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CHAPTER 8 • SECTION 1
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Plan & Prepare
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Reading for Understanding
Key Ideas
Objectives
BEFORE, YOU LEARNED
NOW YOU WILL LEARN
• Explain why the states joined together to
form a new government
Americans emerged from the Revolution
as citizens of a unified nation that valued
the ideal of liberty.
The Articles of Confederation created a
weak national government.
• Describe the strengths and weaknesses of
the Articles of Confederation
Vocabulary
TERMS & NAMES
Shays’s Rebellion uprising of Massachusetts
farmers who wanted debt relief
Read for the Essential Question
Help students read for a purpose by reminding
them of the Essential Question: “How did
Americans create a national government that
respected both the independence of states and
the rights of individuals?”
Vocabulary
Best Practices Toolkit
Use the Best Practices Toolkit to model
strategies for vocabulary notetaking. Vary
strategies throughout the year. Choose
from: Knowledge Rating, Predicting ABC’s,
Definition Mapping, Word Sort, Word Wheel,
Frayer Model (Word Squares), Magnet
Words, and Student VOC.
Vocabulary Strategies, TT9–TT16
Northwest Territory lands northwest of the
Appalachians, covered by the Land Ordinance
of 1785
Northwest Ordinance law that described
how the Northwest Territory was to be
governed
BACKGROUND VOCABULARY
republic state, country or nation in which
people elect representatives to govern.
Articles of Confederation plan for national
government passed in 1781
Confederation Congress national
legislative body formed by the Articles of
Confederation
ratification act of official confirmation
levy impose or raise a tax
arsenal place where weapons are stored
REVIEW
neutral not siding with one country or
another
Land Ordinance of 1785 law that
established a plan for dividing the federally
owned lands west of the Appalachian
Mountains
Reading Strategy
Re-create the diagram shown at
right. As you read and respond
to the KEY QUESTIONS, use the
boxes to show how the national
government responds to the call
for a unified nation.
Reading Strategy
PROBLEMS AND SOLUTIONS
States Want
limited powers of
government
Government
Response
See Skillbuilder Handbook, page R9.
Best Practices Toolkit
GRAPHIC ORGANIZERS
Display the Three-Column Journal
transparency.
• Explain that students will read about the
problems the states faced after achieving
independence and how they tried to solve
those problems by creating a national
government.
• Discuss the diagram and suggest that
students use an organizer like this one to
keep track of problems and solutions as
they read.
Three-Column Journal, TT21
Go to Interactive Review @ ClassZone.com
234 Chapter 8
PRETEACHING VOCABULARY
English Learners
Inclusion
Pronounce and Preview
Terms in Context
Pronounce each term for students.
Review the meanings of words
within definitions, such as debt relief,
legislative body, and federally owned.
Read each term and its definition
aloud. Ask students to look through
the section and find illustrations or
passages that contain the terms. Discuss
the illustrations and passages so that
students understand the terms in
context. Then have students use each
term in a sentence.
• To modify vocabulary learning, have
students complete worksheets as they
read, instead of afterward.
Unit 3 Resource Book
• Building Background Vocabulary,
p. 168
• Vocabulary Practice, p. 167
234 • Chapter 8
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CHAPTER 8 • SECTION 1
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The Confederation Era
One American’s Story
After the Revolutionary War, the nation faced hard economic times.
People had little money, but the states continued to levy high
taxes. In Massachusetts, many farmers fell deeply into debt.
Focus & Motivate
3-Minute Warm-Up
Write on the board or display the transparency.
• Why is it important for people to have the
right to protest their government’s decisions?
(Possible Answer: The right to protest means
that citizens have a way to effect change of
unfair governmental practices.)
Unit 3 Transparency Book
• 3-Minute Warm-Ups, TT11
PRIMARY SOURCE
“
I have been obliged to pay and nobody will pay me. I have lost
a great deal by this man and that man . . . and the great men
are going to get all we have, and I think it is time for us to rise
and put a stop to it. . . .
One American’s Story
More About . . .
”
Shays’s Rebellion
—Plough Jogger, quoted in The People Speak: American Voices,
Some Famous, Some Little Known
From August 1786 to February 1787, Daniel Shays, a Revolutionary War
veteran, led Jogger and other farmers in an armed uprising. To protest
what the farmers viewed as unfair taxation, they attacked county courts in
Massachusetts. At first, using force, they succeeded in stopping the courts from
selling farmers’ possessions and jailing people who couldn’t pay their debts.
Rebellion, as the uprising came to be
The state militia put down Shays’s Rebellion
known. But many people sided with the farmers. America’s leaders realized
that a popular armed uprising spelled danger to the new nation. It was clearly
time to talk about a stronger national government.
Of Shays’s Rebellion, Thomas Jefferson
said: “I hold that a little rebellion now and
then is a good thing.” He also said, “The
tree of liberty must be refreshed from time
to time with the blood of patriots and
tyrants. It is it’s [sic] natural manure.”
Shays’s rebels take
over a Massachusetts
courthouse. Today a
stone marker rests on the
spot of the rebellion.
3 Teach
Forming a New Government
Forming a New Government
KEY QUESTION What did the states want from a national government?
Talk About It
Ten years before Shays’s Rebellion, the colonists had resisted the harsh rule
of a distant government. As Americans planned their first national government, in 1776-1777, their main goal was to prevent governmental tyranny
from reappearing in the new nation.
• Why did America’s leaders want a republic, not
a monarchy? (freedom from tyranny)
• Problems and Solutions What basic
weakness of the newly formed national
government did Shays’s Rebellion expose?
(It could not enforce laws or levy taxes.)
Republicanism and Citizenship American leaders felt strongly that the
people needed to exercise control over their government. It was decided that
republic, a country in which the people choose
the new nation would be a republic
Confederation to Constitution 235
SECTION 1 PROGRAM RESOURCES
ON LEVEL
Unit 3 Resource Book
• Reading Study Guide, p. 143
• Section Quiz, p. 185
STRUGGLING READERS
Unit 3 Resource Book
• RSG with Additional Support, p. 149
• Building Background Vocabulary,
p. 168
• Section Quiz, p. 185
• Reteaching Activity, p. 188
eEdition with Audio DVD-ROM
ENGLISH LEARNERS
Pupil Edition in Spanish
eEdition with Audio DVD-ROM
eEdition in Spanish DVD-ROM
Unit 3 Resource Book
• RSG (Spanish), p. 155
• RSG with Additional Support
(Spanish), p. 161
Multi-Language Glossary
Test Generator
• Section Quiz in Spanish
INCLUSION
Unit 3 Resource Book
• RSG with Additional Support, p. 149
• Section Quiz, p. 185
• Reteaching Activity, p. 188
GIFTED & TALENTED
Unit 3 Resource Book
• Section Quiz, p. 185
PRE-AP
Unit 3 Resource Book
• Economics in History, p. 170
• Primary and Secondary Sources,
p. 178
TECHNOLOGY
Unit 3 Transparency Book
• 3-Minute Warm-Ups, TT11
• Fine Art, TT12
• Geography, TT13
• Cause-and-Effect Chapter Summary,
TT14
• Essential Question Graphic, TT15
Daily Test Practice Transparencies
• Chapter 8, Section 1, TT27
Power Presentations
ClassZone.com
American History Video Series
Teacher’s Edition • 235