Assessment Weight = 45%

Period 3: 1754-1800: British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity. Essential Questions:

How did the French and Indian War affect the Native American population and the relations between Britain and its colonies?

How did the ideas of the Enlightenment and the First Great Awakening foster the drive toward American independence from England?

How did conceptions of American identity and democratic ideals emerge and shape the movement for independence.

Why did the colonist rebel against Britain? How did the Declaration of Independence reflect the colonists’ belief in the superiority of

republican self-government based on the natural rights of the people? What were the political, economic, and social results of the American Revolution? What was the immediate and long-term significance of the Declaration of Independence? How did the Declaration of Independence shape belief systems and independence movements

in the Atlantic World? Why did the rebels win the war for independence? Why did the experience of the newly liberated colonies under the Articles of

Confederation result in a new federal Constitution? What were the major compromises of the Constitutional Convention and the major

arguments for and against the ratification of the Constitution? What were the migration patterns of British and Spanish settlers in North America? To what extent was the relationship between Native Americans and British colonists altered

following the French and Indian War and the American Revolution? What problems arose and what political and/or diplomatic initiatives were taken by the U.S.

government as Americans moved westward? How did regional identities challenge the formation of a national identity as the new American

nation expanded westward? How and why did the first major party system develop in the early Republic? What were Alexander Hamilton and Thomas Jefferson’s competing conceptions

of national identity, foreign policy, and the future of America?

Historical Period 3: 1754 1800 In a “Nutshell”

Henretta Chapters 4-6 AMSCO Chapters 4-6

Required IDs for Unit 3 Chapter 4 4-1. Salutary Neglect 4-2. Albany Plan of Union 4-3. Iroquois Confederacy 4-4. French and Indian

War 4-5. Peace of Paris 1763 4-6. Proclamation of 1763 4-7. Regulator Movement

Chapter 5 5.1 John Dickenson, Letters From a Farmer In Pennsylvania (AMSCO) 5-2. Stamp Act Crisis 5-3. Patrick Henry/VA

Resolves 5-4. Boston Massacre 5-5. Representation: Virtual

vs Direct 5-6. Boston Tea Party 5-7. Coercive Acts

(Intolerable Acts) 5-8. Stamp Act Crisis 5-9. Samuel Adams 5-10. Sons and Daughters

of Liberty 5-11. James Otis 5-12. Declaratory Act 5-13. Quartering Act 5-14. Townshend Duties 5-15. Internal vs. External

Taxation 5-16. Tea Act 1773 5-17. Gaspee Affair 5-18. Quebec Act 5-19. First Continental

Congress 5-20. Suffolk Resolves 5-21. Committees of

Correspondence 5-22. Lexington and Concord 5-23. Second Continental

Congress 5-24. Olive Branch Petition 5-25. Common Sense 5-26. Declaration of

Independence

Chapter 6 6-1. Battle of Saratoga 6-2. Yorktown 6-3. Treaty of Paris, 1783 6-4. Newburgh Conspiracy 6-5. Articles of Confederation 6-6. Land Ordinance of 1785 6-7. Northwest Ordinance,

1787 6-8. Shay’s Rebellion 6-9. Battle of Fallen Timbers 6-10. Treaty of Greenville 6-11. Annapolis Convention 6-12. Constitutional Convention 6-13. The Great Compromise 6-14. The Federalist Papers 6-15. Federalists 6-16. Anti-Federalists 6-17. Bill of Rights 6-18. Hamilton’s Financial Plan 6-19. Whiskey Rebellion 6-20. French Revolution 6-21. Citizen Genet 6-22. Proclamation of Neutrality 6-23. Jay’s Treaty 6-24. Pinckney’s Treaty 6-25. Washington’s Farewell

Address 6-26. Quasi War With France 6-27. XYZ Affair 6-28. Alien and Sedition Acts 6-29. Virginia and Kentucky

Resolutions 6-30. Revolution of 1800 6-31. Midnight Appointments

Henretta AMSCO

Possible Essay Questions for Period 3: 1754-1800 1. Why did the colonist rebel against Britain? (Dixon) 2. How did debates over the Articles of Confederation and the Constitution reflect democratic and republican

values and competing conceptions of national identity? (Dixon) 3. How did the development of the first major party system reflect democratic and republican values and

competing conceptions of national identity? (Dixon) 4. How did imperial competition and the exchange of commodities across both sides of the Atlantic Ocean

influence the origins and patterns of development of North American societies in the colonial period? Provide one example of the competition and one example of exchange in your response. (Hastings)

5. How did changing religious ideals, Enlightenment beliefs, and republican thought shape the politics, culture, and society of the time period from the colonial era through the early Republic? (Hastings)

6. Some historians have argued that the British victory over the French in North America inevitably led to the American Revolution a few years later. Support, modify, or refute this contention using specific evidence. (SG)

7. Some historians have argued that the Declaration of Independence and the American Revolution inspired and accelerated revolutionary movements elsewhere in the Americas and in Europe. Support, modify, or refute this contention using specific evidence. (SG)

8. Analyze the struggles of the new American republic to create a new social, political, and economic identity between the years 1776–1801. (SG)

Other Possible Essay Questions based off of what has been asked on previous AP Exams

Old Format New Format (John Irish) 9. How did economic, geographic, and social factors

encourage the growth of slavery as an important part of the economy of the southern colonies between 1607 and 1775? (2001 #2 FRQ)

Evaluate the economic, geographic, and social factors which impacted the growth of slavery in the southern colonies between 1607 and 1775.

10. Compare and contrast the ways in which economic development affected politics in Massachusetts and Virginia in the period from 1607 to 1750. (2005 #2 FRQ)

Compare and contrast the economic and political development of the New England and Chesapeake colonies from 1607 to 1750.

11. Settlers in the eighteenth-century American bakcountry sometimes resorted to violent protest to express their grievances. Analyze the causes and significance of TWO of the following: March of the Paxton Boys, Regulator Movement, Shay’s Rebellion, Whiskey Rebellion (2007 #2 FRQ)

Evaluate the causes and effects of violent protest by American backcountry settlers during the eighteenth century.

12. Compare and contrast the British, French, and Spanish imperial goals in North America between 1580 and 1763. (2011 #2 FRQ B)

a. Compare and contrast the European imperial goals in North America between 1580 and 1763.

b. Compare and contrast the British, French, and Spanish imperial goals in North America between 1580 and 1763.

13. Analyze the role of trans-Atlantic trade and Great Britain’s mercantilist policies in the economic development of the British North American colonies in the period from 1650 to 1750. (2013 #2 FRQ)

Explain how trans-Atlantic trade and Great Britain’s mercantilist policies impacted the economic development of the British north America in the period from 1650 to 1750

14. In what ways did the French and Indian War (1754-63) alter the political, economic and ideological relation between Britain and its American colonies? Use the documents and your knowledge of the period 1740-1766 in constructing your response. (2004 DBQ)

a. Evaluate the way the Seven Years War contributed to maintaining continuity as well as fostering change in relations between Britain and its American colonies.

b. Evaluate the extent to which the Seven Years War altered relations between Britain and its American colonies.

15. A. Analyze the ways in which British imperial policies between 1763 and 1776 intensified colonials’ resistance to British rule and their commitment to republican values. (2009 #2 FRQ)

B. Analyze the effect of the French and Indian War and its aftermath on the relationship between Great Britain and the British colonies. Confine your response to the period from 1754 to 1776. (2012 FRQ)

a. Evaluate the extent that the Seven Years War (1763) was a turning point in colonial responses to British Imperial policy through 1776.

b. Explain the extent to which British imperial policies after the Seven Years War (1763) through 1776 intensified colonials’ resistance to British rule.

c. Explain how the French and Indian War impacted the relationship between Great Britain and the British colonies from 1754 to 1776.

16. To what extent had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution? Use the documents and your knowledge of the period 1750 to 1776 to answer the question (1999 DBQ)

Evaluate the extent to which a sense of identity and unity contributed to maintaining continuity as well as fostered change within the American colonies from the years 1607 to 1776.

17. Analyze the impact of the American Revolution on both slavery and the status of women in the period from 1775-1800. (2004 #2 FRQ)

Evaluate the impact of the American Revolution on both slavery and the status of women.

18. To what extent did the American Revolution

fundamentally change American society? In your

answer, be sure to address the political, social and

economic effects of the Revolution in the period from

1775 to 1800. (2005 DBQ)

Evaluate the extent to which the American Revolution changed the political, economic, and social aspects of American society from 1775 to 1800.

19. Analyze the political, diplomatic, and military reasons for the United States victory in the Revolutionary War. Confine your answer to the period 1775-1783. (2010 #2 FRQ )

a. Explain the political, diplomatic, and military causes which led to the victory in the American Revolution.

b. Explain the political and economic causes which led to the independence movement from the end of the Seven Years War until the end of the American Revolution.

20. Evaluate the extent to which the Articles of Confederation were effective in solving the problems that confronted the new nation. (2003 #2 FRQ)

Evaluate the major causes which led the country to abandon the Articles of Confederation and ratify the U.S. Constitution.

21. To what extent was the United States Constitution a radical departure from the Articles of Confederation? (2005 FRQ #3 Form B)

Compare and contrast the Articles of Confederation and the U.S. Constitution.

22. Analyze how the ideas and experiences of the revolutionary era influenced the principles embodied in the Articles of Confederation. (2009B #2 FRQ)

Evaluate the extent to which revolutionary ideals and experiences shaped the creation of a new government both during and after the American Revolution.

23. “The United States Constitution of 1787 represented an economic and ideological victory for the traditional American political elite.” Assess the validity of that statement for the period 1781 to 1789. (2006 #2 FRQ, B)

Evaluate the extent to which the ratification of the U.S. Constitution was a turning point for the traditional American political elite.

24. Analyze the ways in which the political, economic, and diplomatic crises of the 1780s shaped the provisions of the United States Constitution. (2011 #3 FRQ B)

Explain the major political, economic, and diplomatic causes and consequences for the call and for the ratification of the U.S. Constitution and its adoption in 1787.

25. Analyze the ways in which the United States sought to advance its interests in world affairs between 1789 and 1823 (2013 #3 FRQ)

Evaluate the extent to which American foreign policy contributed to maintaining continuity as well as fostered change with regard to United States involvement in world affairs from 176 to 1823.

Listed below are the key concepts and themes from the AP Curriculum Framework. This is the information that College Board expects you to know at the end of this unit of study. You should be able to apply specific examples from the reading to the key concepts and themes.

Key Concept 3.1: Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American Indians, culminating in the creation of a new nation, the United States. I. Throughout the second half of the 18th century,

various American Indian groups repeatedly

evaluated and adjusted their alliances with

Europeans, other tribes, and the new United States

government.

Thematic Objectives covered by this key concept: ID-4: Explain how conceptions of group identity and autonomy emerged out of cultural interactions between

colonizing groups, Africans, and American Indians in the colonial era.

POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period. ENV-2: Explain how the natural environment contributed to the development of distinct regional group identities, institutions, and conflicts in the precontact period through the independence period. ENV-4: Analyze how the search for economic resources affected social and political developments from the colonial period through Reconstruction. CUL-1: Compare the cultural values and attitudes of different European, African American, and native peoples in the colonial period and explain how contact affected intergroup relationships and conflicts.

A. English population growth and expansion

into the interior disrupted existing French-

­Indian fur trade networks and caused

various Indian nations to shift alliances

among competing European powers.

B. After the British defeat of the French,

white-­Indian conflicts continued to erupt

as native groups sought both to continue

trading with Europeans and to resist the

encroachment of British colonists on

traditional tribal lands.

C. During and after the colonial war for

independence, various tribes attempted to

forge advantageous political alliances with

one another and with European powers to

protect their interests, limit migration for

white settlers, and maintain their tribal

lands.

Historical Period 3: 1754 1800 In a “Nutshell” Part II

II. During and after the imperial struggles of the

mid-­18th century, new pressures began to

unite the British colonies against perceived and

real constraints on their economic activities and

political rights, sparking a colonial

independence movement and war with Britain.

Thematic Objectives covered by this key concept: ID-1: Analyze how competing conceptions of national identity were expressed in the development of political

institutions and cultural values from the late colonial through

the antebellum periods. WXT-1: Explain how patterns of exchanging commodities, peoples, diseases, and ideas around the Atlantic World developed after European contact and shaped North American colonial-era societies. POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period. WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period. CUL-2: Analyze how emerging conceptions of national identity and democratic ideals shaped value systems, gender roles, and cultural movements in the late 18th century and the 19th century. CUL-4: Analyze how changing religious ideals, Enlightenment beliefs, and republican thought shaped the politics, culture, and society of the colonial era through the early Republic.

A. Great Britain’s massive debt from the

Seven years’ War resulted in renewed

efforts to consolidate imperial control over

North American markets, taxes, and

political institutions -­ actions that were

supported by some colonists but resisted by

others.

B. The resulting independence movement was

fueled by established colonial elites, as

well as by grassroots movements that

included newly mobilized laborers,

artisans, and women, and rested on

arguments over the rights of British

subjects, the rights of the individual, and

the ideas of the Enlightenment.

C. Despite considerable loyalist opposition, as

well as Great Britain’s apparently

overwhelming military and financial

advantages, the patriot cause succeeded

because of the colonists’ greater familiarity

with the land, their resilient military and

political leadership, their ideological

commitment, and their support from

European allies.

III. In response to domestic and international

tensions, the new United States debated and

formulated foreign policy initiatives and

asserted an international presence.

Thematic Objectives covered by this key concept:

WOR-5: Analyze the motives behind, and results of, economic, military, and diplomatic initiatives aimed at expanding U.S. power and territory in the Western Hemisphere in the years between independence and the Civil War. POL-2: Explain how and why major party systems and political alignments arose and have changed from the early Republic through the end of the 20th century.

A. The continued presence of European

powers in North America challenged the

United States to find ways to safeguard its

borders, maintain neutral trading rights,

and promote its economic interests.

B. The French Revolutions’ spread

throughout Europe and beyond helped fuel

Americans’ debate not only about the

nature of the United States’ domestic

order, but also about its proper role in the

world.

C. Although George Washington’s Farewell

Address warned about the dangers of

divisive political parties and permanent

foreign alliances, European conflict and

tensions with Britain and France fueled

increasingly bitter partisan debates

throughout the 1790s.

Key Concept 3.2: In the late 18th century, new experiments with democratic ideas and republican

forms of government, as well as other new religious, economic, and cultural ideas, challenged

traditional imperial systems across the Atlantic World.

I. During the 18th century, new ideas about

politics and society led to debates about

religion and governance, and ultimately

inspired experiments with new

governmental structures.

Thematic Objectives covered by this key concept: ID-1: Analyze how competing conceptions of national

identity were expressed in the development of political institutions and cultural values from the late colonial through

the antebellum periods.

POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787. WOR-2: Explain how the exchange of ideas among different parts of the Atlantic World shaped belief systems and independence movements into the early 19th century. CUL-4: Analyze how changing religious ideals, Enlightenment beliefs, and republican thought shaped the politics, culture, and society of the colonial era through the early Republic.

A. Protestant evangelical religious fervor

strengthened many British colonists’

understandings of themselves as a chosen

people blessed with liberty, while

B. Enlightenment philosophers and ideas

inspired many American political thinkers

to emphasize individual talent over

hereditary privilege.

C. The colonists’ belief in the superiority of

republican self-­government based on the

natural rights of the people found its

clearest American expression the Thomas

Paine’s Common Sense and the in

Declaration of Independence.

D. Many new state constitutions and the

national Articles of Confederation,

reflecting republican fears of both

centralized power and excessive popular

influence, placed power in the hands of the

legislative branch and maintained property

qualifications for voting and citizenship.

II. After experiencing the limitations of the

Articles of Confederation, American political

leaders wrote a new Constitution based on the

principles of federalism and separation of

powers, crafted a Bill of Rights, and continued

their debates about the proper balance between

liberty and order.

Thematic Objectives covered by this key concept:

WXT-6: Explain how arguments about market capitalism, the growth of corporate power, and government policies influenced economic policies from the late 18th century through the 20th century. POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787. WOR-5: Analyze the motives behind, and results of, economic, military, and diplomatic initiatives aimed at expanding U.S. power and territory in the Western Hemisphere in the years between independence and the Civil War.

A. Difficulties over trade,

finances, and interstate

and foreign relations,

as well as internal unrest,

led to calls for significant

revisions to the Articles

of Confederation and a

stronger central government.

B. Delegates from the states worked through a

series of compromises to form a Constitution

for a new national government, while providing

limits on federal power.

C. Calls during the ratification process for greater

guarantees of rights resulted in the addition of a

Bill of Rights shortly after the Constitution was

adopted.

D. As the first national administrations began to

govern under the Constitution, continued

debates about such issues as the relationship

between the national government and the states,

economic policy, and the conduct of foreign

affairs led to the creation of political parties.

“A little rebellion now and then is a good thing” –Thomas Jefferson “In monarchies, the crime of treason and rebellion may admit of being pardoned or lightly punished, but the man who dares rebel against the laws of a republic ought to suffer death” –Sam Adams

III. While the new governments continued to limit

rights to some groups, ideas promoting self-

­government and personal liberty reverberated

around the world.

Thematic Objectives covered by this key concept: ID-4: Explain how conceptions of group identity and

autonomy emerged out of cultural interactions between

colonizing groups, Africans, and American Indians in the colonial era.

WOR-2: Explain how the exchange of ideas among different parts of the Atlantic World shaped belief systems and independence movements into the early 19th century. POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787. CUL-2: Analyze how emerging conceptions of national identity and democratic ideals shaped value systems, gender roles, and cultural movements in the late 18th century and the 19th century.

A. During and after the American Revolution, and

increased awareness of the inequalities in

society motivated some individuals and groups

to call for the abolition of slavery and greater

political democracy in the new state and

national governments.

B. The constitutional framers postponed a solution

to the problems of slavery and the slave trade,

setting the stage for recurring conflicts over the

issues in later years.

C. The American Revolution and the ideals set

forth in the Declaration of Independence had

reverberations in France, Haiti, and Latin

America, inspiring future rebellions.

Key Concept 3.3: Migration within North America, cooperative interaction, and competition for

resources raised questions about boundaries and policies, intensified conflicts among peoples and

nations, and led to contests over the creation of multiethnic, multiracial national identity.

I. As migrants streamed westward from the

British colonies along the Atlantic seaboard,

interactions among different groups that

would continue under an independent United

States resulted in competition for resources,

shifting alliances, and cultural blending.

Thematic Objectives covered by this key concept: ID-5: Analyze the role of economic, political, social, and ethnic factors on the formation of regional identities in what

would become the United States from the colonial period

through the 19th century. ID-6: Analyze how migration patterns to, and migration

within, the United States have influenced the growth of racial

and ethnic identities and conflicts over ethnic assimilation

and distinctiveness.

PEO-5: Explain how free and forced migration to and within different parts of North America caused regional development, cultural diversity and blending, and political and social conflicts through the 19th century. POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period. WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period. WOR-5: Analyze the motives behind, and results of, economic, military, and diplomatic initiatives aimed at expanding U.S. power and territory in the Western Hemisphere in the years between independence and the Civil War.

A. The French withdrawal from North

America and the subsequent attempt of

various native groups to reassert their

power over the interior of the continent

resulted in new white-­Indian conflicts

along the western borders of British and,

later, the U.S. colonial settlement and

among settlers looking to assert more

power in interior regions.

B. Migrants from within North America and

around the world continued to launch new

settlements in the West, creating new

distinctive backcountry cultures and

fueling social and ethnic tensions.

C. The Spanish, supported by the bonded

labor of the local Indians, expanded their

mission settlements into California,

providing opportunities for social mobility

among enterprising soldiers and settlers

that led to new cultural blending.

II. The policies of the United States that

encouraged western migration and the orderly

incorporation of new territories into the nation

both extended republican institutions and

intensified conflicts among American Indians

and Europeans in the trans-­Appalachian west.

Thematic Objectives covered by this key concept:

POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period. PEO-4: Analyze the effects that migration, disease, and warfare had on the American Indian population after contact with Europeans. WOR-5: Analyze the motives behind, and results of, economic, military, and diplomatic initiatives aimed at expanding U.S. power and territory in the Western Hemisphere in the years between independence and the Civil War.

A. As settlers moved westward during the

1780s, Congress enacted the Northwest

Ordinance for admitting new states and

sought to promote public education, the

protection of private property, and the

restriction of slavery in the Northwest

Territory.

B. The Constitutions’ failure to precisely

define the relationship between American

Indian tribes and the national government

led to problems regarding treaties and

Indian legal claims relating to the seizure

of Indian lands.

C. As western settlers sought free navigation

of the Mississippi River, the United States

forged diplomatic initiatives to manage the

conflict with Spain and to deal with the

continued British presence on the

American continent.

III. New voices for national identity challenged

tendencies to cling to regional identities,

contributing to the emergence of distinctly

American cultural expressions.

Thematic Objectives covered by this key concept: ID-5: Analyze the role of economic, political, social, and ethnic factors on the formation of regional identities in what

would become the United States from the colonial period through the 19th century.

WXT-2: Analyze how innovations in markets, transportation, and technology affected the economy and the different regions of North America from the colonial period through the end of the Civil War. WXT-4: Explain the development of labor systems such as slavery, indentured servitude, and free labor from the colonial period through the end of the 18th century. POL-2: Explain how and why major party systems and political alignments arose and have changed from the early Republic through the end of the 20th century. CUL-2: Analyze how emerging conceptions of national identity and democratic ideals shaped value systems, gender roles, and cultural movements in the late 18th century and the 19th century. ENV-3: Analyze the role of environmental factors in contributing to regional economic and political identities in the 19th century and how they affected conflicts such as the American Revolution and the Civil War.

A. As national political institutions developed

in the new United States, varying

regionally based positions of economic,

political, social, and foreign policy issues

promoted the development of political

parties.

B. The expansion of slavery in the lower

South and adjacent western lands, and its

gradual disappearance elsewhere, began to

create distinctive regional attitude toward

the institution.

C. Enlightenment ideas and women’s

experiences in the movement for

independence promoted and ideal of

“republican motherhood,” which called on

white women to maintain and teach

republican values within the family and

granted women a new importance in

American political culture.

Identity (ID) How did different social group identities evolve during the

revolutionary struggle? How did leaders of the new United States attempt to form a national identity?

Work, Exchange, and Technology (WXT)

How did the newly independent United States attempt to formulate a national economy?

Peopling (PEO) How did the revolutionary struggle and its aftermath reorient white-American Indian relations and affect subsequent population movements?

Politics and Power (POL)

How did the ideology behind the revolution affect power relationships between different ethnic, racial, and social groups?

America in the World (WOR)

How did the revolution become an international conflict involving competing European and American powers?

Environment and Geography (ENV)

How did the geographical and environmental characteristics of regions opened up to white settlement after 1763 affect their subsequent development?

Ideas, Beliefs, and Culture (CUL)

Why did the patriot cause spread so quickly among the colonists after 1763? How did the republican ideals of the revolutionary cause affect the nation’s political culture after independence?