1. 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.”
Page 36 of the Curriculum Framework
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?

2. 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.” - Page 36 of the Curriculum Framework
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

3. 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)

4. Key Concept 3.1, II A) What united colonists AGAINST the British?
“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

5. 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

6. Test Tips Multiple-Choice and Short Answer Questions: Essay 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?

7. 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)

8. The New Curriculum
Key Concept 3.2 “The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.”
Page 38 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)

9. 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”

10. 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 19th century

11. Key Concept 3.2, II Feared strong centralized power a la Britain
“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……..

12. Key Concept 3.2, II Cont. Federalists (favored) vs. anti-Federalists
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)

13. Key Concept 3.2, III I trading with Britain!
“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.

14. 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.

15. Test Tips Multiple-Choice and Short Answer Questions: Essay 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)

16. 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.

17. The New Curriculum
Key Concept 3.3 “Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations. .”
Page 41 of the Curriculum Framework
Big ideas:
What were achievements of the Northwest Land Ordinance?
How did foreign policy debates impact America domestically?
What was the message of George Washington’s Farewell Address?

18. Key Concept 3.3, I
“In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending. .” - Page 41 of the Curriculum Framework
A) Relations with Natives post-Revolutionary War
Battle of Fallen Timbers ( Ohio):
Native Americans, led by Little Turtle were defeated by Americans – 630 Americans were killed
In 1794, the Indians signed the Treaty of Greenville
Natives ceded a significant amount of land, were allowed to retain some land, which was later encroached upon
Britain and Natives’ relationship contributed to tensions with the US – War of 1812
B) Frontier Cultures:
Scots-Irish (Paxton Boys):
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)

19. Key Concept 3.3, I
C) 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 (16th square mile)
Slavery was abolished in the territory
Protection of private property
D) Government relations with Natives:
In the Constitution, there was NO mention of treatment/relation with Natives; did not have representation in government
This led to issues over land
Treaty of Greenville – Discussed in 3.1, A
E) 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

20. Key Concept 3.3, II A) Diplomatic Initiatives: Jays’ Treaty (1795):
“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.” - Page 42 of the Curriculum Framework
A) Diplomatic Initiatives:
Jays’ Treaty (1795):
Treaty with Britain
US received compensation for damaged ships (upset the South)
Britain promised to leave posts (forts)
One cause of the development of political parties
Pinckney’s Treaty (1795):
Treaty with Spain
US granted navigation rights on the Mississippi River (Right of Deposit) in New Orleans

21. Beware of foreign alliances and political parties
Key Concept 3.3, II
Beware of foreign alliances and political parties
Viva La France!
B) Impacts of the war between Britain and France?
Influenced by American Revolution and Enlightenment ideas
US remained neutral in conflict between France and Britain
France and Britain both sought to keep the US from trading with the other
Impressment – forced taking of soldiers into the British navy (War of 1812)
Another cause of the emergence of political parties…..
Democratic-Republicans (Jeffersonians) tended to support the French
Federalists (led by Hamilton) tended to support the British
C) Washington’s Farewell Address:
Encouraged national unity
Warned against:
Political parties
Permanent foreign alliances
Make sure you can connect this to the failed Treaty of Versailles (1919) AND the US joining NATO after WWII

22. Test Tips Multiple-Choice and Short Answer Questions: Essay Questions:
Washington’s Farewell Address
Northwest Land Ordinance – achievements, how could it be seen as sectional tension?
Reasons for the development of political parties
Essay Questions:
Issues that led to the creation of political parties