Period Packets – Period 3: 1754 - 1800
Included in Each Period Packet:
Key Concepts – an overview of what you need to know
Main Themes – how the seven themes of the course apply to this period
Vocabulary – important terms, people, places, etc.
Chapter Reading Guide – pretty straight forward…
Crash Course Guide – video guide to watch (they will be amazingly helpful)
Review Concept Chart – how to get ready for the test.
Period 3: 1754 – 1800 - Key Concepts
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.
Key Concept 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.
II.
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.

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.

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.

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 of white settlers and maintain
their tribal lands.
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.

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.

The resulting independence movement was fueled by established colonial elites, as well as by grassroots movements
including 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.

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, resilient military
and political leadership, ideological commitment, and 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.
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
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.
The French Revolution’s 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.

Though 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 2: In the late eighteenth 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 eighteenth century, new ideas about politics and society led to debates about religion and governance, and
ultimately inspired experiments with new governmental structures.


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II.
Protestant evangelical religious fervor strengthened many British colonists’ understandings of themselves as a chosen
people blessed with liberty, while Enlightenment philosophers and ideas inspired many American political thinkers to
emphasize individual talent over hereditary privilege.
The colonists’ belief in the superiority of republican self-government based on the natural rights of the people found
its clearest American expression in Thomas Paine’s Common Sense and in the Declaration of Independence.
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.
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.
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
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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.
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.
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.
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.
III. While the new governments continued to limit rights to some groups, ideas promoting self-government and personal liberty
reverberated around the world.

During and after the American Revolution, an increased awareness of the inequality 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.

The constitutional framers postponed a solution to the problems of slavery and the slave trade, setting the stage for
recurring conflicts over these issues in later years.
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: 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 a
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.


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, U.S. colonial settlement and among settlers looking to assert more power in interior regions.
Migrants continued to launch new settlements in the West, creating new distinctive backcountry cultures and fueling
tension and rivalry with older coastal settlements.

II.
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.
The policies of the United States encouraging 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.
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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.
The Constitution’s 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.
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.
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
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As national political institutions developed in the new United States, varying regionally-based positions on economic,
political, social and foreign policy issues promoted the development of political parties.
The expansion of slavery in the lower South and adjacent western lands, and its gradual disappearance elsewhere,
began to create distinctive regional attitudes toward the institution.
Enlightenment ideas and women’s experiences in the movement for independence promoted an 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.
Period 3: 1754 – 1800 - Main Themes
Themes
Applied to this period
Identity
Principles of the American Revolution – Life, Liberty, and Pursuit of Happiness
Superiority of republican self-government
Voting and citizenship
Sectionalism – Industrializing north vs. agrarian south vs. frontier west
Regional differences – sectionalism
English population growth and expansion
Challenging British imperialism
Conduct of the war – battles, turning points, leaders
Federalism – strict v loose construction
First American party system – power of the national government
Hamilton’s economic plan – components conflict between Jefferson and Hamilton
Continued presence of European powers
Alliances among competing European powers
America as a sovereign nation
The debate over entangling foreign Alliances
Western Movement – cultural blending
Rights of the individual and the ideas of the Enlightenment
Protestant evangelical religious fervor
increased awareness of the inequality in society – slavery
role of women to uphold republicanism
Work, Exchange, and Technology
Peopling
Politics and Power
America in the World
Environment and Geography
Ideas, Beliefs, and Culture
Period 3: 1754 – 1800 - Vocabulary
For each packet, you must know and be able to EXPLAIN THE CONTEXTUAL SIGNIFNICANCE of each term below. These
may or may not be in the book. Use other resources (online) to accomplish this if necessary.
French-Indian fur trade
colonial elites
patriots
Washington’s farewell address
Thomas Paine
Declaration of Independence
Constitution
federalism
multi-ethnic
mission settlements
Republican Motherhood
encroachment
artisans
French Revolution
republican government
Common Sense
Articles of Confederation
separation of powers
ratification process
multi-racial
trans-Appalachian west
free navigation of the Mississippi
Seven Year’ War
loyalists
George Washington
natural rights
legislative branch
property qualifications
Bill of Rights
American Revolution
backcountry
Northwest Ordinance
Period 3: 1754 – 1800 - Reading Guide (Chapter Six)
Answer the following questions fully and completely.
1.
2.
3.
4.
5.
6.
In one clear, concise sentence summarize “France Finds a Foothold in Canada.”
List and explain three negative outcomes that the fur trade had on American Indians?
Describe the early conflicts Britain faced in America before the French and Indian War. Be sure address the
dates, the opposition, and activities, and outcomes of these conflicts (a chart would work nicely for this).
Explain the CAUSES, COURSE and CONSEQUENCES of the French and Indian War by making a flow chart of
graphic organizer. (How did it start? What happened in the war? Name important leaders and describe their
role. What were the effects of the war?) Use pages 104-109. Be detailed – this question is taking the place of
approx. 10 in terms of time and effort.
With the map on page 110 in mind, make an argument in support of Pontiac’s Uprising.
How did English settlers respond to the Proclamation of 1763?
Period 3: 1754 – 1800 - Reading Guide (Chapter Seven)
Answer the following questions fully and completely.
1. In one clear, concise sentence summarize “The Deep Roots of Revolution.”
2. What is mercantilism? How did this policy affect Britain’s relationship with the colonies?
3. When and why does Britain’s policy of salutary neglect change in the colonies?
4. Complete the following problem-analysis chart for the Stamp Act:
People/Agencies Involved
Problem
Setting
The Stamp Act
Events
Solution/Resolution
Consequences to the Solution of
the Problem
5. In two clear, concise sentences summarize the Townshend Acts.
6. How did women get involved in protests in the colonies? (look for examples throughout this chapter)
7. Identify the Boston Massacre (Who? What? Where? When? Why does it matter?).
8. Identify Samuel Adams (Who? What did he do? Where? When? Why is he significant?).
9. What happened at the Boston Tea Party? Why were colonists protesting? What happened as a result?
Complete the following diagram with this information: (Please elaborate on the information already in the
boxes)
People/Agencies Involved
Problem
Setting
Boston 1774
Events
Tea Act
Solution/Resolution
Intolerable Acts
Consequences to the Solution of
the Problem
First Continental Congress
Boston Tea Party
10. Outline the strengths and weaknesses of the both the British and American troops. (Please use a T chart)
Period 3: 1754 – 1800 - Reading Guide (Chapter Eight)
1.
2.
3.
4.
5.
6.
Answer the following questions fully and completely.
Why is Lexington and Concord significant?
Why was George Washington selected to lead the Continental Army?
In one clear, concise sentence summarize “Bunker Hill and Hessian Hirelings.”
In one clear, concise sentence summarize “The Abortive Conquest of Canada.”
Identify Thomas Paine (Who? What? Where? When? Why is he significant? Make sure to look at the excerpt
from Common Sense).
In two clear, concise sentences summarize “Jefferson’s ‘Explanation’ of Independence.”
7. Complete the following compare and contrast chart for the patriots and loyalists:
Loyalists
Patriots
How Different
Similarities:
Sum it up: A 20 word sentence to remind you about the patriots and loyalists.
8. What can we learn from Abigail Adam’s letter to her husband on p.138?
9. Complete the following History Frame for the Revolutionary War: (You have to read the whole chapter and
decide which information to include in the chart and where to put it. You might not have enough room in the
boxes I’ve provided.)
Event: Revolutionary War
Identify the Participants/Key Players:
Problem or Goal:
Key Episodes, Events, Battles:
Where:
When:
Resolution or Outcome:
Significance/So What?
Period 3: 1754 – 1800 - Reading Guide (Chapter Nine)
Answer the following questions fully and completely.
Provide three examples (one social, one economic, and one religious) from the book that illustrate “The
Pursuit of Equality.”
2. What is Abolition and how did it manifest itself in the early years after the revolution?
3. How was the role of women now defined by “republican motherhood?”
4. How were the newly written state constitutions similar? How were they different from the British?
5. In two clear, concise sentences summarize “Economic Concurrents.”
6. Complete the following chart on the Article of Confederation.
Articles of Confederation Details
Drawbacks and handicaps
– areas of focus
Western Lands
Congress
Commerce
National Government
7. Describe how the Northwest Ordinance of 1787 set a precedent for the expansion of the nation? Be specific.
8. Write one sentence for each nation (England, Spain, and France) to describe their interactions with the newly
formed United States.
9. Describe the reasons for Shay’s Rebellion and how that prompted the eventual abandonment of the Articles of
Confederation.
10. Create a “spoked wheel” organizer outlining the following in regards to the creation of the US Constitution.
Who was involved (“Demigods”), Compromises made, Conservative elements, and Republican elements?
11. Who were the Federalists and anti-federalists in terms of their beliefs and fears?
12. Analyze the chart on page 175. Which three states were most important to the Ratification of the
Constitution and why? (The info in the reading will help you with this.)
1.
Period 3: 1754 – 1800 - Reading Guide (Chapter Ten)
Answer the following questions fully and completely.
Describe the ways in which Washington set precedents for the presidency. Be sure to address his cabinet,
internal conflict, and foreign policy. (You will have to read through pages 180- 193 to answer this question…)
2. How does the Bill of Rights address the concerns of the anti-federalists view of the “conservative
constitution?”
3. Describe the significance of the Judiciary Act of 1789.
4. Complete the chart on the role Alexander Hamilton’s Economic Plan for the nation.
Hamilton’s Plan
Details
How it strengthened Federalism and Nationalism
Funding at par
The assumption plan
Tariffs and Excise Tax
Bank of the United States
5. Describe the beliefs of the Federalists and Democratic-Republicans. How does the formation of these political
parties define all future political activity in America (Clues: Examine the table on page 186. There are several
right answers to this that might not necessarily be in the book).
6. Consider the French Revolution and compare it to the American Revolution. How are these revolutions
different?
7. In one concise sentence, explain the Battle of Fallen Timbers and the Treaty of Greenville.
8. How do Jay’s Treaty and Pinkney’s Treaty expand US territory?
9. Identify the major message that Washington conveyed in his farewell address. Foreshadow its future
importance.
10. Complete the following chart on John Adams rocky and tumultuous Presidency.
John Adam’s
Details
How it illustrated National vs. State Control Tensions
Narrow Election
XYZ Affair
Convention of 1800
Alien and Sedition Acts
VA and KY Resolutions
11. Create a T-chart comparing Federalists and Democratic-Republicans. Be thorough.
1.
Period 3: 1754 – 1800 - Crash Course Videos
For each period, watch the following videos. There are no questions to go with these videos, but they will be EMMENSLY
VALUABLE in helping you contextualize and compare time periods!
1. The Seven Years War and the Great Awakening: Crash Course US History #5
URL: https://www.youtube.com/watch?v=5vKGU3aEGss&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=5
2. Taxes & Smuggling - Prelude to Revolution: Crash Course US History #6
URL: https://www.youtube.com/watch?v=Eytc9ZaNWyc&index=6&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
3. Who Won the American Revolution?: Crash Course US History #7
URL: https://www.youtube.com/watch?v=3EiSymRrKI4&index=7&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
4. The Constitution, the Articles, and Federalism: Crash Course US History #8
URL: https://www.youtube.com/watch?v=bO7FQsCcbD8&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=8
5. Where US Politics Came From: Crash Course US History #9
URL: https://www.youtube.com/watch?v=r161cLYzuDI&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=9
Period 3: 1754 – 1800 - Crash Course Videos - Theme Chart Review
Identify what is happening in each of the seven themes in this period. Descriptions should not be more than two sentences.
Recognize that certain themes will be more prominent in certain time periods than in others.
Identity
Work, Exchange,
Technology
Peopling
Politics and
Power
America in the
World
Environment and
Geography
Ideas, Beliefs,
and Culture
Identify - Details, events, people, places, etc.
Descriptions – The Big Picture