Transcript Period 3: 1754 – 1800

Period 3:
1754 – 1800
Days 6 - 10
DBQ ESSAY

Using the source guide, document analyses, and
“TEEL” outline…
◦ ANSWER THE FOLLOWING QUESTION: To what
extent had the colonists developed a sense of their identity
and unity as Americans by the eve of the Revolution?

Make sure to integrate your interpretation of
Documents A-H and your knowledge of the
period referred to in the question. High scores
will be earned only by essays that both cite key
pieces of evidence from the documents and draw
on outside knowledge of the period.
Warm-Up: DBQ / Quiz Review
1.
Look through feedback given on DBQ
 Does it make sense? Do you see how you can
improve?
2.
Read through the “sample” DBQ essay
 Compare this essay with your essay

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3.
Purpose in relation to prompt?
Organization?
Points supported by documental and outside historical
evidence?
Go over quiz as a class
A look back…
Declaration of Independence (1776)
kicked off American Revolution
 War of Independence lasts until Treaty of
Paris (1783), but…
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◦ As early as 1781 the colonies adopted the
Articles of Confederation as their
constitution
AoC writers disliked…
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Taxation without
representation
A large central government
that had absolute power
Having to follow British
legislation
Lots of power was in the
king’s hands
The king could change laws
at any time
So under the AoC…
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The federal government
could not tax
States didn’t have to follow
federal laws and treaties
States had their own laws
and didn’t have to follow
other states’ laws
No executive branch or
national court system
Any amendment required
all 13 states’ approval
Governmental Reform:
“Out with the old in with the new”
Is life perfect now?
What was the Problem? AoC
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Money Problems
◦ No taxation power
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Lack of Centralized Power
◦ States didn’t have to follow laws and treaties
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Lack of unity
◦ Each state had its own laws
What was the Problem? AoC

War Debt
◦ Congress couldn’t pay back debts from the
revolution
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No Executive or Judicial Branch
◦ Government could not defend its borders or
enforce its laws
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Unanimous Decision Making
◦ Very difficult to modify
Shay’s Rebellion:
“Seeds of Rebellion”
What “kicked off” Shay’s Rebellion? What
were the grievances?
 How is it connected to the Articles of
Confederation?
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Did all Americans think the AoC were too weak?
How do you think Americans reacted to Shay’s
Rebellion?
Primary Source Analyses
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Read…
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◦ “George Washington
Expresses Alarm”
(1786) [pgs. 169 - 170]
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◦ “Thomas Jefferson
Favors Rebellion”
(1787) [pgs. 170 –
171]
Answer…
◦ What single fear
disturb Washington
most, and why?
Read…
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Answer…
◦ What did Jefferson
regard as the most
important cause of the
disturbance, and what
was most extreme
about his judgment?
Warm-Up: The Constitution, The
Articles, and Federalism

If someone says it better, let them say it…
CRASH COURSE #8
◦ While watching, complete the fill-in
notes!
What are the pros and cons of
having a strong central government?
PROS
CONS
+
-
Analyzing the “First Reactions to the
Constitution”
Using pages 176 to 187, create a chart that
compares the positive and negative reactions
of the newly ratified Constitution
 Pull a +/- quote from the text
 Explain what the quote in your own words

◦ For example…
 “Toryism and Shayism are nearly allied [as]…they both
lead to slavery, poverty, and misery.” (Pennsylvania Gazette,
September 5, 1787)
 This quote shows that some Americans foresee the
dangers that internal rebellion can pose and support the
need for the establishment of a strong central government.
“Grading” the 1st and 2nd Presidents

Take notes on the major domestic and
foreign policy crises of the Washington and
Adams presidencies
◦ Whiskey Rebellion, Alien and Sedition Acts, Jay’s
Treaty, XYZ Affair, French Revolution,
establishment of National Bank, and Virginia and
Kentucky Resolutions
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Assign a letter grade (A–F) to each president
for how well the crisis was handled
For each event, a paragraph justification must
be given explaining the grade.
Class Discussion

To what extent were Washington and
Adams effective in dealing with the
domestic and foreign policy crises that
erupted during their presidencies?
Warm-Up: Quote Analysis
“Remember the Ladies, and be more generous and favourable
to them than your ancestors. Do not put such unlimited power
into the hands of the Husbands. Remember all Men would be
tyrants if they could. If perticuliar care and attention is not paid
to the Laidies we are determined to foment a Rebelion, and will
not hold ourselves bound by any Laws in which we have no
voice, or Representation.” – Abigail Adams letter to John
Adams
What is the role of women in politics during the
early republic?
What is the above quote advocating for? Do future
presidents meet these “demands”?
Where US Politics Came From

If someone says it better, let them say it…
CRASH COURSE #9
◦ While watching, complete the fill-in notes!
“Grading” the 1st and 2nd Presidents

Take notes on the major domestic and
foreign policy crises of the Washington and
Adams presidencies
◦ Whiskey Rebellion, Alien and Sedition Acts, Jay’s
Treaty, XYZ Affair, French Revolution,
establishment of National Bank, and Virginia and
Kentucky Resolutions


Assign a letter grade (A–F) to each president
for how well the crisis was handled
For each event, a paragraph justification must
be given explaining the grade.
Study Sheet:
Support for Period 3 (1754 – 1800)

You may put anything you like on the 3” by 5” index card given
that could help you on the test…
◦ Make sure you put your name on it, it will be collected
◦ It may not include any forms of “deception” (i.e. multiple index cards
stapled)
◦ It is meant as a stress reliever (not stress remover)—by this I mean
copying someone else’s study sheet might help in a limited way but the
act of processing the information and figuring out what you know, sortof know, and do not know will be where you stand to benefit the most!
Period 3 (1754 – 1800) Review
Posters
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1.
2.
3.
4.
Pick a topic
Put your topic as a title on a piece of paper
Illustrate your topic in a clear fashion
Describe your topic in an accurate way (1-2 sentences
maximum)
IT MUST BE CLEAR, ACCURATE, AND VISIBLE! If it is
not, it will not get hung up and will not get the extra credit…
Period 3 Vocab
◦ Treaty of Paris of ◦ Judiciary Act of 1789 o
1783
◦ Bill of Rights
Quartering Act of 1765
o
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Articles
of
Sons of Liberty
◦ Bank of the United
Confederation
English common law
o
States
Natural rights
◦ Shay’s Rebellion
Declaratory Act of 1766
◦ Proclamation of
o
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Virginia
Plan
Townshend Act of 1767
Neutrality
o
committees of correspondence◦ New Jersey Plan
◦ Whiskey Rebellion
Tea Act of May 1773
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Federalists
o
Coercive Acts
◦ Jay’s Treaty
Continental Congress
◦ Antifederalists
o
Second Continental Congress
◦ XYZ Affair
◦ General George
o
Declaration of Independence
Washington
◦ Naturalization, Alien,
Popular sovereignty
and Sedition Acts
o
Thomas Paine
◦ General William
Thomas Jefferson
Howe
◦ Virginia and Kentucky o
o
◦ Baron von Steuben Resolutions
o
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Tea Act of 1764
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Stamp Act of 1765
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◦ Treaty of Greenville
Marbury v. Madison
(1803)
Louisiana
Purchase
Embargo Act of
1807
Treaty of Ghent
McCulloch v.
Maryland (1819)
Adams-Onis
Treaty
Monroe Doctrine
Alexander
Hamilton
John Marshall
Tecumseh
Henry Clay
John Quincy
Adams
o Panic of 1819
o Commonwealth
System
o Republican
motherhood
o Manumission
o Missouri
Compromise
o Second Great
Awakening
o Benjamin Rush
o Richard Allen
Proprietorship
A proprietary colony was a colony in which one or two Individuals, usually
land owners, remaining subject to their parent state's sanctions, retained rights
that are today regarded as the privilege of the state
Testing Procedures
Clear desks—except test and pencil/pen
 No talking—see policy on cheating in
syllabus
 No “peeking” anywhere—see policy on
cheating in syllabus
 No cell phones, iPods, tablets, laptops,
etc.—see policy on cheating in syllabus
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Period 3 (1607 – 1754) Test
DO NOT WRITE ON THE TEST QUESTION SHEET—
only write on the test answer sheet
 Read and analyze the “stimulus” then answer all of the multiple
choice questions—use process of elimination
 Address all parts of the short-answer questions—no bulleted
lists
 Address all parts of the long-essay question—intro (hook &
thesis), body paragraphs (point, reasoning, and supporting
evidence), conclusions (wrap-up & reiteration of thesis in an
extended fashion)
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