AP United States History - Terms and People – Unit 3, Chapter 9 (12thEd.)
HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential
and become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.
The Confederation and the Constitution: 1776 – 1790
Before studying Chapter 9, read over these “Themes”:
Theme: The American Revolution was not a radical transformation like the French or Russian revolutions, but it did
produce political innovations and some social change in the direction of greater equality and democracy.
Theme: Compromise on a number of important issues was required in order to create the new federal Constitution.
Adopting the new document required great political skill and involved changing the ratification process defined in the
Articles of Confederation, writing persuasively in support of the stronger central government, and promising to add
amendments to protect individual liberty and states' rights.
Theme: The federal Constitution represented a moderately conservative reaction against the democratic and
decentralizing effects of the Revolution and the Articles of Confederation. In effect, it embedded the revolutionary ideals of
liberty and popular government within a strong framework designed to advance national identity and interests against the
dangers of fragmentation and disorder.
After studying Chapter 9 in your textbook, you should be able to:
1. Explain the political and social movement toward “equality” that flourished after the Revolution, and
understand why certain social and racial inequalities remained in place.
2. Describe the government of the Articles of Confederation and indicate its achievements and failures.
3. Explain the crucial role of Shay’s Rebellion in sparking the movement for a new Constitution.
4. Describe the basic intentions and ideas of the Founding Fathers, and how they incorporated their
fundamental principles into the Constitution.
5. Grasp the central concerns that motivated the Antifederalists, and indicate their social, economic, and
political differences with the federalists.
6. Describe the process of ratification of the Constitution, and explain why the federalist won.
7. Indicate the ways in which the new Constitutional government was “conservative,” yet preserved the
central principles of the American Revolution.
Know the following people and terms. Consider the historical significance of each term or person.
Also note the dates of the event if that is pertinent.
A. People
Abigail Adams
Daniel Shay
+Alexander Hamilton
+James Madison
B. Terms:
primogeniture
federation
checks and balances
sovereignty
“mobocracy”
consent of the governed
civic virtue
republican motherhood
republicanism
states’ rights
popular sovereignty
confederation
anarchy
AP United States History - Terms and People – Unit 3, Chapter 9 (12thEd.)
HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential
and become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.
Society of the Cincinnati
*Articles of Confederation
*Virginia Plan (“large states plan”)
New Jersey Plan (“small states plan”)
Connecticut Compromise (“Great Compromise”)
Electoral College
“three-fifths compromise”
Land Ordinance of 1785
*Northwest Ordinance of 1787
Anti-federalists
Federalists
Shay’s Rebellion
*Constitution of the United States
*The Federalist or The Federalist Papers (particularly No.10 & No. 51)
“bundle of compromises”
+=One of the 100 Most Influential Americans of All Time, as ranked by The Atlantic. Go to Webpage to see all 100.
*=A 100 Milestone Document from the National Archive. Go to Webpage to link to these documents.
C. Sample Essay: Using what you have previously learned and what you learned by reading Chapter 9,
you should be able to answer an essay such as this one:
Compare and contrast the Articles of Confederation and the Constitution, especially in regard to
the specific powers granted by each to the national government.
D. Voices from the past:
In the new Code of Laws which I suppose it will necessary for you to make I desire you would Remember the Ladies,
and be more generous and favourable to them than your ancestors. Do not put such unlimited powers into the hands of the
Husbands. Remember all men would be Tyrants if they could. If particular care and attention is not paid to the Ladies,
we are determined To forment a Rebellion, and will not hold ourselves bound by any laws in which we have no voice, or
Representation.
Abigail Adams, March 31, 1776, in a letter to her husband John, who was attending the Second Continental
Congress in Philadelphia
To all to whom these Presents shall come, we the undersigned Delegates of the States affixed to our Names send greeting.
Articles of Confederation and perpetual Union between the states of New Hampshire, Massachusetts-bay Rhode Island
and Providence Plantations, Connecticut, New York, New Jersey, Pennsylvania, Delaware, Maryland, Virginia, North
Carolina, South Carolina and Georgia.
I. The Stile of this Confederacy shall be "The United States of America".
II. Each state retains its sovereignty, freedom, and independence, and every power, jurisdiction, and right,
which is not by this Confederation expressly delegated to the United States, in Congress assembled.
III. The said States hereby severally enter into a firm league of friendship with each other, for their common
defense, the security of their liberties, and their mutual and general welfare, binding themselves to assist each
other, against all force offered to, or attacks made upon them, or any of them, on account of religion,
sovereignty, trade, or any other pretense whatever.
Articles of Confederation: Agreed to by Congress November 15, 1777; in force after ratification by Maryland,
March 1, 1781
We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility,
provide for the common defense, promote the 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.
Preamble to the Constitution of the United States of America
AP United States History - Terms and People – Unit 3, Chapter 9 (12thEd.)
HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential
and become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.
E. Reading Early Political Cartoons: An early American political cartoon, originally published as
Massachusetts was about to ratify the Constitution of the United States.
What is the theme or message of his cartoon?
How were the Democratic–Republicans and the Federalists similar? How were they different?
Complete the chart on the next page to find out.
AP United States History - Terms and People – Unit 3, Chapter 9 (12thEd.)
HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential
and become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.
F. Democratic-Republicans v. Federalists (Madison [Jefferson] v. Hamilton)
Compare and contrast the positions taken by the Democratic–Republicans and the Federalists on the following issues:
Issue
Bill of Rights
Funding at par
Assumption
The National Bank
Strict v. loose
construction
Whiskey Rebellion
The French Revolution
Great Britain or France
The Jay Treaty
Alien and Sedition Acts
Virginia and Kentucky
Resolutions
Agrarian society vs.
Industrial society
Dem – Republican Position
Federalist Position