Dig deep into the Boston Massacre with this resource. Students will use images, read two pages of text, and create a puppet show to demonstrate their learning. Students will be given 3 different images, a “Crop-It” tool, and image analysis questions. After investigating the different images on the Boston Massacre, your students will then read two pages of informational text while analyzing the reading with a point of view activity. Your students will then complete the assignment by creating a puppet show on the Boston Massacre.
In this resource, you will receive:
–Vocabulary Word Wall images to pre-teach vocabulary,
-Three different images to analyze,
-a “Crop-It” tool for image analysis,
–Image Analysis questions,
–two page reading on the Boston Massacre with point of view questions,
–Opinion/Proof Notes to reinforce point of view,
–directions for a puppet show,
–dialogue page to write their puppet show,
–Patriot and Loyalist puppets,
⭐Please download the preview to see more information on this resource. ⭐
5th Grade Social Studies TEKS
(2) History. The student understands how conflict between the American colonies and Great Britain led to American independence and the formation of the United States. The student is expected to:
(A) analyze the causes and effects of events prior to and during the American Revolution, including the taxation resulting from the French and Indian War and the colonist response to taxation such as the Boston Tea Party;
(B) identify the Founding Fathers and Patriot heroes, including John Adams, Benjamin Franklin, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period; and
(20) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:
(A) identify significant examples of art, music, and literature from various periods in U.S. history such as the painting American Progress, “Yankee Doodle,” and “Paul Revere’s Ride”; and
(B) explain how examples of art, music, and literature reflect the times during which they were created.
(23) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as technology; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States;
(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(D) identify different points of view about an issue, topic, historical event, or current event; and
(E) identify the historical context of an event.
(25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication;
(C) express ideas orally based on research and experiences; and
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
©Social Studies Success, LLC. This purchase is for you and your classroom. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.
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