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Paul Revere’s Ride January, 2011

5th Grades at Chief Jo, West, and Morningside Elementary Great Falls, MT

Jon Konen, Instructional Coach, [email protected] Lesson Topic Interactive discussion and theatrical rendering of Paul Revere’s Ride Curriculum Standards and Benchmarks

Great Falls Public Schools CS4: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.

4.3 Students will examine biographies, stories, narratives, customs and folk tales to understand the lives of ordinary people and extraordinary people place them in time and context and explain their relationship to important historical events. (Quarters 1-‐4) 4.6 Students will be able to recognize that people view and report historical events differently. (Quarters 1-‐4)

Essential Question How was Paul Revere pivotal in the notion of independence for the colonists and why should he be remembered for more than just his infamous “midnight ride?” Context and Content Background Paul Revere was an important figure in American history. He is most known for his legendary ride to warn the colonists of the British soldiers’ advancements. He is known as a mechanic in early American history because of his ability to bring people and ideas together. Revere is lesser known for his craftsman work with silver, his exploits in the Boston Massacre and Boston Tea Party, as well as his participation in several secret activist groups like the Sons of Liberty and St. Andrew’s Lodge. Lesson Focus This lesson focuses on a critical analysis in the biography of Paul Revere. It is meant to submerge students in his life and broaden the understanding of his significance in American history. Lesson Materials

1) Play stick horse and dress up as Paul Revere (Theatrical Costume) 2) Paul Revere PowerPoint 3) Paul Revere’s Ride by David Hackett Fischer 4) Paul Revere Primary Sources (pictures and writing) 5) Writing utensils; 6) Writing Assessment with scoring guide; Notes page on corresponding side 7) Paul Revere’s Ride by Henry Wadsworth Longfellow

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Lesson Sequence and Understandings 1) 3-‐4 minutes. Anticipatory Set – Riding into the room on a play stick horse yelling,

“The British are coming. The British coming.” Throw the horse aside and state today’s objective – I am Paul Revere, and I am here to tell you the truth about this folklore story and the ½ truths written in your social studies text book. By the end of today you will be able to tell me and your teacher why I should not only be remembered for the ride to Lexington and Concord, but several other reasons why I was important to the colonists’ idea of independence. Before I leave you will prove to me and your teacher with a 5-‐minute quick write why I should be remembered for more than the infamous “midnight ride.” Set the agenda for the time allotted and the expectations. Let them know when my hat is off, you are out of character and ready for questions…but, when the hat is on students are listening, writing down questions and interesting facts.

2) 8-‐10 minutes. Go over the background and early history of Paul Revere using PowerPoint. Have students write down questions during the first part of the presentation/performance of events leading to Paul Revere’s Ride. The first step is to list everything they see and hear about Paul Revere.

3) 3-‐5 minutes. First Question and Answer (Q and A) with Paul Revere. Students ask questions and Paul answers them.

4) 5-‐8 minutes. Continue with the events precluding the Battle of Lexington and Concord. Discuss Paul’s role in the Boston Massacre, Boston Tea Party, and the early warning system he helped devise to warn the colonists. Students continue to write down questions.

5) 3-‐5 minutes. Second Q and A with Paul Revere. Students ask questions and Paul answers them.

6) 5-‐8 minutes. Finish the conversation and discuss Paul Revere’s “midnight ride” and significance in history. Students continue to write down questions.

7) 3-‐5 minutes. Third Q and A with Paul Revere. Students ask final questions and Paul answers them.

8) 3-‐5 minutes. Teacher discusses quick writing assessment and sets expectations. 9) 10-‐12 minutes. Students take assessment, score themselves, and turn in. Students

answer the question: Why should Paul Revere have been remembered for more than his “midnight ride?”

10) 1-‐2 minutes. Closure and continuing the quest. Students then write a one minute reflection from the experience…What is one thing you still want to know more about?

11) 2-‐4 minutes. ***If time, Play the “Rogue’s March” music and read Henry Wadsworth Longfellow’s poem, “Paul Revere’s Ride.”

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Concepts, Content, and Guided Discussion 1) Early Life and events leading up to Paul Revere’s Ride

• Paul Revere born in 1734. • First marriage was to Sarah Orne and had 8 children. • Second marriage was to Rachel Walker and had 8 more children. • Mechanic and Rise in Popularity

i. A man far more complex than the simple artisan and messenger of tradition.

ii. Paul Revere did have a ceiling of how high he could rise in American society without a classical education. The societal constraints on people without this education were evident.

iii. Paul Revere was a “doer” and “actor”…he was trusted by people who knew he would follow through on his word…he was deeply committed to the common cause of liberty.

• Job Description i. Craftsman, goldsmith, silversmith, copper, brass, setting false teeth, printing and engraving

• American Folklore of his famous ride i. Mythical event in American history and largely ignored by scholars – discuss Henry Wadsworth Longfellow.

2) Paul Revere’s Rides • Boston Massacre

i. Best known engraving of Paul Revere ii. Gave location of troops and towns people…was pretty accurate iii. It was widely copied in America and Europe iv. Several rumors on what happened, but folklore suggests a crowd had

gathered in a square in Boston. As British soldiers were marching nearby, several people in the crown starting making fun of the soldiers. Then a young boy no older than 12 throw a snowball (some say rock) at a soldier while standing in the crowd. British officers opened fired on the crowd killing 3 and severely wounding 4 others who ended up dying from their wounds. Make connection to the story in their social studies text.

• Explaining the Tea Party i. After Boston Massacre, Regulars were withdrawn from Boston ii. Taxes were removed on most goods except for a small tax on tea that

Parliament thought that even Boston would be willing to pay….no so! iii. When the tea ships reached American in 1773, there was an explosion

of anger throughout the colonies.

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iv. Boston refused the tea. v. Paul Revere helped organize several mechanics to stage a piece of

political theatre…they covered their faces with lamp black and red ochre, dressed themselves as Mohawk Indians (symbol of American freedom in the 18th century…ironic?), and emptied the East Indian tea chests into Boston Harbor.

vi. Revelers cheered, “Rally Mohawks! Bring out your axes, And tell King George we’ll pay no taxes on his foreign tea…”

• Several Rides Around the Countryside i. For two years Paul Revere went on several trips in New England spreading the word of the British’s intolerable acts against the colonists.

ii. Paul Revere became more than just a messenger or courier, he became as one Tory exclaimed, “an ambassador.” His popularity rose, yet he was not as popular as Sam Adams, John Hancock, Joseph Warren.

iii. Discuss the early warning system Paul helped devise. • Early Warning of British Attack

i. Paul Revere knew about movements by troops as soon as they occurred because of his vast connections with spies.

ii. He then warned the countryside that an attack was imminent. iii. Fear spread throughout Boston and New England about the British

coming to take over the area. iv. No date was set for the British’s arrival, but the Redcoats exploits

were made aware to all citizens. • Warning of British March

i. Wanted to warn of the British’s advances towards to Concord and also let Samuel Adams and John Hancock know that the British were looking for them.

• Captured in Lincoln i. Discuss the story of his capture and he tricked the Regulars into letting him go

• Role in the Battles of Lexington and Concord i. Discuss his connection with John Hancock and Samuel Adams

3) Significance of Paul Revere in American History • Paul Revere died 1818. • Spreading the news of British’s imminent attack • Helping set up an elaborate warning system which set off a series of chain

reactions in each community

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• Facilitating the Whig ideology among several groups not only in Boston, but in the countryside as well

i. Over 255 men were part of 7 different groups, no one was part of all 7 groups, but 2 men were part of 5 different groups: Joseph Warren and Paul Revere.

• Portrayed the Boston Massacre as true as possible with his famous engraving • Facilitated the Boston Tea Party and took part in the event as well

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Assessment 1) Writing assessment based on student’s response to the following question: Why

should Paul Revere have been known for more than his “midnight ride?” 2) Students will demonstrate that they successfully mastered the material if they score

a “4” or “3” on the writing rubric below. The following benchmarks signify the corresponding score of 4, 3, 2, 1, or 0. Score Writing Benchmarks 4 Response was above expectations and gave more than one example with

several details for each example. Possible writing benchmarks:

1) Paul Revere’s Ride 2) Boston Tea Party 3) Boston Massacre 4) Committees, Meetings, and Leadership Opportunities 5) Leadership and “Mechanic” qualities/characteristics 6) Portrayal of events in early American history

3 Response was adequate and gave more than one benchmark with some details OR gave one benchmark with several details.

2 Response was limited and gave more than benchmark, but details were limited OR gave one benchmark with some details.

1 Answer was limited and only gave one benchmark with little, no, or few details.

0 Little OR no attempt to answer question OR didn’t address question

3) Students who score 2, 1, or 0 will need to have the material re-‐presented in order to meet those benchmarks. One-‐on-‐one or small group strategy will be used.

4) If time, end with poem by Henry Wadsworth Longfellow, Paul Revere’s Ride, and playing the music Rogue’s March.

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Student Extension and Reflection 1) Students will use an exit card to answer one of the following questions: 1) What is

one thing you still want to know more about?, or 2) Was this a good way to learn about Paul Revere? Why? The information will be used to plan the next teaching points along with the re-‐presenting of material.

2) Study of poetry using Henry Wadsworth Longfellow’s poem, “Paul Revere’s Ride.” 3) Study of music using the Rogue’s March – the Rogues March used to be played to

drum out dishonored soldiers from the Army, during the playing they were stripped of rank, badges and buttons then normally flogged, which the Drum Major used to count the amount of lashes, and then they were marched out of the camp with dishonor.

Teaching Reflection I believe the strengths of this lesson were dressing up as Paul Revere and the personal stories about his adventures that were not in student’s social studies text books. My judgment of this statement is based on student engagement and the assessment data from the writing task…which were both high. Dressing up as Paul Revere was fun and I hope it was very memorable for the 5th grade students. I rented a costume from Great Falls Theatrical Supply Company. I spent $45 on this costume and found it to be much cheaper than the costumes found online. Students asked many questions about the period costume and were interested in the wig and tights especially! Students were highly engaged during the stories of Paul’s early life when I discussed his family, as well as his role in the Boston Massacre, Boston Tea Party, and his actual “ride.” I believe some of the weaknesses of the lesson were in the ability to tell the stories without script the first time. This required a lot of memorizing of certain events and lines from the researched material. Another weakness was in connecting to prior knowledge. None of the classrooms were my own, as I am an instructional coach in these schools. Knowing what the teacher had already covered on Paul Revere would have made it more powerful in making this connection stronger in some of the classrooms. The classrooms that had prepared their students for my visit, I felt, got more out of the experience.

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The quality of the materials I used was adequate for students to make a connection to this time period and biographical character, Paul Revere. I used a PowerPoint to show several pictures: Paul Revere (age 35 and 78), Rachel Walker, Boston Massacre, Boston Tea Party, map of Paul’s ride, and more. Dressing up as Paul Revere in authentic colonial style clothing was important for students to make that connection to him and the time period.

Future revisions of the lesson might include length of the lesson, content of the lesson, and assessment of learning. The lesson could be formatted for a two-‐day instructional period where students delve into the biography of Paul Revere and the events precluding the Revolutionary War. The actual content of the lesson could be revised and added to so students were even more engaged than they were and were able to make more connections to people, places, and events of this time period. Different types of assessments could be used to garner student achievement. Instead of a one question 5-‐minute quick write, a series of short answer questions might be more sufficient in assessing a larger amount of material.

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Bibliography Primary Resources Ashmarmell (username). (2010). Retrieved on January 2, 2011 from

http://travel.webshots.com/photo/1400168755051352774VEsdVv (Picture of Paul Revere’s House)

Copley, John Singleton. (1770). Retrieved on December 26, 2010 from

http://www.americanrevolution.org/revere.html (portrait by of Paul Revere) www.EarlyAmerica.com (2011). Retrieved on December 26, 2010 from

http://www.earlyamerica.com/review/winter96/massacre.html (Boston Massacre engraving by Paul Revere)

Longfellow, Henry Wadsworth (1860). Paul Revere’s Ride. Retrieved on January 2, 2011 from

http://poetry.eserver.org/paul-‐revere.html www.paintingphotofy.com (2010). Retrieved on January 2, 2011 from

http://paintingphotofy.com/q/paintings+of+paul+revere/ (Painting of Paul Revere).

www.yorkshirecorpsofdrums.com (c.a. 1500’s). Retrieved on January 2, 2011 from

http://www.yorkshirecorpsofdrums.com/rogues.html (Rogue’s March Music) Secondary Resources Fischer, David Hackett. (1994). Paul Revere’s Ride. Oxford University Press, New York, New

York

By David Hackett Fischer Retold by Jon Konen

¡ My goal is for you to learn more about me, Paul Revere.

¡  I want you to know that I should be known more than just for my “midnight ride.”

¡  I also want to answer most if not all of you questions today.

¡  You have 50 minutes to find out everything you can about me.

¡  You will come up with 5 questions you can ask me.

¡  You will also write down 5 facts that will help you remember more than the “midnight ride.”

¡  Finally, you will complete a 5 minute paper on everything you learned today.

¡ Who is Paul Revere and why was he so important?

¡ What was his early life like? ¡  How is Paul Revere connected to American history?

¡ What should we remember about Paul Revere?

¡  I am 35 in this picture. ¡  I was born in 1734. ¡  I didn’t have a classical education.

¡  Silversmith ¡  “Mechanic” ¡  Known most by Henry Wadsworth Longfellow’s poem about my “midnight ride.”

¡  My first wife was Sarah Orne. She died giving birth to one of our children. We had 8 kids.

¡  This is a picture of my second wife, Rachel Walker. We had 8 kids, also!

¡  I was always a hard worker, a “doer.”

¡ What questions do you have so far? ?

¡  Sons of Liberty ¡  North Caucus ¡  Long Room Club ¡  St. Andrews Lodge ¡  London Enemies List

¡  Warning the countryside. ¡  Early warning system. ¡  Other famous riders that

helped me: Dr. Prescott, Dr. Joseph Warren.

¡  There were up to 40 other riders!

¡ What questions do you have now? ?

•  Elaborate early warning system •  Message to Concord •  Also warn Hancock and Adams in Lexington • Cross the river •  Old North Church lanterns • British patrols • Captured by patrol and outsmarted them •  Made it to Lexington, then on to Concord

¡  What should you really remember about the Midnight Ride?

¡  What are the lasting ideas that are still evident today?

¡ What questions do you have now? ?

¡  You have 5 minutes to use your information you collected to answer this question, “Why should Paul Revere be known for more than just his midnight ride?”

§  Score yourself using the rubric: ▪  4 = Response was above expectations and gave more than one example

with several details for each example. ▪  3 = Response was adequate and gave more than one benchmark with

some details OR gave one benchmark with several details. ▪  2 = Response was limited and gave more than benchmark, but details

were limited OR gave one benchmark with some details. ▪  1= Answer was limited and only gave one benchmark with little, no, or

few details. ▪  0 = Little OR no attempt to answer question OR didn’t address

question

Paul Revere 1734-‐1818

Boston Massacre 1770

Paul Revere’s House

Paul Revere's Ride By Henry Wadsworth Longfellow Listen my children and you shall hear Of the midnight ride of Paul Revere, On the eighteenth of April, in Seventy-five; Hardly a man is now alive Who remembers that famous day and year.

He said to his friend, "If the British march By land or sea from the town to-night, Hang a lantern aloft in the belfry arch Of the North Church tower as a signal light,-- One if by land, and two if by sea; And I on the opposite shore will be, Ready to ride and spread the alarm Through every Middlesex village and farm, For the country folk to be up and to arm."

Then he said "Good-night!" and with muffled oar Silently rowed to the Charlestown shore, Just as the moon rose over the bay, Where swinging wide at her moorings lay The Somerset, British man-of-war; A phantom ship, with each mast and spar Across the moon like a prison bar, And a huge black hulk, that was magnified By its own reflection in the tide.

Meanwhile, his friend through alley and street Wanders and watches, with eager ears, Till in the silence around him he hears The muster of men at the barrack door, The sound of arms, and the tramp of feet, And the measured tread of the grenadiers, Marching down to their boats on the shore.

Then he climbed the tower of the Old North Church, By the wooden stairs, with stealthy tread, To the belfry chamber overhead, And startled the pigeons from their perch On the sombre rafters, that round him made Masses and moving shapes of shade,-- By the trembling ladder, steep and tall, To the highest window in the wall, Where he paused to listen and look down A moment on the roofs of the town And the moonlight flowing over all.

Beneath, in the churchyard, lay the dead, In their night encampment on the hill, Wrapped in silence so deep and still That he could hear, like a sentinel's tread, The watchful night-wind, as it went Creeping along from tent to tent, And seeming to whisper, "All is well!" A moment only he feels the spell Of the place and the hour, and the secret dread Of the lonely belfry and the dead; For suddenly all his thoughts are bent On a shadowy something far away, Where the river widens to meet the bay,-- A line of black that bends and floats On the rising tide like a bridge of boats.

Meanwhile, impatient to mount and ride, Booted and spurred, with a heavy stride On the opposite shore walked Paul Revere. Now he patted his horse's side, Now he gazed at the landscape far and near, Then, impetuous, stamped the earth, And turned and tightened his saddle girth; But mostly he watched with eager search The belfry tower of the Old North Church, As it rose above the graves on the hill, Lonely and spectral and sombre and still. And lo! as he looks, on the belfry's height A glimmer, and then a gleam of light! He springs to the saddle, the bridle he turns, But lingers and gazes, till full on his sight A second lamp in the belfry burns.

A hurry of hoofs in a village street, A shape in the moonlight, a bulk in the dark, And beneath, from the pebbles, in passing, a spark Struck out by a steed flying fearless and fleet; That was all! And yet, through the gloom and the light, The fate of a nation was riding that night; And the spark struck out by that steed, in his flight, Kindled the land into flame with its heat. He has left the village and mounted the steep, And beneath him, tranquil and broad and deep, Is the Mystic, meeting the ocean tides; And under the alders that skirt its edge, Now soft on the sand, now loud on the ledge, Is heard the tramp of his steed as he rides.

It was twelve by the village clock When he crossed the bridge into Medford town. He heard the crowing of the cock, And the barking of the farmer's dog, And felt the damp of the river fog, That rises after the sun goes down.

It was one by the village clock, When he galloped into Lexington. He saw the gilded weathercock Swim in the moonlight as he passed, And the meeting-house windows, black and bare, Gaze at him with a spectral glare, As if they already stood aghast At the bloody work they would look upon.

It was two by the village clock, When he came to the bridge in Concord town. He heard the bleating of the flock, And the twitter of birds among the trees, And felt the breath of the morning breeze Blowing over the meadow brown. And one was safe and asleep in his bed Who at the bridge would be first to fall, Who that day would be lying dead, Pierced by a British musket ball.

You know the rest. In the books you have read How the British Regulars fired and fled,--- How the farmers gave them ball for ball, >From behind each fence and farmyard wall, Chasing the redcoats down the lane, Then crossing the fields to emerge again Under the trees at the turn of the road, And only pausing to fire and load.

So through the night rode Paul Revere; And so through the night went his cry of alarm To every Middlesex village and farm,--- A cry of defiance, and not of fear, A voice in the darkness, a knock at the door, And a word that shall echo for evermore! For, borne on the night-wind of the Past, Through all our history, to the last, In the hour of darkness and peril and need, The people will waken and listen to hear The hurrying hoof-beats of that steed, And the midnight message of Paul Revere.

Paul Revere’s Ride

DIRECTIONS: Create and write down at least 5 questions you can ask Paul Revere. If Paul answers one of your questions, please put a star by the question on your paper.

1) ____________________________________________________________________________________________________________

2) ____________________________________________________________________________________________________________

3) ____________________________________________________________________________________________________________

4) ____________________________________________________________________________________________________________

5) ____________________________________________________________________________________________________________

DIRECTIONS: Write down 5 facts you hear on why Paul Revere should be remembered more for than just his midnight ride.

1) ____________________________________________________________________________________________________________

2) ____________________________________________________________________________________________________________

3) ____________________________________________________________________________________________________________

4) ____________________________________________________________________________________________________________

5) ____________________________________________________________________________________________________________

Name

5 Minute Quick Write

DIRECTIONS: You have 5 minutes to use your information you collected to answer this question, “Why should Paul Revere be known for more than just his midnight ride?”

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Your Score ___ / 4 Paul Revere’s Score ___ / 4 OPTIONAL Teacher Score ___ / 4

Score Writing Benchmarks 4 Response was above expectations and gave more than one example with

several details for each example. 3 Response was adequate and gave more than one benchmark with some

details OR gave one benchmark with several details. 2 Response was limited and gave more than benchmark, but details were

limited OR gave one benchmark with some details. 1 Answer was limited and only gave one benchmark with little, no, or few

details. 0 Little OR no attempt to answer question OR didn’t address question


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details OR ave one be,nchmarl,{with several d s..:.....,.-"--~~~~_-I

2Respdfise'*~t4imi.ted~and';laVkMlJretlfall:"~rt rk,but cletailsWere JJ;mit¢4i~;$..me·j~tall$' •• ;";

J----~77±~~~

1 AnS*er'was an~.onl)!,~~ve,P!1~benc~tnark;\\,ith little, no, or few -";,deti:Uls.i';

Score 4

3

2 '


DIRECTIONS: You have 5 minutes to use your information YPu colffacted

to answer this qU~~tig,Q/,IIWhyshouldPatd;;;Bevere be J<nQ"110 for more . .. ~ . . ...... ,0 ·bt ..... ....11t h.an JYst H'J~,m.utl.gf't···fl1;;Jer

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DIRECTIONS: You have 5 minutes to use your information yoy cQf'¢cfed

to answer this questipryJ ('Why should Paul8~vere be knpwn for more

lhanjust his o:\idni.ghtride1"

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Your Score _/4 Paul Revere's score@ OPTIONAL Teacher Score _/4

Score Writtng .8enchmarks .. 4 Response was above expectations and gave more than one example with

several details for eachexa1fiple. 3 ~espon~!~ was ~Q~g!l~tegndgaYe more than one bimchmarkwith some

d,etail~ OR gave one benchmark with several getails. 2~~svanse waslimited;and;gave<mure'th'aitb~ttdtIia:ff{/bl1tdiefiiIsWere"

1~~Jt~di~Rgaveoo,,I)~n~Dma~ wIJ:t~O~J,1.etai1~, :{ ""'in~wer"waslhnlted ilndonly gave one benchmark with little, no, or few

,,;..._,,; ~tails•. A .


DfRECTI0NS:You have 5 minutes to use your information you£olf,ected

to answer this question/"Why should Paul Rev~re be known for more

than just his midnight ride1"

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was (\$ kJ,'.o9 6['s 1,'Fe £0 II} 0 tb=e ('s.. Ii e

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Your Score _/4 Paul Revere's SCore @~OPTIONAl Tea.!" SC';"e _/4

SCQr~ Wd.ti.ng Benchmarks

~4.J ~::~r~~~ee:~l: ~~~::c~e~~:~~~s and gave more than one example with

:3 Response was adequateand.gav.e more than one benchmark with some details OR~ave one benchmark with several details. '"

2 Res<ponse'was Iimiterland"gavem-ore'ttl'an'tJendrmarK,"butd"etailswere limited OR llave <me be~th"ar~ ~thsam~ <leti.Uls..

o


. DIRECTIONS: You have 5 minutes to use your information You coHected

to answer this questioo,;"Why should Paul ~r~ere be known for more

than juatm·smidnight ride?"

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Score Writin 6~nc;hrnarks

4 Response was above expectations and gave more than one example with several details for each exam Ie: . ,..' ~"

3 Respol'lse wasCldeql,lCl~.Cll)~:lgClyeroQrethan onebenchmar.,\{with some details OR ave one benchmark with several details:


DIRECTIONS: You have 5 minutes to use your information youco'flected

to answer this ques.~iqI11 "Why should Payl ~eyere beknoWfl for more

~. than.justhismidni,ght ride1"

€1:mt2>~r e6Wd £ !coOCte!(}

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Your score.JJ;/4 . Paul Revere's Score

Score 4

3

1

o



to answer this question, "Why should Paul Revere be known for more

than just his midnight ride7"

fau.l ~e-'fCrC Gh6lt i d be1 '+L ,,;>. 1\ ,.1 ,-_

ot~~f vrte[r:, p~\.\\ IS a\so q rltf"d .. k.ec,l.,{;se_- h~ dId -1+",,) s f}h+ Uw ({ y, ~e G\.\S>"J ~d ~d 019",.1 i-~

Your Score l/4 Paul Revere's Score3~5/4 OPTIONAL Teacher Score _/4

Score Writin~ Benchmarks 4 Response was above expectations and gave more than one example with

~ral cfe'"fl)ils for each example. ------Response was adequate and gave more than one benchmark with some details OR gave one benchmark with several details.

3

2 Response was limited and gave more than benchmark, but details were limited OR ~ave one benchmark with some details.

1 Answer was limited and only gave one benchmark with little, no, or few details. Little OR no attempt to answer question OR didn't address question 0



to answer this question, "Why should Paul Revere be known for more

than just his midnight ride?"

Your Score 2/4 Paul Revere's Score .3-/4 OPTIONAL Teacher Score _/4


several details for each example. EXJ?!o.i.1 E~ IltnJk< /1'l.ue.. 3 Response was adequate and gave more than one benchmark with some

details OR gave one benchmark with several details. 2 Response was limited and gave more than benchmark, but details were

limited OR gave one benchmark with some details. 1 Answer was limited and only gave one benchmark with little, no, or few

details. 0 Little OR no attempt to answer Question OR didn't address Question



to answer this question, ((Why should Paul Revere be known for more

than just his midnight ride?" \) r"! t:-e\j~(-iC :;; Vitro

\ ! ',:, t ' "'f-'~ i ' I

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Your Score J /4 Paul Revere's Score -2:14 OPTIONAL Teacher Score _/4


several details for each example. 3

/"""10..

Response was adequate and gave more than one benchmark with some details OR £ave one benchmark with several details.

~ Response was limited and gave more than benchmark, but details were limited OR £ave one benchmark with some details.


0 Little OR no attempt to answer question OR didn't address question

paul%revere’sride%...

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