Paul Reveres Role in the American Revolution

1
Paul 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

2
Longfellows 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.

3
Project 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?

4
The 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.
5
Childrens 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

6
Student 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.

7
Student 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.

8
Student 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 )

9
Students 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)

10

Students 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)

11
Learning Standards

• Standard 1   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
12
Learning Standards

• Standard SS 2 E  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

13
Learning Standards

• Standard SS3E   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

14
Learning Standards

• MST 1 E  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

15
Learning 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  Operations
• Add, subtract, multiply, and divide whole numbers
  
• Develop strategies for selecting the appropriate
  computational and operational method in
  problem-solving situations

16
Learning Standards

• MST 3 E  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

17
Learning Standards

• MST 1 E  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

18
Learning Standards

• English Language Arts Standard 1   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 2   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.

19
Learning Standards

• Standard 3   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 4   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.

20
Assessment

• 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

21
Formal 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

22
Informal Assessments

• Conferencing.doc
• checklist.doc

23
Resources 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 2  The REAL Story! The Historical
  Paul Revere and The REAL Midnight Ride from the
  site
• http//www.kidsandhistory.com/paulvm/foyer.html

24
Differentiated 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

25
Differentiated 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

26
Attachments

• 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