Period 3: 1754 – 1800
 Key
Concept 3.1 “British attempts to assert
tighter control over its North American
colonies and the colonial resolve to pursue
self-government led to a colonial
independence movement and the
Revolutionary War.”
 Big ideas:
• How did the 7 Years’ War alter the relationship
between the British and colonists?
• What arguments did colonists use to resist Britain’s
actions after the war?


“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) What led to British-French conflict, and what were the
impacts?
• Causes:
 Expansion of British colonists into the interior of North America (Ohio Valley)
 Iroquois allied with the British
• 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

B) Impacts of the war?
• Britain gained MASSIVE amounts of land in North America – France is
essentially removed
• Britain became in debt from the war - sought to raise revenue and gain
more control over colonies
 Salutary Neglect Ends – Britain ends its “hands-off” approach
 Britain begins to collect taxes – Sugar Act (1764), Stamp Act (1765), etc.
 Tensions from the 7 Years’ War helped lead to the American Revolution

C) Post-7 Years’ War, Britain sought to limit expansion
• Britain forbade expansion west of the Appalachian Mountains ->
Proclamation Line
• Natives resisted encroachment of colonists
 Pontiac’s Rebellion (1763)


“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.” - Page 37 of the Curriculum Framework
A) What united colonists AGAINST the British?
• British taxes WITHOUT colonial representation or consent
 Parliament created taxes without colonial representation, stated they were
“virtually” represented
 Colonists were ok with colonial taxes; they could vote for representation
• Colonists successfully boycotted taxes (Stamp, Townshend) and they
developed more resolve in their cause

B) How did colonists justify their resistance?
• Rights of British subjects:
 Rejection of “virtual representation” – idea that Parliament acted in best
interest of all British subjects
• Rights of individuals:
 Taxation, writs of assistance, admirality courts
• Enlightenment ideas:
 Consent of the governed, “Life, liberty, and property”
• Local Traditions of self-rule:
 Colonists had the ability to elect colonial representatives

C) Individuals involved in the independence movement:
• Colonial leaders:
 Paul Revere and John Hancock – wealthy merchants that protested taxation
 Ben Franklin – argued America contributed significantly to the 7 Years’ War
through colonial taxes and men; co-writer of the Declaration of
Independence, and gained the support of France during the war
• Grassroots movements: laborers, artisans, and women
 Mercy Otis Warren – writer that urged independence

D) Patriot Mobilization:
• Large numbers of men AND women contributed to the war effort
• Provided financial and material support

E) British advantages and American advantages:
• British:
 loyalist opposition (20% and higher in some areas)
 Bigger military and more $
• American:
 Familiarity with the land, military leadership of George Washington, deep
commitment to their cause, and foreign aid – most notably the French, after
Saratoga
 Multiple-Choice
and Short Answer
Questions:
• 7 Years’ War and its impacts on Native Americans
• Impact of the 7 Years War (End of salutary neglect)
 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?
Remember,
each part (a,
b, c) must be
AT LEAST 23 sentences.
 After
1763, Britain began to consolidate its
control of the British colonies
 A) Briefly explain reason for this
consolidation
 B) Briefly explain one British action taken
between 1763 and 1776.
 C) Briefly explain one reaction by the
colonists to the action described in part b)
 Key
Concept 3.2 “The American
Revolution’s democratic and republican
ideals inspired new experiments with
different forms of government.”
 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)

“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.” - Page 38 of the Curriculum
Framework

A) Impact of Enlightenment on American political thinkers?
• Individual talent over hereditary privilege: primogeniture
was
outlawed in many states after the war
 Eldest son inherits most, if not all, of property
• Religion helped contribute to many Americans viewing themselves as
blessed with liberty

B) T-Paine and the Declaration
•
Thomas Paine’s Common Sense:
 Challenged KG3 – it was “common sense” to break away from the corrupt monarch
 A little island could not rule a larger continent
•
Declaration of Independence:
 Inspired by Enlightenment ideas – John Locke – and Thomas Paine
 All men had natural rights of “Life, liberty, and the pursuit of happiness”

C) Push for equality during and after Rev. War
• The push for equality after the Revolutionary War:
 Some individuals called for the abolition of slavery
 Pennsylvania’s Gradual Abolition Law (1780):
 Prohibited importation of slaves into PA
 ALL children born in PA would be free, regardless if their parents were slaves
 Model for other northern states to follow
 Increased calls for greater political democracy:
 Abigail Adams’ “Remember the Ladies”
 Judith Sargent Murray advocated education for females

D) Republican Motherhood
• Women were expected to instill republican values in
children and families
• Increased educational opportunities for women

E) Impact of the American Rev. and D.O.I. on the world?
• 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

“After declaring independence, American political leaders created new constitutions and
declarations of rigts that articulated the role of the state and federal governments while protecting
individual liberties and limiting both centralized power and excessive popular influence.” - Page 39 of the
Curriculum Framework


A) Politics of 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
B) 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
 Many states had debt from Revolutionary War – increased taxes
 Federal government could not require taxes
• 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:
 Shays’ Rebellion: - MA farmers demanded debt relief, attacked court houses
•
These challenges helped many Americans realize a stronger central government was
needed……..

C) Constitution created a limited government that embodied
federalism and separation of powers
• Federalism – division of power between state and federal governments
 Specific powers for both the federal and state governments

D) Constitutional compromises
• 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

E) Ratification of the Constitution
• Federalists (favored) vs. anti-Federalists
• Federalist Papers (Hamilton, Madison, and Jay) – written to advocate the
ratification of the Constitution
• Why was it finally ratified?
 Federalists promised to add a Bill of Rights that protected
individual rights and restricted powers of the federal government
(no quartering troops – 3rd; no search and seizure without warrant
– 4th)

I
“New forms of national culture and political institutions developed in the
United States alongside continuedtrading
regional variations
with and differences
over economic, political, social, and foreign policy issues.” - Page 39 of the Curriculum
Framework

Britain!
A) Institutions and precedents established by Washington and
Adams
• 2-term tradition (until the 22nd amendment) by Washington
• Creation of the cabinet
• Creation of the Bank of the US (BUS) by Alexander
Hamilton

B) Emergence of the Federalists (Hamilton) and DemocraticRepublicans (Jefferson and Madison)
• Relationship between national government and states – Federalists favored a
stronger national government, Democratic-Republicans favored a smaller gov
 VA and KY Resolutions – belief that states could nullify federal laws
• Economic Policy – Hamilton’s Financial Plan (Federalists) would strengthen the
federal government – the creation of the BUS was NOT mentioned in Constitution
 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.


C) Impacts of the expansion of slavery:
• Antislavery sentiment began to grow in the north
• Emergence of sectional attitudes towards slavery
 South’s transition from “A necessary evil” to “A positive
good”
D) National identity seen through:
• Art:
 Gilbert Stuart – painted portraits of the first 6 presidents
• Literature:
 Focused on freedom and defining the government
 Jefferson’s Virginia Statute for Religious Freedom
• Architecture:
 Jefferson and Monticello
 Pierre Charles L’Enfant and D.C.
 Multiple-Choice
and Short Answer Questions:
• Issues with the Articles of Confederation
• Common Sense
• Constitutional compromises
• Social impacts of the Rev. War
• Reasons for the emergence of political parties
 Essay
Questions:
• Revolutionary War as a turning point
• Causes for the creation and ratification of the
Constitution and its impacts
• Reasons for supporting and opposing the Constitution
(Compare and contrast)
Remember:
each part
(a, b, c)
must be AT
LEAST 2-3
sentences.
The Constitutional Convention saw various
groups reaching several compromises
 A) Briefly explain one compromise
reached to form the Constitution.
 B) Briefly explain how this compromise
satisfied two opposing viewpoints of
different groups
 C) Briefly explain one long-term success or
failure of this compromise.

 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.”
 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?

“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:
• Paxton Boys (Pennsylvania):
 Scots-Irish group that was upset with Pennsylvania’s leniency towards Native
Americans
 Murdered 20 Native Americans, then marched to Philadelphia with demands
 Ben Franklin helped quell the march by promising to consider their issues
• 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
• 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


“The policies of the United States that encouraged western migration and the orderly incorporation
of new territories into the nation both extended republican institutions and intensified conflicts
among American Indians and Europeans in the trans-Appalachian West.” - 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

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

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


“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
I
trading with
Britain!
Reasons for the development of political parties:
• Regional reasons for political parties –
 Urban, wealthy, and upper-class individuals tended to be Federalists (merchants and trading)
 Rural, farmers, and lower and middle-class tended to be Democratic-Republicans (Jefferson
believed farmers should be the backbone of the economy)
• 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.)

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”

**“Republican Motherhood”**
• Emerged during and after the Revolutionary War
• Belief that it was the duty of mothers to raise “good”
citizens
• Women became a leading teacher of their children of
values and citizenry
• As a result, women gained more access to education
 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