DOCSLIB.ORG

Sybil Ludington, the Hudson Valley, and the American Revolutionary War

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Sybil Ludington, the Hudson Valley, and the American Revolutionary War Reading Performance Task Teacher Instructions Sybil Ludington, the Hudson Valley, and the American Revolutionary War Instructions for the Teacher The “Sybil Ludington, the Hudson Valley, and the American Revolutionary War” performance task utilizes two informational texts, one tracing the plight of a young revolutionary (“Sybil Ludington’s Midnight Ride”) and one providing an overview of the Hudson Valley’s place in the Revolutionary War (“Life in the Hudson Valley during the American Revolutionary War”). Students read the text, respond to questions to demonstrate their understanding of the text, and write a response that requires them to critically analyze the interrelationships between the texts. Read the student performance task and familiarize yourself with the text and tasks the student will be asked to complete. Provide students with copies of the student performance task and a means (paper or electronic) to write their responses. The recommended time for completing the task is ninety minutes. Students complete the task individually. Assess student performance based on the accompanying rubric. Performance Task Skills • Determine the central idea of an informational text and explain how it is conveyed with details in the text • Cite textual evidence to support analysis of an informational text • Explain the basis for conclusions drawn about an informational text • Explain the author's purpose and how it is conveyed in an informational text • Analyze an informational text's structure to determine how a particular part fits in and contributes to the development of ideas (e.g., purpose of a specific sentence, organization of supporting details) • Explain similarities and differences (e.g., purpose, organization, main ideas, viewpoint) between informational texts on the same topic Task Evidence Rating/Points 1a. What is the central idea of • Student correctly identifies the central 8 points “Sybil Ludington’s Midnight idea of the text (e.g., Sybil Ludington • 2 points for Ride”? bravely helped the Continental Army by identifying the riding through the night to alert them central idea they were needed to fight the British). 1b. What are three details that • 3 points for support this central idea? How • Student correctly identifies and explaining the do the details support the explains three details that support the supporting details central idea? Include central idea. (3 possible) information from the text to • Student provides information from the support your answer. • 3 points for text to support the answer. providing 1 of 10 © 2013 by Renaissance Learning, Inc. All rights reserved. Reproduction for educational use by STAR Enterprise licensees and their educators, students, and parents allowed. information from the text to support the answer (3 possible) 2a. What is the central idea of • Student correctly identifies the central 8 points “Life in the Hudson Valley idea of the text (e.g., The Hudson • 2 points for during the American Valley was an important place during identifying the Revolutionary War”? the Revolutionary War and both sides central idea wanted to control it). 2b. What are three details that • 3 points for support this central idea? How • Student correctly identifies and explaining do the details support the explains three details that support the supporting details central idea? Include central idea. (3 possible) information from the text to • Student provides information from the support your answer. • 3 points for text to support the answer. providing information from the text to support the answer (3 possible) 3. Why did the author write • Student correctly identifies and 4 points “Sybil Ludington’s Midnight explains the author’s purpose (e.g., to • 2 points for Ride”? How do you know? inform about Sybil Ludington’s life and identifying and Describe the author’s purpose. actions during the war). explaining the Include information from the • Student provides information from the author’s purpose text to support your answer. text to support the answer. • 2 points for providing information from the text to support the answer 4. Why did the author write • Student correctly identifies and 4 points “Life in the Hudson Valley explains the author’s purpose (e.g., to • 2 points for during the American inform about why the Hudson Valley identifying and Revolutionary War”? How do was important during the Revolutionary explaining the you know? Describe the War). author’s purpose author’s purpose. Include • Student provides information from the information from the text to • 2 points for text to support the answer. support your answer. providing information from the text to support the answer 5. Read paragraph 8 of “Sybil • Student correctly explains the purpose 6 points Ludington’s Midnight Ride.” of the identified paragraph (e.g., to • 2 points for What is the purpose of this show what happened after Sybil’s ride explaining the particular paragraph? How does and the impact Sybil’s actions had on purpose of the it relate to the author’s the war). identified purpose? How does it fit into • Student correctly explains how the paragraph the overall structure of the paragraph relates to the author’s article? • 2 points for purpose. explaining how the • Student correctly explains how the paragraph relates paragraph fits into the structure of the to the author’s 2 of 10 © 2013 by Renaissance Learning, Inc. All rights reserved. Reproduction for educational use by STAR Enterprise licensees and their educators, students, and parents allowed. article. purpose • 2 points for explaining how the paragraph fits into the structure of the article 6. Read paragraph 3 of “Life in • Student correctly explains the purpose 6 points the Hudson Valley during the of the identified paragraph (e.g., to • 2 points for American Revolutionary War.” explain reasons both sides wanted to explaining the What is the purpose of this control the Hudson Valley). purpose of the particular paragraph? How does • Student correctly explains how the identified it relate to the author’s paragraph relates to the author’s paragraph purpose? How does it fit into purpose. the overall structure of the • 2 points for article? • Student correctly explains how the explaining how the paragraph fits into the structure of the paragraph relates article. to the author’s purpose • 2 points for explaining how the paragraph fits into the structure of the article 7. Based on the two articles, • Student draws a reasonable conclusion 4 points what can you conclude about based on the two texts. • 2 points for the relationship between • Student explains the basis of the drawing a loyalists and patriots in the conclusion by including information reasonable Hudson Valley during the from the texts. conclusion Revolutionary War? Include information from the text to • 2 points for support your answer. including information from the texts to explain the basis of the conclusion 8. Use your understanding of • Student analyzes and explains the 32 points the articles “Sybil Ludington’s central ideas of both texts as a whole. • 4 points for Midnight Ride” and “Life in the • Student analyzes how details in one analyzing the Hudson Valley during the text help the reader better understand central ideas of American Revolutionary War” the other text. both texts as a to write an essay analyzing the whole relationship between the two • Student analyzes why the texts are texts. In your essay, you structured differently. • 4 points for should answer the following analyzing how • Student draws a connection between questions: details in one text the text structures and the authors’ help the reader • What are the central ideas of purposes. better understand both texts as a whole? • Student draws a conclusion about the the other text • How do the details in one viewpoint of each author. • 4 points for text help the reader better • Student explains the basis for these analyzing why the understand the other text? conclusions. texts are • Why are the texts structured structured • Student analyzes the interrelationships differently? How does the 3 of 10 © 2013 by Renaissance Learning, Inc. All rights reserved. Reproduction for educational use by STAR Enterprise licensees and their educators, students, and parents allowed. author’s purpose in each text between the two viewpoints. differently influence these structures? • Student provides specific information • 4 points for • What is the viewpoint of from the texts to support the answer. drawing a each author? What leads you connection to your conclusions about between text each author’s viewpoint? structures and How do these two viewpoints authors’ purposes relate to one another? • 4 points for You should provide specific drawing information from the texts to conclusions about support the points in your viewpoints essay. • 4 points for explaining the basis of the conclusions • 4 points for analyzing the interrelationships between the viewpoints • 4 points for providing specific information from the texts to support the answer Sample Top-Score Response for Item #8 The articles “Sybil Ludington’s Midnight Ride” and “Life in the Hudson Valley during the American Revolutionary War” are both about events in the Hudson Valley during the Revolutionary War. As a whole, one central idea of these texts is that the patriots fought a hard war against the British to try to gain freedom in the Hudson Valley. Both texts describe how important this region was. They explain the many challenges the patriots faced. Another central idea is that the patriots had to work together and use clever strategies to fight the British. Both texts describe ways that the patriots in the Hudson Valley tried to defeat the British. They both stress how both soldiers and women helped the effort. The details in “Life in the Hudson Valley” help the reader understand “Sybil Ludington.” For example, “Life in the Hudson Valley” explains reasons the British wanted to control the Hudson Valley. It was on an important route. It had rich farmland. It also was important for military strategy.
Load more

Recommended publications
  • Danbury Raid and the Forgotten General
    Danbury Raid and the Forgotten General “I am dying, but with a strong hope and persuasion that my country will gain her independence.” General David Wooster’s dying words after being mortally wounded by the British at the Battle of Ridgefield on the Danbury Raid, 1777 Start/Finish: Compo Beach / Cedar Point, Westport, Connecticut Distance: 61.5 miles Terrain: In town cycling, country roads and some busier sections Difficulty: Hilly with some steep grades Connecticut supplied more food and cannons to the Continental Army during the American Revolution than any other state, which explains why it was eventually known as the “provision state.” Soldiers cannot survive for long if they must rely on the local population for food, clean water, clothing, tents, blankets and other basics, especially in an environment where more colonists were Loyalists or neutral than most contemporary Americans realize. The Rebels simply had to have an organized, well-protected supply line. Danbury, located just 25 miles from Long Island Sound and between New York and Boston, was ideally situated for a major depot. After American victories at Trenton and Princeton in 1776 and 1777, the British felt an urgent need to go on the offensive. They took advantage of their control of the waterways and moved 26 ships off of Compo Beach in Fairfield as a staging area for an attack on Danbury. Today there’s a fantastic Cannon Revolutionary War Memorial at the spot in Westport where the Redcoats came ashore on April 25, 1777 under the leadership of British New York Governor Tryon. Nearly 2000 British troops moved quickly in a forced march through the farm- covered landscape.
    [Show full text]
  • Stepping out of Her Place: a New Look at Women's Roles During Selected Wars in U.S. History
    Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2004 Stepping out of her place: a new look at women's roles during selected wars in U.S. history Nicole Lynn Bowen Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Education Commons Recommended Citation Bowen, Nicole Lynn, "Stepping out of her place: a new look at women's roles during selected wars in U.S. history" (2004). LSU Master's Theses. 526. https://digitalcommons.lsu.edu/gradschool_theses/526 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. STEPPING OUT OF HER PLACE: A NEW LOOK AT WOMEN’S ROLES DURING SELECTED WARS IN U.S. HISTORY A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in The Department of Curriculum and Instruction by Nicole Lynn Bowen B.A., Birmingham-Southern College, 2002 May 2004 I dedicate this work to my loving husband, Christopher, and my parents James and Rose Jordan. Thank you Chris for being by my side every step of the way, being my partner and my friend, encouraging me, and never letting me lose faith. Thank you Mom and Dad for always believing in me, being a constant and steady source of support throughout my education, and making me believe that I can do anything I put my mind to.
    [Show full text]
  • The Ludington Regiment, Sybil Ludington and the 1777 British Invasion of Connecticut
    THE LUDINGTON REGIMENT, SYBIL LUDINGTON AND THE 1777 BRITISH INVASION OF CONNECTICUT One of the most enduring stories that arose out of the British invasion of Connecticut is the midnight ride by sixteen-year old Sibel1 Ludington, daughter of Colonel Henry Ludington. Her ride was initiated to recruit members of her father’s regiment located in Dutchess County, New York, to help repel the British invaders. This story, as told by recent writers, involves a sixteen year old girl living with her father and eleven brothers and sisters, a horse of varied descriptions, a dark and stormy night, a route that covered forty miles on narrow, rutted and muddy roads, a ride that lasted from 9:00pm until dawn, Sibel knocking on doors along the route, use of a stick by Sibel to spur her horse and to fend off at least one attacker and a successful ride that recruited 400 men who were in her father’s regiment.2 The Sibel Ludington story, as this book is written, is acknowledged to have been first mentioned in a Memoir of Colonel Ludington published by the Ludington family in 1907 and in an article in Connecticut Magazine that same year written by a descendant of the Henry Ludington family, Louis Patrick.3 Even though these two simultaneously publications did not appear until 130 years after the event, the Sibel Ludington story has continued to gather momentum and is now an accepted part of Revolutionary history. Not only does the current day story go beyond the original from 1907, it has acquired a plethora of new details added by each new storyteller.
    [Show full text]
  • The Midnight Ride of Sybil Ludington
    The Midnight Ride of SybilSybil LudingtonLudington Marlene Pérez Illustrated by James Watling and Joe Lemonnier Photo Credits: 23 ©North Wind Picture Archives Copyright © by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Requests for permission to make copies of any part of the work should be submitted through our Permissions website at https://customercare.hmhco.com/contactus/Permissions.html or mailed to Houghton Mifflin Harcourt Publishing Company, Attn: Intellectual Property Licensing, 9400 Southpark Center Loop, Orlando, Florida 32819-8647. Printed in the U.S.A. ISBN 978-1-328-54109-3 1 2 3 4 5 6 7 8 9 10 XXXX 27 26 25 24 23 22 21 20 19 18 4500000000 A B C D E F G If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. The Midnight Ride of SySybibill LuLudidingngtotonn Marlene Pérez Illustrated by James Watling and Joe Lemonnier Contents All About Sybil ............... 2 Sybil’s Father................. 6 Fire in Danbury! ............. 10 Sybil’s Ride ................
    [Show full text]
  • Battle of Ridgefield - Wikipedia
    Battle of Ridgefield - Wikipedia https://en.wikipedia.org/wiki/Battle_of_Ridgefield Coordinates: 41°18′19″N 73°30′5″W The Battle of Ridgefield was a battle and a series of Battle of Ridgefield skirmishes between American and British forces during the American Revolutionary War. The main battle was fought in Part of the American Revolutionary War the village of Ridgefield, Connecticut, on April 27, 1777. More skirmishing occurred the next day between Ridgefield and the coastline near Westport, Connecticut. On April 25, 1777, a British force landed between Fairfield and Norwalk (now Westport) under the command of New York's Royal Governor Major General William Tryon. They marched to Danbury, where they destroyed Continental Army supplies after chasing off a small garrison of troops. Word spread concerning the British troop movements, and Connecticut militia leaders sprang into action. Major General David Wooster, Brigadier General Gold Selleck Silliman, and Brigadier General Benedict Arnold raised a combined force of roughly 700 Continental Army regular and irregular local militia forces to oppose the raiders, but they could not reach Danbury in time to prevent the destruction of the supplies. Instead, they set out to harass the British on their return to the coast. The company led by General Wooster twice attacked Tryon's Monument to David Wooster in Danbury, rear guard during their march south on April 27. Wooster was Connecticut mortally wounded in the second encounter, and he died five days later. The main encounter then took place at Ridgefield, Date April 27, 1777 where several hundred militia under Arnold's command Location Ridgefield, Connecticut and confronted the British; they were driven away in a running present-day Westport battle down the town's main street, but not before inflicting casualties on the British.
    [Show full text]
  • Great Women in Connecticut History
    GREAT WOMEN IN CONNECTICUT HISTORY PERMANENT COMMISSION ON THE STATUS OF WOMEN 6 GRAND STREET HARTFORD, CONNECTICUT AUGUST 26, 1978 COMMISSIONERS OF THE PERMANENT COMMISSION ON THE STATUS OF WOMEN Sh irley R. Bysiewicz, Chairperson Lucy Johnson, Vice Chairperson Helen Z . Pearl, Treasurer Diane Alverio Dorothy Billington Thomas I. Emerson Mary Erlanger Mary F. Johnston Barbara Lifton, Esq . Minerva Neiditz Flora Parisky Chase Going Woodhouse LEGISLATIVE COMMISSION MEMBERS Betty Hudson, Senator Nancy Johnson, Senator Charles Matties, Representative Margaret Morton, Representative STAFF MEMBERS Susan Bucknell, Executive Director Fredrica Gray, Public Information Coordinator Linda Poltorak, Office Administrator Jeanne Hagstrom, Office Secretary Elba I. Cabrera, Receptionist/Typist " ... when you put your hand to the plow, you can't put it down until you get to the end of the row. " -Alice Paul CREDITS Project Coordinator: Fredrica Gray, Public Information Coordinator. Review and Comment: Susan Bucknell, Executive Director, PCSW and Lucy Johnson, Chair of the PCSW Public Information Committee Initial Research and First Draft: Shawn Lampron Follow-up Research and Second Draft: Erica Brown Wood Production Typist: Elba Cabrera Special Assistance for the Project was given by: Shirley Dobson, Coleen Foley, Lynne Forester, Sharice Fredericks, Lyn Griffen, Andrea Schenker, and Barbara Wilson Student Artists from Connecticut High Schools: Nancy Allen for her illustration of Alice Paul, Kathleen McGovern for her illustration of Josephine Griffing,
    [Show full text]
  • The Woman's Club Times
    ‘You’re not stuck at home. You’re safe at home.’ The Woman’s Club Times of Danbury/New Fairfield Volume 1, Issue 5 May 1, 2020 Covid-19 News Hello, Members: The following two articles are related. In both, people who are gravely sick are foregoing emergency care and staying at home, putting their lives at risk. I felt this knowledge was important for you to have, so you’ll be alert to the problems and have a plan made—just in case. Ginny ‘They are terrified’: Fearing coronavirus, people with po- tentially fatal condition avoid emergency care Doctors say a crisis within a crisis is brewing as the sick stay home. “Stay home.” That’s the message public health experts and political leaders have foisted onto Americans in recent weeks, and that was the message ringing in Alan Phenix’s mind when the pain crept into his abdomen earlier this month. “We followed all the guidance very well and we were sheltering in place, basically isolated,” Phenix said of his Los Angeles-based family. “So there was this concern that by going to the hospital I would expose myself to the risk of infection.” With an immunocompromised wife at home, Phenix, 62, waited five days after symptoms emerged before seek- ing treatment for what turned out to be appendicitis. By the time he received medical care, his appendix had ruptured and an infection had set in…see the whole article here: https://abcnews.go.com/Health/terrified-fearing-coronavirus-people-potentially-fatal-conditions-avoid/ story?id=70306931 1 Young and middle-aged people, barely sick with Worth Noting covid-19, are dying from strokes The Centers for Disease Control and Prevention added six symptoms of the novel coronavirus to its Thomas Oxley wasn’t even on call the day he received list, suggesting health experts are learning more about the page to come to Mount Sinai Beth Israel Hospital the growing number of ways physicians see the virus in Manhattan.
    [Show full text]
  • We Were There, Too!
    We Were There, Too! by Phillip Hoose ESSENTIAL QUESTION How are patriotism and courage related? 449 “The smell of war began to be pretty strong.” Joseph Plumb Martin: “And Now I Was a Soldier” Milford, Connecticut, 1775 Joseph Plumb Martin was a tall, strong, hardworking boy who grew up on his grandparents’ farm in Connecticut. Though he never went to school, he managed to write one of the best diaries of the Revolutionary War. Joseph Martin forced the metal plow deep down into the soil while his grandfather walked alongside, guiding the horse that pulled it. It was a fresh April morning, a perfect planting day. Suddenly the silence was broken by the sound of bells and gunshots in Milford. Joseph dropped the plow and dashed into town, his grandfather following behind as fast as he could. A crowd was gathered in front of the tavern, where an express rider from New Haven shouted news of three days before: There had been a bloody battle in Concord, Massachusetts. Many were dead. Soldiers were needed now. A silver dollar was the reward for anyone who would enlist in the American army and march off to New York to join General Washington. 450 Joseph was only fourteen, a year too young to enlist. Until that day, his thoughts about soldiering had always been clear: “I felt myself to be a real coward. What—venture my carcass where bullets fly! That will never do for me. Stay at home out of harm’s way, thought I.” But now friends his age and even younger were scrawling their names and grabbing up those dollars while adults cheered.
    [Show full text]
  • The Midnight Ride of Sybil Ludington: a Forgotten Hero in the Shadow of Paul Revere
    1 The Midnight Ride of Sybil Ludington: A Forgotten Hero in the Shadow of Paul Revere Jessica Rebollo Dr. Kate Murphy History 460/461: Senior Project June 12, 2019 2 Introduction There are few people in the United States who have never heard Paul Revere’s Ride, Henry Wadsworth Longfellow’s most famous work. The poem immortalized Paul Revere as a national American hero, telling of his famous horseback ride from Boston through Lexington and Concord on April 15, 1775 to warn the patriots of the advancing British troops. However, American history often neglects the fact that Revere had other accomplices on the night of the journey, including Samuel Prescott and William Dawes. Moreover, contrary to Longfellow’s poem, Paul Revere’s journey was a debacle. Samuel Prescott was the only one of the three to reach Concord; Dawes was thrown off his horse and forced to walk back to Lexington, and Revere was captured only twelve miles into his ride.1 American historical memory has made Paul Revere an American folk hero; he is celebrated as a founding father, even though his midnight ride was less than stellar. There were in fact many patriots who made midnight rides during the American Revolution, and many of them had rides that were arguably more successful than Paul Revere’s. One such patriot is Sybil Ludington, often known as the “Female Paul Revere.” Roughly two years after Paul Revere’s famous ride, sixteen-year-old Sybil Ludington set out from her home in Putnam County, New York on the night of April 26, 1777.
    [Show full text]
  • Danbury Raid and the Forgotten General
    Danbury Raid and the Forgotten General “I am dying, but with a strong hope and persuasion that my country will gain her independence.” General David Wooster’s dying words after being mortally wounded by the British at the Battle of Ridgefield on the Danbury Raid, 1777 Start/Finish: Compo Beach / Cedar Point, Westport, Connecticut Distance: 61.5 miles Terrain: In town cycling, country roads and some busier sections Difficulty: Hilly with some steep grades Connecticut supplied more food and cannons to the Continental Army during the American Revolution than any other state, which explains why it was eventually known as the “provision state.” Soldiers cannot survive for long if they must rely on the local population for food, clean water, clothing, tents, blankets and other basics, especially in an environment where more colonists were Loyalists or neutral than most contemporary Americans realize. The Rebels simply had to have an organized, well-protected supply line. Danbury, located just 25 miles from Long Island Sound and between New York and Boston, was ideally situated for a major depot. After American victories at Trenton and Princeton in 1776 and 1777, the British felt an urgent need to go on the offensive. They took advantage of their control of the waterways and moved 26 ships off of Compo Beach in Fairfield as a staging area for an attack on Danbury. Today there’s a fantastic Cannon Revolutionary War Memorial at the spot in Westport where the Redcoats came ashore on April 25, 1777 under the leadership of British New York Governor Tryon. Nearly 2000 British troops moved quickly in a forced march through the farm- covered landscape.
    [Show full text]
  • Sybil Ludington: ‘The Other Paul Revere’
    Sybil Ludington: ‘The Other Paul Revere’ Many people know the story of Paul Revere. In April 1775, Revere hopped on his horse and warned people around Boston that “The British are coming!” But have you ever heard of Sybil Ludington? Sybil was the oldest child of Colonel Henry Ludington and his wife, Abigail, who ran a mill in the village of Fredericksburg, New York. Sybil had 11 brothers and sisters. In addition to running the mill, Colonel Ludington was commander of a 500-member volunteer regiment. On April 25, 1777, about 2,000 British soldiers landed on Long Island Sound near Fairfield, Connecticut. The force, led by General William Tryon, traveled inland to Danbury where they set fire to many homes as well as buildings that were full of war supplies and food. As Danbury burned, messengers were sent out in all directions to spread news of the British troops that were setting fires. One messenger landed on Colonel Ludington’s doorstep at about 9 o’clock on April 26. The colonel knew it was just a matter of time before British troops would cross into New York. He needed to warn his troops, who were scattered over many miles. The messenger was tired and not familiar with the area, but Colonel Ludington’s daughter, Sybil, knew the area well. With her father’s blessing, 16- year-old Sybil set off on her faithful horse, Star, to warn of the British soldiers’ advance on Danbury. Before dawn, Sybil had traveled more than 40 miles and warned dozens of families. Within hours, Colonel Ludington’s troops had gathered and were headed toward Connecticut.
    [Show full text]
  • By Marsha Amstel Illustrations by Ellen Beier Sybil Ludington's Midnight Ride
    Amstel/Beier THE BRITISH ARE COMING! Someone must alert the American soldiers. So 16-year-old Sybil Ludington and her horse, Star, gallop into the dark, cold, rainy night. In Sybil Ludington’s Midnight Ride, Marsha Amstel and Ellen Beier recount this true story of the American Revolution and show how the courageous Sybil made history. Midnight Ride Sybil Ludington’s “This is a worthwhile addition to history collections, especially those in need of titles for early or reluctant readers.” —School Library Journal On My Own History titles Allen Jay and the The Girl Who Struck Out Saving the Liberty Bell Underground Railroad Babe Ruth The Schoolchildren’s An American Army Kate Shelley and the Blizzard of Two Midnight Express The Snow Walker Bronco Charlie and the Keep the Lights Burning, The Star-Spangled Pony Express Abbie Banner Buttons for General Rescue on the Outer Sybil Ludington’s Washington Banks Midnight Ride The Daring Escape of Robert Smalls Sails Washington Is Burning Ellen Craft to Freedom Willie McLean and the Fire at the Triangle Sam Collier and the Civil War Surrender Factory Founding of Jamestown Millbrook Carolrhoda by Marsha Amstel j illustrations by Ellen Beier THIS PAGE INTENTIONALLY LEFT BLANK by Marsha Amstel illustrations by Ellen Beier J Millbrook Press/Minneapolis 2113_T_R10_2113_TF_R3 3/20/15 10:31 AM Page 2 For Morty, Robyn, and David, with gratitude and love —M. A. For Stuart —E. B. The artist would like to thank Kathleen Zuris of the Danbury Scott-Fanton Museum and Historical Society and Richard Muscarella, Putnam County Historian, for their assistance.
    [Show full text]