ALEX Classroom Resource

  

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):
English Language Arts
ELA2015 (2015)
Grade: 5
2 ) Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. [RL.5.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.2- Identify the main idea of a story; identify a problem and its solution in a story; summarize a story.


English Language Arts
ELA2015 (2015)
Grade: 5
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.24- Compose narrative texts by introducing characters or a narrator, organizing events in sequence and providing an ending related to the event sequence.


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 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.


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
Accessibility
Comments
  This resource provided by:  
Author: Ginger Boyd