Total Duration: |
Greater than 120 Minutes |
Materials and Resources: |
Paper and pencil |
Technology Resources Needed: |
Computer/and or laptop with internet access |
Background/Preparation: |
Before teaching this lesson, the students should know about the French and Indian War, the Stamp Act, and the Intolerable Acts that led to the American Revolution. Having this prior knowledge will help the students as they create a web video. A PowerPoint slide should be prepared prior to the lesson that includes a timeline of the Boston Massacre and quotes from witnesses of the massacre. The teacher can let students play around with WeVideo before they start their project (optional). A PowerPoint presentation can be prepared prior to the lesson with vocabulary words (optional). |
1.) Begin the lesson by reading the following quote to the students from Dr. Joseph Warren: Charles Hobby, a Boston laborer- "Between the hours of nine and ten o’clock, being in my master’s house, was alarmed with the cry of fire, I ran down as far as the town-house, and then heard that the soldiers and the inhabitants were fighting in the alley… I then left them and went to King Street. I then saw a party of soldiers loading their muskets about the Custom-house door, after which they all shouldered. I heard some of the inhabitants cry out, 'heave no snowballs,' others cried 'they dare not fire.'" After you have read the quote, tell the students to do think-pair-share to discuss why the colonies wanted independence from Britain. What did the British government do that angered the colonists? How will snow balls be used in the Boston Massacre? Do you think many people will die during the massacre? Transition Now that we have learned about the French and Indian War, the Stamp Act, and the Intolerable Acts, today we are going to talk about the Boston Massacre in the 1770’s. All of these events led to the American Revolution. 2.) The teacher will review a timeline of the events with the students that led to the Boston Massacre using a PowerPoint presentation. Optional: The PowerPoint presentation can include the following vocabulary words:
This website has the timeline of the Boston Massacre: http://www.john-adams-heritage.com/category/boston-massacre/ 3.) The teacher will provide quotes from witnesses of the Boston Massacre. Also, the teacher will provide information to the students about King George III and how he helped contribute to the Boston Massacre. To find the quotes and information about King George III, use these two websites: http://alphahistory.com/americanrevolution/eyewitness-accounts-boston-massacre-1770/ http://www.bostonmassacre.net/academic/essay4.htm 4.) After the discussion on the Boston Massacre, the lesson will continue by using a Venn Diagram to compare and contrast the terms "Liberty" versus "Monarchy" with the students. The teacher should complete the Venn Diagram together with the students. A sample of a completed Venn Diagram can be found in the section labeled Attachments. 5.) As soon as the Venn Diagram modeled by the teacher is completed, the students will be expected to complete a Venn Diagram on their own. The students will complete a Venn Diagram on the Boston Massacre. The students will compare and contrast the two sides of the American colonists in the 1770’s, “Colonists Should Fight the British for Independence” versus “Colonists Should Not Fight the British for Independence.” The teacher will model this comparison by completing a Venn Diagram on the differences between “Liberty” versus “Monarchy.” 6.) At the end of the lesson, the students will create a web video using the technology tool, WeVideo. The students will have the choice to choose one event that led to the American Revolution (such as the French and Indian War, the Stamp Act, the Intolerable Acts, and the Boston Tea Party). The video should include pictures and facts and be about 2-3 minutes each. The students will each create an account on WeVideo. The students will publish their video on their account. Students can use these search engines to find pictures and facts:
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Assessment Strategies |
The teacher will evaluate the student's WeVideo and their Venn Diagrams for a grade. |
Acceleration: |
Students who are familiar with how to make a web video can make an additional video on a different event that led to the American Revolution. |
Intervention: |
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View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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