Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Josh Sterenberg

Date November 7, 2018 Subject/ Topic/ Theme Shays Rebellion Grade

____8th____________

I. Objectives
How does this lesson connect to the unit plan?
Shays Rebellion highlights the result from the weaknesses in the Articles of Confederation. Shays Rebellion was one of the primary events that urged America to
meet for the Constitutional Convention.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Understand how Shays Rebellion came from the weaknesses of the Articles of Confederation. Understand
 Apply the State and National powers to Shays Rebellion Apply



Common Core standards (or GLCEs if not available in Common Core) addressed:

- U3.3.1 Explain the reasons for the adoption and subsequent failure of the Articles of Confederation.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students should know the weaknesses of the Articles of Confederation.
knowledge and skills.

Pre-assessment (for learning):

Ask the students, “Why do you think America needed a Constitution despite already having the
Articles of Confederation?

Formative (for learning):

Outline assessment Formative (as learning):

activities
(applicable to this lesson) Ask the students, “Would Daniel Shay have led the revolt if he knew the national government would gain more
power?

Summative (of learning):

Students will be asked to write about what the people involved with Shay’s Rebellion were protesting.
These will be collected at the beginning of class the next day.

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
1-19-13
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
The students will independently
work on their writing and
researching skills through the
assignment and internet research.
There will also be open discussion.
Representation
Provide options for comprehension-
activate, apply & highlight
Students will be able to research
information on their own using
their laptops. They will also be
able to use their textbooks.
Action and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Students will be focused on the
short-term goal of writing about
Shays Rebellion. The long-
term goal is understanding how
the Articles of Weakness
effected the American people.
 Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
The students will be responsible
for researching information
about Shays Rebellion and be
asked challenging questions.
Feedback will be received after
the assignment is handed back.
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Students will be able to express
their thoughts through written
language.
Provide options for perception-
making information perceptible
Provide options for expression and
communication- increase medium
of expression
Students will be able to express
themselves through class
discussion and a written
assignment.
Provide options for physical action-
increase options for interaction

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
The students will all use their
imagination to create their own
picture of the historical
environment of Shays Rebellion
through the story told by the
teacher.
Whiteboard
Laptops
Paper and Pencil (optional)
Textbooks
Students will be able to Students may be asked to stand-
perceive the weakness of the up and stretch to release some
Articles of Confederation of the built up energy.
through their research on Shays
Rebellion. They will use
information they already have.

3 columns of desks facing the front containing 5 rows with 2 desks per row. There are gaps in the
How will your classroom middle for walking space.
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time: Components for each component of the lesson. Include important higher order thinking questions and/or
50 prompts.

Motivation Greet the students and start off by asking them, Students will wonder why we needed two political
(opening/ “Why do you think America needed a Constitution documents. Once the teacher explains that the
5m introduction/ when they already had the Articles of Constitution was made to fix what was wrong with
engagement) Confederation? the Articles of Confederation the students will
focus on what went wrong with the Articles of
Confederation.

The students will be putting themselves into the

Ask the students to close their eyes and tell them
It’s 1786 and that they are Revolutionary War
veterans who own a farm in Massachusetts. Just as
Development your finishing up working out in the field a former
(the largest friend who was a fellow war veteran approaches.
10 m component or
main body of *The teacher can add more detail to the picture that
the lesson) their trying to make (ex. A fellow soldier who you
fought valiantly with during the battle of Saratoga).
situation and trying to connect the information
from the past unit about the Revolutionary War to
their experience as a “Revolutionary War Veteran”.
When asked what is being talked about by the
veterans the students should discuss events and
situations in the Revolutionary War.

The teacher should also engage the students with

questions such as, “What events from the war are
you two talking about?”

1-19-13
 30 m
Ask the students to close their eyes again and tell
them that your war veteran friend mentions a plan,
led by Daniel Shays, to rebel against the Most of the students will probably want to join the
government because of the relentless taxation the protest, just from the simple observation that
state is performing on the farmers. He asks you if middle schoolers love to be rebellious.
you want to join the protest? (You’re drowning in
debt because of taxes and you realize that if
something doesn’t change soon, you could end up
in prison.)

Pause and ask the students to raise their hand if

they want to join. (The teacher may ask the
students to stand and stretch, to help release their
energy.)
Take note of who wants to join the rebellion.
Pause and ask the students to raise their hand if
they don’t want to join.
The students will choose whether they want to join
the rebellion or not. After explaining what the
students are doing the teacher could give the
students the option to switch sides if they wanted
to.

Take note of who does not want to join the

rebellion. If the students are looking around the room it’s
much easier to just follow the majority and choose
(Having the students raise their hands the more popular option. Having the students raise
anonymously may help split up the writing options their hand anonymously keeps them more
more evenly) independent in their decision.

To the students that want to join the rebellion tell

them that their friend is close with Daniel Shays
and he is looking for someone to make a pamphlet
explaining what they are protesting and why they
feel the need too. This will be used to recruit other
protester.

To the students that don’t want to join tell them

that a few months went by and you received news
from a newspaper of the rebellion which took place
a few days earlier. However, the newspaper that
you read is biased and framed Shays Rebellion as a
“pointless protest performed by uncivil people”.
Enraged you pick up your ink and quill to write a Students will research Shays Rebellion on their
letter to the newspaper on what your comrades are laptops and write independently on a google doc or
protesting and why they feel the need too. pencil and paper.

Let the students research Shays Rebellion on their

laptops and write about the option they chose.
Closure Tell the students who are not finished to work on their
(conclusion, writing prompt as homework for the next class.
culmination,
5m
wrap-up)
Students may have trouble with answering this but
Ask the students a wrap-up question and quick discuss it.
the main idea is having the students wonder how
“Would Daniel Shay have led the revolt if he knew the the national government gained power. (The
national government would gain more power”? Constitution, which is covered in the next lessons.)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

1-19-13
 I did not teach this Unit, but my thoughts on preparing for this lesson were based on trying to interest the students and have
them be engaged in way that puts the in the historical situation at the time. I wanted to try and look at history as more of an
experience rather than a textbook. I also wanted to implement options for the students so that they can choose what audience
they will write to.

1-19-13