Samuel Pabón Jr.

Call of Duty: Black Ops Teaching Guide 1

USING CALL OF DUTY: BLACK OPS

TO ENHANCE CROSS-CURRICULAR ACTIVITIES IN THE CLASSROOM

Written by

Samuel Pabón Jr.

National University

April 24, 2011

Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 2

Table of Contents
Teaching Guide Overview ...................................................................................3
Wait. Stop. What? ........................................................................................................3
Call of Duty: Black Ops Description ...............................................................................3
Call of Duty: Black Ops ESRB Rating .....................................................................................5
Using Call of Duty: Black Ops in the Classroom............................................................5
The Advantages of Teaching with Games .....................................................................5
To Game or Not to Game ..............................................................................................6
Goals and Objectives ....................................................................................................6
Grade Level Standards and Content Area .....................................................................6
Where the Game fits into the Curriculum.....................................................................10
What Teachers Need to Know Before Beginning ........................................................10
Hardware Requirements .............................................................................................10
Lessons Overview .............................................................................................11
Lesson One .................................................................................................................11
Lesson One Goals and Objectives .......................................................................................11
Lesson One Setup ................................................................................................................12
Lesson One Activity/Gameplay .............................................................................................12
Lesson One Follow-up/Debriefing ........................................................................................13
Lesson One Extensions ........................................................................................................13
Lesson Two..................................................................................................................13
Lesson Two Goals and Objectives ........................................................................................13
Lesson Two Setup ................................................................................................................14
Lesson Two Activity/Gameplay .............................................................................................14
Lesson Two Follow-up/Debriefing .........................................................................................15
Lesson Two Extensions ........................................................................................................15
Teacher Resources ............................................................................................16
References .........................................................................................................17
About the Author (optional) ..............................................................................18
Appendix ............................................................................................................19
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 3

Teaching Guide Overview

How do we help students develop an active interest in modern, post World War II, United

States History? How do we encourage students to develop a healthy curiosity for the complex

political considerations that accompany decisions by elected officials to choose military action

over diplomacy? How do we get students to stop playing video games, and start hitting the

books?

Wait. Stop. What?

Educators should try to utilize the same kinds of “tools” that students are already using on

their own time. Imagine if we were not allowed to use the internet to find resources and/or

references for writing assignments, traveling directions, etc. What if teachers still had to hand-

write lesson plans in those clumsy books instead of on the computer or a web-based application?

Well, this guide cannot help with the fact that some schools still force teachers to waist time on

antiquated methods of lesson planning.

However, this teaching guide is intended to help educators meet students at their level,

and inspire those students to seek out the historical foundations for one of the best selling video

game titles to date, Call of Duty: Black Ops. Due to the ESRB rating (Entertainment Software

Rating Board), this guide is intended for educators teaching, at a minimum, 11th grade high

school students. There are sufficient historically accurate references made, as well as several

embedded conspiracy theories, during game play to provide an American Studies and/or a World

History class that is studying political events and/or military actions that took place during the

Cold War era enough topics for rigorous discussions and/or debates.

While this game was not specifically developed as an “educational” video game, this

teaching guide has been aligned with Florida Sunshine State Standards, as well as Common

Core Standards in order to provide students with an immersive and engaging environment that

will encourage them to enthusiastically engage in a hands-on approach to their learning.

Call of Duty: Black Ops Description

Whether you are a Call of Duty veteran, or you are new to this particular first-person

shooter (FPS) franchise, Call of Duty: Black Ops delivers endless hours of intense and immersive

game play. This latest installment of “The best-selling franchise of all time on XBOX
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 4

360®” (according to the game packaging) offers three methods of play that deliver countless

hours of playability. Players may choose between:

1. Epic Single-Player game mode,

2. Acclaimed Multiplayer game mode, and
3. Four-Player Co-op Zombies game mode.
This teaching guide will focus on the Epic Single-Player mode of play.

Like most FPS games, Call of Duty: Black Ops provides players with several options to

customize some of the game settings in order to fit personal preferences. Some of these

adjustable settings include: controller settings, aim assist, look sensitivity, graphic content filter,

and subtitles. It is highly recommended that the “graphic content filter” is employed during in-

school game time.

Call of Duty: Black Ops begins with the main playable character, Alex Mason, being

interrogated by unknown people. This interrogation cut-scene will be utilized throughout the

game to provide the player with increasing tid-bits of information, in addition to providing a segue

to different missions. The game missions mostly take place in Vietnam, during the height of the

cold war, and in other places such as Cuba and Russia. Alex Mason is a covert CIA operative

that seems to have missing gaps of information in his memory. Each new interrogation cut-scene

followed by a new mission uncovers some of the fog in Alex Mason’s memory. Eventually, the

interrogators will be revealed in an interesting plot-twist.

Game play is fairly intuitive. New players may have to deal with the occasional frag

grenade being thrown when first getting accustomed to the controls. There may be times during

certain missions when it may not be immediately apparent how the character is supposed to

proceed. A new player may spend time trying to find a different route around an obstacle without

realizing that dropping to the ground, and belly-crawling will get them passed that obstacle.

These are minor challenges that actually may add to the ambience of the frantic pace and nature

of the missions in Call of Duty: Black Ops.

All in all, Call of Duty: Black Ops lives up to the high expectations veteran players have

come to demand of the franchise designers/developers, and is sure to provide countless hours of

immersive and exciting game play.

Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 5

Call of Duty: Black Ops ESRB Rating

On the game case, this game receives an ESRB (Entertainment Software Rating

Board) content rating of “M” (mature 17+). The ESRB provides the following content

descriptors that may have been the reason behind Call of Duty: Black Ops receiving a

rating of “M”.

• Blood and Gore: Depictions of blood or the mutilation of body parts

• Intense Violence: Graphic and realistic-looking depictions of physical

conflict. May involve extreme and/or realistic blood, gore, weapons and

depictions of human injury and death

• Strong Language: Explicit and/or frequent use of profanity (ESRB Content

Descriptors, para. 1).

Using Call of Duty: Black Ops in the Classroom

• Students role play part of “Embedded Journalists”

• Students without signed permission slips role play part of “editor”

• Play one mission: From interrogation cut-scene to interrogation cut-scene

• Allow students brainstorming time at the end of the missions

• facts

• gathered information

• description of events

The Advantages of Teaching with Games

We are well into the information age, and educators are at the forefront of this paradigm

shift. National University Associate Professor, Ted Henning, had once asked whether students

agreed or disagreed with the argument presented by Prensky, Gee and other researchers, “...that

video games and technology have fundamentally changed the way students have learned how to
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 6

learn” (Personal communication, April 10, 2011). Karen Cator, Director of the Office of

Educational Technology, U.S. Department of Education, answers this question best in an

interview with ASCD’s Educational Leadership magazine where she states, “When you add any

new technology...something is amplified, and something is reduced. Part of being literate in the

21st century...is being able to make careful decisions about technologies and their uses” (2011, p.

20). Additionally, in another ASCD article, Digitally Speaking, classroom teacher/author, William

M. Ferriter, says that 21st century teachers must be digitally resilient. He goes on to describe

digital resilience as “...determination in the face of blocked websites, failing services, antiquated

tools, and technology decisions that aren’t aligned with a new vision of teaching and

learning” (2011, p. 86).

To Game or Not to Game

In the article, Games and Learning, Diana G. Oblinger, states that educators should think

about “...how best to add games to the educational tool set, blending them with other activities.

Integration requires an understanding of the medium and its alignment with the subject, the

instructional strategy, the student’s learning style, and intended outcomes” (EDUCAUSE

Quarterly, 2006). Like any other tool, commercial video games, when implemented properly as

part of the learning process, truly can bring a subject alive for students and generate enthusiasm

like never before. The CITEd Research Center (Center for Implementing Technology in

Education) states that students receive more benefit from games and simulations when guidance

is provided. The teacher has to develop some "prior knowledge" prior to assigning video games

as a learning tool. Honest excitement and motivation from the teacher regarding "why" the video

game is being implemented will help to foster similar feelings in most students.

Goals and Objectives

Specific goals and objectives that will be addressed by the lessons.

Grade Level Standards and Content Area

In order to foster the implementation of cross-curricular activities, this teaching guide

addresses the following standards:

Florida Sunshine State Standards | Social Studies | 9-12

Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 7

Standard 1. The student understands historical chronology and the historical perspective.

SOC-9-12-A.1.1. The student understands how ideas and beliefs, decisions, and chance events

have been used in the process of writing and interpreting history.

SOC-9-12-A.1.3. The student evaluates conflicting sources and materials in the interpretation of a

historical event or episode.

SOC-9-12-A.1.4. The student uses chronology, sequencing, patterns, and periodization to

examine interpretations of an event.

Standard 5. The student understands U.S. history from 1880 to the present day.

SOC-9-12-A.5.6. The student understands the political events that shaped the development of

United States foreign policy since World War II and knows the characteristics of that policy.

Florida Sunshine State Standards | Language Arts | 9-12

B. Writing

Standard 1. The student uses writing processes effectively.

LA-9-12-B.1.1. The student selects and uses appropriate prewriting strategies, such as

brainstorming, graphic organizers, and outlines.

LA-9-12-B.1.2. The student drafts and revises writing that: is focused, purposeful, and reflects

insight into the writing situation; has an organizational pattern that provides for a logical

progression of ideas; has effective use of transitional devices that contribute to a sense of

completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a

commitment to and involvement with the subject; uses creative writing strategies as appropriate

to the purposes of the paper; demonstrates a mature command of language with freshness of

expression; has varied sentence structure; has few, if any, convention errors in mechanics,

usage, punctuation, and spelling.

LA-9-12-B.1.3. The student produces final documents that have been edited for: correct spelling;

correct punctuation, including commas, colons, and common use of semicolons; correct

capitalization; correct sentence formation; correct instances of possessives, subject/verb

Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 8

agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect;

and correct formatting that appeals to readers, including appropriate use of a variety of graphics,

tables, charts, and illustrations in both standard and innovative forms.

Standard 2. The student writes to communicate ideas and information effectively.

LA-9-12-B.2.1. The student writes text, notes, outlines, comments, and observations that

demonstrate comprehension and synthesis of content, processes, and experiences from a variety

of media.

LA-9-12-B.2.4. The student selects and uses a variety of electronic media, such as the Internet,

information services, and desktop publishing software programs, to create, revise, retrieve, and

verify information.

Common Core Standards | English Language Arts | Grades 11-12

Text Types and Purposes

ELA-W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence.

• Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence.

• Use words, phrases, and clauses as well as varied syntax to link the major sections

of the text, create cohesion, and clarify the relationships between claim(s) and

reasons, between reasons and evidence, and between claim(s) and counterclaims.

• Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing.

ELA-W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas,

concepts, and information clearly and accurately through the effective selection, organization, and

analysis of content.

• Introduce a topic; organize complex ideas, concepts, and information so that each

new element builds on that which precedes it to create a unified whole; include
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 9

formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when

useful to aiding comprehension.

• Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic.

• Use appropriate and varied transitions and syntax to link the major sections of the

text, create cohesion, and clarify the relationships among complex ideas and

concepts.

• Use precise language, domain-specific vocabulary, and techniques such as

metaphor, simile, and analogy to manage the complexity of the topic.

• Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic).

Production and Distribution of Writing

ELA-W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most significant for a specific

purpose and audience.

ELA-W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual

or shared writing products in response to ongoing feedback, including new arguments or

information.

Research to Build and Present Knowledge

ELA-W.11-12.7. Conduct short as well as more sustained research projects to answer a question

(including a self-generated question) or solve a problem; narrow or broaden the inquiry when

appropriate; synthesize multiple sources on the subject, demonstrating understanding of the

subject under investigation.

ELA-W.11-12.8. Gather relevant information from multiple authoritative print and digital sources,

using advanced searches effectively; assess the strengths and limitations of each source in terms
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 10

of the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard

format for citation.

Range of Writing

ELA-W.11-12.10. Write routinely over extended time frames (time for research, reflection, and

revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes

Where the Game fits into the Curriculum

Students should be learning Cold War era American History.

Specifically -

• tensions leading up to, during, and after the failed Bay of Pigs invasion

• the Cuban missile crisis

• pre/post U.S. involvement in Vietnam

• facts/conspiracy theories surrounding and leading up to the J.F.K. assassination.

What Teachers Need to Know Before Beginning

• Play the game completely through to the end in order to anticipate discussion points

and/or challenges.

• The game is violent and still uses profanity even with the “graphic content filter”

engaged.

• Have permission slips signed, or student(s) play alternate role of “editor” (Appendix).

• The game will generate curiosity around conspiracy theories - be prepared to

discuss.

Hardware Requirements
• One XBOX 360® and Call of Duty: Black Ops for every four students in class

• One wired/wireless controller for each XBOX 360® console

• One TV, projector, or monitor with audio/video inputs for each XBOX 360® console
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 11

Lessons Overview
• Roughly two to three days per lesson; 1 hour per class

• Students work in teams of two (1 operator / 1 journalist)

• Two teams per console (4 students)

• Allow students time to familiarize themselves with the controller options per

instructions enclosed in game packaging.

• Training guide is flexible enough to accommodate various class schedules and/or

hardware limitations.

• The first mini-mission acts as an introduction to some of the basic controls.

• Teacher should be ready to offer assistance and/or suggestions.

• Student playing role of journalist should also act as a time-keeper and encourage

their teammate to stay on track to complete the first objective (escaping from the

airfield and listening to the follow-on interrogation cut-scene) within 20 minutes.

• Then the second team will play.

Lesson One
This lesson is designed to set the stage for discussing U.S. actions leading up to the

failed Bay of Pigs invasion, and the subsequent Cuban Missile Crisis which may have been

directly triggered by this failed attack.

Lesson One Goals and Objectives

Upon successful completion of this lesson, students will be able to:

• Summarize the involvement of Richard M. Nixon, Dwight D. Eisenhower,

Robert F. Kennedy, John F. Kennedy, and the CIA in the Bay of Pigs

Invasion.

• Discuss and explain how the attempted Bay of Pigs invasion contributed to

Fidel Castro’s distrust of the U.S. and subsequent Cuban Missile Crisis.

•
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 12

Lesson One Setup

Students will need to have their own profiles on the console in order to save their

progress throughout the game. In order to maximize class time, the teacher should set

up basic profiles for the students ahead of time. Additionally, the teacher should go

through the instructions to configure the systems for “optimal experience” by adjusting the

viewable areas of the screen, etc. The teacher should provide an overview of the lesson,

split the students into their two-person teams, and select which two teams will share

consoles. The teacher should provide some of the back story and inform students that

they are either CIA special operatives, or an embedded journalist traveling with the

operative on his/her mission(s). Allow students just a few minutes to customize their

controller options (look inversion, sensitivity level, etc.).

Lesson One Activity/Gameplay

Students need to logon to the profile the teacher has already set-up for them. In

order to get started:

1. Turn on the Xbox

2. Use the controller’s Left Stick (LS) or D-Pad (DP) in order to select “My

Xbox” (The Call of Duty: Black Ops (COD:BO) game cover will be displayed)

3. Use the LS or DP to select “Sign In”

4. Press the “A” button

5. Use the LS or DP to select the proper student profile

6. Press the “A” button

7. After loading, the selected profile will be displayed in the top right corner of

the screen

8. LS or DP to select “My Xbox” again (The COD:BO game cover will be

displayed)

9. Press the “A” button on the COD:BO image

10. If this is the first time COD:BO is being loaded, follow the on-screen

instructions to configure the system for “optimal experience”

11. Use the LS or DP to select “CAMPAIGN” by pressing the “A” button.

Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 13

12. If this is the first time playing, select “NEW GAME” and press the “A” button.

If the student is continuing, they may select “CONTINUE MISSION”.

13. If this is the first time playing, it is recommended to select “RECRUIT” as the

game’s difficulty level.

14. The first operator (student) should play through until the end of the mission

where the team has to escape from a Cuban airfield.

15. Students should listen to the entire interrogation cut-scene, and save the

game when the next mission is ready to begin.

Lesson One Follow-up/Debriefing

Once all teams have played, the teacher should allow time for the students to

brainstorm and discuss what they have experienced. The teacher should guide the

discussion and ask questions that will encourage thought and debate amongst the

students. This would be similar to actual military debriefings when units return from the

field with embedded journalists. Students should also discuss their prior knowledge

about known facts, urban myths, and conspiracy theories surrounding the Bay of Pigs

Invasion and the subsequent Cuban Missile Crisis.

Lesson One Extensions

Have students interview their parents/guardians about what they recall from

having lived during the time of the Bay of Pigs Invasion and the tensions surrounding the

Cuban Missile Crisis. Then, have students write a two-page double-spaced paper

comparing and contrasting their parents’/guardians’ recollections and emotions against

their own memories and feelings of the attacks that occurred September 11, 2001.

Lesson Two
This lesson is designed to set the stage for discussing U.S. involvement in Vietnam, and the

subsequent evacuation of U.S. forces after the Tet Offensive.

Lesson Two Goals and Objectives

Upon successful completion of this lesson, students will be able to:
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 14

• Discuss how some of the failures attributed to J.F.K. (Bay of Pigs Invasion,

construction of Berlin Wall, etc.) may have been the deciding factors to

escalate U.S. involvement in Vietnam.

• Discuss the political implications of the Tet Offensive despite having been an

overall defeat, militarily, for communist forces.

Lesson Two Setup

The teacher should provide an overview of the lesson, split the students into their

two-person teams, and select which two teams will share consoles. The teacher should

continue to provide some of the back story and inform students that they are either CIA

special operatives, or an embedded journalist traveling with the operative on his/her

mission(s). Allow students some more time to make adjustments to their previous

controller customizations, if necessary (look inversion, sensitivity level, etc.).

Lesson Two Activity/Gameplay

Students need to logon to the profile the teacher has already set-up for them. In

order to get started:

1. Turn on the Xbox

2. Use the controller’s Left Stick (LS) or D-Pad (DP) in order to select “My

Xbox” (The Call of Duty: Black Ops (COD:BO) game cover will be displayed)

3. Use the LS or DP to select “Sign In”

4. Press the “A” button

5. Use the LS or DP to select the proper student profile

6. Press the “A” button

7. After loading, the selected profile will be displayed in the top right corner of

the screen

8. LS or DP to select “My Xbox” again (The COD:BO game cover will be

displayed)

9. Press the “A” button on the COD:BO image

10. Use the LS or DP to select “CAMPAIGN” by pressing the “A” button.

Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 15

11. Select “CONTINUE MISSION”.

12. The first operator (student) should play through the Vietnam mission as far

as possible in the time alloted (20 minutes).

13. Students should listen to the entire interrogation cut-scene, and save the

game when the next mission is ready to begin.

Lesson Two Follow-up/Debriefing

Once all teams have played, the teacher should allow time for the students to

brainstorm and discuss what they have experienced. The teacher should guide the

discussion and ask questions that will encourage thought and debate amongst the

students. This would be similar to actual military debriefings when units return from the

field with embedded journalists. Students should also discuss their prior knowledge

about known facts, urban myths, and conspiracy theories surrounding the Vietnam War

and subsequent assassination of President John F. Kennedy.

Lesson Two Extensions

Have students interview their parents/guardians about what they recall from

having lived during the Vietnam War and the Kennedy Assassination. Then, have

students write a two-page double-spaced paper comparing and contrasting their parents’/

guardians’ recollections and emotions against their own memories and feelings of the

current military actions in Iraq, Afghanistan, and Libya.

Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 16

Teacher Resources
CIA | Freedom of Information Act | Bay of Pigs

The cornerstone of this collection is a two-volume, 400-plus page document consisting of

(Volume I) the CIA Inspector General's (IG) Report on the CIA's ill-fated April 1961 attempt to

implement national policy by overthrowing the Fidel Castro regime in Cuba by means of a covert

paramilitary operation, otherwise known as the Bay of Pigs, and (Volume II), a commentary on

the IG report written by the Directorate of Plans (DP), now known as the Directorate of

Operations (DO). These two volumes are a rare side-by-side compilation of high-level

government self-evaluation of its own performance in an historic and controversial event. The

remainder of the collection is comprised of various documents, to include finished intelligence,

National Security Council (NSC) briefings and Spanish-language documents.

Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 17

References
ASCD. (2011, February). Transforming education with technology: A conversation with Karen

Cator. Educational Leadership, 68(5), 17-21.

ASCD. (2011, March). Digitally speaking: Becoming digitally resilient. Educational Leadership,

68(6), 86-87.

CITEd Research Center. (n.d.). Learning with computer games and simulations. Retrieved from

http://www.cited.org/index.aspx?page_id=143

EDUCAUSE. (2006). Games and learning: Digital games have the potential to bring play back to

the learning experience. EDUCAUSE Quarterly, 29(3). Retrieved from

http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/

GamesandLearning/157406

ESRB. (n.d.). Game ratings & descriptor guide: ESRB content descriptors. Retrieved from

http://www.esrb.org/ratings/ratings_guide.jsp.
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 18

About the Author (optional)

Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 19

Appendix

PERMISSION TO PLAY CALL OF DUTY: BLACK OPS

I, _____PRINT FULL NAME_____, give my permission, as the parent and/or guardian of the

student listed below, to view and/or play the Call of Duty: Black Ops video game which has been

rated “M” by the ESRB (Entertainment Software Rating Board).

The ESRB provides the following rating summary:

This is a first-person shooter in which players control a U.S. soldier who works for the
C.I.A. and participates in both well-known and secret events during the Cold War (e.g.,
skirmishes, stealth espionage, assassinations, and interrogations involving torture).
Players use a wide variety of weapons such as pistols, rifles, machine guns, and
explosives to injure/kill enemies. Combat can generate pools of blood and dismembered
limbs. Players can use enemy bodies as human shields and execute them at close
range. In one sequence, broken glass is placed into the mouth of a man while he is
repeatedly punched, causing blood to spill from his mouth. Language such as 'f**k,'
'b*tch,' and 'sh*t' can be heard in the dialogue.

http://www.esrb.org/ratings/synopsis.jsp?Certificate=29949

These games will be supervised, but will be separated from view and/or play by students without

properly signed permission.

STUDENT’S NAME (please print): ________________________

PARENT/GUARDIAN NAME (please print): ________________________

PARENT/GUARDIAN SIGNATURE: ________________________

DATE SIGNED: ________________________