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- Students will examine the roles of perspective and propaganda with regard to the images. They will then read primary source depositions from the ensuing Boston Massacre trial. Finally, students will read a researched account of the Boston Massacre and act out their own version to draw conclusions about what happened.
learn.k20center.ou.edu › lesson › 368
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Objective. What really transpired on the night of March 5, 1770, in Boston? After completing this lesson students will be able to read and understand primary documents that are key to the Boston Massacre and the ensuing trials of the British troops and their captain.
Lesson steps. a. Teachers not familiar with the Boston Massacre should read the general history of the incident and trial here. b. Pass out copies of the eyewitness testimonies, diagram of the shooting and the chart to the students. If one chooses, students may work in pairs and only assign one witness for each student.
Activity Overview: Working in groups, students read an excerpted testimony of one person who witnessed the Boston Massacre, taking notes on the witness’s identity. Then, they discuss whether the witness testimony supported the British soldiers or the Patriots, citing evidence for their claim.
In this lesson, students will be asked to learn the disputed and agreed-upon facts of the Boston Massacre in small groups and then discuss them and propose a website definition of the Massacre as a class.
The goals of the lesson are for students to understand the importance contemporaries attached to the event, how the event reflected and shaped colonial resistance to British authority, and how powerful images can focus popular attention and shape political views.
Performance assessments require students to demonstrate what they know and can do. Often expressed as “authentic”–mostly meaning as much like the real world as possible. In this performance task, fifth graders compare three pieces of evidence from a key event in American History.
Day 1. Students will examine “The Bloody Massacre” image by Paul Revere and the “Boston Massacre” image by Alonzo Chappel. In teams, students will compare and contrast the images listing the things that are the same and different. Teams will report out and share what they discovered.
