Teaching American History
Unit Plan Year One
Paul Revere Unit
Created by:
Staci Voyles
Melissa Ward
Debby Wood
Teaching American History Grant, NEGA RESA
TEACHING AMERICAN HISTORY
UNIT TITLE: Paul Revere
Which Social Studies Standards will be taught in this unit?
Georgia Performance Standards
SS3H2
The student will discuss the lives of Americans who expanded people’s rights and
freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony
(women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal
and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood
Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and César
Chávez (workers’ rights).
b. Explain social barriers, restrictions, and obstacles that these historical figures had to
overcome and describe how they overcame them.
SS3G2
The student will describe the cultural and geographic systems associated with the
historical figures in SS3H2a.
a. Identify on a political map specific locations significant to the life and times of these
historical figures.
b. Describe how place (physical and human characteristics) had an impact on the lives
of these historical figures.
c. Describe how each of these historical figures adapted to and was influenced by
his/her environment.
d. Trace examples of travel and movement of these historical figures and their ideas
across time.
e. Describe how the regions in which these historical figures lived affected their lives and
had an impact on their cultural identification.
SS3CG2
The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character
traits of cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support
their beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept
authority.
What will students understand as a result of this unit?
In this unit, students will begin to learn the early history of the foundation of the United
States. Students will understand that individuals, groups, and institutions have an
effect on society whether intentional or not by learning about Paul Revere’s contribution
to the rights and freedoms in a democracy. By understanding conflict and change,
students will see how Paul Revere’s actions contributed to independence. Finally,
students will learn about location, and how it affects the people in a given area.
What essential questions will be the focus of this unit?
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What things did Paul Revere do to help in the independence movement to bring
about rights and freedoms in democracy?
What were some obstacles Paul Revere had to overcome living under British rules?
How did these obstacles influence Paul Revere?
How did the presence of the British in the thirteen colonies affect the lives of Paul
Revere and the other colonists?
What was Paul Revere’s contribution to independence in the British colonies?
What qualities did Paul Revere possess that made him a hero of democracy?
How did Paul Revere’s actions help or harm the colonists?
What opportunities did Paul Revere have because of where he lived?
How did the place where Paul Revere lived effect the choices he could make?
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What evidence will show that students understand?
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Lectures-Distributed Guided Practice, Distributed Summarizing in Pairs, Graphic
Organizers, Mnemonics, (may include higher order thinking skills), Smart Board
lessons, integrated curriculum, etc.
Provide students with a 5 W’s chart (Who? What? When? Where? Why?) which
they will use to fill in details about Paul Revere learned from a trade book read by
the teacher. Teacher will use this book about Paul Revere as a discussion tool
about his character traits and his actions that affected the lives of the colonists.
Sample questions to ask in addition to the essential questions:
1. What words would you use to describe Revere?
2. What modern-day American could you compare to Revere (famous or local)?
3. What actions made Revere important to independence?
4. How did Revere’s actions help others?
Summative and formative assessments
Performance task – People Magazine Task
Lesson Plans
Subject: 3rd grade Social Studies
Day 1: Setting the Historical Stage
GPS:
SS3H2
Learning Goal(s):
To introduce students to Paul Revere and the American Revolution
Essential Question(s):
What opportunities did Paul Revere have because of where he lived?
How did the place where Paul Revere lived effect the choices he could make?
Activate Learning:
KWL:
Before beginning this unit create a version of a K-W-L by writing the words American
Revolution on a big sheet of paper. Use throughout unit to help keep track of students’
learning.
Activating Strategy:
Teacher will dress in some type of colonial garb (tricorn hat, mob cap, etc.) and describe
colonial times with sensory details using the script provided for day one.
(Script provided in attachments1)
Read the parts of a biography on Paul Revere that pertain to his life BEFORE his activities
during the Revolution.
Extension Activity:
After showing examples of Revere’s silver work, students create an engraving.
Beforehand, teacher will cut cardboard into squares and cover the squares with aluminum
foil. Each student will use a dull pencil and complete an “engraving” for their last name’s
initial. They can add decorative swirls, etc.
Summarizing:
Ticket out the door:
Draw a stick figure (Revere) on a piece of paper and label it with 3 things you learned
about Revere today. Save this to add to tomorrow.
Day 2: No Taxation without Representation
GPS:
SS3H2, SS3G2, SS3CG3
Learning Goal(s):
To promote understanding of how taxation without representation contributed to division
between the colonist and ultimately the Revolutionary War
To promote understanding that decisions had to be made by all colonists at the period
leading up to the American Revolution (patriot, loyalist)
Essential Question:
What were some obstacles Paul Revere had to overcome living under British rule?
How did these obstacles influence Paul Revere?
Activate Learning:
Read the parts of a biography on Paul Revere that pertain to the period leading up to “the
ride”.
Show pictures of the tax stamps, etc.
Discuss the various taxes, Boston Tea Party, etc.
(pictures available in attachments to unit 2)
Extension Activity:
Role play in partners: patriots vs loyalists.
Switch roles.
(idea guide available in attachments 3)
Summarizing:
Ticket out the door:
Add 2 more facts to your stick figure from yesterday.
Day 3: The “Ride”
GPS:
SS3H2, SS3G2, SS3CG3
Learning Goal(s):
To introduce students to the idea of primary sources (value, historical credit, accuracy,
etc.)
To have students understand the impact that Revere’s ride played in the foundation of our
history.
Essential Question:
How can primary sources be important when studying history?
How did Revere’s actions in his ride help in building the foundation of the United States?
Activate Learning:
SmartBoard lesson - Longfellow’s poem, real story of Revere’s ride, Virtual Ride, Primary
Source.
Introduce students to primary vs. secondary sources (could use Longfellow’s poem and
the American Revolution primary source as aides in discussion).
(Smart Board lesson available in attachments 4)
Extension Activity:
Create your own stick pony using the provided link and a yardstick.
http://eqneightion.com/blog/wp-content/uploads/2009/11/6.-How-To-Make-A-StickPony.pdf
Have students reenact Revere’s ride through school or for another class.
Summarizing:
Ticket out the door:
Partner share – work on re-telling the ride with correct sequencing.
Day 4: Putting all the standards on!
GPS:
SS3H2, SS3G2, SS3CG3
Learning Goal(s):
The students will understand the significance of Paul Revere’s contributions to our nation’s
fight for independence.
Essential Question:
What was Paul Revere’s contribution to independence for the colonies?
Show teacher-made model of the People magazine performance assessment to excite the
kids about the project and to provide a purpose for today’s lesson.
Activate Learning:
Remind students of all the exciting and informative activities we’ve done together in order
to learn all about Paul Revere and his contribution to our independence. (EQ)
Explain that we are going to create a graphic organizer today to summarize our learning,
but that it will also be an organizer for our culminating activity for the unit: our People
magazine covers.
Display an enlarged copy of the “5 Ws Organizer” and provide the students with a copy on
which to take notes. Review the standards reminding them we have learned about Paul
Revere’s contribution to independence, how the place Paul Revere lived affected his
decisions, what obstacles he faced, and the qualities he possessed that made him a hero
of democracy. Allow the students to contribute , but lead discussion to include the
following :
Who: Paul Revere was a patriot (Sons of Liberty), silversmith, engraver, and mail carrier.
When: Born in 1735, became a patriot in 1770s during the build up to the American
Revolution.
Where: Boston-one of the most important cities at that time, due to the fact it was a
major port for all trade to and from the Old World. Housed 4,000 British troops.
What: leader in Sons of Liberty, made Patriot items, helped plan Boston Tea Party, April
18, 1775….THE RIDE
Why: (is he remembered) obstacle of needing to work many jobs while dealing with
taxation from British…showed diligence. Obstacle of personal danger…for liberty.
As each section on model is completed satisfactorily as a class…have the students
complete their graphic organizer.
Have the students take home their graphic organizer to study for tomorrow’s quiz, but
remind them they will need it for their performance assessment.
Extension Activity:
Review for summative assessment
Summarizing:
Ticket out the door:
On a slip of paper, have each child write one FACT they learned about where or when
Paul Revere lived, two OPINIONS about why he’s a hero, and three ACTIONS he took
that contributed to our independence.
Day 5: Assessments
GPS:
SS3H2, SS3G2, SS3CG3
Learning Goal(s):
Students will show that they have gained the knowledge of Paul Revere and the standards
related to him and his contribution to history.
Activate Learning:
Summative Assessment
(available in attachments 5)
Begin work on performance task
(directions 6, rubric 7, and examples
8,9,10,11
available in attachments)
Day 6: Finishing up the Task
GPS:
SS3H2, SS3G2, SS3CG3
Learning Goal(s):
Students will show that they have gained the knowledge of Paul Revere, the standards
related to him, and his contribution to history.
Activate Learning:
Finish up work on performance task
(directions 6, rubric 7, and examples
8,9,10,11
available in attachments)
Culminating Performance Assessment
The Task/Activity:
People Magazine Performance Assessment
Scenario:
You have been named editor-in-chief of People to Know magazine. You have two major
responsibilities to get ready for the upcoming issue. First, you must design a cover that
showcases Paul Revere’s life and his contributions to our nation. You must then write an
editorial that justifies Paul Revere’s role as an American hero. The following guidelines
must be followed:
Cover:
Using the template provided, you must create a headline for each of the following
categories:
 Positive character traits of Paul Revere
 Important places associated with Paul Revere
 Actions Paul Revere took to contribute to independence
 Two additional interesting facts of your choice
Editorial:
Write an editorial that justifies why Paul Revere is on the cover of your magazine. Why is
he considered an American hero? Be sure to examine your rubric closely to see what
needs to be included.
Paul Revere Unit Performance Assessment Rubric
Student Name: ______________________
Exceeds
3 points
Standard
Date:____ __________________
Meets
2 points
Does Not Meet
1 point
SS3H2
Explains the actions
of Revere and their
effects on American
Independence
Explains significance Explains significance
of Sons of Liberty,
of 3 of the 4
The Boston Tea
actions of Revere.
Party, The Ride, and
important artifacts
created by Revere.
Explains significance
of less than 2 of the
actions of Revere.
SS3G2
Identify significant
geographical
locations related to
Revere’s life.
Identifies 2 or more
locations from the
list of: Boston,
Concord, Lexington,
Old North Church,
and Boston Harbor
Identifies 1 location
important to
Revere.
Does not identify
any locations
important to
Revere.
Identifies 3 or more
positive character
traits: diligence,
bravery,
independence,
hard-working,
patriotism, etc.
Writes in complete
and well developed
sentences: writing is
very neat and
legible.
Spelling,
capitalization, and
punctuation are
consistently correct
throughout.
Identifies 2 positive
character traits.
Identifies less than
1 positive character
traits.
Writes in complete
sentences: writing is
legible.
Spelling,
capitalization, and
punctuation are
generally correct.
Sentences are
incomplete or do not
make sense: writing
is not legible.
Mistakes in spelling
interfere with
meaning.
Capitalization and
punctuation are not
used, or are not
used correctly.
SS3CG2
Identify positive
character traits of
Paul Revere.
ELA3C1
Conventions
Teacher Commentary:
Total Points ________/Out of 12=________