Briefly explain how ONE specific event, development, or circumstance from the period 1765 to 1800

Period 3: (1754-1800)
Chapters 5-8
Key Concepts - from College Board

 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 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.

 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.
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.
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.

 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.

 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.
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.
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.
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.
E) 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.

  Key Concept 3.2: The American Revolution’s democratic and republican ideals 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.
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.
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.
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.
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

  Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.

 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.
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.
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.
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.
E) In the debate over ratifying the Constitution, Anti-Federalists opposing ratification battled with Federalists, whose principles 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.

  Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.

 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.
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 Democratic-Republican Party, led by Thomas Jefferson and James 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.
D) Ideas about national identity increasingly found expression in works of art, literature, and architecture.

 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.
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.
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.
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. 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.

 Key Concept 3.3: Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations.

 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.
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.
C) George Washington’s Farewell Address encouraged national unity, as he cautioned against political factions and warned about the danger of permanent foreign alliances.

 Related Thematic Learning Objectives (Focus of Exam Questions)
MIG-2.0: Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.
WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.
NAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity.
POL-2.0: Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions.
CUL-1.0: Explain how religious groups and ideas have affected American society and political life.
CUL-3.0: Explain how ideas about women’s rights and gender roles have affected society and politics.
POL-3.0: Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.
WXT-2.0: Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues.
NAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.
POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed. 
WXT-1.0: Explain how different labor systems developed in North America and the United States, and explain their effects on workers’ lives and U.S. society.
CUL-2.0: Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions
MIG-1.0: Explain the causes of migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society.
CUL-4.0: Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time.
GEO-1.0: Explain how geographic and environmental factors shaped the development of various communities, and analyze how competition for and debates over natural resources have affected both interactions among different groups and the development of government policies.
NAT-3.0: Analyze how ideas about national identity changed in response to U.S. involvement in international conflicts and the growth of the United States.
WOR-2.0: Analyze the reasons for, and results of, U.S. diplomatic, economic, and military initiatives in North America and overseas.

​APUSH Period 3: Ultimate Guide to Period 3 APUSH

CHAPTER 7 MATERIALS

ROAD TO REVOLUTION

Three Terms you need to know: 
1. Republicanism – the idea of a country and society where citizens govern themselves by subordinating their own selfish desires and looking out for the common good of the whole society; citizens must be virtuous, selfless, independent, courageous and involved

 2.  Whig ideology – Whigs were a group of British political critics who believed that citizens must be vigilant and suspicious of government’s corruption, aggression and attempts to take away their civil rights

 3.  Mercantilism – the economic theory that wealth is power and there is a limited amount of wealth in the world; a country’s goal, then, is to acquire as much wealth as possible and thus leave little to its competitors; countries can do this by exporting (thereby bringing in money/wealth) more than they import (thereby paying money for goods); colonies help in mercantilism because they provide products without importing them from other countries and they provide a market for exports

CHAPTER 7: SECONDARY SOURCE ARTICLES

THE BOSTON TEA PARTY IN ACTION: http://teachingamericanhistory.org/static/neh/interactives/americanrevolution/
REENACTING THE BOSTON MASSACRE: http://www.bostonmassacre.net/index.html
PAUL REVERE'S RIDE?: http://www.paul-revere-heritage.com/myths-and-facts.html
WHY THE PATRIOTS REALLY FOUGHT: https://www.usnews.com/news/national/articles/2008/06/27/why-the-patriots-really-fought
​FOR BLACKS THERE WAS NO CLEAR CHOICE: https://www.usnews.com/news/national/articles/2008/06/27/for-blacks-there-was-no-clear-choice
IN PARIS, TAKING SALONS BY STORM: https://www.usnews.com/news/national/articles/2008/06/27/in-paris-taking-the-salons-by-storm
ALLIED WITH FRANCE, THE ENEMY OF OUR ENEMY: https://www.usnews.com/news/national/articles/2008/06/27/allied-with-france-the-enemy-of-our-enemy
BENEDICT ARNOLD: A TRAITOR, BUT ONCE A PATRIOT: https://www.usnews.com/news/national/articles/2008/06/27/benedict-arnold-a-traitor-but-once-a-patriot
REWRITING THE LEGEND OF PAUL REVERE: https://www.usnews.com/news/national/articles/2008/06/27/rewriting-the-legend-of-paul-revere
HOW GEORGE WASHINGTON'S SAVVY WON THE DAY: https://www.usnews.com/news/national/articles/2008/06/27/how-george-washingtons-savvy-won-the-day
"TOWN DESTROYER" VERSUS THE IROQUOIS INDIANS: https://www.usnews.com/news/national/articles/2008/06/27/town-destroyer-versus-the-iroquois-indians
BRITISH MIGHT MEETS YANKEE INGENUITY: https://www.usnews.com/news/national/articles/2008/06/27/british-might-meets-yankee-ingenuity
THE UNLIKELY ROLE OF PATRIOT PIRATES: https://www.usnews.com/news/national/articles/2008/06/27/the-unlikely-role-of-patriot-pirates
IN A MASSACRE, THE SEEDS OF A CIVIL WAR: https://www.usnews.com/news/national/articles/2008/06/27/in-a-massacre-the-seeds-of-a-civil-war
THE RICH LEGACY OF A FOUNDING FATHER: https://www.usnews.com/news/national/articles/2008/06/27/the-rich-legacy-of-a-forgotten-founder

CHAPTER 8 MATERIALS

WHO WERE THE MINUTEMEN?: http://www.ushistory.org/people/minutemen.htm
INTERACTIVE MAP OF THE REVOLUTIONARY WAR: http://teachingamericanhistory.org/static/neh/interactives/americanrevolution/

THE AMERICAN REVOLUTION PPT

​Great Lecture on Paine's "Common Sense"  (Start at 21:55)

CHAPTER 9 MATERIALS

CHAPTER 10 MATERIALS

What key events created a growing rift between Great Britain and the United States?

What were the most important problems that led to the American Revolution?

What is one major difference between Nash and Maier historical interpretations of the origins of the American Revolution?

When did the American Revolution happen?