Lakewood City Schools
Course of Study for Spanish 4
Revised: June 12, 2008
Spanish 4, Scope and Sequence
Scope and Sequence – This course will provide a comprehensive review and completion of Spanish grammar and tenses, practicing the 4 skills of reading, writing, listening and
speaking. Special instruction on the correct use of the dictionary in writing and translating will be given.
The five strands of the Ohio Department of Education Academic Content Standards will be met. ( Communication, Cultures, Connections, Comparisons, and Communities)
Materials used:
Spanish for Mastery 3/ workbook
“The Buried Mirror”/”El Espejo Enterrado” film/book/workbook 5 part series by Carlos Fuentes
Ten Keys to Latin America by Frank Tannenbaum
The following authors/artists (works may vary year to year)
Cervantes
Velazquez , El Greco
Sor Juana Ines de la Cruz
Goya
Juan Rulfo
Diego Rivera, Frida Kahlo
Machado, Becquer
Posada, Tamayo
Garcia Lorca
Gaudi, Picasso, Dali, Miro
The following films
El Norte, Los Desaparecidos, Frida
Goya’s Ghosts, The Man of La Mancha
Topics covered through film
Spain
Geography- regions/languages/products
History- Altamira, Celts, Iberians, Phoenicians, Carthaginians, Greeks, Romans, Visigoths, Moorish invasion, the Reconquest, the role of the Catholic Church, 1492, the Catholic Kings,
the Inquisition, Christopher Columbus, the Renaissance, the Golden Age, Carlos V, Felipe II, El Escorial, Baroque Europe, Felipe V de Anjou, the Republic and Francisco Franco, the
Civil War, Spanish conquest in the New World and political, economic, cultural, and social legacies.
Symbolic traditions: Flamenco, la Corrida de Toros, the Cult of the Virgin Mary (Semana Santa)
Latin America
Precolombian civilizations: Maya, Zapotec, Toltec, Aztec, Inca
The Conquest: Cortes, Moctezuma, La Malinche, Pizarro
The indigenous population, servitude, slavery, racial mixture
The new products
The new generation of criollos- the colonial thoughts of independence-Simon Bolivar, San Martin
Important moments/people in Latin American history- Benito Juarez, Maximiliano and Carlota, the Mexican Revolution, the gaucho culture of the pampas, Pancho Villa and Emiliano
Zapata,etc.
Course of Study for Spanish 4
Revised: June 12, 2008
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The unending struggles of Latin America
Poverty- unequal distribution of wealth, land ownership (latifundia, hacienda)
Politics- the cult of the caudillo, dictatorships ( Peron, Diaz, Rios Mont, Noriega, Pinochet, Rosas, etc), the power of the military
Race- the social, economic, educational divide
The role of the Church
Regionalism
Crime, Drugs, Oil (FARC)
Relations with the USA- support of brutal “anti-communist” dictatorships, the massacre of the indigenous populations, immigration, outsourcing, maquiladoras, NAFTA
1st 9 weeks
Chapters 1,2,3,4 Grammar Text
Grammar: nouns/articles-use and omission, adjectives- position and agreement, present tense of regular, irregular, stem changing, and reflexives verbs, the present progressive, direct and
indirect commands (the imperative mood –all forms and the present subjunctive with expressions of request or prohibition), ser & estar, tener , dar expressions, hace, ir a , acabar de,
brief review of direct, indirect, reciprocal reflexive, possessive and demonstrative pronouns with charts.
Vocabulary- describing oneself, daily life, grooming, chores, home life, driving and giving directions.
Other: cross reference words in the dictionary, colloquialisms, idiomatic expressions, translate, and use Spanish to explain Spanish proverbs
The Buried Mirror Part 1 The Virgin and the Bull
The focus will be on the conquest of Spain, the geography and history till 1492. Flamenco, the Bullfight and Semana Santa will be discussed.
Literary/Artistic/Musical content- flamenco, pasodoble, saeta, Don Quijote, Velazquez, El Greco, La Alhambra, La Mezquita, La Giralda, Santiago de Compostela
2nd 9 weeks
Chapters 5,6,7,10 Grammar text
Grammar: the preterite, imperfect and compound perfect, future and conditional tenses
Vocabulary: leisure, sports, outdoors, food, and travel
Other: narrative description of a past event using past tenses correctly with sequencing vocabulary, distinguishing between tenses when translating, simplifying ideas instead of
translating word for word,
The Buried Mirror Part 2 The Conflict of the Gods
The focus will be on the Precolumbian civilizations – the Conquest and Colonial period
Midterm project- grammar based
3rd 9 weeks
Chapters 8,11,12,14 Grammar text
Grammar- the present and imperfect subjunctive, si clauses
Vocabulary: Health, Medical, Hotel, Housing
The Buried Mirror Part 3 The Age of Gold
Imperial Spain, the New World products and independence movement, Spain’s decline
4th 9 weeks
Course of Study for Spanish 4
Revised: June 12, 2008
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Grammar reviews as needed
Review geography of Latin America
The Buried Mirror Part 4 and 5 The Price of Liberty and Unfinished Business
Simon Bolivar, San Martin and the independence movement, the resulting problems in Spanish America, the search for and lack of models, the resultant dictatorships, revolutions, the
still unanswered questions in Spain and Latin America, relations with the USA
Juan Rulfo- 2 short stories
El Norte / Los Desaparecidos
Final Project- culture based
Spanish 4
Students read literature, study and review grammar, write original compositions, and are encouraged to converse freely. The general objective is to work toward fluency
in comprehension and in expression both spoken and written. The purchase of a workbook may be required. The class is designed to prepare student for AP Spanish.
Communication
Standard and Benchmark
Grade 12 Indicators
Clear Learning Targets
Strategies/Resources
Benchmark A: Interact using extended
spoken, signed or written communication
by providing and obtaining information.
Interpersonal
1. Initiate, sustain, and conclude
conversations on a wide variety of personal,
general knowledge, and academic topics.
I can ask and respond to questions
spontaneously using complete or
incomplete sentences.
I can respond and comment in language
comprehensible to a native speaker on a
variety of topics of focus during the
vocabulary, grammatical, and cultural
studies found in the scope and sequence
document.
Textbook, workbook
CDs, DVDs
The video series “The Buried Mirror”
Internet, teacher and classroom activities.
(ie. Question of the day, Conversation and
diary topics, etc.)
Benchmark B: Express a wide range of
feelings and emotions, and discuss and
support opinions.
Interpersonal
2. Exchange, support, and discuss opinions
and individual perspectives with peers
and/or speakers of the target language on a
variety of topics dealing with contemporary
I can give an opinion on a historical or
cultural topic being studied.
Textbook, workbook
CDs, DVDs
The video series “The Buried Mirror”
Internet, teacher and classroom activities.
Course of Study for Spanish 4
Revised: June 12, 2008
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or historical issues.
Interpersonal
3. Develop and propose solutions to issues
and problems that are of concern to the
students’ own community or to the target
culture community.
I can express in oral or written Spanish, a
solution to a problem presented in class
based on the films, readings, or lectures
given or studied in class.
Benchmark C: Use a wide range of
strategies to negotiate meaning.
Interpersonal
4. Negotiate meaning through a range of
strategies (e.g. questions, interjections,
circumlocution).
I can use the vocabulary I know and am
learning to respond to questions and clarify
meaning.
Dictionary use and practice
Proverbs translation and explanation
Worksheets on idiomatic expressions
Benchmark D: Give and follow a series of
complex directions.
Interpersonal
5. Give and follow complex directions,
instructions, and requests (filling out job
applications, renting an apartment).
I can use and follow a series of directions to
complete a task.
Text, worksheets, and class activities:
Demonstrations
Scavenger hunt
Multilingual assembly instructions
Steps for research to complete a project
Benchmark E: Interact in a wide range of
situations using culturally authentic
language and gestures.
Interpersonal
6. Role-play in a wide range of culturally
authentic social and/or professional contexts
using appropriate language and gestures
(e.g., family gathering, job interview,
recitation).
I can write and dramatize a skit about
restaurants, buying tickets, giving directions
and many other daily activities from
Spanish-speaking countries.
Textbook, workbook
CDs, DVDs
Internet, teacher and classroom activities.
Benchmark F: Follow complex oral, signed
or written directions and requests.
Interpretive
7. Follow complex oral, written, or signed
directions, instructions, and requests (e.g.,
automated telephone prompts, product
assembly).
I can listen to student or teacher
presentations and understand and or execute
the task being described.
Student and teacher presentations
Benchmark G: Use a variety of reading and
listening strategies to derive meaning from
texts.
Interpretive
8. Use listening and reading strategies (e.g.,
applying prior knowledge) to make
inferences and draw conclusions.
I can compare and contrast ideas from
readings, films, and music.
I can state an opinion or conclusion based
on ideas I have derived from several sources
Textbook, workbook
CDs, DVDs
The video series “The Buried Mirror”
Internet, teacher and classroom activities.
Course of Study for Spanish 4
Revised: June 12, 2008
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besides class discussion.
Benchmark H: Analyze information from a
variety of oral, written, and visual sources
by summarizing, critiquing, and explaining
texts.
Presentational
9. Present and support an opinion using
information from articles, documentaries, or
historical narratives.
I can comment on opinions of others and
use ideas I have derived from my sources to
defend my opinion.
Textbook, workbook
CDs, DVDs
The video series “The Buried Mirror”
Internet, teacher and classroom activities.
Presentational
10. Analyze expressive products of the
target culture (e.g., selections from various
literary genres, fine arts).
I can identify cultural, literary and artistic
characteristics of the works or movements
studied in class.
Scope and sequence document states topics
and works studied.
Benchmark I: Create presentations on a
range of original or authentic expressive
products.
Presentational
11. Create and present a wide range of
personal, historical, and cultural texts (e.g.,
skits, monologues, plays, reports, slide
shows, digital videos, CD-ROMS).
I can present in visual, written and/or oral
form, the results of research done on a
historical, cultural, personal topic, or
current event.
Skits, monologues, role plays
Benchmark J: Present information and ideas
on a range of topics.
Presentational
12. Present analyses and personal reactions
to authentic written texts.
I can read texts, articles or literary works
and synthesize information to respond to
questions.
Power point, posters, video
13. Prepare and present a research-based
analysis of a current event from the
perspective of both the United States and
the target culture.
I can present my findings to the class on a
topic I have chosen. I will use two
authentic sources in addition to information
discussed and received in class.
Notes, posters, power-point, videos, music
Presentational
14. Apply age-appropriate writing process
strategies (prewriting, drafting, revising,
editing, publishing).
I can research a topic of cultural and
historical significance using prewriting,
drafting, revising, editing, and publishing
strategies to complete the project.
Midterm and Final Exam projects
Benchmark K: Apply age-appropriate
writing process strategies to produce a
variety of documents for publication.
Course of Study for Spanish 4
Revised: June 12, 2008
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Cultures
Standard and Benchmark
Grade 12 Indicators
Clear Learning Targets
Strategies/Resources
Benchmark A: Analyze, discuss, and report
on a wide variety of practices and
perspectives of the target culture.
Practices
1. Explain and discuss aspects of the target
culture that may lead to bias within the
target society (e.g., indigenous peoples,
rural versus urban communities, social
classes).
I can identify stereotypes of the target
culture.
Textbook, workbook
CDs, DVDs
The video series “The Buried Mirror”
Internet, teacher and classroom activities.
Practices
2. Analyze how people in the target culture
view the role of the United States in the
world.
I can discuss aspects of the target culture
that would lead to discrimination and social
inequalities. This may include, but is not
limited to gypsy culture, indigenous
populations, gender and racial issues, etc.)
Univisión, variety shows, internet, movies,
newspapers
Practices
3. Recognize and interpret elements of
humor and satire in the target language and
culture.
I recognize that humor is subjective and
changes from culture to culture.
Univisión, variety shows, internet, movies,
newspapers
Practices
4. Analyze social and geographic factors
that affect cultural practices (e.g., family
structure, political institutions, religious
beliefs, climate, terrain).
I can state ways in which family, language,
income, and political institutions are
influenced by geography.
Textbook, “The Buried Mirror,” the internet
Benchmark B: Participate in and discuss a
wide variety of cultural practices.
Practices
5. Identify and simulate regionalism of the
target culture (e.g., dress/costumes, foods,
homes) and language (e.g., vocabulary,
expressions, pronunciation/dialect).
I can identify aspects of regionalism that
occur in the target culture. This may
include dress, food, and language.
Textbook, the internet, books, movies,
newspapers
Benchmark C: Analyze, discuss and report
on a wide variety of products and
perspectives of the target culture.
Products
6. Research and report on themes, ideas,
and perspectives related to the products of
the cultures studied and how these products
I can name ways in which Spain, as the
motherland, has impacted her former
colonies in Latin America.
Class discussion of the Ten keys to Latin
America.
Internet/newspaper for current events
Course of Study for Spanish 4
Revised: June 12, 2008
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have changed over time.
Products
7. Identify, discuss, and analyze social,
economic, and political intangible products
of the target language culture (e.g.,
conversion to the Euro, limited versus
universal suffrage).
Benchmark D: Analyze, discuss and report
on significant contributions from the target
culture.
Course of Study for Spanish 4
Revised: June 12, 2008
I can state how these factors of influence
have evolved over time.
The Buried Mirror film series
CD’s, DVD’s, seen, heard and discussed in
class.
Lectures based on Ten Keys to Latin
America
Products
8. Experience, discuss, and analyze
selections from various literary genres and
the fine arts of the target culture.
I can explain aspects of literary works by
Machado, Garcia-Lorca, Bécquer, Rulfo,
Cervantes, and Matute. I can recognize
works by Velázquez, el Greco, Miró,
Picasso, Siqueiros, Dali, Kahlo, Murillo,
and Zurbaran. I can identify architectural
works from Barcelona by Gaudi.
Internet, books, power-point
Products
9. Asses the economic and social impact of
tangible products of the target culture on the
world (e.g., aqueducts, printing press,
abacus).
I can discuss the impact of Spanish and
Latin American products, discoveries, and
inventions on the world.
This may include music (flamenco. Salsa,
merengue), political institutions,
(dictatorships and military takeovers),
products (petroleum, coca leaf, coffee,
bananas), food (tapas, tortilla), architecture
(mural art, the plaza) economic and
ecological topics
(maquiladoras, the Panama canal, the rain
forest).
The Buried Mirror film series
CD’s, DVD’s, seen, heard and discussed in
class.
Lectures based on Ten Keys to Latin
America
Page 7 of 14
Connections
Standard and Benchmark
Grade 12 Indicators
Clear Learning Targets
Strategies/Resources
Benchmark A: Investigate, analyze, and
present concepts from across disciplines.
Integrated Studies
1. Prepare and deliver a presentation using
various media about a specific time in
history focusing on events that affected both
the students’ own culture and the target
culture (e.g., the Great Depression, World
War II, political revolution).
I can identify ways in which the US policies
have impacted Hispanic countries
negatively or positively. This may include:
immigration, dictatorships, ecological
topics, hunger, poverty, pure water,
immunizations, education, etc.
The Buried Mirror film series
CD’s, DVD’s, lectures based on Ten Keys
to Latin America
Integrated Studies
2. Discuss, propose, and justify solutions to
interdisciplinary issues (e.g., political
issues, historical concepts, health issues,
environmental concerns).
I can deliver in oral and written form the
results of research, using at least 2 authentic
documents. I can include and propose my
own solutions to the issues studied.
Textbook, book, internet
Integrated Studies
3. Acquire and analyze information from a
variety of authentic target language
resources to complete projects in other
disciplines (e.g., reference “Le Monde” for
information on French political election,
reference Livy for report on the history of
Rome).
I can access and apply effective writing
strategies learned in English classes to
improve the structure and organization of
writing in Spanish. I can also integrate
factual information from other disciplines
into a variety of class presentations and
projects.
Textbook, book, internet
Integrated Studies
4. Combine information from other
disciplines with information from authentic
target language sources to complete
activities in the foreign language classroom
(e.g., tessellations from geometry for Arabic
project, ecosystems).
I can access and apply effective writing
strategies learned in English classes to
improve the structure and organization of
my writing in Spanish. I can also integrate
factual information from other disciplines
into a variety of class presentations and
projects. I can use art or literary forms to
create a personal product.
Coat of arms, retablo, broken-tile mural,
tree-of-life, textbook, books, internet
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Revised: June 12, 2008
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Benchmark B: Investigate, analyze, and
present information and viewpoints from
the target culture using authentic sources,
and apply understandings across disciplines.
Course of Study for Spanish 4
Revised: June 12, 2008
New Viewpoints
5. Develop, propose, and justify solutions to
global issues and problems (e.g., drunk
driving, treatment of the elderly) from the
perspectives of diverse groups.
I can read, comprehend, and synthesize
information from various sources.
All films and literary components are listed
in the scope and sequence document.
New Viewpoints
6. Read, view, listen to, and discuss topics
in popular media to analyze viewpoints of
the target culture.
I can respond in oral and written form to
topic questions assigned when viewing
“The Buried Mirror series, El Norte, Los
Desaparecidos, Frida, as well as reading
selections by Unamuno, Garcia Lorca,
Antonio Machado, and Juan Rulfo, or
articles used to supplement content or
background.
The Buried Mirror film series
CD’s, DVD’s, seen, heard and discussed in
class.
Lectures based on Ten Keys to Latin
America
Page 9 of 14
Comparisons
Standard and Benchmark
Grade 12 Indicators
Clear Learning Targets
Strategies/Resources
Benchmark A: Analyze and discuss
linguistic structures and conventions of the
target language and English.
Linguistic Comparisons
1. Analyze and discuss etymological roots
of English words from the target culture
(e.g., Latin porto [carry] leads to transport,
portable, porter, port).
I can identify root words, suffixes, and
prefixes as a reading strategy to improve my
Spanish language proficiency.
Textbook, workbook, CDs, DVDs, internet,
classroom activities, and teacher
Benchmark B: Analyze and explain how the
target language and English express
meaning through variations in style.
Linguistic Comparisons
2. Analyze literary allusions that represent a
cultural awareness of the target language
and English (e.g., quixotic, seize the day,
waiting for Godot, Murasaki Shikibu, Don
Juan).
I can identify terns (quixotic, Don Juan),
symbols ( bull, sombrero), ideas (mañana),
that are culturally rooted in one’s own or
the target culture.
Textbook, workbook, CDs, DVDs, internet,
classroom activities, and teacher
Benchmark C: Analyze and discuss how
products, practices, and perspectives of the
students’ own culture and the target culture
overlap and differ.
Cultural Comparisons
3. Compare and contrast graphs and
statistical information on various topics
(e.g., populations, income) about the target
culture with similar information about the
U.S.
I can compare graphs of literacy and
poverty between US and some Spanish
speaking country.
Textbook, workbook, CDs, DVDs, internet,
classroom activities, and teacher
Cultural Comparisons
4. Analyze how the media presents political
or historical events in the target culture and
in the students’ own culture.
I can discuss the celebration of the five
hundredth anniversary of the discovery of
America by Christopher Columbus as
discussed in the Buried Mirror video series.
I can include differences in opinion between
a Spanish, Latin American, or United States
citizen.
Textbook, internet
Concept of Culture
5. Analyze unique differences between the
target culture and students’ own culture and
explain the reasons for such differences
(e.g., driving habits, use of eating utensils).
I can identify differences in the concepts of
time, material possessions, social and
familial bonds, leadership and power
structure, and faith between my own and
target culture.
Textbook, workbook, CDs, DVDs, internet,
classroom activities, and teacher
Benchmark D: Discuss the concept of
culture through analysis of products,
practices, and perspectives of the target
culture and students’ own culture.
Course of Study for Spanish 4
Revised: June 12, 2008
Page 10 of 14
Concept of Culture
6. Explain how actions in the target culture
and students’ own culture are reflections of
peoples’ beliefs and attitudes (e.g., outside
footwear not worn inside).
Course of Study for Spanish 4
Revised: June 12, 2008
I can role play to identify ways in which my
own reactions to the target culture are based
on my attitudes, belief system, and cultural
identity.
Textbook, internet
Page 11 of 14
Communities
Standard and Benchmark
Grade 12 Indicators
Clear Learning Targets
Strategies/Resources
Benchmark A: Provide information or
services to individuals, the school, or the
community using knowledge of the target
language and culture.
Outreach
1. Help organize and participate in activities
for the school or community (e.g., tutoring,
teaching, translating/interpreting, assisting
speakers of other languages, hosting an
international diner).
I will choose one way in which I can use the
Spanish language or culture to assist the
school or community during the school
year:
Student Activities
Volunteer Organization H2O
Spanish teachers
World Together club and advisors
El Barrio – Hispanic Community Center
Outreach
2. Perform original or authentic works for a
school or community event (e.g., sing,
dance, act).
I can participate in a foreign language
picnic and choose my favorite Spanish
songs/dances/ or artistic expressions to
share with other foreign language students.
Student Activities
Volunteer Organization H2O
Spanish teachers
World Together club and advisors
El Barrio – Hispanic Community Center
Outreach
3. Present original written and illustrated
stories to others.
I can present my favorite LHS memories to
lower-level foreign language students in
Spanish.
Textbook, power-point
Outreach
4. Establish and maintain communication
with speakers of the target language (e.g.,
pen pals, e-pals, people in the community)
to exchange perspectives on issues and
problems of mutual concern.
Correspond with native speakers in the
community or via email.
Internet
Benchmark B: Perform original or authentic
works for a school or community event.
Benchmark C: Sustain communication with
people locally and around the world.
Course of Study for Spanish 4
Revised: June 12, 2008
1. tutor an ESL or Spanish 1 or 2 student
2. read to or tutor students at El Barrio
3. guide/help some new/foreign students
with school activities.
4. organize/assist in an activity for World
Together or Spanish club
5. perform/ teach/ present a cultural element
of own or target language for the school
or community
Page 12 of 14
Benchmark D: Report information about
and personal reactions to various products,
media, and services of the target culture.
Benchmark E: Attend, participate in , or
view target culture events and describe to
others.
Course of Study for Spanish 4
Revised: June 12, 2008
Enrichment and Enjoyment
5. Explore opportunities to live, travel, or
study in a target language country and
report findings to others (e.g., research
programs offered b service organizations,
universities, government agencies).
I can name ways in which I can use Spanish
or study Spanish after graduation. I can
access knowledge about study-abroad
programs prior to or during post-secondary
studies in Spanish-speaking countries and
share that information with classmates.
internet
Enrichment and Enjoyment
6. Report on interactions (e.g.,
teleconferencing, face-to-face meeting,
instant messaging) with target language
speakers related to common interests (e.g.,
teaching each other dances or songs, sharing
recipes, comparing strategies for electronic
games or simulations).
I can regularly communicate in Spanish
with others outside of class to improve my
oral proficiency in Spanish. I can share
various topics discussed during class
conversations.
telephone or cellphone
Enrichment and Enjoyment
7. Discuss with others oral, print, and visual
texts from a variety of media (e.g., business
alliances, universities, service
organizations) to obtain information of
personal interest through a variety of means
(e.g., Web inquiry, letter, videoconference)
and report findings to others.
I can incorporate the vast array of
information I regularly access into
conversations with others in Spanish.
TV, DVD, internet, newspapers, books, and
magazines
Enrichment and Enjoyment
8. Contact target culture organizations (E.g.,
business alliances, universities, service
organizations) to obtain information of
personal interest through a variety of means
(e.g., Web inquiry, letter, videoconference)
and report findings to others.
I can read and submit blog entries on
websites devoted to Spanish-speaking icons
and celebrities.
textbook, workbook, CD’s, DVD’s,
internet, classroom activities, and teacher
Enrichment and Enjoyment
9. Attend, participate in, or view via media,
target culture events (e.g., fairs, festivals,
exhibitions, and performances; programs
given by Japanese/American Society, Red
Cross, consulates) and describe to others.
I can use the internet to view cultural
festivals, sporting events, or performances
and report on them in class.
Internet/telephone
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Benchmark F: Evaluate and discuss how
understanding of another language and
culture enhances job skills and career
options.
Benchmark G: Develop evaluative tools and
implement group strategies to complete
tasks and solve problems.
Career Exploration and Skills
10. Participate in a mock job interview for
a position in which proficiency in the target
language is an asset.
I can name careers where knowledge of
Hispanic culture and language proficiency
is an asset.
Internet/telephone
Class activities
Career Exploration and Skills
11. Contact corporations, government
agencies, and volunteer organizations and
report on the specific job benefits of being
proficient in a second language.
I can defend/express my proficiency when
responding to possible interview questions.
Internet/telephone
Class activities
Career Exploration and Skills
12. Work cooperatively (e.g., define a
problem, evaluate options, develop
consensus, propose and justify solutions) on
tasks related to a wide variety of issues and
problems.
I can name an issue or problem that
immigrants face in northeast Ohio. I can
propose a solution or state what remedies
have been implemented.
Internet, newspaper
47 Grade 12 indicators
Course of Study for Spanish 4
Revised: June 12, 2008
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