US History - Standards of Learning - USI.5
http://www.masshist.org/bh/aadams.html
In this letter, Abigail eloquently describes the feelings of the Americans around Boston at the beginning of the Revolution. She calls the battle a “decisive day” in the history of America and refers to the time as “dreadful, but hopefully Glorious Days.” She laments the loss of a friend in the battle but refers to his wish to die honorable on the field. I would use this letter after the students had done some background work on the Battle of Bunker Hill. I would have the students read her letter and do a document analysis worksheet. I would add questions to make sure the students developed an understanding of the atmosphere in Boston at this time.
-Amy DuBois
Source IDTag: USI.5.001
2. John Holt, Account of the Boston Massacre, New York, March 12, 1770
http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+10401000
This is a broadside that details the events leading up to the Boston Masssacre, the event itself, and the immediately following events. It also portrays four coffins of the victims that had, at that time, died. It details how this event is as a result of the quartering of the British troops, who were portrayed as rowdy and lawless in the article. It discusses the meetings Americans had to try to persuade the British to remove the troops as well as the British response. After having the students read portions of this article which detail the events leading up to the massacre, I would ask students what side the author of this article was on. I would then ask them why they believe this: what tone, words, etc., does the author use to convey this? I would have them then write a short essay detailing the events from someone who supported the British.
-Amy DuBois
Source IDTag: USI.5.002
3. Amos Doolittle, Engraving of Concord, New Haven, Connecticut, 1775
http://digitalgallery.nypl.org/nypldigital/...
In this image, formations of British soldiers are marching into the town of Concord. Two soldiers are seen at the top of a cemetery hill, looking at the surroundings. Though Amos Doolittle was not at Concord when the British arrived, he did interview several people from the area and tour the town, so his depictions are somewhat accurate. I would use this image to introduce war tactics and maneuvering to students. My students are always struck by the fact that the British wore bright red coats as their uniform and would be in straight lines during the start of a battle. I could also use it to get them thinking about how the townspeople might have felt as the British, their countrymen, were entering their town in this manner.
-Amy DuBois
Source IDTag: USI.5.003
4. Amos Doolittle, Engraving of Concord, New Haven, Connecticut, 1775
http://digitalgallery.nypl.org/nypldigital...
In this image, fires can be seen burning in Lexington, as British soldiers continue marching on to Concord. In the center of the scene several dead soldiers, both American and British are shown. Americans are seen walking near a stone wall looking at the events. Several contemporary critics of Doolittle complained that the Americans were not being portrayed as attempting to stop the British or firing upon the soldiers. After having read their text account of the Battle of Lexington, I would show this image to the students. I would ask them to determine whether or not it accurately portrays the events. I would then have them write a “Letter to the Editor” from the perspective of one of the people in the engraving.
-Amy DuBois
Source IDTag: USI.5.004
5. Amos Doolittle, Engraving of Lexington, New Haven, Connecticut, 1775
In this engraving, the British troops are seen firing upon the militia on Lexington Green. The militiamen are shown scattered, wounded, or running from the British army which is in formation. I might use this image at the beginning of the Revolution to highlight the differences in military strength between the British army and the Americans. I could then introduce the call for volunteers for the army and the steps that were taken to train them.
-Amy DuBois
Source IDTag: USI.5.005
6. William Palfrey, List of Sons of Liberty Members, Dorchester, Massachusetts, August, 1769
http://www.masshist.org/database/onview.cfm?queryID=9
This is an alphabetized list of members of the Sons of Liberty who were present at a meeting under the Liberty Tree in August of 1769. It is a remarkable record since the organization was a secret organization. Included on the list are such important Revolutionary figures such as John Adams, Samuel Adams, and Paul Revere. After a discussion of the activities of the Society, I would have students look over this list of names for any names that are already familiar to them. Once they have found those, I would then have them conduct research on some of the other people who were listed to see what is known about them.
-Amy DuBois
Source IDTag: USI.5.006
7. The American Revolution
http://www.yale.edu/lawweb/avalon/amerrev/amerdocs/boston_non_importation_1768.htm
Since Massachusetts was the hot bed of revolutionary resistance; this quick read offers the students a chance to develop their abilities in analyzing primary sources. The economic relationship between England and the colonies is highlighted in the document and students can contemplate the effects of refusing British goods in Massachusetts on both economies.
8. The American Revolution
http://www.frpd.org/historical/revolution.htm
Colonel Joseph Durfee, local leader in the American Revolution, and Fall River’s first mill owner, recounts early Fall River history and early American history for that matter. The events he recounts include the Battles of Fall River and Rhode Island, as well as his political affiliations in the early days of the republic. Making history tangible for students is tantamount to understanding.
9. The American Revolution
http://www.whalingmuseum.org/kendall/old_nb/old_nb_african.html
Son a freed slave and a Wampanoag woman, Paul Cuffe became a wealthy ship owner who ran the British blockade during the Revolution; petitioned the Massachusetts legislature regarding taxation without representation; smuggled escaped slaves from the South prior to the Underground Railroad; had a ship confiscated when he continued to trade with England after 1812; met with Madison to get the ship back; built the first racially integrated school in American—in Westport, MA. The first true rags to riches story in America and often neglected by history.
10. Related image from the Boston Massacre
Trial
http://www.law.umkc.edu/faculty/projects/ftrials/bostonmassacre/bostonmasimages.html
This link connects students of American History with images and that are
commonly associated with the trial of the Boston Massacre and include images
of two of Paul Revere’s engravings. The collection also includes pictures of
the tombstones of some of the victims of the Boston Massacre. This source
even includes elements of geographic importance including landmarks such as
the Queen Street Court House and the Town House on King Street.
-Brian J. Horta
11. Propaganda poster from patriots after the
Boston Massacre
http://www.law.umkc.edu/faculty/projects/ftrials/bostonmassacre/patriotsposter.html
This poster that was created by patriots after the Boston Massacre allows
students of American History to gain understanding about how this particular
event was used as propaganda to gain support for the revolution. Documents
of this nature demonstrate the impact of particular events and the
interpretations that followed had on bringing about the American Revolution.
-Brian J. Horta
12. Soldier Trial accounts from the Boston
Massacre
http://www.law.umkc.edu/faculty/projects/ftrials/bostonmassacre/soldiersaccount.html
This source provide students and historians with access to the testimonies
and accounts from the trial of the British soldiers that were involved in
the Boston Massacre. These records allow historians to determine the
validity of the case against the British soldiers as well as gain
understanding about the facts and evidence used during the trial.
-Brian J. Horta
13. Anonymous eyewitness accounts of the
Boston Massacre
http://www.law.umkc.edu/faculty/projects/ftrials/bostonmassacre/anonyaccount.html
This link presents a wide variety of accounts and conflicting sources as to
the actual events that took place on the night of the Boston Massacre. The
sources bring into question the truth and validity of the event as it is
excepted by mass culture. It allows students of American History and
opportunity to question what they know about the massacre and to rethink the
actual historical outcome of this particular event.
-Brian J. Horta
14. Boston Massacre Trial evidence & the
Deposition of Capt. Preston
http://www.law.umkc.edu/faculty/projects/ftrials/bostonmassacre/prestontrialexcerpts.html
This document is a copy of the deposition of Capt. Preston who was the
commanding officer responsible the night of the Boston Massacre. This source
allows students of American History the ability to evaluate a historical
event from a different perspective in that this deposition provides the
views of the British rather than that of Americans who may have had
something to gain by exaggerating the exact event of this particular night
in question.
-Brian J. Horta
