call of duty: black ops teaching guide draft by sam pabón
DESCRIPTION
This is a first draft Teaching Guide for using Call of Duty: Black Ops for cross-curricular activities at the High School level (and above). A final version should be ready in about a week.TRANSCRIPT
USING CALL OF DUTY: BLACK OPS TO ENHANCE CROSS-CURRICULAR ACTIVITIES IN THE CLASSROOM
Written by
Samuel Pabón Jr.
National University
April 24, 2011
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 1
Table of Contents...................................................................................Teaching Guide Overview 3
........................................................................................................Wait. Stop. What? 3...............................................................................Call of Duty: Black Ops Description 3
.....................................................................................Call of Duty: Black Ops ESRB Rating 5............................................................Using Call of Duty: Black Ops in the Classroom 5
.....................................................................The Advantages of Teaching with Games 5..............................................................................................To Game or Not to Game 6
....................................................................................................Goals and Objectives 6.....................................................................Grade Level Standards and Content Area 6
.....................................................................Where the Game fits into the Curriculum 10........................................................What Teachers Need to Know Before Beginning 10
.............................................................................................Hardware Requirements 10.............................................................................................Lessons Overview 11
.................................................................................................................Lesson One 11.......................................................................................Lesson One Goals and Objectives 11
................................................................................................................Lesson One Setup 12.............................................................................................Lesson One Activity/Gameplay 12
........................................................................................Lesson One Follow-up/Debriefing 13........................................................................................................Lesson One Extensions 13
..................................................................................................................Lesson Two 13........................................................................................Lesson Two Goals and Objectives 13
................................................................................................................Lesson Two Setup 14.............................................................................................Lesson Two Activity/Gameplay 14
.........................................................................................Lesson Two Follow-up/Debriefing 15........................................................................................................Lesson Two Extensions 15
............................................................................................Teacher Resources 16.........................................................................................................References 17
..............................................................................About the Author (optional) 18............................................................................................................Appendix 19
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 2
Teaching Guide Overview How do we help students develop an active interest in modern, post World War II, United
States History? How do we encourage students to develop a healthy curiosity for the complex
political considerations that accompany decisions by elected officials to choose military action
over diplomacy? How do we get students to stop playing video games, and start hitting the
books?
Wait. Stop. What? Educators should try to utilize the same kinds of “tools” that students are already using on
their own time. Imagine if we were not allowed to use the internet to find resources and/or
references for writing assignments, traveling directions, etc. What if teachers still had to hand-
write lesson plans in those clumsy books instead of on the computer or a web-based application?
Well, this guide cannot help with the fact that some schools still force teachers to waist time on
antiquated methods of lesson planning.
However, this teaching guide is intended to help educators meet students at their level,
and inspire those students to seek out the historical foundations for one of the best selling video
game titles to date, Call of Duty: Black Ops. Due to the ESRB rating (Entertainment Software
Rating Board), this guide is intended for educators teaching, at a minimum, 11th grade high
school students. There are sufficient historically accurate references made, as well as several
embedded conspiracy theories, during game play to provide an American Studies and/or a World
History class that is studying political events and/or military actions that took place during the
Cold War era enough topics for rigorous discussions and/or debates.
While this game was not specifically developed as an “educational” video game, this
teaching guide has been aligned with Florida Sunshine State Standards, as well as Common
Core Standards in order to provide students with an immersive and engaging environment that
will encourage them to enthusiastically engage in a hands-on approach to their learning.
Call of Duty: Black Ops Description Whether you are a Call of Duty veteran, or you are new to this particular first-person
shooter (FPS) franchise, Call of Duty: Black Ops delivers endless hours of intense and immersive
game play. This latest installment of “The best-selling franchise of all time on XBOX
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 3
360®” (according to the game packaging) offers three methods of play that deliver countless
hours of playability. Players may choose between:
1. Epic Single-Player game mode,
2. Acclaimed Multiplayer game mode, and
3. Four-Player Co-op Zombies game mode.
This teaching guide will focus on the Epic Single-Player mode of play.
Like most FPS games, Call of Duty: Black Ops provides players with several options to
customize some of the game settings in order to fit personal preferences. Some of these
adjustable settings include: controller settings, aim assist, look sensitivity, graphic content filter,
and subtitles. It is highly recommended that the “graphic content filter” is employed during in-
school game time.
Call of Duty: Black Ops begins with the main playable character, Alex Mason, being
interrogated by unknown people. This interrogation cut-scene will be utilized throughout the
game to provide the player with increasing tid-bits of information, in addition to providing a segue
to different missions. The game missions mostly take place in Vietnam, during the height of the
cold war, and in other places such as Cuba and Russia. Alex Mason is a covert CIA operative
that seems to have missing gaps of information in his memory. Each new interrogation cut-scene
followed by a new mission uncovers some of the fog in Alex Mason’s memory. Eventually, the
interrogators will be revealed in an interesting plot-twist.
Game play is fairly intuitive. New players may have to deal with the occasional frag
grenade being thrown when first getting accustomed to the controls. There may be times during
certain missions when it may not be immediately apparent how the character is supposed to
proceed. A new player may spend time trying to find a different route around an obstacle without
realizing that dropping to the ground, and belly-crawling will get them passed that obstacle.
These are minor challenges that actually may add to the ambience of the frantic pace and nature
of the missions in Call of Duty: Black Ops.
All in all, Call of Duty: Black Ops lives up to the high expectations veteran players have
come to demand of the franchise designers/developers, and is sure to provide countless hours of
immersive and exciting game play.
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 4
Call of Duty: Black Ops ESRB Rating
On the game case, this game receives an ESRB (Entertainment Software Rating
Board) content rating of “M” (mature 17+). The ESRB provides the following content
descriptors that may have been the reason behind Call of Duty: Black Ops receiving a
rating of “M”.
• Blood and Gore: Depictions of blood or the mutilation of body parts
• Intense Violence: Graphic and realistic-looking depictions of physical
conflict. May involve extreme and/or realistic blood, gore, weapons and
depictions of human injury and death
• Strong Language: Explicit and/or frequent use of profanity (ESRB Content
Descriptors, para. 1).
Using Call of Duty: Black Ops in the Classroom• Students role play part of “Embedded Journalists”
• Students without signed permission slips role play part of “editor”
• Play one mission: From interrogation cut-scene to interrogation cut-scene
• Allow students brainstorming time at the end of the missions
• facts
• gathered information
• description of events
The Advantages of Teaching with Games We are well into the information age, and educators are at the forefront of this paradigm
shift. National University Associate Professor, Ted Henning, had once asked whether students
agreed or disagreed with the argument presented by Prensky, Gee and other researchers, “...that
video games and technology have fundamentally changed the way students have learned how to
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 5
learn” (Personal communication, April 10, 2011). Karen Cator, Director of the Office of
Educational Technology, U.S. Department of Education, answers this question best in an
interview with ASCD’s Educational Leadership magazine where she states, “When you add any
new technology...something is amplified, and something is reduced. Part of being literate in the
21st century...is being able to make careful decisions about technologies and their uses” (2011, p.
20). Additionally, in another ASCD article, Digitally Speaking, classroom teacher/author, William
M. Ferriter, says that 21st century teachers must be digitally resilient. He goes on to describe
digital resilience as “...determination in the face of blocked websites, failing services, antiquated
tools, and technology decisions that aren’t aligned with a new vision of teaching and
learning” (2011, p. 86).
To Game or Not to Game In the article, Games and Learning, Diana G. Oblinger, states that educators should think
about “...how best to add games to the educational tool set, blending them with other activities.
Integration requires an understanding of the medium and its alignment with the subject, the
instructional strategy, the student’s learning style, and intended outcomes” (EDUCAUSE
Quarterly, 2006). Like any other tool, commercial video games, when implemented properly as
part of the learning process, truly can bring a subject alive for students and generate enthusiasm
like never before. The CITEd Research Center (Center for Implementing Technology in
Education) states that students receive more benefit from games and simulations when guidance
is provided. The teacher has to develop some "prior knowledge" prior to assigning video games
as a learning tool. Honest excitement and motivation from the teacher regarding "why" the video
game is being implemented will help to foster similar feelings in most students.
Goals and ObjectivesSpecific goals and objectives that will be addressed by the lessons.
Grade Level Standards and Content Area In order to foster the implementation of cross-curricular activities, this teaching guide
addresses the following standards:
Florida Sunshine State Standards | Social Studies | 9-12
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 6
Standard 1. The student understands historical chronology and the historical perspective.
SOC-9-12-A.1.1. The student understands how ideas and beliefs, decisions, and chance events
have been used in the process of writing and interpreting history.
SOC-9-12-A.1.3. The student evaluates conflicting sources and materials in the interpretation of a
historical event or episode.
SOC-9-12-A.1.4. The student uses chronology, sequencing, patterns, and periodization to
examine interpretations of an event.
Standard 5. The student understands U.S. history from 1880 to the present day.
SOC-9-12-A.5.6. The student understands the political events that shaped the development of
United States foreign policy since World War II and knows the characteristics of that policy.
Florida Sunshine State Standards | Language Arts | 9-12
B. Writing
Standard 1. The student uses writing processes effectively.
LA-9-12-B.1.1. The student selects and uses appropriate prewriting strategies, such as
brainstorming, graphic organizers, and outlines.
LA-9-12-B.1.2. The student drafts and revises writing that: is focused, purposeful, and reflects
insight into the writing situation; has an organizational pattern that provides for a logical
progression of ideas; has effective use of transitional devices that contribute to a sense of
completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a
commitment to and involvement with the subject; uses creative writing strategies as appropriate
to the purposes of the paper; demonstrates a mature command of language with freshness of
expression; has varied sentence structure; has few, if any, convention errors in mechanics,
usage, punctuation, and spelling.
LA-9-12-B.1.3. The student produces final documents that have been edited for: correct spelling;
correct punctuation, including commas, colons, and common use of semicolons; correct
capitalization; correct sentence formation; correct instances of possessives, subject/verb
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 7
agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect;
and correct formatting that appeals to readers, including appropriate use of a variety of graphics,
tables, charts, and illustrations in both standard and innovative forms.
Standard 2. The student writes to communicate ideas and information effectively.
LA-9-12-B.2.1. The student writes text, notes, outlines, comments, and observations that
demonstrate comprehension and synthesis of content, processes, and experiences from a variety
of media.
LA-9-12-B.2.4. The student selects and uses a variety of electronic media, such as the Internet,
information services, and desktop publishing software programs, to create, revise, retrieve, and
verify information.
Common Core Standards | English Language Arts | Grades 11-12Text Types and Purposes
ELA-W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
• Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization
that logically sequences claim(s), counterclaims, reasons, and evidence.
• Use words, phrases, and clauses as well as varied syntax to link the major sections
of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
• Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
ELA-W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization, and
analysis of content.
• Introduce a topic; organize complex ideas, concepts, and information so that each
new element builds on that which precedes it to create a unified whole; include
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 8
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
• Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
• Use appropriate and varied transitions and syntax to link the major sections of the
text, create cohesion, and clarify the relationships among complex ideas and
concepts.
• Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
• Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the significance
of the topic).
Production and Distribution of Writing
ELA-W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.
ELA-W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new arguments or
information.
Research to Build and Present Knowledge
ELA-W.11-12.7. Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
ELA-W.11-12.8. Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each source in terms
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 9
of the task, purpose, and audience; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard
format for citation.
Range of Writing
ELA-W.11-12.10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes
Where the Game fits into the Curriculum Students should be learning Cold War era American History.
Specifically -
• tensions leading up to, during, and after the failed Bay of Pigs invasion
• the Cuban missile crisis
• pre/post U.S. involvement in Vietnam
• facts/conspiracy theories surrounding and leading up to the J.F.K. assassination.
What Teachers Need to Know Before Beginning• Play the game completely through to the end in order to anticipate discussion points
and/or challenges.
• The game is violent and still uses profanity even with the “graphic content filter”
engaged.
• Have permission slips signed, or student(s) play alternate role of “editor” (Appendix).
• The game will generate curiosity around conspiracy theories - be prepared to
discuss.
Hardware Requirements• One XBOX 360® and Call of Duty: Black Ops for every four students in class
• One wired/wireless controller for each XBOX 360® console
• One TV, projector, or monitor with audio/video inputs for each XBOX 360® console
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 10
Lessons Overview• Roughly two to three days per lesson; 1 hour per class
• Students work in teams of two (1 operator / 1 journalist)
• Two teams per console (4 students)
• Allow students time to familiarize themselves with the controller options per
instructions enclosed in game packaging.
• Training guide is flexible enough to accommodate various class schedules and/or
hardware limitations.
• The first mini-mission acts as an introduction to some of the basic controls.
• Teacher should be ready to offer assistance and/or suggestions.
• Student playing role of journalist should also act as a time-keeper and encourage
their teammate to stay on track to complete the first objective (escaping from the
airfield and listening to the follow-on interrogation cut-scene) within 20 minutes.
• Then the second team will play.
Lesson One This lesson is designed to set the stage for discussing U.S. actions leading up to the
failed Bay of Pigs invasion, and the subsequent Cuban Missile Crisis which may have been
directly triggered by this failed attack.
Lesson One Goals and Objectives Upon successful completion of this lesson, students will be able to:
• Summarize the involvement of Richard M. Nixon, Dwight D. Eisenhower,
Robert F. Kennedy, John F. Kennedy, and the CIA in the Bay of Pigs
Invasion.
• Discuss and explain how the attempted Bay of Pigs invasion contributed to
Fidel Castro’s distrust of the U.S. and subsequent Cuban Missile Crisis.
•
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 11
Lesson One Setup Students will need to have their own profiles on the console in order to save their
progress throughout the game. In order to maximize class time, the teacher should set
up basic profiles for the students ahead of time. Additionally, the teacher should go
through the instructions to configure the systems for “optimal experience” by adjusting the
viewable areas of the screen, etc. The teacher should provide an overview of the lesson,
split the students into their two-person teams, and select which two teams will share
consoles. The teacher should provide some of the back story and inform students that
they are either CIA special operatives, or an embedded journalist traveling with the
operative on his/her mission(s). Allow students just a few minutes to customize their
controller options (look inversion, sensitivity level, etc.).
Lesson One Activity/Gameplay Students need to logon to the profile the teacher has already set-up for them. In
order to get started:
1. Turn on the Xbox
2. Use the controller’s Left Stick (LS) or D-Pad (DP) in order to select “My
Xbox” (The Call of Duty: Black Ops (COD:BO) game cover will be displayed)
3. Use the LS or DP to select “Sign In”
4. Press the “A” button
5. Use the LS or DP to select the proper student profile
6. Press the “A” button
7. After loading, the selected profile will be displayed in the top right corner of
the screen
8. LS or DP to select “My Xbox” again (The COD:BO game cover will be
displayed)
9. Press the “A” button on the COD:BO image
10. If this is the first time COD:BO is being loaded, follow the on-screen
instructions to configure the system for “optimal experience”
11. Use the LS or DP to select “CAMPAIGN” by pressing the “A” button.
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 12
12. If this is the first time playing, select “NEW GAME” and press the “A” button.
If the student is continuing, they may select “CONTINUE MISSION”.
13. If this is the first time playing, it is recommended to select “RECRUIT” as the
game’s difficulty level.
14. The first operator (student) should play through until the end of the mission
where the team has to escape from a Cuban airfield.
15. Students should listen to the entire interrogation cut-scene, and save the
game when the next mission is ready to begin.
Lesson One Follow-up/Debriefing Once all teams have played, the teacher should allow time for the students to
brainstorm and discuss what they have experienced. The teacher should guide the
discussion and ask questions that will encourage thought and debate amongst the
students. This would be similar to actual military debriefings when units return from the
field with embedded journalists. Students should also discuss their prior knowledge
about known facts, urban myths, and conspiracy theories surrounding the Bay of Pigs
Invasion and the subsequent Cuban Missile Crisis.
Lesson One Extensions Have students interview their parents/guardians about what they recall from
having lived during the time of the Bay of Pigs Invasion and the tensions surrounding the
Cuban Missile Crisis. Then, have students write a two-page double-spaced paper
comparing and contrasting their parents’/guardians’ recollections and emotions against
their own memories and feelings of the attacks that occurred September 11, 2001.
Lesson TwoThis lesson is designed to set the stage for discussing U.S. involvement in Vietnam, and the
subsequent evacuation of U.S. forces after the Tet Offensive.
Lesson Two Goals and ObjectivesUpon successful completion of this lesson, students will be able to:
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 13
• Discuss how some of the failures attributed to J.F.K. (Bay of Pigs Invasion,
construction of Berlin Wall, etc.) may have been the deciding factors to
escalate U.S. involvement in Vietnam.
• Discuss the political implications of the Tet Offensive despite having been an
overall defeat, militarily, for communist forces.
•
Lesson Two Setup The teacher should provide an overview of the lesson, split the students into their
two-person teams, and select which two teams will share consoles. The teacher should
continue to provide some of the back story and inform students that they are either CIA
special operatives, or an embedded journalist traveling with the operative on his/her
mission(s). Allow students some more time to make adjustments to their previous
controller customizations, if necessary (look inversion, sensitivity level, etc.).
Lesson Two Activity/Gameplay Students need to logon to the profile the teacher has already set-up for them. In
order to get started:
1. Turn on the Xbox
2. Use the controller’s Left Stick (LS) or D-Pad (DP) in order to select “My
Xbox” (The Call of Duty: Black Ops (COD:BO) game cover will be displayed)
3. Use the LS or DP to select “Sign In”
4. Press the “A” button
5. Use the LS or DP to select the proper student profile
6. Press the “A” button
7. After loading, the selected profile will be displayed in the top right corner of
the screen
8. LS or DP to select “My Xbox” again (The COD:BO game cover will be
displayed)
9. Press the “A” button on the COD:BO image
10. Use the LS or DP to select “CAMPAIGN” by pressing the “A” button.
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 14
11. Select “CONTINUE MISSION”.
12. The first operator (student) should play through the Vietnam mission as far
as possible in the time alloted (20 minutes).
13. Students should listen to the entire interrogation cut-scene, and save the
game when the next mission is ready to begin.
Lesson Two Follow-up/Debriefing Once all teams have played, the teacher should allow time for the students to
brainstorm and discuss what they have experienced. The teacher should guide the
discussion and ask questions that will encourage thought and debate amongst the
students. This would be similar to actual military debriefings when units return from the
field with embedded journalists. Students should also discuss their prior knowledge
about known facts, urban myths, and conspiracy theories surrounding the Vietnam War
and subsequent assassination of President John F. Kennedy.
Lesson Two Extensions Have students interview their parents/guardians about what they recall from
having lived during the Vietnam War and the Kennedy Assassination. Then, have
students write a two-page double-spaced paper comparing and contrasting their parents’/
guardians’ recollections and emotions against their own memories and feelings of the
current military actions in Iraq, Afghanistan, and Libya.
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 15
Teacher ResourcesCIA | Freedom of Information Act | Bay of Pigs
The cornerstone of this collection is a two-volume, 400-plus page document consisting of
(Volume I) the CIA Inspector General's (IG) Report on the CIA's ill-fated April 1961 attempt to
implement national policy by overthrowing the Fidel Castro regime in Cuba by means of a covert
paramilitary operation, otherwise known as the Bay of Pigs, and (Volume II), a commentary on
the IG report written by the Directorate of Plans (DP), now known as the Directorate of
Operations (DO). These two volumes are a rare side-by-side compilation of high-level
government self-evaluation of its own performance in an historic and controversial event. The
remainder of the collection is comprised of various documents, to include finished intelligence,
National Security Council (NSC) briefings and Spanish-language documents.
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 16
ReferencesASCD. (2011, February). Transforming education with technology: A conversation with Karen
Cator. Educational Leadership, 68(5), 17-21.
ASCD. (2011, March). Digitally speaking: Becoming digitally resilient. Educational Leadership,
68(6), 86-87.
CITEd Research Center. (n.d.). Learning with computer games and simulations. Retrieved from
http://www.cited.org/index.aspx?page_id=143
EDUCAUSE. (2006). Games and learning: Digital games have the potential to bring play back to
the learning experience. EDUCAUSE Quarterly, 29(3). Retrieved from
http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/
GamesandLearning/157406
ESRB. (n.d.). Game ratings & descriptor guide: ESRB content descriptors. Retrieved from
http://www.esrb.org/ratings/ratings_guide.jsp.
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 17
About the Author (optional)
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 18
Appendix
PERMISSION TO PLAY CALL OF DUTY: BLACK OPS
I, _____PRINT FULL NAME_____, give my permission, as the parent and/or guardian of the
student listed below, to view and/or play the Call of Duty: Black Ops video game which has been
rated “M” by the ESRB (Entertainment Software Rating Board).
The ESRB provides the following rating summary:
This is a first-person shooter in which players control a U.S. soldier who works for the C.I.A. and participates in both well-known and secret events during the Cold War (e.g., skirmishes, stealth espionage, assassinations, and interrogations involving torture). Players use a wide variety of weapons such as pistols, rifles, machine guns, and explosives to injure/kill enemies. Combat can generate pools of blood and dismembered limbs. Players can use enemy bodies as human shields and execute them at close range. In one sequence, broken glass is placed into the mouth of a man while he is repeatedly punched, causing blood to spill from his mouth. Language such as 'f**k,' 'b*tch,' and 'sh*t' can be heard in the dialogue.
http://www.esrb.org/ratings/synopsis.jsp?Certificate=29949
These games will be supervised, but will be separated from view and/or play by students without
properly signed permission.
STUDENT’S NAME (please print): ________________________
PARENT/GUARDIAN NAME (please print): ________________________
PARENT/GUARDIAN SIGNATURE: ________________________
DATE SIGNED: ________________________
Samuel Pabón Jr. Call of Duty: Black Ops Teaching Guide 19