God Save the Thirteen States




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God Save the Thirteen States

Unknown; Late 18th century

God save the Thirteen States!


Long rule the United States!
God save our States!
Make us victorious,
Happy and glorious;
No tyrants over us;
God save our States!
2. To our famed Washington,
Brave Stark at Bennington,
Glory is due.
Peace to Montgomery's shade,
Who as he fought and bled,
Drew honors round his head,
Num'rous as true.
3. Oft did America
Foresee with sad dismay
Her slav'ry near.
Oft did her grievance state,
But Britain, falsely great,
Urging her desp'rate fate,
Turned a deaf ear.
4. We'll fear no tyrant's nod
Nor stern oppression's rod,
Till time's no more.
Thus Liberty, when driv'n
From Europe's states, is giv'n
A safe retreat and hav'n
On our free shore.
5. O Lord! Thy gifts in store,
We pray on Congress pour,
To guide our States.
May union bless our land,
While we, with heart and hand,
Our mutual rights defend;
God save our States!
God Save the Queen/King

Often credited to Henry Carey (w/ controversy), 1740
God save our gracious Queen,
Long live our noble Queen,
God save the Queen!
Send her victorious,
Happy and glorious,
Long to reign over us;
God save the Queen!

2. O Lord our God arise,


Scatter her enemies
And make them fall;
Confound their politics,
Frustrate their knavish tricks,
On Thee our hopes we fix,
God save us all!

3. Thy choicest gifts in store


On her be pleased to pour;
Long may she reign;
May she defend our laws,
And ever give us cause
To sing with heart and voice,
God save the Queen!

  4. Not in this land alone,


But be God's mercies known,
From shore to shore!
Lord make the nations see,
That men should brothers be,
And form one family,
The wide world over.

5. From every latent foe,


From the assassins blow,
God save the Queen!
O'er her thine arm extend,
For Britain's sake defend,
Our mother, prince, and friend,
God save the Queen!

6. Lord grant that Marshal Wade


May by thy mighty aid
Victory bring.
May he sedition hush,
And like a torrent rush,
Rebellious Scots to crush.
God save the King!

Beccah Derks

November 9, 2009

Integrated Music Lesson: Social Studies

Grade Level: 5


Music of the Revolutionary War
MMSD Social Studies Standards (Grade 5):

History

3. Explain how other regions of the world influenced the history of the United States.

5. Identify key events, causes, and effects of a major period in U.S. history.

K-12 National Music Standards:

Content Standard 6: Listening to, analyzing, and describing music

a. Describe specific music events in a given aural example, using appropriate terminology

b. Analyze the uses of elements of music in aural examples representing diverse genres and cultures
Content Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts

b. Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

Objectives:


  • Given instruction, students will recite one stanza from either the song “God Save the Thirteen States” or “God Save the Queen/King” aloud to their group.

  • Given instruction, students will underline at least 5 significant words or lines from the song which most represent its theme.

  • Given instruction, students will select as a group the one main theme of their song.


Materials:

  • 22 copies of “God Save the Thirteen States” and “God Save the Queen/King” lyrics sheet

  • Copy of song “God Save the Queen” (also know as "God Save the Thirteen States" and "My Country Tis of Thee"

    • http://www.audionetworkplc.com/production-music/god-save-the-queen_2609.aspx


Background for teachers:

The song "God Bless the Queen/King" was reportedly first written in 1940 by Henry Carey but since then, there has been controversy pertaining to its actual origins. While the song is not England's official national anthem, it is the first "national anthem" and is played at all official occasions. On official occasions, only the first verse is sung, and sometimes verse three. In 1781, a colonist penned the lyrics to "God Save the Thirteen States" as a way to show patriotism and call for independence. The song was written to the British tune because it was a recognizable song for all of the colonists, but as the conflict between the Rebel's and Patriots grew, it was later seen as a way to mock England.



Steps in Lesson:
Introduction/Building Background Knowledge:

  1. Students have just begun reading the book My Brother Sam is Dead, which tells the story of a young man confused about his loyalties during the start of the Revolutionary War. As a reading group, we have been discussing the different ideas and viewpoints of the Rebels and Patriots. Remind students of these two groups and the differences stances that they take as well as Timmy's view of them.


Body:

  1. Split students into groups of 4-5.

  2. Assign two groups to read the lyrics from the song "God Save the King/Queen" and two groups to read the lyrics from "God Save the Thirteen States"

  3. Each student will read one stanza (or two depending on the number of students versus stanzas) aloud to their group.

  4. While the students are listening to the lyrics, they should underline the lines or words that they think are significant to the songs meaning and tone.

    1. If needed, students can read certain stanzas or the entire lyrics to themselves quietly.

  5. Students should then spend 2-3 minutes discussing as a group what they believe the one main message of the song is.

  6. One student representative from each group will write the theme of their song on the chalkboard under their song title and the class will discuss the similarities and differences between them.

  7. Play the instrumental version of the song "God Save the King"

    1. At this time, students can unfold their lyrics so that they are able to view both while the song is playing.

  8. Discuss their reactions to the meanings of the lyrics once the song was played along with the lyrics.

    1. Is the song recognizable? From where?

    2. Which song do you think was written first?

    3. Why was "God Save the Thirteen States" written to the same tune as "God Save the King"?

      1. Was there a different reasoning later? (mocking)

    4. What do they mean by "Britain...turned a deaf ear" in stanza 3?

    5. What is the theme of the fourth stanza?

Closure

  1. Relating this back to the book, discuss which song represents the views of Tim's father and which song represents the view of Sam.

    1. Can you find evidence in the book and in the lyrics to support this?

    2. What do you think stanza four of "God Save the Queen" is trying to say? How does this contrast the theme of the fourth stanza from the song "God Save the Thirteen States?"


Assessment (based on objectives):

  • Students will recite one stanza verbally. Each student should write down their name next to the stanza they read and I will walk around to make sure that each student is verbally participating.

  • Students will turn in the lyrics sheet containing the 5 underlined words or lines as well as their name next to the stanza they read.

  • Students will write the one main theme on the chalkboard.


Adaptations/extensions (for students with special needs):

  • For students who have difficulty reading aloud, they can opt out of this.

  • Dictionaries will be available for students to look up words that they may not know.


Next Steps/Connections to Other Subjects:

  • During Writing, students will write a new song using the same tune as "God Save the Queen" but focusing on the confused state that Tim is in during the first half the book.


Why is it important that students learn my lesson? What academic subject will I link to?

Through this book, students are often just first being exposed to the Revolutionary War and are working through the issues of each side. By comparing the lyrics of each song and analyzing the significance of using the same melody, students will have a better understanding of the viewpoints of both the Rebels and the Patriots. This lesson links to Social Studies because U.S. history is a main focus in the 5th grade so it has direct relevance to the standards.





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