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Unit Title: Revving to the Revolution


Lesson # and Title:
 Lesson 2:  Boston Massacre  
 

Grade(s):
 4


Subject(s):

 
Language Arts
Social Studies
Technology


Learner Outcomes:
 
  • Students will identify the Boston Massacre as a major event leading to the American Revolution.
  • Students will complete journal entries describing  the scene of the Boston Massacre.
  • Students will research information  about the Boston Massacre.
  • Students will write an editorial from a character's point of view describing the Boston Massacre.


Time Frame:
 5 days (30-45 minutes per day)
 

Materials:


 



 





 


Technology Tools/Courseware:
  • word processor
  • computers with internet access
  • overhead projector-Day 4
  • computer projector-Day 1, 5
 

Teacher Notes:
 
  • Teacher may want to read information in the sites before the lessons.
  • A lesson in letter writing should precede these activities.
  • Dividing the class into patriots and loyalists may be as simple as numbering the students 1 and 2.
  • Students need to know how to cut and paste pictures and text on a word processor.
  • Check to see that each student has an Acceptable Use Policy on file (AUP).
  • Click here for PowerPoint tutorial.


Procedures:

 




         













                 
 











 






Day One
  1. Display and read aloud  the text version actual newspaper account of the Boston Massacre on the projector.
  2. Display the original version of the actual account for background knowledge of writing style of the colonists.
  3. Divide the class into patriots and loyalists.
  4. Have students write "Patriot" or "Loyalist" at the top of a journal page.
Day Two
  1. Send students to the computer to research actual account, excerpts from the trials,  and an article describing the events of the Boston Massacre.
  2. Students may also visit Google for further information.
  3. Students will cut and paste pictures and text to a word processor that are relevant to their character (Patriot or Loyalist).
  4. Students will write a journal entry describing what their character would have experienced at the Boston Massacre.  
  5. The journal must include references to the senses of sight, hearing, and touch.
Day Three
  1. Teacher check journals to make sure students are on track.
  2. Continue researching events leading to the Boston Massacre and adding information to a word processor.
  3. Add another entry to journal.
Day Four
  1. Teacher check journals to make sure students are on track.
  2. Complete research  on events leading to the Boston Massacre.
  3. Print  research and keep in folder.
  4. Display  transparency of rubric for Boston Massacre.
  5. Go over expectations for writing an editorial  for a newspaper.
  6. Teacher chooses and tells students how many sentences are required for this letter.
  7. Students begin their rough draft of editorials.
Day Five
  1. Students type final drafts of editorial onto word processor.
  2. Save on "teacher" disk.
  3. Write last entry into journal.
  4. Display "Bloody Massacre" on projector and discuss details of Paul Revere's depiction of event.
 

Modifications:
 Modifications should follow the student's IEP.
Lessen sentence requirement in journals and editorial.



Enrichment Activities:
 
Student may illustrate the Boston Massacre from his/her point of view.


Evaluation/Assessment:
 Journal check by teacher
Boston Massacre Rubric
3 1/2" "teacher" disk of student editorials
 
WV Content Standards and Objectives:


National Standards:

 
  • Click on National Standards to view a complete list of objectives.
  • Language Arts 1,3,4,6,9
  • Technology 1,2
  • United States History 6


References:


Authors:
   
Tammy Dawson
Ann Humphreys  
Sue Patterson

Flinn  Elementary

Click for printable  version of this lesson

Overview
 Lesson 1
 Lesson 2
 Lesson 3
 Lesson 4
 Lesson 5