Title: Introduction to Shays Rebellion Teacher: Garr/Tucci Course/Subject: U.S. History Grade(s): 10/11 #students: 20 # with IEP, 504: TBD
Days of Class: Lesson 1 (1 Day) Enduring Understandings • The revolutionary war and creation of a new government did not end the ‘fight’ for civil liberties and freedoms that were sought in the lead up to the American Revolution • Many Americans felt their federal and Local (state) governments were not fulfilling the promise Essential Questions 1. What justifications existed for the revolution still exist/ are evident during the years of the new government? 2. Is a government able to function when it is limited in its powers? 3. What role does the state of the economy play when the people are determining the usefulness of said government? Learning Standards Addressed (from MA Curriculum Frameworks or Local Standards) as well as Historical Thinking Skills Standards MA Curriculum Frameworks: • USI.6 Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak central government; analyze the shortcomings of the national government under the Articles; and describe the crucial events (e.g., Shays’ rebellion) leading to the Constitutional Convention. (H, C) o Seminal Primary Documents to Read: the Northwest Ordinance (1787) Historical Thinking Skills Standards • Standard 3: Historical Analysis and Interpretation o D. Consider multiple perspectives o E. Analyze cause and effect relationships and multiple causation, including the importance of the individual, the influence of ideas and the role of chance. Materials/Resources Needed • Create‐a‐quote Activity sheet • PowerPoint on Shays Rebellion • Fill‐in Notes/ Guided Note Taking Sheet Assessment Evidence Performance Tasks: • Create‐A‐quote • Class Discussion •
Exit Slip Students will pass in – • Create‐a‐quote • Exit‐slip Learning Activities/Plan • In the beginning of the class introduce the topic of Shays Rebellion to the class. Prompt them to access prior knowledge of the Articles of Confederation and what, if any, issues they identified in the powers of this form of government. a. Have students then use a create‐a‐quote page and come up with a quote or idea that a person of the era might have said about the articles of confederation b. Following this, students will share their information with the class and discuss why each person “said” what they did. • Following this the teacher will inform students through the use of lecture and guided notes about the background of Shays’ Rebellion. Closure (Summarize, Review, Homework, Preview Next Day) • As students learn new information about the Rebellion and the Articles of Confederation students will use the second Quote bubble to write a new quote to more accurately depict the opinion of the time period. Students will share their new create‐a‐quote with the class. • For homework answer the following question: Based on what you have learned and already know what predictions can you make about the situation regarding western Massachusetts farmers. Title: Understanding the Events of Shays Rebellion Teacher: Garr/Tucci Course/Subject: U.S. History Grade(s): 10/11 #students: 20 # with IEP, 504: TBD Days of Class: Lesson 2 (1‐2 Days) Enduring Understandings • The revolutionary war and creation of a new government did not end the ‘fight’ for civil liberties and freedoms that were sought in the lead up to the American Revolution • Many Americans felt their federal and Local (state) governments were not fulfilling the promise Essential Questions • What caused veterans in Western Massachusetts to consider rebellion after just ending a war for Independence • How was Shays’ Rebellion a microcosm of the issues under the Confederation Government?
• What role did Shays’ Rebellion have on the development of the New Federal Government? Learning Standards Addressed (from MA Curriculum Frameworks or Local Standards) as well as Historical Thinking Skills Standards MA Curriculum Frameworks: • USI.6 Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak central government; analyze the shortcomings of the national government under the Articles; and describe the crucial events (e.g., Shays’ rebellion) leading to the Constitutional Convention. (H, C) o Seminal Primary Documents to Read: the Northwest Ordinance (1787) Historical Thinking Skills Standards • Standard 1 Chronological Thinking o D. Measure and calculate Calendar Time o E. Interpret data presented in Timelines o F. Reconstruct patterns of historical succession and duration o G. Compare alternative models of periodization • Standard 3 Historical Analysis and Interpretation o A. Identify the author or source of the historical document or narrative o B. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions o D. Consider multiple perspectives o E. Analyze cause and effect relationships and multiple causation, including the importance of the individual, the influence of ideas and the role of chance. o J. Hypothesize the influence of the past • Standard 5 Historical Issues‐Analysis and Decision Making o A. Identify issues and problems in the past
o B. Marshal evidence of antecedent circumstances and contemporary factors contributing to problems and alternative courses of action o C. Identify relevant historical antecedents o E. Formulate a position or course of action on an issue Materials/Resources Needed • Website: http://www.shaysrebellion.stcc.edu/index.html o Use Primary sources from website ƒ Guided Web quest handout • Paper method of analysis • RAFT assignment handout Assessment Evidence • Completion and use of information from the Web quest • RAFT‐ production of the letter fitting the criteria Learning Activities/Plan 1. Collect and review homework. 2. Intro Activity: Have students answer the following question: What had many Americans just fought for in the War for Independence? In 1786, are people living the ideals of the revolution? (Be specific, don’t just write “Liberty”. Listen to student responses and discuss their answers as a class. 3. Web quest: Bring students to library and have them sign on to http://www.shaysrebellion.stcc.edu/index.html. This may take 1 to 2 class periods at the teacher’s discretion. a. Students will work on their web quest with a partner of the teachers choosing. Each student must record their answers on a separate web quest. b. The teacher should circulate around the room and help students throughout the time in the library/ computer lab. Closure (Summarize, Review, Homework, Preview Next Day) Once students have completed the web quest they will be assigned a RAFT activity for homework. Review and distribute the assignment handout. Students will complete the RAFT activity on their own. They should use the information they gathered during their exploration of the Shays Rebellion website to enhance the letter they write. Title: The Different Perspectives of Shays Rebellion Using Technology Teacher: Garr/Tucci Course/Subject: U.S. History Grade(s): 10/11 #students: 20 # with IEP, 504: TBD Days of Class: Lesson 3 (This lesson can be 2‐3 class periods at the teachers discretion) Enduring Understandings • The revolutionary war and creation of a new government did not end the ‘fight’ for civil liberties and freedoms that were sought in the lead up to the American Revolution. • Many Americans felt their federal and local (state) governments were not fulfilling their promises. Essential Questions 1. What perspectives and feelings did the different individuals involved with Shays Rebellion have? 2. What was the outcome and effects of Shays Rebellion? 3. What did the delegates hope to address at the Constitution Convention?
Learning Standards Addressed (from MA Curriculum Frameworks or Local Standards) as well as Historical Thinking Skills Standards MA Curriculum Frameworks: • USI.6 Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak central government; analyze the shortcomings of the national government under the Articles; and describe the crucial events (e.g., Shays’s Rebellion) leading to the Constitutional Convention. (H, C) Historical Thinking Skills Standards • Standard 3: Historical Analysis and Interpretation • B. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions. • D. Consider multiple perspectives. • E. Analyze cause‐and‐effect relationships and multiple causation, including the importance of the individual, the influence of ideas, and the role of chance. • J. Hypothesize the influence of the past. • Standard 4: Historical Research Capabilities • B. Obtain historical data. • C. Interrogate historical data. Materials/Resources Needed “Shays Rebellion Perspectives using Animoto” handout Computers (mobile laptop cart or computer lab access) “3‐2‐1” handout “The Effects of Shays Rebellion” handout Articles of Confederation wordle handout U.S. Constitution wordle handout Assessment Evidence Performance Tasks: ‐Brainstorm and oral discussion of the major actors of Shays Rebellion. ‐Group work on the various perspectives of Shays Rebellion using Animoto. ‐“3‐2‐1” handout to pay attention to, evaluate and learn from the Animoto presentations. ‐“Stand and share” activity to summarize one or more things they learned from the Animoto presentations by using their 3‐2‐1 handouts. ‐“The Effects of Shays Rebellion” homework should be a reflection and prediction summary of the cause and effects relationship of Shays Rebellion that should show evidence of the lessons and provide relevant hypothesis’ and complete sentences. Learning Activities/Plan 1‐Initiator: Classroom Exercise Let students volunteer to share and discuss their RAFT letters from homework. Collect the RAFT letters. Next, have the students list the major actors of Shays Rebellion in their notebooks. Then have students rank which people/groups that they know about the best to least best. After a few minutes, have students share their lists and discuss. 2‐Group work Pass out the group work assignment called “Shays Rebellion Perspectives using Animoto.” Review the guidelines and tasks while answering any questions. If there is a past student example show the students. Next, divide the class into small groups using the rankings they used on the lists at the beginning of class. Try to assign the students to the people/groups they know the least about. Next, by using either the mobile laptop cart or the computer lab, have students log on to http://animoto.com/education to begin their assignment (if students have not already done so, have the students sign up for Animoto accounts). Students should continue to work on the assignment for the rest of the period, and at the teachers discretion another additional day. Circulate around to each group to monitor and facilitate student progress. 3‐Presentations On day 2 or 3 (depending on the length of time needed for group work) of the lesson the student groups will present their Animoto presentations. Hand out the sheet called “3‐2‐1.” While other groups are presenting the students viewing should fill out the 3‐2‐1 handout. Closure (Summarize, Review, Homework, Preview Next Day) After the presentations are complete have each student do a “stand and share” by having students one by one stand up and share one or more things they learned from the presentations by using their 3‐2‐1 sheets. Elaborate, review or clarify as needed. Collect the 3‐2‐1 sheets to review and for class work credit. Next, pass out and review the homework titled “The Effects of Shays Rebellion” and the two Wordle handouts of the Articles of Confederation and the U.S. Constitution. Additional teacher information (other resources, websites, etc.) All handouts are under the resources folder Shays Rebellion website: http://www.shaysrebellion.stcc.edu/ Animoto website: http://animoto.com/education Wordle website: http://www.wordle.net/