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Engraving "The Bloody Massacre perpetrated on King Street, Boston on March 5th, 1770"
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Summary and Objective
Students will understand that there are several points of view and different ways of looking at the American Revolution. Depending upon whose side the individual's loyalty lay, the lens used to look at the same event may show a completely different view. The students will compare and contrast two versions of The Boston Massacre using two different pieces of artwork, the Paul Revere engraving, and J. E. Taylor's view of the "massacre". Students will understand and recognize the role of bias in reporting an historical event and realize the need for objectivity when reporting history. They will further see how propaganda can be used as a filter to color any event in history.
Teaching Plan
Step 1.
Teacher will lead a discussion on the mindsets of the different parties during the American Revolution, the patriots, the loyalilsts, and the British regulars. The students will understand that the American Revolution can be viewed in several different ways.
Step 2.
The engraving of Paul Revere's "The Bloody Massacre Perpetrated on King Street, Boston on March 5, 1770" will be examined to see if the class can identify the feelings aroused in the engraving and the title.
Step 3.
Students will compare and contrast the Revere engraving with the one by J. E. Taylor. This illustration of the massacre is presented from an opposing point of view. The class will identify the feelings this artist portrayed.
Step 4.
Vocabulary terms such as bias, prejudice, bigotry, and propaganda will be introduced and explored.
Step 5.
Students will role-play a patriot, loyalist, or British soldier, and write a letter to the editor of a Boston newspaper to explain their viewpoint of the event. A fourth group will role-play a visitor from Canada, Italy, or Spain, with no political ties or prejudices and relate the event as an objective bystander.
Step 6.
The class will be able to identify the inflammatory depictions and further discuss what they feel would have happened if cameras were available and not just drawings by interested parties. The student will draw a picture of how they feel the event should have been represented based on their role-playing group.
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