Belmont Lesson Plan Template__HISTORY/SOCIAL STUDIES METHODS (HOGAN)

BELMONT UNIVERSITY
DEPARTMENT OF EDUCATION
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Lesson Planning Document

HISTORY/SOCIAL STUDIES LESSON PLAN

History/Social Studies Thematic Lesson Plan:
Lesson Title: Whiskey Rebellion 1791
Part of what unit? Founding of the American Political System

Grade level: 8

TN State Standards: 8.35 Analyze the major events of George Washingtons presidency, including
Pinckneys Treaty, Jays Treaty, Whiskey Rebellion, and precedents set in the Farewell Address.
Common Core (CCSS) Standards: N/A: 8.35 Analyze the major events of George Washingtons
presidency, including Pinckneys Treaty, Jays Treaty, Whiskey Rebellion, and precedents set in the
Farewell Address.
NCSS Standards:
I. Culture
II, Time, Continuity, & Change
III, People, Places, & Environments
IV. Individual Development & Identity
V. Individuals, Groups, & Institutions
VI. Power, Authority, & Governance
VII. Production, Distribution, & Consumption
VIII. Science, Technology, & Society
IX. Global Connections
X. Civic Ideals & Practices
Language Objectives (SIOP):
Students will learn about the whiskey tax that inspired the Whiskey Rebellion and the reasons for the
passage of this tax.
Students will gain an understanding of why the Pennsylvania farmers rebelled and why President
Washington responded the way he did to the Whiskey Rebellion.
SWBAT identify the key players in and explain in their own words the causes of the Whiskey Rebellion
and the effects it had on the country.
Disciplinary standards? History (i.e. history, geography, civics and government, economics,
psychology, sociology)
Thematic Standards: (check which NCSS apply in this lesson)
NCSS THEMES

II

III

IV

VI

VII

VIII

IX

INSTRUCTIONAL OBJECTIVES:
I.O. #1 Given: PortaPortal Readings, lecture and in-class research

TLWDAT: Students will improve their ability to analyze primary source documents to form an opinion.
By: Analyzing primary and secondary documents and answering verbal questions throughout the lesson.
At (performance level): 8th Grade
I.O. #2 Given: PortaPortal Readings, lecture and in-class research

TLWDAT: Students will improve their ability to see cause/effect relationships.

By: Answering scaffold questions throughout the lesson, which help them connect the events and people

in the lesson.
At (performance level): 8th Grade
I.O.#3 Given: PortaPortal Readings, lecture and in-class research
TLWDAT: Students will improve their ability to write persuasively using documents as support for their opinions.
By: Crafting a paragraph with solid evidence from the documents and class discussion with their opinion on
Washingtons decision.
At (performance level): 8th Grade
TASK ANALYSIS:
Prerequisite Knowledge

Desired Knowledge/Learning

George Washingtons basic political

views

How Washington responded to the

Whiskey Rebellion

George Washingtons stance on

foreign policy

The motivation behind Washingtons

decision

Enrichment/Extended Knowledge

How this event tested the newly

formed governments ability to
govern effectively

PRE-PLANNING

Accommodations/
Differentiation

Assessment (based on objectives)

Formative

Summative

Assessment accommodations:

Scaffolded verbal check-ins

Correctly answered questions
regarding Washingtons Letter from
George Washington to Alexander
Hamilton, September 7, 1792
Evaluation of paragraph

Assessment differentiation:

Materials
George Washington's Proclamation Calling out the Militia to Occupy the
Activities
Letter from George Washington to Alexander Hamilton, September 7, 1792
Questions on Washington's letter
Integration of Technology
Adaptive Technology:

Teacher Use:
Power Point
YouTube

Student Use:
No technology will be needed by the student for this lesson.

LESSON DESIGN

Time

Accommodations/
Differentiation

Anticipatory Set (1-3 minute focusing )Attention Signal

Attention Signal

I generally tell my students to Listen up or tell them

to begin the bellringer.
I will sometimes do a countdown to make them
work more quickly or gain their attention so I can
put information out.

Anticipatory Set

How did President George Washington

respond to the Whiskey Rebellion? Why
did Washington respond this way and
was it the best thing to do? How was this
event a test for the new government
under the Constitution?

Access/Review
Prior Knowledge
Because we do not have textbooks, students have been assigned peer
reviewed articles to read, which I have posted on the PortaPortal site. The
students are expected to read the assigned readings the night prior regarding
the Whiskey Rebellion.
They have prior knowledge of George Washingtons political ideology and his
foreign policy doctrine.

Time
Topic presentation
(What will the students be told?)

UDL
Recognition:

The lesson will begin with a 5minute video outlining the Whiskey Rebellion
of 1791.
Claypoole's article (Western Counties of Pennsylvania as reported in the
August 11, 1794 edition of Claypoole's Daily Advertiser) on the rebellion and
Washington's proclamation will be read as a class. Discuss the reaction of the
farmers to the tax and Washington's response. Be sure to discuss any possible
biases a Philadelphia newspaper may have had in reporting these events
(elicit student responses). Conclude this part by discussing how this event
was a test for the strength of the new government.

Accommodatio
ns/
Differentiation

20mins

Information is
delivered in two
different ways. It
is delivered in
such a way that
all students
should have an
understanding of
the information.
Delivery method
for lesson
information will
be YouTube and
handouts.

Modeling:
Movie outlining the Whiskey Rebellion https://www.youtube.com/watch?v=rwiRUUsGPMc
Guided Practice (Monitoring Learning):

UDL Strategy:
Learning will be monitored via verbal check-ins for learning.
Checking for Understanding: (Formative)
Scaffolded verbal check-ins
Correctly answered questions regarding Washingtons Letter from George
Washington to Alexander Hamilton, September 7, 1792
Evaluation of paragraph

20mins

Independent Practice: Homework (In-class or out-of-class)

Students will read Washington's letter to Hamilton

independently and then answer the questions that follow.
Craft a paragraph with solid evidence from the documents and class
discussion with their opinion on Washingtons decision.
Closure:

Discuss the students' responses, in particular Washington's

reasoning for his decision to put down the rebellion.
Feedback and Evaluation: Summative (checking to see if learning objectives were met)

10mins

Students will
have read about
the Whiskey
Rebellion so they
should have an
opinion on the
subject before
the lesson
begins. Those
students who do
not read well will
benefit from the
video. This
lesson is
structured to
cater to all
students and
their learning
styles and
abilities.
UDL: Affective
Networks:
The YouTube video
and reading
Claypools article
aloud in class should
maintain the
students engagement
in the lesson.