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Mr. Streit's Hawthorne Website

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Global Curriculum 

Global Ed 2 Curriculum (7th & 8th Grade Elective Course)

Global Ed 2 Introduction:

We get students talking about social studies, science, and writing.  Global Ed 2 is a problem-based learning (PBL) simulation that capitalizes on the multidisciplinary nature of social studies as an expanded curricular space to learn and apply science literacies, while simultaneously also enriching the curricular goals of social studies. It is designed to cultivate a scientifically literate citizenry by grounding science education in meaningful socio-scientific contexts related to the world in which students currently live. It is implemented in 7th and 8th grade social studies classrooms, and facilitated by the social studies teachers.  Global Ed 2 is mediated by technology to enhance communications and learning. Each simulation consists of three phases: Research, Online Interaction and Debriefing, spanning about 14 weeks in the Fall semester. Within each Global Ed 2 simulation, approximately 12-16 classrooms are recruited and assigned to represent the interests of specific countries focusing on an issue of global importance such as water scarcity, climate change or alternative energies.  Each classroom is assigned one country to represent throughout the simulation. From a decision-making perspective, the simulation goal for each country is the development of an agreement with at least one other country (or countries). Global Ed 2 requires students to understand important concepts related to social studies such as geography, culture, political systems and economics.  However, to be successful in the simulation, GlobalEd 2 also requires that students develop an understanding of the underlying science concepts related to the simulation topic and be able to communicate within and across countries in the simulation using an argument-based model – which are all key Common Core objectives. Read more:  Global Ed 2 website

Introduction & Details: 

Dear Parents/Guardians,

I wanted to share with you information about an exciting new program at Hawthorne your son/daughter will have the opportunity to participate in during the 2017-2018 school year.  This program is called Global Ed 2, which is an interactive and online program with over 50 schools around the world, designed by The University of Chicago, The University of Maryland, and The University of Connecticut.  The Global Ed 2 program incorporates science, social studies and writing into a problem based learning curriculum.  Global Ed 2 incorporates all aspects of common core instruction in an interactive simulation.  Problem based learning will teach students to take charge of his/her learning, to become active rather than passive learners, solve problems, to negotiate solutions, evaluate their solutions, and learn to use their metacognitive skills.  Students will focus on the issue of water consumption, depletion, and conservation then work towards achieving a mutually agreeable solution for their country and their counterparts.  Students will serve as delegates or representatives of an assigned country, similar to the high school example of Model UN based on the United Nations meetings.  Students will be assigned one of four issue areas within the issue of water (consumption, depletion, and conservation): Environment, Human Rights, Health Care, and Economics.  Within their issue area, students will research, create opening/closing statements, and communicate directly with their counterparts that represent other “countries”.  Students will learn how to be diplomatic and negotiate in an effective manner through the use of evidence based writing.  The Global Ed 2 program has had a variety of positive impacts on students including enhancing science and social studies skills, incorporating evidence based writing and learning the skills of effective negotiation.  I look forward to participating in this exciting simulation with your child.  


Global Ed 2 will be offered as first come first serve basis starting with our 8th Grade students as an elective (extra) class with Mr. Streit.  If there are extra spots available, 7th Grade students will have the option to join.  Students must turn in the Student Assent Forms (pink) and

Parental Permission Forms (cream) to Mr. Streit to be considered.  If there are more than 30 students interested in Global Ed 2 with Mr. Streit, students will be asked to turn in the Persuasive Essay (blue) Task and a random lottery will happen. Global Ed 2 is designed for twenty to thirty highly motivated students.  Global Ed  will take place during working lunches, 2-3 classes per week, in Mr. Streit's class during the Fall Semester (approximately 14 weeks).  


The Global Ed 2 elective class will be graded, but grades will not appear on the student's report card.  Instead, student's will earn a final grade to be used as a voucher or replacement grade.  The voucher or replacement grade that can replace one major assessment (Assessment OF Learning) in the normal 7th and 8th Grade Social Science curriculum, excluding History Fair and the Constitution Test (Federal & State).  

Class Schedule:

Most of all Global Ed 2 coursework will be completed during the scheduled Global Ed 2 Elective (extra) class schedule.  All classes will meet during work lunches from 1:00-1:45 in Mr. Streit's room on the following dates:

  • Week 1:  Tuesday, September 19th & Thursday, September 21st
  • Week 2:  Tuesday, September 26th & Thursday, September 28th
  • Week 3:  Tuesday, October 3rd & Thursday, October 5th
  • Week 4:  Tuesday, October 10th & Thursday, October 12th
  • Week 5:  Tuesday, October 17th & Thursday, October 19th
  • Week 6:  Monday, October 23rd & Thursday, October 26th
  • Week 7:  Tuesday, October 31st & Thursday, November 2nd
  • Week 8:  Tuesday, November 7th
  • Week 9:  Tuesday, November 14th & Thursday, November 16h
  • Week 10:  No Classes - Thanksgiving Week
  • Week 11:  Tuesday, November 28th & Thursday, November 30th
  • Week 12: Tuesday, December 5th & Thursday, December 7th
  • Week 13: Tuesday, December 12th & Thursday, December 14th
  • Week 14:  Tuesday, December 19th & Thursday, December 21st

Coursework & Due Dates:

  • Parental Permission Forms (cream) due September 22nd
  • Pre-Assessment - Student Assent Forms (pink) due September 22nd 
  • Pre-Assessment - Persuasive Essay Task (blue) due September 22nd
  • Pre-Assessment - Student Pre-Questionnaire (green) due September 22nd
  • Pre-Assessment - Science Inquiry/Skills Assessment (yellow) due September 22nd
  • Pre-Assessment - Socio-Scientific Literacy Assessment (white) due September 22nd
  • Read Global Ed 2 - Water Scenario "At a Glance" due September 28th
  • Water: The Drop of Life Video Viewing Task due September 28th (classwork)
  • Problem of Water Introduction Lesson Discussion Questions due October 3rd
  • Keep a Water Log/Tally Assignment due October 5th
  • Problem Learning Based Chicago Module due TBD
  • Read & then Re-Read Global Ed 2 - Water Scenario "At a Glance"
  • Share 1 Fact to be used for the Water Simulation (Brazil) Opening Statement due October 12th
  • Rough-Draft of Water Simulation (Brazil) Opening Statements due October 17th
  • Final Copy of Water Simulation (Brazil) Opening Statements due and to be posted October 23rd
  • Interactive Phase [Read Opening Statements & Reply to 2 Countries] due October 31st
  • Participate in Conference [Open ICONS, click on Conferences, read the agenda, prepare your response, & participate] due check Conference Calendar [Health Nov. 2, Environment Nov 6, & Economic Nov 14]
  • Interactive Phase - Final Proposals due Tuesday, November 28th 
  • Interactive Phase - Sponsor (up to 2 per group) Final Proposals due Thursday, November 30th
  • Interactive Phase - Voting on Final Proposals due Tuesday, December 5th
  • PBL Chicago Module - Officials Warn of Lake Michigan Water Shortage due Tuesday, December 19th - Opening Statements
  • Final-Assessment - Student Assent Forms (pink) due Thursday, December 21st
  • Final-Assessment - Persuasive Essay Task (blue) due Thursday, December 21st
  • Final-Assessment - Student Pre-Questionnaire (green) due Thursday, December 21st
  • Final-Assessment - Science Inquiry/Skills Assessment (yellow) due Thursday, December 21st
  • Final-Assessment - Socio-Scientific Literacy Assessment (white) due Thursday, December 21st

Watch the Drop of Life: The Story of Water (Mini-Documentary) and then complete the Water: The Drop of Life Video Viewing Task 

Published on Jan 17, 2011

The world is waking up to the water and sanitation crisis. Water is essential for life. No living being on planet Earth can survive without it. It is a prerequisite for human health and well-being as well as for the preservation of the environment.

Problem of Water Introduction Lesson:
The Future of Water Documentary:  This documentary will look at the deeply intertwined history of humanity and fresh water reveals looming challenges that could upend power structures around the world.  See Resources below for further exploration.  

Discussion Questions:  
NOTE:  Take good notes and answer the questions to the best of your ability.  These questions will be revisited on multiple occasions.  
  • What is a developing or third world country?
  • What are the basic human rights?  NOTE: The Universal Declaration of Human Rights
  • Is fresh and clean water a human right?
  • Is fresh water the new oil?
  • What is desalinization?  Is it cost effective?  What are the pros and cons of desalinization?
  • What is your your personal responsibility regarding the "Problem of Water"?
Keep a Water Log/Tally Assignment:
Document how many times you use water for an entire week.  You can use this simple log/tally sheet below to get an idea

Discussion Questions:
  • Do some simple calculations to estimate how many gallons of water you use per week?
  • Which of these could you do without if you lived in a developing or third world country and water was scarce?
  • In what ways can you decrease or conserve the amount of water you use?
  • Complete a Water Footprint or  Home Water Audit 
My Use of Water Log/Tally
Drinking water (cups/glasses including water fountain)
Cooking (cups used to cook)
Bathing (time)
Brushing your teeth (times) 
Washing the dishes (times)
Washing your clothes (average loads)
Flushing the toilet (estimate how many times)

Sources of Water Geography Lesson

Test your knowledge here:  

Seterra Interactive Maps:  World - Oceans, Seas, Lakes, and Rivers

Problem Based Learning (PBL) Chicago Module:

Officials Warn Of Great Lakes Water Shortage
CBS Chicago reports "A federal analysis this week warned that the Great Lakes region could experience water shortages in some locations in coming years because of climate shifts or surging demand."
First, students will look at the impact of clean water and water accessibility for residents of Chicago.  Four groups will be created with vastly different opinions, for example:  

Group #1 - Mayor & City Council
Group #2 - Arrow Gas Co. approved to move to Chicago 
Group #3 - Normal Chicago residents
Group #4 - Surrounding states that share Lake Michigan's water (Indiana, Michigan, & Wisconsin)

Students will then host a simulation town hall meeting from the perspective and research of their group.  

The issue to discuss could be that the city’s water supply is running low, has been contaminated, neighboring states are upset at Chicago's amount of consumption, and/or they need to consider a cost-effective way to improve the quality of tap water used by the city. The idea would be for the students to begin the difficult process of problem solving with people who have different roles within a community. This will hopefully help them understand the gravity of PBL and start their path on to becoming a global citizen.  Students will have to complete a graphic organizer to document research related to their role and the perspective of the stakeholder (for example, the mayor may want to raise taxes to cover the cost of a filtration system). They would put together a few talking points to raise in the town hall meeting, including a possible solution.

The students would then choose a spokesperson to represent their role and participate in a town hall meeting to share their research and concerns. They would be able to consult with the other members of their group to try to reach a solution. Regardless of whether or not a solution has been decided, the students will end with a reflection on what they learned about water safety and the difficulties of problem solving with people who have different views/interests.

My role as the facilitator is to help the students make sense of their research in terms of the effects of water quality and to help them consider issues that may impact a specific stakeholder. My role in the meeting would be to make sure each group was able to communicate their ideas and concerns. Ultimately I would be looking to see if they were able to understand why water quality matters and how different groups of people have different needs and perspectives.

Writing a Problem Based Argument / Persuasive Argument Lessons:

Persuasive Argumentation Teaching Activity Students need help understanding how to support their arguments by making the connections between a Claim, the Evidence supporting it, and the Reasoning connecting the two. This brainstorm activity and the accompanying exercises will help students prepare for developing sound persuasive arguments during the Global Ed II project. This activity may well extend over 1-3 class periods. 

Section 1: Claim, Evidence, and Reasoning (CER) 

A.  Introduce the concept of Claim, Evidence, and Reasoning through a think-a-loud, class brainstorm about how we might change people’s minds, and how they might change our minds. Some sample questions to ask are: 

  1. Can you change someone's mind? 
  2. Should you? 
  3. How do change someone's mind? 
  4. How do other people change your mind? 
  5. What are some things people do to change your mind that work? 
  6. What are some things people do to change your mind that you don't like or don't work? 
  7. What do you think of when you hear the word "claim"?  (It’s important with these last three questions to not prompt correct responses, but to let students arrive at their own definitions. Teaching the correct uses of the terms comes later.) 
  8. What do you think of when you hear the word "evidence"? 
  9. What do you think of when you hear the word "reasoning"? 

B.  Write on the board or present the definitions of each term, and discuss how the definitions differ from the brainstorm: 
  1. Claim: noun – to assert in the face of possible contradiction 
  2. Evidence: noun – something that furnishes proof 
  3. Reasoning: noun – a statement offered in explanation or justification, connecting the proof to the claim 

C.  In class discussion, use these simple examples or the example and non-example Opening Statements (or your own) to show how the chain of reason works: 

1.   Example: Scientific reasoning 

      a)  Claim: The sun is hot. 

      b)  Evidence: My skin feels warm. 

      c)  Reasoning: My skin became warmer when the sun came up. 

2.  Example: Social reasoning 

      a)  Claim: My mom is mad. 

      b)  Evidence: She is frowning. 

      c)  Reasoning: She was frowning yesterday when she said, “I am mad.” 

3.   Example: Political reasoning 

      a)  Claim: Japan should join our international organization. 

      b)  Evidence: Japan needs to increase their food supply. 

      c)  Reasoning: Countries in our organization will send food to other countries. 

D.  Think Aloud / Modeling: Tell students they must come up with a C-E-R chain they might use in their own lives. They do not have to use examples that are true or real evidence. Model this in a think-a-loud, walking them through the connections between the three elements. Use this example or your own: 

     a)  Claim – My favorite band is the best band. 

     b)  Evidence – They have 5 #1 songs. 

     c)  Reasoning – No other bands have as many number one songs. 

E.  Guided Practice: Students must write out their own C-E-R chain. If needed, post these guiding descriptions: 

     a)  Your Claim – something you think is true 

     b)  Your Evidence – What made you think it was true 

     c)  Your Reasoning – What about the evidence convinced you? 

F.  Meet-Pair-Share: Discuss in groups or as a class. 

     a)  What was the most difficult part of this exercise? Why? 

     b) Would this be a useful thing to know how to do? Why or why not? 

     c) Why might this be a better way to present an argument? [This question leads into the next] 

     d) What happens if you try to present an argument without using this technique? 

G.  Independent Practice: Repeat this exercise for homework. If students are familiar with internet research, this can be extended to require a real claim that is validated with research. 

Section 2: Academic vs. Propagandist Persuasion [this section will most probably be on a second or third day] 

1.  With an understanding of claim/evidence/reasoning, students can begin to understand the difference between clear, academic persuasion and unclear, propagandist persuasion. In class discussion, review the concepts. The following concepts may be useful:

a. Academic: 

    1. Uses the Claim / Evidence / Reasoning chain 

    2. Uses objective, not emotional language 

    3. Students may understand this as “speaking to adults” language 

b. Propaganda:

    1. Presents Claim without Evidence and/or Reasoning 

    2. Uses overly emotional language 

    3. Students may understand this as “speaking to your friends” language 

2. Modeling

a. Discuss a claim that you want to convince the students of: 

    1. You should do your homework. 

    2. You should join (insert extra-curricular activity) 

    3. Stay in school. 

b. Write (either before hand or during the class discussion) two short discussion-post style explanations of your claim (100 – 150 words). One should be academic and the other propagandist. See the Persuasive Techniques chart for examples and help writing in these styles. 

    1. Begin with the propagandist post. 

    2. Think aloud how the writing is conceived, including what the writer is hoping to achieve with the content, style, word choice. 

    3. Ask students how they react to the language of the post. Does it convince you of the claim? 

    4. Think-aloud through writing the academic post. 

    5. Discuss the comparison between the two. Which is more effective? If one is more effective, why might you want to use the other one instead? What are the drawbacks of each? c. Ask students to repeat the exercise using their own claim. 

                 a)  Which is easier to write? 

                 b)  Which do they think is most effective? 

                 c) How can they improve on the academic post? 

                 d) Ask students to exchange work, commenting on which post is more effective and how their classmates might improve the academic post. 

Section 3: Assertions, Questions, Proposals 

1. Review A/Q/P definitions from handout 

    a. What are the purposes of each? 

    b. Are there any types of posts that would not fall into these categories? 

    c. In which situations might you use each type of post? 

2. Model posts of each kind to follow up the claims of the above discussion. Students create posts of each kind to follow up their own claims from above exercise. Use the following guidelines for students’ posts to give them structure: 

   a. Assertion 

           1) Statement of the concept or opinion which is clear to someone not familiar with the topic 

           2) At least one statement connecting your assertion to the information discovered in your question 

           3) At least one piece of factual evidence to support your claim 

           4) 1 or more statements connecting the evidence to the claim (reasoning) 

   b. Question: Develop a question about something you'd like to know. Must contain the following elements 

          1) Statement of the question which is clear to someone not familiar with the topic 

          2) Why the question is important 

          3) Suggestions for possible action depending on the answer 

   c. Proposal 

          1) Statement of the proposed action which is clear to someone not familiar with the topic 

          2) At least one statement connecting the proposal to your assertion 3. Anticipation of at least two possible outcomes 

          3) Students can then exchange work to answer whether they feel the posts actually match the type of post indicated. 

          4) Discuss the challenges in trying to focus the post to a particular type. 

          5) For a possible homework assignment, students may come up with 1 issue/topic from their personal lives and 1 global issue. Then, they can write a post under each type on the two topics. 

Opening Statements Resources & Lessons:

Brazil (Simulation Country) 

If Brazil has nearly a fifth of the world’s water reserves, then why are water shortages so often in the news lately?

There are many answers to that question, ranging from the way in which water resources are geographically distributed and the degradation of the areas surrounding river basins to climate change and poor supply infrastructure.  Read more:   WorldBank - Brazil

The ICONS System:  

All communications with take place using the the ICONS System login here.  Need help navigating the ICONS System, watch a video

Simnumber: 5248

Name             Username     Password 
Bimbaumen, Mimi mbimbaumen x3fg7zsl 
Buckleyec, Darragh dbuckleyec 8ae5eznb 
Cabrerahl, Shayna scabrerahl cmgsbq8g 
Chiehl, Jenna jchiehl 4uya2dw2 
Fetschec, Vincent vfetschec qa8f2f4v 
Fitzgeraldec, Conor cfitzgeraldec 9vr8vjdu 
Gormanhr, Phoebe pgormanhr kc9xk4js 
Harrisec, Paul pharrisec upbh6aqg 
Hodzovichl, Sabina shodzovichl 33f24sey 
Jinec, Arthur ajinec 83tnnlmw 
Kaiserhr, Julia jkaiserhr 9ujjhczt 
Kongen, Emma ekongen z55vwnzn 
Kudlahr, Lance lkudlahr cw668x7v 
Leehl, Anna aleehl we8vc4vr 
Martinhr, Aiden amartinhr z42hvp7q 
Mcmahonhr, Devan dmcmahonhr 8nphpc4k 
Mosterhl, Stella smosterhl gmq4xd74 
O'Shaughnessyhl, Emmet eoshaughnessyhl ybvg44tu 
Ostermanen, Jack jostermanen wt2z3wsn 
Porterhr, Claire cporterhr 4d4bfaf2 
Sparkec, Harry hsparkec 7cjggbj9 
Sparken, Madeliene msparken 3fj8a4el 
Vandermeiden, Shea svndermeiden 2v8mcgef

Global Ed 2 Scenario:


IIE AIFS Foundation Generation Study Abroad

How do we create a culture of travel in k-12 districts? Join #Generationstudyabroad and support international education in your school!

  • Why Study Abroad? Globalization is changing the way the world works; employers value the skills gained abroad. #Generationstudyabroad 
  • Why Study Abroad? Foreign language skills are increasingly important – the ability to work across cultures is essential. #Generationstudyabroad
  • Why Study Abroad? Many of the world’s most exciting innovations come from cross-cultural teams. #Generationstudyabroad 
  • Why Study Abroad?  Study abroad positively impacts academic success, skills and employability and career direction. #Generationstudyabroad

International Education Week - Join the Celebration!

Take the #GenerationStudyAbroad Teacher Pledge and promote the benefits of study abroad in your classroom! 

Help IIE double the number of students studying abroad!  IIE is seeking 10,000 students and alumni to join the #GenerationStudyAbroad initiative to help promote study abroad. 

Inspiring Videos: 

Global Curriculum Connections - Lessons & Ideas

A global curriculum, essentially, is an education of life.  More specifically it is education and discovery of how one “fits” into a global society, including their responsibilities as a global citizen.  A global curriculum will introduce the following to students:

  • What is a sister-city?
  • Economics including current currency exchange rates.
  • Geography and landmarks.
  • Local traditions, customs, and politics.
  • Meaning of diversity.
  • History including local, regional, world, and connections to U.S. history.
  • Introduction to language including common phrases.
  • Introduction/discovery of local authors and artist.

Lessons & Ideas
  • A look at World War I from and United States and Serbian perspective.  How are our students taught this critical moment in history?  What are the similarities and differences from the students perspective?  We will collaborate the discussion using the International Discussion tab of this website.  
  • A Look At Serbian Authors: Literature review and possible performance.  Examine Serbian life through the author Momo Kopor. 
  • Video Diaries (proposed podcast): Besides using the blogs and forums, get to know your peers from across the Atlantic Ocean.
  • What was Yugoslavia?  What was life like in Yugoslavia?  What happened to Yugoslavia?  
  • When Father Was Away on Business (1985) Film: Set in post-World War II Yugoslavia, the film tells the story through the eyes of the young boy Malik. 
  • ESPN's 30 for 30 Documentary "Once Brothers": Students will watch and discuss the documentary.  Watch here:  Vimeo: Once Brothers
  • Geography: The city of Belgrade, Serbia has been established since Ancient times.  This city is located between two very famous rivers, the Danube and the Sava.  Like the previous civilization of Mesopotamia, Belgrade, Serbia has thrived from it's location along these rivers. 

International Travel Organizations & Opportunities

AIFS Study Abroad:  AIFS is recognized as a leading provider of study abroad programs. Since 1964, over 1.5 million students have traveled abroad with AIFS. With more than 50 years of experience, we have the resources and experience to provide what our students want and need in a study abroad program, and to safeguard their welfare around the globe.  Unlike many other study abroad programs or independent study options, AIFS program fees are guaranteed in dollars. Our program fee is also all-inclusive, making it simple for you to live and study abroad and experience all that the world has to offer.  AIFS offers a wide range of unique programs in Asia, Australia, Europe, South Africa and the Americas. Most AIFS campuses offer courses in English or in foreign languages from beginner to advanced levels, so you don’t even have to know a foreign language to study abroad.        

EF Tours:  Our educational philosophy is simple: the best way to help students gain new perspectives and build skills for the future is through experiential learning. As an accredited institution, we partner with educators across the world to create global education programs that blend classroom, digital and experiential learning for students.  weShare, our online learning platform, taps into your students' strengths and passions to deliver a deeper learning experience before, during and after tour. Their post-tour presentations give them a chance to reflect on and share what they’ve learned, and even earn high school or college credit.

People to People:  President Eisenhower’s belief that “peaceful relations between nations requires understanding and mutual respect between individuals” is as relevant today as when he first envisioned our organization nearly six decades ago. Today, our mission continues to resonate with members across the globe, yet we are ever changing in our quest to provide expanded opportunities that engage a new generation of globally minded citizens.  People to People International (PTPI) creates lasting cross-cultural connections between everyday citizens around the world to help them explore global issues, serve and enrich their diverse communities, and become more effective leaders in creating a more peaceful world.

Travel L.I.T.E.:  Still a work in progress!  The dedicated teachers at Hawthorne Scholastic Academy are proud to announce a new opportunity and program titled L.I.T.E. or Learning through International Travel Experiences. L.I.T.E. is a new international travel program with an emphasis on a global curriculum dedicated in fostering Hawthorne students in becoming global citizens. L.I.T.E. trips will specialize in creating safe, educational and real-life experiences, and memories your son or daughter will never forget! The unique student trips will be available to Hawthorne students in the Junior High. The unique L.I.T.E student trips are designed to deliver a lifetime of global awareness and readiness for success in a fun-filled 7-10 days over Spring Break. L.I.T.E. students will look at the world, its people, and international events differently. Dr. David Livermore, author of The Cultural Intelligence Difference, says, "more and more it's a given that you have to demonstrate your ability to work with lots of different people. Our country is changing, and without this capability, young people are going to lose out on important opportunities." Students that have a diverse understanding of cultures will have a stronger sense of who they are, while becoming more flexible regarding their assumptions. Students who experience L.I.T.E. and become global citizens will return to their culture and be more motivated to contribute to their own education and learn to show respect for social norms that are different from their own. L.I.T.E. will allow students a more unique travel opportunities, where students become more than tourist and an level of independence that without parents empowers students to take ownership of their own learning. L.I.T.E. students will be immersed into their travel experience with the help of knowledgeable sister-city schools and teachers, local guides, and opportunities for cross-cultural sharing with peers that provide a more authentic sense of a culture.