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2 Week Unit: Smith 1

2-Week Unit Plan Part B: Daily Plans and


Resources: Days 1-3

Name: Joseph Smith


2 Week Unit: Smith 2

Part B: Daily Plans

Day 1 Commented [A1]: This was definitely the most difficult


day for me to think of activities. I was trying to encompass
many different aspects of the French and Indian War,
without spending too much time. I think that when I do
Agenda: Materials: teach about the French and Indian War in the future, I might
spend close to a week on this topic, as I truly believe it is
*Computer/Smartboard
extremely important.
Opening: Intro to the new Unit: Going over Unit Objectives
and Questions. *Map Activity Worksheet

Activity: Brain pop video w/ worksheet going over who *Brain pop video with
fought in the war and their reasons for coming into the subsequent worksheet on
war causes of the war.

Activity: Map Activity on the French and Indian *Israel Putnam worksheet
War/Importance of the Ohio Valley

Activity: The capture of Connecticut hero Israel Putnam

Closure: Discussion of Putnam in terms of subordination in


the colonies
Assessment: Which aspect of SS:
Formal: Map Activity
History and Geography
Informal: Walking around during video to check that
students understand what is being talked about and are
filling in the analysis worksheet.

Participation during the Israel Putnam activity.

Hook:

0:00-0:06: Since this is supposed to be the beginning of a new unit, I am going to introduce
the class to the unit by showing them a Smartboard slide that contains the Unit Objectives
and Questions. I will not tell them what we will be doing in order to meet these objectives or
answer these questions, however I will post them and say them out loud that way students
will be able to at least have this idea in their head (these will also be posted on the
whiteboard throughout the unit). The slide that I will show them will be a slide containing the
Daily Objectives and Essential Questions. This is something that will be done everyday and
give students an idea of what they have ahead of them during the day.
2 Week Unit: Smith 3

Lesson Activities: 0:07-0:55


0:07-0:20: Brain Pop Video and Analysis Commented [A2]: I felt that a video to briefly explain the
French and Indian War was the best way for students to
hold focus and gains some valuable information.
0:07-0:09: During this time period, I will prepare the students for the watching of a Brain
Pop video that succinctly describes the French and Indian War. During this time I will tell
them that the French and Indian War is considered by some to be the most important war
in United States History. I will tell them that they will see in the video exactly what this war
meant for the building of our nation.

0:09-14:00: The video that is shown is approximately 4 and half minutes long and it goes
over many of the important aspects of the French and Indian War that I would like
students to recognize (source: Brain Pop). The video itself covers many significant points
including:
 Who was involved in the war
 The opposing sides of the war
 What the war was fought over
 Major events that happened within the war

0:15-0:20: After giving students a couple of minutes to go over their lessons, we will come
back together and discuss the video that we have watched. In this discussion we will go
over the questions that were assigned to them in their video analysis. When going through
the discussion I will make sure that students are aware of:
 Who were on the opposite sides of the War
 What caused these different sides to be involved in the war?
 Importance of geography on the French and Indian War

0:21-0:38: Map Activity Commented [A3]: A map activity on the first day will set
the scene for where events that they will be studying about
are going to take place.
0:21-0:23: In the two minutes of this assignment, I will ask students to make sure that they
are able to recognize this map and see that they are getting a map that is depicting the
colonies and the United States. I will also point out some important parts of the map
including the key and how they align with different spots on the map.

0:24-0:32: During this time period I will give students the opportunity to analyze the map
and answer the subsequent questions about the map. I will constantly be walking around
the room in order to check in on the students in case they have any questions when
analyzing the map.

0:32-0:38: This time period will be dedicated to discussing the map activity and going over
some of the questions that were included on the map analyzing guide. In order to hold this
discussion, I will prompt students by asking them things such as:
 Where were most of battles held? In the British colonial colonies or in surrounding
areas?
 Who won most of the battles?
2 Week Unit: Smith 4

 Where did most of Britain’s victories come from?

With this discussion I hope students will notice that the battles did not physically happen in
the colonies, also that according to this map, the British won most of the battles. Also I
want students to be able to recognize that the Britain’s victories came mainly in the
Canadian colonies that were French.

0:38-0:56: Israel Putnam Activity

0:38-0:43: During this time period I will give students a brief introduction to who Israel
Putnam was and what he meant for the United States in the French and Indian War. In
order to give them this introduction I will make sure to mention the following things both
on a PowerPoint and orally:
 Putnam was born in Massachusetts, but moved to Connecticut following his marriage
 Putnam took part in the French and Indian War and was part of “Rogers Rangers”
 Known for his bravery during the French and Indian War fighting for the British

0:44-0:56: This is when I will distribute the worksheet that was depicting Israel Putnam’s
capture. In this worksheet there is a detailed description of Putnam’s capture that goes
into pretty graphic detail about what was happening to him. Students will be asked to
answer a subsequent question that relates to the article. The question asks students if
Putnam who was fighting for other colonists as well as the British should be given an equal
say in the government. Commented [A4]: When you asked me to do an
assignment involving Connecticut, Israel Putnam popped
into my mind. Finding a source about his involvement in the
French and Indian War was too good to pass up.
Closure: 0:57-0:60: In the closure I will have a discussion about representation and the ways
in which colonists should or should not be represented. This closure will be based upon the
idea that colonists were soldiers who were fighting with and for the British, however were
not treated as equal citizens. Commented [A5]: I wish I could have ended a bit better
here.
2 Week Unit: Smith 5

PowerPoint’s

Slide 1

WELCOME TO THE UNIT!

First things to do: Sit quietly in your seats and


prepare for class!

Slide 2

Unit Objectives
Objectives: You will be able to compare and contrast
the perspectives of the British government and the
colonists.

You will be able to evaluate significant turning points


in the outbreak of the American Revolution

You will be able to display your ability to use


evidence to make an argument through different
written assignments
2 Week Unit: Smith 6

Slide 3

Unit Questions

Questions: Was independence from Britain essential


for the colonies?

Students will be able to evaluate significant turning


points in the outbreak of the American Revolution

Slide 4

THE FRENCH AND INDIAN


WAR
2 Week Unit: Smith 7

Slide 5

Daily Objective and Essential Question

Objective: You will be able to identify key causes,


events and figures in the French and Indian War.

Question: Why did the French and Indian War


happen and what were the colonist’s roles?

Slide 6

Brain Pop Video

Source: https://www.brainpop.com/socialstudies/ushistory/
frenchandindianwar/
2 Week Unit: Smith 8

Slide 7

Israel Putnam
Key Facts:
• Born in Massachusetts and
moved to Connecticut
after his marriage
• Was a part of a colonist
militia who was supporting
the British in the French
and Indian War
• Known for his actions of
bravery during the French
and Indian War
2 Week Unit: Smith 9

Name: ___________________________________________________

Date: __________________________

Brain Pop Video Analysis

Instructions: While viewing the video, make sure you are able to answer the following
questions.

1) Who were the countries that were involved in the French and Indian War and how
did they align?

2) What were the causes of these two opposing sides joining the war?
2 Week Unit: Smith 10

3) Who came out successful in the war and what were the effects?
2 Week Unit: Smith 11

Name: ___________________________________________________

Date: __________________________

Map Analysis

Source: http://www3.gettysburg.edu/~tshannon/hist106web/site5/frenchIndia.htm

Questions:

1) Where does it appear most of the battles were fought? Were they fought in the colonies?
2 Week Unit: Smith 12

2) According to the map, who won most of the battles? Commented [A6]: I thought that these questions may be
too easy, but also had to keep in mind that this was an 8th
grade.

3) Where did the British win most of their battles, and why would this be important?
2 Week Unit: Smith 13

Name: _____________________________________

Date: _____________________

Capture and Torture of Connecticut native Israel Putnam by Native Americans

Source: Pritts, J. (1841). Incidents of border life: Illustrative of the times and condition of the first
settlements in parts of the middle and western states. Lancaster, Pa: J. Hunt.

"It was determined to roast him alive. For this purpose they led him into a dark forest,
stripped him naked, bound him to a tree, and piled dry brush, with other fuel, at a small
distance, in a circle round him. They accompanied their labours, as if for his funeral
dirge, with screams and sounds inimitable but by savage voices. Then they set the piles
on fire. A sudden shower damped the rising flame. Still they strove to kindle it, until, at
last, the blaze ran fiercely round the circle. Major Putnam soon began to feel the
scorching heat. His hands were so tied that he could move his body. He often shifted
sides as the fire approached. This sight, at the very idea of which all but savages must
shudder, afforded the highest diversion to his inhuman tormentors, who demonstrated the
delirium of their joy by correspondent yells, dances, and gesticulations. He saw clearly
that his final hour was inevitably come. He summoned all his resolution and composed
his mind, as far as the circumstances could admit, to bid an eternal farewell to all he held
most dear. To quit the world would scarcely have cost a single pang but for the idea of
home, for the remembrance of domestic endearments, of the affectionate partner of his
soul, and of their beloved offspring."
Question:

1) Seeing a colonist going through this in support of a British cause, do you feel that
Putnam should be treated with the same and equal rights as their British counterparts?
Why or Why Not?
2 Week Unit: Smith 14

Day 2

Agenda: Materials:
Do Know: Discussion of impact of the French and Indian Computer/Smartboard (For
War on the British Empire teacher)

Activity: Thomas Pownwall selection and analysis Pownwall Worksheet

Activity: “Taxation” Simulation Skittles (or other candies to


represent money)
Closing: Exit slip connecting the two activities, distribution
of homework. Exit Slips

Assessment: Which aspect of SS:


Formal: Exit Slips
Economics, History and Civics
Informal: Checking to make sure all students are
understanding the “taxation” simulation and know what
their roles are.

Hook:
0:00-0:05: The students will be shown the Daily Objective and Essential Questions on the
Smartboard, and I will open with a brief introduction on the impact that the French and
Indian War had on the British Empire. Students will be looking at a subsequent PowerPoint
slide projected on the Smartboard that coincides with my brief introduction discussion. The
main point that I am hoping students will get from this is fact the British had to find ways to
pay the debt of the war and think about how to govern the colonists who were such a
prominent factors in the war. Here are the talking points for which we will be talking about in
this introductory lecture:
 War caused the British Empire to be in great debt, and the British were looking for a way
to pay for the debt, so they looked upon the colonies.
 The colonies felt that they could defend themselves if there were an outbreak of conflict
colonists were starting to wonder if they even needed British troops in order to defend
themselves against threats of Native Americans.

Lesson Activities 0:06-0:53


0:06-0:17: Thomas Pownwall selection
2 Week Unit: Smith 15

0:06-0:07: I will distribute the reading assignment and briefly explain to students that they
will be reading this short excerpt from the Englishman Thomas Pownwall. I will make sure
that they know he was talking about his opinion on how to govern the colonists and they
should jot down an answer to the question on the back of the sheet. They will be asked to
hold onto the reading and their answers to the questions as they will be referring to it at
the end of the period

0:08-0:14: Students will read the excerpt and answer the question. They will be asked to
hold onto the reading and their answers to the question as they will be referring to it at the
end of the period

0:15-0:17: In these short two minutes I will hear some feedback from 2 or 3 students to
make sure that they had retained the point that Pownwall believed that the British
government had to take a very hands-on approach when governing the colonies, making
sure to suppress any feelings of self-dependency. Question to ask when looking for
feedback:
 How did Pownwall feel the British should govern the colonists?
 Follow-up/Leading Question if there is not much of a response: Did Pownwall want the
British to allow for separation between the British Empire and her colonies.

0:18-0:53: “Taxation” Simulation Commented [A7]: I think this simulation is good as it gets
students out of their seats. This activity also allows them to
experience (in a much less extreme case), being taxed as
0:18-0:22: These first four minutes will be used to explain to the students that they will be they are forced to hand over their Skittles.
taking on different roles of significant figures following the French and Indian War. A
majority of the class will take on the role of colonists, five students will take on the role of
British officers and one student will take on the role of King. I will be taking on the role of
British parliament, working with the student who was given the King role. These four
minutes will also be taken to distribute an even number of Skittles to each student in a
plastic bag, as well as an empty plastic bag. I will have previously divided the Skittles before
class has started. Students who are colonists will be demanded by the student in the role
of the King to pay a tax that will be read aloud to the class from the PowerPoint. In order to
pay this tax they will place Skittles from the one bag into the empty tax bag. To being the
simulation, they will go to their designated areas of the room that I have labeled for them
(Colonists staying on one side of the room, British officers/royalty in the front of the room).

0:23-0:27: These next four minutes will be used in order to help students to identify one of
the key ways in which the British Empire was planning to pay off their debts was through
taxation. I will do this by pulling up a slide that briefly explains what exactly a “tax” is. This
will also be an important time for me to mention that Britain was not only imposing laws of
taxation, but also laws to prevent conflict between Native Americans and the colonists.
Talking points will be:
 Tax: a sum of money demanded by government for its support to pay for specific
services or facilities. Taxes are imposed on incomes, property, and goods.
2 Week Unit: Smith 16

 Tensions between the Native American’s and the colonists were still at a high, so the
British government decided that colonists and colonial government should not be
making agreements or contracts with the Native Americans.

0:28-0:30-This is where the simulation will begin as I will be asking the student in the King
role to read aloud the act that is projected on the Smartboard, and also telling students
that they will do what the king asks of them. The British officers will be working with my
recommendations and will be told what to do by me, the British Parliament.

0:31-0:33: This is when the king will read aloud the first slide about the British
Proclamation of 1763, which disallows students to move West. I will have students in the
colonists group bunched up in the room in order to show their inabilities to move about or
expand their wealth even though the land is vast.

0:34-0:38: The king will read aloud the Sugar Act of 1764 and the colonists will do as they
were told by the student in the king role (pay three Skittles). When they pay three Skittles
they will move those skittles into the empty bag. Students will be told that the empty bag
is their taxes bag, for which they will now know that Skittles they put in there will go to the
King and the parliament. This will also be used to explain to the students that even though
taxes were higher before the implementation of this act, they were also more loosely
enforced as smuggling of products was a growing business in the colonies.

0:39-0:42-The king will read to the students the 1765 Quartering Act, and I will assign the
British officers to the stand with one of the colonists. As the slide shows, colonists were
expected to provide for British officers so they will be handing over two Skittles to the
students in the British officer roles.

0:43-0:47-The king will read aloud the 1765 Stamp Act, but as he will see on the
PowerPoint, the reading trails off. I will briefly talk about how the Stamp Act was so hated
that the colonists are actually able to get this act to be repealed and they will not have to
pay any Skittles. I will be telling the students that:
 The act started quite an uproar within the colonists and we see signs of disagreement
 The colonists under the Stamp Act paid not a single cent.

I will then project the subsequent slide and the king will read the Declaratory Act of 1766
showing that these types of repeals will be suppressed. Mentioning that students
(colonists) can no longer reject taxes that are opposed on them.

0:48-0:50-At this point the king will read aloud the last of the important acts that I would
like them to recognize, those being the Townsend Acts. Students will all be asked to move
3 Skittles to their tax bag, and 1 more Skittle to the British officers that they are housing.
2 Week Unit: Smith 17

0:50-0:53-I will ask 2-3 students, who have volunteered, to describe how they felt about
losing Skittles and how they think colonists might have felt being taxed without much or
any of a say. This discussion will be set up through a question such as:
 Does it seem fair to have to pay Skittles in order to benefit someone other than yourself?
 Do you think it is okay for a government to tax people without asking, even if it is
presumably for the common good? Commented [A8]: I am a bit worried about the timing of
this discussion. I hope that we will be able to get all of the
points in.
Closure:
0:54-1:00: Exit Slip

0:54-0:60: At this time I will distribute the exit slip, which connects the Pownwall selection
with the “taxation” simulation. This slip will be collected before they leave and check to see if
they were able to understand how the British had treated the colonies. In this exit slip, which
will be collected, I will be checking to see that students were able to show an understanding
of Pownwall’s perspective on how the British should govern the colonies (make the colonies
feel like they need to depend on the British government, hands-on approach). They will also
have to show their ability to make an inference on what Pownwall would have thought of the
imposition of these taxes (taxes are good as they remind the colonies of who is at the center
of their world, the British Empire).
2 Week Unit: Smith 18

PowerPoint Slides
Slide 1

RESULTS OF THE FRENCH AND


INDIAN WAR
First things to do: Pick up the
homework and clear desks for the
start of class!

Homework: Read and highlight key


items from Crispus Attucks selection.

Slide 2

Daily Objective and Essential Question

Objective: You will be able to evaluate the


relationship between the British and the colonies
following the French and Indian War.

Question: Was British royalty treating colonists as


equal citizens or dominions?
2 Week Unit: Smith 19

Slide 3

Slide 4

TAXATION SIMULATION
What is a tax?

A sum of money demanded


by government for its
support to pay for specific
services or facilities. Taxes
are imposed on incomes,
property, and goods.
2 Week Unit: Smith 20

Slide 5

KING’S ROLE
¨ As the king, I am going to work with the British
parliament and figure out ways in which we will be
able to pay off our French and Indian War debts,
as well as keep you guys (the colonists) safe. My
first order of business will be…

Slide 6

¨ British Proclamation
of 1763: No
colonists are
allowed to go
further west in order
to keep relations
with Native
Americans more
friendly! All of you
must remain and can
not spread out.
2 Week Unit: Smith 21

Slide 7

¨ 1764 Sugar Act: In order to


stop smuggling, the British
parliament has decided to cut
taxes! But, good luck getting
around paying for taxes this
time. Pay 3 Skittles!

Slide 8

¨ 1765 Quartering Act: Colonists are


required to house British troops and
provide them with food when
necessary! Give the troops 2
Skittles !
2 Week Unit: Smith 22

Slide 9

¨ 1765 Stamp Act: We


have decided to place a
tax on paper goods…

Slide 10

¨ 1766 Declaratory Act: No more rebelling or


repealing, we will make laws for all the colonies
without your input!
2 Week Unit: Smith 23

Slide 11

¨ 1767 Townshend Acts: We will now be collecting


taxes on lead, paper, glass, paint and tea. Pay 3
Skittles !

Name: ______________________________________________

Date: ___________________________________

Exit Slip

1) Would Pownwall have approved of the actions of the King and the parliament from our activity?
Support your answer.
2 Week Unit: Smith 24

Name: _____________________________________

Date: _____________________

Thomas Pownall Primary Source

Directions: While reading and annotating the document, look for the author’s claim and supporting
details.

Source:

About the author: Thomas Pownall, selection from The Administration of the Colonies (1765). Pownall
was an Englishman who had served as the royal governor of several colonies. Following the French and
Indian War, Pownall published The Administration of the Colonies as a guidebook for how England
should govern colonial America.

For every power, which the colonies exercise or possess, they will depend on the government of Great
Britain; so that, in every movement, they may be held, each within its proper sphere, and be drawn and
connected to this center: and as forming one system, they will be so connected in their various orbs and
subordination of orders, as to be capable of receiving and communicating, from the first mover (the
government of Great Britain) any political motion, in the direction in which it is given. Great Britain, as
the center of this system, must be the center of attraction, to which these colonies, in the
administration of every power of their government, in the exercise of their judicial powers, and the
execution of their laws, and in every operation of their trade, must tend.

At the same time that they all conspire in this one center, they must be guarded against having, or
forming, any principle of coherence with each other above that, whereby they cohere in this center;
having no other principle of intercommunication between each other, than that by which they are in
joint communion with Great Britain as the common center of all.

At the same time that they are, each in their respective parts and subordinations, so framed - they
should always remain incapable of any coherence, or of so conspiring amongst themselves, as to create
any other equal force, which might recoil back on this first mover; nor is it more necessary to preserve
the several governments subordinate within their respective orbs, than it is essential to the preservation
of the empire to keep them disconnected and independent of each other:
2 Week Unit: Smith 25

Under the guidance therefore of these principles -- that the final external profits of the labour and
produce of colonies should center in the mother country -- that the colonies are the appropriated
special customers of the mother country, -- that the colonies, in their government and trade, should be
all united in communion with the mother country.

Question: Did Pownall want a hands-off or hands-on approach by the English towards the colonies?
Show evidence from the reading. Commented [A9]: I struggled with wording this question.
2 Week Unit: Smith 26

Homework for Day 3

Crispus Attucks excerpt from Freedom on My Mind Textbook

Source: White, Deborah Gray; Mia Bay; Waldo E., Jr. Martin. Freedom on My Mind, Combined Volume
(Page 124). Bedford/St. Martin's. Commented [A10]: This source was one of my favorite’s
and it is from a source that is a mainly about United History
in terms of African American’s.

Directions: Read and highlight moments that you think are important or may have interested you.

Many black northerners joined the patriot cause. Once the conflict began, fugitives could often
secure their freedom through military service. More than five thousand African Americans are estimated
to have fought alongside American forces during the Revolution, while other blacks sided with the
patriots without actually enlisting. Among the best known of these unofficial patriots is Crispus Attucks,
a fugitive slave who became the American Revolution’s first casualty.

After his 1750 escape from a farm in Framingham, Massachusetts, Attucks may have kept a low
profile to avoid capture. But as a sailor and dockworker who lived and worked on the Boston waterfront
when he was not at sea, Attucks was among the many Bostonians who resented the growing British
military presence in New England’s premier port city. The British “redcoats” were especially unpopular
among men in Attucks’s profession, because they often supplemented their meager military salaries by
working part-time at lower wages than American workers were willing to accept. The soldiers’ presence
on the docks also discouraged the brisk business in smuggled goods that had long allowed colonial
shippers to avoid British taxes. Finally, the British troops threatened the liberty of American sailors and
dockworkers, who were often impressed or forced into service in the British navy. These discontented
American workers figured prominently in igniting what became known as the Boston Massacre.

The conflict took place on the afternoon of March 5, 1770, in a tavern on Boston’s waterfront
when a group of men that one observer described as a “motley rabble of saucy boys, Negroes and
mulattoes, Irish teagues (a derogatory term for Catholics) and outlandish Jacktars (sailors)” encountered
a British soldier who came in to inquire about part-time work. Later that day, outraged by this intrusion
onto their turf, more than thirty men from the bar gathered outside the port’s customhouse to taunt
and heckle the British soldiers stationed outside. The scuffle ended only when the redcoats fired on the
crowd, killing five men and wounding eleven more.

The first to die was Attucks, a forty-seven-year-old man of African and Nantucket Indian
descent. More than six feet tall and powerfully built, Attucks was one of the mob’s leaders. He may not
2 Week Unit: Smith 27

have been fighting for freedom, but as a member of a close-knit community of workingmen, he was
willing to defend his livelihood and died a hero as a result. Attucks and the massacre’s other martyrs
were honored with a funeral procession that attracted ten thousand mourners, and they were buried
together in a common grave.
2 Week Unit: Smith 28

Day 3

Agenda: Materials:
Opening: Review of the previous day’s activity and Teacher Computer/Smartboard
homework review
Previous night’s homework
Activity: Comparison of homework interpretation of
Boston Massacre to textbook interpretation of the Boston Double Bubble Worksheet Commented [A11]: My teacher said that a Double Bubble
Massacre is better than a Venn Diagram when comparing and
contrasting, as Venn Diagrams can be a bit confusing.
Textbook
Activity: Analysis of Boston Massacre political cartoon
Boston Massacre political
Closing: Quick discussion on perspective cartoon worksheet

Assessment: Which aspect of SS:


Formal: Having students come up to the board and write
in their answers from the Double Bubble activity on the History and Civics
Smartboard.

Informal: Participation when we are discussing (hands


raised, calling out, etc.

Hook: 0:00-0:10

* In italics are the discussion points which I would want the discussion to touch upon

0:00-0:10: Homework Review and Discussion-Students will begin class by taking out there
homework reading assignment and doing their “Things to Do Now” requirement, which once
again they know to do everyday prior to class. Once class begins I will show the Daily
Objective and Essential Questions and then I will open discussing yesterday’s simulation by
clearing up any confusion that I may have noticed from the exit slips. If students were
confused I will explicitly tell them that:
 From the information we have, it would appear that Pownwall would have been a
supporter of these taxes as the taxes make it known that there is still a significant British
presence in their lives.

I will also ask them to recall upon how the colonists may have felt about the taxes being
imposed without the people have any say. Once the discussion leads to how they were upset
about the taxes, it will then lead to discussion about what they may have done in order to
show this emotion. With the previous night’s homework, they should be able to realize that
riots or rebellion was starting to begin. Some questions to be asked in this portion:
 How did you, as colonists, feel about having taxes imposed on you without having a
say? (Students might recall that they were upset and did not want to give up their
Skittles for a cause in which they do not have a say in.)
2 Week Unit: Smith 29

 Using last night’s reading, what does it appear the colonists were starting to do in order
to make their feelings known? Were they complacent? Use evidence from the reading.
(Steer the conversation so students can see that the colonists were starting to grow
frustrated and were physically taking action to show this frustration.) Commented [A12]: Recapping on this day is important as
it sets up for the following activities about rebellion.
Lesson Activities: 0:11-0:56
0:11-0:40: Crispus Attucks reading about Boston Massacre vs. Textbook version of Boston
Massacre

0:11-0:18: The conversation will shift to having students think about the reading and
checking to see if they were able to highlight the major points of the article that I think
they should be able to pick up. In order to do this I will ask them some questions such as:
 According to the article why did the Boston Massacre happen?
 Who were the colonists that were thought to have ignited the Boston Massacre?
 Who was Crispus Attucks and how was he involved in the Boston Massacre?

0:19-0:33: Students will then be asked to read the textbook passage on the Boston
Massacre which will only take about 5-8 minutes. They will then get with a partner and
they will fill out a “Double Bubble Chart” which is pretty much a Venn diagram except the
bubbles are not overlapping. The reasoning I believe it is good to do this portion in groups
is so students can bounce ideas they make have missed off of each other, but also so
students who may be ELL can look to their friends to clear up any confusing words they
may have found in the textbook. In order to introduce this activity and the process of doing
this activity I will show students an example of a similarity such as:
 The date or,
 Mentioning of Crispus Attucks

Giving the students an example will help them to further understand what constitutes a
similarity within the two sources and what constitutes a difference.

0:34-40: Once they have filled out the Double Bubble showing the similarities and
difference between the accounts, I will ask them to come up to the Smartboard and fill out
a Double Bubble that is projected on the board. I will make sure that students are able to
recognize some major differences such as:
1) Who started the Boston Massacre?
2) How did the Boston Massacre actually start?
3) Any differences in how they treat or mention Crispus Attucks.

I will also make sure they recognize similarities of:


1) Why the colonists may have been upset prior to the Boston Massacre?
2) Who were the opposing sides involved in the Boston Massacre?
3) Some key dates, settings that are mentioned in the sources.
2 Week Unit: Smith 30

0:41-0:55: Paul Revere interpretation of the Boston Massacre (Political Cartoon)

0:41-0:43: The next step in this process is giving students the famous political cartoon
drawn in part by Paul Revere of the Boston Massacre and explain to them that they should
analyze the political cartoon. I will prompt their analysis by giving them a question sheet
and telling them to pay particular attention to which of the “five major Ws” (Who, What,
When, Where, Why) this political cartoon tells you about the Boston Massacre.

0:44-0:56: This will be the time given to students to analyze and answer the questions on
the political cartoon worksheet. Students will be asked questions such as what they
generally see being depicted, who appears to be the aggressors and victims and things that
they find to be accuracies or inaccuracies. We will then come back together to discuss
these things and to see how there are certainly differences between the textbook version
of things and the political cartoon, but even more differences between the Crispus Attucks
selection and the political cartoon. Some of the key differences that I would prompt this
discussion upon would be:
 Who do we see in this political cartoon? Who do we not see? (Colonists, Men,
Redcoats, Where is Crispus Attucks?)
 Is there an apparent victim or aggressor in this cartoon? (Appears that the British are
being entirely aggressive against the colonists and colonists are just helpless and
spectators to this violence)
 Is this an accurate depiction of the event? (Some could argue that since there is no
Attucks and that the colonists do not appear to have any rocks or weapons in their
hands that it is inaccurate) Commented [A13]: This is important and different than
the previous activity as it is comparing primary sources and
secondary sources to each other.
* In italics are the discussion points which I would want the discussion to go

Closure:
0:57-1:00-Final Discussion

0:57-0:60: At this point in the class I will discuss the following: By looking at these different
resources we have seen how this event in history is not only a milestone in the United States’
building of the nation, but also to recognize how these three different perspectives of one
singular event may in fact hold some truths or some falsehoods. It is important for us to see a
variety of perspectives and interpretations of an event in order to gain a larger picture of
history. Commented [A14]: Something that I want them to take
with them throughout this unit!
2 Week Unit: Smith 31

PowerPoint Slides
Slide 1

THE MANY STORIES OF THE


BOSTON MASSACRE

First Things to do: Grab a Textbook


and take out last night’s homework!

Homework: NONE!

Slide 2

Daily Objective and Essential Question

Objective: You will be able to empathize with


different perspectives within the Boston Massacre.

Question: What do different perspectives tell us about


learning the history of the Boston Massacre?
2 Week Unit: Smith 32

Slide 3

Slide 4
2 Week Unit: Smith 33

America: History of Our Nation Textbook

Chapter 5 Section 2

Protests Spread

British officials sought a means of taxing the colonists in a way that would not
anger them. Under the Townshend Acts of 1767, Britain would no longer tax products or
activities inside the colonies. It would only tax products brought into the colonies.

Writs of Assistance The Townshend Acts set up a system to enforce the new import
duties. To help customs officers and illegal goods they were allowed to use writs of
assistance—court orders that allowed official to make searches without saying for what
they were searching. Many colonists saw these writs and the searches they allowed as
yet another violation of their rights.
Charles Townshend, the official in charge of the British treasury also wanted to
weaken the colonial assemblies. When the New York assembly refused to to supply
money to house and feed soldiers under the Quartering Act, Parliament suspended the
assembly. The colonists reacted by boycotting the goods.

The Boston Massacre Once again, the protests worked. The boycott hurt British
merchants and manufacturers, who put pressure on Parliament. On March 5, 1770,
Parliament replaced all the Townshend duties—except the one on tea. That tax was left
in force to demonstrate Parliament’s right to tax the colonies.
Parliament had not acted in time. On March 5, 1770, in Boston, an angry crowd
of workers and sailors surrounded a small group of soldiers. They shouted at the soldiers
and threw snowballs and rocks at them. The frightened soldiers fired into the crowd,
killing five and wounding six. The first to fall for the cause of American independence
was Crispus Attucks, an African American sailor.
Governor Thomas Hutchinson tried to calm things down by having the nine
soldiers involved in the shooting arrested and tried for murder. John Adams, a well
2 Week Unit: Smith 34

known Massachusetts lawyer, defended them. Adams also was a leading defender of
colonial rights against recent British policies. Yet, he took the unpopular case because
he believed that in a free country every person accused of a crime had the right to a
lawyer and fair trial. Only two soldiers were convicted. Their punishment was having
their thumbs branded.
2 Week Unit: Smith 35

Name: _______________________________________
Date: _________________________
Double Bubble Comparison Chart
Instructions: In the one of the two main bubbles write down (name of the textbook) and in the other write down “Freedom
on My Mind”. Find three aspects of the readings that are similar and find three aspects of each that make them different
from each other. Source: http://mreauow.com/wp-content-dir/uploads/2013/01/double-bubble-map.jpg
2 Week Unit: Smith 36

Name: ___________________________________________________________
Date:__________________________________

Instructions: Using this political cartoon (created in part by Samuel Adams), and your
previous knowledge from our readings, answer the questions on page 2.

Source: America: History of our Nation Textbook


1
2 Week Unit: Smith 37

Questions:

1) List some general things that you see in this political cartoon?

2) Who appears to be the aggressors and victims in this cartoon? How can you tell?

3) Using evidence from your readings, what are some things that you find to be
accurate or inaccurate in this depiction of the Boston Massacre?