www.Apushreview.com
Period 3: 1754 – 1800
APUSH Review: Key
{ Concept 3.1
Everything You Need To Know About Key Concept
3.1 To Succeed In APUSH
The New Curriculum

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.”


Page 32of the Curriculum Framework
Big ideas:



How did Native Americans’ relationship with the colonists change after
the 7 Years War?
What led to Britain ending salutary neglect? Why and how did
colonists resist this?
What were the US’ foreign policy goals post-independence?
Key Concept 3.1

“‘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.” - Page
32 of the Curriculum Framework

As the English colonists expanded into the interior (Ohio
River Valley,) conflicts emerged

French and Indian War (Seven Years War) – Britain and
colonists versus the French and Natives


Iroquois allied with the British
Native life changed drastically after the war


The French were removed from North America – lost a
trading partner
British colonists expanded on to native land

Pontiac’s Rebellion -> Proclamation Line of 1763
Key Concept 3.1

During the Revolutionary War, some natives sided
with the British:



Most of the Iroquois Confederacy supported the British
The Oneida and Tuscarora sided with the Americans
Years after the war (1795), natives ceded land under the
Treaty of Greenville (after Fallen Timbers)

In return, natives received an acknowledgement of their
claim to certain territory
Key Concept 3.1

“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.” - Page 33 of
the Curriculum Framework

Debt from the 7 Years’ War helped lead to the end of
salutary neglect:

Britain tightened its control over markets, taxes, and
colonial government – many colonists resisted this new
policy



Stamp Act Congress (1765) – colonial response to Stamp Act,
tarred and feathered tax collectors; Stamp Act was repealed
Committees of Correspondence (1770s) – spreading of info
and propaganda about British policies
Intolerable Acts (1774) – passed in response to the Boston Tea
Party; shut down the port of Boston until damages were paid
Key Concept 3.1

Individuals involved in the independence movement:


Elites: Paul Revere and John Hancock – wealthy
merchants that protested taxation
Arguments for independence:

Rights of British subjects:


Enlightenment ideas:



Rejection of “virtual representation” – idea that Parliament
acted in best interest of all British subjects
Consent of the governed
“Life, liberty, and property”
How did colonists win?

Familiarity with the land, military leadership
(Washington, Arnold), deep commitment to their cause,
and foreign aid – most notably the French, after Saratoga
Key Concept 3.1

“In Response to domestic and international tensions, the
new United States debated and formulated foreign policy
initiatives and asserted an international presence.” - Page 33
of the Curriculum Framework

After the Revolutionary War, European countries
still posed challenges to the US



America remained neutral in war between British and
French following the French Revolution
British seized American ships trading with French
England still had a strong presence in North America,
and even America

Did not abandon some posts (forts), such as Fort
Niagara, as promised in the Treaty of Paris of 1783
Key Concept 3.1

French Revolution



.
Influenced by American Revolution and Enlightenment
ideas
US remained neutral in conflict between France and
Britain
Washington’s Farewell Address:


Beware of
foreign
alliances and
political parties
Warned of permanent alliances and dangers of political
parties
After Washington’s presidency, conflict between Britain
and France helped lead to partisan debates in the 1790s


Democratic-Republicans (Jeffersonians) tended to
support the French
Federalists (led by Hamilton) tended to support the
British
Test Tips

Multiple-Choice and Short Answer Questions:





Wars and their impacts on Native Americans (Seven Years and
Revolutionary Wars)
Washington’s Farewell Address
Impact of the Seven Years War (end of salutary neglect)
Challenges faced post-independence
Essay Questions:


Political, social, and economic causes of the Revolutionary War
How can the French And Indian War be seen as a turning point in
American History?
www.Apushreview.com
Period 3: 1754 – 1800
APUSH Review: Key
{ Concept 3.2
Everything You Need To Know About Key Concept
3.2 To Succeed In APUSH
The New Curriculum

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.”


Page 34 of the Curriculum Framework
Big ideas:


How did Enlightenment ideas help lead to the American Revolution?
How was the Constitution able to pass in light of conflicting interests?
(North v. South, Federalists v. Anti-Federalists)
Key Concept 3.2

“During the 18th century, new ideas about politics and society led
to debates about religion and governance, and ultimately inspired
experiments with new government structures.” - Page 34 of the Curriculum
Framework

Protestant evangelical religious fervor (1st Great
Awakening) helped promote a new “American” identity
Less of a focus on Anglican Church; 10,000s of colonists
converted
 Appealed to women and younger sons (those that were not
given as much land as first-born son)
“The Enlightenment inspired American political thinkers to
emphasize individual talent over hereditary privilege” – page 34
 Similar to the Great Awakening, The Enlightenment challenged
traditional authority
 Jean-Jacques Rousseau:



Enlightenment thinker that advocated legal and political equality
for all, as well as the end of special privileges for elites
Key Concept 3.2

Colonial legislatures allowed for a significant amount of
self-governing, which most colonists held dear


As Britain began to tax more, colonists resisted these acts
They were ok with colonial legislature taxes, NOT Parliament
taxes


Declaration of Independence:



Colonial legislatures were elected by colonists, Parliament was not
Inspired by Enlightenment ideas – John Locke – and Thomas
Paine
All men had natural rights of “Life, liberty, and the pursuit of
happiness”
Articles of Confederation and state constitutions:



Feared strong centralized power a la Britain
Articles and state constitutions had strong legislative branches
Property requirements for voting and citizenship – fear of the
masses
Key Concept 3.2

“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.” - Page 34 of the Curriculum Framework

Challenges under the Articles:


Trade: each state could places tariffs on goods from other states –
discouraged trade between states
Finances: each state could coin its own $ - differing values, high inflation
in some states, also discouraged trade



Foreign Relations:




Britain – refused commercial treaties with US, Congress could not control
commerce (sanctions against Britain)
Spain – cut off access to Mississippi River
Both countries supplied Native Americans with weapons
Internal unrest:


Many states had debt from Revolutionary War – increased taxes
Federal government could not require taxes
Shays’ Rebellion: - MA farmers demanded debt relief, attacked court houses
These challenges helped many Americans realize a stronger
central government was needed……..
Key Concept 3.2
Compromises at the Constitutional Convention:
- Great Compromise (Connecticut Compromise) – Roger Sherman
•
•
•
Combined VA Plan (large-states) and NJ Plan (small-states)
Created a bicameral legislature with one house based on population (House of
Reps) and one with equal representation (Senate)
A census would be taken every ten years to determine population
- 3/5 Compromise:
•
For the purpose of representation, 3/5 slaves would count as 1 person in the
South
• BOTH THE GREAT COMPROMISE AND 3/5 COMPROMISE SETTLED
THE ISSUE OF REPRESENTATION
Limits on federal power under constitution:
Federalism – division of power between state and federal governments
Specific powers for both the federal and state governments
Why was the Constitution finally ratified?
Federalists (those that favored the constitution) promised to add a Bill of Rights
that protected liberties
The 1st 10 amendments were added shortly after the Constitution was ratified
Key Concept 3.2

Political parties emerged over the following issues:

Relationship between national government and states –
Federalists favored a stronger national government,
Democratic-Republicans favored a smaller gov


Economic Policy – Hamilton’s Financial Plan (Federalists)
would strengthen the federal government – the creation of
the BUS was NOT mentioned in Constitution


VA and KY Resolutions – belief that states could nullify
federal laws
Hamilton argued the Necessary and Proper, or ‘elastic clause’
Foreign Affairs – Federalists favored Great Britain – trade
and $, Democratic-Republicans favored France – saw
French Rev. as an extension of American Rev.
Key Concept 3.2, III

“While the new governments continued to limit rights of some groups, ideas
promoting self-government and personal liberty reverberated around the
world.” - Page 35 of the Curriculum Framework

The push for equality after the Revolutionary War:


Some individuals called for the abolition of slavery
Increased calls for greater political democracy:



The Constitutional framers postponed a solution to slavery:


Abigail Adams’ “Remember the Ladies”
Judith Sargent Murray advocated education for females
Since slavery was allowed under the Constitution, it led to conflicts
in the 19th century, and ultimately, the Civil War
Influence of the American Revolution and Declaration of
Independence?

Inspired revolutions across the world



French Revolution in 1789
Haiti – Toussaint L’Ouverture helped Haiti gain independence in 1804
Latin America – many Spanish colonies gained independence in the early
19th century
Test Tips

Multiple-Choice and Short Answer Questions:





Issues with the Articles of Confederation
Common Sense
Constitutional compromises
Social impacts of the Rev. War
Essay Questions:

Issues that led to the creation of political parties
www.Apushreview.com
Period 3: 1754 – 1800
APUSH Review: Key
{ Concept 3.3
Everything You Need To Know About Key Concept
3.3 To Succeed In APUSH
The New Curriculum

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 a multiethnic, multiracial national
identity.”


Page 36 of the Curriculum Framework
Big ideas:
 How was Native American life affected after the removal of the
French?
 What led to the development of the first political parties?
 How did “republican motherhood” affect the roles of women?
Key Concept 3.3
“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.”
- Page 36 of the Curriculum Framework
 After the French lost the 7 Years War, white-Indian conflicts
arose and continued throughout the late 18th century:
- Battle of Fallen Timbers (1794 - Ohio):
• Native Americans, led by Little Turtle defeated Americans – 630
Americans were killed
• In 1794, the Indians were finally defeated and signed the Treaty of
Greenville
•
Natives ceded a significant amount of land, were allowed to retain
some land, which was later encroached upon
- Native Americans’ legal standing was not well-defined
Natives were not “foreign nations”; did not have representation in
government
• No mention of Native Americans and land in the Constitution
• Led to conflicting treaties and encroachments on Native’s lands
over the years
Key Concept 3.3

Due to migration within North America and around the world, new
backcountry cultures emerged:

Often fueled social and ethnic tensions




Scots-Irish:
 Tended to settle on the frontier (edges of settlement)
 Settled on land without regard for ownership (government, natives, etc.)
 Displaced and suppressed Native Americans
Shays’ Rebellion:
 Rebellion of farmers that demanded an end to foreclosures, imprisonment
for debt, and paper currency
 Closed courts
These illustrated tensions between poor (backcountry) and wealthy
(interior)
Spain expanded settlements into California (1760s):


Missions, or forts were created and trade expanded
Many natives died from disease, others were forced to convert to
Christianity
Key Concept 3.3

“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 transAppalachian West.” - Page 36 of the Curriculum Framework

Northwest Land Ordinance (1787):





Created a process to admit new states (once a
population of 60,000 was reached)
Guaranteed freedom of religion and trial by jury
(this was before the Bill of Rights)
A portion of land sales went to fund education
Slavery was abolished in the territory
Spain and the Mississippi River, and the British
presence in North America:


Jay’s Treaty – helped settle conflict between US and
Britain (Britain was attacking US ships, still had a
presence in key posts)
Pinckney’s Treaty – Spain, fearing a British-US
alliance, signed Pinckney’s Treaty

US could navigate the Mississippi, given right of
deposit in New Orleans, Florida boundary was fixed
where America wanted it
Key Concept 3.3
“New voices for national identity challenged tendencies to cling to
regional identities, contributing to the emergence of a distinctly
American cultural expressions.” - Page 37 of the Curriculum Framework
- Reasons for the development of political parties:
• Economic – Federalists favored Hamilton’s Financial Plan, which
included the BUS, Democratic-Republicans were wary of it
• Political – Federalists advocated a strong central government
• Foreign policy – Federalists were pro-British (trade), DemocraticRepublicans were pro-French (saw the French Rev. as similar to the
American Rev.)
***Led to an increase in regional differences***
- Cotton became a staple crop of the South
• Like tobacco, it exhausted land, plantations spread further west
• Soon, slavery was abolished in the North, regional differences
emerged on the view of slavery
• Many southerners saw it as a “necessary evil” and later, a “positive
good”
Test Tips

Multiple-Choice and Short Answer Questions:
Native American interactions under the New Nation
 Reasons for the development of political parties
 Republican Motherhood – how were women viewed?


Essay Questions:

Issues that led to the creation of political parties