Working with Texts Lesson Plan Format

Your Name(s): Shannon Theis

Length of lesson: 50 minutes
Title of lesson: Shays Rebellion
Overview: Learn about Shays Rebellion through different text resources. Compare and
contrast different points of view, explore texts, gain a deeper understanding on how
Americans reacted to the rebellion, and then respond to these central questions: What
happened in Shays Rebellion? How does it relate to the Articles of Confederation? Did all
Americans think the Articles of Confederation were too weak?
Objectives:
Students will be able to analyze several documents from different historical
perspectives in order to understand the peoples perspectives and opinions before
and after Shays Rebellion (D2.His.5.3-5. And CCSS.ELA-LITERACY.RI.5.9)

Students will be able to understand why Shays Rebellion caused the people to want
a stronger central government (D2.His.14.3-5.)

Students will be able to explain why the Second Constitutional Convention and the
Constitution was written by dissecting different texts about Shays Rebellion (5
U3.3.3 ).

Anticipated student conceptions or challenges to understanding: Students may struggle to

derive conclusions from reading the primary texts and looking at the photo. They should be
able to make observations and state what the read/see, however drawing conclusions
about the authors opinions may be more challenging. To help students if they are stuck, I
might have them read aloud with a partner. One person could read one letter and another
could read the other. When they put themselves in the shoes of the author they might be
able to understand better how they might feel or think.
Materials/Evidence/Sources:
Textbook passage about Shays Rebellion (https://sheg.stanford.edu/shaysrebellion)
Excerpts from George Washingtons letters
(http://www.umbc.edu/che/arch/documents/ShaysRebellionPAT_final.pdf)
Excerpts from Thomas Jeffersons letters
(http://www.umbc.edu/che/arch/documents/ShaysRebellionPAT_final.pdf)
Photo of rebel and government supporter (http://www.history.com/news/howshays-rebellion-changed-america)

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Assessment: During instruction, students will fill out a worksheet about the letters they
read. This will be collected but not graded, serving as a formative assessment. Following
lesson and exploration of texts each student will write their own newspaper article about
Shays Rebellion. This will be collected and used as a formal, summative assessment.
Instructional Sequence:
1. Pass out textbook passage for students to read through and fill out the chart that will
help them summarize. This provides insight into what Shays Rebellion was before we dive
into the letters and photo.
Independent work time:
a) Students read the passage on their own and fill out the worksheet while they read
through. Once they finish they turn the page over to signal the teacher they have
finished. Then the class discusses the textbook passage and student responses
together.
b) Students pair up with one classmate to read through the textbook passage and fill
out the worksheet. Once they have finished, they meet with another pair who is
done. The partner groups discuss their findings while the teacher walks around
checking in.
c) Students are broken up into groups of 3-4 to read the textbook passage aloud and
fill out the worksheet together. Once they finish the class as a whole goes through
the answers.
8 minutes
2. Go over student responses, writing down answers on the board in front if you choose a
method that requires class discussion. Be sure to correct answers if no one in the class has
the right idea. If small group sharing is encouraged, be sure to walk around and correct
when needed. Students should be raising their hands to answer questions while the teacher
documents their answers. Allow the students to hold on to these worksheets until the end
of the lesson. 3 minutes
3. Transition into primary source analysis. Teacher says, The common story about Shays
Rebellion is that the Founding Fathers realized that the Articles of Confederation were too
weak and thought that the central government needed more power in order to control
uprisings/rebellions. We are going to look at two primary sources and a photo so that we
can respond to this question: Did all Americans think the Articles of Confederation were
too weak? Then pass out the letters from Thomas Jefferson and letters from George
Washington along with the corresponding response sheet. Instruct them to be analyzing the
opinions and feelings of both authors, as well as their position on the rebellion.
Independent work time:

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a) Have one half of the room begin with document A and the other half begin with
document B. The document they start with is the one they will be experts on, but
they should read both. Then have students partner up with someone who read
the opposite document as them to finish filling out the chart.
b) Have students work in groups of 2-3 and read through both document A and B.
They will work together to fill out the chart.
10 minutes
4. Once students are wrapping up with the letters, show the photo on the projector. Give
time for them to write down their observations from the photo on the last page of the
handout for the letters. 2 minutes
5. Engage students in a large group discussion about the letters and image. Go through one
text at a time and discuss student responses. Have them use direct quotes as evidence in
their responses. If there are differing responses, encourage discussion amongst the students
about which answer is right, wrong, or if there are any right answers.
10 minutes
6. Tell students that they have just been asked to compare and contrast differing viewpoints
relating to the rebellion and its impact on American society. Pass out newspaper article
packet. Instruct students to write their own newspaper article on their own. 20 minutes

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Shays Rebellion Textbook Excerpt: The American Vision

The property owners fears seemed justified when a full-scale rebellion, known as
Shays Rebellion, erupted in Massachusetts in 1786. The rebellion started when the
government of Massachusetts decided to raise taxes instead of issuing paper money to
pay off its debts. The taxes fell most heavily on farmers, particularly poor farmers in the
western part of the state. As the recession grew worse, many found it impossible to pay
their taxes as well as their mortgages and other debts. Those who could not pay often
faced the loss of their farms.
Angry at the legislatures indifference to their plight, in late August 1786, farmers in
western Massachusetts rebelled. They closed down several county courthouses to
prevent farm foreclosures, and then marched on the state supreme court. At this point,
Daniel Shays, a former captain in the Continental Army who was now a bankrupt
farmer, emerged as one of the rebellions leaders.
In January 1787, Shays and about 1,200 farmers headed to a state arsenal intending to
seize weapons before marching on Boston. In response, the governor sent more than
4,000 volunteers under the command of General Benjamin Lincoln to defend the
arsenal. Before they arrived, Shays attacked, and the militia defending the arsenal
opened fire. Four farmers died in the fighting. The rest scattered. The next day Lincolns
troops arrived and ended the rebellion. The fears the rebellion had raised, however,
were harder to disperse.
A Call for Change
People with greater income and social status tended to see the rebellion, as well as
inflation and an unstable currency, as signs that the republic itself was at risk. They
feared that as state legislatures became more democratic and responsive to poor
people, they would weaken property rights and vote to take property from the wealthy.
As General Henry Knox, a close aide to George Washington, concluded: What is to
afford our security against the violence of lawless men? Our government must be
braced, changed, or altered to secure our lives and property.
These concerns were an important reason why many people, including merchants,
artisans, and creditors, began to argue for a stronger central government, and several
members of the Confederation Congress called on the states to correct such defects as
may be discovered to exist in the present government. The confederations failure to
deal with conditions that might lead to rebellion, as well as the problems with trade and
diplomacy, only added fuel to their argument.
Source: Excerpt from The American Vision, a high school U.S. History textbook
published in 2003.
https://sheg.stanford.edu/shays-rebellion

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Shays Rebellion Textbook Passage Notes

Name: ____________________________ Date: _____________

Purpose for reading: Based on the article, summarize Shays Rebellion (RS #01) by
answering the questions listed below.

Who was involved in the
rebellion?

What was the problem?

Where did the rebellion

take place?

When did the rebellion

take place?

Why did the rebellion take

place?

How did Shays men rebel?

http://www.umbc.edu/che/arch/documents/ShaysRebellionPAT_final.pdf

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A. Excerpts of Letters Written by George Washington in Response to Shays

Rebellion
To Henry Lee, October 31, 1786
the accounts which are published of the commotions [disturbances]. . . exhibit a melancholy
[sad] proof of what our trans-Atlantic foe [England] has predicted; and of another thing
perhaps, which is still more to be regretted [sorry about], and is yet more unaccountable
[strange], that mankind when left to themselves are unfit [incapable] for their own
Government. I am mortified [embarrassed] beyond expression when I view the clouds that have
spread over the brightest morn [morning] that ever dawned upon any Country. . . To be more
exposed [visible in a bad way] in the eyes of the world, and more contemptible [disgraceful]
than we already are, is hardly possible.
Source: Washington, George To Henry Lee, October 31, 1786. The George Washington Papers at the Library of Congress, 1741-
1799. American Memory, Library of Congress. Washington, D.C. Accessed 8/5/14. http://lcweb2.loc.gov/cgi-
bin/query/r?ammem/mgw:@field(DOCID+@lit(gw290026))

To David Humphreys, October 22, 1786

commotions [disturbances] of this sort, like snow-balls, gather strength as they roll, if there is
no opposition [obstacle] in the way to divide and crumble them. . . I am mortified [embarrassed]
beyond expression that in the moment of our acknowledged [accepted] independence we
should by our conduct [behavior] verify [prove correct] the predictions of our transatlantic foe
[England], and render [make] ourselves ridiculous and contemptible [disgraceful] in the eyes of
all Europe.
Source: Washington, George to David Humphreys, October 22, 1786. The George Washington Papers at the Library of Congress,
1741-1799. American Memory, Library of Congress. Washington, D.C. Accessed 8/5/14. http://lcweb2.loc.gov/cgi-
bin/ampage?collId=mgw2&fileName=gwpage013.db&recNum=200&tempFile=./temp/~ammem_5uqU&filecode=mgw&next_fil
ecode=mgw&itemnum=1&ndocs=100

To Henry Knox, February 3, 1787

The moment is, indeed, important! If government shrinks [backs away], or is unable to
enforce [carry out] its laws; fresh maneuvers [movements] will be displayed by the insurgents
[protestors] anarchy [lawlessness] & confusion must prevail [win out] and every thing will be
turned topsy turvey in that State; where it is not probable [likely] the mischiefs [troubles] will
terminate [end].
if three years ago any person had told me that at this day, I should see such a formidable
[dreadful] rebellion against the laws & constitutions of our own making as now appears I should
have thought him a bedlamite - a fit subject for a mad house.
Source: Washington, George to Henry Knox, February 3, 1787. Founders Online. National Archives and Records Administration.
Washington, D.C. Accessed 8/5/14. http://founders.archives.gov/documents/Washington/04-05-02-0006

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B. Excerpts of Letters Written by Thomas Jefferson in Response to Shays

Rebellion
To William S. Smith, Paris, Nov. 13, 1787
What country can preserve [protect] its liberties if their rulers are not warned from time to time that
their people preserve the spirit of resistance [opposition]? Let them take arms [weapons]. . . the tree of
liberty must be refreshed from time to time with the blood of patriots & tyrants [dictators].
To James Madison, Paris, Jan. 30, 1787
I am impatient to learn your sentiments [opinions] on the late troubles in the Eastern states... I hold it
that a little rebellion [revolution] now and then is a good thing, & as necessary in the political world as
storms in the physical. . . It is a medicine necessary for the sound health of government.
To James Madison, Paris, Dec. 20, 1787
The late rebellion in Massachusetts has given more alarm than I think it should have done. Calculate that
one rebellion in 13 states in the course of 11 years, is but one for each state in a century & a half. No
country should be so long without one. Nor will any degree of power in the hands of government
prevent insurrections [revolutions]. France, with all its despotism [dictatorship], and two or three
hundred thousand men always in arms has had three insurrections in the three years I have been here in
every one of which greater numbers were engaged than in Massachusetts & a great deal more blood
was spilt.
Source: Jefferson, Thomas to James Madison, December 20, 1787. Thomas Jefferson Papers, Series 1, General Correspondence,
1651-1827. American Memory, Library of Congress. Washington, D.C. Accessed 8/6/14.
http://hdl.loc.gov/loc.mss/mtj.mtjbib003193
Source: Jefferson, Thomas to Abigail Adams, February 22, 1787. Thomas Jefferson Papers, Series 1, General Correspondence,
1651-1827. American Memory, Library of Congress. Washington, D.C. Accessed 8/6/14.
http://memory.loc.gov/master/mss/mtj/mtj1/006/1200/1251.jpg

To Abigail Adams, Paris, Feb. 22, 1787

The spirit of resistance to government is so valuable on certain occasions, that I wish it to be always kept
alive. It will often be exercised when wrong, but better so than not to be exercised at all. I like a little
rebellion now and then. It is like a storm in the Atmosphere.
Source: Jefferson, Thomas to Abigail Adams, February 22, 1787. Thomas Jefferson Papers, Series 1, General Correspondence,
1651-1827. American Memory, Library of Congress. Washington, D.C. Accessed 8/6/14.
http://memory.loc.gov/master/mss/mtj/mtj1/006/1200/1251.jpg

A and B sourced from
http://www.umbc.edu/che/arch/documents/ShaysRebellionPAT_final.pdf

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Analysis: Compare and contrast Washingtons and Jeffersons viewpoints on the

rebellion.

Draw a conclusion unique to

George Washingtons viewpoint.

Draw a conclusion about the

Draw a conclusion unique to
similarities between the viewpoints. Thomas Jeffersons viewpoint.

http://www.umbc.edu/che/arch/documents/ShaysRebellionPAT_final.pdf

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Image of rebel and government supporter

http://www.history.com/news/how-shays-rebellion-changed-america

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Notes on Image

What I see in the image:

What I infer about the rebels:

Conclusion:

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Thoughtful Application: Newspaper Article

Name: ____________________________ Date: _____________
Assignment: You are a newspaper journalist for the Hampshire Gazette, and your boss just gave
you the most important assignment of your career. You have been chosen to cover the story of
the recent rebellion in Massachusetts. Your boss expects you to:
inform the people of what happened;
formulate an opinion on whether or not Shays rebellion was good for the United
States;
justify your opinion with evidence from your research about what the Founding Fathers
had to say and what they believed.

Write your article on the Newspaper Article Worksheet (RS #06A).

http://www.umbc.edu/che/arch/documents/ShaysRebellionPAT_final.pdf

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Hampshire Gazette
(Location & Date)
(Headline)

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http://www.umbc.edu/che/arch/documents/ShaysRebellionPAT_final.pdf

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