Politics+-+Media

This course explores what it means to be an informed, participating citizen in a democratic society. Students will learn about the elements of democracy in local, national, and global contexts, about political reactions to social change, and about political decision-making processes in Canada. They will explore their own and others’ ideas about civics questions and learn how to think critically about public issues and react responsibly to them.
 * GRADE 10 CIVIC COURSE - EXPECTATIONS**

Rationale The purpose of this unit of study is to provide students with the skills, knowledge and understanding necessary to effectively address the critical question of, "to what degree does the media help or hinder our understanding of Civics?" To achieve this level of comprehension, students will be encouraged to critically reflect on the relationship between media and democracy within the Canadian context as well as from an international perspective. Throughout the course of this unit, students will develop a deeper understanding of the role of media in the context of detecting bias, decision making, elections, advertising, ownership and citizen participation. As a result, students will acquire the knowledge, skills and understanding necessary to become informed, purposeful and active citizens at the local, national and international level.

Taking into account the open nature of the Civics course (CHV2O), all activities, including the culminating activity, have been designed to accommodate for a variety of levels of interest, readiness, skills and learning preferences. The culminating activity allows for choice as to which section of the assignment each student wishes to complete, however the options are limited, therefore creating the opportunity to enhance communication and negotiation skills. As each student is accountable to both themselves and their peers, learning takes place in an environment of responsibility and respect. All activities throughout the unit are scaffolded with an emphasis on the knowledge and skills required to complete the culminating activity, providing each student maximum opportunity for success.

Design Process

Our group initially came together over a mutual interest in the complex role of media in democracy, specifically, we were all interested in exploring the relationship between media and society in the context of the Grade 10 Civics curriculum. Our group agreed that 'media' in all its manifestations was an important topic, too often overlooked or glossed over in many of the existing Civics textbooks and therefore deserved a more thorough treatment.

The first step our group took in designing the unit was to look closely at the course expectations. After selecting the expectations for the unit, we collaboratively arrived at the critical question, "to what degree does the media help or hinder our understanding of Civics?". From here, we were able to design a culminating activity that would allow students to demonstrate the range of skills and knowledge acquired throughout the unit with emphasis on the enduring expectations. Once our culminating activity took shape, we were able to divide the unit into lessons and activities that would connect to the culminating activity through a variety of both content and skills. We each assumed responsibility for activities based on our unique interest and skills.

As a group, we each volunteered to be responsible for a particular aspect of the unit design process. Our planning co-managers, Josh Merrick and Anna Mather, worked together to organize group meetings, set regular deadlines, and tried to ensure the group stayed on track. Our assessment and evaluation manager, Costa Dimpos, worked hard to ensure our unit incorporated a variety of assessment and evaluation strategies. Additionally, he oversaw the writing and design of the rubric for the culminating activity with the assistance of our presentation manager, Jamie Chung. In addition to assisting with the rubric, Jamie was also central in the planning of the final presentation as well as the design and layout of the unit brochure. Our research manager, Ayse Karasan, worked closely with Jamie on the writing of the brochure in addition to providing all group members with relevant research to support their individual activity design. Overall, our group worked collaboratively on every aspect of the unit design process and we feel that the respectful, supportive and cooperative nature of the group is reflected in the quality of our unit.

Specifically, the **MEDIA UNIT** includes the following expectations:

Strand: **__Informed Citizenship__** ICV.04 explain what it means to be a “global citizen” and why it is important to be one. ICV.01 demonstrate an understanding of the need for democratic decision making; //Rights and Responsibilities of Canadian Citizenship// IC2.02 explain why it is essential in a democracy for governments to be open and accountable to their citizens, while protecting the personal information citizens are required to provide to governments (e. g ., Municipal Freedom of Information and Protection of Privacy Act ); //Functions of the Three Levels of Government in Canada// IC3.03 demonstrate and understanding of the process of electing governments in Canada (e.g., riding distribution, decision to call an election, voters’ lists, campaigning, candidates’ debates, election – day procedures); IC3.05 explain the roles played by elected representatives, interest groups, and the media in the political process (e.g., legislative and constituency work; lobbying; providing public information on, and analysis of, issues facing government) //Citizenship Within the Global Context// IC4.01 analyse contemporary crises or issues of international significance (e.g., health and welfare, disasters, human rights, economic development, environmental quality, terrorism);
 * //Overall Expectations//**
 * //Specific Expectations//**

Strand: **__Purposeful Citizenship__** PCV.03 analyse responses, at the local, national, and international levels, to civic issues that involve multiple perspectives and differing civic purposes. //Democratic Beliefs and Values// PC1.01 describe fundamental beliefs and values associated with democratic citizenship (e.g., rule of law, human dignity, freedom of expression, freedom of religion, work for the common good, respect for the rights of others, sense of responsibility for others); PC1.03 articulate and clarify their personal beliefs and values concerning democratic citizenship (e.g., voting age, compulsory military service, mandatory retirement age). PC2.03 analyse Canadian issues or events that involve contrasting opinions, perspectives, and civic purposes (e.g., constitutional debates, Quebec sovereignty, Oka Crisis of 1990, Native self-governance); //Diversity of Beliefs and Values// PC2.01 compare the varied beliefs, values, and points of view of Canadian citizens on issues of public interest (e.g., freedom of information, censorship, health care funding, pollution, water quality, nuclear power, taxation, casinos); //Responses to Civic Issues// PC3.02 demonstrate an understanding of a citizen's role in responding to non-democratic movements and groups (e.g., fascism, Stalinism; supremacist and racist organizations) through personal and group actions (e.g., the actions of individuals such as Medgar Evers, Emily Murphy, Norman Bethune, Alexander Solzhenitsyn, Simon Wiesenthal, and those granted the title "Righteous Among the Nations"; of groups such as the Canadian Civil Liberties Association); PC3.03 describe examples of human rights violations (e.g., Nuremberg laws, hate crimes, torture, genocide, political imprisonment, recruitment of child soldiers, gender-based discrimination) and assess the effectiveness of responses to such violations (e.g., media scrutiny, political responses, military intervention, international tribunals, pressure from non-governmental organizations);
 * //Overall Expectations//**
 * //Specific Expectations//**

Strand: **__Active Citizenship__** ACV.01 apply appropriate inquiry skills to the research of questions and issues of civic importance; ACV.02 demonstrate an understanding of the various ways in which decisions are made and conflicts resolved in matters of civic importance, and the various ways in which individual citizens participate in these processes. //**Specific Expectations** The Resolution of Public Issues and Citizenship Participation// AC1.01 formulate appropriate questions for inquiry and research; locate relevant information in a variety of sources (e.g., texts, reference materials, news media, maps, community resources, the Internet); and identify main ideas, supporting evidence, points of view, and biases in these materials; AC2.02 analyse important contemporary cases and issues that have been decided or resolved through the public process of policy formation and decision making (e.g., mandatory retirement, censorship, racial profiling), taking into account the democratic principles that underlie that process; AC2.03 demonstrate an understanding of the ways in which individual citizens can obtain information and explanations or voice opinions about important civic matters (e.g., by communicating with the appropriate elected officials or bureaucratic departments; by writing letters or e-mails to the media; by organizing petitions; by voting); AC2.04 compare the impact of various types of non-violent citizen participation (e.g., advocacy, community service, voting, serving on juries) in resolving public issues in Canada; AC2.05 demonstrate an understanding of their responsibilities as local, national, and global citizens by applying their knowledge of civics, and skills related to purposeful and active citizenship, to a project of personal interest and civic importance (e.g., participating in food and clothing drives; visiting seniors; participating in community festivals, celebrations, and events; becoming involved in human rights, antidiscrimination, or antiracism activities).
 * //Overall Expectations//**

ICV.04 explain what it means to be a “global citizen” and why it is important to be one. ACV.01 apply appropriate inquiry skills to the research of questions and issues of civic importance; ACV.02 demonstrate an understanding of the various ways in which decisions are made and conflicts resolved in matters of civic importance, and the various ways in which individual citizens participate in these processes.
 * EIF**


 * ACTIVITY SEQUENCE**
 * Intro Lesson: To what degree does the media help or hinder our understanding of Civics? (Critical Question:To what extent does the media affect the way we think and act?) 225 mins (Jamie, RIP = Current Events)
 * Advertising, New Media & On-line Research (Critical Question: ) 225mins (Ayse, RIP = ELL Strategies)
 * Who Owns the Media? (Critical Question: ) 225mins (Josh, RIP = Media Literacy)
 * Elections 2.0 (Critical Question: How has the emergence of Social Networking changed political campaigning and elections?) 225mins (Costa, RIP = Creative Controversy)
 * Media Participation (Critical Question:) 225mins (Anna, RIP = Political Action)
 * Culminating Activity (Critical Question: To what degree does the media help or hinder our understanding of Civics?) 225 min (Jamie, Ayse, Josh, Costa, Anna)

COURSE: CHV2O1 UNIT: Media: Power, Influence and Understanding Media Ownership || 225mins ||
 * Activity Sequence (Team CONSULTATION Checklist)**
 * **Lesson/Activities** || **TITLE** || **Time** ||
 * Activity 1 (Introduction) || To what degree does the media help or hinder our understanding of Civics?(Introduction of Unit critical question and CA) || 75mins ||
 * Activity 2 || To what extent does the media affect the way we think and act? || 150mins ||
 * Activity 3 || Internet Searching: Effectively Searching On-line || 75mins ||
 * Activity 4 || Critically Studying Political Advertisements || 150mins ||
 * Activity 5 || How War is Covered by the Modern Media (Control Room & CNN Effect);
 * Activity 6 || Elections & The Media (Social Networking) || 225mins ||
 * Activity 7 || Media Participation: Getting Your Voice Heard & Writing News as Civic Participation || 225mins ||
 * Activity 8 (CA) || Front Page News! || 225mins ||

__**Unit Assessment Plan:**__ Chart Focus** (C,T,K&U, A) || **Task** || **Tools (rubric/written or oral feedback checklist)** || **Assessor** (Peer/Self/Teacher) ||
 * **Lesson** || **Achievement
 * To what degree does the media help or hinder our understanding of Civics? || C/T/K&U || Analyzing Editorial Cartoons || Oral feedback || Teacher ||
 * To what extent does the media affect the way we think and act? || C/T/K&U || Analyzing newspaper articles, using graphic organizers || Written feedback || Teacher ||
 * Internet Searching: Effectively Searching On-line || T/K&U/A || Critically evaluate search results to acquire sufficient research and referencing skills || Observation/ Oral feedback || Teacher/Self ||
 * Power of Advertising || C/T/K&U/A || Design a political advertisement || Written feedback/checklist || Self/Teacher ||
 * Who Owns the Media? || C/T/K&U/A || Question/Answer handout; Group Presentations || Written/Oral feedback || Teacher ||
 * Elections 2.0 || C/T/K&U/A || Design a Social Networking page on Facebook || Written Feedback || Teacher ||
 * Media Participation || C/K&U/A || Write a letter to the editor; Writing a newspaper article || Written feedback/Checklist || Self/Peer/Teacher ||
 * Culminating Activity || C/T/K&U/A || Creating the front page of a newspaper; Distribute paper within school || Written feedback/Rubric || Self/Teacher ||


 * **Unit Expectations** ||
 * Activity || Activity Description || Codes || Description || EIF ||
 * Culminating Activity: || In groups of four, || PCV.03 || analyse reponses, at the local, national, ||  ||
 * || students will plan, write, ||  || and international levels, to civic issues ||   ||
 * || and organize a front ||  || that involve multiple perspectives and ||   ||
 * Front Page News! || page of a newspaper ||  || differing civic purposes. ||   ||
 * || utilizing skills that || PC2.03 || analyse Canadian issues or events that ||  ||
 * || they have obtained ||  || involve contrasting opinions, perspectives, ||   ||
 * Report on the || throughout the unit. ||  || and civic purposes. ||   ||
 * hot stories of the || The front page will || IC4.01 || analyse contemporary crises or issues ||  ||
 * present day! || include three articles. ||  || of international significance. ||   ||
 * || (one on a global issue, || ACV.01 || apply appropriate inquiry skills to the ||  ||
 * || one on a national issue ||  || research of questions and issues of civic ||   ||
 * (225 mins) || and one on a local issue) ||  || importance. || Enduring ||
 * || The front page will also || AC1.01 || formulate appropriate questions for inquiry ||  ||
 * || include a photo relating ||  || and research; locate relevant information ||   ||
 * || one of the articles as ||  || in a variety of sources; and identify main ||   ||
 * || well as a letter to the ||  || ideas, supporting evidence, points of view ||   ||
 * || editor. ||  || and biases in these materials. ||   ||
 * ||  || AC2.05 || demonstrate an understanding of the ||   ||
 * ||  ||   || responsibilities as local, national, and global ||   ||
 * ||  ||   || citizens by applying their knowledge of ||   ||
 * ||  ||   || civics and skills related to purposeful and ||   ||
 * ||  ||   || active citizenship, to a project of personal ||   ||
 * ||  ||   || interest and civic importance. ||   ||
 * Activity 1 ||  ||   ||   ||   ||
 * Unit Introduction || students will analyze cartoons with || ACV.01 || apply appropriate inquiry skills to the research ||  ||
 * Analyzing cartoons || teacher assistance, pulling out ||  || of question and issues of civic importance ||   ||
 * || evidence of media bias or author || PCV.03 || analyze resources, at the local,national and ||  ||
 * || bias in each cartoon. Students will ||  || international levels, to civic issues that involve ||   ||
 * || have to utilize their analytical and ||  || multiple perspectives and differing civic purposes ||   ||
 * || communication skills when || AC1.01 || formulate appropriate questions for inquiry and ||  ||
 * || participating in this activity. ||  || research;locate relevant information in a variety ||   ||
 * ||  ||   || of forms ||   ||
 * Activity 2 ||  || AC1.03 || communicate the results of inquiries into ||   ||
 * Media Biases and ||  ||   || important civic issues, using a variety of forms ||   ||
 * Cartoon Analyses ||  || PC2.01 || compare the varied beliefs, values and points ||   ||
 * Cartoon Analyses ||  || PC2.01 || compare the varied beliefs, values and points ||   ||

**Culminating Activity: Front Page News**

 * Critical Challenge:** //**To what degree does the media help or hinder our understanding of Civics?**//

ICV.04: explain what it means to be a “global citizen” and why it is important to be one. PCV.03: analyze responses, at the local, national, and international levels, to civic issues that involve multiple perspectives and differing civic purposes. ACV.01: apply appropriate inquiry skills to the research of questions and issues of civic importance; ACV.02: demonstrate an understanding of the various ways in which decisions are made and conflicts resolved in matters of civic importance, and the various ways in which individual citizens participate in these processes.
 * Expectations:**

Congratulations! You and your three friends have just landed your dream jobs at your community newspaper. As your first assignment, the four of you are responsible for the production of the front page of the next issue. The editor in chief will provide you with the required criteria, however it is up to your group to decide who is responsible for what part. Your specific tasks are outlined below: Task 1. You will be organized in groups of four (with teacher assistance) 2. In your group, you will be responsible for writing an article on one international issue, one national issue and local issue. Your newspaper must also include a 'letter to the editor' as well as an image to accompany one of your articles. You may wish to draw inspiration from our 'What's News?" discussions. It is up to your group to decide who will write about what issue and who will write the letter to the editor. 3. Although the layout is up to your group, you should include enough written content to cover two pages maximum. (Please keep the size of your image reasonable - remember, your are being evaluated on the content of the articles) 4. In addition to the front page of the Newspaper, each member of the group is responsible for submitting a one page (typed, double spaced, 12 pt. font) reflection on the critical question using one example from this Culminating Activity.
 * Scenario:**

Purpose The purpose of this activity is to utilize and apply the skills obtained throughout the unit. Students should reflect on the unit's critical question; To what degree does the media help or hinder our understanding of Civics?


 * GRASPS Test**
 * Goal
 * task: each member of the group is to write one article (or letter to the editor) and 1 written reflection to educate their peers on a variety of issues
 * goal: create a front page of a Newspaper as a group. students are also required to reflect on their understanding of the influence of media
 * challenge: distribute finished product to a larger audience (the school community).
 * the obstacle to overcome is: work together to equally divide the labour.
 * Role
 * you are: a writer for your local newspaper
 * asked to: research a specific global, national and local issue and write an article about your issue. One person in your group is also responsible for writing a letter to the editor on an issue of their choosing. You will also be asked to decide on an appropriate layout for your front page, which must include three articles, a photograph related to one of the articles, and a letter to the editor. You are also required to come up with an interesting name for your newspaper.
 * Audience
 * target audience: fellow peers and students within the school.
 * to convince them: of the importance of locally generated media.
 * Situation
 * context/challenge: you must select only one international issue, one national issue, and one local issue. How do you decide what to write about and what to leave out? How do your justify your decision?
 * Product/Performance and Purpose
 * you will create a: front page of a newspaper
 * in order to: understand how decisions are made in the media and the potential impact that has on its audience; learn how to write a newspaper article; learn how to write a letter to the editor; learn the basic principles of layout and design
 * Successful Achievement
 * Your performance should reflect the expectations outlined in the rubric


 * Assessment**
 * Formative checklist (self/teacher)
 * Summative Rubric - group activity (teacher)
 * Summative Rubric - individual reflection (teacher)
 * Summative Checklist - peer

Summative Group Activity Rubric ICV.04 || -Demonstrates a thorough understanding of what it is to be a global citizen. -Uses political facts, terms, concepts with high degree of effectiveness in written component & oral presentation.
 * CRITERIA || LEVEL 4 || LEVEL3 || LEVEL2 || LEVEL1 ||
 * K/U


 * 10** 9.8 **9.5** 9 **8.5** 8 || -Demonstrates a clear understanding of what it is to be a global citizen. -Uses political facts, terms, concepts with strong level of effectiveness in written component & oral presentation.


 * 7.8** 7.5 **7.3** 7 || -Demonstrates an understanding of what it is to be a global citizen. -Uses political facts, terms, concepts with a moderate level of effectiveness in written component & oral presentation.


 * 6.8** 6.5 **6.3** 6 || -Demonstrates a limited understanding of what it is to be a global citizen. -Uses a limited amount of political facts, terms, and concepts with a poor degree of effectiveness in written component & oral presentation.

ACV.01 || -Clear use of relevant and credible sources. -Excellent use of critical thinking to make argument structured, persuasive and logical. -Superb ability to think creatively in reaching conclusions.
 * 5.8** 5.5 **5.3** 5 ||
 * T

10 **9.8** 9.5 **9** 8.5 **8** || -Good use of relevant and credible sources. -Clear use of critical thinking to make argument structured, persuasive and logical. –Strong ability to think creatively in reaching conclusions.


 * 7.8** 7.5 **7.3** 7 || -Limited use of relevant and credible sources. -Limited use of critical thinking to make argument structured, persuasive and logical. –Moderate ability to think creatively in reaching conclusions.


 * 6.8** 6.5 **6.3** 6 || -Poor use of relevant and credible sources. -Poor use of critical thinking to make argument structured, persuasive and logical. -Limited ability to think creatively in reaching conclusions.

PCV.03 || Clearly communicates civic issues, perspectives, responses and purposes at the local, national and international level with a high degree of effectiveness. -Written & orally presented in a highly organized and appealing fashion.
 * 5.8** 5.5 **5.3** 5 ||
 * C

10 **9.8** 9.5 **9** 8.5 **8** || Clearly communicates civic issues, perspectives, responses and purposes at the local, national and international level with a strong degree of effectiveness. -Written & orally presented in an organized and appealing fashion.


 * 7.8** 7.5 **7.3** 7 || Clearly communicates civic issues, perspectives, responses and purposes at the local, national and international level with a limited degree of effectiveness. -Written & orally presented in a limited unorganized fashion.


 * 6.8** 6.5 **6.3** 6 || Clearly communicates civic issues, perspectives, responses and purposes at the local, national and international level with a poor degree of effectiveness. -Written & orally presented in a poorly organized fashion.

ACV.02 || -Demonstrates impressive ability to organize ideas and research. 10 **9.8** 9.5 **9** 8.5 || -Demonstrates considerable ability to organize ideas and research.
 * 5.8** 5.5 **5.3** 5 ||
 * A
 * 7.8** 7.5 **7.3** 7 || -Demonstrates some ability to organize ideas and research.


 * 6.8** 6.5 **6.3** 6 || -Demonstrates limited ability to organize ideas and research.


 * 5.8** 5.5 **5.3** 5 ||

ICV.04
 * CRITERIA || LEVEL 4 || LEVEL3 || LEVEL2 || LEVEL1 ||
 * K/U

Group Portion: Individual Portion: || -Demonstrates a thorough understanding of what it is to be a global citizen. -Uses political facts, terms, concepts with high degree of effectiveness in written component & oral presentation.
 * 10** 9.8 **9.5** 9 **8.5** 8
 * 10** 9.8 **9.5** 9 **8.5** 8 || -Demonstrates a clear understanding of what it is to be a global citizen. -Uses political facts, terms, concepts with strong level of effectiveness in written component & oral presentation.


 * 7.8** 7.5 **7.3** 7
 * 7.8** 7.5 **7.3** 7 || -Demonstrates an understanding of what it is to be a global citizen. -Uses political facts, terms, concepts with a moderate level of effectiveness in written component & oral presentation.

ACV.01 || -Clear use of relevant and credible sources. -Excellent use of critical thinking to make argument structured, persuasive and logical. -Superb ability to think creatively in reaching conclusions.
 * 6.8** 6.5 **6.3** 6
 * 6.8** 6.5 **6.3** 6 || -Demonstrates a limited understanding of what it is to be a global citizen. -Uses a limited amount of political facts, terms, and concepts with a poor degree of effectiveness in written component & oral presentation.
 * 5.8** 5.5 **5.3** 5
 * 5.8** 5.5 **5.3** 5 ||
 * T

10 **9.8** 9.5 **9** 8.5 **8** || -Good use of relevant and credible sources. -Clear use of critical thinking to make argument structured, persuasive and logical. –Strong ability to think creatively in reaching conclusions.


 * 7.8** 7.5 **7.3** 7 || -Limited use of relevant and credible sources. -Limited use of critical thinking to make argument structured, persuasive and logical. –Moderate ability to think creatively in reaching conclusions.


 * 6.8** 6.5 **6.3** 6 || -Poor use of relevant and credible sources. -Poor use of critical thinking to make argument structured, persuasive and logical. -Limited ability to think creatively in reaching conclusions.

PCV.03
 * 5.8** 5.5 **5.3** 5 ||
 * C

Group Portion: Individual Portion: || Clearly communicates civic issues, perspectives, responses and purposes at the local, national and international level with a high degree of effectiveness. -Written & orally presented in a highly organized and appealing fashion.

10 **9.8** 9.5 **9** 8.5 **8** || Clearly communicates civic issues, perspectives, responses and purposes at the local, national and international level with a strong degree of effectiveness. -Written & orally presented in an organized and appealing fashion.
 * 10** 9.8 **9.5** 9 **8.5** 8


 * 7.8** 7.5 **7.3** 7
 * 7.8** 7.5 **7.3** 7 || Clearly communicates civic issues, perspectives, responses and purposes at the local, national and international level with a limited degree of effectiveness. -Written & orally presented in a limited unorganized fashion.


 * 6.8** 6.5 **6.3** 6
 * 6.8** 6.5 **6.3** 6 || Clearly communicates civic issues, perspectives, responses and purposes at the local, national and international level with a poor degree of effectiveness. -Written & orally presented in a poorly organized fashion.

ACV.02 || -Demonstrates impressive ability to organize ideas and research. 10 **9.8** 9.5 **9** 8.5 || -Demonstrates considerable ability to organize ideas and research.
 * 5.8** 5.5 **5.3** 5
 * 5.8** 5.5 **5.3** 5 ||
 * A
 * 7.8** 7.5 **7.3** 7 || -Demonstrates some ability to organize ideas and research.


 * 6.8** 6.5 **6.3** 6 || -Demonstrates limited ability to organize ideas and research.


 * 5.8** 5.5 **5.3** 5 ||
 * Total: Group Portion /40 **
 * Total: Individual Portion /20 **

Lesson Plan Template: =Activity : Title=

Time: XXX minutes

Description (of activity and how it connects to Culminating Activity)
.

Strand(s) and Expectations
Ontario Catholic Graduate Expectations: (optional) Strand(s): Overall Expectations: (use codes AND words)

Specific Expectations (use codes AND words)

Planning Notes (point form)
· ·

Prior Knowledge Required (point form)
· ·

Teaching/Learning Strategies so teachers can do it without reading your mind
1. 2. 3. 4. 5. 6. 7.

Resources (proper citation - MLA!)

 * - Three useful student resources**
 * - Three useful teacher resources [articles that support research into practice should be considered and link given]**
 * - Three useful website addresses**
 * [each entry should have a two or three line description of why this source was selected**

Appendices
Appendix # - title Appendix # - title


 * Appendicies** (each included) each on a separate page, sourced as appropriate, including yourself!