APUSH Review: Key Concept 3.1

1. APUSH Review: Key Concept 3.1 Period 3: 1754 – 1800

2. The New Curriculum • 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?

3. Key Concept 3.1, 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) 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

4. Key Concept 3.1, I • 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)

5. Key Concept 3.1, 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.” - 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

6. Key Concept 3.1, II • 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

7. Test Tips • 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?

8. Remember, each part (a, b, c) must be AT LEAST 2-3 sentences. Short Answer Question 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)

9. The New Curriculum • 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)

10. Key Concept 3.2, 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.” - 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”

11. Key Concept 3.2, I Cont. • 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 19thcentury

12. Key Concept 3.2, II • “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……..

13. Key Concept 3.2, II Cont. • 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)

14. I trading with Britain! Key Concept 3.2, 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.” - Page 39 of the Curriculum Framework • 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 Democratic-Republicans (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.

15. Key Concept 3.2, II Cont. • 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.

16. Test Tips • 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)

17. Remember: each part (a, b, c) must be AT LEAST 2-3 sentences. Short Answer Question 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.

18. 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.” • 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?

19. Key Concept 3.3, I • “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

20. Key Concept 3.3, I Cont. • 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

21. Key Concept 3.3, II • “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

22. Key Concept 3.3, III I trading with Britain! • “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: • 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), Democratic-Republicans 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”

23. Key Concept 3.3, III Cont. • **“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

24. 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