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The Boston Massacre of March 5, 1770: PRIMARY DOCUMENT TEACHING KIT Page 2 THE BOSTON MASSACRE IN IMAGES Primary Document Teaching Kit This teaching kit was designed to provide two primary source images of the Boston Massacre that can be incorporated into the classroom in a variety of ways and for a wide range of grade levels. Along with their background information, the images can be used, individually and collectively, to explore this important event leading to the American Revolution as well as the event’s far-reaching legacy. This kit offers a multidisciplinary approach to teaching; it can be used to fulfill requirements in (1) History and Social Science, (2) English Language Arts and (3) Visual Arts. The teaching kit can help teachers and students studying: the American Revolution; famous American people such as Paul Revere and Crispus Attucks; issues of bias, propaganda and point of view in historical documents; art and artists; and Boston and Massachusetts local history. The Kit includes: Background information – The Event and Aftermath Vocabulary Suggested readings for teachers and students Images and background information 1. “The Bloody Massacre,” engraving by Paul Revere, 1770 (on display in the Old State House) 2.“The Boston Massacre, March 5, 1770,” John Bufford’s 1857 chromolithograph of William L. Champney’s 1856 drawing (on display in the Old State House) Timelines 1. American Revolution: 1765-1776 2. Abolition of Slavery: 1808-1896 List of possible classroom activities using the images and the timelines The occurrences on King Street the night of March 5, 1770 have had a profound influence on American history, politics, and mythology. The lessons and symbols, as well as the images of the Bloody Massacre were used to foster other important movements and ideals. The event was echoed in the Declaration of Independence, the United States Constitution, and the Bill of Rights. It was mirrored in events such as the shooting of students by the National Guard at Kent State. Paul Revere’s 1770 engraving of the Boston Massacre visually records this great historical event. But through the questions it raises, it also challenges historical truths and provides insight into erroneous ideas and propaganda. Images of the Boston Massacre were created and recreated in the 19th and 20th centuries. When studied carefully, they reveal clues about changing social ideas and ideals in America. Connections to the Massachusetts Frameworks Grade Feature History and Social Science Framework Level 5 Concepts and Skills 2. Interpret timelines of events studied. (H) 5 Concepts and Skills 3. Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. (H, E, C) 5 Concepts and Skills 5. Explain how a cause and effect relationship is different from a sequence or correlation. 5 Concepts and Skills 6. Show connections, causal and otherwise, between particular historical events and ideas. 5 Concepts and Skills 7. Interpret the past within its own historical context rather than in terms of present-day. 5 Concepts and Skills 8. Distinguish intended from unintended consequences. (H, E, C) 5 Concepts and Skills 10. Distinguish historical fact from opinion. (H, E, C) 5.11 Explain the importance of maritime commerce in the development of the economy of colonial Massachusetts, using the services of historical societies and museums as needed. 5 Learning Standards (H, E) C. the port cities of New Bedford, Newburyport, Gloucester, Salem, and Boston 5.14 Explain the development of colonial governments and describe how these developments contributed to the Revolution. (H, G, E, C) 5 Learning Standards A. legislative bodies B. town meetings C. charters on individual freedom and rights 5.18 Describe the life and achievements of important leaders during the Revolution and the early years of the United 5 Learning Standards States. (H, C) A. John Adams 8-12 Concepts and Skills 6. Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E) 8-12 Concepts and Skills 9. Distinguish intended from unintended consequences. (H, E, C) 8-12 Concepts and Skills 10. Distinguish historical fact from opinion. (H, E, C) I.5 Explain the role of Massachusetts in the revolution, including important events that took place in Massachusetts and U.S. Learning Standards important leaders from Massachusetts. (H) History I the Boston Massacre The Boston Massacre of March 5, 1770: PRIMARY DOCUMENT TEACHING KIT Page 2 Grade Level Visual Arts Framework Standard Feature English Language Arts Framework 5.1 In the course of making and viewing art, learn ways of discussing it, such as by making 7. Draw on information from multiple print or Integration of a list of all of the images seen in an artwork digital sources, demonstrating the ability to locate 4 ELA 5.R Knowledge and (visual inventory); and identifying kinds of an answer to a question quickly or to solve a Ideas color, line, texture, shapes, and forms in the problem efficiently. work 5.2 Classify artworks into general categories, 3. Write narratives to develop real or such as painting, printmaking, collage, imagined experiences or events using 4 sculpture, pottery, textiles, architecture, effective technique, descriptive details, photography, and film and clear event sequences. 5.3 Describe similarities and differences in a. Orient the reader by establishing a situation and introducing a narrator and/or works, and present personal responses to the 4 characters; organize an event sequence subject matter, materials, techniques, and that unfolds naturally. use of design elements in artworks b. Use narrative techniques, such as dialogue, description, and pacing, to develop 5.6 Demonstrate the ability to describe the Text Types and ELA 5.W experiences and events or show the kinds of imagery used to represent subject Purposes responses of characters to situations. 8 matter and ideas, for example, literal c. Use a variety of transitional words, representation, simplification, abstraction, or phrases, and clauses to manage the symbolism sequence of events. d. Use concrete words and phrases and 5.8 Demonstrate the ability to compare and sensory details to convey experiences and 9-12 contrast two or more works of art, orally and events precisely. in writing, using appropriate vocabulary 3. Provide a conclusion that follows 5.9 Use published sources, either traditional from the narrated experiences or or electronic, to research a body of work or an events. 9-12 artist, and present findings in written or oral form 7. Integrate and evaluate multiple sources of 5.10 Critique their own work, the work of Integration of information presented in diverse formats and ELA 10- peers, and the work of professional artists, knowledge and media (e.g., visually, quantitatively, as well as in 11.RH 9-12 and demonstrate an understanding of the ideas words) in order to address a question or solve a formal, cultural, and historical contexts of the problem. work 5.12 Demonstrate an understanding how 9-12 societal influences and prejudices may affect viewers’ ways of perceiving works of art The Boston Massacre of March 5, 1770: PRIMARY DOCUMENT TEACHING KIT Page 3 THE BOSTON MASSACRE OF MARCH 5, 1770 The Event and Aftermath The Boston Massacre was a major event on the road to the American Colonies’ violent break with the British government. John Adams, future President of the United States, said, “On that night the foundation of American independence was laid.” Echoes of the Boston Massacre are evident in the Declaration of Independence (1776), the Constitution of the United States (1787), and the Bill of Rights (1791). Its memory has shaped American history and mythology for over two hundred years. Its legacy can be felt even today. On October 1, 1768, two regiments of British troops—the 14th and 29th—arrived in Boston. Many Bostonians were no longer content to pay taxes to a country that did not allow them a say in the approval of those taxes. The troops had been sent to Boston to maintain order in an increasingly rebellious and violent town. The troops disembarked at the end of Long Wharf and marched up King Street (now State Street). As many as 2,000 soldiers would eventually be absorbed into a town of about 15,000 inhabitants. With soldiers encamped and posted throughout the town, disputes and fights broke out almost immediately. Two such outbreaks occurred in the weeks prior to the Boston Massacre, and increasingly strained the relationship between the soldiers and Boston’s inhabitants. On February 22, 1770, a rowdy and violent crowd gathered outside the shop of a known loyalist and informer. When a neighbor, Ebenezer Richardson, tried to break up the crowd, the crowd turned on him and began throwing rocks at his home. From his window, Richardson fired his gun the crowd and killed Christopher Seider, an 11 year old. Radical patriots turned the tragedy into a political rally, and over 2,000 people attended the boy’s funeral. About a week later, on March 2, 1770, a fight broke out at the ropewalks between a soldier looking for work and the ropewalk workers. A large group of soldiers joined the fight, but the ropewalk workers ultimately drove them off. This conflict further escalated the already heightened tension in Boston. Boston in 1770 had no street lamps. Monday, March 5th, was a cold and moonlit night. Snow covered the ground. Private Hugh White was the lone sentry on guard at the Custom House on King Street. What began as taunting between White and several young apprentices soon escalated to violence. After striking one of the young boys on the head with his musket, White found himself surrounded, pelted with curses, snowballs and chunks of ice. At about the same time, bells began to ring throughout the town. Bells at night meant fire, a disaster for the wooden-built town.
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