Download Time Period 3 Key Concept Packet

Time Period 3 Key Concept Evidence Planner (1754-1800)
Related Thematic
Learning
Objectives
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.
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 the France and their American
Indian allies.
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.
Specific Evidence & Explanation of encroachment by British colonists or military in contested territory in the mid-1700?
1.
Specific Evidence & Explanation of how British colonial encroachments in contested territory threatened French-Indian trade AND
Indian autonomy?
1.
2.
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.
Name of & Explain the Treaty that ended the French and Indian War & gave Britain territorial gains.
1.
Specific Evidence & Explanation of the financial effects of the French & Indian War on Britain.
1.
Specific Evidence & Explanation of attempts by Britain after 1763 to raise revenue from American colonies?
1.
2.
Specific Evidence of British attempts to consolidate (strengthen grip on) control over the colonies…(think management style)?
1.
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.
Specific Evidence & Explanation of a British attempt to control (limit) American colonial movement westward (frontier) after 1762?
1.
Specific Evidence of American colonial resistance/opposition to British attempts to limit westward settlement after 1763?
1.
Specific Evidence & Explanation of Native Americans attempts to continue trade with Europeans AND resist colonial encroachments on tribal land.
1.
2.
Time Period 3 Key Concept Evidence Planner (1754-1800)
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.
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.
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.
Evidence & Explanation of colonist’s view of representation.
Evidence & Explanation of colonists uniting against limits (or constraints) on their economic activities?
Evidence & Explanation of colonists uniting against limits (constraints) to political rights such as trial by jury etc.?
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.
Specific Evidence & Explanation of origins of American colonial ideas about:
a) Rights as British Subjects:
b)
Rights of the Individual:
c)
Local Traditions of Self-Rule:
d) 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.
Evidence & Explanation of the role of prominent leaders in the American Revolution:
a) Benjamin Franklin
b)
Sam Adams
Evidence & Explanation of the political activism & support of the following groups in the Revolution:
a) Unskilled Laborers:
b)
Artisan:
c)
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.
Evidence of financial and/or material support by men & women in the colonies for the Patriot Movement (once war starts).
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.
Evidence of Loyalists opposition to American independence.
Evidence of Britain’s military & financial advantages in the war?
Evidence & Explanation of how colonial militias & Continental Army actions helped win the war for colonists?
Evidence & Explanation of assistance (Financial & Military) sent by European Allies to help America win independence?
Time Period 3 Key Concept Evidence Planner (1754-1800)
Related Thematic
Learning Objectives
Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new
experiments with different forms of government.
NAT-1.0: Explain how
ideas about democracy,
freedom, and
individualism found
expression in
the
development of cultural
values, political
institutions, and American
identity.
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.
Evidence & Explanation of Enlightenment Ideas, which inspired American emphasis on Individual talent over hereditary
privilege?
a)
b)
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.
Evidence & explanation of how religion strengthened American’s view of themselves as 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.
Evidence & explanation the idea of the superiority of republican forms of government & natural rights of people were
expressed in:
a) Thomas Paine’s Common Sense:
b) Declaration of Independence:
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.
Evidence that increased awareness of inequalities in society (during & after the war) motivated some to call for abolition of slavery.
Evidence that increased awareness of inequalities in society (during & after the war) motivated some to call for greater political democracy in new state
governments AND national government.
a) Greater political freedom in new state governments:
b)
Greater political freedom in the new national government:
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.
Explain how the ideal of “Republican Motherhood” granted women a new sort of esteem in American society after the war.
. 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.
Evidence & explanation (include dates too) that the American Revolution & ideals in the Declaration of Independence inspired revolutions in:
a) France
b)
Haiti
c)
Latin America
Time Period 3 Key Concept Evidence Planner (1754-1800)
Related Thematic
Learning Objectives
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.
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.
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.
Evidence & explanation of the power given legislative branches in state governments.
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.
Evidence that the Articles of Confederation created a central government with limited powers, which created problems:
a) International Trade:
b)
American finances:
c)
Interstate Commerce:
d)
Foreign Relations:
e)
Internal Unrest (in America):
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.
Evidence & explanation of negotiation & collaboration at the Constitutional Convention.
Evidence & explanation of Compromise at the Constitutional Convention:
a)
b)
c)
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.
Evidence & explanation of compromise at the Constitutional Convention about the role of the new federal government regulating slavery.
a) Slavery & Representation of slave states in Congress:
b)
Prohibition of 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.
Anti-Federalists:
Federalists:
Federalist Papers:
Specific rights of individuals listed & amendments, which limit power of federal government in Bill of Rights:
Time Period 3 Key Concept Evidence Planner (1754-1800)
Related Thematic Learning
Objectives
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.
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-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.
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) Evidence & Explanation that 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.
a)
b)
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 DemocraticRepublican Party, led by Thomas Jefferson and James Madison.
Evidence & explanation of differing opinions about the relationship between the national government and the states in 1790’s:
Evidence & explanation of differing opinions about American economic policy during Washington’s presidency:
Evidence & explanation of differing opinions about American Foreign Relations:
Evidence & explanation of differing opinions about the balance between liberty & order:
Evidence that these disputes led to the creation of the Federalist & Democrat-Republican Parties:
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.
Evidence that slavery grew & spread into the DEEP SOUTH & western lands:
Evidence of rising anti-slavery attitudes, which created distinctive regional attitudes about slavery:
D) Ideas about national identity increasingly found expression in works of art, literature, and architecture 1754-1800.
Evidence & explanation of how American national identity was expressed in art:
Evidence & explanation that American national identity began to be expressed in literature:
Evidence & explanation that American national identity began to be expressed in architecture :
Time Period 3 Key Concept Evidence Planner (1754-1800)
Related Thematic Learning
Objectives (Focus of Exam
Questions)
Key Concept 3.3: Migration within North America and competition over resources, boundaries,
and trade-intensified conflicts among peoples and nations.
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.
I. In the decades after American independence, interactions among different groups resulted in competition for
resources, shifting alliances, and cultural blending.
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.
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.
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.
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.
Evidence from 1754- 1800 that tribes adjusted alliances with Europeans, other tribes, and the US who wanted to limit
white immigration and maintain control of their ancestral lands.
Evidence of British alliances & contact with Indians, which caused tension between America & Britain 17541800?
a) One example before the revolution:
b)
One example after the revolution:
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.
Evidence of continued migration westward (frontier) after the Revolution, which caused social, political, and
ethnic tensions?
a)
b)
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.
Evidence that the Northwest Ordinance 1787 promoted:
a) Public Education:
b)
Protection of Private Property:
c)
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.
Evidence & explanation of an ambiguous relationship between US federal government & American Indian Tribes 1754-1800:
Evidence that the ambiguous relationship led to problems with treaties :
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.
Evidence & Explanation:
Time Period 3 Key Concept Evidence Planner (1754-1800)
Related Thematic
Learning Objectives
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.
POL-1.0: Explain how
and why political
ideas, beliefs,
institutions, party
systems, and
alignments have
developed and
changed.
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.
Evidence & Explanation of US government attempts to negotiate with the British government regarding British presence in North
America in 1790’s- 1800?
Evidence of the US government negotiating with Spanish for use of the Mississippi River and/or New Orleans port?
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.
Evidence & Explanation of challenges to the US in issues of free trade because Britain & France are at war?
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.
WOR-2.0:
Analyze
the reasons
for,
and results of,
U.S. diplomatic,
economic, and military
initiatives in North
America and overseas.
Evidence & explanation of challenges to US Foreign policy because Britain & France were at war 1754-1800?
Evidence & explanation of major political disagreements in the US, which occurred because Britain & France were at war 17541800?
C) George Washington’s Farewell Address encouraged national unity, as he cautioned against political factions
and warned about the danger of permanent foreign alliances.
What were the three specific details (not including info from C) Washington presented in his farewell address regarding:
a) Political parties (factions):
b) Permanent Foreign Alliances:
c) National Unity & Sectionalism:
Time Period 3 Key Concept Evidence Planner (1754-1800)
Thematic Learning Objective:
NAT 3.O: Analyze how ideas about
national identity changed in response
to U.S. involvement in international
conflicts and the growth of the United
States.
POL 1.0: Explain how and why
political ideas, beliefs, institutions,
party systems, and alignments have
developed and changed.
WOR 1.0: Explain how cultural
Interaction, cooperation, and conflict
between empires, nations, and
peoples have influenced political,
economic and social developments in
North America.
WOR 3.0: Analyze the reasons for
and results of, U.S. diplomatic,
economic, and military initiatives in
North America and overseas.
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. Post American Revolution British alliances with American
Indians contributed to tensions between the U.S. and Britain.
Evidence of US government seeking to control tribal lands & resources:
Evidence of post-Revolution friction between US government & Britain over Forts &
alliances with Indians:
B) Post American REVOLUTION: 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.
EVIDENCE:
C) As settlers moved westward during the 1780’s, Congress enacted the Northwest Ordinance of 1787
(A of C congress) for admitting new states; the ordinance promoted public education, the protections
of private property, and a ban on slavery in the Northwest Territory.
Explain the parts of the Northwest Ordinance of 1787:
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.
Evidence of broken treaties and seizure of Indian Land Post Revolution:
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.
EVIDENCE:
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Time Period 3 Key Concept Evidence Planner (1754-1800)
Time Period 3 Key Concept Evidence Planner (1754-1800)
Time Period 3 Key Concept Evidence Planner (1754-1800)
Time Period 3 Key Concept Evidence Planner (1754-1800)
Time Period 3 Key Concept Evidence Planner (1754-1800)