Unit 3: 1754-1800
Day 1: September 30/October 3 Prep: Read pages 99-110 in Brinkley; 69-72 in AMSCO BATA: Complete Key Concept 3.1.I.A and B A. English population growth and expansion into the interior disrupted existing French-Indian fur trade networks and caused various Indian nations to shift alliances among competing European powers. Examples: French and Indian War, Treaty of Paris 1763 B. After the British defeat of the French, white-Indian conflicts continued to erupt as native groups sought both to continue trading with Europeans and to resist the encroachment of British colonists on traditional tribal lands. Examples: Pontiac’s Rebellion, Proclamation of 1763, end of salutary neglect Day 2: October 4 / 5 Prep: Read pages 110-126 in Brinkley; AMSCO 72-77 BATA: Complete Key Concept 3.1.II.A and 3.1.II.B (3.1.II.A) Great Britain’s massive debt from the Seven Years’ War resulted in renewed efforts to consolidate imperial control over North American markets, taxes, and political institutions — actions that were supported by some colonists but resisted by others. Examples: Sugar Act, Stamp Act, Townshend Act, Tea Act, Intolerable Acts, writs of assistance (3.1.II.B) The resulting independence movement was fueled by established colonial elites, as well as by grassroots movements that included newly mobilized laborers, artisans, and women, and rested on arguments over the rights of British subjects, the rights of the individual, and the ideas of the Enlightenment. Examples: Sons of Liberty, Letters from a Farmer in Pennsylvania (John Dickinson) Day 3: October 6 / 7 Prep: Read pages 129-145 in Brinkley BATA: Answer question 1 and complete Key Concept 3.1.II.C
Examples: Battle of Trenton, Battle of Saratoga, French Alliance, Battle of Yorktown Day 4: October 10 / 11 Prep: Read pages 145-156 in Brinkley BATA: Answer question 1, complete Key Concept 3.1.III.A, complete Key Concept 3.3.I.A, and complete Key Concept 3.3.I.B
Examples: Spanish control of Mississippi River, British occupation of US forts (3.3.I.A) The French withdrawal from North America and the subsequent attempt of various native groups to reassert their power over the interior of the continent resulted in new white–Indian conflicts along the western borders of British and, later, the U.S. colonial settlement and among settlers looking to assert more power in interior regions. Examples: Battle of Fallen Timbers (3.3.I.B) Migrants from within North America and around the world continued to launch new settlements in the West, creating new distinctive backcountry cultures and fueling social and ethnic tensions. Examples: Shay’s Rebellion Day 5: October 12 / 13 Prep: Read pages 160-168 in Brinkley; AMSCO 104-106 BATA: Complete Key Concepts 3.2.I.C, 3.2.II.B, 3.2.II.C, 3.2.III.B (3.2.I.C )Many new state constitutions and the national Articles of Confederation, reflecting republican fears of both centralized power and excessive popular influence, placed power in the hands of the legislative branch and maintained property qualifications for voting and citizenship. Examples: Unicameral, lack of judicial or executive branch, no power to tax or regulate trade (3.2.II.B) Delegates from the states worked through a series of compromises to form a Constitution for a new national government, while providing limits on federal power. Examples: Great Compromise, checks & balances, separation of powers (3.2.II.C) Calls during the ratification process for greater guarantees of rights resulted in the addition of a Bill of Rights shortly after the Constitution was adopted. Examples: Federalists, Anti-Federalists (3.2.III.B )The constitutional framers postponed a solution to the problems of slavery and the slave trade, setting the stage for recurring conflicts over these issues. Examples: Three-Fifths Compromise, slave trade compromise, fugitive slave clause Day 6: October 17 / 18 Prep: Read pages 169-172; 174 (Jay’s & Pinckney’s Treaties) Brinkley BATA: Complete Key Concepts 3.1.III.C, 3.3.III.A, 3.3.II.C (3.1.III.C )Although George Washington’s Farewell Address warned about the dangers of divisive political parties and permanent foreign alliances, European conflict and tensions with Britain and France fueled increasingly bitter partisan debates throughout the 1790s. Examples: Loose vs. strict interpretation of Constitution, constitutionality of Bank of the United States (3.3.III.A) As national political institutions developed in the new United States, varying regionally based positions on economic, political, social, and foreign policy issues promoted the development of political parties. Examples: Democratic-Republicans, Federalists (3.3.II.C) As western settlers sought free navigation of the Mississippi River, the United States forged diplomatic initiatives to manage the conflict with Spain and to deal with the continued British presence on the American continent. Examples: Jay’s Treaty, Pinckney’s Treaty Day 7: October 19 / 20 Prep: Read pages 106-118 in AMSCO BATA: Answer question 1 and complete Key Concepts 3.3.I.B, 3.2.II.D
Example: Whiskey Rebellion (3.2.II.D) As the first national administrations began to govern under the Constitution, continued debates about such issues as the relationship between the national government and the states, economic policy, and the conduct of foreign affairs led to the creation of political parties. Example: Kentucky and Virginia Resolutions Day 8: October 21 / 24 Prep: Complete ALL of Period 3 Concept Outline AND be prepared to review Unit 3 concepts/DBQ Help Session Day 9: October 25/26 Prep: Unit 3 Summative Assessment Multiple Choice ONLY...DBQ has been moved to Unit 4! Day 10: October 27/28 Counseling Office will be presenting.
7 Comments
APUSH: Unit 2 Schedule
1607-1754 Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged. Day 1: September 8/9 Prep: Read “Britain in the New World” (Ch. 2A-2F) BATA: Examine the forces present in English society in the 16th and early 17th centuries that led to English colonization of the New World. Day 2: September 12/13 Prep: Read “The New England Colonies” (Ch. 3A-3G) BATA: The New England colonies, founded primarily by Puritans seeking to establish a community of like-minded religious believers, developed a close-knit, homogeneous society and — aided by favorable environmental conditions — a thriving mixed economy of agriculture and commerce. Day 3: September 14/15 Prep: Read “The Middle Colonies” (Ch. 4A-4D) BATA: The demographically, religiously, and ethnically diverse middle colonies supported a flourishing export economy based on cereal crops, while the Chesapeake colonies and North Carolina relied on the cultivation of tobacco, a labor-intensive product based on white indentured servants and African chattel. Day 4: September 16/19 Prep: Read “The Southern Colonies” (Ch. 5A-5E) Not homework if you finished the graphic organizer in class!!! BATA: The colonies along the southernmost Atlantic coast and the British islands in the West Indies took advantage of long growing seasons by using slave labor to develop economies based on staple crops; in some cases, enslaved Africans constituted the majority of the population. Day 5: September 20/21 Prep: Read pp.54-56 (stop @ "SW Borderlands"); 66-68 (stop @ "Birth and Death"); 71-74 (stop @ "Changing Sources of European Immigration"); 83-85 (stop @ "The Puritan Community") in Brinkley. BATA:
Day 6: September 22/23 Prep: Read pp. 89-96 in Brinkley BATA: How did the Great Awakening and the Enlightenment impact colonial America? Day 7: September 26/27 Prep: Bring all review materials! Day 8: September 28/29 Prep: Study for the Unit 2 Summative Exam |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
February 2017
Categories |