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Why I picked this recording: The first reason I chose this piece was because I teach History. I try to incorporate music into as many lessons as I can. Music is a great way to have students experience learning in a different way. I chose this piece specifically due to it's patriotic nature. I read the reason why it was written and thought it was such a neat story. In learning how to teach history, a lot of my professors took a very negative outlook towards our country and our history. I feel that they did not focus hardly at all on the joys of this country. This song is about a love for America. This song was written by someone who thought there was no better place than America. I have had the same feeling when I have traveled to other places (by air, not sea) when returning to the States. This song is about taking pride in one's country. It illustrates to students that people back then were proud of America, just like how (some) people today are proud to be Americans. (Julie)

This recording could be effective with students because many of them are probably familiar with parts of it, causing them to instantly relate to it. Also, its positive message about our country challenges students to consider the concepts of patriotism and nationalism. Was the positive tone of this recording justified? In what ways are patriotism and nationalism healthy? unhealthy? (Joe)

This recording provides a unique opportunity to hear one of the best-known patriotic marches in American history in a way that few people have heard before. Far too often, our historical texts look at the United States from a critical point of view. This recording is all about the positive spirit of America and celebrates the greatness of our nation. John Phillip Sousa may be one of the greatest composers in American history. A look at his works must include the "Stars and Stripes Forver," as it is his greatest and most popular work. It is also the song that a student is most likely to identify with. Sousa's songs make a great addition to the study of the progressive era in our nation's history. The jovial and patriotic feelings of his songs are contagious and can immediately improve the listener's spirits. (Rob)

**5 Classroom Applications**


 * 1. In a high school Western Civ class, students studying the concept of nationalism could listen to recordings from various countries and examine their lyrics in an effort to identify how nationalism is conveyed through song and the impact patriotic songs have on people. La Marseillaise is another recording that could be included in this lesson. Critical thinking skills will be exercised during the analysis of the recordings and accompanying lyrics. In addition, a class discussion about the sociological and political impact of nationalism will allow students to construct, defend, and refute each other’s positions. (Joe)

2. In a high school psychology class, students can listen to the recording and write down the feelings and thoughts it evokes. After the recording is played, students can compare notes. Did students have similar reactions to this song? If so, why? If not, why not? Next, a class discussion on the impact of this song could be broadened into a general look at the relationship between music and cognition. Critical thinking skills will be exercised during class discussion and analysis of various research studies that explore the link between music and the mind. (Joe)

3. In a middle school American history class, students will listen to the "Stars and Stripes Forever" recording during a unit on inventions. Students will then work in groups to evaluate the impact of the recording technology on the effectiveness of the song. In addition to the Edison recording, students will also hear a more modern CD-quality recording of the song, as performed by a marcihng band. Students will then be asked in their groups to compare and contrast the ways in which the recording styles impacted the style of the song. (Rob)

4. In a middle school language arts class, students will listen to the "Stars and Stripes Forever" recording and then be asked to create patriotic-themed lyrics to the song that reflect the emotions that they were experiencing for their country while listening to the song. In groups, students will then analyze their individual works and offer feedback on how the student-created lyrics relate to the patriotic feeling in the song. (Rob)

5. In a high school English class students will listen to "Stars and Stripes Forever" recording as a part of an American culture unit during WWI. Along with the song, which portrays a positive outlook from that time period, students will be reading //Farewell to Arms// by Ernest Hemingway, a more negative outlook in our involvement in the war. Students will be required to write a comparison on the different cultural points of view towards the United States and nationalism during this time period. (Julie)

6. In a high school Sociology class, students can listen to "Stars and Stripes Forever" as an example of a song to promote nationalism in the late 1800s, early 1900s. This could be part of a unit dealing with issues such as Americanization and assimilation of immigrants coming to the United States during the late 19th and early 20th centuries. The students could be put into groups, with each group assigned a different group of immigrants that came to the United States during this time period. Groups would research the attitudes of the immigrants while coming to the United States, as well as the attitudes towards the immigrants of people in the United States. The groups will conclude with their opinion on weather or not assimilation and Americanization were beneficial or not to the immigrants of that time period. (Julie)**