Students will study and analyze the causes of the Whiskey Rebellion, identify the key leaders and events, and finally examine the arguments presented by the federal government and the Whiskey "Rebels" from western Pennsylvania to determine whether the actions of the rebels were justifiable. The mock trial of the Whiskey Rebellion will help students develop useful knowledge on courtroom procedures and the jobs of such individuals as the attorneys, witnesses, and jury. It will also strengthen critical thinking skills as they listen to the perspectives and arguments of key individuals involved in the Whiskey Rebellion. Students will learn how to prepare and organize material, listen to and analyze the problems from the facts provided and use the decision-making process to draw conclusions. The content of the mock trial was created from various stories, historical markers, cartoons, and primary sources from the ExplorePAhistory website. Students will also analyze political cartoons. An analysis of political cartoons can reveal much about people, places, conflicts, and other historical events in an entertaining and informative way. Political cartoons use people, symbols, words/phrases and other elements to convey a message to the reader. The Exciseman cartoon used people, symbols, words, and other elements to represent the perspective of the Whiskey Rebels who used physical aggression to demonstrate their disapproval for the tax on whiskey. The overview of the Whiskey Rebellion serves as research and background knowledge that will aid students in the analysis of the political cartoons and the concepts presented in the mock trial. Afterwards, students will be provided with two assessment options that include creating of a political cartoon based upon the perspective of the government or the "rebels", or writing an editorial for the newspaper from the perspective of either the federal government, the Whiskey "Rebels", or a neutral party (someone who sees both sides). These assessments are designed to target the various learning styles in your classroom.

Objectives

Students will be able to: 1. Analyze and interpret political cartoons to identify the perspectives of the "rebels" and the government supporters of the Whiskey Rebellion. 2. Recall the main ideas and causes of the Whiskey Rebellion after reading an overview created from primary sources. 3. Describe the difference between a rebel and a resister. 4. Collect data on the various perspectives presented by the government supporters and the citizen "rebels" during a mock trial simulation and record the information on a Discussion Web graphic organizer. 5. Analyze the evidence presented by the government supporters and the citizen "rebels" to draw conclusions as to whether the citizen "rebels" were guilty of rebelling and violating government laws or whether their actions as tax resisters were justifiable? 6. Analyze the evidence presented by the government supporters and the citizen "rebels" to draw conclusions as to whether the federal government had the right to pass and enforce laws, including the imposition of a tax? 7. Discuss and support their viewpoints on the issues, as well as dispute the views of others in a group. 8. Create a political cartoon of the Whiskey Rebellion from either the government-supported perspective or the "rebel" perspective. 9. Write an editorial for the newspaper from the perspective of the federal government, the Whiskey Rebels, or a neutral party. Students should be able to provide three relevant and clear reasons supporting their position.

Standards Alignment

• Arts and Humanities
  
  9.2.3.A. Explain the historical, cultural and social context of an individual work in the arts.
  
  
• Civics and Government
  
  5.2.9. C. Analyze skills used to resolve conflicts in society and government.
  
  
• History
  
  8.1.9. B. Analyze and interpret historical sources.
  8.1.9. C. Analyze the fundamentals of historical interpretation.
  8.1.9. D. Analyze and interpret historical research using primary sources.
  8.2.9. A. Analyze the political and cultural contributions of individuals and groups to Pennsylvania history from 1787 to 1914.
  8.2.9. B. Identify and analyze primary documents, material artifacts and historic sites important in Pennsylvania history from 1787 to 1914.
  8.2.9. D. Identify and analyze conflict and cooperation among social groups and organizations in Pennsylvania history.
  8.3.9. A. Identify and analyze the political and cultural contributions of individuals and groups to United States history from 1787 to 1914.
  8.3.9. B. Identify and analyze primary documents, material artifacts and historic sites important in United States history from 1787 to 1914.
  8.3.9. D. Identify and analyze conflict and cooperation among social groups and organizations in United States history from 1787 to 1914.
  
  
• Reading, Writing, Speaking, and Listening
  
  1.1.8.G. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents.
  1.2.8.A. Read and understand essential content of informational texts and documents in all academic areas.
  1.4.3. B. Write informational pieces.
  1.4.3 C. Write an opinion and support it with facts.
  1.5.8. A. Write with a sharp, distinct focus.
  1.5.8. C. Write with controlled and/or subtle organization.
  1.5.8. D. Write with an understanding of the stylistic aspects of composition.
  1.5.8. F. Edit writing using the conventions of language.
  1.5.8.B. Write using well-developed content appropriate for the topic.
  1.5.8.G. Present and/or defend written work for publication when appropriate.
  1.6.8. A. Listen to others.
  1.6.8. C. Speak using skills appropriate to formal speech situations.
  1.6.8. D. Contribute to discussions.
  1.6.8. E. Participate in small and large group discussions and presentations.