Analyzing Objects

Porcelain

Musket Ball

Smallpox

Nail

Reaper

Shirtwaist

Transistor

Coffee

Record

Tire

Dishwasher

Dress

Stereograph

Stone

Mail

Shoe

Question 1:
Historical thinking is the act of analyzing and establishing context when studying events and objects. Historical thinking requires identifying cause and effect and understanding change over time as a result of each effect.
Question 2:
Objects can be used to determine historical context and opens the doors to historical thinking by prompting you to question and make connections. Thinking historically when considering objects takes you beyond understanding the object itself, to understanding related events and the era in which it would have been commonly found and used.
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Question 1:
I immediately notice the ornate details on the cup and saucer, including their gold detailing, scalloped edges, and glossy finish. These decorative qualities elevate the cup and saucer beyond their basic function and lead me to think these dishes would have graced the table of a wealthy family.
Question 2:
The ornate details immediately make me think of the distinction between wealthy colonists who would have owned such fine china, and lower-class colonists whose income would not have allowed for such fine things. On a larger scale, though, the cup and saucer make me think of tea, which in turn makes me think of the Boston Tea Party and the struggle colonists of all classes faced to separate from England.
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Question 1:
The nails vary in length from about three centimeters to seven centimeters. The longer nails have blunt tips compared to the sharp points of the shorter nails. They appear very rudimentary compared to the uniformity of modern nails where all nails of a given type have matching proportions. The uneven nail heads and proportions of the nail shanks suggest being handmade.
Question 2:
These nails indicate the greater affordability and accessibility of metal nails as opposed to the wooden pegs or dowels that preceded the use of metal nails. They suggest the shift toward buying building materials rather than making all building materials.
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Question 1:
I notice that this letter is stamped “Confederate States of America” instead of “United States Postal Service.”
Question 2:
The existence of a postal service for the Confederate States of American raises the question of states’ rights vs. federal rights. The conflict between the North and South was exacerbated by the Confederate States creating their own postal department, creating their own currency, etc.
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Question 1:
I notice that this early model of an automatic dishwasher was built into the cabinets and does not appear to have buttons or knobs for various settings. While incredibly simple compared to modern models, this dishwasher was cutting-edge as an appliance designed to save time and make daily chores more convenient.
Question 2:
The dishwasher was one of several appliances that began appearing in homes as America entered an era of domestic modernization and convenience. Appliances such as the dishwasher made domestic chores more efficient, which became significant as women began taking jobs outside of the home.
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Question 1: This appears to be a microscopic view of a virus.
Question 2:
There have been many viruses that plagued America, including smallpox. Smallpox played a significant role in negatively impacting America’s indigenous people when Europeans introduced the virus.
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Question 1:
The soles of these shoes are stitched, and the heels are hammered. This allowed both to be replaced as needed to extend the life of the shoes. Shoes were costly so most people only had a single pair at a time and that pair was expected to last as long as possible.
Question 2:
Shoes such as these were common in the 1800s. Leather shoes with leather soles were taken to a cobbler for repairs to extend the life of the shoes. Shoes were costly for the average family so shoes were often passed down among children. These shoes and their condition may be connected to the significance of having a good pair of shoes, particularly for farmers and soldiers.
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Question 1:
This Nescafe coffee tin mentions coffee extract as well as maltose and dextrose. This processed, pre-prepared food item is significant, as is the tin in which it comes. I imagine tins like this were among some of the first packaged food items.
Question 2:
During World War II, other packaging materials would have replaced tin and other metal packaging because those materials were needed in the war effort. To reclaim the metal used in tins such as this, scrap drives were held.
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Question 1:
Historical thinking is a process of analytical thought and questioning, through which you make comparisons and connections to establish a broader context. Having a clear context allows us to develop a more thorough understanding of events and objects.
Question 2:
Objects may be used to prompt a series of questions that go beyond answering what the object is, but who would have used it, its significance in day-to-day life, how it may have changed over time, and the significance of the materials that were used in the making of the object. Objects hold hidden stories that may reveal much more about the social structure and life during the era in which it was created or used.
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Question 1:
Porcelainware such as this would not have been common in the colonies after the 1750s. It would have been one of many indulgent items that colonists would have associated with British culture and society. Luxury items such as this would have been heavily taxed and rather than succumbing to the taxes being levied by Britain, colonists adopted a “self-sacrificing” attitude, boycotted British goods, and adopted plain American-made clothing and goods as a symbol of resistance.
Question 2:
Aside from the taxes that colonies felt were levied unfairly without their representation, I would like to know more about the other grievances the colonists had against Britain. I would also like more information about the efforts made within the colonies to cultivate an independent identity when tensions with Britain mounted. It would also be helpful to know more about the actions taken by colonists that would have further provoked the British to tighten control over the colonies, thus adding fuel to the fire that ultimately ignited the American Revolution.
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Question 1:
Although today, nails are plentiful and inexpensive, for hundreds of years prior to the late 18th century, nails were rare and costly due to the highly skilled and time-consuming process it took to make each individual nail. The labor-intensive process contributed to the scarcity of nails and that scarcity translated into a high cost. Americans, therefore, used fewer nails in the construction of their homes, and the styles of homes were limited to log cabins, stone and brick, and post-and-beam constructions. Log-cabin construction avoided the use of expensive handmade nails by using notched tree trunks which could be harvested at the construction site and required no great skill. Stone and brick and post-and-beam homes both required great skill, resulting in significantly higher costs. Both were also time-consuming to build which was a major drawback as the nation was rapidly growing in size and population. As the nation expanded westward, the time-consuming and costly nature of the latter two types of homes limited the speed with which this expansion could take place. As a result, log cabins became the icon of the new frontier. Towards the end of the 17th century, new, mass-produced “cut nails” began, making nails more plentiful and inexpensive. Home construction then shifted toward sturdier balloon-frame houses. As pre-cut boards, fabricated doors and windows, and mass-produced nails became widely available, manual laborers could assemble framed homes quickly, often by mail order kit houses that were being sold in catalogs such as Sears & Roebuck.
Question 2:
With the construction of the railroad and the gold rush rapidly drawing droves of people westward, those settling the frontier needed a quick and affordable means of constructing a home. The log cabin, requiring significantly fewer nails and utilizing logs, mud, grasses, moss, and any other improvised materials at the construction site became the most common form of construction for settlers.
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Question 1:
The United States Postal Service originated at the Second Continental Congress, and until the mid-19th century, was virtually the only contact average U.S. citizens had with the federal government. During the first half of the 19th century, post offices served as community meeting places and the position of being a town’s postmaster held considerable authority. Following a period of debate and uneasiness over the morality of the institution of slavery, the birth of abolitionists called for an immediate end to slavery rather than a gradual end. Northern abolitionists recognized the potential and power of the post office to campaign against slavery. During the 1835 campaign, abolitionists sent more than 175,000 antislavery tracts, including William Lloyd Garrison’s anti-slavery newspaper The Liberator, through the Southern mails. Pro-slavery Southerners responded quite forcefully to the flood of abolitionist material. Mobs seized and burned the mail, and many Southern postmasters refused to distribute anti-slavery materials. Safety concerns grew and by the 1850s, Southern states had outlawed sending abolitionist materials through the mail.
Question 2:
States’ rights were a common theme leading up to the inevitable Civil War. Many of the most substantial debates over the limits of federal power were designed in part to ensure that the new federal government could not act unilaterally to end the institution of slavery. It seems ironic that the one facet in which average citizens engaged with the federal government, the postal service, became an arena for battling over the morality and institution of slavery. The fervor on either side of the issue was so intense that it added to the division between the North and South, forcing them closer to the armed war the erupted.
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Question 1:
In the 1950s and 1960s, most middle-class American kitchens included a dishwasher. Time-saving conveniences such as these resulted from the quick transformation of the American economy following the war. Factories shifted their focus from the production of B-17 bombers, Sherman tanks, and other military equipment back to consumer goods.

The halted demand for military goods left a tremendous amount of slack in the American industrial economy, threatening to throw hundreds of thousands of workers out of their jobs. Following the success experienced between 1942 and 1945 when retooling American industries to produce goods needed in the war effort, American businesses once again shifted focus and retooled factories to now manufacture consumer goods like cars, refrigerators, televisions, and dishwashers.

The fact that so many of Europe’s factories, rail lines, and cities lay in ruins created an opportunity for American businesses. They had a virtual monopoly on production, given that so few European goods were available to offer competition. The post-World War II world was divided between western capitalism and Soviet communism. Economic production became one way in which superiority was demonstrated by the opposing sides during the Cold War, thusly named as no direct shots were exchanged between the opposing forces. Instead, both sides were committed to demonstrating the superiority of their economic and political systems. The production of consumer goods, such as affordable dishwashers, became a way for America to demonstrate capitalism’s ability to dramatically increase the average citizen’s standard of living. The dishwasher served as part of the backdrop in what became known as the “kitchen debate” in 1959 as Vice President Richard Nixon faced Soviet Premier Nikita Khrushchev in Moscow. As they each attempted to highlight the benefits of their own national system, Nixon pointed to the high standard of living and material prosperity available to the average American in the postwar United States. Khrushchev countered that this American obsession with gadgetry pointed to materialism substituting real values and questioned the necessity of labor-saving devices.
Question 2:
I previously understood that the Cold War encompassed the economic and social competition between western capitalism and Soviet communism; however, I never knew or imagined how far this competition stretched. It was interesting to read and learn of the direct correlation between the post-war shift in manufacturing and production of consumer goods, including modern conveniences such as the dishwasher, and how those were actually were considered part of the Cold War’s effort to demonstrate western superiority.
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Question 1:
Smallpox played a significant role in 18th-century history. The virus impacted European settlement of the colonies, the American War of Independence, colonial commerce, and slavery. Smallpox outbreaks were sporadic and the virus, present in Africa prior to the start of the slave trade, was carried by ship to the Americas. Outbreaks of smallpox affected the colonies throughout the 17th and 18th centuries, halting tax collection, preventing the colonial Assembly from meeting, and affecting commerce and trade, particularly in the port of Charleston. The impact on commerce and trade had far-reaching effects on the lives and prosperity of merchants and planters.

Smallpox most significantly impacted populations with no previous exposure to the virus, so death tolls were highest among native populations in the Americas. Entire populations were devastated by outbreaks. Efforts to control smallpox began with quarantines then shifted to inoculation after Cotton Mather, a Boston physician, heard of the practice of inoculation from one of his slaves. Only about one in fifty patients died from the disease triggered by inoculation, compared to about one in seven who contracted it spontaneously. Inoculation remained the leading defense against smallpox through the end of the American Revolution. The introduction of smallpox posed a serious risk to the Continental Army as the virus found numerous new hosts with so many young men with no prior exposure to the disease now living in crowded conditions with generally poor sanitation. The spread of the disease among the Continentals helped force their withdrawal from Quebec City in the spring of 1776. Initially prohibiting inoculation in the army, George Washington eventually reversed the decision in an effort to spare lives. Over the course of the war, smallpox killed more than 125,000 colonists; however, in contrast, fewer than 10,000 soldiers died in battle.
Question 2:
Studying the spread and impact of a disease can help historians better understand the social and economic evolution and movement of a person within a given era or location. In the instance of smallpox, it even gives historians insight into the turns taken by the American Revolution. Without understanding the nature of the disease and how it’s contracted, it is unclear how and why the disease spread from one location or population to the next. Likewise, it may be unclear to determine if, or exactly how, the disease served as a historical cause or effect.
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Question 1:
The Civil War soldier’s boot, though modest and not particularly well-made, symbolized many of the most critical changes that the Civil War triggered in the federal government. When the war initially broke out in the spring of 1861, the North and South both were under the impression that the opposing side would quickly tire of the war, particularly after the first big battle occurred. The 90-day enlistment papers signed by soldiers who went off to war in the early months were evidence of the belief that the battle would be short-lived. The government faced the difficult challenge of outfitting a sizeable army including the necessary shoes, clothing, a musket, ammunition, cartridge box, and pack. Furnishing these goods was a daunting task and often the supplies were lacking in quality. Production of these goods occurred in small shops and no single manufacturer could handle a large order; therefore, the demands of the war helped spur new developments in production techniques. By the end of the war, the production of shoes had become much faster and increasingly mechanized.
The federal government became the single largest purchaser of a variety of goods, including shoes, blankets, tents, and draft animals. These orders were often filled piecemeal across several small shops. Parceling out demanded new kinds of governmental oversight which meant the federal government would have more contact and play a greater role in the average American’s life. The federal government required a larger government workforce to oversee production and government purchasing agents had to inspect the goods to ensure that their quality was adequate for troops in the field. The huge number of federal contracts and the enormous amounts of federal money tied up in these orders created a temptation for graft and corruption on the parts of many producers. The army’s ceaseless demand for supplies put government purchasers in the position of buying up goods without examining their quality closely.
Prior to the Civil War, the chief source of revenue for the federal government was the tariff; however, the necessity of raising money to fight the war led the government to expand its revenue sources to include bonds, and for the first time, income taxes, as the federal government again extended itself into the lives of American citizens. Another dramatic expansion of federal authority as a result of the war was embodied in the soldiers themselves. While initially, the enthusiasm over the war brought forth a surplus of men volunteering for battle, by the midpoint of the war the supply of volunteers was no longer adequate to fill the ranks. For the first time, the U.S. government turned to conscription. In response, riots broke out over the draft, killing more than a hundred people over four days.
Question 2:
Prior to the war, there was a federal government and a bureaucracy; however, following the war, the nation’s social base shifted toward federal power which overrode states’ rights. There were 5,837 federal employees in 1861, excluding the 30,000 postal workers who represented the largest arm of government. By 1871, based on data from the first census after the war, that number had grown to 15,344.
As a result of the war, Congress approved the first national banking system. Women were introduced to the workforce to ease the labor shortage created by the war. Women went to work for the treasury cutting sheets of money and counting currency. The Agriculture Department was established to help America’s farmers. A national cemetery system was created to bury the Union dead. Telegraph lines were erected all the way to the West coast, broadening communication across the nation. The Transcontinental Railroad was constructed, aiding the movement of goods and people. Three amendments were added to the Constitution shortly after the war — the 13th, 14th, and 15th, respectively abolishing slavery, guaranteeing equal protection, and giving African Americans the right to vote — and further cemented federal power. Several initiatives instituted by the federal government led to greater advancements and conveniences; however, each brought the federal government’s power further and further into the lives of all Americans and shadowing the power of state governments.
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Question 1:
The history of powdered coffee is tied to World War II, the industrialization of food production, and consumer culture in the post-war era. Although available in the 1930s, ready-made, dehydrated, and frozen foods found limited success among consumers who were skeptical of engineered foods. Ready-made foods received a boost from America’s entry into World War II. The military needed food that would not spoil during transit and that was equally suited to the freezing temperatures of northwest Europe and to the warm climates of the South Pacific. Additionally, soldiers in battle required meals that could be prepared quickly, with minimal effort, and without specialized cooking equipment. To satisfy these needs, food companies began to formulate ways to produce ready-made meals with a long shelf life.
The abrupt end of World War II in August 1945 had an effect on not only the military supply chain but the way Americans ate at home. Anticipating that an invasion of Japan would be necessary and would ultimately extend the war by several months, a surplus of pre-prepared food supplies was stored to feed a hungry army through those months. Japan’s sudden surrender made that offensive, and the associated supplies, unexpectedly unnecessary, leaving enormous stocks of food to feed an army that was rapidly demobilizing. The companies that had invested money and effort into producing ready-made foods wanted to continue producing those goods and decided to sell them directly to domestic consumers.
Selling the new pre-prepared foods—from instant coffee to powdered cake mixes—proved difficult at first for several reasons. According to consumers, the taste and feel of instant products were inferior to the homemade versions. Additionally, in postwar American, the majority of shoppers were women, and the idea of serving a dinner consisting of ready-made foods conflicted with the gender roles of the era. Many women viewed other women who took to ready-made foods as lazy, sloppy, single, or lonely.
Question 2:
In post-war America, the majority of shoppers were women and to many women, the idea of serving a dinner consisting of pre-prepared foods conflicted with conventional gender roles of the era. Traditionally, a woman’s role was to take care of the home and children, nurturing their families by cleaning, doing laundry, and cooking while men—the customary breadwinners—worked outside the home. Instant foods that relieved women of the hassle of cooking challenged the notion of the kinds of work women should do around the house. In many cases, women viewed other women who opted for pre-prepared foods as lazy, sloppy, single, or lonely, clearly casting judgment and a negative view on the convenience of instant foods. In an attempt to compact these preconceptions, marketers designed advertisements depicting traditional, nurturing feminine figures to promote the ease, convenience, and taste of the engineered food products.
While these ads would lead viewers to believe that pre-prepared foods were being embraced by women, marketing research took a deeper look to reveal the conflicting opinions of many female consumers in regards to conventional standards and roles.
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Title: Farm Tools: Understanding Agriculture
Grade Level: Elementary
Short Answer:
Without telling the students the objects’ names or explaining their uses, I would present students with a wooden horse harness and a pair of wool carders. I would ask the students to observe these objects and, as a class, to complete a “See-Think-Wonder” chart. I would encourage them to list what they see, including the materials both objects are made of and any other physical features they observe. I would then ask them to consider their observations and hypothesize when and how each object would have been used. Lastly, I would ask the students to share any questions prompted by these objects. These questions would guide the class discussion toward revealing the identity and use of each object. To provide more context, I would show the students quick videos of the harness and the wool carders in use to engage students with additional sources. I would also provide students with raw wool, carded wool, and a length of spun wool. This lesson would be great to launch a unit on agriculture.
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Title: Unfair Taxes
Grade Level: Elementary
Short Answer:
This is a fun activity for elementary students to help illustrate the frustration colonists felt about taxes.

I would give each student a Solo cup filled with 20 to 30 pieces of candy (M&Ms, Skittles, etc.) and instruct the kids not to eat their candy. I would then randomly select a student to come to the front of the class to play the role of King George III, and he or she would be given a “money chest.” Three more students would be randomly selected to serve as “tax collectors.” Two “tax collectors” would be given bowls and the other “tax collector” would be given a small stack of “tax” cards. Each card would have a “tax” printed on it and the “tax collector” would select cards and read them to the class. Taxes may include wearing jeans, wearing tennis shoes, having brown hair, blue eyes, and any number of other characteristics that may apply to several students in the room. In addition to the tax, each card would feature an associated “cost” which students must pay from their cup of candies. As tax cards were read, the “tax collectors” with the bowls would circulate the room and collect tax fees from the rest of the class. The bowls would be emptied into the king’s money chest.

After a few rounds, I would pause the students to ask how they feel about the taxes that were levied and whether they thought the taxes were fair. If they felt they were unfair, I would ask the students to suggest how the taxes could be made fair for the entire class. The “tax collectors” would continue to draw cards and collect taxes until a few students are completely out of candies. Students would then be asked to compare their experience with the candies to what the colonists experienced with the taxes being levied by England. Students who lost all their candies would be asked to explain how they felt. The class would discuss whether the colonists’ anger was justified. We would have a discussion about the meaning of “taxation without representation” and how it impacted colonists’ desire to become independent.
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Title: Frontier Life
Grade Level: Elementary
Short Answer:
I would stream video clips that show how a frontier cabin was built, highlight daily life on the frontier, and address some of the common adversities and disasters experienced by frontier settlers.

I would then ask the students to assume the role of a settler living on the frontier. Using examples from the videos, students would write a letter to a friend or family member who is still living back east. In the letter, they should detail daily life and describe the impact of some of the common challenges or disasters. They should also describe why they are staying on the frontier or have decided to return to the east.
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Title: Slavery: Working with Primary Sources
Grade Level: Middle
Short Answer:
I would give the class a chance to view a copy of the image depicting an attack on the post office in Charleston, S.C. Drawing on their knowledge of the region and time period, students would be asked to interpret the scene and describe what they think may have led to the attack. I would then share details of the actual events that led to the mob attacking the post office and burning the mail.

I would give students packets containing excerpts from several primary resources, including excerpts from pro-slavery theorist George Fitzhugh, excerpts from J.D.B. DeBow’s DeBow’s Review, excerpts from Jonathan Edwards’ 1791 anti-slavery sermon, and excerpts from William Lloyd Garrison’s anti-slavery newspaper The Liberator. Working in small groups, students would review the sources and work together to complete a graphic organizer that outlines the viewpoints of the authors, quotes taken from each resource that supports their views, and evidence to determine each individual’s purpose and audience.
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Title: Cold War Kitchen
Grade Level: Middle
Short Answer:
To begin a unit on the Cold War, I would show students the Hotpoint ad included in this lesson and ask them to brainstorm how it relates to post-World War II America. Students would share their ideas, after which I would briefly discuss how appliances focused on convenience was the result of a shift in manufacturing following the war.

The class would then watch the “Kitchen Debate” between Richard Nixon and Nikita Khrushchev. Students would be asked to explain what the “Kitchen Debate” reveals about America and the Soviet Union's respective industrial priorities and values.
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Title: Vaccines: Smallpox and COVID
Grade Level: High
Short Answer:
Students would be given clips from both pro-and anti-inoculation pamphlets, such as those written by Dr. William Douglass and Benjamin Franklin. This is particularly relevant now that students are hearing about the release of a vaccine for the COVID-19 virus. Students are also likely hearing ongoing debates between those encouraging quick access to, or even potential mandates requiring the vaccine, and those who have safety concerns and will likely refuse to get the COVID vaccine right away.

Students would be asked to use the pamphlets and current events to point out the similarities between arguments for and against smallpox inoculations and the COVID vaccine.
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Title: Classroom Museum Exhibit: Civil War Archives
Grade Level: Middle
Short Answer:
Enlarged copies of the images, song, and other sources included in this module, as well as additional related sources, would be printed and posted around the classroom to create a “museum exhibit”. Working in small groups, students would receive a worksheet with prompts to help them engage with each source. They would record their immediate observations upon visiting each “artifact” in the “exhibit.” Drawing on what they already know about the Civil War, students should note the period of the war associated with each source based on the content of the source. They would also be asked to describe two things each source tells them about the war, including events or political action that would have resulted in the source they are observing.
After completing their worksheets, a class discussion would conclude the activity. Students would be given the chance to share their observations and we would discuss the significance of each “artifact.”
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Title: Patriotism vs. Presto
Grade Level: Middle
Short Answer:
I would project images of two ads from this unit: the woman holding an armful of home-canned goods and the Presto cake flour ads. Students would be given a graphic organizer and be asked to fill in their answers to several questions regarding the target audience, the agenda of each ad, the intended message or outcome, and the gender roles each ad portrays. After sharing their answers through a class discussion, students would be asked to consider how instant foods in postwar America relate to appliances that targeted convenience in postwar America.
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