Students examine multiple perspectives of the Boston Massacre through images and firsthand accounts, then decide who was responsible using evidence.
Students examine multiple perspectives of the Boston Massacre through images and firsthand accounts, then decide who was responsible using evidence.
Students read an introduction to the Boston Massacre and examine two paintings of the event, “The Boston Massacre” by William L. Champney and “The Boston Massacre” by Alonzo Chappel. They compare what each image suggests about what happened and respond to a discussion prompt about whether the artistic depictions tell the same story, citing visual details as evidence.
Teacher MovesIntroduce the lesson focus and objectives, emphasizing that students will investigate who was responsible for the Boston Massacre by analyzing sources with different perspectives. Facilitate discussion of the two paintings, prompting students to use specific visual evidence and to notice how each image emphasizes different actions, emotions, and outcomes. Highlight that artistic depictions reflect particular perspectives and can shape people’s understanding of events, preparing students to apply a similar critical lens to written primary sources.
Working in small groups, students closely analyze Paul Revere’s engraving of the Boston Massacre using a drawing tool. They star details that suggest who is responsible for the event and circle details that reveal the artist’s perspective or side in the conflict, then discuss their choices within their groups.
Teacher MovesSet up students in small groups and explain that they will use the engraving to explore how images can shape public opinion. As groups share their annotated images, ask probing questions about why they starred or circled particular details and press them to ground their reasoning in what they see. Provide contextual information about Paul Revere as a Patriot aiming to rally colonists and use this to introduce or reinforce the concept of bias, discussing how choices about what to include, omit, or emphasize reveal a one-sided view. Encourage students to reconsider their interpretations in light of the creator’s perspective.
In small groups, students read two firsthand accounts of the Boston Massacre—an adapted account from the Boston Gazette and Country Journal and an adapted excerpt from Captain Thomas Preston’s account—to compare how each writer describes the event and how perspective shapes the narrative. For each excerpt, they answer questions identifying whose perspective is represented and select the best supporting evidence from the text. After analyzing both accounts, students respond to a poll indicating whom they think was responsible for the Boston Massacre based on the firsthand evidence.
Teacher MovesGuide students through each account, pausing after the first to discuss how the writer portrays the soldiers and colonists, what language shows strong opinions, and what details may be emphasized or missing. Repeat this process with the second account to support comparison of perspectives. During review of the comprehension questions, help students see how each narrator’s role and viewpoint influence the story told. After students complete the responsibility poll, lead a class discussion in which they justify their choices with textual evidence and reflect on how the accounts shaped their thinking. Revisit the earlier images to model corroboration by asking which details are confirmed, challenged, or extended across the visual and written sources.
Students extend their learning by examining a colonial perspective that differed from popular opinion. They read The Boston Massacre Trials and watch John Adams: The President Who Defended the Redcoats to understand John Adams’s reasons for defending the British soldiers and what he hoped a fair trial would demonstrate about the colonies. They answer questions about Adams’s goals, the outcomes of the trials, and the consequences he faced. Then they read a quote from Adams’s diary and respond in writing to a discussion prompt explaining whether they agree or disagree with his statement, supporting their position with reasoning.
Teacher MovesExplain that this scene is an optional extension focused on John Adams’s perspective. After students complete the questions, review correct answers to ensure they understand that Adams believed a fair trial would show Britain the colonies could govern themselves responsibly and that he faced backlash, including threats to his family. Before students write about Adams’s diary quote, unpack key vocabulary and discuss what he meant by calling his defense of the soldiers one of his best services to his country. Facilitate a whole-class or small-group discussion of student responses, prompting them to connect their opinions to what they have learned about justice, fairness, and differing colonial perspectives on the Boston Massacre.
Students synthesize their learning by writing a claim about who they believe was responsible for the Boston Massacre, using at least one piece of evidence from any of the sources studied in previous scenes to support their reasoning. After posting their claims, they read classmates’ responses and either ask a thoughtful question or add additional supporting evidence to a peer’s claim.
Teacher MovesSupport students in crafting focused claims by modeling clear claim-and-reason sentence frames and reminding them to draw on specific evidence from the images, firsthand accounts, and (if used) the trial resources. Encourage students to consider the bias and perspective of each source as they select evidence. During sharing, highlight exemplar responses that clearly connect claims to strong, well-explained evidence, and emphasize how analyzing multiple perspectives deepens understanding of complex historical events like the Boston Massacre.
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