The Boston Massacre March 5, 1770, 9:05 P.M. Audience: Eighth grade or higher For one group up to 25, two groups simultaneously with two tour guides or back-to-back tours. 1.5-2.0 Hours Coordinated to your syllabus Objective: To actively present the political, emotional and military causes of the Boston Massacre and its subsequent impact in the development of the nation, via a historical walking tour. Materials: Maps, portraits, copies of original documents provided on tour. Multiple take home copies upon request. Laminates additional Syllabus:
Review acts passed by Parliament specifically to gain control of the Colonies after the French and Indian War
The legal systems. Statutes vs Common Law; how did they differ?
Principles of taxation, subjugation, financial collusion, non-importation, impressment, indenture and servitude
Did billeting of troops among a civilian population from October 1, 1768 to March 5, 1770, kindle the Massacre?
Was the Massacre a decisive event leading to the American Revolution?
Was it the decisive moment that England lost control of its Colonies?
The aftermath propels the legal and political careers of individuals that became our Founding Fathers; John and Sam Adams, Robert Tweet Paine, John Hancock and Josiah Quincy, Jr.
Post-mortem on the victims and those that survived the legal proceedings
Geography of North America in the early 18th century
Demography of the Thirteen Colonies and the British Empire.
Overview a century of war in Europe and England resulting in England's dominance of the seas.
Overview North American and European military history from 1754 to 1770
The French and Indian War; British Soldiers and Colonist successfully fight on the same side, exit with class conflict
An overview of the legal definitions of murder, manslaughter, justifiable homicide and self-defense
Lesson Ideas Prior to the Walking Tour for Students:
A student can describe, print, draw or make an 18th Century Grenadier uniform & surtout (that factored in the trial testimony)and describe the Grenadiers specific military application in battle
Demonstrate to the class, with a safe device, the military significance and usage of the British bayonet
Provide a broad profile of an 18th Century Puritan Bostonian
Overview the following servitude practices;
Suggested class activity after the Walking Tour
If it was not intentional, was it a mistake for the British to send Irish Catholic regiments to Puritan Boston? Answer this question from the viewpoint of an 18th Century Bostonian. Critique it from the 21st Century
A biography, post Massacre, on any of the four signers of the Declaration of Independence that participated in the trial of the British soldiers. Provide a brief written or oral report of their future contributions to America
Research and briefly describe the life of the five victims with emphasis on their economic and social status in Colonial Boston
Describe the sources used to research all of the above; require several non-internet bibliographies
Student(s) provides period newspaper articles, comparing Tory vs Radical press, summarized for the class. Suggest a visit to Edes & Gills Printing Museum; first floor Faneuil Hall. Videos and interviews are possible
If you were a member of the jury (in the 18th century) what would be your verdict? Support your conclusion in law or common sense or both
Compare the maturity, from the 18th to the 21st Century, of the laws concerning, murder, manslaughter and justifiable homicide. (for a student interested in law.)
Reflect on the lessons from the Boston Massacre as you discuss the Tea Party in 1773
Compare the mob that ruled Boston on March 5, 1770, with those of the Tea Party
Trace the progress of James Otis, Thomas Hutchinson, Samuel Adams, General Thomas Gage or Paul Revere since the Massacre to the beginning of the American Revolution, April 19, 1775.
An association of tour guidES for educators, amateur historians, and the general public looking to walk beyond the Freedom Trail, concentrating on the legal, philosophical, emotional and political events of Boston.
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