Boston Massacre, 1770
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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. -
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. -
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. -
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. -
Download a PDF of Imagining the Boston Massacre
Imagining the Boston Massacre Imagining the Boston Massacre asks students to consider images of the one of the most important and controversial events of the Revolutionary era. This lesson invites students to examine and interpret depictions of the Boston Massacre—the deadly confrontation between Bostonians and British troops on the evening of March 5, 1770—by examining contemporary engravings of the event by Henry Pelham and Paul Revere of Boston and Jonathan Mulliken of Newburyport, Massachusetts, as well as later versions of the same image. The goals of the lesson are for students to understand the importance contemporaries attached to the event, how the event reflected and shaped colonial resistance to British authority, and how powerful images can focus popular attention and shape political views. Like the other lessons in this series, Imagining the Boston Massacre asks students to go beyond obvious questions about the literal accuracy of images to consider them as valuable sources for understanding how artists and their audiences understood the events depicted. Suggested Grade Level Middle and High School Recommended Time Two +/- fifty minute class periods Objectives and Essential Questions At the conclusion of the lesson, students will: • understand how the artists and their audiences understood the events of March 5, 1770; • understand how the Boston Massacre contributed to the growth of Revolutionary sentiment by stirring popular outrage at the British army and the British ministry; • develop skills needed to analyze and interpret visual images through close comparison of similar, but not identical, images; and • understand how the publication of dramatic images reflects and shapes popular opinion. -
A Catalogue of the Collection of American Paintings in the Corcoran Gallery of Art
A Catalogue of the Collection of American Paintings in The Corcoran Gallery of Art VOLUME I THE CORCORAN GALLERY OF ART WASHINGTON, D.C. A Catalogue of the Collection of American Paintings in The Corcoran Gallery of Art Volume 1 PAINTERS BORN BEFORE 1850 THE CORCORAN GALLERY OF ART WASHINGTON, D.C Copyright © 1966 By The Corcoran Gallery of Art, Washington, D.C. 20006 The Board of Trustees of The Corcoran Gallery of Art George E. Hamilton, Jr., President Robert V. Fleming Charles C. Glover, Jr. Corcoran Thorn, Jr. Katherine Morris Hall Frederick M. Bradley David E. Finley Gordon Gray David Lloyd Kreeger William Wilson Corcoran 69.1 A cknowledgments While the need for a catalogue of the collection has been apparent for some time, the preparation of this publication did not actually begin until June, 1965. Since that time a great many individuals and institutions have assisted in com- pleting the information contained herein. It is impossible to mention each indi- vidual and institution who has contributed to this project. But we take particular pleasure in recording our indebtedness to the staffs of the following institutions for their invaluable assistance: The Frick Art Reference Library, The District of Columbia Public Library, The Library of the National Gallery of Art, The Prints and Photographs Division, The Library of Congress. For assistance with particular research problems, and in compiling biographi- cal information on many of the artists included in this volume, special thanks are due to Mrs. Philip W. Amram, Miss Nancy Berman, Mrs. Christopher Bever, Mrs. Carter Burns, Professor Francis W. -
The Boston Massacre Trials by John F
JULY/AUGUST 2013 VOL. 85 | NO. 6 JournalNEW YORK STATE BAR ASSOCIATION Also in this Issue The Boston “Professional Reliability” Article 81 and Autism Massacre Trials Spectrum Disorder Revising Vietnam’s By John F. Tobin Constitution 2012 UM, UIM and SUM Law It’s All New! Coming September 2013 NYSBA’s new website at www.nysba.org BESTSELLERS FROM THE NYSBA BOOKSTORE July/August 2013 Admission to the Criminal and Civil Contempt, Legal Careers in New York State New York State Bar, 2012 2nd Ed. Government, 10th Edition All relevant statutes and rules, an overview of This second edition explores a number of aspects Everything you need to know about a career in admission procedures, a comprehensive table of of criminal and civil contempt under New York’s public service in state and municipal government statutory and rule cross-references, a subject-matter Judiciary and Penal Laws, focusing on contempt and the state court system. index and the N.Y. Rules of Professional Conduct. arising out of grand jury and trial proceedings. PN: 41292 / Member $50 / List $70 / 360 pages PN: 40152 / Member $50 / List $70 / 226 pages PN: 40622 / Member $40 / List $55 / 294 pages Legal Manual for N.Y. Physicians, 3rd Ed. Attorney Escrow Accounts – Rules, Depositions: Practice and Procedure Completely updated to reflect new rules and laws in health care delivery and management, Regulations and Related Topics, 3rd Ed. in Federal and New York State Courts, discusses day-to-day practice, treatment, disease Provides useful guidance on escrow funds and 2nd Ed. control and ethical obligations as well as profes- agreements, IOLA accounts and the Lawyers’ A detailed text designed to assist young attorneys sional misconduct and related issues. -
Beyond Midnight
March 2019 Number 97 American Antiquarian ALMANAC Society Piecing It All Together: Help Us Cross the Campaign Finish Line! Engraved bookplate of Paul Revere (Boston, no date). Beyond Midnight: Paul Revere s is abundantly evident in the photographs in these pages, the new addition to Antiquarian Hall is a sight to behold! The Exhibition to Tour planning,A prepping, and foundation pouring are behind us and an architectural gem is taking shape. The signature patinated copper Nationally (continued on pages 2-3) rawing on the Society’s unparalleled collection of Maintaining the Mechanics: printsD and books, the exhibition Beyond Midnight: Paul Revere The AAS Buildings & Grounds Department will tour nationally in 2019 and 2020, opening at the New- s Antiquarian Hall’s $20 million York Historical Society on construction project comes to an September 6, 2019. This in- end,A there will be sighs of gratification depth examination of Revere’s and relief throughout AAS, perhaps many skills as a craftsman will none as heartfelt as those of the shed new light on viewers’ Buildings & Grounds Department. understanding of this iconic For the past two years, the three-man colonial patriot. The show staff has ensured the safety and security illustrates the entrepreneurial of the collection, staff, and building, spirit of an early American while keeping a close watch on the artisan who stood at the comings and goings of a small army of (continued on page 4) contractors and construction workers. (continued on pages 6-7) 2 (Piecing It All Together...continued from page 1) panels are now in place, giving the building a distinctive and enticing façade on Park Avenue. -
Road to Revolution
Road to Revolution 1760-1775 In 1607 The Virginia Company of London, an English trading company, planted the first permanent English settlement in North America at Jamestown. The successful establishment of this colony was no small achievement as the English had attempted to plant a colony in North America since the reign of Queen Elizabeth I in the l6th century. The Virginia Company operated under a royal charter, granted by King James I, which assured the original settlers they would have all liberties, franchises and immunities as if they had been “abiding and born within England.” By 1760, England and Scotland had united into the Kingdom of Great Britain and her settlements in North America had grown to thirteen thriving colonies with strong cultural, economic, and political ties to the mother country. Each colony enjoyed a certain amount of self- government. The ties which bound Great Britain and her American colonies were numerous. Wealthy men in the colonies, such as George Washington, used British trading companies as their agents to conduct business. Young men from prominent families, like Arthur Lee, went to Great Britain to finish their schooling. Colonial churches benefited from ministers who were educated in Great Britain. Many of the brightest men in the colonies, such as Benjamin Franklin of Pennsylvania, James Otis of Massachusetts, and Peyton Randolph of Virginia, served the British government as appointed officials. What then caused these strong ties to unravel after 1760? What caused the American colonists to revolt against their mother country in 1775? Though not recognized by most people at the time, economic and political forces beginning in 1760 on both sides of the Atlantic would force Great Britain and her American colonies to reassess their long relationship. -
John Adams and the Boston Massacre Trial
John Adams and the Boston Massacre Trial Full Lesson Plan COMPELLING QUESTION How will acting justly improve your community and country? VIRTUE Justice DEFINITION Justice is the capacity to determine and preserve our common rights. LESSON OVERVIEW This lesson will help students understand the virtue of justice in order to apply justice in their own lives. OBJECTIVES • Students will examine John Adams’ defense of the soldiers in the Boston Massacre trial and how Adams acted justly. • Students will develop ways in which they can act with justice in their own lives. BACKGROUND Beginning in 1768, British troops were stationed in Boston, Massachusetts to protect officials who were enforcing new taxation laws passed by the British Parliament. Many of the people in Boston were outraged by the taxes and the soldiers were posted around the city. One day in 1770, a mob of nearly fifty people formed around a soldier on duty. As the people began to harass the solider, additional military support was called to the scene. Shots were fired into the crowd, and five of the people in the mob were killed. The soldiers were arrested and indicted for murder. Many attorneys in town refused to defend the soldiers, but lawyers Josiah Quincy, Robert Auchmuty, Jr., and John Adams decided to take up the case despite their Patriot leanings. These men wanted to ensure that justice was served through a fair trial. https://voicesofhistory.org VOCABULARY • Indictment • Prosecution • Sons of Liberty • Manslaughter • Patriot • Riot Act • Townshend Acts INTRODUCE TEXT Have students read the background and narrative, keeping the Compelling Question in mind as they read. -
John Adams Thomas Jefferson Physical Characteristics
Working With Comparisons: John Adams, Thomas Jefferson and the Rhetoric and Art of the American Revolution From HBO’s John Adams mini-series based on the biography by David McCullough Episode 1: “Join or Die” (The Boston Massacre) 1 C. Barrera 2012 Name ________________________________________ Date _______________ Class _________________ Viewing Guide- John Adams (miniseries) Episode 1- “Join or Die” Boston 1770 1. What is the significance of the “Tory” sign on the skeleton hanging off the trees in the opening sequence? 2. Characterize John and Abigail Adam’s relationship when Abigail looks at John and immediately knows that he has lost his case. 3. Characterize John Adams as a father. 4. John Adams hears a distant crowd yell, “fire!” What does John initially think this is? 5. Describe Samuel Adams’ reaction to the massacre. 6. What is the significance about Crispus Attucks death? 7. Why was the bloodied visitor at the Adams’ house? Speculate why he was bloodied. 8. What warning does Abigail Adams give John Adams about defending Captain Preston? 9. Explain Abigail Adams statement, “They will say you are the Crown’s man!” 2 C. Barrera 2012 10. What is Captain Wilson’s explanation for the massacre? 11. What is Sam Adams’ political motive for having a procession after the massacre? 12. Contrast Paul Revere’s sketch of the Boston massacre with reality. 13. Explain Abigail Adam’s comment to John, “Mask your intelligence with more patience than those less intelligent that you.” 14. Mr. Goddard, the first witness, admits the crowd carried clubs. Why does he admit this? 15.