TEACHER s IMAXs COMPANION ucces BOOK Social Studies Latest Edition Class 3 Part 1 Module A
Contents – Part 1A Section No./Name Sub‐section Sub‐section Name Pg. No. 1 IMAX Textbook Features 2 I – Remembering and Understanding 2 IMAX Workbook Features 3 (To be read and understood before the first teaching day and to be revisited 3 IMAX Curriculum Framework 4 during the PSO1) 4 IMAX Teacher Companion Book Features 6 II – Application 5 Transactional Tips 10 (To be planned and worked out before the academic year starts) 6 Bloom's Taxonomy in IMAX Class 15 III – H.O.T.S.: Creating a Rockstar Class 7 Annual Plan – Teaching and Assessments 17 (Together, with IMAX inputs and your 8 Annual Planning Tool 18 unique approach and implementation style, let us create a rockstar classroom) 9 Formative/Periodic Assessment Patterns 19 IV – Teacher Reference 10 Mid‐Year/Annual Assessment Patterns 21 (Hints/suggestions for the teacher to refer while answering 11 Teaching Aids List (For Planning) 23 textbook/workbook questions) 12a Day‐wise Lesson Plan – Learning Outcomes Page V – Appendices (Additional reading resources) 12b Day‐wise Lesson Plan – Content Page 26 12c Day‐wise Lesson Plan – Reflection Page 13 End‐of‐Term Reflection In Part 1C 14a Teacher Reference for Textbook 47 14b Teacher Reference for Workbook 15 How to be a Rockstar Teacher In Part 1B 16 Blackboard Information Organising Tips (Graphic 63 Organisers)
Section I – Remembering and Understanding Usage Tip: To be read and understood before the first teaching day and to be revisited during the PSO1 Sub‐Sections: 1. IMAX Textbook Features 2. IMAX Workbook Features 3. IMAX Curriculum Framework 4. IMAX Teacher Companion Book Features 5. Transactional Tips 6. Bloom's Taxonomy in IMAX Class Page 1
Textbook Features I Will Learn About I Remember Contains the list of concepts to Introduces new concepts to build on be covered in the lesson along the prerequisite knowledge or skills to with the learning objectives understand and achieve the objective of the topic Page 2 I Think Pin-up Note Introduces the concept or Contains key retention points from the subtopic and arouses curiosity concept among students I Understand Train My Brain Explains the aspects in detail Checks for learning to gauge the that form the basis of the understanding level of students concept Includes elements to ensure that students are engaged throughout I Apply I Explore Connects the concept to Encourages students to extend real-life situations by giving an the concept learnt to advanced opportunity to apply what application scenarios students have learnt Be Amazed Connect the Dots Fascinating facts and trivia for A multidisciplinary section that students to establish a better connects a particular topic to other real-life connect with the subjects in order to enable students concept. to relate better to it A Note to Parent To engage a parent in out-of-classroom learning of their child and conduct activities to reinforce the learnt concepts SST_G3_TB_Contents.indd 3 19-Jan-18 2:23:55 PM
Workbook Features Page 3 I Remember I Understand Recollecting critical information Engaging with the ‘how’ and related to the ‘who’, ‘what’, ‘why’ of the concept ‘when’ and ‘where’ of the concept I Explore (H.O.T.S.) I Apply Extending the application of the concept to more advanced and Applying the understanding of challenging questions that meet the concept to questions related the criteria of higher order to real-life scenarios thinking skills
03. IMAX Curriculum Framework – Page 1 of 2 Class 3 Class 4 Class 5 - The Sun and the Planets - The Shape of the Earth - The Climatic Zones of the Earth - Landforms & Water Bodies - Life in the Different Climatic Zones Geography : - Making and using maps - Continents and Oceans; Latitudes and - Maps and Globes Introduction - Indian States & their Capitals Longitudes - Latitudes and Longitudes ` - Some Famous Indian Cities - Location, Extent and Importance of the - India's Location & Physical Northern Mountains Features - Climate, Vegetation and Wildlife of the Northern Mountains Geography - The Three Basins of the Northern Plains - Life in the Northern Plains - The Deccan Plateau and the Central Highlands - Life in the Southern Plateaus - The Western Desert - Life in the Western Desert - Coastal Plains & Islands - Life in the Coastal Areas - Types of Forests in India - Deforestation - Forests to Soil - Understanding Rivers - Rivers of India Unity in - Languages, Food and Clothing Diversity - Communities and Festivals Page 4
IMAX Curriculum Framework – Page 2 of 2 Class 3 Class 4 Class 5 - What is History? - Explorations, Discoveries and Inventions Introduction - Museums and Monuments History to History - Where are the Kings and Queens? The - Expeditions and Colonisation - Early Human Beings Mughal Empire Civilisations - Ancient Civilisations - The First War of Independence - Some Other Important Kingdoms of India - The Indian National Congress and the Indian Freedom - The Constitution of India Freedom Movement Struggle - Efforts towards Indian Freedom - The Partitions of 1905 and 1947 Civics Democracy and Human - Human Rights and Governmental Organisations Rights - People Striving for Human Rights and the Rights of Children - India: A Democracy Economics Introduction in the Indian Scenario - Our Occupations - Wants and Needs - Need and Classification of Industries Page 5
04. Teacher Companion Book Features & Usage Tips Indicates the days allocated to cover the lesson For the teacher to indicate the number of days needed to speed up or slow down the plan, if required. Knowledge that learners are expected to have in order to understand the concept better. This is acquired from the previous lessons or classes. Bloom’s learning objectives covered under different sections of the concept. List of teaching resources that the teacher needs to procure/arrange for before the class. Sections covered Space for the teacher to List of teaching on each day. write notes on lesson resources preparation. provided by IMAX. Page 6
Indicates the current day This icon is used to indicate the progress of the out of the total days particular day/period. More details about this allotted for the lesson. icon (or set of icons) are given on a later page. Page from the The class level outcomes or textbook enabling objectives for the day are outlined here. Any new words covered in the day are also listed. Transactional tips for teaching the content provided on the given page. Detailed explanation and examples of the various transactional tips are provided in sub‐section 05 of this book. Quick questions to be asked during the class to check for learners’ understanding as the lesson proceeds. Details of the suggested CW/HW for the day. Page 7
Examples for Reading and Practising the IMAX Calendar The given lesson plan should be covered in the first half of the allocated teaching period (i.e. the 5th Period of the 5 periods allocated for the lesson). The given lesson plan should be covered in the second half of this same teaching period (referred to as Teaching Day going forward). The given lesson plan takes up the full teaching day, the first one out of the 8 allocated for the lesson (Concept in Social/Maths). Annual Day indicates which day/period you are currently at against the overall days allocated for this semester. Actual Date blank is for you to fill the date of the day you teach this particular page. LIST OF ABBREVIATIONS USED 6. H/H.O.T.S.: Higher Order Thinking 1. TB: Textbook Skills 2. WB: Workbook 7. CtD: Connect the Dots 3. R: I Remember 8. ANtP: A Note to Parent 4. U: I Understand 9. CW/HW: Classwork/Homework 5. A: I Apply 10. PSO: Product Service Orientation 11. PTM: Parent Teacher Meeting Page 8
Space for the teacher to share Progress Passbook for the teacher. her thoughts on the teaching This helps in tracking and planning methodology used for the lesson. the remaining syllabus. Number of planned days. Names of learners who Names of learners who Actual number of days need handholding for need additional used by the teacher to this lesson. challenges for this lesson. complete the lesson. Page 9 This is for the teacher to enter the number of days by which she/he needs to slow down or speed up for the next lesson. This is to match the annual academic plan. This icon is used to indicate the pages of the book where you can spend more time than suggested when needed. This icon is used to indicate the pages of the book that you can speed up when needed.
05. Transactional Tips – Page 1 of 54 1) Interactive Discussion Description • Discuss the concept/related example/scenario with the class. Benefit • Interactive discussion helps learners speak up in class, express their ideas, ask questions, and obtain information to improve How to Use It their own understanding of a topic. • Begin by asking questions/sharing an example/describing a scenario to begin the conversation. Example • Encourage learners to ask questions about the concept. • Ask questions which check previous knowledge. This will be helpful in deciding the points of focus for teaching. Preferred Section • Interactive Discussion: Ask learners to name the festivals they have celebrated. List them on the blackboard. Ask them how do they celebrate, who do they celebrate with, what kinds of clothes they wear, specific food items related to those festivals, the stories about those festivals, etc. Capture learner responses on the blackboard in a table format. Elaborate on festivals and their importance in our lives. • R, U 2) Real‐Life Connect Description • Ask questions/share an example which relates to learners’ lives and experiences. Benefit • Real‐life connect helps learners connect new information with something they already know. How to Use It • Choose examples from learners’ lives, which can be used to drive home the concept, or aspects of it. Example • Ask learners to share examples from their lives, experiences or their observations, relating to the concept to introduce or Preferred Section elaborate on it. • Real‐Life Connect: Ask learners what all kinds of birds they have seen in their neighbourhood. Ask them whether they know what kind of food those birds eat, where do they live, how do they look like, etc. Capture learner responses on the blackboard in a table format. Elaborate on some common birds, their features, eating habits and habitats. • R, U Page 10
Transactional Tips – Page 2 of 54 3) Peer Learning Description • Learners discuss a concept with each other to better engage with the concept. Benefit • Peer learning supports the idea of self‐help as well as learning from their peers. How to Use It • The class can be divided into groups of 4‐5 or into pairs for peer learning. Each group/pair can be given a different Example point/question to work on which they share with the whole class. (Think‐Pair‐Share). Preferred Section • Peer Learning: Group learners and distribute samples of different types of fabrics and chart sheets to write. Let them examine the samples, discuss within their groups and come up with a specific feature list for each fabric sample in a table format. Let one learner from each group share their findings with the other groups. Correct, add missing information or elaborate further, as and when each group share the list. • R, U, A, H 4) Outdoor Study Description • Field trips or an outdoor walk to observe real‐life examples related to the concept. Benefit • Outdoor study bridges the gap between concepts taught in the classroom and their real world application. How to Use It • Take learners to the place suggested (if available within the school or feasible to visit) and give instructions for Example observing/carrying out the activity. Preferred Section • Ask leading questions encouraging learners to observe and report. • Ask learners to make notes or answer pre‐set questions you have set. • Outdoor Study: Take learners to a nearby construction site. Ask them to interact with the workers or the engineers on what goes into building a house with proper safety measures. Let learners discuss their observations and findings and make an outdoor study report. • R, U Page 11
Transactional Tips – Page 3 of 54 5) Reinforcement Description • Re‐emphasise a concept or an aspect of the concept. Benefit • Reinforcement helps to improve speed, increases confidence, and strengthens the connections in the brain that help children How to Use It learn. Example • Ask misconception‐based questions (e.g. True/False, Correct the Statement and so on) to check if the concept has been Preferred Section understood. Ask questions to help learners revise the concept/aspects of the concept. • Reinforcement: Draw a diagram of hibiscus flower on the blackboard. Label the parts incorrectly. Ask learners to check and verify the labels. Correct the labels capturing learners’ responses. • U, A 6) Summarising Description • Learners express the concept or aspects of the concept through visual or verbal means. Benefit • Summarising helps learners learn to focus on essential ideas and put together important details. How to Use It • Learners can be asked to find the main idea or the important facts and supporting details or the sequence or draw Example conclusions. They can be asked to compare and contrast or distinguish between fact and opinion. Learners can use graphic Preferred Section organisers or present verbally. • Summarising: Group learners and distribute chart sheets and drawing materials. Let each group create a mind map to summarise the causes and effects of air pollution. Let the groups exchange their summaries and read aloud the points. Correct, add missing points or elaborate wherever necessary. • R, U Page 12
Transactional Tips – Page 4 of 54 Description 7) Framing Questions Benefit • Students frame and ask questions to each other on a given concept. How to Use It • Framing questions helps students become better thinkers. Example • Have students frame questions in groups or individually on a concept. Preferred Section • Framing Questions: Ask each learner to frame three questions for the two images of villages and towns. You can give them the keywords such as roads, houses, common different Ask learner to ask the questions to their partners • R, U 8) Flipped Classroom Description • Learners prepare a presentation on a concept and teach it to the class. Benefit • Flipped Classroom encourages learners to come to the classroom prepared with ideas and questions. How to Use It • Have learners in pairs or groups, prepare on a relatively easy concept to teach the rest of the class. Example • Flipped Classroom: Preferred Section Group learners and assign one part of a plant to each group. Let them prepare a chart to illustrate that part and describe the functions. Let them also list the uses of that part to us, with examples. Let the groups conduct sessions for the remaining groups using the charts they have prepared. •U Page 13
Transactional Tips – Page 54 of 54 9) Quiz Description • Learners answer questions. Benefit • Quiz motivates every student to participate, work together and cheer for each other. How to Use It • Quiz learners on the entire lesson or a particular concept. This can be done by dividing the learners into teams, or at an Example individual level. Preferred Section • Quiz: Group learners into two teams. Conduct a quiz on simple machines. Record the scores of both the teams and award the winner team with a simple machine model. • R, U 10) Activity Method Description • Learners engage in an activity in either pairs or groups to engage with a concept. Benefit • Learners get the opportunity to be active, collaborate and learn. This tip is especially useful for kinesthetic learners who learn How to Use It best by being active. Example • Pair or group learners and give instructions to perform activities like role‐play, mime, dramatization, games, etc. that facilitate Preferred Section multisensory learning of concepts. • Activity Method: Group learners into two teams (A, B). Let a learner from team A volunteer to come to the front of the class and pick up a chit from the box kept on the table. Ask the learner to read the name of the animal written on it silently and explain which animal it is through actions. Let learners from team B guess which animal it is. Set the time limit as 2 minutes. Let one learner from team B come to the front take up another chit and continue the activity. • R, U Page 14
06. Bloom’s Taxonomy in IMAX Class learners learners learners Can the learners Can the learners Can the learners Page 15
Section II – Application Usage Tip: To be planned and worked out before the academic year starts Sub‐Sections: 7. Annual Plan – Teaching and Assessments 8. Annual Planning Tool 9. Formative/Periodic Assessment Patterns 10. Mid‐Year/Annual Assessment Patterns 11. Teaching Aids List (For Planning) Page 16
07. Annual Plan – Teaching and Assessments Concept Details Two-Semester Exam Syllabus Concept Lesson Lesson Name Concept Name Teaching PA1 MYA No. No. Days FA1 FA2 1 What is History? 1.1 What is History? 6 2 Monuments and Museums 2.1 Monuments and Museums 6 3 Maps 3.1 Using and Making Maps 6 4 4 The Story of the Past 4.1 Early Human Beings 4 4.2 Ancient Civilizations 5 Discovering India - I 5.1 Parts of India and Its Government 7 6 Discovering India - II 6.1 India's Location and Physical 4 Total Features 37 12 14 11 Concept Details Two-Semester Exam Syllabus Concept Lesson Lesson Name Concept Name Teaching PA2 AA No. No. 7 United We Stand - I Days FA3 FA4 8 United We Stand - II 9 7.1 Languages, Food and Clothing 8 10 The Solar System Things We Make and Do 8.1 Communities and Festivals 8 Total 9.1 The Sun and the Planets 8 10.1 Our Occupations 9 33 8 16 9 Page 17
08. Annual Planning Tool for Teachers (to be filled in during/before PSO1) No. of ‘Teaching Month No. of Assessments Other Non‐ No. of Periods’ based on Lesson/Concept IMAX Days Buffer Working Days (if any) Teaching Teaching the Subject Time‐ List to be Teaching Allocated Days Events Days in Table (referred to as Covered Days Total for IMAX in School (if any) School ‘Teaching Days’ IWS going forward) Sample 20 None Opening PTM 19 23 1, 2, 3 16 0 7 Month (1 day) Apr‐18 May‐18 Jun‐18 Jul‐18 Aug‐18 Sep‐18 Oct‐18 Nov‐18 Dec‐18 Jan‐19 Feb‐19 Mar‐19 Page 18
09. Formative/Periodipc Assessment Patterns Two‐Semester Formative Assessment – 20 Marks Section Question Type Additional Instruction Skill Marks Per Number of Total Source of the Questions Question Questions Marks Direct Modified A Multiple Choice Circle the correct answer. Remembering 1M 3 3M 2 1 Questions Application 1M 2 2M 1 1 B Fill in the Blanks ‐ Remembering 1M 2 2M 1 1 1M 2 2M Very Short Answer each of the following Remembering 2 0 1M 1 1M C Answer questions in a word or a short Understanding 0 1 Questions sentence. Short Answer Answer each of the following Remembering 2M 1 2M 1 0 Questions 2M 1 2M 1 0 D questions in one or two Understanding 2M 1 2M 1 0 sentences. Application E Long Answer Answer each of the following 4M 1 4M 1 0 Question questions in four to five Understanding sentences. F Surprise Try and answer this for fun. H.O.T.S. 5M This question is provided to instil creativity and other Question This is not counted in the 1 H.O.T.S. skills in the student and will not be counted total marks. towards assessment totals. Total Marks 15 20M 10 4 Page 19
Periodic Assessment – 40 Marks Section Question Type Additional Instruction Skill Marks Per Number of Total Source of the Questions Question Questions Marks Direct Modified A Multiple Choice Circle the correct answer. Remembering 1M 7 7M 4 3 Questions Application 1M 3 3M 2 1 B Fill in the Blanks ‐ Remembering 1M 4 4M 2 2 1M 4 4M Very Short Answer each of the following Remembering 4 0 1M 2 2M C Answer questions in a word or a short Understanding 0 2 Questions sentence. Short Answer Answer each of the following Remembering 2M 2 4M 2 0 Questions 2M 1 2M 2 0 D questions in one or two Understanding 2M 3 6M 2 0 sentences. Application E Long Answer Answer each of the following 4M 2 8M 2 0 Question questions in four to five Understanding sentences. F Surprise Try and answer this for fun. H.O.T.S. 5M This question is provided to instil creativity and other Question This is not counted in the 1 H.O.T.S. skills in the student and will not be counted total marks. towards assessment totals. Total Marks 29 40M 20 8 Page 20
10. Mid‐Year/Annual Assessment Patterns Two‐Se mester 50 Marks – Beginner/Proficient Section Question Type Additional Skill Marks Per Number of Total Source of the Questions if Source of the Questions if Instruction Question Questions Marks BEGINNER Paper is chosen PROFICIENT Paper is chosen Direct Modified Twisted Direct Modified Twisted A Multiple Choice Circle the correct Remembering 1M 5 5M 5 0 040 1 2 2M 2 0 020 0 Questions answer. Application 1M B Fill in the Blanks ‐ Remembering 1M 5 5M 4 1 031 1 C Match the Following ‐ Remembering 4M 1 4M 0 1 001 0 Very Short Answer Answer each of Remembering 1M 6 6M 5 1 050 1 1M 4 4M 1 3 0 1 3 0 Questions (Including the following D True/False and Circle questions in a Understanding the correct answer word or a Type Questions) sentence. Answer each of Remembering 2M 2 4M 2 0 0 1 1 0 2 4M 1 1 0 1 0 1 E Short Answer the following Understanding 2M Questions questions in two 2M 2 4M 2 0 0 1 0 1 to three Application sentences. Answer each of Understanding 4M 1 4M 1 0 0 1 0 0 1 4M 1 0 0 1 0 0 Long Answer the following Questions* F questions in four Application 4M to five sentences. G Diagram Based ‐ Understanding 4M 1 4M 0 1 0 0 1 0 Question Try and answer This question is provided to instil creativity and other H.O.T.S. 1 skills in the student and will not be counted towards assessment H Surprise Question this for fun. This H.O.T.S. 5M is not counted in totals. the total marks. Total Marks 33 50M 24 8 0 20 7 5 * Internal Choice is provided for this section (Internal choice means ‐ for every question in this section, the student will be provided with a choice to answer from one of the two questions provided) Page 21
80 Marks – Beginner/Proficient Source of the Questions if Source of the Questions if Marks Per Number of Total BEGINNER Paper is chosen Section Question Type Additional Instruction Skill PROFICIENT Paper is chosen Question Questions Marks Direct Modified Twisted Direct Modified Twisted Multiple Circle the correct Remembering 1M 6 6M 6 0 0 50 1 A Choice answer. Application 1M 0 2 0 1 3 3M 3 0 Questions B Fill in the ‐ Remembering 1M 5 5M 3 2 0 3 0 2 Blanks 5M 0 0 3 0 C Match the ‐ Remembering 2M 3 15M 0 3 0 30 0 following 2M 0 2 0 1 Very Short Answer each of the Remembering 3 6M 3 0 Answer following questions in a 3M 0 20 1 D 3M 3 6M 2 1 0 20 1 Questions word or a short Understanding 3M 0 20 1 sentence. Short Answer Answer each of the Remembering 3 9M 2 1 Questions following questions in Understanding E one or two sentences. Application 3 9M 2 1 3 9M 2 1 Long Answer Answer each of the Understanding 4M 1 4M 1 0 0 1 0 0 Questions* following questions in 4M 0 1 0 0 F four or five sentences. Application 1 4M 1 0 G Diagram Based ‐ Understanding 4M 1 4M 0 1 0 0 1 0 Question H Surprise Try and answer this for H.O.T.S. 5M 1 This question is provided to instil creativity and other H.O.T.S. skills Question fun. This is not counted in the student and will not be counted towards assessment totals. in the total marks. Total Marks 36 80M 25 10 0 23 4 8 * Internal Choice is provided for this section (Internal choice means ‐ for every question in this section, the student will be provided with a choice to answer from one of the two questions provided) Page 22
11. Teaching Aids List (For Planning) – Social Studies Class 3 Type of Teaching Aids Name of the Teaching Aid Lessons Used in India Political Map 2) Monuments and Museums 3) Maps IMAX resource Human Evolution 4) The Story of the Past Students to bring Ancient civilizations 4) The Story of the Past Teacher to arrange India Political Map 5) Discovering India‐ 1 India Physical Map 6) Discovering India‐ 2 Modelling clay 2) Monuments and Museums Paper 3) Maps Atlas in class 3) Maps Photograph of each Learners 4) The Story of the Past Blank paper 4) The Story of the Past Chart paper/brown paper 4) The Story of the Past Colours 4) The Story of the Past Collage or presentation of various sources of history 1) What is History? Box of chits with learners’ names on it 2) Monuments and Museums Box of chits with learners’ names on it 3) Maps Page 23
11. Teaching Aids List (For Planning) – Social Studies Class 3 Type of Teaching Aids Name of the Teaching Aid Lessons Used in Photo of Taj Mahal 3) Maps 3) Maps Teacher to arrange Measuring tape 4) The Story of the Past Photograph of cave paintings 4) The Story of the Past 1) What is History? Image of the Great Bath of Mohenjo Daro compared with an artist’s reconstruction: https://goo.gl/x8jnfq Storyweaver resource How Old is Muttajji? Page 24
Section III – H.O.T.S.* ‐ Creating a Rockstar Class Usage Tip: Together, with IMAX inputs and your unique approach and implementation style, let us create a rockstar classroom Sub‐Sections: 12. Day‐wise Lesson Plan a. Day‐wise Lesson Plan – Learning Outcomes Page b. Day‐wise Lesson Plan – Content Page c. Day‐wise Lesson Plan – Reflection Page 13. End‐of‐Term Reflection (In Part 1C) *Building Higher Order Teaching Skills to drive Higher Order Thinking Skills in the learners!! Page 25
>ĞƐƐŽŶϭ͗tŚĂƚŝƐ,ŝƐƚŽƌLJ͍ ůůŽĐĂƚĞĚdĞĂĐŚŝŶŐĂLJƐ ϲ ^ƉĞĞĚƵƉͬ^ůŽǁĚŽǁŶWůĂŶ ĂLJEŽ͘ WůĂŶŶĞĚ ^ƵŵŵĂƌLJŽĨĂLJ͛ƐWůĂŶ WƌŝŽƌŬŶŽǁůĞĚŐĞŶĞĞĚĞĚ;ĨŽƌƚŚĞůĞĂƌŶĞƌƐͿ͗ ĂƚĞ ĂLJϭ 9 <ŶŽǁůĞĚŐĞŽĨƚŚĞĐŽŶĐĞƉƚŽĨ͚ƚŝŵĞ͛ĂŶĚŝƚƐŵĞĂƐƵƌĞŵĞŶƚ ĂLJϮ 9 ZĞĐŽŐŶŝƚŝŽŶŽĨƚĞƌŵƐ͚ďĞĨŽƌĞ͕͚͛ĂĨƚĞƌ͕͚͛ŶŽǁ͛ ĂLJϯ ĂLJϰ d͗/dŚŝŶŬ͕/ZĞŵĞŵďĞƌ ĞƐŝƌĞĚ>ĞĂƌŶŝŶŐKƵƚĐŽŵĞƐĨŽƌƚŚĞ>ĞƐƐŽŶ ĂLJϱ t͗/ZĞŵĞŵďĞƌ ĂLJϲ d͗/ZĞŵĞŵďĞƌ͕dD Z h t͗/ZĞŵĞŵďĞƌ ĞĨŝŶĞ͚ƉĂƐƚ͕͚͛ŚŝƐƚŽƌLJ͕͛ džƉůĂŝŶƚŚĞŝŵƉŽƌƚĂŶĐĞ d͗/hŶĚĞƌƐƚĂŶĚ͕dD ͚ƚŝŵĞůŝŶĞ͕͚͛ƐŽƵƌĐĞƐŽĨ ŽĨŚŝƐƚŽƌLJ t͗/hŶĚĞƌƐƚĂŶĚ ŚŝƐƚŽƌLJ͛ ĞƐĐƌŝďĞǁŚĂƚŽŶĞ d͗/ƉƉůLJ ZĞĐŽŐŶŝƐĞƚŚĞƚLJƉĞƐŽĨ ůĞĂƌŶƐĨƌŽŵŚŝƐƚŽƌLJ t͗/hŶĚĞƌƐƚĂŶĚ ĚŝĨĨĞƌĞŶƚƐŽƵƌĐĞƐŽĨ ŚŝƐƚŽƌLJ ^ƵŵŵĂƌŝƐĞŚŽǁŽŶĞĐĂŶ d͗/ džƉůŽƌĞ;,͘K͘d͘^Ϳ͕ĞŵĂnjĞĚ͕ƚ ůĞĂƌŶĂďŽƵƚŽŶĞ͛Ɛ t͗/ƉƉůLJ͕/ džƉůŽƌĞ;,͘K͘d͘^͘Ϳ͕ ƉĞƌƐŽŶĂůŚŝƐƚŽƌLJ d͗ƚ͕EƚW͕EĞǁtŽƌĚƐ ^ŚŽǁƚŚĞƌĞůĂƚŝŽŶƐŚŝƉ , t͗/ džƉůŽƌĞ;,͘K͘d͘^͘Ϳ ďĞƚǁĞĞŶ ĂƌĐŚĂĞŽůŽŐŝƐƚƐ ŽŶƐƚƌƵĐƚĂƚŝŵĞůŝŶĞ ĂŶĚŚŝƐƚŽƌŝĂŶƐ ŽĨƚŚĞůĞĂƌŶĞƌ͛Ɛ ŽǁŶůŝĨĞ džĂŵŝŶĞƚŚĞƉƌŽĐĞƐƐ ŽĨǁƌŝƚŝŶŐŚŝƐƚŽƌLJ >ĞƐƐŽŶWƌĞƉĂƌĂƚŝŽŶEŽƚĞƐ /DyZĞƐŽƵƌĐĞƐ KƚŚĞƌZĞƐŽƵƌĐĞƐ ϭͿ /DydĞdžƚŬ ϭͿ ŽůůĂŐĞŽƌƉƌĞƐĞŶƚĂƚŝŽŶŽĨ ϮͿ /DytŽƌŬŬ ǀĂƌŝŽƵƐƐŽƵƌĐĞƐŽĨŚŝƐƚŽƌLJ ;ĂLJϮͿ Page 26
ĂLJ ϭ ͬ ϲ ĂLJ ŶŶƵĂůĂLJ͗ϭͬϯϳ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ ¾ ZĞĐŽŐŶŝƐĞƚŚĞĐŚĂƌĂĐƚĞƌƐŽĨZĂƐŚŝ͕DĞŚĞƌ ĂŶĚDŽƌĂĚ ¾ /ĚĞŶƚŝĨLJ ƚŚĞĐŽŶĐĞƉƚŽĨŚŝƐƚŽƌLJ EĞǁtŽƌĚƐ͗ƉĂƐƚ͕ŚŝƐƚŽƌLJ͕ĞǀĞŶƚƐ͕ƚŝŵĞůŝŶĞ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϴŵŝŶ /ŶƚĞƌĂĐƚŝǀĞŝƐĐƵƐƐŝŽŶ͗ >ĞĂƌŶĞƌƐƌĞĂĚƚŚĞƐƉĞĞĐŚďƵďďůĞƐŝŶƉĂŝƌƐ͘ ƐŬƚŚĞĨŽůůŽǁŝŶŐƋƵĞƐƚŝŽŶƐ͗ ĂͿ tŚŽŝƐƚŚĞĞůĚĞƐƚ͍ ďͿ ŽZĂƐŚŝ ĂŶĚDĞŚĞƌ ŐŽƚŽƚŚĞƐĂŵĞƐĐŚŽŽů͍ ĐͿ tŚĂƚĚŽZĂƐŚŝ ĂŶĚDĞŚĞƌ ĚŽƚŽŐĞƚŚĞƌ͍ ĚͿ tŚĂƚĚŽĞƐDŽƌĂĚ ƐŚŽǁDĞŚĞƌ͍ ƐŬƚŚĞůĞĂƌŶĞƌƐŝĨƚŚĞLJŚĂǀĞĂŶLJƋƵĞƐƚŝŽŶƐ ƌĞŐĂƌĚŝŶŐ ƚŚĞƐĞĐŚĂƌĂĐƚĞƌƐ͘ŝƐĐƵƐƐƚŚĞƐĞƋƵĞƐƚŝŽŶƐǁŝƚŚƚŚĞ ǁŚŽůĞĐůĂƐƐ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϭŵŝŶ ϭͿ EĂŵĞƚŚĞƚŚƌĞĞĐŚĂƌĂĐƚĞƌƐǁŚŽǁŝůůũŽŝŶƵƐŝŶŽƵƌ ĞdžĐŝƚŝŶŐũŽƵƌŶĞLJ͘ ƵƌĂƚŝŽŶ͗ϮŵŝŶ t ʹ ,t ϭͿ t͗Zʹ WŐ͘ϭʹ Yϯ Page 27
ĂLJ ϭ ͬ ϲ ĂLJ ŶŶƵĂůĂLJ͗ϭͬϯϳ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϭϲŵŝŶ ZĞĂůʹ>ŝĨĞŽŶŶĞĐƚ;ϭϭŵŝŶͿ͗ ƐŬůĞĂƌŶĞƌƐŝĨƚŚĞŝƌƉĂƌĞŶƚƐŽǁŶĂŶLJŝƚĞŵƐƚŚĂƚ ďĞůŽŶŐĞĚƚŽƚŚĞŝƌŐƌĂŶĚƉĂƌĞŶƚƐ͘ ƐŬĂĨĞǁůĞĂƌŶĞƌƐƚŽƐŚĂƌĞŽŶĞŵĞŵŽƌĂďůĞĞǀĞŶƚĨƌŽŵ ƚŚĞŝƌůŝĨĞǁŝƚŚƚŚĞĐůĂƐƐ͘/ƚĐŽƵůĚďĞĂŚĂƉƉLJŽƌĂƐĂĚ ĞǀĞŶƚ͘ WŝĐŬĐŚŝƚƐĨƌŽŵĂďŽǁůƚŽƐĞůĞĐƚůĞĂƌŶĞƌƐǁŚŽǁŝůůƌĞĂĚ ƚŚĞ͚/dŚŝŶŬ͛ƐĞĐƚŝŽŶĂůŽƵĚƚŽƚŚĞĐůĂƐƐ͘ ŝƐĐƵƐƐƚŚĞŵĞĂŶŝŶŐŽĨĨĂŵŝůLJŚŝƐƚŽƌLJ͘ /ŶƚĞƌĂĐƚŝǀĞŝƐĐƵƐƐŝŽŶ;ϱŵŝŶͿ͗ ƐŬůĞĂƌŶĞƌƐƚŽƌĞĂĚ͚/ZĞŵĞŵďĞƌ͛ŽŶƉŐ͘Ϯ͘ŝƐĐƵƐƐƚŚĞ ĚĞĨŝŶŝƚŝŽŶƐŽĨ͚ƉĂƐƚ͕͚͛ŚŝƐƚŽƌLJ͛ĂŶĚ͚ƚŝŵĞůŝŶĞ͛ǁŝƚŚƚŚĞ ĐůĂƐƐ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ϮŵŝŶ ϭͿ tŚĂƚŝƐĨĂŵŝůLJŚŝƐƚŽƌLJ͍;d͗WŐ͘ϮͿ ϮͿ tŚŝĐŚƵŶŝƚŽĨƚŝŵĞĚŽLJŽƵƵƐĞƚŽƚĞůůLJŽƵƌĂŐĞ͍ ƵƌĂƚŝŽŶ͗ ʹ t ,t ʹ ϭͿ t͗Zʹ WŐ͘ϭ ʹ Yϱ Page 28
ĂLJ Ϯ ͬ ϲ ĂLJ ŶŶƵĂůĂLJ͗Ϯͬϯϳ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ ¾ ƌĂǁĂƚŝŵĞůŝŶĞĂŶĚŝĚĞŶƚŝĨLJƚŚĞƐŽƵƌĐĞƐŽĨŚŝƐƚŽƌLJ EĞǁtŽƌĚƐ͗ĚŝƐĞĂƐĞƐ͕ũŽƵƌŶĂůŝƐƚ͕ĂƌĐŚŝƚĞĐƚ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϮŵŝŶ WĞĞƌ>ĞĂƌŶŝŶŐʹ 'ƌŽƵƉ;ϭϱŵŝŶͿ͗ ƌĂǁĂƚŝŵĞůŝŶĞƐŚŽǁŝŶŐƚŚĞŝŵƉŽƌƚĂŶƚƐĐŚŽŽůĞǀĞŶƚƐ ĨƌŽŵƚŚĞƉĂƐƚLJĞĂƌ͘/ŶƚƌŽĚƵĐĞƚŚĞĐŽŶĐĞƉƚŽĨƚŝŵĞůŝŶĞ͘ ^ŚŽǁĂĨĞǁƉŝĐƚƵƌĞƐŽĨƚŚĞǀĂƌŝŽƵƐƐŽƵƌĐĞƐŽĨŚŝƐƚŽƌLJ͕ ƐƵĐŚĂƐŵĂŶƵƐĐƌŝƉƚƐĂŶĚĂŶĐŝĞŶƚĂƌƚĞĨĂĐƚƐ͘ZĞůĂƚĞƚŚĞƐĞ ƚŽƚŚĞƐŽƵƌĐĞƐŽĨŚŝƐƚŽƌLJůŝƐƚĞĚŽŶƉŐ͘ϯ͘ YƵŝnj;ϳŵŝŶͿ͗ ĂůůŽƵƚƚŚĞŶĂŵĞƐŽĨĂĨĞǁƉƌŽĨĞƐƐŝŽŶƐĂŶĚĂƐŬůĞĂƌŶĞƌƐ ǁŚĂƚĞĂĐŚĐĂŶůĞĂƌŶĨƌŽŵŚŝƐƚŽƌLJ͘ džĂŵƉůĞ͗ ĂͿ ƉĂŝŶƚĞƌƐ;ŵĂƚĞƌŝĂůƐƵƐĞĚƚŽƉĂŝŶƚ͕ĨĂŵŽƵƐƉĂŝŶƚĞƌƐͿ ďͿ ŵƵƐŝĐŝĂŶƐ;ĂŶĐŝĞŶƚŵƵƐŝĐĂůŝŶƐƚƌƵŵĞŶƚƐͿ ĐͿ ĚĂŶĐĞƌƐ;ŚŽǁƉĞŽƉůĞĚĂŶĐĞĚŝŶƚŚĞƉĂƐƚͿ ĚͿ ƐĐŝĞŶƚŝƐƚƐ;ĚŝƐĐŽǀĞƌŝĞƐĂŶĚŝŶǀĞŶƚŝŽŶƐŝŶƚŚĞƉĂƐƚͿ ĞͿ ĐĂƌƉĞŶƚĞƌƐ;ƚŽŽůƐĂŶĚĚĞƐŝŐŶƐƵƐĞĚŝŶƚŚĞƉĂƐƚͿ ĨͿ ƚĂŝůŽƌ;ĚĞƐŝŐŶƐŽĨĐůŽƚŚĞƐ͕ŵĂƚĞƌŝĂůƐƵƐĞĚŝŶƚŚĞƉĂƐƚͿ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϰŵŝŶ ϭͿ tŚĂƚŝƐƚŚĞŵĞĂŶŝŶŐŽĨĂŶ͚ĞǀĞŶƚ͍͛;dD͕WŐ͘ϰͿ ϮͿ tŚĂƚŝƐĂƐŽƵƌĐĞŽĨŚŝƐƚŽƌLJ͍ ϯͿ DĞŶƚŝŽŶƚŚƌĞĞƚLJƉĞƐŽĨƐŽƵƌĐĞƐŽĨŚŝƐƚŽƌLJ͘ ƵƌĂƚŝŽŶ͗ϯŵŝŶ t ,t ϭͿ t͗Zʹ WŐ͘ϭʹ Yϲ͕ϳ ϭͿ t͗Zʹ WŐ͘ϭʹ Yϭ͕ Ϯ͕ϰ Page 29
ĂLJ ϯ ͬ ϲ ĂLJ ŶŶƵĂůĂLJ͗ϯͬϯϳ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ ¾ džĂŵŝŶĞƚŚĞƌĞĂƐŽŶƐĨŽƌƐƚƵĚLJŝŶŐŚŝƐƚŽƌLJ ¾ ŝƐĐƵƐƐƚŚĞǀĂƌŝŽƵƐǁĂLJƐŽĨůĞĂƌŶŝŶŐĂďŽƵƚƉĞƌƐŽŶĂůŚŝƐƚŽƌLJ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϭŵŝŶ ^ƵŵŵĂƌŝƐŝŶŐ;ϲŵŝŶͿ͗ ƐŬůĞĂƌŶĞƌƐ͚tŚĂƚĐĂŶǁĞůĞĂƌŶĨƌŽŵĚŝĨĨĞƌĞŶƚƐŽƵƌĐĞƐ ŽĨŚŝƐƚŽƌLJ͍͛dĂŬĞĂĨĞǁƌĞƐƉŽŶƐĞƐĂŶĚƚŚĞŶĂƐŬƚŚĞ ůĞĂƌŶĞƌƐƚŽƌĞĂĚƚŚĞƚĂďůĞŐŝǀĞŶŽŶƉŐ͘ϰ͘ /ŶƚĞƌĂĐƚŝǀĞŝƐĐƵƐƐŝŽŶ;ϭϱŵŝŶͿ͗ ƐŬůĞĂƌŶĞƌƐƚŽƚŚŝŶŬŽĨŝƚĞŵƐŝŶƚŚĞŝƌŚŽŵĞƐĂŶĚŝŶƚŚĞ ƐĐŚŽŽůǁŚŝĐŚĐĂŶďĞƐŽƵƌĐĞƐŽĨƉĞƌƐŽŶĂůŚŝƐƚŽƌLJ͘ hƐĞƚŚĞƐĞĐƚŝŽŶ͚tĂLJƐŽĨ>ĞĂƌŶŝŶŐĂďŽƵƚWĞƌƐŽŶĂů ,ŝƐƚŽƌLJ͛ƚŽŚĂǀĞůĞĂƌŶĞƌƐĐůĂƐƐŝĨLJƚŚĞŝƚĞŵƐ͘hƐĞƚŚĞƚĞdžƚ ƚŽĐŽŶĨŝƌŵƚŚĞĂŶƐǁĞƌƐ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϯŵŝŶ ϭͿ tŚLJĚŽĞƐĂŶĂƌĐŚŝƚĞĐƚƐƚƵĚLJŚŝƐƚŽƌLJ͍;dD͕WŐ͘ϰͿ ϮͿ ĂŶLJŽƵƵƐĞŽůĚƉŚŽƚŽŐƌĂƉŚƐƚŽůĞĂƌŶĂďŽƵƚLJŽƵƌ ĨĂƚŚĞƌ͛ƐƉĞƌƐŽŶĂůŚŝƐƚŽƌLJ͍ ;zĞƐͬEŽͿ ƵƌĂƚŝŽŶ͗ϱŵŝŶ t ,t ϭͿ t͗hʹ WŐ͘Ϯʹ YϭϮ͕ϭϰ ϭͿ t͗hʹ WŐ͘Ϯʹ Yϴ͕ ϵ͕ϭϬ͕ϭϭ Page 30
ĂLJ ϰ ͬ ϲ ĂLJ ŶŶƵĂůĂLJ͗ϰͬϯϳ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ ¾ sŝƐƵĂůŝƐĞ ŚŽǁŚŝƐƚŽƌŝĂŶƐĂŶĚĂƌĐŚĞŽůŽŐŝƐƚƐǁŽƌŬƚŽŐĞƚŚĞƌ EĞǁtŽƌĚƐ͗ĂƌĐŚĂĞŽůŽŐŝƐƚ͕ŚŝƐƚŽƌŝĂŶ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϮŵŝŶ ZĞŝŶĨŽƌĐĞŵĞŶƚ͗ ZĞĂĚƚŚĞĨŽůůŽǁŝŶŐĂůŽƵĚƚŽŚĞůƉƚŚĞůĞĂƌŶĞƌƐƵŶĚĞƌƐƚĂŶĚ ƚŚĞƌĞůĂƚŝŽŶƐŚŝƉďĞƚǁĞĞŶĂƌĐŚĂĞŽůŽŐŝƐƚƐĂŶĚŚŝƐƚŽƌŝĂŶƐ͘ WƌŝLJĂ͕ĂŶĂƌĐŚĂĞŽůŽŐŝƐƚ͕ĨŽƵŶĚĂĐůĂLJƚŽLJďƵƌŝĞĚŝŶĂŶ ĂŶĐŝĞŶƚĐŝƚLJ͘^ŚĞŶŽƚĞĚŝƚƐƐŝnjĞ͕ƐŚĂƉĞ͕ŵĂƚĞƌŝĂůĂŶĚƚŽŽŬ ŵĂŶLJƉŚŽƚŽŐƌĂƉŚƐ͘^ŚĞǁĂŶƚĞĚƚŽŬŶŽǁŵŽƌĞĂďŽƵƚ ƚŚĞƚŽLJ͘^ŚĞƐĞŶƚĂƉŚŽƚŽŐƌĂƉŚƚŽŚĞƌĨƌŝĞŶĚ͕ƵďŝŶ͕ ĂŚŝƐƚŽƌŝĂŶ͘ƵďŝŶ ĐŚĞĐŬĞĚŶĞǁƐƉĂƉĞƌƐĂŶĚŬƐƚŽĨŝŶĚ ŽƵƚŝĨŽƚŚĞƌ͕ƐŝŵŝůĂƌƚŽLJƐǁĞƌĞĨŽƵŶĚĞůƐĞǁŚĞƌĞ͘,Ğ ĐŽůůĞĐƚĞĚĂůŽƚŽĨŝŶĨŽƌŵĂƚŝŽŶĂďŽƵƚƚŚĞĐŝƚLJƚŽǁƌŝƚĞĂďŽƵƚ ƚŚĞůŝǀĞƐŽĨƚŚĞůĞĂƌŶĞƌƌĞŶ ǁŚŽůŝǀĞĚŝŶƚŚĞĂŶĐŝĞŶƚĐŝƚLJ͘ ƐŬůĞĂƌŶĞƌƐƚŽƐƚƵĚLJƚŚĞŝŶĨŽŐƌĂƉŚŝĐ ŽŶƉŐ͘ϱ͘hƐĞƚŚĞ ůĂƐƐWƵůƐĞŚĞĐŬƋƵĞƐƚŝŽŶƐďĞůŽǁƚŽƌĞŝŶĨŽƌĐĞƚŚĞƚŽƉŝĐ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϮŵŝŶ ϭͿ tŚĂƚĚŽĞƐĂŶĂƌĐŚĂĞŽůŽŐŝƐƚĚŽ͍ ϮͿ tŚĂƚĚŽĞƐĂŚŝƐƚŽƌŝĂŶƵƐĞƚŽǁƌŝƚĞĂďŽƵƚƚŚĞƉĂƐƚ͍ ƵƌĂƚŝŽŶ͗ ϱŵŝŶ t ʹ ,t ϭͿ t͗hʹ WŐ͘Ϯ ʹ Yϭϯ Page 31
ĂLJ ϱ ͬ ϲ ĂLJ ŶŶƵĂůĂLJ͗ϱͬϯϳ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ ¾ ZĞĐŽůůĞĐƚŬĞLJƚĞƌŵƐĨƌŽŵƚŚĞůĞƐƐŽŶĂŶĚĚŝƐĐŽǀĞƌ ĨĂĐƚƐƌĞůĂƚĞĚƚŽƚŚĞĐŽŶĐĞƉƚƐ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϭϵŵŝŶ ZĞŝŶĨŽƌĐĞŵĞŶƚ;ϭϮŵŝŶͿ͗ ƐŬůĞĂƌŶĞƌƐƚŽĐŽŵƉůĞƚĞYϭ͕ϮŝŶ͚/ džƉůŽƌĞ;,͘K͘d͘^͘Ϳ͛ ƚŽƌĞŝŶĨŽƌĐĞƚŚĞĐŽŶĐĞƉƚŽĨƚŝŵĞůŝŶĞƐĂŶĚƐŽƵƌĐĞƐŽĨ ŚŝƐƚŽƌLJ͘ /ŶƚĞƌĂĐƚŝǀĞŝƐĐƵƐƐŝŽŶ;ϳŵŝŶͿ͗ ZĞĂĚƚŚĞ͚ĞŵĂnjĞĚ͛ƐĞĐƚŝŽŶĂŶĚĚŝƐĐƵƐƐŚŽǁƚŚĞ ůŝǀŝŶŐƐƉĂĐĞƐŽĨŚƵŵĂŶďĞŝŶŐƐŚĂǀĞĞǀŽůǀĞĚŽǀĞƌƚŝŵĞ͘ ƌĂǁůĞĂƌŶĞƌƐ͛ĂƚƚĞŶƚŝŽŶƚŽƚŚĞƉŝĐƚƵƌĞŝŶƚŚĞ͚ ŶŐůŝƐŚ &ƵŶ͛ďŽdž͘ƐŬƚŚĞŵƚŽƉƌĞĚŝĐƚƚŚĞƐƚŽƌLJďĂƐĞĚŽŶŝƚ͘ ZĞĂĚ͚ ŶŐůŝƐŚ&ƵŶ͛ĂŶĚĚŝƐĐƵƐƐĂďŽƵƚŽƚŚĞƌƐƚŽƌŝĞƐƐƵĐŚ ĂƐ͚ŬďĂƌʹŝƌďĂů͛ĂŶĚ͚dĞŶĂůŝƌĂŵĂŶ͛ǁŚŝĐŚĂƌĞďĂƐĞĚŽŶ ŚŝƐƚŽƌŝĐĂůƌĞĐŽƌĚƐ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϮŵŝŶ ϭͿ /ƐLJŽƵƌƐĐŚŽŽůĚŝĂƌLJĂǁƌŝƚƚĞŶƐŽƵƌĐĞŽĨŚŝƐƚŽƌLJ͍ ϮͿ /ƐŝƚƉŽƐƐŝďůĞĨŽƌƐŽŵĞƚŚŝŶŐƚŽďĞĂǁƌŝƚƚĞŶĂƐǁĞůůĂƐĂ ŵĂƚĞƌŝĂůƐŽƵƌĐĞŽĨŚŝƐƚŽƌLJ͍ ƵƌĂƚŝŽŶ͗ϴ ŵŝŶ t ,t ϭͿ t͗ʹ WŐƐ͘ϯ͕ϰʹ Yϭϳ͕ ϭͿ t͗ʹ WŐ͘ϯʹ Yϭϱ͕ ϭϴ͕ϭϵ ϭϲ ϮͿ t͗,ʹ WŐ͘ϱʹ YϮϬ Page 32
ĂLJ ϲ ͬ ϲ ĂLJ ŶŶƵĂůĂLJ͗ϲͬϯϳ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ ¾ ^ƵŵŵĂƌŝƐĞ ƚŚĞŬĞLJĐŽŶĐĞƉƚƐŽĨƚŚĞůĞƐƐŽŶ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϰŵŝŶ ZĞŝŶĨŽƌĐĞŵĞŶƚ;ϲŵŝŶͿ͗ ĞŵŽŶƐƚƌĂƚĞƚŚĞŝŶĨŽƌŵĂƚŝŽŶŐŝǀĞŶŝŶ͚DĂƚŚƐ&ƵŶ͛͘ ƌĂǁĂŶƵŵďĞƌůŝŶĞŽŶƚŚĞďŽĂƌĚ͘ ŽĂĨĞǁĂĚĚŝƚŝŽŶĂŶĚƐƵďƚƌĂĐƚŝŽŶĂĐƚŝǀŝƚŝĞƐ ǁŝƚŚŝƚ͘ ƌĂƐĞĞǀĞƌLJƚŚŝŶŐĞůƐĞĞdžĐĞƉƚƚŚĞůŝŶĞĂŶĚ ƵƐĞŝƚĂƐ ĂƚŝŵĞůŝŶĞ͘ YƵŝnj;ϭϴŵŝŶͿ͗ YƵŝnjƚŚĞůĞĂƌŶĞƌƐŽŶƚŚĞǁŽƌĚƐŝŶƚŚĞŐůŽƐƐĂƌLJĂŶĚƚŚĞ ŚŝŐŚůŝŐŚƚĞĚĐŽŶĐĞƉƚʹƌĞůĂƚĞĚǁŽƌĚƐƚŽĐŚĞĐŬƚŚĞŝƌ ƵŶĚĞƌƐƚĂŶĚŝŶŐ͘ŝǀŝĚĞƚŚĞĐůĂƐƐŝŶƚŽƚĞĂŵƐƚŽŵĂŬĞ ŝƚĐŽŵƉĞƚŝƚŝǀĞ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϱŵŝŶ ϭͿ tŚĂƚŝƐĂŶĞǀĞŶƚ͍ ϮͿ tŚĂƚŝƐƚŚĞŶĞdžƚĨƵŶĞǀĞŶƚǁŚŝĐŚǁŝůůƚĂŬĞƉůĂĐĞŝŶ LJŽƵƌƐĐŚŽŽů͍ ƵƌĂƚŝŽŶ͗ʹ t ,t ʹ ʹ Page 33
DLJZĞĨůĞĐƚŝŽŶƐ WƌŽŐƌĞƐƐWĂƐƐŬ ϲ tŚĂƚǁĞŶƚǁĞůůǁŚŝůĞƚĞĂĐŚŝŶŐƚŚŝƐůĞƐƐŽŶ͍ džƚƌĂĚĂLJƐƚĂŬĞŶƚŝůůƉƌĞǀŝŽƵƐůĞƐƐŽŶ;ŝĨĂŶLJͿ ;WƌĞǀŝŽƵƐůĞƐƐŽŶ͛ƐůĂƐƚƌŽǁͿ tŚĂƚǁŝůů/ĚŽĚŝĨĨĞƌĞŶƚůLJĨŽƌƚŚĞŶĞdžƚůĞƐƐŽŶ͍ WůĂŶŶĞĚĚĂLJƐĨŽƌƚŚŝƐůĞƐƐŽŶ ĐƚƵĂůĚĂLJƐƚĂŬĞŶĨŽƌƚŚŝƐůĞƐƐŽŶ džƚƌĂĚĂLJƐƚĂŬĞŶĨŽƌƚŚĞĐƵƌƌĞŶƚůĞƐƐŽŶ;ŝĨĂŶLJͿ dŽƚĂůĞdžƚƌĂĚĂLJƐƚĂŬĞŶƚŝůůƚŚŝƐůĞƐƐŽŶ;ŝĨĂŶLJͿ EĂŵĞƐŽĨůĞĂƌŶĞƌƐǁŚŽŶĞĞĚŝŶĚŝǀŝĚƵĂůĂƚƚĞŶƚŝŽŶ͗ &ŽƌƚŚĞEĞdžƚ>ĞƐƐŽŶ ,ĂŶĚŚŽůĚƚŚĞƐĞůĞĂƌŶĞƌƐ͗ ŚĂůůĞŶŐĞƚŚĞƐĞůĞĂƌŶĞƌƐ͗ Å ^ƉĞĞĚƵƉďLJͺͺͺĚĂLJƐ ;KZͿ ^ůŽǁĚŽǁŶďLJͺͺͺĚĂLJƐ Æ ĐĂĚĞŵŝĐŽŽƌĚŝŶĂƚŽƌ͛Ɛ^ŝŐŶĂƚƵƌĞ͗ Page 34
ůůŽĐĂƚĞĚdĞĂĐŚŝŶŐĂLJƐ ϲ ^ƉĞĞĚƵƉͬ^ůŽǁĚŽǁŶWůĂŶ >ĞƐƐŽŶϮ͗DŽŶƵŵĞŶƚƐĂŶĚDƵƐĞƵŵƐ ĂLJEŽ͘ WůĂŶŶĞĚ ^ƵŵŵĂƌLJŽĨĂLJ͛ƐWůĂŶ WƌŝŽƌŬŶŽǁůĞĚŐĞŶĞĞĚĞĚ;ĨŽƌƚŚĞůĞĂƌŶĞƌƐͿ͗ ĂƚĞ ĂLJϭ 9 ĞĨŝŶŝƚŝŽŶŽĨŚŝƐƚŽƌLJ ĂLJϮ ĂLJϯ 9 DĂƚĞƌŝĂůĂŶĚǁƌŝƚƚĞŶƐŽƵƌĐĞƐŽĨŚŝƐƚŽƌLJĂŶĚƐŽŵĞĞdžĂŵƉůĞƐ ĂLJϰ ĂLJϱ d͗/dŚŝŶŬ͕/ZĞŵĞŵďĞƌ ĞƐŝƌĞĚ>ĞĂƌŶŝŶŐKƵƚĐŽŵĞƐĨŽƌƚŚĞ>ĞƐƐŽŶ ĂLJϲ t͗/ZĞŵĞŵďĞƌ d͗/ZĞŵĞŵďĞƌ͕dD Z h t͗/ZĞŵĞŵďĞƌ ĞĨŝŶĞ ͚ŵŽŶƵŵĞŶƚƐ͛ ŽŵƉĂƌĞƚŚĞĚŝĨĨĞƌĞŶĐĞ d͗/ZĞŵĞŵďĞƌ ĂŶĚ͚ŵƵƐĞƵŵƐ͛ ďĞƚǁĞĞŶŵŽŶƵŵĞŶƚƐ t͗/hŶĚĞƌƐƚĂŶĚ͕/ƉƉůLJ͕/ZĞŵĞŵďĞƌ ĂŶĚŵƵƐĞƵŵƐ >ŝƐƚ ƚŚĞĚŝĨĨĞƌĞŶƚ ƚLJƉĞƐŽĨŵŽŶƵŵĞŶƚƐ džƉůĂŝŶƚŚĞŝŵƉŽƌƚĂŶĐĞ ĂŶĚŵƵƐĞƵŵƐ ŽĨŵŽŶƵŵĞŶƚƐĂŶĚ ŵƵƐĞƵŵƐ d͗/hŶĚĞƌƐƚĂŶĚ͕dD t͗/hŶĚĞƌƐƚĂŶĚ d͗/ƉƉůLJ͕/ džƉůŽƌĞ;,͘K͘d͘^Ϳ , t͗/ƉƉůLJ džĂŵŝŶĞŚŽǁ ƌĞĂƚĞ Ă d͗ĞŵĂnjĞĚ͕ƚ͕EƚW͕EĞǁtŽƌĚƐ ŵŽŶƵŵĞŶƚƐĂŶĚ ŵŝŶŝͲŵƵƐĞƵŵ t͗/ džƉůŽƌĞ;,͘K͘d͘^͘Ϳ ŵƵƐĞƵŵƐŐĞƚĚĂŵĂŐĞĚ ^ŚŽǁŚŽǁŵŽŶƵŵĞŶƚƐ ĂŶĚŵƵƐĞƵŵƐĐĂŶďĞ ƉƌŽƚĞĐƚĞĚ >ĞƐƐŽŶWƌĞƉĂƌĂƚŝŽŶEŽƚĞƐ /DyZĞƐŽƵƌĐĞƐ KƚŚĞƌZĞƐŽƵƌĐĞƐ ϭͿ /DydĞdžƚŬ ϭͿ ŚŝƚƐǁŝƚŚŶĂŵĞƐŽĨ ůĞĂƌŶĞƌƐ;ĂLJϭͿ ϮͿ /DytŽƌŬŬ ϮͿ DŽĚĞůůŝŶŐĐůĂLJďƌŽƵŐŚƚƚŽ ϯͿ ͚WŽůŝƚŝĐĂů/ŶĚŝĂDĂƉ͛ ĐůĂƐƐďLJƚŚĞůĞĂƌŶĞƌƐ;ĂLJϭͿ ;ĂLJϮͿ Page 35
ĂLJ ϭ ͬ ϲ ĂLJ ŶŶƵĂůĂLJ͗ϳͬϯϳ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ ¾ ĞĨŝŶĞĂŶĚŝĚĞŶƚŝĨLJŝŵƉŽƌƚĂŶƚŵŽŶƵŵĞŶƚƐŝŶ/ŶĚŝĂ EĞǁtŽƌĚƐ͗ŵŽŶƵŵĞŶƚ͕ƐƚƌƵĐƚƵƌĞ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϭϱŵŝŶ ĐƚŝǀŝƚLJDĞƚŚŽĚ͗ hƐŝŶŐĐŚŝƚƐ͕ĐŚŽŽƐĞƚǁŽůĞĂƌŶĞƌƐƚŽƌĞĂĚŽƵƚƚŚĞ͚/dŚŝŶŬ͛ ƐĞĐƚŝŽŶ͘ ƐŬůĞĂƌŶĞƌƐ͚͗/ĨƐŽŵĞŽŶĞǁĂƐŵĂŬŝŶŐĂƐƚĂƚƵĞŽĨLJŽƵ͕ ǁŚĂƚǁŽƵůĚLJŽƵƌƉŽƐĞďĞůŝŬĞ͍͛ ŝǀŝĚĞƚŚĞŵŝŶƚŽƉĂŝƌƐ͘KŶĞĐĂŶƐƚĂŶĚƵƉĂŶĚƐƚƌŝŬĞĂ ƉŽƐĞ͘ƐŬƚŚĞŽƚŚĞƌƚŽƵƐĞƚŚĞŵŽĚĞůůŝŶŐĐůĂLJƚŚĞLJŚĂǀĞ ďƌŽƵŐŚƚƚŽŵĂŬĞĂƌŽƵŐŚĨŝŐƵƌĞŽĨƚŚŝƐƉŽƐĞ͘ >ĞĂƌŶĞƌƐƐŚŽǁƚŚĞŝƌƐƚĂƚƵĞƐƚŽƚŚĞŝƌƉĂƌƚŶĞƌƐ͘ƐŬŽŶĞŽƌ ƚǁŽůĞĂƌŶĞƌƐǁŚĞƌĞƚŚĞLJŚĂǀĞƐĞĞŶƐƚĂƚƵĞƐ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϭ ŵŝŶ ϭͿ tŚLJŝƐƚŚĞdĂũDĂŚĂůĐĂůůĞĚĂŵŽŶƵŵĞŶƚ͍ ƵƌĂƚŝŽŶ͗ϭŵŝŶ t ʹ ,t ϭͿ t͗Zʹ WŐ͘ϲʹ Yϭ Page 36
ĂLJ ϭ ͬ ϲ ĂLJ ŶŶƵĂůĂLJ͗ϳͬϯϳ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϭϬŵŝŶ Page 37 /ŶƚĞƌĂĐƚŝǀĞŝƐĐƵƐƐŝŽŶ͗ ZĞĂĚ͚/ZĞŵĞŵďĞƌ͛ŽŶƉŐ͘ϵĂŶĚĞdžƉůĂŝŶƚŚĞĚĞĨŝŶŝƚŝŽŶ ŽĨ͚ŵŽŶƵŵĞŶƚ͛ĨƌŽŵƚŚĞƐƚŝĐŬLJŶŽƚĞ͘ ƐŬƚŚĞůĞĂƌŶĞƌƐƚŽŶĂŵĞĂŶLJŽŶĞŵŽŶƵŵĞŶƚƚŚĂƚƚŚĞLJ ŬŶŽǁŽĨ͘^ƵŐŐĞƐƚƚŚĂƚƚŚĞLJƚŚŝŶŬĂďŽƵƚǀĂƌŝŽƵƐƐƚĂƚƵĞƐ ĂŶĚŽƚŚĞƌƐƚƌƵĐƚƵƌĞƐĂƌŽƵŶĚƚŚĞŵ͘tƌŝƚĞƚŚĞŝƌ ƌĞƐƉŽŶƐĞƐŽŶƚŚĞďŽĂƌĚ͘ >ŝƐƚƐŽŵĞŝŵƉŽƌƚĂŶƚŵŽŶƵŵĞŶƚƐŝŶLJŽƵƌĐŝƚLJͬƐƚĂƚĞ͘ ƐŬƚŚĞůĞĂƌŶĞƌƐƚŽŐƵĞƐƐƚŚĞƌĞĂƐŽŶƐǁŚLJƚŚĞƐĞ ŵŽŶƵŵĞŶƚƐǁĞƌĞďƵŝůƚ͘ŝƐĐƵƐƐƚŚĞƌĞĂƐŽŶƐ͘ ƌĂǁĂƚƚĞŶƚŝŽŶƚŽĐĞƌƚĂŝŶŚŝƐƚŽƌŝĐĂůůLJŝŵƉŽƌƚĂŶƚĐŝƚŝĞƐ ůŝŬĞĞůŚŝ͕:ĂŝƉƵƌĂŶĚŐƌĂƚŚĂƚĂƌĞŽĨƚĞŶ ǀŝƐŝƚĞĚƚŽŐĞƚŚĞƌ͘ ƐŬůĞĂƌŶĞƌƐŝĨƚŚĞLJŚĂǀĞďĞĞŶƚŽĂŶLJŚŝƐƚŽƌŝĐĂůůLJ ŝŵƉŽƌƚĂŶƚĐŝƚLJ͘,ŽǁǁĂƐƚŚĞŝƌĞdžƉĞƌŝĞŶĐĞ͍ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ϮŵŝŶ ϭͿ tŚŝĐŚŽĨƚŚĞĨŽůůŽǁŝŶŐŝƐĂŶĞdžĂŵƉůĞŽĨĂŵŽŶƵŵĞŶƚ͍ ;d͗WŐ͘ϵͿ ϮͿ tŚĂƚŝƐĂŵŽŶƵŵĞŶƚ͍ ƵƌĂƚŝŽŶ͗ ʹ t ,t ʹ ʹ
ĂLJ Ϯ ͬ ϲ ĂLJ ŶŶƵĂůĂLJ͗ϴͬϯϳ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ Page 38 ¾ /ĚĞŶƚŝĨLJĚŝĨĨĞƌĞŶĐĞƐďĞƚǁĞĞŶŽůĚĂŶĚŶĞǁŵŽŶƵŵĞŶƚƐ ¾ /ĚĞŶƚŝĨLJĨĂŵŽƵƐŵŽŶƵŵĞŶƚƐĂůůŽǀĞƌ/ŶĚŝĂ ¾ ŝƐĐŽǀĞƌƌĞĂƐŽŶƐďĞŚŝŶĚďƵŝůĚŝŶŐŵŽŶƵŵĞŶƚƐ EĞǁtŽƌĚƐ͗ĚŽůŵĞŶ͕ďƵƌŝĂů͕ǀŝĐƚŽƌLJ͕ƉŝůůĂƌƐ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϳŵŝŶ ŚƵŶŬŝŶŐ͗ KůĚǀƐ͘ŶĞǁŵŽŶƵŵĞŶƚƐ͗ƐŬƚŚĞůĞĂƌŶĞƌƐƚŽŝĚĞŶƚŝĨLJŽŶĞ ŽůĚĂŶĚŽŶĞŶĞǁŵŽŶƵŵĞŶƚŝŶƚŚĞŝƌĐŝƚLJͬƐƚĂƚĞ͘ƐŬƚŚĞŵ ƚŽƉƌŽǀŝĚĞĂƌĞĂƐŽŶĨŽƌƚŚĞŝƌĐŚŽŝĐĞ͘^ĞůĞĐƚƚǁŽůĞĂƌŶĞƌƐ ƚŽƌĞĂĚƚŚĞĨŝƌƐƚƚĂďůĞ͘ &ĂŵŽƵƐŵŽŶƵŵĞŶƚƐŽĨ/ŶĚŝĂ͗ ,ĂŶŐƚŚĞ͚WŽůŝƚŝĐĂů/ŶĚŝĂ DĂƉ͛ŝŶƚŚĞĐůĂƐƐ͘ƌĂǁƚŚĞĂƚƚĞŶƚŝŽŶŽĨůĞĂƌŶĞƌƐƚŽƚŚĞ ƉŝĐƚƵƌĞƐŽĨƚŚĞŵŽŶƵŵĞŶƚƐŽŶƉŐ͘ϭϬ;ĂůůƐĞǀĞŶ͕ŽŶĞďLJ ŽŶĞͿĂŶĚůŽĐĂƚĞƚŚŽƐĞƉůĂĐĞƐŽŶƚŚĞŵĂƉ͘ ZĞĂƐŽŶƐďĞŚŝŶĚďƵŝůĚŝŶŐŵŽŶƵŵĞŶƚƐ͗ZĞĐĂƉƐŽŵĞŽĨƚŚĞ ƌĞĂƐŽŶƐĚŝƐĐƵƐƐĞĚŝŶƚŚĞƉƌĞǀŝŽƵƐĐůĂƐƐĂďŽƵƚƚŚĞůŽĐĂů ŵŽŶƵŵĞŶƚƐ͘ ŵƉŚĂƐŝƐĞƚŚĂƚƚŚĞƌĞŝƐĂƌĞĂƐŽŶďĞŚŝŶĚ ďƵŝůĚŝŶŐĂŶLJŵŽŶƵŵĞŶƚ͘^ĞůĞĐƚƚŚƌĞĞůĞĂƌŶĞƌƐƚŽƌĞĂĚƚŚĞ ƐĞĐŽŶĚƚĂďůĞ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ Ϯ ŵŝŶ ϭͿ tŚĂƚŝƐĂĚŽůŵĞŶ͍;dD͕WŐ͘ϭϯ͕YϭͿ ϮͿ ĂŶƚŚĞEĂƚŝŽŶĂůtĂƌDĞŵŽƌŝĂůĂůƐŽďĞĐŽŵĞĂŶŽůĚ ŵŽŶƵŵĞŶƚƐŽŵĞĚĂLJ͍ ƵƌĂƚŝŽŶ͗ʹ t ,t ϭͿ t͗Zʹ WŐ͘ϲʹ YϮ͕ ϱ͕ϲ
ĂLJ ϯ ͬ ϲ ĂLJ ŶŶƵĂůĂLJ͗ϵͬϯϳ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ Page 39 ¾ ĞĨŝŶĞŵƵƐĞƵŵƐĂŶĚůŝƐƚƚŚĞƚLJƉĞƐŽĨŵƵƐĞƵŵƐ ¾ KƵƚůŝŶĞŚŽǁŽďũĞĐƚƐŝŶƚŚĞŵƵƐĞƵŵĂƌĞĚŝƐƉůĂLJĞĚ EĞǁtŽƌĚƐ͗ŵƵƐĞƵŵ͕ĨĂƌŵĂŶ͕ĚŝƐĐŽǀĞƌĞĚ͕ƉƌĞƐĞƌǀĞ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϭϴŵŝŶ /ŶƚĞƌĂĐƚŝǀĞŝƐĐƵƐƐŝŽŶ͗ ƐŬƚŚĞůĞĂƌŶĞƌƐŝĨƚŚĞLJǁŽƵůĚůŝŬĞƚŽƐĞĞƚŚĞƐĞƚŚŝŶŐƐʹ ǁĞĂƉŽŶƐƵƐĞĚďLJŬŝŶŐƐĂŶĚƋƵĞĞŶƐŝŶďĂƚƚůĞƐ͕ĚŝŶŽƐĂƵƌƐ͕ ƚŚĞĨŝƌƐƚŵŽďŝůĞƉŚŽŶĞ͕ǀĞƌLJŽůĚƚŽLJƐ͕ƉĂŝŶƚŝŶŐƐŵĂĚĞ ŵĂŶLJLJĞĂƌƐĂŐŽ͘ tŚĞƌĞǁŽƵůĚƚŚĞLJĨŝŶĚƚŚĞƐĞƚŚŝŶŐƐ͍ ZĞĂĚ͚DƵƐĞƵŵƐ͛͘ džƉůĂŝŶĚŝĨĨĞƌĞŶƚƚLJƉĞƐŽĨŵƵƐĞƵŵƐ͘ ƐŬ͚,ŽǁǁĞƌĞƚŚĞƐĞŽďũĞĐƚƐĨŽƵŶĚ͍͛ZĞĂĚƚŚĞůĂƐƚ ƉĂƌĂŐƌĂƉŚŽĨ͚DƵƐĞƵŵƐ͛ŽŶĐĞĂŐĂŝŶĨŽƌĞŵƉŚĂƐŝƐ͘ DĞŶƚŝŽŶƚŚĞŵƵƐĞƵŵƐůŽĐĂƚĞĚŝŶLJŽƵƌĐŝƚLJĂŶĚƚŚĞ ĞdžŚŝďŝƚƐƚŚĞƌĞ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϱŵŝŶ ϭͿ tŚĂƚŬŝŶĚƐŽĨŽďũĞĐƚƐĂƌĞĚŝƐƉůĂLJĞĚŝŶĂŵƵƐĞƵŵ͍ ϮͿ tŚĞƌĞĂƌĞƚŚĞĨŽůůŽǁŝŶŐŵƵƐĞƵŵƐůŽĐĂƚĞĚ͍ ĂͿ^ĂůĂƌ :ƵŶŐDƵƐĞƵŵ ďͿ/ŶĚŝĂŶDƵƐĞƵŵ ĐͿEĂƚŝŽŶĂůDƵƐĞƵŵ ƵƌĂƚŝŽŶ͗ ϲŵŝŶ t ,t ϭͿ t͗hʹ WŐ͘ϳʹ Yϭϯ ϭͿ t͗Zʹ WŐ͘ϲʹ Yϯ͕ ϰ͕ϳ ϮͿ t͗ʹ WŐ͘ϴʹ Yϭϳ
ĂLJ ϰ ͬ ϲ ĂLJ ŶŶƵĂůĂLJ͗ϭϬͬϯϳ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ Page 40 ¾ >ŝƐƚƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨŵŽŶƵŵĞŶƚƐĂŶĚŵƵƐĞƵŵƐ ¾ ŝĨĨĞƌĞŶƚŝĂƚĞďĞƚǁĞĞŶŵŽŶƵŵĞŶƚƐĂŶĚŵƵƐĞƵŵƐ EĞǁtŽƌĚƐ͗ĐĂƉƚƵƌĞĚ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϬŵŝŶ ZĞĂůʹ>ŝĨĞŽŶŶĞĐƚ͗ tŝƚŚƚŚĞŚĞůƉŽĨůĞĂƌŶĞƌƐ͕ůŝƐƚƐŽŵĞĨĂŵŽƵƐŵŽŶƵŵĞŶƚƐŝŶ LJŽƵƌƐƚĂƚĞ͘ŝƐĐƵƐƐǁŚLJƚŚŽƐĞŵŽŶƵŵĞŶƚƐĂƌĞŝŵƉŽƌƚĂŶƚ͘ ZĞĂĚ͚dŚĞEĞĞĚ&ŽƌDŽŶƵŵĞŶƚƐ͛͘ ƐŬůĞĂƌŶĞƌƐŝĨƚŚĞLJŚĂǀĞďĞĞŶƚŽĂŵƵƐĞƵŵĂŶĚůŝƐƚƚŚĞŝƌ ƌĞƐƉŽŶƐĞƐŽŶƚŚĞďůĂĐŬďŽĂƌĚ͘/ĨƚŚĞLJŚĂǀĞŶŽƚĚŝƐĐƵƐƐĂďŽƵƚ ĂŵƵƐĞƵŵ͘ZĞĂĚ͚dŚĞEĞĞĚŽƌDƵƐĞƵŵƐ͛ ZĞĂĚ͚ŝĨĨĞƌĞŶĐĞďĞƚǁĞĞŶŵŽŶƵŵĞŶƚƐĂŶĚŵƵƐĞƵŵƐ͛͘ ŝƐĐƵƐƐŚŽǁŵŽŶƵŵĞŶƚƐĂƌĞƐŽŵĞƚŝŵĞƐŵĂĚĞŝŶƚŽ ŵƵƐĞƵŵƐ͘/ĚĞŶƚŝĨLJŝĨƚŚĞƌĞŝƐĂŶĞdžĂŵƉůĞĨƌŽŵƚŚĞůŝƐƚŽĨ ŵŽŶƵŵĞŶƚƐĚŝƐĐƵƐƐĞĚĞĂƌůŝĞƌ͘ ŝƐĐƵƐƐƚŚĞŝƚĞŵƐŽŶĚŝƐƉůĂLJŝŶǀĂƌŝŽƵƐŵƵƐĞƵŵƐ͘^ŽŵĞ ƐƚŽƌĞŚŝƐƚŽƌŝĐĂůŽďũĞĐƚƐ͕ŽƚŚĞƌƐŚŽƵƐĞƐƉĞĐŝŵĞŶƐŽĨŶĂƚƵƌĞ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϭŵŝŶ ϭͿ EĂŵĞĂŵŽŶƵŵĞŶƚƚŚĂƚŚĂƐďĞĞŶŵĂĚĞŝŶƚŽĂŵƵƐĞƵŵ͘ ;dD͕WŐ͘ϭϯͿ ƵƌĂƚŝŽŶ͗ϴŵŝŶ t ,t ϭͿ t͗hʹ WŐ͘ϳʹ Yϴ͕ϵ͕ ϭͿ t͗hʹ WŐ͘ϳʹ YϭϮ ϭϬ͕ϭϭ͕ϭϰ ϮͿ ƐŬůĞĂƌŶĞƌƐƚŽƌĞĂĚ ƚŚĞ͚/ƉƉůLJ͛ƐĞĐƚŝŽŶ ŽŶƉŐ͘ϭϯ
ĂLJ ϱ ͬ ϲ ĂLJ ŶŶƵĂůĂLJ͗ϭϭͬϯϳ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ ¾ džĂŵŝŶĞŚŽǁŵŽŶƵŵĞŶƚƐĂŶĚŵƵƐĞƵŵƐŐĞƚĚĂŵĂŐĞĚ ¾ ^ŚŽǁŚŽǁŵŽŶƵŵĞŶƚƐĂŶĚŵƵƐĞƵŵƐĐĂŶďĞƉƌŽƚĞĐƚĞĚ EĞǁtŽƌĚƐ͗ƉŽůůƵƚŝŽŶ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϭϮŵŝŶ /ŶƚĞƌĂĐƚŝǀĞŝƐĐƵƐƐŝŽŶ;ϲŵŝŶͿ͗ tŚLJŝƐŝƚŝŵƉŽƌƚĂŶƚƚŽƚĂŬĞĐĂƌĞŽĨŵŽŶƵŵĞŶƚƐ͍ /ĨLJŽƵƐƚĂƌƚƚŽŽďƐĞƌǀĞƚŚĞƉůĂĐĞƐŝŶLJŽƵƌƚŽǁŶ͕LJŽƵŵĂLJ ĨŝŶĚƐƉĞĐŝĂůŽďũĞĐƚƐ͕ƐĐƵůƉƚƵƌĞƐ͕ŵĞŵŽƌŝĂůƐ͕ƉůĂƋƵĞƐ͕ ŚŽƵƐĞƐ͕ƐƚĂƚƵĞƐ͕ĂŶĚŵƵƌĂůƐ͘ tŚĂƚĚŽƚŚĞƐĞƉůĂĐĞƐĂŶĚŽďũĞĐƚƐƐLJŵďŽůŝnjĞ͍tŚĂƚĂƌĞ ƚŚĞLJƚƌLJŝŶŐƚŽƚĞůůƵƐ͍DŽŶƵŵĞŶƚƐĂŶĚŵƵƐĞƵŵƐŐŝǀĞƵƐ ĐůƵĞƐĂďŽƵƚǁŚĂƚǁĂƐŝŵƉŽƌƚĂŶƚŝŶƚŚĞƉĂƐƚ͘ YƵŝnj;ϲ ŵŝŶͿ͗ ŽŶĚƵĐƚĂƋƵŝĐŬƋƵŝnj͘zŽƵĐĂŶĂƐŬ͗ ĂͿ ,ŽǁĚŽŵŽŶƵŵĞŶƚƐĂŶĚŵƵƐĞƵŵƐŽĨƚĞŶŐĞƚĚĂŵĂŐĞĚ͍ ďͿ ,ŽǁĚŽĞƐƉŽůůƵƚŝŽŶĚĂŵĂŐĞƚŚĞŵ͍ ĐͿ ,ŽǁĐĂŶǁĞŵĂŬĞƐƵƌĞƚŚĂƚǁĞĚŽŶŽƚĚĂŵĂŐĞ ŵŽŶƵŵĞŶƚƐĂŶĚƚŚŝŶŐƐŝŶĂŵƵƐĞƵŵ͍ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ʹ ʹ ƵƌĂƚŝŽŶ͗ϭϬŵŝŶ t ʹ ,t ϭͿ t͗ʹ WŐƐ͘ϴ͕ϵʹ Yϭϱ͕ ϭϲ͕ϭϴ͕ϭϵ Page 41
ĂLJ ϱ ͬ ϲ ĂLJ ŶŶƵĂůĂLJ͗ϭϭͬϯϳ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϳ ŵŝŶ WĞĞƌ>ĞĂƌŶŝŶŐʹ WĂŝƌ͗ ƐŬůĞĂƌŶĞƌƐĂŐĞŶĞƌĂůƋƵĞƐƚŝŽŶ͗ ͚tŚĂƚŝƐĂŵŽŶƵŵĞŶƚ͍͛ ŝǀŝĚĞƚŚĞůĞĂƌŶĞƌƐŝŶƚŽƉĂŝƌƐ͘ƐŬƚŚĞŵƚŽƐŽůǀĞƚŚĞ ĨŝƌƐƚĂĐƚŝǀŝƚLJŝŶƚŚĞ͚/ džƉůŽƌĞ͛ƐĞĐƚŝŽŶ͘ ŝƐĐƵƐƐǁŝƚŚƚŚĞĞŶƚŝƌĞĐůĂƐƐǁŚLJĂƐƚƌƵĐƚƵƌĞŝƐ ĐŽŶƐŝĚĞƌĞĚƚŽďĞĂŵŽŶƵŵĞŶƚ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ʹ ƵƌĂƚŝŽŶ͗ ʹ t ϭͿ d͗YϮ͕͚/ džƉůŽƌĞ͛ ,t ʹ ƉŐ͘ϭϰ͘ƐŬůĞĂƌŶĞƌƐƚŽ ďƌŝŶŐĂŶLJŽŶĞŝƚĞŵƚŽ ĐůĂƐƐĨŽƌĂ͚^ŚŽǁ ĂŶĚdĞůů͛͘ Page 42
ĂLJ ϲ ͬ ϲ ĂLJ ŶŶƵĂůĂLJ͗ϭϮͬϯϳ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ ůĂƐƐKƵƚĐŽŵĞ;ƐͿ ƵƌĂƚŝŽŶ͗ϭŵŝŶ ¾ ŝƐƉůĂLJƉĂƌƚƐŽĨƚŚĞŵŝŶŝͲŵƵƐĞƵŵŝŶĐůĂƐƐ ¾ ^ƵŵŵĂƌŝƐĞƚŚĞĐŽŶĐĞƉƚƐĐŽǀĞƌĞĚŝŶƚŚĞůĞƐƐŽŶ EĞǁtŽƌĚƐ͗ŵŝŶĂƌĞƚƐ͕ƐƵŶĚŝĂů dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϭϵŵŝŶ &ůŝƉƉĞĚůĂƐƐƌŽŽŵ;ϭϮŵŝŶͿ ƐŬůĞĂƌŶĞƌƐƚŽĚŝƐƉůĂLJǀĂƌŝŽƵƐŽďũĞĐƚƐƚŽĐƌĞĂƚĞĂ ĐůĂƐƐƌŽŽŵŵƵƐĞƵŵ͘hƐŝŶŐĐŚŝƚƐ͕ƐĞůĞĐƚůĞĂƌŶĞƌƐƚŽ ĞdžƉůĂŝŶƚŚĞƐŝŐŶŝĨŝĐĂŶĐĞŽĨƚŚĞƐĞŽďũĞĐƚƐŝŶƚŚĞŵƵƐĞƵŵ͘ &ƌĂŵŝŶŐYƵĞƐƚŝŽŶƐ;ϳŵŝŶͿ͗ ƐŬůĞĂƌŶĞƌƐƚŽƌĞĂĚƚŚĞ͚ĞŵĂnjĞĚ͛ƐĞĐƚŝŽŶĂŶĚƚŚĞŶ ƌĞĂĚ͚ŽŶŶĞĐƚƚŚĞŽƚƐ͛͘ ƐŬƚŚĞŵƚŽĨƌĂŵĞƋƵĞƐƚŝŽŶƐĨŽƌƚŚĞŝƌƉĂƌƚŶĞƌƐ͘ DŽǀĞĂƌŽƵŶĚƚŽŚĞůƉƚŚĞůĞĂƌŶĞƌƐǁŚŽŵŝŐŚƚŚĂǀĞ ĚŝĨĨŝĐƵůƚLJŝŶƌĞĂĚŝŶŐĂĨĞǁǁŽƌĚƐ͘ ƐŬĂƚƚŚĞĞŶĚŝĨƚŚĞLJŚĂǀĞĂŶLJƋƵĞƐƚŝŽŶƐƚŽǁŚŝĐŚƚŚĞLJ ĐŽƵůĚŶ͛ƚĨŝŶĚƚŚĞĂŶƐǁĞƌƐ͘ŝƐĐƵƐƐƚŚĞŵǁŝƚŚƚŚĞĐůĂƐƐ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϭ ŵŝŶ ϭͿ &ƌŽŵǁŚĞƌĞĚŝĚǁĞĚĞƌŝǀĞŽƵƌŶĂƚŝŽŶĂůĞŵďůĞŵ͍ ƵƌĂƚŝŽŶ͗ʹ t ,t ʹ ʹ Page 43
ĂLJ ϲ ͬ ϲ ĂLJ ŶŶƵĂůĂLJ͗ϭϮͬϯϳ ĐƚƵĂůĂƚĞ͗ͺͺͺͺͺͺͺͺͺͺ WƌŽŐƌĞƐƐ dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϵ ŵŝŶ ^ƵŵŵĂƌŝƐŝŶŐ͗ dĂŬĞůĞĂƌŶĞƌƐƚŚƌŽƵŐŚĞĂĐŚƚŽƉŝĐ͘ ƐŬƚŚĞŵƚŽĚŝƐĐƵƐƐǁŝƚŚĂƉĂƌƚŶĞƌƚŚĞƐĞƋƵĞƐƚŝŽŶƐ͗ ĂͿ tŚĂƚĚŝĚƚŚĞLJůĞĂƌŶŝŶƚŚĂƚƚŽƉŝĐ͍ ďͿ ,ŽǁŝƐƚŚĂƚƚŽƉŝĐƌĞůĂƚĞĚƚŽƚŚĞŝƌĚĂŝůLJůŝǀĞƐ͍ ƐŬĂůĞĂƌŶĞƌƚŽƐŚĂƌĞ͘ĨƚĞƌƚŚĞLJŚĂǀĞƐŚĂƌĞĚ͕ĂƐŬ ůĞĂƌŶĞƌƐŝĨƚŚĞLJǁŽƵůĚůŝŬĞƚŽĂĚĚƐŽŵĞƚŚŝŶŐ͘dĂŬĞĂ ŵĂdžŝŵƵŵŽĨƚǁŽƌĞƐƉŽŶƐĞƐ͘ ůĂƐƐWƵůƐĞŚĞĐŬ ʹ ƵƌĂƚŝŽŶ͗ ʹ t ,t ʹ ϭͿ t͗,ʹ WŐ͘ϵʹ YϮϬ ϮͿ d͗EƚW Page 44
DLJZĞĨůĞĐƚŝŽŶƐ WƌŽŐƌĞƐƐWĂƐƐŬ ϲ tŚĂƚǁĞŶƚǁĞůůǁŚŝůĞƚĞĂĐŚŝŶŐƚŚŝƐůĞƐƐŽŶ͍ džƚƌĂĚĂLJƐƚĂŬĞŶƚŝůůƉƌĞǀŝŽƵƐůĞƐƐŽŶ;ŝĨĂŶLJͿ ;WƌĞǀŝŽƵƐůĞƐƐŽŶ͛ƐůĂƐƚƌŽǁͿ tŚĂƚǁŝůů/ĚŽĚŝĨĨĞƌĞŶƚůLJĨŽƌƚŚĞŶĞdžƚůĞƐƐŽŶ͍ WůĂŶŶĞĚĚĂLJƐĨŽƌƚŚŝƐůĞƐƐŽŶ ĐƚƵĂůĚĂLJƐƚĂŬĞŶĨŽƌƚŚŝƐůĞƐƐŽŶ džƚƌĂĚĂLJƐƚĂŬĞŶĨŽƌƚŚĞĐƵƌƌĞŶƚůĞƐƐŽŶ;ŝĨĂŶLJͿ dŽƚĂůĞdžƚƌĂĚĂLJƐƚĂŬĞŶƚŝůůƚŚŝƐůĞƐƐŽŶ;ŝĨĂŶLJͿ EĂŵĞƐŽĨůĞĂƌŶĞƌƐǁŚŽŶĞĞĚŝŶĚŝǀŝĚƵĂůĂƚƚĞŶƚŝŽŶ͗ &ŽƌƚŚĞEĞdžƚ>ĞƐƐŽŶ ,ĂŶĚŚŽůĚƚŚĞƐĞůĞĂƌŶĞƌƐ͗ ŚĂůůĞŶŐĞƚŚĞƐĞůĞĂƌŶĞƌƐ͗ Å ^ƉĞĞĚƵƉďLJͺͺͺĚĂLJƐ ;KZͿ ^ůŽǁĚŽǁŶďLJͺͺͺĚĂLJƐÆ ĐĂĚĞŵŝĐŽŽƌĚŝŶĂƚŽƌ͛Ɛ^ŝŐŶĂƚƵƌĞ͗ Page 45
IV – Teacher Reference Usage Tip: Hints/suggestions for the teacher to refer while answering textbook/workbook questions Sub‐Sections: 14. Teacher Reference Material a. Teacher Reference for Textbook b. Teacher Reference for Workbook Page 46
Teacher Reference: Textbook Lesson 1: What is History? Concept 1.1: What is History? Page 47 Train My Brain 1) What is the meaning of ‘event’? Ans. An ‘event’ is something that has happened, is happening or will happen. 2) Why does an architect study history? Ans. An architect studies history to learn the ways of building and materials used in the past. They study materials to know the strong materials from the weak and thus make the new buildings better. 1) Make a timeline of your life. You can use the following information: x the day you were born x your first day of school x the first time you walked x holidays spent with your family Remember to take the help of your family to get information. You may make a timeline with photographs and drawings on a chart paper. Ans. Learner's response TB: What is History?
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