American Revolutionary War Songs: Poetry in

Action!

Teaching American History Conference

Getting to the “Core” of History Instruction

By,

Carolyn Sommer, San Diego Unified, Porter Elementary

American Revolutionary War Songs: Poetry in Action! GRADE 5 – History Standard 5.5.1: Understand the causes that lead to American Revolutionary War INTRODUCTION – During the American Revolution, many patriots expressed their disdain toward the British crown through poetry in song. Most of the tunes were published on giant sheets of paper called a “broadside”. These broadsides were often quickly penned, printed and then swiftly distributed to the colonists throughout various public places in New England to stir up revolutionary fervor. Independence is the common theme in the songs / poems. Many of the stanzas refer to the causes that lead to the American Revolution. The lines make reference to the grievances of the colonists against King George III as justification for the necessity to fight to become an independent nation. TIME REQUIRED- 4-5 days; 1 hour class periods OBJECTIVES-

• Students will learn the causes that lead up to the American Revolution • Students will write songs, or poems, in verse form that incorporates their learning of the Stamp Act;

The Tea Tax; The Boston Massacre and the Boston Tea Party – group activity with each student writing a stanza(s)

• Students will perform their songs / poem as a group in their choice of musical genre or they may present it as a poem as a Reader’s Theater.

• Students will learn/review the basic elements of a structured verse poem • Students will understand the potential influence of creative communication (poetry and music) upon

current events MATERIALS-

- Primary Resources:

o “American Taxation” Revolutionary War Song, 1765, Peter St. John § (http://library.thinkquest.org/TQ0312848/music.htm)

o Plaque at the Boston Massacre – photograph § Early America Book Series: Primary Resource Reader – “Causes of the Revolution” by Jill

K. Mulhall, M.Ed. (Teacher Created Materials) – ISBN: 0-7439-8785-3 o Paul Revere’s Engraving of the Boston Massacre – picture

§ ‘Headlines from History’: “The Boston Massacre” by Allison Stark Draper (Rosen Classroom Primary Resource Collection) – ISBN: 0-8239-6176-1

o Boycott flyer to protest Townshend Acts – photograph § Early America Book Series: Primary Resource Reader – “Causes of the Revolution” by Jill

K. Mulhall, M.Ed. (Teacher Created Materials) - ISBN: 0-8239-6176-1

- Literary Resources:

o Early America Book Series: Primary Resource Reader – “Causes of the Revolution” by Jill K. Mulhall, M.Ed. (Teacher Created Materials) - ISBN: 0-8239-6176-1

o Headlines from History: “The Boston Massacre” by Allison Stark Draper (Rosen Classroom

Primary Resource collection) - ISBN: 0-7439-8785-3

o Headlines from History: “The Boston Tea Party” by Allison Stark Draper (Rosen Classroom Primary Resource collection) - ISBN: 0-8239-6177X

o Student Textbook: “Reflections: United States, Making a New Nation” ; Harcourt Publishers - Unit

4, “The American Revolution” § Lesson 2: Stamp Act; Townsend Acts; Boston Massacre § Lesson 3: Boston Tea Party

- Video:

o “America, The Story of Us, Part I” – History Channel; or similar video source - Audio:

o “Free America” – audio sample of a Revolutionary War song – (www.mcneilmusic.com) - Classroom Supplies Needed:

Chart paper; markers; lined paper; M&M candies and cups for the King’s M&M’s game (www.teachervision.fen.com/american-colonies)

- Graphic Organizers: 1. Cause and effect graphic organizers (www.eduplace.com) 2. Timelines of Events graphic organizer (www.eduplace.com)

SETTING THE STAGE-

1. Show “America, The Story of Us – Part I” / History Channel video 2. Have a discussion about songs:

a. What is the purpose of music and songs? b. Is there a song that has “spoken” to you? Influenced your thinking? Which? Why? c. Write the lyrics to your favorite song in your journals – interpret your favorite song with a partner

3. Introduce the Stamp Act; The Tea Act; The Boston Massacre and The Boston Tea Party 4. Create a timeline of the Stamp Act, Tea Act, Boston Massacre and Boston Tea Party as the key events that

lead to the American Revolution – (www.teachervision.fen.com/american-colonies/lesson-plan/43327.html)

5. “The King’s M&M’s game – background knowledge activity 6. Listen to an audio of an American Revolutionary song 7. Read “American Taxation” poem – primary resource

STRATEGY-

1. Students watch “America, The Story of Us, Part I” / History Channel – causes of the American Revolution as a focus

a. Take notes with a graphic organizer individually b. Students compare / contrast video notes to co-create a T-chart to present their combined learning to

the class 2. Students create a timeline of the events surrounding the American Revolution using their textbook – each

student contributes a sticky on the co-created chart/timeline 3. Students play the “King’s M&M’s” game to deepen understanding of the concept of a ‘tax’ and taxation

without representation o Students listen to the audio of the Free Song a couple of times, raising their hands as they hear

references to any of the causes or people that were part of the American Revolution - “Free America” – audio sample of a Revolutionary War song – (www.mcneilmusic.com)

4. Students read the Literary Materials provided- a. First, students work in pairs complete the cause and effect graphic organizer of the causes/effects of

the American Revolution – (www.eduplace.com) for the graphic organizers b. Think-Pair-Share at their tables their learning c. Then, they work together to co-create a group chart that outlines the causes and effects using their

combined learning d. Students present their charts to the class

5. Read “American Taxation” - Revolutionary War Song – a. Students read and interpret “American Taxation” with teacher – annotating their copy of it during

the shared reading b. Students then work in groups to interpret and annotate “American Taxation” and Think-Pair-Share

their discoveries at the table c. Students share out with the class – students listening add to their annotations any interpretations that

they missed 6. Drafting the Song:

a. Teacher models how to take the graphic organizer data collected and their co-created charts and begin to draft a poem / reviewing the elements of poetry

b. Students help write a few stanza with Teacher using their graphic organizers c. Students are released to work in collaborative groups to write their co-created Revolutionary War

Song / Poem: i. Students contribute one-two stanzas each

ii. Final song /poem should be 8-16 stanzas; four lines each iii. Students refer to any notes / graphic organizers/ literature to facilitate this part of the lesson

7. Final Product: a. Students turn in a final draft of their combined song / poem b. Students perform their song to the class in their choice of musical genre c.

ASSESSMENT: Students will be graded using the San Diego Unified School District Literacy Department’s rubric for a response to expository text (see attached). EXTENTION ACTIVITY: Students will now write a response song /poem from King George III expressing his reaction to their Revolutionary War Song. The song “Yankee Doodle” will be used a model with a reading and interpretation. Activity #1:

1. Write an original song / poem with the reaction of King George III to the American Colonial “rebellion” 2. Include evidence from primary and secondary resources in the song

Activity #2: Students will write a song / poem that express their dissatisfaction with current events –

a. Pick a topic b. Gather evidence (primary resources: newspaper; magazine article) c. Write a song / poem that express their point of view on the topic d. Present to the class in song or poetry read-aloud

 

 

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