Goals and Objectives
Students will analyze how the American central government responded to domestic resistance like the Whiskey Rebellion and Shays's Rebellion. Students will also interpret the decisions of the government and the decisions of those who rebelled and justify the act of either side.
California State Content Standards
8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
8.3.5 Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays's Rebellion, the Whiskey Rebellion).
8.3.5 Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays's Rebellion, the Whiskey Rebellion).
Common Core Literacy Standards
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts
CCSS.ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented.
Driving Historical Question
Analyze the causes for farmers in western Pennsylvania to revolt during the Whiskey Rebellion.
Lesson Introduction (15 Min.)
Students work in groups of three to answer the question "You make a plan but the plan is not working--- What do you do?" Students will share their ideas and list those ideas in their history journal. The students will have 5 minutes to discuss within their group and then they will elect one person to share the main ideas of the group with the class. We will take 10 minutes to share ideas and perspectives which will segue into the next portion of the lesson. The idea behind this introduction is to get the students thinking about change and how change is transpired.
Vocabulary (15 Min.)
Levied
Protestors Revenue Neutral Rebellion Depression |
Shays's Rebellion |
Students will remain in their groups of three to use academic vocabulary to read the following sentences and then write the meaning of the underlined word in their history journals. Students will be able to see the vocabulary in context and then define the vocabulary academically in regard to the content at hand. Students will have 10 minutes to read and define the academic vocabulary and then we will take a few minutes to discuss as a class.
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The Whiskey Rebellion |
- The new federal government was interested in increasing revenue in order to pay off its debts.
- Hamilton's taxes led to rebellion in western Pennsylvania and changed the way the government handled protestors.
- President Washington wanted the nation to remain neutral in foreign conflicts.
- After the Revolutionary War ended, the United States went through a depression a period when economic activity slowed and unemployment increased.
- American farmers had problems paying the requests for money that the stated levied to meet Revolutionary War debts.
Content Delivery (30 Min.)
The students will be introduced to the lesson content by way of a couple short YouTube videos. These videos will enable students to have a foundational base of content knowledge to aid them in their ultimate goal of understanding the sides of both the rebels and the government and how government is shaped by the outcome. The students will take Cornell notes of both videos to prepare themselves for the simulation during the student engagement activity. Students will conduct a brief Quick-Write in their history journals explaining the cause of both rebellions and the stance of the government on those rebellions followed with their own opinion on each rebellion. Was it or was it not justifiable? Why?
The Whiskey Rebellion |
Shays's Rebellion |
Student Engagement (40 Min.)
Students will conduct a simulation in which they represent either a Shaysite (rebel of Shays's Rebellion) or a government official. Each student will be given an individual's name and prompt which will give the student a scenario that they will act out. Students will need to conduct 15 minutes of research in class to prepare them to argue their perspective based off the scenario on their given prompt. This simulation will take approximately 20 minutes. As a result, students will have conducted a simulation that enabled them to be a part of history by means of arguing the positions of the parties involved. Students will have the opportunity to express their opinions and ideas on the way in which protests were conducted in the late 18th century. There will be a 5 minute class discussion as to how this simulation would be relevant to their lives now.
Lesson Closure (15 Min.)
Students will conduct a writing prompt on either the Whiskey Rebellion or Shays's Rebellion. Students will analyze the causes of either the Whiskey Rebellion or Shays's Rebellion and show the correlation of the rebellion to the actions of the government. In addition, students will analyze how rebellions or protests are relevant to them today (ex.- Ferguson). Students will be required to write a Quick-Write style prompt which will be at least a three paragraph writing addressing: causes of the rebellions, government actions and relation to today.
Assessments
Entry-Level: Students will be assessed on their ability to show a correlation to the introductory lesson of making a plan and to rebelling or protesting. This will be a way for the teacher to see what the students understand about making plans and protesting before the activity and Quick-Write are conducted so the teacher can clarify and misunderstandings or add on the knowledge that students already have.
Progress-Monitoring Assessment: The student engagement activity allows the teacher to assess what the student's have learned from the lesson and their research of the prompt that was given to them. Student involvement and engagement of the simulation is a great tool for identifying which students understand the content and which students may need to hear the information from a different angle.
Summative Assessment: The Quick-Write allows the teacher to assess whether students are connecting the content to their own lives. This activity also enables the teacher to see the strengths and weaknesses of students when connecting causes and effects which will be addressed at the beginning of the following period.
Progress-Monitoring Assessment: The student engagement activity allows the teacher to assess what the student's have learned from the lesson and their research of the prompt that was given to them. Student involvement and engagement of the simulation is a great tool for identifying which students understand the content and which students may need to hear the information from a different angle.
Summative Assessment: The Quick-Write allows the teacher to assess whether students are connecting the content to their own lives. This activity also enables the teacher to see the strengths and weaknesses of students when connecting causes and effects which will be addressed at the beginning of the following period.
Accomodations
EL students, striving readers and students with special needs are accommodated through videos, visuals, vocabulary words and a hands-on simulation. The simulation activity enables students with special needs to be actively involved with the lesson in a way that is more engaging. Students conduct research and organize their research with how they will carry out their character during the simulation while learning how to connect academic content to the world today.
Resources
History journals, History textbook, YouTube, Simulation sheets, internet and some props for the simulation