Period 3 FRAMEWORK - 1754 - 1800
(17 days)
SKILL– Thesis Development and Historical Thinking Skills of Periodization and
Continuity/Change
1. 5 minute Long Essay Drill - Evaluate the extent to which the colonists’ development of a sense of their identity and
unity as Americans contributed to maintaining continuity as well as fostering change in colonial America by the eve
of the American Revolution.
2. 15 minute DBQ Drill - DBQ 2004 – In what ways did the French and Indian War (1754-63) alter the political,
economic and ideological relations between Great Britain and its American colonies?
3. 15 minute DBQ Drill - DBQ 2005 - 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.
4. Long Essay – Evaluate the extent to which the Declaration of Independence marked a turning point in American
history, analyzing what changed and what same from the period immediately before the declaration to the period
immediately following it.
GRADES
1. Frames: (10)
a. Struggle for Empire
b. Road to American Revolution
c. Debate Over Independence
d. American Revolution
e. Road to the Constitution
f. Search for National Government
2. CTJ
3. Homework Journal
4. Multiple Choice test
5. Debate: Jeffersonian vs. Hamiltonians
6. Long Essay and 2005 DBQ Essay
g. Washington - Creating a Republic
h. Washington - The Rise of Political
Parties and the 1st Party System
i. Adams - Rise of Political Parties
j. Jefferson -Rise of Political Parties
HOMEWORK JOURNAL
Period 3 #1 Homework Journal - 24
Lecture 11 – Alienation through Legislation (6)
Lecture 12 – British Antagonism and American
Resistance (7)
Lecture 13 – The American Revolution (5)
Lecture 14 – The War for Independence (6)
Period 3 #2 Homework Journal - 26
Lecture 15 – Republicanism (6)
Lecture 16 – The Opening of the Federalist Age (8)
Lecture 17 – Federalist Domination (6)
Lecture 18 – The Federalist Presidencies (6)
VOCABULARY TERMS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Fur trade
Jesuits
Seigneuries
Algonquians and Hurons
Coureurs de Bois
Detroit, Niagara, Kaskaskia,
New Orleans
Ohio River Valley
Treaty of Paris 1763
Albany Plan
Benjamin Franklin
Boston Massacre
Boston Tea Party
Charles Townshend
Coercive Acts
Committees of
correspondence
Creoles
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
Currency Act
Daughters of Liberty
First Continental Congress
George Grenville
Impressment
Iroquois Confederation
Intolerable Acts
John Locke
March of the Paxton Boys
Pontiac’s Rebellion
Lord North
Mutiny Act
Patrick Henry
Proclamation of 1763
Quebec Act
Samuel Adams
Sons of Liberty and
Daughters of Liberty
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
Boston Massacre
British East India Co.
Stamp Act
Internal v. external taxes
Virtual v. Actual
Representation
Stamp Act Congress
Sugar Act
Tea Act
Townshend Duties
William Pitt
Declaration of Rights and
Grievances
Declaration of the Causes
and Necessity of Taking Up
Arms
Olive Branch Petition
47. American Patriots v. Loyalists
(Tories)
48. Articles of Confederation
49. Daniel Shays
50. George Washington
51. Joseph and Mary Brant
52. Abigail Adams
53. Saratoga
54. Second Continental Congress
55. Thomas Jefferson
56. Thomas Paine (Common
Sense)
57. Yorktown
58. Treaty of Parish 1783
59. Republican Ideology
60. Shays Rebellion
61. Liberty Treaty
62. Ordinance of 1784, 1785
63. Northwest Ordinance of
1787
64. Annapolis Convention
65. Alexander Hamilton
66. Alien and Sedition Acts
67. Antifederalists
68. Bill of Rights
69. Checks and balances
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
91.
Citizen Genet affair
Federalists
Federal structure
Great Compromise
Fugitive Slave Laws
James Madison
John Adams
Virginia Plan v. New Jersey
Plan
Battle of Fallen Timber
Little Turtle of the Miami
General Mad Anthony
Wayne
Treaty of Greenville
Slave codes and
manumission
VA Statute of Religious
Freedom
Republican Motherhood
Camp Followers
Molly Pitcher
Hamilton’s Financial Plan
tariffs
Jay’s Treaty
Pinckney’s Treaty
Quasi war
92.
93.
94.
95.
96.
Democratic-Republicans
Revolution of 1800
Separation of powers
Sovereignty
The Federalist Papers
(Publius v. Brutus)
97. Virginia and Kentucky
Resolutions
98. Whiskey Rebellion
99. 1st Party System
100. French Revolution
101. Neutrality Act
102. Revolution of 1800
103. XYZ Affair
104. Aaron Burr
105. Treaty of San Ildefonso
106. Louisiana Purchase
107. Impressment
108. John Marshall
109. Judith Sargent Murray
110. Marbury v. Madison
111. Mercy Otis Warren
112. Toussaint L’Ouverture
BIG PICTURE:
Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue selfgovernment led to a colonial independence movement and the Revolutionary War.
I.
The competition among the British, French, and American Indians for economic and political advantage in North America
culminated in the Seven years’ War (the French and Indian War), in which Britain defeated France and allied American
Indians.
A.
Colonial rivalry intensified between Britain and France in the mid-18th century, as the growing population of the British
colonies expanded into the interior of North America, threatening French–Indian trade networks and American Indian
autonomy. Examples: French-Huron alliance, British-Iroquois alliance, French and Indian War, Albany Plan of
Union, Treaty of Paris
B.
Britain achieved a major expansion of its territorial holdings by defeating the French, but at tremendous expense,
setting the stage for imperial efforts to raise revenue and consolidate control over the colonies. Examples: End of
salutary neglect, writs of assistance, use of admiralty courts to try smugglers, virtual representation of Parliament
C.
After the British victory, imperial officials’ attempts to prevent colonists from moving westward generated colonial
opposition, while native groups sought to both continue trading with Europeans and resist the encroachments of
colonists on tribal lands. Examples: Pontiac’s War, Proclamation of 1763, Iroquois Confederacy, Chief Little Turtle
and the Western Confederacy (1793-1795)
II.
The desire of many colonists to assert ideals of self-government in the face of renewed British imperial efforts led to a colonial
independence movement and war with Britain
A.
The imperial struggles of the mid-18th century, as well as new British efforts to collect taxes without direct colonial
representation or consent and to assert imperial authority in the colonies, began to unite the colonists against
perceived and real constraints on their economic activities and political rights. Examples: Sugar Act (1764), Stamp
Act (1765), Quartering Act (1765), Declaratory Act (1766), Townshend Acts (1767), Tea Act (1773), Intolerable Acts
(1774), Quebec Act (1774)
B.
Colonial leaders based their calls for resistance to Britain on arguments about the rights of British subjects, the rights
of the individual, local traditions of self-rule, and the ideas of the Enlightenment. Examples: Taxation without
representation, consent of the governed, republicanism, bicameral colonial legislatures, natural rights
C.
The effort for American independence was energized by colonial leaders such as Benjamin Franklin, as well as by
popular movements that included the political activism of laborers, artisans, and women. Examples: Otis Warren,
Paul Revere, Mercy Otis Warren, John Hancock, Samuel Adams, John Adams, Sons of Liberty, Letters from a
Farmer in Pennsylvania (John Dickinson), Stamp Act Congress (1765), Boston Tea Party, committees of
correspondence, First and Second Continental Congress
D.
In the face of economic shortages and the British military occupation of some regions, men and women mobilized in
large numbers to provide financial and material support to the Patriot movement. Examples: Committees of
Correspondence, Minutemen of Massachusetts
Despite considerable loyalist opposition, as well as Great Britain’s apparently overwhelming military and financial
advantages, the Patriot cause succeeded because of the actions of colonial militias and the Continental Army,
George Washington’s military leadership, the colonists’ ideological commitment and resilience, and assistance sent
by European allies. Examples: Battle of Trenton, Battle of Saratoga, French Alliance, Battle of Yorktown
Key Concept 3.2:The American Revolution’s democratic and republican ideas inspired new experiments with different forms of
government.
I.
The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been
developing over the course of the
18th century.
A.
Enlightenment ideas and philosophy inspired many American political thinkers to emphasize individual talent over
hereditary privilege, while religion strengthened Americans’ view of themselves as a people blessed with liberty.
Examples: End of primogeniture laws, First Great Awakening, New Lights vs. Old Lights, consent of the governed,
John Locke, Jean-Jacques Rousseau
B.
The colonists’ belief in the superiority of republican forms of government based on the natural rights of the people
found expression in Thomas Paine’s Common Sense and the Declaration of Independence. The ideas in these
documents resonated throughout American history, shaping Americans’ understanding of the ideals on which the
nation was based. Examples: Common Sense, Declaration of Independence, republicanism, natural rights
C.
During and after the American Revolution, an increased awareness of 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. Examples: Quakers, Abigail Adams’ “remember the ladies”, Pennsylvania gradual emancipation law
(1780), Vermont constitution abolished slavery, reduction of state property requirements to vote, abolition societies,
separation of church and state, Virginia Statute for Religious Freedom (1786)
D.
In response to women’s participation in the American Revolution, Enlightenment ideas, and women’s appeals for
expanded roles, an ideal of “republican motherhood” gained popularity. It called on women to teach republican
values within the family and granted women a new importance in American political culture. Examples: Republican
motherhood, improved education for women, republican virtues of liberty and natural rights
E.
The American Revolution and the ideals set forth in the Declaration of Independence reverberated in France, Haiti,
and Latin America, inspiring future independence movements. Examples: French Revolution (1789-1799), US
Neutrality Proclamation, Haitian Revolution (1791-1804)
II.
After declaring independence, American political leaders created new constitutions and declarations of rights that articulated
the role of the state and federal governments while protecting individual liberties and limiting both centralized power and
excessive popular influence.
A. Many new state constitutions placed power in the hands of the legislative branch and maintained property qualifications
for voting and citizenship. Examples: Conventions to ratify constitutions, fundamental laws, strong state legislatures
combined with weak governors and courts
B. The Articles of Confederation unified the newly independent states, creating a central government with limited power.
After the Revolution, difficulties over international trade, finances, interstate commerce, foreign relations, and internal
unrest led to calls for a stronger central government. Examples: Unicameral legislature with no power to tax, draft
soldiers, or regulate trade; lack of judicial or executive branch; tariff and currency disputes; Spanish restrictions on
Mississippi River; British occupation of forts on US land; Shay’s Rebellion; Newburgh Conspiracy; Annapolis Convention
C. Delegates from the states participated in a Constitutional Convention and through negotiation, collaboration, and
compromise proposed a constitution that created a limited but dynamic central government embodying federalism and
providing for a separation of powers between its three branches. Examples: Great (Connecticut) Compromise, checks
and balances, separation of powers, Electoral College, Supreme Court, republicanism, federalism
D. The Constitutional Convention compromised over the representation of slave states in Congress and the role of the
federal government in regulating both slavery and the slave trade, allowing the prohibition of the international slave trade
after 1808. Examples: Three-fifths compromise, slave trade compromise, fugitive slave clause
E. In the debate over ratifying the Constitution, Anti-Federalists opposing ratification battled with Federalists, whose
principals were articulated in the Federalist Papers (primarily written by Alexander Hamilton and James Madison).
Federalists ensured the ratification of the Constitution by promising the addition of a Bill of Rights that enumerated
individual rights and explicitly restricted the powers of the federal government. Examples: Federalist Papers, Bill of
Rights, Federalists vs. Anti-Federalists
III.
New forms of national culture and political institutions developed in the United States alongside continued regional variations
and differences over economic, political, social, and foreign policy issues.
A. During the presidential administrations of George Washington and John Adams, political leaders created institutions and
precedents that put the principles of the Constitution into practice. Examples: Executive branch departments, Cabinet,
Judiciary Act of 1789
B. Political leaders in the 1790s took a variety of positions on issues such as the relationship between the national
government and the states, economic policy, foreign policy, and the balance between liberty and order. This led to the
formation of political parties — most significantly the Federalists, led by Alexander Hamilton, and the DemocraticRepublican Party, led by Thomas Jefferson and James Madison. Examples: Hamilton’s financial plan, creation of the
Bank of the US, elastic clause, strict vs. loose interpretation of the Constitution, formation of the Federalist Party,
formation of the Democratic-Republican Party, Alien and Sedition Acts, Kentucky and Virginia Resolutions by Jefferson
and Madison
C. The expansion of slavery in the deep South and adjacent western lands and rising antislavery sentiment began to create
distinctive regional attitudes toward the institution. Examples: Anti-slavery societies, limited rights of free blacks
D. Ideas about national identity increasingly found expression in works of art, literature, and architecture. Examples: John
Trumbull, Benjamin Banneker, US flag, growth of nationalism, Mercy Otis Warren’s History of the American Revolution,
Autobiography of Benjamin Franklin
E.
Key Concept 3:3 Migration within North America and competition over resources, boundaries, and trade intensified conflicts among
peoples and nations.
I.
In the decades after American independence, interactions among different groups resulted in competition for resources,
shifting alliances, and cultural blending.
A. Various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the
U.S., seeking to limit migration of white settlers and maintain control of tribal lands and natural resources. British alliances
with American Indians contributed to tensions between the U.S. and Britain. Examples: March of the Paxton Boys, Battle
of Fallen Timbers (1794), Treaty of Greenville (1795)
B. As increasing numbers of migrants from North America and other parts of the world continued to move westward, frontier
cultures that had emerged in the colonial period continued to grow, fueling social, political, and ethnic tensions.
Examples: Scots-Irish migration to the frontier, frontier vs. tidewater Virginia, Whiskey Rebellion, Regulator Movement
C. As settlers moved westward during the 1780s, Congress enacted the Northwest Ordinance for admitting new states; the
ordinance promoted public education, the protection of private property, and a ban on slavery in the Northwest Territory.
Examples: Land Ordinance of 1785, Northwest Ordinance of 1787, Section 16, equal statement, abolition of slavery in
Northwest Territory
D. An ambiguous relationship between the federal government and American Indian tribes contributed to problems regarding
treaties and American Indian legal claims relating to the seizure of their lands. Examples: Battle of Fallen Timbers,
Treaty of Greenville
E. The Spanish, supported by the bonded labor of the local American Indians, expanded their mission settlements into
California; these provided opportunities for social mobility among soldiers and led to new cultural blending. Examples:
Expansion of Spanish missions in California, Spanish vacqueros (cowboys) of the Southwest, mestizos
II.
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.
A. The United States government forged diplomatic initiatives aimed at dealing with the continued British and Spanish
presence in North America, as U.S. settlers migrated beyond the Appalachians and sought free navigation of the
Mississippi River. Examples: Spanish control of Mississippi River, British occupation of US forts, impressment of US
sailors, Jay Treaty (1794), Pinckney Treaty (1795)
B. War between France and Britain resulting from the French Revolution presented challenges to the United States over
issues of free trade and foreign policy and fostered political disagreement. Examples: French Revolution, US
Proclamation of Neutrality, Citizen Genet Affair, XYZ Affair (1797-1798), Quasi-war with France, Convention of 1800
C. George Washington’s Farewell Address encouraged national unity, as he cautioned against political factions and warned
about the danger of permanent foreign alliances. Examples: Political disagreements about aid to the French Revolution
and the establishment of the Bank of the US, Farewell Address warned against entangling alliances and political parties
ESSAYS – additional essays for practice
5. Long Essay (CB2015) - Evaluate the extent to which the Seven Years’ War (French and Indian War, 1754–1763)
marked a turning point in American relations with Great Britain, analyzing what changed and what stayed the same
from the period before the war to the period after it.
6. Long Essay – Evaluate the extent to which trans-Atlantic interactions from 1600 to 1763 contributed to maintaining
continuity as well as fostering change in labor systems in the British North American colonies.
7. DBQ 1999 - Evaluate the extent to which the colonists’ development of a sense of their identity and unity as
Americans contributed to maintaining continuity as well as fostering change in colonial America by the eve of the
American Revolution.
8. DBQ 2004 – In what ways did the French and Indian War (1754-63) alter the political, economic and ideological
relations between Great Britain and its American colonies?
9. DBQ 2005 - 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.
10. Long Essay - Evaluate the extent to which the American Revolution reflected continuity in American society as well
as fundamentally fostered change politically, socially and economically from 1775 to 1800.
11. Long Essay - Some historians have argued that the American Revolution was not a revolution in nature. Support,
modify, or refute this interpretation, providing specific evidence to justify your answer.
12. Long Essay - Explain how imperial competition and the exchange of commodities across both sides of the Atlantic
Ocean influenced the development of North American colonial societies in regard to political structures, economic
trade, and the spread of religion. Use historical evidence to support your argument.
13. DBQ - Analyze the motivations of ordinary Americans (including the working class, ordinary farmers, yeomen, freed
blacks, and slaves), who participated in the American Revolution. Explain to what extent they were motivated by the
same ideals of the established colonial elites or by different ideals.