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Civil War Unit – Lesson C: Patriotic Songs

Subjects:

Language Arts, Music, Social Studies  

Grades:

4, 5, 6  

Title – Civil War Unit – Lesson C: Patriotic Songs
By – Sarah Higgins
Primary Subject – Social Studies
Secondary Subjects – Music, Language Arts
Grade Level – 4th-6th
Contents:

Civil War Unit
Lesson C

Objective: The learner will demonstrate the recognition of patriotic songs and the use persuasive language.

Materials: Copies of lyrics from “Battle Cry of Freedom” (Southern & Northern versions)

Anticipatory Set: The students should start the lesson off by singing the national anthem. This can be done during music class with the promise that the reason for singing it will soon be known.

Instructional Input:

Teacher Activities Student Activities
-Ask the students what they feel when they sing the national anthem. Ask the students what they think that their grandparents feel when they sing the national anthem. -Answer questions about reaction to the tune of the national anthem. Reflect on what older generations would feel.
-Display the words of the national anthem and ask the students to pick out words that they feel causes their emotions of pride, or their grandparents emotions of pride in their country. (See appendix C-1.) -Discuss with 2 or 3 other people about the words in the song that cause emotions of pride.
-Ask the students to report their answers to the class and write these on the board. -Report back to class on what their group discussed.
-Discuss the use of symbolism in the songs. What are common symbols of patriotism? -Discuss quickly with one other person and report back to the class.

-Ask the students what they feel when they sing the national anthem. Ask the students what they think that their grandparents feel when they sing the national anthem. -Answer questions about reaction to the tune of the national anthem. Reflect on what older generations would feel.
-Display the words of the national anthem and ask the students to pick out words that they feel causes their emotions of pride, or their grandparents emotions of pride in their country. (See appendix C-1.) -Discuss with 2 or 3 other people about the words in the song that cause emotions of pride.
-Ask the students to report their answers to the class and write these on the board. -Report back to class on what their group discussed.
-Discuss the use of symbolism in the songs. What are common symbols of patriotism? -Discuss quickly with one other person and report back to the class.

Checking for Understanding: Listen closely to student responses and watch closely for group interactions.

Guided Practice: The teacher should prepare the students to make a list of similarities and differences between the Northern and Southern versions of “Battle Cry for Freedom.” (See appendix C-2 & C-3). The teacher must demonstrate this process by comparing the Northern version of “Battle Cry of Freedom” with our modern national anthem. The students should help the teacher by picking out specific words or phrasing that similar in the two songs, and wording that is different.

Independent Practice: Each student should receive a copy of the words to the Northern and Southern version of “Battle Cry of Freedom.” Each student should make one t-chart for similarities and one t-chart for differences between the two songs. Students may discuss their thoughts with two other students, but should do most of their work independently.

Evaluation: These lists should be compared during class time. The teacher should provide examples of things that could be found in the songs. The lists will be collected and examined for comprehension of the lesson material.

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