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SHAPING THE NEW NATION
Program Four from
The American Revolution:
From Colonies to Constitution
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Teacher’s Guide by...
Joseph Sitko, Ph.D.
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SHAPING THE NEW NATION
Program Four from
The American Revolution:
From Colonies to Constitution Series
Table of Contents
Introduction and Summary of the Series .1
Introduction and Summary
of Program Four . . . . . . . . . . . . . . . .1
Links to Curriculum Standards . . . . . . . .1
Teacher Preparation/Instructional Notes 2
Student Preparation . . . . . . . . . . . . . . . . . .3
Student Objectives . . . . . . . . . . . . . . . . . . .3
Introducing the Program . . . . . . . . . . . . . .4
Follow-Up Discussion . . . . . . . . . . . . . . . .4
Extended Learning Activities . . . . . . . . . .4
Description of Blackline Masters . . . . . . .5
Answer Key . . . . . . . . . . . . . . . . . . . . . . . .6
Script of Narration . . . . . . . . . . . . . . . . . . .9
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SHAPING THE NEW NATION 1781-1791
Program Four from The American Revolution:
From Colonies to Constitution
Grades 5-8
Viewing Time: 14 minutes with a one-minute,
five-question Video Quiz
INTRODUCTION AND SUMMARY OF THE SERIES
Four fifteen-minute programs make up this series. It
examines the creation of the United States of America
from the founding of the thirteen colonies up through the
writing of the constitution and the formation of the federal government. The programs in this series are:
1. The American Colonies
2. The Road to Revolution
3. The War of Independence
4. Shaping the New Nation
INTRODUCTION AND SUMMARY OF PROGRAM FOUR
The program examines the problems faced by the
America's founders and examines some of the issues
debated as the Constitution, and the Bill of Rights were
hammered out. This program also looks at some of the
inspirations for America's democracy, and shows how
they came to be embodied in the laws and government of
the United States. Included are Judeo-Christian morality,
ideas from the Age of Reason, The English Parliamentary
system, The Magna Carta, and The Mayflower Compact.
LINKS TO CURRICULUM STANDARDS
The design for this program was guided by the curriculum standards of the states of Texas, California and
Illinois, as well as, the National Center for History in
Schools (U.C.L.A). In accordance with these guidelines
we have attempted to help students:
1
1. Describe how and why the U.S. Constitution was written.
2. Define the Articles of the Constitution.
3. Define the Bill of Rights.
4. Identify the historical origins of ideas embodied in the
U.S. constitution and Bill of Rights such as democracy,
representative government, checks and balances, and
equality.
5. Develop improved concepts of time and chronology as
well as improved verbal skills.
6. Recognize and investigate problems and proposed
solutions based on reason and evidence.
7. Express and interpret information and ideas.
8. Use computer networks to access information.
TEACHER PREPARATION/INSTRUCTIONAL NOTES
1. Before presenting this lesson to your students we suggest that you review history textbooks on the key historical events that occurred during the two decades before
the outbreak of the Revolutionary War. We also advise
you to preview the program and review the guide and
accompanying blackline masters in order to familiarize
yourself with their content.
As you review the materials presented in this guide, you
may find it necessary to make some changes, additions,
or deletions to meet the specific needs of your class. We
encourage you to do so, for only by tailoring this program
to your class will they obtain the maximum instructional
benefits afforded by the materials.
2
It is also suggested that the program presentation take
place before the entire group under your supervision.
The lesson activities grow out of the context of the program; therefore, the presentation should be a common
experience for all students.
You should also duplicate selected "hand out" materials
from the blackline masters included in this guide.
2. Set up a "Learning Center" with maps, pictures, artifacts, or other materials relevant to the Constitution, Bill
of Rights, Amemdments to the Constitution, democracy
in ancient Athens, The Roman Republic, The Magna
Carta, English Parliament and Common Law, Mayflower
Compact, New England Town Meetings, Socio-political
ideas of the Age of Reason.
STUDENT PREPARATION
Before viewing Shaping the New Nation:
1. Have students explore the "Learning Center."
2. Introduce or review with your students the meaning of
any words from Blackline Masters 2 and 3, Vocabulary
List and Activity with which they may need help.
STUDENT OBJECTIVES
After viewing the program and participating in the lesson activities, students should be able to:
1. Explain how, why, and when the U.S. Constitution
was written.
2. Explain the basic framework of the U.S government,
prescribed by the Constitution.
3
3. Describe the rights and freedoms guaranteed by the Bill
of Rights.
4. Trace the historical origins of various ideas embodied
in the U.S. Constitution and Bill of Rights such as democracy, representative government, checks and balances,
and equality.
5. Explain some important constitutional amendments
other than those of the Bill of Rights, and analyze why
they were made.
INTRODUCING THE PROGRAM
Distribute Blackline Master 4, Crossword Puzzle, and
Blackline Master 7, Video Quiz.
Present the program. Briefly describe the function of the
United States Constitution and why it came to be written.
The running time of the program is 14 minutes followed
by a short (1 minute) optional Video Quiz.
FOLLOW-UP DISCUSSION
It is recommended that you involve students in a brief
discussion after viewing the program and before assigning the Follow-Up Activities.
• Discuss the importance of the U.S. Constitution.
• Discuss the importance of various historical ideas to the
Constitution.
EXTENDED LEARNING ACTIVITIES
A. In order to express and communicate ideas and
improve research skills, use the Internet and other
resources to prepare papers or oral reports on the following subjects:
4
1. James Madison's role in framing the Constitution and
Bill of Rights.
2. Students could be assigned the task of analyzing individual Amendments to the Constitution; describing the
reasons they were made, giving the historical arguments
against their ratification and final tally of votes by the
states and congress.
3. Students could be assigned the task of briefly summarizing and discussing the individual Articles of the U.S.
Constitution.
DESCRIPTION OF BLACKLINE MASTERS
Blackline Master 1, Pre-Test, when compared to the Quiz
results, will help you gauge student progress.
Blackline Masters 2 and 3, Vocabulary and Activity will
introduce students to unfamiliar words used in the program, or terms pertaining to the subject of the program
they may encounter in outside reading.
Blackline Master 4, Shaping the New Nation Crossword
Puzzle, will challenge students to use words found in the
the program.
Blackline Master 5, Timeline and Activity helps students develop improved concepts of time, and chronology as it pertains to the content of this program.
Blackline Master 6, Post-Test, may be used to evaluate
student progress.
Blackline Master 7, Video Quiz, is a printed version of
the Video Quiz that appears at the end of this program.
The video quiz encourages attentiveness and tests information retention.
5
ANSWER KEY
Blackline Master 1, Pre-Test
1. Ancient Greece (Athens)
2. make laws, legislate
3. the Constitution
4. Mayflower Compact
5. Articles of Confederation
Blackline Master 3, Vocabulary Activity
Part One:
A. Insure or guarantee that there will be peace and harmony at home.
B. Make secure the blessings of liberty for ourselves, and
the generations that come after us.
C. The president prohibited the enactment of the new law.
D. The highest court in the U.S. determined that the law
violated the Constitution.
Part Two:
Answers will vary
Blackline Master 4, Shaping the New Nation
6
Crossword Puzzle
Blackline Master 5, Timeline Activity
A. 2
F. 8
B. 3
G. 6
C. 7
H. 5
D. 1
I. 4
E. 9
J. 10
Blackline Master 6, Post-Test
7
Part One:.
A. 10
B. 4
C. 5
D. 7
E. 8
F. 1
G. 9
H. 2
I. 6
J. 3
Part Two:
Essay answers should include these key concepts.
Article One. Legislative power, the power to make laws,
shall be vested in a congress of the U.S. made up of Senate
and House of Representative. Describes details of how to
be elected, how long terms of office will be, powers of
congress, and how they will carry out their duties, and
limitations on power.
Article Two: Executive power, the power to make decisions and to lead shall be vested in a president of the U.S.
Describes how elected, term of office, duties, limitations
on power.
Article Three: Judicial power, the power to make the most
important legal judgments, shall be vested in one
Supreme Court and in various inferior (lower federal
courts) courts. Describes powers and limitations on powers.
Article Four: States must respect one another's laws and
citizenry. Guarantees a republican form of government
and guarantees federal protection against invasion.
Article Five: Allows amendments to be made to the
Constitution. Requires ratification by two-thirds of congress and two-thirds of state legislatures.
Article Six: Makes the Constitution the power to be the
supreme law of the land, all other laws must be in accordance with it.
Blackline Master 8, Video Quiz
1. False; The Articles of Confederation gave the states
more power than the federal government.
2. False; The Constitution provides for three main branch8
es of government.
3. True
4. False; The Magna Carta lessened the king's power.
5. True
SHAPING THE NEW NATION 1781-1791
Script of Narration
America's long struggle for independence officially
ended in 1783 when Congress approved a final peace
treaty with Great Britain.
But, not only did the treaty grant independence, it also
defined the boundaries of the new nation. The United
States was now three times the size of the original 13
colonies. It stretched all the way to the Mississippi River,
making it larger than most European nations. However,
respected Americans, including Benjamin Franklin and
James Madison, realized very early on that more than just
land and independence would be needed in order for the
young country to succeed.
THE ARTICLES OF CONFEDERATION 1781-1788
From 1781 to 1788, the states were very loosely united to
one another by the terms of an agreement called the
Articles of Confederation. Under this agreement, each
state was allowed complete independence. Accordingly,
the states acted as if they were separate countries. Each
had its own money, its own laws, its own military forces
and its own taxes. Not only that, the states were competing with one another for the vast lands west of the
Appalachian Mountains.
At the same time, the national government could do very
little to keep the country together since it was forbidden
to tax, to regulate trade, or interfere with the activities of
the states.
The Articles of Confederation had been adopted because
9
Americans feared a strong national government. They
believed it would be too much like being ruled by the
king and the states would end up losing the freedoms for
which a war had just been fought. But by the mid-1780s,
the ties between the states had grown so weak it was clear
that a strong national government had to be established
or the nation would soon fall apart.
THE CONSTITUTIONAL CONVENTION
May-September 1787
In May of 1787, delegates from the every state except
Rhode Island traveled to Philadelphia, to the old
Pennsylvania State house, where the Declaration of
Independence had been signed. This time they came to
participate in an extremely important meeting called the
Constitutional Convention. Its purpose was to write a
constitution for the United States, a document that would
serve as the framework for a new national government
With George Washington in charge, fifty-five men were
sworn to secrecy and then they went to work. Here in this
room, all summer long, the framers of the constitution
debated, discussed, argued, and compromised: And by
mid September they were done.
THE CONSTITUTION OF THE UNITED STATES
The Constitution of the United States begins with a sentence, or Preamble, that clearly outlines the document's
vision and purpose. Here is what it says:
"We the people of the United States, in order to form a
more perfect union, establish justice, ensure domestic
tranquility, provide for the common defense, promote
general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this constitution for the United States of America"
Following the preamble, there are six topics, or Articles,
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that explain how the new federal government and legal
system will work.
For example, Article One says that the power to make
laws, "all legislative powers, shall be vested in a Congress
of the United States which shall consist of a Senate and
House of Representatives"
Article Two says that the power to lead and make important decisions, "Executive power shall be vested in a
President of the United States of America..."
Article Three says that the power to make the most
important legal judgments "the judicial power, of the
United States shall be vested in one Supreme Court....".
Article Four says, " Full faith and credit shall be given in
each state to the public acts, records, and judicial proceedings of every other state." This means states have to
respect each other's laws.
Article Five says, "The Congress, whenever two-thirds of
both houses deem it necessary, shall propose amendments to the Constitution." In other words Congress can
amend, or change, the constitution if certain conditions
are met.
Article Six says "The Constitution....shall be the supreme
law of the land" meaning all laws and legal decisions
made in the United States must be consistent with constitutional principles.
GUARANTEES OF RIGHTS AND FREEDOMS: The
Bill of Rights
Originally guarantees of rights and freedoms were not
included in the constitution and were left up to the individual states, but this turned out to be a big mistake. That
is why ten amendments called the Bill of Rights were
11
added to the constitution within a few years of its ratification. These amendments guarantee the most basic
American freedoms. Among the most familiar of them
are the freedom of religion, the freedom of speech, the
freedom to peaceably assemble, the freedom of the press,
the right to a fair trial, the right to keep and bear arms, the
right which forbids unreasonable searches and seizures,
as well as excessive bails and punishments, and the right
to petition the government in order to make changes in
laws.
Early in the 1790s, with its wonderful new Constitution
and Bill of Rights in place, and with George Washington
serving as president, there was nothing in the world like
the United States of America. But, even though it was
truly unique back then, some of the best ideas used to
create the American democracy had been borrowed from
the past.
ANCIENT GREECE; The Democracy of Athens
509 B.C.
For example, the idea of democracy that is a government
of and for the people was first tried in ancient Greece in
the city-state of Athens, about two thousand five hundred
years ago. In Ancient Athens, there was no king, instead
citizens served on a council where they made new laws
and important decisions affecting their nation. The word
democracy itself comes from the Greek language; it means
"rule by the people."
THE ROMAN REPUBLIC: Representative Government
509-27 B.C.
When the framers of the constitution planned the
American republic, they also looked back to ancient
Rome; for they admired the well balanced, representative
government that developed there during the historical
period known as the Roman Republic. During this era,
which began at the same time democracy was developing
12
in Athens, Roman government had three branches. First
there was a Senate made up of respected statesmen. The
senate shared power with an Assembly of elected representatives who served as the voice of the common people.
The executive branch of their government was made up
of two leaders who had the power to veto, that is to overrule, each other's decisions.
THE MAGNA CARTA: Checks and Balances on Power,
Medieval England,1215
In Medieval England, in the year 1215, an important document called the Magna Carta was signed. The Magna
Carta started an idea that eventually found its way into
the American Constitution. That idea was the need to
have a system of checks and balances on government
power. Before the Magna Carta, or "Great Charter," was
signed, kings could simply do as they pleased without
regard for anyone else's rights. But after the Magna Carta,
kings had to obey feudal laws. They also had to share
their power with the noble lords and be willing to discuss
issues and work out solutions to problems with them.
The Magna Carta soon led to the creation of England's
Parliament, which is still one of the world's most successful institutions of government. In fact ,the Congress of the
United States was modeled after England's excellent parliamentary system.
THE MAYFLOWER COMPACT: The Birth of SelfGovernment in America 1620
Back in 1620, the colonists who founded Plymouth
Colony in New England came up with the first agreement
for self-government ever used in America. This agreement, or Compact, was written aboard the ship the
Mayflower even before the settlers came ashore; and so it
is called the Mayflower Compact. By signing the compact, forty-one men stated that they would form an
organized government, a "Civil Body Politick"... "for our
better ordering and preservation" in order to "to enact just
13
and equal laws for the general good of the Colony".
Over time, villages all across New England used this
same idea for self-government when they instituted town
meetings to solve community problems.
The framers of the constitution were quite inspired by the
long history of local self-government in America that
began with the Mayflower Compact; and they wanted to
make sure it continued.
JUDEO-CHRISTIAN RELIGIOUS BELIEFS
Like most Americans of their time, the framers of the constitution were Christians. They believed in observing the
Ten Commandments and they trusted in the Bible and,
even though they wanted separation of Church and State
and freedom of religion, it was impossible for the
founders to ignore their own beliefs when they planned
the new government. That is why Judeo-Christian values
are so firmly embedded in the American Constitution.
Examples of this include such things as the idea of tempering justice with mercy when it comes to punishment,
and the idea that people are equal in the eyes of God, and
therefore deserve equal justice under the law.
IDEAS FROM THE AGE OF REASON: New Ways to
Improve the Human Race 1650-1800
The Constitution of the United States was written around
the end of the historical era known as The Age of Reason,
which began around 1660. The Age of Reason was a time
of tremendous achievements in science and mathematics,
a time when philosophers encouraged people to abandon
their old superstitious ways and use their ability to reason to solve both scientific and social problems. Most of
the men who framed the constitution, such as the great
scientist- statesman Benjamin Franklin, were products of
the Age of Reason. They shared a vision of America's
future as a place where people would be improved
through better education, tolerance, free speech and a
14
modern government based on the consent of the governed.
CONCLUSION
As we have seen, the Constitution of the United States is
an amazing document, written by men of great vision,
who saw it as a way to put some of history's best ideas to
use: and they succeeded. For the Constitution has provided America with a strong, yet flexible framework of
government, that has allowed the nation to flourish in
four different centuries.
VIDEO QUIZ
1. TRUE OR FALSE? The Articles of Confederation gave
the states less power than the federal government.
2. TRUE OR FALSE? Under the U.S. Constitution, the federal government has four main branches.
3. TRUE OR FALSE? The idea of having a senate came
from Ancient Rome.
4. TRUE OR FALSE? The Magna Carta was intended to
increase the power of kings.
5. TRUE OR FALSE? The Age of Reason was a time of
great achievement in science and mathematics.
15
1
SHAPING THE NEW NATION
Name ____________________
Pre-Test
Directions: Fill in the blanks.
1. Democracy first appeared in ________________.
2. The main job of the U.S. Congress is to ______________.
3. The highest law of the land in the United States is the __________________.
4. The founders of Plymouth Colony wrote a document that first created self-government in
America called the ___________________.
5. During most of the 1780s, the United States government was based on a document called
____________________________.
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Published and Distributed by United Learning
All rights to print materials cleared for classroom duplication and distribution.
2
SHAPING THE NEW NATION
Vocabulary List
Name ____________________
Age of Reason A period of history from about convention An assembly, conference or meeting.
1650-1800, marked by great advances in science
and the idea that mankind could be improved by democracy Government by the people.
developing institutions that foster the use of reason rather than superstition.
delegates Representatives sent to a conference.
Articles of Confederation An agreement signed document - A document is something written to
by the original 13 states that created a very weak provide information of an official nature.
federal government, and resulted in the states
that
were
like
independent countries. domestic tranquility peace at home.
The Constitution replaced the Articles of
Confederation in 1788.
enactment - To allow a piece of legislation to
become official law.
article In legal documents an article is a main
topic. The U.S. constitution has seven articles.
Enlightenment (the) Same as the Age of Reason.
bail Refundable money paid to a court in order to Executive The branch of government that deals
get out of jail while awaiting trial. The more seri- with making important decisions. The U.S. presious the crime the higher the bail.
dent is called the "chief executive."
Bill of Rights The first ten amendments to the federal Nationwide, refers to the nation as a
constitution, which guarantee basic rights and whole.
freedoms.
flourish To thrive.
checks and balances A system of government in
which the activities and powers of each branch Franklin, Benjamin Great American statesman
are balanced by the other branches.
and scientist. Franklin signed the Declaration of
Independence, the peace treaty with Great
compact A formal agreement or contract
Britain, and the U.S. Constitution.
compromise - to make changes acceptable to both
sides.
framer A person who builds a framework. Since
the constitution is a framework of government,
congress The legislative branch of American gov- the men who worked on it are known as the
ernment. It is composed of a Senate and House of "framers of the constitution." Carpenters who
Representatives.
build the framework of houses are also called
framers.
consistent - Compatible, not in contradiction to:
All laws and legal processes in the U.S. must be framework Something's basic structure.
consistent with the constitution.
House of Representatives A legislative body
consul One of two annually elected men who elected from a congressional district to serve a
held supreme authority in the Roman Republic. two-year term.
Today consul means refers to the representative of
a nation in a foreign country.
judicial Refers to judging.
Constitutional Convention - A meeting held in Judeo-Christian Traditions and beliefs shared by
1787 to frame a constitution for the U.S.
Jews and Christians that derive for the Old
Testament of the Bible.
constitution A framework for government.
(Continued on Blackline Master 3)
© 2001 Ancient Lights Educational Media
Published and Distributed by United Learning
All rights to print materials cleared for classroom duplication and distribution.
3
Name ____________________
SHAPING THE NEW NATION
Vocabulary List (continued)
legislative Refers to the making of laws.
supreme All powerful.
legislature A law-making assembly.
tempering Restraining, moderating
legislation Laws or proposed laws.
Treaty of Paris Final peace agreement between
Great Britain and the United States signed in
Madison, James The man considered to have 1783.
made the most important contributions in shaping the constitution. He is often called the "Father tribune During the Roman Republic, tribunes
of the Constitution", James Madison became the were men elected to represent the common peofourth U.S. president.
ple (plebians).
Magna Carta "Great Charter" was signed in 1215 unconstitutional Laws or legal processes that are
by King John of England. By doing so, he agreed contradictory to the constitution.
to abide by feudal laws and share his power with
his noblemen.
vest(ed) To confer powers upon.
Mayflower Compact An agreement signed by the veto The right to prohibit or forbid the enactment
men who founded Plymouth Colony gave rise to of legislation into official law. The president can
the first self-government in America ordain-to veto legislation approved by the congress.
enact.
philosopher A person dedicated to the study of Vocabulary List Activities
philosophy; the pursuit of wisdom.
1. Using the vocabulary list or a dictionary,
explain what the following passages mean:
posterity Later generations.
A. "....ensure domestic tranquility...."
preamble An introduction to a document.
B. "...secure the blessings of liberty for ourselves
republic A nation in which supreme power is and our posterity...."
held by the people or their elected representatives.
C. The president vetoed the legislation.
representative A person elected to represent a
certain community, state, or nation.
D. The Supreme Court declared the law to be
unconstitutional.
ratify, ratification To officially accept a treaty.
2. Write sentences using the following words:
Senate One of the two branches of the U.S.
Congress; the upper house of the legislature. The A. preamble
first senate during the Roman Republic.
B. framework
Senator A person who serves in the senate. Each
state has two senators.
C. republic
Supreme Court The highest court in the United D. federal
States. The president nominates the justices who
serve on the court and if congress approves their E. executive
nomination they serve for life.
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Published and Distributed by United Learning
All rights to print materials cleared for classroom duplication and distribution.
4
Name ____________________
SHAPING THE NEW NATION
Crossword Puzzle
1
1
ACROSS:
1. A document written in 1215
called the _______ _________
ended up giving rise to England's
Parliament.
2. From 1781 to 1788 The United
States government was based on
the Articles of ________________.
2
3. A nation where citizens elect
people to represent them in government is called a ____________.
2
4. The main topics of the U.S.
Constitution, such as those which
describe the branches of government are called the _________ of
the Constitution.
5. The highest court in the Judical
branch of the U.S. government is
called the ___________ court.
DOWN:
1.The first ten ______________
to the constitution are called the
Bill of Rights.
3
4
3
4
2. The U.S constitution was written at the Constitutional
_________________ held in
Philadelphia in 1787.
3.The framers of the U.S. constitution lived during the historical
era called the Age of __________ .
5
4. The U.S. Congress is the
5
_____________ branch of the federal government.
5. The president of the U.S. heads
the _____________ branch of the
federal government.
© 2001 Ancient Lights Educational Media
Published and Distributed by United Learning
All rights to print materials cleared for classroom duplication and distribution.
5
Name ____________________
SHAPING THE NEW NATION
Timeline
509 B.C. Democracy begins in Ancient Athens.
1789 A.D. George Washington is elected the first
The Roman republic begins.
U.S. president.
27 B.C. End of the Roman Republic.
33 A.D. Death of Christ.
1215 A.D. The Magna Carta is signed.
1492 A.D. Columbus' first voyage to the New
World.
1607 A.D. First successful English colony is
founded at Jamestown, Virginia.
1620 A.D. Mayflower Compact is signed.
1660s A.D. Approximate beginning of the Age of
Reason.
1665 A.D. Robert Hooke is the first person to
describe cells viewed through a microscope.
1687 A.D. Isaac Newton publishes a revolutionary book on physics.
1688 A.D. England "Glorious Revolution" gives
parliament additional powers.
1775 A.D. Revolutionary War begins at
Lexington, Massachusetts.
1776 A.D. Declaration of Independence.
1781 A.D. The British surrender at Yorktown.
The Articles of Confederation are adopted.
1783 A.D. Final peace treaty between Great
Britain and the U.S. is signed in Paris.
1787 A.D. Constitutional Convention in
Philadelphia produces a new U.S. Constitution.
1790 A.D. Death of Benjamin Franklin. A site
near the Potomac River is chosen for the new
U.S. capital: Washington, D.C.
1791 A.D. James Madison writes the first ten
amendments to the Constitution; the Bill of
Rights. Vermont becomes a state.
1792 A.D. Kentucky becomes the 15th state.
1796 A.D. John Adams is elected president.
Tennessee becomes the 16th state.
1799 A.D. George Washington dies.
.
Timeline Activity
Directions: Using the number one as the oldest
and ten as the most recent, number the following
events from one to ten. Write the date(s) after
each number.
A. Mayflower Compact
B. Roman Republic
C. Magna Carta
D. Site chosen for new U.S. capital.
E. George Washington elected President.
F. U.S. Constitution ratified.
G. Columbus' first voyage to the New World.
H. U.S. governed under terms of the Articles of
Confederation.
I. Revolutionary War begins.
J. Vermont becomes a state.
1788 A.D. The new U.S. Constitution is ratified
by two-thirds of the states. The Articles of
Confederation are discontinued.
© 2001 Ancient Lights Educational Media
Published and Distributed by United Learning
All rights to print materials cleared for classroom duplication and distribution.
6
SHAPING THE NEW NATION
Name ____________________
Post-Test
Matching
1. Chief executive
A. Meeting where the new framework for the U.S.
2. First U.S. self-government document
government was produced.
3. veto
B. House of Representatives
4. Part of legislative branch of U.S. government
C. Supreme Court
5. Highest part of Judicial branch
D. Ninth Amendment to the Constitution
6. Model for U.S. Congress
E. Introduction to the U.S. Constitution
7. Part of Bill of Rights
F. U.S. president
8. Preamble
G. Ancient Athens
9. Democracy's birthplace
H. Mayflower Compact
10. Constitutional Convention
I. English Parliament
J. to prohibit the enactment of a law
Essay Question:
Summarize the first six Articles of the Constitution.
© 2001 Ancient Lights Educational Media
Published and Distributed by United Learning
All rights to print materials cleared for classroom duplication and distribution.
7
SHAPING THE NEW NATION
Video Quiz
Name ____________________
Directions: Answer the following questions after viewing the program.
1. TRUE OR FALSE? The Articles of Confederation gave the states less power than the federal government.
2. TRUE OR FALSE? Under the U.S. Constitution, the federal government has four main branches.
3. TRUE OR FALSE? The idea of having a senate came from Ancient Rome.
4. TRUE OR FALSE? The Magna Carta was intended to increase the power of kings.
5. TRUE OR FALSE? The Age of Reason was a time of great achievement in science and mathematics.
© 2001 Ancient Lights Educational Media
Published and Distributed by United Learning
All rights to print materials cleared for classroom duplication and distribution.