Title: Paul Reveres Role in the American Revolution
1Paul Reveres Role in the American Revolution
- AND THEN WHAT HAPPENED PAUL REVERE?
- By Jean Fritz
- 1973, Coward, McCann Geoghegan, Inc. New York
-
- Irene Athanasatos
- Irene Doukas
- Elizabeth Vlassopoulos
- P.S. 85Q
2Longfellows Poem
-
- Paul Revere's Ride
- LISTEN, my children, and you shall hearOf the
midnight ride of Paul Revere,On the eighteenth
of April, in Seventy-FiveHardly a man is now
alive Who remembers that famous day and year. - - Henry Wadsworth Longfellow, 1860.
3Project Goals
- Students will be able to identify the roles
Paul Revere played in the events leading to and
throughout the American Revolution. - Students will be able to identify the sequential
order of events in his life from 1765-1783. - Students will be able to infer the importance of
New Yorks waterways in the battles of the
Revolutionary War. - Essential Question How did Paul Reveres role
impact the events of the American Revolutionary
War?
4The Revolutionary War in New York State New
York States location and its relationship to the
locations of other people and places meant that
New York would play a key role in the American
Revolution. New Yorks waterways played a vital
role in Britains plans to capture New York
several key battles of the Revolution were fought
along New Yorks rivers and lakes. Not all
colonist held the same viewpoint regarding the
struggle against Great Britain. The leaders of
the American Revolution came from all walks of
life and regions of the thirteen colonies. The
American Revolution had a lasting impact on New
York.
5Childrens Literature
- Title of Book And Then What Happened, Paul
Revere by Jean Fritz - Summary The book is about the life of Paul
Revere before, during and after the American
Revolutionary War. - Setting Boston 1734-1818
- Characters Paul Revere Sr., Paul Revere Jr.,
Sons of Liberty, Patrick Henry, John Lowell,
British Troops
6Student Tasks/Procedure Students will be able to
complete the following
- Project 1
- Students will listen as the teacher reads aloud
the book, And Then What Happened Paul Revere? - Students will make a biographical timeline of
events in Paul Reveres life from 1765-1783.(
Attachment A) - Students will create a character trait map of
Paul Revere. (Attachment B) - Students will listen to and discuss a Read Aloud
of important events from the book, The Many Rides
of Paul Revere, by James Cross Giblin. (Chapters
5-7 and Timeline, pp.74-75) - The teacher will survey the student on two debate
topics. The students will use a post-it to graph
the data on a class chart . - Topic 1 Should Paul Revere have been imprisoned
for his role in the Penobscot Expedition? - Topic 2 Should Paul Revere have been officially
enlisted in the Continental Army? - Students will write an argument for their
position in the debate. (Attachment C) - Students will form their debate groups and carry
out a debate. - Students will choose one of the following
writing activities, using any of the literature
sources they used (Attachment D1 and D2) - 1. Write a letter to Paul Revere asking him
about his role in the American Revolution. - 2. Imagine you are Paul Revere. Write an entry
in a daily log of one of Paul Reveres rides. -
7Student Tasks/ProcedureStudents will be able to
complete the following
- Project 2
- Students will listen to and discuss, another
version of Reveres ride, Longfellows poem, Paul
Revere's Ride. (Attachment E) - Students will break into their guided reading
groups with copies of the poem. They will use
reading strategies to study the language used by
Longfellow. As a group they will come to an
agreement about the meaning of words they are
unfamiliar with. The groups with the greatest
needs will be using the computer to view a
version of the poem online at http//www.kidsandhi
story.com/paulvm/h1_ent.html (Go to the sites
Activity A) or an audio tape version. Their
focus will be fluency and vocabulary. - Groups will come together as a whole class and
debrief, focusing on the literary language. - Students will respond to Longfellows poem
- The poem is divided into stanzas. After being
assigned 1-2 stanzas, one of the following
activities will be assigned to each group, based
on their reading levels - - Draw cartoons reflecting your stanza.
- - Role play Paul Reveres Ride reflecting your
stanza. - - Create puppets to reenact Paul Reveres
Midnight Ride reflecting your stanza. - - Use technology to create a slide show of Paul
Reveres Midnight Ride reflecting your stanza.
8Student TasksStudents will be able to complete
the following
- Project 3
- Based on their reading levels, the students will
complete one of the following assignments - Students will read an online biography, with a
focus on the year 1775 from the site,
http//www.kidsandhistory.com/paulvm/h2_hist.html
- Students will read an online version of the
famous ride from the site, http//www.kidsandhisto
ry.com/paulvm/h2_real.html - Students will choose one version of Paul
Reveres Ride from the resources they have been
provided with, to Compare and Contrast it with
Longfellows poem. (Attachment F Paul Revere's
Ride Compare and Contrast Chart 1.doc,Paul
Revere's Ride Compare and Contrast Chart 2.doc,
Paul Revere's Ride Compare and Contrast Chart
3.doc )
9Students Task/Procedure Students will be able
to complete the following
- Project 4
- Students will review a map at http//www.kidsandhi
story.com/paulvm/h4_midridfset.html and interpret
Paul Reveres ride from Boston to Concord.
(Attachment G) - - Determine the distance and elapsed time of
travel. - - Compare the average number of miles per hour
it took him to travel. - - Visit the interactive map at
http//www.kidsandhistory.com/paulvm/h4_midridfset
.html - Imagine you have to give a friend directions to
get from Boston to Concord as Paul Revere did in
the Midnight Ride. Use cardinal directions to
write in your daily log a description of the
path Paul Revere used in the Midnight Ride. -
- Challenge Using modern day transportation
(i.e. automobile, bus, train and airplane), how
long will the ride take? - - Research online schedules of buses, trains,
and airplanes and different routes using MapQuest
at www.mapquest.com. (MapQuest Maps - Driving
Directions - Map.htm)
10Students Task/Procedure Students will be able
to complete the following
- Project 5
- Students will study Paul Reveres political
cartoon of the Boston Massacre and analyze its
significance (Attachment H Paul Revere
Political_Cartoon_Worksheet 2.doc)
11Learning Standards
- Standard 1Â Â History of the United States and
New York - Students will use a variety of intellectual
skills to demonstrate their understanding of
major ideas, eras, themes, developments, and
turning points in the history of the United
States and New York. - SS 1E
- Gather and organize information about the
important accomplishments of individuals and
groups, including Native American Indians, living
in their neighborhoods and communities - Consider different interpretations of key events
and/or issues in history and understand the
differences in these accounts - View historic events through the eyes of those
who were there, as shown in their art, writings,
music, and artifacts - Classify information by type of activity social,
political, economic, technological, scientific,
cultural, or religious - Consider different interpretations of key events
and/or issues in history and understand the
differences in these accounts
NY State Learning Standards
http//www.emsc.nysed.gov/nysatl/standards.html
12Learning Standards
- Standard SS 2 EÂ World History
- Students will use a variety of intellectual
skills to demonstrate their understanding of
major ideas, eras, themes, developments, and
turning points in world history and examine the
broad sweep of history from a variety of
perspectives. - Read historical narratives, myths, legends,
biographies, and autobiographies to learn about
how historical figures lived, their motivations,
hopes, fears, strengths, and weaknesses - Explore narrative accounts of important events
from world history to learn about different
accounts of the past to begin to understand how
interpretations and perspectives develop - Distinguish between past, present, and future
time periods - Develop timelines that display important events
and eras from world history - Understand the roles and contributions of
individuals and groups to social, political,
economic, cultural, scientific, technological,
and religious practices and activities - Gather and present information about important
developments from world history - Explore the lifestyles, beliefs, traditions,
rules and laws, and social/cultural needs and
wants of people during different periods in
history and in different parts of the world - View historic events through the eyes of those
who were there, as shown in their art, writings,
music, and artifacts - Understand the roles and contributions of
individuals and groups to social, political,
economic, cultural, scientific, technological,
and religious practices and activities
13Learning Standards
- Standard SS3EÂ Â Geography
- Students will use a variety of intellectual
skills to demonstrate their understanding of the
geography of the interdependent world in which we
livelocal, national, and globalincluding the
distribution of people, places, and environments
over the Earths surface. - Ask geographic questions about where places are
located why they are located where they are
what is important about their locations and how
their locations are related to the location of
other people and places (Adapted from National
Geography Standards, 1994) - Gather and organize geographic information from a
variety of sources and display in a number of ways
14Learning Standards
- MST 1 E Â Mathematical Analysis
- Use special mathematical notation and symbolism
to communicate in mathematics and to compare and
describe quantities, express relationships, and
relate mathematics to their immediate
environments . - Use simple logical reasoning to develop
conclusions, recognizing that patterns and
relationships present in the environment assist
them in reaching these conclusions
15Learning Standards
- MST 3 E Mathematical Reasoning
- Justify their answers and solution processes
- Use whole numbers and fractions to identify
locations, quantify groups of objects, and
measure distances - MST 3 E Â Operations
- Add, subtract, multiply, and divide whole numbers
- Develop strategies for selecting the appropriate
computational and operational method in
problem-solving situations
16Learning Standards
- MST 3 E Â Measurement
- Select appropriate standard and nonstandard
measurement tools in measurement activities - Collect and display data
- Use statistical methods such as graphs, tables,
and charts to interpret data
17Learning Standards
- MST 1 E Â Scientific Inquiry
- Carry out their plans for exploring phenomena
through direct observation and through the use of
simple instruments that permit measurements of
quantities (e.g., length, mass, volume,
temperature, and time) - MST 2 E Technology
- Access needed information from printed media,
electronic data bases, and community resources
18Learning Standards
- English Language Arts Standard 1Â Â Language for
Information and Understanding - Students will listen, speak, read, and write for
information and understanding. As listeners and
readers, students will collect data, facts, and
ideas discover relationships, concepts, and
generalizations and use knowledge generated from
oral, written, and electronically produced texts.
As speakers and writers, they will use oral and
written language that follows the accepted
conventions of the English language to acquire,
interpret, apply, and transmit information. - Standard 2Â Â Language for Literary Response and
Expression - Students will read and listen to oral, written,
and electronically produced texts and
performances from American and world literature
relate texts and performances to their own lives
and develop an understanding of the diverse
social, historical, and cultural dimensions the
texts and performances represent. As speakers and
writers, students will use oral and written
language that follows the accepted conventions of
the English language for self-expression and
artistic creation.
19Learning Standards
- Standard 3Â Â Language for Critical Analysis and
Evaluation - Students will listen, speak, read, and write for
critical analysis and evaluation. As listeners
and readers, students will analyze experiences,
ideas, information, and issues presented by
others using a variety of established criteria.
As speakers and writers, they will use oral and
written language that follows the accepted
conventions of the English language to present,
from a variety of perspectives, their opinions
and judgments on experiences, ideas, information
and issues. - Standard 4Â Â Language for Social Interaction
- Students will listen, speak, read, and write for
social interaction. Students will use oral and
written language that follows the accepted
conventions of the English language for effective
social communication with a wide variety of
people. As readers and listeners, they will use
the social communications of others to enrich
their understanding of people and their views.
20Assessment
- Informal Assessment
- Teacher anecdotal observations of groups
- Group discussions
- Students daily log entries
- Debates
- Writing samples
- Checklists
- Conferring one on one
- Small group conferencing
- Formal Assessment
- Rubrics
- Portfolio
21Formal Assessments/Rubrics
- Class Debate-Paul Revere.doc
- Paul Revere Puppet Show.doc
- Historical Role Play-Paul Revere.doc
- Letter Rubric-Paul Revere.doc
- Timeline-Paul Revere.doc
- Paul Revere Puppet Show.doc
- Historical Role Play-Paul Revere.doc
- Paul Revere 61 Trait Rubric.doc
- paul revere poli-cartoon-rubric.pdf
22Informal Assessments
- Conferencing.doc
- checklist.doc
23Resources to be used by teachers and students
- Websites
- http//www.paulreverehouse.org/ride/
- http//www.patriotresource.com/people/revere.html
- http//www.biography.com
- http//www.kidsandhistory.com/paulvm/foyer.html
- http//www.americanrevolution.org/
- http//www.steps4kids.com/writing_templates.html
- Childrens Literature
- And Then What Happened, Paul Revere? by Jean
Fritz - Paul Reveres Ride by Henry Wadsworth Longfellow
- The Many Rides of Paul Revere, by James Cross
Giblin - Exhibit Hall 2Â The REAL Story! The Historical
Paul Revere and The REAL Midnight Ride from the
site - http//www.kidsandhistory.com/paulvm/foyer.html
24Differentiated Instruction
- Instructional Modifications
- Directions for each task is written on chart
paper/or typed on a smartboard - Checklist with directions on students desk
(depending on level) - Students are divided into a group of 3 -4
students to complete assignment - Classroom settings will be divided into centers
- Writing Center
- Various paper for writing Primary-Ruled Writing
Paper with illustration box, Wide-ruled paper,
College ruled paper, Construction paper, Drawing
paper - Notebooks for daily log
- Pencils, Crayons, Markers, Colored Pencils
25Differentiated Instruction
- Listening Center Various books on tapes about
Paul Revere Life - Longfellow's Poem
- Jean Fritz Book on tape And Then What Happened,
Paul Revere? - Reading/Social Studies Center
- Leveled books on Paul Revere
- Graphic organizers timeline, character map
- List of words with character traits as a guide
- Math Center
- Graph Paper
- Calculators
- Rulers
- Multiplication Table
- Clocks
- Computer Center
- Laptops with Internet Access for Research and
online assignments
26Attachments
- Attachment A Paul Revere Timeline of Major
Events.doc - Attachment B Paul Revere's Ride Compare and
Contrast Chart.doc - Attachment C Paul Revere Debate Paragraph.doc
- Attachment D1 Paul Revere Letter.doc
- Attachment D2 Paul Revere Daily Log.doc
- Attachment E Longfellow's Poem.doc
- Attachment F Paul Revere's Ride Compare and
Contrast Chart 1.doc, Paul Revere's Ride Compare
and Contrast Chart 2.doc, Paul Revere's Ride
Compare and Contrast Chart 3.doc - Attachment G paul revere map activity.doc
- Attachment H Paul Revere Political_Cartoon_Workshe
et 2.doc