Lesson Plan - Comparing the Boston Massacre to the Kent State Shootings

Students know all about the Boston Massacre, but we still have to teach it... over and over again. So how do you make it interesting this time around?

Simple. Link it to a more recent event - one that's equally bloody, less well known, and far more shocking. How many of your students have heard of the Kent State shootings?

This lesson plan sets out to lead students in making comparisons between the two historical events and the way that they are portrayed in the media. It provides opportunities for visual and auditory learning. It also provides some real meaty subjects to be discussed.

Objectives

As a result of this lesson, students will be able to...

Make a comparison between the Boston Massacre and Kent State

Analyze the way each event was portrayed in the media

Evaluate the way that law enforcement deals with riotsDo Now/Opening

Ask the students to write down anything they know about the Boston Massacre. After the students have had a minute or two to think, take some student responses and record them on the board.

Try to build a coherent story of what happened that day. When you have exhausted the students' prior knowledge, fill in the remaining details and briefly retell the story.

Anticipatory Set

After reviewing the details of the Boston Massacre, tell students that they will soon be comparing it to another more recent event. Hand out a copy of the lyrics to the Crosby, Stills, Nash, and Young song Ohio or project the lyrics using an overhead.

Play the song once or twice. Have students listen and read along with the lyrics.

When the song is done, discuss what the students heard. What was the song about? Identify key lyrics in the song that give details about the historical event - "four dead in Ohio," "Nixon's coming," "this summer," "cutting us down," etc. Record these responses on the board, opposite the details about the Boston Massacre.

Introductory Lecture

After discussing the song lyrics, describe the Kent State shooting to the students. A short lecture should detail the build up of tensions on campus, the eventual shooting, and the results. Use graphic details where appropriate to grab student attention.

Here's a brief overview of some key points:

April, 1970 - President Nixon announces that the US will enter Cambodia.

May 1, 1970 - Massive war protests occur nationwide. After a protest at Kent State, the city of Kent erupts into riots.

May 2, 1970 - Ohio National Guard appear to keep order in the city. When they arrive at the Kent State campus the ROTC building is burning down. Student protesters attempt to prevent the fire department from putting out the fire.

May 3, 1970 - More protests occur on campus. National Guard force students to their dorms and enforce a curfew. Some minor injuries occur.

May 4, 1970 - Another major protest is planned on campus. The National Guard attempt to disperse the students. In the ensuing chaos, a number of soldiers open fire on students. Four students are killed and nine more are injured.

After the shooting, the soldiers are charged but not convicted of a crime. The shooting solidified and strengthened the student movement. There is still debate as to whether the shooting was intentional or accidental.Activity Period

Discuss the events at Kent State and the way that they are portrayed in the song Ohio.

Who was at fault? Who was the victim? Does the song identify one group as the victims? Why would the authors portray it this way?

Through this discussion the students should appreciate the complexity of the events at Kent State. The soldiers reacted with a disproportionate level of violence, but they were certainly provoked. The students - throwing rocks and tear gas - are hardly innocent.

They should also realize that Crosby, Stills, Nash, and Young wrote their song partially as a piece of propaganda. Ohio serves its purpose as a protest song by unifying the student movement and strengthening its resolve in opposing the Vietnam War and Nixon's administration.

Analyzing the Boston Massacre's Portrayal

Next, have students examine a copy of Paul Revere's engraving of the Boston Massacre. Most textbooks contain a copy of the picture. If a projector is available, it would be helpful to project a large version of the picture for pointing out certain details.

Ask the students to describe what they see. Are the soldiers organized? Do they appear to be shooting intentionally? Are the colonists armed or provoking the soldiers?

Why does Paul Revere choose to portray the situation in this way? The comparison to Kent State should be obvious - Paul Revere is creating a piece of propaganda to galvanize colonial opposition to Great Britain.

Discuss other ways that the two events are similar. They both involve soldiers shooting at civilians. In each, a few people died but the event was called a massacre. In both cases, the civilians were angry and protesting something.

Throughout the lesson, you should maintain a chart on the board. It should contain four columns - the history of the Boston Massacre, the media representation of the Boston Massacre, the history of the Kent State shootings, and the media representation of the Kent State shootings.

This will help visually-oriented students make comparisons at the end. It will also help students take notes on this complex lesson.

Closing Discussion

Review the basic elements of each event and the comparisons that were made.

Then, turn to the final discussion question. From 1770 to 1970, the methods of riot control remained largely unchanged. Soldiers dispersed protestors with live bullets. Is that acceptable? Why has it changed now?

Final Comments

This lesson plan addresses a variety of learning styles. Through the use of Ohio, it appeals to auditory learners. Visual learners will appreciate the chart on the board and the analysis of Paul Revere's engraving.

This lesson could be extended in several ways. Students could be asked to write and perform a song (like Ohio) about the Boston Massacre.

Students could also be asked to research the events at Jackson State University. Ten days after the Kent State Shootings, two students were killed at this historically black college. A research paper could provide details of the incident and explore the reasons why this event never became as well known as Kent State.

Finally, there is a lot going on in this lesson, but it is cut down into small parts. Set time limits for yourself and keep moving. If students have lengthy discussions on each part, be sure to cut them off when appropriate.