Name:
Grade 8 American Studies I Extension Menu
Paul Revere’s Ride by Henry Wadsworth Longfellow
Directions: Choose a learning activity from one square to complete. If you choose
the square, “Write your idea here,” please see the teacher with your idea first. Circle
the number of the learning activity you choose. Turn in this paper with your work.
1. Write an original narrative
poem (minimum 4 stanzas)
about an American Patriot or
historical event from Paul
Revere’s time period. Utilize
several poetic devices from
Paul Revere’s Ride, such as
alliteration, personification,
rhyme, inversion, simile, and
metaphor. Include accurate
information and interesting
details about your subject.
4. Create a timeline to
sequence at least ten events
from Paul Revere’s life and
at least ten important events
in US history that occurred
during Revere’s life.
Describe and illustrate the
events.
2. Imagine that you are Paul
Revere and have just
successfully completed your
Midnight Ride to Lexington.
Write a journal entry
(minimum 3 paragraphs) to
record your experiences and
feelings of this historic night.
Include accurate information
and interesting details.
7. According to Adlai
Stevenson, former US
ambassador to the United
Nations, “Patriotism is not
short, frenzied outbursts of
emotion, but the tranquil and
steady dedication of a
lifetime.” Research Paul
Revere’s life. Write an essay
(minimum 5 paragraphs) to
explain whether or not Paul
Revere demonstrated this
type of patriotism.
8. Write your idea here.
______________________
5. Construct a historically
accurate map to show the
route of Paul Revere’s ride,
depicting at least ten
important landmarks. Use
color to enhance your map
and include a title, compass
rose, scale, and a legend or
key.
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3. Locate information on
another American Revolution
“rider”, such as Sybil
Ludington, Jack Jouett,
William Dawes, or Tench
Tilghman. Create a graphic
organizer to compare and
contrast that rider with Paul
Revere. Include at least 5
pieces of factual information
in each section of the
organizer.
6. Locate and read several
sources (primary and/or
secondary) that describe Paul
Revere’s ride. Design a chart
or graphic organizer to show
the similarities and
differences (at least 5 of
each) between Paul Revere’s
historic ride and
Longfellow’s poem.
9. Review the events of Paul
Revere’s life and his
contribution to the American
Revolution. Write an essay
(minimum 5 paragraphs)
justifying how Paul Revere
stood up to social and
political pressure to do what
he felt was right.
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Teacher Initials for Approval: ____
Road to Independence/American Studies I/Grade 8
Teacher Resource Page
Grade 8 American Studies I Extension Menu
Unit: Road to Independence
Topic: Paul Revere’s Ride by Henry Wadsworth Longfellow
Intended Purpose: Alternative activity for students who have mastered
curricular indicators
Standard(s) and Indicators Addressed:
SS.AS1.20.03 Analyze situations that illustrate conflicts between conscience and respect for authority
SS.AS1.20.03d Identify key terms: King George III, Proclamation of 1763, Quartering Act, revenue,
Sugar Act, Stamp Act, Patrick Henry, boycott, Sons of Liberty, Crispus Attucks, the Townshend Acts,
writs of assistance, Samuel Adams, Boston Massacre, John Adams, committee of correspondence,
Boston Tea Party, militia, Minutemen, Intolerable Acts, First Continental Congress, Paul Revere,
Lexington and Concord, Loyalist, Patriot, mercenary
Organizational Tips:
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Encourage students to use available technology to create the timeline (Examples: TimeLiner
software program, a timeline generator website, etc.)
Provide student access to the school media center, the Internet, textbooks, and/or subscription
databases (SIRS, Student Resource Center, etc.)
Provide access to supplies such as rulers, colored pencils, markers, paper, etc. for construction
of maps, graphic organizers, etc.
Road to Independence/American Studies I/Grade 8