Goals & Objectives
Objective: After a triad discussion, students will create a chart that outlines the 2 causes and 2 effects of Shay’s Rebellion.
Goals: Students will actively engage in a discussion.
Students will examine causes and effects of Shay’s rebellion.
Goals: Students will actively engage in a discussion.
Students will examine causes and effects of Shay’s rebellion.
California State Content Standards
8.3.5 Know the significance of domestic resistance movements and ways in which the central government responded to such movements.
Common Core Literacy Standards
CCSS.ELA-LITERACY.WHST.6-8.1.B Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Driving Historical Question
What causes rebellion?
What are the effects of a rebellion?
What are the effects of a rebellion?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 minutes
At what point do you stop doing what an authority tells you?
Is that every okay?
When it is okay to rebel?
Is that every okay?
When it is okay to rebel?
Vocabulary (Content Language Development) ‖ Time: 2 minutes
Rebellion
Cause
Effect
Cause
Effect
Content Delivery (Method of Instruction) ‖ Time: 5 minutes
Discussion – Causes and Effects of Shays’s Rebellion
Students will be in a triad format. One person will record, One person will focus on causes and the other will focus on the effects once the causes have been determined.
Students will use the website http://shaysrebellion.stcc.edu/ and their textbook to research information on Shays’s Rebellion
Students will be in a triad format. One person will record, One person will focus on causes and the other will focus on the effects once the causes have been determined.
Students will use the website http://shaysrebellion.stcc.edu/ and their textbook to research information on Shays’s Rebellion
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 35
Students will fill out a chart (One per group – Most likely in Google classroom/Google forms) that outlines the causes and effects. These charts can be shared with other groups and the instructor. The instructor can then use the shared documents to have a whole class discussion.
Lesson Closure ‖ Time: 5 minutes (prep for next day)
Teacher will pull up the forms of all the students and start to examine similar causes and effects that students saw. This will help students address the validity of their own effects as well as their classmates.
Assessments (Formative & Summative)
Formative: Teacher will circulate while students are in groups and ask to clarify evidence.
Students will be accountable to each other to make sure answers are being supported with evidence.
Summative: Each group will complete a Google Form that has two causes and two effects with evidence for each cause and effect.
Students will be accountable to each other to make sure answers are being supported with evidence.
Summative: Each group will complete a Google Form that has two causes and two effects with evidence for each cause and effect.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners and student with special needs will be strategically paired in order to maximize their work potential. They will also be assigned the job of recorder so that they can get all the information multiple times and through multiple methods.
Resources (Books, Websites, Handouts, Materials)
Chromebooks
http://shaysrebellion.stcc.edu/
McDougal Littell: Creating America
Google Form: http://goo.gl/forms/QmjecHNTNK
http://shaysrebellion.stcc.edu/
McDougal Littell: Creating America
Google Form: http://goo.gl/forms/QmjecHNTNK