|
Lesson Plan
Multiple Perspectives Learning Activity Karl Mertens Standard: Strand II: Time, Continuity, & Change; performance expectations b, e and f. Expected learning outcomes: The student will develop intellectual and situational empathy for the persons and groups that were involved in the events, actions and discourse that came to be known as the Whiskey Rebellion. The student will learn about the customs of communication of the time and what role they played in the rebellion. The student will learn the social and economic importance of alcohol, the historical significance of the government and rebel actions and the precedent for resistance to a tax on distilled spirits. Evaluation: The student’s understanding will be evaluated in three areas: their ability to understand and shift between the communication strategies of different groups, their understanding of the social and economic repercussions of the tax and how the broader role of government was established. The means used to evaluate the student will be a quiz on the lecture and research topics, a debate between 2-3 relevant groups (representatives from the county conventions, the state and federal government and possibly the public at large) and an essay on one of five suggested topics or a topic of the student’s choice and the teacher’s approval. The standards used in evaluation will be structured to consider the student’s progress in meeting the outcomes and the possibility that some students may approach the topic in unique ways. Evaluation of student performance in the debate will be on three levels: quoting/paraphrasing the argument of their group, transforming it into their own words and thoughts and expanding or developing arguments beyond the explicit statements of the readings when appropriate. Curriculum: This lesson would fit into a class on Early American Politics for 11th and 12th grade. I would combine the two grades and this would probably be an Advanced Placement class. This would be in the fourth or fifth week of class under the theme: “Forming an American Identity”. Instruction: Day 1: Quiz on material covered the week prior: county conventions, need for increased federal tax revenues and the new political economy of the post-constitutional era. Explain debate assignment: students will be asked which groups they see as relevant to the debate over taxation; depending on their consensus 2-3 groups may be formed and packets of assigned readings for each group will be handed out with resources listed for further inquiry. If there is time the question: “Why do certain people belong to certain groups?” will be discussed. Day 2: Opening thoughts and questions taken. The debate will be structured around the students giving a response to questions posed to the group they represent. The moderator (the teacher or a willing and capable student) will pose the same question to each of the groups; when needed, the question will be tailored to the position of each group. As the debate develops the moderator may allow direct debate between the groups. The moderator will conclude the debate by asking each group to explain the course of action of their opponents. If there is a public group the moderator will ask their opinion on the matter. Day 3: Open class discussion with Fred the Talking Ball. Whichever student has the ball has speaking rights. The teacher may intervene and pose new questions as necessary. Possible discussion questions are listed below. Begin by allowing the students to give their thoughts and observations on the debate and their preparation for it. The teacher will allow constructive and relevant discussion from this to continue. The teacher will end class by debriefing to loosen the hold of these historic matters on the student and allowing him/her to return to the present. Discussion Questions: Some of these questions are beyond the class and perhaps the knowledge of the student to answer. As such they are meant to be stretching, not answered fully. Who are the political camps we have identified? Are there any problems with making these associations and would you do things differently in the future? What was the purpose of the whiskey tax? What was the name given the forces under Washington sent to western Pennsylvania? Any guesses or evidence as to why they received this name? What are some communication strategies or types of political speech that the government found unacceptable? At the time, what perspectives on this matter were apparent? (From what we know.) Ask a question to encourage students to change the breadth of their generalization: if the go narrow (by person or social level) encourage them to go broad (pro vs. con or government vs. rebels). In looking at this period of history, do we have a perspective? What is it and what informs it? (Broadening from: “My teacher told me to study this”.)
| 
