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Students will be able to describe the events of the Boston Massacre, explain the causes that led to this incident, and analyze its impact on colonial attitudes toward British rule.

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Students will practice analyzing primary sources and distinguishing between different perspectives of the same historical event.

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How did the Boston Massacre contribute to growing tensions between the American colonists and the British government? Students will return to this question throughout the lesson.

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Setting the Scene - Pre-Massacre Tensions

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Setting the Scene - Pre-Massacre Tensions

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Teacher introduces the background: British soldiers stationed in Boston, the Townshend Acts, and growing resentment among colonists. Discussion of why British troops were in Boston in the first place.

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Boston Massacre: British Soldiers and Colonialists Clash in 1770

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Students examine Paul Revere's famous engraving of the Boston Massacre alongside eyewitness accounts. Compare and contrast different perspectives of what happened on March 5, 1770.

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In small groups, students work together to create a timeline of events leading up to and including the Boston Massacre. Groups can collaborate using Padlet to share their findings and build upon each other's research.

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American Revolution Timeline: Events Leading to the Boston Massacre | Worksheet | Education.com

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Students review a timeline and answer questions about key historical events that took place from 1763 in lead up to the 1770 Boston Massacre.

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Students take on roles of different people present during the Boston Massacre (colonists, British soldiers, witnesses) and act out the event based on historical accounts. Focus on understanding multiple perspectives.

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Independent Practice - Cause and Effect Analysis

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Independent Practice - Cause and Effect Analysis

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Students complete a graphic organizer identifying causes of the Boston Massacre and its effects on colonial-British relations. Include both immediate and long-term consequences.

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The Boston Tea Party Graphic Organizer | TPT

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Browse the boston tea party graphic organizer resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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Advanced learners research the trial of the British soldiers and Captain Preston, examining how John Adams defended them. Create a brief presentation on the concept of fair trial and rule of law.

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John Adams' Defense of Eight British Soldiers Involved In The Boston Massacre

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If I asked you when the first battle of the American Revolution occurred, you'd likely mention the Boston Massacre, picturing British soldiers firing indiscriminately into a crowd of innocent colonists. What you might not know is that Paul Revere actually popularized this propaganda against the British.

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Students who need additional support can use picture books and simplified timelines to understand the basic sequence of events. Provide vocabulary cards with key terms like 'massacre,' 'propaganda,' and 'tension.'

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the video: You can also find the video on my YouTube Channel The Causes of the Great DepressionInca Empire - Mesoamerica - Francisco Pizarro - Machu Picchu - ConquistadorsThirteen Colonies - Three Colonial RegionsWORLD WAR II, World History, U.S. History, WWIIAmerican Revolution - The Revolutionary War - U.S. HistoryPearl Harbor - World War IIThe Cold WarFeedback is Greatly Appreciated. Thank You History Simplified and Explained Career and Life Skills Le

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Browse the boston massacre resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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Throughout the lesson, students participate in think-pair-share activities about the causes and effects of the Boston Massacre. Teacher observes discussions and provides feedback.

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Formative Assessment - Primary Source Analysis

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Formative Assessment - Primary Source Analysis

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Teacher reviews student work on primary source analysis, checking for understanding of different perspectives and ability to identify bias in historical sources.

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Students complete a 10-question quiz covering the main facts about the Boston Massacre, its causes, and its significance in American colonial history.

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Boston Massacre 5th Grade Quiz | Wayground (formerly Quizizz)

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Boston Massacre quiz for 5th grade students. Find other quizzes for Social Studies and more on Wayground for free!

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Students create a newspaper article from the perspective of either a colonial or British viewpoint, demonstrating understanding of different perspectives on the Boston Massacre.

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Students participate in a whole-class discussion answering the essential question: How did the Boston Massacre contribute to growing tensions between colonists and Britain? Students can share their thoughts on Padlet for others to read and respond to.

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Each student completes an exit ticket with three prompts: 1) One thing I learned about the Boston Massacre, 2) One question I still have, 3) Why this event was important in American history.

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Teacher previews how the Boston Massacre connects to upcoming lessons about the Boston Tea Party and the American Revolution, helping students see the progression of events.

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Students interview a family member or friend, asking them what they know about the Boston Massacre. Students then write a short paragraph comparing what they learned in class to what their interviewee knew.

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Students read a short article or watch an educational video about the Boston Massacre to reinforce classroom learning. Recommended: Scholastic News articles or BrainPOP videos.

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View the engraving The Bloody Massacre in King Street in the Gilder Lehrman Collection by clicking here.

Unit Objective

This unit is part of Gilder Lehrman's series of Common Core State Standards-based teaching resources. These units were written to enable students to understand, summarize, and analyze original texts of historical significance. The lessons are built around the use of textual and visual evidence and critical thinking skills.

Overview

In this lesson, students will be asked to learn about the Boston Massacre and to analyze Paul Revere's depiction of the event in the engraving The Bloody Massacre in King Street. This lesson will provide students with an opportunity to look at disparate representations of so-called historical facts surrounding a famous event and will also teach them to deliberate with their classmates in a cordial fashion.

Lesson 1

Students will be asked to "read like a detective" and gain a clear understanding of the content of Paul Revere's print The Bloody Massacre in King Street. Students will analyze the visual components of the image as well as the text at the bottom, draw logical inferences, and demonstrate these skills by writing a succinct summary of the events as depicted in the document.

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. Students will be able to identify similarities and differences between primary source documents. As a class, students will be able to discuss the Boston Massacre to determine what they think actually occurred.

Introduction

On the night of March 5, 1770, American colonists attacked British soldiers in Boston, which led to the soldiers firing upon the crowd and killing five of the colonists. This event became known as the "Boston Massacre," a rallying point for colonists against the stationing and quartering of British troops throughout the colonies and against the Townshend Acts, which the British soldiers had been deployed to enforce. Many different accounts of this encounter are extant as John Adams successfully defended the British soldiers in court and thus had to depose numerous witnesses.

Materials

Procedure

1. The teacher will create critical thinking groups (CTGs) of three to five students that will work together throughout both lessons. Give careful consideration to how students are grouped. Tell students they will "read like a detective" in order to analyze documents for clues as to what really happened on March 5, 1770.

2. Hand out the image of Paul Revere's engraving The Bloody Massacre in King Street, and ask students to study the image for five minutes, discuss the image in their CTGs, and record their findings in their image organizers. Explain that art is often used to shape a person's opinion about events or people. Many times the evidence in prints such as this one requires a careful "reading" of the image to decipher the message. Ask students to study the image for a few minutes and consider the questions below. (Use of a magnifying glass aids in the exploration of the image and is exciting for students, but is not necessary to complete the activity.)

3. As a class, discuss the elements of the image. Use the bullet point list on the Featured Primary Source: Paul Revere's engraving of the Boston Massacre, 1770, to help point out hidden elements that students may have overlooked. Throughout the discussion, ask students: "Why do you think Paul Revere included that in the image?"

4. The following questions can help students explore the document and spark class discussion:

What do you think is happening in this engraving?

What do you see that shapes your opinion or strikes you as being interesting?

Examine the faces of the people in the image. How would you describe the British soldiers? How would you describe the colonists?

How many signs are legible in the print? What do they say? Where are they located?

Are there any unexpected figures in the print (dog, woman) and why do you think they are there?

According to this engraving, who is at fault in this Massacre? How do you know?

5. Hand out the transcript of the poem from the print. The teacher then "share reads" the poem with the students. "Share readin" is done by having the students follow along silently while the teacher begins reading aloud. The teacher models prosody, inflection, and punctuation. The teacher then asks the class to join in with the reading after a few sentences while the teacher continues to read along with the students, still serving as the model for the class. This technique will support struggling readers as well as English Language Learners (ELL).

6. The teacher now leads the CTGs in identifying ten words that are necessary to the understanding of the document. These Key Words should express the essence of the document. For this first document the teacher should do a "think aloud" as the words are chosen and underline the words in the projected document. Students' input in choosing these words is encouraged. (Example: Teacher gives rationale for choosing a word; students invited to agree/disagree and suggest other words and/or rationale.) This would also be a time when the teacher thinks out loud about the meaning of unfamiliar words and takes the opportunity to teach strategies for vocabulary development. The teacher records the chosen words on chart paper or in some other way that is visible to the whole group and can be saved as an artifact for future lessons. Students record the Key Words in their Summary Organizer. Students may need to do this for one or two paragraphs at a time, and summarize as they go. Modify the remaining steps as necessary.

7. Once ten Key Words have been identified, the teacher crafts a summary statement as a "think aloud" using the Key Words selected from the document. Again, student input is encouraged. (Perhaps a student will have a more efficient way of stating the summary!) The teacher records the process for the whole group and archives the final summary statement on chart paper; students record the final summary statement in their notes.

8. The teacher now restates the summary in his/her own words. Key Words may be included, but this step should represent original thinking. This step of the process is a great opportunity to check for understanding. Invite students to offer their summaries. A final summary determined by the class and the teacher is recorded on chart paper for the class and in the students' organizers.

9. To conclude the lesson and check for understanding, students complete a quick write to the following prompt: Write a summary newspaper article of the events of March 5, 1770, using evidence from Paul Revere's engraving and the accompanying poem.

Lesson 2

Students will be asked to "read like a detective" and gain a clear understanding of the report by Captain Preston, who was in charge of the British troops involved in the Boston Massacre. Students will analyze the text, draw logical inferences, and demonstrate these skills by writing a succinct summary of the events as related in the document.

Objective

What really transpired on the night of March 5, 1770? 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. Students will be able to identify similarities and differences between primary source documents. As a class, students will be able to discuss the Boston Massacre to determine what they think actually occurred.

Materials

Vocabulary

In this protocol the students are expected to encounter vocabulary they do not know. There are words in eighteenth-century texts that many adults do not know the meaning of as well. It would be overwhelming and self-defeating to give the definition for every unknown word when we are trying to create more independent learners. This is one of the reasons for having the students work in groups, so they can reason out the meanings of words in context. If the students are truly stuck, have them write down the words that are puzzling them and open those words up to a whole-class discussion. If the word is critical to the passage then provide the meaning, but only as a last resort.

Procedure

1. Students will sit in their CTGs. In Lesson 2, students will be reading an excerpt from the report by Captain Preston, who was the officer in charge of the British troops. Tell students that today they will "read like a detective" to discover more about the events of March 5, 1770.

2. The teacher then share reads the excerpt with the students.

3. The teacher now leads the CTGs in identifying ten Key Words in each paragraph that are critical to the understanding of the document. For this first document the teacher should do a think aloud as the words are chosen and underline the words in the projected document. Students' input in choosing these words is encouraged. This would also be a good time for the teacher to think out loud about the meaning of unfamiliar words and to teach strategies for vocabulary development. The teacher records the chosen words on chart paper, or some other way that is visible to the whole group and can be saved as an artifact for future lessons. Students record the Key Words in the Summary Organizer. Students may need to do this for one or two paragraphs at a time, and summarize as they go. Modify the remaining steps as necessary.

4. Once ten Key Words have been identified, the teacher crafts a summary statement as a think aloud using the Key Words selected from the document. Again, student input is encouraged. (Perhaps a student will have a more efficient way of stating the summary!) The teacher records the process for the whole group and archives the final summary statement on chart paper; students record the final summary statement in their notes.

5. The teacher now restates the summary in his/her own words. Key Words may be included, but this step should represent original thinking. This step of the process is a great opportunity to check for understanding. Invite students to offer their summaries. This summary is recorded on chart paper for the class and in the students' notes.

6. To conclude the lesson and check for understanding, students complete a quick write to the following prompt: Based on Captain Preston's report, write a news article detailing the events of March 5, 1770.

Closure

As class discussion, ask students to describe some of the similarities and differences between the accounts. Which account do they think is most accurate? Why? Why would someone create an account that was not accurate? Which is more compelling evidence: an image or written text? Who was present during the event, Paul Revere, Captain Preston, or both?

Visit or hand out a print-out of The Boston Massacre page from the Boston History and Architecture's website. Use this as a summary of what really happened. Have students revisit their opinions regarding the engraving and the testimony.

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the boston massacre (grades 4–6) | view the engraving the bloody massacre in king street in the gilder lehrman collection by clicking here. unit objective this unit is part of gilder lehrman’s series of common core state standards–based teaching resources. these units were written to enable students to understand

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and analyze original texts of historical significance. the lessons are built around the use of textual and visual evidence and critical thinking skills. | view the engraving the bloody massacre in king street in the gilder lehrman collection by clicking here. unit objective this unit is part of gilder lehrman’s series of common core state standards–based teaching resources. these units were written to enable students to understand

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and analyze original texts of historical significance. the lessons are built around the use of textual and visual evidence and critical thinking skills. overview in this lesson

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students will be asked to learn about the boston massacre and to analyze paul revere’s depiction of the event in the engraving the bloody massacre in king street. this lesson will provide students with an opportunity to look at disparate representations of so-called historical facts surrounding a famous event and will also teach them to deliberate with their classmates in a cordial fashion. lesson 1 students will be asked to “read like a detective” and gain a clear understanding of the content of paul revere’s print the bloody massacre in king street. students will analyze the visual components of the image as well as the text at the bottom

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and demonstrate these skills by writing a succinct summary of the events as depicted in the document. objective what really transpired on the night of march 5

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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. students will be able to identify similarities and differences between primary source documents. as a class

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students will be able to discuss the boston massacre to determine what they think actually occurred. introduction on the night of march 5

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american colonists attacked british soldiers in boston

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which led to the soldiers firing upon the crowd and killing five of the colonists. this event became known as the “boston massacre

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” a rallying point for colonists against the stationing and quartering of british troops throughout the colonies and against the townshend acts

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which the british soldiers had been deployed to enforce. many different accounts of this encounter are extant as john adams successfully defended the british soldiers in court and thus had to depose numerous witnesses. materials paul revere’s engraving the bloody massacre . . . in king street from the gilder lehrman institute(glc01868) transcript of the poem from paul revere’s engraving the bloody massacre . . . in king street teacher resource: featured primary source: paul revere’s engraving of the boston massacre

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1770 (to be used as a guide) summary organizer: boston massacre image organizer: boston massacre magnifying glass (optional) chart paper

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elmo or other method of display procedure the teacher will create critical thinking groups (ctgs) of three to five students that will work together throughout both lessons. give careful consideration to how students are grouped. tell students they will "read like a detective" in order to analyze documents for clues as to what really happened on march 5

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1770. hand out the image of paul revere’s engraving the bloody massacre in king street

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and ask students to study the image for five minutes

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and record their findings in their image organizers. explain that art is often used to shape a person’s opinion about events or people. many times the evidence in prints such as this one requires a careful “reading” of the image to decipher the message. ask students to study the image for a few minutes and consider the questions below. (use of a magnifying glass aids in the exploration of the image and is exciting for students

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but is not necessary to complete the activity.) as a class

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discuss the elements of the image. use the bullet point list on the featured primary source: paul revere’s engraving of the boston massacre

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to help point out hidden elements that students may have overlooked. throughout the discussion

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ask students: “why do you think paul revere included that in the image?” the following questions can help students explore the document and spark class discussion: what do you think is happening in this engraving? what do you see that shapes your opinion or strikes you as being interesting? examine the faces of the people in the image. how would you describe the british soldiers? how would you describe the colonists? how many signs are legible in the print? what do they say? where are they located? are there any unexpected figures in the print (dog

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woman) and why do you think they are there? according to this engraving

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who is at fault in this massacre? how do you know? hand out the transcript of the poem from the print. the teacher then “share reads” the poem with the students. “share readin” is done by having the students follow along silently while the teacher begins reading aloud. the teacher models prosody

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and punctuation. the teacher then asks the class to join in with the reading after a few sentences while the teacher continues to read along with the students

# data[].attributes.attachment_link.keywords[]
still serving as the model for the class. this technique will support struggling readers as well as english language learners (ell). the teacher now leads the ctgs in identifying ten words that are necessary to the understanding of the document. these key words should express the essence of the document. for this first document the teacher should do a “think aloud” as the words are chosen and underline the words in the projected document. students’ input in choosing these words is encouraged. (example: teacher gives rationale for choosing a word; students invited to agree/disagree and suggest other words and/or rationale.) this would also be a time when the teacher thinks out loud about the meaning of unfamiliar words and takes the opportunity to teach strategies for vocabulary development. the teacher records the chosen words on chart paper or in some other way that is visible to the whole group and can be saved as an artifact for future lessons. students record the key words in their summary organizer. students may need to do this for one or two paragraphs at a time

# data[].attributes.attachment_link.keywords[]
and summarize as they go. modify the remaining steps as necessary. once ten key words have been identified

# data[].attributes.attachment_link.keywords[]
the teacher crafts a summary statement as a “think aloud” using the key words selected from the document. again

# data[].attributes.attachment_link.keywords[]
student input is encouraged. (perhaps a student will have a more efficient way of stating the summary!) the teacher records the process for the whole group and archives the final summary statement on chart paper; students record the final summary statement in their notes. the teacher now restates the summary in his/her own words. key words may be included

# data[].attributes.attachment_link.keywords[]
but this step should represent original thinking. this step of the process is a great opportunity to check for understanding. invite students to offer their summaries. a final summary determined by the class and the teacher is recorded on chart paper for the class and in the students’ organizers. to conclude the lesson and check for understanding

# data[].attributes.attachment_link.keywords[]
students complete a quick write to the following prompt: write a summary newspaper article of the events of march 5

# data[].attributes.attachment_link.keywords[]
using evidence from paul revere’s engraving and the accompanying poem. lesson 2 students will be asked to “read like a detective” and gain a clear understanding of the report by captain preston

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who was in charge of the british troops involved in the boston massacre. students will analyze the text

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and demonstrate these skills by writing a succinct summary of the events as related in the document. objective what really transpired on the night of march 5

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1770? 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. students will be able to identify similarities and differences between primary source documents. as a class

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students will be able to discuss the boston massacre to determine what they think actually occurred. materials captain preston’s report

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march 1770. source: “case of capt. thomas preston of the 29th regiment

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” in publications of the colonial society of massachusetts volume 7: transactions

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1900–1902 (boston: colonial society of massachusetts

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7–10. summary organizer: boston massacre vocabulary in this protocol the students are expected to encounter vocabulary they do not know. there are words in eighteenth-century texts that many adults do not know the meaning of as well. it would be overwhelming and self-defeating to give the definition for every unknown word when we are trying to create more independent learners. this is one of the reasons for having the students work in groups

# data[].attributes.attachment_link.keywords[]
so they can reason out the meanings of words in context. if the students are truly stuck

# data[].attributes.attachment_link.keywords[]
have them write down the words that are puzzling them and open those words up to a whole-class discussion. if the word is critical to the passage then provide the meaning

# data[].attributes.attachment_link.keywords[]
but only as a last resort. procedure students will sit in their ctgs. in lesson 2

# data[].attributes.attachment_link.keywords[]
students will be reading an excerpt from the report by captain preston

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who was the officer in charge of the british troops. tell students that today they will “read like a detective” to discover more about the events of march 5

# data[].attributes.attachment_link.keywords[]
1770. the teacher then share reads the excerpt with the students. the teacher now leads the ctgs in identifying ten key words in each paragraph that are critical to the understanding of the document. for this first document the teacher should do a think aloud as the words are chosen and underline the words in the projected document. students’ input in choosing these words is encouraged. this would also be a good time for the teacher to think out loud about the meaning of unfamiliar words and to teach strategies for vocabulary development. the teacher records the chosen words on chart paper

# data[].attributes.attachment_link.keywords[]
or some other way that is visible to the whole group and can be saved as an artifact for future lessons. students record the key words in the summary organizer. students may need to do this for one or two paragraphs at a time

# data[].attributes.attachment_link.keywords[]
and summarize as they go. modify the remaining steps as necessary. once ten key words have been identified

# data[].attributes.attachment_link.keywords[]
the teacher crafts a summary statement as a think aloud using the key words selected from the document. again

# data[].attributes.attachment_link.keywords[]
student input is encouraged. (perhaps a student will have a more efficient way of stating the summary!) the teacher records the process for the whole group and archives the final summary statement on chart paper; students record the final summary statement in their notes. the teacher now restates the summary in his/her own words. key words may be included

# data[].attributes.attachment_link.keywords[]
but this step should represent original thinking. this step of the process is a great opportunity to check for understanding. invite students to offer their summaries. this summary is recorded on chart paper for the class and in the students’ notes. to conclude the lesson and check for understanding

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students complete a quick write to the following prompt: based on captain preston’s report

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write a news article detailing the events of march 5

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ask students to describe some of the similarities and differences between the accounts. which account do they think is most accurate? why? why would someone create an account that was not accurate? which is more compelling evidence: an image or written text? who was present during the event

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or both? visit or hand out a print-out of the boston massacre page from the boston history and architecture’s website. use this as a summary of what really happened. have students revisit their opinions regarding the engraving and the testimony.

# data[].attributes.attachment_link.description
The Boston Massacre (Grades 4-6) | View the engraving The Bloody Massacre in King Street in the Gilder Lehrman Collection by clicking here. Unit Objective This unit is part of Gilder Lehrman's series of Common Core State Standards-based teaching resources. These units were written to enable students to understand, summarize, and analyze original texts of historical significance.

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Students may choose to create a comic strip, poster, or diary entry from the perspective of someone who witnessed the Boston Massacre. This reinforces understanding while allowing creative expression.