Students learn about the key components of Alexander Hamilton's financial plan, including the institution of a distilled spirits excise tax, which led to the Whiskey Rebellion in Pennsylvania. They learn about the causes and effects of the rebellion and evaluate both sides of the conflict.
Students are introduced to the economic problems facing the new United States, including large war debts owed to foreign nations and to citizens, and Alexander Hamilton’s role as the first Secretary of the Treasury. After viewing an image of Hamilton and reading background text about the nation’s debt and Hamilton’s priorities, students respond on a collaborative wall to the prompt: what challenges such heavy debt might create for the new government and for the people.
Teacher MovesHighlight common themes in student responses, such as lack of trust from other countries, difficulty paying for basic needs, or conflict over who should be paid first. Ask a follow-up “so what” question about why these challenges would be especially serious for a brand-new nation. Connect student ideas to Hamilton’s task as Secretary of the Treasury—building trust, creating stability, and showing that the new government could succeed where the Articles of Confederation had failed.
In small groups, students read Alexander Hamilton’s Financial Program and Department of the Treasury to learn how Hamilton addressed the nation’s debt and worked to stabilize the new economic system. They collaborate to complete a table listing the major components of Hamilton’s financial plan, such as how debt was managed, how revenue was raised, and how financial institutions were structured.
Teacher MovesReview and discuss strong group responses, emphasizing key elements of Hamilton’s plan: consolidating federal and state debt, lowering interest rates on existing loans, instituting federal excise taxes to pay back debt, and creating a national bank. Prompt students to compare these solutions to the debt-related challenges they identified in Scene 1.
Students read about the Whiskey Rebellion to understand why Hamilton proposed an excise tax on whiskey, why frontier farmers opposed it, and how protests escalated. In small groups, they complete a graphic organizer identifying the main cause of the Whiskey Rebellion and several key effects, including farmer resistance, violent actions, and the federal response. Individually, students then answer two poll questions, taking a position on whether the farmers were justified in rebelling and whether the government handled the situation in the best way.
Teacher MovesFacilitate a discussion of students’ views on the Whiskey Rebellion and the government’s response. Ask students to support their claims with evidence from the readings and information provided in the lesson.
Working in small groups, students consider the perspectives of both the whiskey producers and the federal government. Using information from previous readings and The Whiskey Rebellion #2, they choose a side to support and compile a list of evidence-based arguments explaining why that side’s position on the excise tax and the rebellion was justified. A designated note taker posts the group’s arguments to a shared wall.
Teacher MovesInvite one group from each side to share several of their arguments, ensuring that each statement is backed by facts from the readings or lesson content. As an extension, organize a debate between two groups representing opposing sides, with remaining groups acting as moderators who evaluate which side presents the more persuasive, evidence-based case.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
©2026 Exploros. All rights reserved.