title: Teacher's manual to accompany Our United States: a history,
text: V • 1 • o- o _^-i°x. u^.,^ yA%ik^% ..^^\y^s^'. -. ..\: v^' V-^^ ^'^^\ "'^^<b^" .'.ilffl^V '^^...^^ ;.C(VWA> '^. V .y\^ ■■mm,- **^ • Ay ^tf^ „ V/ bS \Vr ♦ tP •- -^^n^ '- -^^0^ .*' -^ '.^K-' ** % ""W^*' /\ -.Ip.- ^♦"^ <\. *■' '^ \l»t '- -^^0^ 'oK y ^0 V » 1 • ». o^ ^"* ^o^ ^ >^JL'*^^^ " -0^ .•'/-•• "*© -** / ^^ '^ -^-^ r .0 S*^ /^ .^ ... ^<^'% • r. -^^^^ .<^ •: ^^v/^9^ ;* <^N^ <r^^ V 'oK q,. '.T o « ^Aq' TEACHER'S MANUAL TO ACCOMPAN I OUR UNITED STATES A HISTORY GUITTEAU SILVER, BURDETT AND COMPANY TEACHER'S MANUAL TO ACCOMPANY OUR UNITED STATES: A HISTORY BY WILLIAM BACKUS GUITTEAU, Ph.D 91PERINTEXDENT OF SCHOOLS, TOLEDO, OHIO AITHOK OF "GOVERNMENT AND POLITICS IN THE UNITED STATES," "PREPAR- ING FOR CITIZENSHIP," ETC. SILVER, BURDETT AND COMPANY BOSTON NE\V YORK CHICAGO SAN FRANCISCO Em COPTEIGHT, 1920, By silver, BURDETT & COMPANY. All rights reserved OEC 17 1920 ©C1A602968 TEACHER'S MANUAL TO ACCOMPANY OUR UNITED STATES: A HISTORY PART I THE STUDY AND THE TEACHING OF HISTORY The Fundamental Aim in History Teaching. In the light of recent events, histor)' teachers sliould teacli more thoroughly than ever before the peculiar and characteristic genius of American institutions, and the permanent and outstanding assets of American democracy. " Not only must we present these matters positively as in the past, showing what democracy's assets are (representative government, trial by jury, no taxation without representation, free speech, a free press, habeas corpus, the right of petition, the right of protest, the right of public asseml^ly, etc.), and how we came by them; but also negatively that the advantages of democracy's institutions may be impressed more forcibly when studied in contrast with autocracy's governmental institutions, and with the limited privileges and rights of people living under the same. . . . Our need is such texts and teaching as will guarantee greater and truer intelligence as a basis for action. We must teach the American youth the foundations of their liberty, and acquaint them with the storms which for centuries raged around the building of those foundations, and familiarize them with the sacrifice and suffering incident to their establishment." ^ The Project Method in History. Lack of definiteness is one of the criticisms most frequently made of history teaching. Bj-- this is meant the lack of definite aims ; for definiteness in history teaching does not mean insisting upon exact and specific knowledge of relatively un- important dates, names, or events. Facts, of course, we must have, but these separate facts are too fragmentary to serve as the foundation for our course in history. It remains for the teacher to analyze and ' Quoted from a most excellent discussion of the Guiding Principles in Ameri- can History Teaching, by H. B. Wilson, Superintendent of the Public Schools of Berkelev, California. . -'^ 1 ' 2 teacher's manual evaluate the facts of lu.-story, to group them into large xinits of study which will " tie up in one bundle a large number of related facts forming a well-constructed whole." This can be best accomplished by applying the project method to the study of history; in other words, by abandoning the old "question and answer" method, and by organizing classroom' instruction on the basis of large projects, or knowledge imits. This implies the omission of many minor topics and detached facts, and the grouping of each history assignment around oi\e central organiz- ing idea. For example, the entire history of our country during the twenty-six years from 1763 to 1789 may be studied from the standpoint of three large projects, namely:' (1) Were the ideals of the French or of the English to shape the future of North America? (2) How were the colonists to secure their just rights as English- men? (3) With independence won, how was a successful Union of States to be formed? Each of these basal ideas forms a center for the grouping of the facts of our history during this important formative period, and supplies the key and interpretation of these same facts. The material presented in Ow United States is especially adapted to teaching by the project method, for this text selects the big topics of history and gives them an enlarged treatment. For example, see the discussion of the Erie Canal (pp. 318-320), or the Steam Railroad (pp. 320-323), or the Trust Problem (pp. 501-505). It will be found that these discussions are built upon the project method ; that is, they organize knowledge around a central idea. [•f To assist teachers in organizing the facts of history so as to use the project method, a detailed outline is given on page 9 ff. of this Manual. Teachers who wish to make an individual study of the possibilities of the project method in history will find the following books especially helpful : — ^IcMm-ry, Chas. A., Teaching hy Projects (pp. 44-59, 95^120, 152-167). McMurry, Chas. A., Special Method in History (pp. 150-221). Freeland, George E., Modern Elementary School Practice (pp. 45- 74, "The Project"). Kilpatrick, W. H., The Project Method. Stockton, J. L., Project Work in Education. THE STUDY AND THE TEACHING OF HISTORY 3 Questions on the Text. In response to the request of many teachers using Our United States, a Ust of questions on the text has been included as a part of this Manual, pp. 37-71. This is not to be considered as an endorsement or approval of the old " ques- tion and answer " method of conducting the history recitation. As a rule, this drill method merely tests the ability of the pupil to reconstruct, bit by bit, the story presented in the textbook. An- other objection to the " question and answer " method is that it does not lead to the grouping and evaluation of the facts of history as suggested in the discussion of the project method. Most teachers, therefore, will prefer to make their own questions, and to encourage their pupils to do likewise. However, it may be found helpful, early in the course, to make some use of the questions included herein. They will also serve for convenience in review, for an occasional drill recitation, and as a means of assisting the teacher to organize the facts of history in accordance with the project method. The Socialized Recitation. Perhaps the criticism most fre- quently made of the history recitation, bluntly stated, is that the teacher talks too much. The socialized recitation is one method of correcting this condition by making the recitation largely — but not exclusively — the pupils' affair. Under this plan, each pupil is encouraged to give to the class his own statement and interpre- tation of the topic under discussion, always in his own words as a matter of course. Each pupil must be prepared to support his own opinions, inferences, and conclusions when these are challenged by his classmates. Thus the activities of the pupils themselves predominate under this plan. Teachers will find an excellent ac- count of the possibilities of the socialized recitation in the article by Miss Lotta Clark entitled .4 Good Way to Teach History (School Review, xvii, 255 ff.). Two conditions, however, are essential to the success of the socialized recitation. First, the teacher should guide and direct the discussion along right channels, so as to keep the central idea or theme clearly before the class. Pupils are often inclined to ask questions which involve far too much detail about relatively un- important facts. These questions should be promptly ruled out of order by the teacher, for the whole purpose of any recitation is lost if time is wasted on matters of petty detail. The second dan- ger to be guarded against is the tendency for the brighter — or 4 TEACHER S MANUAL more talkative — pupils to monopolize the recitation, while others less gifted take little or no part. Both of these objections can be avoided by the teacher, and un- der skillful direction the socialized recitation may become the most effective of methods. From time to time, however, it should be supplemented by a drill recitation, especially for review. Suggestions and Directions for the History Recitation. In his discussion of The High School History Rccitcttion (published in The Historical Outlook), Professor R. M. Tryon of the University of Chicago has given a most helpful list of suggestions. These are equally applicable to the elementary school history, and because of their practical value are quoted below : — ■ Some Suggcidions and Directions for Conducting a History Recita- tion. I. Type of recitation. 1. History recitations may assume various forms. Determine in ad- vance the form you are to use and make your plans accordingly. 2. The form of the recitation will determine the amount of time you yourself will consume. Keep this in mind and do not rob the pupils of time legitimately theirs. II. Review of the previous lesson. 1. Determine just what points in the previous lesson or lessons j^ou wish to review. Indicate these under method of procedure in lesson plan. 2. Have in mind just how much time you intend to give to the previous lesson or lessons, to the new lesson, and to the assignments of next day's lesson. Make a practice of adhering to this schedule rather rigidly. III. The new lesson. 1. Determine how it is to be introduced. Keep in mind its relation to the previous lesson or lessons. 2. Type of question : Attempt to keep a reasonable proportion of thought and memory questions. Avoid too many direct questions. Guard against the use of double, triple, and a cumbersome wording of ordinary questions. Better write out six or eight leading questions in advance. Let them appear under method of procedure in your lesson plan. 3. The amount of talking and explaining done by the teacher will usually be small in comparison to that done by the pupils. 4. Each lesson will ordinarily have a leading problem. Pupils should have the main problem clearly in mind in order that they may more easily grasp the main points developed during the recitation period. THE STUDY AND THE TEACHING OF HISTORY 5 5. A summary at the close of each lesson as well as at the conclusion of a series of lessons is usually worth while. Keep these in mind. IV. Assignment of the next day's work. 1. Specific directions will always he given for the study of the new lesson. Often some will need to he given for the review of the previous lessons. 2. Allow yourself ample time for this phase of the work. Be sure that the pupils understand what is demanded of them and later see that they come up to these demands according to their ability. 3. Collateral reading should be carefully assigned. One good way to do this is to make out cards and post them in the library. Assignments of special topics may be given either in class or placed on slips and passed out to individual pupils. V. General management. 1. Maps, diagrams, pictures, and other illustrative materials should be in constant use. Those for the day's lesson must be arranged before the recitation begins. 2. Attention and interest must be kept up. A sign of both is voluntary discussion, questions, and objections. When these are lacking the cause must be sought, and some remedy applied. 3. Dull, difrident, or unprepared members of the cla.ss must not be neglected. Special methods may need to be devised for these. 4. Careful attention must always be given by the teacher to mistakes in English on the part of the students. The teacher's own grammar and pronunciation may need some attention. Directed or Supervised Study. The history rcM-itation will de- pend for its success primarily upon a carefully planned and thor- oughly organized study period. This subject has been carefully treated in Supervised Work in Ameriean History, by Mabel E. Simpson. How another successful teacher solved this problem may be learned from the discussion, Supervised Study of Eighth Year History, by Miss Hallie Farmer, of the Junior High School, Muncie, Ind. (published in The Historical Outlook). The follow- ing is quoted from this excellent discussion : — The plan for supervising history study which follows has served to de- crea.se the number of failures very materially. The plan is not perfect, of course. It is being modified continually. Other teachers may be able to modify it still further to solve peculiar problems in their own schools. It is merely offered as a suggested solution for a very vexing problem. By the end of the eighth year pupils are exijected : 1. To be able to use simple reference books and interpret historical maps. 2. To study an as- signed lesson from an outline. 3. To outline for themselves lessons which are fairly well organized in the textbook. b TEACHER S MANUAL In the beginning the pupils are assisted to work out a definite study plan in a series of conversation lessons on the subject, " What is the best way to study a history lesson? " They can easily be led to formulate such rules as the following : — 1. Read the assigned lesson carefully. 2. Consult the dictionary for definitions, pronunciations, etc. Locate places mentioned on the map. 3. Re-read the lesson, keeping in mind the information gained in (2). 4. With book closed consult the assignment. If you find that you are uncertain about any point, consult your text again. The assignment in the beginning is usually a list of carefully chosen questions, because this is the form of assignment with which the children are most familiar. After the plan is worked out some days are spent in studj^ing lessons together. The children are then given an assignment and left to prepare it without assistance. While the teacher is always present to give needed aid, pupils are encouraged to be independent in this work. The first reference books which the children are taught to use are the encyclopedia, gazetteer, and biographical dictionary. Gradually other textbooks are introduced as reference works. Usually it is necessary here to teach the use of the index and the footnotes in reference books. The transition from the question to the outline form of assignment is easy. If the children are required to expand the various points in the outline into questions, they soon discover the outline assignment to be an old friend in disguise. The most difficult step in the entire course is teaching the children to outline their owoi work. This is a most important step because it is here that the pupil learns to analyze and organize his work for himself. The aim of supervised study is to make the child able to study without the teacher as soon as possible. When he is able to outline a lesson for him- self he has shown himself able to master his text (or texts) without aid. This is the end to be reached by supervised study. The same plan is followed which was used in the beginning. The children are familiar with the outline form from their assignments. The form is discussed, some drill is given in selecting main topics and subtopics, then the children are given a lesson to outline, the teacher giving individual help where it is needed. Thus the pupil has been led from dependence upon the teacher to dependence upon himself. He has come into po.ssession of the tools neces- sary for the study of history and, given the tools, he is fitted to make his high school history course both pleasant and profitable. Who's Who in American History. Pupils should be able to identify tlio leading ixMsonascs in American hi.story. As an aid in accomplishing this result, they may use fifteen or twenty pages THE STUDY AND THE TEACHING OF HISTORY 7 of their notebooks for a classified list entitled Who's Who in Ameri- can History. The names should be arranged in separate groups, under the following headings : — (1) Discoverers and Explorers. (5) Inventors. (2) Military Leaders. (6) Authors. (3) Presidents. (7) Miscellaneous. (4) Statesmen. The alphabetical list printed on pages 72-74 of this Manual includes nearly all of the names which should be entered in the notebooks. When the teacher assigns the lesson, she should tell the pupils what names are to be entered. The pupils themselves should decide under which classification each name should be entered. They should also add after each name a few words giv- ing a satisfactory identification of the person in question. For example, in Chapter I there are four personages whose names are included in the list; namely, Marco Polo, Prince Henry the Navi- gator, Bartholomew Diaz, and Vasco da Gama. Pupils will enter these names 'under Group 1, Discoverers and Explorers, adding a few explanatory words after each name. The same method should be followed with subsequent chapters, the names being en- tered by the pupils from day to day, as the lessons are assigned. Occasionally the class may be divided into two groups, as for an old-time spelling match. Borrowing one of the pupil's note- books, the teacher gives out the names that have been studied. Pupils take turns in giving satisfactory identifications of each name as it is called, a failure meaning that the pupil takes his seat while the name is passed to the opposite side. The teacher should insist upon accurate and satisfactory statements in every instance. This exercise will then prove more than a mere memory test: it will train the pupils to select the significant facts regarding each pcr.sonage identified. ,Use of Source Materials. Pupils in both seventh and eighth grades should make frequent use of the source material found in such a collection as the four source readers for elementary schools edited by Professor A. B. Hart (see page 7.5). Several copies of this set should be available for classroom use. From time to time, each pupil should be required to read a definite assignment from this source material, and report to the class thereon. As Professor Hart says, source materials " are to act as adjuncts to 8 teacher's manual historical narrative, by illustrating it and making it vi\dd ; as by analyzing a few flowers the young student of botany learns some plant structure and accepts the rest from the textbooks, so the student of history, by an intimate acquaintance with a few writers of contemporary books, finds his reading in secondary works easier to understand." Reference Books for Teachers. At the end of each chapter of the textbook will be found suggested readings for the teacher. Although few school libraries will be able to supply the whole list, each should include, if possible, The American Nation, pub- lished by Harper and Bros. A smaller collection is the Riverside History, published by the Houghton, Mifflin Co. A serviceable single-volume work for teachers is Professor J. S. Bassett's Short History of the United States, published by The Macmillan Co. Every teacher should own A Bibliography of History for Schools and Libraries, pubUshed by Longmans, Green and Co. The one indispensable magazine for the teacher of history is The Historical Outlook (published by The McKinley Publishing Company, of Philadelphia). On the desk of every teacher at least one standard manual on method should find a place. Four of the, best are : — McMurry, Charles A., Special Method in History (Macmillan). Mace, William H., Method in History (Rand, McNally & Co.). Johnson, Henry, Teaching ^of History (MacmiUan). Wayland, John W., How to Teach American History (Macmillan). Supplementary Reading for Pupils. Lists of supplementary reading for pupils are given at the end of each chapter. Only those books have been included which are well adapted to the age and capacity of pupils in the seventh and eighth grades. In response to many requests for the recommendation of a minimum classroom library for pupils in these grades, lists of the indispensable books are given on pages 75-76 of this Manual. The reading period affords an excellent opportunity for corre- lation with history, and this is especially true of the seventh grade course. Li this grade the pupils should read Paul Revere' s Ride, Song of Marion's Men, Under the Old Elm, Grandmother's Story of Bunker Hill, Speech of John Adams (Webster), The Green Mountain Boys, Lexington, etc. In short, " history and literature should travel together, and reenforce each other's teaching." Stevenson's Poems of American History is a valuable anthology which should find a place in the classroom. PART II PROJECTS Seventh Grade ^ I. How the Old World Found the New. II. Colonization : How the foundations of our institutions were laid by the English along the Atlantic Coast. III. The Struggle for a Continent : Were the ideals and institu- tions of the French or of the English to shape the future of North America ? rv. The American Revolution : How were the colonists to secure their just rights as Englishmen ? V. With independence won, how shall a permanent Union of States be established? VI. How shall the new Republic maintain its independence and neutrality from interference by European powers? I. How the Old World Found the New. 1. What happenings in Europe prepared the way for the great voyage of Columbus (1-19)? 2. During the sixteenth century, Spain is the one successful nation in the West, finding vast quantities of gold and silver, exploring much of the interior of South America, Central America, and the southern part of North America, and building up a great colonial empire (20-26). 3. To what nations were the newly discovered lands to belong? The rivals of Spain explored parts of the New World, chiefly coasts, and thus laid the basis for claims to land, but such attempts as they made to plant colonies failed complete!}' (27-40). 4. Geography of the North American world ; the ocean highway, western Europe, eastern North America. II. Colonization: How the foundations of our institutions were laid by the English along the Atlantic Coast. 1. Settlements at the opening of the seventeenth century. At that time, the only European settlement on the Atlantic Coast was the feeble colony of Spain in Florida. With the opening of this century the rivals of Spain succeed in getting a foothold. Soon England, France, Holland and Sweden successfully plant colonies on the Atlantic Coast. A few years 9 10 teachkk's manual later England comes into possession of the Dutch and Swedish settlements ; the two great rivals remaining are England and France, which fight for possessions in a series of wars during the next centurj-. 2. Why these Europeans come to America, especially the English. 3. Why the people who bore the expense of sending out settlers were wiUing to do so. Why the government gave encouragement. 4. How the settlers got to America ; travel ; ships and the voyage. 5. Difficulties and problems of the first settlers in a new colony; how they secured food, clothing, and tools ; how they lived. 6. Why did the colonies, so feeble at first, grow in population, wealth, and comfort? Great migrations. These topics may best be studied through .specific topics — selected typi- cil colonies, incidents, and persons. It is wasteful and ineffective to dis- tribute the available time equally to all thirteen colonies : Concentrate on more detailed studies of a few representative ones. Virginia, New York, Pennsylvania, and Massachusetts are suggested. The teacher will neces- sarily bring out such points as the motives in planting a colony, terms of the grant, character of the settlers, how they were governed, climate and character of the country, industrial conditions, part played by religious ideas, relations with the Indians, leading men (57-110). 7. Life in the English colonies in the eighteenth century. Probably most teachers will handle the problem by taking the three sections — New England, Middle, Southern, or type colonies in each, avoiding needless repetition and selecting some topics for general treatment where more con- venient. The back country-, with its frontier, may be regarded in many ways as a separate section. The following summary may be suggestive of the ground to be covered. a. The people, not neglecting the non-EiiglLsh immigrants, of whom the Scotch-Irish and Germans are most important. Others such as the French and the Dutch were often important in jxirticular localities (r26-r27). b. Industries and occupations (129-131). c. The labor problem, its importance in the development of the re- sources of a new country'. Reasons for the plan of "indentured servants" and slavery (131-132). d. The home and the daily work : House, furniture, dishes, dress, im- plements, heat, light, food, etc. The great differences here throw light both on social classes and on commufiity progre.'js (133-136). e. Commerce and shipi)ing : Shipbuilding, reasons and importance; relation of trade to other industries and British laws (130-131). /. Religion and churches : Warring .sects ; growth of toleration (137- 138). g. Education: Schools and colleges; practical education in the home and daily work (140). PROJECTS — SEVENTH GRADE 11 h. Intellectual conditions : Superstition, the witchcraft delusion ; litera- ture, newspapers (139-140). i. Government : What the community needed to have iis government do; legislature, governor, courts; voters. Three type.s of colonial govern- ment — the corporate or self-governing, the royal province, and the pro- prietary province, the essential difference lying in the relation of the execu- tive to the voters (127-129). 8. Relations of the English Colonies with the mother country. a. Government : Here the problem of what was needed must be looked at from the point of view of the rulers of England ; why colonics were de- sired, and what notions prevailed in Europe as to how they should be treated ; some comparisons ; which type of government found in the colo- nies would the English rulers prefer; friction with the governors, actual cases ; tendency to increase the number of royal provinces. b. Commercial and industrial relations : The mercantile theory in its essentials can be quite simply explained for this grade. - Desire of European countries to make their colonics jirofitable to the merchants and manufac- turers of the mother country, a source of revenue to the government, and a means of promoting the growth of shipping and maritime enterprise. England, on the whole, more liberal than other nations, yet selfish and grasping as the colonists saw things. Simple outline of the chief British laws regulating .shipping, commerce, and industry — always concretely. Lax enforcement of some laws. Respects in which they protected and aided colonists. Theory that the mother country paid for these advantages by giving to the colonies the protection of its navy and army against for- eign nations (66-67, 130-131, 146-148). III. The Struggle for a Continent: Were the ideals and the institutions of the French or of the English to shape the future of North America ? 1. Expansion of the French. First settlements ; wonderful explorations of traders and missionaries ; claims established to the valleys of the St. Lawrence and Mississippi, the Great Lakes Region, and Hud.son watershed (32-39). 2. Life in New France. Vast territorial extent; .scattering of population and the reasons; the fur trade, importance as an industry, adventurous and lawless life of the woodrangers; ability to get along well with savages; remarkable mis- sionary efforts of the Jesuits ; the fisheries ; farming, peasant class, land- lords; importance of religion and influence of the church authorities, exclusion of di.ssenters and its effects ; how the people were governed — no voters, even for neighborhood control, no meetings to di.scuss public business, absolute power of governor, intendant, and council ; people of the settled communities inchned to be submissive and dependent (111-112). 12 teacher's manual 3. Struggle between France and England. As Spain declined, England and Fran(;e became the two great imperial powers and rivals. It fchould be remembered that the fight over America was merely a phase, in time and place, of a world-wide and long-continued struggle for dominant power. Mastery in the West Indies, possession of India, and the '^ b.;Lince of power" in Europe were involved, and were often of larger importance than America in the minds of the rulers of Eng- land and France. The concluding phase of this great struggle occurred in connection with the American Revolution, owing to the fact that France aided the rebeUious colonies, and Spain and Holland also fought England. Although the American colonies became independent, England firmly established herself as the leading colonial power of the world. During this long struggle, the great English sea power had been built up. 4. Struggle for possession of North America : first phase. This extends to 1764. Recall a few minor clashes and conflicting claims prior to 1689; in the latter year began the series of four intercolonial wars that ended with the expulsion of French power. The first three differ from the fourth ; the latter began in America when the expanding English colonists clashed with the French, the others began in Europe over other questions, and were taken up incidentally in America. The fighting was to a great extent raiding with Indian allies, though some important attacks on New France were made. The first and third did not alter the situation in America, the second resulted in important gains of territory by England. They all illustrate the part played by the Indians and the special importance of the Iroquois (112). 5. Final struggle for the possession of North America, 1754-1763. a. Conditions leading to armed conflicts in the Ohio Valley, When the westward expansion of the English settlers carried them across the moun- tains, a clash was inevitable (113-116). h. The great work of William Pitt as prime minister of England, follow- ing a period of failure (120). c. The French and Indian War: Not nuich time should be put on the actual fighting. An interesting study of the geographical conditions may be made, to show the points of contact and military problems, and indi- cate where the battles would occur. The relative advantages and re- sources of the two sides may be compared. The crowning victory of the war at Quebec, because of its importance and picturesque interest, mi^it be made the one battle study (117-124). d. Treaty of Paris (1763) : Terms of peace. Franklin, Jay, and .Vdams, the American negotiators (124). '^ e. Results of the sweeping nctory of Great Britain. These were of the greatest importance. The weakness of England's control over her colonies was revealed by the wars, thus pointing out the need of those changes which were soon attempted with the effect of precipitating the Revolution ; the PROJECTS — SEVENTH GRADE 13 colonists received military experience, developed their confidence and self- reliance, and learned to cooperate with one another; the removal of the French menace made England less afraid to ofTend the colonists and the latter feel less need of protection; determined the ultimate character of American civilization — English ideas and institutions instead of French (124). rv. The American Revolution: How were the colonists to se- cure their just rights as Englishmen ? 1. The British Empire; Great Britain and her possessions in all parts of the world. a. Importance of the West Indies and of India. b. The continental American colonies — review briefly the relations with the mother country, political and commercial. c. Weaknesses in the imperial organization e.xposed by the French wars : impossibility of mol)ilizing the real military strength of the colonies; in- effectiveness of requisitions ; illegal and treasonable trade of colonists with the enemy. Review the necessary facts from the study of the last war to illustrate these facts in a simple, concrete way (143). 2. New plans for strengthening the Empire are proposed bj- the English Government : a. Strict enforcement of the acts of navigation and trade. b. Keeping a standing army in the colonies. c. Strengthening the governors by paying their salaries instead of leav- ing them dependent on the Assemblies representing the voters. d. Direct taxation by act of Parliament, to help pay the expenses of governing and protecting the colonies (143-144). 3. How England tried to put the new plans into effect, and what the colonists did about it. a. Writs of As.sistance, 1761 ; why they seemed necessary if the Acts of Trade were to be enforced ; why they were so objectionable to the col- onists; James Otis (148). 6. The Stamp Act, 17G5; provisions and purpose. How the colonists prevented the enforcement of the Act ; mob violence ; Sons of Liberty ; organized o!)position, especially the Stamp Act Congress and its Declara- tion of Rights. Attitude of Pitt. Repeal; Declaratory Act (148-152). c. The Townshend Acts, 1767; provisions; protests and resistance. The taxes, except that on tea, repealed in April, 1770 (152). d. Growth of the Revolutionary movement ; boycott agreements ; troops sent to Boston ; the outbreak in Boston (March, 1770) ; attitude of King George III, his minister, Lord North; Gaspce destroyed, 1772; committees of correspondence; "Boston Tea Party," 1772. Similar acts against the tea tax in Annapolis, Charleston, and other cities (153-157). e. Repressive acts passed by the British Government, 1774. Boston 14 TEACHER'S MANUAL Port Bill, Massachusetts Charter Act, Imperial Justice Act, Quartering Act. Response of the colonies; general support of Massachusetts (157-158). /. The Quebec Act, June, 1774. Resentment against the Act on reli- gious grounds and because of desire for the western lands (158). 4. Patriots and Loyalists : The Revolution as a civil war. Whigs and Tories in England (144, 145, 155, 161, 163, 173, 174, 188). 5. Organizing the Revolution ; growth of Union. Local revolutionary bodies; committees of correspondence; First Continental Congress (Sept. 5, 1774), and its work, especially the declara- tion of rights, "Association," addre.ss to the people of Great Britain, and petition to the king; armed conflicts, Lexington and Concord (April 19), Bunker Hill (June 17), 1775; Second Continental Congre.ss, May 10, 1775, makes itself a provisional government to carry on the contest. Declaration of the causes of taking up arms by Congress, and the proclamation of rebel- lion by the king, Augast 23, amounted to official declarations of war (160- 168). 6. Independence. Growth of bitterness; failure of attempts at reconciliation; Paine's Common Sense; radicals against conservatives, the former win. Story of the Declaration; analysis of the document (170-173). 7. Why the Revolution occurred : a study of fundamental causes. a. Spirit of freedom and independence ^strong among the ruling classes. Many of those who came to the colonies were radicals, dissenters, or people of more than usual enterprise and self-reliance. Such qualities were developed by the struggle with the wilderness. h. The colonies had not developed representative democracies like those of to-day, but they had gone much farther in that direction than the English had done ; they had the idea that every man of adequate property ought to vote, and that every important community .should be represented in the legi.slature, while in England there were large cities that sent no members to Parliament, and the laws about voting were confused and un- fair. Representation did not mean the same thing in both countries (14.5-146). c. England had never worked out any orderly jjlan for the control of her empire, never passed any series of laws clearly defining the relations of the colonial governments to that of England. These circumstances made a quarrel likely in the end. More and more the colonists came to want self-government. . When England tried to make a stronger empire, with stricter control by the mother country, the clash came (147-148). d. Why did the break occur when it did ? Rapid growth in wealth and population in the eighteenth century. Successful conclusion of French wars brought matters to a crisis. Some shrewd ob.servers had predicted that if the French were expelled the colonies would revolt (143). e. The break did not come over mere abstract principles of government, PROJECTS — SEVENTH GRADE 15 but in connection with very substantial economic interests that affected large numbers of people (146-148). 8. The War for Independence. a. Compare the problems and advantages of the two sides : geographical study to get at the plans of campaign (maps, pp. 166, 177, 191, 197). b. Outline of the several plans of the British for conquering the country : First and second campaigns for the Hudson Valley ; against Philadelphia ; the conquest of the South (175-176, 180-182, 184-185, 196-203, 182-184). c. American campaigns ; unsuccessful invasion of Canada ; \^'ashing- ton's retreat acro.ss the Jerseys ; Trenton; the Brandywiiie ; Valley Forge and its significance ; Clark and the Northwest ; campaign in the South ; Yorktown (169, 176-178, 184-185, 190-191, 196-203). d. The French alliance and its miportance (182-184). e. Fighting at sea; John Paul Jones (192-193). /. Problem of paying for the war; -requisitions, loans, paper money, unpaid soldiers, Robert Morris (179-180). 9. Results of the war. a. Treaty of Paris : Short study of the work of the American envoys, their problems; terms of peace (203-205). b. Full opportunity of the American peoJ)le to make of themselves what they could. V. With independence won, how shall a permanent Union of States be established ? 1. The United States of America. a. Political problems created by inde[)endenye ; need of forming state governments to replace the colonial, and a general government to replace the imperial (209). b. How the State governments were formed and what they were like, constitutions, officials, powers and duties; compare with colonial govern- ments (209, 211). c. General government : When the Second Continental Congress as- sembled in May, 1775, armed conflicts had already occurred at Lexington and Concord, and a few weeks later, the battle of Bunker Hill. The Con- gress, as the old body representative of all the colonies, assumed the powers of a provisional goVcrnment, an intermediate step which must be taken in every revolution. To provide for a i)ermanent constitutional government, the Congress drafted Articles of Confederation and submitted them to the states for ratification (1777). These were finally adopted in 1781 (167- 168, 211-212). 2. The Confederation was the first constitutional union. The first attempt to solve the problem of federal union, of dividing the powers of government between the states and the general government. Brief out- line of the organization and powers it could exercise (212). 16 teacher's manual 3. How the country succeeded under the Articles of Confederation. a. Commerce, fi^reign relations, taxes, disorders, interstate quarrels, etc. The story of tuis critical period will 3'ield a summary of the chief defects of the Articles, i.e., the respects in which the government lacked power to do things that needed to be done for the whole country, and the respects in which it could not really do the things it was supposed to have the power to do (216-218). h. The West; conflicting claims of the states (map, p. 21G), creation of the public domain. Ordinance of 17S7, the genesis of territorial government, the peopling of Ohio, the Southwest (212-216). 4. Why the Americans failed in the first effort to solve the problem of federal union. ' Their previous history gives the answer. The Revolution was fought by colonies that wished to control their own affairs, especially commerce and taxation, through their own assemblies ; naturally they wLshed to give up as little power as possible to a central government. 5. The Federal Convention of 17S7. a. Why and how called, place of meeting, leaders (218-219).' h. Problems of the Convention and its work. How to avoid mistakes of the Articles. Large-state men inclined to be nationalist; those from small states to insist upon State Rights. Sectional antagonisms. North, South, East, and West. Principal plans proposed ; compromises. Prac- tical character of the work; built largely on experiences of colonies and states and confederation, and knowledge of English experience (223-225). 6. The Constitution. Outline of the chief provisions, .showing how weaknesses of the Articles were corrected : not an attempt to regulate details. Compare with state constitutions of our own time. The vital peculiarity is the plan of having every citizen directly subject to and served by two different governments, each responsible for a different field of authority and activity ; e.g., control of commerce with foreign nations belongs to the Federal government, con- trol of education and protection of the citizen from violence belong to the State. How federal laws are made ; office of the President, the national courts; amendments (225-229). 7. The new Constitution adopted Iiy the states. Nine states needed; ratifying through conventions; arguments ad- vanced for and against ratification ; final adoption (229-230). VI. How shall the new Republic maintain its independence and neutrality from interference by European powers ? 1. Putting the new government into operation. a. First election; President and Vice President (230, 232). h. Organizing the three depart inents; Congress, the executive depart- ment ; the national courts. How the cabinet came into existence (235-236). PROJECTS — SEVENTH GRADE 17 c. Some necessary laws; providing for coinage and money, taxes for running the government (tariff and excise) . Funding the debts of the United State-, assumption of state debts; creation of the Bank of the United States; locating the capital. Influence of Hamilton in planning measures to e.-tabli.sh credit of the nation (23G-239). (/. Testing the strength of the new government. Significance of the Whisky Rebellion; defeat of the Indians in Ohio. e. Washington as a statesman ; his special fitness to be first President. 2. Relations with foreign countries. a. France — The French Revolution, war between France and Eng- land, Washington's Proclamation of Neutrality and the question raised ; Genet (244-246). h. England — Violations of the Treatj' of 1783 on both sides ; contro- versies over the rights of neutral trade. Attempts to adju.st matters; the Jay Treaty (246-247). c. Spain — Boundaries; question of navigation of the Mississippi; commerce. Treaty of 1795 (247-248). d. Continued trouble with France. French resentment at Jay Treaty and refusal of United States to aid them. Treatment of our commissioners : X. Y. Z. Affair. Fighting at sea, 1798-1800 (250-251). 3. Beginnings of political parties and party strife. a. Show how in a democracy differences of opinion about the nature and policy of the government are sure to arise and become the basis of parties ; refer to Patriots or Whigs, and Loyalists or Tories, during the Revolution ; Federalists and Anti-Federalists in connection with the move- ment for a stronger central authority that culminated in the adoption of the Constitution. h. Show how differences of opinion grew out of the many problems con- nected with putting the new government into operation, and in connection with "Relations with foreign countries" (.see division VI, section 2). The oppo.sing leaders, Hamilton and JefTerson (241-242). c. The Federalists favored' a strong national government, therefore a broad or loose interpretation of the Constitution, a large national debt so as to keep prosperous citizens interested in the success of the new Union, dignified forms and ceremonies ; government aid to promote business pro.s- perity, e.g., by a national bank and protective tariffs; strong army and navy ; control of government of men of property and education ; friendly relations with England. d. The Republicans (sometime spoken of as "Democratic-Republi- cans") must be carefully distinguished from the later Republican -party. They were the party in opposition to those in power, and stood for : strong state governments, with a minimum of power for the central government, therefore favored strict construction or interpretation of the Constitution, opposed the assumption of state debts, and violently objected to such poli- 18 TEACHEKS MANUAL cies as the creation of a national bank, a strong armj' and navy. They beUeved that the masses of the people, not a select few, should control. Favored agricultural interests instead of the mercantile. Friendly toward France and the French revolutionists. 4. Period of Federalist control : a. Washington had little spirit of partisanship, but usually favored the view of his Federalist advisers ; his dependence on Hamilton ; resignation of Jefferson. Federalists clearly dominant during Washington's second term; violent attacks on him by partisan newspapers; he declines a third term — the beginning of a custom ; the Farewell Address (242, 248- 249). h. John Adams elected in 1796 after a party contest ; violence of party strife during his adminitration ; naturalization, alien and sedition acts; Virginia and Kentucky Resolutions (249-253). i c. Overthrow of the Federalists in the election of 1800; the change as a political revolution (254). 5. Period of Republican control : a. Jefferson, the great leader of the new regime. Review his earlier career; personal characteristics; views on public questions; his services in. Virginia. Madison, secretary of state (recall his public services) ; Galla- tin, secretary of the treasury ; the two ablest helpers. V b. Some acts of the new administration that carry out the party policies, e.g., simple inauguration, f)olicy with reference to the debt, army, and navy; repeal of e.xci.-'e, repeal of naturalization act and passage of more liberal one, repeal of judiciary act (256-257). c. The Re{)ublicans continued in control until after the Federalists had gone to pieces, the latter failing to nominate a candidate against Monroe in 1820. Thereafter a reorganization of parties occurs, and in the following decade the Democrats and Whigs appear. The Republican re- gime thus lasts throughout the reniaind(>r of the seventh grade course, but with important changes in its own character. 6. Teiritorial expansion : Doubling the area of the country-. a. Review briefly the previous history of Louisiana ; explored and held by France, which lost, in 1763, the eastern part of the Mississippi basin to England, whence it passed to the United States, in 1783, and the western part to Spain. Napoleon recovers the western part in 1800 from Spain by a secret treaty (257). h. Importance to the West of free navigation of the Mississip|)i and the port of New Orleans. Recall troubles with Spain ; right of deposit secured. Alarm in Ignited States when port is again clo.sed, after news that Louisiana had been ceded to France. Jefferson sends envo.\s to try to buy the island of Orleans and the Floridas (258). c. Napoleon offers to .sell the whole of Louisiana (o tlic I'liited States, and the envoys accept. Terms: price, area, uiidcfiiii'd l)ounilaries, etc. PROJECTS — SEVENTH GRADE 19 Pret^ident and Senate ratify the treaty ; House appropriates money. Con- stitutional question, inconsistency of Republicans (259). d. Importance of the annexation of Louisiana : vast area and resources; certain to increase influence of West — jealousy of New England ; future connection with slavery and influence on immigration ; forces Republicans to conmiit themselves to broad construction (260). e. Reaching out for Oregon — Lewis and Clark explorations, informa- tion gained about the new territory; new claims on Oregon. Mention of claims by Spain, England, Russia, reserving for fuller study later (260- 261). 7. Napoleon and the great wars in Europe : Emphasize the prolonged and desperate character of the struggle, and disposition of the belligerent nations to disregard the rights of neutrals. Interesting comparisons may be made with the World War of 1014-1918. 8. The United States and the Napoleonic; wars : struggle for the rights of neutrals. (Notice the close parallel in many respects with the World War of 1914-1918, in issue raised, entanglement of the United States, industrial effects, etc.) a. How the war created a great demand for American foodstuffs, causes a rapid increase of American shipping and carrying trade (263). h. Desj:)erate efforts of England and France (decrees and orders in coun- cil) to injure each other commercially; serious effect on American trade. Ruinous re.sult of measures pushcfl through by Jefferson to jiunish England and France, the Embargo (1807) ; this followed by Non-Intercourse Acts (264, 266). c. Important questions raised regarding the rights of neutrals, and contentions of the United States for the freedom of the sea : Is a paper blockade binding? Is food contraband? Do "free ships make free goods"? Question of "continuous" and "broken" voyage. Right of search. These may be handled very simply and concretely. d. Impressment of American seamen by British warships : desertions from British navy to American merchant marine; cjuestion of naturaliza- tion; high-handed practices of British naval officers; Leopard-Chesapeake outrage, and popular demand for war (265). 