Boston Massacre

To answer this question correctly, students must explain how this source provides useful evidence about what happened at the Boston Massacre and how the source is limited as evidence. For Question 1, students must explain that it is reasonable to believe that the artist, Paul Revere, was knowledgeable about the event. For Question 2, students must see that Paul Revere was an influential patriot who may have embellished or misrepresented the event to sway public opinion against the British.

Level: Proficient

Question 1

Student explains that the document may be useful evidence because the author was in a position to know about the event.

Example: One of the Most Informed

Example: Someone Involved

Question 2

Student clearly explains how the perspective or motivation of the artist affects the reliability of the account.

Example: Anti-British Propaganda

Example: Likely Propaganda

Level: Emergent

Question 1

Student understands that this image is evidence of how the colonists viewed or portrayed the event but doesn’t address why the document would be useful as evidence of what happened at the Boston Massacre.

Example: Evidence of Framing

Student explains that the document is reliable because it is a primary source or because it was created close to the event it depicts, but the student ignores the reliability of the artist who created the image.

Example: Proximity in Time

Example: Primary Source

Question 2

Student understands that the artist may have misrepresented the event but doesn’t clearly explain why this artist may have been motivated to misrepresent this event.

Example: Could Be Manipulated

Example: Not at the Event

Level: Basic

Question 1

Student explains that the source is strong evidence because they incorrectly believe that Paul Revere witnessed the event.

Example: Witness

Student believes that the source is strong because the image shows what happened or includes a lot of information or details.

Example: See How it Truly Happened

Student’s response is unclear, irrelevant, or comes to an incorrect conclusion.

Example: Irrelevant Reasoning

Question 2

Student reasons that the source isn’t useful evidence because it lacks information, doesn’t have sufficient detail, or doesn’t depict multiple perspectives.

Example: Lacks Information