Newspapers, Vocabulary, and the Whiskey Rebellion

Understanding by Design Lesson Plan

Developed by Paul Markle for the Woodville Plantation
2015

Teacher: ___________________________ Grade: 8 (suggested)

Date: ______________________________ Subject: English/Language Arts &
Social Studies/History

Stage 1- Desired Results

Note: A class visit to the Woodville Plantation (www.woodvilleplantation.org/) is appropriate before,
during, or after this lesson.

Established Goals:
Developed based on Pennsylvania Department of Educations Standards Aligned System (SAS)
The students will use context clues, knowledge of root words as well as a dictionary or
glossary to decode and understand specialized vocabulary in the content areas during reading
(1.1.8.B).
The students will use meaning and knowledge of words (e.g., literal and figurative meanings,
idioms, common foreign words) across content areas to expand a reading vocabulary
(1.1.8.C).
The students will read, understand, and respond to essential content of text and documents in
all academic areas (1.2.8.E).
The students will evaluate the importance of historical documents, artifacts and places
critical to United States history (8.3.8.B).
Understandings:
Students will understand that newspaper
articles may use unfamiliar vocabulary, but
the reader can comprehend the authors
message if he or she uses context clues
and/or outside resources to determine the
meanings of unknown words.
Additionally, students will understand the
purpose of reading a newspaper article, and
the importance of the newspaper during the
late 1700s (time of the Whiskey Rebellion).

Essential Questions:
What is an unfamiliar words part of
speech?
What resources can I use to look up an
unfamiliar word?
Why do you think journalists use
challenging vocabulary?
Why is understanding the meaning of a
word essential to understanding the
meaning of a sentence? an article?
Why do we read newspapers?
Why do you think people in the late 1700s
read newspapers?
What were journalists of the time telling
the public about the Whiskey Rebellion?

Student will know

the meanings of challenging words.
how to use various resources to
determine the meaning of unknown
words.
what journalists were telling the public
about the Whiskey Rebellion.

Student will be able to

during an open discussion compare and
contrast the purpose of newspapers
during the 1790s and today by
recording at least four out of four
correct comparisons or contrasts in a
graphic organizer.
individually, in a partnership, or in a
small group decode 1790s newspaper
vocabulary using context clues and
prior knowledge at least proficiently
with no more than four inaccuracies
and missing parts within the
Unfamiliar Words Journal project.
individually, in a partnership, or in a
small group decode 1790s newspaper
vocabulary using a dictionary and/or an
encyclopedia at least proficiently with
no more than four inaccuracies and
missing parts within the Unfamiliar
Words Journal project.
individually, in a partnership, or in a
small group use 1790s newspaper
vocabulary in an original sentence at
least proficiently with no more than
four inaccuracies or missing parts
within the Unfamiliar Words Journal
project.
individually, in a partnership, or in a
small group portray 1790s newspaper
vocabulary meanings in a graphic at
least proficiently with no more than
four inaccuracies or missing parts
within the Unfamiliar Words Journal
project.
individually, in a partnership, or in a
small group summarize the meaning of
a 1790s newspaper article by designing
a front cover art that at least
proficiently portrays one or more
aspects of the article with 83%
accuracy.
individually, in a partnership, or in a
small group evaluate and answer
questions about 1790s newspaper
articles covering the Whiskey
Rebellion and other correlating topics

using the newspaper texts and

knowledge of essential ideas presented
at least proficiently with at least five
out of six correct.

Stage 2- Assessment Evidence

Performance Tasks:
The students will complete their own
Unfamiliar Words Journal which will
include __ unfamiliar words+ found in the
text of a newspaper article written during
the Whiskey Rebellion.
Each word will be accompanied by
o the sentence from the article that
uses the word,
o an educated guess of the definition
using context clues and prior
experience,
o the part of speech,
o a dictionary definition or
encyclopedia explanation,
o the word used properly in a new
sentence created by the student,
o and a visual representation of the
word (i.e. picture, concept wheel,
word web).

Other Evidence:
The students will provide an oral or written
response to the essential questions listed
above.
The students will decorate the cover of
their Unfamiliar Words Journal to show
an aspect of the Whiskey Rebellion
discussed in the article.

+Teacher may use their discretion

as to how many words will be
required for project each word
will be a page in the journal
Self-Assessments
Student self-reflection on unfamiliar vs.
familiar vocabulary
Student self-evaluation by scoring their
own work using the same rubric as the
teacher will use to score the students work

Other Evidence, Summarized

oral responses in classroom, small group
discussions
written responses (as part of the
Unfamiliar Words Journal scored for
accuracy and/or evidence of strong opinion
with support)
By looking at the front page of the
Unfamiliar Words Journal, the teacher
can clearly see that the student understood
at least one aspect of the article.

Stage 3 Learning Plan

. Learning Activities:
Materials necessary for this lesson are indicated in blue. *=included, see Materials Provided
list
Optional Accommodations (in addition to those already in place)
Key for Accommodations within this Plan (in red)
A = above grade-level
@ = at grade-level
B = below grade-level
Nothing = any grade-level, especially those individuals with ADHD, ASD, and other conditions
Lesson-Wide Accommodations (in addition to those already in place) for Individuals with...
Visual Impairments
Provide enlarged versions of each material. Additionally, provide enlargements or
regular-sized images and text on colored paper with an opposite hue as the font. (i.e.
newspaper image yellowed from age placed on a black background, black font on light
peach paper, see this site for more:
http://www.lighthouse.org/accessibility/design/accessible-print-design/effective-colorcontrast)
Provide the article on a technology source that can be read to the student as needed as
they complete the project. (audio recording of your voice, AAC device the student
already has, etc.)
Use text to speech capabilities and/or enlarge webpages on the browser when using the
internet as a source or to complete the project.
Have another student or staff member (or teacher) read the articles to the student
Hearing Impairments
Write oral discussion points as notes on the board (or by using a SmartBoard or the like)
Provide support to the student as they decipher the challenging text, especially those with
language deficits
Enforce the one-speaker-at-a-time rule during discussions
Have speakers stand in the front of the room
Introduction
Introduce the topic by having the students orally discuss the following essential
questions:
o Why do people read newspapers today?
o Why do you think people read newspapers during the 1700s?
o Provide copies of your local newspaper and the newspaper examples from the
1790s for the students to explore as they come up with similarities and differences
in their answers to these questions.
o Organize comparisons and contrasts in a graphic organizer (i.e. Venn Diagram)
o Point out the letter formation s looks like f if students do not point it out first.
o Materials:
copies of local newspaper

 *copies of articles from the 1790s

paper for creating Venn Diagram/other graphic organizer of choice
o Model the Graphic Organizer for students, organize oral discussion points,
compare/contrast
Lesson Part 1 Read and Discuss
Read the article George Washingtons Whiskey Rebellion Proclamation of Sept. 25,
1794: Front-page of The Norwich Packet and show them the copy of the actual article
o Materials:
*article titled George Washingtons Whiskey Rebellion Proclamation of
Sept. 25, 1794: Front-page of The Norwich Packet
*Copy (image) of the actual newspaper article
* Explanation of the Whiskey Rebellion at the time of George
Washington's Proclamation Calling out the Militia to Occupy the Western
Counties of Pennsylvania
o A: Read individually, make notes about challenging aspects of the article
o @: Read the article with a partner (discuss with partner about challenging aspects
of the article and write them down), or read aloud to these students (have students
make a note about challenging aspects of the article)
o B: Read the article aloud to the students, have students highlight challenging parts
of the article, give examples of possible challenges to look for (i.e. challenging
words, phrases, etc.)
o Chunk the article into smaller sections.
o Provide tracking support (i.e. usage of print overlays colored reading windows)
on the articles since the print is small and challenging to follow.
o Use the Whiskey Rebellion Explanation page to help the students understand
what was happening at the time of George Washingtons Aug. 1794 Proclamation
Discuss (whole class) why the article was challenging to read/comprehend?
Discuss how a reader can understand the meaning of a text, especially one with
unfamiliar, challenging vocabulary.
Make a list of resources a reader can use to look up unfamiliar words.
o Discuss how a student can access these resources in the classroom.
o Materials:
Dictionaries, Thesauruses, Encyclopedias, Access to electronic versions
(online access)
o The teacher may want to include a mini-lesson on
dictionary/thesaurus/encyclopedia skills.
o Students can use online sources to look up unfamiliar words. Demonstrate how to
use these and be specific on which ones are appropriate to use, especially for
those at or below grade level and/or that need accommodations.
Lesson Part 2 - Model
Provide the example of a word journal, discuss its purpose, and go over each part of it
with the students. Use the template/example journals provided to guide the students
through creating the journal as a class. This is a model for the students project.
o Materials:
*Word Journal Sample from ReadWriteThink
*Word Journal Template example filled out (for teacher use)

*Word Journal Template (blank for student use)

Lesson Part 3 Project/Assessment

The students complete the Unfamiliar Words Journal project. Provide the rubric and
go over the directions/expectations before the students begin working on the project.
o Materials:
*Project Checklist
*Project Rubric
*Article Choices for Project:
A Proclamation Aug. 23, 1794
Public Notice by John Nevill (smaller article)
A Proclamation Mar. 15, 1794
* Unfamiliar Words Journal Template (if this format is chosen)
Computer with internet and/or word processing, PowerPoint, etc. (if this
format chosen)
o Reread and explain/reword directions to individuals in need of support
o Have the students highlight unfamiliar words in the article and check them with
the teacher before including them in their journal.
o Only require the student to read a smaller portion of a longer article and/or chunk
larger articles.
o Provide a journal template for them to use, having them fill out the template.
o A: Have the students design their own unique journal that meets the project
requirements.
o *Provide a checklist with tasks that can be crossed out as they are finished.
o Provide smaller chunks of directions at a time.
o A or @: Students may work independently on the project.
o B (or any other student needing accommodations): Students can be paired up with
an above or at grade-level student.
o Students may work in heterogeneous (A, @, B) groups on the project.
o Options for the format of the project:
Complete using word processing or PowerPoint
Complete using an online presentation program (Prezi, eMaze, etc.)
Provide a template that can be used as a model or filled in to complete the
project.
The students work on
o answering the other essential questions at the end of their own journal or in the
space provided in the Unfamiliar Words Journal template (depending on the
format they are using).
o designing the cover page.
o Materials:
*Essential Questions Sheet (can be included in project or modified
depending on format chosen)
Paper/art supplies for creating front cover (if this format is chosen)
Computer with internet and/or word processing, PowerPoint, etc. (if this
format chosen)
*Project Rubric (for student to self-assess)
o The italicized accommodations above apply here.
o Allow students the option to create the cover page using technology (Microsoft

Publisher, Microsoft Word, etc.) or in their own unique way (using art supplies)
Wrap-Up
Discuss and share the results of the project.
o Share out:
What did you find out about the Whiskey Rebellion?
What went well/not so well with the project?
How can the skills you used in this project be applied to other situations
both in and outside of school?
o Prior discussion accommodations apply here also.
o The students may present their projects to the class if/when appropriate.

Materials Provided
(found on the following pages)
Typed Copy of George Washingtons Whiskey Rebellion Proclamation of Sept. 25, 1794:
Front-page of The Norwich Packet
Copy (image) of actual newspaper article George Washingtons Whiskey Rebellion
Proclamation of Sept. 25, 1794: Front-page of The Norwich Packet
Word Journal Sample from ReadWriteThink (2002) (separate document)
Word Journal Template (blank for student use)
Word Journal Template example filled out (for teacher use)
Unfamiliar Words Journal Project Checklist (can be modified as needed/to meet individual
student needs)
Unfamiliar Words Journal Project Rubric (suggested point values are included, can be modified
as needed, pages are left out for teacher to fill in teachers discretion)
Article Choices for Project:
A Proclamation by President George Washington Pittsburgh Gazette Aug. 23, 1794
(both actual image of the article and re-typed version of the article)
Public Notice by John Nevill Pittsburgh Weekly Gazette July 26, 1794 (smaller article)
A Proclamation by President George Washington Pittsburgh Weekly Gazette Mar. 15, 1794
Explanation of the Whiskey Rebellion at the time of George Washington's Proclamation Calling
out the Militia to Occupy the Western Counties of Pennsylvania
(via Archiving Early America at http://www.earlyamerica.com/milestone-events/whiskeyrebellion/)

George Washingtons Whiskey Rebellion Proclamation

of Sept. 25, 1794: Front-page of The Norwich Packet
[GEORGE WASHINGTON]. Newspaper. The Norwich Packet, October 9, 1794. Norwich, Conn., John
Trumbull. 4 pp.
Synopsis
Washington calls on the militias of other states to help put down the uprising in Western Pennsylvania that
continued despite conciliatory efforts by the government. Washington assures the nation that a small
proportion of the United States shall [not] dictate to the whole union, and at the expense of those, who desire
peace, indulge a desperate ambition. I do moreover exhort all individuals, officers, and bodies of men, to
contemplate with abhorrence the measures leading directly or indirectly to those crimes, which produce this
resort to military coercion : to check, in their respective spheres, the efforts of misguided or designing men to
substitute their misrepresentation in the place of truth and their discontents in the place of stable
government

Excerpt
Whereas from a hope, that the combinations against the constitution and laws of the United States, in
certain of the Western counties of Pennsylvania would yield to time and reflection, I thought it sufficient, in
the first instance, rather to take measures for calling forth the militia, than immediately to embody them;
but the moment is now come, when the overtures of forgiveness with no other condition, than a
submission to law, have been only partially accepted when every form of conciliation not inconsistent
with the being of government has been adopted, without affect; when the opportunity of examining the
serious consequences of a treasonable opposition has been employed in propagating principles of
anarchy, endeavoring through emissaries to alienate the friends of order from its support, and inviting
enemies to perpetrate similar acts of insurrection, when it is manifest, that violence would continue to
be exercised upon every attempt to enforce the laws When therefore, Government is set at defiance,
the contest being whether a small proportion of the United States shall dictate to the whole union, and at
the expense of those, who desire peace, indulge a desperate ambition :
Now therefore I George Washington, President of the United States in obedience to that high and
irresistible duty consigned to me by the Constitution to take care that the laws be faithfully executed :
deploring that the American name should be sullied by the outrages of citizens on their own government ;
commiserating such, as remain obstinate from delusion ;but resolved in perfect reliance on that gracious
providence which so signally displays its goodness towards this country to reduce the refractory to a due
subordination to the law ;Do hereby declare and make known, that with a satisfaction, which can be
equalled only by the merits of the militia summoned into service from the States of New-Jersey,
Pennsylvania, Maryland, and Virginia, I have received intelligence of theirobeying the call of the
presentthat a forceis already in motion to the scene of disaffection ;that those who have confided, or
shall confide in the protection of government, shall meet full succour under the standard and from the
arms of the United States ;that those who having offended against the laws have since entitled
themselves to indemnity, will be treated with the most liberal good faith, if they shall not have forfeited
their claim by any subsequent conduct And I do moreover exhort all individuals, officers, and bodies of
men, to contemplate with abhorrence the measures leading directly or indirectly to those crimes, which
produce this resort to military coercion : to check, in their respective spheres, the efforts of misguided or
designing men to substitute their misrepresentation in the place of truth and their discontents in the place
of stable government ;and to call to mind that as the people of the United States have been permitted
under the Divine favour in perfect freedom, after solemn deliberation, and in an enlightened age, to elect
their own government ; so well [sic] their gratitude for this inestimable blessing be best distinguished by
firm exertions to maintain the constitution and the laws

Retrieved from https://www.sethkaller.com/item/129-George-Washington%E2%80%99sWhiskey-Rebellion-Proclamation-of-Sept.-25,-1794:-Front-page-Connecticut-NewspaperPrinting&from=2

COMPLETE IN ORDER

Word Journal Page _____

Word: _______________________________
Sentence (highlight word):

____________________________________
____________________________________
I think this word means

____________________________________
____________________________________
Part of Speech AND Dictionary Definition OR Short Explanation from Encyclopedia:

____________________________________
____________________________________
Name of Source: ________________________________________________
New Sentence (highlight word):

____________________________________
____________________________________
Word: _______________________________
On the back: (choose one) Draw a picture depicting the word
Make a word web or a concept wheel

Word Journal Page 1

SAMPLE WORD JOURNAL PAGE

Word: embody
Sentence (highlight word):

I thought it sufficient, in the first instance, rather to take measures for

calling forth the militia, than immediately to embody them____________

I think this word means

to make something a part of the body.______________________________________________
_____________________________________________________________________________________________

Part of Speech AND Dictionary Definition OR Short Explanation from Encyclopedia:

(verb) to represent (something) in a clear and obvious way; to be a symbol
or example of (something); to include (something) as a part or feature ____

Name of Source: Merriam-Webster

New Sentence (highlight word):
This word journal will embody my knowledge of challenging vocabulary.
_______________________________________________________________________________________

Word: embody
On the back: (choose one) Draw a picture depicting the word
Make a word web or a concept wheel

embody
stand for

concrete
incorporate

ON BACK

Newspapers during the Whiskey Rebellion

Essential Questions

What resources can I use to look up an unfamiliar word? (name three)

Why do you think journalists use challenging vocabulary?

Why is understanding the meaning of a word essential to understanding the meaning of a

sentence? an article?

Why do we read newspapers?

Why do you think people in the late 1700s read newspapers?

What were journalists of the time telling the public about the Whiskey Rebellion?

Continued on the next page

Continued from previous page

By the president of the United States of America

A PROCLAMATION

As It Appears in the Pittsburgh Gazette on Sat., Aug. 23, 1794

Whereas, combinations to defeat the execution of the laws laying duties upon spirits distilled
within the United States and upon stills have from the time of the commencement of those laws
existed in some of the western parts of Pennsylvania.
And whereas, the said combinations, proceeding in a manner subversive equally of the just
authority of government and of the rights of individuals, have hitherto effected their dangerous and
criminal purpose by the influence of certain irregular meetings whose proceedings have tended to
encourage and uphold the spirit of opposition by misrepresentations of the laws calculated to render
them odious; by endeavors to deter those who might be so disposed from accepting offices under
them through fear of public resentment and of injury to person and property, and to compel those
who had accepted such offices by actual violence to surrender or forbear the execution of them; by
circulation vindictive menaces against all those who should otherwise, directly or indirectly, aid in the
execution of the said laws, or who, yielding to the dictates of conscience and to a sense of
obligation, should themselves comply therewith; by actually injuring and destroying the pr operty of
persons who were understood to have so complied; by inflicting cruel and humiliating punishments
upon private citizens for no other cause than that of appearing to be the friends of the laws; by
intercepting the public officers on the highways, abusing, assaulting, and otherwise ill treating them;
by going into their houses in the night, gaining admittance by force, taking away their papers, and
committing other outrages, employing for these unwarrantable purposes the agency of armed
banditti disguised in such manner as for the most part to escape discovery;
And whereas, the endeavors of the legislature to obviate objections to the said laws by lowering
the duties and by other alterations conducive to the convenience of those whom they immediately
affect (though they have given satisfaction in other quarters), and the endeavors of the executive
officers to conciliate a compliance with the laws by explanations, by forbearance, and even by
particular accommodations founded on the suggestion of local considerations, have been
disappointed of their effect by the machinations of persons whose industry to excite resistance has
increased with every appearance of a disposition among the people to relax in their opposition and
to acquiesce in the laws, insomuch that many persons in the said western parts of Pennsylvania
have at length been hardy enough to perpetrate acts, which I am advised amount to treason, being
overt acts of levying war against the United States, the said persons having on the 16th and 17th of
July last past proceeded in arms (on the second day amounting to several hundreds) to the house of
John Neville, inspector of the revenue for the fourth survey of the district of Pennsylvania; having
repeatedly attacked the said house with the persons therein, wounding some of them; having seized
David Lenox, marshal of the district of Pennsylvania, who previous thereto had been fired upon while
in the execution of his duty by a party of armed men, detaining him for some time prisoner, till, for
the preservation of his life and the obtaining of his liberty, he found it necessary to enter into
stipulations to forbear the execution of certain official duties touching processes issuing out of a
court of the United States; and having finally obliged the said inspector of the revenue and the said
marshal from considerations of personal safety to fly from that part of the country, in order, by a
circuitous route, to proceed to the seat of government, avowing as the motives of these outrageous
proceedings an intention to prevent by force of arms the execution of the said laws, to oblige the
said inspector of the revenue to renounce his said office, to withstand by open violence the lawful
authority of the government of the United States, and to compel thereby an alteration in the
measures of the legislature and a repeal of the laws aforesaid;
Continued on the next page

Continued from previous page

And whereas, by a law of the United States entitled "An act to provide for calling forth the militia
to execute the laws of the Union, suppress insurrections, and repel invasions," it is enacted that
whenever the laws of the United States shall be opposed or the execution thereof obstructed in any
state by combinations too powerful to be suppressed by the ordinary course of judicial proceedings
or by the powers vested in the marshals by that act, the same being notified by an associate justice
or the district judge, it shall be lawful for the President of the United States to call forth the militia of
such state to suppress such combinations and to cause the laws to be duly executed. And if the
militia of a state, when such combinations may happen, shall refuse or be insufficient to suppress
the same, it shall be lawful for the President, if the legislature of the United States shall not be in
session, to call forth and employ such numbers of the militia of any other state or states most
convenient thereto as may be necessary; and the use of the militia so to be called forth may be
continued, if necessary, until the expiration of thirty days after the commencement of the of the
ensuing session; Provided always, that, whenever it may be necessary in the judgment of the
President to use the military force hereby directed to be called forth, the President shall forthwith,
and previous thereto, by proclamation, command such insurgents to disperse and retire peaceably
to their respective abodes within a limited time;
And whereas, James Wilson, an associate justice, on the 4th instant, by writing under his hand,
did from evidence which had been laid before him notify to me that "in the counties of Washington
and Allegany, in Pennsylvania, laws of the United States are opposed and the execution thereof
obstructed by combinations too powerful to be suppressed by the ordinary course of judicial
proceedings or by the powers vested in the marshal of that district";
And whereas, it is in my judgment necessary under the circumstances of the case to take
measures for calling forth the militia in order to suppress the combinations aforesaid, and to cause
the laws to be duly executed; and I have accordingly determined so to do, feeling the deepest regret
for the occasion, but withal the most solemn conviction that the essential interests of the Union
demand it, that the very existence of government and the fundamental principles of social order are
materially involved in the issue, and that the patriotism and firmness of all good citizens are seriously
called upon, as occasions may require, to aid in the effectual suppression of so fatal a spirit;
Therefore, and in pursuance of the proviso above recited, I. George Washington, President of
the United States, do hereby command all persons, being insurgents, as aforesaid, and all others
whom it may concern, on or before the 1st day of September next to disperse and retire peaceably
to their respective abodes. And I do moreover warn all persons whomsoever against aiding,
abetting, or comforting the perpetrators of the aforesaid treasonable acts; and do require all officers
and other citizens, according to their respective duties and the laws of the land, to exert their utmost
endeavors to prevent and suppress such dangerous proceedings.
In testimony whereof I have caused the seal of the United States of America to be affixed to
these presents, and signed the same with my hand. Done at the city of Philadelphia the seventh day
of August, one thousand seven hundred and ninety-four, and of the independence of the United
States of America the nineteenth.
G. WASHINGTON,
By the President,
Edm. Randolph

Public Notice by John Nevill

As It Appears in the Pittsburgh Weekly Gazette
(Pittsburgh, Pennsylvania) Sat, Jul 26, 1794

A Proclamation
As It Appears in the Pittsburgh Weekly Gazette
(Pittsburgh, Pennsylvania) Sat, Mar 15, 1794

Name: ______________________________________________
Unfamiliar Words Journal Project Checklist
Activity

Initials
Date of
(student, unless
Completion
indicated
otherwise)
PART 1 READ THE ARTICLE
Read the Article
Read the Article AGAIN to identify unfamiliar words
Highlight AT LEAST ______ unfamiliar words
Get highlighted words approved by teacher
Student Teacher Student Teacher
PART 2 WORD JOURNAL
Choose format for Word Journal (write below)
____________________________________________________
Complete ONE page for ONE word AND get it approved by
Student Teacher Student Teacher
teacher
Complete ONE page FOR EACH word highlighted
Create Front Cover
What will you use to create it? (make a list here)

PART 3 ESSENTIAL QUESTIONS

Answer all essential questions in project
How will your questions be included? (check one)
Embedded in project ______
Provided Sheet attached to project _______
PART 4 SELF-ASSESSMENT AND TURN IN PROJECT
Complete the rubric on the back side of this page
Turn in completed project
Student Teacher Student Teacher
Project is put together in this order (check them off):
_____ Front Page
_____ Word Journal Pages
_____ Essential Questions
_____ Rubric
How will you turn it in? Discuss with the teacher.

Unfamiliar Words Journal Project Rubric

Score: ______ / 30 points

Explanation of the Whiskey Rebellion at the time of

George Washington's Proclamation Calling Out The
Militia to Occupy the Western Counties of
Pennsylvania
As It Appears In the August 11, 1794 issue of Claypoole's Daily
Advertiser
Angered by an excise tax imposed on whiskey in 1791 by the federal government,
farmers in the western counties of Pennsylvania engaged in a series of attacks on
excise agents.
The tariff effectively eliminated any profit by the farmers from the sale or barter of an
important cash crop, and became the lightning rod for a wide variety of grievances by
the settlers of the region against the federal government.
While citizens in the east did not find it difficult to abide by the concept that individual
states were "subservient to the country," people west of the mountains were less
accepting of decisions made by the central government.
The rebel farmers continued their attacks, rioting in river towns and roughing up tax
collectors until the so-called "insurrection" flared into the open in July of 1794 when a
federal marshal was attacked in Allegheny County, Pennsylvania. Almost at the same
time several hundred men attacked the residence of the regional inspector, burning his
home, barn and several outbuildings. Pittsburgh was another scene of disorder by
enraged mobs.
On August 7, 1794, President Washington issued a proclamation, calling out the militia
and ordering the disaffected westerners to return to their homes. Washington's order
mobilized an army of approximately 13,000 as large as the one that had defeated the
British under the command of General Harry Lee, the then-Governor of Virginia and
father of Robert E. Lee. Washington himself, in a show of presidential authority, set out
at the head of the troops to suppress the uprising.
This was the first use of the Militia Law of 1792 setting a precedent for the use of the
militia to "execute the laws of the union, (and) suppress insurrections," asserting the
right of the national government to enforce order in one state with troops raised in other
states.
Even more importantly, it was the first test of power of the new federal government,
establishing its primacy in disputes with individual states. In the end, a dozen or so men
were arrested, sent to Philadelphia to trial and released after pardons by Washington.