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Summary and Objective
Students will understand that mounting grievances in Massachusetts led to Shays' Rebellion and contributed to the creation of the Constitution. They will show their understanding by writing a newspaper article or creating a poster describing Shays' Rebellion and its causes.
Teaching Plan
Step 1.
Previous class period: Read and discuss text pages about the Articles of Confederation. Introduce the idea that after the Revolution, farmers who returned to their homes found they could not pay the taxes imposed by the state, and their belongings were being taken to pay the debts, as ordered by the courts.
Step 2.
Using a textbook (e.g., History Alive! America's Past) or summary from a website (STCC site: under Themes and Essays click on "the people assembled in arms", or Calliope site: Shays' Rebellion (1786-87)), read aloud background information on the rebellion.
Step 3.
Discuss primary sources - definition, and differences in language that will be encountered. Divide class into 5 groups. Using copies of primary sources from the American Centuries site (see first five at left), have each group read their document and list the grievances or events that led to the rebellion. Circulate to assist with difficult words or language. (Consider reading ability when assigning groups and documents.)
Step 4.
Have each group share their findings with the class, guiding students to record the list of causes on a prepared sheet to be used as a resource for their project (list may be written on the board).
Step 5.
Divide students into groups of 3. Using the 2 excerpts illustrating the farmers' dilemma (from the Historical Fiction section of the Calliope website on Shays' Rebellion), have each group read one excerpt silently. Each group member should then take a part (2 speakers and a narrator) and read it through again, in play form. If time, choose groups to present their "play" to the class.
Step 6.
On the STCC site, go to Historic Scenes and click on September 1786. Display page for the class; read over and discuss issues from the perspective of the government and the Regulators; be sure to use interactive elements. Using "Remarks and Observations" from American Centuries site (at left, go to page 77), read aloud and discuss why a new Constitution was needed.
Step 7.
Post-lesson: Using the STCC site, under Artifacts and Documents, click on "Dear Friend" and go to the letter from William Shepard to James Bowdoin Regarding Events at the Arsenal. Read aloud to the class and discuss the sequence of events of the rebellion.
Step 8.
Assessment: Students will create a poster or write a newspaper article describing the events and problems leading to Shays' Rebellion and the rebellion itself. The poster may be hand written and drawn or computer-generated. The article should be at least two paragraphs. Both should include the causes discussed in class and at least one illustration or map. Independent research may include the "Interactive Maps" under Maps and "January 25, 1787" under Historic Scenes, both from the STCC website. Finished projects will be shared with the rest of the class.
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