Native
Americans
An
Integrated
Elementary
Lesson
Meaghan
Crowley
Lesson
Overview
This
lesson
uses
a
variety
of
learning
styles
and
techniques
to
integrate
literacy
sequencing
standards
and
Social
Studies
content
standards,
so
as
to
introduce
early
elementary
students
to
research
and
the
role
Native
American
Nations
play
in
our
country’s
history.
The
lesson
begins
with
two
Native
American
stories
read
aloud.
Students
are
asked
to
sequence
these
two
stories
through
the
use
of
story
time
statues
and
a
storyboard
graphic
organizer.
A
teacher
led
discussion
encourages
the
students
to
learn
about
how
sequencing
is
important
not
just
in
understanding
history
but
also
in
fully
understanding
literature.
Following
these
stories,
students
reflect
in
their
journals
on
a
visual
image
and
are
asked
to
determine
whether
or
not
all
Native
Americans
are
the
same.
Connecting
their
prior
knowledge
to
the
varying
depictions
of
Native
Americans
from
the
two
stories
and
the
image,
students
are
led
to
an
understanding
that
Native
Americans
are
a
broad
group
of
people
made
up
by
many
different
nations.
Then
a
carefully
modeled
introduction
to
research
has
students
in
groups
researching
different
Native
American
nations
of
the
American
West.
The
lesson
ends
with
group
presentations
on
their
research
and
a
discussion
on
how
white
settlement
affected
all
Native
Americans.
Class,
Level,
Duration,
#
of
Students
•
•
•
2nd
grade
Integrated
History
Lesson
4‐Day
Lesson,
2
Blocks
a
Day,
50
min
each
Block
16
students
(can
be
adapted
for
varying
class
sizes)
Location
St
Rose
of
Lima
Catholic
Academy,
Denver,
CO
Key
Vocabulary
Native
Americans,
settlement,
reservations,
tribe,
nation,
sequence,
transition
Instructional
Materials
•
•
•
•
•
•
•
•
The
Legend
of
the
Indian
Paintbrush
by
Tomie
dePaola
The
Rough‐Face
Girl
by
Rafe
Martin
Index
cards
for
word
wall
and
for
student
groups
to
answer
questions
"The
True
books"....
The
Utes,
The
Navajo,
The
Lakota
Sioux,
The
Hopi,
The
Apache.
(Found
at
most
public
libraries)
12x18
black
construction
paper
Writing
strips
Mini
map
of
the
US
Colored
Star
Stickers
2
•
•
•
Markers
Black
and
White
packets
of
copied
pictures
from
their
books.
Appendices
attached
Enduring
Understanding
(Big
Idea)
As
a
result
of
this
lesson,
students
should
be
able
to
note
differences
between
nations
of
Native
Americans,
disproving
the
common
societal
misconception
that
all
Native
Americans
are
the
same.
Students
should
also
begin
to
develop
an
understanding
of
the
importance
of
sequencing
events
to
fully
understand
history
and
literature.
Finally,
students
will
gain
an
introduction
to
the
value
of
research,
using
easy
read
nonfiction
texts
about
Native
Americans.
Essential
Questions
•
•
•
•
•
•
Who
are
the
Native
Americans?
What
is
a
Native
American
Nation?
What
part
do
the
Native
Americans
play
in
our
history?
Why
is
it
important
to
study
different
Native
American
Nations?
Do
all
Native
Americans
dress,
act,
speak
and
look
the
same?
How
were
the
Native
Americans
affected
when
Europeans
settled
the
new
land?
Lesson
Objectives
Social
Studies
Objective:
SWBAT
explain
that
Native
Americans
are
a
broad
group
of
people
that
are
made
up
of
a
multitude
of
separate
nations
all
of
which
have
their
own
unique
traditions
and
ways
of
life
that
were
greatly
affected
by
European
settlement.
Literacy
Objectives:
• SWBAT
sequence
a
story.
• SWBAT
employ
transition
words
when
sequencing
a
story.
• SWBAT
make
connections
to
text
read
aloud.
• SWBAT
employ
the
use
of
nonfiction
texts
to
research
a
topic.
Standards
Common
Core:
RI.2.7,
RI.2.5,
RI.2.3,
RI.2.1,
W.2.7,
W.2.8.
Archdiocese
of
Denver
2nd
grade
Social
Studies
Standards:
SS3.1,
SS4.2,
SS4.5,
SS4.4
3
Background
Young
children
often
gain
their
knowledge
of
Native
Americans
through
very
stereotypical
portrayals
found
in
television,
toys,
Halloween
costumes,
and
Thanksgiving
legends.
This
lesson
is
designed
to
put
these
misconceptions
to
rest
through
the
introduction
of
research.
Teachers
as
a
result
need
be
to
sure
to
understand
exactly
what
misconceptions
and
background
knowledge
our
students
hold.
By
focusing
the
beginning
of
the
lesson
on
two
Native
American
legends,
students
are
given
the
opportunity
to
discuss
their
background
knowledge
in
a
way
that
allows
the
teacher
to
ask
guiding
questions,
thereby
leading
his
or
her
students
towards
a
more
realistic
understanding.
Suggested
Procedure
Procedure
used
at
St.
Rose
can
be
found
in
the
attached
template.
It
follows
a
four‐day
lesson
plan,
where
each
day
is
split
up
into
two
blocks
of
fifty‐minute
instruction.
Because
of
its
use
of
literacy
integration
and
research,
it
can
extend
beyond
social
studies
and
into
the
literacy
block
of
the
day.
This
lesson
can
be
easily
adapted
whether
to
delve
deeper
for
upper
elementary
or
to
allow
for
more
time
and
considerations
for
lower
elementary.
Differentiation
Student
Interest,
Ability
and
Learning
Styles
should
be
taken
into
consideration
when
implementing
this
lesson.
It
is
possible
that
during
the
research
portion
of
the
lesson
the
nonfiction
text
might
be
too
difficult
for
early
or
low‐level
Second
grade
readers.
Therefore
waiting
until
the
second
semester
or
grouping
based
on
reading
ability
is
encouraged.
Regardless,
teacher
assistance
and
monitoring
is
essential
during
the
research
portion
of
the
lesson
in
order
to
maximize
student
learning.
• Interest
is
addressed
in
this
lesson
by
allowing
the
students
to
choose
their
own
group
research
job.
It
can
be
further
addressed
by
allowing
students
to
choose
the
Native
American
nation
they
would
like
to
research
or
by
granting
total
creativity
and
freedom
in
how
their
group
decides
to
present
their
research.
• Ability
is
addressed
by
grouping
higher‐level
readers
with
lower
level
readers,
thereby
increasing
all
around
comprehension.
To
further
increase
differentiation
based
on
ability,
a
teacher
might
assign
group
members
to
have
certain
jobs
or
expectations
that
meet
the
needs
of
their
own
personal
ability,
so
as
to
aid
or
enrich
their
learning.
(Jobs
in
Appendix
G)
• Learning
Styles
are
addressed
within
this
lesson
through
a
variety
of
different
modes.
Pictures,
graphic
organizers,
read
aloud,
requirement
lists,
posters,
discussions,
presentations,
and
assessments
cater
towards
all
learning
styles,
making
this
lesson
an
engaging
format
for
all
types
of
learners.
4
Extensions
There
are
many
ways
teachers
might
further
extend
this
lesson.
• Have
students
research
using
more
than
one
source.
• Have
students
identify
poor
depictions
of
Native
Americans
in
everyday
life.
• Have
students
present
their
findings
to
an
outside
class
or
audience
rather
than
their
own
personal
class.
• Have
students
compare
and
contrast
the
life
of
Native
Americans
to
the
life
of
colonists
or
to
the
lives
of
current
day
Native
Americans.
• Have
students
find
common
characteristics
of
Native
American
nations
based
on
their
way
of
life…
example
Nomadic
vs.
Settled/
Mountain
Nations
vs.
Plains
vs.
Desert.
• Have
students
reflect
further
on
the
moral
implications
conquering
and
settling
the
Native
American
land.
Evaluations
•
•
A
rubric
is
used
to
evaluate
the
group
project.
Students
are
given
a
checklist
in
their
packet
of
materials
to
help
them
achieve
the
expectations
on
the
rubric.
(Appendix
A)
The
storyboard
graphic
organizer
is
used
to
evaluate
order
and
understanding
of
the
importance
of
sequencing.
(Graphic
organizer
link
in
Appendix
E)
Student
Group
Packets
During
the
lesson,
students
are
placed
into
groups
of
four
or
more
students.
Each
group
is
given
a
folder
of
materials
and
the
nonfiction
text
on
their
Native
American
nation.
The
following
is
a
list
of
what
was
included
in
and
with
the
folder
given
to
each
group.
• Native
American
True
Book
(Work
Cited)
• Native
American
Text
Questions
(Appendix
B)
• Photo
copied
black
and
white
pictures
from
given
book
• Index
cards
• 1
colored
sentence
strip
• 12x8
construction
black
paper
for
poster
• Mini
Map
of
the
United
States
w/map
key
template
(Appendix
C)
• Star
Stickers
(same
color)
• Student
Checklist
(Appendix
C)
Summary
By
asking
students
to
explore
content
through
literacy
and
actual
research,
students
are
encouraged
to
develop
a
deeper
and
stronger
personal
connection
to
the
content
that
they
are
learning,
while
at
the
same
strengthening
their
reading
skills.
It
is
often
said
that
early
elementary
students
up
until
third
or
fourth
grade
are
still
“learning
to
read,”
rather
than
“reading
to
learn.”
This
lesson
shows
not
only
that
it
is
possible,
but
that
there
is
a
real
benefit
in
helping
our
students
at
this
age
to
do
both.
5
Appendix
A:
Native
American
Research
Rubric
(page
1)
Name
_______________________
#_____________
Grade
out
of
24
_____________
Graded
on
Presentation
and
ability
to
work
in
a
group.
CATEGORY
Exemplary
Focus
on
3
points
the
Task
Stays
on
task
all
of
the
time
without
reminders.
Partially
Proficient
0
to
1
point
Stays
on
task
some
of
the
time.
Group
must
sometimes
remind
this
person
to
work.
Sometimes
an
active
group
member
but
needs
to
try
harder.
POINT
___/3
3
points
2
points
Completes
Completes
most
assigned
tasks
and
assigned
tasks.
does
not
depend
on
others
to
do
the
work.
0
to
1
point
Does
not
follow
through
on
most
tasks
and
sometimes
counts
on
others
to
do
the
work
___/3
3
points
Gathers
info
that
fits
the
group’s
goals.
2
points
Usually
provides
info
that
fits
groups
goals.
0
to
1
point
Sometimes
provides
useful
info
and
ideas
for
discussion.
___/3
3
points
Actively
seeks
and
suggests
solutions
to
problems.
2
points
Improves
on
solutions
suggested
by
other
group
members.
0
to
1
point
___/3
Does
not
offer
solutions,
but
is
willing
to
try
solutions
suggested
by
other
group
members.
A
true
team
member
who
works
hard
and
helps
others
in
the
group.
Proficient
2
points
Stays
on
task
most
of
the
time.
Group
can
count
on
this
person.
A
strong
group
member
who
does
their
best.
Work
Habits
Research
and
Info
Sharing
Problem­
Solving
Individual
Work
Grade
____________/12
6
(page
2)
Native
American
Project
points
3
points
Answered
all
the
questions
using
good
sentences
on
their
poster.
Correctly
paired
pictures
with
information
found
out
about
their
tribe
and
glued
to
poster.
All
team
members
contributed
equally
to
the
finished
project.
Presentation
was
clear
and
understandable.
Students
answered
questions
presented
to
them.
Presenters
spoke
well
and
made
connections
between
their
facts.
2
points
Answered
all
the
questions
about
the
native
American
tribe.
___/3
Somewhat
matched
None
of
the
pictures
make
____/3
pictures
to
facts.
sense
with
the
facts.
Some
pictures
didn’t
make
sense.
Assisted
Finished
individual
task
but
___/3
group/partner
in
did
not
assist
the
finished
group/partner
during
the
project.
project.
Presentation
was
Presentation
was
sloppy.
clear
and
Students
didn’t
know
their
understandable.
facts
well.
They
struggled
to
___/3
Students
were
each
explain
them
to
their
class.
able
to
answer
questions
presented
to
them.
Group
Project
Grade
__________/12
7
0
to
1
point
Forgot
to
answer
some
of
the
questions
about
the
native
American
tribe.
Appendix
B:
Native
American
Text
Questions
The
following
are
the
possible
questions
I
considered
giving
my
students
when
planning
this
lesson.
Although
I
only
ended
up
choosing
five
questions
to
give
my
groups
of
second
graders,
more
questions
can
be
answered
to
enrich
for
higher‐level
students
or
for
upper
elementary
classes.
The
Lakota
Sioux…
A
True
Book
by
Andrew
Santella
• Where
is
the
Lakota
Sioux
nation
in
our
country?
• What
kind
of
food
did
the
Lakota
Sioux
eat?
How
did
they
get
their
food?
• Why
were
Dogs
and
Horses
important
to
the
Lakota
Sioux?
• What
did
the
Lakota
Sioux
use
buffalo
to
make?
• How
did
the
Lakota
Sioux
hunt
Buffalo?
• What
did
the
Lakota
Sioux
live
in?
• How
did
the
Lakota
Sioux
remember
history?
• What
is
the
Sun
Dance?
• When
white
settlers
began
taking
their
land,
what
did
the
Lakota
Sioux
do?
•
Tell
me
one
fact
about
the
Lakota
Sioux
today.
8
The
Navajo…A
True
Book
by
Andrew
Santella
• Where
is
the
Navajo
nation
located?
• What
kind
of
environment
do
the
Navajo
live
in?
• How
did
the
Navajo
get
food?
• Why
are
sheep
important
to
the
Navajo?
• What
did
the
Navajo
learn
or
get
from
the
Spanish
white
settlers
that
came
into
their
land?
• How
did
the
Navajo
carry
their
babies?
• What
is
the
Blessingway?
• What
do
the
Navajo
live
in?
• Tell
me
one
fact
about
the
Navajo
today.
•
What
was
the
“Long
Walk?”
pg.
32
9
The
Utes…A
true
Book
by
Alice
Flanagan
• Where
is
the
Ute
Nation
located?
• What
did
the
Ute
eat?
• What
did
the
Ute
people
used
to
live
in?
What
do
they
live
in
today?
• What
is
the
Bear
Dance?
• How
did
the
Ute
change
when
they
got
horses?
• What
did
the
Ute
make
from
Buffalo?
• Why
did
the
Ute
become
excellent
warriors?
• Men
and
Women
had
different
jobs
in
the
Ute
nation.
What
did
the
men
do?
What
did
the
women
do?
• What
did
the
Ute
do
when
white
settlers
took
over
their
land?
•
Tell
me
one
fact
about
the
Utes
today.
10
The
Hopi…
A
true
Book
by
Andrew
Santella
• Why
is
it
difficult
to
farm
where
the
Hopi
live?
• What
do
the
Hopi
live
in?
• The
Hopi
are
part
of
what
larger
group
of
Native
Americans?
• How
are
they
different
from
than
group?
• What
does
their
name,
“Hopi,”
mean?
• What
are
Kachina
dolls?
• How
do
the
Hopi
get
food?
• What
is
the
most
important
crop
to
the
Hopi?
• What
happens
to
the
Hopi
when
white
settlers
came
to
their
land?
•
Tell
me
one
fact
about
the
Hopi
today.
11
The
Apache…
A
true
Book
by
Alice
Flanagan
• The
Apache
were
nomads.
What
does
this
mean?
• The
Apache
were
the
most
feared
Native
American
group
in
the
southwest.
Why?
• Mothers
are
said
to
have
played
an
important
role
in
Apache
families.
How
do
we
know
this?
• What
did
the
Apache
live
in?
• How
did
they
get
food?
• What
musical
instrument
is
traditional
to
the
Apache?
• The
Apache
made
baskets.
What
did
they
use
to
make
baskets?
• What
did
the
Apache
do
when
the
Spanish
settled
in
the
area?
• Who
was
Geronimo?
• Tell
me
one
fact
about
the
Apache
today.
12
Appendix
C:
Mini
Map
of
the
US/
Map
Key
Map
Key
13
Appendix
D:
Student
Checklist
Native
American
Project
____
Our
Group
found
all
of
the
answers
to
the
question.
____
Our
Group
answered
them
on
the
index
cards
by
using
“good”
Sentences.
____
Our
Group
used
our
best
Handwriting.
____
Our
Group
was
respectful
to
all
our
members.
____
Our
Group
found
pictures
that
went
with
our
facts
and
glued
them
on
our
poster.
____
Our
group
used
our
stickers
to
show
where
our
Native
American
Nation
is
found.
____
Our
group
made
a
map
key
____
Our
group
organized
our
index
cards,
pictures
and
title
on
our
poster.
____
Our
group
practiced
how
we
were
going
to
present
our
project.
____
We
learned
everything
we
could
about
our
Native
American
Nation.
____
We
did
our
best!
14
Appendix
E:
Storyboard
Graphic
Organizer
Graphic
organizer
is
used
to
assess
students
understanding
of
sequencing.
http://teacher.scholastic.com/lessonrepro/reproducibles/profbooks/storyboard.pdf
15
Appendix
F:
Nation
Image
http://espressostalinist.files.wordpress.com/2011/01/native‐americans.jpg
16
Appendix
G:
Group
Jobs
Reader:
The
reader
is
responsible
for
reading
the
nonfiction
text
out
loud
to
the
group
and
checking
with
entire
group
for
understanding.
Leader:
The
Leader
is
responsible
for
keeping
the
group
on
task.
He
or
she
will
decide
what
question
they
are
going
to
search
for
in
the
text
and
whether
or
not
they
have
effectively
answered
it.
Poster
Designer:
The
Poster
Designer
is
responsible
for
spatially
organizing
the
poster
and
identifying
the
black
and
white
copied
photos
from
their
text
that
go
best
with
their
facts.
Writer:
The
Writer
is
responsible
for
writing
answers
to
questions
that
the
group
found
onto
the
index
cards
in
his
or
her
best
handwriting.
Checker
(optional
addition):
The
Checker
is
responsible
for
making
sure
the
group
completes
all
the
tasks
mentioned
on
the
group
checklist.
Editor
(optional
addition):
The
Editor
is
responsible
for
making
sure
the
poster
looks
nice,
the
sentences
are
“good”
sentences
that
include
proper
punctuation,
spelling,
complete
thought
and
proper
capitalization,
and
that
the
pictures
match
the
facts
on
the
poster.
****All
group
members:
Are
responsible
for
working
together,
reading
for
understanding,
finding
the
answers
to
the
questions,
and
being
respectful
of
each
other.
They
also
all
are
required
to
contribute
to
the
class
presentation
of
the
material.
17
Work
Cited
Native
American
Nation
Image
http://espressostalinist.files.wordpress.com/2011/01/native‐americans.jpg
Storyboard
graphic
organizer:
http://teacher.scholastic.com/lessonrepro/reproducibles/profbooks/storyboard.pdf
Story
Books
(Native
Americans):
•
DePaola,
Tomie.
The
Legend
of
the
Indian
Paintbrush.
April
1996
•
Martin,
Rafe.
The
Rough
Face
girl.
April
1998
True
Books
(Native
Americans):
•
•
•
•
•
Flanagan,
Alice
K.
The
Utes:
A
True
Book.
March
1998
Santella,
Andrew.
The
Navajo:
A
True
Book.
March
2003
Santella,
Andrew.
The
Hopi:
A
True
Book.
March
2003
Santella,
Andrew.
The
Apache:
A
True
Book.
August
2000
Santella,
Andrew.
The
Lakota
Sioux:
A
True
Book.
August
2000
18
!"#$%&'()&*$+",.,$#'/0''12$+3
45*'15%&*
86/0
6"7&
9'54':";- <
@#A?&,#-'-B5A2?'B"%&'C*$5*'3,5>2&?7&'"D5A#'!"#$%&
()&*$+",-'4*5)'#&2&%$-$5,E'#5;-E'F"225>&&,
86'6*$5* +5-#A)&-'",?'",;'$,-#*A+#$5,'5,'GB",3-7$%$,7H
=,5>2&?7& GB&;'"2-5')$7B#'B"%&'-5)&'C*$5*'3,5>2&?7&'"D5A#
?$44&*&,#',"#$5,-'4*5)'#B&'+2"--*55)'",?'-+B552
2$D*"*;H
@MN(G'&OC2"$,'#B"#'!"#$%&'()&*$+",-'"*&'"'D*5"?
7*5AC'54'C&5C2&'#B"#'"*&')"?&'AC'D;'"')A2#$#A?&'54
@@'8&--5,
A,$PA&',"#$5,-E'"22'54'>B$+B'B"%&'#B&$*'5>,'A,$PA&
LDK&+#$%&
#*"?$#$5,-'",?'>";-'54'2$4&'#B"#'>&*&'7*&"#2;'"44&+#&?
D;'QA*5C&",'-&##2&)&,#H
@MN(G'$,'7*5AC'C*&-&,#"#$5,-'?&-+*$D&'"'!"#$%&
()&*$+",',"#$5,'#B&;'*&-&"*+B&?'",?'B5>'#B&;
>&*&'"'C"*#'54'#B&'B$-#5*;'54'#B$-'+5A,#*;H
8&--5,
(--&--)&,#
N&,+B)"*3- 15))5,'15*&0'TUHVHWETUHVHXETUHVHYE'TUHVH/E'MHVHWE
5*
MHVHZH'(*+B?$5+&-&'54':&,%&*'V,?'7*"?&'@5+$"2
@#",?"*?- @#A?$&-'@#",?"*?-0'@@YH/E@@<HVE'@@<HXE'@@<H<
[GB&'8&7&,?'54'#B&'U,?$",'6"$,#D*A-B\'D;'G5)$&
?&6"52"E'[GB&'T5A7B]^"+&'_$*2\'D;'T"4&'I"*#$,E
U,?&O'+"*?-'45*'>5*?'>"22'",?'45*'-#A?&,#'7*5AC-'#5
",->&*'PA&-#$5,-'E`GB&'G*A&'D553-`HHHH'GB&'.#&-E
I"#&*$"2- GB&'!"%"K5E'GB&'8"35#"'@$5AOE'GB&'F5C$E'GB&
!&&?&?
(C"+B&H'R^5A,?'"#')5-#'CAD2$+'2$D*"*$&-SE/Va'/Z
D2"+3'+5,-#*A+#$5,'C"C&*E'M*$#$,7'-#*$C-E'I$,$')"C'54
#B&'.@E'1525*&?'@#"*'@#$+3&*-E'I"*3&*-E'N2"+3'",?
MB$#&'C"+3&#-'54'+5C$&?'C$+#A*&-'4*5)'#B&$*'D553-H
'
@#A?&,#'8&"*,$,7'G"-3'5*'(+#$%$#;
G$)&
:";'/
RN25+3'/S
:$44&*&,#$"#$5,
(D$2$#;'7*5AC$,7E'IA2#$C2&'45*)-'54'$,CA#E
)A2#$C2&'45*)-'54'5A#CA#H'1"#&*&?'2&"*,$,7
#5>"*?-'3$,&-#B&#$+'2&"*,&*-E'"-'>&22'"-'%$-A"2E
)A-$+"2E'"A?$#5*;E',"#A*"2'",?'-C"+$"2'2&"*,&*-E
J"*$&?'2&%&2'54'-ACC5*#'#5'-#A?&,#-'D"-&?'5,
*&"?$,&--'2&%&2E'@#A?&,#'K5D-'#5'&,"D2&'C&&*
B&2CH'@+"4452?$,7'54'2&--5,-'#B*5A7B'#B&'A-&'54
#B&'>5*3-B5C')5?&2'"225>&?'45*'#B&'#&"+B&*'#5
?$44&*&,#$"#&'D"-&?'5,'5,'*&"?$,&--'"-'>&22H
@MN(G'-&PA&,+&'"'-#5*;H
@MN(G'&)C25;'#*",-$#$5,'>5*?-'>B&,
-&PA&,+$,7'"'-#5*;H
8$#&*"+;
@MN(G')"3&'+5,,&+#$5,-'#5'#&O#'*&"?'"25A?H
LDK&+#$%&@MN(G'&)C25;'#B&'A-&'54',5,4$+#$5,'#&O#-'#5
RB$7B2$7B#&?'$,
*&-&"*+B'"'#5C$+H
D2A&S
@MN(G'5*"22;'C*&-&,#'#B&$*'*&-&"*+B'$,
7*5AC-H
'
!"#$%&'()&*$+",-E'-&##2&)&,#E'*&-&*%"#$5,-E
=&;'J5+"DA2"*; #*$D&E',"#$5,E'-&PA&,+&E'#*",-$#$5,
_A$?&?
bA&-#$5,-
IQGFL:
MB5'"*&'#B&'!"#$%&'()&*$+",-c'MB"#'$-'"
!"#$%&'()&*$+",'!"#$5,c'MB"#'C"*#'?5'#B&
!"#$%&'()&*$+",-'C2";'$,'5A*'B$-#5*;c'MB;'$-'$#
$)C5*#",#'#5'-#A?;'?$44&*&,#'!"#$%&'()&*$+",
!"#$5,-c':5'"22'!"#$%&'()&*$+",-'?*&--E'"+#E
-C&"3'",?'2553'#B&'-")&c'F5>'>&*&'#B&
!"#$%&'()&*$+",-'"44&+#&?'>B&,'QA*5C&",-&##2&?'#B&',&>'2",?c
G&"+B&*'(+#$%$#;
@MN(G'-&PA&,+&'"'-#5*;H
@#A?&,#-'>$22'#"3&'C"*#'$,'#B&'?$-+A--$5,'?A*$,7'#B&
*&"?'"25A?H
/X')$,
T&"?'(25A?
@#A?&,#-'>$22'#"3&'C"*#'$,'#B&'?$-+A--$5,
/d')$,
'
I$,$'8&--5,'5,
@&PA&,+$,7
@#A?&,#-'>$22'+*&"#&'"'-#"#A&'-+&,&'54'5,&'&%&,#
4*5)'#B&')&,#5*'#&O#H
/d')$,
@#5*;'#$)&
@#"#A&GB&'3$?-'>$22'>*$#&'?5>,'#B&'2$-#'54'#*",-$#$5,'>5*?$,'#B&$*'K5A*,"2-H
/X')$,
G&"+B&*'2&?
RN25+3'VS
GM'*&"?'#B&'D553E'`GB&'8&7&,?'54'#B&'U,?$",
6"$,#D*A-B`H'G57&#B&*'#B&;'>$22')"3&
C*&?$+#$5,-E'",?'4$,?'#B&')"$,'$?&"'54'#B&'-#5*;
#57&#B&*'"-'#B&;'*&"?H'GB&;'>$22'?$-+A--'#B&
+B"*"+#&*-'$,'#B&'-#5*;'",?'>B"#'#B&'-#A?&,#3,5>'"D5A#'"D5A#'!"#$%&'()&*$+",-H'G&"+B&*
>$22'$?&,#$4;'D"+37*5A,?'3,5>2&?7&H
MB&,'?5,&'*&"?$,7E'GM'*&)$,?'#B&'-#A?&,#>B"#'#B&'>5*?'-&PA&,+&')&",-'G&"+B&*'>$22
)"3&'+5,,&+#$5,-'#5'-#A?&,#-e'A,?&*-#",?$,7
54'#$)&2$,&-'4*5)'#B&'?";'D&45*&H'G&"+B&*'>$22
-";'`KA-#'2$3&';5A'+",'CA#';&"*-'$,'5*?&*'5,'"
#$)&2$,&'5*',A)D&*-'$,'5*?&*'$,')"#BHHH';5A'+",
"2-5'CA#'&%&,#-'$,'"'-#5*;'$,'5*?&*H`'GM'7$%&,
",'&O")C2&'54'-&PA&,+$,7'5,'#B&'D5"*?HHH
A-$,7'"**5>-'",?'-";$,7'#*",-$#$5,'>5*?-'2$3&
`^$*-#'#B$-'B"CC&,&?E'#B&,'#B$-'B"CC&,&?E
&+#HH`'@B&'>$22'B"%&'-#A?&,#-'"-3'PA&-#$5,",?'-B&'>$22'45+A-'5,')"3$,7'-A*&'#B"#'#B&;
3,5>'#B"#'$#'$-'$)C5*#",#'#5'5,2;'-&PA&,+&'#B&
*&"22;'NU_'$?&"-'54'"'-#5*;HHHH@&PA&,+$,7'B&2CA-'D&##&*'-A))"*$f&'"'-#5*;H'@B&'#B&,
&OC2"$,-'B5>'-B&'>",#-'#B&)'#5'-&PA&,+&'#B&
-#5*;'#57&#B&*H
GM'&OC2"$,'#B&',&O#'"+#$%$#;H'@M'D&'-C2$#'AC
",?'7$%&,'",'&%&,#'$,'#B&'-#5*;H'GB&;'>$22'B"%&
X')$,'#5')"3&'"'4*5f&,'-#"#A&'-+&,&'#B"#
*&C*&-&,#-'#B"#')5)&,#'$,'#B&'-#5*;H'MB&,
-#A?&,#-'"*&'?5,&E'#57&#B&*'"-'"'>B52&'+2"--E
#B&;'>$22'?&+$?&'#B&'5*?&*'54'&"+B'7*5AC
-B5>$,7'#B&$*'-#"#A&'-+&,&-'RD"-&?'5,
-&PA&,+$,7SH'GB&;'>$22'#B&,'C&*45*)H'12"--'>$22
?$-+A--H
GM''B"%&'-#A?&,#-'*&#A*,'#5'#B&$*'?&-3-H'GM
&OC2"$,'>B"#'"'#*",-$#$5,'>5*?'$-'",?'>$22
?&4$,&'#*",-$#$5,'",?'C2"+&'$#'5,'#B&'>5*?'>"22H
@#A?&,#-'>$22'2&"*,'#B"#'"'#*",-$#$5,'>5*?'2$,3&%&,#-'$,'"'-#5*;'#57&#B&*H'GB&-&'>5*?-'B&2C
A-'-&PA&,+&'"'-#5*;H'@B&'>$22'D&7$,'#5')"3&'"
2$-#'54'#*",-$#$5,'>5*?-HHH'A-$,7'#B&)'$,
-&,#&,+&-'#5'-&&'B5>'#B&;'+",'B&2C'>$#B
#*",-$#$5,$,7'"'-#5*;H
@MN(G'&)C25;'#*",-$#$5,'>5*?-'>B&,
-&PA&,+$,7'"'-#5*;H
@#A?&,#-'>$22'2$-#&,'#5'#B&'-#5*;H
/X')$,
T&"?'(25A?
@#A?&,#-'>$22'>"#+B'",?'2$-#&,'#5'#B&'?$*&+#$5,-'7$%&,
D;'#B&'#&"+B&*H
/d')$,
:$*&+#$5,@#A?&,#-'>$22'>5*3'$,'C"*#,&*-'5,'#B&$*'-&PA&,+$,7
C*5K&+#H
@)"22'6*5K&+#]
-B5*#'45*)"#$%&
2$#&*"+;
"--&--)&,#
VX')$,
:";'V
RN25+3'/S
@#A?&,#-'>$22'4$,$-B'AC'#B&$*'-&PA&,+$,7'",?
#*",-$#$5,"2'>5*?'C*5K&+#'"D5A#'#B&'*5A7B'4"+&?'7$*2
)&,#5*'#&O#H
/X')$,
^$,$-B'AC'#B&
-#5*;D5"*?
-&PA&,+&
@#A?&,#-'>$22'-B"*&'#B&$*'-#5*;D5"*?-H
X')$,
G&"+B&*'8&?
?$-+A--$5,'",?
-B"*&H
GM'*&"?'#B&'-#A?&,#-'#B&'!"#$%&'()&*$+",
#"2&E'`GB&'T5A7B'4"+&?'7$*2E`'-25>2;')"3$,7
-A*&'#5'C5$,#'5A#'$)C5*#",#'&%&,#-H
(4#&*'#B&'-#5*;'#B&'GM'&OC2"$,-'?$*&+#$5,-H'U,
7*5AC-'54'VE'@M'-&PA&,+&'#B&'-#5*;'D;
+*&"#$,7'"'g'D5O'-#5*;D5"*?H'GB&;'>$22'2"D&2
&"+B'C$+#A*&'>$#B'"'-&,#&,+&'A-$,7'"'#*",-$#$5,
>5*?H'GM')5?&2'"+#$%$#;'5,'#B&'D5"*?'A-$,7
#B&'`8&7&,?'54'#B&'U,?$",'6"$,#D*A-BH`'@B&'>$22
B&2C'-#A?&,#-'D*"$,-#5*)'#B&'D$7'&%&,#-'4*5)
`#B&'T5A7B'4"+&?'7$*2`'",?'-B&'>$22'5,'#B&
D5"*?'>*$#&'#B&'#*",-$#$5,'>5*?-'",?'",;'#5A7B
-C&22$,7'>5*?'#B"#'-#A?&,#-')$7B#'-#*A772&
>$#BH'RC5$,#'54'"+#$%$#;'$-'#5'-&PA&,+&'",?',5#
#5'-#*A772&'>$#B'>*$#$,7'5*'-C&22$,7S'GM'B",?
5A#'#B&'7*"CB$+'5*7",$f&*'45*'#B&'g'D5O
-#5*;D5"*?'-&PA&,+&H
GM')5,$#5*'-#A?&,#'>5*3E'B&2C$,7'>B&,
,&+&--"*;H@B&'>$22',&&?'#5')"3&'-A*&'#B"#
&"+B'7*5AC'+5**&+#2;'-&PA&,+&-'#B&'-#5*;E
B&2C$,7'",?'&OC2"$,$,7'>B;'$4'#B&;'?$?,e#h'@B&
)";'CA22'"'7*5AC'54'-#*A772&*-'45*'&O#*"'>5*3'"#
#B&'D"+3'#"D2&H
@MN(G')"3&'+5,,&+#$5,-'#5'#&O#H
GM'>$22'*&%$&>'#B&'-#5*$&-'-#A?&,#-'*&"?'#B&
?";'D&45*&HHH'",?'CA22'5A#'B&*'&O")C2&'54'#B&
-&PA&,+&'D5"*?'5,'#B&'",+B5*'+B"*#H'GB&;'>$22
75'5%&*'?$*&+#$5,-'",?'&OC&+#"#$5,-H'GM'>$22
#B&,'2&#'#B&)'#5'+5,#$,A&'#5'>5*3'",?'>$22
)5,$#5*'+2"--E'B&2C$,7'>B&,',&+&--"*;H'U4
-#A?&,#-'4$,$-B'&"*2;HHH'GM'B"%&'"'D5O'54'5#B&*
!"#$%&'()&*$+",'2&7&,?-'5*'#&O#-'45*'#B&)'#5
42$C'#B*5A7B'5*'*&"?H
GM'>$#B'-#A?&,#-'*&42&+#'5,'#B&$*'C*5K&+#'",?
*&%$&>'+5**&+#'5*?&*'54'-#5*;'2$,&H'J52A,#&&*>$22'D&'7$%&,'Yd'-&+5,?-'#5'-B"*&'#B&$*
-#5*;D5"*?'>$#B'#B&'+2"--'$4'#B&;'>",#H
@#A?&,#-'>$22')"3&'#B&'+5,,&+#$5,'4*5)'#B&'-#5*$&#B&;'*&"?'#5'B$-#5*;H
X')$,
G&"+B&*'8&?
?$-+A--$5,'",?
+5,,&+#$5,
/d')$,
@M'*&#A*,'#5'#B&$*'-&"#-'",?'>*$#&'"D5A#'#B&'C$+#A*&
#B&;'-&&'5,'#B&'D5"*?H'GB&;'>$22'B"%&'/d')$,'#5
>*$#&'>B"#'#B&;'#B$,3E'4&&2E'-&&E'7A&--'5*'PA&-#$5,
"D5A#'#B&'C$+#A*&H'_55?'-&,#&,+&-'>$#B'+"C$#"2
J$-A"2'U)"7&
2&##&*-'"#'#B&'D&7$,,$,7E'CA,+#A"#$5,'"#'#B&'&,?'",? @#*"#&7;]'>*$#&
"'+5)C2&#&'#B5A7B#'>$22'D&'*&PA$*&?H
#$)&
@#A?&,#-'>$22'-B"*&'>B"#'#B&;'>*5#&'",?'>B"#'#B&$*
5>,'C&*-5,"2'#B$,3$,7'>"-'"D5A#'#B$-'C$+#A*&H
/X')$,
J$-A"2'$)"7&
-#*"#&7;
RN25+3'VS
(4#&*'#B&'-#A?&,#-'-B"*&E'GM'B"%&'-#A?&,#*&42&+#'5,'!"#$%&'()&*$+",-H'@B&'>$22'"-3'#B&)
$4'#B&;'2&"*,&?'",;#B$,7',&>'4*5)'#B&'D553>&'*&"?'",?'B"%&'#B&)'?$-+A--'#B&$*'C*$5*
3,5>2&?7&HGM'#B&,'&OC2"$,'#B"#'!H(H-'>&*&
#B&'%&*;'4$*-#'C&5C2&'#5'2$%&'$,'#B$-'2",?H'GB&;
>5A2?'D&'#B&'%&*;'4$*-#'C&5C2&'5,'5A*'#$)&2$,&
54'")&*$+"H
G&"+B&*'>$22'C5-#'#B&'C$+#A*&'54'#B&'.,$#&?
@#"#&-'I"C'>$#B'#B&'?$44&*&,#'!"#$%&'()&*$+",
,"#$5,-'5,'#B&'-)"*#'D5"*?'",?'B"%&'#B&
-#A?&,#-'>*$#&'$,'#B&$*'K5A*,"2-'45*'#&,')$,A#&-H
@B&'>$22'#B&,'"4#&*'#&,')$,A#&-'B"%&'#B&)'CA#
#B&$*'C&,+$2-'?5>,H
GM'2&#'-#A?&,#-'?$-+A--'#B&$*'#B$,3$,7HHH
C*5)5#&')&#"+57,$#$5,'D;'5,2;'"-3$,7
PA&-#$5,-HHHH'-B&'>$22'2&#'#B&)'#"23'45*'"-'25,7
"-'#B&;'+",'75HHHHH'",?'"#'#B&'&,?'&OC2"$,'#5
#B&)'#B"#'&"+B')",'5,'#B&')"C'*&C*&-&,#&?'"
?$44&*&,#',"#$5,'5*'#*$D&'54'!"#$%&'()&*$+",-H
@B&'>$22'?&4$,&'#B&'>5*?-'#*$D&'",?',"#$5,",?'#B&;'>$22'CA#'#B&)'5,'#B&$*'>5*?'>"22H'@B&
>$22'#"23'#5'#B&)'"D5A#'B5>',5#'"22',"#$%&
")&*$+",-'>&*&'#B&'-")&E'>B$+B'#B&;'-B5A2?
B"%&'D&&,'"D2&'#5'-&&'4*5)'#B&'#>5'%&*;
?$44&*&,#'#;C&-'54',"#$%&'")&*$+",-'>&'-">'$,
#B&'-#5*$&-'>&'*&"?H'!5#'"22',"#$%&'")&*$+",2553&?'2$3&'#B&'+"*#55,-'>&'-&&'5,'#%'5*'$,
D553-'",?'#B"#'#B&;'"*&',5#'"22'2$3&'#B&'#*$D&
#B"#'>&'*&"?'"D5A#'?A*$,7'#B&')5*,$,7'D553H
@B&'>$22'2&#'#B&)'-B"*&'$4'#B&;'3,5>'"D5A#'",;
?$44&*&,#'#*$D&-H'@B&'>$22'#B&,'#&22'#B&)'#B"#
#B&;'>$22'2&"*,')5*&'"D5A#'?$44&*&,#
#*$D&-h,"#$5,-'2"#&*'#B"#'?";H'@B&'>$22'-B5>
#B&)'#B&'")&*$+",'>&-#'",?'&OC2"$,'#5'#B&)
#B"#'#B&;'"*&'75$,7'#5'?5'"'C*5K&+#'#B"#'2553-'"#
-5)&'54'#B&',"#$5,-'#B"#'>&*&'$,'5*'"*5A,?
+525*"?5H
@MN(G'&)C25;'#B&'A-&'54',5,4$+#$5,'#&O#-'#5
*&-&"*+B'"'#5C$+H
@#A?&,#-'>$22'*&%$&>'>B"#'#B&;'?$?'?A*$,7'#B&
)5*,$,7H'GB&;'>$22'*&%$&>'#B&'?&4$,$#$5,-'45*'#B&
>5*?-'`B$-#5*;E'B$-#5*$",E',"#$%&'")&*$+",E'",?'#*$D&H
X')$,
@M'2$-#&,'+"*&4A22;'#5'?$*&+#$5,-H
/X')$,
GM'?$-+A--'$,-#*A+#$5,'4*5)'#B&'?";'D&45*&H
GM'>$22'&,?'#B&'?$-+A--$5,'D;'"-3$,7'#B&)
>B;'#B&;'#B$,3'$#e-'$)C5*#",#'#5'2&"*,'"D5A#
,"#$%&'")&*$+",-i'2&"?$,7'#B&)'#5'#B&'C5$,#
#B"#'#B&',"#$%&'")&*$+",-'>&*&'#B&'D&7$,$,7'54
5A*'B$-#5*;'"-'()&*$+",-'2$%$,7'B&*&'$,'#B$+5A,#*;H'@#A?&,#-'>$22'+5,,&+#'>B"#'#B&;
I5*,$,7'T&%$&> 2&"*,&?'D"+3'#5'#B&'-#5*;'4*5)'#B&')5*,$,7H
GM'#B&,'$,#*5?A+&'#B&'-#A?&,#-'#5'#B&
>5*3-B5C'#B&;'"*&'75$,7'#5'D&7$,'#5'?5E
)"3$,7'-A*&'#5'-B5>'#B&)'#B&')5?&2'-B&
)"?&H'@B&'>$22'-C2$#'#B&'3$?-'$,#5'7*5AC-'R-B&
>$22')"3&'$#'2553'*",?5)'DA#HHH'&"+B'7*5AC
-B5A2?'B"%&'B$7B'2&%&2'*&"?&*-E'",?'25>'2&%&2
*&"?&*-SH'GM'&OC2"$,'#5'-#A?&,#-'#B"#'$,
7*5AC-'#B&;'"*&'75$,7'#5'2&"*,'",?'*&-&"*+B
?$44&*&,#'!"#$%&'()&*$+",'#*$D&-H'GM'>$22
&OC2"$,'#B&'?$44&*&,#'K5D-'$,'&"+B'7*5ACE'R#B&
*&"?&*E'#B&'2&"?&*E'#B&'C5-#&*'?&-$7,&*'",?'#B&
>*$#&*SH'_*5AC-'>$22'+5,#"$,'#>5'B$7B'*&"?&*",?'#>5'*&"?&*-'>B5'-#*A772&H'@B&'>$22'C2"+&
#B&)'$,'`-C5#-`'"*5A,?'#B&'+2"--*55)H'GM
7$%&'5,&'!"#$%&'()&*$+",'G*A&'D553'#&O#'#5
&"+B'7*5ACHHHH'RGB&'(C"+B&E'GB&'.#&-E'GB&
8"35#"'@$5AOE'GB&'F5C$'",?'GB&'!"%"K5H
M5*3-B5C
D553-SHHH'-B&'>$22'"2-5'B",?'5A#'#B&')"#&*$"2-E
7*5AC$,7
$,+2A?$,7'#B&'PA&-#$5,'-B&&#H
@#A?&,#-'>$22'2$-#&,'#5'?$*&+#$5,-H
M5*3-B5C
?$*&+#$5,@M'?&+$?&'$,'#B&$*'7*5AC-E'>B5'$-'75$,7'#5'D&'>B"#
K5DH'GB&;'>$22'$,45*)'#B&'#&"+B&*'",?'*&"?'#B&$*'&"-;
*&"?'K5D'?&-+*$C#$5,H
X')$,
_*5AC'j5D-
@B&'>$22'&OC2"$,'#5'#B&'3$?-E'#B"#'#B&$*'K5D'$75$,7'#5'D&'#5'D&+5)&'&OC&*#-'5,'#B&$*',"#$%&
")&*$+",'#*$D&'-5'#B&;'+",'C*&-&,#'#5'#B&
+2"--H'Q"+B'7*5AC'>$22'B"%&'PA&-#$5,-'#B"#
#B&;',&&?'#5'4$,?'#B&'",->&*-'#5'$,'#B&$*'D553H
GB&;',&&?'#5'>*$#&'&"+B'",->&*'$,'"'+5)C2&#&
`755?`'-&,#&,+&'5,'",'$,?&O'+"*?H'GB&*&'"*&
-$O'$,?&O'+"*?-'45*'&"+B'7*5ACE'D&+"A-&'#B&*&
"*&'-$O'PA&-#$5,-'#B&;',&&?'#5'4$,?H'@M'"2-5
,&&?'#5'4$,?'5A#'>B&*&'#B&$*'#*$D&'2$%&?'$,'#B&
.@'",?')"*3'$#'5,'#B&')$,$')"C'7$%&,H'GB&;
#B&,',&&?'#5')"3&'"')"C'3&;'#5'75'>$#B'#B&
-#"*H'(4#&*'#B&;'"*&'?5,&'4$,?$,7'"22'#B&
PA&-#$5,-'#B&;',&&?'#5'75'#B*5A7B'#B&'C"+3&#
54'C$+#A*&-'#B"#'75'>$#B'#B&$*'#*$D&'",?'4$,?'#B&
C$+#A*&-'#B"#'D&-#'75'>$#B'#B&'",->&*-'#B&;
>*5#&'?5>,'5,'#B&$*'$,?&O'+"*?-H'GB&;'#B&,
,&&?'#5'#"3&'"22'#B&-&'$,?&O'+"*?'4"+#-E
C$+#A*&-E-&,#&,+&'-#*$C'"-'#B&'#$#2&'45*'#B&$*
C*5K&+#H'GM'CA22'AC'+B&+32$-#'54'#B$,7-'#B&
-#A?&,#-',&&?'#5'?5'$,'#B&'#$)&'7$%&,H'GM'"2-5
-B5>'-#A?&,#-'#B&')5?&2'-B&'+*&"#&?'",?
*&)$,?'#B&)'#5'A-&'#B&$*'D&-#'7*5AC'>5*3$,7
-3$22-H
GM'B"%&'-#A?&,#-'4$,?'#B&$*'7*5AC-'",?
#57&#B&*'"-'"'7*5AC'?&+$?&'>B5'7&#-'>B"#'K5DH
Q"+B'-#A?&,#'>$22'D&'7$%&,'",'&"-;'*&"?&*'K5D
?&-+*$C#$5,'#5'B&2C'#B&)'*&)&)D&*'>B"#'#B&;
,&&?',&&?'#5'?5H'GM'"2-5'*&)$,?'-#A?&,##B"#'K5D-'>5*3'#57&#B&*'$,'"'7*5AC'",?'B&2C
5,&'",5#B&*'>$#B'#"-3-H'GM'*&+5*?'>B5'$75$,7'#5'?5'>B"#'K5DH
@M'7&#'-#"*#&?'5,'#B&'C*5K&+#H'GB&;'>$22'>5*3
#57&#B&*'"-'"'7*5AC'#5'4$,?'#B&'",->&*-'$,'#B&'D553H
GB&;'>$22'A-&'#B&'#"D2&'54'+5,#&,#-'#5'4$,?'C"7&-'#B"#
#B&'",->&*-')$7B#'D&'5,E'",?'#B&;'>$22'*&"?'#B&
C"*"7*"CB-'A,#$2'#B&;'4$,?'#B&'",->&*-H'GB&;'>$22
>5*3'5,'>*$#$,7'?5>,'&"+B'",?'&%&*;'",->&*'5,'"
,5#&'+"*?E'A-$,7'+5)C2&#&'",?'`755?`'-&,#&,+&-H
Vd')$,
_*5AC'M5*3
:";Y
RN25+3'/S
@M'",->&*'#B&'#&"+B&*e-'PA&-#$5,-
X')$,
T&%$&>'",?
:$*&+#$5,@#A?&,#-'>$22'>5*3'5,'#B&$*'C*5K&+#E')"3$,7'-A*&'#5
3&&C'$,')$,?'#B&'5,'D5"*?'+B&+32$-#H
<d')$,
_*5AC'M5*30
6*5K&+#
RN25+3'VS
@M'2$-#&,'#5'?$*&+#$5,-H
V')$,
_*5AC')&&#$,7
D&45*&'7*5AC
>5*3
<d')$,
@#A?&,#-'>$22'4$,$-B'AC'5,'#B&$*'C*5K&+#-'",?'#B&,
D&7$,'C*"+#$+$,7'45*'#B&$*'C*&-&,#"#$5,H
_*5AC'M5*3
GM')5,$#5*'#B&'*55)'",?'B&2C'-#A?&,#-'*&"?
5*'A-&'#B&'#"D2&'54'+5,#&,#-H'GB&'#&O#'$-'75$,7
#5'D&'?$44$+A2#'45*'-5)&'54'#B&'-#A?&,#-H'GM'"-3
-#A?&,#-'PA&-#$5,-'#5'B&2C'7A$?&'#B&)'#5>"*?>B&*&'#5'4$,?'",->&*-'$,'#B&$*'D553H'GM'"2-5
+B&+3'#B&$*',5#&'+"*?-'45*'+5)C2&#&'",?'`755?
-&,#&,+&-E`')"3$,7'-A*&'#B"#'#B&;'B"%&
+"C$#"2'2&##&*-E'CA,+#A"#$5,'",?'"'+5)C2&#&
#B5A7B#H'GM'*&)$,?'#B&'-#A?&,#-'#5'&?$#'#B&$*
-&,#&,+&-'45*'-C&22$,7')$-#"3&-H'GM'"2-5
)","7&'+2"--*55)'D&B"%$5*E')"3$,7'-A*&'#B&
7*5AC-'"*&'>5*3$,7'#57&#B&*'",?'#B"#
&%&*;5,&'4&&2-'2$3&'"'C"*#'54'#B&'C*5K&+#H'MB&,
#B&'Vd')$,'$-'ACHH'-B&'>$22'B"%&'#B&)'-#"+3
#B&$*'>5*3'5,'#B&'3$?,&;'#"D2&'$,'C$2&-H
@MN(G'&)C25;'#B&'A-&'54',5,4$+#$5,'#&O#-'#5
*&-&"*+B'"'#5C$+H
GM'*&42&+#'>$#B'-#A?&,#-'5,'>5*3$,7'#B&'?";
D&45*&H'GM'*&)$,?'-#A?&,#-'54'#B&
*&PA$*&)&,#-'",?'&OC&+#"#$5,-H
GM'+$*+A2"#&'"7"$,')"3$,7'-A*&'#B"#'-#A?&,#"*&'45225>$,7'#B&'C*5+&?A*&'",?'>5*3$,7'B"*?H
GM')"3&'-A*&'#B"#'#B&;'"*&',5#'>"-#$,7'#B&$*
#$)&'",?'#B"#'#B&;'"*&'45225>$,7'#B&
&OC&+#"#$5,-H
@MN(G'5*7",$f&'$?&"-'4*5)'*&-&"*+B'$,#5'"
C5-#&*H
GM'*&)$,?'-#A?&,#-'54'#B&',&+&--"*;'-#&C-'#5
4$,$-B'#B&$*'C5-#&*-H'GM'&OC2"$,'B5>'#B&;
-B5A2?'C*"+#$+&'#B&$*'C*&-&,#"#$5,'>B&,'#B&;
"*&'?5,&'>$#B'#B&'C5-#&*H'@#A?&,#-'-B5A2?'-C2$#
AC'>B5'$-'75$,7'#5'*&"?'>B$+B'4"+#-'",?'>B5'$75$,7'#5'&OC2"$,'#B&'C$+#A*&-'",?'I"ChI"C
3&;H'GM'#&22'#B&)'#5')"3&'-A*&'#B&;'-#A?;
#B&$*'>5*3'B"*?E'-5'#B"#'#B&;'+",'D&'&OC&*#>B&,'#B&$*'+2"--'B"-'PA&-#$5,-'45*'#B&)H
GM'4"+$2$#"#&'7*5AC'>5*3'",?'B&2C'>B&,
,&&?&?H'@B&'>$22'B&2C'#B&)'>*"C'AC'#B&$*
C*5K&+#'",?'>5*3'#5>"*?-'*&"22;')"3$,7'#B&
C*5K&+#'()"f$,7H
@M'2$-#&,'#5'?$*&+#$5,-H
Y')$,
M*"C'AC
:";'<
X')$,
:&D*$&4
@MN(G'-B5>'*&-C&+#'D;'"-3$,7'PA&-#$5,",?'2$-#&,$,7'+"*&4A22;'#5'#B&'7A&-#'-C&"3&*H
GM'$,#*5?A+&'7A&-#'-C&"3&*H'GM'&OC2"$,'#5
#B&'-#A?&,#-'#B"#'I-H'I"##'2$%&?'5,'"',"#$%&
")&*$+",'*&-&*%"#$5,'45*'X';&"*-'",?'#B"#'-B&
$-'B&*&'#5?";'#5'#&22'"D5A#'B5>'B&*',"#$5,'2$%&?
",?'2$%&-'#5?";k'GM'?&4$,&'*&-&*%"#$5,'",?
"??'$#'#5'#B&'>5*?'>"22H
I-H'I"##'>$22'#&22'#B&)'"'2$##2&'"D5A#'B&*'#$)&'5,
#B&'*&-&*%"#$5,H'@B&'>$22'-B5>'#B&'-#A?&,#C$+#A*&-'54'#B&'+25#B&-'#B&;'>&"*',5>'",?
#$)&-'4*5)'B&*'&OC&*$&,+&'#B&*&H
I-H'I"##'>$22'&OC2"$,'#5'#B&'3$?-'"D5A#'#B&'455?
B&*'#*$D&'A-&?'#5'&"#'",?'B5>'#B&;'B"?'#5
)"3&'$#'4*5)'#B&$*'&,%$*5,)&,#H'@B&'>$22'#B&,
-B5>'#B&)'B5>'#5'7*$,?'+5*,'>$#B'#>5'*5+3R-C&+$"2'5,&-'-B&'D*5A7B#'D"+3'4*5)'#B&'*&-HHHS
-B&'>$22'2&#'&"+B'3$?'#*;'7*$,?$,7'#B&'+5*,H
I-H'I"##'>$22'&OC2"$,'#B&'$)C5*#",+&'54'?",+&
",?')A-$+'45*'B&*'#*$D&i'-B&'>$22'2&#'#B&)
2$-#&,'#5'#B&'D&"#'54'#B&'?*A)-'4*5)'-5)&
-5,7-'4*5)'#B&',"#$5,H
I-H'I"##'>$22'&OC2"$,'#5'#B&'3$?-'"D5A#'B5>'#B&
&A*5C&",-'+5)$,7'#5'#B&',&>'2",?'"44&+#&?
B&*'#*$D&'",?'#B&'!"#$%&'()&*$+",-'$,'7&,&*"2H
I"##'>$22'&OC2"$,'B5>'5A*'>5,?&*4A2'+5A,#*;
+")&'"#'#B&'&OC&,-&'54'-5')",;H'GM'B"%&
-#A?&,#-'"-3'I"##'PA&-#$5,-H
I5*,$,7'*&%$&>E
",?'PA$+3
C*&-&,#"#$5,
C*"+#$%&
@MN(G'7$%&'"'C*&-&,#"#$5,'5,'#B&$*',"#$5,H
GM'B"%&'-#A?&,#-'PA$+32;'*&%$&>'&OC&+#"#$5,",?'?$*&+#$5,-'45*'#B&'C*&-&,#"#$5,-H'GM'#B&,
B"%&'#B&)'C*"+#$+&'$,'#B&$*'7*5AC-'5,&'2"-#
#$)&H
RN25+3'/S
@M'-$#'$,'"'+$*+2&'",?'D&'C52$#&'"-'#B&'#&"+B&*
$,#*5?A+&-'#B&$*'-C&+$"2'7A&-#i'#B&'X#B'7*"?&
#&"+B&*E'I"*7"*&#'I"##H
@M'-$#'PA$&#2;'",?',$+&2;'"-'#B&;'2$-#&,H
/d')$,
U,#*5?A+#$5,
@M'7*$,?'+5*,'A-$,7'*5+3-'2$3&'I-H'I"##'-B5>#B&)H
/d')$,
_A&-#
-C&"3&*h15*,
(+#$%$#;
@M'2$-#&,'#5'#B&'1:'I-H'I"##'D*5A7B#H
/d')$,
IA-$+
/d')$,
/d')$,
@#A?&,#-'>$22'2$-#&,'+"*&4A22;'#5'I-H'I"##'5,'#B&
+"*C&#H'@#A?&,#-'>$22'45225>'#B&'#&"+B&*e-'"?%$+&'#5
"-3'755?'PA&-#$5,-'54'I-H'I"##'#5'5*7",$f&'#B&$*
$?&"-H
RN25+3'VS
@M'B"%&'X')$,'"4#&*'#B&'PA$+3')5*,$,7'*&%$&>'#5
)&&#'>$#B'#B&$*'7*5AC-'",?'C*"+#$+&'*&"?$,7'#B&$*
4"+#-'5,&')5*&'#$)&H
GM'B"%&'#B&'-#A?&,#-'C2"+&'#B&'4$,$-B&?
C*5K&+#-'5,'#B&'3$?,&;'#"D2&'",?'*&)$,?'#B&)
#B"#'#B&;'"*&'75$,7'#5'C*&-&,#'#B&$*'#*$D&#5)5**5>'"4#&*,55,H
Yd')$,
@M'5,&'7*5AC'"#'"'#$)&'7$%&'"'C*&-&,#"#$5,'5,'#B&$*
,"#$%&'")&*$+",'#*$D&i'&"+B'C&*-5,'>$22'B"%&'#5
C"*#$+$C"#&H'GB&;'>$22'"2-5'B"%&'#5'",->&*'",;
4A*#B&*'PA&-#$5,$,7'4*5)'#B&$*'#&"+B&*'"D5A#'>B"#
#B&'4"+#-'#B"#'#B&;'2&"*,&?')&",'"D5A#'#B&$*'#*$D&HHHH
?&?A+#$%&'*&"-5,$,7'-3$22-HHH'#"23$,7'#B*5A7B'#B&
PA&-#$5,-'>$#B'B&*H
@#A?&,#-'>$22'C"*#"3&'$,'"'-B5*#'?$-+A--$5,'"D5A#
,"#$%&'")&*$+",-'",?'#B&'&44&+#'&A*5C&",-'B"?'5,
#B&)H
/d')$,
GM'C$+3'5,&'7*5AC'"#'"'#$)&'#5'C*&-&,#'#B&$*
C*5K&+#-'#5'#B&'+2"--H'@B&'>$22'"-3'#B&)
PA&-#$5,-'"D5A#'#B&$*'4"+#-'#B"#'2&"?'#B&)'#5
#B$,3'5A#'25A?'#5'#B&'+2"--'"D5A#'>B"#'$#')&",#5'D&'"',"#$%&'")&*$+",H'GM'#B&,'B"%&'#B&)
4$7A*&'5A#'#B$,7-'2$3&E'`>B;'>5A2?'"',"#$5,'#B"#
)5%&-'"'25#',&&?'#&C&&-E'5*'>B;'>5A2?'"
,"#$5,'A-&')A?'",?'-#$+3-'"-')"#&*$"2-'45*
#B&$*'B5A-&HHH'D&+"A-&'$#-'C"*#'54'#B&$*
6*&-&,#"#$5,-]
&,%$*5,)&,#E'&+#HHH`'GM'"2-5'2&"?'#B&)'#5
8&--5,
D&7$,'#5'-&&'#B"#'&%&*;'-$,72&'5,&'54'#B&$*
(--&--)&,#]
#*$D&-'>"-'"44&+#&?'$,'-5)&'>";'D;'#B&
7*"?&?'D;'*AD*$+ &A*5C&",-')5%$,7'$,#5'#B&$*'"*&"H
GM'2&"?'#B&'-#A?&,#-'$,'"'?$-+A--$5,'"D5A#
B5>'#B&'!"#$%&'()&*$+",-'>&*&'"44&+#&?'>B&,
#B&'&A*5C&",-'+")&'5%&*HH'@B&'>$22'B"%&'#B&)
+25-&'#B&$*'&;&-'",?'$)"7$,&'-5)&'*",?5)
C&*-5,'KA-#'-B5>$,7'AC'5,&'?";'",?'2$%$,7'5,
#B&$*'2">,E'",?'-25>2;'DA#'-A*&2;'+*&&C$,7'$,#5
#B&$*'B5A-&E'",?'CA-B$,7'#B&)'5A#'54'#B&$*
B5A-&'",?'#"3$,7'&%&*;#B$,7'4*5)'#B&)HHH'@B&
>$22'B"%&'#B&)'#B$,3'"D5A#'"22'#B&'?$-&"-&-'",?
>&"C5,-'#B"#'#B&'&A*5C&",-'D*5A7B#'5%&*'",?
B5>'D5#B'-+"*;'",?'&O+$#$,7'",?'#&**$D2&'$#
)A-#'B"%&'D&&,'45*'#B&',"#$%&'")&*$+",-H'@B&
>$22'#B&,'"-3'#B&'3$?-'#5'*&)$,?'B&*'5,+&'"7"$,
>B;'$#'$-'$)C5*#",#'#5'2&"*,'"D5A#'#B&',"#$%&
")&*$+",-HHHH'-B&'>$22'2&#'#B&)'2$-#'?$44&*&,#
*&"-5,-'",?'#B&,')"3&'-A*&'#B"#'#B&;',5#&
#B"#'$#'$-'"2-5'`D&+"A-&'#B&;'"*&'#B&'D&7$,,$,7
:$-+A--$5,
54'5A*'B$-#5*;`