University of West Alabama

COE
5E Lesson Plan

Teacher: Cole Kelley

Subject area/course/grade level: Teaching the Boston Massacre, 10th Grade United States History I

Standards: 3.) Trace the chronology of events leading to the American Revolution, including the French and Indian
War, passage of the Stamp Act, the Boston Tea Party, the Boston Massacre, passage of the Intolerable Acts, the
Battles of Lexington and Concord, the publication of Common Sense, and the signing of the Declaration of
Independence. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]
http://alex.state.al.us/standardAll.php?ccode=US10&subject=SS2010&summary=3

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and
make meaningful learning experiences for themselves and others. [ISTE Standard: Knowledge Constructor]
https://www.iste.org/standards/standards/for-students

Objectives:
Students will research, identify, and interpret primary and secondary source documents (i.e. eyewitness
testimonies) to increase understanding of an event that led towards the American Revolution
Students will interpret and make educated guesses based on conflicting eyewitness testimonies and other
important evidence.
Students will research and then construct a visual of two conflicting eyewitness accounts and present their
findings to their class in a brief presentation.

Differentiation Strategies:
My unit lesson is centered around encouraging student choice and voice. I believe that students should construct their
own knowledge and that it is my responsibility as the teacher to guide and facilitate their learning. Also, for the
assignments that incorporate group work, I would be especially strategic in determining the groups. I almost rarely allow
my students to form their own groups when completing important assignments. For difficult content, I would pair my
struggling, low level learners with a supportive student who would help build and encourage them. If I had a
paraprofessional, I would alternate between instructing them to shadow these selected students and to not, to allow
them the independence and freedom to try it on their own. Lastly, I constructed my lesson around their interests with
the hopes that this will cause them to be more engaged and see the importance of the material, as it is real-world
focused.
 Lesson 2
ENGAGEMENT: Current Event Connection (Using Poll Everywhere)
To get my students thinking about the complex and agenda-driven narrative of the Boston Massacre, I will
start off by showing my students a video of a controversial current event. Ideally, I will select an event that
has differing point of views and credible and uncredible accounts when trying to make their own conclusions
of what exactly happened? This way, my students can have a real-world example/connection to just how
difficult it can be to make determinations based off the current evidence Just like what they are about to
do with the Boston Massacre!

Examples:
Michael Brown: http://www.cnn.com/2014/12/14/justice/ferguson-witnesses-credibility/index.html
Appleton Police Shooting
http://www.jsonline.com/story/news/2017/05/31/appleton-bar-shooting-accounts-differ/355944001/
Charlotte Shooting
https://www.usatoday.com/story/news/nation-now/2016/09/21/charlotte-police-shooting-tulsa-man-kill
ed-what-families-say-happened-police-accounts/90775392/

Assessment
Afterwards, they will respond to a single discussion question using P
oll Everywhere (Click here to visit their
website), so I can quickly assess their perspectives.

EXPLORATION: Investigating Propaganda Through Photos (Using Padlet)

For this activity, my students will be exploring and interpreting photos that depict the scene best known as
the Boston Massacre. They will be introduced to three very different depictions. I chose to provide questions
to help guide their learning. Using Padlet, they will be able to answer the questions in both an independent
and collaborative fashion. First, they will analyze the photo and answer the question independently. As they
work, they will have the opportunity to collaborate with their fellow classmates as each student's responses
will fill up the screen as they work on the assignment. This will allow students to be introduced to new
perspectives and ideas while also giving each student a unique voice. Students also have access to
comment on each others responses and ask and answer questions. This allows the teacher to watch and
supervise their students productively struggle and collaboratively learn. He or she can comment and steer
the students in the appropriate direction if needed.

Student Sample

Once finished, I will use their responses to transition to my "Big Idea" for the lesson: the influence of
propaganda during the American Revolution
EXPLANATION: Article Interpretations (I do, We do, You do) + 3-Column Notes
Description / Active Reading

I/We Do:
You Do:
3-Column Notes:

ELABORATION: StoryBoard That (Group Product)

Students will work in groups (3 members per group) to create a visual representation of the Boston
Massacre and its outcome. Groups will use Storyboard That or a similar product to create their visual
representation. There must be a minimum of six storyboard segments with each member being largely
responsible for at least two of them. The purpose of this assignment is to use all of the information that you
have collected up until now to create your own modern-day visual "propaganda." The storyboard should take
the perspective of either the American colonists or the British. Additionally, your storyboard, should make a
modern day connection, such as referencing a current event or an aspect of our culture.

Directions

1. Follow the link: StoryBoard That

2. Each Storyboard must include:

A minimum of six segments

 A purpose or clear storyline
Commentary/dialogue (in each segment)
A clear perspective
Factual information and references
Modern day connection(s)
Group collaboration
3. Each storyboard should include:

Creativity
Humor
Effort
Good layouts and accurate timeframes
A focus on character positioning

Student Sample