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Topic 3.10 Shaping a New Republic
Topic 3.10 Shaping a New Republic
ESSENTIAL QUESTION: Explain how and why competition intensified conflicts among peoples and nations from 1754 to 1800.
ESSENTIAL QUESTION: Explain how and why competition intensified conflicts among peoples and nations from 1754 to 1800.
Thematic Focus: America in the World
Thematic Focus: America in the World
Diplomatic, economic, cultural, and military interactions between empires, nations, and peoples shape the development of America and America's increasingly important role in the world.
Thematic Focus: Politics and Power
Thematic Focus: Politics and Power
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.
Key Concepts
Key Concepts
KC 3.2.3.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 3.2.3.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 3.2.3.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.
KC 3.3.1.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.
KC 3.3.1.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 3.3.2.a The United States government forged diplomatic initiatives aimed at dealing with the continued British and Spanish presence in North America, as US settlers migrated beyond the Appalachians and sought free navigation of the Mississippi River.
KC 3.3.2.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.
Learning Activities
Learning Activities
Readings
Readings
This section lists all of the required and supplemental readings addressing this topic within this module.
As you read, annotate or take notes in a style of your choice.
As you read, annotate or take notes in a style of your choice.
Preview the options for the Topic Reflection assignment that you will complete as a final product for this topic.
REQUIRED: Textbook: AMSCO, 4th edition.
Topic: Topic 3.10
Option: AMSCO, 3rd edition. Chapters 4-6, pages 109-118
Topic_03.10.pdfAMSCO Ch 4.pdfAMSCO Ch 5.pdfAMSCO Ch 6.pdf
EXTENDED: Textbook: Brinkley, Alan. American History: Connecting with the Past
Topic: Chapter 6
Supplemental: PPT of chapter overview
PPT_brinkley15_ch04.pptPPT_brinkley15_ch05.pptPPT_brinkley15_ch06.ppt
SUPPLEMENTAL: Reading: Critchlow American Politics, chapter 2.
SUPPLEMENTAL: Reading: The Whiskey Rebellion
RDG_The Whiskey Insurrection.pdfSUPPLEMENTAL: Reading: Washington's Farewell Address
RDG_Washington Farewell Address-full version.pdfSUPPLEMENTAL: Reading: Were the Founding Fathers Democratic Reformers
RDG_Were the Founding Fathers Democratic Reformers.pdf
Presentations
Presentations
Preview the options for the Topic Reflection assignment that you will complete as a final product for this topic to help you decide how you want to gather your information.
OPTIONAL: View one of the following presentations.
OPTIONAL: View one of the following presentations.
College Board
Washington-Adams AdministrationTom Woods
Crash Course
Crash Course
Crash Course
Hip Hughes
Tom Richey
Military History
Hip Hughes
Hip Hughes
Hip Hughes
Learn Out Loud
Skills Development
Skills Development
The following section material focuses on developing historical thinking and writing skills. You may be asked to simply review the information; you may be asked to review the information and complete a Google Form to submit completion of the task and to submit questions or concerns regarding the process or the strategy; or you may be asked to practice the skill by submitting an assignment to Google Classroom.
Comparison: Review the page focusing on Comparison then review the materials provided focusing on the differences between Jefferson and Hamilton and the emergence of political parties.
Apply your understanding of comparison prompts to your Topic Reflection.
Materials_JeffersonVsHamilton.pdf
SumHIPPOS: Documents
SumHIPPOS: Documents
Continue collaborating on the Period 3 SumHIPPOS Document Set.
Document/s aligned to this topic:
Document 10
Save your work.
Save your work.
Academic Conversation
Academic Conversation
In a group of 2-4 colleagues, participate in an academic conversation focusing on the following topic/s:
Differences between Jefferson and Hamilton
Emergence of Political Parties
Topic Essential Question
REMINDER: Focus on LEARNING by engaging with the material & others....Work smarter, not harder.
REMINDER: Focus on LEARNING by engaging with the material & others....Work smarter, not harder.
Extended Research
Extended Research
The following activities are considered works in progress. Although progress checks will be completed and feedback provided, you will only officially submit them at the conclusion of the module or specifically identified dates.. This will provide you flexibility in completing them with accuracy, depth, and purpose. Completion of these activities promote long-term preparation for the course and AP exams.
Extended Research files will be provided through our Google Classroom as an assignment.
REQUIRED: Key Concepts
REQUIRED: Key Concepts
Conduct extended research and complete the following key concepts:
3.2.3.a
3.2.3.b
3.2.3.c
3.3.1.d
3.3.1.e
3.3.2.a
3.3.2.b
REQUIRED: SAQ
REQUIRED: SAQ
Conduct extended research and then complete the following SAQ prompts:
SAQ Topic 3.10.a
SAQ Topic 3.10.b
Save your work.
Save your work.
Submit the assignment at the conclusion of the module.
Review: Benchmark Review Questions (BRQ)
Review: Benchmark Review Questions (BRQ)
Log into AP Classroom, your My AP account, to access the assignment. These questions are designed to provide you immediate feedback. Use the feedback to determine if you are ready to proceed to the next topic, if you should review this topic, or revisit this topic at a later date.
REQUIRED: Benchmark Review Questions (BRQ)
REQUIRED: Benchmark Review Questions (BRQ)
Go to your My AP account and complete the following assignment.
Topic 3.10
Topic Assignment: Answer the Essential Question
Topic Assignment: Answer the Essential Question
Gather and report information (specific, relevant vocabulary, names, dates, and details) that would be used to write a formal response that answers the essential question for this topic. Regardless of format, the response must include a properly written thesis statement. Refer to Topic 1.1 and Thesis Statement pages for assignment support.
REQUIRED: Select one of the following formats to present research that answers the topic essential question that includes a properly written thesis statement.
REQUIRED: Select one of the following formats to present research that answers the topic essential question that includes a properly written thesis statement.
Refer to Topic 1.1 or Thesis Statement (X. However, A and B. Therefore, Y.) for more details.
Create a mind map.
Create an infographic.
Create a formal outline.
Create a graphic organizer.
Record a short video clip reponse (no more than 2-minutes).
Save your work.
Save your work.
Store in your Google Drive>>APUSH>>APUSH Portfolio>>Period 3 Module.
Store in your Google Drive>>APUSH>>APUSH Portfolio>>Period 3 Module.
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