Revolution- Boston Massacre

In this lesson, the students will use contemporary points of views of the incidents of the Boston Massacre and construct a non-positioned news article about the event. They will be tasked to tell the story from a non-opinionated point of view as best as possible that will be published in a colonial newspaper that is neither loyalist or patriot in standing. Ideally, this lesson should occur following the Townsend Acts and the heating up of tensions with riots and protests beginning in Boston. However, it should also occur prior to the students learning about the Boston Massacre. This will help to ensure that the students do not use any prior knowledge of the event to influence their writing

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Boston Massacre

Home Page for the Lesson Plan- Source

Standards & Objectives

Academic standards

8.22: Analyze the social, political and economic causes of the American Revolution and the major battles, leaders and events, including:
CCSS.ELA-Literacy.RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and...
CCSS.ELA-Literacy.RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts,...
CCSS.ELA-Literacy.SL.8.3: Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and...
CCSS.ELA-Literacy.W.8.1: Write arguments to support claims with clear reasons and relevant evidence
CCSS.ELA-Literacy.W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
GLE 0801.2.7: Participate in work teams and group discussions.
GLE 0801.3.3: Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions.
GLE 0801.4.2: Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
GLE 0801.4.3: Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
SPI 0801.2.7: Select the most appropriate strategies for participating productively in a team (e.g., gain the floor in orderly ways, meet or set deadlines for completing each...
SPI 0801.2.8: Identify the functions and responsibilities of individuals within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper).
SPI 0801.3.5: Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
SPI 0801.4.2: Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, Internet source).
SPI 0801.5.9: Make inferences and draw conclusions based on evidence in text.
TSS.ELA.8.RI.IKI.8: Delineate and evaluate the rgument and specific claims in a text, assessing whether evidence is relevant and sufficient to support the claims and the...
TSS.ELA.8.RI.KID.1: Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.
TSS.ELA.8.RL.KID.1: Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.
TSS.ELA.8.SL.CC.1: Prepare for collaborative discussions on 8th grade level topics and texts; engage effectively with varied partners, building on others' ideas and...
TSS.ELA.8.SL.CC.3: Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence; identify...
TSS.ELA.8.W.RBPK.9: Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 8 standards for...
TSS.ELA.8.W.TTP.1: Write arguments to support claims with clear reasons and relevant evidence.

Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.

Learning objectives:

Students will analyze the causes of the American Revolution.
Students will identify contradicting views of a single historical event using primary sources.
Students will evaluate the trustworthiness of historical documents.
Students will create a news article covering the American Revolution.

Lesson Variations

Blooms taxonomy level:

Applying

Extension suggestions:

This lesson provides a great opportunity for creative extension ideas. For example, this lesson could be applied to almost any historical event where eyewitness accounts through all eras. Here are some examples: Ancient History – Eruption of Mt. Vesuvius, Colonial America – The Salem Witch Trials, US history – Assignation of President Lincoln, Bombing of Pearl Harbor, Kennedy Assassination, 9/11 etc. The beauty of this lesson is its adaptability to other events.
Have students read a poem covering the assassination of President Lincoln and locate various uses of imagery and writing styles. How is the United States and Lincoln represented in this poem? Is this a fair or accurate depiction of America during this time?
Students can investigate excerpts from Carl Sagan’s “The Demon-Haunted World” to analyze the Salem With Trials. Students can use Sagan’s work to evaluate the importance of critical thinking and questioning group think.
Have students research the attack on Pearl Harbor and America’s decision to join the war effort by navigating through a blog featuring oral histories. Prompt students to discuss the roles of the media and the public in America’s decision to join World War II.

Helpful Hints

Materials:

Pyramid Journalism Graphic Organizer
HIPPO Analysis Worksheet
Boston Massacre Sources *Note: Pages 15-16 are used in day two of the lesson plan.