Author: Megan Brown & Ronald Bianchi
Grade Level: Grade 5
Materials:
 George Washington’s Point of View
 Thomas Jefferson’s Point of View
 Student worksheet
 Assessment Score Sheet
HCPSS Curriculum Connections:
This task would be completed during the 5th grade unit, Building a New Nation.
HCPSS Social Studies Objectives
Unit 3
Goal 1
f. Analyze the principles articulated in the Articles of Confederation and the successes and failures in
meeting the challenges of governing.
Goal 4
c. Identify, interpret, and synthesize information from primary and secondary sources to analyze a social
studies question/topic/situation/problem being studied.
d. Analyze social studies information from a variety of sources by interpreting, evaluating and
synthesizing information and by recognizing relationships in and among ideas or events such as cause
and effect, sequence, main idea, and details.
e. Present information in creative ways, such as simulations, debates, mock trials, and skits.
ELA Common Core Connections
CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the
text.
CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
Task Question:
Were the farmers who participated in Shays’ Rebellion just in their actions?
Historical Thinking Skills Assessed:
 Close Reading
 Corroborating (Venn Diagram, Thoughtful Application)
 Sourcing (Thoughtful Application)
Background for the Teacher
In the summer of 1786, only three years after the Revolutionary War, Shays’ Rebellion began in
Massachusetts. The United States was an independent country and was being governed under the Articles
of Confederation. There were many grievances about the Articles, land taxes being one of them. People
were loosing their land and property because of their inability to pay their taxes and then taken to court.
Many petitioned the government for debtor relief, which was not responded to. Daniel Shays was a
former captain in the Continental Army. New England farmers followed Shays in an uprising when they
believed their complaints of unfair land taxes were not being heard. In the fall of 1786 groups of farmers
marched to the debtors’ courts and forced them to postpone their business. In response to the rebels the
Congress of the Confederation authorized the raising of troops, but the government was powerless in
raising the money. Eventually James Bowdin, the Massachusetts’ governor, along with other merchants
funded their own army. Violence continued throughout New England, with the clash at the United States
Arsenal in Springfield, Massachusetts in January 1787 being the most violent. This bloody battle caused
many of the farmers to go into hiding or flee to their homes. Many of the men surrendered their weapons
and took an oath of loyalty to the Commonwealth of Massachusetts, in order to keep themselves out of
prison.
Context Setting
 Give students the secondary source to receive background on Shays’ Rebellion. Have the students
read the text with partners.
 Discuss with the class what they have read to ensure that they understand the events that lead to
the Shays’ Rebellion and the actions that took place throughout the rebellion.
 After the discussion pose the task question “Were the farmers who participated in Shays’
Rebellion just in their actions?” Solicit responses based on what they currently know about the
rebellion and the history of the country.
Document Analysis
 Explain to the class that they will be reading letters written by two important historical figures to
learn their views on Shays’ Rebellion.
 Tell them that they will be reading excerpts from George Washington and Thomas Jefferson’s
letter written in response to the rebellion.
 Have the students share what they currently know about George Washington and Thomas
Jefferson.
 Pass out the sources and the note-taking sheet. Go over the note-taking sheet so that the students
understand what it is expected while carefully reading the documents.
 Explain to the students that their task will be to identify the author’s view on rebellion and then
support their thoughts by finding the exact words and phrases from the document. Encourage the
students to use the vocabulary to help translate the document and then have them draw their
conclusions after they understand the main idea.
 Have the students work in small groups (of 3 or 4) to read the sources and complete the
worksheet.
Corroborating Evidence and Constructing Interpretations
 After the students have completed the worksheet on analyzing the sources, generate a discussion
about what they discovered.
 Have these students then compare and contrast the two viewpoints using the Venn Diagram on
the back. Give the students a few minutes to work in their groups to complete it. Then have the
students share their answers and create a class organizer with their responses.
Thoughtful Application
 Now that they have heard two historical figures’ points of view on the rebellion, the students form
their own opinion.


Have students answer the task question “Were the farmers who participated in Shays’ Rebellion
just in their actions?”
Instruct students to write a newspaper article about the events of Shays’ Rebellion along with
their opinion of whether the farmers’ actions were justified. Remind them to use the secondary
source to get the information about the rebellion and use information from the sources to support
their opinion.
Shays' Rebellion 1786-1787
Farmers in the western part of Massachusetts had an especially hard time paying their bills. The
Massachusetts farmers owed about one-third of their income for state taxes, and the Massachusetts legislature
refused to issue paper money as other states had done. Those farmers who could not pay their taxes had their
farms taken away by state courts. Court officials then auctioned off the farms and used the money from the sale
to pay the taxes. Farmers who could not pay their personal debts were often put into prison.
The farmers asked the Massachusetts legislature to lower taxes and let them pay taxes and other debts
with farm produce. They begged the legislature to stop jailing people who could not pay their debts. Instead
the legislature listened to merchants and bankers to whom the farmers owed money. It refused to pass laws to
help the farmers.
Because they could not get help through legal means, a group of farmers decided they had no choice
but to rebel. Their leader was Daniel Shays, former Revolutionary War captain. In the fall of
1786, Shays led armed farmers in marches outside county courthouses in Springfield, Northampton, and
other towns in western Massachusetts. The purpose was to keep the courts from meeting. If the courts did
not meet, bankers and others to whom farmers owed money could not take away their farms.
In January 1787, Shays’ men attacked a Springfield building where they government stored
guns. The governor of Massachusetts sent soldiers paid for by wealthy Boston merchants to fight the rebels.
The soldiers shot and killed four, and soon the rest of Shays’ followers fled. Several rebel leaders were
caught. These men were brought to trial, found guilty, and sentenced to death. Later the court set them all
free, including Shays.
Shays’ Rebellion failed. For many, the rebellion symbolized the fatal weakness of the national
government: under the Articles of Confederation. Congress could not raise a national army without unanimous
consent of the states, so it was unable to act in time to assist Massachusetts. This weakness helped spur the
events of the summer of 1787, when the Constitutional Convention that met in Philadelphia wrote a
constitution that defined a stronger, more capable federal government.
Daniel Shays (left) and Job Shattuck, two of the main protest leaders
Shays’ Rebellion http://www.americancenturies.mass.edu/
Armento, Beverly, et al. America Will Be. Boston: Houghton Mifflin Company, 1999
George Washington on Shays’ Rebellion
(The following are excerpts of letters written by
George Washington in response to Shays’ Rebellion)
To Henry Lee, October 31st, 1786
“the accounts which are published of the commotions…exhibit a melancholy proof
of what our trans-Atlantic foe has predicted; and of another thing perhaps,
which is still more to be regretted, and is yet more unaccountable, that mankind
when left to themselves are unfit for their own Government. I am mortified
beyond expression when I view the clouds that have spread over the brightest
morn that ever dawned upon any Country… To be more exposed in the eyes of
the world, and more contemptible than we already are, is hardly possible”
"[c]ommotions of this sort, like snow-balls, gather strength as they roll, if there is
no opposition in the way to divide and crumble them. I am mortified beyond
expression that in the moment of our acknowledged independence we should by
our conduct verify the predictions of our transatlantic foe, and render ourselves
ridiculous and contemptible in the eyes of all Europe."
To Henry Knox, February 3, 1787
“if three years ago any person had told me that at this day, I should see such a
formidable 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.
The moment is, indeed, important! – If government shrinks, or is unable to
enforce its laws; fresh maneuvers will be displayed by the insurgents – anarchy &
confusion must prevail – and every thing will be turned topsy turvey in that
State; where it is not probable the mischiefs will terminate.”
Vocabulary
melancholy – a deep sadness
regret - a feeling of sadness, or disappointment over something that has
happened or been done
mortified - to feel embarrassed, ashamed, or humiliated
mourn – feel or show deep sorrow or regret for (someone or their death)
contemptible - the feeling that a person or a thing is beneath consideration,
worthless, or deserving scorn
commotion - a state of confused and noisy disturbance
opposition - the refusal to accept or comply with something; the attempt to
prevent something by action or argument
render - provide a service
formidable - inspiring fear or respect through being impressively large, powerful,
intense
insurgents - rising in active revolt
anarchy - a state of disorder due to lack of authority
prevail - prove more powerful than opposing forces; be victorious
http://www.gilderlehrman.org/history-by-era/creating-new-government/resources/georgewashington-discusses-shays%E2%80%99-rebellion-and-up
http://shaysrebellion.stcc.edu/shaysapp/person.do?shortName=george_washington
Thomas Jefferson on Shays’ Rebellion
(The following are excerpts of letters written by
Thomas Jefferson in response to Shays’ Rebellion)
To William S. Smith Paris, Nov. 13, 1787
What country can preserve it's liberties if their rulers are not warned from time to
time that their people preserve the spirit of resistance? Let them take
arms….The tree of liberty must be refreshed from time to time with the blood of
patriots & tyrants.
To James Madison Paris, Jan. 30, 1787
I am impatient to learn your sentiments on the late troubles in the Eastern
states… I hold it that a little rebellion 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. France, with all it's despotism, 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.
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.
Vocabulary
Rebellion - an act of violent or open resistance to an established government or
ruler
Preserve - maintain (something) in its original or existing state; keep safe from
harm or injury
Resistance - the refusal to accept or comply with something; the attempt to
prevent something by action; armed or violent opposition
Tyrants - a person exercising power or control in a cruel, unreasonable, or
arbitrary way
Sentiments -a view of or attitude toward a situation or event; an opinion
Insurrections - a violent uprising against an authority or government
Despotism - the exercise of absolute power, esp. in a cruel and oppressive way; a
country or political system where the ruler holds absolute power
http://www.let.rug.nl/usa/presidents/thomas-jefferson/letters-of-thomas-jefferson/
Thomas Jefferson’s Point of View
(Close Reading)
Support from Document
Belief about Rebellion
(Include source)
1.
2.
George Washington’s Point of View
(Close Reading)
Support from Document
Belief about Rebellion
(Include source)
1.
2.
Hampshire Gazette
(Location & Date)
(Headline)
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Name:
Date: _________________
Shays’ Rebellion
Assignment: You are a newspaper journalist 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 task is to write about the
events surrounding “Shays’ Rebellion.” You are expected to inform the people
of what happened, and also provide your opinion on whether or not the farmers
were just with their actions. Don’t forget that you are expected to use your
resources in your article. The people would like also like to hear what some of
the Founders of our country think, so make sure you include their thoughts.
Thomas Jefferson
An engraved illustration of fighting during Shays' Rebellion of
1786, circa 1850.
Hulton Archive/Getty Images
________ / 12
George Washington
Corroborating
Context
 Accurate facts presented about Shays’ Rebellion
(Who? What? Where? When? Why? How?)
Name ______________________________________
Shays’ Rebellion New Article Score Sheet
Opinion
 Task Question is clearly answered
 Opinion is supported using the sources provided
________ / 10
Sourcing
 Information from historical figure is accurately cited in the writing
(Author and source)
________ / 4
Organization & Presentation
 Appropriate date and headline is given
 Best handwriting is used
________ / 4
Total: ______________ / 30
Name ______________________________________
Shays’ Rebellion New Article Score Sheet
Context
 Accurate facts presented about Shays’ Rebellion
(Who? What? Where? When? Why? How?)
________ / 12
Opinion
 Task Question is clearly answered
 Opinion is supported using the sources provided
________ / 10
Sourcing
 Information from historical figure is accurately cited in the writing
(Author and source)
________ / 4
Organization & Presentation
 Appropriate date and headline is given
 Best handwriting is used
________ / 4
T
o
t
a
l: ______________ / 30