Lesson Component
Monday: Shay’s Rebellion
Lesson Plans American Studies
Week of November 18th –November 22nd
Tuesday- Great
Wednesday- Great
Compromise
Compromise
Thursday- Constitution
Friday- Constitution
Civics 4.1E Analyze primary
sources supporting democratic
freedoms and the founding of
our government. Documents
to include but not limited to
the Declaration of
Independence, Constitution,
Bill of Rights and explain how
they provide for both
continuity and change.
Students can understand the
main components of the
Constitution and how it keeps
power divided to support
democratic freedom.
Civics 4.1E Analyze primary
sources supporting democratic
freedoms and the founding of
our government. Documents
to include but not limited to
the Declaration of
Independence, Constitution,
Bill of Rights and explain how
they provide for both
continuity and change.
Students can understand the
main components of the
Constitution and how it keeps
power divided to support
democratic freedom.
Standard(s)
Number of Standard
Kid Friendly Language
Civics 4.1F Examine ways
citizens may effectively voice
opinions, monitor
government, and bring about
change nationally.
History 1.2A Determine and
explain the historical context
of key people and events from
the origins of the American
Revolution through
Reconstruction including the
examination of different
perspectives.
History 1.2A Determine and
explain the historical context
of key people and events from
the origins of the American
Revolution through
Reconstruction including the
examination of different
perspectives.
Objective
Teacher Centered
Using action Verbs
Bloom’s
Hess
Bell
Marzano
Students can determine and
explain the key events leading
to the founding of the
Constitution.
Students can determine and
explain the key events leading
to the founding of the
Constitution.
Students can determine and
explain the key events leading
to the founding of the
Constitution.
Learning Target:
Student “I Can…”
statement
I can analyze texts to
determine how Shay’s
Rebellion gave citizens a way
to voice their opinions to bring
about change.
I can determine how key
players helped create the
Great Compromise so that a
new government could be
created by analyzing sources
and participating in a
simulation that will show
different perspectives.
I can determine how key
players helped create the
Great Compromise so that a
new government could be
created by analyzing sources
and participating in a
simulation that will show
different perspectives.
I can explain how the
founding fathers created a
government where power was
shared between the three
branches.
I can explain how the
founding fathers created a
government where power was
shared between the three
branches.
Questions
Varied, high quality,
DOK 2,3 that will be
used
Written prior to lesson
Prediction: What do you think
the picture is showing? Main
Idea: What is the main idea of
each event in Shay’s Rebellion?
Background Knowledge: What
other event happened because
of debt? Application: Would
you have done the same thing
as Daniel Shay?
Comprehension: What was
important about Shay’s
Rebellion? How did the
government’s thoughts and
feelings change? How did
citizens let the government
know they were upset? How
did Shay’s Rebellion led to
change?
What happens when people
can’t agree on solutions?
Should people in government
ever compromise? How did
the founding fathers find a
compromise so that they
could create a government?
Who should have the most
power in government? How
can power be shared?
What happens when people
can’t agree on solutions?
Should people in government
ever compromise? How did
the founding fathers find a
compromise so that they
could create a government?
Who should have the most
power in government? How
can power be shared?
How should power be shared?
What is the role of the
president/Congress/the
courts? Is power shared
equally between the three
branches?
How should power be shared?
What is the role of the
president/Congress/the
courts? Is power shared
equally between the three
branches?
Strategies/Activities:
Hook to prior learning or
Anticipatory Set:
Modeling
I Do, We Do, You Do
Frequent check for
progress toward Mastery
Closure/Student
Reflection
Do Now: The American
Revolution is over. Imagine
what it would be like and
describe how you feel and
what you hope for.
Picture of Shay’s Rebellion:
What do you think is
happening?
Shay’s Rebellion: Draw a
picture of each part of the
event. Then write a 5 word or
fewer summary. Why was
Shay’s Rebellion important?
Would you have done what
Shay did?
Model reading: Looking for
thoughts and feelings in the
reading, explain perspective,
do as a group We Do, Partner
We Do, and You Do
How did the government’s
thoughts and feelings change?
Exit Ticket: How did citizens
let the government know they
were upset? How did Shay’s
Rebellion led to change?
Explain a situation where you
did not get your way. How did
this make you feel?
Explain a situation where you
did not get your way. How did
this make you feel?
Review information about
how ineffective the Articles of
Confederation were and how
Shay’s Rebellion led to the
need for change.
Review information about
how ineffective the Articles of
Confederation were and how
Shay’s Rebellion led to the
need for change.
Set up simulation: state name
cards, George Washington
setting
Set up simulation: state name
cards, George Washington
setting
Explain that the leaders ran
into problems about who
should have power, take notes
on large vs. small state plans
Explain that the leaders ran
into problems about who
should have power, take notes
on large vs. small state plans
Simulation: Introduce census
data and chart, students will
work in their state groups to
complete questions about how
their states point of view was,
share out: students will share
their ideas and others are
expected to complete chart
about states perspectives
Simulation: Introduce census
data and chart, students will
work in their state groups to
complete questions about how
their states point of view was,
share out: students will share
their ideas and others are
expected to complete chart
about states perspectives
Think, pair, share: do you
think the states were able to
agree on one of the plans? Is it
ok to create compromise?
What would you do to create a
compromise?
Think, pair, share: do you
think the states were able to
agree on one of the plans? Is it
ok to create compromise?
What would you do to create a
compromise?
Explain the Great
Compromise and take notes,
explain the historical impact
Explain the Great
Compromise and take notes,
explain the historical impact
Exit Ticket: How did the
founding fathers find a
compromise so that they
could create a new
government?
Exit Ticket: How did the
founding fathers find a
compromise so that they
could create a new
government?
Do Now: Do you feel like you
have a lot of power in your
family? In school? In
Colorado? In our country?
Do Now: Do you feel like you
have a lot of power in your
family? In school? In
Colorado? In our country?
How should have the most
power? Should power be
shared? How can power be
share?
How should have the most
power? Should power be
shared? How can power be
share?
Our government didn’t trust
one person to have all the
power so they divided it.
Define 3 branches with
pictures in notebook.
Our government didn’t trust
one person to have all the
power so they divided it.
Define 3 branches with
pictures in notebook.
Constitution game: explain
partner roles, the sections of
the Constitution, easier to read
version, and finding the
answers
Constitution game: explain
partner roles, the sections of
the Constitution, easier to read
version, and finding the
answers
Group work time
Group work time
Sorting activity to check for
mastery
Sorting activity to check for
mastery
Exit Ticket: Explain one
important power given to each
branch of the government by
the Constitution.
Exit Ticket: Explain one
important power given to each
branch of the government by
the Constitution.
Assessments/Check for
Mastery:
Frequent Formative
How will you know they
know?
What will you do if they
do or don’t demonstrate
mastery?
Varied Learning
Abilities
P: citizens attacked the
government to let them know
they were upset, created
change by making the
government understand how
they felt and realizing they
needed a new government
P: Students can explain the
difference between what the
small states wanted and what
the large states wanted and
can explain how each groups
desires were satisfied
P: Students can explain the
difference between what the
small states wanted and what
the large states wanted and
can explain how each groups
desires were satisfied
P: 3 powers, 1 for each branch
PP: 2
U: 1 or 0
P: 3 powers, 1 for each branch
PP: 2
U: 1 or 0
Picture drawing summaries
Quick word summaries
Grouping
Grouping
Groups and roles
Easier to read version
Pictures for definitions
Sorting activity
Groups and roles
Easier to read version
Pictures for definitions
Sorting activity
Shay’s Rebellion
Articles of Confederation
Compromise
Virginia Plan
New Jersey Plan
Great Compromise
Compromise
Virginia Plan
New Jersey Plan
Great Compromise
Congress
Executive
Legislative
Judicial
Congress
Executive
Legislative
Judicial
What are you doing to
address the unique needs
of students
Key Vocabulary Terms
Additional Information