running head: paul revere’s ride september 15,...

Running head: PAUL REVERE’S RIDE

September 15, 2012

Critical History Lesson

Paul Revere’s Ride: Did it take place?

Alyssa Marie Scott

Illinois State University

Department of Curriculum and Instruction

C&I 258.09 Social Studies Methods


Paul Revere’s Ride: Did it take place?

Part I: Research

While partaking in the unit on history over the past several weeks, I have come to the

surprising realization that my historical knowledge has been fabricated for decades by not only

my schooling, but through various revenues of our contiguous society as well. Throughout this

unit, I learned how important it will be for me, as an educator, to continuously promote critical

thinking skills in my classroom. I must become skilled at effectively teaching and modeling

historical analysis and interpretation, historical research capabilities, and historical issues

analysis and decision-making. During my investigation on the historical event of Paul Revere’s

ride, I became aware of the fact that this particular event is not portrayed throughout our society

as factually correct. The recorded accounts of Paul Revere’s ride in current textbooks and

children’s literature hold several truths but lack the realities presented in authentic and primary

sources. The impact of employing primary sources to backup my research findings has been of

great significance during both my investigation and lesson planning. Not only do primary

sources allow me to make sense of the continuum of history, but such investigative information

promotes the opportunity to develop critical thinking skills and consider multiple perspectives as

well. Lastly, I have learned the vitality of examining more than one resource to gather adequate

information, regardless of the topic at hand. Without exploring numerous resources, one would

have to assume that the information presented might be factually incorrect and biased.

Collective Memory Specifically, I recall Paul Revere as being the primary messenger for the Americans

during the American Revolution that occurred in the late eighteenth century. Revere is most

famous for the midnight ride he took on horseback, in which he informed the Americans that the


British would soon be approaching their territory. As Revere rode through numerous towns on

his midnight journey, he spoke the infamous words, “The British are coming! The British are

coming!” repeatedly. After the British arrived in America, they intended on maintaining

possession of the original thirteen colonies. While learning about Paul Revere in school

textbooks, his famous ride and repetitious phrase were briefly mentioned during the presentation

of the American Revolution but never discussed or analyzed in further detail. During the sixth

grade, my social studies teacher implemented the poem Paul Revere’s Ride, by Henry

Longfellow, into a lesson during the unit on the American Revolution. The succinct introduction

in the textbook and the poem by Henry Longfellow are the only descriptive pieces of historical

information that I was presented with throughout both my primary and secondary schooling, in

regards to event Paul Revere’s ride.

Galen Rocke, a personal friend and person of my generation, recalled Paul Revere as

being the informant who rode a horse through town in the middle of the night, letting the

Americans know that the British were invading their land. He also recalled the infamous phrase,

“One if by land and two if by sea!” that was used during this time to determine the entry of the

enemy. Explicitly, the phrase refers to the number of shining lights that Paul Revere placed in

the top of the lighthouse to inform the Americans of the way in which the British would be

arriving. For example, Revere would place one shining light in the lighthouse if the British were

arriving by land and two shining lights if the British were arriving by sea [personal

communication, 08/25/12]. Gloria Wenger, a personal friend, family member, and member of

my generation, repeated the phrase, “The British are coming! The British are coming!” when she

was asked to describe her recollection of Paul Revere’s ride. She also stated that she believed

Revere’s ride took place during the American Revolution; however, she was not certain of this.


Other than these two pieces of information, she did not recall any further historical information

about Paul Revere and his infamous ride [personal communication, 08/25/12].

Ronald Schmidgall, a person of the generation of my parents, remembered Paul Revere

as being a Son of Liberty who informed the minutemen that the British were coming to attack

them and take possession of their land. He recalled that Paul Revere used to place lights in a

lighthouse and that the number of lights lit up in the top of the lighthouse was significant to how

the British were approaching American soil. Then, he stated, “One if by land and two if by sea!”

He informed me of the fact that this phrase allowed the minutemen to know the exact manner in

which the British were approaching so that the Americans could be appropriately ready to attack

[personal communication, 08/24/12]. Andrea Scott, my mother, recalled the phrase, “The British

are coming! The British are coming!” when asked to describe her recollection of Paul Revere’s

ride. Other than this phrase, she was not able to further describe Paul Revere or the events

surrounding his famous midnight ride [personal communication, 08/26/12]. Gilbert Wilson, my

grandfather, described Paul Revere as a historical figure who informed our troops that the British

were going to invade our land with the hopes of upholding rule of the British Empire [personal

communication, 08/25/12]. Judith Propes, a personal friend and person of the generation of my

grandparents, could not recall a single item about Paul Revere’s ride [personal communication,

08/29/12].

Owen Fitzgerald, a student in second grade at Heyworth Elementary School, had no

recollection of Paul Revere or his ride. When asked to describe his knowledge of Paul Revere’s

ride, he simply replied with the question, “Who is that?” Prior to this questioning, Owen had no

knowledge of Paul Revere [personal communication, 08/25/12]. Dalton Brown, a fifth grade

student at Eureka Middle School, had no recollection of Paul Revere. When asked to describe


what he knew about Paul Revere, he simply stated, “How can I do that? I have no idea who he is.

Was he a president of the United States?” Prior to this interview, Dalton was unaware of Paul

Revere’s ride during the American Revolution [personal communication, 08/24/12]. Hannah

Ogg, a junior at Eureka High School, had a slight recollection of Paul Revere. She described

Revere as being the man who the let the Americans know that there were men coming to attack

their land. However, she could not recall what country the other men were from. She believed

that the men were from Europe but could not say for certain. Also, she stated the phrase, “The

British are coming! The British are coming!” describing it as the phrase used by Revere as he

informed the American men of the attack [personal communication, 08/26/12].

Presentation of Historical Event Paul Revere’s ride is briefly depicted in current school textbooks. His famous midnight

ride is presented along with the beginning of the American Revolutionary War. However, his

existence in these books only lasts for a mere one or two pages. In children’s literature, Paul

Revere’s ride is portrayed in specific detail. There are a variety of books written for children that

depict Revere’s life, as well as his famous midnight ride. Even though his existence might be

minimal in various texts, Revere’s existence continues to survive through current textbooks and

pieces of children’s literature.

Current history textbooks.

1. School Textbook -- Our Nation -- Written by Macmillan & McGraw-Hill

This particular book is a Social Studies textbook for middle school students that examines the

history of the United States. The textbook depicts historical events, famous people and groups,

and places of relevance in the history of the United States. Paul Revere is mentioned on two


pages in this textbook under the section, The Revolution Begins. The textbook mentions Paul

Revere’s ride by describing Revere as a silversmith who rode to Lexington, Massachusetts to

warm Adams and Hancock of the British arrival. It continues to mention William Dawes, a

friend of Revere, who accompanied him on his journey to inform various Americans of the

British attack. Their route is presented on a map in the textbook as well. Revere’s ride was

specifically noted for alerting the minutemen and colonists of the British attack. This

summarizes the majority of the information that is portrayed concerning Paul Revere in this

specific textbook. Overall, this textbook briefly mentions Paul Revere and his famous ride on

the night of April 18th 1775. Other than describing his ride, the textbook fails to mention any

further details regarding his career and family life [Banks, Boehm, Colleary, Contreras,

Goodwin, McFarland, & Parker, 2005].

2. School Textbook -- America’s Story -- Written by Harcourt Brace

This textbook is a Social Studies book for students in middle school. It examines the

historical events that occurred throughout the United States in chronological order. The textbook

begins by depicting the life of the first Americans and ends in a section that portrays life in the

Western Hemisphere as it exists today. Paul Revere is mentioned in this textbook under the

section, The Colonists Unite. Revere is described as member of the Sons of Liberty who took a

ride during the night of April 18th 1775 to warn Hancock and Adams of an attack that was going

to take place. When Revere and his friend, William Dawes, arrived in Lexington,

Massachusetts, they found numerous minutemen waiting for the arrival of news. Besides the

brief introduction of Paul Revere’s ride in the text, Revere is mentioned in a short biographical

article on the side of a page in the book. In this brief article, Paul Revere’s biography highlights

a few facts about his life, outside of the information known about him during the Revolutionary


War. For example, the text mentions that Revere was one of the few people to own a horse in

Boston. It also mentions that he kept a horse because he liked to gallop through the countryside

during his free time. Aside from information concerning his personal life, it also discusses

Revere’s duties as a member of the Sons of Liberty. A picture of Revere is shown next to his

biography as well. Overall, this textbook does a better job portraying Paul Revere, as it not only

mentions his duties as a member of the Sons of Liberty and his famous midnight ride, but the

textbook also presents Revere in a short biographical piece that is set aside from the lesson

concerning the Revolutionary War. This gives students the opportunity to learn more about

Revere and it allows them to make a connection with him on a personal level [Boehm, Hoone,

McGowan, McKinnley-Browning, & Miramontes, 1997].

Children’s literature.

1. Children’s Book -- A Picture Book of Paul Revere -- Written by David A. Adler & Illustrated by John & Alexandra Wallner

The interpretation of Paul Revere’s life is portrayed throughout this book with both words

and pictures. The story of Revere is told in third person and begins with his birth in the year of

1735 in Boston Harbor, Massachusetts. The author continues the story by discussing Revere’s

schooling, work as a silversmith, joining of a Massachusetts regiment, and his wives and

children. Then, the book describes Revere’s interest in politics and his joining in the society of

the Sons of Liberty. It continues to illustrate Revere’s ride on the night of Tuesday, April 18,

1775. Revere rode to Lexington, Massachusetts with a man by the name of William Dawes to

inform the minutemen that the British were coming to attack them. However, Revere could not

confirm if the British were arriving by land or sea so he asked a man named Robert Newman to

light one lantern in the top of Christ Church if the British were approaching by land, two if they


were approaching by sea. The book continues to discuss the Revolutionary War and Revere’s

multiple contributions for the Americans throughout the following years. At the end of the book,

the author contributed a note that described the many journeys of Revere and the messages that

he delivered to New York and Philadelphia before and during the Revolutionary War [Adler,

Wallner, & Wallner, 1995].

Throughout this book, the author examines how Revere’s famous etching of the Boston

Massacre distorted the truth, as a means of fanning anti-British sentiment. Even though Revere’s

famous ride on the night of April 18, 1775 is described in the text, the event does not out shadow

Revere’s multitude of successes that occurred throughout his life. The book repeatedly portrays

a strong emphasis on Revere’s tough work ethic, as he learned new skills to support his family as

a silversmith when his father died and as he become knowledgeable about politics later on in his

life. Along with the details presented concerning Revere’s famous ride, the book focuses on

Revere as a person, depicting the many contributions he made not only for his family, but for his

country as well. The book also includes an author’s note that describes other messages that

Revere delivered before the Revolutionary War to various places and important dates of his life

[Adler, Wallner, & Wallner, 1995].

2. Children’s Book -- Paul Revere’s Ride -- Written by Henry Wadsworth Longfellow &

Illustrated by Ted Rand

This particular book exhibits the poem written by Henry Wadsworth Longfellow along with

a multitude of pictures. The poem describes Paul Revere as an American colonist. The poem in

the book avows that Revere decided with multiple friends to avert an attack by the British on

Concord, Massachusetts by informing the countryside that the British were coming. However,

Revere could not confirm if the British were traveling by land or sea so he informed his friend to


signal light based on the manner of entry by the British. He told his friend, Robert Newman, to

shine one light from the North Church if the British were arriving by land and two, if by sea.

Longfellow’s poem goes into significant detail regarding Revere’s midnight ride [Longfellow &

Rand, 1990]. For example, it describes detailed information concerning the night sky, ships in

the ocean that were close to the shoreline, the church tower, village streets, and the British army.

Aside from the descriptive words presented in the poem, the illustrated pictures help bring the

book to life and make the book seemingly appear as an easier read for the audience. The bold

pictures would be a great source of capturing the attention of my students in the classroom and

they would permit the students to make meaningful connections between the written text and

images. At the end of the book, a section containing more information about Paul Revere’s ride

brings to life additional detailed facts concerning events that took place before, during, and after

Revere’s ride. This section could be useful for both the teacher and students, as it helps them

further develop an understanding about Revere’s ride, as it is not written in poetic form

[Longfellow & Rand, 1990].

3. Children’s Book -- And then what happened, Paul Revere? -- Written by Jean Fritz &

Illustrated by Margot Tomes

The knowledge of Paul Revere’s life in this specific book is similar to that described in the

previous two books. This specific book is an older children’s book that depicts the life of Revere

in an easy-to-read format for younger children. The vocabulary is simple and there are a

plethora of drawings that depict the written descriptions. Not only does the book describe

Revere in a light-hearted fashion, but the book also illustrates the time of Revere’s life in an

understanding format for children. For example, the author describes the daily life in Boston as

having a variety of street vendors with traveling acrobats, performing monkeys, parades,


firework displays, and fistfights. Along with descriptive details about Revere’s life before,

during, and after the Revolutionary War, the author continues to ask the reader questions to keep

their interest in the book. Example questions include, “And what happened?” “And what did

Paul Revere do about it?” “And what were they up to?” “What could be done?” “And what

happened to the officers?” and “And then what happened?” [Fritz & Tomes, 1973]. Not only

would such questions keep the readers engaged in the text, but these questions would be useful in

promoting the use of critical thinking skills, as the readers are asked to use their existing

knowledge to predict what will happen next in the story. At the end of the book, multiple author

notes are included. These notes describe additional facts about the events described early in the

text [Fritz & Tomes, 1973]. Such notes would be a good resource for teachers to use in the

instruction of the American Revolution.

From the research found in children’s textbooks and current school textbooks, it is quite

evident be that Paul Revere’s existence during the start of the Revolutionary War was crucial.

This is the primary reason that Revere’s famous midnight ride continues to be presented in

school textbooks and in children’s literature. It was also interesting to see Revere’s life outside

of the war portrayed in the textbooks as well as in the children’s literature. It is vitally important

that students have the opportunity to learn more about historical figures than simply discovering

their contribution towards the good of society and being done with their remaining existence.

Research Findings and Primary Sources 1. Photograph -- Christ Church – Boston, Massachusetts. CREDIT: "Christ Church (Old North), Boston," 1890-1899. Prints and Photographs Division, Library of Congress. Reproduction Number LC-D4-11346 DLC.


2. Photograph -- Paul Revere’s House – North Square,

Boston, Massachusetts.

CREDIT: Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection. 3. Photography -- Paul Revere – 1899. CREDIT: Library of Congress, Prints and Photographs Division, Society of Iconophiles, 1899. 4. [Miniature] Book -- Paul Revere’s ride: a deposition written by Paul Revere [This is a

personal account by Revere of his famous ride with an introduction by Esther Forbes.]

-- Primary Source –

5. Music Score -- Paul Revere’s ride by Henry Longfellow [Set to music by John Biggs]

6. Book -- Paul Revere’s three accounts of his famous ride by Paul Revere with an

introduction by Edmund S. Morgan [MA Historical Society picture book]

-- Primary Source --

7. Map -- A plan of the town of Boston with the

entrenchments of 1775.

CREDIT: LC Maps of North American, 1750-1789, 933. -- Primary Source --


8. Photograph -- Paul Revere – 1887. CREDIT: Library of Congress, Prints and Photographs Division, Reproduction of St. Memin portrait, October 26, 1887. 9. Autobiography -- Paul Revere’s account of his ride [Written format]. [This document is

an article that presents the text of Paul Revere’s account of his famous ride, as it was

recorded in 1775.] --Primary Source --

Paul Revere first-handedly recorded the historical event of his famous midnight ride in

the year of 1775 [Revere, 2009]. He begins by explaining that Dr. Joseph Warren sent him for

on the night of the eighteenth of April at ten o’clock in the evening. He continues by stating his

reason for traveling to Lexington, as he was instructed to inform Samuel Adams and John

Hancock that there were a number of soldiers marching toward the bottom of the common. It

was believed that these soldiers would travel to Lexington by the way of the Cambridge River to

take themselves to Concord, where they would destroy colony stores. Revere mapped out his

route by stating that he began his journey in Charlestown, where Richard Devens informed him

that he should proceed to Concord. He set off at around eleven o’clock in the evening and

traveled toward Cambridge. On his journey, he encountered the soldiers, one of which chased

him for nearly three hundred yards until Revere’s horse successfully out ran the soldier’s horse.

Then, he proceeded toward Lexington to alarm Samuel Adams and Colonel Hancock [Revere &

Forbes, 1963].

After Revere informed Mr. Adams and Col. Hancock of the presence of the soldiers, he

continued to make his way to Concord. However, he was taken over by a man named Prescot,


who belonged to Concord. He then encountered more soldiers, who threatened to make him a

prisoner. They searched Revere for pistols and then proceeded to clap their pistols to his head.

The soldiers then took him as a prisoner and began to ride to Lexington, continuously insulting

Revere by calling him a rebel. Once the soldiers had traveled about a mile, the sergeant ordered

a soldier to take out his pistol and execute Revere if he tried to escape. After the soldiers arrived

within sight of the Meeting House, they asked Paul Revere a series of questions and took his

horse and rode off, leaving him. Revere then proceeded to the Meeting House, where he had

informed Mr. Adams, and Col. Hancock of the presence of the soldiers [Revere & Forbes, 1963].

He traveled with Mr. Adams and Col. Hancock to inform others of the attack that was soon to

take place [Revere, Longfellow, & O’Brien, 1929]. Revere then rested and traveled to a tavern

with a friend to inform more people of the attack; however, while in the tavern, the soldiers

arrived outside of the tavern and began firing shots, which marked the beginning of the

Revolutionary War [Revere & Forbes, 1963].

As the historical event of Paul Revere’s midnight ride is presented in children’s literature

and current textbooks, the depiction of Paul Revere is accurate, but the portrayal of Paul

Revere’s ride lacks truth. Paul Revere was a member of the Sons of Liberty and held the career

of a messenger. On the night of April 18th 1775, Revere was instructed to ride to Lexington,

Massachusetts to warn Samuel Adams and John Hancock that soldiers would soon be invading

their land and burning their colony stores [Revere & Morgan, 1968]. However, while

researching Paul Revere’s ride, all of the primary sources fail to present or explain the famous

sayings that have been developed over the years. In contrast with the common recollection of

the event and the information that is being presented throughout children’s literature and

textbooks in today’s society, it appears that these related sayings have been formed to help


students remember this historical event. For example, the sayings, “Two by land and one by

sea!” and “The British are coming! The British are coming!” were not mentioned in the authentic

sources researched. However, these sayings repeatedly occurred throughout the questioning of

those people in various generations, children’s books, and today’s school textbooks.

Aside from the creation of the sayings, the historical event of Revere’s ride has been

fabricated and shown in a much brighter light than how the event actually took place. Not only

do today’s textbooks and current children’s literature leave out important details concerning

Revere’s travel route, but they fail to mention the danger that Revere faced while delivering his

message to those in Lexington and Concord. For example, they forget to mention that Paul

Revere encountered soldiers twice during and his journey and that Revere was threatened and

forced to travel with these soldiers for a few miles on horseback [Revere & Forbes, 1963]. The

majority of children’s literature also fails to present the dangers of the soldiers, as there were

multiple shots heard during Revere’s ride and multiple shots fired at the tavern where the

beginning of the war took place [Revere, 2009]. Even though current school textbooks briefly

present Revere’s ride and contribution to the beginning of the war, they, too, fail to recognize the

dangers that Revere faced during his midnight ride to Lexington.

Overall, the recollection of Paul Revere’s ride in people’s collective memory, literature,

textbooks, and media succeeds in recognizing the existence of the ride and the places in which

Revere traveled; however, the recollection of his ride fails to present the true facts about the

dangers that occurred during his ride and falsely identifies multiple sayings that are not

confirmed to be accurate. With this being said, it is crucial that teachers begin the recognize the

lack of information being presented concerning Paul Revere and begin to present the truth to

their students through authentic sources and research. It would also be especially important to


begin checking the truth of all events presented to our students, as it is possible such events also

lack truthful accounts and information.

Teaching Rationale Teaching social studies to students could be quite difficult, as history is composed of

numerous dates, details, and historical figures. In an ever-changing and fast paced society,

teachers must discover a means in which they can present the historical facts in an upbeat and

positive light, while maintaining the realities of the past. Not only should teachers find ways to

engage all students in the curriculum, regardless of their individual learning style, but teachers

need to provide the students with accurate historical facts based on evidence, either encountered

by the teacher or through the work of the students. As an educator, I believe that curriculum

focusing on the American Revolution, specifically including instruction on that of Paul Revere

and his famous midnight ride, would be especially beneficial for students. First, it would be

constructive to present the preconceived misconceptions of the American Revolution and Paul

Revere’s ride before beginning the instruction of new material. Second, it would be

advantageous for the students if they were educated on the manners in which they can research

historical concepts with factual suitability, including primary sources. Third, it would further

develop and promote the employment of critical thinking skills. Lastly, this specific topic of

instruction would allow students to better understand the idea of “unsung heroes,” as Paul

Revere could be considered an “unsung hero.” Even though previous and current generations

were aware of his existence and contribution to the American Revolution, it appears as though

younger generations are not being taught about him. Perhaps, with the decreasingly limited

information about Revere in both children’s literature and current school textbooks, he will be

considered an “unsung hero” one day in the near future. Overall, the instruction of this historical


figure would greatly expand the historical knowledge of my students, as they become active and

productive members of today’s society.

Part II: Lesson Plan

Title: Paul Revere’s Infamous Ride: Fact or fiction? How do we know? Overview of the lesson:

The first objective of this lesson requires students to determine whether the ride of Paul

Revere occurred. Students will be expected to support their answer, whether they establish that

Revere’s ride occurred or did not occur, with evidence that will be thoroughly researched both

inside and outside of class. In order to successfully complete this objective, the students will be

instructed on the use of primary and secondary sources and how to locate such sources. The

second objective of this lesson requires students to compare and contrast their researched

accounts of Revere’s ride with the ride depicted in the poem, Paul Revere’s Ride, by Henry

Wadsworth Longfellow. As the students complete their comparisons, they will be asked to

reexamine their research and thoroughly analyze the poem in order to carry out an adequate

comparison. Throughout the related lesson activities, the students will explore facts about Paul

Revere’s life, record factual accounts of his infamous ride, read and discuss the famous poem,

Paul Revere’s Ride, by Henry Wadsworth Longfellow, note the differences and similarities

between the poet’s account and summarized factual accounts of the event, and ultimately,

determine if the ride of Paul Revere occurred, using supporting evidence. After the students

have completed their comparisons and drawn their conclusion of whether Revere’s ride took

place, the students will participate in a debate to explore the findings of their peers. Finally, the

students will be asked, as a whole class, to reenact Paul Revere’s ride.


Grade Level: 5th grade Time: 5 continuous class periods [of 50 minutes each] -- 4 hours and 10 minutes total Illinois Learning Standards: [Illinois state board of education, 2012]

-‐ 1.B.3c Continuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings).

-‐ 1.B.3d Read age-appropriate material with fluency and accuracy. -‐ 1.C.3b Interpret and analyze entire narrative text using story elements, point of view and

theme. -‐ 1.C.3c Compare, contrast and evaluate ideas and information from various sources and

genres. -‐ 4.A.2a Demonstrate understanding of the listening process (e.g., sender, receiver,

message) by summarizing and paraphrasing spoken messages orally and in writing in formal and informal situations.

-‐ 4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings.

-‐ 4.B.2a Present oral reports to an audience using correct language and nonverbal expressions for the intended purpose and message within a suggested organizational format.

-‐ 4.B.2b Use speaking skills and procedures to participate in group discussion. -‐ 4.B.2d Identify main verbal and nonverbal communication elements and strategies to

maintain communications and to resolve conflict. -‐ 5.A.3a Identify appropriate resources to solve problems or answer questions through

research. -‐ 5.B.2a Determine the accuracy, currency and reliability of materials from various

sources. -‐ 5.C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays,

stories) supported by research. -‐ 16.A.2b Compare different stories about a historical figure or event and analyze

differences in the portrayals and perspectives they present. -‐ 16.A.3b Make inferences about historical events and eras using historical maps and other

historical sources. -‐ 16.A.2c Ask questions and seek answers by collecting and analyzing data from historic

documents, images and other literary and non-literary sources. -‐ 16.A.3c Identify differences between historical fact and interpretation. -‐ 17.A.2b Use maps and other geographic representations and instruments to gather

information about people, places and environments. -‐ 26.B.3b Drama: Demonstrate storytelling, improvising and memorizing scripted material

supported by simple aural and visual effects and personal background knowledge needed to create and perform in drama/theatre.


Objective(s):

-‐ At the end of the unit, the students will be able to determine whether the historical event

of Paul Revere’s ride occurred using a minimum of four pieces of textual evidence that

supports their reasoning. [IL Learning Standards -- 1.B.3d; 1.C.3b; 1.C.3c; 5.A.3a;

5.B.2a; 16.A.2c]

-‐ At the end of the unit, the students will be able to successfully locate both primary and

secondary sources using specific procedures and locations learned in class that supports

their reasoning of whether Paul Revere’s ride occurred. [IL Learning Standards --

5.A.3a; 5.B.2a; 17.A.2b]

-‐ At the end of the unit, the students will be able to read and analyze the poem, Paul

Revere’s Ride, by Henry Wadsworth Longfellow using previous knowledge and critical

thinking skills in order to determine the truth behind Paul Revere’s ride. [IL Learning

Standards -- 1.B.3c; 1.B.3d; 1.C.3b; 16.A.2c; 16.A.3c]

-‐ At the end of the unit, the students will be able to appropriately compare and contrast at

least two sources of information directly relating to Paul Revere’s ride in order to support

their reasoning of whether his ride occurred. [IL Learning Standards -- 1.C.3c; 16.A.2b;

16.A.3b]

-‐ At the end of the unit, the students will be able to orally provide at least three evidential

reasons to support their position on whether Paul Revere’s ride occurred during a small

group discussion. [IL Learning Standards -- 4.A.2a; 4.A.2b; 4.B.2a; 4.B.2b; 4.B.2d]

-‐ At the end of the unit, the students will be able to reenact the historical event of Paul

Revere’s ride using at least five pieces of evidence during a whole-class role play. [IL

Learning Standards -- 5.C.3b; 26.B.3b]


Materials:

Computer(s) [with access to the internet -- viewing listed websites only] Paper and writing utensils [to record their research and keep notes during class

discussions] White board with marker(s) [the students will use to keep a class list of facts] Book(s) [access to these books in the classroom -- must share with everyone]

o Paul Revere’s Ride by Henry Wadsworth Longfellow Copy[ies] of a Venn diagram worksheet Lined paper [to record their evidential support of the analysis between the poem and

historical accounts of Revere’s ride] Overhead projector [to present research and evidence during the debate] Role-play materials [to present the event of Paul Revere]

o Old clothes, hats, and wigs o Props o Posters and pictures o Signs

Resources:

The website, The Paul Revere House, [http://www.paulreverehouse.org/bio/] will be used

to introduce the students to Paul Revere’s life. The brief biography listed on this

particular website will be read to the students at the beginning of the activity in order for

the students to form appropriate background knowledge. This website provides

additional information about Revere’s life, his midnight ride, his work as a silversmith,

his work with foundry and the copper mill, frequently asked questions aboutRevere, and

additional information for related resources [Paul Revere memorial association, 2011].

The website, [http://www.learner.org/biographyofamerica/prog04/key_events/] The

Coming of Independence, will be used to present a timeline to the students. It displays

key events that took place during the years of 1763 to 1783. For example, it includes the

events of the Stamp Act, the formation of the Sons of Liberty, the Boston Massacre, the

Boston Tea Party, the Battles of Lexington and Concord, the Declaration of

Independence, and the Treaty of Paris [Annenberg foundation, 2012].


The circumstantial account of the attack that happened on the 19th of April in 1775 by a

number of people in the province of Massachusetts Bay. This account will be used in

order to provide the students with another perspective on the first battle of the

Revolutionary War [The library of congress, 2012]. The link is as follows:

[http://memory.loc.gov/cgi-bin/query/r?ammem/rbpe:@field(DOCID+@lit(rbpe03801100]

The account of the bloody butchery, as described by the British troops. It describes

specific actions of the troops as they fought the American troops during the first battle of

the Revolutionary War [The library of congress, 2012]. The link is as follows:

[http://memory.loc.gov/cgi-bin/query/r?ammem/rbpe:@field(DOCID+@lit(rbpe0380090a]

The website, [www.loc.gov.com] will be used to introduce the students to primary and

secondary sources. The students will be using this website to gather primary sources in

order to determine whether Paul Revere’s ride took place [The library of congress, 2012].

Procedure: [Day 1 – 50 minutes] – An Introduction to Paul Revere -- Beginning --

1. I will begin the lesson by capturing the attention of my students. In order to hook them

into this lesson, I will read the first five lines of the poem, Paul Revere’s Ride, by Henry

Wadsworth Longfellow. It will go as follows:

Listen, my children, and you shall hear

Of the midnight ride of Paul Revere,

On the eighteenth of April, in Seventy-five;

Hardly a man is now alive

Who remembers that famous day and year [Longfellow & Rand, 1990].


2. After I have the attention of the students, I will continue the lesson by asking the students

what knowledge they have about Paul Revere. It will be important to allow the students

an appropriate amount of time to consider their thoughts and prepare their answers to

what they know about Paul Revere. I will give each individual student an opportunity to

share his/her knowledge. If the students have no previous knowledge of Paul Revere, I

will explain that this is perfectly fine, as we will be learning about him over the course of

the next couple of days.

3. Next, I will read with the class a brief biography of Paul Revere that is found on the

website, The Paul Revere House. In this biography, we will discuss Revere’s early life,

his life as both a silversmith and craftsman, his political activities and involvement in the

Revolutionary War, the midnight ride during the war, his post-war activity in politics and

with the government, and his last years.

[The link: http://www.paulreverehouse.org/bio/bio.html]

4. Once the biography of Paul Revere has been read, I will ask the students to identify facts

about Revere that they heard in the biography that they did not previously know. The

students will be asked to keep a list of these newly acquired facts on the board. As a

whole class, we will discuss whether the students believe Revere would have been

remembered for other achievements if he had never taken that famous ride. While this

discussion takes place, I will ask the students to support their reasoning with either

previously acquired evidence or the new evidence they discovered in the biography.

5. In order to further educate my students about the political and military circumstances

surrounding Paul Revere’s ride, I will share three resources with them. First, I will share

a pertinent timeline that displays the corresponding dates of the battles of Lexington and


Concord, the Boston Tea Party, and the Declaration of Independence. Second, I will

share two opposing accounts of events surrounding the Battle of Lexington, written at the

time that the events occurred. The first is an account told from the British point of view,

which will provide the students with an example of a multiple perspective piece. The

second is an account that describes the bloody butchery by the British troops. After

reviewing each of the presented accounts, we will discuss the similarities and differences

as an entire class. While discussing the accounts, I will ask the students to consider the

question, “Who fired the ‘shot heard round the world’? Again, I will allow the students a

considerable amount of time to consider their thoughts and produce thought-provoking

responses to my question.

6. I will end this day’s lesson by asking the students to consider ways in which they would

go about researching information on Paul Revere and his ride that took place in the year

of 1775.

[Day 2 – 50 minutes] – Research, Research, Research -- Middle --

1. I will begin the next part of the lesson by redirecting the attention of the students back to

the poem, Paul Revere’s Ride, by Henry Wadsworth Longfellow. I will continue the unit

by reading the next nine lines in the poem. Then, I will ask the students if they can

identify the man who spoke these words. It will go as follows:

He said to his friend, “If the British march

By land or sea from the town tonight,

Hang a lantern aloft in the belfry arch

Of the North Church tower as a signal light –


One, if by land, and two, if by sea;

And I on the opposite shore will be,

Ready to ride and spread the alarm

Through every Middlesex village and farm,

For the country folk to be up and to arm” [Longfellow & Rand, 1990].

2. After I have read this portion of Longfellow’s poem and have asked the students to

identify the man described in this part of the poem, I will ask the students if they have

considered the answer to how they would go about researching information on Paul

Revere and his ride that took place in the year of 1775. Once the students have shared

their ideas, I will present them with the ways in which we will be researching primary

sources regarding Revere’s ride. [the Library of Congress]

3. Next, I will conduct a mini-lesson on primary sources and their contribution to our

knowledge of historical events. I will explain that primary sources are the original items

or records that have survived from the past that were a direct part of personal experience

of a time or event. I will share examples of primary sources with the students from the

website of the Library of Congress. [Examples will include diaries, artifacts, interviews,

poetry, journals, autobiographies, newspapers, news footage, speeches, music, art, and

photographs.] For the sake of understanding, I will explain to the students that secondary

sources are those created by documenting or analyzing someone else’s experience to

provide a perspective or framework of a past event. Secondary sources may have been

written long after an event took place. [Examples include textbooks, encyclopedias,

biographies, and documentaries.] Without presenting too many examples of primary and


secondary sources, I will ask the students to present examples of both types of sources

within our classroom.

4. After the students have a complete understanding of the difference between primary and

secondary sources, I will group the students into heterogeneous groups of 4 to 5 students.

I will place all types of learners [in terms of achievement levels] in each group, allowing

the students to learn from one another and individually contribute their specific skills to

the group. In their groups, the students will be assigned the task of locating sources that

support the existence of Paul Revere’s ride or evidence that does not support the

existence of Paul Revere’s ride. The students will be required to use only the site of the

Library of Congress or those approved by the teacher. The ultimate goal of this class

period will be for the students to gather as much evidence to support their reasoning as

possible.

5. The remaining portion of the class will be used as work time for the students to gather

their evidence. The students will be asked to continue their research for homework

outside of class. They will be reminded that they will receive fifteen minutes at the

beginning of tomorrow’s class period to gather with their group members and share more

evidence that they discovered outside of the class.

[Day 3 – 50 minutes] – An Analysis of the Poem, Paul Revere’s Ride -- Middle --

1. At the beginning of the class period, the students will be given fifteen minutes to gather

with their research groups and share new evidence that they discovered outside of

yesterday’s class. As the students share their contributions, it would be a good idea to

observe the contributions made by the students. I will record the participation of the


students and whether they contributed additional information for their group that was

researched outside of class.

2. After the students have finished discussion additional contributions to their research, the

whole class will read the book, Paul Revere’s Ride, by Henry Wadsworth Longfellow.

The beginning of the poem should be recognizable, as it marked the beginning of the first

days in this unit. The students will be given the option to read the book in groups of 2 to

3 students or individually. If the students choose to read the book in groups, I will assign

the group members for the students. I will pair high achieving students with low

achieving students so that the groups will be better able to understand the poem presented

in the book. If needed, I will read the book with a group of students or an individual

student. While the students read the book, they will be reminded to take notes, as they

will be comparing and contrasting the account of Paul Revere’s ride presented in the

poem of this book with their research.

3. Once the students have completed the reading, they will be asked to complete a Venn

diagram, in which they will compare their research accounts of Paul Revere with the

account of his ride depicted in the book through the poem. Students will be asked to

complete the Venn diagram on their own, as they will be debating the portrayal of

Revere’s ride in class in the upcoming days. The students will be allowed to use their

notes and gather more research information, if needed. During this time, I will observe

and assist students in completing the Venn diagram. Prior to this lesson, students will

have completed Venn diagrams so they will be familiar with they manner in which they

will use them.


4. While the students complete the Venn diagram, they will be reminded to review the poem

carefully. For example, I will let them know that it would be a good idea of circle

memorable place names, underline lines that indicate historical importance to Revere’s

ride, make stars beside lines indicating the Longfellow’s attitude toward the event, and

underline twice lines that indicate the personal qualities with which Longfellow imbues

Revere and the Patriots at Lexington. I will also ask the students to think about the date

in which the poem was published and what relevance this has to Longfellow, as he was

trying to renew national unity, the “word that shall echo forevermore,” and details in the

poem that they recall seeing in the other accounts of Revere’s ride. This will set the

students up with evidence that either compares or contrasts with the evidence found in

their research.

5. As the students compare and contrast the two varying accounts of the ride of Paul Revere

through the Venn diagram, I will ask the students to specifically cite their evidence of the

similarities and differences. For example, they will be asked to provide page numbers

and line numbers when referring to the book by Henry Wadsworth Longfellow. When

using their research, they will be asked to cite the location of the evidence and the page or

line in which their evidence is recorded. This will allow me to verify that the students are

completing the assignment with factual evidence and that they have conducted

appropriate research.

6. The remaining time will be given to the students so that they have the opportunity to

complete their Venn diagram with evidential support. If the students do not complete the

assignment in class, they will be asked to complete the assignment for homework, as we

will be discussing their findings tomorrow in class.


[Day 4 – 50 minutes] – Did Revere’s ride take place? How do you know? -- Middle --

1. Before beginning this class period, the students will be informed that today’s class period

will consist of a debate in which the students will be answering two important questions:

Did Revere’s ride take place? How do you know? The students will be given time to

review their evidence and notes and gather with their groups to discuss their stance on

whether Revere’s ride took place.

2. Once the students have determined their stance, the debate will begin. I will lead off the

debate by asking each side to give their opening argument that supports their stance.

From here, I will allow the students to actively and continuously debate their stance with

supporting evidence. When the students present their evidence, they will be asked to

specify the location of their evidence and answer any questions the opposing side has in

regards to their evidence. Each student in the class will be required to present evidence

that supports their stance to the class and share their thoughts to the class throughout the

complete duration of the debate.

3. After the students have determined whether Revere’s ride occurred with supporting

evidence, the class will discuss their findings from yesterday’s class. The students will

be expected to discuss how they compared and contrasted the poem by Henry Wadsworth

Longfellow and their recorded historical accounts of the event. First, the students will be

asked to discuss their comparisons in small groups of 2 to 3 students. For this quick

discussion, the students will be asked to gather with the students sitting around them.

4. Then, the students will gather as a whole class and discuss their findings together. As the

students discuss their findings, they will be required to locate and show their evidential


support. I will lead the students in a whole-class discussion concerning how their

comparisons could be conflicting based on the evidence they used to support their

reasoning. I will also ask the students to discuss the reasoning behind Longfellow’s

poem and why they believe that Longfellow fabricated the truth of Revere’s ride. This

will allow the students to demonstrate their critical thinking skills and make connections

between the various activities that they have participated in over the last several days.

5. This will complete this class period. The students will be asked to think about their

findings and ways in which they could creatively represent this information to their 5th

grade classmates in the school.

[Day 5 – 50 minutes] – Let’s get creative with Role Play! -- End --

1. For the complete duration of this class period, the students will be given the opportunity

to use their creative thinking skills and script a role-play of Paul Revere’s ride. The only

instructions that the students will be given are that they must present the truth of the ride,

everyone in the class must have a role, they must use appropriate props and costumes,

and they must be creative in the presentation of this historical event.

2. After the students have completed their role-play script, they will be given the

opportunity to present their work to the other students in their grade. If possible, the

students would also have the opportunity to present their role-play to the entire

elementary school. If so, they would be given additional days to practice their role-play.

Ideas have been adapted and modified from the lesson Why Do We Remember Revere? Paul Revere’s Ride in History and Literature. This lesson was published to EDSITEment! online on October 14, 2010. However, there is no listed author of the lesson.


Anticipation of possible complications: When designing lesson plans, it can be easy to simply forget that complications within

the delivery of the lesson are possible. In fact, not only are complications possible, they are most

likely to occur. First, the students could have difficulty determining the difference between

primary and secondary sources. In this case, it would essential for the teacher to take more time

in explaining the differences and discussing examples further in detail. Perhaps, it would be a

good idea to implement a student-friendly website that could help the students further understand

the use of these resources. Second, the students could have trouble locating a variety of primary

sources through the Library of Congress. In this case, it would a good idea to have a variety of

sites that would be useful in assisting the students with finding sources related specifically to the

topic of Paul Revere. It would be essential to provide these sites to all students, if multiple

groups proceeded to have difficulty finding authentic sources. The students could also have

trouble supporting their analysis of Longfellow’s poem and historical accounts with specific

evidential support. In this case, it would be a good idea to prepare a mini-lesson on how to

analyze two topics using evidential support prior to the employment of the unit.

The students could also have difficulty determining how to create a role-play scenario to

present to the class. In this case, it would be a good idea to have example role-play scenarios

listed for the students to view and help them decide on their topic. Finally, the activities in the

lesson could take more or less time than anticipated, which could tremendously effect the

classroom environment. There should be enough time allocated in each day for the activities to

take place; however, if the activities take a shorter amount of time than expected, it would be a

good idea to have extension activities prepared for the class or those students finish the

assignments early. If the activities proceed to take an extra amount of time than allowed within


the five day unit, it would beneficial and highly recommended to continue the unit in the

following week, as each part of the unit is critically important for students to make connections

and use their critical thinking skills.

Attention of Diversity/Exceptionality: While creating a lesson plan for a classroom of students, it is important to consider

multiple types of modifications that can be made to allow for individual differences among the

students and their unique learning styles. If my classroom were composed of English Language

Learners [ELLs], there would be a variety of adaptations that I could use to promote their

learning and engagement in the curriculum. For example, if I had students at the Preproduction

level of language development, I would use multiple yes/no questions, simplified speech,

gestures, visuals, picture books, word walls, simple cloze activities, and TPR [Cruz & Thornton,

2008]. Within this specific lesson, it would beneficial to use multiple picture books that would

allow the students to visually interpret Paul Revere’s ride. It would also be vitally important to

repeat vocabulary to the students and provide them with a written definition of difficult or

unfamiliar words [Cruz & Thornton, 2008].

If I had students at the Early Production level of language development, I would use two-

word responses, lists of words, definitions, describing, reader’s theater, drama, and graphic

organizers. Asking these students to participate in the role-play activity at the end of the unit

would be an excellent form of drama, in which they could participate with their classmates and

learn a variety of appropriate pragmatic procedures. It would also be helpful for the students if I

labeled and listed specific items that would be used within this five-day unit [Cruz & Thornton,

2008]. For example, I could label the props and costumes that the students could use on the last

day of the unit. It would also be helpful for the students if I provided them with specified


definitions of unfamiliar vocabulary words. I could also modify this lesson by having the

students participate in reader’s theater. This would allow the ELL students to gain further

knowledge of the text by Henry Wadsworth Longfellow with the help of their classmates [Cruz

& Thornton, 2008].

If I had students at the Speech Emergence level of language development, I would use

how and why questions, modeling, demonstrating, cooperative learning, comprehension checks,

alternative assessments, and simulations. For example, I could make an adaptation for these

students by requiring multiple comprehension checks throughout the unit [Cruz & Thornton,

2008]. By doing so, I would be better able to determine whether the students comprehended the

material and completed their work as deemed appropriate. If I had students at the Intermediate

Fluency level of language development, I would use more brainstorming activities, journal

writing, literary analysis, problem solving, role-playing, monologues, story telling, and oral

reports [Cruz & Thornton, 2008]. This lesson contains multiple forms of teaching strategies for

students at this high level of language development. However, if there were multiple students at

this level, this specific lesson could be modified by having these students create their own

monologue of a chosen historical figure. The students would be required to research their

historical figure and determine the truth concerning their contribution to the past. Through

research and evidentiary support, the students would create first-person monologues and present

them orally to the class.

Even though ELLs are not the only students for which adaptations and modifications

need to made, it is important to be knowledgeable concerning appropriate linguistic procedures

and teaching strategies that can be used for these students regardless of their level of language

development. Aside from the linguistic procedures and teaching strategies, it is vital to know the


cultural and linguistic backgrounds of all students [Cruz & Thornton, 2008]. This will allow all

students to feel safe and comfortable in the classroom, which will allow for further participation

by each student. It is especially important for ELLs to participate within the classroom

environment, as their contribution to the class enriches the instruction for the entire class. The

task of providing comprehensible instruction to ELLs, and all students for that matter, should not

be daunting; rather, it should be seen as a prosperous part of our job, as an educator.

Assessment: Throughout the five-day unit on Paul Revere’s ride, a variety of both formative and

summative assessments will be used. On the first day, the students will be assessed on their

participation towards class discussion and how well they pay attention during the presentation of

Paul Revere’s biography and the three historical accounts of his famous ride. On the second day,

the students will be assessed on the contribution they make to their group concerning primary

sources. They will be observed during their work time. I will be observing their work ethic,

their contribution to the group research, and how well they utilize their resources to find research

on their topic. On the third day, the students will be assessed on their analysis of Longfellow’s

poem and the historical accounts of Paul Revere’s ride. The students will be asked to turn in a

copy of their completed Venn diagram, along with a copy of the evidence they used to complete

their comparison of the two accounts of Revere’ s ride. On the fourth day, the students will be

assessed on the contribution(s) they make toward the class discussion. The students will be

expected to talk at least five times during the class period. Within their discussion, they will

assessed how the information they contribute and the amount of evidence used to support their

reasoning. The students will also be informally assessed on how well they communicate their

analysis in their small groups. On the final day, the students will be assessed on how well the


work with their classmates in completing the role-play assignment. Each student will be

expected to take part in the activity and participate in helping their classmates complete the script

and/or any other form of support. At the end of the unit, I will also have the students complete a

self-assessment and peer assessment forms, in which they will analyze their own contribution to

the unit, as well as the contribution of their peers who worked with them in various group

activities. There will also be general rubric that will be used as a means of identifying the

“evidence” that the students have learned new knowledge. There is a rubric that for day three,

day four, and day five of the unit. Please note that the first two days of the unit will be solely

based on observation, as there will be no given rubric. The rubrics are presented below.

Each of these types of assessment will allow the students to make connections between

themselves, a variety of texts, and the world in which they live. The numerous debates and work

to be completed in groups will allow the students to further develop their critical thinking skills

as well. The critical thinking skills of the students will be developed through dispositions, as the

students will have a skeptical and open mind as they research and analyze historical accounts of

Paul Revere’s midnight ride. The students will also make an argument to support their reasoning

and use evidentiary support to guide their analysis, which will promote in the employment of

their critical thinking skills as well. Not only will this unit allow the students to construct an

argument, but it will also allow the students to take on multiple points of view, especially during

the last day of the unit, in which the students are assigned the task of creating a role-play.

Overall, throughout this unit, the use of critical thinking skills will be continuously employed as

the students ask questions, make judgments, identify assumptions, analysis multiple works,

construct arguments from multiple points of view, and research evidence regarding the topic of

Paul Revere’s famous ride.


Day 2 -- Rubric [Group Research] & Day 3 -- Rubric [Analysis of Longfellow’s Poem]

CATEGORY 4 3 2 1 Ideas/Research Questions

Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research.

Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research.

Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research.

Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.

Delegation of Responsibility

Each student in the group can clearly explain what information the group needs, what information s/he is responsible for locating, and when the information is needed.

Each student in the group can clearly explain what information s/he is responsible for locating.

Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.

One or more students in the group cannot clearly explain what information they are responsible for locating.

Plan for Organizing Information

Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.

Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.

Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.

Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.

Quality of Sources Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions.

Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions.

Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Day 4 -- Rubric [Class Debate]

CATEGORY 4 3 2 1 Respect for Other Team

All statements, body language, and responses were respectful and were in appropriate language.

Statements and responses were respectful and used appropriate language, but once or twice body language was not.

Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark.

Statements, responses and/or body language were consistently not respectful.


Information All information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear and accurate, but was not usually thorough.

Information had several inaccuracies OR was usually not clear.

Rebuttal All counter-arguments were accurate, relevant and strong.

Most counter-arguments were accurate, relevant, and strong.

Most counter-arguments were accurate and relevant, but several were weak.

Counter-arguments were not accurate and/or relevant

Use of Facts/Statistics

Every major point was well supported with several relevant facts, statistics and/or examples.

Every major point was adequately supported with relevant facts, statistics and/or examples.

Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.

Every point was not supported.

Organization All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.

Arguments were not clearly tied to an idea (premise).

Understanding of Topic

The student clearly understood the topic in-depth and presented their information forcefully and convincingly.

The student clearly understood the topic in-depth and presented their information with ease.

The student seemed to understand the main points of the topic and presented those with ease.

The student did not show an adequate understanding of the topic.

Participation The student participated in the debate at least five times.

The student participated in the debate three to four times.

The student participated in the debate two times or less.

The student did not participate in the debate at all.


Day 5 -- Rubric [Role-play Scenario]

CATEGORY 4 3 2 1 Historical Accuracy

All historical information appeared to be accurate and in chronological order.

Almost all historical information appeared to be accurate and in chronological order.

Most of the historical information was accurate and in chronological order.

Very little of the historical information was accurate and/or in chronological order.

Role Point-of-view, arguments, and solutions proposed were consistently in character.

Point-of-view, arguments, and solutions proposed were often in character.

Point-of-view, arguments, and solutions proposed were sometimes in character.

Point-of-view, arguments, and solutions proposed were rarely in character.

Knowledge Gained Can clearly explain several ways in which his character \"saw\" things differently than other characters and can clearly explain why.

Can clearly explain several ways in which his character \"saw\" things differently than other characters.

Can clearly explain one way in which his character \"saw\" things differently than other characters.

Cannot explain one way in which his character \"saw\" things differently than other characters.

Props/Costume Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better.

Student uses 1-2 props that accurately fit the period, and make the presentation better.

Student uses 1-2 props which make the presentation better.

The student uses no props OR the props chosen detract from the presentation.

These rubrics have been created and adapted from the website: http://rubistar.4teachers.org/index.php?screen=NewRubric.

Acknowledgements I wish to express my sincere gratitude to those that took the time to share their existing knowledge of Paul Revere. I would also like to thank my parents and fiancée for their contributions in helping me create activity ideas for my lesson plan. Without the help that I received from each one of you, the creation of this project would not have been possible.


References

Adler, D. A., Wallner, J. C., & Wallner, A. (1995). A picture book of Paul Revere / David A. Adler ; illustrated by John & Alexandra Wallner. New York: Holiday house, c1995. Annenberg foundation. (2012). A biography of America: The coming of independence. Retrieved from http://www.learner.org/biographyofamerica/prog04/key_events/ Banks, J. A., Boehm, R. G., Colleary, K. P., Contreras, G., Goodwin, A. L., McFarland, M. A., & Parker, W. C. (2005). Our nation. New York, NY: Macmillan/McGraw-Hill. Boehm, D. R. G., Hoone, C., McGowan, D. T. M., McKinnley-Browning, D. M. C., & Miramontes, D. O. B. (1997). America's story. New York, NY: Harcourt Brace & Company. Cruz, B. C. & Thornton, S. J. (2008). Social studies for all: ESOL strategies for the elementary classroom. Social studies and the young learner, 21(2), 11-16. Fritz, J., & Tomes, M. (1973). And then what happened, Paul Revere? / pictures by Margot Tomes. New York: Coward, McCann & Geoghegan, c1973. Illinois state board of education. (2012). Illinois learning standards. Retrieved from http://www.isbe.net/ils/default.htm Longfellow, H., & Rand, T. (1990). Paul Revere’s ride / Henry Wadsworth Longfellow ; illustrated by Ted Rand. New York: Dutton Children’s Books, c1990. Paul Revere memorial association. (2011). The Paul Revere house. Retrieved from http://www.paulreverehouse.org/ Revere, Paul. (2009). Paul Revere’s account of his ride. Paul Revere’s Account Of His Ride, 1. Revere, P., & Forbes, E. (1963). Paul Revere’s ride; a deposition. The personal account of Revere of his famous ride, with an introduction by Esther Forbes. Worcester, Mass., A. J. St. Onge, 1963. Revere, P., Longfellow, H., & O’Brien, H. (1929). Paul Revere’s own story; an account of his ride as told in a letter to a friend, together a brief sketch of his versatile career, complied by Harriet E. O’Brien. Boston Priv. Print, P. Walton, 1929. Revere, P., & Morgan, E. S. (1968). Paul Revere’s three accounts of his famous ride. With an introduction by Edmund S. Morgan. Boston Massachusetts Historical Society [1968]. Rubistar: Create rubrics for your project-based learning activities. (2008). Retrieved from http://rubistar.4teachers.org/index.php?screen=NewRubric.


S., M. M., (2010, October 14). Why do we remember Paul Revere: Paul Revere's ride in history and literature. Retrieved from http://edsitement.neh.gov/lesson-plan/why-do-we- remember-revere-paul-reveres-ride-history-and-literature. The library of congress. (2012). Retrieved from http://www.loc.gov/index.html

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