The Constitution (see Appendix A, pages xi-xxvii) should be read and explained while this Period is being studied. The Period of National Develop Pupils should at the outset have a mental picture of the country over which Washington was called to act as President. The difficulties which confronted the young nation should be emphasized, and it should be shown how these were overcome by the wise statesmanship of Washington, Hamilton, Jefferson, and Jay. Show how the fundamental necessity for revenue to maintain the Government was met; show the need of establishing the power of the central Government; and show that the fear of such power found expression in the Whiskey Rebellion, in the protest against the Alien and Sedition Laws, and in the Hartford Convention. ment: Chapters XXXXXIII This is an opportune time to teach that the Supreme Court decides whether laws passed by Congress are constitutional or not. Not the least of the problems confronting the nation was that of our relations to England and France. The culmination of this series of events was the War of 1812, the causes and results of which should clearly be defined in the minds of the pupils. Discuss with pupils the improbability of serious difficulties with these countries ever again arising. Pupils should realize that the purchase of Louisiana was one of the great events in the history of the country. Show how the steamboat, the Erie Canal, and the National Road prepared the way for Western settlement. Beginning with this Period the material in Appendices B, C, D, E, and F should constantly be used in connection with the text. Let the pupils report on the number of States in the Union at various periods, the extent of territory, the population of the country, etc. Show how the disputes that arose during this Period were the natural result of the development of the country. The rise and increase of manufactures led to disagreements concerning the tariff. The great wave of westward migration following the War of 1812 led to the demand for easy and cheap means of transportation between East and West, which caused differences of opinion concerning internal improvements at government expense. Westward migration eventually resulted in the admission of new States to the Union, and this gave rise to disputes as to whether slavery would be permitted in them. Make clear that the difference in opinion between the North and the South on these great questions of the day, was largely due to dissimilarity in the climate and soil of the two sections. It is profitable for the pupils to trace the effects of this dissimilarity in the various acts and events of the Period, culminating as it did in the Civil War. The part taken by prominent leaders on each side should be clearly brought out. Pupils should make a list of reasons why the South fell behind the North in immigration, in population, and in various lines of industrial activity. They should see that the Civil War was not fought merely to stop slavery, but primarily to preserve the Union. Previous pages in the text, and extracts from speeches of Lincoln and other statesmen, should em The Civil phasize this fact. It would be interesting and profitable to study the war through a somewhat detailed survey of the life of Lincoln. If pupils have understood how the two sections differed in occupations, in the use of free and slave labor, and in economic and social conditions, they will be able intelligently to discuss the advantages and the disadvantages of North and South, and the course of events during the war. Details of military movements may be avoided. Much of the text can profitably be read with the pupils, emphasizing the influence of topography. Great battlefields should be located and a single battle, like Gettysburg, studied in some detail in order to demonstrate the heroism, the horror, and the awful destruction of the war. The invasions of the North should be noted. A somewhat comprehensive study of the history of the Emancipation Proclamation should be made; this will bring out the attitude toward us of foreign countries. The teacher should aim to be absolutely fair and impartial as she teaches the topics regarding slavery and the Civil War. Pupils should be able to state clearly the questions settled by the war. Make a study of the North and the South at the close of the war, and contrast the two sections. Show how "the New South" has developed since the struggle. Difficulties that faced the President and Congress in regard to reconstruction should be brought out. The period of reconstruction is quite difficult for pupils to understand, and it is helpful to work on this topic with books open. The Period of National Expansion: Chapters XXXVIII XLVII Show the various ways in which the Government has aided industry, commerce, and emigration. Examples discussed in the text the Homestead Act, the Reclamation Service, River and Harbor Bill, grants of land to railways, the Interstate Commerce Law, Pure Food and Drug Act, Department of Commerce and Labor, etc. The marvelous growth of the West and the causes of this expansion should be clearly defined. The cause, chief events, and results of the Spanish-American War should be made plain to the pupils. Pupils should think and reason and express themselves upon such modern questions as our foreign possessions, civil service reform, labor and capital, tariff, territorial expansion, our relations with foreign nations, education in a republic, our great inventions, conservation, regulation of public utilities, methods of taxation, movements toward peace, and immigration. They must be made to realize that many of the great national problems of this Period are as yet unsolved, and that the responsibility of dealing with these matters will fall upon them, as they become citizens of the Republic. SIGNIFICANT DATES 1492. Discovery of America (the West Indies) | 1783. Treaty of Peace ending the War of the by Columbus (¶ 11). Revolution (¶ 194). 1497. Discovery of the continent of North 1787. Northwest Ordinance adopted (¶ 198). America by Cabot (¶ 19). 1513. Discovery of the Pacific Ocean by Balboa (21). 1519-1522. First voyage around the world by Magellan's expedition (¶ 22). Meeting of the Constitutional Convention (¶ 200). 1789. Election of Washington as President (203). 1792. Invention of the cotton gin (¶ 210). 1534. Exploration of the St. Lawrence River 1798-1799. Kentucky and Virginia Resoluby Cartier (¶ 32). tions (224). 1540. Exploration of the Southwest by Coro- 1803. Purchase of Louisiana (¶ 228). nado (¶ 25). 1565. Founding of St. Augustine, Florida (¶ 26). 1577-1580. Drake's voyage around the world (¶ 30). 1588. Defeat of the Spanish Armada (¶ 29). Beginning of representative govern- 1807. First steamboat navigated the Hudson River (232). 1812-1815. Second war with England (¶¶ 238- 1819. Purchase of Florida (¶ 254). 1825. Completion of the Erie Canal (¶ 260). 1620. Founding of Plymouth, Massachusetts 1844. First successful use of the telegraph (¶ 79). 1639. The Constitution of Connecticut (90). 1643. New England Confederation formed (¶92). 1664. New Netherland became New York 1673. Discovery of the Mississippi River by 1754. Plan of colonial union adopted at Al- 1759. Capture of Quebec by the English (¶138). 1763. Treaty of Peace ending the French and Indian War (¶ 139). 1765. Parliament passed the Stamp Act (148). 1774. First Continental Congress (¶ 156). 1775. Battles of Lexington and Concord (¶ 158). Battle of Bunker Hill (¶ 162). 1776. Declaration of Independence (¶ 166). 1777. Surrender of Burgoyne at Saratoga (¶ 176). (¶ 281). 1846-1848. War with Mexico (¶ 287). Perry's visit to Japan (¶ 305). 1863. Lincoln's Emancipation Proclamation (¶ 336). 1867. Purchase of Alaska (¶ 367). 1869. Completion of the first railroad to the Pacific (371). 1898. War with Spain (¶¶ 400-406). Annexation of the Hawaiian Islands (¶ 407). 1778. French alliance with the United States 1903. Construction of the Panama Canal be |