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
“Sybil Ludington’s Midnight
Ride”?
• Student correctly identifies the central
idea of the text (e.g., Sybil Ludington
bravely helped the Continental Army by
riding through the night to alert them
they were needed to fight the British).
8 points
1b. What are three details that
support this central idea? How
do the details support the
central idea? Include
information from the text to
support your answer.
• Student correctly identifies and
explains three details that support the
central idea.
• Student provides information from the
text to support the answer.
• 2 points for
identifying the
central idea
• 3 points for
explaining the
supporting details
(3 possible)
• 3 points for
providing
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information from
the text to support
the answer (3
possible)
2a. What is the central idea of
“Life in the Hudson Valley
during the American
Revolutionary War”?
2b. What are three details that
support this central idea? How
do the details support the
central idea? Include
information from the text to
support your answer.
• Student correctly identifies the central
idea of the text (e.g., The Hudson
Valley was an important place during
the Revolutionary War and both sides
wanted to control it).
• Student correctly identifies and
explains three details that support the
central idea.
• Student provides information from the
text to support the answer.
3. Why did the author write
“Sybil Ludington’s Midnight
Ride”? How do you know?
Describe the author’s purpose.
Include information from the
text to support your answer.
• Student correctly identifies and
explains the author’s purpose (e.g., to
inform about Sybil Ludington’s life and
actions during the war).
4. Why did the author write
“Life in the Hudson Valley
during the American
Revolutionary War”? How do
you know? Describe the
author’s purpose. Include
information from the text to
support your answer.
• Student correctly identifies and
explains the author’s purpose (e.g., to
inform about why the Hudson Valley
was important during the Revolutionary
War).
• Student provides information from the
text to support the answer.
• Student provides information from the
text to support the answer.
5. Read paragraph 8 of “Sybil
• Student correctly explains the purpose
Ludington’s Midnight Ride.”
of the identified paragraph (e.g., to
What is the purpose of this
show what happened after Sybil’s ride
particular paragraph? How does
and the impact Sybil’s actions had on
it relate to the author’s
the war).
purpose? How does it fit into
• Student correctly explains how the
the overall structure of the
paragraph relates to the author’s
article?
purpose.
• Student correctly explains how the
paragraph fits into the structure of the
8 points
• 2 points for
identifying the
central idea
• 3 points for
explaining
supporting details
(3 possible)
• 3 points for
providing
information from
the text to support
the answer (3
possible)
4 points
• 2 points for
identifying and
explaining the
author’s purpose
• 2 points for
providing
information from
the text to support
the answer
4 points
• 2 points for
identifying and
explaining the
author’s purpose
• 2 points for
providing
information from
the text to support
the answer
6 points
• 2 points for
explaining the
purpose of the
identified
paragraph
• 2 points for
explaining how the
paragraph relates
to the author’s
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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
the Hudson Valley during the
of the identified paragraph (e.g., to
American Revolutionary War.”
explain reasons both sides wanted to
What is the purpose of this
control the Hudson Valley).
particular paragraph? How does
• Student correctly explains how the
it relate to the author’s
paragraph relates to the author’s
purpose? How does it fit into
purpose.
the overall structure of the
• Student correctly explains how the
article?
paragraph fits into the structure of the
article.
6 points
• 2 points for
explaining the
purpose of the
identified
paragraph
• 2 points for
explaining how the
paragraph relates
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,
what can you conclude about
the relationship between
loyalists and patriots in the
Hudson Valley during the
Revolutionary War? Include
information from the text to
support your answer.
• Student draws a reasonable conclusion
based on the two texts.
8. Use your understanding of
the articles “Sybil Ludington’s
Midnight Ride” and “Life in the
Hudson Valley during the
American Revolutionary War”
to write an essay analyzing the
relationship between the two
texts. In your essay, you
should answer the following
questions:
• Student analyzes and explains the
central ideas of both texts as a whole.
• What are the central ideas of
both texts as a whole?
• How do the details in one
text help the reader better
understand the other text?
• Why are the texts structured
differently? How does the
• Student explains the basis of the
conclusion by including information
from the texts.
4 points
• 2 points for
drawing a
reasonable
conclusion
• 2 points for
including
information from
the texts to explain
the basis of the
conclusion
• Student analyzes how details in one
text help the reader better understand
the other text.
• Student analyzes why the texts are
structured differently.
• Student draws a connection between
the text structures and the authors’
purposes.
• Student draws a conclusion about the
viewpoint of each author.
• Student explains the basis for these
conclusions.
• Student analyzes the interrelationships
32 points
• 4 points for
analyzing the
central ideas of
both texts as a
whole
• 4 points for
analyzing how
details in one text
help the reader
better understand
the other text
• 4 points for
analyzing why the
texts are
structured
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author’s purpose in each text
influence these structures?
• What is the viewpoint of
each author? What leads you
to your conclusions about
each author’s viewpoint?
How do these two viewpoints
relate to one another?
between the two viewpoints.
• Student provides specific information
from the texts to support the answer.
You should provide specific
information from the texts to
support the points in your
essay.
differently
• 4 points for
drawing a
connection
between text
structures and
authors’ purposes
• 4 points for
drawing
conclusions about
viewpoints
• 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. These facts about the Hudson Valley help the reader understand why
the British wanted to move into the valley in “Sybil Ludington.” In addition, “Life in the
Hudson Valley” talks about how women played a big role in the war. This information
helps the reader understand why Sybil did what she did. Many women during that time
were involved in the war.
The details in “Sybil Ludington” also help the reader understand “Life in the Hudson
Valley”. The article says women helped with the war and “Sybil Ludington” describes an
example of how a young woman in the Hudson Valley helped. “Life in the Hudson Valley”
also says one advantage patriots had was that they knew the land. “Sybil Ludington”
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shows this was true. Sybil rode forty miles through the night to alert the patriot soldiers
because she knew the land very well.
The texts have different structures. This is because “Sybil Ludington” is telling the story of
one person and one event, while “Life in the Hudson Valley” gives general information. It’s
about the time period and the region, not just about one person. The author’s purpose in
“Sybil Ludington” is to tell an interesting and true story about Sybil Ludington’s journey.
As a result, the author tells the story of Sybil’s ride in chronological order. “Life in the
Hudson Valley” is organized differently. The author wants to give supporting details for
each idea and fact rather than tell a story in order.
I would describe the viewpoint of the author of “Sybil Ludington” as admiring. The author
talks about how brave Sybil was and calls her a “heroine.” The viewpoint of the author of
“The Hudson Valley” is supportive of the patriots. The author talks about what the patriots
needed to do to “overthrow the British.” The author also mentions George Washington
and Sybil Ludington as examples of heroes. The viewpoints are similar because both
authors admire the patriots. They both write about the challenges the patriots faced
against the British. They seem to support the patriots’ efforts and show the British as the
enemies.
Instructions for the Student
Read the articles “Sybil Ludington’s Midnight Ride” and “Life in the Hudson Valley during
the American Revolutionary War.” As you read the articles, think about the central ideas
in each text. Think about how details support the central ideas. Also, think about how the
articles are similar, and how they are different. After reading them, you will answer
questions about the articles. Then, you will use what you’ve learned to write an essay
about the relationship between the two texts.
Sybil Ludington’s Midnight Ride
1
Many people have heard of Paul Revere’s midnight ride during the American
Revolutionary War. He rode his horse over twelve miles to warn residents of
Massachusetts that the British Army was coming. However, a young woman rode her
horse forty miles on a rainy, cold night to warn her father’s soldiers that the British were
coming. Sybil Ludington was a sixteen-year-old heroine of the American Revolutionary
War.
2
Sybil was born on April 5, 1761. She was the oldest child of Abigail and Henry Ludington.
The Ludington’s had a farm and mill in the Hudson Valley. The Hudson Valley is the area
around the Hudson River in eastern New York. Sybil was a responsible young woman. She
worked on the family farm and helped take care of her eleven younger siblings. Her father
was a colonel in the Continental Army. The Continental Army was made up of American
colonists who wanted freedom from British rule. Colonel Ludington was also a member of
the New York Assembly and a justice of the peace.
3
Although Colonel Ludington once supported the British, he became a patriot. That means
he was an American colonist committed to fighting for freedom from British rule. Many
historians believe that Colonel Ludington encouraged his daughter Sybil to support the
patriots’ efforts. Her father shared information with her about the patriots’ fight for
freedom from the British. Sybil often talked with her father’s fellow patriots. Some
historical accounts claim her father even kept her informed of important information about
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the patriots’ war plans. The loyalists were colonists who supported the British. They
thought Sybil’s father was a threat, and they wanted to capture him. Sybil was protective
of her father. One night, she helped save him from capture. Sybil told her siblings to place
lighted candles in the windows and march back and forth. The loyalists thought soldiers
were guarding the Ludington home and decided not to attack.
4
On April 25, 1777, the British Army arrived in Danbury, Connecticut. Danbury was a large
town fifteen miles from Sybil’s farm. The Continental Army kept supplies of weapons,
gunpowder, food, and clothing in Danbury. The British took the supplies and burned many
buildings. The British Army planned to advance into the Hudson Valley. They would
destroy the property of anyone who was not a British loyalist. A patriot on horseback
came from Danbury to ask Colonel Ludington for his soldiers’ help. Colonel Ludington’s
soldiers were mostly farmers. At this time, he had granted the men leave for planting
season. Ludington would have to gather his men. Ludington himself needed to prepare for
battle, so he could not do it. Someone was needed to alert them. But who could help him?
5
The following evening, April 26, Colonel Ludington asked his daughter to ride through the
area and alert the patriot soldiers. He told her to deliver the message to the soldiers to be
at his farm at daybreak. There were about four hundred men in the group. They would
then march to Connecticut to join the Continental Army and battle the British.
6
Sybil agreed and prepared her horse, Star, for the ride. The forty-mile ride took her
almost all night. She started at nine o’clock in the evening and finished around dawn. She
had often taken horseback rides with her father on these roads, and he had pointed out
where his soldiers lived. Some historians believe he prepared her for this ride just in case
the British Army attacked.
7
Sybil rode Star down backwoods roads going as fast as she could. When she arrived in a
village, Sybil banged on the shutters of houses to wake up the soldiers.
8
By dawn, Sybil had completed her ride and returned home, exhausted. Colonel
Ludington’s men gathered and prepared to march. They battled the British and
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successfully drove them back to their ships in the Long Island Sound, south of
Connecticut. After the battle, George Washington visited the Ludington home and thanked
Sybil.
9
In 1975, the Postal Service honored Sybil Ludington with a stamp displaying her image.
In Carmel, New York, a statue of Sybil on horseback honors the memory of this brave
young woman.
Life in the Hudson Valley during the American Revolutionary War
1
The American Revolutionary War influenced life in the Hudson Valley of New York. Many
people there wanted freedom from British rule. However, many people also remained
loyal to the King of England. This division led to tension between American patriots and
British loyalists. The British Army controlled parts of the region, including nearby New
York City. The British often destroyed the patriots’ property when they marched through
the region. Meanwhile, the British protected the loyalists’ property from harm. Patriots
knew they needed to defend the Hudson Valley in order to overthrow the British. The
region became very important in the war.
2
Both sides wanted control of the area. The area was a main route between New York and
Connecticut. Roads made it possible to send supplies to battle sites. The Hudson Valley
region also had rich farmland. Crops were needed to feed the people who lived there and
the soldiers on both sides. The region was also important for military strategy. The British
Army already controlled much of the Hudson River and its ports. This gave them a big
advantage over the patriots. They could easily defend themselves from ships on the river.
The British also prevented patriots from traveling by river or sending supplies to
their troops.
3
The patriot army, called the Continental Army, faced other challenges in their bid to
control the Hudson Valley. Most soldiers in the Continental Army were farmers. Their
leaders would give them leave during planting and harvesting season. Military leaders
would call the army to prepare for battles when they were needed. However, farms were
distant from one another. It could take up to a half hour to reach the closest neighbor’s
farm by horseback. Steep hills and valleys made the journeys difficult. Roads were mostly
narrow dirt paths. They became dangerous because of rain, sleet, and snow. One
advantage that the patriots had was their knowledge of the area. They were familiar with
the land, while the British were not.
4
Women in the Hudson Valley also played active roles during the war. They supported the
fight for independence from the British. The wives and daughters of patriot soldiers often
helped spread news about the location of the British. They helped prepare supplies and
food for soldiers. They worked on the farms when the men were at war. Some women
even had knowledge of the patriots’ battle plans.
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Washington at Valley Forge
5
Many well-known figures from this period of American history lived and fought in the
Hudson Valley. For example, George Washington led soldiers into battles in this region.
Benedict Arnold, on the other hand, was known as a traitor. He planned to give the West
Point fort over to the British while he was in command. Sybil Ludington, a teenager, rode
forty miles through the region to alert the army that they needed to fight the British.
Historians believe she may have saved many towns from destruction.
6
Today, the Hudson Valley is known for its beauty and peacefulness. Over two hundred
years ago, however, this region was caught up in a tense war. Its location on the banks of
the Hudson River made it attractive to both the patriots and the British. As a result, the
valley was the site of many important battles and many memorable moments in history.
1. A. The central idea of an article is the main point the author wants to make. Every
part of the article is tied to the central idea. What is the central idea of “Sybil
Ludington’s Midnight Ride”?
B. What are three details that support this central idea? How do the details support
the central idea? Include information from the text to support
your answer.
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2. A. What is the central idea of “Life in the Hudson Valley during the American
Revolutionary War”?
B. What are three details that support this central idea? How do the details support
the central idea? Include information from the text to support your answer.
3.
Why did the author write “Sybil Ludington’s Midnight Ride”? How do you know?
Describe the author’s purpose. Include information from the text to support your
answer.
4.
Why did the author write “Life in the Hudson Valley during the American
Revolutionary War”? How do you know? Describe the author’s purpose. Include
information from the text to support your answer.
5.
Read paragraph 8 of “Sybil Ludington’s Midnight Ride.” What is the purpose of this
particular paragraph? How does it relate to the author’s purpose? How does it fit
into the overall structure of the article?
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6.
Read paragraph 3 of “Life in the Hudson Valley during the American Revolutionary
War.” What is the purpose of this particular paragraph? How does it relate to the
author’s purpose? How does it fit into the overall structure of the article?
7.
Based on the information in the two articles, what can you conclude about the
relationship between loyalists and patriots in the Hudson Valley during the
Revolutionary War? Include information from the text to support your answer.
Use What You Have Learned
Now it’s time to show what you have learned.
You will write an essay analyzing the relationship between “Sybil Ludington’s Midnight
Ride” and “Life in the Hudson Valley during the American Revolutionary War.” The essay
should include an analysis of the central ideas that are shared across both texts as a
whole and how the details in each text help the reader better understand the other text.
The essay also should analyze why the texts are structured differently and how the
authors’ purposes influence these structures. Finally, you will draw a conclusion about the
author’s viewpoint in each article and analyze how these viewpoints relate to one another.
A viewpoint is an author’s point of view, or opinion, on a topic.
8.
Use your understanding of the articles “Sybil Ludington’s Midnight Ride” and “Life
in the Hudson Valley during the American Revolutionary War” to write an essay
analyzing the relationship between the two texts. In your essay, you should
answer the following questions:
•
What are the central ideas of both texts as a whole?
•
How do the details in each text help the reader better understand the
other text?
•
Why are the texts structured differently? How does the author’s purpose in
each text influence these structures?
•
What is the viewpoint of each author? What leads you to your conclusions
about each author’s viewpoint? How do these two viewpoints relate to one
another?
You should provide specific information from the texts to support the points in
your essay.
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