Students learn about the importance of the battles of Lexington and Concord in April 1775 and discuss why the first volley is called "the shot heard round the world." After listening to a dramatic reading of Longfellow's classic poem, "The Midnight Ride of Paul Revere," they watch a video examining the historical facts about the ride and compare facts and folklore. Finally, they consider whether (and when) it's important to be accurate when describing historical events.
Students are introduced to the idea of “the shot heard round the world” and the battles of Lexington and Concord through brief background text and a 19th-century depiction of the Battle of Lexington. They learn that the phrase “the shot heard round the world” was coined by Ralph Waldo Emerson in his poem “Concord Hymn,” then respond to a prompt on a class wall explaining what they think the phrase means.
Teacher MovesReview the lesson objectives and use student responses about the phrase “the shot heard round the world” to surface initial ideas about the start of the Revolutionary War and how news of the conflict spread.
Students watch and read First Revolutionary Battle at Lexington and Concord to learn what happened in the first battles of the American Revolution. They post to a wall explaining why British troops were marching to Concord and what this reveals about British–colonial relations, then answer multiple-choice questions about who fired the first shot and the outcome of the second battle at Concord.
Teacher MovesClarify that British soldiers marched to Concord to seize and destroy colonial weapons, highlighting the high level of tension and colonial preparation for conflict. Use student responses and quiz answers to reinforce that no one knows who fired the first shot and that colonial forces ultimately forced the British to retreat from Concord.
Students learn that Paul Revere’s ride is another famous part of the Lexington and Concord story and listen to a dramatic reading of Henry Wadsworth Longfellow’s poem The Midnight Ride of Paul Revere, using the text in the pack as needed. They then respond on a wall about why the poem is widely known and what makes it memorable.
Teacher MovesSelect and share a few student posts to spark discussion about why the poem endures, emphasizing its exciting narrative, heroic portrayal of characters, vivid language, and its role in commemorating an important event in U.S. history.
Students watch The True Story of the Midnight Ride of Paul Revere to compare the historical record with the poetic version of events. They complete a graphic organizer listing common misconceptions about Paul Revere’s ride and the factual corrections. Optionally, they may consult the article The Myths and Facts of Paul Revere’s Ride for additional examples. Next, they respond on a wall to whether Paul Revere was a success or a failure, supporting their viewpoint with evidence. Finally, they reflect on both the poem and the video by posting to a class wall about whether it is more important to be factually accurate or creatively engaging when writing about history, then reply to at least two classmates with comments or questions.
Teacher MovesUse the provided misconceptions and facts to support students as they complete the organizer and distinguish myth from history. Facilitate discussion about whether Paul Revere’s mission was a success or failure, drawing out evidence-based reasoning on both sides. Guide the final conversation about historical accuracy versus creative storytelling, prompting students to consider the reliability and purpose of different sources and, if appropriate, connect back to earlier work on the Boston Massacre and Paul Revere’s role in shaping public perception.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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