HyperDocs in Civics
Last year I learned about Hyperdocs in the classroom and how it allows students to go at their own pace, while also allowing for group discussions and formative assessments. I was reminded yesterday of why it was not only fun to create, but also to use. The interactions are different than a traditional web quest, but still allows for exteral resources, other than the textbook (because who still has a whole class set of those?). I started with a general example from the base that the Integrated Technology Facilitators (ITF's) showed us. I added on to the information in the "Read This" section and then took out one section and added sketchnoting. It allowed the students to interact, have group discussion, have individual arguments (Thank you Google Classroom "Ask"), practice sketchnoting, and overall help make connections between WHY we set up the Articles of Confederation how we did; as well as why Shay's Rebellion showed us what needed to change. It was a great smooth day that allowed students to learn about the Articles of Confederation and Shay's Rebellion in a fun and interactive way.
WEAKNESSES OF
THE ARTICLES OF CONFEDERATION
A Hyperdoc Activity
“I am mortified beyond expression when I view the clouds
that have spread over the brightest morn that ever dawned upon any country."
that have spread over the brightest morn that ever dawned upon any country."
George Washington to Henry Lee,
discussing the Articles of Confederation
Oct. 31, 1786
While the states were setting up their governments, Americans also discussed the form of their national government. During the Revolutionary War, Americans realized that they needed to unite to win the war against Britain. As Silas Deane, a diplomat from Connecticut, wrote, “United we stand, divided we fall.”
In 1776, the Continental Congress began to develop a plan for a national government. Congress agreed that
the government should be a republic. But the delegates disagreed about whether each state should have one vote
or voting should be based on population. They also disagreed about whether the national government or the
individual states should control the lands west of the Appalachians.
The Continental Congress eventually arrived at a final plan, called the Articles of Confederation. In the
Articles, the national government had few powers, because many Americans were afraid that a strong
government would lead to tyranny, or oppressive rule.
The national government was run by a Confederation Congress. Each state had only one vote
in the Congress. The national government had the power to wage war, make peace, sign treaties,
and issue money. But the Articles left most important powers to the states.
These powers included the authority to set taxes and enforce national laws.
Colonists will feel so much dismay about the high state taxes that in Massachusetts there will be a
rebellion showing the farmers dislike of taxes.
This rebellion was known as Shay’s Rebellion as it was led by Daniel Shay.
STEPS
|
WHO AND WHAT?
|
LINKS
|
STEP 1
|
WITH A GROUP: WHY IS IT A WEAKNESS?
In your group discuss the EIGHT prominent weaknesses of the Articles -
Why did we originally want it? Why it is a weakness? | |
STEP 2
|
ON YOUR OWN: JUSTIFY YOUR DECISION
Now that you have discussed with your group
make your own decision on which weakness was the most damaging. | |
STEP 3
|
ON YOUR OWN: THE ARTICLES IN A MINUTE
Test your LISTENING SKILLS by
watching this short video and answering the questions. | |
STEP 4
|
ON YOUR OWN: INVESTIGATION
Create a Sketchnote about Shay’s Rebellion
Long Term Causes, Short Term Causes,
Actual Facts about the Event, What happened, Results | |
STEP 4
|
CLASS DISCUSSION: WHAT YOU LEARNED
Learn what you will need to share in our discussion
|
