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Worksheets
Edison Sound Recording //'[|Till the Boys Come Home, or Keep the Home-Fires Burning]// (Novello)--Frederick Wheeler, 1915

Obtained from http://memory.loc.gov/ammem/edhtml/eddctit.html



Joel, I was able to download the worksheet with your notes. I reposted with a few additions/changes. This song was actually written by a British citizen, with lyrics from an American citizen living in Britain. Another web site with lyrics and information: @http://www.firstworldwar.com/audio/keepthehomefiresburning.htm

Ruth: You did a great job of completing this, combining our work so well. I notice the subtle transitions and synthesis. Thank you for your analysis. The lessons also target a variety of disciplines and skill areas.

Joel: Thanks, good working with you, appreciate all your great contributions. It's a wrap!

==Group Discussion==

> - We chose this recording because it identifies with the World War I era. It could be effective because its story deals with the events leading up to WWI. Young men were called into action to defend their allies and homeland from a foreign threat.
 * Describe your reasons for selecting this particular recording. Explain why you believe this recording could be effective with students.
 * Describe at least 5 ways the recording you selected could be used in the classroom. Try to expand ideas for different subject areas and/or grade levels. For each lesson idea, include a brief description of how this activity could help promote critical thinking skills in students.
 * 1) Background music for slide show movie: Students could use this clip as a thematic track for a photostory video involving a war theme. This would, of course, fit best with WWI, but it could also be used for students to identify how all war affects the homefront. For critical thinking, students have to piece the ideas embedded in the music to relevant primary source photos of the war or wars.
 * 2) Stand-alone project in a World War I unit: Students could research the origins of the clip as a separate and make connections to ascertain why it became so popular during the war years. Students would analyze and evaluate other primary resources to piece evidence together in order to tell the tale.
 * 3) Music project: Students perform their own recording of the song for unit on historical tracks. They compare the instruments, recording technology, and style to contemporary artists with music of that time. Students evaluate music as it has developed over time.
 * 4) Critical thinking: Could this song apply to other conflicts besides World War I? Have students discuss in small groups, then summarize their thoughts in writing.
 * 5) Math: The person who wrote the song actually made some money from it. Find out how much and when. If he (or she) had put the money in the bank and 2% interest was earned each year, how much money would be in the bank right now? Use a spreadsheet to help you figure this out.
 * 6) Writing: Think about a time in your life that you put on a "cheery" face even though inside your "heart was breaking." Write a story including a situation where a character puts on a "cheery" face, even though his/her heart is breaking inside.
 * 7) Literary analysis: Were there any metaphors in the lyrics of this song? Explain.