> > >> From: "Tun, Cynthia"<tunc@mahopac.k12.ny.us> > >> Date: Mon, 23 Jan 2012 08:55:21 -0500 > >> To: An H-Net List for Teaching Social Studies in Secondary Schools > >> <H-HIGH-S@H-NET.MSU.EDU> > >> Subject: RE: Flipping the US History class > >> > >> > >> I too love the idea of the flipped classroom.? I am seriously > considering > >> giving it a try.? However, as teachers we must remember our union > >> contracts. > >> We are facing an economy which will limit the number of teachers in > each > >> district.? There is strong discussion about online classrooms.? I am > >> concerned about my union contract, and how I may sabotage the > situation > >> for > >> my colleagues.? Has anyone had any feedback on this issue? > >> Thanks, > >> Cynthia Tun, MAT > >> Mahopac High School > >> Mahopac, NY > >> > >> -----Original Message----- > >> From: An H-Net List for Teaching Social Studies in Secondary Schools > >> [mailto:H-HIGH-S@H-NET.MSU.EDU] On Behalf Of Michael Hutchison > >> Sent: Monday, January 23, 2012 5:23 AM > >> To: H-HIGH-S@H-NET.MSU.EDU > >> Subject: FW: Flipping the US History class > >> > >> From: Albert Eydelman<einstini15@gmail.com> > >> Date: Sun, 22 Jan 2012 21:58:35 -0500 > >> To: An H-Net List for Teaching Social Studies in Secondary Schools > >> <H-HIGH-S@H-NET.MSU.EDU> > >> Subject: Re: FW: Flipping the US History class > >> > >> > >> As much as I love the idea of a flipped classroom, I see major > problems > >> with incorporating it into my classroom. Flipped classroom reminds me > of > >> my > >> graduate school. You would read what is required and we would come > into > >> the > >> class and have a discussion and analysis with the help of the > professor. > >> Its great, if you can get the student to do the reading. If he > doesn't the > >> class turns into the teacher trying to pull things out of the student, > >> something the student doesn't have. > >> How would you motivate the student to start doing homework, homework > he > >> has > >> never done. I teach in a urban school, and while some major > percentage of > >> the kids do their homework, I would say 40% will miss at least 1 in a > >> week. > >> What are they supposed to do during classroom time? try to do the > >> questions > >> but not having listened to the lecture? do you try to show them the > >> lecture > >> and then start the questions after that? > >> > >> On Sun, Jan 22, 2012 at 6:22 PM, Michael Hutchison > >> <mhutch@nwcable.net>wrote: > >> > >> > From: Paul Schulte<dagda2@cox.net> > >> > Date: Sun, 22 Jan 2012 15:30:36 -0700 > >> > To: An H-Net List for Teaching Social Studies in Secondary Schools > >> > <H-HIGH-S@H-NET.MSU.EDU> > >> > Subject: RE: Flipping the US History class > >> > > >> > Re Clay Burell's lesson on China. > >> > > >> > Mr. Burell, as a former fact-checker for a major educational > publisher > >> and > >> > having read your handout on the lesson several times, I have > several > >> > concerns: > >> > > >> > 1.? There are several historical inaccuracies in the materials. > >> > 2. You have grammar and spelling errors in the document. > >> > 3. The questions appear to show a bias to a particular answer. > >> > 4. The preface to some of the questions leaves out significant > >> historical > >> > information that would change the student's answer to the > questions. > >> > 5. This is secondary or tertiary material with a couple of > instances of > >> > original (translated) material. I am not sure that it qualifies as > >> Document > >> > Based for Confucianism, since ancestor worship is more tolerated by > >> > Confucianism than required. > >> > > >> > > >> > Paul Schulte > >> > Arizona Educational Consultants > >> > Gilbert, AZ > >> > > >> > > >> > > >> > -----Original Message----- > >> > From: An H-Net List for Teaching Social Studies in Secondary > Schools > >> > [mailto:H-HIGH-S@H-NET.MSU.EDU] On Behalf Of Michael Hutchison > >> > Sent: Sunday, January 22, 2012 10:59 AM > >> > To: H-HIGH-S@H-NET.MSU.EDU > >> > Subject: FW: Flipping the US History class > >> > > >> > From: Clay Burell<clayburell@gmail.com> > >> > Date: Mon, 23 Jan 2012 00:52:35 +0800 > >> > To: An H-Net List for Teaching Social Studies in Secondary Schools > >> > <H-HIGH-S@H-NET.MSU.EDU> > >> > Subject: Re: FW: Flipping the US History class > >> > > >> > Re: Joe's question below (assuming he was replying to me? If not, > >> > apologies!): > >> > > >> > Hi, can you elaborate on a document based lesson? How much time do > you > >> > spend > >> > > working with a document? Joe Taraborrelli > >> > > > >> > > >> > I'd love to hear others' takes on this question. Me? I'm making my > own > >> > DBQs, > >> > basically, to bring out the essential learnings and understandings > key > >> to > >> > the narrative frame that I'm building around the entire span of > China's > >> > recorded history. It's a semester course, so much selection and > >> rejection > >> > of > >> > textbook content is going on. > >> > > >> > Since the Shang and Zhou dynasties are as seminal to China as the > Hebrew > >> > and > >> > Christian traditions are to the West (Confucian ritual and ideology > >> trace > >> > back to the Shang and Zhou), I'm spending a lot of time on those > two > >> > dynasties in primary source work. > >> > > >> > Long story short, rather than a paragraph from a textbook about the > >> > importance of Ancestor Rites, I lead students through a three-page > essay > >> > from a secondary source about the role of music in Zhou ritual that > >> > (deliciously) includes two extended texts--one from the Zhou > *Classic of > >> > Odes *(*Shi Jing*), another from a bronze bell inscription--that > >> actually > >> > narrate the ritual performance from start to finish. > >> > > >> > Since Confucian ethics revolve around ritual and music, not > religion or > >> > rules, I spent about a half hour on these three pages in class. > >> Procedure > >> > (and I myself wince at this too, but feel it's justified since > it's so > >> > crucial to understanding the next 3,000 years of China's history): > >> > > >> >?? 1. I read aloud once, slowly, instructing students to annotate > >> anything > >> >?? that strikes them (their choice), but *also* to double-underline > any > >> >?? word or phrase that I pause to read twice. (Why? There are key > >> > repetitions > >> >?? and motifs that sleepy or inattentive students can gloss over and > >> miss. > >> > My > >> >?? reading these key passages twice, I hope, forces the discussion > >> afterward > >> >?? to address these key elements.) > >> >?? 2. I occasionally pause with comprehension-checking questions > ("Who is > >> >?? the 'impersonator'?" "Who is the 'revered guest'?" "Remember who > King > >> Wen > >> >?? and Wu are?") along the way to keep everybody from getting lost. > >> >?? 3. Once I finish reading aloud, students get the essential > questions > >> >?? (E.g., "These rites, and the values in them, will be central to > China > >> for > >> >?? the next 3,000 years. When Christian Europe arrives in 400 years > ago, > >> how > >> >?? do you think Christian missionaries will react to the types of > ritual > >> >?? worship we see here? What is 'holy' in China that might be 'sin' > to > >> >?? Europeans?") > >> >?? 4. We open it up and discuss from there. > >> >?? 5. Homework is only to write on a team blog a minimum 14-sentence > post > >> >?? about one of the essential questions of the day. They comment on > each > >> >?? others' posts as a way of peer teaching. > >> > > >> > I've been timing how long it takes me to read the texts aloud > before > >> class, > >> > and planning the length of discussion based on how many texts are > >> included > >> > in the day's plan. > >> > > >> > Here's the packet > >> > <https://www.sugarsync.com/pf/D151590_2258744_607211>with the > >> readings > >> I > >> > referenced for the session above (the Shang and Zhou Ritual text > on the > >> > last > >> > two pages is incredibly interesting). The entire packet is a > 2-lesson > >> > mini-unit on the legacies of the Shang and Western Zhou. We're on a > >> block > >> > schedule, so that means about 2 hours in class. > >> > > >> > On Sun, Jan 22, 2012 at 10:35 AM, Michael Hutchison > >> > <mhutch@nwcable.net>wrote: > >> > > >> > > Joe sent this to me as well as the list, so I am forwarding my > copy > to > >> > > H-HIGH. > >> > > > >> > > Michael H. > >> > > > >> > > > >> > > ------ Forwarded Message > >> > > From: j tab<joetab24@yahoo.com> > >> > > Date: Sat, 21 Jan 2012 16:45:36 -0800 (PST) > >> > > To: An H-Net List for Teaching Social Studies in Secondary > Schools > >> > > <H-HIGH-S@H-NET.MSU.EDU>, "mhutch@NWCABLE.NET"< > mhutch@NWCABLE.NET> > >> > > Subject: Re: FW: Flipping the US History class > >> > > > >> > > Hi, can you elaborate on a document based lesson? How much time > do > you > >> > > spend working with a document? Joe Taraborrelli > >> > > > >> > > > >> > > Sent from Yahoo! Mail on Android > >> > > > >> > > > >> > > > >> > > > >> > > > >> > >? From:? Michael Hutchison<mhutch@NWCABLE.NET>; > >> > >? To:?<H-HIGH-S@H-NET.MSU.EDU>; > >> > >? Subject:? FW: Flipping the US History class > >> > >? Sent:? Sat, Jan 21, 2012 9:18:20 PM > >> > > > >> > > > >> > >? From: Clay Burell<clayburell@gmail.com<javascript:return> > > >> > > Date: Sun, 22 Jan 2012 03:43:27 +0800 > >> > > To: An H-Net List for Teaching Social Studies in Secondary > Schools > >> > > <H-HIGH-S@H-NET.MSU.EDU<javascript:return> > > >> > > Subject: Re: Flipping the US History class > >> > > > >> > > I have a hard time seeing how assigning at-home readings for > extension > >> > > in class -- a pretty traditional approach in history > classrooms, in > my > >> > > experience -- is not already "flipped." > >> > > > >> > > I've toyed with podcasting and vodcasting content as hw, and my > two > >> > > cents > >> > > includes: > >> > > > >> > >?? 1. concerns that students read even less than many already do, > >> possibly > >> > >?? undercutting their readiness for college and adulthood > generally, > >> which > >> > >?? expects advanced reading skills > >> > >?? 2. hard-won appreciation for how time-consuming the creation of > >> > > *quality*podcasts or vodcasts is, and relatedly > >> > >?? 3. ditto for how counterproductive and morale-killing a poorly > made > >> a/v > >> > >?? product is > >> > > > >> > > I'll add that students have overall volunteered their > appreciation > for > >> > > image-enhanced podcasts (once I sat under a tree and recorded a > >> > > spontaneous talk about Confucianism and Taoism into my iPhone > voice > >> > > recorder, slapped some images on top of the audio in > Garageband, and > >> > > that was that; another similar "walk and talk" into that machine > about > >> > > "what goodness means" in the different world religions). These > got > >> good > >> > feedback ("It's interesting" > >> > > is a nice review of homework, as is "it helped things make > sense"). > >> > > Occasionally students have emailed me special requests on topics > we've > >> > > covered in units since those efforts. (I just posted this entire > >> > > message plus the podcasts mentioned above on my blog > >> > > here< > http://beyond-school.org/2012/01/22/homework-to-flip-or-to-toss/ > >> > > , > >> > > fyi.) > >> > > > >> > > But man, editing images in in Garageband takes a lot of time, > and > that > >> > > time is just not available. > >> > > > >> > > I keep thinking I should go minimalist and do audio-only > podcasts, > and > >> > > gauge student response. If still good, that's much easier to > pull > off. > >> > > > >> > > Another option I've considered is having *students* collaborate > with > >> > > me by finding images for the audio lectures, and making *them* > edit > >> > > them into AV podcasts. > >> > > > >> > > Another possibility is to assign a crowdsourced transcript of > the > >> > > lecture by having each student transcribe, say, one minute of > the > >> > > audio lecture. 30 students could do 30 minutes and slap it all > >> > > together on a Google Doc or wiki. > >> > > > >> > > Okay, that was three cents--and here's a fourth: > >> > > > >> > > My current experiment involves not so much *flipping *homework > as > >> > > (almost) > >> > > * > >> > > ending* it.? I'm using document-based lessons in which *all > reading > >> > > anddiscussion is done in class *, and the only homework is a > >> > > reflective blog post about the day's content on a team > blog--which > >> > > student team-members read and comment on with corrections, > extensions, > >> > > challenges, etc. I like this so far, for several > >> > > reasons: > >> > > > >> > >?? 1. it ensures all have actually done the reading and received > the > >> input > >> > >?? (never a certainty with hw assignments) > >> > >?? 2. it clarifies the concepts and understandings in the > discussions > >> > >?? following the read-alouds of each document (we're reading > >> > 3,000-year-old > >> > >?? Western Zhou Dynasty passages from the Confucian Classics that > bring > >> > out > >> > >?? the teachings of Confucianism more powerfully than any textbook > >> > > summary > >> > > can) > >> > >?? 3. it eliminates the "I read it last night but forgot most of > it > >> after > >> > >?? waking up" that is as true for many adults as it is for > students. We > >> > read > >> > >?? and annotate based on front-loaded questions/reading purposes, > take > >> a > >> > >?? couple of minutes to gather our impressions, and launch into > talks > >> > > with it > >> > >?? all fresh in memory > >> > >?? 4. it makes the student peer-teaching in the blog commenting > more > >> > >?? reliable (they read it and discussed it with the teacher's > guidance, > >> so > >> > >?? odds are at least two in a five-person team comprehended the > finer > >> > points > >> > >?? of the lesson and can reinforce them in blog comments) > >> > > > >> > > The short version: we read homework in class, discuss it in > class, > >> > > clarify and debate it in class--then briefly write about it at > home. > >> > > Hopefully this leads to less homework and deeper learning at > the same > >> > > time--and above all, to less aversion to school because of all > that > >> > homework. > >> > > > >> > > > >> > > Clay Burell > >> > > Singapore American School > >> > > History of China 10-11, World History 9 > >> > > > >> > > > >> > > On Sun, Jan 22, 2012 at 1:25 AM, Michael Hutchison< > >> mhutch@nwcable.net > >> > > <javascript:return> >wrote: > >> > > > >> > > > Hi, Michelle, > >> > > > > >> > > > I'm still investigating various aspects of that.? Some > models have > >> > > > the teacher basically providing lessons as podcasts and > having > >> > > > students watch that on their own time.? If a student doesn't > have > >> > > > the technology or Internet at home, arrangements are made > for them > >> to > >> > view those at school. > >> > > > > >> > > > Class time is then reserved for projects, activities, and so > on. > >> > > > > >> > > > Most of what I've read about early "flippers" seems to show > that > the > >> > > > concept originated in science and math, although I can see > >> > > > possibilities for the social studies area as well. > >> > > > > >> > > > Here are links to some of the things I've found so far: > >> > > > > >> > > > http://vodcasting.ning.com/ (This is the "Flipped Class > Network" > >> > > > Ning) > >> > > > > >> > > > > >> > > > > >> > > > >> http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radi > >> > > cally- > >> > > > > >> > > transforming-learning-536.php< > >> > > http://www.thedailyriff.com/articles/how-the-f > >> > > lipp > >> > > ed-classroom-is-radically-%0Atransforming-learning-536.php>is an > >> > > online story about the origins of > >> > > > "flipping" > >> > > > > >> > > > > >> http://mindshift.kqed.org/2011/09/the-flipped-classroom-defined/incl > >> > > > udes > >> > > > a > >> > > > well-done graphic about flipping > >> > > > > >> > > > > >> > > > > >> > > > >> http://www.usatoday.com/news/education/story/2011-10-06/flipped-classr > >> > > ooms-v > >> > > > > >> > > irtual-teaching/50681482/1< > >> > > http://www.usatoday.com/news/education/story/2011 > >> > > -10-<http://www.usatoday.com/news/education/story/2011%0A-10-> > >> > > 06/flipped-classrooms-v%0Airtual-teaching/50681482/1>is a USA > Today > >> > > story about flipping. > >> > > > > >> > > > There's a lot more. > >> > > > > >> > > > It sounds really interesting, but I want to make sure it's > right > for > >> > > > my students (and for me) before I make the plunge. > >> > > > > >> > > > Michael H. > >> > > > > >> > > > > >> > > > -- > >> > > > Michael Hutchison > >> > > > Social Studies Chairperson > >> > > > Lincoln High School, Vincennes, Indiana > >> > > > > >> > > > President, Indiana Computer Educators Board of Directors List > >> > > > editor, H-HIGH-S listserv > >> > > > > >> > > > > >> > > > > >> > > > On 1/21/12 12:16 PM, "Michael Hutchison"<mhutch@NWCABLE.NET > >> > > <javascript:return> > wrote: > >> > > > > >> > > > > From: Michelle Peck Williams<mpw@qx.net<javascript:return> > > > >> > > > > Date: Sat, 21 Jan 2012 11:55:22 -0500 > >> > > > > To: An H-Net List for Teaching Social Studies in Secondary > Schools > >> > > > > <H-HIGH-S@H-NET.MSU.EDU<javascript:return> > > >> > > > > Subject: Re: Flipping the US History class > >> > > > > > >> > > > > > >> > > > > What exactly do you mean by "flipping"? > >> > > > > > >> > > > > Michelle Peck Williams, NBCT > >> > > > > AP World History& Humanities Teacher Dept Chair for > Social > >> > > > > Studies& Fine Arts Paul Laurence Dunbar High School, > Lexington, > >> > > > > KY USA mpw@qx.net<javascript:return> > >> > > > > michelle.williams@fayette.kyschools.us<javascript:return> > >> > > > > > >> > > > > "To know what you know and know what you do not know is > the > >> > > > > character > >> > > of > >> > > > one > >> > > > > who knows." > >> > > > > -Kung Fuzi (Confucius) > >> > > > > > >> > > > > Sent from my Mac! > >> > > > > > >> > > > > > >> > > > > > >> > > > > On Jan 21, 2012, at 11:23 AM, Michael Hutchison wrote: > >> > > > > > >> > > > >> Everyone, > >> > > > >> > >> > > > >> While I don¹t want to stop the current ³help needed in > developing > >> > > > >> a > >> > > > course² > >> > > > >> thread, I did want to query the list membership > regarding a > >> > > > >> personal question. > >> > > > >> > >> > > > >> I¹m seriously considering ³flipping² my US History > classes > >> > > > >> starting > >> > > next > >> > > > >> year.?? (I¹d even like to do it before the end of the > semester > if > >> > > > possible.) > >> > > > >> Our 11th graders will be in a 1:1 environment next fall > as > they > >> > > > >> will > >> > > all > >> > > > >> have iPads, and I thought flipping the classes might be > a good > >> > > > alternative. > >> > > > >> I¹ve looked at some testimonials and groups which have > discussed > >> > this. > >> > > > >> > >> > > > >> Is there anyone in the H-HIGH-S membership who is doing > this?? > If > >> > > > >> so, > >> > > > what > >> > > > >> are your experiences (good and bad)?? We already use a > digital > >> > > > curriculum, > >> > > > >> so I think that would help us make the switch. > >> > > > >> > >> > > > >> Thoughts? > >> > > > >> > >> > > > >> Michael H. > >> > > > >> > >> > > > >> > >> > > > >> -- > >> > > > >> Michael Hutchison > >> > > > >> Social Studies Chairperson > >> > > > >> Lincoln High School, Vincennes, Indiana > >> > > > >> > >> > > > >> President, Indiana Computer Educators Board of Directors > List > >> > > > >> editor, H-HIGH-S listserv > >> > > > >> > >> > > > > > >> > > > > > >> > > > >> > > > >> > > > >> > > > >> > > > >> > > ------ End of Forwarded Message > >> > > > >> > > >> > > >> > ------ End of Forwarded Message > >> > > >> > > >> > > >> > ------ End of Forwarded Message > >> > > >> > >> > >> ------ End of Forwarded Message > >> > >> ------ End of Forwarded Message > >> > >> ------ End of Forwarded Message > >> > > > > > > ----- > > No virus found in this message. > > Checked by AVG - www.avg.com > > Version: 2012.0.1901 / Virus Database: 2109/4763 - Release Date: 01/24/12 > > > > > > > ____________________________________________________________ > 53 Year Old Mom Looks 33 > The Stunning Results of Her Wrinkle Trick Has Botox Doctors Worried > http://thirdpartyoffers.netzero.net/TGL3231/4f1f69addacbb362677st06vuc > > ------ End of Forwarded Message >
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