Course/Grade Level: American History, Grade 5

Lesson Title:TheMidnight Ride of Paul Revere …and Who?

Teacher: Cheryl Metz

1. Set Induction:

After reading about the riders coming to Lexington in April Morning by Howard Fast, I read Longfellow’s poem “The Midnight Ride of Paul Revere” aloud to the class from Christopher Bing’s illustrated version.

I prefer this version as it includes facsimiles of two primary source documents: the letter General Gage sent to Lt. Smith ordering him to take troops to Concord, and the deposition of Paul Revere given on April 22, 1775. Bing’s illustrations have many details that explain some of the complaints about British occupation while at the same time capturing the developing patriotism of the Americans.

2. Aims/Objectivesand Standards:

District 205 Grade 5 Social Studies Standards

POLITICAL SYSTEMS

  • Explain the basic principles of the United States government including structures and functions of the federal government and the rights and responsibilities of citizens (e.g., British taxation and Colonial resistance, the Constitution, influence of individuals and political parties). SS5-01
  • Evaluate the role and responsibility of the United States government in shaping foreign policy. SS5-02

ECONOMICS

  • Explain the influence of economics on the development of the United States (e.g., exploration/trade; slave trade/triangular trade, Colonial taxation, Westward expansion, Industrialization). SS5-03

HISTORY

  • Analyze and interpret historical stories and events using primary source documents, timelines, images, maps, media, literary works, and non-literary works. SS5-04
  • Identify and explain how and why exploration and expansion impacted the development of the United States. SS5-05
  • Explain the causes and impacts of key historical events on the development of the United States (e.g., contact with Native Americans; formation of the 13 Colonies, Constitutional Convention, Louisiana Purchase). SS5-06
  • Analyze how the interactions, both positive and negative, of individuals, social groups, systems, and institutions influenced the development of the United States. SS5-07

GEOGRAPHY

  • Explain how geographical factors and location influence the development of the United States through analysis of maps, charts, globes, graphs, diagrams, models, etc. SS5-08

SOCIAL SYSTEMS

  • Identify historically significant individuals, groups, or cultures who affected social life or institutions of the United States through literature, language, arts, traditions, events, media, etc. SS5-09
  • Explain how cultural, economic, geographic, and political factors influenced immigration to the western hemisphere (e.g., African, European, Native American). SS5-10

3. Procedures, Assessments and Materials Required:

Depending on which version you wish to begin with, have students create a timeline of events as presented in the version used (I would begin with April Morning and then do the same with Longfellow’s poem.) By looking at comparative timelines, it makes it easier for students to see the contrasts between them and begin analyzing the veracity of sources and/or author’s purpose.

Now share the Prezi file that includes information about multiple riders and the routes they took. Create another timeline to compare with those created earlier.

Following the Prezi, discuss with students the differences they see between the timelines. Introduce the idea of determining reliable sources: one criteria is to look at the motives of the author. Does he/she have a reason/bias to tell a version of the story that has a particular slant or favor some element of the story? Why might Longfellow have told a story in his poem that was not completely factual? You may need to bring in additional evidence about Longfellow not already shared with students, such as where he was from and what was going on in the country when he finally wrote the poem nearly 100 years AFTER the events of April 18, 1775.

Prezi Website or downloaded file.

Search for The Ride: April 18, 1775

Longfellow Henry Wadsworth. Illus Bing, Christopher. The Midnight Ride of Paul Revere. Handprint Books, New York. 2001.

Survey of Historic Buildings: Hancock-Clarke House

4. Resources and Scholarship:

Giblin, James Cross. The Many Rides of Paul Revere. Scholastic Press, Inc. New York, 2007. 85 pp.

Longfellow Henry Wadsworth. Illus Bing, Christopher. The Midnight Ride of Paul Revere. Handprint Books, New York. 2001.

The Lexington-Concord Battle Road. Concord Chamber of Commerce. Concord, Massachusetts. 37 pp.

5. Conclusion/Lesson Wrap-up:

There are a variety of possible activities that would reinforce the standards by having students:

-recreate the map of different routes followed by different riders to get a sense of the geography and scale/distance

-have the class solve a sequencing puzzle of events using a Smart10 file (example included)

-create a version of the events from a different point of view, perhaps the tavern owner or the British officer who stopped Revere, or have small groups write a poem about the midnight ride of one of the other riders done in the same style as Longfellow.