Period 3-Key Concepts
Students will understand/know that...
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. (i.e. Ohio River Valley, French and Indian War, George Washington, William Pitt, Battle of Quebec)
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. (i.e. Treaty of Paris, Sugar Act, Stamp
Act, Townshend Acts, Tea Act)
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 (i.e. Pontiac’s Rebellion, Proclamation of 1763, Quartering Act
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. (i.e. Stamp Act Congress, Olive Branch Petition, Sons of
Liberty)
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. (i.e. colonial assemblies, Thomas Paine and
Common Sense, Thomas Jefferson and the Declaration of Independence, James Otis and the Rights of British Colonies Asserted and Proved)
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. (i.e. Benjamin Franklin’s testimony against the
Stamp Act, Boston Tea Party, Edenton Tea Party)
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. (i.e. Lexington, Concord, Battle of Bunker Hill, Battle of Saratoga, Battle of Trenton, Battle of Yorktown)
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. (i.e. John
Locke, Jean-Jacques Rousseau, Montesquieu, Great Awakening, George Whitefield, Jonathan Edwards)
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. (i.e. natural
rights, equality, social contract, “life, liberty and the pursuit of happiness”)
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.
(i.e. Pennsylvania Abolition Society, New York Manumission Society, state constitutions)
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. (i.e. Abigail Adams, Phyllis Wheatley, Mercy Otis
Warren, Mary Lyon, Judith Sargent Murray’s “On the Equality of the Sexes”)
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. (i.e. French Revolution, Toussaint Louverture, Simon Bolivar, José de San
Martín)
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. (i.e. republicanism, slavery, Thomas Jefferson’s Virginia Statue of Religious Liberty, John Adams’s Thoughts on
Government)
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. (i.e. limited power, Shay’s Rebellion, Northwest Ordinance, Land Ordinance, Iroquois
Confederacy)
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. (i.e. Great Compromise, Alexander Hamilton, Roger Sherman,
James Madison, sovereignty, George Washington)
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. (i.e. 3/5 Compromise)
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. (i.e. Federalist Papers, John Jay)
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. (i.e. Cabinet, Judiciary Act of 1789, Whiskey Rebellion)
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. (i.e. assumption of debt, Bank of the United States, “Report on Manufacturing”, French
Revolution, Alien and Sedition Acts, Virginia and Kentucky Resolutions, nullification, Election of 1796)
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. (i.e. cotton gin, sectionalism)
D. Ideas about national identity increasingly found expression in works of art, literature, and architecture. (i.e. Noah Webster,
Washington Irving, The Contrast, federal style, newspapers)
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. (i.e. Iroquois Confederacy, Cherokee, Treaty of
Hopewell, “annuity” system)
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. (i.e. Daniel
Boone, Wilderness trail, Scotch-Irish, “squatter’s rights”)
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. (i.e. Battle of Fallen Timbers, Treaty of
Greenville)
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.
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. (i.e. Jay’s Treaty, Pinckney’s Treaty)
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. (i.e. neutrality, Citizen Genet, XYZ Affair,
Quasi War, Embargo Act of 1807)
C. George Washington’s Farewell Address encouraged national unity, as he cautioned against political factions and warned
about the danger of permanent foreign alliances.
Period 3-Thematic Learner Objectives:
Students will be able to…
Students will understand/know that...
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. (i.e. Ohio River Valley, French and Indian War, George Washington, William Pitt, Battle of Quebec)
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. (i.e. Treaty of Paris, Sugar Act, Stamp
Act, Townshend Acts, Tea Act)
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 (i.e. Pontiac’s Rebellion, Proclamation of 1763, Quartering Act
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. (i.e. Stamp Act Congress, Olive Branch Petition, Sons of
Liberty)
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. (i.e. colonial assemblies, Thomas Paine and
Common Sense, Thomas Jefferson and the Declaration of Independence, James Otis and the Rights of British Colonies Asserted and Proved)
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. (i.e. Benjamin Franklin’s testimony against the
Stamp Act, Boston Tea Party, Edenton Tea Party)
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. (i.e. Lexington, Concord, Battle of Bunker Hill, Battle of Saratoga, Battle of Trenton, Battle of Yorktown)
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. (i.e. John
Locke, Jean-Jacques Rousseau, Montesquieu, Great Awakening, George Whitefield, Jonathan Edwards)
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. (i.e. natural
rights, equality, social contract, “life, liberty and the pursuit of happiness”)
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.
(i.e. Pennsylvania Abolition Society, New York Manumission Society, state constitutions)
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. (i.e. Abigail Adams, Phyllis Wheatley, Mercy Otis
Warren, Mary Lyon, Judith Sargent Murray’s “On the Equality of the Sexes”)
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. (i.e. French Revolution, Toussaint Louverture, Simon Bolivar, José de San
Martín)
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. (i.e. republicanism, slavery, Thomas Jefferson’s Virginia Statue of Religious Liberty, John Adams’s Thoughts on
Government)
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. (i.e. limited power, Shay’s Rebellion, Northwest Ordinance, Land Ordinance, Iroquois
Confederacy)
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. (i.e. Great Compromise, Alexander Hamilton, Roger Sherman,
James Madison, sovereignty, George Washington)
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. (i.e. 3/5 Compromise)
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. (i.e. Federalist Papers, John Jay)
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. (i.e. Cabinet, Judiciary Act of 1789, Whiskey Rebellion)
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. (i.e. assumption of debt, Bank of the United States, “Report on Manufacturing”, French
Revolution, Alien and Sedition Acts, Virginia and Kentucky Resolutions, nullification, Election of 1796)
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. (i.e. cotton gin, sectionalism)
D. Ideas about national identity increasingly found expression in works of art, literature, and architecture. (i.e. Noah Webster,
Washington Irving, The Contrast, federal style, newspapers)
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. (i.e. Iroquois Confederacy, Cherokee, Treaty of
Hopewell, “annuity” system)
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. (i.e. Daniel
Boone, Wilderness trail, Scotch-Irish, “squatter’s rights”)
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. (i.e. Battle of Fallen Timbers, Treaty of
Greenville)
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.
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. (i.e. Jay’s Treaty, Pinckney’s Treaty)
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. (i.e. neutrality, Citizen Genet, XYZ Affair,
Quasi War, Embargo Act of 1807)
C. George Washington’s Farewell Address encouraged national unity, as he cautioned against political factions and warned
about the danger of permanent foreign alliances.
Period 3-Thematic Learner Objectives:
Students will be able to…
- Explain the causes of migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society. MIG-1.0
- Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life. MIG-2.0
- Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America. WOR-1.0
- Analyze the reasons for, and results of, U.S. diplomatic, economic, and military initiatives in North America and overseas. WOR-2.0
- Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity. NAT-1.0
- Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society. NAT-2.0
- Analyze how ideas about national identity changed in response to U.S. involvement in international conflicts and the growth of the United States. NAT-3.0
- Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed. POL-1.0
- Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions. POL-2.0
- Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies. POL-3.0
- Explain how religious groups and ideas have affected American society and political life. CUL-1.0
- Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions. CUL-2.0
- Explain how ideas about women’s rights and gender roles have affected society and politics. CUL-3.0
- Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time. CUL-4.0