Lesson 24 Edexcel GCSE 1-9 American West - Extermination of the buffalo

Lesson 24 Edexcel GCSE 1-9 American West - Extermination of the buffalo

It would be great if you could leave some feedback for this lesson. It mainly uses the Pearson book as I found the Hodder book does not really focus on the 'consequences' aspect at the end. STARTER: A filling in the missing term exercise to allow students to recap basic key knowledge about the uses of the buffalo for the Plains Indian way of life. BACKGROUND: Students watch a 6 minute clip (hyperlinked) to see why the white settlers and US Government wanted to hunt buffalo and the main consequences of this for the Plains Indians. EVIDENCE ANALYSIS: Source from Frank Mayer (also in Pearson book) to promote discussion about the Indian way of life. TASK: I have given a choice of three possible tasks to help students gain knowledge of the impact of the extermination: 1 - A letter from a Sioux Indian to President Grant making clear the consequences of the buffalo extinction. 2 - A simple comprehension task from page 90 with 10 questions. 3 - An outline of a buffalo head with 11 spaces in which students can select their own facts about the extermination of the buffalo. EXAM QUESTION: Explain two consequences of the extermination of the buffalo on the way of life of the Plains Indians.
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13 GCSE History Edexcel 1-9 Weimar and Nazi Germany: 1929 Crash and increase of Nazi support.

13 GCSE History Edexcel 1-9 Weimar and Nazi Germany: 1929 Crash and increase of Nazi support.

This lesson takes the students through an overview of the Wall Street Crash, then the students gain knowledge of how Hitler used this event to increase his support from a variety of social groups. RECAP: German key word match up. A chance for students to become more familiar with Germans terms which have been used already. STARTER: What was the Wall Street Crash? a 3 minute opening clip from a documentary which gives the students an overview of the event. BACKGROUND: Students taken step by step through the events of the Wall Street Crash (see image). TASK: Students given a prinatble worksheet (may work better on A3) to find out how each social group were affected by the Wall Street Crash. They then investigate how Hitler and the Nazis targetted each group. Finally, from the images provided (as a printout and PP slides), students select which propaganda posters would best affect each social group. EXTENSION TASKS: Explanation type questions. EXAM FOCUS: A chance to give students a practice with reading 3 different interpretations of the events and explaining what the main difference between them is. FACT SHEET: Included to replace the book if needed.
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Lesson 6: Edexcel GCSE History 1-9 -Whitechapel - Difficulties policing Whitechapel.

Lesson 6: Edexcel GCSE History 1-9 -Whitechapel - Difficulties policing Whitechapel.

Please be kind enough to leave a review if you like this resource. This lesson is fully contained and will allow you to avoid using the text book if needed. STARTER: What do the various pieces of evidence in the pictures tell the students about the difficulties of policing the area? TASK 1: Students can either use the book (Pearson) or the handout that is included with this lesson, to identify what the problems were and explain why they are problems. A w/s has been created for them to do this. TASK 2: Students now use the evidence from the time to analyse these problems. PLENARY/ASSESSMENT: Students given two sources to explain how they would follow up.
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24 GCSE History Edexcel 1-9 Weimar & Nazi Germany 1918-39 Paper 3: Nazi reduction in unemployment.

24 GCSE History Edexcel 1-9 Weimar & Nazi Germany 1918-39 Paper 3: Nazi reduction in unemployment.

This lesson looks at the various methods used by the Nazis to reduce unemployment but also questions the usefulness of these statistics by taking into account the ‘hidden unemployed’. STARTER Students to study a bar graph and infer from it what it proves about unemployment from 1933-39. ACTIVITY Key word match up for some important terms worth knowing for the lesson. Answers given on the next slide. RECAP Students have to recap the factors that led to the massive increase in unemployment by linking this lesson to the Treaty of Versailles and Wall Street Crash. CLASS CLIP I have used the short clip from BBC Bitesize with 5 basic questions attached to focus students further. BACKGROUND KNOWLEDGE SLIDES To take students through the basics of all the methods used and promote discussion. TASK SHEET Can be copied and given to students to use or write on. General fact questions and source questions included. EXAM FOCUS A usefulness question and an explain why question. **PLENARY **Students now have chance to evaluate how far Hitler reduced unemployment. **FACT SHEET **All the information needed for the students to fully understand the topic.
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23. GCSE History Edexcel 1-9 Weimar & Nazi Germany 1918-39: Nazi Education

23. GCSE History Edexcel 1-9 Weimar & Nazi Germany 1918-39: Nazi Education

This lesson is a follow on from lesson 22 about the youth movements in Nazi Germany and specifically looks at Nazi educational policy. RECAP: 15 Questions to recap knowledge of the youth groups in Nazi Germany. STARTER: Students are given 2 example Nazi timetables and have to decide which one is for girls and which is for boys as well as think about what some of the subjects are. OPTIONAL STARTER/ACTIVITY: Students given 4 maths questions. For each, they have to explain what else the students of these questions are being taught as well as maths skills. Another chance to discuss indoctrination. BACKGROUND SLIDES: Covering education in Germany before 1933 and some of the key individuals and changes. ** SOURCES:** A chance for students to get a visual of Nazi educational material and hopefully be shocked by its methods. A brief description for each included. ** TASK:** Students have to use their knowledge and the fact sheet to complete a Nazi school prospectus (see image). This can easily be copied and printed for the students. ** EXAM FOCUS: **A usefulness and inference question included. EXTENSION TASKS: Further challenging and thought provoking questions for the students if these are needed. ADDITIONAL: I have also included the 1942 Walt Disney cartoon called A Nazi Education to see how useful the students think this is as evidence, despite it being used as propaganda itself during the Second World War. **FACT SHEET: **All the information needed for the topic on one A4 sheet.
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22. GCSE History Edexcel 1-9 Weimar and Nazi Germany 1918-39 Paper 3: Hitler Youth Groups

22. GCSE History Edexcel 1-9 Weimar and Nazi Germany 1918-39 Paper 3: Hitler Youth Groups

This first look at the youth of Germany has a focus on the Hitler Youth groups. There are 4 source and interpretation questions towards the end of the lesson which have been taken directly from the Edexcel sample paper, so much of the second half of the lesson will focus on exam skills. Starter: Why did the Nazi Party target young people in particular? **Starter 2: **Students look at 2 propaganda posters aimed at girls and boys and are asked to identify the propaganda methods used to attract Germany’s youth to the groups. Background: Explaining the term indoctrination **Background: **Slides about the organisation, age range and names given to the Hitler Youth groups as well as information about its leadership. **Task: **I have added a choice of 2 documentaries for this task. One lasting 48 minutes and one lasting 23 minutes. Students need to take notes in a table that has been organised for them about the aims and methods of the Hitler Youth. There is a particular focus on the interviews (sources) to make students aware of a variety of attitudes towards the Hitler Youth at the time. **Optional Tasks: **These can be either set as homework, class time or extention tasks - a choice of creative tasks, comprehension or revision based tasks. Exam focus: Questions about the usefulness of sources, difference in interpretations, reasons for the difference in interpretations and the final ‘how far do you agree’ question. **Fact Sheet: **A summary of all the information students need to know without using the text books.
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21. GCSE History Edexcel 1-9 Weimar and Nazi Germany 1918-1939 Paper 3: Nazi Policies towards Women.

21. GCSE History Edexcel 1-9 Weimar and Nazi Germany 1918-1939 Paper 3: Nazi Policies towards Women.

**Recap: **A filling in the missing terms task to recap the changes and progress made towards women in the Weimar period. Starter: Students analyse the famous painting of the family to infer what the Nazi attitudes and policies towards women and the family were. **Task 1: **A source and interpretation based task for exam practice. I have included a variety of sources and interpretations which you can use all of, or just select. Students need to study the sources and then infer what they can learn about Nazi attitudes and policies. A table has been included for further support if needed. Background Information: 6 slides of information about women in Nazi Germany which include details of Kinder, kirche, kuche, the Motherhood Cross, Nazi Race Laws. restrictions for women and sterilization programmes. Video clip link: Students can watch a 5 minute clip giving them a visual idea of what these policies looked like. **Task Sheet: **Students use the task sheet to carry out a variety of tasks such as labelling, drawing, listing and filling in missing terms. **Exam Focus: **Inference question Another opportunity to practice an inference question. This time with a visual source. Exam Focus: Usefulness question. Another opportunity to practice a usefulness question which focusses on the support for the Nazis by women. Extension Tasks - a selection of creative tasks for students to select or for you to develop further. **External Link: **A link to a BBC News article about the children of the Lebensborn Programme. **Fact Sheet: **All the information needed in place of the text book.
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13 GCSE History Edexcel 1-9 Weimar and Nazi Germany: 1929 Crash and increase of Nazi support.

13 GCSE History Edexcel 1-9 Weimar and Nazi Germany: 1929 Crash and increase of Nazi support.

This lesson takes the students through an overview of the Wall Street Crash, then the students gain knowledge of how Hitler used this event to increase his support from a variety of social groups. RECAP: German key word match up. A chance for students to become more familiar with Germans terms which have been used already. STARTER: What was the Wall Street Crash? a 3 minute opening clip from a documentary which gives the students an overview of the event. BACKGROUND: Students taken step by step through the events of the Wall Street Crash (see image). TASK: Students given a prinatble worksheet (may work better on A3) to find out how each social group were affected by the Wall Street Crash. They then investigate how Hitler and the Nazis targetted each group. Finally, from the images provided (as a printout and PP slides), students select which propaganda posters would best affect each social group. EXTENSION TASKS: Explanation type questions. EXAM FOCUS: A chance to give students a practice with reading 3 different interpretations of the events and explaining what the main difference between them is. FACT SHEET: Included to replace the book if needed.
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19. GCSE History Edexcel 1-9 Weimar & Nazi Germany 1918-39 Paper 3: Cultural Censorship

19. GCSE History Edexcel 1-9 Weimar & Nazi Germany 1918-39 Paper 3: Cultural Censorship

Students will further their knowledge of propaganda and censorship with a particular focus on culture and the 'arts'. Recap: Students recap the meaning of propaganda and censorship. Starter: Students given 8 pieces of information about the Nazis and have to think if they are 'fact' or 'fake news!'. The answers are given on the following slide. The intention being to surprise the students with the extent of what the Nazis did to ensure conformity. Exam Question: Inference - students given a source from a set of rules sent to German Universities about acceptable literature. Students given a chance to answer the inference question. Printable worksheet included for copying. Background: Visual and written information about what was classed as 'Nazi' and what was 'degenerate'. Uses the idea of the Nazi Gleichschaltung for higher ability students. Documentary Clips: 2 short clips about the book burning with linked questions. Documentary Clip: I have included the BBC History File documentary about 'Life in Germany'. I believe this series is still one of the best out there and about time something similar was produced again for teenagers. Extension Tasks: A range for students to select if needed. Fact Sheet: All information on one A4 sheet ready to give students.
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20. GCSE History Edexcel 1-9 Weimar & Nazi Germany 1918-39 Paper 3: Opposition groups

20. GCSE History Edexcel 1-9 Weimar & Nazi Germany 1918-39 Paper 3: Opposition groups

Lots of exam questions, activities and information available in this lesson - so take your pick! Starter/Recap: What is opposition and what are various types of opposition? Starter/Recap: From your learning so far, why do you think opposition was limited in Nazi Germany? Starter: Students look at 6 clip art images and have to discuss how they link to forms of opposition in Nazi Germany. Source: An photograph of one German worker not doing the Hitler salute - discussion. Documentary: I have used again the BBC Nazi File series about opposition. Students can use this to help fill in the table from the next slide. Activity/table: Students to use the fact sheets, books or documentary to record the types of opposition, methods used and overall impact. Exam Question 1: Inference question and sheet for student reponse Exam Question 2: Usefulness question (see image) and structure provided for student response Exam Question 3: Explanation question with advice Exam Question 4: Another explanation question with advice Extension tasks Plenary - fill in the missing terms - can be printed for students if needed. Fact sheets x 2 for all the information needed (to replace text book if) Differentiated fact sheet (to replace text book if needed).
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10. GCSE History Edexcel 1-9: Weimar and Nazi Germany 1918-39 - The development of the Nazi Party

10. GCSE History Edexcel 1-9: Weimar and Nazi Germany 1918-39 - The development of the Nazi Party

In this lesson, the students use the term BLAST to remember the various methods used by the Nazis to increase their popular support. Starter: Students use two sources to 'infer' which talents Hitler is showing early in his career. Background: A teacher led series of slides taking students through the fascinating early stages of Hitler's life until 1918. Video clips: I have hyperlinked 4 short video links about the actions and methods used by Hitler to develop the party and highlight his skills. Task: Students use a printable sheet to use to answer a series of questions based on sources and information. This can either be used the the fact sheets attached or the Pearson book. Plenary: A 12 question quiz to assess student knowledge. Fact sheets - differentiated and higher ability.
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6. GCSE History Edexcel 1-9 Germany 1918-39: Recovery under Stresemann (economic & foreign policy)

6. GCSE History Edexcel 1-9 Germany 1918-39: Recovery under Stresemann (economic & foreign policy)

This lesson students will know: Who Gustav Stresemann was and his aims for Germany. How his 3 economic plans (Dawes, Young and Rentenmark) helped Germany recover. How his 3 foreign policy plans (Locarno, League of Nations and Kelogg-Briand) allowed Germany to recover. Why these actions still caused some opposition - the students introduced to opposition from the NSDAP. Starter - a basic recall quiz to recap knowledge about Weimar Germany so far - answers given. Introduction to Stresemann with his main aims and main policies. Task - students can be given a timeline (see images) and use the fact sheet or text book to note down what each action was with its successes and weaknesses. Extension task also given. Task - students then given a series of statements which may have been heard from the time and have to sort them into the criticisms of Stresemann and the compliments. Exam Focus - I have put together some information about how to look at a 'How useful' question with a couple of sources to focus on. An example answer also given with a task for the students to highlight aspects of the answer that make it successful. Fact sheets x2 (one which is slightly more differentiated than the other).
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16. GCSE History Edexcel 1-9 Paper 3 - Weimar & Nazi Germany: The Police State

16. GCSE History Edexcel 1-9 Paper 3 - Weimar & Nazi Germany: The Police State

This lesson looks at the various methods and organisations used by the Nazi Party to create a police state (SS, SD, Gestapo, the legal system and concentration camps). Students encouraged to explain how successful each method was with the eventual completion of a 12 mark question. Recap - students recap the key events which led to Hitler's dictatorship. Starter - Students shown 4 sources and for each have to 'infer' what the source is telling them about the police state (exam skill). Background information slides for the historical context. Mind Map task for the students to fully understand the facts about each method. Extension questions for higher ability students. 2 x fact sheets for various levels of ability to replace the need for the text books. A P.E.E. paragraph structure sheet (can be copied for students) to help the structure of a 12 mark answer. 2 x video clip links if needed to help students visualise the history.
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18. GCSE History Edexcel 1-9 Weimar and Nazi Germany Paper 3: Propaganda & Censorship

18. GCSE History Edexcel 1-9 Weimar and Nazi Germany Paper 3: Propaganda & Censorship

This lesson covers the idea of propaganda and censorship and specifically studies: radio, newspapers, sports, the Olympics, Goebbels, modern technology, advertising and film. Starter - students identify what propaganda and censorship are and the difference between them Starter 2 - The students make a spider diagram of the methods they have come across or known of so far. After watching a short clip from 'The Triumph of the Will' they add more. They are then given a number of other visual sources to identify more subtle forms of propaganda. Task 1: Give out a source to each pair (I have included a wide range of these which can be printed) - what can they infer about propaganda from reading the source (linked to the exam). This can hopefully promote discussion and students can swap sources if time allows. Task 2: Students are given a range of information about Nazi Germany and have to explain which ones would be used as propaganda and which ones need to be censored. Exam focus: A structured how useful question with ideas about what needs to be said (on a printable sheet if needed) Extention task questions. 2 facts sheets - 1 for slightly lower ability if needed.
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15. GCSE History Edexcel Paper 3 - Weimar & Nazi Germany: Hitler Chancellor to Dictatorship 1934

15. GCSE History Edexcel Paper 3 - Weimar & Nazi Germany: Hitler Chancellor to Dictatorship 1934

In this lesson, students will again create a timeline to explain how Hitler was able to manipulate events to help him achieve the dictatorship of Germany by 1934. Includes a recap quiz, with answers revealed, timeline task sheet (printable), background information for the lesson, two source based exam questions about usefulness and interpretations and finally a choice of two fact sheets for the lesson which aim to replace the need for the text books.
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17 GCSE History Edexcel 1-9 Weimar and Nazi Germany Paper 3: Nazi control of Religion.

17 GCSE History Edexcel 1-9 Weimar and Nazi Germany Paper 3: Nazi control of Religion.

This lesson takes a look at three main questions: Why did Hitler have to think very carefully about his policies towards the Christian faiths in Germany? What did the Nazi regime do? (The concordat and the Reich Church) What was the outcome for the Christian Churches in Germany. A fully detailed fact sheet has been produced to be printed off for students as a replacement to the text book. A set of sources also included for students to practice their inference skills. A printable worksheet for students to outline the policies towards the churches. A focus on a piece of art by John Heartfield for higher ability students. Extension questions given.
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14. GCSE History Edexcel 1-9 Weimar and Nazi Germany: How did Hitler become Chancellor by 1933?

14. GCSE History Edexcel 1-9 Weimar and Nazi Germany: How did Hitler become Chancellor by 1933?

RECAP: A recap paragraph with key facts missing. Students need to fill in the missing facts. This can be kept as a board task or printed if needed. Next slide comes with animated answers. STARTER: What would you do if? Students given the role of Hitler and then Hindenburg with 4 options each about what each key personality should do at this stage. Can promote discussion within the class as no answer is 100% clear cut. This can also be used at the end of the lesson when the students are aware of the events. BACKGROUND KNOWLEDGE: Students given an idea of the pressures that were on Germany and Hindenburg in 1932 and the status of Hitler. TASK: Students to either use the book, or fact sheet (provided) to note down the key events in an illustrated timeline/storyboard. A printable worksheet is provided for them to do this. EXTENSION: Students questioned about the most significant cause of Hitler's rise to power. EXAM FOCUS: Students can be given a 12 mark, 4 mark inference or a how useful style question. There is another slide with an explanation about how to best answer a how useful question. FACT SHEET: I have attempted a slightly differentiated one too, but not sure how much I can take out.
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Evidence Usefulness Mat KS3/KS4 Edexcel 1-9 Source based questions.

Evidence Usefulness Mat KS3/KS4 Edexcel 1-9 Source based questions.

This sheet is to be given to help students in KS3/4 who will be going on to take the Edexcel GCSE 1-9. It includes a 'how to' section for the 4 source type questions the students will have at GCSE, types of evidence and how to evaluate the usefulness of evidence. Along with a collection of key terms the students can use to help develop their answers. This is specifically for the new Edexcel GCSE and for KS3 students to start developing these source skills early.
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Lesson 24 Edexcel GCSE 1-9 American West - Extermination of the buffalo

Lesson 24 Edexcel GCSE 1-9 American West - Extermination of the buffalo

It would be great if you could leave some feedback for this lesson. It mainly uses the Pearson book as I found the Hodder book does not really focus on the 'consequences' aspect at the end. STARTER: A filling in the missing term exercise to allow students to recap basic key knowledge about the uses of the buffalo for the Plains Indian way of life. BACKGROUND: Students watch a 6 minute clip (hyperlinked) to see why the white settlers and US Government wanted to hunt buffalo and the main consequences of this for the Plains Indians. EVIDENCE ANALYSIS: Source from Frank Mayer (also in Pearson book) to promote discussion about the Indian way of life. TASK: I have given a choice of three possible tasks to help students gain knowledge of the impact of the extermination: 1 - A letter from a Sioux Indian to President Grant making clear the consequences of the buffalo extinction. 2 - A simple comprehension task from page 90 with 10 questions. 3 - An outline of a buffalo head with 11 spaces in which students can select their own facts about the extermination of the buffalo. EXAM QUESTION: Explain two consequences of the extermination of the buffalo on the way of life of the Plains Indians.
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11. GCSE History Edexcel 1-9: Weimar and Nazi Germany - Munich Putsch (causes, events, consequences)

11. GCSE History Edexcel 1-9: Weimar and Nazi Germany - Munich Putsch (causes, events, consequences)

A lesson dedicated to the Munich Putsch. Students to investigate the facts of the Munich Putsch before organizing a series of statements into causes, negative consequences or positive consequences. The outcome of the lesson being to discuss the idea that the failure of the putsch was a blessing in disguise. Printable fact sheets for 2 differentiated abilities. Printable worksheets An example of a how useful question with suggested points to include Video links All information included to save the need for a text book.
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12. GCSE History Edexcel 1-9 Weimar and Nazi Germany 1918-39 - The Lean Years 1924-29

12. GCSE History Edexcel 1-9 Weimar and Nazi Germany 1918-39 - The Lean Years 1924-29

Students to explain why Hitler decided to re-organise the Nazi Party after his release from prison in 1924 and then explain why the Nazi Party did not gain the support it hoped for. The lesson includes: Recap Task: Who am I? Quiz to recap the key people the students have learned so far (answers revealed in presentation) Starter Task: Two sources for the students to read - what are they saying about the decisions made by Hitler and what does the other source suggest about the success of these changes? Background: Photographic evidence of Hitler's time in prison with facts included. Task: Using the fact sheet or a text book, students to write a letter from Hitler to explain to his party members about the changes he has made and why. Printable worksheets provided (one additional sheet with sentence starters) All information included and the 2 fact sheets at the end differentiated for higher and lower ability students.
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GCSE History Edexcel 1-9 Weimar Nazi Germany Bundle Part 2 Hitler's Rise to Power

GCSE History Edexcel 1-9 Weimar Nazi Germany Bundle Part 2 Hitler's Rise to Power

A 5 lesson bundle to take your students through all the information needed for Part Two of the Paper 3 topic. As stated on the cover, all factual information has been included with a printable fact sheet available for each lesson. Thank you very much for your purchase and I hope this really helps you out with your teaching of this topic.
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Lesson 6: Edexcel GCSE History 1-9 -Whitechapel - Difficulties policing Whitechapel.

Lesson 6: Edexcel GCSE History 1-9 -Whitechapel - Difficulties policing Whitechapel.

Please be kind enough to leave a review if you like this resource. This lesson is fully contained and will allow you to avoid using the text book if needed. STARTER: What do the various pieces of evidence in the pictures tell the students about the difficulties of policing the area? TASK 1: Students can either use the book (Pearson) or the handout that is included with this lesson, to identify what the problems were and explain why they are problems. A w/s has been created for them to do this. TASK 2: Students now use the evidence from the time to analyse these problems. PLENARY/ASSESSMENT: Students given two sources to explain how they would follow up.
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