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Davy Crockett
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Subject Areas |
Art and Culture
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Folklore |
History and Social Studies
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U.S. History - The West |
Literature and Language Arts
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American |
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Biography |
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Time Required |
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Lesson 1: 1 class period
Lesson 2: 1 or 2 class periods
Lesson 3: 1 class period
Lesson 4: 1 period to introduce the assignment; additional time, as needed, for students to complete their stories |
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Skills |
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primary document analysis
literary analysis
creative writing |
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Additional Data |
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Date Created: 05/21/02 |
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Born on a Mountaintop? Davy Crockett, Tall Tales, and History
Born on a mountaintop in Tennessee,
Greenest state in the land of the free, Raised in the woods so he knew every
tree, Kilt him a b'ar when he was only 3. Davy, Davy Crockett, King of
the wild frontier! From "The Ballad of Davy Crockett"
Theme of
the Disneyland TV Production of "Davy Crockett"
"First make sure you're
right, then go ahead." Attributed to David Crockett
Introduction He was born in a small cabin beside
the banks of the Nolichucky River, not on a mountaintop. He did not kill a bear
when he was only three. He was called David, not Davy. But his achievements and
fictional exploits have entered the American imagination. It's difficult to distinguish
what he did and said from what has been attributed to him; it's also difficult
to discuss the influence of the frontier on the American temperament without reference
to David Crockett. In 1834, A Narrative of
the Life of David Crockett, of the State of Tennessee was published, followed
by a series of popular pamphlets known as Crockett Almanacs. David Crockett, United
States Representative from Tennessee, already a folk hero in his home state, became
one of the most famous men in the nation. More than a century later, in 1955,
"The Ballad of Davy Crockett" was the No. 1 song in the nation for weeks, and
sales of Davy Crockett items grossed $100 million. Coonskin caps were worn not
only by young boys, but also by adults like presidential candidate Estes Kefauver,
who sported one at numerous public appearances. What made David Crockett
one of the most famous Americans during his lifetime? Why did his legend still
loom so large in the American imagination long after his death? In what ways is
he typical of the heroes of the tall tales that sprang up during the first half
of the 19th century? Learning Objectives
After completing the lessons in this unit, students will be able to: - Name
tall tale characters and locations, which are based on actual people and places,
and describe how they are used in an exaggerated way.
- Name created characters
and events from tall tales.
- List some of the literary characteristics
of tall tales.
- Write a tall tale.
Guiding Question:What
are the characteristics of tall tales? How do they reflect the historical moment?
Who was David Crockett and why did he, and others like him, become important figures
in American frontier history? Preparing to Teach this
Lesson - Review the lessons in this unit.
Select from suggested archival materials in the various lessons that you will
use in your classroom discussions. Bookmark them, if practical; download and print
out the archival documents you select and duplicate copies as necessary for student
viewing.
- The culminating activity in this unit is the student
creation of tall tales. Such tales are built by combining the fictional element
of exaggeration with historical elements of nostalgia about the past and anxiety
about the future. John Henry, for example, accomplishes superhuman feats but ultimately
cannot stop the changes the steam drill will bring to his profession. Mike Fink
works, fights and brags his way up and down the river, but ultimately keel boatmen
disappear as steamboats become omnipresent.
In the first half of the
19th century, America was undergoing rapid change. Would the frontier spirit,
closely associated with the American character at the time, disappear with the
frontier itself? Tall tales harked back to an era of rugged individualism. What
is gained and what is lost when a frontier disappears? During the late
20th century, America was once again undergoing rapid change. Who could be our
contemporary tall tale heroes? As an example of a literary genre, tall
tales will exhibit some of the following characteristics, to which you should
introduce your students ahead of time in list format:
- The main
character accomplishes great feats using strength, skill and wits.
- The
main character is helped by a powerful object or animal.
- The story starts
when the hero is a child (e.g., Pecos Bill falls off a wagon and is adopted by
wolves, Davy Crockett kills a bear at age three).
- The author uses exaggeration
and humor; the hero brags but also makes fun of him/herself.
- The story
explains how some familiar things began (e.g., Pecos Bill invents the lariat and
creates the Grand Canyon).
- The hero has a colorful way of speaking.
- The
hero has one or more companions (e.g., Pecos Bill's wife, Mike Fink's friends,
Johnny Appleseed's animals).
- Famous people and places show up in the story.
- The
hero has problems with nature, people and/or progress.
- The hero tries
hard to be a good person but sometimes fails.
- The hero does not like what
others call progress (e.g., the steamboat spells the end of the keel boatmen in
the story of Mike Fink, the tall tale hero moves because of a neighbor five miles
away). More often than not, the hero dies or disappears.
- The
Digital Classroom, available through EDSITEment, offers a series of worksheets
for analyzing primary source documents, including written documents and photographs,
that you may wish to use or adapt to help students in reviewing the materials
presented in this unit.
Suggested Activities Lesson
1: Two Tall Tales Lesson 2: He's
Alive! He's Alive!: The Historical David Crockett Lesson
3: A Million More Tall Tales Lesson
4: Spinning Some New Yarns Extending
the Lesson Lesson 1 Two
Tall Tales Ask your students how many
have heard of Davy Crockett. What "facts" do they know about him? How many of
the students believe Crockett was a real historical figure? How many believe he
is a fictional character? The students will now hear or read a tall tale
about Davy Crockett from a source such as American
Tall Tales by Adrien Stoutenburg (Puffin Books, 1976). (Note: Several print
resources on tall tales are listed under Other
Resources at the end of this unit.) Next, lead the students in a discussion
of the "tall" elements of the story and the elements that might have a basis in
history. Based on the discussion, create a chart of characteristic elements of
tall tales that students will use to analyze other tall tales they encounter in
this unit. Share with the students "Big Fred Tells a Tall Tale," which
you will find on the EDSITEment resource American
Memory by searching for the title. "Big Fred" is a tall tale from a more recent
era—the title indicates it is a tall tale, and Big Fred even mentions Paul Bunyan,
another tall tale hero. What literary elements are present in this tale? What
exaggerations are present in the tale? What historical elements (labor disputes,
for example) do students notice? Do the students consider Big Fred's story a tall
tale? As students discuss these stories, refine the list of tall tale characteristics
as desired. Lesson 2 He's
Alive! He's Alive!: The Historical David Crockett
David Crockett lived. He was born in Tennessee;
he did die at the Alamo. But even these events
have become clouded by the tales, some created by the publicity machine of an
ambitious man, that have grown up around Crockett, a potential candidate for President
of the United States. Share with the class the brief
biography of Crockett's life available on Encarta,
a link from the EDSITEment resource The
Internet Public Library. If desired, use a map to help the class understand
the location of Tennessee, Alabama (where Crockett fought in the War of 1812),
Washington, D.C., and Texas. Discuss briefly what elements in Crockett's
life made him a good candidate to be the hero of tall tales in the 1830s.
The students have read a tall tale about Crockett and they have read a brief
biography. Now, they can analyze some documents to determine whether they are
factual, tall tales or a combination of the two. Working in small groups with
a strong reader in each, students should attempt to answer the following about
each document: - Does the document seem factual or is it an exaggeration?
- Is
the author simply trying to be factual or to enhance or demean Crockett's reputation?
- Is
the portrayal of Crockett that comes through in the document consistent with the
historical Crockett? The tall tale Crockett?
Select from these or other
documents related to Crockett: - "Death of David Crockett" (The Century,
Volume 32, Issue 6, Oct. 1886), available on the EDSITEment-reviewed American
Memory by searching for the title.
Excerpt:
Death of David Crockett. CAPTAIN REUBEN M. POTTER, U. S. A.,
writing to correct some statements in an account of the fall of the Alamo that
appeared in an article on General Sam Houston, in THE CENTURY for August, 1884,
states that Crockett was killed by a bullet shot while at his post on the outworks
of the fort, and was one of the first to fall. Captain Potter says that the story
of Crockett being captured with a gun barrel in one hand, and a huge knife in
the other, and a semicircle of dead Mexicans about him is pure fiction. Bowie
was ill at the time of the fight, and was found murdered in his bed; and a single
bullet-hole in the forehead of Travis tells the whole tale of his death. Nothing
else, he adds, can be known. - Target
Shooting, from "Life of David Crockett" (1860), located on American
Studies at the University of Virginia, a link from the EDSITEment resource
History Matters.
Have your students look at the entire text, or this excerpt which starts after
Crockett has won a shooting contest. He reluctantly agrees to a second, more difficult
contest. He misses the target completely, but he's prepared himself for such a
possibility. What did he do?
Excerpt:
When it came to my turn, I squared myself, and turning to the prime
shot, I gave him a knowing nod, by way of showing my confidence; and says I, "Look
out for the bull's eye, stranger." I blazed away, and I wish I may be shot if
I didn't miss the target. They examined it all over, and could find neither hair
nor hide of my bullet, and pronounced it a dead miss; when says I, "Stand aside
and let me look, and I warrant you I get on the right trail of the critter." They
stood aside, and I examined the bull's eye pretty particular, and at length cried
out, "Here it is; there is no snakes if it ha'n't followed the very track of the
other." They said it was utterly impossible, but I insisted on their searching
the hole, and I agreed to be stuck up as a mark myself, if they did not find two
bullets there. They searched for my satisfaction, and sure enough it all come
out just as I had told them; for I had picked up a bullet that had been fired,
and stuck it deep into the hole, without any one perceiving it. (Note:
It is difficult to know how much Crockett contributed to works attributed to him.
Your students should probably be aware of this. According to American
Studies at the University of Virginia:
A
Narrative of the Life of David Crockett (1834) is the autobiography most
likely to be the actual work of Crockett; edited by Thomas Chilton. Much of the
other writing attributed to Crockett was actually penned by ghost writers (presumably
due to Crockett's lack of formal education) and was approved by Crockett before
publication.) - Crockett's
Rules for the Guidance of Politicians, from "Life of David Crockett" (1860),
located on American
Studies at the University of Virginia, a link from the EDSITEment resource
History Matters.
Have your students look at the entire text, or this excerpt:
"When the day of election approaches, visit your constituents far
and wide. Treat liberally, and drink freely, in order to rise in their estimation
though you fall in your own. True, you may be called a drunken dog by some of
the clean shirt and silk stocking gentry, but the real rough necks will style
you a jovial fellow, their votes are certain, and frequently, count double. Do
all you can to appear to advantage in the eyes of the women. That's easily done—you
have but to kiss and slabber their children, wipe their noses, and pat them on
the head; this cannot fail to please their mothers, and you may rely on your business
being done in that quarter. "Promise all that is asked," said I, "and
more if you can think of up thing. Offer to build a bridge or a church, to divide
a county, create a batch of new offices, make a turnpike, or anything they like.
Promises cost nothing, therefore deny nobody who has a vote or sufficient influence
to obtain one. "Get up on all occasions, and sometimes on no occasion
at all, and make long-winded speeches, though composed of nothing else than wind."
- Crockett's career in the House of Representatives can be
followed through the journals of that body. The records of the United States House
of Representatives for Monday, January 31, 1831, show Crockett attempting to protect
the rights of some members of the Cherokee Nation:
"Mr. Crockett
presented a petition of three citizens of the Cherokee nation of Indians, by W.
S. Coodey, their agent, stating, that, by treaties concluded between the United
States and said Cherokee nation in the years 1817 and 1819, the petitioners became
entitled each to a reservation of 640 acres of land, that they were forcibly dispossessed
of said land by white men, that they sued out writs of ejectment, but from poverty
were unable to prosecute said writs, and that judgments have gone against them
by default; and praying indemnity for their losses from the Government of the
United States." H.R. Journal—Monday, January 31, 1831,
available on the EDSITEment resource American
Memory by searching for the entry date. - The records
of the United States House of Representatives for Tuesday, December 17, 1833,
show Crockett's effort to pass a bill granting land to squatters in Tennessee
(H.R. Journal), available on the EDSITEment resource American
Memory by searching for the entry date.
- The records of the
United States House of Representatives for Monday, January 19, 1829, show Crockett
attempting to raise funds for public education in Tennessee:
"Mr. Crockett presented a petition of inhabitants of the Western District of Tennessee,
praying that the lands lying within said district, and belonging to the United
States, may be given for the support of common schools within the same." H.R.
Journal—January 19, 1829, available on the EDSITEment resource American
Memory by searching for the entry date. - Bear
Hunting in Tennessee, an excerpt from Narrative
of the Life of David Crockett of the State of Tennessee by David Crockett,
1834 (edited by Angel Price, 1996), available through the Electronic
Text Center, University of Virginia Library, a link from the EDSITEment resource
Center
for the Liberal Arts. (NOTE: Though this particular narrative is said to be
the most likely to have been written, all or in part, by Crockett himself, that
does not make it true.)
Have your students look at the entire text, or
this excerpt:
When I got up the hill, I found I had passed
the dogs; and so I turned and went to them. I found, when I got there, they had
treed the bear in a large forked poplar, and it was setting in the fork.
I could see the lump, but not plain enough to shoot with any certainty, as
there was no moonlight; and so I set in to hunting for some dry brush to make
me a light; but I could find none, though I could find that the ground was torn
mightily to pieces by the cracks. At last I thought I could shoot by
guess, and kill him; so I pointed as near the lump as I could, and fired away.
But the bear didn't come, he only clomb up higher, and got out on a limb, which
helped me to see him better. I now loaded up again and fired, but this time he
didn't move at all. I commenced loading for a third fire, but the first thing
I knowed, the bear was down among my dogs, and they were fighting all around me.
I had my big butcher in my belt, and I had a pair of dressed buckskin breeches
on. So I took out my knife, and stood, determined, if he should get hold of me,
to defend myself in the best way I could. - Remember
the Alamo, by Amelia E. Barr, available through the Electronic
Text Center, University of Virginia Library, a link from the EDSITEment resource
The Internet Public Library.
Here, in a work from 1888, we read account that features the familiar image of
the heroic Crockett:
"At last, at the hour of ten, the outer
wall was gained. Then, room by room was taken with slaughter incredible. There
were fourteen Americans in the hospital. They fired their rifles and pistols from
their pallets with such deadly aim that Milagros turned a cannon… upon them… at
the entrance of the door they left forty dead Mexicans." "Ah Señor,
Señor! tell me no more. My heart can not endure it." "Mi madre," answered
Isabel, "we must hear it all. Without it, one cannot learn to hate Santa Anna
sufficiently"; and her small, white teeth snapped savagely, as she touched the
hand of Lopez with an imperative "Proceed." "Colonel Bowie was helpless
in bed. Two Mexican officers fired at him, and one ran forward to stab him ere
he died. The dying man caught his murderer by the hair of his head, and plunged
his knife into his heart. They went to judgment at the same moment."
"I am glad of it! Glad of it! The American would say to the Almighty: 'Thou gavest
me life, and thou gavest me freedom; freedom, that is the nobler gift of the two.
This man robbed me of both.' And God is just. The Judge of the whole earth will
do right." "At noon, only six of the one hundred and eighty-three were
left alive. They were surrounded by Castrillon and his soldiers. Xavier says his
general was penetrated with admiration for these heroes. He spoke sympathizingly
to Crockett, who stood in an angle of the fort, with his shattered rifle in his
right hand, and his massive knife… in his left. His face was gashed, his white
hair crimson with blood; but a score of Mexicans, dead and dying, were around
him. At his side was Travis, but so exhausted that he was scarcely alive.
"Castrillon could not kill these heroes. He asked their lives of Santa Anna,
who stood with a scowling, savage face in this last citadel of his foes. For answer,
he turned to the men around him, and said, with a malignant emphasis: 'Fire!'
It was the last volley. Of the defenders of the Alamo, not one is left."
Lesson 3 A Million More Tall Tales
Okay, a million is an exaggeration, but there are many tall tales the class can
analyze for comparison. Stories about Johnny Appleseed or Mike Fink (such as those
from the Stoutenberg book) are fruitful for comparison because both Appleseed
(nee John Chapman) and Fink were historical figures. It would also be productive
to share a tale about a completely fictional character such as Pecos Bill. Use
the opportunity to help students distinguish between the fictional and factual
elements of these tales. Though Pecos Bill probably did not exist as an individual,
elements of his tales (e.g., the Grand Canyon, barbed wire) are real.
Why would an author want such fantastical stories to contain factual elements?
Read one or more additional tall tales to the class or have the students
read them. What similarities do students note between these tales and the Crockett
tale? Does the class need to refine its list of tall tale characteristics?
Do the students enjoy these stories? Why?
Lesson 4 Spinning Some New Yarns The unit
culminates with students creating their own tall tales in either a pioneer or
contemporary setting. A tale set in the present time would be particularly relevant,
as we are presently undergoing rapid technological change, and an era about which
many people are nostalgic—the 20th century—has recently ended. Begin
by having the students summarize what they have learned. What are the qualities
of a tall tale? What various reasons might people have had for wanting to "stretch
the truth" in tales of historical figures of the frontier? What values do the
tales reflect? Is the class list of tall tale qualities sufficiently refined?
Tell the students that though there are many tall tales, there is still room
to expand the genre, particularly with tales about the late 20th century and tales
with female heroes. Students interested in writing a tale about the late
20th century should think about what is being lost in the technological revolution
our country is undergoing. What ways of life or occupations are threatened by
modern technology? For example, today, factory work is threatened by automation
and the change to an information society. (There is a precedent: Joe Magarac,
a tall tale hero, was a steelworker.) However, most sports figures would not
work as tall tale heroes because their profession is not similarly threatened.
Students interested in creating tales with female heroes from history can
read about some courageous women in the article Heroic
Women, available on RootsWeb,
a link from the EDSITEment-reviewed website Women
of the West Museum. Using a rubric designed with your specific goals
will help your students understand what is expected and how they are being evaluated.
Go over the standards as students get started. To be completely effective,
a rubric should be designed for your class with your curriculum, the students'
skill level and the specific assignment in mind. The following is provided as
a sample to use when designing your own. Click here to download the rubric in rich-text format.
Name: _________ | Exemplary | Very
Good | Satisfactory | Needs
Revision | Date:
__________ | Structure: |
| | |
| Beginning: | Reader
becomes involved in the story and wants to read on. | Good
attempt at getting the reader's attention. | Situation
clear to reader, some attempt to get reader's attention. | Situation
unclear to reader after the opening. | Middle: | Character
learns and grows as intriguing problems are dealt with though not necessarily
solved. | Character
works to solve problems using his/her skills. | Character
is given problems to solve but solutions may be pat. | Character
is given insufficient problems to solve. | End: | Seamless
ending helps the author communicate the theme of wishing for "the good old days." | Ending
smoothly completes the tale. | Sufficient
ending. | Insufficient
or no clear ending. | Content:
Includes some, or all, of the following: Exaggeration, character's origin, hero
with extraordinary abilities, actual locations, historic characters, humor, theme
of wishing for "the good old days." | Tall
tale content helps the writer create an intriguing tall tale hero and sheds light
on the predicament and personality of the main character. | Tall
tale content is woven smoothly into the plot. | Sufficient
tall tale content. | Insufficient
tall tale content. | Grammar,
Usage, Mechanics, Spelling | Virtually
perfect GUMS. | Some
errors, but mostly in areas not emphasized in class lessons. | Some
errors in areas covered in class lessons, but not enough to prevent understanding. | Errors
interfere with the ability of the nomination to be understood. |
Overall Evaluation:
| Comments: |
NOTE: Exemplary papers have all the positive characteristics of very
good papers. During the time period when students are working on their
stories, read tall tales aloud to the class every day. Encourage students to share
their stories when they are completed. Consider ways to publish your students'
original stories—from creating a tall tale book for distribution in your school
to posting them on your school's website or submitting them to other children's
websites. Extending the Lesson
- Students may wish to investigate other tall tale heroes who weren't covered
in class. Are these characters based on historical figures? What realities of
American history and geography do the tales reflect?
- Students
may want to examine the following additional historical documents (or others that
can be found online) related to David Crockett:
- "Credential of
election for David Crockett," available through NAIL
on the EDSITEment-reviewed website The
Digital Classroom by searching for the exact title.
- A
Picture of David Crockett, available through the Library
of Congress, a link from the EDSITEment resource American
Memory.
- Crockett's record in Congress: The EDSITEment resource
American Memory maintains
complete Congressional records; therefore, a search for "Crockett" will reveal
many actions Crockett took, such as The Congressional Globe, House of Representatives,
25th Congress, 1st Session, Pages 310 through 311, Authorize the issue of Treasury
Notes—Mr. Crockett.
- A
Picture of Crockett, available on Encarta,
a link from the EDSITEment resource The
Internet Public Library.
- Crockett
Almanac cover photo, available on the official website of the state of Tennessee,
a link from the EDSITEment resource The
Internet Public Library.
- David Crockett did die at
the Alamo but, since most or all of the Alamo's defenders perished (there were
survivors who did not participate in the battle), it has been difficult for historians
to confirm the specific fate of any defender. Scholarly debate over the death
of Crockett remains lively today. Students interested in the matter can consult
the following:
- Background
on the Alamo, available on America's
Library, a link from the EDSITEment resource American
Memory.
- The
Alamo: Thirteen Days of Glory, available through a link from the EDSITEment-reviewed
website Center
for the Liberal Arts.
- Texans
buy controversial diary that challenges Alamo legend, available on CNN
Online, a news and current events link from the EDSITEment resource The
Internet Public Library.
- "Thomas
Ricks Lindley and Dr. James E. Crisp square off in a six-part debate on the authenticity
of the José de la Peña diary," from Alamo
de Parras, a link from the CNN
Online article, noted above.
- Completing the activities
in the complementary NEH lesson, "It's a Myth," students explore the characteristics
of myth while reading and exploring some representative stories.
Selected EDSITEment Websites -
American Memory
http://memory.loc.gov/ -
Center for the Liberal Arts
http://www.virginia.edu/cla/
-
Digital Classroom
http://www.archives.gov/education/
- History Matters
http://historymatters.gmu.edu/ -
The Internet Public Library
http://www.ipl.org -
Women of the West Museum
http://www.museumoftheamericanwest.org/explore/exhibits/suffrage/ Other
Resources Websites: Books: - Kellog, Steven.
Mike Fink. Paperback (May 1998) William Morrow
& Company. Reading level: Young audiences.
- Kellog, Steven. Sally
Ann Thunder Ann Whirlwind Crockett: A Tall Tale. Paperback (August 1999)
William Morrow & Company. Reading level: Young audiences.
- Santrey,
Laurence. Davy Crockett. Troll, 1983. Reading
level: Young audiences.
- Stoutenberg, Adrien. American
Tall Tales. Paperback, 112 pages (October 1976) Puffin Books; ISBN: 0140309284.
Reading level: Young adult.
Book on Cassette: - Moore, John Trotwood.
"Hearts of Hickory: A Story of Andrew Jackson and the War of 1812." From The Library
of Congress's "Talking Book Topics," a newsletter of books on cassette (RC 44089).
Read by Jack Fox / 3 cassettes. Audience: Adult.
Video: - "Rabbit
Ears—The Story of Pecos Bill" (1988). Featuring Robin Williams. Columbia/Tristar
Studios, August 22, 1997. NTSC format (U.S. and Canada only). Color, HiFi Sound.
ASIN: B0000048J9.
Other Information
Standards Alignment
- NCSS-2
Time, continuity, and change. The ways human beings view themselves in and over time. more
- NCTE/IRA-2
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. more
- NCTE/IRA-3
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. more
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