The School Board of Broward County, Florida

The School Board of Broward County, Florida Office of Academics Division of Instruction and Interventions Literacy Department: Secondary Social Studies

Topic: Growing anti-British sentiment in the American colonies

FUOS: October

Curriculum Alignment: It may be helpful to prepare students for this performance task by teaching BEEP lessons: MS US History: Chapter 3 LP013.

Suggested Duration: 1-2 class periods

Materials:  Selected documents  Argumentative Rubric

Standards/Benchmarks: Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources. Standard 3: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of our nation.  SS.8.A.3.2: Explain American colonial reaction to British policy from 1763 - 1774.  LAFS.68.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources.  LAFS.68.RH.1.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.  LAFS.68.RH.2.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).  LAFS.68.RH.3.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.  LAFS.68.RH.3.8: Distinguish among fact, opinion, and reasoned judgment in a text.  LAFS.68.WHST.1.1: Write arguments focused on discipline-specific content.  LAFS.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

ESOL Best Practices: http://esol.browardschools.com/index.php? option=com_content&view=article&id=29713&Itemid=44567&activeMenu=44567

Exceptional Student Education (ESE) Remediation/Reteach & Enrichment Support  Preview of vocabulary or key points  Digital text  Highlighting or color coding

October 2015 The School Board of Broward County, Florida Office of Academics The School Board of Broward County, Florida Office of Academics Division of Instruction and Interventions Literacy Department: Secondary Social Studies

 Advance organizer (i.e. Inspiration/Kidspiration)  Repetition and clarification of important information  Checklist, cue card or reference card  Note-taking assistance  Accessible workstation

Task:

On the evening of March 5, 1770, a mob of American colonists gathered at the Customs House in Boston and taunted the British soldiers guarding the building. The protesters, who called themselves Patriots, were protesting the occupation of their city by British troops, who were sent to Boston in 1768 to enforce unpopular taxes passed by the British Parliament.

British Captain Thomas Preston, the commanding officer at the Customs House, ordered his men to fix their bayonets and join the guard outside the building. The colonists responded by throwing snowballs and other objects at the British regulars, and Private Hugh Montgomery was hit, leading him to discharge his rifle at the crowd. The other soldiers began firing a moment later, and when the smoke cleared, five colonists were dead or dying—Crispus Attucks, Patrick Carr, Samuel Gray, Samuel Maverick, and James Caldwell—and three more were injured.

The British soldiers were put on trial, and patriots John Adams and Josiah Quincy agreed to defend them in a show of support of the colonial justice system. Captain Preston and six soldiers were acquitted. Two soldiers were found guilty of manslaughter. http://www.history.com/this-day-in-history/the-boston-massacre

After analysis of the provided documents write an argumentative essay in response to the following:

To what extent was justice served by the trials of the British involved in the Boston Massacre?

Make sure to cite text-based evidence to support and enrich all claims.

Student Directions:  Analyze, evaluate, and summarize each document  Outline your response  Identify and categorize the documents that will be used to support your argument  Write the argumentative essay. Remember to cite text-based evidence to support your argument.  Proofread your work for appropriate vocabulary, spelling, and grammar. October 2015 The School Board of Broward County, Florida Office of Academics The School Board of Broward County, Florida Office of Academics Division of Instruction and Interventions Literacy Department: Secondary Social Studies

Document A;

"The Part I took in Defence of Cptn. Preston and the Soldiers, procured me Anxiety, and Obloquy (strong public criticism or verbal abuse) enough. It was, however, one of the most gallant, generous, manly and disinterested Actions of my whole Life, and one of the best Pieces of Service I ever rendered my Country. Judgment of Death against those Soldiers would have been as foul a Stain upon this Country as the Executions of the Quakers or Witches, anciently. As the Evidence was, the Verdict of the Jury was exactly right." --John Adams

Document B:

“I was present at the firing. I heard one of the Guns rattle. I turned about and lookd and heard the officer who stood on the right in a line with the Soldiers give the word fire twice. I lookd the Officer in the face when he gave the word and saw his mouth. He had on a red Coat, yellow Jacket and Silver laced hat, no trimming on his Coat. The Prisoner is the Officer I mean. I saw his face plain, the moon shone on it. I am sure of the man though I have not seen him since before yesterday when he came into Court with others. I knew him instantly. I ran upon the word fire being given about 30 feet off. The officer had no Surtout (overcoat or jacket) on.” Daniel Calef

I was at home when the Guns were fired. I heard 'em distinct. I went up to the main guard and addressed myself to the Captain and said to him What have you done? He said, Sir it was none of my doings, the Soldiers fired of their own accord, I was in the Street and might have been shot. His character is good as a Gentleman and Soldier. I think it exceeds any of the Corps. Thomas Handaside Peck

The people kept huzzaing. Damn 'em. Daring 'em to fire. Threw Snow balls. I think they hit 'em. As soon as the Snow balls were thrown and a club a Soldier fired. I heard the Club strike upon the Gun and the corner man next the lane said fire and immediately fired. This was the first Gun. As soon as he had fired he said Damn you fire. I am so sure that I thought it was he that spoke. That next Gun fired and so they fired through pretty quick. William Sawyer

…Saw Capt. Preston there with the Soldiers. Asked him if they were loaded. He said yes. If with Ball. He said nothing. I saw the People throw Snow Balls at the Soldiers and saw a Stick about 3 feet long strike a Soldier upon the right. He sallied and then fired...I did not hear any Order given by the Capt. to fire. I stood so near him I think I must have October 2015 The School Board of Broward County, Florida Office of Academics The School Board of Broward County, Florida Office of Academics Division of Instruction and Interventions Literacy Department: Secondary Social Studies heard him if he had given an order to fire before the first firing. I never knew Capt. Preston before. I can't say whether he had a Surtout on, he was dressed in red…I saw none of the People press upon the Soldiers before the first Gun fired. I did after…I thought, after the first Gun, the Capt. did order the Men to fire but do not certainly know. I heard the word fire several times but know not whether it came from the Captain, the Soldiers or People. Theodore Bliss http://law2.umkc.edu/faculty/projects/ftrials/bostonmassacre/prestontrialexcerpts.html

Document C:

Deposition of Captain Thomas Preston, March 12, 1770

…About 9 some of the guard came to and informed me the town inhabitants were assembling to attack the troops, and that the bells were ringing as the signal for that purpose and not for fire, and the beacon intended to be fired to bring in the distant people of the country. This, as I was captain of the day, occasioned my repairing immediately to the main guard. In my way there I saw the people in great commotion, and heard them use the most cruel and horrid threats against the troops… I reached the guard, about 100 people passed it and went towards the custom house where the king's money is lodged. They immediately surrounded the sentry posted there, and with clubs and other weapons threatened to execute their vengeance on him. I was soon informed by a townsman their intention was to carry off the soldier from his post and probably murder him. On which I desired him to return for further intelligence, and he soon came back and assured me he heard the mob declare they would murder him…I immediately sent a non-commissioned officer and 12 men to protect both the sentry and the king's money, and very soon followed myself to prevent, if possible, all disorder, fearing lest the officer and soldiers, by the insults and provocations of the rioters, should be thrown off their guard and commit some rash act… They soon rushed through the people, and by charging their bayonets in half-circles, kept them at a little distance. Nay, so far was I from intending the death of any person that I suffered the troops to go to the spot where the unhappy affair took place without any loading in their pieces; nor did I ever give orders for loading them…The mob still increased and were more outrageous, striking their clubs or bludgeons one against another, and calling out, come on you rascals, you bloody backs, you lobster scoundrels, fire if you dare…fire and be damned...They advanced to the points of the bayonets, struck some of them and even the muzzles of the pieces, and seemed to be endeavouring to close with the soldiers. On which some well behaved persons asked me if the guns were charged. I replied yes. They then asked me if I intended to order the men to fire. I answered no, by no means, observing to them that I was advanced before the muzzles of the men's pieces, and must fall a sacrifice if they fired; that the soldiers were upon the half cock and charged bayonets, and my giving the word fire under those circumstances would prove me to be no officer.

Document D: Obituary of Patrick Carr

http://historyofmassachusetts.org/the-boston-massacre/

Document E:

https://en.wikipedia.org/wiki/Wikipedia:Wikipedia_Signpost/2012-05- 07/Featured_content#/media/File:Boston_Massacre_high-res.jpg

October 2015 The School Board of Broward County, Florida Office of Academics