US History concept chart major concepts & themes across US History: Difference between revisions
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'''US History concept chart major concepts & themes across US History''' | '''US History concept chart major concepts & themes across US History''' | ||
This page is overview of the '''US History timeline & concept charts''' | |||
* which are designed for bulleted study of US History based on timeline of dates, events, periods, and people | |||
{{US History timeline & concept chart introduction template}} | {{US History timeline & concept chart introduction template}} | ||
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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 | |||
* 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 | ||
* | * what motivates historical choices?<br><br> | ||
<br><br> | |||
<big>''' | <big>'''Causality'''</big> | ||
* | * '''contingency''' = conditions & choices | ||
** each | ** 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>''' | <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: | ||
** civil liberties | ** civil liberties | ||
** individualism | ** individualism | ||
** local v. national rule | |||
** political & economic equality | ** political & economic equality | ||
** | ** 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 | * 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 | * 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: | * economic, including: | ||
** freedom | ** freedom | ||
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* self-governance & political participation | * self-governance & political participation | ||
=== | === Cognitive dissonance in the American experience === | ||
* European countries competed for colonial | * cognitive dissonance = "maintaining opposing thoughts at the same time | ||
** ex. France largely sought economic exploitation in its | ** ''cognitive'' = relating to mental processes; ''dissonance'' = tension between disharmonious elements | ||
* by contrast, British colonialism in North America, which started as commercial ventures, explicitly promoted population of the colonies | * American history includes widely diverse experiences, points of view, locales, cultures, economies, etc. | ||
* types of British | * at the same time, American history yields commonalities that have bound Americans, including: | ||
** common conception of the nature of civil liberties | |||
** constitutionalism & rule of law | |||
** 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 | |||
=== European colonialism === | |||
* European countries competed for colonial possessions around the world, largely for economic, religious and political purposes | |||
** 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 | |||
* 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 | * 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 | ||
|| | || 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 | || 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> | ||
=== 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==== | |||
* economic opportunity (trade) | * economic opportunity (trade) | ||
* adventurism | * adventurism | ||
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* merit-based opportunity | * merit-based opportunity | ||
=== American colonial | === 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 | ||
** | ** 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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| | | | ||
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, 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 | ||
* | ** 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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** = ensures the '''two-party system''' | ** = 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''' | ||
|| | || | ||
=== 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 === | ||
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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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| | | | ||
|| | || | ||
'''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 === | ||
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|} | |} | ||
== | == 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" |
Latest revision as of 16:03, 4 June 2022
US History concept chart major concepts & themes across US History
This page is overview of the US History timeline & concept charts
- which are designed for bulleted study of US History based on timeline of dates, events, periods, and people
Objectives:
- to help students to
- associate timelines with events, persons, themes & concepts
- associate presidents with timelines, themes & concepts
- identify timelines with BIG IDEAS across periods of US history
- find connections and common themes across US history
- easily find relevant details for larger comprehension
- to help teachers to
- quickly review US History content for lesson planning
- provide students with easy and complete reference source for US history
Click EXPAND for a note for mobile phone users
- these timeline & concept charts use tables in order to connect ideas, timelines, and major concepts
- tables are not mobile-friendly (they do not wrap to a single column)
- when these charts are complete, we will in the future convert the charts to mobile-friendly format as an alternative file
- we encourage you to use a tablet or larger monitor in order to see the charts here
Index
Page structure & format guide
U.S. History course pages:
Concept & themes chart objectives[edit | edit source]
Develop timeline & periods awareness[edit | edit source]
- timeline awareness develops ability to recall events and persons more readily
- periods awareness develops ability to draw connections across US history
Thematic overview of US history[edit | edit source]
- 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[edit | edit source]
- 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
Periods, timeline, and major concepts[edit | edit source]
PERIOD / TIMELINE | Major Events, Concepts & Themes | Notes & connections: details of issues, concepts, themes & events | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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BIG IDEAS
Causality
Connections
Core issues & themes in US history
Constitutionalism
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"the American Experience"[edit | edit source]
Cognitive dissonance in the American experience[edit | edit source]
European colonialism[edit | edit source]
click EXPAND for chart of types/ purposes of colonial charters/ establishment
Push-pull factors[edit | edit source]Push factors from England[edit | edit source]
Push factors to American colonies[edit | edit source]
American colonial self-identity as British citizens[edit | edit source]
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Founding documents & political philosophies[edit | edit source]
PERIOD / TIMELINE | Major Events, Concepts & Themes | Notes & connections: details of issues, concepts, themes & events |
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Timeline
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BIG IDEAS
Democracy
Republic
Natural Law
Self-rule
Private v public lives of Americans
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English civil law & rights[edit | edit source]Monarchy & parliament[edit | edit source]
Magna Carta[edit | edit source]
Bill of Rights, 1689[edit | edit source]
Common law[edit | edit source]
Enlightenment ideas[edit | edit source]
Declaration of Independence[edit | edit source]
Faction, dissent & minority rights[edit | edit source]
Madison's Federalist no. 10[edit | edit source]
Constitution[edit | edit source]
Bill of Rights[edit | edit source]
Electoral College[edit | edit source]
Self-governance/ self-government[edit | edit source]
Conditions for self-governance[edit | edit source]
Democratic spirit[edit | edit source]
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Cultural, social & political intersections[edit | edit source]
PERIOD / TIMELINE | Major Events, Concepts & Themes | Notes & connections: details of issues, concepts, themes & events |
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BIG IDEAS |
Native American - colonial interactions[edit | edit source]
slavery[edit | edit source]
"frontier" western expansion[edit | edit source]
religious awakenings[edit | edit source]
politics & democracy[edit | edit source]
reform movements[edit | edit source]
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Major wars causes & effects[edit | edit source]
PERIOD / TIMELINE | War | Causes | Effects |
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French-Indian War 1754-1760 (1763 in Europe) | westward colonial expansion | end of salutary neglect |
Political parties & ideological alignments[edit | edit source]
PERIOD / TIMELINE | Democratic Party & origins | Other movements | Republican Party & origins | |
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Economic concepts & themes[edit | edit source]
PERIOD / TIMELINE | Major Events, Concepts & Themes | Notes & connections: details of issues, concepts, themes & events |
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BIG IDEAS
18th century colonial economies & trade up to 1763
17th century colonial economies & trade after French-Indian War (1763)
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economics[edit | edit source]
panics, recessions, depressions[edit | edit source]
to do/ sort[edit | edit source]
distance and time
land grants act 1850s overseas wars foreign involvement nicauragia wwi cold war women's rights in west b/c of fewer women in the population
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British colonial & US territorial expansion & treaties[edit | edit source]
PERIOD / TIMELINE | Major Events, Concepts & Themes | Notes & connections: details of issues, concepts, themes & events |
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1763 Treaty of Paris
1783 Treaty of Paris
1791 Vermont Republic
1802 Louisiana Purchase
1815 Treaty of Ghent
1818 Treaty of 1818
1819 Adams-Onis Treaty
1842 Webster–Ashburton Treaty
1846 Oregon Treaty
1848 Treaty of Guadalupe Hidalgo
1853 Gadsden Purchase
1867 Alaska Purchase
1898 Treaty of Paris
1898 Annexation of Hawaii
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BIG IDEAS What does it MEAN?
Push & pull factors
Colonial expansion
Exploration, fur trade, land
Northwest Ordinance of 1787
Manifest Destiny
Civil War impact
Impact of technologies
Overseas expansion & acquisitions
Expansion via acquisition from European powers
Expansion via acquisition or war with Native Americans
Twentieth Century US overseas interventions
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British colonial expansion[edit | edit source]
US territorial expansion[edit | edit source]
Acquisition or takeover of Native American lands[edit | edit source]
Pacific Island and other acquisitions[edit | edit source]
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