You Can See Over The Wall
“Big View”
Opportunity
Freedom
Self-respect
Why will this view give you
more self-respect?
If you can’t see over the wall,
ask yourself, “What step am I
tripping on?” (Then put Desire,
Time, and Effort into that step.)
Why does climbing the steps
and achieving this view give
you endless options?
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© WhyTry LLC 2013
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www.whytry.org
The Wall:
Table of Contents
1. Alice in Wonderland
2.
Balloon Launch
3.
The Big Picture
4.
Blind Toss
5.
Count the Fs
6. Draw to Win
7.
Endless Race
8. The Impossible Knot
9.
Mousetraps
10. Perspective
11. Polar Bears and Ice Holes
12. Secret Code
13. Shady Shades
14. Things that Matter Most
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13
The Wall
1. Alice in Wonderland
Spatial Requirements: Classroom with moderate space or gym/outdoor space required
Activity Type: Movement/group
Grades: K-12
Group size: 4 or more
Time: 10 minutes
Introduction: In the film “Alice in Wonderland,” the rabbit asks Alice which road she is going to take. She answers that
she isn’t sure, to which the rabbit retorts, “Well then, it really doesn’t matter.” This activity will help students realize the
importance of knowing where they are going. Note: This activity also applies to “Reality Ride.”
Materials:
• 1 ball of yarn per team
• Treat or prize
Activity:
To prepare, take each roll of yarn and unwind it in a kind of maze around the classroom or playground. Have all the
strings start in about the same place. Weave the yarn in and around objects, furniture, and other strings of yarn. At the
end of one or more strings, have a prize. You may have a prize at the end of each, but try to make them different, with
some prizes being better than others to help emphasize the point. Prizes may be as simple as a card that gives them
extra recess or free time. Divide the students into teams and let each team choose one string to wind back up, following
the path the yarn takes. If possible, you could show a clip from Alice in Wonderland and tie it all together by saying the
yarn represents the path or road you choose to take. As a possible prize or handout, you could give them a candy or toy
watch that says, “Now is the time to choose. Which road are you on?”
Processing the Experience:
• Were you happy with the path/string you chose? Why or why not?
• What might the string represent?
• If you knew ahead of time which prize was as the end of which string, would you have changed your choice?
Why?
• What can this activity teach us about having a limited view in life?
• How can knowing where you are going or want to go affect the choices you make?
The Wall
© WhyTry LLC 2013
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13
The Wall
2. Balloon Launch
Spatial Requirements: Gym/outdoor space required
Activity Type: Movement/group
Grades: 2-12
Group Size: 8 or more
Time: 10-15 minutes
Introduction: If you don’t know where you’re going, you’ll never get anywhere. This activity shows students that when
there is no clear path – when we have a limited view – it becomes easy to lose direction. It will show that true freedom
comes from setting goals and maintaining a bigger view. The team that wins this activity will do so by chance, as there is
no way to predict what direction a released balloon will take.
Materials:
• 1 balloon for each person
• 1 roll of masking tape
• Fishing line and paper clips for the optional follow-up activity
Activity:
When you have divided the class up into teams of four, make a starting line on the floor with a piece of masking tape.
The teams will line up in single file behind this line. On your command, the first person in line will blow up their balloon,
hold it out in front of them, and release it. The second person in line runs to the spot where the first balloon landed,
blows up their own balloon, and releases it in front of them. The third teammate runs to the spot where this balloon
lands, and the process continues until all the players have released their balloons. The team lucky enough to end up
farthest from the starting line is the winner.
To complete the optional follow-up activity, tape a long piece of fishing line across the room and attach a paper clip to it
so it slides easily back and forth. Have students blow up their balloons again and tape or hook them on to the paper clip
before releasing the air. Then have them release the balloons and compare how much farther the balloon goes when it
has control and a set direction.
Processing the Experience:
• Why was it difficult to determine who would win?
• What was frustrating about this activity?
• How are these balloons related to having a limited view in life?
• What happens to us when we have a limited view?
• Why is it difficult to have direction and purpose when you can only see the problems of the present?
• How can having goals and direction give you more freedom in life?
• What are some things you can control that will help you get to your goal?
© WhyTry LLC 2013
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13
The Wall
3. The Big Picture
Spatial Requirements: Regular classroom setup: little or no space required
Activity Type: Object lesson
Grades: 5-12
Group Size: 2 or more
Time: 15-20 minutes
Introduction: When we look beyond the obvious, we are able to see the big picture. As students learn to view this challenge in a different way, they will find the solution.
Materials:
• 1 pad of paper or sticky note
• 1 pencil/pen
• 10 additional pencils (You may also use a group of other similar objects, such as toothpicks, Popsicle sticks, or
pens.)
Activity:
You will teach the secret of this activity to an assistant beforehand. The goal is to make it appear that there is an actual
pattern in the pencils, when in reality, the pencils are only a distraction from the clue you will be giving your assistant with
your hands. (See the secret below.)
Place the ten pencils randomly on a table in front of you. Tell the group that the pencils are actually arranged in a secret
pattern, which reveals a number that you have the ability to communicate. Ask for a volunteer, and select your assistant.
Tell the group that the pattern is revealing a number between one and ten. Tell them that if they discover the pattern,
they must keep it a secret. Write the number on a piece of paper out of sight from the group, then have your assistant
reveal the interpretation of the pattern. Reveal the piece of paper so the group can see that your number matches the
one your assistant said.
Repeat this activity several more times, rearranging the pattern and asking the participants to watch carefully to see the
pattern. If someone catches on, ask him/her to be your assistant until a few more catch on. If no one can figure out the
pattern, encourage the group to look at the “big picture.”
The secret: As soon as an elaborate pattern is formed, the person making the pattern puts his/her hands on the
table with the number of fingers in view. A clenched fist indicates zero. If the answer was four, the person’s
first hand would be a clenched fist and the other hand would show four fingers.
Processing the Experience:
• Where was your attention during this activity? Why was it so difficult to understand the trick?
• Focusing on the pencils became a distraction for us in this activity. What happens in life when we focus our attention only on our challenges?
• Why is it important to take our focus off immediate challenges and look to the future?
• Why do some people fail to see the big picture?
• How can we escape from the limited view?
• As you overcome your challenges, hurdles, and obstacles in life, what kind of opportunities will unfold?
The Wall
© WhyTry LLC 2013
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13
The Wall
4. Blind Toss
Spatial Requirements: Classroom with moderate space required
Activity Type: Movement/group
Grades: 1-12
Group size: 2 or more
Time: 15-20 minutes
Materials:
• 1 small soft ball or paper ball per person
• 1 large waste basket or bucket
• Blindfold (optional)
Introduction: When an individual is up against a wall (failure, drugs, anger, “who cares” attitude, fighting, “I can’t” and
family problems), it becomes very difficult to see the big picture and a vision for the future. When a person climbs the
steps using the WhyTry principles, he/she will be on top of the wall with the “big view” and endless options.
Activity:
Place a wastebasket or bucket in the middle of the room. Have your group make a circle around the basket, about 25
feet away from it. Have each individual close their eyes or wear the blindfold and then spin them around three or four
times with a ball in their hands. With their backs to the basket, have them try to make a basket. After everyone has had
a turn, take the blindfold off and have them face the basket. Each person should take one giant step towards the basket
and take another shot at the basket. This step represents the Reality Ride. Briefly review the other WhyTry analogies,
and with each brief review, have them take another step. A point is awarded each time the ball goes in the bucket, or you
can give a small piece of candy each time a ball goes in the bucket. Each person will take a giant step after each review
and attempt another shot at the basket. By the time you cover the last WhyTry analogy, the shot should be a slam-dunk.
Processing the Experience:
• How hard was it to make a basket with a blindfold on?
• What might the blindfold represent in your life?
• Why was it easier with the blindfold off?
• As you took each step towards the basket, did it become easier to score points?
• The activity became easier with each step you took toward the basket. How does life become easier as you apply
the analogies and climb the wall?
© WhyTry LLC 2013
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13
The Wall
5. Count the Fs
Spatial Requirements: Regular classroom setup: little or no space required
Activity Type: Group
Grades: 2-12
Group size: 2 or more
Time: 5 minutes
Introduction: When facing life’s challenges, sometimes we need to take a second look to see things in perspective.
This activity shows that by closely examining our situation, we can often reframe our view of the world.
Materials:
• Copies of a paper with a paragraph of text in which the letter “F” appears multiple times – one per person (Example can be found at www.whytry.org/activities.)
• Whiteboard and markers
Activity:
Hand each student a copy of the paragraph and instruct the group to keep the papers face down until you say “Go.”
When you say “Go,” they have 15 seconds to turn their papers over and count the number of times the letter “F” appears
in the paragraph. When 15 seconds are up, the students must turn their papers face down once again. Have the students close their eyes. Tell the students, “Raise your hand if you counted one ‘F.’” When these students have raised their
hands, have them put their hand down, then ask, “How many of you counted two?” Continue until you reach the largest
number. Write these results on the board. Note: There are eight “Fs” in the paragraph found online.
Processing the Experience:
• Everybody was given the same paragraph. Why were there so many different responses when you were asked
how many “Fs” you counted?
• Why did some of you not see all of the “Fs”?
• Not seeing all the “Fs” is like having a limited view. Does seeing the “big picture” help? Why?
• How does our perspective affect our ability to solve problems?
The Wall
© WhyTry LLC 2013
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13
The Wall
6. Draw to Win
Spatial Requirements: Regular classroom setup: little or no space required
Activity Type: Group
Grades: 1-12
Group size: 5 or more
Time: 10-15 minutes
Introduction: Having a limited view means your focus is on things other than your goals and dreams. This activity
shows that real winners have a goal and don’t let others pull them away from it.
Materials:
• 1 piece of paper per student
• 1 writing utensil per student
• Any other drawing/coloring materials (optional)
• Prize for winners (optional)
Activity:
Tell the participants that they will be given three minutes to draw anything they would like, and if their drawing contains
what you (the facilitator) are looking for, they could win the drawing contest. Let them know that the reward will not be
based on artistic talent.
When the two minutes is up, pick some criteria at random for the winning drawing, such as, “Whose drawing contains a
tree?” or “Whose drawing contains food?” and declare these drawings the winners. You may repeat this activity with new
criteria.
If time allows, give the students a chance to draw a picture of their goal or dream. Tell them that they are all winners for
having a goal in life. You may want to award them all a prize at this point.
Processing the Experience:
• Do you think this contest was fair? Why or why not?
• What would have made this contest easier?
• Where do you want to be in 10 years? How could focusing on this enable you to reach your goals?
• How does having a limited view make it difficult to reach our goals?
• How does seeing the big picture give us opportunity, freedom, and self-respect?
© WhyTry LLC 2013
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13
The Wall
7. Endless Race
Spatial Requirements: Regular classroom setup: little or no space required
Activity Type: Object lesson
Grades: K-12
Group size: 4 or more
Time: 5 minutes
Introduction: This simple activity helps illustrate the importance of knowing where you are going. Students will quickly
see that when they don’t have direction it is difficult, if not impossible, to succeed. Instead, confusion and frustration are
usually the end results. Note: This activity also ties in to “Lift the Weight.”
Materials:
• None
Activity:
Have a student or group of students come to the front of the class. Tell them that you are going to race them. Quickly
say, “On your mark, get set, go!” At this point, you should have a confused student or group of students, since you have
not explained the rules or defined a finish line. You may have this student or group sit down and repeat the activity with
another student or group of students, using the same words. Once again, there should be some confusion, and some
students may start asking for clarification of rules and a finish line. Have them all sit down and discuss the activity.
Processing the Experience:
• What was wrong with this race? Could you complete the race? Why or why not?
• What would you need in order to complete the race?
• How did you feel when I said, “On your mark, get set, go?”
• In what way is knowing the location of the finish line like climbing and seeing over the wall?
• How do rules and goals help you see over the wall?
• In what situations in life would it be important to know the guidelines and how to finish?
The Wall
© WhyTry LLC 2013
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13
The Wall
8. The Impossible Knot
Spatial Requirements: Regular classroom setup: little or no space required
Activity Type: Group
Grades: K-12
Group Size: 2 or more
Time: 5 minutes
Introduction: When we have a limited view, overcoming some challenges can seem impossible. When we begin to
“think outside the box” and see the big picture, however, these seemingly impossible obstacles can be overcome. This
challenge will show students that seeing the big picture can reveal simple solutions to difficult problems.
Materials:
• 1 3-foot rope or string per person
Activity:
After distributing the string/rope to all the participants, ask them to grab one end of it in each hand and tie an overhand
knot without letting go. After they struggle for a few minutes, show them the solution.
To solve this challenge, fold your arms and grab one end of the string/rope in one hand and the other in the free hand.
Unfold your hands, holding on to the string/rope to reveal the overhand knot.
Let the participants practice until they are able to tie a knot with their string/rope.
Processing the Experience:
• What made this activity difficult?
• Did you think this activity was possible in the beginning? Why or why not?
• Was it easy once you knew the solution?
• Why do people often miss the simple solutions?
• How does a person’s limited view affect their future?
• How does a person’s perception affect his/her ability to solve a problem?
• What “seemingly” impossible tasks do you face as students? What can you do to resolve them?
© WhyTry LLC 2013
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13
The Wall
9. Mousetraps
Spatial Requirements: Classroom with moderate space required
Activity Type: Object lesson
Grades: 3-12
Group size: 2 or more
Time: 15-20 minutes
Introduction: Having a limited view – an attitude of anger, failure, “who cares,” or “I can’t” – is the biggest impediment
to gaining a life of opportunity, freedom, and self-respect. It is only when a person learns to climb the wall that their
perception changes and the future becomes bright. This activity teaches that when we climb over the wall, our options
are literally endless.
Materials:
• 30 mousetraps (You may also set up dominoes or eggs in an outside setting)
• Blindfold
• Masking tape
Activity:
Place the masking tape on the floor in a rectangular shape 15 feet long and 4 feet wide. Place the 30 loaded mousetraps, dominoes, or eggs randomly inside the rectangular area. Put a blindfold on one person. The person walking
through the traps should make sure to lift his/her foot up when walking instead of sliding it along the ground.
Once they have gone through the traps once with the blindfold, remove the blindfold, reset the mousetraps, and have
them try again.
Processing the Experience:
• (For the person walking through the mousetraps) How difficult was it to navigate through the mousetraps when
you were blindfolded?
• How did this wall (blindfold) limit your view?
• What limits your view in life?
• What might the blindfold represent in your life?
• What might the mousetraps represent in your life?
• How many mousetraps did you set off when you were blindfolded as compared to when you weren’t?
• What kind of freedom did you have when you had the blindfold on?
• What kind of freedom and opportunities do you have in life when you can see the “big picture”?
• How can you tell if you are on top of the wall?
The Wall
© WhyTry LLC 2013
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13
masking tape
30 mouse traps
15 feet long
4 feet wide
© WhyTry LLC 2013
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13
The Wall
10. Perspective
Spatial Requirements: Regular classroom setup: little or no space required
Activity Type: Movement/group
Grades: 2-12
Group size: 2 or more
Time: 5 minutes
Introduction: Gaining a new perspective helps us see over the wall. This activity illustrates that solving a problem can
be easier when looked at from different perspectives. It also shows how a situation can change completely when we
learn to see it in a different light.
Materials:
• None
Activity:
You may want to demonstrate how to do this activity before beginning. Have the students stand up and hold one hand
at waist level. Have them hold their hand in a fist, palm up, with their index finger pointed towards the ceiling. Tell them
to move their finger in a circle in a clockwise direction without stopping. Then instruct them to raise their heads and look
straight ahead, without looking up or down. Explain that during the whole activity, they are to continue to circle their
finger in the same clockwise direction.
Next, have them slowly move their hand upwards, while continuing to make circles. They should continue to move the
circling finger upwards until it is well above their head. At this point, have them look up and see what direction their finger
is rotating. They will notice at waist level it was clockwise, and that above their head it becomes counterclockwise. By
moving their hand to a different level, students will see the opposite action, just by changing perspective.
Processing the Experience:
• In what direction was you finger moving at waist level? In what direction was it moving when you raised it above
your head?
• Did you stop rotating your finger one direction and start rotating it the other direction?
• How do you account for the apparent change in direction?
• How does moving your hand from waist level to above your head change your perspective?
• How does perspective relate to climbing the wall?
• How does your perspective change as you climb the wall?
• What problems in life might be easier to solve if we look at them with a different perspective?
The Wall
© WhyTry LLC 2013
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13
The Wall
11. Polar Bears and Ice Holes
Spatial Requirements: Regular classroom setup: little or no space required
Activity Type: Object lesson
Grades: 2-12
Group size: 2 or more
Time: 10-15 minutes
Introduction: The object of this activity is to see that a person’s limited view of the game (life) can have an impact on
the motivation, opportunity, freedom, and self-respect of that person.
Materials:
• 6 dice
• 1 table or desk to stand around
• 1 chair
Activity:
Invite all the students to circle around the table or desk as you explain the activity. Tell the students that this activity is
challenging, and that some of them may not “get it.” Ask, “Why do polar bears hang around holes in the ice?” (Answer:
to look for their next meal)
Say, “I will roll all six dice and tell you how many polar bears are hanging around the ice holes.” After the first shake, say,
“There are ___ (number) polar bears and ___ (number) ice holes.”
The secret: The dice that determine the polar bears and ice holes are 1, 3, and 5. The 2, 4, and 6 do not count. See
sample below:
Polar Bears
Ice Hole
Ice Hole
Polar Bears
Ice Hole
Polar Bears
© WhyTry LLC 2013
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13
The ice hole is in the center of the dice (center hole on the 1, 3, and 5) and polar bears are around the ice hole looking
for a quick meal. (The 1 die does not have any polar bears, just the ice hole.)
If your first shake was shown as the one above, there would be three ice holes and six polar bears. (Remember, you do
nothing with the 2, 4, and 6 dice.)
You may need to give hints as you go along. If you shake all even numbers, say there are no polar bears and no ice
holes. If you shake all evens and a 1 on a die say, “You have 1 ice hole and no polar bears.”
As soon as one person thinks they have figured it out, shake the dice and give them a chance to give the answer. (Tell
them not to tell anyone else the trick.)
Keep playing the game until most of the people figure it out, or the frustration level of the group gets high.
Processing the Experience:
• What was frustrating about this activity? Why?
• How did your limited view of the game affect you?
• Did any of you want to give up on the game? Why?
• How did you feel when you finally saw the big picture and figured it out?
• What does it mean to “see the big picture?” (See over the wall, more options, become a better person, more confidence, and take charge of your life)
• How does having a long-term vision help you deal with difficult challenges in life?
• What can you do in your life to see the big picture?
The Wall
© WhyTry LLC 2013
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13
The Wall
12. Secret Code
Spatial Requirements: Regular classroom setup: little or no space required
Activity Type: Group
Grades: 3-12
Group size: 2 or more
Time: 10 minutes
Introduction: Reaching a goal or solving a problem becomes easier when we have gathered as much information as
possible. This simple activity is designed to help students see the value of gaining help and information when trying to
climb the wall. Note: This activity also applies to “Get Plugged In.”
Materials:
• 1 secret code sheet for each student
• Pen/pencil for each student
Activity:
Hand out a sheet of paper with the following code typed on it, or simply write the following code on the board:
A
BCD G
EF
.
Have the students work individually and see if they can determine what the next figure would be in the coded sequence.
If any student thinks he or she has the correct answer, have him or her show it to you. After working for a few minutes individually, let students work for a few minutes in small groups. After the groups have worked together for a few minutes,
give the class the following clue:
Letters - curved/straight
The answer is that the letters with all straight lines go below the line and the letters with curves go above the line in
alphabetical order.
Processing the Experience:
• Was the code difficult to solve when you first tried by yourself? Was it easier when you had help from others?
• How did getting the clue help in solving the code?
• How did you feel when you were able to crack the code?
• How does getting clues and getting help from others relate to seeing over the wall?
• How does gaining more knowledge help you get a bigger picture and help you climb the steps to seeing over the
wall?
• In what situations in life would it be important to get help from others? In what situations in life would it be important to get clues?
© WhyTry LLC 2013
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13
The Wall
13. Shady Shades
Spatial Requirements: Regular classroom setup: little or no space required
Activity Type: Object lesson
Grades: 2-12
Group Size: 2 or more
Time: 5-10 minutes
Introduction: Seeing over the wall is about having a clear vision of where you are going or what you want to accomplish. This activity is designed to help illustrate how things are much more complicated and difficult when our vision isn’t
clear.
Materials:
• Sunglasses
• Vaseline
• 3 blown-up round balloons
Activity:
Prepare for this activity by rubbing Vaseline on the outside lens of a pair of dark sunglasses to create “shady shades.” It
will work best if the Vaseline is rubbed on in a circular motion.
Give one of the students a balloon and have him/her bounce it in the air. Add the second balloon. For older students, you
may even add a third balloon. The object is to see if the student can keep all of the balloons in the air at one time. He/
she should be really successful with one balloon, and somewhat successful with two. Now collect the balloons, and tell
the class that the student will now have to juggle the balloons with some shady shades on.
Now have the student repeat the activity wearing the sunglasses.
You may want to allow other students to repeat the activity so they can see for themselves how much more difficult the
activity is with bad vision.
For an added layer of difficulty, have three students attempt it at the same time.
You can vary this activity by having students do different tasks without the glasses, then repeat with the glasses.
Processing the Experience:
• How much more difficult was this activity with the shady shades on?
• How did you feel while you were working without the sunglasses? How did you feel while working with the sunglasses? Why?
• What are some other things that would be difficult to do if you couldn’t see clearly?
• How is this activity like seeing over the wall or not seeing over the wall?
• What are some goals you would like to accomplish? In what way would not having a clear vision of your goals
affect your ability to accomplish them?
The Wall
© WhyTry LLC 2013
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13
The Wall
14. Things That Matter Most
Spatial Requirements: Regular classroom setup: little or no space required
Activity Type: Object lesson
Grades: K-12
Group Size: 2 or more
Time: 10-15 minutes
Introduction: The visuals in this activity can be compared to our ability to see over the wall and open the door to opportunity, freedom, and self-respect.
Materials:
• 2 empty bottles or quart jars (Pickles, mayonnaise, salad dressing or canning jars are acceptable.)
• 10 Ping-Pong balls
• Enough dried beans, popcorn, or rice to cover the Ping-Pong balls and fill the jar, approximately 2 cups
Activity:
To set up, place the Ping-Pong balls in one bottle and the beans in the other.
Tell the students that the beans represent the walls/challenges in their life, and the Ping-Pong balls represent those
things that are important to be successful. Pour the beans over the Ping-Pong balls and ask, “How do we get the important things in life to the top?” Shake the bottle, and the Ping-Pong balls will rise to the surface.
Processing the Experience:
• What are the beans – or challenges – in your life?
• What are the Ping-Pong balls – or important things – in your life?
• How can you rise above the “beans” and make it to the top?
• What will your life be like if you stay down in the beans?
• How will you feel about yourself when you rise to the top? Why?
• What kind of opportunities are available on top of the wall?
© WhyTry LLC 2013
DO NOT REPRODUCE. ONLY ONE PRINTED COPY PER LICENSE ALLOWED. ver. 04/11/13