Name: ___________________________________________ Class Period: _______ Due Date: __________________
Period 3 (1754-1800) Review
Period 3 makes up 12% of the APUSH curriculum, and covers the following key themes and topics:
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The impact of the French and Indian War (1754-1763) on colonial society
The end of Salutary Neglect and “The Road to the American Revolution” (1763-1776)
The Revolutionary War (1775-1783)
The Articles of Confederation
The Constitutional Convention and debates over ratification of the Constitution
George Washington’s presidency (1789-1797)
John Adams’ presidency (1797-1801)
Election of 1800 (“Revolution of 1800”)
Types of questions that could potentially be covered on the AP Exam from Period 3
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Multiple Choice
Short Answer Questions
LEQ (possibility of the 1st LEQ option could be from content in Period 3)
DBQ
BIG IDEAS
In your own words, explain the “Big Ideas” for Period 3
1. After the French and Indian war the crown had a lot of debt so they started taxing the colonies to pay
it off. This mad the colonies mad and with salutary neglect that gave them freedom their 100 year
freedom was restricted by the crown.
2. Americans also resented that they didn’t have representation in Britain’s government when parliament passed
taxes and other laws against colonists.
3. After independence was declared the articles of confederation was passed and under that article the government could
not tax. After Shaye’s rebellion, a convention was called to create a stronger government under a new constitution.
However there were constant debates over the power of the federal government.
Name: ___________________________________________ Class Period: _______ Due Date: __________________
4. As America’s first president Washington set the precedent for how presidents would function. Debates between his
cabined members alexander Hamilton and Thomas Jefferson created America’s first two part system which Washington
warned against.
Important Topics for Period 3
Effects of the French and Indian
War (after 1763)
1. Salutary Neglect
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What is it? Explain with an example.
Describe the prior long-term
relationship that the colonies had with
Britain before the French and Indian
War.
Why did this relationship change after
the French and Indian War?
2. Pontiac’s Rebellion (1763)
Explain what this was and why it
occurred.
How did Britain respond to this?
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3. Proclamation Line of 1763
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What was this? Explain with an
example.
Explain Britain’s purpose for enacting
this.
Describe the colonists’ reaction to this
and why they reacted this way.
How does this connect with
“Salutary Neglect”?
Answer and briefly explain each part of the questions
for the Important Topics. (Include specific examples)
Salutary neglect was Britain’s informal policy in the early-to-mid 18th
century of loosely enforcing trade regulations—especially the
Navigation Acts—allowing the American colonies to govern much of
their own affairs and develop local legislatures. Prior to the French
and Indian War, this hands-off approach encouraged colonial
economic growth and self-government, as seen in the growth of the
Massachusetts and Virginia assemblies. After Britain accrued massive
war debt in 1763, it abandoned salutary neglect in order to raise
revenue and tighten imperial control, prompting colonists—
accustomed to autonomy—to resist new taxes and regulations.
Pontiac’s Rebellion was a confederation of Native American tribes—led
by Ottawa chief Pontiac—that rose in 1763 to resist British settlement
and policies in the Great Lakes region after the French and Indian War.
They attacked forts and settlements in present-day Michigan and Ohio
to defend their lands and trade relationships. In response, Britain
dispatched troops to relieve besieged forts and negotiated the Treaty of
Paris (1766) to pacify tribes with gifts and trade concessions, but the
uprising convinced London it needed to stabilize relations on the
frontier, influencing later imperial policies.
The Proclamation Line of 1763 forbade colonial settlement west of the
Appalachian Mountains to prevent further conflicts with Native
Americans—illustrated by colonial complaints when surveyors turned
back land speculators in western Pennsylvania. Britain intended the line
to reduce military costs and stabilize the frontier by containing
expansion. Colonists, many of whom held land grants or sought new
farms, viewed it as an infringement on their rights and an unwelcome
restriction, reacting with anger and widespread defiance. This imperial
assertion marked a sharp departure from salutary neglect, as London
now actively managed colonial affairs.
Name: ___________________________________________ Class Period: _______ Due Date: __________________
4. Writs of Assistance
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What was this?
Explain its connection to the
“Navigation Acts” of the 1600s.
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Why were colonists in New England
angered over this?
Writs of assistance were general search warrants issued by British
customs officials—revived in the 1760s—to allow oppressive,
warrantless searches of homes and ships for smuggled goods, tying
back to the 17th-century Navigation Acts that mandated trade on
English ships and strict customs enforcement. New England colonists
resented these writs as gross violations of their property and privacy,
fearing arbitrary intrusion and the erosion of their English legal rights,
and rallied colonial lawyers like James Otis to denounce them as
contrary to the British constitution.
British Taxes on the Colonists after
the French and Indian War
1. Sugar Act (1764)
What was it? Explain with an example.
Describe Britain’s goal with the tax.
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2. Quartering Act (1764)
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What was it? Explain with an example.
Describe Britain’s goal with the act
and colonial reaction.
3. Stamp Act (1765)
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What was it? Explain with an example.
Describe Britain’s goal with the tax
and colonial reaction.
The Sugar Act of 1764 lowered the duty on molasses but strengthened
enforcement and expanded customs jurisdictions to curb widespread
smuggling, exemplified by the seizure of rum shipments in Boston
Harbor. Britain’s goal was to increase revenue from colonial trade and
help pay down its war debts by turning a blind-eye clampdown on
violators into profitable customs fines. Colonists protested that the act
burdened merchants, raised prices on everyday goods, and violated
their right to trial by jury in Admiralty courts.
The Quartering Act of 1765 required colonial assemblies to provide
British troops with housing, food, and supplies—often in private
homes or inns—ostensibly to protect colonists on the frontier. Britain
aimed to reduce military expenditures by shifting costs to the
colonies, but New Yorkers, for instance, refused to comply until their
assembly was dissolved, arguing that forced billeting without their
consent violated their rights as Englishmen.
The Stamp Act mandated that virtually all printed materials—
newspapers, deeds, licenses—bear an official revenue stamp
purchased from London, exemplified by the taxed stamped paper
used by New York printers. Britain intended to cover the costs of
maintaining troops in North America. Colonists protested through
pamphlets and boycotts, arguing “no taxation without
representation,” and colonial assemblies passed resolutions declaring
only they could tax residents.
Name: ___________________________________________ Class Period: _______ Due Date: __________________
4. Stamp Act Congress (1765)
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What was it? Explain with an example.
Describe Samuel Adams’ and the
“Sons of Liberty’s” reaction to the
Stamp Act.
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What was the most effective way in
which the colonists showed their
opposition to these taxes?
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When Britain repealed the Stamp
Act in 1766, they issued the
“Declaratory Act”. What was this?
5. Townshend Duties (1767)
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What was it? Explain with an example.
How did Britain respond to colonial
opposition to this?
The Stamp Act Congress convened delegates from nine colonies in
New York City to coordinate opposition to the Stamp Act, issuing a
Declaration of Rights and Grievances that asserted colonial loyalty but
denied Parliament’s right to tax them. Samuel Adams and the Sons of
Liberty led protests, tarring and feathering stamp distributors, and
organized non-importation agreements. These popular boycotts
proved most effective—crippling British merchants’ exports—forcing
Parliament to repeal the Stamp Act in 1766, though it simultaneously
passed the Declaratory Act affirming its authority to legislate for the
colonies “in all cases whatsoever.”
The Townshend Duties imposed import duties on glass, paint, paper,
and tea, with revenue used to pay royal governors’ salaries and
tighten imperial control, illustrated when taxed tea arrived in Boston.
Colonists responded with renewed boycotts and non-importation, and
Britain dispatched additional troops to enforce order, inadvertently
escalating tensions that would erupt in the Boston Massacre.
“The Road to the Revolution” (17701776)
1. The Boston Massacre (1770)
Describe the events leading up to this.
Explain the impact this had on the
English colonies.
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2. John Locke’s “Social Contract
Theory” and Enlightenment Ideals
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Rising tensions over British troops quartered in Boston, competition for
jobs, and provocative customs enforcement culminated in March 1770
when a crowd taunted soldiers, who fired into the mob, killing five
colonists. The incident, sensationalized by Paul Revere’s engraving,
galvanized colonial opinion against standing armies and British rule,
uniting many colonists in outrage and fueling calls for autonomy.
John Locke’s Social Contract Theory posited that governments derive
their legitimacy from the consent of the governed and must protect
What is the “Social Contract Theory”. natural rights—life, liberty, and property—and if they fail, citizens may
withdraw consent. Although colonists were not yet seeking full
Although the colonists were not
independence, Enlightenment ideals permeated colonial political
prepared to break from Britain yet,
thought through pamphlets, town meetings, and leaders like Benjamin
how did the Enlightenment ideals
Franklin, fostering demands for representation, rights, and checks on
began to take shape in the colonies
arbitrary power.
during this time period?
Name: ___________________________________________ Class Period: _______ Due Date: __________________
3. Tea Act (1773)
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What was it, and what was Britain’s
goal with this tax?
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Describe the opposition to the tax and
strategies used by the colonists to
demonstrate their opposition. (i.e.,
tactics used by the Daughters of
Liberty and Sons of Liberty)
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Explain how the Tea Act led to the
“Boston Tea Party” (1773).
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How did Britain attempt to punish
Bostonians for the Boston Tea Party?
4. The Coercive Acts (a.k.a., “The
Intolerable Acts”)
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What was this?
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Describe at least 4 ways in which
the British attempted to punish the
colonists of Boston for the carrying
out the “Boston Tea Party”.
5. The First Continental
Congress (1774)
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What was it?
What was its goal/purpose?
The Revolutionary War (1775-1783)
1. Lexington and Concord (1775)
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What was it?
How did this contribute to the
formation of the Second Continental
Congress?
The Tea Act granted the British East India Company a monopoly to sell
tea directly to the colonies at reduced prices—even below smuggled
Dutch tea—but retained the Townshend duty on tea, illustrating
Britain’s aim to bolster the company and assert its right to tax. Colonists
saw the act as a ploy to entrench taxation without representation; the
Sons and Daughters of Liberty organized non-consumption and forced
tea ships to turn back. In Boston, activists disguised as Mohawk Indians
dumped 342 chests of tea into the harbor during the Boston Tea Party.
Britain retaliated with the Coercive Acts.
To punish Boston for the Tea Party, Parliament closed Boston Harbor
until damages were paid, revoked Massachusetts’s charter and town
meetings, allowed royal officials to be tried in England, and expanded
the Quartering Act to permit lodging troops in private homes. These
measures aimed to isolate Massachusetts and restore order but instead
united the colonies in sympathy and resistance.
The First Continental Congress was a gathering of delegates from
twelve colonies in Philadelphia to coordinate opposition to the
Intolerable Acts, approving a Continental Association to enforce nonimportation and petitioning the king for redress. Its purpose was to
present a united colonial response, assert rights, and prepare defenses
without yet advocating independence.
British troops marched to Concord to seize rebel arms and arrest
leaders, clashing with Minutemen at Lexington green and then being
ambushed en route back to Boston, marking the outbreak of armed
conflict. News of the “shot heard ’round the world” spurred
remaining colonies to convene the Second Continental Congress.
Name: ___________________________________________ Class Period: _______ Due Date: __________________
2. Olive Branch Petition (1775)
• What was it? Explain with an
example.
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In response, Britain issued the
“Prohibitory Act”. Explain what
this was and its impact on the
colonists.
3. Thomas Paine’s Common Sense
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What was it?
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Explain the significance of this during
the American Revolution.
4. Abigail Adams and “Remember
the Ladies”
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What was it? Explain with an
example.
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Explain the significance of this letter.
5. Declaration of Independence
What is it? Explain with an example.
What was its goal/purpose?
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6. Battle of Saratoga (1778)
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What was it? Explain with an example.
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Explain why Saratoga was a turning
point battle in the war.
The Articles of Confederation
1. Pros/Cons of the Articles of
Confederation
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What was it? Explain with an example.
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Pros/Cons of the Articles of
Confederation?
The Second Continental Congress sent the Olive Branch Petition to
King George III, professing loyalty and requesting repeal of oppressive
measures—for example, the Intolerable Acts. In response, Parliament
passed the Prohibitory Act, declaring the colonies in rebellion,
blockading American ports and forbidding trade, which convinced
many colonists that reconciliation was impossible.
Thomas Paine’s pamphlet Common Sense argued forcefully for
independence, condemning monarchy and advocating a republican
government, selling over 100,000 copies in months. Its plainspoken
style and persuasive reasoning galvanized public support for breaking
from Britain and helped shift colonial sentiment toward revolution.
In her “Remember the Ladies” letter to John Adams, Abigail Adams
implored the Continental Congress to consider women’s rights when
crafting new laws, warning “all Men would be tyrants if they could.”
She used the example of wives’ subjection to husbands to argue for
legal protections, marking an early call for gender equality in
revolutionary America.
The Declaration was a formal statement adopted July 4, 1776, by the
Continental Congress announcing the colonies’ separation from
Britain, outlining grievances—such as taxation without
representation—and asserting unalienable rights. Its purpose was to
justify the revolution to the world and rally support, serving both as a
legal proclamation and an inspirational manifesto.
The Battle of Saratoga comprised two engagements in September
and October 1777 in upstate New York, where American forces under
Gates and Arnold decisively defeated Burgoyne’s British army. This
victory convinced France to enter the war openly as America’s ally,
providing crucial military and financial support and marking a major
turning point in the Revolution.
The Articles of Confederation (ratified
1781) created a loose alliance of sovereign states with a weak central
government that could conduct foreign affairs and resolve territorial
disputes—an example being the Northwest Ordinance—but lacked
power to levy taxes or regulate commerce. Pros included preserving
state autonomy and preventing tyranny; cons were the federal
government’s inability to raise revenue, enforce laws, or unify policy,
leading to financial chaos and interstate conflicts.
Name: ___________________________________________ Class Period: _______ Due Date: __________________
2. Shays’ Rebellion
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What was it? Explain with an example.
Describe the historical context
surrounding this.
What were the effects of Shays’
Rebellion?
The Constitutional Convention and
Ratifying the Constitution
1. The Great Compromise
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Explain what the New Jersey Plan
was.
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Explain what the Virginia Plan was.
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Explain what the Great Compromise
(Connecticut Compromise) was.
2. Three-Fifths Compromise
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What was it? Explain with an
example.
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Describe the historical context
surrounding this.
3. The Federalist Papers
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What is this? Explain with an
example.
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Who were the authors?
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Explain the goal/purpose of the
Federalist Papers.
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Why were the “Anti-Federalists”
initially opposed to ratifying the
Constitution?
The First Two Party System
Shays’ Rebellion was an armed uprising by indebted Massachusetts
farmers—led by Daniel Shays—who closed courts to prevent
foreclosures, protesting high taxes and debt imprisonment. This crisis
highlighted the weaknesses of the Confederation government’s
inability to quell domestic unrest, spurring calls for a stronger federal
system and directly influencing the convening of the Constitutional
Convention.
At the Constitutional Convention, the New Jersey Plan proposed equal
representation for states in Congress, while the Virginia Plan favored
representation based on population. The Great Compromise
(Connecticut Compromise) merged both: a bicameral legislature with a
House based on population and a Senate granting two senators per
state, resolving the impasse and balancing large and small state
interests.
Delegates agreed that each enslaved person would count as threefifths of a person for both taxation and representation, exemplified by
Southern states’ desire to boost their congressional delegation. This
compromise reflected the contentious negotiation over slavery and
political power in the new republic.
The Federalist Papers are a series of 85 essays published in 1787–1788
by Alexander Hamilton, James Madison, and John Jay under the
pseudonym “Publius,” arguing for ratification of the Constitution by
explaining its provisions—such as the separation of powers—and
reassuring skeptics. Anti-Federalists opposed ratification over fears of
an overly powerful national government and the absence of a Bill of
Rights.
Name: ___________________________________________ Class Period: _______ Due Date: __________________
1. The Federalists
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Who was the key leader for the party?
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Describe the key characteristics
that defined the Federalist Party in
the early years of the Constitution.
2. Hamilton’s Financial Plan
What was it? Describe with an
example.
What type of economy did Hamilton
envision the U.S. becoming?
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Led by figures like Alexander Hamilton, the Federalist Party favored a
strong central government, a loose interpretation of the Constitution,
close ties with Britain, and a commercial, industrial economy, reflecting
their urban and merchant-class base.
Hamilton’s plan called for federal assumption of state debts, funding the
national debt at par, creating a Bank of the United States, imposing
excise taxes (e.g., on whiskey), and establishing tariffs to protect
American industry; he envisioned the U.S. as a manufacturing and
commercial power.
Describe 5 key aspects of Hamilton’s
Financial Plan.
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3. The Democratic-Republicans
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Who was the key leader for the party?
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Describe the key characteristics
that defined the
DemocraticRepublicans in the early
years of the Constitution.
4. Controversy over the B.U.S.
Describe the historical context
surrounding this between the
Federalists and DemocraticRepublicans.
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What argument did the Federalists use
to justify the creation of the B.U.S.?
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What argument did the DemocraticRepublicans use to oppose the B.U.S.?
Headed by Thomas Jefferson and James Madison, the DemocraticRepublicans championed states’ rights, strict constitutional
interpretation, agrarianism, and support for the French Revolution,
opposing Federalist policies they viewed as centralizing and
monarchical.
Federalists justified the Bank of the United States using the
Constitution’s “necessary and proper” clause to create a stable national
currency and manage government funds, while Democratic-Republicans
argued that the Constitution did not explicitly authorize a national bank,
viewing it as an unconstitutional extension of federal power.
Name: ___________________________________________ Class Period: _______ Due Date: __________________
Washington’s Presidency (17891797)
1. Whiskey Rebellion (1794)
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What was it? Describe with an
example.
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Explain the significance of the
outcome of this compared to the
outcome of Shays’ Rebellion.
2. Proclamation of Neutrality (1793)
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What was this?
Describe the historical context
surrounding it.
4. Jay’s Treaty (1794)
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What was this?
Describe the historical context
surrounding it.
5. Washington’s “Farewell Address”
(1796)
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What was this?
Describe 3-4 of the key warnings
that Washington gave to the nation
upon leaving office.
Western Pennsylvania farmers protested an excise tax on distilled spirits
by attacking tax collectors; President Washington mobilized militia
forces under Hamilton to suppress the rebellion, demonstrating the new
federal government’s willingness and ability to enforce its laws—
contrasting sharply with its impotence under the Articles of
Confederation during Shays’ Rebellion.
Washington’s Proclamation declared U.S. neutrality in the conflict
between Revolutionary France and Britain, aiming to keep the fragile
nation out of European wars. Issued amid pressures from both proBritish and pro-French factions, it established a precedent for U.S.
foreign policy independence.
Negotiated by Chief Justice John Jay with Britain, the treaty averted war
by securing British withdrawal from frontier forts and granting limited
trade rights, but it failed to address impressment of American sailors,
provoking fierce partisan debate and contributing to the rise of political
parties.
In his Farewell Address, Washington warned against permanent foreign
alliances, sectionalism, political parties, and excessive public debt,
advising the young republic to remain united and neutral in
international conflicts.
John Adams’ Presidency (1797-1801)
1. XYZ Affair
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What was it? Describe with an
example.
Describe the historical context
surrounding it.
2. Quasi War with France
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What was it? Describe with an
example.
Describe the historical context
surrounding it.
When American envoys were solicited for bribes by French agents
known as X, Y, and Z during diplomatic negotiations, Americans were
outraged, rallying behind the slogan “Millions for defense, but not one
cent for tribute.” The affair damaged Franco-American relations and led
Congress to authorize naval preparations.
An undeclared naval conflict initiated after the XYZ Affair, in which U.S.
frigates seized French vessels in the Caribbean, stemming from French
seizures of American merchant ships. The conflict heightened domestic
tensions and led to the Convention of 1800, which ended the alliance
and hostilities.
Name: ___________________________________________ Class Period: _______ Due Date: __________________
3. Alien and Sedition Acts
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What were these acts? Describe with
an example.
Describe the historical context
surrounding this.
The Alien Acts authorized the president to deport non-citizens deemed
dangerous and to detain enemy aliens in wartime; the Sedition Act
criminalized publishing “false, scandalous, and malicious” criticisms of
the government. Passed amid the Quasi War, these laws violated First
Amendment protections and fueled Democratic-Republican ire.
What constitutional rights did these
acts violate?
4. Virginia and Kentucky
Resolutions
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What was this? Who were the authors?
Describe the historical context
surrounding this.
•
What theory did the authors propose in
the Virginia and Kentucky Resolutions?
5. The Election of 1800
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Who were the candidates?
Significance of this election?
•
Explain why this is also referred to as
the “Revolution of 1800”.
Drafted by Madison (Virginia) and Jefferson (Kentucky), these
resolutions asserted that states could nullify unconstitutional federal
laws—specifically the Alien and Sedition Acts—advancing the principle
of states’ rights and interposition.
The contest between incumbent John Adams and challenger Thomas
Jefferson featured bitter partisan attacks. Jefferson’s victory, decided in
the House of Representatives, marked the first peaceful transfer of
power between parties and earned the moniker “Revolution of 1800”
for its affirmation of republican democracy.
Document Analysis
Name: ___________________________________________ Class Period: _______ Due Date: __________________
SOURCE: “Join or Die” by Benjamin Franklin, 1754.
What is the MAIN IDEA of the document? Summarize the main idea of the image and explain with specific
information.
Benjamin Franklin’s 1754 “Join or Die” cartoon depicts a segmented snake labeled with colonial initials,
urging the colonies to unite against French and Native American threats during the French and Indian War; its
main message is that colonial disunity spells death, while unity ensures survival.
What is the HISTORICAL CONTEXT of the document? What specific historical events and/or historical
eras are connected to the time period of this document? (Explain with specific information.)
Created on the eve of the Albany Congress, the cartoon reflects colonial concerns over defense and
cooperation in the 1754 conflict between Britain and France; it predates revolutionary unity and was aimed at
rallying the colonies and Iroquois allies to a common cause.
What is the AUTHOR’S PURPOSE of the document? Why did Ben Franklin feel compelled to create this?
(Explain with specific information.)
Franklin published the image in the Pennsylvania Gazette to persuade colonists and colonial assemblies to
support the Albany Plan of Union, strengthen collective security, and foster intercolonial collaboration under
British leadership.
Document Analysis
Name: ___________________________________________ Class Period: _______ Due Date: __________________
“…I long to hear that you have declared an independency--and by the way in the new Code of Laws which I
suppose it will be 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 power into the hands of the
Husbands. Remember all Men would be tyrants if they could. If perticuliar care and attention is not paid to
the Laidies we are determined to foment a Rebelion, and will not hold ourselves bound by any Laws in which
we have no voice, or Representation.
That your Sex are Naturally Tyrannical is a Truth so thoroughly established as to admit of no dispute, but such
of you as wish to be happy willingly give up the harsh title of Master for the more tender and endearing one
of Friend. Why then, not put it out of the power of the vicious and the Lawless to use us with cruelty and
indignity with impunity. Men of Sense in all Ages abhor those customs which treat us only as the
vassals of your Sex. Regard us then as Beings placed by providence under your protection and in
immitation of the Supreem Being make use of that power only for our happiness.”
SOURCE: “Remember the Ladies” Abigail Adams, 1776.
What is the MAIN IDEA of the document? Summarize the main idea of the excerpt and explain with
specific information.
Abigail Adams’s 1776 letter urges her husband and the Continental Congress to protect women’s rights in
the new American laws, arguing that if particular care is not given, “we are determined to foment a
Rebellion,” and challenging male-dominated governance.
What is the HISTORICAL CONTEXT of the document? What specific historical events and/or historical
eras are connected to the time period of this document? (Explain with specific information.)
Written during the drafting of new state constitutions and on the cusp of independence, Adams’s letter
reflects growing revolutionary rhetoric and calls for broader inclusion, as Americans debated the
principles of liberty and representation.
What is the AUTHOR’S PURPOSE of the document? Why did Abigail Adams feel compelled to write this
letter? (Explain with specific information.)
bigail Adams sought to influence the founding generation to extend the Revolution’s promises of equality to women,
using personal appeal and revolutionary language to advocate for legal protections and political voice for her sex.
Name: ___________________________________________ Class Period: _______ Due Date: __________________
SAQ Practice
A. Identify ONE factor that increased tensions between Great Britain and North American colonies in the period
1763-1776, and briefly explain, using an example, how this factor helped lead to the American Revolution.
One factor that increased tensions between Britain and its North American colonies was the imposition of direct taxation
without colonial representation, such as the Stamp Act of 1765. By requiring colonists to purchase stamped paper for
legal documents and newspapers, Parliament asserted its right to tax the colonies, provoking widespread protests and
the rallying cry “no taxation without representation,” which helped fuel colonial unity and resistance.
B. Identify a SECOND distinct factor that increased tensions between Great Britain and its North American colonies
in the same period, and briefly explain, using an example, how this factor helped lead to the American
Revolution.
A second factor was the stationing and quartering of British troops in peacetime, enforced by the Quartering Act of 1765.
Colonists resented being compelled to house and provision soldiers in private homes, viewing it as an infringement upon
their civil liberties and evidence of a standing army used to intimidate the populace, thereby deepening distrust of British
intentions.
C. Identify a THIRD factor that increased tensions between Great Britain and its North American colonies in the
same period, and briefly explain, using an example, how this factor helped lead to the American Revolution.
A third factor was the tightening of trade regulations—revived writs of assistance and the Townshend Duties—that
expanded customs enforcement and imposed duties on everyday imports. These measures reignited colonial smuggling,
spurred legal challenges and boycotts, and convinced many colonists that Britain aimed to subjugate colonial economies,
setting the stage for revolutionary fervor.
Important Documents for Period 3
Briefly explain the significance of each document.
Name: ___________________________________________ Class Period: _______ Due Date: __________________
1. Albany Plan (Join or Die)
Proposed by Benjamin Franklin in 1754, the Albany Plan of Union was the first formal suggestion for uniting the colonies
under a central government for defense and Native American relations; although rejected by both colonial assemblies
and the Crown, it foreshadowed later federal structures under the Articles of Confederation and the Constitution.
2. Proclamation of 1763
The Proclamation Line of 1763, issued by King George III, attempted to stabilize frontier affairs by banning settlement
west of the Appalachians; it angered land-hungry colonists, contributed to colonial-British mistrust, and underscored the
end of salutary neglect.
3. Articles of Confederation
As America’s first constitution (ratified 1781), the Articles of Confederation established a “firm league of
friendship” among sovereign states but created a deliberately weak central authority, highlighting the need for a
stronger union that would be realized through the 1787 Constitutional Convention.
4. Constitution Significance:
The U.S. Constitution of 1787 created a federal system with separated powers—legislative, executive, and
judicial—and checks and balances, replacing the Articles of Confederation and providing a lasting framework
for American government after ratification in 1788.The Constitution
5. The Federalist Papers
Composed in 1787–1788 by Hamilton, Madison, and Jay, the Federalist Papers systematically defended the proposed
Constitution’s merits—such as federalism and separation of powers—shaping public opinion and serving as foundational
texts for interpreting the Constitution.
Test Tips
1. Do not overlook the French and Indian War. It has generated both short and long essay questions. For example,
be sure you can explain why it was a turning point and how it affected relations with Britain and the Native
Americans.
2. APUSH test writers rarely ask about specific battles. However, the Battle of Saratoga may be an exception. Be sure
that you know that this pivotal battle led to America’s crucial alliance with France.
Name: ___________________________________________ Class Period: _______ Due Date: __________________
3. APUSH test writers often qualify questions on the Constitution with the phrase “as ratified in 1788.” Remember
the Bill of Rights was not part of the Constitution ratified in 1788. Be sure you carefully read each question,
paying special attention to qualifying phrases.
4. Alexander Hamilton has been the topic of many MCQs featuring a quote of his economic and political ideas.
5. Don’t overlook Jay’s Treaty. APUSH test writers expect you to know that it played a significant role in the
development of political parties.
Common Misconceptions
These are things that students often confuse, forget, or faceplant on come test time. So make sure to go back &
master them!
Remember, or Die
Don’t be like most students and misplace the “Join, or Die” cartoon in history. This is from the 7 Years War- not
the Revolutionary War! They were not joining against the Brits (yet), this was made to unite the colonies against
the French. Context is key!
Independence Took Time
Remember, the road to independenceeven just wanting independence, was a long one. The first year of the war
Americans were still only fighting for a ‘redress of grievances’ and the colonies had not yet sought independence.
After some battles, colonial militias still toasted the Great King George. Use your common sense- it took time for
independence.
Strict vs. Loose Interpretation
This is vitally important for this course- so study it until you completely and fully understand it. This all derives
from the ‘elastic’ or ‘necessary and proper’ clause in the Constitution. Jeffersonians who favor a smaller, weaker
federal government, support a strict interpretation that the government can only do what is ABSOLUTEY
necessary to carry out its authority. Hamiltonians who seek a stronger, more active government, favor a loose
interpretation that gives the government greater authority to conduct its Constitutional responsibilities
The Seven Years War vs. The French and Indian War
The 7 Years War WAS the French-Indian War Same war, two names. They are used interchangeably. The fact it
was actually 9 years is besides the point.
Impressment of Soldiers
After America gained independence, it no longer had the protection of the Royal Navy and ran into many
conflicts on the high seas. American sailors and merchants ships were regularly harassed by Europeans and even
the empires of North Africa. Conflicts on the high seas almost lead to numerous wars in early American history
and one of the most common issue was the impressment of sailors- the mostly British (occasionally also French
and Spanish) practice of commandeering American ships and forcing sailors into their navy’s service. This will
lead to the War of 1812
Examples of Free Response Questions for Period 3
You DO NOT need to write out anything for prompts listed below. However, you should read each one and see if you can
come up with a quick answer with evidence. If you can’t, you should make sure you review that topic further.
Name: ___________________________________________ Class Period: _______ Due Date: __________________
Short Answer Questions (SAQs)
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Analyzing the pros/cons of the Articles of Confederation
Comparing the Articles of Confederation with the U.S. Constitution
Analyzing the effects of the French and Indian War and its impact on the relationship between Britain
and the 13 colonies (1754-1776)
DBQ prompts and topics
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Analyzing the events leading up to the “Road to the American Revolution”
Analyzing the effects of the French and Indian War and its impact on the relationship between Britain
and the 13 colonies (1754-1776)
Long Essay Question (LEQ) prompts and topics
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Analyzing the effects of the French and Indian War and its impact on the relationship between Britain
and the 13 colonies (1754-1776)
Analyzing the events leading up to the “Road to the American Revolution”