1. APUSH Review: Key Concept 3.1
Period 3: 1754 – 1800
APUSH Review: Key Concept 3.1
Everything You Need To Know About Key Concept 3.1 To Succeed In APUSH

2. The New Curriculum
Key Concept 3.1 “Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American Indians, culminating in the creation of a new nation, the United States.”
Page 32of the Curriculum Framework
Big ideas:
How did Native Americans’ relationship with the colonists change after the 7 Years War?
What led to Britain ending salutary neglect? Why and how did colonists resist this?
What were the US’ foreign policy goals post-independence?

3. Key Concept 3.1
“‘Throughout the second half of the 18th century, various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the new United States government.” - Page 32 of the Curriculum Framework
As the English colonists expanded into the interior (Ohio River Valley,) conflicts emerged
French and Indian War (Seven Years War) – Britain and colonists versus the French and Natives
Iroquois allied with the British
Native life changed drastically after the war
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
During the Revolutionary War, some natives sided with the British:
Most of the Iroquois Confederacy supported the British
The Oneida and Tuscarora sided with the Americans
Years after the war (1795), natives ceded land under the Treaty of Greenville (after Fallen Timbers)
In return, natives received an acknowledgement of their claim to certain territory

5. Key Concept 3.1
“During and after the imperial struggles of the mid-18th century, new pressures began to unite the British colonies against perceived and real constraints on their economic activities and political rights, sparking a colonial independence movement and war with Britain.” - Page 33 of the Curriculum Framework
Debt from the 7 Years’ War helped lead to the end of salutary neglect:
Britain tightened its control over markets, taxes, and colonial government – many colonists resisted this new policy
Stamp Act Congress (1765) – colonial response to Stamp Act, tarred and feathered tax collectors; Stamp Act was repealed
Committees of Correspondence (1770s) – spreading of info and propaganda about British policies
Intolerable Acts (1774) – passed in response to the Boston Tea Party; shut down the port of Boston until damages were paid

6. Key Concept 3.1 Individuals involved in the independence movement:
Elites: Paul Revere and John Hancock – wealthy merchants that protested taxation
Arguments for independence:
Rights of British subjects:
Rejection of “virtual representation” – idea that Parliament acted in best interest of all British subjects
Enlightenment ideas:
Consent of the governed
“Life, liberty, and property”
How did colonists win?
Familiarity with the land, military leadership (Washington, Arnold), deep commitment to their cause, and foreign aid – most notably the French, after Saratoga

7. Key Concept 3.1
“In Response to domestic and international tensions, the new United States debated and formulated foreign policy initiatives and asserted an international presence.” - Page 33 of the Curriculum Framework
After the Revolutionary War, European countries still posed challenges to the US
America remained neutral in war between British and French following the French Revolution
British seized American ships trading with French
England still had a strong presence in North America, and even America
Did not abandon some posts (forts), such as Fort Niagara, as promised in the Treaty of Paris of 1783

8. Beware of foreign alliances and political parties
Key Concept
Beware of foreign alliances and political parties
French Revolution
Influenced by American Revolution and Enlightenment ideas
US remained neutral in conflict between France and Britain
Washington’s Farewell Address:
Warned of permanent alliances and dangers of political parties
After Washington’s presidency, conflict between Britain and France helped lead to partisan debates in the 1790s
Democratic-Republicans (Jeffersonians) tended to support the French
Federalists (led by Hamilton) tended to support the British

9. Test Tips Multiple-Choice and Short Answer Questions: Essay Questions:
Wars and their impacts on Native Americans (Seven Years and Revolutionary Wars)
Washington’s Farewell Address
Impact of the Seven Years War (end of salutary neglect)
Challenges faced post-independence
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?

10. APUSH Review: Key Concept 3.2
Period 3: 1754 – 1800
APUSH Review: Key Concept 3.2
Everything You Need To Know About Key Concept 3.2 To Succeed In APUSH

11. The New Curriculum
Key Concept 3.2 “In the late 18th century, new experiments with democratic ideas and republican forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World.”
Page 34 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)

12. Key Concept 3.2
“During the 18th century, new ideas about politics and society led to debates about religion and governance, and ultimately inspired experiments with new government structures.” - Page 34 of the Curriculum Framework
Protestant evangelical religious fervor (1st Great Awakening) helped promote a new “American” identity
Less of a focus on Anglican Church; 10,000s of colonists converted
Appealed to women and younger sons (those that were not given as much land as first-born son)
“The Enlightenment inspired American political thinkers to emphasize individual talent over hereditary privilege” – page 34
Similar to the Great Awakening, The Enlightenment challenged traditional authority
Jean-Jacques Rousseau:
Enlightenment thinker that advocated legal and political equality for all, as well as the end of special privileges for elites

13. Key Concept 3.2
Colonial legislatures allowed for a significant amount of self-governing, which most colonists held dear
As Britain began to tax more, colonists resisted these acts
They were ok with colonial legislature taxes, NOT Parliament taxes
Colonial legislatures were elected by colonists, Parliament was not
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”
Articles of Confederation and 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

14. Key Concept 3.2 Challenges under the Articles:
“After experiencing the limitations of the Articles of Confederation, American political leaders wrote a new Constitution based on the principles of federalism and separation of powers, crafted a Bill of Rights, and continued their debates about the proper balance between liberty and order.” - Page 34 of the Curriculum Framework
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……..

15. Key Concept 3.2 Compromises at the Constitutional Convention:
- 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
Limits on federal power under constitution:
Federalism – division of power between state and federal governments
Specific powers for both the federal and state governments
Why was the Constitution finally ratified?
Federalists (those that favored the constitution) promised to add a Bill of Rights that protected liberties
The 1st 10 amendments were added shortly after the Constitution was ratified

16. Key Concept 3.2 Political parties emerged over the following issues:
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.

17. Key Concept 3.2, III
“While the new governments continued to limit rights of some groups, ideas promoting self-government and personal liberty reverberated around the world.” - Page 35 of the Curriculum Framework
The push for equality after the Revolutionary War:
Some individuals called for the abolition of slavery
Increased calls for greater political democracy:
Abigail Adams’ “Remember the Ladies”
Judith Sargent Murray advocated education for females
The Constitutional framers postponed a solution to slavery:
Since slavery was allowed under the Constitution, it led to conflicts in the 19th century, and ultimately, the Civil War
Influence of the American Revolution and Declaration of Independence?
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

18. 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
Essay Questions:
Issues that led to the creation of political parties

19. APUSH Review: Key Concept 3.3
Period 3: 1754 – 1800
APUSH Review: Key Concept 3.3
Everything You Need To Know About Key Concept 3.3 To Succeed In APUSH

20. 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.”
Page 36 of the Curriculum Framework
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?

21. Key Concept 3.3
“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:
- Battle of Fallen Timbers ( 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
- 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

22. Key Concept 3.3
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

23. Key Concept 3.3
“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
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

24. Key Concept 3.3
“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:
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.)
***Led to an increase in regional differences***
- 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”

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