LB 1629 .18 STATE OF lOWA .W67 1930 1930

Courses of Study for High Schools

WORLD HISTORY

Issued by the Department of Public Instruction AGNES SAMUELSON, Superintendent

This book is the property of the district

Published by THE STATE OF IOWA Des Moines STATE OF IOWA 1930

Courses· of Study for I High Schools

WORLD HISTORY

Issued by the Department of P ublic Instruction AGNES SAMUELSON, Superintendent

TillS 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 World History Introduction 11 I The Dawn of Civilization 14 II Greco-Roman Civilization 18 III Th:e Civilization of the Middle Ages 24 COPYRIGHT 1930 IV 'fhe Transition to Modern Times 30 By the m'ATE OF IOWA V Absolutism and the Struggle for World Power 36

VI An Era of Revolution 42 VII Nationalism and Imperial Expansion 48 VIII The World War and World Reconstruction 54 FORE'WORD

This course of study is one of a series of cmriculum 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 comses 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 wer·e 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 comse of study is to be considered as a report of progress. Its Tevision in accoTdance with the en­ Tiched content and improved procedures constantly being developed is a con­ tinuous program of the Department of Public Instruction. Yom appraisal and evaluation of .the material as the result of your experience with it are sincerely requested.

5 ACKNO\iVLEDG MENTS

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 I owa 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 committees. 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 to Professor L. B. Schmidt, Head of the Department of Government, Iowa State College, Ames, and to Professor 0. B. Clark, Pro­ fessor of History, Drake University, Des Moines, and to all others who served in 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 au 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 'l'heodore Saam, Superintendent, Public Schools, Council Bluffs F. H. Chandler,* Superintendent, Public Schools, Sheldon

Social Studies F. C. Ensign, Professor of Education, State University of I owa, Iowa City, Chairman

*Superintendent Chandler was appointed in 1929 to fill the vacancy created by the resig­ nation j>f Superintendent Menefee. 7 8 lOWA COURSE OF STUDY

HISTORY AND GOVERNMENT J. R. MacGregor, Dean, Junior College, Mason City, Chairman

Comm~mity Civics and Occupations Wm. W. Gibson, Social Science Department, West Waterloo High School, Water- GgNERAL INTRODUCTION loo, Chairman At the first general meeting of the various subject committees a suggestive Mitchell Dreese, Director of P ersonnel, Grinnell College, Grinnell pattern f or the courses of study, embodying the fundamental needs for teaching, Rall I. Grigsby, Principal, Amos Hiatt Junior High, Des Moines was projected. F our crucial factors that should be emphasized in any comse of W. L. Wallace, Professor of Government, Iowa State Teachers College, Cedar study to make it an instrument that would cause teachers to consult it for Falls, Chairman ... Fred D. Cram, Extension Professor, Iowa State Teachers College, Cedar Falls guidall!Ce in the performance of their daily work were set forth as f ollows : objectives, teacher procedures, pupil activities, and evidence of mastery. Wo?-ld Histo?·y Objectives-The meaning of objectives as here used is those concepts which H. R. Anderson, Assistant in History, State University of Iowa, Iowa City, are set up for pupils to achieve. As used in current practice, there is a Chairman hierarchy of objectives as shown by the fact that we have objectives of Verna Elefson, So,cial Science, Public Junior College, Cresco general education, objectives for various units of our educational system such American History as those proposed by the Committee on Cardinal Principles, objectives for N1 R. Ringstrom, Histo;·y and Civics, Public Schools, Davenport, Chairman subjects, objectives for a unit of instruction, and objectives for a single Bessie L. Pierce, University High School, Iowa City lesson. In each level of this hierarchy of objectives a constant element is Mrs. P ersis H. Alderson, E conomics and History, East High School, Des Moines expressed or implied in the form of knowledge, a habit, an attitude, or a skill which pupils are expected to acquire. A merica.n Gove?·nrnent In the entire field of secondary education no greater problem confronts us S. P. Fogdall, Professor of History and Political Science, Des Moines University, than that of determining what these fundamental achievements are to be. '' Des Moines, Chairman w·hat shall be the source of those objectives, is a problem of too great pro­ H. Ostergaard, Superintendent, Public Schools, Bloomfield portions for discussion here, but it is a problem that each committee must face Geo. F . Robeson, Department of P olitical Science, State University of Iowa, in the construction of a course of study. A varying consideration of objec­ I owa City tives by the various committees is evident in the courses of study they have 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 Sociology the type of mental techniques which they stimulate and exercise, a.nd according E. B. Reuter, Professor of Sociology, State University of Iowa, I owa City, to the objectivity of their statement. Chairman Pupil activities-In our educational science we are attaching increasing sig­ W. N. Atkinson, Social Science Department, High School, Muscatine nificance to self-activity on the part of the learner. Recognition is made of B. C. Berg, Superintendent, Public Schools, Newton the fundamental principle that only through their own activity pupils learn G. W. Kirn, Principal, Abraham Lincoln High School, Council Bluffs and that the teacher's rOle is to stimulate and direct tllis activity. No more Clara M. Strickland, Social Science, Thomas Jefferson High School, Council important problem faces the curriculum-maker than that of discovering those Bluffs fundamental activities by which pupils learn. In a well-organized course of Economics study, that series of activities, in doing which pupils will attain the ob­ M. R. Thompson, Head of the Social Science Department, I owa State Teachers jectives set up, must be provided. These activities must not be chosen in a College, Cedar F alls, 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 teach'lr in the pupil's Floyd Haworth, Superintendent, Public Schools, Glenwood learning process must be considered. In a course of study there ~ho ul d appear John McMillan, Social Science, High School, Mason City those teacher procedures of known value which make learning desiralol<>, eco­ H. J. 0 'Neill, Professor of Economics, I owa 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, I owa 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. Colnmon teaching errors with sug- 9 10 lOWA COURSE OF STUDY gested procedures to replace them may be included. Pupil difficulties which have been discovered throug·h 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 educational research has revealDd that stimulates the desires of pupils to learn should be made available in a course of study. Valuable types of testing COURSE OF STUDY FOR WORLD HISTORY should be incorporated as well as effective type assignment. The significance INTRODUCTION of verbal illustrations as evidence of comprehending the principle at issue should be featured as a procedure. Where there is a controlling procedure of 'fhe funuameutal purpose of instruction on the secondary school level is to recognized value such as is recognized in general science-bringing the pupil into p1·epare the pupil for effective so cial membe,-ship. World history is a social direct contact with the phenomena studied-t"orceful effort for the operation science course especially adaptable to this end. It spans the whole field of human of this procedure should be made. progress, b1·inging into sharp relief the great world movements that have made Evidences of Mastery-What are to be the evidences of mastery of the ob­ present-day civilization possible. It stresses the contributions to human progress jectives set up~ There are all dcgTces of mastery from the memoriter repe­ made from the time of earliest man to our own times. It adequately reveals the tition of meaningless trmns up to a rationalized comprehension that shows growing interdependence of peoples from primitive man to the cultured citizens of grasp of both the controlling principles involved and the basic facts necessary the great nations of the twentieth century. to a clear presentation of the principles. These evidences of mastery may be World history is rapidly becoming a popular course in the seconda1·y school in the form of dates to be known, formulae to be able to use, types of problems euniculum. This is due to diverse causes. The ever-increasing list of elective to be able to solve, quality of composition to prod~bce, organization of materials to be made, floor talks to be able to give, papers to be able to write. studies often makes it difficult to include more than a year of history, other than In no part of educational procedure is there need for more effort than in a United States history. 'l'here is also a growing spirit of dissatisfaction with clear determination of those evidences, by which a well-informeel teaching truncated history and a f eeling that a world-wide view is the proper one. It is staff can determine whether a pupil has a mastery of the fundamental ob­ conceded that the social studies are calculated to meet such fundamental aims of jectives that comprise a given course. As we clarify our judgments as to what secondary education as the development of ethical character, citizenship, and the comprises the essential knowledge, habits, attitudes, and modes of thinking in­ worthy use of leisure. The educational values of world history may, then, be volved in a certain course, we can set forth with more confidenc() the evidences classified under two headings : first, those common to all the so cial studies; second, of mastery. Teachers a1·e asking for the evidences of mastery that are ex­ those peculiar to this particular subject. pected of pupils, and courses of study should reveal them. A perfectly r' gid classification is difficult, yet clearly under the first heading While these four elements constituted the basic pattern,· the principle of may be included the d evel o pm en ~ of the power to handle historical facts, the continuity from objective to pupil activity, to t eacher procedure, to evidence practice of oral and written ~ p e e ch; the development of the ability to use effec­ of mastery was stressed. The maker of a course of study must bear in mind tively, books, gmphs, maps, charts, etc.; and the ability to form sound conclusions that what is needed is an objective having accepted value; a pupil activity, through the impartial investigation of pertinent facts. in performing which, pupils gain a comprehension of the objective that is now being considered; that a teacher procedure is needed which evidence has Under the second classification may be included the ability to appreciate his­ shown is best adapted to stimulating pupils to acquire this objective for which torical allusions; the ability to view the whole field of history by disregarding they are striving; and that evidences of mastery must be incorporated into petty detail and concentrating on movements and institutions common to many the course by which to test the degree of comprehension of the objective now nations; the appreciation of the cooperative aspects of human progress; the being considered. appreciation of the complete interdependence of present-day society; the desire The courses of study vary in the degree to which these four fundamental to continue the study of human affairs, paat and present, by the means of pur­ features have been objectified and in the degree to which the principle of poseful reading during leisure moments; and the rmrpose to participate actively continuity from objective to evidence of mastery has been cared for. On the in the making of history, on the proper level, by engaging in public affai1·s, and whole they will provide effective guides which teachers will use. by helping to formulate public opinion. Realizing that these courses of study were prepared by school men and The general objectives of world history are: women doing full time work in their respective positions, one fully appreciates the professional zeal with which they worked and the splendid contribution 1. To present the basic contributions to the progress of society, that have to high school education which they made. · been made from primitive times to our own day; in doing this, to stress the ever­ THOMAS J. KIRBY, increasing interdependence of peoples and nations; Chairman of the Executive Committee 2. To present the social, economic, political, and religious movements of history 11 12 lOWA COURSE OF STUDY that possess world significance as a basis for a reasoned understanding of the important problems that confront the citizens of to-day and to-morrow; 3- To vitalize the discussion of the outstanding leaders and events in the history of the world in order that the pupil may learn to recognize and appreciate such histodcal allusions as he may fmd in his reading of the press of to-day. and in the literature of the past and present_

HowARD ANDERSON, Chairman VERNA ELEFSON WORLD HISTORY 15

Pupil Activities Evidences of Mastery The pupil learns by ''doing' '-making a 1. To be able. to recognize floor-talk, writing a theme, drawing a map, pre­ the folJo,ving dates-events in I. THE DAWN OF CIVILIZATION paring a graph, participating in a dramatiza­ any connection: 5000 B. C., ap­ Time allotment: 15 days tion, etc. Suggested activities are to be found proximately, the dawn of his­ Unit Objective Teacher Procedures in the columns headed Evidences of Mastery, tory; 2100 B.C., Hammurabi of as well as in paragraphs 9, 17, 19 and 21 under Babylon; 1500 B.C., the height To appreciate how organized 1. The teacher p1·ocedure for any unit in­ the head of Teacher Procedures. An excellent society developed out of the of the Egyptian Empire cludes the planning of pupil activities whereby summary of pupil activities is made by Howard conditions of life prevailing the pupils gain an appreciation of the unit ob­ E. Wilson, in an article, " 'Things to Do' in 2. To be able to discuss in a during ihe dawn of history jective and of the specific objectives which are the Social Science Classroom", Historical Out­ 300 word theme or floor-talk basic to its understanding look, XX (May, 1929), 218-224. The activities these historical personages: Specific Objectives 2. For each unit many teacher procedures should be chosen with a view to achieving the Hammurabi; Zoroaster; Con­ 1. To have an understanding are necessary. Obviously, all of these can not ultimate and specific objectives of the unit, and fucius and appreciation of the sources be treated under one unit. Hence, it is neces­ should involve reading; outlining; reporting; 3. To be able to identify of our information regarding sal-y for the teacher to read the Teacher Pro­ and selecting crucial statements, events, dates, these historical personages in life in primitive times cedures given under the eight units to grasp all and characters in such materials as the follow­ any connection: Abraham; 2. To know the way primitive that should be clone in the first unit ing: Cheops; Cyrus the Great; Da­ man lived 3. Since this course of study assumes a vid; Moses; Saul; Solomon 3. To know of the life in the ~choo l year of 180 school days, with the first I. Source readings (for the entire unit) Fertile Crescent and in the four units including the work of the first semes­ Botsford, A Source Book of Ancient 4. To be able to explain the valley of the Nile, and wherein ter, it is necessary that each teacher make an History, Macmillan following historical terms: al­ life here differed from that of independent adjustment of the time allotment Davis, Readings in Ancient Hist01·y, Vol. phabet; caste; cuneiform; F er­ primitive man to meet the needs of the class. She will con­ I, Allyn and Bacon tile Crescent; Hanging Gar­ 4. To know the contributions sider such factors as the relative emphasis to dens; hieroglyphics; lake dwel­ be given each unit, the length of the school year, lers; monotheism; mummy; of this period in history to II. Detailed references to match outline the time lost because of holidays, etc. obelisk; orient; papyrus; poly­ civilization A. Primitive man 4. Since most teachers use a textbook to theism; patriarch; prehistoric; 1. Supplementa1·y unify the class work, this course of study satrap; semitic; sphinx; Vedas; recognizes the situation and is constructed to Marshall, R eadings in the Sto1·y of zodiac meet this condition. The teacher will adapt the H~1man P 1·ogress, Macmillan 5. To be able to make a tab­ text to the unit organization by listing page Osborn, Men of the Old Stone Age, ular comparison ·Of life in all its references to match a given outline such as that Scribner phases as lived by the primitive under Pup] Activities, Unit I. Although any 2. Fiction peoples and by some one of the good text will do, the use of parallel texts is be­ oriental peoples, or a similar coming a common means of securing diversified Hall, Days bef01·e History, Crowell (easy) comparison of life in the Near material and of becoming cognizant of the point and Far East of view of more than one author. This is one London, Before Adam, Macmillan way of surmounting the handicaps of inade­ True, I ron Stm·, Little Brown (easy) 6. To be able to explain the quate library facilities Watel"loo, Story of Ab, Doubleday influence of geography upon the (easy) 5. The teacher will provide references to history of the Egyptians, the the materials other than textbooks that are Babylonians, the Phoenicians, B. The Near East actually available in the school and city libra­ and the Chinese ries. The bibliographies appended to each unit 1. Supplementar.y 7. To be able to write an in· in this course of study are typical rather than Breasted, Ancient Ti1n es, Ginn formational outline dealin g exhaustive. In the purchasing of books it is Maspero, Life in Ancient Egypt and with the work of this unit, or desirable not only to secure a wide range of Assyria, Appleton to give a floor-talk on one of titles but also to make provision for duplicate Myers, The Dawn of IIistory, Holt the subjects studied in this unit 14 WORLD HISTORY 17 16 lOWA COURSE OF STUDY P upil Activities Evidences of Mastery Teacher Procedures 2. Fiction 8. To be able to make a map copies (perhaps one copy to five pupils) of the Ebers, EJyptian P1·incess, Appleton of the Ancient World, using an most helpful works. One indication of the Ebers, Ua?·da, Appleton outline map of the eastem value of a book is the extent to which it is hemisphere, locating the follow­ Henty, Cat of B~•bas tes, Scribner (easy) a<:tually used. If at all possible, supplementary ing: Caspian Sea; Black Sea ; books should be shelved in the class room C. The Far East · Red Sea; Persian Gulf; Indian Ocean ; Nile; Phoenicia; P ales­ 6. In this unit the teacher through her 1. Supplementary tine; Egypt; Meso.potomia; assignments will stress the contributions of Webster, Histo?·y of the Far East, Heath Suez; Tigris ; Euphrates; In­ primitive and oriental peoples to civilization, dus; the Great Wall; Thebes; as follows: The pupll will construct through l1is own study au expansion of the following gui dance Karnak ; J erusalem ; Babyl ou; a. Government: family; tribe; monarchy outline: 'fyre; Susa; Nineveh b. Agriculture: irrigation; dminage; 9. To be able to construct a A. Primitive Man farm implements; terracing; land time line, assuming that the tenure 1. Ages before wl'itten history; the begin­ history of man runs back 250,- c. Crafts and tmdes: weaving; pottmy; ning of life; antiquity of man; 000 years B.C., with the earliest carpentry; stone-cutting; metal-work-· gradual development; sources of our recorded history about 5,000 ing; etc. knowledge of early man years B.C. 2. Life among the early peoples: weapons; d. Commerce: commercial Jaws and reg­ 10. To be able to w1·ite an shelter; fire; tools; homes; domestica­ ulations; caravans; trade routes; imaginary account of the build­ tion of animals; origin of language ; ships; business organization; bank­ ing of the G·reat Pyramid ing ; coinage ; etc. primitive art e. Science: counting; fractions; geom­ B. The Near East etry ; the calendar; standards of 1. Civilization along the Nile: physical weights and measures; surveying; conditions-climate, rainfall, soil ; astronomical observations;' e-ngineering overflow of the Nile; irrigation; gov­ (the use of the column, pulley, lever, emment; classes of society; religion; inclined plane) ; medicine; astrology; architecture and engineei:ing etc. 2. Semitic civilization: physical conditions f. Religion: the belief in a judgment in the Fertile Crescent ; rise and fall day as taught by Zoroaste1·; ideas con­ of empires; conditions of Jiving; trade ceming life hm·eafter; monotheism and commerce g. Law and morality: the Book of the Dead; the Code of Hammurabi; the C. The Far East Mosaic Law; commercial laws of 1. China: physical conditions; resources; Babylonia; etc. isolation; early culture; religion h. Communication: hieroglyphics; clay 2. I ndia : physical conditions ; religions; tablets; cuneiform writing; papyrus; caste the alphabet D. Supplementary Problems 1. Art and architecture: pyramid~; obe­ 1. Irrigation in Egypt lisks; temples ; the Hanging Gardens of Babylon; sculpture and decora­ 2. The Rosetta Stone tions; drawing; mural painting; de­ sign; etc. See also paragraphs 7-3 7 WORLD HISTORY 19

Pupil Activities Evidences of Mastery 1. To be able to recognize 1. See suggested pupil activities under Unit these dates events in any con­ I nection; 490 B.C., the battle of II. GRECO-ROMAN CIVILIZATION 2. The pupil should read and report on ma­ Marathon; 461-31 B.C., the age terials such as the following: of Pericles; 323 B.C., the death Time allotment: 30 days of Alexander; 133 B.C., the I. Source readings (for the entire unit) tribunate of Tiberiu s Gracchus; Unit Objective Teacher Procedures Botsford, A Source Book of Ancient His- 14 A.D., the Empire under To appreciate the contribu­ 7. The teacher will list historical fiction. tory, Macmillan Tiberius; 395 A.D., the division tions of G1·eece and Rome to dealing with the periods in history covered by Davis, Readings in Ancient History, Vols. of the Empire the civilization of. the present this unit organization. The books listed in this I and II, Allyn and Bacon 2. To be able to discuss in a course of study are typical. The ideal is to Fling, A Sowrce Book of G?·eelc HistO?·y, 300-word theme 01; floor-talk select only books which are accurate in their H eath these historical personages; Specific Objectives historical interpretation and acceptable from Munro, A Source Book of Roman History, Alexander the Great; H annibal; 1. To appreciate and under­ the point of view of literary style, and which Heath Julius Caesar; Octavius Au­ stand the achievements that thus may be used in connection with the work Readings in Ancient History, Webster, gustus; P ericles ; Plato; Virgil; caused Greece to become the of the English department as well as the hist01·y Heath center of a great civilization department. Such readings frequently stimulate Tiberi us Gracchus; XeTxes pupils otherwise lacking in scholarly interest Detailed refei·ences to match outline 3. T'o be able to identify 2. To learn how Greek culture II. these historical peTsonages in was spread among the nations A. The Greek World 8. The teacher will prepare a guidance out­ any connection: Aeschylus; of the East and of the West line to point out clearly and definitely the work 1. Supplementary Archimedes; ATistotle; Attila ; to be covered in any one unit. Since the bene­ Baker, Stories of Old G?·eece and Rome, 3. To learn the achievements Cicero; Cleopatra; Constantine; fits to be derived from preparing an expanded by which Rome become a world Macmillan Darius; Demosthenes; Diocle­ outline accrue to the pe1·son doing the work, the Davis, A Day in OW: Athens, Allyn and power tian; Euclid; Herodotus; Ho­ teacher should avoid prep~ring a detailed infor­ Bacon mer; Leonidas; Mark Antony; mational outline. Typical guidance outlines are 4. To study the relationship Mills, The Book of the Ancient G?·eeks, Phidias; Philip of Macedon; included under the heading of Pupil Activities and comparative worth of Ro­ Putnam Pin dar; Pliny the Elder; Plu­ in Units I, II, III, IV, V, and VIII man and Grecian civiliri:ations Pl~~tarch' ·s Lives, Dutton tarch; Pompey; Pythagoms; Robinson, The Days of Aloibiades, 5. To learn the causes that 9. The teacher will prepare a list of pupil Socrates; Solon; St. Paul; St. Longmans Green . . . led to the decline of the power activities for· the tmit being studied. For Unit Peter; Trajan; Xenophon Seignobos, History of Anoient Cw~ltza- of Rome II may be suggested the following: ( 1) reading tion, Scribner 4. To be able to explain these and taking notes on required materials, (2) Tucker, Life in Ancient Athens, Mac- historical terms: aqueduct; looking up supplementary references, (3) con­ millan city-state; Coliseum; consul; structing an informational outline based on the Delphic response; Fabian guidance outline, ( 4) drilling in connection 2. Fiction policy; gladiator; Iliad; La­ with the learning of the important dates-events, Davis Victor of Salamis, Macmillan tins; legions ; ostracism; pa­ historical personages, and historical terms listed Perki~s, Spartan Twins, Houghton Mif­ trician . pax Romana; phalanx ; in the evidences of mastery, (5) writing a flin (easy) philip;ic; plebeian; Pyrrhic theme dealing with one of the important his­ Snedaker, Thems and His Town, v1ctoTy; tribune ; triumvirate; torical characters listed, (6) making the map Doubleday (easy) tyrant suggested in the evidences of mastery, ~7) con­ 5. To be able to make maps structing a model of some famous Grecian or B. The Roman World using outline maps of the Medi­ Roman building, (8) carrying out the supple­ terranean World, sho,ving the mentary projects listed in the evidences of 1. Supplementary Botsford, The Story of Rome, Macmillan imperial expansion; the Roman mastery, (9) giving a talk dealing with some World in 264 B.C., 133 B.C., 44 phase of the work covered, (10) putting an Church, Roman Life in the Days of B.C., and 117 A.D. exhibit on the bulletin board illustrating the Cicero, Macmillan 18 20 IOWA COURSE OF STUDY WORLD HISTORY 21

Teacher Procedures Pupil Activities Evidences of Mastery changes of life to-day as contl'asted with that Davis, A Day in Old Rome, Allyn ancl 6. To be able to make the of ancient Greeoo and Rome, (11) dramatizing Bacon following contrasts: the de­ the death of Julius Caesar. A list such as the Johnston, The Private Life of the Ro­ mocracy of Greece during the f oregoing may be added to or varied by the mans, Scott Age of Pericles with our resourceful teacher to meet her particular needs. Mills, The Boolc of the Anoient Romans, present-day democracy; the po­ The essential point is to devise activities that Putnam sition of woman in Greece and will r esult in pupil mastery in terms of the unit Mills, The Boolc of the Ancient Wo?'ld, Rome with her position in objective Putnam America to-day 10. 'rhe teacher will set up Evidences of Tucker, Life in the Roman World of 7. To be able to handle these Ma~tery for the unit. Those included in this Nero and St. Paul, Macmillan supplementary projects course of sttldy are suggestive. It is essential 2. Fiction to include things to be able to do as well as Bulwer-Lytton, The Last Days of Pom­ a. An account by a survivor facts to know. The Evidences of Mastery must peii, Dutton of the battle of Thermopy­ be formulated so as to actually determine pupil Church, The Bttrning of Rome, Mac­ lae mastery in terms of the unit and specific ob­ millan jectives b. A modern sport ''write­ (easy) up" of the Ancient Olym­ Davis, Friend of Caesar, Macmillan 11. To summarize, before the teacher can pic games commence actual wol'k on a unit, she must make Henty, The Ymmg Carth-aginian, Scrib­ preparations, as follows: ( 1) decide on the ners (easy) c. A newspaper account of numbel' of days to be devoted to teaching the Sienkiewicz, Qtto Vadis, Crowell the assassination of Caesar unit, ( 2) list page references to the text or StoddaTd, Swordmalcer's Son, Century d. A diary by an early Chris­ texts bearing on the unit, ( 3) prepare a bib­ (easy) tian liography of available supplementary referenc­ Wallace, Ben Hwr, Harper es, ( 4) list historical fiction bearing on the White, Unwilling Vestal, Dutton e. A letter from Julius Cae­ period to be studied, ( 5) pTepare a guidance Whitehead, The Standard B earer, Ameri- sar telling of his landing outline to indicate the wOTk to be covered, (6) can Book Co. (easy) in Britain formulate pupil activities to motivate the work of the unit, ( 7) set up a complete list of 3. The pupil will construct through his own evidences of mastery for the unit, ( 8) set study an expanded outline based on the follow- • specific problems for solution clay by clay ing:

12. In this unit the teacher through her A. The Greek World assignments will stress the contributions of 1. Geographical factors: the Mediterranean Greece ancl Rome to civilization, as follows: basin-the center of the ancient A. The Contributions of Greece to C ~vilza­ world; climate; commercial possibil­ tion ities; mountains; etc. 1. Gover:nment: fundamental lack of unity 2. G1·eece, its early development: contacts places emphasis on the local unit; high with Oriental civilization; influeMe of ideals of citizenship ancl public ser­ the Phoenicians; the great age of vice; popular assemblies Crete; invasions of the Hellenes; the 2. Science: astronomical observations; the Homeric Age; the city-states; systems development of geometry; geograph­ of labor; commercial development; ical knowledge; theories in the field conflicts with Persia; etc. of medicine ; research in the field of 3. The Athenian Empire: the Periclean physics (the use of the pulley, lever, Age; the Peloponnesian Wars; the speci_fic gravity, etc.) fall of the empire 22 lOWA COURSE OF STUDY WORLD HISTORY 23

Teacher Procedures Pupil Activities 3. Education and recreation: training of 4. The decline of the city-states; jealousies the youth; games; the theatre; high and rivalries idealism 5. The Alexandrian Age; the rise of Mace­ 4. Religion and philosophy: mythology; donia under Philip; the conquests of kinship with nature; festivals; or­ Alexander; the spread of Grecian acles; the schools of philosophy culture; the death of Alexander; the division and decline of the empire 5. Literature: poetry; drama; history; philosophy; etc. B. The Roman World 6. Art: the orders of architecture; sculp­ 1. Geographical factors: location; climate; ture; painting expansion 2. The growth of Rome: founding; early B. The Contributions of Rome to Civilization republic; expansion in Italy; the 1. Government and law : broad citizenship; Struggle for control of the Mediter­ municipal government; imperial ad­ ranean ; expansion in Europe, Africa, ministration; the Roman law; the po­ and Asia; effects of conquests; at­ lice power; the census; etc. tempted reforms; the development of militarism; the empire; the growth of 2. Literature: ·the Latin language; ora­ despotism ; the barbarian invasions ; tions; history; philosophy; poetry; the decline of the empire drama; natural history; religious writings 3. Roman life: the city of Rome-popula­ tion, amusements, sanitary condition, 3. Art, architecture, and engineering: social life, industries, public ·works; sculpture and painting; the rounded country life; the Roman world-the arch and dome; the building of roads, army, the provinces, the frontier, the sewers, aqueducts, bridges, baths, roads, taxation, social classes, slavery, stadiums, temples, etc. social abuses See also paragraphs 13-37 4. The rise of Christianity: the early church; the work of St. P eter and ·St. Paul; persecutions; the spread of Christianity; Christianity becomes the-state religion; the organization of the Church; influence on government and society

C. Supplementary Problems

1. The wars with Carthage 2. The military campaigns of Caesar

3. The influence of Grecian culture upon Roman life WORLD HISTORY 25

Pupil Activities Evidences of Mastery 1. See suggested pupil activities under Unit I 1. To be able to recognize 2. The pupi~ should read and report on ma­ these dates-events in any con- terials such as the following, selecting crucial nection: 732., the battle of III. .THE CIVILIZATION OF THE MIDDLE AGES statements, events, dates, and characters that Tours; 800, Charlemagne give meaning and significance to the objectives : crowned Emperor of the West; Time a~lotment: 25 days 843, the partition of Verdun; I. Source readings (for the entire unit) 1066, the battle of Hastings; Unit Objective Teacher Procedures Ogg, A Sottrce Book of Medieval History, 1096-1291, the Crusades; 1215, To appreciate how the Middle 13. The teacher will detm·mine the extent of American Book Co. the Magna Carta; 1295, the Ages served as a transitional the pupils' historical background before com­ Robinson, Rea-dings in E~~ropean Histo1·y, Model Parliament period between two highly de­ mencing the work of actually teaching the unit. Vol. I, Ginn 2. To be able to discuss in a veloped civilizations This may be done by means of an extended oral Thatcher and McNeal, A Somce Book fo?· 300-word theme or floor-talk, discussion not conducted along rigid lines, or by Me.d)ieval History, Scribner these historical personages : Specific Objectives a written inventory test. Naturally, the knowl­ II.. Detailed references to match ou:line Charlemagne; Gregory VII; 1. To understand and appre­ edge of the pupils will be fragmentary as it de­ A. The Age of Disorder Mohammed; Roger Bacon ciate western civilization during pends on details remembered from other courses 1. Supplementary the early centuries of this and information gathered through reading, con­ 3. To be able to identify period versation, going to the theater, etc. The in­ Eginhart, Charlemagne, American Book these historical personages in sight gained by the teacher in this way will be Co. any connection: Alfred the 2. To account for the rise of of great help in the preparation of an effective Emerton, Introd~te tion to the Middle feudalism Great; Charles Martel; Jus­ ''over-view'' talk Ages, Ginn tinian; Leif EI'icsson; Marco 3. To understand the church Thorndike, Histo•ry of Medieval Europe, Polo; Richard the Lion-heart­ 14. At the beginning of the school year, the as a powerful influence during Houghton Mifflin ed; Saint Patrick; Saladin; teacher will sketch in a short talk an ''over­ this pe1iod William the Conqueror view" of the field to be covered in the current 2. Fiction 4. To know the influences of history 'course. As the successive units are de­ Marshall, Ced?·ic, the FoTester, Appleton 4. To be able to explain the crusading movement upon veloped, in short talks of about fifteen minutes (easy) these historical terms: cali­ the people of western Europe each, the teacher will sketch the underlying Pyle, Otto of the Silve1· Hand, Scribner phate; chivalry; demesne; don­ forces and develop the historical significance (easy) jon; fief; excommunication; 5. To understand the contri­ of the particular period in light of the unit Hejira; interdict; Islam; Kor­ butions of the Middle Ages to B. Medieval Life and Civilization objective: The purpose of these talks is to an; moat; monacticism; civilization 1. Supplementary impress the pupils with the essential unity of mosque; serf; t: the; villein history and with the controlling principle that Adams, Civilization Dm·ing the Middle dominates the unit. Following each presenta­ Ages, Scribner 5. 'l'o be able to make a map tion, it is des.irable that the teacher quiz the Davis, Life on the Medieval BaTony, showing the Barbarian Migra­ pupils as to their grasp of the subject. If the Harper tions, using an outline map of results are negative, a re-presentation should be J essopp, The Coming of the lhia?·s, Europe that includes northern made to meet the difficulties revealed. Among Unwin Africa. Show the locations, be­ the books that may help the teacher to develop Mumo and Sellery, Medieval Civiliza­ fore and after the migrations, an "over-view" conception of world history, tion, Century of the following ti-ibes: Ostro­ may be mentioned: Parsons, The Stream of Seignobos, The F eudal Regime, Holt goths; Visigoths; Vandals; History, Scribner; Thomas and Hamm, The Tappan, When Knights W eTe Bold, Burgnndians; L o m b a r d s; Fot~ndation of Modern Cilvilization, and Civil­ Houghton Mifflin (easy) Danes; Angles; and Saxons ization in Transition, Vanguard Press 2. Fiction 6. To be able to expand the 15. Having proceeded this far, the teacher Byrne, Messm· MaTeo Polo, Century unit, or one of its main divis­ will supply the pupils with the materials needed Jewett, God's T?·o ~t badour, Crowell ions into an informational out­ to continue the work on the unit, such as: a (easy) line statement of objectives; a guidance outline; a 24 26 IOWA COURSE OF STUDY WORLD HISTORY 27

Teacher Procedures Pupil Activities Evidences of Mastery list of textbook references; a bibliography of C. The Crusading Movement 7. To be able to give a floor· supplementary readings and references; a state­ 1. Supplementary talk dealing with some phase of ment of suggested pupil activities; and a Archer and Kingsford, The Crusades, the work of this unit specific statement of the type of mastery ex­ Putnam pected. It goes without saying that if this 8. To be able to write an Wilmot-Burton, Story of the Crusades, account of the discovery of material is available in . mimeographed form, Crowell the work is made easier for both teachers and Vinland as told by one of the pupils. However, this is not absolutely neces· 2. Fiction members of the expedition sary. Typed copies may be posted on the bulle· Davis, God Wills It, Macmillan 9. To be able to brief a de· tin board and the assignment thus communi· Johnston, The F01·t~ones of Garin, bate on: Resolved, that the cated to the pupils. Certain assignments may Houghton Mifflin Mohammedan civilization dur· be made daily without inconvenienoe. How· 1 ing the early Middle Ages was ever, to dictate material is usually unsatisfac· 3. The pupil will construct through his own superior to the Christian civili· tory because of the time consumed and the .in· study an expanded outline based on the follow· zation accuracies attendant on note-taking ing: 10. To be able to write an imaginary conversation between A. The Age of Disorder 16. In this unit the teacher through her a Crusader, back from the assignments will stress the contributions of the 1. The barbarian invasions: causes; settle· Orient, and his friends Middle Ages to civilization, as follows: ments; influence on civilization 2. The Mohammedan invasions: origin of 11. To be able to dmw a a. Law and government: the Justinian Mohammedanism; teachings of Islam; cartoon illustrating the feudal Code; the beginnings of national gov· Moslem Empire; Arab influences in system ernment in western Europe; the be· Europe ginning of parliamentary influence in 3. The rise of the Franks : Charles Martel; England battle of Tours; Charlemagne and his empire; division of the empire; organi· b. Social life: fusion of the Germanic zation of the Holy Roman Empire ; tribes with the Greek and Roman N_orse invasions peoples; class distinctions; beginning of the rise of the middle class; trade regulations ; commercial restrictions B. Medieval Life and Civilization 1. Feudalism: obstacles to good govern· c. Religion and morality: the spread of ment after Charlemagne; feudal rela· Christianity and Mohammedanism, tions-mutual obligations, homage, land both religions stressing morality; ethi· tenure, feudal justice, etc.; knighthood cal ideas-chivalry, the brotherhood of and chivalry; jousts and toumaments man, equality before God, etc; altru· 2. The church during the Middle Ages: or· ism; influence of pagan writings ganization; church councils; monastic d. Education: church schools; the schools orders; church courts; the power of tjle of Charlemagne; the founding of uni· papacy-the interdict and ex-communi· versi ties by Christians and Saracens ; cation; strife within the church; abuses advances in learning-algebra, chemis· C. The Crusading Movement try, medicine, etc.; increase in geo· 1. Contrasting conditions in Europe and in graphical knowledge the East e. Science: compass; gunpowder; clocks; 2. Causes; leaders and expeditions; re· etc. suits to western Europe 28 IOWA COURSE OF STUDY WORLD HISTORY 29

Teacher Procedures Pupil Activities f. Agriculture: methods o;f grafting; D. Supplementary Problems new crops introduced by the Saracens 1. England under Alfred the Great g. Manufacture and trade: oriental lux­ The life and work of Mohammed uries- damasks, muslins, Toledo 2. blades, Morocco leather, etc.; fairs 3. The Norman conquest of England and markets; commercial companies; banks; etc. 4. The journeys of the Polos to the Far East h. Cultural contributions: the beginning of vernacular literature; epics; 5. The influence of the Saracens on Europe chronicles; ballads; miracle plays; 6. Medieval architectme art; stained glass windows; wood and ivory carving; new styles in architec­ Notes by Teacher ture--Gothic and Byzantine; church music; etc. See also pm·agraphs 17-37

Notes by Teacher WORLD HISTORY 31

Pupil Activities Evidences of Mastery 1. See suggested pupil activities under Unit I 1. To be able to recognize these dates-events in any con· 2. The pupil should read and report on ma­ nection·: 1300-1500, the, Ren­ l V. THE TRANSITION TO MODERN TIMES terials such as the following, selecting crucial aissance; 1450 (about), the in­ statements, events, dates, and characters that vention of printing; 1492, the Time allotment: 20 days give meaning and significance to the objectives: discovery of America by Co­ Unit Objective Teacher Procedures I. Source readings (for the entire unit) lumbus; 1519-1522, the first cir­ cumnavigation of the globe; To appreciate the origin of 17. In the process of mastering a unit, the Cheyney, Readings in English History, the great distinguishing char­ teacher and pupils do much work on a labora­ Ginn 1555, the Religious P eace of acteristics of the present tory basis. The pupils are busy rea"ding, taking Robinson, Readings in European His­ Augsburg; 1588, the defeat of notes, preparing outlines, making maps, etc. tory, Vols. I and II, Ginn the Armada; 1648, the Peace of The teacher must work with the individual Westphalia Specific Objectives II. Detailed references to match outline 1. To understand and appre­ pupils, anticipate their difficulties, and suggest A. The Renaissance 2. To be able to. discuss these ciate the causes underlying ·the remedies. · The ideal to be reached is to turn 1. Supplementary historical personages in a 300- Renaissance movement the classroom into a social science workroom. Hulme, Renaissance and Reformation, Everyone should work to capacity; the brilliant word theme or floor-talk: Co­ Century 2. To learn the contributions pupils should busy themselves with supplemen­ lumbus; Erasmus; Gutenberg; Sichel, The Renaissanoe, Holt of the Renaissance to civiliza­ tary projects upon the completion of the re­ Loyola; Luther; Michelangelo Van Dyke, Age of the Renaissance, tion quired work. In this way the difficult problem Scribner of individual differences is met. It can not be 3. To know the causes under­ 3. To be able to identify stated too often that the success of this period lying the commercial revolution 2. Fiction these historical personages in demands much from the teacher. If she is in­ Begbie, Rising Dawn, Doran any connectidn: Francis Ba­ 4. To learn how the commer­ different and shirks her responsibilities, the Merejkowski, The Forerunner, Constable con; John Cabot; Calvin; Co­ cial revolution influenced dis­ learning process may become hopelessly in­ and Co. pernicus; da Gama ; da Vinci ; covery and exploration efficient Reade, The Cloister and the Hearth, Diaz; Drake; Queen Elizabeth; Crowell Gustavus Adolphus; Henry 5. To learn the causes that 18. The teacher will point out proper meth­ VIII; John Huss; Joan of contributed to the break-up of ods of work to pupils who have developed im­ B. The Commercial Revolution Arc; John Knox ; Magellan; the medieval church proper habits of study. In reading for mastery, 1. Supplementary Mary, Queen of Scots; Maz­ it is important to read the whole assignment Cheyney, European Background to 6. To see the revolution with­ arin; Petrarch; Richelieu ; Sa­ and then study intensively the minqr divisions. American History, Harper in the church as an influence in vonarola; Shakespeare; William The pupils must be taught to take advantage of Day, History of Commerce, Longmans history' from that day to the the Silent; Wycliffe; Zwiugli all available aids .such as indexes, tables of con­ Green present tents, card catalogues, reader's guides, etc. Herrick, A Histo1·y of Commerce an,d They must be taught discrimination in note­ Iooustry, Macmillan 4. To be able to explain taking, the hab:t of making crit~cal evaluation these historical terms : armada; of historical sources, outlining and correct foot­ 2. Fiction astrolabe; buccaneer; bull; nate and bibliographical technique. On the Colum, The Voyagers, Macmillan (easy) deductive; despot; diet; Hu­ latter point, the technique adopted by any first­ Lamprey, In the Days of the Guild, guenot; humanism; inductive; class magazine or historical work may be Stokes (easy) indulgence; Renaissance followed. The desirable goal is to establish a C. The Break-up of the Medieval Church uniform plan of recording references 1. Supplementary 5. To be able to make a map 19. The teacher will introduce cooperative Fisher, The Reformation, Scribner showing the three oriental trade effort whenever she feels certain that so doing Lindsay, Luther and the German Ref­ routes, using an outline map of will benefit the majority of the pupils. For ormation, Scribner the eastern hemisphere and lo­ example, difficulties in the work may be re­ Seebohm, Era of the Protestant Revolt~r cating the important trans­ moved by discussion; special reports may be tion, Scribner shipment points on each route 30 32 lOWA COURSE OF STUDY WORLD HISTORY 33

Teacher Procedures Pupil Activities Evidences of Mastery delivered by the advanced pupils and criticised 2. Fiction 6. To be able to expand the by the class at large; to break the monotony of Benson, Come Rack! Come Rope!, Dodd unit, or one of its main divis­ the preparation period, debates or dramatiza­ Davis, The FTiaT of Wittenberg, Mac­ ions, into au informational out­ tions may be held, etc. millan line Henty, The Lion of the North, ScribneT 7. 'fo be able to debate : Re­ 20. As a means of maintaining pupil interest (easy) at a high level, the teacher will give publicity solved, that Columbus on his to samples of good work, taking care, however, first voyage was realJy seeking that good pupils are not favored to the exclu­ 3. 'L'he pupil will construct through his own · lands that had been discovered sion of all others. Cartoons, graphs, and study an expanded outline based on the follow­ centuries ear~ier, Tather than a written work can be displayed to advantage on ing: western route to the Indies the bulletin board 8. To be able to write the A. 'L'he Renaissance diary of one of the survivors of 21. The teacher will hold recitation periods 1. The spirit of the age: individualism; Magellan's expedition at the close of longer or shorter periods of curiosity; interest in things of this life; preparation and work. The procedure in the 9. To be able to write a inventiveness; etc. Tecitation is not restricted to the question and newspaper story dealing with answer method. Oral recitation may consist of 2. Important factors: the cities in north­ Luther's burning of the Papal flo or-talks, that is, oral reports on various em Italy; the Italian popes; revived Bull phases of the work on the unit. The individual inteTest in classical leaming; the Hu­ talb should be limited both as to the amount manists; development of vemacular of work discussed and the length of titne al­ languages; scientific thought; dis­ lowed. This type of oral expression should be coveries participated in by the gTeatest possible number of pupils. Stimulating discussion may be per­ 3. Contributions of the Renaissance to mitted at the close of a report, during which civilization : arclutecture; painting­ time the teacher sho~ld remain discreetly in the aTtists, subjects, mechanical improve­ background. Tlus type of recitation should not ments, etc.; sculpture; music; applied be continued so long as to cause the interest of arts-carvings, stained glass, metal the pupils to wane. Two class periods is prob­ work, etc.; science-inductive reasoning, ably 'as long as is desirable discoveries in astronomy and medicine, The recitation may be written. The expanded physical phenomena; inventions; litera­ informational outlines, written reports and tme; etc. briefs, imaginary letters, diaries, and newspaper articles, maps, graphs, cartoons, etc., all con­ B. The Commercial Revolution stitute a form of recitation in the sense that 1. Important factors; demand for oriental they help to reveal the progress made by the luxuries; the rise of national states; in­ pupil ventions and geographical discoveries; individuality in thought and deed; the 22. 'L'he teacher will give a formal examina­ rise of towns; etc. tion at the end of the 'vork on a unit even though the types . of organization used during 2. Expansion in commerce and communica­ the periods of work and recitation, such as de­ tion: merchant and craft guilds; fairs veloping an informational outline or giving a and markets; money and banking; mer­ floor-talk on the work of the unit, are in them­ cantile and trading companies ; dis­ selves tests of mastery. The unit examination covei'ies and clevelopents facilitating should be fair, that is, it should test the pupils' travel by water; the demand for lux­ comJ;:>n:Jhension of the work stressed in the uries; etc. 35 IOWA COURSE OF STUDY WORLD HISTORY

Teacher Procedures Pupil Activities guidance outline and listed in the evidences of :l. Discoveries and exploration : Prince mastery. Obviously, any other procedure Henry and the Portuguese explorations; amounts to a misrepresentation of facts on the rival routes to the Indies-da Gama and Columbus; the circumnavigation of the part of the teacher globe; explorati?n and trade in the New See also paragmphs 23-37 World and in the Far East

Notes by Teacher C. The Break·up of the Medieval Church

1. Causes : abuses in the Chm:ch; the Ren­ aissa~ce spirit; etc. 2. The Protestant Reformation: leaders­ Luther, Calvin, Zwingli, etc.; the Edict of Worms; the Peace of Augsburg; the Reformation in England; religious and political strife in France; etc. 3. The Counter Reformation : The Council of Trent; Loyola and the Society of J esus; the work of Catholic teachers and missionaries; etc. 4. The 'l'hirty Years' War: causes; the mode of warfare; Gustavus Adolphus; Richelieu and the intervention of France; the Peace of Westphalia

D. Supplementary Problems

1. England under the Tudors 2 .. The rise of France under Henry IV 3. Commercial empires in the Far East­ Portugal, Holland, and England 4. The 1·ise of the Spanish colonial empire in the New W odd WORLD HISTORY 37

Pupil Activities Evidences of Mastery 1. See suggested pupil activities under Unit I 1. To be :tble to recognize 2. The pupil should read and 1·eport on ma­ these dates-events in any con· terials such as the following: nection: 1649, the Puritan V. ABSOLUTISM AND THE STRUGGLE FOR WORLD POWER· Revolution in England; 1660, Time allotment: 24 days I. Source readings (f or the entire unit) the restoration of the Stuarts; Cheyney, Readings in English Histo1·y, 1688, the Glorious Revolution in Unit Objective Teacher Procedures Ginn England; 1689-1725, the reign 'ro appreciate the fundamen· 23. The teacher will cause a pupil to do fur­ Robinson, Readings in E~tTOpean HistoTy, of Peter the Great; 1643-1715, tal difference between social, po­ ther work on the unit if his efforts during the Vol. II, Ginn the ag·e of Louis XIV· 17 40- litical, and economic qevelop· recitation and examination periods .are such as Robinson and Beara, R ea.dings in Mod­ 1786, the age of Frede/ick the ment in E ngland and France to indicate that he has not attained the level of ent En1·op ean IIistO'ry, Vol. I, Ginn Great; 1783, the end of the mastery that reasonably may be expected of American Revolution him. "Half learning is no learning! " If the II. Detailed references to match outline Specific Objectives pupil realizes that he must reach mastery, he A. The Rise of Autocracy 2. To be able to discuss 1. To understand and appre­ acquires a wholesome attitude toward the sub­ these historical personages in a ciate the development and per­ 1. Supplementary ject. When he feels that he has improved his 300-word theme or floor-talk: sistence of absolute government Hassall, Lo~tis XIV and' the Zenith of knowledge of the work of the unit sufficiently Burke; Clive ; Cromwell; Louis on the continent of Europe, but the FTench MonaTchy, Putnam he may ask for another exami11ation XIV; P eter the Great; Adam its failme in E ngland Hassan, 'J'he Balance of Powm·, .1715- 24. The teacher will permit the pupil doing 1789, Macmillan Smith 2. To understand the profit make-up wm·k on a unit to attemr.t to keep up Morley, PeteT the GTea.t, Merrill to mankind in any way of the in the wo1·k of the next unit, if he so desires. Reddaway, F1·ederick the (}reat, Putnam 3. To be able to identify rule of despotic kings Mastery of one unit is to be preferred to a Wakeman, 'I'he Ascendancy of Fmnce, these historical personages in 3. To understand and appre­ smatte1·ing of i~1formation regardu1g the work 1598-1715, Macmillan any connection: Braddock; of two. It is but fair to say that the teacher Burgoyne; Colbert; Cornwallis; c:ate the new theory of govern· 2. Fiction must exercise discretion. Mastery is an indi­ Dupleix; Frederick the Great· ment that was developing in Brebner, A Gallant L ady, Duffield vi dual matter. It varies with the pupil as George III; George Grenville; England Brebner, The T~w b ~ 1 - l ent D ~wh ess Little surely as does his native ability, the quality of ,John Hampden ; Lafayette ; Brown ' 4. To learn the theo1·ies un· his previous training, etc. The teacher is to be Laud; Milton; Montcalm; Bowen, K ings-at-Arms, Dutton derlying the Mercantile System sole judge of whether the pupil has, or has not, Paine; Pitt (elder); Walpole; mastered the work of the unit, keeping ever in Henty, With F1·ederick the GTeat, Scrib­ 5. To understand the causes the Wesleys; Wolfe milld the ability of the individual · ner (easy) for the greater success of the English in their colonial ven­ 25. Since much of the work during the B. The Establishment of Constitutional Gov­ 4. To be able to explain in tmes than the French periods of preparation and recitation has in­ ermnent in England these historical terms : absolu­ volved written organization of material, it is tism; Bla~k Hole of Calcutta· 6. To understand the causes 1. Supplementary ' probably justifiable to use a new-type test for budget; cabinet; cavaliers; di- that impelled the American the final examination. Few objective tests in Cheyney, ShoTt HistoTy of England, vine right of kings; factory; colonies to break away from the world history are available in printed f orm and Ginn Huguenot ; Ironsides; liberum mother country even though there were many, they would have Harrison, OliveT Cromwell, Macmillan veto ; monopoly; Roundheads; little value for testing mastery over any· given Moran, Theory and Practice of the separatist; serfdom; ship unit of work In other words, the teacher must English Government, Longmans Green money; strelitz build her own tests 2. Fiction 26. Perhaps the greatest help in the build­ Dix, Hugh Gwyeth, Macmillan (easy) 5. To be able to make a ing of objective tests is critically to examine Masefield, Martin Hydej The Dulce's tabular comparison of life in available tests. Such may be found in the Messenger, Little Brown (easy) all its phases in the thirteen Historical Outlook and other professional jour­ Melville, Holmby House, Longmans colonies and in Quebec about nals, or may be purchased from the publishers Green 1750 36 38 lOWA COURSE OF STUDY WORLD HISTORY 39

Teacher Procedures Pupil Activities E vidences of Mastery of tests. The tests used in the Iowa Academic C. Colonial Expansion and the Struggle for 6. To be able to construct Meet may be of some v-alue. Another help is to World Supremacy an informational outline over read literature on the subject. The following 1. Supplementary the entire unit or one of tho main divisions. This is to be books may be listed as helpful: Brinkley, Adams, Provincial Society, 1690-1763, done without reference to texts Values of New-Type Examinations in the High Macmillan School with Special References to History, or notes Egerton, A Short History of British Teachers College, Columbia University, Contri­ Col011ial PoliC'IJ, Methuen 7. To be able to give a butions to Education, No. 161; Odell, Tradition­ Parkman, A Half-cent~bry of Conflict, floor-talk on the entire ·unit, or Century; al Examinations and New-Type T ests, 2 vols., Little B1·own one of the main divisions Paterson, Pr.epa?·.atio11 and Use of New-Type Van Tyne, The American Revolution, Examinations, World Book Co.; Russell, Class­ 8. To be able to make a map Harper showing the shifting boundaries ?'oom T ests: A H andboolc of the Constrtbction Woodward, A Short History of the Ex­ of the territorial possessions of and Uses of Non-Standa?·d Tests f01' the Class­ Cam­ pansion of the British Empire, the Emopean powers in North room Teacher, Ginn bridge University Press It may be suggested that completion, multi­ America in the years 1697, 1748, 1763. Outline maps of North ple-choice, and matching tests are effective for 2. Fiction t esting in history. In Unit VI a short test is America may be used and H enty, With Clive in I ndia, Scribner submitted for that unit. It is intended to be should be so colored as to indi­ (easy) cate clearly the colonial expan­ suggestive rather tham complete, and must be McNeil, Tonty of the I ron Hand, increased to at least six times the present sion or loss of the powers claim­ Dutton (easy) ing territory in North America length to be a valid test Parker, · The Power and the Gl01·y, 9. To be able to present See also pa1·agraphs 27-37 Harper Parker, The Seats of the Mighty, Ap­ logical evidence on this subject pleton for debate: Resolved, that Louis Strang, In Clive's Command, Bobbs­ XIV, or Frederick II, or Czar Merrill (easy) Peter, should be known in his­ tory as "the Great" 3. The pupil will construct through his own 10. To be able to ~rite a study an expanded outline based on the follow­ letter such as might have been ing: written by a survivor of the "Black Hole of Calcutta" in­ A. The Rise of Autocracy cident 1. Typical states 11. To be able to write . a a. France: the policies of Richelieu; diary by George Washington Louis XIV 's idea of kingship; the covering the period of the nobility and court life ; I'oyal en­ French and Indian War couragement of arts and letters; the reforms o.f Colbert; the aggres­ 12. To be able to write au sive foreign policy of Louis XIV; outline statement of the reforms religious strife sponsored by each of five of the so-called englightened despots; b. Russia: the reforms of Peter the together with a summary state­ Great-military, naval, administra­ ment of the net social progress tive, and religious; the introduction made during his reign, as of western customs; the foreign measured by conditions at the policy centering on the acquisition time of his coronatiou and at of outlets to the sea the time of his death IOWA COURSE" OF STUDY 40 WORLD HISTORY 41 Pupil Activities Pupil Activities c. Prussia: the policies of the Great Elector; the achievement of Fred· C. Colonial Expansion and the Struggle for World Supremacy erick William the First in building 1. Colonial and commercial expansion up the Prussian a1·my and in effect· a. France: handicaps-inefficient system of manufacture; the over-reg­ ing economies; the aggressive foreign ulation of industry and trade; the efforts of Colb ert; French occupation policy of Frederick the Great; his of the Mississippi valley and Canada; French p enetration into India reforms in government, industry, b. England: the establishment of English supremacy on the seas; the etc.; his interest in literature, etc. large import and export trade; the thirteen colonies; the work of the East India Company 2. Examples of autocratic statesmanship: 2. The Mercantile System: restrictions on imports; r estriction on the ex­ the seizure of Silesia; the partitions export of raw materials ; bounties on the export of manufactured goods; of Poland encouragement of domestic shipping and coast trade (Navigation Acts); restriction of the colonial trade to the mother country (Trade Acts) ; state aid to manufactures (ColbeTt 's system) 3. Efforts at reform by the enlightened despots 3. Colonial life a. Social and economic conditions in a . The British colonies in North AmcTica: systems of laboT; conditions Europe : feudal survivals; legal and methods in agriculture; industry and 'commerce; living conditions; abuses; the power of the J esuits amusements; education and religion; public impTovements b. Pwjected reforms: abolition or mod· b. Contrast with the co nditions in the French colony of Quebec ification of serfdom; the tendency 4. The struggle for the mastery to discontinue the use of torture; a. 'l'he preliminary struggles and their outcomes: the War of the Spanish codification of the laws (Frederick the G·reat); internal improvements Succession; the War of the Austrian Succession; the Diplomatic Rev­ olution and public works; increased interest in education; freedom of the press; b. The Seven Years' War: Prussia victorious on the continent; Great religious toleration Britian victorious on the sea and in America and India; the terms of of the P eace of Paris, 1763 c. The American Revolution: changes in Great Britain's colonial policy; B. The Establishment of Constitutional the constitutional issue ; the economic factors ; war; the French alli­ Government in England ance; American independence ; the influence of American independence 1. The victory of Parliament: the Stuart upon the English colonial policy; the effect of participation in the belief in the "divine right of kings " war upon French finances as opposed to the ''right of English­ men''; Civil War; the execution of D. Supplementary Problems ChaTles I; the Commonwealth; the 1. The · Portugese colonial empi1·e Revolution of 1688; the significance of the Bill of Rights 2. The Spanish colonial empire 3. The Dutch colonial empire 2. The English system of govemment: the growth of the cabinet (Walpole); the 4. Commercial conditions in Europe in the eighteenth century- the guild development of the party system; the system; internal trade ; European banking; typical markets; trading com­ position of the king; the '' responsi­ panies bility' ' o.f the ministry; the composition 5. The effect of the publication of Adam Smith's Wealth of Nations and powers of Pal'liament; the Whig 6. A biographical sketch of a great leader of this period interpretation of the British Constitutio)l (continued on page 41) WORLD HISTORY 43

Pupil Activities Evidences of Mastery 1. See suggested pupil activities under Unit I 1. To be able to recognize these dates-events in any con­ 2. The pupil should read, outline, and report nection : 1794, the end of the VI. AN ERA OF REVOLUTION on materials such as the following: Reign of Terror; 1815, Water­ Time allotment: 24 days loo, the Congress of Vienna; I. Source 1·eadings (for the entire unit) 1823, the Monroe Doctrine; Unit Objective Teacher Procedures Robinson, Readings in E~wopean His­ 1832, the Great Reform Bill; To appreciate the forces that 27. The teacher will construct a test over tory, Vol. II, Ginn 1848, revolutions in France, brought about social, political, each unit. The following test items on this Robinson and Beard, Readings in Mod­ Austria, Germany, and Italy ern Ewopean History, Vol I, Ginn and economic revolutions unit are suggestive of what should be done, though they make up perhaps only one-sixth of 2. To be able to discuss these Specific Objectives what should be an objective examination over II. Detailed .references to match outline historical personages in a 300- this unit: 1. To understand and appre­ A. The French Revolution and Napoleon word theme or floor-talk: Boli­ ciate the causes of the French Directions : Carefully read each statement 1. Supplementary var; Hargreaves; Metternich; Revolution and the items that follow it. Draw a circle Fisher, Napoleon, Holt Napoleon; Newton; Robes­ around the letter preceding the items that are Fournier, Napoleon the First, Holt pierre; Rousseau; Watt 2. To understand the changes true. Do nothing with those that are false. wwell, The Eve of the French Revoh;- effected by the Revolution Example: The following men have served tion, Houghton Mifflin 3. To be able to identify 3. To learn the relationship as presidents of the United States: a. Mussolini Madelin, The French Revolution, Put­ these historical personages in of Napoleon to the Revolution (b.) Washington c. Ford (d.) Lincoln e. Edison nam any connection: Arkwright; Mathews, The French Revohttio!', Long­ Blucher; Bright; Brindley; 4. To understand and appre­ 1. Demands of the Third Estate before the mans Green Cartwright; Cobden; Cromp­ ciate the Industrial Revolution meeting of the Estates-General in 1789: Southey, Life of Nelson, Longmans ton; Danton; Charles .Tames 5. To understand the changes a. The immediate abdication of the king, Green Fox; Fulton; Louis Philippe; effected by the Industrial Revo­ Louis XVI Wheeler, The Boy's Napoleon, Crowell Kay ; L 'Ouverture; Louis b. The abolition of all rights to own XVI; Macadam; Marat; Marie lution 2. Fiction property Antoinette; Mazzini; Mira­ 6. To understand and, appre­ Adams, Red Caps and Lilies, Macmillan c. Double representation for the Third beau; Montesquieu; Necker; ciate the influences that caused (easy) Estate Nelson; O'Connell; Robert the Industrial Revolution to be­ Brooks, A Boy of the First Empire, Owen; Peel; Pitt (younger); d. The confiscation of the church lands gin in England Century (easy) -Stephenson; Turgot; Voltaire; e. Vote by "head" Dickens, A Tale of Two Cities, Burt 7. To understand the politi­ Wellington; Whitney; Arthur Hugo, Ninety-three, Little Brown cal ideals that dominated the Young 2. Things that were wrong with taxation in Madden, Two Royal Foes, McClure ruling classes during the first France prior to the outbreak of the French (easy) half of the nineteenth century Revolution: Sabatini, Scaramouche, Houghton Miff­ 4. To be able to explain these a. The failure to realize money by selling lin historical terms: assignat; offices cabinet; cahier; capital; com­ mune; cotton gin; coup d'etat; b. The even distribution of the tax bur­ B. The Industrial Revolution dauphin; department; direc­ den throughout the provinces 1. Supplementary tory; factory system; guillo­ c. The inequality of the tax burden on Cheyney, An Introduction to the In­ tine; intendant; labor; large­ the three estates dustrial and Social History of Eng­ scale production; lettre de cach­ d. The free trade principles governing land, Macmillan et; liberal; mule spinner; poc­ the imports and exports Kirkup, A History of Socialism, Mac­ ket borough; power loom; re­ e. The wasteful method of "farming" millan action; socialism; spinning taxes Osgood, History of Inl1w?try, Ginn jenny; water frame 42 44 I OWA COURSE OF STUDY WORLD HISTORY 45

Teacher Procedures Pupil Activities Evidences of Mastery 3. The following weTe some of the reforms 2. Fiction 5. To be able to compare the initiated by Turgot in his attempts to save the Bl'i:;·house, H epplestall's, McBride social, economic, and political government of Louis XVI from disaster: Dickens, OliveT Twist, Burt li fe of the people before and after this revolutionat·y period, a. The reduction of the expenditures of C. Reaction and Revolution and then to summarize the con­ the court 1. Supplementary tributions made to civ]ization b. The issue of assignats to relieve the Hazen, EuTope since 1815, Holt dming this period shortage of money Marvin, The Ce nt~t1'Y of Hope, Oxford 6. To be able to construct an c. The Temoval of most of the restTic­ University Press informational outline over the tions on the grain trade Schapiro, Modm·n and Co ntempom1·y entire unit, or one of the main d. The adoption of a national constitu­ E~t1·op e an H istory, Houghton Mifflin divisions. This is to be done tion 2. Fiction without reference to text or e. The abolition of forced work on roads Meredith, VittoTia, Scribner notes 4. In the year 1830 Tevolutions broke out in: Boro~tgh, Weyman, Chippinge McClure 7. To be able to give a floor­ a. The British provinces of Quebec and talk on the entire unit, or one Ontario of the main eli vision~ b. France 8. To be able to make a map c. Belgium showing the rise and fall of d. I ndia ('l'hc Sepoy Mutiny) F1·ench power during the Revo­ e. Certain German states lution and under Napoleon, with special emphasis on the 5. Results of the Napoleonic occupation of situation in the years 1789, Germany 1807, and 1815. Outline maps a. The annexation of W est Prussia to of Europe may be used and so Prussia colored as to indicate clearly b. The r eduction of the German states the shifting tenitorial boun­ to 38 in number daries of the European powers c. The dissolution of the Holy Roman 9. To be able to write Empire a. A diary from the French d. A remarkable development of the Revolutionary period spirit of nati ona~sm b .. A newspaper story of some e. The granting of liberal constitutions important happening of to the peoples of many of the German this period states c. A letter by a workingman, 6. Austria was able to crush the revolution telling his views regarding within her boundaries in 1848 aided some o:f the inventions of by the Industrial Revolution a. The loyalty of the army d. A tabular comparison of b. The betrayal of the revolutionists by farm conditions in Eng­ Kossuth land before and after the c. The rivalry and the antagonism be­ • agl'icultural revolution tween the many races of the kingdom d. The personal popularity of Metternich e. The efficient military aid of Russia 46 lOWA COURSE OF STUDY WORLD HISTORY 47

Teacher P rocedures Teacher Procedures b. Important events: the coup d'etat of 18 Brumaire; the Louisiana Pur­ 28. In this unit the teacher through her assignments will develop some such outline as chase; the reorganization of Germany; the death-grapple with Great the following. It may also serve to indicate Britain; the nationalist reaction in Spain, Portugal, Prussia, and Aus· tria the points that should be developed by the c. Contributions of the Napoleonic era to civilization: the Code Na· pupils in their informational outlines poleon; the organization of institutions of higher learning; the com· A. The French Revolution and Napoleon mercial and industrial development of France; the Bank of France; 1. The Old Regime: class privileges; tax public works inequalities; trade restrictions; abso­ B. ~'he Industrial Revolution, 1740-1830 lutism 1. Characteristics of the domestic system: man power; steady work; rather 2. The intellectual awakening: scientific even distribution of wealth; close relationship between employer and discoveries; the writings of Rousseau, employee; absence of commercial fluctuations Voltaire, and Montesquieu; the influence 2. Inventions and changes leading to a revolution in the textile tTades: the of the American Revolution; the pamph- inventions of Kay, Hargreaves, Arkwright, Crompton, Cartwright, "\Vhit· 1ets and cahier·s ney, and Watt; the factory; large scale production . 3. The early stages of the revolution, 1789- 3. RevolutionaTy changes in transportation: Macadam and the turnpike; 1799 Brindley and the canal; Fulton and the steamboat; Stephenson and the a. Problems confronting the French locomotive people: to solve the financial tangle; 4. 'l'he economic, and political results of the Industrial Revolution: the to abolish autocracy and privilege; growth of towns and cities; the separation of interests between capital to put down opposition to the revolu­ and labor; child and woman labor; unemployment due to fluctuation in tion at home and to defeat the one­ the supply of raw materials and in the demand fo1· the finished product; niles of the revolution abroad; to the growth of socialism; free trade; the victory of Great Britian in the create a democratic government; to struggle with France for economic supremacy spread the revolutionary doctrines C. Reaction and Revolution, 1815·1848 b. Important events: the Tennis Comt 1. Metternich and the reactionary movement; the Congress of Vienna; the Oath; the Fall of the Bastille; the Bourbon restorations; reaction in Germany and Austria; the Tory re­ Flight to Varennes; the I'corganiza­ action in England; the Holy Alliance and the policy of intervention tion of the church and the issue of 2. The struggle for democracy, 1820-1848 assignats; August 10 ; the Reign of a. Causes: the desire for social, economic, and political reforms; the Tenor; the Italian Campaign of 1796 rising spirit of nationality · c. Contributions of the early stages of b. Important events: the rebellion of the Spanish Colonies; the Monroe the revolution to civilization: the abo­ Doctrine; the Catholic Emancipation Act; the Reform Bill of 1832; the lition of privilege; the Teforms in the great revolutionary year, 1848 chmch; the judiciary and adminis­ c. Important results: Anglo-American cooperation, independence for the trative units; the Teorganization of Lati~ American republics; the death of the Holy Alliance; an in­ public education; the metric system; creasmg number of constitutions and increases in the electorate · re­ the abolition of slaveTy; the codifi­ ligious toleration; revision of the criminal code; the abolitio~ of cation of the law; the revival of slavery; the growth of public education; factory legislation; free trade interest in histoTy (the Rosetta Stone) principles develop 4. The supremacy of Napoleon, 1799-1815 D. Supplementary Problems a. Problems confronting the French 1. The revolution in agriculture people: to Testore social tranquillity 2. The revolution in iron and steel manufacturing and economic prosperity~ to expand 3. Constitutional development in Canada France into a world empire; to spread 4. The consolidation of British power in India the revolutionary reforms over Europe 5. The work of liberation in South America (continued on page 47) See also paragraphs 29-·37 WORLD HISTORY 49

Pupil Activities Evidences of Mastery 1. See suggested pupil activities under Unit I 1. To be able to recognize 2. The pupil should read, outline, and report these dates-events in any con­ VII. NATIONALISM AND IMPERIAL EXPANSION on mater·ials such as the following: nection: 1867, Canada becomes a dominion, the Second Reform Time allotment. 24 days I. Source readings (for the entii·e unit) Act in England; 1869, the Unit Objective Teacher Procedures Robinson, Readings in E~•ropean History, opening of the Suez Canal, the drsestablishment of the Irish To appreciate the forces that 29. In this unit the teacher through her Vol. II, Ginn Church; 1870, the Franco-Prus­ led to the development of a assignments will develop some such outline as Robinson and Beard, Readings in Mod· sian War; 1878, the Congress of stronger national spirit among the following. It may also serve to indicate e?·n E~wopean Histo1·y, Vol. II, Ginn Berlin; 1898, the Spanish­ the nations the points that should be developed by the II. Detailed references to match outline American War; 1899, the first pupils in their informational outlines Hague Peace Conference, the A. The Development of Nationality, 1848- Specific Objectives beginning of the Boer War; 1871 · 1. To understand and appre­ A. The Development of Nationality, 1848- 1900, Australia achieves the ciate why so many peoples 1871 1. Supplementary status of commonwealth; 1904- achieved national solidarity Cesaresco, Cavou1· and the Liberation of 05, the Russo-Japanese War 1. France and the Second Empire: its es­ after 1848 Italy, Macmillan tablishment; the character of Louis 2. To be able to discuss Headlam, Bismarck and the Fmmding 2. To understand the factors ·Napoleon; his promotion of trade and these historical personages in a of the German ErniJire, Putnam underlying the rapid penetra· industry; his foreign policy and its 300-word theme or floor-talk: Stillman, The Union of Italy, Cam­ tion of the great powers into fatal consequences Bismarck; Florence Nightin­ bridge University Press gale; Cavour; Cecil John Africa and Asia 2. The struggle for Italian unity: obstacles 2. Fiction Rhodes 3. To understand the causes to union; lessons of the failure in Bloem, The Iron Year, Lane that led to a period of awaken­ 1848; Mazzini and Young Italy; the 3. To be able to identify Haynes, One of the Red Shi?·ts, Jacobs ing in the Far East reforms and the diplomacy of Cavour; these historical personages in annexations in northern Italy; Gari­ Henty, Ymmg Franc·Tireurs, Burt any connection: Baker; Dar­ 4. To understand and appre· baldi conquers Naples and Sicily; the (easy) win ; Dickens ; Disraeli ; Charles ciate the justification, if any, final acquisition of Venetia and Rome Fourier ; Francis Joseph; Gar­ B. 'l'he Penetration of the Western World for political and economic im­ ibaldi; Gladstone; Guizot; Hux­ 3. The struggle for G'erman unity: failure into Africa and Asia perialism ley; Kitchener; Livingstone; in 1848; the Zollverein; the threefold 1. Supplementary Marx; Von Moltke; Napoleon 5. To understand the great policy of Bismarck; the proclamation of Douglas, Put· III; Pasteur; Perry; Stanley; problems that confronted the the German Empire at Vm·sailles Ewrope and the Far East, nam Queen Victoria nations during the period, 1871- Harris, E~wop e and Af7·ica, Houghton 1914 4. To be able to explain B. The Penetration of the Western World Mifflin these historical tenus : arbi­ 6. To understand and appre­ into Africa and Asia Johnston, The Op ening u-p of Af7·ica, tration; autocracy; big busi­ ciate the prevailing trend in 1. Causes Holt ness; blood and iron; democ­ governmental institutions dur­ vVeale, The Re-shaping of the Far East, a. Economic: the development of trans­ racy; dictator; franchise; free ing this period 2 vols., Macmillan portation and means of communica­ tmde; nationalism; open door tion; the organization of "big" 2. Fiction policy; protective tariff; pro­ business; the influence of tariffs and Comfort, Down among Men, Doran tectorate; Boers; Boxers; Bun­ duties; over-population Frenssen, PeteT Moor's Jo ~t-rney to desrat; capital; Carbonari; b. Religious: the rise of the missionary Southwest Africa, Houghton Mifflin Great Trek; imperialism; Italia movement Gilman, Son of the Desert, Century Irredenta; labor; militarism; (easy) Reichstag; responsible govern­ c. Political: European rivahies; the Johnston, The Man Who Did the Right ment; secret diplomacy; social­ growth of imperialistic tendencies Thing, Macmillan ism; Zollverein 48 50 l OWA COURSE OF STUDY WORLD HISTORY 51

Teacher P r ocedures Pupil Activities Evidences of M astery 5. To be able to trace the 2. The partition of Africa C. The Struggle for Democracy a. The early period to about 1880: the evolution of democracy between 1. Supplementary activities of ·missionaries and ex: 1848-1914, and to summarize Ogg, Social ProgTess in Contempora1·y plorers, Baker, Livingstone, Stanley, the contributions made to civili· Europe, Macmillan etc.; . the remnants of Portuguese, zation during this period Schapi1·o, Modem and Contemporary Spamsh, and Dutch colonial empires; EuTopean Hist01·y, Houghton Mifflin 6. To be able to construct French and English interests Seignobos, HistoTy of Contemporary an informational outline over the entire unit, or one of the b. The period of imperial expansion: Civilization, Scribner main divisions. This is to be The Intemational African Associa­ 2. Fiction done without reference to text tion; Congo Free State; England in Leslie, Doomsland, Scribner OT notes Egypt; Germany in East Africa and Lysaght, Her Majesty's Rebels, Mac· in Southwest Africa; Italian efforts in 7. To be able to give a mill an Somaliland and in Tripoli; Cecil floor-talk on the entire unit, or Rhodes and the British ''empire'' in one of the main divisions South Africa; French Acquisitions in 8. To be able to make a Tunis, Madagascar, the Niger Basin, and Morocco map showing the imperial ex· pansion of the great powers in· to Africa, using outline maps of Africa. 'l'hey may be so colored as to indicate clearly 3. The awakening in the Far East the tenitorial expansion by the great powers with special Tef· a. Russian expansion eastward: colon· erence to the years 1848, 1890, ization in Siberia; the conquest o.f Tmkestan; interests in Persia and and 1914 China; th~ building of the Trans·Si· 9. To be able to debate: Re· berian railroad solved, that the native peoples of Africa should have been per· b. J a p a n e s e expansion westward: mitted to woTk out theil' own Perry's opening of Japan's ports to destiny free from the imperial· commerce; the modernization of istic dominance of the great Japan; clashes between Japanese and powers European imperialistic projects; the victory of Japan 10. To be able to write a diary by a young patriot fight· c. China, a victim of imperialism: ing for Italian independence China's policy of isolation; the Opium "Wars; concessions and annexations 11. To be able to write a of Chinese tenitory by the Powers; newspaper story of Stanley's the Boxer uprising; United States successful effort to reach Liv· and the "open door" policy; the re· ingstone fOl'm movement in China 12. To be able to write a d. The world expansion of the United letter from a missionary des· States: Alaska; Hawaii; Samoa; cribing the Boxer uprising and Philippines and Porto Rico; Panama; its suppression by the punitive Virgin Islands expedition of the allies 53 52 lOWA COURSE OF STUDY WORLD HISTORY Notes by Teacher Teacher Procedures C. The Struggle for Democracy, 1871-1914 1. Problems facing the several nations: militarism and consequent financial bur­ dens; nationalistic strivings by op­ pressed minority peoples; the relations between church ·and state; free trade vs. protection; the education of the masses; the spread of _socialism 2. The maintenance of the extreme mon­ archical principle: Germany and the Hohenzollerns; Russian autocracy and the work of russification among subject peoples; Austrian aggression in the Balkans 3. The trend toward democracy: the es­ tablishment of the Third French Re­ public; constitutional reform in Spain; electoral reform in Austria; revolutions in Turkey, Portugal, and Norway; ex­ tension of the suffrage in Sweden and England; the Irish question and its at­ tempted solution; the emancipation of woman; the Hague Conferences and the growth of arbitration; responsible government in the British dominions D. Supplementary Problems 1. The French Mexican expedition and the Monroe Doctrine 2. The Eastern Question and the rise of the Balkan states 3. The Open Door Policy 4. Advances in science, or in medicine, etc. 5. The rivalry for commercial supremacy in South America 6. A biogmphical sketch of a great leader of this period See also paragraph 30-37 WORLD HISTORY 55

Pupil Activities Evidences of Mastery 1. See suggested pupil activities under Unit I 1. To be able to recognize 2. The pupil should read and report on ma­ these dates-events in any con­ nection: 1882, the Triple Alli­ VIII. THE WORLD WAR AND WORLD RECONSTRUCTION terials such as the following: ance between Germany, Austria, Time allotment: 18 days A. The Background of th!l World War and Italy; 1893, the Dual Alli­ 1. Supplementary ance between FI·ance and Rus­ Unit Objective Teacher Procedures sia; 1914, August the opening • Gooch, Histo1·y of Modern Eu1·ope, 1878- To appreciate the forces that 30. The teacher of history is working in a 1.919, Holt of the World War; 1917, April ln·ought on the World War, and :field that is particularly rich in experimenta­ Schmitt, England and Germany, 1740- 6, the United States enters the to consider how a citizen can tion in new procedures. The teacher who 1914, Princeton University P.ress World War; 1918, November aid the cause of preventing sincerely desires to keep abreast of the times Seymour, The Diplomatic Baclcgro1md of 11, the Armistice with Ger­ future wars will receive rich retums from continued reading the Wa1·, 1870-1914, Yale University many; 1921, the Washington of The Histo1·ical 01>tlook. This joumal re­ Press Disarmament Conference; 1925, the Locarno Pact; 1926, the Specific Objectives ports the recent happenings to the social Tumer, Eurro11e since 1870, Doubleday formation of the British Com· 1. To understand and appre­ studies, revie~s the best of the new books in B. The World War monwealth of Nations ciate the underlying causes of the field, publishes bibliographies of books on the \Vorld War history and govemment appearing throughout 1. Supplementary the year, etc. 2. To be able to discuss Braithwaite, Story of the Great War, 2. To understand and appre­ these historical personages in a Stokes ciate the immediate causes of 300-word theme or floor-talk: Gibbons, An Introd1;ction to World Poli­ the World War 31. Books dealing with the numerous teach­ Clemenceau; Hoover; Musso­ ing phases of the social studies are, among tics, Century lini; Wilson 3. 'ro understand the part the others: Dawson, Teaching th e Social St1!dies, Hayes, A BTief HistoTy of the Great United States played during Macmillan, 1927; .Johnson, The Teaching of War, Macmillan 3. To be able to identify the period of the war and after Histo1·y in th e Elementary and Secondary Irwin, The Next Wa?·, an Appeal to these historical personages in Common Sense, Du ~ ton any connection: Albert I; Beth­ 4. To appreciate the efforts Schools, Macmillan, 1923; and Tryon, The mann-Hollweg; Charles G. that have been made to improve 1'eaching of History in J1mior and Senior High 2. Fiction Dawes; Diaz; Foch; Archduke intemational relations, and the S r;hools, Ginn, 1921 Andrews, His Soul Goes Ma1·ching On, Prancis Ferdinand; Gandhi; results Scribner Lloyd George; Sir Edward Andrews, The Th?'ee Things, Little 5. To understand the serious 32. Many teachers still practice the ·day-by­ Grey; Haig; Hindenburg; Brown problems confronting the na­ day assignment method; others use the problem­ .Joffre ; Kellogg; Kemal Pasha ; Atkinson, "Poilu", a Dog of Roubaix, tions of the world project approach, the unit-mastery technique, Kerensky; Lenin; Lindbergh ; Harper (easy) the contract plan, the socialized recitation plan, Orlando; Pershing; Poincare; Beith, The FiTst H'undred Th011sand, or variations from, or combinations of these Sun Yat-sen; Trotsky; Veni­ Houghton Mifflin methods. Any of these plans has distinct possi­ zel os ; Owen D. Young bilities in the hands of the teacher who does not Bishop, Bob 'l'hm·pe, Sky FighteT in the try to substitute a method for thoroughgoing Lafayette Flying Co'rps, Harcourt 4. To be able to explain teaching effort. All the popular methods have Brace (easy) these historical terms: alliance; able champions who have written at length ex­ Haines, The Dragon-Flies, Houghton armistice; blockade; Bolshe­ plaining them. For example, the unit-mastery Mifflin (easy) viki; cantonment; common­ plan of teaching is described in ''Studies in C. World Progress since the World War wealth; communism; contra­ Secondary Education, I'', Supplementa1·y Edu­ band; draft; Entente Cordiale; oational Monographs, The University of Chi­ 1. Supplementary Fascist i; intemationalism; <':tgo, 1923, and in the recent book by Henry C. Beard, C1·oss Cun·ents in E 'twope To-day, .Junker; mandate; neutrality; Morrison, The Practice of Teaching in the Marshall .Jones propaganda; reparations; sa­ Secondary School, The University of Chicago Beard (Editor), Whither Mankind, botage; self-determination; sov­ Press, 1927 Longmans Green iets; ultimatum 54 56 lOWA COURSE OF STUDY WORLD HISTORY 57

Teacher Procedures Pupil Activities ·Evidences of Mastery 33. The purpose of any aid in history is t o Biographies of leading men of the 5. To be able to draw assist the teacher in planning worth-while pupil period from 1914 to date graphs presenting the cost of activity and to assist and stimulate the pupil in Bowman, The N ew WoTld, World Book the World War in man power the performance o.f this ·activity. So many Company and in money to each of the types of aids are appearing in abundance that Gibbons, Europe since 1918, Century most important belligerent it is possible to indicate only some of the out· Magazine articles, especially on such powers standing examples topics as the Kellogg Peace Pact, etc. Knowlton, Malcing H isto1·y GTalJhic, Scribner, 6. To be able to construct 1925, includes samples of work by pupils in il. The pupil will construct through his own an informational outline over Grades y:III to XII, inclusive, over a period of study an expanded outline based on the f ollow­ the entire unit, or one of the three years, in the Lincoln School of Teachers ing: main divisions. This is to be College, Columbia University, and demonstrates done without reference to text A. Background of the World War the possibility of vitalizing history teaching and or notes of enabling boys and girls to re-see and re-live 1. Industrialism 7. To be able to give a the past, a most fundamental step toward an a. The rapid expansion of industry since floor-talk on the entire unit, or appreciation of the real value of history. The the Industrial Revolution one of the main divisions types of work included arc: · cartoons; dia­ b. The struggle to dominate trade, mar· grams; time lines; charts; graphs; maps; and kets, and som·ces of supply of raw rna· 8. To be able to make a examples of written work terials: colonial expansion in Africa map, showing the territorial and Asia; Anglo-German rivalry in changes in Europe that have 34. The McKinley Ill~ts tmt ed Topics f oT South America; the Berlin to Bagdad taken place since the World An.cient HistoTy and Ill1t-'>trated Topics [o1· Me· railway p1·oject; Anglo-German naval vVar. Outline maps of Europe dieval Histo1·y and Modem History, McKinley rivalry-commercial and military may be so colored as to indi­ Publishing Co., 1913 and 1919, contain source 2. Inten1ational relations cate clearly the territorial ac­ extracts, authentic illustrations, and references quisitions or losses of the great for topical study a. The alliances: the Triple Alliance; the Dual Alliance; the Anglo·J ap­ powers 35. The teacher of history interested in anese Alliance ; the Entente Cordiale; 9. To be able to make a making use of the historical novel as an aid in the Anglo-Russian Agreement; the comparison of the statements the teaching process, may examine a· list of Franco-Italian Alliance as to war-guilt made by the readings developed in connection with the work b. General distrust among the great leading men of both sides in in the social studies in the University High powers due to: injured national the World War School, the University of Chicago. The title is: pride; secret diplomacy; thwarted Logasa, H istorical Fiction s~!Jitable [OT J 1lnior nationalism; the growth of militarism 10. To be able to make a and Senio·r High Schools, McKinley, 1927 and navalism; disputed territories; scrapbook collection of pic­ 36. Planning map work o.f various kinds is the failure of the peace conferences tures, illustrating various phas­ impo rtant for pupils ' work in history. Outline c. Serious international c1·ises: Morocco es of the World War maps of various dimensions may be purchased in 1905 and 1911; Bosnia in 1908; 11. To be able to write a from such companies as D. C. Heath and Co., the Balkans in 1913 letter snch as might have been Denoyer-Geppert Co., A. J. Nystrom Co., Rand B. The World War written by Colonel Lindbergh McNally and Co., all of Chicago; Silver, Bur· 1. Immediate causes : Serbian ultimatum; to his mother telling of the dett and Co., o.f New York; and the McKinley invasion o.f Belgium; mobilization of stoTy of his successful trans­ Publishing Co., of Philadelphia. The Denoyer­ Russia atlantic flight Geppert Company also publishes small colored 2. The progress of the war to April 6, reproductions of the various wall maps in their 1917: the number and resources of the 12. To be able to debate: histor:cal series. A. J. Nystrom Company pub­ belligerent powers; trench warfare; Resolved, that the United lishes a series of combination outline and relief aerial warfare; the use of poisonous States should immediately en­ maps . gases; the blockades; submarine war· ter the L eague o£ Nations WORLD HISTORY 59 58 !OWA COURSE OF STUDY Pupil Activities Teacher Procedures f are; disregard for the rights of neutml 37. There are many syllabi in the field of European history, most of them primarily de­ nations 3. The progress of the war after April G, signed for the college level. A syllabus may be 1917: causes f or the entry of the of considerable assistance to the teacher in de­ United States into the war ; the mobili­ veloping a unit organization. An example is: zation of American resources in men, Bowden and Nichols, Syllabus for the History of Civilization, Crofts, 1927 money, and supplies ; the power of ideal­ ism; the unified command; ·wilson 's '' F ourteen P oints' ' ; the Armistice Notes by Teacher 4. Events after the Armistice, No:vemb':'r 11, 1918 : the terms of the Armistice; the terms of the peace treaties; the creation of the League of Nations

C. World Progress since the ·world War 1. Efforts to promote better international relations : the League of Nations; the Court of International Justice ; the Washington Disarmament Conference; the Locarno Agreements; the K ellogg P eace Pact 2. The progress of democracy : the new republics; the Irish Free State; the British Commonwealth of Nations ; the spread of education; the extension of the franchise 3. Some of the serious problems of the world to-day : the reparations ; the Allied war debts ; bolshevism in Russia; the unrest in China; the failure to effect more complete disarmament on land and on sea ; the increasing number of nations ruled by dictators ; the labor situation, especially in England

D. Supplementary Problems 1. The military phases of the war in . France, or Russia, Italy, Africa, etc. 2. The League of Nations at work r 3. The improved relations between the United States and the other American republics 4. Transatlantic flying 5. The progress in science during the last decade 6 The growth of nationalism in China llllllllllll~m;lll~il~~~~~~~j~~~~~~~~~~'~~~~'3 1723 02121 4747