Title: APUSH Course and Exam Description
URL Source: blob://pdf/a26cb148-d32c-40d3-84be-7705011d54c3
Markdown Content:
Period 3: 17541800
UNIT
# 3
# TOPIC 3.1
# Contextualizing Period 3
Spend a class period helping students understand some contexts for this unit. Considering this units key concepts (previewed below), select one or two for which your students will most need context. To understand context, your students could examine:
Change from and/or continuity with preceding historical developments.
Similarities and/or differences with contemporaneous historical developments in different regions or geographical areas. Whenever possible, draw upon students relevant prior knowledge, and anchor this contextualization lesson in historical source material of varying formats such as visuals, data, or written texts, or conduct an activity that engages students in exploring context.
Required Course Content
LEARNING OBJECTIVE PREVIEW: UNIT 3 KEY CONCEPTS Unit 3: Learning Objective A
Explain the context in which America gained independence and developed a sense of national identity.
KC-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.
KC-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.
KC-3.1.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.
continued on next page
Return to Table of Contents
> 2019 College Board
Course Framework V.1 | 70 AP U.S. History Course and Exam Description
SUGGESTED SKILL
Contextualization
4.A
Identify and describe a historical context for a specific historical development or process.
AVAILABLE RESOURCE
Classroom Resources
> Why Tea? The Global Story of the American Revolution Period 3: 17541800 UNIT
# 3
PREVIEW: UNIT 3 KEY CONCEPTS KC-3.2
The American Revolutions democratic and republican ideals inspired new experiments with different forms of government.
> KC-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.
> KC-3.2.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.
> KC-3.2.III. i
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.
> KC-3.3
Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations.
> KC-3.3.I
In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending.
> KC-3.3.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.
LEARNING OBJECTIVE Unit 3: Learning Objective A
Explain the context in which America gained independence and developed a sense of national identity.
Return to Table of Contents
> 2019 College Board
Course Framework V.1 | 71 AP U.S. History Course and Exam Description Period 3: 17541800
UNIT
# 3
# TOPIC 3.2
# The Seven Years War (The French and Indian War)
Required Course Content
THEMATIC FOCUS
America in the World WOR
Diplomatic, economic, cultural, and military interactions between empires, nations, and peoples shape the development of America and Americas increasingly important role in the world.
LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS Unit 3: Learning Objective B
Explain the causes and effects of the Seven Years War (the French and Indian War).
KC-3.1.I.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 FrenchIndian trade networks and American Indian autonomy.
KC-3.1.I.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.
KC-3.1.I.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. Return to Table of Contents
2019 College Board
Course Framework V.1 | 72 AP U.S. History Course and Exam Description
SUGGESTED SKILL
Developments and Processes
1.B
Explain a historical concept, development, or process. Period 3: 17541800 UNIT
# 3
# TOPIC 3.3
# Taxation Without Representation
Required Course Content
THEMATIC FOCUS
America in the World WOR
Diplomatic, economic, cultural, and military interactions between empires, nations, and peoples shape the development of America and Americas increasingly important role in the world.
LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS Unit 3: Learning Objective C
Explain how British colonial policies regarding North America led to the Revolutionary War.
KC-3.1.II.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.
KC-3.1.II.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.
KC-3.1.II.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.
KC-3.1.II.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. Return to Table of Contents
> 2019 College Board
Course Framework V.1 | 73 AP U.S. History Course and Exam Description
SUGGESTED SKILL
Sourcing and Situation
2.A
Identify a sources point of view, purpose, historical situation, and/or audience.
AVAILABLE RESOURCE
Professional
Development > Teaching and Assessing Module Period 3: 17541800, Focus on Research Why the Revolution Started Period 3: 17541800
UNIT
# 3
# TOPIC 3.4
# Philosophical Foundations of the American Revolution
Required Course Content
THEMATIC FOCUS
American and National Identity NAT
The development of and debates about democracy, freedom, citizenship, diversity, and individualism shape American national identity, cultural values, and beliefs about American exceptionalism, and in turn, these ideas shape political institutions and society. Throughout American history, notions of national identity and culture have coexisted with varying degrees of regional and group identities.
LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS Unit 3: Learning Objective D
Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution.
KC-3.2.I.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.
KC-3.2.I.B
The colonists belief in the superiority of republican forms of government based on the natural rights of the people found expression in Thomas Paines 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.
SUGGESTED SKILL
Sourcing and Situation
2.B
Explain the point of view, purpose, historical situation, and/or audience of a source.
AVAILABLE RESOURCE
Classroom Resources
> Essay from the American Organization of Historians and AP (The Declaration of Independence in World Context)
Return to Table of Contents
2019 College Board
Course Framework V.1 | 74 AP U.S. History Course and Exam Description Period 3: 17541800 UNIT
# 3
# TOPIC 3.5
# The American Revolution
Required Course Content
THEMATIC FOCUS
America in the World WOR
Diplomatic, economic, cultural, and military interactions between empires, nations, and peoples shape the development of America and Americas increasingly important role in the world.
LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS Unit 3: Learning Objective E
Explain how various factors contributed to the American victory in the Revolution.
KC-3.1.II.E
Despite considerable loyalist opposition, as well as Great Britains apparently overwhelming military and financial advantages, the Patriot cause succeeded because of the actions of colonial militias and the Continental Army, George Washingtons military leadership, the colonists ideological commitment and resilience, and assistance sent by European allies. Return to Table of Contents
> 2019 College Board
Course Framework V.1 | 75 AP U.S. History Course and Exam Description
SUGGESTED SKILL
Argumentation
6.B
Support an argument using specific and relevant evidence.
Describe specific examples of historically relevant evidence.
Explain how specific examples of historically relevant evidence support an argument. Period 3: 17541800
UNIT
# 3
# TOPIC 3.6
# The Influence of
# Revolutionary Ideals
Required Course Content
THEMATIC FOCUS
Social Structures SOC
Social categories, roles, and practices are created, maintained, challenged, and transformed throughout American history, shaping government policy, economic systems, culture, and the lives of citizens.
LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS Unit 3: Learning Objective F
Explain the various ways the American Revolution affected society.
KC-3.2.I.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.
KC-3.2.I.D
In response to womens participation in the American Revolution, Enlightenment ideas, and womens 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.
continued on next page
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2019 College Board
Course Framework V.1 | 76 AP U.S. History Course and Exam Description
SUGGESTED SKILL
Claims and Evidence in Sources
3.A
Identify and describe a claim and/or argument in a text-based or non-text-based source.
AVAILABLE RESOURCES
Classroom Resources
> What Is Gender History?
AP Professional
Development > Teaching and Assessing Module Period 3: 17541800, Focus on Research The Revolution: Winners and Losers Period 3: 17541800 UNIT
# 3
THEMATIC FOCUS
America in the World WOR
Diplomatic, economic, cultural, and military interactions between empires, nations, and peoples shape the development of America and Americas increasingly important role in the world.
LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS Unit 3: Learning Objective G
Describe the global impact of the American Revolution.
> KC-3.2.I.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. Return to Table of Contents
> 2019 College Board
Course Framework V.1 | 77 AP U.S. History Course and Exam Description Period 3: 17541800
UNIT
# 3
# TOPIC 3.7
# The Articles of Confederation
Required Course Content
THEMATIC FOCUS
Politics and Power PCE
Debates fostered by social and political groups about the role of government in American social, political, and economic life shape government policy, institutions, political parties, and the rights of citizens.
LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS Unit 3: Learning Objective H
Explain how different forms
of government developed
and changed as a result of the Revolutionary Period.
KC-3.2.II.A
Many new state constitutions placed power in the hands of the legislative branch and maintained property qualifications for voting and citizenship.
KC-3.2.II.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.
KC-3.3.I.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.
SUGGESTED SKILL
Claims and Evidence in Sources
3.B
Identify the evidence used in a source to support an argument. Return to Table of Contents
> 2019 College Board
Course Framework V.1 | 78 AP U.S. History Course and Exam Description Period 3: 17541800 UNIT
# 3
# TOPIC 3.8
# The Constitutional Convention and Debates
# over Ratification
Required Course Content
THEMATIC FOCUS
Politics and Power PCE
Debates fostered by social and political groups about the role of government in American social, political, and economic life shape government policy, institutions, political parties, and the rights of citizens.
LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS Unit 3: Learning Objective I
Explain the differing ideological positions on the structure and function of the federal government.
KC-3.2.II.C. i
Delegates from the states participated in the Constitutional Convention and through negotiation, collaboration, and compromise proposed a constitution.
KC-3.2.II.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.
KC-3.2.II.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.
SUGGESTED SKILL
Claims and Evidence in Sources
3.A
Identify and describe a claim and/or argument in a text-based or non-text-based source. Return to Table of Contents
2019 College Board
Course Framework V.1 | 79 AP U.S. History Course and Exam Description Period 3: 17541800
UNIT
# 3
# TOPIC 3.9
# The Constitution
Required Course Content
THEMATIC FOCUS
Politics and Power PCE
Debates fostered by social and political groups about the role of government in American social, political, and economic life shape government policy, institutions, political parties, and the rights of citizens.
LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS Unit 3: Learning Objective J
Explain the continuities and changes in the structure and functions of the government with the ratification of the Constitution.
KC-3.2.II.C. ii
Delegates from the states participated in the Constitutional Convention that created a limited but dynamic central government embodying federalism and providing for a separation of powers between its three branches. Return to Table of Contents
> 2019 College Board
Course Framework V.1 | 80 AP U.S. History Course and Exam Description
SUGGESTED SKILL
Making Connections
5.A
Identify patterns among or connections between historical developments and processes. Period 3: 17541800 UNIT
# 3
# TOPIC 3.10
# Shaping a New Republic
Required Course Content
continued on next page
Return to Table of Contents
> 2019 College Board
Course Framework V.1 | 81 AP U.S. History Course and Exam Description
THEMATIC FOCUS
America in the World WOR
Diplomatic, economic, cultural, and military interactions between empires, nations, and peoples shape the development of America and Americas increasingly important role in the world.
LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS Unit 3: Learning Objective K
Explain how and why competition intensified conflicts among peoples and nations from 1754 to 1800.
KC-3.3.II.A
The U.S. 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.
KC-3.3.II.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.
KC-3.3.I.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.
KC-3.3.I.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.
SUGGESTED SKILL
Sourcing and Situation
2.A
Identify a sources point of view, purpose, historical situation, and/or audience.
AVAILABLE RESOURCES
Classroom Resources
> Lesson Plans for AP U.S. History: The Alien and Sedition Acts
Professional
Development > Teaching and Assessing Module Period 3: 17541800, Focus on Research New Democratic Institutions Period 3: 17541800
UNIT
# 3
THEMATIC FOCUS
Politics and Power PCE
Debates fostered by social and political groups about the role of government in American social, political, and economic life shape government policy, institutions, political parties, and the rights of citizens.
LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS Unit 3: Learning Objective L
Explain how and why political ideas, institutions, and party systems developed and changed in the new republic.
> KC-3.2.III.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.
> KC-3.2.III.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.
> KC-3.3.II.C
George Washingtons Farewell Address encouraged national unity, as he cautioned against political factions and warned about the danger of permanent foreign alliances. Return to Table of Contents
> 2019 College Board
Course Framework V.1 | 82 AP U.S. History Course and Exam Description Period 3: 17541800 UNIT
# 3
# TOPIC 3.11
# Developing an American Identity
Required Course Content
THEMATIC FOCUS
American and Regional Culture ARC
Creative expression, demographic change, philosophy, religious beliefs, scientific ideas, social mores, and technology shape national, regional, and group cultures in America, and these varying cultures often play a role in shaping government policy and developing economic systems.
LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS Unit 3: Learning Objective M
Explain the continuities and changes in American culture from 1754 to 1800.
KC-3.2.III. ii
New forms of national culture developed in the United States alongside continued regional variations.
KC-3.2.III.D
Ideas about national identity increasingly found expression in works of art, literature, and architecture.
SUGGESTED SKILL
Developments and Processes
1.B
Explain a historical concept, development, or process. Return to Table of Contents
2019 College Board
Course Framework V.1 | 83 AP U.S. History Course and Exam Description Period 3: 17541800
UNIT
# 3
# TOPIC 3.12
# Movement in the Early Republic
Required Course Content
continued on next page
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> 2019 College Board
Course Framework V.1 | 84 AP U.S. History Course and Exam Description
THEMATIC FOCUS
Migration and Settlement MIG
Push and pull factors shape immigration to and migration within America, and the demographic change as a result of these moves shapes the migrants, society, and the environment.
LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS Unit 3: Learning Objective N
Explain how and why
migration and immigration
to and within North America caused competition and conflict over time.
KC-3.3.I.A
Various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the United States, 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 United States and Britain.
KC-3.3.I.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.
SUGGESTED SKILL
Making Connections
5.A
Identify patterns among or connections between historical developments and processes. Period 3: 17541800 UNIT
# 3
THEMATIC FOCUS
Social Structures SOC
Social categories, roles, and practices are created, maintained, challenged, and transformed throughout American history, shaping government policy, economic systems, culture, and the lives of citizens.
LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS Unit 3: Learning Objective O
Explain the continuities and changes in regional attitudes about slavery as it expanded from 1754 to 1800.
> KC-3.2.III.C
The expansion of slavery in the deep South and adjacent western lands and rising antislavery sentiment began to create distinctive regional attitudes toward slavery. Return to Table of Contents
> 2019 College Board
Course Framework V.1 | 85 AP U.S. History Course and Exam Description Period 3: 17541800
UNIT
# 3
# TOPIC 3.13
# Continuity and Change in Period 3
continued on next page
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> 2019 College Board
Course Framework V.1 | 86 AP U.S. History Course and Exam Description The final topic in this unit focuses on the skill of argumentation and so provides an opportunity for your students to draw upon the key concepts and historical developments they have studied in this unit. Using evidence relevant to this units key concepts, students should practice the suggested skill for this topic.
Required Course Content
LEARNING OBJECTIVE REVIEW: UNIT 3 KEY CONCEPTS Unit 3: Learning Objective P
Explain how the American independence movement affected society from 1754 to 1800.
KC-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.
KC-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.
KC-3.1.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.
SUGGESTED SKILL
Argumentation
6.B
Support an argument using specific and relevant evidence.
Describe specific examples of historically relevant evidence.
Explain how specific examples of historically relevant evidence support an argument.
AVAILABLE RESOURCE
External Resource
> Gilder Lehrman Institutes AP U.S. History Study Guide Period 3: 17541800 UNIT
# 3
LEARNING OBJECTIVE Unit 3: Learning Objective P
Explain how the American independence movement affected society from 1754 to 1800.
REVIEW: UNIT 3 KEY CONCEPTS KC-3.2
The American Revolutions democratic and republican ideals inspired new experiments with different forms of government.
> KC-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.
> KC-3.2.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.
> KC-3.2.III. i
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.
> KC-3.3
Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations.
> KC-3.3.I
In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending.
> KC-3.3.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.
Return to Table of Contents
> 2019 College Board
Course Framework V.1 | 87 AP U.S. History Course and Exam Description