The Boston Massacre
1 Warm Up
The teacher will show the students the following video:https://www.youtube.com/watch?v=O05rNWygHF4
Students will then respond to this prompt: How does this relate to what we learned yesterday about the different Acts?
Once everyone has their response written, they will "turn & talk" to their neighbor about their idea.
The teacher will give a brief lecture summarizing the Boston Massacre.
- Including why the Boston Massacre took place - building tensions between colonists and GB, partly due to the Intolerable Acts (colonists did not take these well, at all).
- Key “players” - Crispus Attucks, Capt. Thomas Preston, Paul Revere, John Adams, etc.
- Where and when it took place - Boston, March 5, 1770
- Summary of events. A mob of colonists provoked British soldiers, soldiers shot at colonists killing 5 colonists.
Students will take notes using lined paper. Students who struggle with note taking will have a handout (my notes) to follow along with/annotate during the lecture.
To take notes- students will fold a lined piece of paper “hot dog” style. On the left they will write; who, what, where, when, why, how. On the right they will write their responses to these questions as the lecture progresses. I will have my own notes available if students miss any of the information.
3 Political Cartoon Anaysis
The teacher will then show the students political cartoons from this event on the SmartBoard and ask students (by raising their hands) to make inferences about the images.
The teacher will also ask students to discuss these inferences with one another.
To keep students on task the teacher will ask specific questions (such as the ones below).
- To encourage critical thinking and student discussion the teacher could ask the following questions:
- Who is the intended audience? Other colonists? The British? Other colonies?
- What is this source trying to convey to the audience?
- Does does this cartoon have or create bias? How so?
- What might the opposing side think about this cartoon?
As the students analyze the cartoon they will fill out their Document Analysis Worksheet
4 Exit Slip
Students will respond to the exit slip question:
Were the two political cartoons we analyzed today biased? Please explain using complete sentences.
Key Standards Supported
Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Provide a conclusion that follows from and reflects on the narrated experiences or events.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.