TEACHER’S GUIDE
• The popular vote was strongly against the Constitution in several major
states, including New York and Virginia. In the Federalist Papers,
Alexander Hamilton, James Madison and John Jay tried to convince the
rest of the nation that the Constitution was the best plan for the
country. Read selected passages from the Federalist Papers with students, and ask them to describe the opinions of Hamilton, Madison and
Jay regarding the need for a strong central government.The full text of
the Federalist Papers may be found at this Web site:
www.yale.edu/lawweb/avalon/federal/fed.htm
• The United States has been described as an “unfinished experiment in
democracy.” Ask students to write journal entries that consider this
statement and to offer their opinions as to how to best “finish” this
experiment.
• Thomas Jefferson and Alexander Hamilton’s political differences played a
large role in the creation of the nation’s first political parties.Ask some
students to research Jefferson’s views on the Constitution and other
students to study Hamilton’s opinions about the Constitution. Pair students from the different groups together and ask them to engage in an
imaginary dialogue between the two historical figures. The teacher
should provide prompts as starting points for the dialogue, such as
“states rights” and “Shays’ Rebellion,” and ask the pairs of students to
discuss each issue for one to two minutes. After the exercise, have
students write summaries of what they learned from their partners over
the course of their conversations.
• In the first election in Massachusetts after Shays’ Rebellion, the governor
and the assembly who authorized using force against the farmers were
voted out of office. The use of thousands of federal forces against
western frontiersmen participating in the 1794 Whiskey Rebellion was
also very unpopular and controversial. Students may compare and contrast demonstrations against the whiskey tax with those against British
taxation. As a follow-up, ask students to research the causes of the
Whiskey Rebellion and to conduct a mock trial for the farmers who
participated.
• The effects of the American Revolution were felt around the world.
Break students into small groups and ask each group to research a revolution that was inspired in part by the “American experiment.” The
French and Haitian Revolutions, and various early 19th-century movements in the Caribbean and Latin America could be studied. Have
students develop political advertisements explaining the rationale
behind their revolutionary groups.
• Ask students to research the Northwest Ordinance of 1787 and the creation of the Southwest Ordinance of 1790. Have students compare and
contrast the laws governing these lands and to develop maps identifying
the states that were eventually created from these territories.
5
TEACHER’S GUIDE
TEACHER’S GUIDE
Suggested Internet Resources
Periodically, Internet Resources are updated on our Web site at
www.LibraryVideo.com
• www.law.ou.edu/hist/ordinanc.html
The University of Oklahoma Law Center offers students and teachers the
full text of the Northwest Ordinance of 1787.
• www.yale.edu/lawweb/avalon/constpap.htm
The Avalon Project at Yale Law School’s “The American Constitution:A
Documentary Record” provides the texts of each state’s resolution to ratify
the United States Constitution.
• www.congressforkids.net/greatcompromise.htm
The Dirksen Center’s “Congress for Kids” site gives young people an
extensive “tour” of the history of the Constitution and how the American
government works.
Suggested Print Resources
• Haesly, Richard. Constitutional Convention. Greenhaven Press, San Diego,
CA; 2002.
• Hull, Mary. Shays’ Rebellion and the Constitution in American History.
Enslow Publishers, Berkeley Heights, NJ; 2000.
• Silberdick Feinberg, Barbara. Articles of Confederation: The First
Constitution of the United States. Twenty-first Century Books, Brookfield,
CN; 2002.
TEACHER’S GUIDE
Jeffrey W. Litzke, M.Ed.
Curriculum Specialist, Schlessinger Media
TITLES
• ORIGINS OF DEMOCRACY (1688-1765)
• CAUSES OF THE REVOLUTION (1765-1774)
• DECLARING INDEPENDENCE (1774-1776)
• THE REVOLUTIONARY WAR (1776-1783)
• CREATING A NEW NATION (1783-1791)
Teacher’s Guides Included
and Available Online at:
800-843-3620
Teacher’s Guide and Program Copyright 2004 by Schlessinger Media,
a division of Library Video Company
P.O. Box 580,Wynnewood, PA 19096 • 800-843-3620
Executive Producer:Andrew Schlessinger
Programs produced and directed by Issembert Productions, Inc.
D6865
All rights reserved.
CREATING
A NEW NATION
(1783-1791)
Grades 5–9
T
his guide is a supplement designed for teachers
to use when presenting programs in the The
American Revolution for Students series.
Before Viewing: Give students an introduction
to the topic by relaying aspects of the program
summary to them. Select pre-viewing discussion
questions and vocabulary to provide a focus for
students when they view the program.
After Viewing: Review the program and vocabulary, and use the follow-up activities to inspire
continued discussion. Encourage students to
research the topic further with the Internet and
print resources provided.
Program Summary
1789 — George Washington is sworn in as the first president of the United
In 1783, after fighting the Revolutionary War for more than seven years, the
colonists finally defeated the British — winning the fight for liberty and independence. Now America faced the difficult prospect of creating a new nation
out of thirteen separate and distinct states.
After General George Washington valiantly stepped down as Commander in
Chief, he lobbied state leaders to give the national Congress more power.The
government under the Articles of Confederation had successfully conducted
the war against Great Britain, negotiated a peace treaty and was about to
embark on a successful land-distribution system for expansion into the west.
However, the Articles of Confederation could do little to help the country pay
its massive debt after the war, as it lacked the enforcement power it needed
to obtain revenue from the states. Postwar economic struggles led to Shays’
Rebellion, a major uprising that convinced many state leaders that the
Articles had to be revised and strengthened if the new nation was to survive.
At the Constitutional Convention, after much heated debate regarding
democracy, power and power-sharing, state leaders went beyond simply
revising the Articles and voted to create an entirely new federalist system. In
1788, after months of political wrangling, the required number of state governments agreed to ratify the new Constitution.The new American government went into effect in 1789, and Washington was elected as its first
president.
Later, the Bill of Rights was created to ensure the protection of individual
rights.While not everyone immediately enjoyed the freedoms associated with
the Constitution, the United States had embarked on a bold new experiment
in democracy. America’s democratic principles continue to be the driving
force of national life, with the United States serving as a model for democracies around the world.
States.
1791 — The Bill of Rights is added to the Constitution.
Time Line
1783 — The Treaty of Paris officially ends the Revolutionary War.
1783 — George Washington resigns as Commander in Chief of the
Continental Army.
1785 — Congress under the Articles of Confederation passes the Land
Ordinance of 1785.
1786 — Shays’ Rebellion occurs.
1787 — The Constitutional Convention convenes in Philadelphia.
1787 — The Northwest Ordinance is enacted.
1787 — Delegates to the Constitutional Convention sign the document on
September 17th.
1787 — The Federalist Papers are published.
1788 — Vermont becomes the ninth state to ratify the Constitution, satisfy(Continued)
ing the number needed for approval.
2
Vocabulary
Revolutionary War — The war in which America defeated the British,
• Ask students to list some important events and people associated with
the development of the Constitution of the United States.
• What is the Bill of Rights? Why is this document important for people
living in the United States? Name some rights contained in the Bill of
Rights.
resulting in America’s independence.Also known as the American Revolution.
Focus Questions
Continental Army — The name of the army of colonists led by George
1.What was the significance of Washington’s resignation as Commander in
Chief of the Continental Army?
2.Why were the Articles of Confederation insufficient in creating a “United
States”?
3.What was Shays’ Rebellion? Why was it significant?
4.Who is considered to be the “Father of the Constitution,” and why?
5. Describe the Great Compromise.Why is it considered to be “great”?
6.What was the intention of the “Federalist Papers”?
7.When was George Washington sworn in as president of the United
States? Why was this a historic event?
Washington that fought in the Revolutionary War.
Articles of Confederation — A document that established American government after the American Revolution began.
Treaty of Paris — An agreement reached in 1783 that officially ended the
Revolutionary War and created the United States of America.
Declaration of Independence — A document issued on July 4, 1776,
which declared that the American colonies were free and independent states.
Land Ordinance of 1785 — A law established under the Articles of
Confederation that set up a system for surveying, dividing and selling western
lands to private citizens.
Northwest Ordinance of 1787 — An act of Congress passed in 1787 that
regulated the way the new territories beyond the Appalachian Mountains
were to be organized and eventually incorporated into the nation as new and
equal states.
Shays’ Rebellion — A protest by Massachusetts’ farmers who spoke out
against state rules regarding the collection of debts.The protest turned into
an armed uprising led by Daniel Shays and caused state leaders to call for the
Constitutional Convention.
Constitutional Convention — A meeting of state leaders in Philadelphia
in 1787 to amend and revise the Articles of Confederation, the result of
which was the creation of a new federalist system of government.
Virginia Plan — The plan proposed by the large states during the
Constitutional Convention to make population the basis of representation in
Congress, effectively giving large states power over small states.
New Jersey Plan — The plan proposed by the small states during the
Constitutional Convention to retain the system of each state having equal
representation in Congress.
Great Compromise — The compromise plan to establish two houses of
Congress, one with representation based on population, and another with
equal representation for each state.
Federalist Papers — A series of essays written by Alexander Hamilton,
John Jay and James Madison to defend and explain the new Constitution to
the American people.
Bill of Rights — The first ten amendments of the U.S. Constitution, which
include guarantees of individual rights.
Pre-viewing Discussion
• Discuss the meaning of the term “government.”As a follow-up, ask your
class to describe some things that local and state governments do.What are
some functions of the federal government?
(Continued)
3
Follow-up Discussion
• In agreeing to serve as the nation’s first president instead of retiring to
his Mount Vernon plantation, George Washington spoke of his obligation
to serve his country.Ask students to discuss Washington’s decision and
to think about different ways they could help serve their country.
• While the U.S. Constitution strengthened the power of the national government, it also limited it with a system of checks and balances and separation of powers. Encourage students to discuss whether or not they
feel using a constitution to limit government is a good idea.What might
happen if there were no limits on government?
• Alexander Hamilton argued that the American president should serve for
life. Many delegates at the Constitutional Convention worried that the
president might turn out to be like an oppressive king.Ask students to
discuss the qualifications and leadership qualities that they think make a
good president, and how much power they think the president of the
United States should have.
Follow-up Activities
• After a complicated series of debates and political compromises, the delegates to the Constitutional Convention created the framework for
America’s national government, which still exists today.Ask students to
develop a time line of important events and agreements that led to the
creation of the U.S. Constitution.
(Continued)
4