• • (Optional)  Teacher will share with the class information from Founding Myths--Stories that Hide Our Patriotic Past, by Ray Raphael, pages 11-26, from the first chapter which is all about Paul Revere.  (For more information about how this book can contribute to your lesson planning, please read the following essay  REVOLUTIONARY WAR UNIT-- based on Raphael's book.doc).

• Have students read the first twenty lines or so of "The Midnight Ride of Paul Revere," by Henry Wadsworth Longfellow, poetry.eserver.org/paul-revere.html, then the class skims the rest, looking for inferences of information from the book or the film. 

• Next, have students read the actual account written by Paul Revere himself www.americanrevolution.org/revere.html, skimming to the end.  Why might there be differences between the two versions?  In large group, briefly discuss CML's Five Core Questions (see link below). 

• Have students complete the Compare/Contrast worksheet, The Secret of Sarah Revere--Compare and Contrast, regarding the perspectives of these two interpretations of Paul Revere's Ride. 

The Secret of Sarah Revere--CML's Five Core Questions

The Secret of Sarah Revere

The Secret of Sarah Revere--Lesson Plan

The Secret of Sarah Revere--Significant People

The Secret of Sarah Revere--Timeline

The Secret of Sarah Revere--The History Channel Film--The Revolution

The Secret of Sarah Revere--Paul Revere Boston Massacre Engraving

The Secret of Sarah Revere--Compare and Contrast