The Battle on Lexington Green through Primary Resources
Standards:
o Composition Writing: 19.12. For informational/expository writing: Write a brief interpretation or explanation of a literary or informational text using evidence from the text as support.
o Reading/Lit: Understanding a Text: 8.17 For informational/expository texts: Distinguish fact from opinion.
Historical Benchmarks:
o Analysis of Primary and Secondary Resources
o Historical Debate and Controversy
o Historical Empathy
Desired outcomes:
o Student will explain the significance of the Battle of Lexington
o Students will use discuss two points of view regarding the events on Lexington Green on April 19, 1775
o Students will use primary resources to explore what happened on Lexington Green on April 19, 1775
o Students will create a drawing of what they believe happened based on eye-witness accounts
o Students will use evidence from eye-witness accounts to write a statement explaining what is occurring in their drawing
Activity:
Day One: Building Background Knowledge
1. Brief discussion of the events leading up to April 19th with the purpose of building students background knowledge. “The Lexington-Concord Battle Road: Hour-by Hour Account of Events Preceding and on the History-Making Day April 19,1775” will be used.
2. Read aloud selections from pages 113-118, and 123-128 from “Paul Reveres Ride” by David Hackett Fischer about the experiences of the British Regulars on the morning of April 19, 1775.
3. Discussion of what it would be like to be a soldier marching with the King’s troops.
4. Discussion of the experiences of the Lexington militiamen on April 19, 1775.
Day Two: Examination of Primary Resources
5. Visuals of Lexington Green will be presented to students.
6. In a round robin groups, students will examine the primary resource quotes of Lt. John Barker (British Regular, 4th Regiment), Ensign Jeremy Lister (His Majesty’s 10th Regiment of Foot), John Robbins (Lexington Militia), and Captain John Parker (Lexington Militia). See “First Hand Accounts of Battle” handout.
7. Discussion of what the speakers said and what their purposes were using the “First Hand Accounts of Battle” handout.
Day Three: Creation of a Print
8. Students quickly sketch what they believe Lexington Green would have looked like on April 19, 1775.
9. Examination of the Battle of Lexington Doolittle Plate.
10. Discussion about how the Doolittle Plate fits into the accounts that we have read.
11. Students will be given the opportunity to revise their sketch of what happened on Lexington Green based on all of the evidence that we have examined. They will then create a final copy.
12. Students will write a brief description of what is happening in their drawing using evidence from the first hand accounts to support their choice.
Discussion:
o What was the British point of view regarding what happened at the Battles of Lexington and Concord?
o What were the colonial points of view regarding what happened at the Battles of Lexington and Concord?
o Based on the evidence, what do you believe happened?
Assessment:
o Students will be observed during discussion and round robin activities.
o Students will present and explain their drawing using evidence from the primary resources.
