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Poetry and Our National Anthem

Classroom Resource Information

Title:

Poetry and Our National Anthem

URL:

https://amhistory.si.edu/starspangledbanner/pdf/SSB_Anthem_6_8.pdf

Content Source:

Smithsonian

Type:

Learning Activity

Overview:

In this learning activity, students analyze "The Star-Spangled Banner" for Key's use of poetic devices. Students express the meaning of "The Star-Spangled Banner" national anthem in their own words and write their own poetry in relation to the flag or another historical event.

Content Standard(s):

Social Studies SS2010 (2010) Grade: 5 United States Studies: Beginnings to the Industrial Revolution	10 ) Describe political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States, including the War of 1812, the Indian Removal Act, the Texas-Mexican War, the Mexican-American War, and the Gold Rush of 1849. • Analyzing the role of the Louisiana Purchase and explorations of Meriwether Lewis and William Clark for their impact on Westward Expansion • Explaining the purpose of the Monroe Doctrine • Identifying Alabama's role in the expansion movement in the United States, including the Battle of Horseshoe Bend and the Trail of Tears (Alabama) • Identifying the impact of technological developments on United States' expansion Examples: steamboat, steam locomotive, telegraph, barbed wire Unpacked Content Strand: Economics, Geography, History, Civics and Government Course Title: United States Studies: Beginnings to the Industrial Revolution Evidence Of Student Attainment: Students: Analyze and describe the political, social, and economic events led to the expansion of the United States and contributed to the development of new technologies and the creation of new states. Explain how these changes also set the stage for future conflict within the nation. Teacher Vocabulary: political expansion Indian Removal Act Texas-Mexican War Mexican-American War Gold Rush technological developments locomotive telegraph barbed wire Knowledge: Students know: Political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States (the War of 1812, the Indian Removal Act, the Texas-Mexican War, the Mexican-American War, the Gold Rush of 1849, among others). The role of the Louisiana Purchase and explorations of Meriwether Lewis and William Clark for their impact on Westward Expansion. The purpose of the Monroe Doctrine. Alabama's role in the expansion movement in the United States, (the Battle of Horseshoe Bend and the Trail of Tears, among others). The impact of technological developments on United States' expansion (steamboat, steam locomotive, telegraph, barbed wire, among others). Skills: Students are able to: Locate journeys, territories, and political boundaries on a physical and political maps. Sequence historical events. Explain the role of individuals in historical time periods. Compare and contrast technological. Determine causes and effects of events and technological developments between 1803-1860. Analyze primary sources. Understanding: Students understand that: Political, social, and economic events led to the expansion of the United States and contributed to the development of new technologies and the creation of new states while also setting the stage for future conflict within the nation. Alabama Archives Resources: Click below to access all Alabama Archives resources aligned to this standard. Alabama Archive Records Alabama Alternate Achievement Standards AAS Standard: SS.AAS.5.10- Recognize reasons people would move from their homes to new land in the west and the impact westward expansion had on American Indians; identify at least one or more people, movements, and events involved in America's early westward expansion, including Lewis and Clark, Sacagawea, the Indian Removal Act, and the gold rush; identify the inventions that aided westward expansion, including the railroad and the steamboat; illustrate the completion of the contiguous United States on a map.
English Language Arts ELA2021 (2021) Grade: 5	23. Determine and analyze themes of various culturally-diverse literary texts, supporting analysis with textual evidence. a. Analyze common themes of diverse texts with support from textual evidence. b. Summarize a story or drama, describing how the plot unfolds and how characters respond to challenges or change their thoughts and actions and citing textual evidence. Unpacked Content Teacher Vocabulary: 23. Determine Analyze Themes Culturally-diverse literary text Textual evidence 23a. Theme Diverse texts Textual evidence 23b. Summarize Plot Characters Thoughts Actions Citing Textual evidence Knowledge: 23. Students know: Theme is the main, recurring idea in a text. An author develops a theme by including specific details in the text to help the reader identify and understand the theme. There are common, or universal, themes that frequently appear in literary text. 23a. There are common, or universal, themes that frequently appear in literary text. 23b. A summary of a story or drama is a short statement that describes the main events of the plot and the actions of the primary characters. Skills: 23. Students are able to: Identify the themes of various culturally-diverse literary texts. Analyze the themes of various culturally-diverse literary texts using text evidence. 23a. Identify common themes in diverse texts. Analyze the meaning of common themes from diverse texts using textual evidence. 23b. Create a summary of a story or drama that includes the main plot events and describes how characters external or internal actions. Cite textual evidence to support summary statements. Understanding: 23. Students understand that: Literature often includes universal (common) themes, and the author suggests the theme of the text by including particular details about characters or events. They can demonstrate they understood the theme of a story by using text evidence to support their identification. 23a. Literature often includes universal (common) themes, and they can show they identified the theme by supporting their analysis with text evidence. 23b. A summary is a short explanation of the most important elements from a text, and statements in a summary should be supported with textual evidence.
English Language Arts ELA2021 (2021) Grade: 5	34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences. Unpacked Content Teacher Vocabulary: 34. Personal narratives Fictional narratives Literary elements Characters Plot Setting Conflict Dialogue Voice Event sequences Knowledge: 34. Students know: A narrative is a piece of writing that tells a story. A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made-up story. A narrative story describes a sequence of plot events in a logical order (beginning, middle, end). Narrative writing includes text elements, like characters, setting, and conflict. Dialogue is a conversation between two or more characters in a text. Skills: 34. Students are able to: Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story. Write a narrative with a logical sequence of plot events. Incorporate literary elements into their narrative writing, like characters, setting, and conflict. Include dialogue in narrative writing. Use a strong voice in writing by developing a personal writing style. Understanding: 34. Students understand that: Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, and conflict. Incorporating dialogue between the characters can add details to their narrative writing. Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.

Tags:

flag, Francis Scott Key, poetry, Star Spangled banner, symbols

License Type:

Custom Permission Type
See Terms: https://www.si.edu/termsofuse/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

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Author:

Ginger Boyd

ALEX Classroom Resource

Poetry and Our National Anthem