Lesson 2
Paul Revere’s Ride
3A The Midnight Ride of Paul Revere, 1931
Overview
This lesson will take 2-3 weeks to complete. All activities can be completed without a computer, as
all materials are included with detailed plans, but if possible, use a computer and projector.
Lesson 2 uses 3-A The Midnight Ride of Paul Revere, 1931. Teacher and students can use the
http://www.kidsandhistory.com/paulvm/foyer.html website for this lesson. You may use this
lesson plan as a guide or if you do not have a computer in place of the website. Credit for most of
the activities belongs to Kids and History at the above website. The Virtual Museum Lesson is by
Kimberly Hamilton. Some print out activities are from the Paul Revere House
http://www.paulreverehouse.org/, and Core Knowledge, http://www.coreknowledge.org Through
Our Fathers’ Eyes. A print out of the Kids and History Teachers Guide is included to show you
what is in each Hall (part of the lesson) and its activities. There are other activities added on by
the Social Studies Curriculum Dept. Teacher will want to review the entire lesson, background
material (included) on the artist and the painting before teaching the lesson.
2nd, 3rd, 4th, & 5th Grades: These lessons are suggested for 2nd, 3rd, 4th, and 5th grades. Please adjust
the activities as needed for your grade level. The graphic organizers are included or can be found
in the back of your Harcourt text, blue tab labeled Thinking Organizers.
Overview for all lessons:
There are a total of three lessons in this Arc of Lessons on Paul Revere. Each lesson can stand alone,
however, all three are connected. Each lesson is paced in minute segments so that the teacher may take
pace the time to complete each lesson. In this arc of lessons students will view three paintings from the
Picturing America Series and learn about Paul Revere, his contribution to society as a citizen and patriot,
his work as a silversmith, and silversmiths as a trade in colonial times. Each lesson on a painting will be
a part of the arc of lessons to help students use artwork to gain background knowledge on American
history and to understand the necessity and importance of becoming active and productive citizens.
Students will connect the three pieces of artwork to learn American history and citizenship. The
paintings are 2-A Paul Revere, 1768, 2-B Silver of the 18th, 19th, and 20th Centuries, and 3-A The
Midnight Ride of Paul Revere, 1931.
Prior Knowledge:
Review with students what they learned about Paul Revere in the first lesson, or if you have not done the
first lesson, choose a book about Paul Revere from the book list included that is appropriate for your age
students. Students should know that the United States was not the United States, but actually 13 colonies
all belonging to England. Some people were loyal to England, but some people did not like the way
England treated the colonies. They believed England to be unfair and taxed them too much. They
wanted to break away from England , be independent and form their own country. England knew that
many colonists were unhappy, and English soldiers were stationed in the colonies. Discovery Education
Streaming has a film you might want to preview as it would build the background knowledge. This
videos will add to the length of the lesson. The film is called America at Its Best: The American
Government (15 minutes). http://www.streaming.discoveryeducation.com/ Check your social studies
textbook for information on the colonies that you and your students can read for this time period.
Guiding Question:
Who is Paul Revere and why is he important for us to remember?
What did he accomplish?
TEKS and Objectives: TEKS for Social Studies:
2nd Grade
2.2A The student understands the concept of chronology. Use vocabulary related to chronology, including past, present and future.
2.2C The student understands the concept of time. Create and interpret timelines.
2.5A The student understands how to use the basic tools of geography. Use symbols, find locations, and determine directions on maps and globes.
2.5B The student understands how to construct and interpret maps and other graphics. Draw mapts to show places and routes.
2.13B The student understands characteristics of good citizenship as exemplified by historic figures and ordinary citizens. Identify history figures
such as Florence Nightingale, Paul Revere, and Sojourner Truth who have exemplified good citizenship.
2.17B The student understands how to obtain information using a variety of visual resources. Obtain information about a topic using a variety of visual
sources such as pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts.
2.17E The student understands how to identify and interpret main ideas. Interpret oral, visual, and print material by identifying the main idea,
predicting, and comparing and contrasting.
2.18A The student understands how to express ideas orally. Express ideas orally based on knowledge and experiences.
2.18B The student understands how to create visual and written materials from a variety of sources. Create written and visual material such as stories,
poems, maps, and graphic organizers to express ideas.
3rd Grade
3.3A The student understands the concept of chronology. Use vocabulary related to chronology, including ancient and modern times and past, present
and future.
3.3B The student understands the concept of time. Create and interpret timelines.
3.5C The student understands how to use the basic tools of geography. Identify and use the compass rose, grid, and symbols to locate places on maps
and globes.
3.10D The student understands characteristics of good citizenship as exemplified by historic figures and ordinary citizens. Identify ordinary citizens
who exemplify good citizenship.
3.13 B The student understands how individuals and groups shape a society’s culture. Identify the heroic deeds of state and national heroes such as….
3.16A The student understands how to obtain information using a variety of visual resources. Obtain information including historical and geographic
data using a variety of print, oral, visual, and computer sources.
3.16C The student understands how to identify and interpret main ideas. Interpret oral, visual, and print material by identifying the main idea,
predicting, and comparing and contrasting.
3.17A The student understands how to express ideas orally. Express ideas orally based on knowledge and experiences.
3.17B The student understands how to create visual and written materials from a variety of sources. Create written and visual material such as stories,
poems, maps, and graphic organizers to express ideas.
4th Grade
L The student understands the concept of time. Create and interpret timelines.
4.6A The student understands how to construct and interpret maps and other graphics. Apply geographic tools, including grid systems, legends,
symbols, scales, and compass roses, to construct and interpret maps.
4.23C The student understands how to express ideas orally. Express ideas orally based on knowledge and experiences.
4.22A The student understands how to locate, differentiate, and use primary and secondary sources. Differentiate between, locate, and use primary
and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the
United States and Texas.
4.22B The student understands how to apply critical thinking skills to gather and analyze social studies information through a variety of strategies.
Analyze information by sequencing, categorizing, identifying, cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing,
making generalizations and predictions, and drawing inferences and conclusions.
4.23B The student understands how to identify and interpret main ideas. Incorporate main and supporting ideas in verbal and written communication.
4.23D The student understands how to create visual and written materials from a variety of sources. Create written and visual material such as journal
entries, reports graphic organizers, outlines, and bibliographies.
5th Grade
L The student understands the concept of time. Create and interpret timelines.
5.5B The student understands the accomplishments of notable individuals from different periods of history. Identify the accomplishments of notable
individuals such as…who have contributions to society in area of civil rights, women’s rights, military actions, and politics.
5.14A The student understands the concept of how people earn a living. Analyze how people in different parts of the United States earn a living, past
and present.
5.25B The student understands how to apply critical thinking skills to gather and analyze social studies information through a variety of strategies.
Analyze information by sequencing, categorizing, identifying, cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing,
making generalizations and predictions, and drawing inferences and conclusions.
5.25C The student understands how to organize and interpret information. Organize and interpret information in outlines, reports, databases, and
visuals including graphs, charts, timelines, and maps.
5.25A The student understands how to locate, differentiate, and use primary and secondary sources. Differentiate between, locate, and use primary
and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the
United States and Texas.
5.26C The student understands how to express ideas orally. Express ideas orally based on knowledge and experiences.
5.26D The student understands how to create visual and written materials from a variety of sources. Create written and visual material such as journal
entries, reports graphic organizers, outlines, and bibliographies.
Materials:
 Art work 3A The Midnight Ride of Paul Revere, 1931
 Background and questions resources for painting
 Computers or computer and projector
 Paul Revere’s Ride by Henry Wadsworth Longfellow
 Rubric for group read aloud
 Sequence of events
 The Historic Paul Revere A brief biography
 TimeLine reading and activity papers
 Compare and Contrast Activity (2) teacher chooses which one to use
 Ride time list of Paul Revere’s ride
 Maps of Paul Revere’s ride
 Reading materials on Paul Revere’s house
 Paul Revere’s house observation list
 Paul Revere’s house model
 Journal entry pages (2) Choose one, younger students might want to draw pictures with their
journal entry or students use their social studies interactive notebooks
 Art paper for the Somerset the British Man-of-War drawing
 Song writing activity paper
Lesson 2(of 3):
This lesson will take 2-3 weeks to complete.
Vocabulary: Sons of Liberty
Overview: Students will examine a portrait of Paul Revere’s Ride, answer probing questions to deepen
their understanding of what can be learned from the painting, work with partners to record observations,
determine facts and what they think is important from the artwork. Students will read a poem about the
painting and present a part of the poem in a dramatic reading. Students will read a non fiction piece
about Paul Revere, sequencing events, compare and contrast the poem and non fiction biography.
Students participate on an interactive site to read a map and learn about the places Revere went to and
why on his famous ride. They read and interpret Revere’s route on maps, labeling specific places of
importance. The read and keep a time sequence of the night’s ride. They learn about Paul revere’s house
and make a 3-D model of that house. Students will write a journal entry from the view point of Paul
Revere and working in partners or groups of three, listen to songs of that time period and make up their
own patriotic song to present to the class. These activities are best done going to a specific website
http://www.kidsandhistory.com/paulvm/foyer.html. Having a projector for the computer would
enhance the students learning experience as the teacher may demonstrate what students are to do
and read. Students can work in partners for most of the activities. All materials provided enable
this lesson to also be done without a computer. As students finish their activity sheets, take time to
have students glue them in their social studies interactive notebooks.
Time Line
Time
Objective
(Discovery Education film/discussion-optional)
30 minutes
Background knowledge
1. Portrait introduction and questioning
20 minutes
Background knowledge
2. Poem reading and discussion
30 minutes
Reading comprehension
3. Poem group work/presentation
30 minutes
Reading with expression
4. Sequence of events/discuss
30 minutes
Sequencing
5. Non fiction reading/discuss
45 minutes
Reading comprehension
6. Time Line Activity
60 minutes
Reading comprehension/sequencing
7. What really happened on the ride
reading
45 minutes
Non fiction reading
8. Compare and contrast activity
45 minutes
Analyzing what is read
9. Where is Boston? Activity
30 minutes
Location
10. House exploration on web
activity and model
60 minutes
Web research, problem solving
11. Mapping and time sequence
30 minutes
Location and time sequence
12. Journal entry/art activity
60 minutes
Reading/writing connection
13. Musical activity/presentation
60 minutes
Learn My Country Tis of Thee and
create a new verse/Yankee Doodle Dandy
Lesson Preview:
Introduce the painting by telling the students that this painting has something to do with Paul
Revere (if students have not done the first lesson on Paul Revere, the teacher may want to read his
biography before beginning this lesson. Choose a book appropriate for the age and grade level of the
students). Review prior knowledge about the feelings between the colonies and England. In this
painting why might he be considered a hero, someone who takes a risk, who exemplifies good
citizenship, someone who does something for the betterment of others? Ask the students to work as
partners, to begin on a new page in their Paul Revere section and make a list in their notebooks on what
they see and notice in the picture and why they think he is being a good citizen and what risk he might
be taking. They should try to list about 10 things. Give them about 5-10 minutes as partners. Then
discuss what they noticed and what they think. Teacher may use the questions that come with the
painting to give students a deeper insight into the painting and help students use their higher order
thinking skills. (Questions included in this packet.)
Lesson:
Activity 1 – (Hall 1-computer website)
Suggested: Use the website: http://www.kidsandhistory.com/paulvm/foyer.html for this lesson. It
gives excellent directions for students. Teacher can read aloud as necessary to help students
understand what they are to do. The teacher either reads the poem (poem included in packet) from
the computer or passes out the poem and read as a whole group first, then let students read in pairs.
(Hal1 1 on the computer has the poem which can be read as a whole group first with vocabulary
explanations highlighted.) Each pair of students chooses a part (stanza) to read to the class using
expression. Explain the rubric (included in packet) to the students so they will know how they are
expected to read their part.
After 15 minutes of practice, students present to class in order of poem. Students can also practice the
poem during the week at school and for homework. The class can have the rubric graded poetry reading
at the end of the first or second week. After poetry practice, allow students 15-20 minutes to work on
sequence activity (included). They may work in pairs or groups of three, but each child needs his own
sequence chart. Use the poem to complete the sequence chart.
Hall 2 - Students read the online biography of Paul Revere. Teacher may use as a read aloud and make a
copy to give to students to read along . Students read again as partners(included in packet). Students
make a time line of Paul Revere’s life beginning in 1734 and ending in 1818. The timeline must be in
order, but students should not use a straight line, they must create another way to make their time line
and include a small picture and words to describe the event. Younger student can use Thinking
Organizer T17 (lower grades) or T20 (upper grades) from the Harcourt text to write down four
dates and events in the life of Paul Revere and draw a picture (included).
Hall 2 – Students read online story of what really happened on Paul Revere’s ride or teacher may give
them a hard copy (included). Teacher may want to read as a read aloud, choral read or have different
students in the class read aloud, discuss as you read (if you read online, it would be more meaningful to
your students if you can connect the computer to a projector so that the students can see the graphics and
read along with you or take turns). After the initial reading, students may read as partners, then fill out
the Compare and Contrast Graphic Organizer, the poem vs. the real story. You have a choice of two
Compare and Contrast Graphic Organizers, one from Core Knowledge and one from Kids and History.
Both are included in this packet. Teacher chooses the one for students to do. Students may work with a
partner.
Hall 3 - Using the website http://www.kidsandhistory.com/paulvm/foyer.html students explore
colonial Boston with this interactive map. The teacher may have them label important colonial cities on
their colony map (included). If you are not using the computer, use the text book maps or class maps to
label important colonial cities on students’ handout map.
-
-
Visit and read about Paul Revere’s house. Readings are included so each student or pair of students
may have a copy. After reading with the students, they read again and list facts about the house on
the Paul Revere House Graphic Organizer. Students may work with a partner.
Students make a model of Paul Revere’s house. First color with colored pencils, then students make
the model. Graphic and instructions for model included. Cutting out the model for younger
students may be hard. The teacher may want to get 4th or 5th grade students to work
with the younger students.)
Hall 4: Teacher can demonstrate website showing Paul Revere’s route using the interactive map
activities to students and then allow students to explore mapping activity or using the two maps
(included). Students fill in time line (included) using the maps. Students will need the second map to
complete the time line. Follow the directions below.
If you are or are not using the computer, use both maps included in this packet. Teacher will want to
point out the legends on the map as they tell the routes the participants took. Students trace the solid line
in green for Paul Revere, trace in black the short dotted line (William Dawes route), and trace the long
dotted line in red which is the British route. Note the times on the map for Paul Revere and write where
Revere is at that time on the Timeline activity sheet. They will use this activity in their processing
assignment.
Processing/Assessment Activity:
Students pretend they are Paul Revere and have just returned from their ride. Have them look at their
work that they have done throughout the lesson. The grade level of your students will determine how
long a journal entry you will want them to have. All students should include who they are…My name is
Paul Revere and their mission, what they saw and what they did, naming some of the places they went
to and who they talked to, what happened to them, their thoughts and feelings on that night. Older
students may use the outline or parts of the outline (teacher decision) on the website for this lesson
which also includes a rubric. Teachers may choose what younger students should write. Students may
present their writings to the class. There are two journal activity pages to choose from, or students may
write in their social studies interactive notebooks.
Those that finish early may do the Somerset drawing activity (included):
The teacher reminds the students about the Somerset, the British Man-of-War that Paul Revere saw
when he started his journey rowing to Charlestown. Explain to the students the directions for the
drawing. Students may include this drawing with their journal piece.
Culminating Activity Hall 5 Musical Activity:
Teacher and students may explore Hall 5 to listen to the music that was played during that period.
The song writing activity is self explanatory. Students can also write another verse to Yankee Doodle
Dandy or My Country ‘Tis of Thee. They may memorize the songs. Activity pages are included.
More music at http://library.thinkquest.org/11683/High.html choose tab Music and Culture.
Credits:
http://www.kidsandhistory.com/paulvm/foyer.html
http://www.coreknowledge.org/
http://www.paulreverehouse.org/