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'''US History concept chart major concepts & themes across US History'''
'''US History concept chart major concepts & themes across US History'''


Objective:
This page is overview of the '''US History timeline & concept charts'''
* overview of core ideas for understanding historical times, persons, places, and events in U.S. History
* which are designed for bulleted study of US History based on timeline of dates, events, periods, and people


[[category:US History]]
{{US History timeline & concept chart introduction template}}
[[category:AP United States History]]
[[category:US History timelines & concept charts]]


'''Index'''
== Concept & themes chart objectives ==
* [[US History timeline & concept chart: periods, events & themes| US History timeline & concept chart main page]]
* [[:category:US History timelines & concept charts| US History timelines & concept charts list]]


U.S. History course pages:
=== Develop timeline & periods awareness ===
* [[US History]]
* timeline awareness develops ability to recall events and persons more readily
* [[AP United States History]]
* periods awareness develops ability to draw connections across US history
<br>
 
=== Thematic overview of US history ===
* theme-based learning develops ability to connect and assess different periods
* theme-based learning develops conceptual skills and awareness
 
=== Understanding & connecting historical times, persons, places, and events in US history ===
* thematic and periodization helps US History students:  
** relevancy and connections across all periods of US history
** content retention
** causal and conceptual understanding
* AP US History (APUSH) test is based upon primary source documents
** success on the test includes ability to:
** identify time, theme, and issue based upon a date
** connect, compare & contrast similar periods to primary source documents
 
* see also
** [[Social Studies skills|Social Studies skills]]
** [[Geography|Geography]]


== Periods, timeline, and major concepts ==
== Periods, timeline, and major concepts ==
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|
|
* 1607 pre-Colonial in North America
* 1607 pre-Colonial in North America
* 1607-1765 Early colonial period
* 1607-1765 Early colonial period
 
* 1730s-40s First Great Awakening
** 1730s-40s First Great Awakening<< confirm dates
* 1754-1760 French Indian War (in America)
* 1754-1760 French Indian War (in America)
** 1754-1763 Seven Years War (Europe)
** 1754-1763 Seven Years War (Europe)
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** [https://en.wikipedia.org/wiki/Outline_of_United_States_history#Named_eras_and_periods Outline of United States History #named eras (wikipedia)]
** [https://en.wikipedia.org/wiki/Outline_of_United_States_history#Named_eras_and_periods Outline of United States History #named eras (wikipedia)]
||
||
'''BIG IDEAS'''
'''BIG IDEAS'''<br><br>
<big>'''What does it MEAN? '''</big>
<big>'''What does it MEAN? '''</big>
* every issue, dispute, event, represents someone’s perspective, interest, ideal or outlook
* every issue, dispute, event, etc., represents someone’s perspective, interest, ideal or outlook
* identify distributions of power and their impact on events
* identify distributions of power and their impact on events, groups, and individuals
* think
* what motivates historical choices?<br><br>
<br><br>


<big>'''causality'''</big>
<big>'''Causality'''</big>
* think contingency: conditions & choices
* '''contingency''' = conditions & choices
** each contingency leads to a new set of conditions & choices
** each set of conditions creates a set of choices
** each choice taken historically created a new set of conditions
** the new conditions thereby presented historical actors with a new set of choices
** how does one or a series of decisions lead to others, either by limiting or expanding on those choices?
** how does one or a series of decisions lead to others, either by limiting or expanding on those choices?
* examples:
* examples:
** if, how & why did the French-Indian War lead to the American Revolution?
** ''if, how & why did the French-Indian War lead to the American Revolution?''
** if, how & why did the need for compromise in the Constitution lead to the Civil War?
** ''if, how & why did the need for compromise in the Constitution lead to the Civil War?''
** if, how & why did the Compromise of 1850 lead to the Civil War?
** ''if, how & why did the Compromise of 1850 lead to the Civil War?''
** if, how & why did the New Deal program extend the Great Depression?
** ''if, how & why did the New Deal program extend the Great Depression?''
** if, how & why did white leftist radicals contribute to the Civil Rights movement?  
** ''if, how & why did white leftist radicals contribute to the Civil Rights movement?''
** if, how & why did the Great Society welfare programs lead to entrenched poverty?
** ''if, how & why did the Great Society welfare programs lead to entrenched poverty?''<br><br>
<br><br>


<big>'''connections'''</big>
<big>'''Connections'''</big>
* how are events related?
* how are events related?
* what common themes occur across American history? including:
* what common themes occur across American history? including:
** western expansion
** civil liberties
** civil liberties
** political dissent
** individualism
** individualism
** local v. national rule
** political & economic equality  
** political & economic equality  
** local v. national rule
** political dissent
<br><br>
** sectionalism
** slavery and its impact & legacies<br><br>


<big>'''Core issues & themes in US history '''</big>
* central bank
* civil rights
* economic winners & losers
* faction
* immigration & ethnic identity
* judicial review & court activism
* majority v. minority
* political parties
* populism
* reform movements
* slavery
* states rights
* tariffs
* urban v. rural
* westward & territorial expansion<br><br>


<big>'''Constitutionalism'''</big>
<big>'''Constitutionalism'''</big>
* why do Americans generally abide by the Constitution, or do they not?
* the US Constitution created the extent and limits of the federal government
* how have different constitutional interpretations impact historical outlooks and events?
** based on theory of ''limited government'' and ''checks & balances''
* how does constitutionalism lead to political stability?
** the '''Bill of Rights''' expressly reserved, or protected from government infringement (violation) certain individual rights and liberties
* how does the difficulty to amend the Constitution (Article V) lead to judicial activism?
* elements to constitutionalism include:
<br><br>
** Constitutional interpretation
** federal supremacy
** judicial review
** limited government
** rule of law
* some questions to consider:
** ''why do Americans generally abide by the Constitution, or do they?''
*** ''and if so to what extent?''
** ''how have different constitutional interpretations impact historical outlooks and events?''
** ''how does constitutionalism lead to political stability?''
** ''how does the difficulty to amend the Constitution (Article V) lead to political instabilty?''
** ''how, why & to what extent does the judiciary amend the Constitution?''<br><br>


||
||
=== "the American Experience" ===
* "the American Promise”
* economic, including:
** freedom
** economic imperialism
** economic inequality
** economic opportunity
* immigration
** assimilation and "melting pot"
** origin cultural heritage & identity
* land ownership, pioneer culture
** “land of opportunity”
** "move west"
* political activism and issue advocacy
* race & racial relations
* religious freedom
* slavery & legacies:
** segregation
** discrimination
* self-governance & political participation


=== "The American Experience" ===
=== Cognitive dissonance in the American experience ===
* religious, economic & political freedom
* cognitive dissonance = "maintaining opposing thoughts at the same time
* “land of opportunity”
** ''cognitive'' = relating to mental processes; ''dissonance'' = tension between disharmonious elements
* "The American Promise”
* American history includes widely diverse experiences, points of view, locales, cultures, economies, etc.
* slavery, segregation, discrimination
* at the same time, American history yields commonalities that have bound Americans, including:
* land ownership
** common conception of the nature of civil liberties
* self-governance & political participation
** constitutionalism & rule of law
* >> get into modern experience
** dominant white, protestant population
*** starting as mostly English, other European ethnic groups merged into "white" America over time
** English language
* APUSH students may wish to consider how these ''dissonant'' elements act out across US History


=== state colonialism ===
=== European colonialism ===
* European countries competed for colonial expansion around the world, largely for economic and political purposes
* European countries competed for colonial possessions around the world, largely for economic, religious and political purposes
** ex. France largely sought economic exploitation in its Canadian colonies
** ex. France largely sought economic exploitation in its North American possessions
* by contrast, British colonialism in North America, which started as commercial ventures, explicitly promoted population of the colonies
** by contrast, British colonialism in North America, which started as commercial ventures, explicitly promoted population of the colonies
* types of British colonies in North America:
* types of British colonial enterprises in North America:
** Joint-stock company under Royal charter
** Joint-stock company under Royal charter
** land-patent (allowance) from other joint-stock company
** land-patent (allowance) from other joint-stock company
** Royal colony
** Royal colony
** proprietary colony (privately owned)
** proprietary colony (privately owned)
* types of British colonies in North America:
* types of British colonial purposes in North America:
** commercial/entrepreneurial
** commercial/entrepreneurial
** religious
** religious
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|| never had a royal charter; merged into Province of Massachusetts Bay in 1691
|| never had a royal charter; merged into Province of Massachusetts Bay in 1691
|-
|-
| Massachusetts Bay Colony
| Massachusetts Bay Colony
|| 1629
|| 1628
||  
|| founded by Massachusetts Bay Company (joint-stock company)
||
|| primarily religious
|| merged into Province of Massachusetts Bay in 1691
|| 20,000 people, mostly puritans, migrated in the 1630s; merged into Province of Massachusetts Bay in 1691
|-  
|-  
| Province of Massachusetts Bay
| Province of Massachusetts Bay
|| 1691
|| 1691
|| Royal colony controlled by British king
|| Royal colony  
||  
||  
|| re-organized Massachusetts colonies and charters into a single political unit that would become the state of Massachusetts
|| re-organized Massachusetts colonies and charters into a single political unit that would become the state of Massachusetts
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|-
|-
|}
|}
</div>
</div>


** white American colonial populations grew rapidly
=== Push-pull factors ===
 
==== Push factors from England====
=== & push-pull factors ===
'''Push factors''' from England:
* poverty/ lack of land ownership (rents)
* poverty/ lack of land ownership (rents)
* religious persecution
* religious persecution
* escape debt or criminality
* escape debt or criminality
** (generally via indentured servitude)
* lack of economic or social opportunity  
* lack of economic or social opportunity  
* primogeniture
* primogeniture
** 2nd sons didn't inherent titles or property
** 2nd sons didn't inherent titles or property
* limits imposed by British social and economic class system
* limits imposed by British social and economic class system
'''Push factors''' to American colonies
==== Push factors to American colonies====
* economic opportunity (trade)
* economic opportunity (trade)
* adventurism
* adventurism
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* merit-based opportunity
* merit-based opportunity


=== American colonial perceptions viz Britain ===
=== American colonial self-identity as British citizens ===
* American colonials perceived themselves as both British citizens and citizens of their local colonies
* American colonials perceived themselves as both British citizens and citizens of their local colonies
* the British perceived the colonists as subjects
* the British perceived the colonists as subjects
** = a key source of dispute between the British and the colonialists as to their political relationship
** = a key source of dispute between the British and the colonialists as to their political relationship
* local rule under colonial charters gave colonials a sense of entitlement and tradition of self-government
** American colonists strongly objected to the reorganization of most northeastern colonies into the Dominion of New England in 1659
* citizens or subjects?
* citizens or subjects?
* duty & responsibilities as British subjects
* duty & responsibilities as British subjects
* self-governance or British-appointed governance  
* self-governance or British-appointed governance  
* direct v. indirect representation
* direct v. indirect representation
** indirect representation was the British idea that the King and the Parliament ruled on behalf of the American colonials as a parent governs a child
* ''salutary neglect''
* ''salutary neglect''
** = the idea that the American colonies had better progressed without British interference
** = the idea that the American colonies had better progressed without British interference
** articulated by Edmund Burke, a pro-colonial Irish-British politician
** see [[US History timeline & concept chart: 16th-18th centuries (to 1754) British-American colonies#Salutary neglect]]
|-
|-
|}
|}


== Founding documents & political philosophies ==
== Founding documents & political philosophies ==
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|- style="vertical-align:top;"  
|- style="vertical-align:top;"  
|
|
* timeline
Timeline
* 594 BC Athenian path towards democracy developed under Solon<br><br>
* 508-411 effective democracy in Athens
** 375 BC Plato criticizes democracy in "The Republic"<br><br>
* 509 BC Roman Republic established after expelling the Roman king<br><br>
* 27 BC official end of Roman Republic
** as Senate grants extraordinary powers to Caesar Augustus, establishing the Roman empire<br><br>
* 1215 '''Magna Carta'''
** King John cedes power to local lords and recognizes civil and legal protections in law<br><br>
* 1450s-1500s Italian Renaissance
** rise of humanism & political philosophy (Machiavelli)<br><br>
* 1689 '''Bill of Rights 1689''' (England)
** limited power of the monarchy & asserted powers of Parliament & protections of certain civil rights<br><br>
* 1776 '''Declaration of Independence'''<br><br>
* 1789 '''US Constitution'''<br><br>
* 1789 '''Bill of Rights''' (1st ten amendments to the US Constitution)<br><br>
 
|| BIG IDEAS
|| BIG IDEAS
<big>'''Democracy'''</big>
* demos = people
* -cracy = rule by
* ancient Athens employed a form of "direct democracy"
** male citizens voted directly on state policies
** approx. 60% of Athenian adult men participated
* historical meaning:
** dangers of "mob rule" & "'''tyranny of the majority'''"
** instability and susceptibility to populism & demagoguery
*** populism =
*** demagoguery = appeal to the fears of citizens
* American Founders distrusted pure democracy<br><br>
<big>'''Republic'''</big>
* from Latin ''res publica'' = of the people
* divided government
** Senate (represented "patricians," or elites) and Tribunes (popular representative body)
* historical meaning:
** anti-monarchical
** less susceptible than democracy to populism, demagoguery and factionalism
** stability and flexibility<br><br>
<big>'''Natural Law'''</big>
* the idea that individual rights are inherent (people born with them) and not granted by governments
** John Locke articulated natural law
** affirmed by the '''Declaration of Independence'''
* <br><br>
<big>'''Self-rule'''</big>
* also known as self-governance, self-government
* colonial traditions of local self-rule were inherent to colonial experience, isolated communities, distant from British governance<br><br>
<big>'''Private v public lives of Americans '''</big>
* democracy requires public life
* yet, people maintain multiple public and private lives and identities:
** community (local) identity
** economic or class identity
** ethnic identity
** group identify (or of multiple groups)
** individual / family identify
** national identity
** political identity
** religious identity <br><br>
||
||
=== English civil law & rights ===
==== Monarchy & parliament ====
* monarchy is based upon the concept of '''divine rule'''
** God selects the King for the people = (usually) the first born of the previous king or ruler
* monarchy = the most common form of government across human history
** due to its stability
** divine rule resolves the problem of succession of power (transfer of power between leaders)
*** = "the king is dead" (the father) "long live the king" (the son)
** not always successful in peaceful transfer of power (factions, disputes, challenges, etc.)
** divine rule implies that since God chose the ruler, God also chose the subjects
*** monarchy also resolved problem of ruling heterogenous populations (different languages, regions, religions, ethnicities, etc.)
==== Magna Carta ====
* "Great Charter" of 1215
* English King John signed a royal charter (contract) limiting his powers & outlining certain rights and protections for local barons (rulers), including:
** church rights, protection against illegal imprisonment, limiting ''feudal payments'' (required of local rulers to the central monarch)
* significant statement of individual rights & protections and limited government
* by limiting the power of the monarchy, it significantly challenged divine rule and powers
==== Bill of Rights, 1689 ====
* enacted after Glorious Revolution under William and Mary
** the English Civil War and subsequent events demonstrated the potential for abuse by both the monarhcy and Parliament
* Bill of Rights of 1689 acted as a form of a constitution, setting fundamental law, including:
* limited power of the monarchy
* asserted powers of Parliament, including
** regular parliamentary sessions
** freedom of speech in the Parliament (protecting dissent)
** ensuring free and fair elections to Parliament
** no taxation without Parliament's consent
* protected certain civil rights, including
** right to self-defense
** protection against "cruel and unusual punishment"
** Parliament protections are also protections of individual civil liberties, including rule by consent of the governed
==== Common law ====
* in the English legal system, the law is from an accumulation of prior cases ("precedent") and based upon commonly agreed rules
** especially as concerns contracts, property, and civil disputes
** the British consider the common law a form of a constitution (set of fundamental rules)
=== Enlightenment ideas ===
=== Enlightenment ideas ===
* Machiavelli
* Machiavelli
** Roman republic
** Roman republic
**
* John Locke
* John Locke
** natural law
** "clean slate" theory of human equality
* Montesquieu
* Montesquieu
** theories on separation of powers
* Hobbes v. Hume
* Hobbes v. Hume


=== Declaration of Independence ===
=== Declaration of Independence ===
* affirmation of Locke
* affirmation of Locke and natural law
* anti-monarchy
* affirmed rule by consent of the governed
* justifies revolution based on needs of citizens
* affirms self-governance
* anti-monarchy/ divine rule:
** "all men are created equal" = negates concept of divine rule
* justifies revolution based on needs of citizens going unmet


=== faction & disagreement ===
=== Faction, dissent & minority rights ===
* sectionalism
* sectionalism
* political parties
* political parties
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** How do the big political parties adapt to those movements?
** How do the big political parties adapt to those movements?
** How does the Constitution both resolve factionalism and enhance it?
** How does the Constitution both resolve factionalism and enhance it?
=== Madison's Federalist no. 10 ===
* provides theoretical framework for overcoming the dangers of "faction"
* the Founders recognized that faction is a danger inherent to democracies
** if one faction seizes 51% control, it can ignore and thereby abuse the rights of the minority (49%)
** the situation is what is known as the ''tyranny of the majority''
* Madison reasoned that:
** faction can be controlled by limiting its ability to control an entire government
** it is accomplished through separation of powers with checks and balances
** therefore, a large republic (like America) can avoid factions more readily be avoided since there is more power to be distributed/separated than in a small republic
*** that is, a small republic would be easier for a single faction to take over and control
*** the idea was novel, as it was assumed by all thinkers up to Madison that a republic would not function in a large country


=== Constitution ===
=== Constitution ===
* forms the structure of the federal government
* forms or organizes the '''structure''' of the federal government  
* what does "to form a more perfect union" mean?
** legislative, executive & judicial branches, plus the relationship between the federal and state governments and between the states themselves
* Bill of Rights
** most importantly, the constitution creates checks and balances between the branches
* first ten amendments are called the "Bill of Rights"
* Constitutional principles
* Constitutional principles
* judicial review
* judicial review
* change over time in Constitutional interpretations
* change over time in Constitutional interpretations
* to consider:
** ''what does "to form a more perfect union" mean?''
** ''what is the intersection of politics and the Constitution''?


=== Bill of Rights ===
=== Bill of Rights ===
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=== Electoral College ===
=== Electoral College ===
* combined representation of states and population
* = combined representation of states and population
* '''two-party system'''
* 12th amendment changed from top-two winners = President and Vice president
** to "ticket" system where by electors vote for combined President and Vice President as a "ticket"
** = ensures the '''two-party system'''
 
=== Self-governance/ self-government ===
* in a democracy the people rule by popular vote of all decisions
** colonial New England developed deeply-democratic traditions via town meetings and councils
** impractical in a large country
* in a republic the people rule by selecting by popular vote those who will rule on their behalf
** direct representation = representatives are selected by popular vote
*** = the American model
** indirect or "virtual" representation is
*** Britain argued that Parliament, elected by British Island inhabitants, represented the colonists "virtually" and looked out for their interests
**** thus the American colonial protest of "no taxation without representation"
*** prior to the 17th amendment (direct election of senators), the US Senate represented the states and not the people directly
**** a form of = virtual representation
**** that changed with the 17th amendment
* to consider:
** ''the extents and limits of self-government in the American system and history''
*** think political participation, ''de facto'' (in fact) and ''de jure'' (by law), over time
** ''what does it mean and how do different people & times interpret it?''
** ''what is democracy? How can it work? What are its limits? How does it empower people?''
 
=== Conditions for self-governance ===
* political freedom
** political equality
* economic freedom
** but not political equality
** i.e. rich or poor have same rights
* religious freedom
** people not bound by government-controlled religious rules
** self-governance can exist in a religiously homogenous society (all the same religion)
** but without freedom of religion, self-governance cannot exist in a heterogenous (multi-religion) society


=== Democratic spirit ===
* the idea that the people may rule themselves is radical in the 18th century
* origins of the "democratic spirit" in
* economic opportunity
* "frontier" and immigrant experiences of seeking a new life that one can control
* political organizations of small towns, especially in mid-Atlantic and New England
* protestant religions:
** especially puritanism and Calvinism, which held that individuals may have a personal relationship with God, and not through priests
*** as was the Catholic and Church of England
*** John Calvin preached that congregations should choose their own clery = a form of self-governance, democracy
** personal relationship to the Bible spurred spread of literacy, education, and dissent


|- style="vertical-align:top;"
|- style="vertical-align:top;"
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|| '''BIG IDEAS'''
|| '''BIG IDEAS'''
||
||
=== self-governance/ self-government ===
* extents and limits of self-government
* to consider:
** what does it mean and how do different people & times interpret it?
** what is democracy? How can it work? What are its limits? How does it empower people?
=== private v public lives of Americans ===


=== Native American - colonial interactions ===
* contrary notions of property:
** Native Americans saw land as communal, especially for hunting
** English saw land as defined by property lines and with specific ownership
* tribal warfare
** tribal alliances lined up for or against the British and French
** created "confederacies" or alliances of tribes
** motivated by land access and trade, especially the fur trade
* warfare
** Native Americans sought tribal dominance and integration
*** which meant primary goal was kidnapping, prisoners and non-lethal combat
** English colonists sought domination via surrender or killing
* contracts
** Native Americans created informal contracts / agreements
*** ceremonial (peace pipe)
** English colonists believed in written contracts/ agreements
*** formal (written, signed contract)


=== slavery ===
=== slavery ===
* Northwest Ordinance, 178>> << banned slavery in NW Territory
* Cotton Gin (Eli Whitney invention)
* expansion of slavery
* expansion of slavery
* experience of slaves  
* experience of slaves  
* consequences of slavery
* consequences of slavery
** upon slaves and former slaves
** effect upon slaves and former slaves
** upon slave-owners
** effect upon slave-owners
** upon white non-slave owners
** effect upon southern white non-slave owners
* 1791 Vermont state constitution forbade slavery
* anti-slvaary
* Constitution ban on slave importation as of 1807
** Northwest Ordinance, 178>> << banned slavery in NW Territory
** 1791 Vermont state constitution forbade slavery
 
=== "frontier" western expansion ===
=== "frontier" western expansion ===
* >>details
* >>details
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* reform (public/ private)
* reform (public/ private)
* fear, crisis, opportunism
* fear, crisis, opportunism
|- style="vertical-align:top;"
|}
== Major wars causes & effects ==
{| class="wikitable"
! '''PERIOD / TIMELINE'''
! '''War'''
! '''Causes'''
! '''Effects'''
|- style="vertical-align:top;"
| '''French-Indian War''' 1754-1760 (1763 in Europe)
|| westward colonial expansion
|| end of salutary neglect
||
|- style="vertical-align:top;"
|}
== Political parties & ideological alignments ==
{| class="wikitable"
! '''PERIOD / TIMELINE'''
! '''Democratic Party & origins'''
! '''Other movements'''
! '''Republican Party & origins'''
|- style="vertical-align:top;"
|
||
||
||
||
|- style="vertical-align:top;"
|- style="vertical-align:top;"
|}
|}
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|- style="vertical-align:top;"  
|- style="vertical-align:top;"  
|
|
||
'''BIG IDEAS'''<br><br>
<big>'''17th century colonial economies & trade'''</big>
* New England and mid-Atlantic coastal trade with Caribbean & European traders
** commodities included timber, pine tar (for boats), fur, fish
* Virginia and South Carolina export of commodities, especially tobacco, rice & indigo
* British attempts to impose mercantilist policies fail<br><br>
<big>'''18th century colonial economies & trade up to 1763'''</big>
* colonial westward expansion creates internal markets
* deliberate British policy of "salutary neglect" leaves colonies largely unregulated
* colonial wars as result of westward expansion and competition with Native Americans and the French <br><br>


<big>'''17th century colonial economies & trade after French-Indian War (1763)'''</big>
* British imposition of taxes, regulations, and direct-rule via Crown-appointed Governors
* British restriction on colonial expansion west of the Appalachian Mountains
** in response to French-Indian War<br><br>
||
=== economics ===
=== economics ===
* banks/ debt
* banks/ debt
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|}
|}


== Territorial & commercial expansion ==
== British colonial & US territorial expansion & treaties ==
{| class="wikitable"  
{| class="wikitable"  
! '''PERIOD / TIMELINE'''
! '''PERIOD / TIMELINE'''
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||
||
[[File:United States land claims and cessions 1782-1802.png|thumb|Map of the United States and territories after the Treaty of Paris]]=== British colonial expansion ===
[[File:United States land claims and cessions 1782-1802.png|thumb|Map of the United States and territories after the Treaty of Paris]]
=== British colonial expansion ===
* 1667 '''Treaty of Breda'''
* 1667 '''Treaty of Breda'''
** Netherlands ceded "New Netherland" which the British renamed "New York"
** Netherlands ceded "New Netherland" which the British renamed "New York"
Retrieved from "https://school4schools.wiki/wiki/Special:MobileDiff/1428...3202"