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CHAPTER 6
Strengthening the New Nation
This chapter covers the accomplishments and limitations of the Confederation government as well as the
need for and construction of the Constitution. The narrative profiles those groups not fully included in the
Constitution, including women and the enslaved. In discussing alternate visions of America, the chapter
traces the rise of political parties and sectional differences. It evaluates Washington’s presidency and the
CHAPTER OUTLINE
I. Power to the People
A. Forging a New Nation
II. The Confederation Government
A. A Loose Alliance of States
B. Robert Morris
C. Land Policy
D. The Northwest Ordinance
E. Diplomacy
F. Trade and the Economy
III. The “Gathering Crisis”
A. Shays’s Rebellion
IV. Creating the Constitution
A. The “Crisis Is Arrived”
E. The Three Branches of Government
i. The Legislature
ii. The Presidency
iii. The Judiciary
F. The Limits of the Constitution
i. Slavery
ii. The Absence of Women
E. Immigration and Naturalization
VII. Hamilton’s Vision of a Prosperous America
A. Hamilton’s Economic Reforms
B. Dealing with Debts
C. Sectional Differences
IX. Western Settlement
A. Land Policy
B. The Wilderness Road
X. Transfer of Power
A. Washington’s Farewell
B. The Election of 1796
LECTURE IDEAS
1. A lecture on the Confederation period will help the students better understand and analyze the
change to the new Constitution. Include in this lecture both successes and challenges the Confederation
2. Consider a lecture dedicated to the ratification of the U.S. Constitution. Take an in-depth look at the
personalities involved and investigate who these people were. Include the issues of regionalism and
economic status as well as a discussion on the political ideology of the Federalists and anti-
Federalists. See John P. Kaminski, Gaspare J. Saladino, et al. (eds.), The Documentary History of the
3. For a different angle on the developments of the 1780s, look at the activities of Thomas Jefferson, who
was out of the country much of that decade serving his country in France. A good lecture on
(1984) of Jefferson’s writing for his letters from that period. Finally, show some appropriate clips
4. The ultimate political discussion for your class is on the tension between Hamilton and Jefferson.
Divide the class into the Jeffersonians and the Hamiltonians. Let each side make its case and then segue
5. Write a lecture on the Whiskey Rebellion that will illuminate Hamilton’s financial and tax policies, the
6. A lecture on the election of 1800 can expose your students to how the U.S. political system and the
Constitution were put to the test early in the country’s existence. Not only was it the first election to be
IN-CLASS ACTIVITIES
1. Although it failed, do not consider the Confederation to have been unpopular. Some states like Virginia
supported the style of government brought about after the Revolution. Examine the government of the
2. Slavery can sometimes appear to be a forgotten element of the Constitution, but it did play a significant
role in the process of drafting the document. Evaluate the position of slavery relative to the Constitution.
3. George Washington led the new nation through its most treacherous years. Discuss the challenges met
4. In a short lecture, outline the history of Jay’s Treaty (1794). Ask your students to engage in a debate
over whether to accept the treaty and then vote on ratification. To reflect on their vote, the full class
should consider whether Washington was wise to stand by the ratification of the treaty despite its
DISCUSSION QUESTIONS
2. Examine the process by which the Constitution was ratified.
4. Discuss the concept of compromise as it relates to the U.S. Constitution. Were the ideals put forth by
those who supported the new Constitution in any way jeopardized by this concept?
5. In 1913, historian Charles Beard argued that the Constitution was written to defend the economic
(and property) interests of the founding fathers. Consider the validity of his argument.
7. Hamilton argued that a National Bank was essential. Was it? Why was his proposal so controversial?
PRACTICING CITIZENSHIP
This chapter rightly describes Madison’s Number 10 as the most famous of the Federalist essays. Read it
to see how Madison defines both “democracy” and “republic” and why he does not favor democracy for
the United States. Consider whether anything has changed over the more than two centuries since this
was written to now make democracy (classically defined) more desirable or feasible. To further examine
this question, invite a group of friends and fellow students over to watch an episode of a currently
popular reality series—one in which viewers send in their votes at the end of the program. As soon as the
result is announced, reconvene with your friends to discuss the outcome and its implications in terms of
