Teacher__Sarah C__________ Subject(s) ________Social Studies________________

Lesson Plan Title_______The Boston Massacre _____ Date__July 23, 2011_______

Grade Level/Age______6 th Grade _______ Lesson Length: 70 minutes

See last page for Unit Calendar

Virginia SOLsSocial Studies USI.6 (Lesson SOL) The student will demonstrate knowledge of the causes and results of the American Revolution by:

a) identifying the issues of dissatisfaction that led to the American Revolution;

USI.1 (Unit SOL) The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to

a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865;

c) sequence events in United States history from pre-Columbian times to 1865;e) evaluate and discuss issues orally and in writing;h) interpret patriotic slogans and excerpts from notable speeches and documents;i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the

decisions and how people and nations responded to positive and negative incentives.

ISTE Technology Standards1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

b. create original works as a means of personal or group expression. 2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

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6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems.b. select and use applications effectively and productively.c. transfer current knowledge to learning of new technologies.

Language Arts:6.2 The student will listen critically and express opinions in oral presentations.

b) Compare and contrast viewpoints.e) Summarize what is heard.

6.3 The student will read and learn the meanings of unfamiliar words and phrases.c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.d) Use word-reference materials.

Objectives:Upon completion of this lesson, the 6th grade learners will be able to summarize both opposing sides of the Boston Massacre trial and to hypothesize the massacre’s significance as a means of colonist propaganda.

Evaluation: Formative:-Observation of participation during Learning Teams activity-Observation of contributions to Graphic Organizer during Learning Teams

Summative:-Rubric for Blog Reflection (See included rubric below)-Ongoing during unit--Unit Digital Story Project

-At the beginning of the unit, the students will watch the Digital Story I created using Animoto as a teaser-trailer for the Revolutionary War unit. Students will be given several topic to choose from that relate to some aspect of the War. One for the options for the final project will be related to this particular lesson: Using StoryBird or Animoto students are to create a narrative of the Boston Massacre.

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Procedures/Differentiation:

Anticipatory Set (9 minutes):

--At the beginning of the afternoon social studies lesson, teacher will explain the taxation activity that class has been engaged in for entire day. Teacher will guide class discussion about grievances and sense of injustice that students experienced. Teacher will draw connection between the students’ frustrations and the colonists’ growing dissatisfaction with the King’s rule over them and taxation without representation. (At beginning of the day, the teacher hands out $10 monopoly money to each student. On display in the front of the room are some baked goods that are for sale for $8 monopoly money during the social studies lesson. Students are “taxed” $1 for any exchange of papers between the teacher (aka, monarchy) and the students (colonists)—this includes handing in homework, receiving the necessary handouts or worksheets for class activities, etc. Before the social studies lesson even begins, no students will have enough money to purchase a baked good because of the taxation. This then leads into the class discussion described earlier, linking their feelings to those of the colonists.) After students complete their blogging entry at the end of the lesson they will be allowed to eat the baked goods.

--Watch scene of the Boston Massacre from the HBO miniseries John Adams. Make sure to stop video before the courtroom trial.

Instructional Input : (8 minutes):

--Engage students in brief discussion about the Boston Massacre scene just watched in the video. Write discussion comments on SmartBoard.

--Why were the colonists taunting the soldiers? (Differentiation: Define taunt)--From what we learned yesterday, what Acts were in place that the colonists were upset about?--Do you think the colonists thought the soldiers would fire?--Predict what significance this event had on the colonists’ relationship with Britain.

Before moving onto group activity about the trial, make sure students understand that the colonists were upset with the King because they lacked proper representation in Parliament but were still expected to submit to Royal laws, including taxes. Remind students that the governors in the colonies were all under the authority of King George III. Review the Townshend Acts , which taxed paper, glass, and tea. Redcoats were in the city with the goal of enforcing these Acts and maintaining order. This led to much tension. Define “Propaganda”—communication purposing to influence an attitude or belief toward a certain position. And introduce idea that some might have used the Massacre as a means of propaganda to influence the colonists to be against the Royal government.

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Independent Application:

--(3 minutes) Instruct students that there almost always are at least two sides of the story and an event can be told from different viewpoints. My college professor’s motto, “History is not a series of dates, but debates.” Today we are going to look at the British and the colonial viewpoints of the Boston Massacre by examining some primary sources. I have 4 testimonies that were given at the trial. In your Learning Teams you are going to read one testimony, summarize it together, fill out the graphic organizer, and then we are going to gather and one member of your Learning Team will present the main ideas of your primary source testimony to the class.

--(13 minutes) Students group into Learning Teams and work to summarize and draw out the main ideas from the eyewitness’s testimony. Fill out graphic organizer. Teacher and instructional assistant walk around to different groups to help with comprehension and interpretation—also ensure that group has correct information in the graphic organizer. Students will look up unfamiliar words in dictionaries or on the Internet. Each primary source has one word highlighted that students are to infer the meaning of from the context. (Differentiation: Other words in the sources are bolded if they would need to be defined for ELL or Special Education students)

--(15 minutes) Learning Team representative presents the group’s findings. The rest of the class fills out the graphic organizer with the new information. While students present, the teacher fills in the information in the graphic organizer displayed on the Smartboard.

--(5 minutes) Teacher reads brief excerpt of John Adams’ defense of the British soldiers and then leaves the jurors’ decision unknown until the following class since students will be reflecting and predicting in their blog activity. (See below for Adams’ excerpt).

Closure & Review:

--(5 minutes) After each group presents and the graphic organizer is completely filled in, teacher explains definition of propaganda. Show Paul Revere’s engraving of the massacre and explain how the Sons of Liberty used it as a means of spreading their interpretation of the massacre, their negative opinion about the presence of troops among the colonists, and their grievances against King imposing taxes on the colonists without representation. (Display Paul Revere’s engraving on the projector and then using the SmartBoard, circle and draw attention to parts of the image that may be propaganda.)

--(4 minutes) Next Social Studies class we will watch a clip from the same miniseries we started the lesson out with to discover which way the jury voted but before we find out, I want you all to make predictions from the accounts we heard today. This will be done through your blog assignment to be written at the end of the day:

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Description of Blog Assignment to be completed later during Reflection Time: (The School has instituted 20 minutes at the end of each school day for Reflection. During the American Revolution Unit students will use their reflection time to post responses to assigned blog questions and will comment on other students’ posts)

--Link for Class Blog: http://kidblog.org/MsCurtissClass/ Throughout the unit students will be completing blog reflections based on a question from the social studies lesson. During the closure give the day’s assignment.

--Today’s question to be completed after the Social Studies lesson during the set aside 20 minutes reflection time before school dismissal:**If you were a member of the jury and heard all of the eyewitness accounts described today, would you vote that the soldiers were guilty or innocent? Pretend you are one of the jurors and write a letter to a family member who is not living in Boston. Make sure to describe the growing tension between the colonists and the royal government, summarize the opposing viewpoints described in the trial, state which side you agree with and hypothesize what might be a repercussion in the colonies as a result of the Boston Massacre. Your blog reflection will be graded according to this rubric:

Rubric for Blog ReflectionCriteria Yes

(1pt)

No (0pts)

At least one reason for the rising tension between the colonists and the royal government ______ ______

Summary of witnesses’ opposing testimonies ______ ______

Explanation of which side student/juror voted for______ ______

Prediction how other colonies will react to news of the Boston Massacre______ ______

Blog entry has few spelling or grammar errors

TOTAL POINTS: ___________/ 5 points

______ ______

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Resources:

For teacher:-class blog http://kidblog.org/MsCurtissClass/-Smartboard-Internet-Image of Paul Revere’s Engraving of the Boston Massacre:http://videoindex.pbs.org/resources/liberty/primary/ps5.html-Graphic Organizer on Smartboard-John Adams defense speech excerpt-Computers with Internet for class blog (laptop cart)-Differentiation/Accommodations:

-Blog rubric for GT students-text-to-speech software-voice recorder -defined vocabulary with images handout for ELL students

For students:-account with class blog-Graphic Organizer worksheets-Learning Teams: Assigned Primary Source (see below)-Blog rubric -Computers with Internet for class blog (laptop cart)-Dictionary

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Accommodations/Differentiation:

GT:--For blog entry GT students will have an additional requirement on their rubric--they must answer a high level thinking question, “Why might John Adams, one of the colonists who opposed the royal government’s Townshend Acts, have agreed to act as a defender of the soldiers?”

Special Education:--Text-to-Speech software can be used for students who are below reading level

--Students with fine-motor skill difficulties who are not able to easily write information in the graphic organizer can be assisted by a peer note-taker.

--Students with fine-motor skill difficulties may complete verbal blog entry by recording their response as opposed to typing them

ELLs: --These students will receive one of the eyewitness accounts that includes the least amount of unfamiliar vocabulary. (Unfamiliar vocabulary is bolded in the primary sources below)

--Unfamiliar vocabulary will be defined and when appropriate, a picture/image will be provided to aide understanding. (I’ve gone through and bolded some of the words in the sources that would need to be defined.)

PRIMARY SOURCESTaken from: http://videoindex.pbs.org/resources/liberty/primary/doc5.html

Account of George Sanderlin during the trialOn hearing the noise [of a fight], Samuel Atwood came up to see what was the matter, and entering the alley heard the latter part of the

combat, and when the boys [who had been fighting] had dispersed he met the ten or twelve soldiers [who had been fighting with them] rushing down the alley toward the square, and asked them if they intended to murder people? They answered "Yes, by God," [and struck and wounded Atwood].

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Immediately after, those heroes [the British officers] appeared in the square, asking "where were the cowards?" One of them advanced toward a youth who had a stave in his hand. But the young man, seeing a person near him with a drawn sword, held up his stave in defiance, and they quietly passed by him up the little alley to Kingstreet, where they attacked single and unarmed persons till they raised much clamor.

Thirty or forty persons, mostly lads, being by this means gathered in Kingstreet, Capt. Preston, with a party of men with charged bayonets, came from the main guard to the Commissioner's House, the soldiers pushing their bayonets, crying, "Make way!" They took place by the Custom House, and continuing to push to drive the people off, pricked some in several places; on which they were clamorous, and, it is said, threw snow-balls.

On this, the Captain commanded then to fire, and more snow-balls coming, he again said, "Damn you, Fire, be the consequences what it will!" One soldier then fired, and a townsman with a cudgel struck him over the hands with such force that he dropt his firelock; and rushing forward aimed a blow at the Captain's head, which grazed his hat and fell pretty heavy on his arm. However, the soldiers continued to fire, successively, till seven or eight or, as some say, eleven guns were discharged.

By this fatal manoeuvre, three men were laid dead on the spot, and two more struggling for life. Account of Andrew, an Enslaved Black, during the TrialThe people had sticks. And as the soldiers were pushing with their guns, they stuck their guns. . . .One of these people, a stout man with a long cordwood stick, threw himself in, and made a blow at the officer. . . . The stout man then

turned round and struck the soldier's gun. He knocked his [the soldier's] gun away and struck him over the head [with his stick].The stout man cried, "Kill the dogs. Knock them over."This was the general cry. The people then crowded in. . . .I turned to go, when I heard the word "fire." I thought I heard the report of a gun. I then saw the soldier swing his gun and fire it. . . . I

thought and still think it was Crispus Attuk who was shot. 

Account of Captain Preston during the TrialOn Monday night townspeople broke into two meeting houses and rang the alarm bells, which I supposed was for fire, but was informed

that the town inhabitants were assembling to attack the troops, and that the bells were ringing as the signal for that purpose.I went to the Main Guard. On my way there I saw the people in great commotion, and heard them use the most cruel threats against the

troops. After I reached the guard, about one hundred people passed it and went towards the custom house where the king's money is lodged. They immediately surrounded the sentry posted there.

I sent an officer and twelve men to protect both the sentry and the king's money, and very soon followed myself. The mob increased and were striking their clubs one against another, and calling out: "Come on you rascals, you lobster scoundrels, fire if you dare!"

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At this time I was between the soldiers and the mob, endevouring to persuade them to retire peaceably, but to no purpose. They advanced to the points of the bayonets, struck some of them and even the muzzles of the guns. Some well-behaved persons asked me if the guns were charged [loaded]. I replied "yes." They then asked me if I intended to order the men to fire. I answered "no." While I was thus speaking, one of the soldiers having received a severe blow with a stick, stepped a little to one side and instantly fired, on which asking him why he fired without orders, I was struck with a club on my arm, which for some time deprived me of the use of it.

On this a general attack was made on the men by a great number of heavy clubs and snow-balls being thrown at them. Instantly three or four of the soldiers fired, and directly after three more in the same confusion. The mob then ran away, except three unhappy men who instantly expired. One more since is dead.

On my asking the soldiers why they fired without orders, they said they heard the word "fire" and supposed it came from me. This might be the case as many of the mob called out "fire, fire!"

 

Account of John Tudor, Justice of the Peace, Boston, Witness to the Events That EveningOn Monday evening, the 5th [of March], a few minutes after nine o'clock, a most horrid murder was committed in King Street before the

customs house door by eight or nine soldiers under the command of Captain Thomas Preston . . .This unhappy affair began by some boys and young fellows throwing snowballs at the sentry placed at the customs house door. On which

eight or nine soldiers came to his assistance. Soon after a number of people collected, when the captain commanded the soldiers to fire, which they did, and three men were killed on the spot and several mortally wounded, one of which died the next morning. [A fifth man died several days later.] The captain soon drew off his soldiers . . . or the consequences might have been terrible, for on the guns firing the people were alarmed and set the bells a-ringing as if for fire, which drew multitudes to the place of action.

Lieutenant Governor Hutchinson, who was commander-in-chief, was sent for and came to the council chamber. . . . The governor [asked] the multitude about ten o'clock to separate and go home peaceable, and he would do all in his power that justice should be done, etc. . . . But the people insisted that the soldiers should be ordered to their barracks first before they would separate. Which being done, the people separated about one o'clock. Captain Preston was taken up by a warrant. . . . and we sent him to jail soon after three, having evidence sufficient to commit him, on his ordering his soldiers to fire. So about four o'clock the town became quiet.

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For Teacher’s Use

Excerpt of John Adams’ address to the JurorsWe talk much of Liberty and property. But if we cut up the law of self-defense, we cut away the foundation of both. Place yourself in the

situation of the . . . sentry. . . . The people are crying [out], Kill them! Kill them! Knock them [the soldiers] down!--heaving snowballs, oyster shells, clubs, white birch sticks three and a half inches in diameter. . . . Consider yourselves in this situation and then judge if a reasonable man would not consider they were going to kill him.

References:

Griffel, M. Description of opening activities. Retrieved from http://www.lites.lth5.k12.il.us/finale_units/5th/revolution/openact.pdf

PBS. Eyewitness accounts of the Boston massacre. Retrieved from http://videoindex.pbs.org/resources/liberty/primary/doc5.html

Virginia Department of Education (2010). United States history to 1865. History and social science standards of learning: Enhanced scope and sequence, 72-93.

Animoto Intro Video: http://www.youtube.com/watch?v=_WonstCI4YY

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American Revolution Unit --- November 20??Sun Mon Tue Wed Thu Fri

1 2Intro to Unit

-French & Indian War. Venn Diagram contrasting French, Brit, & Colonists’ perspectives-Intro to Digital Storytelling. Watch: http://www.youtube.com/watch?v=_WonstCI4YY

3During Tech Lab, students learn to operate Blog. Students will write blog reflections in response to prompts for remainder of Social Studies Amer Rev unit during Reflection time. http://kidblog.org/MsCurtissClass/

4Colonists’ Grievances

-Timeline of major Acts -Students discover the Acts while rotating through stations about each one-Key People: King George III, Patrick Henry -Blog response

5 6The Boston Massacre

-See detailed lesson plan

9Enlightenment Ideas-Unveil results of Boston Massacre Trial -Overview of John Locke influences-Patrick Henry & Thomas Paine primary sources-Blog response

10 11Major Events of Revolution (Part

A)-Create Timeline.Include: Boston Tea Party, 1st Continental Congress, Lexington & Concord, Declaration of Independence

12During Technology

Lab, students begin work on Unit

project: Digital Storytelling.

Students choose topic from given

options.

13Declaration of Independence

-Main ideas—look for enlightenment influences-Cxn to Language Arts: Drafts from Library of Cong. website-2nd Continental Congress

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-Key People: J. Adams, Th. Jefferson, Ben Franklin

15 16Major Events of

Revolution (Part B)-Battle of Saratoga, Surrender at Yorktown, Treaty of Paris-Discussion about advantages the helped Americans win

17During Technology Lab, students continue work on Unit project: Digital Storytelling

18Important Figures-George Washington & Benjamin Franklin-WebQuest about important accomplishments and influences of these men.

24During Technology

Lab, students finish work on Unit

project: Digital Storytelling

20Review

-view students’ Digital Stories as part of review

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22 23Assessment

24 25 26 27 28

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