• STATE OF IOWA 1930

Courses of Study for High Schools

AMERICAN HISTORY

Issued by the Department of Public Instruction AGNES SAMUELSON, Supet·intendent

THIS BOOK IS THE PROPERTY OF THE DISTRICT

Published by THE STATE OF IOWA Des Moines •

CONTENTS

Page Foreword 5

Acknowledgments 7

General Introduction 9

·Course of .Study for United States History Introduction 11 I Period of Discovery and Exploration, 1492-1607 12 II The Period of Colonization and the Struggle for Supremacy in North America, 1607-1763 16 COPYRIGHT 1930 III The Revolutionary War and the Establishment of the United By the States as a Nation, 1763-1789 22 STATE OF IOWA IV Foundations of the Union and National Politics, 1789-1829 28 V Expansion and Conflict, 1829-1865 32 VI Problems of Reconstruction, 1865-1877 42 VII Period of American Industrialism, 1865-1900 46 VIII The United States as a World Power (Since 1900) 56 FORE\iVORD

This course of study is one of a series of curriculum publications to be pre­ sented the high schools of the state from time to time by the Department of Public Instruction. It has been prepared by a subject committee of the Iowa High School Course of Study Commission working under the immediate direction of an Executive Committee. If it is of concrete guidance to the teachers of the state in improving the outcomes of instruction, the major objective of all who have contributed to its construction will have been realized. From the start the need of preparing working materials based upon cardinal objectives and adaptable to classroom situations was emphasized. The use of the course of study in the development of proper pupil attitudes, ideals, habits, and skills was the criterion for selecting and evaluating subject matter material. At the same time it was important to consider the relation of the single course of study unit to the variety of textbooks used in the high schools of the state. The problem before the committees was that of preparing suitable courses of study representing the best in educational theory, practice, and research, and organized in such a way as to guide the teachers in using the textbook to greater ad­ vantage in reaching specified outcomes of instruction. The selection of texts in this state is a function of the local school boards. The Department of Public Instruction and the committees do not recommend any particular text as essential to the working success of this course of study. The titles listed on the following pages are not to be interpreted as having official endorsement as against other and newer publications of value. They were found upon investigation to be in most common use in the high schools of the state at the time the units were being prepared; a follow-up survey might show changes. Although many valuable studies have been made in the effort to determine what to teach and how to teach it, and to discover how children learn, these problems have not been solved with finality. For that reason and because no fixed curriculum can be responsive to changing needs, this course of study is to be considered as a report of progress. Its revision ih accordance with the en­ riGhed content and improved procedures constantly being developed is. a con­ tinuous program of the Department of Public Instruction. Your appraisal and evaluation of the material as the result of your experience with it are sincerely requested.

5 ACKNOWLEDGMENTS

The Department of Public Instruction takes this opportunity of thanking the many college specialists, school administrators, and classroom teachers who have helped with this program. Without the active cooperation of the educational forces of the state it could not have been attempted. It has had that cooperation both in general and specific ways. The support given by the Iowa State Teachers Association and the High School Principals' Section has enabled the Executive Committee to meet and also to hold meetings with the Commission as a whole and with the chairman of subject co=ittees. Special acknowledgment is given the Executive Committee for its significant leadership in organizing the program and to Dr. T. J. Kirby for his valuable services in directing its development. Sincere gratitude is also expressed to the various committees for their faithful and skillful work in completing the subject matter reports assigned them and to Dr. C. L. Robbins for his careful and pains· taking work in editing the manuscripts. The state is deeply indebted to the High School Course of Study Commission for its expert and gratuitous service in this enterprise. Credit is due the publishers for making their materials acces­ sible to the committees and t o Professor L. B. Schmidt, Head of the Department of Government, I owa State College, Ames, and to Professor 0. B. Clark, Pro­ fessor of History, Drake University, Des Moines, and t o all others who served in t advisory or appraisal capacities. Many of their names may not have been reported to us, but we acknowledge our appreciation to every one who has shown an interest in this significant program. In the following committee list, the positions held by members are given as of the school year 1928-1929.

IOWA HIGH SCHOOL COURSE OF STUDY COMMISSION Executive Committee Thomas J. Kirby, Professor of Education, State University of Iowa, Iowa City, Executive Chairman A. J. Burton, Principal, East High School, Des Moines H. M. Gage, President, Coe College, Cedar Rapids M. S. Hallman, Principal, Washington Senior High School, Cedar Rapids 0. R. Latham, President, Iowa State Teachers College, Cedar Falls E. E. Menefee*, Superintendent, Public Schools, Hawarden Theodore Saam, Superintendent, Public Schools, Council Bluffs F. H. Chandler*, Superintendent, Public Schools, Sheldon

Social Studies F. 0. Ensign, Professor of Education, State University of Iowa, Iowa City, Chair­ man

•Superintendent Chandler was appointed in 1929 to fill the vacancy created b:v the re.lis­ nation of Superintendent Menefee. • 7 8 lOWA COURSE OF STUDY

HISTORY AND GOVERNMENT J. B. MacGregor, Dean, Junior College, Mason City, Chairman Commu'111ity Civics and Occupations Wm. W. Gibson, Social Science Department, West Waterloo High School, Water- GENERAL INTRODUCTION loo, Chairman Mitchell Dreese, Director of Personnel, Grinnell College, Grinnell At the first general meeting of the various subject committees a suggestive Rall I. Grigsby, Principal, Amos Hiatt Junior H igh, Des Moines pattern for the courses of study, embodying the fundamental ne'eds for teaching, W. L. Wallace, Professor of Government, Iowa State Teachers College, Cedar was projected. Four crucial factors that should be emphasized in any course of Falls, Chairman study to make it an instrument that would cause teachers to consult it for Fred D. Cram, Extension Professor, Iowa State Teachers College, Cedar Falls guida!lJCe in the performance of their daily work were set forth as follows: objectives, teacher procedures, pupil activities, and evidences of mastery. World History Objectives-The meaning of objectives as here used is those concepts which H. R. Anderson, Assistant in History, State University of Iowa, Iowa City, Chair­ are set up for pupils to achieve. As used in current practice, there is a man hierarchy of objectives as . shown by the fact that we have objectives of Verna Elefson, Social Science, fublic Junior College, Cresco general education, objectives for various units of our educational system such as those proposed by the Committee on Cardinal Principles, objectives for American History subjects, objectives for a unit of instruction, and objectives for a single N. R. Ringstrom, History and Civics, Public Schools, Davenport, Chairman lesson. In each level of this hierarchy of objectives a constant element is Bessie L. Pierce, University High School, Iowa City expressed or implied in the form of knowledge, a habit, an attitude, or a skill Mrs. Persis H. Alderson, E conomics and History, East High School, Des Moines which pupils are expected to acquire. In the entire field of secondary education no greater problem confronts us American Government than that of determining what these fundamental achievements are to be. S. P. Fogdall, Professor of History and Political Science, Des Moines University, What shall be the source of those objectives, is a problem of too great pro­ Des Moines, Chairman · portions for discussion here, but it is a problem that each committee must face H. Ostergaard, Superintendent, Public Schools, Bloomfield in the construction of a course of study. A varying consideration of objec­ Geo. F. RGbeson, Department of Political Science, State University of Iowa, Iowa tives by the various committees is evident in the courses of study they have City prepared. The value of the courses varies in terms of the objectives that have SOCIOLOGY AND ECONOMICS been set up, according to the value of the objective in social life, according to the type of mental techniques which they stimulate and exercise, and according Sociology to the objectivity of their statement. E. B. Reuter, Professor of Sociology, State University of Iowa, Iowa City, Chair- Pupil Activities-In our educational science we are attaching increasing sig­ man nificance to self-activity on the part of the learner. Recognition is made of W. N. Atkinson, Social Science Department, High School, Muscatine the fundamental principle that only through their own activity pupils learn B. C. Berg, Superintendent, Public Schools, Newton and that the teacher's rtlle is to stimulate and direct this activity. No more G. W. Kirn, Principal, Abraham Lincoln High School, Council Bluffs important problem faces the curriculum-maker than that of discovering those Clara M. Strickland, Social Science, Thomas Jefferson High School, Council Bluffs fundamental activities by which pupils learn. In a well-organized course of Economics study, the series of activities, in cloing which pupils will attain the ob~ M. R. Thompson, Head of the Social Science Department, Iowa State Teachers jectives set up, must be provided. These activities must not be chosen in a College, Cedar Falls, Chairman random fashion, but care must be taken that appropriate activities for the C. C. Dunsmoor, Social Science, West Waterloo High School, Waterloo attainment of each objective are provided. Mark J. Flanders, Social Science, East Waterloo High School, Waterloo Teacher Procedures-With the objectives determined and the activities by Joseph Flynn, Superintendent, Dubuque County Schools, Dubuque which pupils learn agreed upon, the function of the teacher in the pupil's Floyd Haworth, Superintendent, Public Schools, Glenwood learning process must be considered. In a course of study there should appear John McMillan, Social Science, High School, Mason City those teacher procedures of known value which make learning desirable, eco­ H. J. 0 'Neill, Professor of Economics, Iowa State Teachers College, Cedar Falls nomical, and permanent. Here our educational science has much to offer. J. E. Partington, Professor of Economics, State University of Iowa, Iowa City Where research has demonstrated with a high degree of certitude that a given AGNES SAMUELSON technique is more effective in the learning process than others, this technique Superintendent of Public Instruction should be included in a course of study. Common teaching errors with sug- 9 10 lOWA COURSE OF STUDY

gested procedures to replace them may be included. Pupil difficulties which have been discovered through research should be mentioned and methods of proven value for meeting these difficulties should be included. Suggested ways of utilizing pupils' experiences should be made. And as important as any other feature is the problem of motivating learning. Whatever our COURSE OF STUDY FOR UNITED STATES HISTORY educational research has revealed that stimulates the desires of pupils to learn INTRODUCTION should be made available in a course of study. Valuable types of testing The appeal that United States history makes for a place in the secondary should be incorporated as well as effective type assignment. The significance curriculum is quite specific in relationship to the aims of secondary education. of verbal illustrations as evidence of comprehending the principle at issue Effective membership in American society necessitates an understanding of the should be featured as a procedure. Where there is a controlling procedure of more familiar American problems, ideals, facts, and personalities. An American's recognized value such as is recognized in general science-bringing the pupil into government, his literature and newspapers, his movies and radio give him isolated direct contact with the phenomena studied-forceful effort for the operation and more or less connected items of United States history. These he absorbs of this procedure should be made. and interprets in a true or false relationship. His formal contacts with the sub­ Evidences of Mastery-What are to be the evidences of mastery of the ob­ ject should equip him with materials and means for making fewer false connec­ jectives set upf There are all degrees of mastery from the memoriter repe­ tions and more correct ones. To the degree to which he really knows his historic tition of meaningless terms up to a rationalized comprehension that shows backgrounds his appreciation of his place in American Society will be materially grasp of both the controlling principles involved and the basic facts necessary affected. to a clear presentation of the principles. These evidences of mastery may be The teacher's task is to connect the pupil with the materials of the curriculum in the form of dates to be known, formulae to be able to use, types of problems through worth-while and approved educational technique. This honorable aim is to be able to solve, quality of composition to produce, organization of materials easy to state but hard to put into operation. When one surveys the accumulation to be made, floor talks to be able to gi,;e, papers to be able to write. of significant subject matter amassed within the past ten years, discouragement In no part of educational procedure is there need for more effort than in a is apt to creep into his teaching consciousness. If this aspect is coupled with a clear determination of those evidences, by which a well-informed teaching short school year of thirty-six weeks' length, totaling approximately one hundred staff can determine whether a pupil has a mastery of the fundamental ob­ twenty-four clock hours spent by a pupil in the United States history classroom, jectives that comprise a given course. As we clarify our judgments as to what the teaching problem looms even larger and larger. It is only by planning for the comprises the essential knowledge, habits, attitudes, and modes of thinking in­ efficient use of the pupil's worth-while activities that the teacher can hope to volved in a certain course, we can set forth with more confidence the evidences make the progress demanded. of mastery. Teachers are asking for the evidences of mastery that are ex­ With these limitations in mind this course of study attempts to supply a working pected of pupils, and courses of study should reve~l them. set of major problems arranged more or less chronologically. This will enable W~il~ these four elements constitute the basic pattern, the principle of the teacher using a single textbook as a teaching guide to have something not too contmu1ty from objective to pupil activity, to teacher procedure, to evidence far removed from his working equipment. The lavish use of outside reference is of mastery was stressed. The maker of a course of study must bear in mind urged, also maps, charts, graphs, letters, and iii fact all devices helping to make ~hat what _is nee~ed is an objective having accepted value; a pupil activity, the work concrete and specific. m performmg which, pupils gain a comprehension of the objective that is now If the pupil secures from his formal study of United States history a fund of being considered; that a teacher procedure is needed which evidence has pertinent facts and ideals, along with the understanding that history is a study shown is best adapted to stimulating pupils to acquire this objective for which of live personalities WOI'king with the facts of the times in an attempt to solve they are striving; and that evidences of mastery must be incorporated into certain human problems, then the contribution of the formal work will be enough the course by which to test the degree of comprehension of the objective now to secure a permanent interest in the subject. An abiding inquisitiveness in the being considered. study of United States history will go far towards realizing the major objective­ The courses of study vary in the degree to which these four fundamental that of helping the pupil into an effective membership in the great American so­ feat~re~ have been_ ob~ectified and in the degree to which the principle of ciety. contmmty from obJective to evidence of mastery has been cared for. On the N . R. RINGSTROM whole they will provide effective guides which teachers will use. BESSIE L. PIERCE Realizing that these courses of study were prepared by school men and MRS. PERSIS H. ALDERSON women doi~g full time work in their respective positions, one fully appreciates the professiOnal zeal with which they worked and the splendid contribution to high school education which they made. THOMAS J. KlRBY, Chairman of the Executive Committee 11 AMERICAN HISTORY i3

Pupil Activities Evidences of Mastery 1. Read, outline, and report on ref erences 1. To be able to recognize the assigned by the t eacher in connection with following dates-events in the appropriate specific objective any connection: 1492, the I. PERIOD OF DISCOVERY AND EXPLORATION, 1492-1 607 discovery of America; 149 7, Time allotment : ten days, approximately 2. Show how the hist01:y of America is a con­ the voyage of the Cabots; tinuation of the history of Europe 1498, voyage of Vasco da Unit Objective Teacher Procedures Gama; 1519, voyage of Ma­ a. discussing the cultural and scientific To understand the source · of 1. Develop a fund of inf ormation on the gellan; 1565, settlement of life of the fifteenth and sixteenth cen­ American life as springing from course by reading standard and authentic St. Augustine; 1607, first turies, in which are shown the effect of European conditions and to books. Much material setting f orth new permanent English settle­ the inventions of printing, the invention understand the forces surround­ 1·esearches appears constantly. One can ment in America of mechanical sailing devices, the Ren­ ing the early discovery and keep in touch with this through professional aissance, and the Reformation, as well settlement of the North Amer­ j ournals, such as The Histo?·ical Outlook 2. To be able to discuss in a as the development of geographical ican continent and T he Ame?·ican Histo?·ical Review 200-word theme or :floor talk knowledge these personages: Marco • Specific Objectives 2. Prepare and keep up-to-date references for b. pointing out the chief f eatures of the Polo; Gutenberg; Prince 1. To know and appreciate the teacher and pupil use commercial life of Europe in the fif­ H enry the Navigator; cultural and scientific life of teenth and sixteenth centuries, locating Columbus; J ohn and Sebas­ Europe in the fifteenth and 3. L ay plans in detail for each unit before it the chief trading cities, describing the tian Cabot; Vasco da sixteenth centuries as a back­ is presented; that is, prepare the course of methods of trade, the influence of the Gama; Balboa; Americus ground for American history study. This demands, among other things interest in products of the F ar East, Vespucius; Magellan; Sir 2. 'l.'o know how commerce was at the outset, a statement of aims to be discussing the tmvels and influence of Francis Drake; De Soto; carried on during fiftee'nth attained and subj ect matter to be covered; Marco Polo, locating the general trade Verrazano and sixteenth centuries a decision as to time t o be alloted to each routes to the East in the fifteenth cen­ tury and indicating the interest in dis­ 3. To know the chief voyages of unit; devices to be followed in presenting 3. To be able to explain the covering new t rade routes to the East following t erms : astrolabe; discoverers and explorers the unit; the preparation of reference ma­ compass; Renaissance; cap­ with the motives and sig­ terial; the making of t ests 3. Show how the Spanish, French, and English italist; merchant class ; the nificance of their work 4. E stablish a list of ''evidences of mastery'' explored the new world Indies ; Cathay; Eliz­ 4. To understand the f orces such as are included in each unit in this abethan sea-dogs that operated in motivating a. pointing out motives, the places ex­ course of study the discoveries and explora­ plored, principal explorers, the effect o.f 4. To be able to trace the tions these explomtions upon the econolnic, 5. D raw up suggestive activities in connection social and political conditions of Europe _discovery of America from 5. To understand the extent of with each unit its Old World setting the world known in the fif­ b. describing the growth of the capitalist t eenth century 6. Prepare a pre-test over each unit in order class, the growth of the merchant class, 5. To be able to make an in­ to eliminate the presentation of f acts al­ results of high prices and high rents, formational outline over the References ready known by the pupil economic conditions surrounding the entire unit, or one of its General Accounts common people, and the political and main divisions without ref­ social conditions surrounding the com­ 1. Bassett, A Short History of 7. Present in comprehensive but brief talk to erence to textbooks or to mon people the United States, pp. 21,40, pupils, the significant points of the subject notes Macmillan matter in each unit, pointing out the re­ c. showing the results of the settlement 2. Becker, The B eginnings of lationship with previously studied units of America and of the "unrest" of 6. To be able to give a :floor the American People, pp. 1- and with those which follow. In other the sixt eenth and seventeenth centuries talk of at least ten lninutes 67, Houghton Mifflin words, constantly keep in mind the funda­ in Europe, the i=igration to the New on the entire unit; one of 3. Bogart, An Economic His­ mental characteristics of the subject of World . to improve living conditions, on from three to five minutes tm·y of the United States, history : continuity, change, and develop­ account of religion, on account of po­ on any one of. the specific pp. 2-3, Longmans ment litical restrictions objectives 12 14 lOW A COURSE OF STUDY AMERICAN HISTORY 15

References Teacher Procedures Pupil Activities Evidences of Mastery 4. Cheyney, European Back­ 8. Inform the pupils of what is expected of 4. Prepare for and take part in a debate on 7. To be able to make the ground of American His­ them in each unit. This includes a state­ "Columbus did not discover America" following maps, using an tory, pp. 9-21 and Chapter ment of objectives, a guidance outline, text­ appropriate outline map: 5. Make an outline, comparingt the Europe of II, Harper book references, supplementary reading the travels of the principal the fifteenth and sixteenth centuries and references, a discussion of minimum evi­ predecessors of Columbus 5. Hockett, Political and So­ Europe of to-day as to centers of trade, dences of mastery on a world map; chief com­ cial History of the Unitoo means of transportation, principal countries mercial routes and centers States, Chapter I, Mac­ 9. Indicate to pupils the best methods of of the world in the fifteenth millan study procedure. This means general sug­ 6. Read The Travels of Marco Polo gestions for study for all, and individual and sixteenth centuries; a 7. Make a list of terms found in readings 6. Wells, Industrial History of attention to special study difficulties map of the world showing which were unknown, giving proper defi­ the United States, Chapter 10. Train pupils to use all materials available routes of Columbus and nition I, Macmillan for the preparation of their work chief explorers following him 11. Train pupils to express themselves orally 8. Make a comparison of the Santa Maria Sources and in written form by organized and ex­ with a modern ship 8. To be able to state the • 1. Christopher Columbus, Jowr­ tended discussion over the assigned work. problems faced by the 9. Prepare an outline for a paper or a floor nal of the First Voyage to Develop the pupil's ability to give floor people of this period and talk on America, Boni talks their success in solving a. The Life of the Nobles in Fifteenth 12. Test factual attainments at the close of the them 2. McLaughlin, Readings in Century Europe unit by giving again the pre-test the History ·of the American b. The Life of the Common People of 13. Test the pupils for their ability to organize Nation, pp. 5-6, Appleton Europe in the Sixteenth Century and interpret by a second test 3. Muzzey, Readings in Amer­ c. Knowledge of Geography in the Fif­ 14. Discuss orally with pupils at the end of the ican History, pp. 11-24, teenth and Sixteenth Centuries study of a unit, the significance of the unit Ginn presented d. The Natives of America 4. Travels of Marco Polo 15. Train pupils in the use of maps e. The Voyages of the French to America in the Sixteenth Century 16. Train pupils to correlate local and national Biography history 10. Select and justify the significant dates, 1. Hildebrand, Mage·llan, Har­ 17. Train pupils to assume the responsibility events, characters, contributions, and prob­ court Brace for class procedure so that they will carry lems faced by the people of these times 2. Morris, Heroes of Discovery the burden of the £ormal recitation period in America, Lippincott 18. Train pupils to make a notebook in which will be assembled, among other things, out­ lines of topics assigned in textbooks and reference books, maps, notes on reading, clippings from newspapers and periodicals pertinent to the subject studied, charts, and graphs 19. Keep before pupils the relationship of present-day conditions and happenings with the past 20. Provide and make readily available the reference materials suggested for this unit 21. Read poems that express well the spirit of individuals, such as Joaquin Miller's Colum­ bus AMERICAN HISTORY 17

Pupil Act ivit ies E vidences of Mastery 1. Pupils will read, outline, and report on 1. To be able to recognize the references assigned by the teacher in con­ follo_wing dates-events in II. THE PERIOD OF COLONIZATION AND THE STRUGGLE nection with specific objectives any connection: 1619, first FOR SUPREMACY IN NORTH AMERICA, 1607-1763 representative assembly in America; 1620, founding of Time allotment: fifteen days, approximately 2. Pupils will work out in detail the following outline: Plymouth; 1628, coming of Unit Objective Teacher Procedures the Puritans; 1682, La Salle on the Mississippi; 1754, 'ro understand how the Amer­ 1. See Teacher Procedures 3 to 13, under a. The establishment of English colonies Albany Plan of Union; ican colonies were established Unit I in America and how England gained ascen­ 1) The "gentlemen adventurers" 1763, Treaty of Paris dancy T esting in American History 2) Causes of English migration to 2. To be able to tell the con­ (Examples are given under Unit III) America: rise of prices and cost of living; low wages; ownership of tributions of the ;following Specific Objectives land; tenantry; poverty; influence persons i,n a 200 -word 2. The teacher should understand and practice of stock-trading companies paper : William Penn, John 1. To appreciate how English­ the following points on testing : Smith, La .Salle, Peter 3) Settlement of colonies men came to settle America Stuyvesant, John Win­ a. Nature of history tests 4) Forms of government : self-gov­ throp, William Bradford, 2. To know how American col­ erning, royal, proprietary; dif­ In history testing it is well to in­ Roger Williams, Anne Hut­ onists set up a govemment ferences in local government; early clude in addition to factual testing, such chinson, Miles Standish control of England over colonies items as questions provoking thought, 3. To know how American col­ determination of appreciation and dis­ 5) The industrial life of the colonists : onists eamed a living 3. To be able to explain the covery of attitudes. It is also well to agriculture, manufacturing; ship­ following terms : royal, self­ remember that facts are important to building; f ur trading; forms of 4. To know how American col­ governing, proprietary, col­ the handling of thought and apprecia­ labor; methods o£ trade; means of onists cared for their relig­ transportation onial governments; parish; ious, cui tural, and in tellec­ tion questions town; toleration; patroon; 6) Education and intellectual life: tual life burgess; charter b. Units of testing schools, books, and libraries; science; medicine 5. To understand how American If it is possible, give a test over the colonists cared for depend­ unit before it is studied. It will be 7) Religious life: influence of religion 4. To be able to t1·ace the ents on society diagnostic and enable the teacher to in settlement; part played by church steps by which England place the proper emphasis in the teach­ in political life; different sects; atti­ gained control of the new 6. To know how people of non­ ing of the unit tude toward Quakers; attitude of continent English stock settled in the Short daily tests have considerable New England Puritans toward New World value as they keep the pupils in an ac­ others; Toleration Act in Maryland tive frame of mind concerning the work 8) Humanitarian reforms : care of 5. To be able to make an in­ 7. To understand how the inter­ at hand. These tests are given prefer­ poor; criminals and punishment of formational outline of the colonial wars were a counter­ ably at the beginning of the class period crime entire unit, or one of its main divisions without ref­ part of the struggle in Eu­ as they will then serve the added pur­ 9) The colonists and the I ndians rope pose of getting the class together for erence t o textbook or to 10) Albany Congress and relationship of the work to follow notes colonies t o each other 8. To appreciate how the basic When the unit has been completed a ideas of government, school, more comprehensive test should be used. b. The settlement of non-English peoples 6. To be able to give a floor religion, industry, and social Tlus test should be as complete as pos­ in America talk of at least ten minutes life brought from their na­ sible within the time limits of the period 1) The Spanish : places explored and on the entire unit; one of tive countries influenced the and should cover all phases o£ work settled; their colonial policy con­ from three to five minutes colonists covered in the unit trasted with the English on one of the main divisions 16 AMERICAN HISTORY 18 lOW A COURSE OF ·STUDY 19 Pupil Activities Evidences of Mastery References Teacher Procedures 2) The French: early French explora­ 7. To be able to make the General Acoownts c. What to test tion and colonization; colonial policy following maps, using an (See references under Unit I. What to test depends upon the nature contrasted with the English appropriate outline map . Use index of books for this of the unit of work involved. If the 3) The Dutch unit.) unit involves new terms, then a word a. The settlement of the 4) The Swedes 1. Adams, Provincial Society, test might be used. If geography is various racial groups on Macmillan essential to the understanding of the 5) The Germans a map of Eastern United unit, then a geography test is in order. States 2. Adams, Pilgrims, Indians, c. The Intercolonial Wars: the world Time sense may be tested by recall or and Patriots, Little Brown struggle between England and France; b. The holdings of England association tests 3. Andrews, Colonial Folk­ the struggle in America; results after the Treaty of ways, Yale University Paris, 1763, on a map of d. Types of tests 4. Crawford, In the Days of 3. Pupils will prepare outlines and papers on North America The Essay Type of test is most com­ the Pilgrim Fathers, Little the following problems 8. To be able to present the Brown monly used. It is easy to make but its reliability is likely to be low. Although a. Means of Co=unication in the Colonies method by which England 5. Crawford, Old New England this test is somewhat unreliable it does governed her American col­ Inns, DoMbleday Page b. Methods of Exchange in the Colonies have a place in history testing onies 6. Dexter, Colonial Women of c. Forms of Colonial Government which The Objective or Short Answer Type 9. To be able to state the Affairs, Houghton Persisted in State and Local Govern­ of test is more satisfactory. This type governmental conditions in 7. Earle, Colonial Days in Old ment after 1783 England in the eighteenth New York, Scribner of test is harder to make but is more reliable. As tests of this sort are d. The Punishment of Crime in Europe century 8. Earle, Home Life in Colo­ worked, they should be filed and kept and America from the Sixteenth to the nial Days, Macmillan 10. To be able to outline the for future reference Nineteenth Century contributions of non-Eng­ 9. Eggleston, Our First Cen­ lish elements to American tury, Barnes The Standardized Type of test has e. The Life of Women in Colonial Days had but little value where the classes history · in the seventeenth 10. Faris, -When America was and eighteenth centuries Young, Harper are small. They frequently do have 4. Pupils will construct maps suggested by diagnostic possibilities and so should 11. Prescott, A Day in a Colo­ the teacher to show territorial possessions 11. To be able to show the con- not be overlooked entir.ely nial Home, Marshall · ditions in Europe which affected the intercolonial 12. Wertenbaker, The First 5. Pupils will list the occupations of the wars Amerioans, Macmillan colonists and the products of their labor 12. To be able to present in a Biography paper the contributions of 1. Franklin, Benjamin, Auto­ Washington and General biography, Houghton Braddock 2. Hasbrouck, La Salle, Mac­ 13. To show by use of a map millan the influence of geographic 3. Johnson, Captain John conditions on early settle­ Smith, Macmillan ment 4. Parkman, Montoalm and Wolfe, Little Brown

Sources 1. Burnaby, Burnaby's Travels Through North America, Wessels 20 lOWA COURSE OF STUDY A lVIERICAN HISTORY 21

References Notes by Teacher 2. H art, Amerioon History Told by Contempomries, I and II (See index), Mac­ millan

3. Hart and H azard, Colonial Children, Macmillan

4. Hart, Source Book of Amer­ ican HistOTy, pp. 39-41, 45- 48, Macmillan 5. McLaughlin, Readings in American History, pp. 26- 30, Appleton

6. McLaughlin, and others, Source Problems in United States History, pp. 183-184, Harpers

7. Muzzey, Readings in Amer- ican History, pp. 80-85, • Ginn 8. Schlesinger, and others, Great CharteTs of A mer- icanism, Extension Division, University of I owa AMERICAN HISTORY 23

Pupil Activities Evidences of Mastery 1. Pupils will read, outline, and report on 1. To be able to recognize the .references assigned by the teacher in con­ following dates-events in III. THE REVOLUTIONARY WAR AND THE ESTABLISHMENT nection with the appropriate specific ob­ any connection: 1765, the OF THE UNITED STATES AS A NATION, 1763-1789 jectives Stamp Act; 1776, Declara­ tion of Independence; 1777, Time allotment: fifteen days, approximately battle of Saratoga; 1778, 2. Pupils will work out a detailed outline of alliance with France; 1783, Unit Objective Teacher Procedures the following skeleton outline: end of the Revolutionary To understand the develop­ 1. See Teacher Procedures 1 to 20, under Unit War; 1787, Northwest Or­ a. English Colonial Policy ment of political independence I dinance; 1789, the Consti­ in America; how Englishmen tutional Convention became Americans ; and finally 2. See Teacher Procedures under Testing in 1) The attitude of England toward her the acceptance of the Constitu­ American History, under Unit II colonies before 1763 2. To be able to show the con­ tion of the United States tributions of these persons 3. The teacher should prepare tests of 50 to 2) The effect of the Treaty of Paris, in a paper of 200 words: 100 items of which the following are 1763, upon England's imperial policy Benjamin Franklin; George Specific Objectives samples: Washington; John Adams; 3) The extent and character of the Samuel Adams; Patrick 1. To understand the evolution a. True-False T est British Empire of English colonial policy Directions=· I£ the statement is true, Henry; Paul Revere; and the effect on the Amer­ draw a line under "true". I£ the 4) George III and the new imperial Thomas Jefferson; James icin colonies statement of false, or any part of it is policy: the colonial policy of Madison ; James Otis; false, draw a line under ''false''. England and that of other countries William Pitt; Edmund 2. To see how the minority's 1. The Navigation Acts were of the time; the mercantilist theory; Burke ; Robert Morris ; desire for independence grad­ passed by Parliament pri­ the passage of acts of contr~l, such George III ; Lord North; ually gained ·hold of the marily to benefit the col- as the Stamp Act, Navigation Acts, General Gates; Greene; people onies true false Townshend Acts, Five Intolerable Cornwallis; Howe; La­ 2. Smuggling was encouraged Acts fayette ; Thomas Paine; 3. T'o appreciate how English by England's attempt to John Dickinson; George. and American political control intercolonial trade true false 5) The attitude of the colonists toward Rogers Clark theories were different 3. England offered bounties the passage of acts of control by the 3. To be able to explain the mother country: acts of resistance 4. To understand how the Revo­ to encourage colonial following terms: pamphle­ to' English control, such as the Bos­ lutionary War was fought trade true false teers; internal and external ton Massacre and the Boston Tea and won b. Simple Recall Test trade regulation; ''consent Directions : Fill in the proper word. Party; the Circular Letter; forma­ of the governed''; patriots·; 5. To see why the American 1. The Monroe Doctrine tion of organized groups like the boycott; non-importation; Revolution sometimes is was issued against the Holy Alliance Sons of Liberty; boycotts; Com­ confederation; ordinance; a called an English civil war 2. The date of the issue mittees of Correspondence; writings federal union; represen- . of the Doctrine was 1823 of Thomas Paine, J ohn Dickinson, tative government 6. To know how state govern­ James Otis, and the Writs of Assist­ 3. The only large Eu­ 4. To be able to show how ments were set up ance; effect of colonial disapproval ropean nation favor- Englishmen in the Amer­ ing it was England on Mother Country 7. To know the character of the ican colonies became Amer­ c. Completion Tesi government under the Ar­ 6) The development of pol~tical theories icans ticles of Confederation and Directions: Fill in the proper words. different from those held in Eng­ 5. To be able to make an in­ why it failed 1. About 1820 many (1) slaveholders land: the theory of representation formational outline over the began moving into Texas, then owned held generally in England and in entire unit, or one of its. 8. To know the characteristics by \ 2) Mexico. Dissatisfied with the the colonies; the attitude of Pitt, main ·divisions without ref­ of the government estab­ political control these Texans (3) Burke, and Fox; the idea of "the erence to textbook or to lished under the Constitntion revolted in 1835. consent of the .governed' ' notes 22 24 lOWA COURSE OF STUDY AMERICAN HISTORY 25

Evidences of Mastery Teacher Procedures Pupil Activities Evidences of Mastery 9. To appreciate the problems d. Multiple-Clwice T est 7) The First Continental Congress: the 6. To be able to give a floor faced during these times and Di1·ections :_ Underline the pToper word; attitude toward regulation by the talk of at least ten minutes the spirit displayed by the Mother Country; activities of the on the entire unit; one of 1. The chief crop in the South in 1840 men who solved them Congress from three to five minutes was corn cotton rice 8) Battles of Lexington and Concord on one of the main divisions References 2. The South was helped most by the Geneml Accounts invention of the reapeT cotton gin 9) The Second Continental Congress 7. To be able to make the and the Declaration of Independence followip.g maps, using an (See Unit I) telegraph Note : The 5-multiple choice items may 10) The chief campaigns of the war appropriate outline map 1. Becker, The Eve of the be used but ordinarily the 3-multiple a. A map showing the chief R ev olution, Yale University 11) The Revolution becomes world wide: choice items will suffice. entrance of France and other coun: campaigns of the Revolu­ 2. Hart, Formation of the tries tion e. Best Answer T est Union, pp. 43-53, L~ngmans 12) The setting up of state governments b. A map of the United Directions : None of these answers are States showing the dif­ 13) The Articles of Confederation 3. Howard, Prelimina1·ies of necessarily WTong but one makes the ference in physical fea­ the Revolution, Harper best answer. Oheck this answer. 14) The Northwest 0Tdinance and west­ tures and products in ern development 4. Schlesinger, New View- In 1850 the South opposed the high Northern, Middle, and points in American History, protective tariff because it f elt 15) The end of the war Southern colonies Macmillan ...... a. that such a tariff was uncon­ 16) The Constitution: necessity for a c. A map showing the stitutional new instrument of government in Northwest Territory and 5. Van Tyne, The American ...... b. that it had no industries which 1789; compTomises at the Constitu­ the western line of Revolution, pp. 3-25, Harper needed protection tional Convention; the form of gov­ settlement in 1789, and .... x.... c. that it did not get as much re­ ernment adopted; first ten amend­ the land claims of the Sources turn from its industry as the ments several states (See references under Unit II) North got from its industq d. A map showing territory 3. Pupils will collect pictures which give in America held by other Biography f. Matvhing Test vivid impressions and information on points nationalities than the · Harlow, Samuel Adams, H olt Directions: Match these items by studied original settlers placing the number of the chamcter HawoTth, Washington, Farmer, 8. To be able to take part in a befm·e the proper event. 4. Pupils will list important dates, events, Bobbs Merrill debate on ''The American persons, and achievements for the unit Hosmer; Samuel Adams, Hough­ 1. John Adams Colonies were justified in ton 2. Thomas Jeffersop. seeking independence from 5. Stronger pupils will prepare a paper on Laut, Pathfinders of the West, 3. Alexander Hamilton England'' one OT more of the following: Macmillan .... 2 .... Virginia and Kentucky Reso­ a. A Study of the Attitude of Settlers 9. To be able to write a state­ Moses, Paul Reve1·e, Appleton lutions along the Seaboard and that of the ment showing that the .... 3... . Neutrality Proclamation Sparks, The Men Who Made Settlers in the Inland Country toward American Revolution was in the Nation, Macmillan .... L .. Naval War with FI-ance Independence from England reality an English civil war Thwaites, Daniel Boone, Apple­ b. The Influence of ·Samuel Adams in the g. Placement Test 10. To be able to construct a ton Revolution Di1·ections: Arrange these items in chart or table to show the chronological order by placing a 1 be­ c. The Gradual Development of a Desire principles laid down by the fore · the event which occured first in for Independence as Shown in Discus­ Resolves of· the First Con­ time order, a 2 for the second, etc. sions and Writings, 1765-1776 tinental Congress, the Dec­ .... 4. ... Election of Monroe as President d. The Large and the SmlJ,ll State P arty laration of the Causes and .... 2 .... 3econd War with England at the Constitutional Convention the Necessity of Talcing up .... 1 .... Naval Warfare with France e. The Contributions of Benjamin Franklin Arms, and the Declaration .... 3.... Treaty of Ghent to American History of Independence 26 IOWA COURSE OF STUDY AMERICAN HISTORY 27

Teacher Procedures Evidences of Mastery h. Map Test 11. To be able to make a dia­ Directions: Locate the following items gram showing in one column by number. (Use blank map) political ideas in English documents such as the 1. Gettysburg Magna Charta, Petition of 2. Sherman's March to the Sea Rights, and Bill of Rights; 3. Vicksburg in another column the po­ 4. Richmond litical ideas in the Decla­ ration of Independence and 4. The teacher should know and use the prin­ the first ten amendments to ciples of testing contained in the following the Constitution references 12. To be able to write a paper Gibbons, The Record of a Testing Ex­ setting forth the convictions perience in Senior High School Studies, of the Loyalists or Tories McKinley Publishing Co. 13. To be able to make a com­ P aterson, Preparation and Use of the New parison between the form Type Examination, World Book Co. of government under the Ruch, Improvement of the Written Exam­ Articles of Confederation ination, Scott Foresman and that set up by the Con­ stitution Ruch, Objective Examination Methods in the Social St~~dies, Scott Foresman Ruch, and Stoddard, Tests and Measure­ ments in High School Instruction, World Book Co.

Rugg, The Social Studies in the Elementary and Secondary Schools, Twenty-second Yearbook of the National Society for the Study of Education, Public School Pub­ lishing Co.

1 AMERICAN HISTORY 29

Pupil Activities Evidences of Mastery 1. Pupils will read, outline, and report on 1. To be able to recognize the references assigned by the teacher in con­ following dates-events · in nection with the appropriate specific objec­ any connection: 1789, tives Washington, P1·esident; IV. FOUNDATIONS OF THE UNION AND NATIONAL 1793, invention of the cot­ POLITICS, 1789-1829 ton gin; 1800, election of 2. Pupiis will work out a detailed outline Jefferson; 1803, purchase Time allotment: twenty days, approximately based on this skeleton outline of Louisiana; 1812, war Unit Objective Teacher Procedures a. The formation of a new government with England; 1816, the first protective tariff; 1819, To learn how the new govern­ 1. See Teacher P10cedures 3 to 13, unucr 1) Election of Washington; his fitness purchase of Florida; 1823, ment was established and to Unit I for office; his cabinet; the establish­ Monroe Doctrine; 1825, trace its growth to the period ment of the federal judiciary Erie Canal; 1828, Baltimore · of Jacksonian Democracy 2. Direct pupils in how to study an oruinary 2) Hamilton and his financial measures and Ohio Railroad; 1828, textbook assignment as follows 3) The establishment of the currency Specific Objectives election of Jackson a. Review system 1. To understand the difficult and complicated problem Skim over the f ew pages previous to b. Relations with other nations the assignment so as to get in mind confronting Washington in 1) Relations with England: the western what has gone before establishing the new govern­ posts; Jay's Treaty ment and how it was solved 2. To be able to tell the chief b. First 1·eading 2) Relations with France contributions of the follow­ 2. To understand how foreign 1) Read through rapidly so as to get 3) Relations with Spain ing persons in a paper of relations between the new the entire story 4) Proclamation of neutrality 200 words: Henry Clay; nation and other countries 2) Close the book and recall the general 5) Alien and Sedition Laws; the Vir­ Alexander Hamilton; An­ were set up idea of the reading done ginia and Kentucky Resolutions drew Jackson; John AdalllS; 3. To see how foreign compli· 6) Restrictions of France and England John Quincy Adams; John 3) Make a note of the ''weak'' places cations led to war with Eng­ on our comme1·ce; Jefferson and C. Calhoun; De Witt Clin­ in this recall land ' 'peaceable coercion ' ' ; The ' 'War ton; Robert Fulton; Thomas Jefferson; Daniel 4. To know the origin and pro­ c. Second reading Hawks'' and the expansionist theory; the War of 1812; attitude Webster; Albert Gallatin; nouncement of the Monroe 1) This time read the lesson by para­ of sections' the Hartford Conven­ John Jay ; James Madison; Doctrine graphs or sections tion; principal naval and land John Marshall; James 5. To understand and appre­ 2) The meaning of the new words battles; result of war and Treaty Monroe ciate the effect of inventions should be looked up and placed in of Ghent on industrial life a history ' 'word book'' c. The Monroe Doctrine 6. To understand .the changes 3) Pronounce these words to yourself in transportation brought so that you can use them Cause of origin; Persons directly re­ sponsible for pronouncement; Chief about during this period and 4) Locate on a map all the new places 3. To be able to explain these their influence significance terms: implied powers; 5) Re-locate on a map all of the places strict construction; "War 7. To know how the Spirit of d. Panama Congress of which you are not certain Hawks''; neutrality; em­ Nationalism developed and bargo; blockade; contra­ expressed itself 6) Unfamiliar proper names should be e. Changes in American industrial life band; Holy Alliance; alien looked up. Frequently the index of 1) American Industrial Revolution 8. To know how American ter­ your textbook will help. The gaz­ laws; right of deposit; 2) Inventions ritory expanded etteer and the biographical lists at Monroe Doctrine; spoils 9. To know the evolution of the back of the dictionary may also 3) Effect of War of 1812 on manufac­ system; ·nullification; force political parties, 1789-1829 help ture bill; "Pet ~auks" ; Whigs 28 AJ\1:ERICAN HISTORY 31 30 lOWA COURSE OF STUDY Pupil Activities Evidences of Mastery References Teacher Procedures f. Changes in transportation and commu­ 4. To be able to make the General Acoownts 7) Make an outline or a list of the im­ nication following maps, using an portant facts, trying to recall the 1. Babcock, The Rise of Amer­ 1) Steamboat appropriate outline map: ican Nationality (See in­ associations in proper relationship 2) National Road United States at the close dex), Harper 8) Place a star before anything on of the American Revolu­ 3) Canals which satisfactory information can tion ; Louisiana Purcha~e · 2. Bassett, The · Federalist not be found and be sure to ask 4) Railroads . ' System (See index), Har­ trails to the Far West; the about it during class time Lewis and Clark Trail; . per 9) Now do any of the specific wo1·k g. The development of nationalism Erie Canal; the vote by 3. Channing, The J effersonian called for by the teacher 1) The establishment of the Second sections in 1824, 1828 System (See index), Harper United States Bank 5. To be able to make an in­ d. Skim over the lesson a third time to 2) The tariff 4. Hart, Formation of the pote how thoroughly you understand it formational outline over the Union (See index), Long­ Attitude of South toward Tariff of entire unit, or one of its 1816; the ''Tariff of Abomina­ mans e. Review your notes on the lesson a few main subdivisions without tions' ' ; Clay and the American reference to textbook or to 5. Johnson, Uwion and Democ­ minutes before the class period starts system notes racy, pp. 73-81, Houghton 3) Decisions of the supreme court; the Mifflin work of John Marshall 6. To be able to give a :floor talk of ten minutes over 6. Orth, The Armies of Labor 3. Get pupils to realize that if they follow the entire unit; one of (See index), Yale Univer­ h. Expansion of the American people this plan they will find the first lesson a from three to five minutes sity long one. The next lesson not take so much 1) Louisiana Purchase on one of the main divisions time. Each succeeding lesson will take less 2) Purchase of Florida Sources time until the time comes when you can 3) Growth of the West and its sig­ get the lesson in shorter time than by a · 1. Hart, Contemporaries, IV, nificance in American history pp. 430-434, Macmillan haphazard method. To know history one must be willing to pay the price-hard i. Changes in political life 2. MacDonald, Documentary work Source Book, pp. 267-278, 1) The Federalists and Anti-Federalists Macmillan 2) Method of election of president, 1800. Twelfth amendment 3. Muzzey, Readings, pp. 222- 4. Organize the class into the House of Rep­ 247, Ginn 3) Election of 1824 resentatives to discuss the election of 1824 3. Stronger pupils will prepare a paper on Biography on~ or more of these problems: 1. Bruce, Dawiel Boone and .a. Life in the West, 1800-1820 the Wilderness Road, Mac­ 5. Have pupils outline the main principles of millan the Federalist and Anti-Federalist Q. The Cone Ridge Revival e.- The First Railroad 2. Curtis, The True Thomas d. Foreign Relations in Jackson's Time J ejferson, Lippincott e. Jackson the Great Democrat 6. Have pupils find and tabulate three de­ 3. McFee, The Story of 'Robert f. The Development of Transportation cisions of John Marshall Fulton, Barse ·and Hopkins Facilities from Colonial Times to the Civil War

4. Pupils will listen to reports by other pupils, take notes, emphasize good points, ask questions, and make summaries AMERICAN HISTORY 33

Pupil Activities Evidences of Mastery 1. Pupils will read, outline, and report on 1. To be able to recognize the references assigned by the teacher in con­ following dates • and .ev.ents nection with the specific objectives in any connection: 1828, V. EXPANSION AND CONFLICT, 1829-1865 election of Jackson; 1830, Time allotment: thirty days, approximately 2. Pupils will work out a detailed outline for Haynes-Webster debates; the various points in this outline 1832, nullification by South Unit Objective Teacher Procedures a. Jacksonian Democracy Carolina; 1836, Texan in­ To learn how the increasing 1. See Teacher Procedures 3 to 13,· under 1) Andrew Jackson; personal character­ dependence; 1844, Morse pressure of the slavery prob­ Unit I istics and training; previous ex­ invention of the telegraph; lems worked itself into open perience; election of 1824 and re· 1845, Texas admitted to the conflict 2. See testing under Units II and III suits; election of 1828 and the spirit Union; 1846, Mexican War Some Visual Aids for the Teacher of started; 1846, Iowa ad­ American History of America; inauguration and po­ Specific Objectives litical beliefs mitted · to the Union; 1850, 1. To understand the develop· 3. The teacher should utilize the many visual 2) Problems of Jacksonian Democracy Compromise of 1850; 1854, ment of the democratic spirit aids that are available. Some of these with a) Spoils System: why expanded; Kansas-Nebraska Act; 1 ~57, in American life as illusti·a­ ·suggestions for their use may be found in obj·ections Dred Scott Decision by Su· ted in the life of Andrew the following : b) Internal improvements: extent; preme Court; 1858, Lincoln­ Jackson and his presidency position of Clay Douglas debates; 1860, a. Motion pictures c) Trouble with the Indians : Jack­ Election of Lincoln and 2. To understand how Amer­ Chronicles of America, Yale University son's policy; results secession of South Carolina; ican education expanded and Press Film Service, Yale University, d) Nature of the Union: State 1861, Lincoln's Call to developed New Haven, Conn. Rights theory; Contract theory; Arms; 1863, Emancipation 3. To understand the effect of Edited Pictures System, New York City Hayne-Webster debates as focal Proclamation; 1865, Sur­ render of Lee and end of inventions on the economie General Vision Company, New York City point; Calhoun's exposition; War life of the period Society for Visual Education, Chicago, views North and South; eco· 2. To be able to identify these Illinois nomic reasons 4. To know the significant for­ e) The Tariff and Nullification of historical personages. To eign relations 1829-1865 b. Pictures South Carolina: Force Act; Com­ be able to write a 300-word 5. To see how the desire for Art Extension Society, 415 Madison promise Tariff of 1833; breach theme or to make an ex­ territory was a part of the Avenue, New York between Jackson and Calhoun tended floor talk on those slavery question Brown's Pictures, Beverly, Mass. f) The Bank Question: previous starred : history; why up at this time; Charles F. Adams 6. To grasp the significance of The Copley Prints, Curtis and Cameron, Jackson's objections to Bank; the slavery question in its Boston George Bancrof~ attempts to secure charter; Henry W. Beecher effect on American economic, Handbooks, postcards, picture~ from Jackson's veto; Election of John Bell social, and political life The Metropolitan Museum of Art, 1832; ''Wildcat Banks''; Specie Thomas H. Benton 7. To understand how the slav­ New York City Circular; Panic of 1837; Inde­ James G. Birney ery issue finally resulted in McKinley Illustrated Topics in Amer· pendent Treasury Plan Black Hawk civil war ican History, McKinley Publishing g) Development of political parties; John C. Breckinridge Co., Philadelphia · Anti-Masonic; Whigs and their John Brown References Perry Pictures, Malden, Mass. ongm, policies, and attitude James Buchanan General Accownts The University Prints, Newton, Mass. towards slavery; formation of "John C. Calhoun Democratic Party; its policies 1. Chadwick, Causes of the Lewis Cass c. Slides h) Democratic developments: exten­ Salmon P. Chase Civil War (See index), Har­ Extension Division, University of Iowa, sion of suffrage; change from *Hemy Clay per Iowa City caucus to convention system; Peter Cooper 2. Dodd, Expansion and Con­ Keystone View Company, Meadville, newer views concerning women's Jefferson Davis flict, Houghton Mifflin Penn. rights; Workingman's party Dorothea L. Dix 32 I _j 34 lOWA COURSE OF STUDY AMERICAN HISTORY 35 References Teacher Procedures Pupil Activities· Stephen A. Douglas 3. Garrison, Westward Exten­ d. Books b. Industrial and Social Progress, 1830- John Ericsson sion (See index), Harper The Pageant of America, Yale Univer­ 1860 Edward Everett 4. Hart, Slavery and Abo· sity Press, New Haven, Conn. 1) Highways: canals; railroads David G. Farragut Millard Fillmore lition, Chaps. 7-9, Harper 4. The teacher through the assignment should 2) Filling up the West : Admission o.f John C. Fremont set special problems through which pupils Arkansas 1836, Michigan 1837, 5. Hosmer, The ,Appeal to William L. Garrison will be led to a mastery of the objectives Florida 1845, Texas 1845, Iowa 1846, Arms, Chaps. 1-19, Harper Wisconsin 1848, California 1850, *U.S. Grant Horace Greeley 6. Hosmer, The Outcome of Minnesota 1858, Oregon 1859 Wm. H. Harrison Civil War, Chaps. 2-28, Har­ 3) Inventions such as McCormick reap­ Robert Y. Hayne per er, Morse telegraph, Howe sewing machine, Kelly Bessemer steel, Good­ John B. Hood 7. Schlesinger, Political and year vulcanizing process Joseph Hooker Social History of the Uni­ 4) Advance in public education : po­ Sam Houston ted States (See index), sition Qf labor; high schools and *Andrew Jackson · Macmillan colleges established; newspapers Joseph E. Johnston cheaper Albert E. Johnston Sources 5) Great literary development: Poe, *Robert .!'], Lee .,.Abraham Lincoln 1. Hart, Contemporaries, IV, ·whittier, Longfellow, Prescott, Ban­ James Longstreet Chaps. 6-13, Macmillan croft, Emerson, Holmes, Lowell, Parkman, Bryant, Hawthorne Horace Mann 2. Hart, Source Book, Chaps. 6) Social reform movements: prison re­ George B. McClellan 15, 18, Macmillan form; Communistic settlements; Ab­ Cyrus H. McCormick olitionists; Temperance movements; George G. Meade 3. Muzzey, Readings, pp. 278, position of women in these move­ Francis Parkman 378, 408-421, Ginn ments Wendell Phillips George E. Pickett c. The Slavery Problem Biography Franklin Pierce 1) Early history: introduction into Zebulon Pike 1. Bradford, The American, Virginia 1619; colonial progress James K. Polk Houghton Mifflin very slow; reasons; Ordinance of Antonio L. De Santa Anna 1787; Slavery compromises of the 2. Brady, The True AndTew Carl Schurz Constitutional Convention; attitude Jackson, Lippincott Winfield Scott of men like Washington, Jefferson, ·»wm. H. Seward 3. Bryan, Sam Houston, Mac­ and others towards slavery'; first Fu­ Philip H. Sheridan millan gitive Slave Law; attitude of Eng­ John Sherman land towards slavery and slave I 4. Charnwood, Abraham Lin­ William T. Sherman trade; efforts to stop slave trade coln, Holt Joseph Smith I 2) Cotton gin invention and increase of Edwin M. Stanton I 5. Howells, Years of My acreage. Comparison of production Alexander H. Stephens Youth before and after invention; new Harriet B. Stowe states in relation to political prob­ 6. Hunt, John C. Calhoun, Charles Sumner . ' lems; ' 'King Cotton' ' ; Westward Roger B. Taney Jacobs spread; Texas Zachary Taylor 3) Description of the slavery institu­ 7. Des, Leading American In· George H. Thomas tion: life of the slave; treatment; ventors, Holt Robert Toombs slave markets; slave trade; cotton John Tyler planter aristocracy; position o·f Martin Van Buren ''poor whites''; . southern defense Cornelius Vanderbilt of slavery 36 IOWA COURSE OF STUDY AMERICAN HISTORY 37

Notes by Teacher Pupil Activities Evidences of Mastery 4) American Colonization Society: pur­ Benjamin F . Wade poses ; settlement of Liberia 1822; *Daniel Webster Liberian history; American interest John G. Whittier in Liberia to-day David Wilmot 5) Missouri Compromise 1820 : Need of William L. Yancey it; balance of power in Senate; 3. To be able to explain these Clay's position as Compromiser terms : Abolitionist; Ala­ 6) Anti-slavery movements: abolition­ bama incident; American ists; Garrison and the Liberato1· j party ; American Coloniza­ Lovejoy; Emerson; Whitti€r; John tion Society; Anti-Masonic Brown's exploits; Underground Party; the Astors; Barn­ Railroad; Adams and the Gag Reso­ burners; The Liberator; lution ; Stowe's Uncle Tom's Cabinj Liberia; Liberty Party ; Liberty Party in elections of 1840 Lincoln-Douglas debates; and 1844; Free Soilers in 1848 and Lone Star btate; "Mani­ 1852; formation of the Republican f est Destiny'' policy ; mar­ Party and the election of 1856 tial law; Blockade runner; 7) Nat Turner's Insurrection; fear of ''Bloody Kansas''; bonds ; South; blame on Abolitionists Brook Farm; Border 8) Texas: settlement by Southern slave­ States; Constitutional Un­ owners; struggle for independence; ionists ; Copper-heads ; Cri t­ the Alamo; Lone Star State 1836- tenden Plan; draft riots ; 1845 ; reasons for delay of admis­ Dred Scott Decision; Eman­ sion; election of 1844; admission cipation Proclamation; Em­ 1845 igrant Aid Society; expan­ 9) Mexican War: causes; leaders; sionist; Federal Union; battles; Wilmot Proviso; How Mex­ forty-niners; '' 54-40 or ican Cession opens up new slavery fight"; Freeport Doctrine; problems Free Soilers; greenbacks; 10) Compromise of 1850: position of habeas corpus; Harpers Clay, Calhoun and Webster; main Ferry; hard times; ''High­ points of compromise; advantages to er L aw" speech; Impend-· each section; admission of Cali­ ing Crisis ; Gadsden Pur­ fornia 1850 chase; G'ag Resolution; 11) Popular Sovereignty: reasons for gradual emancipation; Kan­ present problem; position of new sas-Nebraska Act; "King Republican Party; Douglas ; Kansas­ Andrew''; ''King Got­ Nebraska Act 1854; "Bloody Kan­ ton"; Kitchen Cabinet ; sas''; Lecompton Constitution Knownothing Party; Le­ 12) Dred Scott Decision 1857: the prob­ compton Constitution; Ma­ lems involved in case; Taney and the son and Dixon Line ; Merri­ majority opinion of Court; minority mac and Monito1·; Mexican view; repeal of Missouri Compro­ Cession; Mormonism; na­ mise and Compromise of 1850 tional banking system ; nul­ 13) Lincoln-Douglas Debates: occasion; lification; Omnibus Bill; position of each ; why important; Oregon Country; Ostend Freeport Doctrine and effect on Manifesto; Panic of '37; Douglas's position penny newspapers; personal AMERICAN HISTORY 39 38 IOWA COURSE OF STUDY Pupil Activities Evidences of Mastery N otes by Teacher d. Civil War liberty laws; popular sov­ 1) Causes reviewed; election of 1860; ereignty; ''Remember the secession of South Carolina; inaug­ Alamo''; Republican Par­ uration of Lincoln; efforts towards ty; "Reoccupation of Ore­ peace; comparative figures-econom­ gon"; sanitary £airs; scal­ ic and military; position of southern awags; Sheridan's ride; military men; position o·f Lee Sherman's march to the 2) Progress of the War: struggle for sea; spoils system; squatter border slave states; Ft. Sumter; sovereignty; states rights Lincoln's Call to Arms and the re­ theory; 13th Amendment; sponse; campaign in the West; Fts. ''Tippecanoe and Tyler Henry and Donelson, 1862; Vicks­ too"; TrM!t Affair; Uncle burg, 1863; opening of the Missis­ Tom's Cabin; un'derground sippi; campaign in the East; Pen­ railroad; volunteer system; insular campaigns; Gettysburg, war contractor; Webster­ 1863; blockade of southern ports; Ashburton Treaty; Whigs; the Alabama and the Florida; Far­ "Wide Awakes"; Wilmot ragut; Sherman's march through the Proviso Confederacy; leaders both sides ; 4. To be able to make an in­ reasons for southern defeat; Eng­ formational outline over the land and France entire unit, or one of its 3) Home life North and South during main divisions without ref­ the War; relief work erence to textbook or notes 4) Financing the War: methods used 5. To be able to give a floor North and South; greenbacks and talk of at least fifteen min­ government bonds; decline of green­ utes over the entire unit; backs; national banking system es­ or one of three to five min­ tablished; how it worked utes on one of the main 5) Summary of the results of the war. divisions Also ·found in next unit 6. To be able to make the e. Summary of Foreign Affairs, 1829-1865 following maps using an 1) South and its desire for land in the appropriate outline map Caribbean Sea; Cuba; Ostend Mani­ a. Missouri Compromise festo; position of North b. Territorial expansion 2) England : Caroline affair; North­ 1820-1860 west boundary dispute; Webster­ c. Free and slave territory Ashburton Treaty; Clayton-Bulwer 1860 Treaty d. Election of 186Q-both 3) Oregon dispute: American and Eng­ popular and electoral lish claims; Settlement of disputes vote 4) Texan question: Mexican view to­ e. Secession and border wards American annexation; ad- • states mission of Texas 1845 ; Mexican f. Important trails and War; cession of territory roads to the West 1840- 5) England during Civil War: Trent 1860 affair; .Alabama Claims; question; g. Important campaigns England's attitude towards France; and battles of the Civil view of English labor War 40 lOW A COURSE OF STUDY AMERICAN HISTORY 41

Notes by Teacher Evidences of Mastery h. Admission of states 1820-1860 7. To be able to do the follow­ ing projects a. Write a diary of a nor­ therner spending a week on a southern plantation b. Write an editorial show­ ing how Calhoun justified slavery c. Write an editorial for an Abolitionist paper d. Make a graph showing production of cotton 1800-1860 e. Prepare a brief showing our claims to the Oregon Country f. Write a l ~t ter of a '' Forty-niner'' telling about California g. Dramatize a Lincoln Cabinet incident h. Draw Civil War cartoons giving North or South attitude AMERICAN HI~TORY 43

Pupil Activities Evidences of Mastery 1. Pupils will read, outline, and report on 1. To be able to recognize the problems assigned by the teacher following dates-events in 2. Pupils will work out a detailed outline for any connection: 1865, VI. PROBLEMS OF RECONSTRUCTION, 1865-1877 the problems in the following outline Thirteenth Amendment; a. Social readjustments in the South 1868, Fourteenth Amend­ Time allotment: ten days, approximately 1) The rise of the small farmer class ment; 1868, Impeachment Unit Objective Teacher Procedures · 2) The "poor whites" and their new of Johnson; 1870, Fifteenth Amendment To understand the great po­ See Teacher Procedures under Unit I social status 3) The effect on the planter class litical, economic, and social Special H elps for the Teacher of 2. To be able to discuss these problems facing the Union at American History 4) The effect on the disfranchised class historical personages in a the end of the Civil War. In 5) How the slave, untutored and with­ 300-word theme or floor Aids to History Teachers, University of Iowa out property, found himself a free talk: Johnson; Grant; particular, to get the problem Extension Division, Iowa City of the South relative to the ~an; how he could earn a liveli­ Greeley economic and social 1. Pierce, B. L., The Socialized Recitation hood; what his relations with his 3. To be able to identify these former master became; rise of the historical personages: Col­ 2. Pelzer, L., and Daley, C., The Correlation of negro problem; "Jim Crow" legis­ fax; Conkling; Fish; History and Geography Specific Objectives lation; efforts to settle the problem Seward; Haynes; Phillips; by education 1. To trace the social readjust­ 3. Brandt, The High School Library Schurz; Stanton; Stevens; ments necessary in the 6) Some solutions of the present-day Sumner; Seymour; Wade South after the Civil War 4. Plum, The Correlation of English and negro problems 4. To be able to explain these American History in the American History 7) Position of the carpet-bagger (His historical terms: amnesty; 2. To know how the plantation Course political influence to be developed antebellum; Black Codes; system was broken up and later) carpet-baggers; Civil Rights how the South developed 5. Barngrover, and Forsee, The Teaching of b. Economic reconstruction of the South Bill of 1866; Civil Rights industrially Current Events in the High School 1) Break-up of the plantation system. Bill of 1875; conquered 3. To know how the South was 6. Pierce, B. L., Visual Aids in Teaching His­ Changed system of labor. New province theory ; copper­ brought back into the Union tory methods of cultivation of crops. heads; diversified industry; New crops fourteenth amendment; fif­ 7. Andrews, The Study of Original Sources 4. To understand the hostility 2) The commercial and industrial revo­ teenth amendment; forty of Congress to Johnson and Edit01·ial Research Reports, 839-17th St., N. W., lution in the South acres and a mule; freed­ his policies Washington, D. C. 3) The development of mineral wealth men; Freedmen's Bureau; 5. To understand how the in the South. Timber. Cotton mills. "iron clad" oath; "Jim Logasa, Hannah, Historical Fiotion Suitable for West developed econom­ Transportation facilities. Water­ Crow" laws; Ku Klux · J1o1llior and Senior High School, McKinley ically during this period power. Coal. Oil. Steel Klan; Lincoln's policy; Publishing Co., Philadelphia 4) Growth of Southern cities Loyal League; military re­ 6. To understand the Con­ 5) Brief survey of economic conditions Martz, Teacher's Handbook in American His­ construction; Reconstruc­ stitutional changes made in in South to-day tory, Harter School Supply Co., Cleveland tion Co=ittee; scalawags; amendments to the Con­ c. Political reconstruction states suicide theory; Ten­ stitution 1) Loyal governments set up in the ure of Office Act; textiles; seceded states before 1865 vagrancy laws 2) Southern movements for peace and 5. To be able to make an in­ References a restoration to the Union before the formational outline over the General Accownts close of the War unit or one of the main 1. Dunning, Reconstruction, 3) Lincoln's Proclamation of Amnesty'; divisions Political and Economic (See the ten per cent plan; attitude of 6. To be able to give floor index)) Harper North and South towards Lincoln's talks on the entire unit or plan one of the main divisions, 2. Lingley, Since the Civil War 4) The Wade-Davis Bill without notes (See index), Century 42 44 lOW A COURSE OF STUDY AMERICAN HISTORY 45

References Pupil Activities Evidences of Mastery 3. Paxson, The New Nation 5) J ohnson 's Proclamation 7. To be able to show the (See index), Houghton Mif­ 6) The attitude of Congress toward the following on an outline flin problem of reconstruction map: the Southern States a) Charles Sumner's views in the order of coming 4. Schlesinger, Political and b) Attitude of Thaddeus Stevens back into the Union Social History of the United c) The Joint Commission on Recon- States (See index), Mac­ struction millan d) The Oivil Rights Act 8. To be able to write some e) The Fourteenth Amendment pages from the diary of a Sou1·ces f) Reconstruction Act of March 2, Southerner, 1865-77 1. H art, Contemporaries, IV, 1867; July, 1867; and March, pp. 459-462, Macmillan 1868 7) H ostility of Congress toward Pres­ 2. McLaughlin, Readings, pp. ident J ohnson 9. To be able to prepare a 354-362, Appleton 8) Carpet-bag governments negro talk about the ''forty a) How organized (scalawags) acres and a mule" myth 3. Muzzey, Readings, pp. 455- b) Defects and troubles 459, Ginn e) H ow defeated 9) The Black Codes 10. To be able to prepare a Biography a) Examples paper on the Impeachment 1. Nicolay, The BD1J's Life of b ) Effects on South of J ohnson Ulysses S. Grant, Century e) Present status 10) Union leagues a. Brief showing reasons 2. Washington, Up from Slav­ 11) Ku Klux Klan and similar organiza­ for his impeachment Doubleday ery, tions : purpose; strength; value b. Brief showing his de­ 12) The Foree Acts fense 13) Thirteenth, fourteenth, and fifteenth amendments e. Letter written to a friend a) Contents and purposes of each explaining how you as b) Reactions to these amendments Senator from Iowa would e) Present status and why vote on impeachment 14) Grant's part in the reconstruction d. Economic stabilization of North and West (See later topics such as Financial 11. To be able to write a letter Problems Since the Civil War, etc.) from a southern gentleman e. Significance of the Oivil War and Re­ appraising Grant's terms as construction President

3. Pupils will give well-organized oral reports in good English on special assignments in 12. T'o be able to prepare tables the above outline showing economic compari­ sons of the South, 1860-1885 4. Pupils will collect pictures, letters, and in­ formation from the elders of the commu­ nity 13. To be able to construct 5. Pupils will compare conflicting accounts maps showing the elections by various authorities of 1868, 1872, 1876 AMERICAN HISTORY 47

Pupil Activities Evidences of Mastery 1. Pupils will read, outline, and report on 1. To be able to recognize the problems assigned by the teacher in con­ following dates-events in VII. PERIOD OF AMERICAN INDUSTRIALIZATION, 1865-1900 nection with the specific objectives any connection: 1867, pur­ chase of Alaska; 1869, Time allotment: forty days, approximately 2. Pupils will work out a detailed outline for completion of Union Pa­ Unit Objective Teacher Procedures - the various points in this outline cific Railroad; 1871, Ala­ To appreciate the changing !. The teacher should be able to instruct how bama Claims Settlement; conditions of American life to make graphs, charts, and other visual a. Economic and industrial developments, 1876, Bell telephone; 1876, caused by the effective function­ helps. Such books as Willard C. Brinton's 1865-1900 Hayes-Tilden election dis­ ing of the Economic Revolution Graphic Methods for Presenting Facts (En­ pute; 1878, Bland-Allison Act; 1879, Resumption of Specific Objectives gineering News Company, New York) pp. 1) Civil War period introduced an eco­ 361-363, and Guetter's Statistical Tables Specie Payment; 1887, In­ 1. To understand the influence nomic transformation (McKinley Publishing Company, Philadel­ terstate Commerce Com­ ' of the Industrial Revolution Effects of earlier inventions; extent phia) are suggestive misSIOn; 1889, admission as it manifested itself follow­ of manufacturing; types of agri­ of Montana, Washington, ing the Civil War culture; centers of population; ex­ North Dakota, and 'South 2. To know what changes were Books and Pamphlets for the American tent of immigration; extent and or­ Dakota; 1890, Sherman made in industry and agri­ History Teacher ganization of capital and labor; ex­ Anti-Trust Act; 1896, Elec­ culture and the effects of Dawson, Teaching the Social St'UJ!lies, Macmillan tent and means of transportation; tion of 1896; 1897, Dingley these changes rapid settlement of the great West; Tariff; 1898, Spanish­ Dawson, The History Inquiry, McKinley Pub­ admission of states; simplicity of 3. To appreciate the significance Amer:ican War lishing Co., Philadelphia life in 1860 as compared with to-day of the increased means of transportation and co=u­ Hillegas, editor, The Classroom Teacher, Vol. 2. To be able to identify these nication XI, The Classroom Teacher, Inc., Chicago 2) Changes in industry historical personages. To 4. To understand the growth of Johnson, Teaching of History in Elementary Influence of various inventions on be able to write a 300-word big business organization and Secondary Schools, Macmillan manufacturing; effect of war tariffs theme or to make an ex­ on manufacturing; substitution of tended floor talk on those and its effect on labor and Knowlton, Making History Graphic, Scribner government hand labor by machinery; growth of starred Gambrill, Experimental Curriculum Making in · different industries; centers of in­ 5. To trace the story of the Charles F. Adams the Social Studies, McKinley Publishing Co., dustrial expansion large developments in the Louis Agassiz Philadelphia field of finance Nelson W. Aldrich John P. Altgeld 6. To show the shifting tariffs The Social Studies in Secondary Education, 3) Changes in transportation *Wm. B. Allison and their effect on the eco­ Bureau of Education Bulletin, 1916, No. 28 Railroad mileage in 1860; increased Susan B. Anthony nomic life of the nation Tryon, The Teaching of History in Ju?Vi.or and mileage during the next few dec­ Chester A. Arthur Senior High Schools, Ginn ades; effect of good transportation 7. To appreciate the new po­ P. T. Barnum sition o.f the United States in facilities on politics, industry, and society; attitude of government Alexander G. Bell the field of international di­ Professional Magazines for tb-e American Edward Bellamy plomaacy towards railroad building; chief History Teacher lines and roads; trunk lines *J. G. Blaine 8. To - trace the growing de­ The American Historical Review. James Bryce mands of the American John G. Carlisle people for more democracy The Historical Outlcok 4) Changes in agriculture Champ Clark References The Iowa Journal of History and .Politics Labor-saving machinery on the *Grover Cleveland farm; irrigation; increase of General Acoownts Wm. F. Cody The Mississippi Valley Historical Re1Jiew· acreage; increase of tenant farm­ *Thomas A. Edison · 1. Beard, Contemporary A mer­ The New England Quarterly ing; increase of export trade in H. C. Frick ican History (See index), farm products; centers of various James A. Garfield Macmillan The PaUmpsest agricultural crops Henry George 46 • AMERICAN HISTORY 49 48 lOW A COURSE OF STUDY <· Pupil Activities E vidences of Mastery References 5) Changes in eo=unieation U.S. Grant 2. Dewey, National PToblems, Improved methods of telegraphy; *Samuel Gompers Chaps. 13, 19, Harper invention and growth of the tele­ Jay Gould 3. H endrick, The Age of Big phone; the submarine cable; im· Horace Gl'eeley Business, Yale University provements in post-office facilities Mark A. Hanna 4. Latane, America as a World Benjamin Harrison Power, Chaps. 13-15, Har­ 6) Mining activities John Hay per Extent of coal production in 1860; R. B. H ayes causes and results of increased coal 5. Lingley, Since the Civil James J. Hill production in the next few decades ; War, pp. 68-71, 194-216, Queen Liliuokalani increased use of iron; relationship Century J.P. Morgan to coal, silver, and gold mining; re­ Gifford Pinehot 6. Ogg, National Progress, lation to money and population; T. V. Powderley Chaps. 13-15, Harper copper mining ; other ores mined Thomas B. Reed 7. Orth, The Armies of Labor, *John D. Rockefeller Chaps. 5, 6, 7, Yale Univer­ John Sherman sity b. Labor and capital problems Carl Schurz 8. Paxson, Recent History of 1) The consolidation of business enter· Wm. M. Tweed the United States, pp. 57· prise Theo. N. Vail 70; 390-392, Houghton Mif­ Why business consolidation followed Cornelius Vanderbilt flin Geo. Westinghouse the war period; effect of the pro· *James B. Weaver 9. Schlesinger, A Political and teetive tariff; advantages and dis­ Social History of the United advantages of large-seale produc­ States, Ohaps, 16, 24, Mae· tion; forms of organization; part· 3. To be able to explain these mill an nership; corporation, trust, monop· terms: A. F. of L . ; an­ 10 . .Thompson, The Age of In· oly; rise of capitalists; Vanderbilt, archist; arable land; arbi­ vention, Yale University Hill, Carnegie, Mo1·gan, Harriman, tration; Australian ballot; 11. Wells, Industrial History of and others; railroad consolidation; "Big Business"; bimetal­ the United States, pp. 313· rate wars, long and short haul, pool­ lism; boycott; Cattle Kings ; 320; 356-386; 468-470; ing, discrimination, capital invested; capital; eenter of popula· · Chapter 24, Macmillan growth of combinations in coal, tion; Civil Service Com­ steel, oil, etc.; combinations in tele­ mission; eolleeti ve bargain· Sources graph, telephone, express, and bank· ing;- contract labor; closed 1. Hart, Contemporaries, Vol. ing shop; greenbacks; holding IV, Macmillan company; homestead; immi­ grant; cow country; cor­ ~- McLaughlin, Readings, pp. 340-354, Appleton 2) Attempts of the government to con­ poration; corrals; Coxey 's 3. Muzzey, Readings, p. 508, trol big business Army; Crime of 1873; de· monetization of silver; den· Ginn State railway commissions; the Gl'anger Laws; Interstate Com· sity of population; dis­ Biography meree Act, 1887; Sherman Anti­ crimination; eight-hour 1. Carnegie, A., Autobiography Trust Law, 1890; Hepburn Act, day; emigrant; Fisheries of Andrew Cwrnegie, Hough­ Mann-Elkins Act; prQseeution of Dispute; free coinage of ton Mifflin such tmsts as Standard Oil and the silver; General Land Office; American Tobacco Company; Fed­ gold standard; Granger 2. Meadowcroft, The Boy's Life of Edison, Harper eral Trade Co=ission, 1914; Clay­ laws; Populist; preemp· ton Anti-Trust Act, 1914; Eseh­ tion; rebates; recall; in­ 3. Tarbell, The Life of Elbert Cuinmins Act come tax; initiative;· Inter· H. Gary, Appleton IOWA COURSE OF STUDY Al\:IERICAN HISTORY 51

Notes by Teacher Pupil Activities Evidences of Mastery 3) Organization·of labor state Commerce Co=is­ Cause and rapid spread of such or­ sion; Knights of Labor; ganizations by Cleveland's time; laissez-faire policy; land Knights of Labor, purpose, organiza­ agent; lock-out; long and tion, strength, and decline, causes short haul; merger; monop­ of decline; American Federation of oly; Mormons; Mugwumps; Labor, purposes and organization, open shop; operator; part­ influence of Samuel Gompers, atti­ nership; pool; referendum; tude of labor toward Greenbackers, Sherman Anti-Trust Law; Populists, Socialists, I. W. W. 's, etc. single tax; 16 to 1; so­ cialism; Stalwarts; strike; 4) Disputes between labor and capital sweatshop; tenant farming; Causes; wages, length of working tenement; trade-unionism; day and right of organization; his­ trunk lines; trust; vigi­ toric strikes, Strike of 1877, strikes !antes; walking delegate; on the Gould System, 1885, Home­ ward boss stead Strike, Pullman Car Strike, Anthracite Coal Strike, Railroad 4. To be able to make an in­ Brotherhoods Strike ; results of formational outline over the strikes; meaning and use of arbi­ entire unit, or one of its tration; methods of settlement used main divisions without ref­ by Roosevelt and Wilson erence to textbook or notes

5) Organization of agriculture 5. To be able to give a floor Problems of organization different talk of at least fifteen from those of labor; Patrons of In­ minutes over the enti1·e dustry, rise and importance; the unit; or one of three or Grange; cooperative efforts, their five minutes on one of the value; the Non-Partisan League main divisions

6. To be able to make maps c. Financial problems on outline maps showing 1) Problems arising from the wartime a. Admission of states 1865- greenbacks 1912 2) Coinage Act of 1873, objections to b. Frontier in 1860, 1870, it 1880, 1890 3) Resumption Act of 1875, outcome, c. Deposits of various im­ stability portant ores and time of 4) Bland-Allison Act 1878, demanded development by West, reasons d. Election of 1876, both 5) Sherman Silver Purchase Act 1890 popular and electoral 6) Bryan, 16 to 1 and the election of votes _Q 1896 e. Election of 1896, both

_...:.:..-::- _.,- t I 7) Gold Standard Act of 1900 popular and electoral '' 8) Federal Reserve Act of 1912 votes 9) Panics, causes and treatment. How f . Development of railroads .·· . ~. 1· ~ -· '· ·~- the Reserve Act stopped them 1860-1910 52 lOWA COURSE OF STUDY AMERICAN HISTORY 53

Notes by Teacher Pupil Activities Evidences of Mastery d. Tariff problems g. I mportant cities 1860, .. 1) Arguments advanced for a high pro­ 1880, 1900 tective tariff following the War 7. To be able to make graphs 2) Attitude of Republicans towards showing high protective tariff a. Railroad mileage 1860- 3) Attitude of the Democrats towards 1920 free trade b. Production of coal and 4) Arguments used by each side. Sec­ steel 1860-1920 tional interests c. Growth of population, 5) Discussion of the tariff by Cleveland. 1860-1930 Why important d. Growth of cities, number, 6) McKinley Tariff, 1890 1860-1920 7) Wilson Tariff, 1894 c. Growth of urban vs. 8) Dingley Tariff 1897 rural population 1860- 9) Payne-Ald1:ich Tariff 1909 1920 10) Underwood-Si=ons Tariff 1914 f. Number and importance of strikes 1865 to present 11) Emergency Tariff of 1921 g. Growth _of capital 1860- 12) Fordney-McCumber Tariff 1922 1920 13) Tariff Commission and its history 14) Present status of the tariff discus­ 8. To be able to make a table sion showing political control of each house of Congress e. Foreign relations 1865-1901 1865-1901. Also presidents 1) Growth of trade, demand for raw and their party affiliations materials; need of foreign markets and foreign investments 2) Application of the Monroe Doctrine ' . since Civil War a) Its changed character b) The Maximilian incident c) The Doctrine under Secretary Blaine d) Cleveland and the Venezuela Boundary Dispute e) The Docti·ine under Harrison f) President Roosevelt's interpreta­ tion 3) The purchase of Alaska, 1867 4) Problems concerning the I sthmian Canal 5) The Samoan Islands 6) The Hawaiian Islands 7) Question of Chinese exclusion. At­ titude of labor I

54 IOWA COURSE OF STUJ?Y AMERICAN HISTORY 55

Notes by Teacher Pupil Activities 8) Trade agreements with Japan 9) Relations with Latin America 10) United States and Cuba 11) Indian Wars and the settlement of Indian questions f. Political problems 1) Results from the long continuance of Republican rule 2) Effect of the Cleveland administra­ tions 3) Abuses in political life a) The boss and the machine b) Political scandals: Tweed Ring; Tammany Hall; the Credit Mo­ bilier; the Whiskey Ring; Mulli­ gan Letters; etc. 4) Reform movements; Liberal Re- publicans; Mugwumps 5) Civil Service Reform 6) Ballot reforms 7) Muck-rakers and their influence 8) Initiative and referendum 9) The recall 10) Demand for popular election of sen­ ators; reasons 11) Development of the primary system 12) The influence of men like Roosevelt • AMERICAN HISTORY 57

Pupil Activities E vidences of Mastery 1. Pupils will read, outline, and report on 1. To be able to recognize problems assigned by the teacher in con­ these dates-events · in a,ny nection with the specific objectives connection : 1903, Canal VIII. THE UNITED STA'l'ES AS A WORLD POWER (Since 1900) Zone secured; 1912, election 2. Pupils will work out a detailed outline for of Wilson; 1913, Federal Time allotment: twenty-five days, approximately the various points in the following outline Reserve Banking System established; 1917, American Unit Objectlve .Teacher Procedures a. Problems arising from the Spanish­ entrance into World War; See Teacher Procedmes under Units I and VII American War To understand the develop­ 1917, Virgin I slands se­ ment of the United States from .A Minimum Libm1·y of Twelv-e Boolcs i'li 1) Growing interest of the Americans cured; 1919, Peace of Ver­ an isolated state into one of .American Histo1·y for the Senior in Latin America sailles; 1920, Pl'Ohibition world-wide associations High School 2) The War: causes; progress in Cuba Amendment; 1920, Woman 1. Adams, Pmvincial Society, Macmillan and Philippines; results Specific Objectives Suffrage Amendment; 1921; 3) Acquisition of Porto Rico ; Foraker Washington Limitation of 1. To understand the signifi­ Act; changes due to Americans in Armament Conference cance of the Spanish Amer­ 2. Bogart, .An Economic History of the United government, education, and eco­ ican War in relationship to States, Longmans 2. To be able to discuss these nomies the Pan-American states historical characters in a 4) Problems of the Philippines : impor­ 500-word theme or floor 2. To know the meaning of the 3. Eggleston, 0 ~£7' Fvrst Centu1·y, Barnes later applications of the tance to the United States; Amer­ talk ican reforms; Jones Act; question W. J . Bryan Momoe Doctrine 4. Fish, The Rise of the Common Man, Mac­ of independence Calvin Coolidge 3. To appreciate the American millan participation in various in­ 5) Relations with Cuba : our interests Henry Ford ternational conferences as a there; American control; Platt Herbert C. Hoover move away from the tra­ 5. Ha1-t, Social and Economic Forces in .Amer­ Amendment; European attitude Robert LaFollette, Sr. ditional policy of isolation ican H istm·y, Harper towards us Theodore Roosevelt 4. To trace the American par­ Woodrow Wilson b. The New Imperialism ticipation in the World War 6. Hockett and Schlesinger, .A Political and So­ 3. To be able to identify these and to show some of the cial Histm·y of the United States, 2 vols., 1) Monroe Doctrine widened under histo1·ieal characters problems growing out of the Macmillan Roosevelt; "Big Stick" policy; Emilio Aguinaldo war attitude of Central and South Amer­ Count von Bernstorff 5. To understand the present ican states Tasker H. Bliss 7. Hunt, Life in .AmeTica one HwndTed Years immigration problem and its 2) Panama Canal : history of previous Wm. E. Borah .Ago, Harper implications Isthmian attempts; Panama revolt J os. G. Cannon 6. To trace the important pro­ and Roosevelt's action; construction Chas. G. Dawes gressive movements in poli­ 8. Morris, Ilm·oes of Prog1·ess in .America, Lip­ and data on use of Canal ; later Eugene V. Debs tics since 1900 pincott payment of money to Colombia George Dewey 7. To know the important prob­ • 3) Santo Domingo and Haiti John Dewey lems of the Harding and Ferdinand Foeh 9. Muzzey, Readings in .AmeTican History, 4) Nicaragua: our interests; internal G. W. Goethals Coolidge administrations Ginn difficulties; views of the two parties Samuel Gompers on our . intervention; present status References Wm. G. Gorgas 10. Nevins, The Eme1·gence of Mode1·n .AmeTica, 5) Our relations with Mexico : internal General .Acco~mts Wm. R. Green Macmillan difficulties; rival governments ; Warren G. H arding (See references under Unit VII. Huerta, Villa, and Obregon; pun­ Consult index for pages) Wm. R. Hearst 11. Paxson, The New Nation, Harper itive expedition by President Wil­ Vietoriano Huerta Sources son; American oil and other interests Chas E. Hughes 1. McLaughlin, Readings, Ap­ 12. Wertenbaker, The FiTst .Americans, Mac· 6) Purchase of Danish West Indies J. J. Joffre pleton 1917: reasons and importance Frank B. Kellogg 2. Muzzey, Readings, Ginn mill an 56

• 58 lOW A COURSE OF STUDY AMERICAN HISTORY 59

References Pupil Activities Evidences of Mastery Biography c. American participation in international Robert Lansing 1. Antin, The Promi-sed Land, conferences Henry 0. Lodge Houghton Mifflin 1) America's part in Treaty o£ Ports- Wm. G. McAdoo mouth Wm. B. McKinley 2. Bok, The Americanization Frank 0. Lowden 2.) Conference at Algeciras of Edward Bok, Scribner Andrew Mellon 3) Second Hague Conference John Mitchell 3. Hammond, Charles Proteus 4) Declaration o£ London Walter H Page Steinmetz, .Century 5) President Wilson at Versailles John J. Pershing 6) Washington Limitation o£ Arma­ Elihu Root ment Conference W. T. Sampson Wm. H. Taft 7) America's unofficial participation Ida M. Tarbell in League o£ Nations Franci~co Villa 8) America and the World Court Orvillo and Wilbur Wright Leonard Wood d. Immigration 1) Comparison by decades previous to 4. To be able to explain these 1900. Nationalities terms : Adamson Act; Ag­ ricultural Bloc; A. E. F.; 2) Change in character o£ immigrants Americanization; Anti­ 3) Large totals 1900-1910 Saloon League ; "bad" 4) Restriction following the War. trusts; "Big Three" at Quotas Versailles ; " Big Stick" 5) Present status policy; Bolshevism; bud­ get reform; Bull Moose; e. World War Problems Clayton Anti-Trust Law; 1) Underlying and immediate causes o£ Committee on Public In­ the World War formation; conservation 2) America's Neutrality; reasons £or policy; coolie labor; co­ it; the President's Proclamation; operative movement; dead­ his efforts towards peace lock; dollar diplomacy; 3) Wilson's "Fourteen Points" Draft Law; Entente; Es­ pionage and Sedition Laws; 4) Reasons £or America's entrance into Each-Cummins Act; Federal the War; mobilization; Liberty Trade Commission; Federal Loans, Red Cross and other ac­ Reserve Act; foreign loans; tivities; resources • ''Fourteen Points''; ;free­ 5) Course o£ the war previous to Amer­ dom o£ the sel!.s ; industrial ica's entrance; following events; democracy; imperialism; important battles where Americans insurgents '' irreconcil- were engaged; position among the ables"; Jones Organic Act; Allies; cost o£ the War to the Hague Conference; I.W.W.; United States; position o£ women League o£ Nations; lock in industry canal; merchant marine; 6) Wilson at the Peace Conference; his muck-raker; "The New ''Fourteen Points' '; League o£ N a­ Freedom''; open door pol­ tions; attitude o£ the Senate towards icy; ''organic act' '; pac­ treaty i1lsm; Platt Amendment; (Continued on page 60)

• AMERICAN HISTORY 61 60 lOWA COURSE OF STUDY Pupil Activities Evidences of Mastery Pupil Activities Evidences of Mastery 6) Restriction of immigration e. World map showing the 7) Election of 1920; relation to Wil­ pr!;Jparedness; profiteering; 7) Election of 1924 : Democratic Con­ important provisions a8 sonianism profit sharing; punitive ex­ vention at New York City; position to territory of the Treaty 8) Final peace under Harding pedition; Reservationists; sabotage ; sea-level canal; of La Follette of Versailles. American 9) Demobilization and "return to nor­ interests also Schedule K; socialism ; 8) American intervention in Nicaragua malcy'' Soldiers Bonus; Spanish 9) Reduction of the Public Debt f. Election of 1912; pop­ 10) Speculation during and following ular and electoral votes misrule ; ''Square deal''; 10) America's problem regarding the the War; profiteering; increase of ''Steamroller ''; Teapot World Court g. Election of 1924; pop­ crime; low state of public morality Dome Scandal; Triple Alli­ ular and electoral votes 11) Election of 1928: position of parties 11) Depreciation of purchasing power of ance; Utopian; Versailles and candidates; use of radio; results h. Election of 1928; pop­ the dollar; hi~h cost of living; Treaty; Washington Con­ ular and electoral votes ; 12) Secretary Kellogg's P eace Pact credits; the farm problem ference; welfare work; also a map of this elec­ 12) Problem of the National Debt; W. C. T. U.; Workman's 3. Pupils will do in preparation from day to tion showing changes of Budget Director Compensations; World day many of the activitif:)s listed under states 1!?20 and 1924 13) Eighteenth Amendment; previous Court; Quota Law ; l'ecla­ Evidences of Mastery i. Ratification of the Pro­ history of prohibition; Volstead mation; Reparations Com­ hibition Amendment mission; H ay-Pauncefote Act; enforcement problems; boot­ j. Ratification vf the Wo­ Treaty legging man Suffrage Amend­ 14) Foreign debts ; foreign credits; ment 5. To be able to make an in­ Dawes Reparations Commission formational outline over the 8. To be able to make graphs 15) Extension of government control entire unit, or one of its showing main divisions without r e~­ f_ Progressive movements in politics a. Impo1·ts and exports 1865 erence to textbooks or notes to present; totals 1) Roosevelt Progressives; reforms in b. Imports and exports to Congressional Rules ; Bull Moose 6. To be able to give a floor most important countries Party and the election of 1912 talk of at least fifteen min­ 2) LaFollette movement : economic utes on the entire unit; one c. Merchant Marine 1800 to basis; election of 1924; results of three to ten minutes on present d. Miles of wire and num­ 3) Income Tax Amendment one of the main divisions ber of telephones 1880 to 4) Popular Election of senators Amend­ 7. To be able to make these present ment maps on outline maps e. Number of immigrants 5) Women given the ballot: history of a. World map showing ter­ 1865 to present the demand; suffragettes; l'esul ts ritories acquiTed or con­ f. Number of immigrants, 6) Direct primal'y movement trolled as a result of the divided Northern and Spanish-American War g_ Hal'ding and Coolidge Administrations Southern E;uropean, 1865 1) I ssues bl'inging back Republican b. World map showing the to present control; election of 1920 line-up of combatants in g. Decline in purchasing 2) Western discontent: McNary-Haug­ the World War power of the dollar 1913 to present enism; equalization fee; veto by c. European map showing President Coolidge the " sore spots" of Eu­ 9. To be able to construct 3) Soldiers' Bonus rope before the World charts and tables show­ ing 4) Teapot Dome Scandal War a. Chief minor parties 1865 5) The new Ku Klux Klan. Its organ­ d. European map showing ization. Influence in politics. Its the "sore spots" of Eu­ to present: names; lead­ ers; issues decline rope at ~he present time ('Continued on page 62) (Contin1led on page 61) 62 lOW A COURSE OF STUDY AMERICAN HISTORY 63

Evidences of Mastery Notes by Teacher b. Important women 1865 to present: importance; time c. Directory of National Officers to-day: names; offices; dates of appoint­ ment 10. To be able to show the trends of tariff acts 1865 to present: names; dates; etc. 11. To be able to name twenty­ five famous living Amer­ icans ; reasons for impor­ tance 12. To be able to list important fiction (Historical, pub­ lished last five years) : date published, author, title, field covered 13. To be able to list important biography, published last ten years: date published, author, character covered 14. To be able to give nick­ names of important Amer­ icans 1865 to present: names; nicknames; reasons, if any, for nicknames