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Engraving "The Bloody Massacre perpetrated on King Street, Boston on March 5th, 1770"
Boston Tea Party Report
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Summary and Objective
Students will understand that there are a number of different ways of looking at the American Revolution, many of which do not conform to conventional stereotypes.
Students will compare and contrast artwork depicting the same event in two distinct ways to gain a better understanding of the use of propaganda in history.
Students will anaylyze an argument from a supporter/opponent of the Revolution and create a short debate to echo their opinions.
Teaching Plan
Step 1.
As an introduction to understanding different interpretations of the same event, students will analyze Paul Revere's illustration of the 'Boston Massacre' alongside J.E. Taylor's version. In pairs students will consider what differences exist, and try to explain what message each artist is trying to convey.
Step 2.
Students should read and consider D. Field's account of the Boston Tea Party, and the devisive reaction that it caused in Deerfield. In particular, consider why residents might consider themselves more closely aligned to British policies despite events such as the Boston Massacre and the Boston Tea Party.
Step 3.
One student from each pair reads and evaluates the first four paragraphs of the excerpt "Letters of a Westchester Farmer", written by prominent loyalist Samuel Seabury. The other partner should read paragraphs 6,7,8,9,16 and 17 of the "Declaration of the Causes and Necessity of taking up arms", signed by John Hancock on behalf of the United Colonies of North America. Each student should summarize the main arguments of their assigned author.
Step 4.
Mini-debate: those students adopting Seabury's argument should imagine that they have been called to appear in front of the Representatives of the United Colonies of North America to defend their viewpoint. They will be given one minute to try to convince their adversary not to go to war. Likewise, those students supporting Hancock's statement will be given one minute to reply. If time allows, this could be expanded to a full class debate, with an impartial bench of judges deciding which speaker delivered the most convincing argument.
Step 5.
Debrief: each student shares their argument with their partner in order that both can understand and appreciate both sides of the debate.
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