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American Centuries > Lessons > History Lessons By Teachers > Understanding Shays’ Rebellion

Understanding Shays’ Rebellion

Details

Author
Mary Farrin
Topic/Subject Area
Civil Rights, Protest, Dissent
Historical Era
Colonial settlement, 1620–1762, Revolutionary America, 1763–1783, The New Nation, 1784–1815, National Expansion and Reform, 1816–1860
Grade Level
Elementary (K–5)
Creation Date
2010
Last Revision Date
2024

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About This Lesson

Summary and Objective

The students will understand that the citizens, and the state of Massachusetts faced pressures which led to Shays’ Rebellion. Students will understand the similarities and differences between those who were on both sides of the issue.

Materials & Resources

Collection Items
Websites

Teaching Plan

  1. Vocabulary for this lesson may need to be introduced if it has not been discussed in previous lessons. Suggested vocabulary might include rebellion, insurrection, insurgent, oath, proclamation. This lesson is best done after lessons on the events of the rebellion.
  2. Students will be divided into two or three main groups; those who were on the side of the rebellion, those who were on the side of the state and the third optional group as those who were bystanders. (As a way to differentiate it is suggested that some students who enjoy challenge might benefit from having to take a stand rather than be given one.) It is suggested that groups of no more than four be formed. This may necessitate having two or more groups of each designation.
  3. Each group will be given a copy of the documents from the online collection or will use the computer to access the documents online. The Shays’ Rebellion website is also recommended.
  4. After thorough examine by each group, students will discuss among themselves the stance that they will take during a brief class discussion of the issues surrounding Shays’ Rebellion. This may help to clarify and correct any inaccurate assumptions.
  5. Students will choose one of the following activities to share what they learned from the concerns and point of view of their group: write a letter to the editor of the Western Mass Gazette, create a political cartoon, write a poem, write a song, write a letter to a friend or family member, or write a brief skit.
  6. After students share their work, students will write a reflection describing what they learned from both sides of the issue. The following prompts may be helpful; What are some of the big idea that you have after this activity? How does what you learned about the people and events of Shays’ Rebellion compare to issues that you face today?