Have students examine the two images of the Boston Massacre (2.2.21 and 2.2.22). Ask them to compare and contrast the two prints of the same event, created two weeks apart. What’s similar? What’s different? 

Provide the students some information about Crispus Attucks and the Boston massacre found at Africans in America/Part 2/Crispus Attucks (PBS). Ask students:

• How does it change the meaning or implication of the painting to have Attucks in the painting versus left out? 
• Why might Paul Revere have left Crispus Attucks out of his painting? 
• What might we learn from examining these two paintings?

Extend this activity by having students explore Attuck’s legacy and memory in  Reflecting Attucks » Revolutionary Spaces. As students explore the website, have them choose three representations of Attucks from different eras. Display these images chronologically on a slide or as printouts and write a caption for each that follows an ‘I see…. It means’ analysis format and hang them around the classroom. Discuss: Why was Attucks such a compelling subject? How did representations of Attucks change over time?