Procedures

• SET UP:

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handout and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resources for students to use with this lesson.

  Students can use the handout below to view and define vocabulary terms that will appear in the lesson. They can define and present the terms in a jigsaw activity to save time.

  Handout: Vocabulary Chart (Google Doc)

  Handout: Graphic Organizer (Google Doc)

  Slides: The Star-Spangled Banner Slide Activity (Google Slides)

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARM-UP:

  At the start of class, ask students to consider the following question and record their responses on the handout:

  What do you know about The Star-Spangled Banner?

  Engage in class discussion and create a list as students share their ideas.

• INTRODUCTION:

  View the following video clip of University of Michigan musicology and American culture professor Mark Clague talking about the history of the Star-Spangled Banner and how he describes it as a living document.

  Video Clip 1: The Star-Spangled Banner in History (:48)

  Ask students to consider whether they agree, or disagree, with his position and explain their rationale.

• EXPLORATION: HISTORICAL BACKGROUND

  Have students view the following two videos clips of Mark Clague discussing Francis Scott Key and the issue of slavery at the time, and the events leading up to Key writing The Star-Spangled Banner. Students can respond to the related questions on the handout and prepare to share during a discussion.

• Video Clip 2: Who was Francis Scott Key? (4:30)

  • How does Mark Clague describe Francis Scott Key's position on slavery?
  • Explain the purpose of the American Colonization Society.
  • Describe Francis Scott Key's approach to slavery in his personal experience.

• Video Clip 3: Lead into Writing The Star-Spangled Banner (3:20)

  • Why did Francis Scott Key go to Baltimore?
  • Why were the British interested in attacking Baltimore?
  • According to Mark Clague, what effect did this have on Francis Scott Key?

• EXPLORATION: WRITING THE STAR-SPANGLED BANNER

  Ask students to view the following group of three videos to hear Mark Clague talk about the meaning of the four verses, terms found within The Star-Spangled Banner, and song writing in early American political discourse. After viewing this collection, discuss students' responses to the accompanying questions.

• Video Clip 4: The Star-Spangled Banner Lyrics (5:02)

  • Explain what is being described in the first verse of the anthem as Mark Clague discusses.
  • Explain the significance of the flag.
  • What was the question mark symbolic of, according to Mark Clague?
  • Explain the idea that is being expressed in the second verse.
  • Why does Mark Clague say the third verse is controversial?
  • What is being conveyed in the fourth verse?

• Video Clip 5: Interpreting "Hireling and Slave" in The Star-Spangled Banner (5:08)

  • Explain the three possible interpretations of the word ‘slave’ that Mark Clague discusses that could have reflected the time when The Star-Spangled Banner was written in 1814.

• Video Clip 6: The Star-Spangled Banner: Poem or Song? (4:41)

  • What role did songs play in early American political discourse that Mark Clague describes?
  • Describe the process involved in writing these songs.
  • Explain the origin of The Star-Spangled Banner.
  • Explain the first real ‘hit’ to this tune that Mark Clague discusses.
  • What was the first song we know of that Francis Scott Key wrote in 1805? Why did Key write it?
  • Describe Key’s vision for the lyrics as he drafted The Star-Spangled Banner.
  • How did political song writing impact people in early America?

• EXPLORATION: THE STAR-SPANGLED BANNER AS NATIONAL ANTHEM

  Students will view the next two video clips to hear Mark Clague talk about how The Star-Spangled Banner became the national anthem and the playing of the anthem at sporting events. Discuss answers to the guiding questions after students have watched the video clips.

• Video Clip 7: How Did The Star-Spangled Banner Become the National Anthem? (1:30)

  • How did The Star-Spangled Banner become the national anthem?

• Video Clip 8: The Star-Spangled Banner in Sports (4:38)

  • According to Mark Clague, what was the first documented time The Star-Spangled Banner was used at a sporting event?
  • What were some of the limitations of playing music as a sporting event in the 19th century?
  • How did WW1 impact sports in the country?
  • Explain the evolution of playing The Star-Spangled Banner at sporting events over time.

• EXPLORATION: PERFORMANCES OF THE STAR-SPANGLED BANNER

  Have students view videos from the following collection that highlight the anthem being performed at various events. Students can choose one or more of the performances. You can also jigsaw this portion of the lesson among students.

  • Video Clip 9: Jimi Hendrix Performs The Star-Spangled Banner (1:26)
  • Video Clip 10: Jimi Hendrix - Meaning of The Star-Spangled Banner (1:31)
  • Video Clip 11: Whitney Houston Performs The Star-Spangled Banner (2:20)
  • Video Clip 12: Alternative Performances of the National Anthem (2:24)
  • Video Clip 13: The Star-Spangled Banner at the 2017 Inauguration (:44)

• Engage in class discussion to have students share their perspectives on the performances they viewed in the previous videos. Do they agree or disagree with the way the national anthem was performed? Why?

• EXPLORATION: The National Anthem and the Civil Rights Movement

  View the video clip below of professor Mark Clague explaining the connection between the national anthem and the Civil Rights movement. Have students respond to the related questions.

  Video Clip 14: The Star-Spangled Banner and the Civil Rights Movement (6:11)

  • Explain the relationship between the national anthem and the Civil Rights movement. Describe some examples that Mark Clague discusses.
  • Explain the significance of Colin Kaepernick’s action as the anthem was played prior to the beginning of a game. Explain Mark Clague’s view regarding this protest.

• CONCLUDING VIDEO:

  As a class, view this video to hear Mark Clague discuss the idea of replacing the U.S. National Anthem. Ask students to reflect and share their thoughts on if they think the national anthem should be amended or replaced.

  Video Clip 15: Replace The Star-Spangled Banner? (2:53)

  • Explain Mark Clague’s views on amending or replacing the national anthem.

• CULMINATING ACTIVITIES:

  Have students choose one of the following activities to complete:

  • Visualize the Battle of Baltimore. Draw a picture of what you see or create an image you would post on social media using images, captions or phrases to describe it.

  • How would you revise The Star-Spangled Banner? Choose your own words to write your new version of the anthem. You can compose your own music to it if you would like as well!

  • Search for an example of the national anthem being performed at an event. View it, then write a short description with details of the performance. Explain how it related to events that were occurring at that time.