APUSH Concept Outline
1
Content for Time Period 3: 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. (1754-1800)- In short: “Birth of
the American Nation and Emergence of a National Identity.” (Percentage: 12%; Weeks: 4)
Key Concept
Supporting Concept Historical
Illustrative Samples,
& Thematic
Development
State Standards &
Learning
Teacher Selected Items
Objectives
3.1 French and
I. Changing alliances A. English growth
IIndian War, the
between Native
and movement into
State- French and Indian
souring of the
tribes, Europeans and the interior of the
War
relationship between the newly created
continent threatened
Teacher- Iroquois,
colonists and Great
U.S.
French-Indian fur
Algonquin
Britain, conflicts
trade networks and
with Natives, and the
resulted in shifting
creation of the
alliances between
United States
Natives and
Europeans
TLOs:
B. After the F&I War I- Pontiac’s Rebellion,
ID-4: Explain how
conflicts between
Proclamation of 1763
conceptions of group
British
and
Natives
State- Treaty of Paris of
identity and autonomy
continued
over
trade
1763, Proclamation of
emerged out of cultural
and land
1763
interactions between
colonizing groups,
encroachment
Teacher- Ohio River
Africans, and American
Valley
Indians in the colonial era
POL-1: Analyze the
factors behind
competition, cooperation,
and conflict among
different societies and
social groups in North
America during the
colonial period
ENV-2: Explain how the
natural environment
contributed to the
development of distinct
regional group identities,
institutions, and conflicts
in the pre-contact period
through the independence
period
ENV-4: Analyze how the
search for economic
resources affected social
and political
developments from the
colonial period through
Reconstruction
C. Shifting political
alliances of Natives
with each other and
Europeans to protect
their interests,
I- Iroquois
Confederation, Chief
Little Turtle and the
Western Confederacy
State-
APUSH Concept Outline
CUL-1: Compare the
cultural values and
attitudes of different
European, African
American, and native
peoples in the colonial
period and explain how
contact affected
intergroup relationships
and conflicts
including lands,
during and after the
American Revolution
II. Identification of
perceived and real
common grievances
that sparked colonial
independence
movement and war
A. British debt after
the F&I War led to a
tighter grip over the
colonies that
restricted economic
activities and
TLOs:
political rights, which
ID-1: Analyze how
resulted in increased
competing conceptions of
tensions and
national identity were
resistance in some
expressed in the
colonists
development of political
Literacy- Letters
from a Farmer in
Pennsylvania
institutions and cultural
values from the late
colonial through the
antebellum periods
WXT-1: Explain how
patterns of exchanging
commodities, peoples,
diseases, and ideas
around the Atlantic
World developed after
European contact and
shaped North American
colonial-era societies
POL-1: Analyze the
factors behind
competition, cooperation,
and conflict among
different societies and
social groups in North
America during the
colonial period
WOR-1: Explain how
imperial competition and
the exchange of
commodities across both
sides of the Atlantic
Ocean influenced the
origins and patterns of
development of North
American societies in the
colonial period
B. Elite and
grassroots (laborers,
artisans and women)
origins of the
independence
movement and
arguments over rights
of Englishmen,
individuals and
Enlightenment ideas
2
Teacher-
I- Stamp Act,
Committees of
Correspondence,
Intolerable Acts
State- American
Revolution, Stamp Act,
Intolerable Acts,
Committees of
Correspondence
Teacher- Loyalists,
Patriots, Tories and
Whigs, external/internal
and direct/indirect taxes
I- Sons of Liberty,
Mercy Otis Warren,
Letters from a Farmer in
Pennsylvania
State- Sons of Liberty,
Daughters of Liberty
Teacher-
APUSH Concept Outline
CUL-2: Analyze how
emerging conceptions of
national identity and
democratic ideals shaped
value systems, gender
roles, and cultural
movements in the late
18th century and the 19th
century
CUL-4: Analyze how
changing religious ideals,
Enlightenment beliefs,
and republican thought
shaped the politics,
culture, and society of the
colonial era through the
early Republic.
C. Patriot success
despite perceived
‘disadvantages” in
advantages
III. Domestic and
international
challenges of the
new American nation
A. Protecting borders
and neutral trading
rights while
promoting economic
interests despite
challenges (i.e.
European presence in
North America)
TLOs:
WOR-5: Analyze the
motives behind, and
results of, economic,
military, and diplomatic
initiatives aimed at
expanding U.S. power
and territory in the
Western Hemisphere in
the years between
independence and the
Civil War
POL-2: Explain how and
why major party systems
and political alignments
arose and have changed
from the early Republic
through the end of the
20th century
B. Impact of the
French Revolution on
America’s domestic
and foreign policies
3
IState- French alliance
and foreign assistance,
Marquis de Lafayette,
role of Benjamin
Franklin, George
Washington’s military
leadership, creation of a
professional military, life
of a common soldier,
crossing of the Delaware
River, Valley Forge,
geography at the Battle
of Yorktown, Lord
Cornwallis, Treaty of
Paris of 1783
Teacher- actual
advantages on both sides
(T-Chart), Baron Von
Steuben
IState- Whiskey
Rebellion, importance of
the presidencies of
George Washington and
John Adams,
Teacher- British
presence in Canada,
IState- non-intervention
in Europe,
Teacher- Washington’s
Neutrality Proclamation,
APUSH Concept Outline
Literacy- George
Washington’s
Farewell Address
3.2 Challenges to
traditional imperial
systems from new
experiments with
democratic ideas and
republican forms of
government, as well
as new religious,
economic and
cultural ideas
Literacy- Thomas
Paine’s Common
Sense; Thomas
Jefferson’s
Declaration of
Independence
I. Debates about
religion and
government from
new ideas about
politics and society
ultimately led to
experiments with
new government
structures
C. Despite GW’s
warnings (political
parties and alliances)
in his Farewell
Address, partisan
debates emerged over
European conflicts
involving Britain and
France
A. Impact of
Protestant
evangelical religious
beliefs and
Enlightenment ideas
on political theories
emphasizing
individualism over
hereditary privilege
TLOs:
ID-1: Analyze how
competing conceptions of
national identity were
expressed in the
development of political
institutions and cultural
values from the late
colonial through the
antebellum periods
POL-5: Analyze how
arguments over the
meaning and
interpretation of the
Constitution have
affected U.S. politics
since 1787
B. Idea of superiority
of republican selfgovernment based on
natural rights of the
governed (Thomas
Paine’s Common
Sense and the
Declaration of
Independence)
WOR-2: Explain how
the exchange of ideas
among different parts of
the Atlantic World
shaped belief systems and
independence movements
into the early 19th century
CUL-4: Analyze how
changing religious ideals,
Enlightenment beliefs,
and republican thought
shaped the politics,
culture, and society of the
C. State constitutions
and the A of C
maintained tendency
of placing power in
the legislative branch
and property
requirements for
voting and
citizenship because
of republican fears of
centralized power
4
IStateTeacher- Federalists vs.
Antifederalists, XYZ
Affair and Quasi War
with France under John
Adams
I- John Locke, JeanJacques Rousseau, Adam
Smith
State- John Locke,
Teacher- “natural
rights” philosophy,
“social contract” theory,
“invisible hand,” titles of
nobility, law of
primogeniture
IState- Thomas Paine’s
Common Sense,
Thomas Jefferson’s
Declaration of
Independence
Teacher-
IState- weaknesses of the
Articles of
Confederation,
Teacher- MA
constitution
APUSH Concept Outline
5
colonial era through the
early Republic.
and excessive
popular influence
II. U.S. Constitution A. Need to replace
based on federalism
the Articles of
and separation of
Confederation with a
powers and including stronger central
a Bill of Rights while government because
debating the proper
of economic
balance between
concerns, internal
liberty and order
unrest, and domestic
TLOs:
and foreign relations
WXT-6: Explain how
arguments about market
capitalism, the growth of
corporate power, and
government policies
influenced economic
policies from the late 18th
century through the early
20th century
POL-5: Analyze how
arguments over the
meaning and
interpretation of the
Constitution have
affected U.S. politics
since 1787
WOR-5: Analyze the
motives behind, and
results of, economic,
military, and diplomatic
initiatives aimed at
expanding U.S. power
and territory in the
Western Hemisphere in
the years between
independence and the
Civil War
Literacy- The
Federalists Papers:
#10, 51, etc.; Bill of
Rights
B. A limited federal
Constitution based on
a “bundle of
compromises”
C. Ratification
contingent on
addition of the Bill of
Rights
I- tariff and currency
disputes, Spanish
restrictions on
navigation of the
Mississippi River
State- need for a
stronger central
government, Shays’s
Rebellion
Teacher- Baron de
Montesquieu, economic
concerns, Annapolis
Convention
IState- Great
Compromise, separation
of powers (influenced by
Montesquieu), limited
government, issue of
slavery
Teacher- Virginia Plan,
NJ Plan, 3/5
Compromise,
IState- Federalist v. Antifederalist ratification
debate and arguments,
The Federalist Papers:
form of government,
factions, checks and
balances, and power of
the executive, Alexander
Hamilton, James
Madison, Bill of Rights:
APUSH Concept Outline
6
protector of individual
and states’ rights
Teacher- John Jay, antiFederalists: Patrick
Henry, etc., “fears”
D. Emergence of
I- KY and VA
political parties over Resolutions, Hamilton’s
debates on federalism Financial Plan,
and states’ rights,
Proclamation of
economic policy, and Neutrality
foreign affairs
StateTeacher- Federalists vs.
Antifederalists, compact
theory and nullification,
Alien and Sedition Acts
III. Promoting selfA. Growing
I- Abigail Adams,
government and
awareness of
Pennsylvania Gradual
personal liberty
inequalities in society Emancipation Law
abroad while limiting led to calls to end
Staterights to some groups slavery and create
Teacher- Quaker
at home
greater political
petition,
democracy during the
Revolutionary Era
TLOs:
B. Omissions of
IID-4: Explain how
solutions to the issues Stateconceptions of group
of slavery and the
Teacher- 20 year
identity and autonomy
slave trade in the
compromise, abolition of
emerged out of cultural
Constitution would
slave importation in
interactions between
colonizing groups,
lead to future
1808
Africans, and American
conflicts
Indians in the colonial era
WOR-2: Explain how
the exchange of ideas
among different parts of
the Atlantic World
shaped belief systems and
independence movements
into the early 19th century
POL-5: Analyze how
arguments over the
meaning and
interpretation of the
Constitution have
affected U.S. politics
since 1787
CUL-2: Analyze how
emerging conceptions of
national identity and
democratic ideals shaped
C. Rebellions in
France, Haiti, and
Latin America
inspired by the U.S.
and the ideals of the
Declaration of
Independence
IStateTeacher- Toussaint
Louverture, Simón
Bolívar, “right to a
revolution”
APUSH Concept Outline
7
value systems, gender
roles, and cultural
movements in the late
18th century and the 19th
century
3.3 Migrations,
interactions and
competition raised
new issues,
intensified conflicts,
and led to the
creation of a diverse
national identity
I. Westward
migration increased
interactions and
competition for
resources, shifted
alliances, and
resulted in the
blending of cultures
A. New white-Native
conflicts emerged
after French
withdrawal and
resulted in increased
encroachment into
the interior regions
I- march of the Paxton
Boys, Battle of Fallen
Timbers
StateTeacher-
TLOs:
ID-5: Analyze the role of
economic, political,
social, and ethnic factors
on the formation of
regional identities in what
would become the United
States from the colonial
period through the 19th
century.
ID-6: Analyze how
migration patterns to, and
migration within, the
United States have
influenced the growth of
racial and ethnic
identities and conflicts
over ethnic assimilation
and distinctiveness
PEO-5: Explain how free
and forced migration to
and within different parts
of North America caused
regional development,
cultural diversity and
blending, and political
and social conflicts
through the 19th century
POL-1: Analyze the
factors behind
competition, cooperation,
and conflict among
different societies and
social groups in North
America during the
colonial period
WOR-1: Explain how
imperial competition and
the exchange of
commodities across both
B. Migrations led to
new western
settlements, creating
new distinctive
backcountry cultures
and fueling social
and ethnic tensions
I- Scots-Irish, Shays’s
Rebellion, frontier vs.
tidewater Virginia
StateTeacher- Bacon’s
Rebellion (1676),
Presbyterian
C. Spanish missions
in California allowed
for social mobility
for soldiers and
settlers and led to
new cultural blending
I- corridos, architecture
of Spanish missions,
vaqueros
StateTeacher-
APUSH Concept Outline
8
sides of the Atlantic
Ocean influenced the
origins and patterns of
development of North
American societies in the
colonial period
WOR-5: Analyze the
motives behind, and
results of, economic,
military, and diplomatic
initiatives aimed at
expanding U.S. power
and territory in the
Western Hemisphere in
the years between
independence and the
Civil War
II. Western
migration and the
incorporation of new
territories extended
republican
institutions and
intensified conflicts
in the transAppalachian West
A. The Northwest
Ordinance created an
orderly way to admit
new states, promoted
public education,
protected property,
and prohibited
slavery in the
Northwest Territory
TLOs:
POL-1: Analyze the
factors behind
competition, cooperation,
and conflict among
different societies and
social groups in North
America during the
colonial period
PEO-4: Analyze the
effects that migration,
disease, and warfare had
on the American Indian
population after contact
with Europeans
WOR-5: Analyze the
motives behind, and
results of, economic,
military, and diplomatic
initiatives aimed at
expanding U.S. power
and territory in the
Western Hemisphere in
the years between
independence and the
B. Failure to define
the relationship
between the U.S. and
Natives in the
Constitution resulted
in treaties made and
broken and the loss
of Indian lands
C. Diplomatic
initiatives to deal
with the continued
European presence in
North America and to
maintain access to
the Mississippi River
as settlers headed
IState- Northwest
Ordinance and
westward migration,
slavery, public
education, and
admission of new states
Teacher- land
ordinances of 1785 and
1787
IStateTeacher- Treaty of New
Echota
I- Jay’s Treaty,
Pinckney’s Treaty
StateTeacher-
APUSH Concept Outline
9
Civil War
West
A. While national
political institutions
developed, political
parties emerged to
reflect regionally
based positions on a
plethora of issues
TLOs:
B. Divergent regional
ID-5: Analyze the role of attitudes towards
economic, political,
slavery developed as
social, and ethnic factors
the institution
on the formation of
regional identities in what expanded in the
would become the United lower South and
States from the colonial
headed west while
period through the 19th
gradually
century
disappearing
WXT-2: Analyze how
elsewhere
innovations in markets,
III. Emergence of
distinctly American
cultural expressions
based on a growing
notion of national,
instead of regional,
identity
transportation, and
technology affected the
economy and the
different regions of North
America from the
colonial period through
the end of the Civil War.
WXT-4: Explain the
development of labor
systems such as slavery,
indentured servitude, free
labor, and sharecropping
from the colonial period
through the end of the
18th century
POL-2: Explain how and
why major party systems
and political alignments
arose and have changed
from the early Republic
through the end of the
20th century
CUL-2: Analyze how
emerging conceptions of
national identity and
democratic ideals shaped
value systems, gender
roles, and cultural
movements in the late
18th century and the 19th
century
ENV-3: Analyze the role
of environmental factors
C. Ideal of
“republican
motherhood”
developed from
Enlightenment ideas
and women’s
experiences in the
independence
movement and
increased their
importance in
political culture
IState- role of Alexander
Hamilton,
Teacher- Federalists and
Democratic/JeffersonianRepublicans,
IState- Eli Whitney’s
cotton gin in 1793 and
“interchangeable parts”
Teacher- profitability of
“Cotton Kingdom,”
spread of slavery
IStateTeacher- civic virtue,
traditional gender roles,
APUSH Concept Outline
10
in contributing to
regional economic and
political identities in the
19th century and how they
affected conflicts such as
the American Revolution
and the Civil War
Primary and Secondary Sources:
Literacy- Letters from a Farmer in Pennsylvania
Literacy- Thomas Jefferson’s Declaration of Independence
Literacy- Thomas Paine’s Common Sense
Literacy- The Federalists Papers: #10, 51, etc.
Literacy- Bill of Rights
Literacy- George Washington’s Farewell Address
Activities:
1) DBQ on the French and Indian War.
2) T-Chart on advantages of Americans and British as noted on 3.1 II C during the
American Revolution.
3) Timeline from 1775 to 1800. CD?
4) T-Chart on the Articles of Confederation and the U.S. Constitution.
5) Debate on the ratification of the U.S. Constitution.
6) Map on westward expansion: Scots-Irish in backcountry, Spanish missions in California,
land ordinances in old Northwest, Natives, diplomacy with Britain and Spain, slavery,
etc.