The Midnight Ride of Paul Revere

AUnitfor5thGradeStudents

Kerry Rennie, Media Specialist, West Palm Beach, FL Picturing Early America: People, Places & Events 1770-1870

NEH, Salem, Massachusetts 2009

FloridaSunshineStateStandardshttp://www.floridastandards.org/index.aspx

Reading/LanguageArts:5thGrade•  LA.5.1.6.2:Thestudentwilllistento,read,anddiscussfamiliarandconceptuallychallengingtext;•  LA.5.1.6.3:Thestudentwillusecontextcluestodeterminemeaningsofunfamiliarwords;

LA.5.1.6.10:Thestudentwilldeterminemeaningsofwords,pronunciation,partsofspeech,etymologies,andalternatewordchoicesbyusingadictionary,thesaurus,anddigitaltools;

•  LA.5.1.7.1:Thestudentwillexplainthepurposeoftextfeatures(e.g.,format,graphics,diagrams,illustrations,charts,maps),usepriorknowledgetomakeandconfirmpredictions,andestablishapurposeforreading;

•  LA.5.1.7.2:Thestudentwillidentifytheauthorspurpose(e.g.,topersuade,inform,entertain,explain)andhowanauthorsperspectiveinfluencestext;

•  LA.5.1.7.3:Thestudentwilldeterminethemainideaoressentialmessageingrade‐leveltextthroughinferring,paraphrasing,summarizing,andidentifyingrelevantdetails;

•  LA.5.1.7.5:Thestudentwillidentifythetextstructureanauthoruses(e.g.,comparison/contrast,cause/effect,sequenceofevents)andexplainhowitimpactsmeaningintext;

•  LA.5.2.1.1:Thestudentwilldemonstrateknowledgeofthecharacteristicsofvariousgenres(e.g.,poetry,fiction,shortstory,dramaticliterature)asformswithdistinctcharacteristicsandpurposes

•  LA.5.2.1.2:Thestudentwilllocateandanalyzetheelementsofplotstructure,includingexposition,setting,characterdevelopment,rising/fallingaction,problem/resolution,andthemeinavarietyoffiction;

•  LA.5.2.1.3:Thestudentwilldemonstratehowrhythmandrepetitionaswellasdescriptiveandfigurativelanguagehelptocommunicatemeaninginapoem;

•  LA.5.2.1.5:Thestudentwilldemonstrateanunderstandingofaliteraryselection,anddependingontheselection,includeevidencefromthetext,personalexperience,andcomparisontoothertext/media;

FloridaSunshineStateStandardshttp://www.floridastandards.org/index.aspx

•  LA.5.2.1.6:Thestudentwillwriteabookreport,review,orcritiquethatidentifiesthemainidea,character(s),setting,sequenceofevents,conflict,crisis,andresolution;

•  LA.5.2.1.7:Thestudentwillidentifyandexplainanauthorsuseofdescriptive,idiomatic,andfigurativelanguage(e.g.,personification,similes,metaphors,symbolism),andexaminehowitisusedtodescribepeople,feelings,andobjects;

•  LA.5.2.1.8:Thestudentwillexplainchangesinthevocabularyandlanguagepatternsofliterarytextswrittenacrosshistoricalperiods;

SocialStudies:5thGrade•  SS.5.A.1.1:Useprimaryandsecondarysourcestounderstandhistory•  SS.5.A.1.2:UtilizetimelinestoidentifyanddiscussAmericanHistorytimeperiods•  SS.5.A.4.3:IdentifysignificantindividualsresponsibleforthedevelopmentoftheNewEngland,Middle,and

Southerncolonies.•  SS.5.A.5.1:IdentifyandexplainsignificanteventsleadinguptotheAmericanRevolution•  SS.5.A.5.2:IdentifysignificantindividualsandgroupswhoplayedaroleintheAmericanRevolution•  SS.5.A.5.3:Explainthesignificanceofhistoricaldocumentsincludingkeypoliticalconcepts,originsofthese

concepts,andtheirroleinAmericanindependence.

Lessons•  IntroductiontoBiographies:PaulRevere,WilliamDawes,John

Hancock,JohnAdams,Dr.Warren•  Timeline:RecalleventsoftheeveningofApril18,1775•  Reader’sTheatre:Studentswritetheirownscript,addmusical

instrumentsforsound,projectpicturesfrombookonscreenforbackdrops

•  Vocabulary/DictionaryActivity:Definewordsfrompoemforunderstandingusingdictionariesandonlineresources

•  CreativeWriting:StudentscreatetheirownpoemstartingwiththeheadingListen,mychildren,andyoushallhear…

•  StudyofPersonalObjects:DiscussCopleyPortraitofRevere;eachstudentbringsanobjectfromhometodrawandwriteabout

•  ComparingGrantWood’spaintingwithengravingbyChristopherBing

•  MapSkills:UsingendpagesofbookandmapofNewEnglandfromNormanB.LeventhalMapCenteronlineattheBPL

•  Author’sPurpose&ExaminingPrimary/SecondaryEvidence

Lessons

•  5thGradeMedia,30Min.Lesson•  Vocabulary/DictionarySkills•  Standards:•  Information&MediaLiteracy‐Thestudentcomprehendsthewidearrayofinformationaltextthatispartofourdaytodayexperiences.•  LanguageArts‐VocabularyDevelopment‐Thestudentusesmultiplestrategiestodevelopgradeappropriatevocabulary.•  SocialStudies‐AmericanRevolution&BirthofaNewNation•  Benchmarks/Objectives:•  LA.5.1.6.2Thestudentwilllistento,read,anddiscussfamiliarandconceptuallychallengingtext;•  LA.5.1.6.10Thestudentwilldeterminemeaningsofwords,pronunciation,partsofspeech,etymologies,andalternatewordchoicesbyusinga

dictionary,thesaurus,anddigitaltools.•  LA.5.6.1.1Thestudentwillreadandinterpretinformationaltextandorganizetheinformation(e.g.,useoutlines,timelines,andgraphicorganizers).•  SS.5.A.1.1Useprimaryandsecondarysourcestounderstandhistory.•  SS.5.A.5.1IdentifyandexplainsignificanteventsleadinguptotheAmericanRevolution.•  SS.5.A.5.2IdentifysignificantindividualsandgroupswhoplayedaroleintheAmericanRevolution.•  Procedures:•  IntroducethebookTheMidnightRideofPaulRevere,byHenryWadsworthLongfellow,gravedandpaintedbyChristopherBing,NewYork:Handprint

Books,2001.(2min.)•  CreateaK‐W‐Lchart.Determinestudents’priorknowledgebyaskingstudentswhattheyknowaboutthesubjectandwhattheywanttoknow.Write

theiranswersonthechart.(5min.)•  Explaintothestudentsthattheyneedtousecontextcluestodeterminemeaningsofunfamiliarwordsinthepoem.Readthepoemtothestudents

(5min.)•  Askthestudentshigherorderquestionstodeterminewhattheylearnedandwritetheiranswersonthechart.(5min.)•  Tellstudentsthattheywillbecompletingadictionaryactivitytodecipherwordsfromthepoem.Breakstudentsinto2groups.Giveeachgroupalist

oftendifferentwordstodefine.Onegroupwillusedictionariesattheirtablestodefinewordsandtheothergroupwilluseonlinedictionarysourcesatthecomputerstations.Aftertheyhavedefined5ofthewords,thegroupswillswitch.(13min.)Vocabulary‐aloft,belfry,arm,oar,moorings,phantom,spar,muster,barrack,grenadiers,rafters,encampment,sentinel,impetuous,girth,spectral,bridle,tranquil,alders,aghast

•  •  •  Materials:•  TheMidnightRideofPaulRevere,documentcamera,LCDprojector,paperforK‐W‐L,markers,pencils,vocabularywordlists,dictionariesand

computerswithinternetaccess.•  Evaluation:•  InteractionwithK‐W‐Lchartandabilitytodefinevocabularywordsusingadictionaryandonlineresources.

•  5thGradeMedia,30Min.Lesson•  Author’sPurpose&ExaminingPrimary/SecondaryEvidence•  Standards:•  SocialStudies‐AmericanRevolution&BirthofaNewNation•  LanguageArts‐ReadingComprehension‐Thestudentusesavarietyofstrategiestocomprehendgradeleveltext.•  Benchmarks/Objectives:•  LA.5.1.7.1Thestudentwillexplainthepurposeoftextfeatures(e.g.,format,graphics,•  diagrams,illustrations,charts,maps),usepriorknowledgetomakeandconfirmpredictions,andestablishapurposeforreading;•  LA.5.1.7.2Thestudentwillidentifytheauthorspurpose(e.g.,topersuade,inform,entertain,explain)andhowanauthorsperspectiveinfluencestext;•  SS.5.A.1.1Useprimaryandsecondarysourcestounderstandhistory.•  SS.5.A.5.1IdentifyandexplainsignificanteventsleadinguptotheAmericanRevolution.•  SS.5.A.5.2IdentifysignificantindividualsandgroupswhoplayedaroleintheAmericanRevolution.•  Procedures:•  Explainauthor’spurpose–toinform,persuade,entertainorexplain.Thispoemwaswrittentoentertainexplainanditcontainsbothfactandfiction.

LongfellowwascreatingaherooutofPaulRevereandanAmericanlegendthroughhispoem.(5min.)•  Displaytheillustrationsfromthebookusingthedocumentcamera&projector.Askstudentstoidentifythepeople,places,clothingandobjectson

thepagesinordertolearnmoreaboutthelifeandpeopleatthetimeof1775.(10min.)•  Explainprimaryevidence–factsanddetailsthathavebeendrawnfromdocuments(newspapers,letters,interviews,coinsetc.)Examinetheletter

fromThomasGagetoLieutenantColonelSmith(frontofbook&website)http://paul‐revere‐heritage.com/gen‐cage‐order.htmlandtheDepositionofPaulReveretotheMass.Congress(backofbook&website)http://paul‐revere‐heritage.com/ride‐account‐modernized.html(10min.)

•  Havestudentscompare&contrastPaulRevere’sdepositionwiththeeventsinthepoemtodeterminewhatisfact&fiction.(5min.)•  Materials:•  TheMidnightRideofPaulRevere,byHenryWadsworthLongfellow,gravedandpaintedbyChristopherBing,NewYork:HandprintBooks,2001;

documentcamera&LCDprojectorandcomputerwithonlineaccesstowebsites.•  Evaluations:•  Explainauthor’spurpose,identifyitemsinillustrationsandcompare&contrastprimaryevidencewithinformationinpoem.

NewEnglandMap,JohnGreen,1775

PAULREVEREbyJohnSingletonCopley,1768

PaulRevereBiography

•  http://www.paulreverehouse.org/bio/bio.shtml

•  EarlyLife•  Silversmith/Craftsman

•  PoliticalActivities/RevolutionaryWar

TheMidnightRide•  In1774andtheSpringof1775PaulReverewasemployedbytheBostonCommitteeof

CorrespondenceandtheMassachusettsCommitteeofSafetyasanexpressridertocarrynews,messages,andcopiesofresolutionsasfarawayasNewYorkandPhiladelphia.

•  OntheeveningofApril18,1775,PaulReverewassentforbyDr.JosephWarrenandinstructedtoridetoLexington,Massachusetts,towarnSamuelAdamsandJohnHancockthatBritishtroopsweremarchingtoarrestthem.AfterbeingrowedacrosstheCharlesRivertoCharlestownbytwoassociates,PaulRevereborrowedahorsefromhisfriendDeaconJohnLarkin.WhileinCharlestown,heverifiedthatthelocal"SonsofLiberty"committeehadseenhispre‐arrangedsignals.(Twolanternshadbeenhungbrieflyinthebell‐towerofChristChurchinBoston,indicatingthattroopswouldrow"bysea"acrosstheCharlesRivertoCambridge,ratherthanmarching"byland"outBostonNeck.Reverehadarrangedforthesesignalsthepreviousweekend,ashewasafraidthathemightbepreventedfromleavingBoston).

•  OnthewaytoLexington,Revere"alarmed"thecountry‐side,stoppingateachhouse,andarrivedinLexingtonaboutmidnight.AsheapproachedthehousewhereAdamsandHancockwerestaying,asentryaskedthathenotmakesomuchnoise."Noise!"criedRevere,"You'llhavenoiseenoughbeforelong.Theregularsarecomingout!"Afterdeliveringhismessage,Reverewasjoinedbyasecondrider,WilliamDawes,whohadbeensentonthesameerrandbyadifferentroute.DecidingontheirowntocontinueontoConcord,Massachusetts,whereweaponsandsupplieswerehidden,RevereandDaweswerejoinedbyathirdrider,Dr.SamuelPrescott.Soonafter,allthreewerearrestedbyaBritishpatrol.Prescottescapedalmostimmediately,andDawessoonafter.Reverewasheldforsometimeandthenreleased.Leftwithoutahorse,ReverereturnedtoLexingtonintimetowitnesspartofthebattleontheLexingtonGreen.

ImagesofRevere’sRidehttp://www.paulreverehouse.org/ride/images.shtml

TheMidnightRideRoutehttp://www.paulreverehouse.org/ride/real.shtml

PaulRevere'sRide,byHenryWadsworthLongfellow,1860

•  LISTEN,mychildren,andyoushallhearOfthemidnightrideofPaulRevere,OntheeighteenthofApril,inSeventy‐Five;HardlyamanisnowaliveWhoremembersthatfamousdayandyear.

•  Hesaidtohisfriend,"IftheBritishmarchBylandorseafromthetownto‐night,HangalanternaloftinthebelfryarchOftheNorthChurchtower,asasignallight,‐‐One,ifbyland,andtwo,ifbysea;AndIontheoppositeshorewillbe,ReadytorideandspreadthealarmThrougheveryMiddlesexvillageandfarm,Forthecountry‐folktobeupandtoarm."

•  Thenhesaid"Good‐night!"andwithmuffledoarSilentlyrowedtotheCharlestownshore,Justasthemoonroseoverthebay,WhereswingingwideathermooringslayTheSomerset,Britishman‐of‐war;Aphantomship,witheachmastandsparAcrossthemoonlikeaprison‐bar,Andahugeblackhulk,thatwasmagnifiedByitsownreflectioninthetide.

•  Meanwhile,hisfriend,throughalleyandstreetWandersandwatcheswitheagerears,TillinthesilencearoundhimhehearsThemusterofmenatthebarrackdoor,Thesoundofarms,andthetrampoffeet,Andthemeasuredtreadofthegrenadiers,Marchingdowntotheirboatsontheshore.

•  ThenheclimbedthetoweroftheOldNorthChurch,Bythewoodenstairs,withstealthytread,Tothebelfry‐chamberoverhead,AndstartledthepigeonsfromtheirperchOnthesomberrafters,thatroundhimmadeMassesandmovingshapesofshade,‐‐Bythetremblingladder,steepandtall,Tothehighestwindowinthewall,WherehepausedtolistenandlookdownAmomentontheroofsofthetown,Andthemoonlightflowingoverall.

•  Beneath,inthechurchyard,laythedead,Intheirnight‐encampmentonthehill,WrappedinsilencesodeepandstillThathecouldhear,likeasentinel'stread,Thewatchfulnight‐wind,asitwentCreepingalongfromtenttotent,Andseemingtowhisper,"Alliswell!"AmomentonlyhefeelsthespellOftheplaceandthehour,thesecretdreadOfthelonelybelfryandthedead;ForsuddenlyallhisthoughtsarebentOnashadowysomethingfaraway,Wheretheriverwidenstomeetthebay,‐‐Alineofblack,thatbendsandfloatsOntherisingtide,likeabridgeofboats.

•  Meanwhile,impatienttomountandride,Bootedandspurred,withaheavystrideOntheoppositeshorewalkedPaulRevere.Nowhepattedhishorse'sside,Nowgazedonthelandscapefarandnear,Then,impetuous,stampedtheearth,Andturnedandtightenedhissaddle‐girth;ButmostlyhewatchedwitheagersearchThebelfry‐toweroftheOldNorthChurch,Asitroseabovethegravesonthehill,Lonelyandspectralandsomberandstill.Andlo!ashelooks,onthebelfry'sheightAglimmer,andthenagleamoflight!Hespringstothesaddle,thebridleheturns,Butlingersandgazes,tillfullonhissightAsecondlampinthebelfryburns!

•  Ahurryofhoofsinavillagestreet,Ashapeinthemoonlight,abulkinthedark,Andbeneath,fromthepebbles,inpassing,asparkStruckoutbyasteedflyingfearlessandfleet:Thatwasall!Andyet,throughthegloomandthelight,Thefateofanationwasridingthatnight;Andthesparkstruckoutbythatsteed,inhisflight,Kindledthelandintoflamewithitsheat.

•  Hehasleftthevillageandmountedthesteep,Andbeneathhim,tranquilandbroadanddeep,IstheMystic,meetingtheoceantides;Andunderthealdersthatskirtitsedge,Nowsoftonthesand,nowloudontheledge,Isheardthetrampofhissteedasherides.

•  Itwastwelvebythevillageclock,WhenhecrossedthebridgeintoMedfordtown.Heheardthecrowingofthecock,Andthebarkingofthefarmer'sdog,Andfeltthedampoftheriverfog,Thatrisesafterthesungoesdown.

•  Itwasonebythevillageclock,WhenhegallopedintoLexington.HesawthegildedweathercockSwiminthemoonlightashepassed,Andthemeeting‐housewindows,blankandbare,Gazeathimwithaspectralglare,AsiftheyalreadystoodaghastAtthebloodyworktheywouldlookupon.

•  Itwastwobythevillageclock,WhenhecametothebridgeinConcordtown.Heheardthebleatingoftheflock,Andthetwitterofbirdsamongthetrees,AndfeltthebreathofthemorningbreezeBlowingoverthemeadowsbrown.AndonewassafeandasleepinhisbedWhoatthebridgewouldbefirsttofall,Whothatdaywouldbelyingdead,PiercedbyaBritishmusket‐ball.

•  Youknowtherest.Inthebooksyouhaveread,HowtheBritishregularsfiredandfled,‐‐Howthefarmersgavethemballforball,Frombehindeachfenceandfarm‐yardwall,Chasingthered‐coatsdownthelane,ThencrossingthefieldstoemergeagainUnderthetreesattheturnoftheroad,Andonlypausingtofireandload.

•  SothroughthenightrodePaulRevere;AndsothroughthenightwenthiscryofalarmToeveryMiddlesexvillageandfarm,‐‐Acryofdefianceandnotoffear,Avoiceinthedarkness,aknockatthedoor,Andawordthatshallechoforevermore!For,borneonthenight‐windofthePast,Throughallourhistory,tothelast,Inthehourofdarknessandperilandneed,ThepeoplewillwakenandlistentohearThehurryinghoof‐beatofthatsteed,Andthemidnight‐messageofPaulRevere.

GrantWood,TheMidnightRideofPaulRevere,1931

DescriptionofGrantWood’sRenditionoftheMidnightRide

•  "TheRideofPaulRevere,"whichmakesnoattemptathistoricalaccuracy—forexample,eighteenth‐centuryhousessurelywouldnothavebeensobrightlylit.Thepicturehasadreamlikesenseofunreality.Thebird's‐eyeviewmakesthesettinglooklikeaNewEnglandtowninminiature.Notethegeometricshapesofthebuildingsandthelandscape(eventhetreetopsareperfectlyround);thepreciselydelineated,virtuallyunmodulatedlightemanatingfromthebuildingsandrakingacrosstheforeground;thedistinct,regularizedshadows;andthewayinwhichtheformsinthedarkerbackgroundarealmostasclearandvisibleasthoseinthebrightlylitforeground.Withhiscleanlineandhiseven,unerringhand,Woodhasthrownthesceneintohighrelief,heighteningrealitysoastomakeitalmostotherworldly,aqualitythatdifferentiateshimfromhisfellowRegionalists.Hisprecisionevokestheworkofeighteenth‐centuryAmericanlimners.Unlikehismodernistcontemporaries,WoodremainedcommittedtodepictingregionallifeinAmericaand,hehoped,thecreationofanationalstyle.

•  Signatures,Inscriptions,andMarkingsSignature:[lowerright]:GRANTWOOD1931

PaulRevereHouse,Boston,Massachusetts;photographedbyKerryRennie

PaulRevere,GilbertStuart,1813

PaulRevere’sMarbleMonument,GranaryBuryingGround,Boston,MA