NCTA Literacy Coach
Lesson Plan Format

Coach: Regina Propst
Lesson Title Boston Massacre
Curriculum Area Social Studies
Grade Level 8
Curriculum Objective(s) 2.01 Trace the events leading up to the Revolutionary War and
evaluate their relative significance in the onset of hostilities.
(from the NCSCOS)

Technology Objective(s)
(from the NCSCOS)
List only if applicable.

Essential Question How are the British and American views of the Boston Massacre 
What question should  different?
students be able to answer at 
the end of the lesson?

Activity Summary Students will view and write about pictures of the Boston 
Write one sentence  Massacre, complete a Venn Diagram on 2 articles, complete a 
describing the activities you  RAFT, and write a one sentence summary on the Boston 
will use to teach new  Massacre.
information to students.

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Activating Strategy Ask the students to answer this question in a Fast Write.  You 
Describe the strategy you  may ask them to continue with a Writing Roulette to share ideas 
will use to activate what  with a neighbor.
students already know.
“What is a massacre?”
Suggested Strategies:
 Anticipation/Reaction  Show students the picture at

Guide http://www.earlyamerica.com/review/winter96/enlargement.html
 Fast Write / Roulette

 Humor in the  Ask them to write about what is going on in the picture
Classroom
 KWL Plus

 Mindstreaming

 Possible Sentences

 Probable Passages

 Quick Activators

 The First Word

 Think­Pair­Share

 Three Step Interview

 Walk Around Survey

 Word Splash

 You Ought To Be In 

Pictures

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Organizing Strategy Students will read 2 articles about the Boston Massacre and will complete 
Describe the strategy  a Venn diagram to compare and contrast the articles.
you will use to help 
 
students organize new  Articles are at the end of this lesson.
information into a 
format that will help 
them to better 
understand and 
remember it.

Suggested Strategies:
 Content Frames

 Content Mapping

 Dump and 

Clump
 Informative Text 

 Jigsaw Reading / 

Missing Pieces
 Power Thinking 

Notes
 Semantic Feature 

Analysis
 Story Maps

 Story Star

 Target Notes 

 Think Aloud

 Two­Column 

Notes
 Venn Diagram

 Sticky Notes

Comprehending  Students will complete a RAFT on the Boston Massacre.
Strategy
Describe the strategy  R­ American Colonist
you will use to help  A­ Military Review Committee
students understand new  F­ Interview
information in multiple  T­ What happened during the conflict
contexts.

Suggested Strategies:
 3x3 Vocabulary R­ Captain Preston
 CLVG A­ British Troops
 Give One­Get  F­ Speech
One T­ How should have this situation been handled
 Opinion­Proof 

Notes
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 Problem/Process 

Chart
 Problem/Solution 
 

Applying /  Students will revisit their Fast Writes to add to their definitions 
Summarizing  of massacre.  Students will summarize what they have learned by 
Strategy writing a one sentence summary of the Boston Massacre.
Describe the strategy 
you
will use at the end of 
your lesson to help 
determine if students 
can answer the 
lesson’s Essential 
Question.

Suggested 
Strategies:
 Cartooning

 Epitaphs

 Exit Slips

 Final 

Countdown
(3­2­1 
Review)
 Four­Box 

Synectics
 Four Corners

 Free Form 

Mapping
 Learning 

Frames
 Learning Logs

 One Sentence 

Summary
 Shaping Up 

Review
 Vanity Plates / 

Bumper 
Stickers
 Window Pane 

Summary

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Resources and  Photo: 
Materials http://www.earlyamerica.com/review/winter96/enlargement.html
What resources and 
materials are needed  Article Copies: attached at the end of this lesson
to teach this lesson?

Re­teaching and 
Enrichment  Students may extend their understanding by visiting any of the 
Activities numerous websites on the Internet pertaining to the 
How would you  Revolutionary War.  Students can also research any of the 
extend students’  famous people from this time period.
understanding of the 
lesson concepts 
through another 
activity or lesson?
Modifications ESL students may need a study buddy for the vocabulary.  EC 
Are there any students  students may need modifications according to their IEP.
for whom you need to 
make modifications?

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The British point of view: The American Point of View:

Excerpt from the report of Captain Thomas Preston: From an anonymous source:
...In my way there I saw the people in great commotion, THE HORRID MASSACRE IN BOSTON,
and heard them use the most cruel and horrid threats PERPETRATED IN THE EVENING OF THE FIFTH
against the troops. In a few minutes after I reached the DAY OF MARCH, 1770, BY SOLDIERS OF THE
guard, about 100 people passed it and went towards the TWENTY-NINTH REGIMENT WHICH WITH THE
customhouse where the king's money is lodged. They FOURTEENTH REGIMENT WERE THEN
immediately surrounded the sentry posted there, and QUARTERED THERE; WITH SOME OBSERVATIONS
with clubs and other weapons threatened to execute ON THE STATE OF THINGS PRIOR TO THAT
their vengeance on him. A townsman soon informed me CATASTROPHE
their intention was to carry off the soldier from his post ...Whether the boys mistook the sentry for one
and probably murder him... I immediately sent a of the said party (a group of unruly soldiers
noncommissioned officer and 12 men to protect both who had been about the area earlier), and
the sentry and the king's money, and very soon followed thence took occasion to differ with him, or
myself to prevent, if possible, all disorder, fearing lest whether he first affronted them, which is
the officer and soldiers, by the insults and provocations affirmed in several depositions, -however that
of the rioters, should be thrown off their guard and may be, there was much foul language between
commit some rash act. They soon rushed through the them, and some of them, in consequence of his
people, and by charging their bayonets in half-circles, pushing at them with his bayonet, threw
kept them at a little distance. ..The mob still increased snowballs at him, which occasioned him to
and were more outrageous, striking their clubs or knock hastily at the door of the Custom House.
bludgeons one against another, and calling out, come on From hence two persons thereupon proceeded
you rascals, you bloody backs, you lobster scoundrels, immediately to the main-guard, which was
fire if you dare, fire and be damned, we know you dare posted opposite to the State House, at a small
not, and much more such language was used. At this distance, near the head of the said street. The
time I was between the soldiers and the mob, parleying officer on guard was Capt. Preston, who with
with, and endeavoring all in my power to persuade them seven or eight soldiers, with firearms and
to retire peaceably, but to no purpose. They advanced charged bayonets, issued from the guardhouse,
to the points of the bayonets, struck some of them and and in great haste posted himself and his
even the muzzles of the pieces, and seemed to be soldiers in front of the Custom House, near the
endeavoring to close with the soldiers. On which some corner aforesaid. In passing to this station the
well-behaved persons asked me if the guns were soldiers pushed several persons with their
charged. I replied yes. They then asked me if I intended bayonets, driving through the people in so
to order the men to fire. I answered no, by no means, rough a manner that it appeared they intended
observing to them that I was advanced before the to create a disturbance. This occasioned some
muzzles of the men's pieces, and must fall a sacrifice if snowballs to be thrown at them, which seems
they fired ...While I was thus speaking, one of the to have been the only provocation that was
soldiers having received a severe blow with a stick, given. Mr. Knox (between whom and Capt.
stepped a little on one side and instantly fired, on which Preston there was some conversation on the
turning to and asking him why he fired without orders, I spot) declares, that while he was talking with
was struck with a club on my arm, which for some time Capt. Preston, the soldiers of his detachment
deprived me of the use of it, which blow had it been had attacked the people with their bayonets
placed on my head, most probably would have and that there was not the least provocation
destroyed me. given to Capt. Preston of his party; the backs of
On this a general attack was made on the men by a the people being toward them when the people
great number of heavy clubs and snowballs being were attacked. He also declares, that Capt.
thrown at them, by which all our lives were in imminent Preston seemed to be in great haste and much
danger, some persons at the same time from behind agitated, and that, according to his opinion,
calling out, damn your bloods-why don't you fire. there were not then present in King street
Instantly three or four of the soldiers fired, one after above seventy or eighty persons at the extent.
another, and directly after three more in the same The said party (British soldiers) was formed
confusion and hurry. The mob then ran away, except into a half circle; and within a short time after
three unhappy men who instantly expired, in which they had been posted at the Custom House,
number was Mr. Gray at whose rope-walk the prior began to fire upon the people. Captain Preston
quarrels took place; one more is since dead, three is said to have ordered them to fire, and to
others are dangerously, and four slightly wounded. The have repeated that order. One gun was fired
whole of this melancholy affair was transacted in almost first; then others in succession and with
20 minutes. On my asking the soldiers why they fired deliberation till ten or a dozen guns were fired;
without orders, they said they heard the word fire and or till that number of discharges were made
supposed it came from me. This might be the case as from the guns that were fired. By which means

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many of the mob called out fire, fire, but I assured the eleven persons were killed and wounded, as
men that I gave no such order; that my words were, above represented.
don't fire, stop your firing. In short, it was scarcely
possible for the soldiers to know who said fire, or don't
fire, or stop your firing.

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