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Spanish Power Grows

Spanish Power Grows

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Philip II wears royal dress. A late Spanish coin Step-by-Step In the background, his Armada commemorates Philip’s rule. heads to . SECTION Instruction 1 WITNESS HISTORY AUDIO A Working Objectives “It is best to an eye on everything,” Philip II As you teach this section, keep students of often said—and he meant it. As of focused on the following objectives to help the most powerful nation in , he gave little them answer the Section Focus Question time to pleasure. Instead, he plowed through a and master core content. 1 mountain of paperwork each day, making notes 1 on even the most trivial matters. But Philip’s ■ Describe the that Charles V determination to “keep an eye on everything” inherited. extended far beyond trivia. It helped him build Spain into a strong centralized . By the late ■ Analyze how Spanish power increased 1500s, he had concentrated all power in his own under Philip II. hands. Over the next 200 years, other European ■ Explain how the arts flourished during monarchs would pursue similar goals. Spain’s golden age. Focus Question How did Philip II extend Spain’s power and help establish a golden age? Spanish Power Grows

Prepare to Read Objectives By the 1500s, Spain had shaken off its feudal past and emerged

as the first modern European power. Queen Isabella and King Build Background Knowledge L3 • Describe the empire that Charles V inherited. • Analyze how Spanish power increased under Ferdinand had unified the country, enforced religious unity, and Ask students to predict how the trading Philip II. commanded the Spanish conquest of the . built by European nations in • Explain how the arts flourished during Spain’s Asia, Africa, and the Americas affected golden age. Europe’s monarchs. Ask them to predict Charles V Inherits Two what European monarchs might do with Terms, People, and Places In 1516, Ferdinand and Isabella’s grandson, Charles I, became their increased wealth. Hapsburg empire divine right king of Spain, and thereby ruler of the Spanish colonies in the Charles V armada Americas as well. Philip II El Greco Set a Purpose L3 Ruling the Hapsburg Empire When his other grandfather absolute monarch Miguel de Cervantes ■ WITNESS HISTORY Read the selection died in 1519, Charles I also became heir to the sprawling

aloud or play the audio. Hapsburg empire, which included the Holy and Reading Skill: Identify Main Ideas and the . As ruler of this empire, Charles took the name AUDIO Witness History Audio CD, Supporting Details As you read about how Charles V. Historians now usually refer to him by this . A Working Monarch Philip II extended Spanish power, create an outline Ruling two empires involved Charles in constant warfare. As a Ask What were the advantages and to record details that support the main ideas in this devout Catholic, he fought to suppress in the Ger- drawbacks of Philip “keeping an section. This example will help you get started. man states. After years of religious conflict, however, Charles was eye on everything”? (Sample: He forced to allow the German to choose their own religion. could make sure was run- I. Charles V Inherits Two Crowns Charles also faced the Muslim , which was ning the way he wanted it to, but this A. Ruling the Hapsburg Empire based in but stretched across the Balkans. Under Sule- 1. Spain iman, Ottoman forces advanced across to the walls created a situation where the nation 2. and Netherlands depended too much on one person.) . Charles V abdicates surrounding , . Although Austria held firm during the siege, the Ottomans occupied much of Hungary following their ■ Focus Point out the Section Focus crushing victory at the Battle of Mohács. Ottoman naval forces Question and write it on the board. also continued to challenge Spanish power in the Mediterranean. Tell students to refer to this question as they read. (Answer appears with Section 1 Assessment answers.) Vocabulary Builder ■ Preview Have students preview the Section Objectives and the list of Use the information below and the following resources to teach the high-use word from this section. Terms, People, and Places. Teaching Resources, Unit 1, p. 68; Teaching Resources, Skills Handbook, p. 3

■ Reading Skill Have students use the High-Use Word Definition and Sample Sentence Reading Strategy: Compare and Con- cumbersome, p. 143 adj. hard to handle because of size, weight, or many parts trast worksheet. The refrigerator was extremely cumbersome to move upstairs into a second- Teaching Resources, Unit 1, p. 69 floor apartment.

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For: Audio guided tour The of Philip II, 1571–1588 Web Code: nbp-1611 ■ Have students read this

Map Skills Phillip II waged to section using the Paragraph Shrinking increase Spanish power and defend strategy (TE, p. T20). As they read, 10° W 0° 20° E SIA Roman Catholicism. RUS have students create an outline with 1. Locate (a) Spain (b) Madrid information about Spain under Philip II. 10° E a (c) Ottoman Empire (d) Strait of e Reading and Note Taking SCO S Lepanto (e) Netherlands (f) English TLAND c No r t h t i l ia Study Guide, pp. 63–64 S e a a uan Channel. B Lith DEN 2. Region Which battles shown on the IR ELAND URG map took place in a territory ruled BRANDENB arsaw NETH. W D ENGLAN LAN directly by Spain? Teach D PO 50° ds N Netherlan . L R 3. Analyzing Information Why do you ondon revolts a 1) ul R (1572–158 Vist h think Spain joined Venice and other in e R Charles V Inherits De . hemia Y feat of t Bo Italian states in defending the Strait he Spanish P R At Arma aris nna l a n da (1588) Vie A Two Crowns L3 t i c G of Lepanto? O RIA NIA c e AUST N YLVA a n TRANS SWITZ. U ALPS H e a Instruct k S V . a c E R B l N anube ■ I C O D Spanish Hapsburg Introduce: Vocabulary Builder E T possessions AL T PAP O ple Have students read the Vocabulary STATES M tino Boundary of Holy PY A stan REN N Con Roman Empire Builder term and definition. Then EES MTS. Corsica Battle site 40° N L E direct their attention to the map. Ask A M les P I G M Nap R adrid s panto E U Naple Le ttle of them why it would be cumbersome for T S Ba PAIN ) R 571 (1 O one person to rule the Holy Roman P Strait of M e d i t e r r a e a n S e a to Empire and the Spanish Hapsburg n y Lepan Sicil N possessions. Conic Projection E 0200 400 mi W ■ Teach Ask With whom did Charles V S 0200 400 km go to war? (German states and the Ottoman Empire) What were the main reasons for these wars? (reli- gion and competition for territory) Charles V Abdicates The Hapsburg empire proved to be too scattered Vocabulary Builder ■ Analyzing the Visuals Direct stu- and cumbersome for any one person to rule effectively. Exhausted and cumbersome—(KUM bur sum) adj. hard dents’ attention to the map. Have stu- disillusioned, Charles V gave up his and entered a monastery in to handle because of size, weight, or many parts dents compare this map to the map of 1556. He divided his empire, leaving the Hapsburg lands in central religions on page 70. Then ask stu- Europe to his brother Ferdinand, who became Holy Roman . He dents which of the battles shown on gave Spain, the Netherlands, some southern Italian states, and Spain’s the map on this page occurred on the overseas empire to his 29-year-old son Philip, who became Philip II. boundaries between two religions. (all Why did Charles V divide the Hapsburg Empire? of them)

Philip II Solidifies Power Independent Practice During his 42-year , Philip II expanded Spanish influence, Have students access Web Code nbp- strengthened the , and made his own power absolute. 1611 to take the Geography Interac- Thanks in part to silver from Spanish colonies in the Americas, he made tive Audio Guided Tour and then Spain the in Europe. answer the map skills questions in the text. Centralizing Power Like his father, Philip II was hard working, devout, and ambitious. Unlike many other monarchs, Philip devoted most of his time to government work. He seldom hunted, never jousted, Monitor Progress and lived as simply as a monk. The King’s isolated, somber out- Ask students what specific difficulties side Madrid, known as the Escorial (es kohr YAHL), reflected his charac- Charles faced in ruling two empires. ter. It served as a church, a residence, and a tomb for the . (lengthy communication delays, problems defending so many borders, differences in language and religion)

Solutions for All Learners

L1 Special Needs L2 English Language Learners L2 Less Proficient Readers Answers

Assign students to work in pairs. Have one student Use the following resources to help students acquire It was too difficult for one person to rule

scan the text and read out the names of places. Have basic skills: effectively. the other student locate each place named on the Adapted Reading and Note Taking Map Skills map. When they reach the Infographic, have students Study Guide 1. Review locations with students. trade places. Then ask students to explain, using the ■ Adapted Note Taking Study Guide, pp. 63–64 2. the Netherlands revolts map, why Philip’s plan to invade England was likely to ■ Adapted Section Summary, p. 65 3. Spain did not want the Ottomans to control the encounter difficulties. Mediterranean.

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Philip II Solidifies Power L3 Instruct ■ Introduce: Key Terms Ask students to find the key terms absolute monarch and divine right (in blue) in the text and explain their meanings. Ask What groups might resist an absolute monarch? (Sample: feudal lords, religious officials, a parliament or legislative body, ministers) Discuss how belief in divine right might affect how a monarch governed. ■ Teach Trace the rise and decline of Spain’s power. Ask What was Philip’s main military victory? (defeat of the Ottoman fleet) What were his two major defeats? (loss of the northern of the Netherlands and the defeat of the Spanish Armada) Discuss whether he was more successful overall than his father had been. Ask How did Spain’s colonies in the Americas lead to its economic decline? (Riches from the colonies led to neglect of farming and commerce and soaring inflation. Also, the government taxed Thinking Critically 1. Apply Information and weakened the middle class.) What various purposes could royal marriages serve ■ Analyzing the Visuals Have groups during the age of absolutism? of students examine and discuss the 2. Understand Cause and Effect How Infographic on this page. Ask groups to did Philip’s colonies in the Americas list the strengths and weaknesses of affect his goals for Spain? each strategy Philip II used to solidify power. Then use the Numbered Heads strategy (TE, p. T23) to have groups share their responses with the class.

Independent Practice Ask students to write a paragraph explaining why the defeat of the Spanish Armada was such an important event of the period. Philip surpassed Ferdinand and Isabella in making every part of the government responsible to him. He reigned as an absolute monarch, a Monitor Progress ruler with complete authority over the government and the lives of the As students create their outlines, circu- people. Like other European rulers, Philip asserted that he ruled by late to make sure they identify the main divine right. That is, he believed that his authority to rule came events of Philip’s rule. For a completed directly from God. Philip therefore saw himself as the guardian of the version of the outline, see Roman Catholic Church. The great undertaking of his life was to defend Note Taking Transparencies, 128

History Background

The Divine Right of Europe’s Monarchs Bossuet, a French who admired Louis XIV, formu- Answers Since the , Europe’s monarchs had struggled lated the concept of the divine right of . Bossuet Thinking Critically to assert power over feudal lords. Some early monarchs argued that monarchs were chosen by God and therefore 1. They could cement alliances, prevent war, and were elected, but over time Europe’s royal families should be obeyed absolutely. This idea allowed European bring wealth, land, or power. retained power by making monarchy hereditary— kings and queens to bring all aspects of government, 2. They provided great wealth that helped to passed down within families. They also developed an trade, and religion under their rule. finance Spain’s wars in Europe, but this wealth ideology to support their claims to absolute power. It also caused inflation and undermined Spain’s reached its height in the when Jacques-Bénigne economic strength.

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the Catholic and turn back the rising Protestant tide in L3 Europe. Within his empire, Philip enforced religious unity, turning the Spain’s Golden Age Inquisition against Protestants and other people thought to be heretics. Instruct Battles in the Mediterranean and the Netherlands Philip fought ■ Introduce Display Color Transpar- many wars as he attempted to advance Spanish Catholic power. In the ency 97: Spanish . Ask stu- Mediterranean, the Ottoman empire continued to pose a threat to Euro- dents what sort of scene is shown and pean control of the region. At the in 1571, Spain and its what it says about the Siglo de oro. Ask Italian allies soundly defeated an Ottoman fleet off the coast of Greece. who might have commissioned the tapes- Although the Ottoman Empire would remain a major power in the Medi- try, given the enormous labor and cost. terranean region for three more centuries, Christians still hailed the battle as a great victory and a demonstration of Spain’s power. Color Transparencies, 97

During the last half of his reign, Philip battled rebels in the Nether- ■ Teach Ask What were the key lands. At the time, the region included 17 provinces that are today Bel- themes of Siglo de oro painters and gium, the Netherlands, and . It was the richest part of Philip’s writers? (religion, nobles, royalty) How empire. Protestants in the region resisted Philip’s efforts to crush their did the writer Cervantes faith. Protestants and Catholics alike opposed high taxes and autocratic the end of ? (He satirized Spanish rule, which threatened local traditions of self-government. chivalry and those who pursued it.) In the , riots against the Inquisition sparked a general uprising in the Netherlands. Savage fighting raged for decades. In 1581, the ■ Analyzing the Visuals Direct stu- northern, largely Protestant provinces declared their independence from dents to the El Greco painting on the Spain and became known as the Dutch Netherlands. They did not gain next page. Ask How do El Greco’s official recognition, however, until 1648. The southern, mostly Catholic themes, atmosphere, and artistry provinces of the Netherlands remained part of the . reflect the age of Philip II? (They are both intensely religious, somber, exquis- The Armada Sails Against England By the , Philip saw itely precise.) England’s Queen as his chief Protestant enemy. First secretly, then openly, Elizabeth had supported the Dutch against Spain. Independent Practice She encouraged English captains such as , known as sea Spain Loses Territory dogs, to plunder Spanish treasure ships and loot Spanish in the The Treaty of Munster, signed in 1648, Have students research a Siglo de oro Americas. To Philip’s dismay, Elizabeth made the pirate Drake a . recognized the independence of the painter or writer and write a letter to a To end English attacks and subdue the Dutch, Netherlands’ Protestant provinces. Spanish king praising that person’s work Philip prepared a huge armada, or fleet, to carry a and recommending that the king provide Spanish invasion force to England. In 1588, the the artist with royal support. Have stu- Spanish Armada sailed with more than 130 ships, dents read their letters to the class. 20,000 men, and 2,400 pieces of artillery. The Span- ish were confident of victory. “When we meet the English,” predicted one Spanish commander, “God Monitor Progress will surely arrange matters so that we can grapple Check Reading and Note Taking Study and board them, either by sending some strange Guide entries for student understanding. freak of weather or, more likely, just by depriving the English of their wits.” This prediction did not come to pass. In the English Channel, lumbering Spanish ships were outmaneu- vered by the lighter, faster English ships. Strong winds favored the English, scattering the Armada. After further disasters at sea, the tattered remnants limped home in defeat.

An Empire Declines The defeat of the Armada marked the beginning of the end of Spanish power. Throughout the 1600s, Spain’s strength and prosper- ity decreased. One reason for this decline was that Philip II’s successors ruled far less ably than he had.

Solutions for All Learners

L4 Gifted and Talented L4 Advanced Readers

Scholars have studied the defeat of the Spanish were built for traditional naval battles, involving grap- Armada extensively. According to one scholar, a newly pling and boarding. New, lighter, faster English ships found letter reveals that the Ottomans, at England’s evaded boarding while shooting with longer-range request, kept much of Spain’s fleet busy in the Medi- guns. Have students research and write an essay tak- terranean. Another scholar, analyzing evidence found ing a position on the reasons for the defeat of the on Spanish ships, argues that the Spanish carried shot Armada and illustrate their essay with maps and dia- that did not fit their cannons. Others say Spanish ships grams. Then conduct a debate on the subject.

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Economic problems were also to blame. Costly overseas wars drained Assess and Reteach wealth out of Spain almost as fast as it came in. Treasure from the Amer-

icas led Spain to neglect farming and commerce. The government heavily Assess Progress L3 taxed the small middle class, weakening a group that in other European ■ Have students complete the nations supported royal power. The expulsion of Muslims and Jews from Section Assessment. Spain deprived the economy of many skilled artisans and merchants. Finally, the influx of American gold and silver led to soaring inflation. ■ Administer the Section Quiz. As Spain’s power dwindled in the 1600s and , Dutch, English, and Teaching Resources, Unit 1, p. 63 French fleets challenged—and eventually surpassed—Spanish power both in Europe and around the world. ■ To further assess student under- standing, use What were Philip II’s motivations for waging war? Progress Monitoring Transparencies, 67 Spain’s Golden Age Reteach L1 L2 The century from 1550 to 1650 is often referred to as Spain’s Siglo de Oro If students need more instruction, have (SEEG loh day OHR oh), or “golden century,” for the brilliance of its arts them read the section summary. and literature. Philip II was an enthusiastic patron of the arts and also Reading and Note Taking L3 founded of science and mathematics. View of Toledo Study Guide, p. 65 Among the famous painters of this period was a man called El Greco, El Greco’s painting shows the Spanish meaning “the Greek.” Though not Spanish by birth, El Greco is consid- of Toledo, where he lived for 40 ered to be a master of Spanish painting. Born on the Greek island of Adapted Reading and L1 L2 years. This is El Greco’s only landscape How does El Greco express Crete, El Greco had studied in Italy before settling in Spain. He pro- Note Taking Study Guide, p. 65 painting. religious themes in this painting? duced haunting religious pictures and striking portraits of Spanish nobles. El Greco’s use of vibrant colors influenced the work of Diego Spanish Reading and L2 Velázquez (vuh LAHS kes), court painter to King Philip IV. Velázquez is Note Taking Study Guide, p. 65 perhaps best known for his vivid portraits of Spanish royalty. Spain’s golden century produced several outstanding writers. Lope de Extend L4 Vega (LOH pay duh VAY guh), a peasant by birth, wrote more than 1,500 Have students choose two non-European plays, including witty comedies and action-packed romances. Miguel de countries that have a history of rule by Cervantes (sur VAN teez) was the most important writer of Spain’s golden monarchs. Have them research their age. His Quixote, which pokes fun at medieval tales of chivalry, is con- countries’ histories and write an essay sidered to be Europe’s first modern novel. Although Don Quixote mocks addressing whether the monarch in each the traditions of Spain’s feudal past, Cervantes depicts with affection both the foolish but heroic idealism of Don Quixote and the unromantic, earthy country claimed a divine right to rule or realism of his sidekick, Sancho Panza. the backing of a god or gods. What was the Siglo de Oro?

Answers Progress Monitoring Online For: Self-quiz with vocabulary practice Web Code: advancing Catholicism and increasing Spain’s 1 nba-1611

power Terms, People, and Places Comprehension and Critical Thinking ● Writing About History Caption Sample: A church tower points to the 1. For each term, person, or place listed at 3. Compare and Contrast How were Quick Write: Generate Arguments sky; a heavenly light bathes the city. the beginning of the section, write a Charles V and Philip II alike and differ- Choose a topic from this section that could It was a golden century of Spanish arts and lit- sentence explaining its significance. ent in their goals of ensuring absolute be the subject of a persuasive essay—for

erature, from 1550 to 1650. power and strengthening Catholicism? example, whether England was really a 4. Synthesize Information Why did threat to Spain. Then write two thesis 2. Reading Skill: Identify Main Ideas Spanish power and prosperity decline? statements, one arguing each side of your and Supporting Details Use your 5. Summarize Why is the period from topic. Make sure that the arguments clearly completed outline to answer the Focus 1550 to 1650 considered Spain’s explain opposite or differing opinions on Question: How did Philip II extend golden age? the topic. Spain’s power and help establish a golden age?

4. Costly wars, inflation, bad economic ● Writing About History Section 1 Assessment choices, and faulty leadership caused Each thesis statement should address a 1. Sentences should reflect an understanding Spain’s decline. valid topic and be suitable for development of each term, person, or place listed at the 5. It was a period of unusual brilliance in in a persuasive essay. Students should take beginning of the section. the arts and literature. positions on two opposing sides of the topic 2. Philip II asserted absolute power, waged and explain those positions clearly in their war, and supported the arts, all to extend thesis statements. Spain’s power and prestige. 3. Both sought to ensure absolute power and For additional assessment, have students strengthen Catholicism, but Philip was access Progress Monitoring Online at more determined and successful. Web Code nba-1611.

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LITERATURE Don Quixote by Miguel de Cervantes Don Quixote by Miguel Although the age of chivalry had long passed, stories about de Cervantes -errant were still popular in the early 1600s. The heroes of these stories were brave knights who traveled far Objectives and wide performing noble deeds. Miguel de Cervantes’s ■ Understand a key piece of literature novel Don Quixote satirizes such romances. His hero, from Spain’s golden age. the elderly Don Quixote, has read too many tales of chivalry. ■ Describe the characters and themes of Imagining himself a knight-errant, he sets out across the Don Quixote and its portrayal of medi- eval chivalry. Spanish countryside with his practical servant, Sancho Panza. In this famous excerpt, Don Quixote’s noble motives give dignity to his foolish battle with the windmills. Build Background Knowledge L3 Ask students to recall what they know Miguel de Cervantes about the period of medieval chivalry. ust then they came in sight of thirty or forty windmills that rise from Then ask them to recall what they know that plain, and no sooner did Don Quixote see them than he said to his J An illustration from Don Quixote about Spain during the time of Philip II. squire: “Fortune is guiding our affairs better than we ourselves could have Have them list the features that stayed wished. Do you see over yonder, friend Sancho, thirty or forty hulking shows Sancho Panza shouting the same in European society and those giants? I intend to do battle with them and slay them. With the spoils we after his master, who is battling shall begin to be rich, for this is a righteous war. . . .” windmills. that changed between the two time peri- “What giants?” asked Sancho Panza. ods. Then have students predict how “Those you see over there,” replied his master, “with the long arms; these factors might have affected Cer- some of them have them well-nigh1 two leagues in length.” vantes’s writing. “Take care, sir,” cried Sancho. “Those over there are not giants but windmills, and those things that seem to be armed are their sails, which Instruct when they are whirled around by the wind turn the millstone.” ■ Ask What values do stories about “It is clear,” replied Don Quixote, “that you are not experienced in knights and chivalry embrace? adventures. Those are giants, and if you are afraid, turn aside and pray whilst I enter into fierce and unequal battle with them.” (individual heroism, Christian faith, Uttering these words, he clapped spurs to Rozinante, his steed, without and a spirit of adventure and travel) heeding the cries of his squire, Sancho, who warned him that he was not Where else were these values going to attack giants, but windmills. But so convinced was he that they expressed during the time of were giants that he neither heard his squire’s shouts nor did he notice Philip II? (in Spain’s colonial expan- what they were, though he was very near them. Instead, he rushed on, sion and in its religious wars) 2 shouting in a loud voice: “Fly not, cowards and vile caitliffs ; one knight ■ Ask In Don Quixote’s mind, what alone attacks you!” At that moment a slight breeze arose and the great are his motives for attacking the sails began to move. . . . “giants”? (to prove his bravery, to gain He ran his lance into the sail, but the wind twisted it with such riches, and to engage in a “righteous violence that it shivered the lance in pieces and dragged both rider and war”) What qualities in Don Quix- horse after it, rolling them over and over on the ground, sorely damaged. ote does Cervantes seem to admire? (his courage, his desire to bat- Thinking Critically tle evil) What qualities in Don Quix- 1. Synthesize Information What values of chivalry ote does Cervantes seem to mock? motivate Don Quixote’s attack on the windmills? (his inability to see the obvious and to 2. Analyze Literature How does Cervantes show live in the present) both sides of Don Quixote—the noble and the 1. well-nigh (wel ny) adv. nearly foolish—in this excerpt? 2. caitliff (KAYT lif) n. cowardly person Monitor Progress Share with students the History Back- ground note about Cervantes’ life. Ask History Background students to write a paragraph exploring how Cervantes’ own background shaped Miguel de Cervantes As a young man, Cervantes jailed. Past fifty and wretchedly poor, Cervantes created his writing of Don Quixote. Have stu- fought in the battle at Lepanto; he was shot three his masterpiece, Don Quixote, a popular satire. With its dents include specific quotations from times, his left hand permanently crippled. Returning lively and highly original characters and narrative, it is the selection in their paragraph. from war, he was enslaved by Algerian pirates for five viewed today as the first modern European novel. Cer- Thinking Critically years. Although he returned a war hero, he was quickly vantes is often ranked with Shakespeare, his contempo- 1. the desire to prove his courage and prowess in forgotten. He wrote perhaps thirty unsuccessful plays. rary, as one of literature’s most important writers. battle, the desire to combat evil Desperate, he took a job provisioning the Spanish 2. He shows both sides by having Don Quixote voice Armada but was charged with embezzling funds and his noble intentions while Sancho Panza points out the foolishness of Don Quixote’s actions.

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