Linking CCSS to Your Curriculum LESSONS for MASTERING STANDARDS

literary text sample

Linking CCSS to Your Curriculum LESSONS FOR MASTERING STANDARDS

Common Core State Standards Lesson RI.7.9 Sample

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Acknowledgments ...... 2

Part 1: Introduction Description of Product...... 3 Overview of this Product ...... 3 Why Linking CCSS to Your Curriculum Was Developed ...... 4 Overview of the Common Core State Standards ...... 4 Prerequisite Skills ...... 6 Lesson Timing and Pacing ...... 7 List of Materials ...... 8 Description of Ancillary Materials ...... 8

Part 2: Getting Started with Linking CCSS to Your Curriculum Organization of Lesson Information in the Teacher’s Edition ...... 9 Information Contained in the Teacher’s Edition ...... 9 Why Short Text Is Provided in This Product ...... 12 Creating a Plan to Link Lessons to Your Curriculum ...... 13

Part 3: Lessons (lesson codes appear after title of text for lesson) Keys Ideas and Details Standard 1: Analyze Explicit and Implicit Information Informational Text: Spanish and Portuguese Explorers: Seeking India ...... (RI.7.1) ...... 14 Literary Text: Hiking to Machu Picchu ...... (RL.7.1) ...... 22 Standard 2: Determine Central Ideas and Details and Write a Summary Informational Text: Clean versus Dirty Energy: What Are the Risks? ...... (RI.7.2) ...... 30 Literary Text: Serendipity ...... (RL.7.2) ...... 38 Standard 3: Analyze the Development of an Individual, Event, or Idea Informational Text: The Space Program: Apollo 11 To the International Space Station ...... (RI.7.3) ...... 46 Literary Text: The Missing Horse ...... (RL.7.3) ...... 54

Craft and Structure Standard 4: Determine the Meaning of Words and Phrases Informational Text: The Bright Future of Nanotechnology ...... (RI.7.4) ...... 62 Literary Text: Wreck of the Hesperus ...... (RL.7.4) ...... 70 Standard 5: Analyze Text Structure and the Development of Main Ideas Informational Text: Social Networking ...... (RI.7.5) ...... 78 Literary Text: Nature’s Bounty ...... (RL.7.5) ...... 86 Standard 6: Determine an Author’s Point of View and Purpose Informational Text: How Do We Stop Extinction? ...... (RI.7.6) ...... 94 Literary Text: The Art of Compromise ...... (RL.7.6) .....102

Integration of Knowledge and Ideas Standard 7: Integrate Information from Different Media Informational Text: Inaugural Address of John F. Kennedy ...... (RI.7.7) .....110 Literary Text: Little Women ...... (RL.7.7) .....118 Standard 8: Trace and Evaluate an Argument and its Claims Informational Text: Child Labor Reform ...... (RI.7.8) .....126 Standard 9: Compare and Contrast Multiple Sources Informational Text: Reflections: The Second Battle of Bull Run ...... (RI.7.9) .....134 Literary Text: The Midnight Ride of Paul Revere: A Historical Comparison ...... (RL.7.9) .....142

Product Code: CC1270 Linking CCSS to Your Curriculum, Grade 7 (SAMPLE) (WEB DOWNLOAD) | 2 Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com RL.7.9 The Midnight Ride of Paul Revere: A Historical Comparison

25 would then borrow a horse to continue to Preparation spread the news. Before leaving Boston, Revere The winter and spring of 1775 was a tense instructed his friend Robert Newman, sexton time in colonial America. It was especially of the North Church, to hang two lanterns tumultuous in Boston, Massachusetts, where in the Steeple. The leaders of Charlestown tension was growing between the British 30 were aware that one lantern signaled troop 5 authorities and American Patriots. The Patriots movement by land, while two lanterns meant were drafting a plan for independence from by sea. Paul Revere was then rowed across the Britain. In order to obtain reliable information Charles River to Charlestown by two associates. about British troops, the Patriots formed Committees of Safety to share intelligence. Excerpts from by Henry Wadsworth Longfellow 10 Messengers on horseback regularly carried news and information to the towns and villages Listen, my children, and you shall hear throughout the countryside. On the night 35 Of the midnight ride of Paul Revere, of April 18, 1775, the Patriots spied troop On the eighteenth of April, in Seventy-five; movement. Dr Joseph Warren, a patriot leader, Hardly a man is now alive 15 arranged to send two messengers from Boston Who remembers that famous day and year. to spread the alarm that the British troops 3 | were being ferried across the river and were on He said to his friend, “If the British march the move towards Lexington and Concord. As 40 By land or sea from the town to-night, a precautionary measure, the two messengers Hang a lantern aloft in the belfry arch 20 were sent by separate routes. Of the North Church tower as a signal light,-- One messenger, William Dawes, One, if by land, and two, if by sea; was sent by land. The other, And I on the opposite shore will be, Paul Revere, was rowed across 45 Ready to ride and spread the alarm William Dawes the Charles River where he Then he said, “Good night!” and with muffled oar tumultuous–adj. Unsettled, disordered Silently rowed to the Charlestown shore ferry–v. To carry people or things a short distance by boat or another vehicle precautionary–adj. An action taken to prevent something sexton–n. A person who has the job of taking care from happening of a church building

Paul Revere’s route

Prescott Revere British dawes

apprehend–v. To catch someone or something pursuit–n. When someone chases or follows another person

RL.7.9

Lexington 85 Although on different routes, both Paul Revere and William Dawes delivered warnings along the road to Lexington. As many as 40 other messengers joined the mission to warn their neighbors of the impending danger. 90 Paul Revere’s route took him through the towns of Somerville, Medford, and Arlington. He left Charlestown around 11:00 p.m. and arrived in Lexington at midnight. It had taken him roughly one hour to travel the fourteen 95 miles from Charlestown to Lexington. He met John Hancock and Samuel Adams for a meal and to warn them of the advancement of the The Midnight Ride of Paul Revere (continued) British Regulars. At 12:30 a.m., the trio was It was two by the village clock, joined by William Dawes and it was decided When he came to the bridge in Concord town. 100 that Revere, Dawes, and Dr. Prescott would push on to Concord. The three men ran into So through the night rode Paul Revere; a British roadblock at the midpoint of their 115 And so through the night went his cry of alarm journey. Dawes and Prescott escaped. Prescott To every Middlesex village and farm,--- made his way to Concord in time to alert the A cry of defiance, and not of fear, 105 citizens that the Regulars were coming. Revere A voice in the darkness, a knock at the door, was captured, questioned, and released, And a word that shall echo for evermore! without his horse, when the patrol heard the 120 For, borne on the night-wind of the Past, sounds of fighting. Revere was successful in Through all our history, to the last, assisting John Hancock and his family to flee In the hour of darkness and peril and need, 110 Lexington and witnessed some of the fighting The people will waken and listen to hear in and around Lexington Green. The hurrying hoof-beats of that steed, 125 And the midnight message of Paul Revere. impending–adj. An event that is going to happen soon

events Leading Up to Paul revere’s ride Nov. 1772 First Committee of Correspondence is tarteds in Boston April 1773 British Parliament Passes the Tea Act saving the British East India Company Dec.1773 Boston Tea Party dumps imported tea into the Boston Harbor March 1774 Port of Boston is closed Sept. 1774 First Continental Congress is formed in Philadelphia to send a Declaration of Rights and Requests to Parliament and King George Dec. 1774 Boycott of British goods ginsbe by Americans Feb. 1775 First Committee of Safety is established in Massachusetts April 1775 Two messengers are sent with news of an imminent attack by British troops on Lexington and Concord July 1776 American Delegates sign the Declaration of Independence

5 | Product Code: CC1270 Linking CCSS to Your Curriculum, Grade 7 (SAMPLE) (WEB DOWNLOAD) Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com RL.7.1RL.7.9 The Midnight Ride of Paul Revere: A Historical Comparison

NAME ______DATE ______

Starter aCtIvIty Directions Compare and contrast the historical passage and the poem’s fictionalized account. Identify characters, events, places, and time in the passage and poem. Then analyze how the poem’s author altered history to place greater emphasis on different story elements and provide a summary to explain the author’s intent for the alterations.

Boston Tea Party Boston Henry Wadsworth Longfellow The British Parliament passed a Tea Act in 1773, saving the British East India ‘You are thriving well,’ said he; Company from bankruptcy by taxing all ‘Now by these presents be it known tea traveling to America. The outraged You shall pay us a tax on tea. colonists refused the tea when it arrived on ships into Boston Harbor. In defiance ‘Not so,’ said Boston, ‘good my lord, of the Act, a group of Patriots dressed We pay your governors here Abundant for their bed and board, like Mohawk Indians, boarded the ships, Six thousand pounds a year. and dumped the crates of tea into the harbor waters. The cargo came! And who could blame If Indians seized the tea, And, chest by chest, let down the same, Into the laughing sea?

The townsmen braved the English king, Found friendship in the French, And honor joined the patriot ring Low on their wooden bench.

C=Character e=event Historical account Fictional text analysis of author’s Intent P=Place t=time

Summary

Product Code: CC1270 Linking CCSS to Your Curriculum, Grade 7 (SAMPLE) (WEB DOWNLOAD) | 6 Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com RL.7.9 The Midnight Ride of Paul Revere: A Historical Comparison

Name ______Date ______Directions Use pages 130–131 to complete the graphic organizer shown below.

how history is Altered by Fictional text

Topic: The Midnight Ride of Paul Revere C=Character e=event Historical account Fictional text analysis P=Place t=time

(18–26) Two messengers Shifting the focus onto (34–35) Revere is hero sent to warn countryside a single hero allows C who is credited with about the approach of reader to make stronger alerting countryside British soldiers connection with character Paragraphs 1 & 2 Paragraphs Paragraphs 3 & 4 Paragraphs

Summary

7 | Product Code: CC1270 Linking CCSS to Your Curriculum, Grade 7 (SAMPLE) (WEB DOWNLOAD) Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com RL.7.9 The Midnight Ride of Paul Revere: A Historical Comparison

NAME ______DATE ______Independent Student Activity #1 Use page 132 to complete the graphic organizer shown below.

how history is Altered by Fictional text

Topic: The Midnight Ride of Paul Revere C=Character e=event Historical account Fictional text analysis P=Place t=time

(87–89) Revere joined (34–35) Revere only one Ballad features Revere as C by over 40 men to warn who rode through towns single savior of sleeping neighboring towns to warn people families Paragraphs 5 & 6 Paragraphs

Summary

Product Code: CC1270 Linking CCSS to Your Curriculum, Grade 7 (SAMPLE) (WEB DOWNLOAD) | 8 Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com RL.7.9 The Midnight Ride of Paul Revere: A Historical Comparison

Name ______Date ______Independent Student Activity #2 Read the historical account and the fictional text. Then complete the graphic organizer shown below.

Concord The Midnight Ride of Paul Revere Excerpt from poem 1 As the sun came into view over Lexington on Wednesday, April 19, by Henry Wadsworth Longfellow 2 1775, a colonial force of about 70 men were assembled on the Green. 17 You know the rest. In the books you have read, 3 Commander Captain John Parker did not want to waste the lives of 18 How the British Regulars fired and fled,-- 4 his men against the approaching British force of 600. As Parker ordered 19 How the farmers gave them ball for ball, 5 his men to disperse, a shot rang out and the small colonial militia was 20 From behind each fence and farm-yard wall, 6 driven from Lexington, leaving behind eight dead. The British force 21 Chasing the red-coats down the lane, 7 proceeded to Concord, destroying food and ammunition, but were 22 Then crossing the fields to emerge again 8 forced to retreat by three companies of Regulars. During their march 9 back to Boston, the British troops were under intense pressure from 23 Under the trees at the turn of the road, 10 an ever-growing colonial militia. The alarm raised by Revere and his 24 And only pausing to fire and load. 11 40 companions resulted in 3,800 colonials participating in an attack 12 on the British. An additional 900 British soldiers sent to rescue the first 25 So through the night rode Paul Revere; 13 force did not discourage the colonials from attacking the retreating 26 And so through the night went his cry of alarm 14 column of British Regulars. As the British forces reached the safety 27 To every Middlesex village and farm,-- 15 of Boston, the patriots controlled the countryside and the American 16 Revolution was underway! 28 The people will waken and listen to hear 29 The hurrying hoof-beats of that steed, 30 And the midnight message of Paul Revere.

how history is Altered by Fictional text

Topic: The Midnight Ride of Paul Revere: A Historical Comparison

C=Character e=event Historical account Fictional text analysis P=Place t=time

(4–6) Eight militia were No injuries or deaths were Omitting reference to death C killed during short battle in reported in this section of makes poem more child Lexington ballad friendly

Summary

9 | Product Code: CC1270 Linking CCSS to Your Curriculum, Grade 7 (SAMPLE) (WEB DOWNLOAD) Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com RL.7.9 Standard 9: Compare and Contrast Multiple Sources

NAME ______DATE ______Directions Complete the graphic organizer by identifying elements (character, events, place, time) in the historical account and fictional text. Then analyze how the author altered history to place greater emphasis on different story elements. Explain the author’s intent for the alterations in the summary.

how history is Altered by Fictional text

Topic: C=Character e=event Historical account Fictional text analysis P=Place t=time Paragraphs ______Paragraphs Paragraphs ______Paragraphs

Summary

Product Code: CC1270 Linking CCSS to Your Curriculum, Grade 7 (SAMPLE) (WEB DOWNLOAD) | 10 Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com Integration of Knowledge and Ideas RL.7.9 The Midnight Ride of Paul Revere: A Historical Comparison

Standard 9: Literary Text Compare and contrast texts in different forms or genres (e.g. stories and poems, historical novels Grade 6 and fantasy stories) in terms of their approaches to similar themes and topics.

Compare and contrast a fictional portrayal of a time, place, or character and a historical account Grade 7 of the same period as a means of understanding how authors of fiction use or alter history. Analyze how a modern work of fiction draws on themes, patterns of events, or character types Grade 8 from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Words From Standard Restating the Standard in Other Words This standard has three proficiencies: compare–To note what is the same about two or more items • Students analyze a fictional and historical version of the same event, contrast–To note what is comparing and contrasting each author’s treatment. One author may choose different about two or to omit or elaborate on facts depending on the purpose of the text. Typically, more items an author writing a fictionalized account will include language that obtains an fictional–Literature text that emotional response from the reader. is not true • Students identify the parts of the fictional text that have been altered from historical account–An account based on facts from the past the historical facts to make the story more engaging to the reader or to portrayal– An act of describing achieve a different purpose. something or someone • Students contrast the presentations by identifying the information that each author includes, excludes, or emphasizes in their accounts.

Rubric Student compares and contrasts how a historical presentation of an event has been changed to a fictionalized account, providing a comprehensive analysis of how the author altered history to place 4 greater emphasis on different story elements (time, place, character). Student provides a summary to explain the author’s intent for the alterations. Student compares and contrasts how a historical presentation of an event has been changed to a 3 fictionalized account, providing a comprehensive analysis of how the author altered history to place greater emphasis on different story elements (time, place, character). Student compares and contrasts how a historical presentation of an event has been changed to a 2 fictionalized account, providing a few examples of how the author altered history to place greater emphasis on different story elements (time, place, character). Student compares and contrasts how a historical presentation of an event has been changed to 1 a fictionalized account. Student doesn’t compare and contrast how a historical presentation of an event has been changed 0 to a fictionalized account.

Starter activity Vocabulary Words Directions for Teacher apprehend–v. To catch Compare and contrast how the historical passage has been changed to a someone or something fictionalized account, providing a comprehensive analysis of how the author ferry–v. To carry people or altered history to place greater emphasis on different story elements (time, things a short distance by boat or another vehicle place, character, event) and provide a summary to explain the author’s intent for impending–adj. An event the alterations. that is going to happen soon Boston Tea Party Boston precautionary–adj. An action taken to prevent Henry Wadsworth Longfellow The British Parliament passed a Tea Act something from happening in 1773, saving the British East India ‘You are thriving well,’ said he; Company from bankruptcy by taxing all ‘Now by these presents be it known pursuit–n. When someone chases or follows another tea traveling to America. The outraged You shall pay us a tax on tea. person colonists refused the tea when it arrived sexton–n. A person who has on ships into Boston Harbor. In defiance ‘Not so,’ said Boston, ‘good my lord, the job of taking care of a of the Act, a group of Patriots dressed We pay your governors here Abundant for their bed and board, church building like Mohawk Indians, boarded the ships, Six thousand pounds a year. tumultuous–adj. Unsettled, and dumped the crates of tea into the disordered harbor waters. The cargo came! And who could blame If Indians seized the tea, And, chest by chest, let down the same, Into the laughing sea?

The townsmen braved the English king, Found friendship in the French, And honor joined the patriot ring Low on their wooden bench.

c=character e=event Historical analysis of author’s Fictional text P=Place account intent t=time British King George Instead of the British parliament decided the parliament passing tried to save colonists were the tea tax to save the British wealthy and a company from C East India needed to bankruptcy, the Co. from contribute tax English king became bankruptcy money to the the villain in the story by passing a English throne. for being greedy. tea tax Summary The author changed the historical villain from a governmental action to save a business to the king’s desire for personal gain. This placed the American Patriots in a more favorable light and appeared to justify their actions.

Product Code: CC1270 Linking CCSS to Your Curriculum, Grade 7 (SAMPLE) (WEB DOWNLOAD) | 12 Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com RL.7.9 RL.7.9 The Midnight Ride of Teacher Notes Paul Recommended Revere: discussion points A Historical Comparison

Note to Teachers: The A 25 would then borrow a horse to continue to student edition contains Preparation B spread the news. Before leaving Boston, Revere an excerpt from Henry The winter and spring of 1775 was a tense instructed his friend Robert Newman, Sexton Wadsworth Longfellow’s time in colonial America. It was especially of the North Church, to hang two lanterns tumultuous in Boston, Massachusetts, where in the Steeple. The leaders of Charlestown original poem, which is tension was growing between the British 30 were aware that one lantern signaled troop too long to include for 5 authorities and American Patriots. The Patriots movement by land, while two lanterns meant the purpose of this lesson. were drafting a plan for independence from by sea. Paul Revere was then rowed across the Britain. In order to obtain reliable information Charles River to Charlestown by two associates. Wherever the symbol about British troops, the Patriots formed appears, lines have been Committees of Safety to share intelligence. Excerpts from The Midnight Ride of Paul Revere by Henry Wadsworth Longfellow deleted. 10 Messengers on horseback regularly carried news and information to the towns and villages Listen, my children, and you shall hear A A Identify a difference between throughout the countryside. On the night 35 Of the midnight ride of Paul Revere, of April 18, 1775, the Patriots spied troop On the eighteenth of April, in Seventy-five; the factual paragraph and the movement. Dr Joseph Warren, a patriot leader, Hardly a man is now alive ballad of Paul Revere’s Ride. 15 arranged to send two messengers from Boston Who remembers that famous day and year. (18–26, 34–35) Instead of to spread the alarm that the British troops were being ferried across the river and were on He said to his friend, “If the British march only one rider to alert the the move towards Lexington and Concord. As 40 By land or sea from the town to-night, countryside as stated in the a precautionary measure, the two messengers Hang a lantern aloft in the belfry arch ballad, there were actually A 20 were sent by separate routes. Of the North Church tower as a signal light,-- One messenger, William Dawes, One, if by land, and two, if by sea; two, Paul Revere and William was sent by land. The other, And I on the opposite shore will be, B Dawes. Paul Revere, was rowed across 45 Ready to ride and spread the alarm William Dawes the Charles River where he Then he said, “Good night!” and with muffled oar Is the change a character, B tumultuous–adj. Unsettled, disordered Silently rowed to the Charlestown shore time, place, or event? ferry–v. To carry people or things a short distance by boat or another vehicle Character was omitted precautionary–adj. An action taken to prevent something sexton–n. A person who has the job of taking care from happening of a church building

Why may the author have 130 | Linking CCSS to Your Curriculum Copyright © 2012, 95 Percent Group Inc. changed this historical fact? He wanted to engage the reader with a single heroic Is it a character, time, place, or character. event? Characters who rowed the boat were omitted B Identify another difference. (22–26, 46–47) Factual Why may the author have changed paragraph states that Paul this historical fact? He wanted to Revere was rowed across establish the independent action the Charles River; the ballad and self-reliance of a single says he rowed himself. heroic character.

The Midnight Ride of Paul Revere (continued) Meanwhile, impatient to mount and ride, Booted and spurred, with a heavy stride On the opposite shore walked Paul Revere. Spreading the Word Why may the author have Once on the opposite bank of the Charles C But mostly he watched with eager search River, Paul Revere borrowed a horse from 75 The belfry-tower of the Old North Church, changed this historical fact? 50 his friend Deacon John Larkin. While in To put more emphasis and Charlestown, he verified that the local “Sons And lo! as he looks, on the belfry’s height D importance on the role his of Liberty” committee had seen the pre- A glimmer, and then a gleam of light! hero played in warning the arranged signals. The two lanterns in the D He springs to the saddle, the bridle he turns, C steeple of North Church in Boston indicated But lingers and gazes, till full on his sight countryside 55 that troops were moving “by sea” across 80 A second lamp in the belfry burns the Charles River rather than marching “by E Identify a difference between land.” Before continuing, he was warned that It was twelve by the village clock a number of heavily armed British soldiers When he crossed the bridge into Medford town. the factual paragraph and the were seen traveling up the Lexington Road. E ballad of Paul Revere’s Ride. 60 A short time after leaving Charlestown, It was one by the village clock, (60–63) Paul Revere was Revere encountered two British soldiers on When he galloped into Lexington. actually apprehended by E horseback who attempted to apprehend Revere. One soldier was stuck in thick mud two British soldiers who tried and was unable to mount a pursuit. The to stop him. 65 second soldier attempted to head Revere off on a different route, but he was able to avoid him. Revere alerted as many people as Is the change a character, possible in the small towns and villages along time, place, or event? Time is his designated route by shouting the alarm, changed and the event of 70 “The regulars are coming out!” Revere’s capture is omitted. Paul Revere’s route Why may have this encounter have been left out of the ballad? (81–84, 112–113) Ballad has Paul Revere on a strict timetable, arriving Prescott Revere in Medford at 12:00 p.m., British Dawes Lexington at 1:00 p.m., and

apprehend–v. To catch someone or something Concord at 2:00 p.m. pursuit–n. When someone chases or follows another person

C Identify a difference between the D Identify a difference between the factual paragraph and the ballad of factual paragraph and the ballad Paul Revere’s Ride. (50–59, 73–80) of Paul Revere’s Ride. (50–53, Revere did not tarry at the river as 76–80) Paul Revere did not stated in the ballad; instead, he actually see the lanterns rode for the town of Charlestown. hanging in the Old North Church as stated in the ballad; they were Is the change a character, time, viewed by the local “Sons of place, or event? Place Liberty” and the information was relayed to Revere. Why may the author have changed this historical fact? It adds an Is the change a character, time, element of tension to the ballad place, or event? Event because Revere is waiting impatiently for critical information.

Lexington 85 Although on different routes, both Paul Revere and William Dawes delivered warnings along the road to Lexington. As many as 40 F F other messengers joined the mission to warn Identify a difference between their neighbors of the impending danger. the factual paragraph and the 90 Paul Revere’s route took him through the ballad of Paul Revere’s Ride. towns of Somerville, Medford, and Arlington. (87–89) Paul Revere was not He left Charlestown around 11:00 p.m. and arrived in Lexington at midnight. It had taken the only person to warn the him roughly one hour to travel the fourteen towns around Boston about 95 miles from Charlestown to Lexington. He met the impending attack. Over G John Hancock and Samuel Adams for a meal 40 men joined in to warn and to warn them of the advancement of the The Midnight Ride of Paul Revere (continued) British Regulars. At 12:30 a.m., the trio was E It was two by the village clock, their neighbors. joined by William Dawes and it was decided I When he came to the bridge in Concord town. 100 that Revere, Dawes, and Dr. Prescott would Is the change a character, time, push on to Concord. The three men ran into So through the night rode Paul Revere; H place, or event? Characters a British roadblock at the midpoint of their 115 And so through the night went his cry of alarm journey. Dawes and Prescott escaped. Prescott To every Middlesex village and farm,--- omitted. The 4 other men I made his way to Concord in time to alert the A cry of defiance, and not of fear, were not mentioned. 105 citizens that the Regulars were coming. Revere A voice in the darkness, a knock at the door, was captured, questioned, and released, And a word that shall echo for evermore! Why may the author have without his horse, when the patrol heard the 120 For, borne on the night-wind of the Past, changed this historical fact? sounds of fighting. Revere was successful in Through all our history, to the last, assisting John Hancock and his family to flee In the hour of darkness and peril and need, (34–35) The ballad features 110 Lexington and witnessed some of the fighting The people will waken and listen to hear Revere as the single savior in and around Lexington Green. The hurrying hoof-beats of that steed, 125 And the midnight message of Paul Revere. of the sleeping families. impending–adj. An event that is going to happen soon

G Identify a difference between Events Leading Up to Paul Revere’s Ride the factual paragraph and the Nov. 1772 First Committee of Correspondence is started in Boston April 1773 British Parliament Passes the Tea Act saving the British East India Company ballad of Paul Revere’s Ride. Dec.1773 Boston Tea Party dumps imported tea into the Boston Harbor (95–96) Paul Revere stopped March 1774 Port of Boston is closed Sept. 1774 First Continental Congress is formed in Philadelphia to send a Declaration of Rights and Requests and had dinner in Lexington to Parliament and King George with several other Patriots. Dec. 1774 Boycott of British goods begins by Americans Feb. 1775 First Committee of Safety is established in Massachusetts April 1775 Two messengers are sent with news of an imminent attack by British troops on Lexington and Concord Is the change a character, time, July 1776 American Delegates sign the Declaration of Independence place, or event? Omission of Event 132 | Linking CCSS to Your Curriculum Copyright © 2012, 95 Percent Group Inc.

Why may the author have of Characters, Change Dr. Prescott was the one who changed this historical fact? in Time delivered the warning. Revere Stopping for dinner does arrived after the battle had not fit in with the urgency Why may the author have begun. of Revere’s mission. changed this historical fact? The delay doesn’t fit with the strict Is the change a character, time, H Identify a difference between timetable of the ballad for place, or event? Omission of the factual paragraph and the warning the towns. Omission of Character, Change in Time ballad of Paul Revere’s Ride. the others keeps the spotlight on (101–108) Revere and two the single hero. Why may the author have changed others were attacked on the this historical fact? (112–113) way to Concord. Revere was I Identify a difference between the Eliminating Dr. Prescott continues detained by solders. factual paragraph and the ballad of to keep the spotlight on the Paul Revere’s Ride. single hero; having Revere arrive Is the change a character, time, (103–105, 112–113) Revere did at 2:00 keeps the timetable place, or event? not warn the people of Concord for the ballad. as stated in the ballad because Omission of Event, Omission he was detained by soldiers;

The Midnight Ride of Paul Revere: A Historical Comparison

NAME ______DATE ______Directions for Teacher Use pages 130–131 to complete the graphic organizer shown below.

How History is Altered by Fictional Text

Topic: The Midnight Ride of Paul Revere c=character e=event Historical account Fictional text analysis P=Place t=time

Revere is pictured (22–26) Revere was as single heroic

Paragraphs 1 & 2 Paragraphs (46–47) Revere rowed E rowed across river by character, resourceful himself across river others and dependent only on himself

(73–80) Revere waited Adds element of tension (50–59) Revere did not at Charles River to see to ballad, because P tarry at river, but rode for how many lanterns Revere is waiting Charlestown were lighted in impatiently for critical North Church information

(50–53) The lanterns Adds more emphasis viewed by local “Sons (76–80) Revere saw and importance on role E of Liberty” and lanterns in church hero played in warning information relayed to countryside Revere Paragraphs 3 & 4 Paragraphs The ballad has Revere (60–63) Revere on strict timetable, apprehended and (81–84, 112–113) arriving in Medford at T, E delayed by two British Revere adhered to strict 12:00 p.m., Lexington at soldiers who tried to stop timetable 1:00 p.m., and Concord him at 2:00 p.m., a poetic device

Summary Longfellow made many omissions and changes to the historical facts of the British invasion of 1775. He omitted people who participated in the event to shine a heroic light on Paul Revere. He changed times and places to position Revere as the single savior who warned the townspeople, and to include the repetition of lines in the poem.

The Midnight Ride of Paul Revere: A Historical Comparison

Name ______Date ______Independent Student Activity #1 Use page 132 to complete the graphic organizer shown below.

How History is Altered by Fictional Text

Topic: The Midnight Ride of Paul Revere c=character e=event Historical account Fictional text analysis P=Place t=time

(87–89) Revere joined (34–35) Revere only one Ballad features Revere as C by over 40 men to warn who rode through towns single savior of sleeping neighboring towns to warn people families

(95–96) Paul Revere (84–84, 112–113) Revere Stopping for dinner stopped and had dinner rode straight through E does not fit urgency of in Lexington with several Lexington on way to Revere’s mission other Patriots Concord

The delay doesn’t fit (101–108) Revere and Paragraphs 5 & 6 Paragraphs (84–84, 112–113) Revere the strict timetable two others apprehended rode straight through of ballad for warning E, C, T on way to Concord; Lexington on way to towns; mention of others Revere detained by Concord keeps spotlight on single soldiers hero

(103–105, 112–113) Revere was unable to Eliminating Dr. Prescott warn people of Concord continues to keep (112–113) Revere because he was spotlight on single hero; C, T warned the people of detained by soldiers; having Revere arrive at Concord at 2:00 a.m. Dr. Prescott delivered 2:00 keeps timetable for warning; Revere arrived ballad after battle had begun

Summary

Longfellow made omissions and changes to the historical facts of the British invasion of 1775. He changed times and events to position Revere as the single savior who warned the townspeople. The poet omitted other participants to feature Revere as the hero of the people who were sleeping helplessly in their beds.

The Midnight Ride of Paul Revere: A Historical Comparison

NAME ______DATE ______Independent Student Activity #2 Complete the graphic organizer shown below.

How History is Altered by Fictional Text

Topic: The Midnight Ride of Paul Revere: A Historical Comparison

c=character e=event Historical account Fictional text analysis P=Place t=time

(4–6) Eight militia were No injuries or deaths were Omitting reference to death C killed during short battle in reported in this section of makes poem more child Lexington ballad friendly

Omitting mention of any (6–8) British destroyed No mention of destruction British triumph increases E food and ammunition in of property effectiveness of warning Lexington system

(25–27) Revere was sole Omitting mention of other (10–12) Revere and 40 person to alert every patriots who warned the C other men raised alarm Middlesex village and countryside makes Revere around countryside farm seem like solitary hero

Summary

Longfellow omitted distressing events and additional characters to make the poem child-friendly and to establish Paul Revere as the solitary hero of the Battle of Lexington and Concord.