The Invention of the Telephone_1

Published on February 2017 | Categories: Documents | Downloads: 34 | Comments: 0 | Views: 188
of 22
Download PDF   Embed   Report

Comments

Content

Brandi Jackson
Historical Research Project
July 22, 2011

Overarching Title: The Invention of the Telephone
Narrative: The topic of this unit is the invention of the telephone within the
concept of then and now. Students will learn about the invention of the telephone
by Alexander Graham Bell, how it has evolved over time, and its impact on our lives
today. This unit has been developed for primary elementary grade levels with a
focus on first grade. The unit length is approximately four weeks.
Title: Telephones Then and Now
Primary Concepts: Then and Now, Creation
Outcome Statements:


Students will learn about the invention of the telephone by Alexander
Graham Bell.



Students will learn how the telephone evolved throughout time.



Students will learn how peoples’ creative use of tools continually impacts
society.

Unit Organization:
Learning Outcome 1: Students will learn about the invention of the
telephone by Alexander Graham Bell.


Comprehension Strategy—R.A.N. (Reading and Analyzing NonFiction) Chart
Standards
Resources
Assessments



Social Studies Strategy—Custom Boxes
Standards
Resources

Assessments


Social Studies Strategy—Interactive Bulletin Board/Timeline
Standards
Resources
Assessments



Vocabulary Strategy— Word Bank
Standards
Resources
Assessments



Activity—Make a telephone with cups and string and talk to your partner.
Standards
Resources
Assessments



Writing Strategy—Whole class R.A.F.T. (Role, Audience, Format,
Topic) prompt
Standards
Resources
Assessments

Learning Outcome 2: Students will learn how the telephone evolved
throughout time.


Field Trip to the Wayne County Historical Museum
Standards
Resources
Assessments



Writing Strategy—List
Standards
Resources
Assessments



Comprehension Strategy—Graphic Organizers: Venn Diagram

Standards
Resources
Assessments


Comprehension Strategy—Compare and Contrast
Standards
Resources
Assessments



Math Strategy—Weight and Measurement
Standards
Resources
Assessments



Social Studies Strategy—Economics
Standards
Resources
Assessments

Learning Outcome 3: Students will learn how peoples’ creative use of
tools continually impacts society.


Comprehension Strategy—Think, Pair, Share
Standards
Resources
Assessments



Writing Strategy—Using technology to inform others
Standards
Resources
Assessments



Social Studies Strategy—Guest Speaker
Standards

Resources
Assessments


Final Project & Presentation—Be an inventor
Standards
Resources
Assessments

Hook:
Borrow the most original example (19th century) of a telephone from
the Wayne County Historical Museum. Show it to the students and tell them to begin
thinking about what it is, what its purpose is, and their reasoning. Group students
and let them discuss. Each group can have a few minutes to examine it. Once the
groups have shared their ideas, allow the students to generate questions about it
themselves.
Overview:
Learning Outcome 1: Students will learn about the invention of the
telephone by Alexander Graham Bell.
Listed below is a collection of strategies that can be used to achieve Learning
Outcome 1. The strategies are listed in the order in which they should be taught to
assess pre and post learning. If children’s books are listed below the strategy as a
resource, they should be used as a read aloud to give students more information.
There are additional children’s books listed in final Resources that are directly
related to the topic and some that provide additional information about the 19 th
century.
1. Comprehension Strategy—R.A.N. (Reading and Analyzing NonFiction) Chart (on-going throughout the unit)— Students will generate a list
of things they think they know about the first telephones. Teacher will write
these ideas on post-it notes to place in the “What we think we know…”
column. As the unit progresses, ideas will be moved to the “Confirmed
Learning…” or the “Misconceptions…” . New ideas that were not on the
original list will be written on post-it notes and place in the “New Learning…”.
What we
think we
know…

Confirmed
Learning…

Misconceptions


New
Learning…

Indiana Academic Standards
English/Language Arts
1.2.7 Relate prior knowledge to what is read.
1.4.5 Identify a variety of sources of information and document the sources.
1.4.6 Organize and classify information by constructing categories on the basis of
observation.
1.7.5 Use descriptive words when speaking about people, places and things.
Social Studies
1.1.9 Use the library and other information resources to find information that
answers questions about history.
Resources—
Reality Checks, by Tony Stead
Assessment (s)—Teacher observation, checklists, anecdotal notes

2. Social Studies Strategy—Custom Boxes—The teacher will prepare
multiple boxes for students to investigate in groups. The boxes will include
items from the 19th century such as photographs, newspaper clippings,
letters, miniatures of items, toys, etc. Students will explore the boxes in
groups and become familiar with what life looked like in the 1800’s.
Indiana Academic Standards
Social Studies
1.1.1

Compare the way individuals in the community lived in the past with the
way they live in the present.

1.1.9

Use the library and other information resources* to find information that
answers questions about history.

Resources—
50 Social Studies Strategies for K-8 Classrooms, by Kathryn M. Obenchain & Ronald
V. Morris
http://inventors.about.com/od/tstartinventions/ss/TelephonePatent.htm Bell’s Patent
for the Telephone
http://store.ushistory.org/showcat.asp?cid=67 Civil War era replicas of posters,
currency, etc.
“Using Bell’s Original Telephone Apparatus [Photograph].” www.allposters.com
Assessment (s)—Teacher observation, checklists, anecdotal notes

3. Social Studies Strategy—Interactive Bulletin Board/Timeline (on-going
throughout the unit)—Students help create a bulletin board/mural with
information learned throughout the unit. It will be represented in the form of
a timeline with student generated writing and drawings about events.
Photographs and other artifacts can also be added.
Indiana Academic Standards
Social Studies
1.2.4 Describe ways that individual actions can contribute to the common good of
the community.
Resources—
50 Social Studies Strategies for K-8 Classrooms, by Kathryn M. Obenchain & Ronald
V. Morris
Assessment (s)—Teacher observation, checklists, anecdotal notes

4. Vocabulary Strategy— Word Bank (on going throughout the unit)—
Students will write vocabulary words relating to the unit and display the
words on the Interactive Bulletin Board/Timeline.
Indiana Academic Standards

English/Language Arts
1.2.5 Use context to understand word and sentence meanings
1.7.5 Use descriptive words when speaking about people, places, things, and
events.
Resources—Use words that students will be introduced to throughout the unit by
looking through children’s books and websites that you will be using to teach.
Assessment (s)— Multiple choice or matching test to assess vocabulary learned
throughout the unit.

5. Activity—Make a telephone with cups and string and talk to your partner.
Then discuss if it worked and how.
Indiana Academic Standards
Science
1.1.2

Investigate and make observations to seek answers to questions about
the world, such as “In what ways do animals move?”

Resources—
http://www.projects-for-kids.com/science-projects/string-phone.php How to make a
cup and string phone
Assessment (s)—Teacher observation, checklists, anecdotal notes

6. Writing Strategy—Whole class R.A.F.T. (Role, Audience, Format,
Topic) prompt—Students will be given the following writing prompt: As a
reporter, write a newspaper article about the invention of the telephone and
Alexander Graham Bell, for readers in the 1870’s.
R
Reporter

A
Readers in
the 1870’s

Indiana Academic Standards

F
Newspaper

T
Invention of
the
telephone by
Alexander
Graham Bell

English/Language Arts
1.5.5 Write for different purposes and to a specific audience.
1.6.2 Write in complete sentences.
1.6.6 Correctly use periods.
1.6.7 Capitalize the first word of a sentence, names of people and the pronoun I.
Resources—
Newspaper articles to use as examples
Assessment—6+1 writing traits rubric

Learning Outcome 2: Students will learn how the telephone evolved
throughout time.
Listed below is a collection of strategies that can be used to achieve Learning
Outcome 2. The strategies are listed in no specific order and can be used in their
entirety or substituted/enhanced with additional strategies listed in final Resources.
If children’s books are listed below the strategy as a resource, they should be used
as a read aloud to give students more information. There are additional children’s
books listed in final Resources that are directly related to the topic and some that
provide additional information about the 19th century.

1. Field Trip to the Wayne County Historical Museum to see examples of
how telephones have changed over the years. Students will also observe
other artifacts from the 19th century to gain an understanding of how life was
for people living during that time. This will include automobiles and the
connection to telephones in the 20th century.
Indiana Academic Standards
Social Studies
1.1.1

Compare the way individuals in the community lived in the past with the
way they live in the present.

1.1.9 Use the library and other information resources* to find information that
answers questions about history.

Resources—Museum director, Jim Harlan, has a lot of stories to share about our
history.
Assessment (s)—Teacher observation, checklists, anecdotal notes

2. Writing Strategy—List—As a class, list ways to communicate with friends
and family in the 1800’s, then have groups of students list ways to
communicate now. You may have students browse websites about 19 th
century life.
Indiana Academic Standards
Social Studies
1.1.1

Compare the way individuals in the community lived in the past with the
way they live in the present.

English/Language Arts
1.4.6

Organize and classify information by constructing categories on the
basis of observation.

1.5.5 Write for different purposes and to a specific audience or person.
Resources—Your choice of children’s books listed in final Resources and/or
websites that your students investigate.
Assessment (s)—Teacher observation, checklists, anecdotal notes

3. Comprehension Strategy—Graphic Organizers: Venn Diagram—
compare and contrast telephones then and now
Indiana Academic Standards
Social Studies
1.1.1

Compare the way individuals in the community lived in the past with the
way they live in the present.

Resources—
Wayne County Historical Museum examples
“Using Bell’s Original Telephone Apparatus [Photograph].” www.allposters.com

http://www.youtube.com/watch?v=-eJ6tV8XQUQ&NR=1 video with pictures of
evolution of phones
http://www.youtube.com/watch?v=k0n72S-EOIE video with more pictures of
telephones accompanied with dates (years) of progression
http://www.youtube.com/watch?v=1yO_yCGHr0c video with pictures along with
some descriptions
Assessment (s)—Teacher observation, checklists, anecdotal notes

4. Comprehension Strategy—Compare and Contrast—Take a look at the
difference between 19th century phone books and current phone books. Talk
about similarities and differences within a group. Notice the number of
telephone numbers in the books as the years progress and how the numbers
change.
Indiana Academic Standards
Social Studies
1.1.9 Use the library and other information resources* to find information that
answers questions about history.
Resources—
Photographs of 19th century telephone books from Morrison Reeves Library
Current telephone books
Assessment (s)—Teacher observation, checklists, anecdotal notes

5. Math Strategy—Weight and Measurement—Borrow telephones and cell
phones from the Wayne County Historical Museum (several different styles
and forms) and have students compare them based on size, length, weight.
Students can measure using inches and centimeters.
Indiana Academic Standards
Math
1.5.1

Measure the length of objects by repeating a nonstandard unit or a
standard unit.

1.5.4 Measure and estimate the length of an object to the nearest inch and
centimeter.

1.5.5 Compare and order objects according to area, capacity, weight, and
temperature, using direct comparison or a nonstandard unit
Resources—
Telephones from Wayne County Historical Museum
Assessment (s)—Teacher observation, checklists, anecdotal notes

6. Social Studies Strategy—Economics—Look at ads in the telephone books,
newspaper articles, and ads from the 19th century to locate the costs of
phones, telephone lines, and the services available for that price. Then
students will look in current magazines, ads, websites to locate the costs of
phones, land lines, cell phone packages, and the services available today.
Finally compare the differences in the cost and services provided then and
now. Groups can create a graph to represent their findings.
Indiana Academic Standards
Social Studies
1.1.1

Compare the way individuals in the community lived in the past with the
way they live in the present.

Math
1.1.10Represent, compare, and interpret data using pictures and picture graphs.
Resources—
Photographs of 19th century telephone books from Morrison Reeves Library
Current telephone books
Newspaper/Cellular phone ads
Magazines
Assessment (s)—Teacher observation, checklists, anecdotal notes

Learning Outcome 3: Students will learn how peoples’ creative use of
tools continually impacts society.

Listed below is a collection of strategies that can be used to achieve Learning
Outcome 3. The strategies are listed in no specific order and can be used in their
entirety or substituted/enhanced with additional strategies listed in final Resources.
If children’s books are listed below the strategy as a resource, they should be used
as a read aloud to give students more information. There are additional children’s
books listed in final Resources that are directly related to the topic and some that
provide additional information about the 19th century.
1. Comprehension Strategy—Think, Pair, Share—Why do you think there
was a need for cell phones? What other ways do we communicate
electronically? While sharing, help students make the connection between
cell phones and e-mail, chatting on the internet, etc.
Indiana Academic Standards
English/Language Arts
1.2.3 Respond to who, what, when, where, why, and how questions and recognize
the main idea of what is read.
1.2.7 Relate prior knowledge to what is read.
1.7.3 Give, restate, and follow simple two-step directions.
Resources—
Inside a Telephone By John Bassett
TURNING POINT INVENTIONS: TELEPHONE by Sarah Gearhart

Assessment (s)—Teacher observation, checklists, anecdotal notes

2. Writing Strategy—Using technology to inform others—Write letters/ emails to family members about how the invention of the telephone has
changed our lives.
Indiana Academic Standards
Writing
1.5.5 Write for different purposes and to a specific audience.
1.6.2 Write in complete sentences.
1.6.6 Correctly use periods.
1.6.7 Capitalize the first word of a sentence, names of people and the pronoun I.

Resources—
Examples of letters
Assessment (s)—6+1 Writing Traits Rubric

3. Social Studies Strategy—Guest Speaker—Invite a local entrepreneur into
your classroom to talk to students about their experiences.
Indiana Academic Standards
English/Language Arts
1.7.1

Listen attentively.

1.7.2

Ask questions for clarification and understanding.

Resources—
Assessment (s)—Teacher observation, checklists, anecdotal notes

Final Project & Presentation—Be an inventor—What would you change to
make better? What new ideas do you have that no one has thought of before?
Teacher will discuss project expectations with students and post in the classroom.
Students can work individually or in groups to create a product and they will present
their invention to the class.
Indiana Academic Standards
English/Language Arts
1.7.4
1.7.5
events.

Stay on the topic when speaking.
Use descriptive words when speaking about people, places, things, and

1.7.9

Provide descriptions with careful attention to sensory detail.

1.7.10

Use visual aids, such as pictures and objects, to present oral information.

Resources—
The Kids' Invention Book (Kids' Ventures) by Arlene Erlbach

Three Cheers for Inventors by Marcia Williams

So You Want to Be An Inventor? by Judith St. George and David Small

Assessment (s)—Common Assessment Rubric of Student Products

Unit Resources
*Resources labeled with T=Transportation, L=Local, S=State, R=Regional.
All other resources are National and most are directly related to
Communication. All strategies listed were used in unit.
Writing Strategies


Letters/e-mails to family members



Create a phone book and/or address book



List of ways to communicate then and now



RAFT prompt for whole class

Vocabulary Strategies


Balderdash



Jeopardy



Word Wizard

Comprehension Strategies


R.A.N. (Reading and Analyzing Non-fiction)



Visualizing



Questioning



Beginning, Middle, End Chart



Sequencing

Math Strategies


Graph phones in home/family



Measure and/or weigh styles of telephones from different time periods

Social Studies Strategies


Museum Exhibit: Examples of how phones changed over time



Time Lines: Plot the invention of the telephone, first call, etc.



Graphic Organizers: Venn Diagram



Guest Speakers: Experts on how telephones work visit class



Interactive Bulletin Board: Students research in groups and record/create



Field Trips of Distinction: Visit local telephone company



Custom Boxes: Introduce students to “then” through photos, newspapers,
etc.

Experiment


Build a cup and string phone and try with a partner

Role Play


Reader’s Theater—first telephone call



Simulation—before the telephone was invented

Field Trips


Train Depot—Visiting old tracks and hearing historical stories from local
citizens such as Roger Richert or Jim Harlan



Wayne County Historical Museum



Visit a local telephone company or invite someone from the company to visit
the class and explain how telephones work and how that technology has
changed since its invention.

Children’s Books directly connected to this unit

Alexander Graham Bell and the Telephone: The Invention That Changed Communication
(Milestones in American History) by Samuel Willard Crompton
This book is about Alexander Graham Bell and the invention of the telephone.

Did You Invent The Phone All Alone, Alexander Graham Bell? (Scholastic Science
Supergiants) by Melvin Berger

This story is told in a question and answer format teaching how the telephone was
invented and the mechanics of it, as well as Bell’s life and what led to his interest in
communications.

TURNING POINT INVENTIONS: TELEPHONE by Sarah Gearhart

This non-fiction book is divided into sections including: Before the telephone, The
inventor’s life, Inventing the telephone, A new world, and The future of longdistance communication. Pages include primary photos, documents, sketches, and
diagrams from the 19th century as well as a timeline with photos of the many forms
of the telephone of the years.
No Photo Available Inside a Telephone By John Bassett
This non-fiction book includes history of communications, looking inside of a
telephone, how a telephone actually works, networks, digital and analog,
exchanging numbers and switching, shape and materials of phones, pay phones,
modern communication—e-mail and internet and the future. The book is detailed
and concise making the connection between the early invention of the telephone
and our communication today and in the future.

The Inventions of Alexander Graham Bell: The Telephone (19th Century American
Inventors) by Holly Cefrey

This children’s book will teach students about Alexander Graham Bell’s life and is
recommended for grades K-3. They will learn about his love and respect for the
deaf and his years of work with the hearing disabled along with his inventions.
Original photographs of Bell and his inventions along with other original artifacts will
certainly interest young readers.

The Kids' Invention Book (Kids' Ventures) by Arlene Erlbach
Although this book is geared toward older elementary students, first graders will be interested in learning about
children and their inventions. This book will encourage the ideas of your students. It also explains how
inventors turn visions into reality, discusses patents, and includes additional resources for further information.

Three Cheers for Inventors by Marcia Williams
This cartoon illustrated book includes short biographies and discoveries of inventors from
around the globe. Some of the inventors are ones we’ve heard of before and others will be new.

So You Want to Be An Inventor? by Judith St. George and David Small
This book encourages children to “find a need and fill it” and to be dreamers by referencing diverse inventors
who changed the way things were done.

Children’s Books that may help provide background information about the 19 th
century

President Lincoln, Willie Kettles, and the Telegraph Machine (History Speaks:
Picture Books Plus Reader's Theater (Quality)) by Marty Rhodes Figley and David Riley
This book is part of a series, History Speaks: Picture Books Plus Reader’s Theater.
This story is told from a young boy’s point of view during the Civil War. At the age
of fifteen, Willie Kettles was a telegraph operator in Washington D.C. (Washington
City) at the U.S. Military Telegraph Corps. He receives a very important message.

There is a reader’s theater script so that students can play out the story. It also
includes a pronunciation guide, glossary, and a list of other resources to explore.

They're Off! : The Story of the Pony Express by Cheryl Harness

Theillustrations in this book are sure to capture any student’s attention,
recommended for grades 1-5. Harness introduces many of the people involved in
the Pony Express and elaborates on the purpose, beginning and ending of the Pony
Express. She also attempts to give students historical perspective by including
other facts surrounding the time era.

Whatever Happened to the Pony Express? by Verla Kay, Barry Root and Kimberly Bulcken
Root

This book is recommended for K-3. The story explains the westerners need for
communication across long distances. She highlights the different ways of
transporting mail throughout time including wagon, stagecoach, boat, camel,
horseback, telegraph, and train. Throughout the book, a brother and sister are
writing letters to each other. The author depicts different lifestyles by showing a
farmer, miner, soldiers, Native Americans, cowboys, and more.

Off Like the Wind!: The First Ride of the Pony Express by Michael P. Spradlin and Layne
Johnson

This book is recommended for grades K-3 to learn about the first ever Pony Express
rides. The author’s tale is based on historical records and illustrations do an
amazing job of depicting the dangers that the riders experienced on their rides. The
courage and determination exhibited by the Pony Express riders is portrayed in this
exciting book about some of their adventures.

The Pony Express (We the People) by Jean Kinney Williams

This book is part of a series, We the People, and is recommended for grades 1-6.
The author shares details about the Old West, the Gold Rush, and the desire for

communication. Students will learn how people got mail to California and how long
it took before the Pony Express and then, how the Pony Express was born and who
was responsible for the idea. The first ride is described along with the adventures of
the riders and the end of Pony Express when the telegraph became
transcontinental. Also includes important people, dates (timeline), interesting facts,
and great original photographs.

The Railroad (Life in the Old West) by Bobbie Kalman
This book describes the development of the railroad and its influence on peoples’ way of life including changes
for Native Americans in the 19th century.

Ten Mile Day: And the Building of the Transcontinental Railroad by Mary Ann
Fraser
This book describes the day that ten miles of track were laid in a day. The author gives a lot of
detail and even addresses the Chinese laborers and how the railroad played a part in changing
life for the Native Americans.

Steam, Smoke, and Steel: Back in Time with Trains by Patrick O'Brien
This story is told from a child’s point of view telling about the modern train his father engineers going back to
his ancestors and trains that they engineered.

Websites
http://www.projects-for-kids.com/science-projects/string-phone.php
How to make a cup and string phone
http://www.history.com/search?search-field=telephone
History Channel documents on telephone

http://www.americaslibrary.gov/jb/recon/jb_recon_telephone_2.html
Library of Congress: America’s Story—The First Telephone Call
http://www.hmdb.org/marker.asp?marker=28347
Phoneton, Ohio landmarker with info
http://www.indianahistory.org/
Indiana Historical Society
www.readingquest.org
Graphic Organizers
“Using Bell’s Original Telephone Apparatus [Photograph].” www.allposters.com
This black and white photograph shows a man using Bell’s original telephone. He is
holding one piece to his ear and the other to his mouth. You can see the wires
attached to both and connecting to a box on the table. There is another wire
running from the other end of the box up the wall where it would connect to another
telephone.
http://inventors.about.com/od/tstartinventions/ss/TelephonePatent.htm Bell’s Patent
for the Telephone
http://store.ushistory.org/showcat.asp?cid=67 Civil War era replicas of posters,
currency, etc.
danieljbmitchell. You Tube: Watson Describes Invention of Telephone by Bell. August
11, 2007. http://www.youtube.com/watch?v=rerNEK2wWts (accessed March 17,
2011).
This is a recording of Alexander Graham Bell’s assistant, Thomas A. Watson, made
in the 1920’s. The picture is a sketch of a woman using the telephone and does not
change. The recording is about four minutes and twenty-seven seconds long and
describes their somewhat accidental discovery, the first telephone call between the
two men, and then the first transcontinental phone call, first between President
Woodrow Wilson and the Governor of California and then Bell in New York and
Watson in California.
footagefile. You Tube: ALEXANDER GRAHAM BELL INVENTS TELEPHONE. October 26,
2008. http://www.youtube.com/watch?v=QfLWtebubtY&feature=related (accessed
March 17, 2011).
This video is black and white and has no sound, but it is a recording of the actual
invention/discovery of the telephone. It shows Alexander Graham Bell and his
assistant, Thomas A. Watson, testing the invention. You can read what is being said

between video clips and you can see the excitement on their faces when they can
hear each other on the first operating telephone.
http://inventors.about.com/od/bstartinventors/a/telephone.htm Alexander Graham
Bell’s Invention
http://inventors.about.com/od/bstartinventors/a/Alexander_Bell.htm Timeline of
Bell’s life
http://inventors.about.com/cs/inventorsalphabet/a/martin_cooper.htm Martin
Cooper and invention of cell phone
http://inventors.about.com/library/weekly/aa070899.htm History of cell phones
http://transition.fcc.gov/cgb/kidszone/faqs_cellphones.html cell phone facts for kids
http://www.youtube.com/watch?v=7bQENrpfBZw&feature=related 7th graders role
playing to demonstrate the evolution of the telephone
http://www.youtube.com/watch?v=-eJ6tV8XQUQ&NR=1 video with pictures of
evolution of phones
http://www.youtube.com/watch?v=k0n72S-EOIE video with more pictures of
telephones accompanied with dates (years) of progression
http://www.youtube.com/watch?v=1yO_yCGHr0c video with pictures along with
some descriptions
http://memory.loc.gov/cgi-bin/query
Library of Congress: American Memory


Alexander Graham Bell's design sketch of the telephone, ca. 1876.



Letter from Alexander Graham Bell to Mabel Hubbard Bell, May 18, 1879



Central Union Telephone Company Building, 311 North Wayne Street, Piqua, Miami, OH



[Chicago Daily News telephone operator, wearing a white blouse, face slightly obscured by the
telephone, writing on a pad]



The "Germproof" Glass Telephone Mouthpiece



[William H. Taft, full-length portrait, standing, facing left, with hand on telephone]



The city of Richmond, Indiana 1884.

Other


Richmond Home Telephone Company Phone Books dating back to 1899 found
at Morrison-Reeves Library



Richmond 2011 Phone Book



Local newspaper articles with interesting news about telephones in the late
19th and early 20th century found at Morrison-Reeves Library.

Teacher Resource Books

50 Social Studies Strategies for K-8 Classrooms, by Kathryn M. Obenchain &
Ronald V. Morris

Reality Checks, by Tony Stead

Sponsor Documents

Or use your account on DocShare.tips

Hide

Forgot your password?

Or register your new account on DocShare.tips

Hide

Lost your password? Please enter your email address. You will receive a link to create a new password.

Back to log-in

Close