This two-hour exploratory activity invites students to use historical documents, grave markers at Copp’s Hill Burying Ground, and clues inside Old North Church to investigate the unsolved mystery of who hung the lanterns in the Old North steeple on the eve of the American Revolution. Students learn to discern between primary and secondary sources and how to incorporate them into their historical research.
Age Level: Created for 3rd – 5th graders.
Capacity: 40 students per program MAXIMUM; a minimum of 4 chaperones required for this program. We are no longer able to accommodate groups larger than 40. Please plan your field trips accordingly.
Price: $10 per person / first 4 chaperones are free / 1 chaperone per 8 students
*This program is available at 10 am, 1 pm, or 2 pm ONLY.
For reservations, please contact Tim Sistare, Visitor Services Manager by emailing firstname.lastname@example.org. Please include the name of your school and school address, number of students and chaperones, and your preferred dates and times. We will do our best to accommodate your request. Please note we are especially busy with school groups April – June.
Meets the following Massachusetts Frameworks for History and Social Science:
- 4.CS.3 – Observe and describe national historic sites and describe their function and significance. (H, C)
- 5.CS.1 – Identify different ways of dating historical narratives (17th century, seventeenth century, 1600s, colonial period). (H)
- 5.CS.2 – Interpret timelines of events studied. (H)
- 5.CS.3 – Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. (H, E, C)
Meets the following Common Core English Language Arts Standards:
- CCSS.ELA-Literacy.RI/RL.4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when daring inferences from the text.
- CCSS.ELA-Literacy.RI.4.2 – Determine the main idea of a text and explain how it is supported by key details; summarize the text.
- CCSS.ELA-Literacy.SL.4.4/5.4 – Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
- CCSS.ELA-Literacy.RI/RL.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- CCSS.ELA-Literacy.RI/RL.6.1 – Cite textual evidence to support analysis of why the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-Literacy.RI/RL.6.2 – Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distance from personal opinions or judgements.
- CCSS.ELA-Literacy.SL.6.4 – Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
- CCSS.ELA-Literacy.RH.6-8.1 – Cite specific textual evidence to support analysis of primary and secondary sources.
- CCSS.ELA-Literacy.RH.6-8.2 – Determine the central ideas or information of a primary or secondary source; provide an accurate summer of the source distinct from prior knowledge or opinions.
- CCSS.ELA-Literacy.6-8.4 – Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
- CCSS.ELA-Literacy.6-8.6 – Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
- CCSS.ELA-Literacy.CCRA.R.1 – Read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawing from the text.
- CCSS.ELA-Literacy.CCRA.R.2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- CCSS.ELA-Literacy.CCRA.R.4 – Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.