The Making of a Myth: Rhetoric of Eye Witness Accounts of the Boston Massacre
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Grade 7 Mini-Assessment Boston Massacre Set
Grade 7 Mini-Assessment Boston Massacre Set This grade 7 mini-assessment is based two passages: “The Boston Massacre” and “Excerpt from The Boston Massacre.” These texts are considered to be worthy of students’ time to read and also meet the expectations for text complexity at grade 7. Assessments aligned to the Common Core State Standards (CCSS) will employ quality, complex texts such as these. Questions aligned to the CCSS should be worthy of students’ time to answer and therefore do not focus on minor points of the text. Questions also may address several standards within the same question because complex texts tend to yield rich assessment questions that call for deep analysis. In this mini-assessment there are nine selected-response questions and two paper/pencil equivalents of a technology enhanced item that address the Reading Standards listed below, and one optional constructed-response question that addresses the Reading, Writing, and Language Standards listed below. We encourage educators to give students the time that they need to read closely and write to the source. While we know that it is helpful to have students complete the mini-assessment in one class period, we encourage educators to allow additional time as necessary. Note for teachers of English Language Learners (ELLs): This assessment is designed to measure students’ ability to read and write in English. Therefore, educators will not see the level of scaffolding typically used in instructional materials to support ELLs—these would interfere with the ability to understand their mastery of these skills. If ELL students are receiving instruction in grade-level ELA content, they should be given access to unaltered practice assessment items to gauge their progress. -
Lesson 4 Name: Classwork Date
Lesson 4 Name: Classwork Date: “Thanksgiving for the Repeal of the Stamp-Act” (Diary of John Adams, 1:316) 1765 1768 1770 The Stamp Act is repealed Soldiers are stationed The Boston Massacre in the colonies By 1770, 16,000 people lived in Boston. About 600 were soldiers of the British Army. They were called “lobsterbacks” by the townspeople because of the red coat they wore as part of their uniform. The soldiers and the people of Boston did not get along because the colonists thought the soldiers were sent to enforce laws they did not want and therefore limited their freedom. Some colonists did not believe the soldiers were sent for their protection. Several incidents that preceded the Boston Massacre on March 5th 1770: Event 1 On February 28, 1770, a mob of people formed outside a British tax collector’s house in Boston’s North End. This tax collector was also believed to be an informant for the British government. The protestors showed their anger by throwing rotten food, ice, and stones at the tax collector’s house as well as calling him names. The crowd was out of control. Suddenly, something flew through the window and hit the tax collector’s wife. Her husband grabbed the gun, which was unloaded and waived it out the window to warn the crowd. When they kept up, he loaded the gun and fired into the crowd. Christopher Seider, an eleven-year-old boy, was shot, and died later that evening. Read what John Adams wrote in his diary about the funeral for Christopher: Feb. -
Pen & Parchment: the Continental Congress
Adams National Historical Park National Park Service U.S. Department of Interior PEN & PARCHMENT INDEX 555555555555555555555555555555555555555555555555555555555555 a Letter to Teacher a Themes, Goals, Objectives, and Program Description a Resources & Worksheets a Pre-Visit Materials a Post Visit Mterialss a Student Bibliography a Logistics a Directions a Other Places to Visit a Program Evaluation Dear Teacher, Adams National Historical Park is a unique setting where history comes to life. Our school pro- grams actively engage students in their own exciting and enriching learning process. We hope that stu- dents participating in this program will come to realize that communication, cooperation, sacrifice, and determination are necessary components in seeking justice and liberty. The American Revolution was one of the most daring popular movements in modern history. The Colonists were challenging one of the most powerful nations in the world. The Colonists had to decide whether to join other Patriots in the movement for independence or remain loyal to the King. It became a necessity for those that supported independence to find ways to help America win its war with Great Britain. To make the experiment of representative government work it was up to each citi- zen to determine the guiding principles for the new nation and communicate these beliefs to those chosen to speak for them at the Continental Congress. Those chosen to serve in the fledgling govern- ment had to use great statesmanship to follow the directions of those they represented while still find- ing common ground to unify the disparate colonies in a time of crisis. This symbiotic relationship between the people and those who represented them was perhaps best described by John Adams in a letter that he wrote from the Continental Congress to Abigail in 1774. -
50 Cent to Join Eminem Shade 45 Channel Shade 45 Channel
50 Cent To Join Eminem Shade 45 Channel Shade 45 Channel "G Unit Radio" to Air All Day Saturdays With a Lineup of DJs and Shows NEW YORK – February 24, 2005 – SIRIUS Satellite Radio (NASDAQ: SIRI) announced today that multi-platinum artist 50 Cent will create and host exclusive programming on Shade 45, the new uncensored hip-hop radio channel co-produced by SIRIUS and Eminem. 50 Cent will oversee G Unit Radio, which will take over Shade 45 all day on Saturdays with an innovative mix of shows and DJs produced by his own DJ, Whoo Kid. “I’m bringing my A-game to SIRIUS,”said 50 Cent. “G Unit Radio is gonna blow up on Shade 45.” “Eminem and 50 Cent are two of the biggest names in hip-hop today" said SIRIUS President of Sports and Entertainment Scott Greenstein. “On Shade 45, 50 Cent will bring G Unit’s world to SIRIUS listeners.” SIRIUS launched Shade 45, the uncensored, commercial-free hip-hop music channel created by Eminem, Shady Records, Interscope Records and SIRIUS in October 2004. The channel also features other high profile figures in the world of hip-hop, including Eminem’s own DJ Green Lantern and Radio/Mixshow DJ of the Year Clinton Sparks. The channel also regularly features celebrity guests. 50 Cent, one of the most notorious figures in rap music, is also one of its most successful. His 2003 debut album, Get Rich or Die Tryin’, has sold more than 11 million copies. He has launched a successful G Unit clothing and footwear line, and can also be seen in an upcoming Jim Sheridan film, which is reported to be a semi-autobiographical film based on his ascension from drug dealer to superstar. -
Chronology 1763 at the End of the French and Indian War, Great Britain Becomes the Premier Political and Military Power in North America
Chronology 1763 At the end of the French and Indian War, Great Britain becomes the premier political and military power in North America. 1764 The American Revenue, or Sugar Act places taxes on a variety of non-British imports to help pay for the French and Indian War and cover the cost of protecting the colonies. 1765 The Stamp Act places taxes on all printed materials, including newspapers, pamphlets, bills, legal documents, licenses, almanacs, dice, and playing cards. 1766 The Stamp Act is repealed following riots and the Massachusetts Assembly’s assertion that the Stamp Act was “against the Magna Carta and the natural rights of Englishmen, and therefore . null and void.” 1767 The Townshend Revenue Acts place taxes on imports such as glass, lead, and paints. 1770 British soldiers fire into a crowd in Boston; five colonists are killed in what Americans call the Boston Massacre. 1773 Colonists protest the Tea Act by boarding British ships in Boston harbor and tossing chests of tea overboard in what came to be called the Boston Tea Party. 1774 Coercive, or Intolerable, Acts—passed in retaliation for the Boston Tea Party—close the port of Boston and suspend civilian government in the colony. In September, the First Continental Congress convenes in Philadelphia, Pennsylvania. Congress adopts a Declaration of Rights and Grievances and passes Articles of Association, declaring a boycott of English imports. 1775 February: Parliament proclaims Massachusetts to be in a state of revolt. March: The New England Restraining Act prohibits the New England colonies from trading with anyone except England. April: British soldiers from Boston skirmish with colonists at the Battles of Lexington and Concord. -
Boston Massacre, 1770
Boston Massacre, 1770 1AUL REVERE’S “Boston Massacre” is the most famous and most desirable t of all his engravings. It is the corner-stone of any American collection. This is not because of its rarity. More than twenty-five copies of the original Revere could be located, and the late Charles E. Goodspeed handled at least a dozen. But it commemorated one of the great events of American history, it was engraved by a famous artist and patriot, and its crude coloring and design made it exceedingly decorative. The mystery of its origin and the claims for priority on the part of at least three engravers constitute problems that are somewhat perplexing and are still far from being solved. There were three prints of the Massacre issued in Massachusetts in 1770, as far as the evidence goes — those by Pelham, Revere, and Mulliken. The sequence of the advertisements in the newspapers is important. The Boston Ez’ening Post of March 26, 1770, carried the following advertisement, “To be Sold by Edes and Gill (Price One Shilling Lawful) A Print, containing a Representation of the late horrid Massacre in King-street.” In the Boston Gazette, also of March 26, I 770, appears the same advertisement, only the price is changed to “Eight Pence Lawful Money.” On March 28, 1770, Revere in his Day Book charges Edes & Gill £ ç for “Printing 200 Impressions of Massacre.” On March 29, 770, 1 Henry Pelham, the Boston painter and engraver, wrote the following letter to Paul Revere: “THuRsD\y I\IORNG. BosToN, MARCH 29, 10. -
The Stamp Act Rebellion
The Stamp Act Rebellion Grade Level: George III (1738-1820) From the “Encyclopedia of Virginia,” this biographical profile offers an overview of the life and achievements of George III during his fifty-one-year reign as king of Great Britain and Ireland. The personal background on George William Frederick includes birth, childhood, education, and experiences growing up in the royal House of Hanover. King George’s responses to events during the Seven Years’ War, the Irish Rebellion, and the French Revolution are analyzed with the help of historical drawings and documents. A “Time Line” from 1663 through 1820 appears at the end. Topic: George III, King of Great Britain, Great Britain--History--18th Language: English Lexile: 1400 century, Great Britain--Politics and government, England--Social life and customs URL: http://www.encyclopediavirginia.org Grade Level: Stamp Act Crisis In 1766, Benjamin Franklin testified to Parliament about the Stamp Act and a month later it was repealed. The Stamp Act sparked the first widespread eruption of anti-British resistance. The primary source documents at this web site will help you understand why Parliament passed the tax and why so many Americans opposed it. The documents show the colonists' first widespread resistance to British authority and how they responded to their first victory in the revolutionary era. Discussion questions are included. Topic: Stamp Act (1765) Language: English Lexile: 1320 URL: http://americainclass.org Grade Level: American History Documents The online presence of the Indiana University's Lilly Library includes the virtual exhibition American History Documents. Complemented by enlargeable images of items from the library's actual collection, this site includes two entries related to the Stamp Act of 1765: the cover pages from An Act for Granting and Applying Certain Stamp Duties and Other Duties, in the British Colonies and Plantations in America, London and New Jersey. -
DIFFERENTIATING INSTRUCTION Economic Interference
CHAPTER 6 • SECTION 2 On March 5, 1770, a group of colo- nists—mostly youths and dockwork- ers—surrounded some soldiers in front of the State House. Soon, the two groups More About . began trading insults, shouting at each other and even throwing snowballs. The Boston Massacre As the crowd grew larger, the soldiers began to fear for their safety. Thinking The animosity of the American dockworkers they were about to be attacked, the sol- toward the British soldiers was about more diers fired into the crowd. Five people, than political issues. Men who worked on including Crispus Attucks, were killed. the docks and ships feared impressment— The people of Boston were outraged being forced into the British navy. Also, at what came to be known as the Boston many British soldiers would work during Massacre. In the weeks that followed, the their off-hours at the docks—increasing colonies were flooded with anti-British propaganda in newspapers, pamphlets, competition for jobs and driving down and political posters. Attucks and the wages. In the days just preceding the four victims were depicted as heroes Boston Massacre, several confrontations who had given their lives for the cause Paul Revere’s etching had occurred between British soldiers and of the Boston Massacre of freedom. The British soldiers, on the other hand, were portrayed as evil American dockworkers over these issues. fueled anger in the and menacing villains. colonies. At the same time, the soldiers who had fired the shots were arrested and Are the soldiers represented fairly in charged with murder. John Adams, a lawyer and cousin of Samuel Adams, Revere’s etching? agreed to defend the soldiers in court. -
Better Mus' Come
BETTER MUS’ COME PUBLICITY CONTACTS Tilane Jones [email protected] 818.995.0050 Rating: NR TRT: 104 minutes CREDITS Written & Directed by Storm Producer Paul Bucknor Executive Produced by Joshua Bratter Samantha Bratter Paul Bucknor Director of Photography Storm Editors Storm Paul Bucknor Cast Sheldon Shepherd - Ricky Nicole Grey - Kemala Ricardo Orgill - Flames Everaldo Creary - Short Man Roger Guenveur Smith - Prime Minister SYNOPSIS Better Mus’ Come is a coming of age drama set in Jamaica’s turbulent 1970s, against the backdrop of the Cold War, a national water crisis, an energy crisis, corruption, and numerous murder scandals that gave birth to the polarized violence gripping the streets of Kingston both then and now. After months of incarceration as a suspected political agitator, Ricky is released. Haunted by the tragic death of his devoted young wife and paralyzed by conflicting feelings of guilt and loyalty to his political tribe, he tries to navigate his way through the minefields created by the constant social upheaval that seems to be ubiquitous in his community, while providing a better life for his 5- year old son. At his home coming party Ricky meets Kemala, a book smart country girl, who lives in the opposing neighborhood, enemy territory. In many ways they are opposites, but what starts as antagonism quickly turns into burning passion. Kemala encourages Ricky to convince his old friends in the community to adopt a more passive approach. To defy the status quo of confrontation, this leads to the inevitable cycle of violence. The big question is, can Ricky and his crew beat the odds and ensure that Better Mus’ Come? Director’s Statement I’ve always been a bit of a cold war junkie, and there was a point in my life where I would watch, read, and research everything I could on geopolitics and espionage in the 20th century. -
The Performative Politicization of Public Space: Mexico 1968-2008-2012 Robin Adèle Greeley
thresholds 41 Spring 2013, 18-31 THE PERFORMATIVE POLITICIZATION OF PUBLIC SPACE: MEXICO 1968-2008-2012 ROBIN ADÈLE GREELEY Peña Nieto: the TV is yours; Mexico is ours! #YoSoy132 banner, June 2012 In May 2012, just weeks before the recent presidential elections in Mexico, a group of students at the Universidad Iberoamericana challenged the presidential candidate for the Institutional Revolutionary Party (PRI), Enrique Peña Nieto, during his cam- paign stop at the university.1 Peremptorily dismissed as being mob infiltrators hired by Peña Nieto’s political opponents, 131 Ibero students posted a video on YouTube displaying their university IDs and reiterating their outrage at the PRI’s persistent autocratic spurning of everyday citizens.2 The video sparked a spontaneous new grassroots political movement, “#YoSoy132” (“I am 132,” following up on the origi- nal 131 students) that rejected the PRI’s authoritarian neoliberalist platform and, in particular, its long history of collusion with powerful news media corporations.3 In the following weeks, hundreds of thousands of #YoSoy132 protestors repeatedly took to the streets across the country, to demand the democratization of the news media and the liberalization of the political system in Mexico. #YoSoy132 has regularly been compared to Mexico’s 1968 student movement which, as many have argued, “undermined forever the foundations of authoritarian- ism in Mexico.”4 Like their 1968 counterparts, #YoSoy132 has mounted a powerful anti-systemic call for a renewed politics “from below” to counteract the longstand- ing autocratic cronyism and corruption of the nation’s political leadership. Yet the comparison of #YoSoy132 with 1968 raises profound questions concerning the development of the public sphere in Mexico and its ability to foment a functional de- mocracy. -
THE BOSTON MASSACRE: Design Or Accident
THE BOSTON MASSACRE: Design or Accident BY PETER BRODKIN Mr. Brodkin is a graduate student in history at Rutgers University. The author would like to thank the staff of the Rutgers University Libraries for their help in the completion of this article. f^ftK EkttI 5oq*A EwcJ BOSTON 1770 Government and Business Center* Key 1. Sentry Box 4. Town House 2. Customs House 5. William Hunter's House 3. Main Guard 6. The Market * Annie Haven Thwing, The Crooked and Narrow Streets of the Town of Boston (Boston: Charles E. Lauriat Co., 1930), opposite page 78. RUTGERS UNIVERSITY LIBRARIES 79 It is a paradox of the violence in Boston during the years of 1765 to 1770 that although the rioters seemed uncontrolled and uncontrollable, they were in fact under an almost military discipline. The Boston Mob's ardor there is little doubt, could be turned on or off to suit the policies of its directors.1 OST historians studying the actions of the mob in pre-Revolu- tionary America, and especially in Boston, would agree that Mmany of these riots although seemingly spontaneous were ac- tually organized with certain political ends in mind. John Shy, in his book Toward Lexington, indicates that mob action was one of a number of political weapons used by local leaders. The "first resistance to the troops in Boston occurred not on the waterfront but in the Court House."2 In almost all instances, according to Shy, when the town elders had certain grievances against the methods of the English they first tried to alleviate the problems through the legal means of petition and court action. -
The “Bloody Massacre” and Patriot Propaganda
123 TEACHER GUIDE The “Bloody Massacre” and Patriot Propaganda Lesson Question In what way was Paul Revere’s engraving a piece of propaganda for the Patriot cause? Lesson Task After analyzing Paul Revere’s engraving and reading a secondary source about the Boston Massacre, students write a three-paragraph essay that explains how the engraving was a piece of propaganda for the Patriot cause. Students use specific details from both sources to describe Revere’s point of view and purpose in creating the image. NAEP Era: 3. Revolution and New Nation (1763 to 1815) Focal Skill: Identify how authors convey point of view and purpose, using craft and structure. Number of Documents: 2 Number of Days: 4–5 Common Core Standards • CC reading standard (primary): RHSS.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose • CC reading standard (secondary): RHSS.6-8.9 Analyze the relationship between a primary and secondary source on the same topic • CC writing standard: WHSS.6-8.2 Write informative/explanatory texts TABLE OF CONTENTS [Suggested time: 1–2 sessions] [Suggested time: 1 session] [Suggested time: 1–2 sessions] OVERVIEW .......................... 2 DOCUMENTS ...................... 10 WRITING ............................ 18 Documents Overview • Objectives • • Teachers’ Roles During Writing Document 1: The Bloody Massacre • Instructional Sequence • • Preparing Students to Write – Purpose, Process, Discussion • Lesson Background & Student • Writing Outline Background Knowledge • Document 2: Boston, – Set Level of Writing Support Massachusetts, March 5, 1770 THE HOOK ........................... 3 • Sample Student Essay – Purpose, Process, Discussion • Purpose & Process • Writing Rubric • Transition to Context-Setting CONTEXT ............................ 5 [Suggested time: 1/2 session] Overview • CONNECT ..........................