Citizens And Soldiers

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Citizens And Soldiers

  1. 1. Civil War Battles: Soldiers and Citizens Title Introduction Task Process Evaluation Conclun Credits [Teacher A WebQuest for 8th Grade United States History Designed by Kim Smith [email_address] Based on a template from The WebQuest Page Christopher Malcolm 2007 Student Page Title Introduction Task Process : Bull Run Evaluation Credits [ Teacher Page ] Process : Antietam Process :Gettysburg Process : Sherman’s March to the Sea Process : Shiloh
  2. 2. Introduction Student Page Title Introduction Task Process : Bull Run Evaluation Conclusion Credits [ Teacher Page ] It is the dawn of the Civil War in the United States, families are divided and the future of the young country is unknown. You are a citizen or a soldier supportive to the North or South and unaware of the final outcome of the war. You fight or survive to preserve your family, country, or livelihood. Battles in the Civil War were fought in citizens’ and soldiers’ backyards. Battles were won and lost for the Union and Confederate armies. Each battle gave citizens and soldiers new perspectives of the Civil War. Think about the different points of view between soldiers and citizens of the North and South. Think about the consequences of war being fought so close to people’s homes. Process : Antietam Process :Gettysburg Process : Sherman’s March to the Sea Process : Shiloh Renaud_g1
  3. 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Choose a Civil War battle that interests you: First Battle at Bull Run, Antietam, Gettysburg, Shiloh, or Sherman’s March to the Sea (March Across Georgia) </li></ul><ul><li>Gain background knowledge of the battle by reading the overview. </li></ul><ul><li>Read primary accounts or stories of soldiers and citizens at the battle. </li></ul><ul><li>Write letter to a friend in Europe including facts about the war in the perspective of either: </li></ul><ul><ul><li>A citizen supportive of the South </li></ul></ul><ul><ul><li>A citizen supportive of the North </li></ul></ul><ul><ul><li>A soldier in the Union Army </li></ul></ul><ul><ul><li>A soldier in the Confederate or Rebel Army </li></ul></ul>Title Student Page Title Introduction Process : Bull Run Evaluation Conclusion Credits [ Teacher Page ] Process : Antietam Process : Gettysburg Process : Sherman’s March to the Sea Process : Shiloh Bama_spirit The Task
  4. 4. The Process: First Battle of Bull Run Student Page Title Introduction Task Process: Bull Run Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Organize your group into four roles: </li></ul><ul><ul><li>Southern Citizen (male* or female) </li></ul></ul><ul><ul><li>Northern Citizen (male *or female) </li></ul></ul><ul><ul><li>Union Soldier </li></ul></ul><ul><ul><li>Confederate Soldier </li></ul></ul><ul><li>Read the overview of the battle and as a group write one paragraph in your own words describing the battle. ( Overview ) </li></ul><ul><li>Read the stories of Rose O’Neal Greenhow, Sarah Emma Edmonds , Oliver Howard, John Singleton Mosby, and Walt Whitman ** </li></ul><ul><ul><li>While reading the stories or firsthand accounts, think about the points of view or perspectives of the individuals </li></ul></ul><ul><ul><li>Also, pay attention to details important to your role </li></ul></ul><ul><li>Write , playing your role and on your own , a one page typed double spaced letter to a friend in Europe about your view of the battle </li></ul><ul><ul><li>Include at least 5 facts about the battle </li></ul></ul><ul><ul><li>Remember your biases as the citizen or soldier </li></ul></ul><ul><ul><li>Be creative! </li></ul></ul><ul><ul><li>*Remember most able bodied men of almost every age were fighting as soldiers for the North and South </li></ul></ul><ul><ul><li>**You may need to scroll down the webpage to see the stories of the individuals </li></ul></ul>Student Page Title Introduction Task Process : Bull Run Evaluation Conclusion Credits [ Teacher Page ] Process : Antietam Process : Gettysburg Process : Sherman’s March to the Sea Process : Shiloh Kscott_99
  5. 5. The Process: Antietam Student Page Title Introduction Task Process: Bull Run Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Organize your group into four roles: </li></ul><ul><ul><li>Southern Citizen (male* or female) </li></ul></ul><ul><ul><li>Northern Citizen (male *or female) </li></ul></ul><ul><ul><li>Union Soldier </li></ul></ul><ul><ul><li>Confederate Soldier </li></ul></ul><ul><li>Read the overview of the battle and as a group write one paragraph in your own words describing the battle. ( Overview ) </li></ul><ul><li>Read the account of women , a poem depicting Antietam , and eyewitness accounts ** </li></ul><ul><ul><li>While reading the stories, poem, or firsthand accounts, think about the points of view or perspectives of the individuals </li></ul></ul><ul><ul><li>Also, pay attention to details important to your role </li></ul></ul><ul><li>Write , playing your role and on your own , a one page typed, double spaced letter to a friend in Europe about your view of the battle </li></ul><ul><ul><li>Include at least 5 facts about the battle </li></ul></ul><ul><ul><li>Remember your biases as the citizen or soldier </li></ul></ul><ul><ul><li>Be creative! </li></ul></ul><ul><ul><li>*Remember most able bodied men of almost every age were fighting as soldiers for the North and South </li></ul></ul><ul><ul><li>**You may need to scroll down the webpage to see the stories of the individuals </li></ul></ul>Student Page Title Introduction Task Process : Bull Run Evaluation Conclusion Credits [ Teacher Page ] Process : Antietam Process :Gettysburg Process : Sherman’s March to the Sea Process : Shiloh Picture from Library of Congress
  6. 6. The Process: Gettysburg Student Page Title Introduction Task Process: Bull Run Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Organize your group into four roles: </li></ul><ul><ul><li>Southern Citizen: female only </li></ul></ul><ul><ul><li>Northern Citizen : female only </li></ul></ul><ul><ul><li>Union Soldier </li></ul></ul><ul><ul><li>Confederate Soldier </li></ul></ul><ul><li>Read the overview of the battle and as a group write one paragraph in your own words describing the battle. ( Overview ) </li></ul><ul><li>Read the account of women and an excerpt from a soldier’s diary about the battle </li></ul><ul><ul><li>On the accounts of women page read only the text under: Eye Witness Stories, Disguised Female Soldiers, and African American Women** </li></ul></ul><ul><ul><li>While reading the stories, poem, or firsthand accounts, think about the points of view or perspectives of the individuals </li></ul></ul><ul><ul><li>Also, pay attention to details important to your role </li></ul></ul><ul><li>Write , playing your role and on your own , a one page typed, double spaced letter to a friend in Europe about your view of the battle </li></ul><ul><ul><li>Include at least 5 facts about the battle </li></ul></ul><ul><ul><li>Remember your biases as the citizen or soldier </li></ul></ul><ul><ul><li>Be creative! </li></ul></ul><ul><ul><li>**You may need to scroll down the webpage to see the stories listed to read </li></ul></ul>Student Page Title Introduction Task Process : Bull Run Evaluation Conclusion Credits [ Teacher Page ] Process : Antietam Process :Gettysburg Process : Sherman’s March to the Sea Process : Shiloh Photo by: Ireed7649
  7. 7. The Process: Shiloh Student Page Title Introduction Task Process: Bull Run Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Organize your group into four roles: </li></ul><ul><ul><li>Southern Citizen (male* or female) </li></ul></ul><ul><ul><li>Northern Citizen (male *or female) </li></ul></ul><ul><ul><li>Union Soldier </li></ul></ul><ul><ul><li>Confederate Soldier </li></ul></ul><ul><li>Read the overview of the battle and as a group write one paragraph in your own words describing the battle. ( Overview ) </li></ul><ul><li>Read the account of Loreta Janeta Velazquez and the song “ Drummer Boy of Shiloh ” </li></ul><ul><ul><li>While reading the story and song, think about the points of view or perspectives of the individuals </li></ul></ul><ul><ul><li>Also, pay attention to details important to your role </li></ul></ul><ul><li>Write , playing your role and on your own , a one page typed, double spaced letter to a friend in Europe about your view of the battle </li></ul><ul><ul><li>Include at least 5 facts about the battle </li></ul></ul><ul><ul><li>Remember your biases as the citizen or soldier </li></ul></ul><ul><ul><li>Be creative! </li></ul></ul><ul><ul><li>*Remember most able bodied men of almost every age were fighting as soldiers for the North and South </li></ul></ul><ul><ul><li>**You may need to scroll down the webpage to see the stories of the individuals </li></ul></ul>Student Page Title Introduction Task Process : Bull Run Evaluation Conclusion Credits [ Teacher Page ] Process : Antietam Process : Gettysburg Process : Sherman’s March to the Sea Process : Shiloh Nerboo 2007
  8. 8. The Process: Sherman’s March Across Georgia Student Page Title Introduction Task Process: Bull Run Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Organize your group into four roles: </li></ul><ul><ul><li>Southern Citizen (male* or female) </li></ul></ul><ul><ul><li>Northern Citizen (male *or female) </li></ul></ul><ul><ul><li>Union Soldier </li></ul></ul><ul><ul><li>Confederate Soldier </li></ul></ul><ul><li>Read the overview of the battle and as a group write one paragraph in your own words describing the battle. ( Overview ) </li></ul><ul><li>Read the Southerner’s perspective , the song , and analyze the picture of the battle . </li></ul><ul><ul><li>While reading the perspectives, song, and analyzing the picture think about the points of view or perspectives of the individuals </li></ul></ul><ul><ul><li>Also, pay attention to details important to your role </li></ul></ul><ul><li>Write , playing your role and on your own , a one page typed, double spaced letter to a friend in Europe about your view of the battle </li></ul><ul><ul><li>Include at least 5 facts about the battle </li></ul></ul><ul><ul><li>Remember your biases as the citizen or soldier </li></ul></ul><ul><ul><li>Be creative! </li></ul></ul><ul><ul><li>*Remember most able bodied men of almost every age were fighting as soldiers for the North and South </li></ul></ul>Student Page Title Introduction Task Process : Bull Run Evaluation Conclusion Credits [ Teacher Page ] Process : Antietam Process :Gettysburg Process : Sherman’s March to the Sea Process : Shiloh dbking
  9. 9. Back to Process: Antietam
  10. 10. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Student Page Title Introduction Task Process : Bull Run Evaluation Conclusion Credits [ Teacher Page ] Process : Antietam Process :Gettysburg Process : Sherman’s March to the Sea Process : Shiloh Evaluation: Group Paragraph on Battle Evaluation: Letter of A Citizen or a Soldier CATEGORY 5 4 2 1 Length The letter is one page double spaced. The letter is either too short or too long by a 2-3 sentences and double spaced. The letter is 5-7 sentences too long or too short, or not double spaced. The letter is at an unacceptable length. Ideas Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. Ideas were expressed in a pretty clear manner, but the organization could have been better. Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. Point of View The role's point of view is accurate and clear. The letter also includes 5 facts about the battle. The role's point of view is pretty accurate and clear, but does not include all five facts about the battle. The role's point of view is not clear and not very accurate. Also, little or no facts about the battle are included. The role's point of view was unclear and inaccurate. No facts were included about the battle. Grammar & spelling (conventions) Writer makes no errors in grammar or spelling. Writer makes 1-2 errors in grammar and/or spelling. Writer makes 3-4 errors in grammar and/or spelling Writer makes more than 4 errors in grammar and/or spelling. CATEGORY 3 2 1 0 Accuracy of Facts All facts presented in the summary are accurate and major events or facts about the battle are mentioned. Almost all facts presented in the summary are accurate. However, one major event or fact about the battle is excluded from the summary. Most facts presented in the summary are accurate (at least 70%). The summary does not include important facts about the battle. There are several factual errors in the story. The summary does not accurately portray the battle. In Your Own Words The paragraph is in the group members' own words and not plagiarized. The paragraph contains one sentence that is not in the members' own words. The paragraph contains two sentences not the members' own words. There are several sentences in which the members' have plagiarized the original work. Spelling and Punctuation There are no spelling or punctuation errors in the final draft. There is one spelling or punctuation error in the final draft. There are 2-3 spelling and punctuation errors in the final draft. The final draft has more than 3 spelling and punctuation errors.
  11. 11. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Finally, you should have gained a new point of view of a very important battle during the Civil War. Not only were lives of soldiers lost for the cause of keeping the United States united, but the lives of almost every American citizen was turned upside down as the whole country fought itself. </li></ul><ul><li>Think about your experiences of our country being at war and the experiences of the citizens during the Civil War. What is different, but what is the same? </li></ul><ul><li>Also, how would a war being fought in your hometown change your opinion of war? Or would it change your opinion at all? </li></ul>Student Page Title Introduction Task Process : Bull Run Evaluation Conclusion Credits [ Teacher Page ] Process : Antietam Process :Gettysburg Process : Sherman’s March to the Sea Process : Shiloh Badger_23
  12. 12. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>All images found at flickr.com and referenced where seen </li></ul><ul><li>The poem, “After the Battle of Antietam, “ was taken from Harpers Weekly July 4, 1863 . </li></ul><ul><li>Template and resources for assembly of this Webquest can be found at: </li></ul><ul><ul><li>The WebQuest Page and The WebQuest Slideshare Group </li></ul></ul>Student Page Title Introduction Task Process : Bull Run Evaluation Conclusion Credits [ Teacher Page ] Process : Antietam Process :Gettysburg Process : Sherman’s March to the Sea Process : Shiloh Badger_23
  13. 13. Civil War Battles: Soldiers and Citizens [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 8th Grade United States History Designed by Kim Smith [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Renaud_g1 Process 2
  14. 14. Introduction (Teacher) This lesson was developed in a technology class aimed at teaching future teachers to employ and continually learn new technology to use in their classrooms. Furthermore, Ms. Life’s 8 th Grade United States History class at Blevins Junior High in Fort Collins, Colorado, inspired this webquest. The class’s love of battles and quest for understanding others throughout history gave me the premise for this webquest. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2 Barry Pate 2007
  15. 15. Learners (Teacher) Soldiers and Citizens Webquest is designed for eighth grade United States history students, it covers English and Social Studies skills. This Webquest would also be appropriate for all middle school years and can be adapted to more appropriate for high school United States history by asking more complex questions. The different battles are organized in reading levels, from advanced to intermediary. However, all of the readings and assignments are meant to be done in a group of students with various reading levels. Learners need background knowledge of the premise of the American Civil War and the time frame of the war, as well as, working knowledge of the two sides of the war, understanding of the concept of biases, and major generals. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2 Polly.jayne
  16. 16. Curriculum Standards (Teacher) <ul><li>Students will not only gain knowledge of specific American Civil War battles, but understand the ideological divides and social impacts of the war. Also, students will have to use teamwork skills, compare and contrasting skills, discern biases, as well as, interpret and draw conclusions from text. </li></ul><ul><li>Social Studies Standards Addressed </li></ul><ul><ul><li>Students will use primary and secondary sources of historical information to draw conclusions. </li></ul></ul><ul><ul><li>Students will see how different societies or groups of people were affected by contacts and exchanges among diverse peoples. </li></ul></ul><ul><ul><li>Students will understand how American society was organized during the American Civil War. </li></ul></ul><ul><li>English Standards Addressed </li></ul><ul><ul><li>Students will read and understand a variety of material, primary and secondary. </li></ul></ul><ul><ul><li>Student will write to an audience they are not accustomed to writing to. </li></ul></ul><ul><ul><li>Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. </li></ul></ul>[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2
  17. 17. The Process (Teacher) Page One Organization: The lesson is organized to be down in five groups for each battle. Ideally each group would have four members , however groups can have as many members as necessary or multiple groups can do the same battle. Group management may be the hardest part of pulling off this webquest. Students must work as a group to understand and analyze the sources, so assigning balanced groups is essential. An outline of biases are, and the different ideologies and effects of the American Civil War should be addressed before starting the webquest. The webquest itself should only take one, 1.5 hours, class period. If you do not assign the letter as homework, the webquest may overflow into part of the next period. The webquest is an interdisciplinary look at various points of view during the Civil War, incorporating social studies and English. The teacher should be available to answers concerns and questions about the sources as well as writing assignments. If the class has little experience with summary writing, an overview will be necessary . [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2
  18. 18. The Process (Teacher) Page Two <ul><li>Read the overview of the battle and as a group write one paragraph in your own words describing the battle. ( Overview ) </li></ul><ul><li>Read the account of Loreta Janeta Velazquez and the song “ Drummer Boy of Shiloh ” </li></ul><ul><ul><li>While reading the story and song, think about the points of view or perspectives of the individuals </li></ul></ul><ul><ul><li>Also, pay attention to details important to your role </li></ul></ul><ul><li>Write , playing your role and on your own , a one page typed, double spaced letter to a friend in Europe about your view of the battle </li></ul><ul><ul><li>Include at least 5 facts about the battle </li></ul></ul><ul><ul><li>Remember your biases as the citizen or soldier </li></ul></ul><ul><ul><li>Be creative! </li></ul></ul><ul><ul><li>*Remember most able bodied men of almost every age were fighting as soldiers for the North and South </li></ul></ul><ul><ul><li>**You may need to scroll down the webpage to see the stories of the individuals </li></ul></ul><ul><li>Organize your group into four roles: </li></ul><ul><ul><li>Southern Citizen (male* or female) </li></ul></ul><ul><ul><li>Northern Citizen (male *or female) </li></ul></ul><ul><ul><li>Union Soldier </li></ul></ul><ul><ul><li>Confederate Soldier </li></ul></ul>The process for each battle is slightly different because the primary sources differ. However, the process for the teacher should not change significantly for any of the separate groups. When choosing groups, vary reading levels and communication skills, each battle requires students to use different communication and reading skills. Students will have to be reminded that the summary must be in their own words. Encourage students to assign one group member to be the scribe and type the summary for the group. Students should read and analyze the primary sources TOGETHER, although their letters are written individually. Suggest students write down important information they might use to help formulate their letters. Typing the letter at home as homework will limit the time necessary for use of a computer lab. As a wrap up of the project, have each battle group choose one of their members to present their letter to the class. That way each group learns about the other battles and the battles’ perspectives. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2
  19. 19. Resources (Teacher) <ul><li>A computer for each group equipped with: </li></ul><ul><ul><li>A word processor </li></ul></ul><ul><ul><li>Internet Access </li></ul></ul><ul><ul><li>A printer </li></ul></ul><ul><ul><li>A place or hardware to store the student’s work </li></ul></ul><ul><ul><li>One teacher is plenty to implement the webquest. The role of any aides or parents in the room would be to help manage group dynamics and make sure groups are getting the work done as well as, most of the members are participating. </li></ul></ul><ul><ul><li>If your school is located near to any of these battlefields, a follow up field trip would solidify the knowledge gained during the webquest. </li></ul></ul>[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2
  20. 20. Evaluation (Teacher) This lesson will be successful if the students are able to write the letter including the biases and perspectives of either the citizens or the soldiers. This lesson is intended to give students a different perspective or view of the world, therefore, there should be significant weight placed on their ability to assume their role. Also, when evaluating the students remember to take into account their behavior as a group member. Although, membership is not part of evaluation let your students know that they can be docked points for poor membership skills. As you can see above, the points for this assignment come from, following the directions correctly and being able to articulate what the students learned during the webquest. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2 CATEGORY 5 4 2 1 Length The letter is one page double spaced. The letter is either too short or too long by a 2-3 sentences and double spaced. The letter is 5-7 sentences too long or too short, or not double spaced. The letter is at an unacceptable length. Ideas Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. Ideas were expressed in a pretty clear manner, but the organization could have been better. Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. Point of View The role's point of view is accurate and clear. The letter also includes 5 facts about the battle. The role's point of view is pretty accurate and clear, but does not include all five facts about the battle. The role's point of view is not clear and not very accurate. Also, little or no facts about the battle are included. The role's point of view was unclear and inaccurate. No facts were included about the battle. Grammar & spelling (conventions) Writer makes no errors in grammar or spelling. Writer makes 1-2 errors in grammar and/or spelling. Writer makes 3-4 errors in grammar and/or spelling Writer makes more than 4 errors in grammar and/or spelling.
  21. 21. Teacher Script (Teacher) <ul><li>Tell students to get into their groups. One group per computer </li></ul><ul><li>Demonstrate opening the student pages/ webquest </li></ul><ul><li>Have students follow along as you go through the title, introduction, and the task </li></ul><ul><li>After the task, ask the groups to decide which battle they would like to study </li></ul><ul><li>Then, tell the students to go to the process page and subsequent battle page to begin the webquest </li></ul><ul><li>Ask for questions and clarification, then tell the students that this is a group project and that they should use each other as resources before asking you, the teacher questions. </li></ul><ul><li>About half an hour into the webquest question your students on if they have finished their overview summary, they should be starting the rest of the webquest </li></ul><ul><li>Suggest to students once they start the webquest to take notes on the role they have assumed </li></ul><ul><li>About half an hour into the second part of the webquest, check for comprehension and that they are finishing up the project </li></ul><ul><li>Assign the letter as homework; or have the students write the letter at their own desks. This part the assignment is individual. Allow students to talk to other students about the topics, however, they must complete this part of the assignment by themselves. </li></ul><ul><li>Once the students are finished with their letters, go over the conclusion with your students, ask the rhetorical questions aloud to the class. They are welcome to answer or just think about the implications </li></ul><ul><li>Now, have the students elect one student from each group read their letter out loud to the class </li></ul><ul><li>Reflect again about the differences and the similarities between the citizens and soldiers as the war progressed. </li></ul>[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2
  22. 22. Conclusion (Teacher) Soldiers and Citizens is a great opportunity to give your students a new way of thinking about history. History is more than just dates and facts, but included individuals much like ourselves faced with difficult decisions. Allow your students to explore the motivations and perspectives of their sources, because not only will they learn the raw facts about the war, but gain a outlook on life and people of different circumstances. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2 Dan_Dare
  23. 23. Credits & References (Teacher) All pictures can be found at flickr.com PBS.org has a myriad of information pertaining to Civil War to help to give background knowledge and additional resources to you and your students. This webquest would not be possible with out the help and guidance found at The WebQuest Page and The WebQuest Slideshare Group . [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2 Both pictures by: amiev

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