THE UNIVERSITY 
 
 OF ILLINOIS 
 
 LIBRARY 
 
 370 
 116 . 
 
 No. 26-34 
 
• . 
 
 ssarissss*' 
 
 University 
 
 of Illinois Library 
 
 
 til 
 
 
 OCT 31 W 
 JAM 2 3 W5 
 
 OCT 2 5 IMS 
 OCT 2 3 198S 
 
 FEB 4 p 
 
 L161 
 
 — H41 
 
Digitized by the Internet Archive 
 
 in 2011 with funding from 
 
 University of Illinois Urbana-Champaign 
 
 http://www.archive.org/details/objectivesofunit33monr 
 
BULLETIN NO. 33 
 
 BUREAU OF EDUCATIONAL RESEARCH 
 COLLEGE OF EDUCATION 
 
 OBJECTIVES OF UNITED STATES 
 
 HISTORY IN GRADES SEVEN 
 
 AND EIGHT 
 
 By 
 
 Walter S. Monroe 
 Director, Bureau of Educational Research 
 
 And 
 
 M. E. Herriott 
 
 Associate, Bureau of Educational Research 
 
 
 PRI 
 
 ' 
 
 PUBLISHED BY THE UNIVERSITY OF ILLINOIS. URBANA 
 
 1926 
 
<37o 
 
 PREFACE 
 
 In discussing educational objectives a distinction is usually made 
 between those that may be called ultimate and those which make up 
 the immediate goals toward which pupils should direct their attention. 
 Ultimate objectives are usually expressed in such general terms that it 
 is difficult, if not impossible, to determine the degree of compatibility 
 between them and the day-by-day work of the classroom. Immediate 
 objectives, on the other hand, are usually stated in detail and in terms 
 closely related with the daily work of pupils. However, the acceptance 
 of a formulation of immediate objectives by a teacher does not neces- 
 sarily mean that his instruction stimulates and guides his pupils toward 
 these goals. It frequently happens that certain objectives are accepted 
 in theory or on paper but the energies of the class are directed toward 
 very different objectives as a result of the assignments made and the 
 tests employed to measure achievement. The investigation reported in 
 this bulletin represents an attempt to ascertain the actual objectives of 
 teachers of United States history in grades seven and eight. In this 
 respect it differs from most studies relating to the determination of 
 educational objectives. 
 
 The Bureau of Educational Research is indebted to the teachers of 
 Champaign and Piatt counties who responded to the request for state- 
 ments concerning the objectives in United States history and takes this 
 occasion to make a public acknowledgment. 
 
 Walter S. Monroe., Director. 
 
 July 30, 1926. 
 
 [3] 
 
OBJECTIVES OF UNITED STATES HISTORY 
 IN GRADES SEVEN AND EIGHT 
 
 The nature and function of objectives. In any endeavor an ob- 
 jective or aim is necessary in order that one's efforts may be directed 
 towards a definite goal. Aimless, random, haphazard, and similar terms 
 are used to describe activity when there is no objective. The function 
 of immediate objectives in United States history is to provide aims for 
 both teachers and pupils in the field of this school subject. In the case 
 of a pupil the objectives specify what he should learn as the result of /— 
 studying the subject, and hence provide goals toward which he may 
 direct his efforts. For the teacher, objectives serve as guides in planning ^ 
 assignments, devising questions and other exercises for the recitation 
 period, and formulating tests to measure the achievements of his pupils. 
 General statements of objectives are not satisfactory for these purposes. 
 Both teachers and pupils need detailed statements of what is to be 
 learned. 
 
 The problem. Most studies of objectives have been attempts to 
 find what a student should be asked to learn. The investigation de- 
 scribed in the following pages deals with a different problem. An 
 attempt is made to answer the following questions: (1) What do cer- 
 tain groups of teachers think pupils in the seventh and eighth grades 
 should learn in the field of United States history? (2) How do the 
 judgments of these teachers agree with certain determinations of ob- 
 jectives in United States history? 1 
 
 Before describing the investigation it will be helpful to consider 
 the meaning of objectives in history and some of their general charac- 
 teristics. 
 
 Types of achievement in history. 2 Achievement in history includes 
 the acquisition of a large number of ideas or meanings such as those 
 
 J These questions were suggested by Charles Mcintosh, County Superintendent 
 of Piatt County, Illinois. 
 
 2 For an elaboration of this topic see: 
 
 Herriott, M. E. "How to make courses of study in the social studies." Univer- 
 sity of Illinois Bulletin, Vol. 24, No. 5, Bureau of Educational Research Circular No. 46. 
 Urbana: University of Illinois, 1926, p. 8-17. See also: 
 
 Monroe, Walter S. "Teacher's Objectives." University of Illinois Bulletin, Vol. 
 23, No. 39, Bureau of Educational Research Circular No. 45. Urbana: University of 
 Illinois, 1926. 24 p. 
 
 [5] 
 
represented by discovery, exploration, colony, constitution, Continental 
 Congress, party, whigs, term of office, economic conditions, campaign, 
 Dred Scott Decision, taxation, allegiance, treason, Washington, Lincoln, 
 Grant, 1492, 1776, 1861, and the like. One may be said to have ac- 
 quired the meaning of a word or phrase, i. e., the idea the symbol 
 represents, when the meaning comes into his consciousness in response 
 to appropriate stimulation. "Appropriate stimuli" include not only the 
 spoken or printed word or phrase, but also other related ideas. For 
 example, a pupil who "knows about Washington" is able to call into 
 his consciousness several ideas about Washington whenever he sees the 
 printed word, "Washington," or hears it spoken. He should also be able 
 to recall ideas about Washington when he "thinks of" such related 
 ideas as "first president of the United States," "Revolutionary War," 
 or "Mount Vernon." 
 
 A fact has been defined as "the statement of a relation between a 
 particular concept and a general concept." 3 For the purpose of describ- 
 ing achievement in history we may say that "a fact is the statement of 
 a relation between two ideas." Hence "knowing a fact" may be de- 
 scribed as "knowing the meaning of two or more words or phrases plus 
 being aware of a relation between them." For example, the statement 
 "Washington was the first president of the United States" expresses a 
 fact. Knowing this fact involves being able to associate appropriate 
 ideas with "Washington," "first," and "president of the United States" 
 plus recognizing the relation between them, so that when "Washington" 
 is mentioned the other two will tend to follow, or when "the first presi- 
 dent of the United States" is mentioned "Washington" will be the 
 response. 
 
 "Knowing facts" as described in the preceding paragraph should 
 be distinguished from the type of achievement commonly designated as 
 "memorized facts." 4 The distinction is one of degree but certain differ- 
 ences may be noted. (1) When a fact is simply "known" the connection 
 between the ideas is not fixed and usually these ideas are connected 
 with a number of other ideas. This knowledge is characterized by a 
 wealth of associations (connections between ideas). When a fact is 
 memorized, a particular association is singled out and made relatively 
 strong or fixed. (2) In addition to the difference in the degree of 
 
 3 Bagley, W. C. Educational Values. New York: The Macmillan Company, 1911, 
 p. 35. 
 
 4 "A fact known" is commonly designated as a phase of knowledge. A "memor- 
 ized fact" is classified as a fixed association or specific habit. 
 
 [61 
 
"fixedness of the association," the memorization of a fact is usually 
 accompanied by a tendency to crowd the ideas into the background of 
 one's consciousness and to establish a connection between the words 
 and other symbols used to represent them. 5 For example, a pupil who 
 has memorized the names of the presidents of the United States and 
 dates of their term of office, is able to recite this group of facts upon 
 request but when doing so he may not bring into his consciousness many 
 of the ideas that are commonly connected with either the names or the 
 dates. In fact, a perfect recital of the names and dates does not demon- 
 strate that the pupil "knows" the facts in the sense described in the 
 preceding paragraph. 
 
 A third type of knowledge, principles, is usually recognized. Bag- 
 ley 6 has defined a principle as "the statement of a relation between 
 general concepts." No sharp line of demarcation can be drawn between v 
 facts and principles because the basis of the distinction is the degree of 
 generalization represented by the ideas between which a relation is 
 expressed. A statement of the causes of an event such as the Revolu- 
 tionary War, or of the effects of an event such as the Louisiana Pur- 
 chase would usually be listed as a general relationship, while a state- 
 ment of the date of an event would be designated as a fact. 7 
 
 Knowledge, which is described here as consisting of ideas, facts, 
 and principles, is used in answering "thought questions," that is ques- 
 tions for which one does not remember ready-made answers or does 
 not seek such answers in his text or from other sources. In other words, 
 ideas, facts, and principles are the material out of which one constructs 
 (thinks out) answers to "new" questions. 
 
 In addition to specific habits in the form of memorized facts and 
 the three types of knowledge (ideas, facts, and principles) achievement 
 in history includes general patterns of conduct which are commonly 
 designated as ideals, attitudes, interests, and the like. These controls of 
 conduct are less tangible than the three phases of knowledge described 
 but they represent important achievements. 
 
 A restatement of the problem. This analysis of achievement in the 
 field of history makes possible a more detailed statement of the problem. 
 
 °This statement assumes that the pupil first ''knows the fact" and then memorizes 
 it. In many cases the pupil memorizes the symbols without having very clear ideas 
 connected with them. 
 
 "Bagley, W. C. Educational Values. New York: The Macmillan Company, 1911, 
 p. 35. 
 
 'The statement of a principle may be memorized. When this is done the meaning 
 of the words and phrases is usually crowded into the background as in memorizing 
 a fact. 
 
 [7] 
 
The investigation concerns facts, not necessarily reduced to fixed asso- 
 ciations, and principles. The two general questions stated on page 5 
 may be replaced by the following: 
 
 1. What is the judgment of a group of elementary teachers in re- 
 gard to the dates, persons, events, s and other facts which pupils should 
 ''know" as the result of their study of United States history in the sev- 
 enth and eighth grades? 
 
 2. What is the judgment of a group of elementary teachers in re- 
 gard to the thought questions that pupils should be able to answer as 
 the result of their study of United States history in the seventh and 
 eighth grades? 9 
 
 3. How do judgments of these teachers in regard to these objectives 
 agree with certain determinations of objectives for United States history? 
 
 The reader should note that the inquiry was restricted to ideas, 
 facts, and principles. No attempt was made to ascertain what general 
 patterns of conduct (ideals, interests, attitudes, and the like) pupils 
 should acquire and there was no explicit inquiry relative to what facts 
 should be memorized. 
 
 The collection of data relative to teachers' judgments. On Octo- 
 ber 22, 1925, the following letter and questionnaire 10 was mailed to all 
 public school teachers in Champaign and Piatt counties of Illinois ex- 
 cept those employed in the schools of the City of Champaign. 
 
 To the Teachers of Champaign and Piatt Counties: 
 
 The questions asked on this and the following pages are for the purpose of securing 
 information on which to base a formulation of minimum essentials in United States 
 history. Answer each question carefully because it is important that we secure the best 
 data available. Do not write down the first answers that occur to you. Unless you are 
 very familiar with the field of United States history you should refer to one or more ' 
 textbooks in preparing your answers. 
 
 This questionnaire is being sent to several hundred teachers and a summary of 
 the replies will be sent to all who contribute information. You will assist us in the 
 investigation by returning this blank promptly. A stamped envelope is enclosed. 
 
 Thanking you for your cooperation, I am 
 
 Very truly yours, 
 
 Walter S. Monroe, Director. 
 
 8 A "date" is to be interpreted as a fact because "knowing a date" means knowing 
 the relation between the date and some event. Similarly '"knowing"' a person or an 
 event usually means knowing a fact. 
 
 9 A statement of the thought questions that pupils should be able to answer will 
 by implication specify ideas, facts, and principles that they should know. 
 
 10 In the questionnaire mailed to the teachers space was provided for their replies. 
 
 [8] 
 
Name Address - 
 
 No. of years you have 
 School - taught U. S. history 
 
 I. In the blanks below give 20 to 25 dates in United States history which you 
 believe children completing the seventh and eighth grades should know. Select the 
 dates which you consider most important. 
 
 II. In the blanks below give 20 to 25 specific events in United States history 
 which you believe children completing the seventh and eighth grades should know well 
 enough so that given the event they will be able to supply the more important details, 
 its causes, significance, and the like. For example, if asked to tell about the Battle of 
 New Orleans they should be able to tell in what war it occurred, the approximate date 
 and its significance. Select the events which you consider most important. 
 
 III. In the blanks below give the names of 30 to 50 persons in United States 
 history which you believe children completing the seventh and eighth grades should 
 know well enough so that (1) given the event with which the person was connected 
 and his relation to it or his major accomplishments, the pupil will be able to supply the 
 name, or (2) given the name of the person the pupil will be able to tell the thing for 
 which he is noted. This explanation of the meaning of "know" is equivalent to saying 
 that the pupils should be able to answer questions of the following type: "Who 
 invented the telegraph?" "Who issued the Proclamation of Emancipation?" "Who was 
 the first President of the United States?" "What did Columbus do?" "For what is 
 Stephen A. Douglas noted?" Give the names which you consider most important. 
 
 IV. In the blanks below give 15 to 25 miscellaneous facts in United States history 
 which you believe children completing the seventh and eighth grades should know. 
 Include in this list any historical facts which are not included under the heads of dates, 
 persons, and events. Facts relating to population, the organization of the government, 
 expenditures, places, etc., are to be listed here. 
 
 V. Give below 15 thought questions in United States history which you think 
 children completing the seventh and eighth grades should be able to answer. Note that 
 thought questions are called for. Most questions of this kind ask the pupil to compare, 
 give reasons why, state the effects of, explain, or discuss. However, it is not essential 
 that these terms appear in the statement of the questions. 
 
 Number of replies received. Table I gives a summary statement 
 of the number of replies received grouped according to the experience 
 of the teachers. There were thirty-nine teachers in elementary schools, 
 mostly rural, who had had no previous experience. Experienced teachers 
 in elementary schools were grouped as follows : 1 year, 2 or 3 years, 
 4 to 7 years, and 8 or more years. The replies received from high school 
 teachers are tabulated separately. A study of the table reveals that a 
 few teachers failed to answer one or more of the questions asked and 
 also that the number of responses per question varied. The maximum 
 and minimum number of replies for each question is shown in the table. 
 
 Limitations and validity of the data. Despite certain omissions, 
 obvious misinterpretations, and some other indications of carelessness 
 which will be mentioned later, there was considerable evidence of 
 thoughtful care in answering the questionnaire. Reports came indirectly 
 of teachers working several hours on their replies. Seldom did a teacher 
 give the exact number of items called for, but gave those that seemed 
 
 [9J 
 
TABLE I. ANALYTICAL SUMMARY OF NUMBER OF REPLIES 
 
 Sections of 
 Questionnaire 
 
 Experience in Years of 
 Elementary Teachers 
 
 1 1 2-3 4-7 8 + 
 
 Total of 
 Experi- 
 enced 
 Groups 
 
 High 
 
 School 
 
 Teachers 
 
 I. Dates: 
 
 Teachers answering. . 
 
 Number of different 
 dates 
 
 Maximum number of 
 dates by one 
 teacher 
 
 Minimum number of 
 dates by one 
 
 teacher 
 
 II. Events: 
 
 Teachers answering . . 
 
 Number of different 
 events 
 
 Maximum number of 
 events by one 
 teacher 
 
 Minimum number of 
 events by one 
 teacher 
 
 III. Names: 
 Teachers answering 
 Number of different 
 
 names 
 
 Maximum number of 
 names by one 
 teacher 
 
 Minimum number of 
 names by one 
 teacher 
 
 IV. Miscellaneous 
 Facts: 
 
 Teachers answering . . 
 
 Number of different 
 miscellaneous facts, 
 
 Maximum number of 
 miscellaneous facts 
 by one teacher 
 
 Minimum number of 
 miscellaneous facts 
 by one teacher 
 
 V. Thought Questions: 
 
 Teachers answering . . 
 
 Number of different 
 thought questions.. 
 
 Maximum number of 
 thought questions 
 by one teacher. . . . 
 
 Minimum number of 
 thought questions 
 by one teacher. . . . 
 
 39 
 
 36 
 
 7 
 39 
 
 25 
 
 8 
 39 
 
 57 
 16 
 
 37 
 
 25 
 
 4 
 31 
 
 17 
 1 
 
 32 
 
 30 
 
 20 
 
 32 
 
 20 
 31 
 
 50 
 30 
 29 
 
 25 
 
 10 
 
 28 
 
 16 
 
 3 
 
 47 
 
 27 
 
 15 
 
 47 
 
 28 
 
 10 
 
 47 
 
 23 
 43 
 
 25 
 
 4 
 42 
 
 15 
 
 51 
 
 34 
 
 10 
 
 51 
 
 25 
 
 18 
 51 
 
 57 52 50 
 
 29 
 50 
 
 34 
 
 30 
 
 18 
 34 
 
 25 
 
 18 
 34 
 
 31 
 30 
 
 25 
 
 10 
 30 
 
 15 
 6 
 
 164 
 
 233 
 
 34 
 
 10 
 164 
 
 435 
 
 28 
 
 10 
 163 
 360 
 
 57 
 
 23 
 
 152 
 601 
 
 25 
 
 4 
 
 150 
 
 1894 
 
 18 
 
 23 
 
 25 
 
 17 
 
 23 
 
 25 
 
 20 
 
 23 
 
 50 
 30 
 
 22 
 
 25 
 
 12 
 20 
 
 21 
 6 
 
 [10] 
 
appropriate, frequently appending a note of explanation. Some teachers 
 thought that only a few dates should be known, but in the judgment of 
 others so many important events have occurred in our national life that 
 twenty-five was an insufficient number to list. Some teachers not only 
 gave dates but appended the corresponding events. Perhaps this is an 
 evidence of misunderstanding, but probably it is an indication of care 
 taken in order that the significance of the dates might not be misinter- 
 preted. One teacher mislaid his questionnaire and wrote in for another. 
 
 There was some evidence of apparent misunderstanding and lack 
 of care in answering the questionnaire. A few teachers failed to give 
 their names and other information with regard to themselves. Their 
 replies were not tabulated. A few teachers gave all of the data about 
 themselves except their years of experience teaching United States 
 history. Their replies were tabulated with those from teachers with no 
 experience teaching United States history. This was done on the as- 
 sumption that a blank was intended to indicate no experience. 
 
 Instead of simply listing the names of important personages one 
 teacher phrased questions about them, often using nicknames, such as, 
 "Who was the Little Giant?" "What is said of 'Little Mac'?" Each name 
 referred to in this manner was identified and the data tabulated as if 
 given in proper form. There were a few other irregularities in answering 
 other questions. Some teachers "sandwiched" a few names among 
 events and miscellaneous facts, and vice versa. These names, dates, 
 events, and miscellaneous facts were sorted out and transferred to the 
 tabulations of like data. Frequently the same fact or event was listed 
 by some teachers as an event and by others as a miscellaneous fact. 
 Thus, the Missouri Compromise, in the total tabulation, was mentioned 
 as an event by 143 teachers and as a miscellaneous fact by 14 teachers. 
 These were combined to give the Missouri Compromise a frequency of 
 mention of 157 as an event. Similar combinations of data were made 
 for other events. 
 
 Another peculiarity of the data is that no single date or man was 
 mentioned by all teachers. Abraham Lincoln was mentioned by 161 of 
 the 163 elementary teachers with experience teaching United States 
 history; George Washington by 157; and 1492 by 161 of the 164 teach- 
 ers giving dates. This lack of unanimous mention may be accounted 
 for in two or three ways. Perhaps it was due to carelessness. If so, 
 there is not enough carelessness to cause serious concern. It may be 
 that some teachers were thinking of the dates, events and so forth, 
 which they listed as those which pupils should learn in the seventh and 
 eighth grades rather than those which they should know at the end of 
 
 [11] 
 
the eighth grade, and thus they might think that George Washington 
 should be learned about before pupils reach the seventh grade. At any 
 rate, this does not appear to be a source of serious error. 
 
 Despite these various evidences of slight carelessness, minor errors, 
 and discrepancies, the data appear to have been given in good faith, 
 with commendable care, and to be a fair representation of the opinions 
 of the teachers of Champaign and Piatt counties. 
 
 Tabulation of data. In summarizing the dates, events, personages, 
 miscellaneous facts, and thought questions listed by the teachers re- 
 sponding to the questionnaire, the order in which they were mentioned 
 was disregarded and only the frequency of occurrence was determined. 11 
 In order to facilitate interpretation the rank of several items was deter- 
 mined from the frequency of mention. In doing this the items were 
 .arranged in the order of descending frequency of mention. When two 
 or more items had the same frequency the same rank was assigned 
 to each. 12 
 
 Sources of comparative data. In an effort to determine what the 
 objectives of United States history should be, the list of dates, names 
 and events most frequently mentioned by the teachers of Champaign 
 and Piatt counties are compared in the following tables with' similar 
 lists which have been compiled. These lists and the manner in which 
 they were secured are briefly described in the following paragraphs. 
 
 1. Bagley's Lists. 13 In determining the twenty dates of importance 
 in United States history and their relative importance, Wooters, under 
 the direction of Bagley, submitted fifty-two dates, ranging from 1419 
 to 1879, to eminent historians and other teachers of history with the 
 request that they rank them in the order of importance. Forty-nine of 
 
 "Details of the procedure employed in summarizing the thought questions are 
 given on pages 28-34. 
 
 ^This rank is the average of the rank positions occupied by the items. For ex- 
 ample, if the two items following the sixth have the same frequency (see Table II) 
 their rank is 7.5, the average of the rank positions 7 and 8. 
 
 "See: 
 
 Bagley, \V. C. "The determination of minimum essentials in elementary geog- 
 raphy and history." Fourteenth Yearbook of the National Society for the Study of 
 Education, Part I. Bloomington, Illinois: Public School Publishing Company, 1915, 
 p. 131-46. 
 
 Bagley, W. C, and Rugg, H. 0. "The content of American history as taught in 
 the seventh and eighth grades." University of Illinois Bulletin, Vol. 13, No. 51, School 
 of Education Bulletin No. 16. Urbana: University of Illinois, 1916. 59 p. (Out of print.) 
 
 Marstox, L. R., McKowx, H. C, and Bagley, W. C. "A method of determining 
 misplacements of emphasis in seventh and eighth-grade history." Seventeenth Year- 
 book of the National Society for the Study of Education, Part I. Bloomington, Illinois: 
 Public School Publishing Company, 1918, p. 90-96. 
 
 [12] 
 

 the eighty-six replies received were used for the final computations of 
 the twenty most important dates. 
 
 In determining the persons most prominent in civil and military life 
 between 1765 and 1865., Bagley analyzed twenty-five textbooks in 
 American history and ranked the names on the basis of frequency of 
 mention. Afterward encyclopedias and magazines were examined and 
 the same names ranked on the basis of the frequency of mention in 
 each. The two lists were also submitted to teachers and students of 
 history who ranked them. 
 
 2. Tryon's List. 14 The data credited to Tryon in the following 
 tables are taken from the report of a committee to the Department of 
 History and Other Social Sciences of the Academies and High Schools 
 in Relation with the University of Chicago. Tryon was chairman of 
 the committee. The report includes lists of dates, events, and names 
 which should be recognized as objectives in the junior and senior-high 
 school 15 courses in American history. The lists may be considered as 
 representing the concensus of the opinions of certain leaders in curric- 
 ulum making in the social studies. 
 
 3. Fort Wayne List. 16 Certain dates, events, and names of persons 
 are listed as objectives in the Fort Wayne, Indiana, course of study for 
 United States history in the junior high school (seventh and eighth 
 grades). These lists are taken as a sample of specifications set up by 
 school authorities. In the lists of names, some are in bold faced type, 
 others in light faced type. It appeared that those in bold faced type 
 were considered the more important and since the list was rather 
 lengthy, comparison was made only with them. Ordinarily dates and 
 events were listed together, but in one list, 14-92 to 1816, dates were 
 listed without corresponding events. Events were supplied for these 
 dates and used for comparison in this study. 
 
 4. Washburne's List. 17 In attempting to determine the basic facts 
 in history and geography, Washburne had periodicals examined for 
 
 14 See: 
 
 "Progressive requirements in American history for junior and senior high schools," 
 The School Review, 26:473-89, September, 1918. 
 
 ^Comparisons are made with the junior-high school lists. 
 
 "See: 
 
 "Course of study, junior high school." Fort Wayne, Indiana: Board of Educa- 
 tion, 1920, p. 69, 73, 74, 77, 78, 80. 
 
 "See: 
 
 Washburne, Carleton W. "Basic facts needed in history and geography; a statis- 
 tical investigation." Twenty-Second Yearbook of the National Society for the Study of 
 Education, Part II. Bloomington, Illinois: Public School Publishing Company, 1923, 
 p. 216-33. 
 
 [13] 
 
allusions to persons, places, dates and events. In the resulting list the 
 items were arranged according to an index number determined from the 
 periodicals and the dates of the issues read. Since few dates and events 
 appear in the published list, Washburne's data have been used only in 
 the case of names. In doing this those names were selected from the 
 total list which are of importance in American history and ranked on 
 the basis of Washburne's ratings. 
 
 Dates. The fifty-two dates mentioned most frequently by 164 ele- 
 mentary teachers with experience in teaching United States history are 
 given in Table II. 1S Of the first fifty-two dates as ranked by frequency 
 of mention by 164 elementary teachers of Champaign and Piatt coun- 
 ties with experience teaching United States History, 1492 ranks first 
 with a frequency of mention of 161 and also appears in Tryon's list 
 and in the Fort Wayne, Indiana. Course of Study; 1803 ranks third 
 with a frequency of mention of 133 and appears in Tryon's list but 
 not in the Fort Wayne Course of Study, and so forth. The frequency 
 of mention decreases rapidly as one reads down the list, and in order 
 to secure a list of fifty dates it was necessary to include one that was 
 mentioned only fifteen times by this group of 164 teachers. 19 The rapid 
 decrease in frequency indicates that with the exception of a few dates 
 near the top of the table (1492. 1776, 1803. 1607, 1812, 1620, etc.) the 
 teachers differ widely in their judgments concerning the 25 most impor- 
 tant dates in United States history. This conclusion is indicated also 
 by the fact that 233 different dates were mentioned, although the highest 
 number given by any one teacher was 34. 
 
 The last two columns of Table II furnish a comparison with 
 Tryon's list 20 and the Fort Wayne list. 21 Of the fifty-two dates, eighteen 
 do not appear in the former and nineteen are not found in the latter. 
 Hence the general statement can be made that nearly two-thirds of the 
 
 "By reference to Table I it will be seen that 39 teachers of no experience and 23 
 high school teachers also answered the question relative to important dates. After an 
 analysis of the total data collected it was decided to omit the data supplied by these 
 teachers from this report. 
 
 "Since three dates had this frequency, the list was extended to include a total 
 of 52 dates. 
 
 2,; Tryon's list is found in: 
 
 ''Progressive requirements in American history for junior and senior high schools," 
 School Review, 26:473-89, September, 1918. Fifty-one dates are given. 
 
 "The Fort Wayne, Indiana, Course of Study gives 62 dates for the seventh and 
 eighth grades. See: 
 
 "Course of study, junior high school." Fort Wayne. Indiana: Board of Educa- 
 tion, 1920, p. 73-74, 78. 
 
 [ 14] 
 
1) 
 
 a 
 >^ 
 
 > tn 
 O 
 
 X X X X 
 
 XX X 
 
 X X 
 
 XX X 
 
 x * 
 
 CO 
 
 "a 
 o 
 >> 
 i* 
 
 H 
 
 XX X 
 
 XX XX 
 
 X X 
 
 X X 
 
 X X 
 
 CO 
 
 CD 
 
 P 
 
 on — < oo v> cn 
 r-^ oo r-~ oo oo 
 
 
 CN OO 
 CN rf 
 
 1 1 
 Tf NO ON OO NO 
 
 OO OO VI OO OO 
 
 r^ © on r^ co 
 
 NO NO © © Tf 
 OO OO ON V> NO 
 
 V) 
 
 NO 
 
 1 
 
 OO ON i— I CO V) -f 
 
 vi so so v, so © 
 
 OO OO OO Tf V) ON 
 
 
 
 
 
 
 Rank 
 
 V> vi 
 
 cscstNnco 
 
 V, V) 
 
 CN co ■* ■>*" NO 
 CO co CO CO CO 
 
 v> lo 
 
 r~- oo On On — * 
 CO CO co co "^ 
 
 V) u-i vi V> 
 
 CN CO CO NO NO 
 
 V) Vl 
 
 so so On — i t— i — 
 
 * if ii VI Vl VI 
 
 u 
 c 
 <u 
 
 3 
 
 <u 
 u 
 
 En 
 
 ■<f ■* 'f "* CO 
 
 Tf fN — i — ON 
 co CO CO CO CN 
 
 X\OviviTt< 
 CN CN CN CN CN 
 
 CO CN CN © © 
 CN CN CN CN CN 
 
 OOXviviVi 
 
 o 
 to 
 
 XX X 
 
 X X X X 
 
 X XXX 
 
 X X X X X 
 
 XXX 
 
 Tryon's List 
 
 X X X X X 
 
 X X X X 
 
 x xxx 
 
 X X X X X 
 
 xxx 
 
 CO 
 
 u 
 
 c« 
 
 Q 
 
 <N so co r^ CN 
 
 on r- O O -n 
 Tf r^ oo no oo 
 
 NO oo On ON On 
 
 ON -h O O co 
 
 OO NO Vi CN NO 
 
 N CO OO X CO 
 
 t^ ON vwi CO 
 oo ^^ r- no cn 
 r-~ no r- oo oo 
 
 oo co co r~- rf on 
 
 -+i no oo co r-~ — 
 
 oo I — I — oo r^ On 
 
 
 
 
 
 
 a 
 
 ■HtNto^iiri 
 
 V> V) 
 
 no r-» r-- on o 
 
 V> W-| V) V, 
 
 — 1—1 CO Tf Tf 
 
 no r^ oo On © 
 
 i-< CN CO if Vi SO 
 CN CN CN CN CN CN 
 
 u 
 
 c 
 <u 
 
 D 
 
 u 
 
 ^ © co © NO 
 no ^ co co CN 
 
 i— I ON ON VI CN 
 CN ^H — . ^H ^H 
 
 — *-i NO CN CN 
 
 — ' — i © o o 
 
 i-i ON CN © Tf 
 
 O ON CN On oo 
 
 i-OOtsV|rHO\ 
 
 r— no no vi to •* 
 
 
 
 
 [15] 
 
fifty-two most frequently mentioned dates are included in both of these 
 two comparative lists. 
 
 Table III presents five rankings of the twenty dates considered 
 most important by the historians to whom Bagley submitted his list. 22 
 
 TABLE III. 
 
 RANKINGS OF BAGLEY'S LIST OF TWENTY IMPORTANT' 
 DATES IN UNITED STATES HISTORY 
 
 
 Bagley's 
 
 Historians 
 
 Eight 
 Current 
 
 164 Cham 
 
 paign and Piatt Teachers 
 
 Dates 
 
 Rank 
 
 
 Rank 
 
 
 Histories 
 
 including 
 
 Rank as 
 
 excluding 
 
 
 
 
 only twenty 
 
 in Table II 
 
 all dates 
 
 
 
 
 dates 
 
 
 since 1879 
 
 1776 
 
 1 
 
 7 
 
 2 
 
 2 
 
 2 
 
 1492 
 
 2 
 
 18 
 
 1 
 
 1 
 
 1 
 
 1607 
 
 3 
 
 16 
 
 4 
 
 4 
 
 4 
 
 1789 
 
 4 
 
 11 
 
 7.5 
 
 11.5 
 
 7.5 
 
 1620 
 
 5 
 
 20 
 
 6 
 
 6 
 
 6 
 
 1803 
 
 6 
 
 13 
 
 3 
 
 3 
 
 3 
 
 1861 
 
 7 
 
 2 
 
 7.5 
 
 11.5 
 
 7.5 
 
 1787 
 
 8 
 
 8 
 
 12 
 
 16 
 
 12 
 
 1863 
 
 9 
 
 5 
 
 10.5 
 
 14.5 
 
 10.5 
 
 1820 
 
 10 
 
 9 
 
 10.5 
 
 14.5 
 
 10.5 
 
 1812 
 
 11 
 
 3 
 
 5 
 
 5 
 
 5 
 
 1765 
 
 12 
 
 17 
 
 19 
 
 36 
 
 31 
 
 1783 
 
 13 
 
 12 
 
 16 
 
 23 
 
 19 
 
 1865 
 
 14 
 
 4 
 
 14 
 
 19 
 
 15 
 
 1850 
 
 15 
 
 1 
 
 9 
 
 13 
 
 9 
 
 1854 
 
 16 
 
 15 
 
 18 
 
 30 
 
 25 
 
 1775 
 
 17 
 
 6 
 
 13 
 
 18 
 
 14 
 
 1781 
 
 18 
 
 14 
 
 17 
 
 29 
 
 24 
 
 1823 
 
 19 
 
 19 
 
 15 
 
 20 
 
 16 
 
 1846 
 
 20 
 
 10 
 
 20 
 
 38 
 
 33 
 
 These authorities considered 1776 most important. When judged by 
 frequency of mention in "eight current histories" it occupies seventh 
 
 ^The data for the first two columns is taken from The Twenty-Second Yearbook 
 of the National Society for the Study of Education, Part II. Bloomington, Illinois: 
 Public School Publishing Company, 1923, p. 324. For the original discussion of the 
 data in the first column see: 
 
 Wooters, James E. ''Elementary American history standards," School and Home 
 Education, 34:152-55, December, 1914. 
 
 The dates later than 1879 were deleted from among the first thirty-eight dates 
 in Table II. These dates with their ranks are: 
 
 Dates 
 
 Rank 
 
 1898 
 
 7.5 
 
 1914 
 
 7.5 
 
 1917 
 
 9 
 
 1918 
 
 10 
 
 1919 
 
 26 
 
 This was done because the list of dates submitted to the historians from which to select 
 twenty dates included no date later than 1879. 
 
 [16] 
 
place; it was the second most frequently mentioned date by the 164 
 elementary teachers of Champaign and Piatt counties. When dates 
 since 1879 are excluded all of the twenty dates determined by Bagley 
 are found among the first 33 in Table II. Furthermore the ranking of 
 
 TABLE IV. DATES APPEARING AMONG THE FIFTY-TWO MOST FRE- 
 QUENTLY MENTIONED BY 164 ELEMENTARY TEACHERS OF 
 CHAMPAIGN AND PIATT COUNTIES WITH EXPERIENCE 
 TEACHING UNITED STATES HISTORY BUT NOT AMONG 
 TWENTY DATES LISTED BY BAGLEY 
 
 Rank 
 
 Dates 
 
 Frequency 
 
 Rank 
 
 Dates 
 
 Frequency 
 
 7.5 
 
 1898 
 
 119 
 
 34.5 
 
 1807 
 
 31 
 
 7.5 
 
 1914 
 
 119 
 
 37 
 
 1844 
 
 28 
 
 9 
 
 1917 
 
 115 
 
 39.5 
 
 1519-22 
 
 25 
 
 10 
 
 1918 
 
 112 
 
 39.5 
 
 1818 
 
 25 
 
 17 
 
 1619 
 
 99 
 
 41 
 
 1846-48 
 
 24 
 
 21 
 
 1848 
 
 71 
 
 42 
 
 1867 
 
 23 
 
 22 
 
 1763 
 
 68 
 
 43.5 
 
 1860 
 
 22 
 
 24 
 
 1837 
 
 55 
 
 43.5 
 
 1909 
 
 22 
 
 25 
 
 1774 
 
 51 
 
 46.5 
 
 1507 
 
 20 
 
 26 
 
 1919 
 
 49 
 
 46.5 
 
 1643 
 
 20 
 
 27.5 
 
 1793 
 
 47 
 
 46.5 
 
 1858 
 
 20 
 
 27.5 
 
 1819 
 
 47 
 
 46.5 
 
 1869 
 
 20 
 
 31 
 
 1825 
 
 36 
 
 49 
 
 1861-65 
 
 18 
 
 32 
 
 1497 
 
 34 
 
 51 
 
 1453 
 
 15 
 
 33 
 
 1845 
 
 32 
 
 51 
 
 1565 
 
 15 
 
 34.5 
 
 1519 
 
 31 
 
 51 
 
 1904 
 
 15 
 
 the twenty dates on the basis of the frequency of mention by this group 
 of teachers corresponds very closely to that determined by Bagley. 
 Table IV affords additional evidence of the relatively high degree of 
 agreement between the judgments of this group of elementary teachers 
 and the judgments of the historians to whom Bagley submitted his 
 original list. Four of the five dates that have a rank of less than twenty 
 are for years since 1879. 
 
 Table V gives the fifty-one events mentioned most frequently by 
 164 elementary teachers with experience. The Purchase of Louisiana 
 ranks first with a frequency of mention of 140 and also appears in 
 Tryon's List 23 but not in the Fort Wayne List; 24 the Monroe Doctrine 
 ranks second with a frequency of mention of 132 and appears in both 
 Tryon's list and the Fort Wayne list. The decrease in frequency of men- 
 tion is rapid as in the case of dates (see Table II) but the lowest frequency 
 
 23 Fifty-one events are given in this list. 
 
 24 The Fort Wayne Course of Study does not include events for the period 1492 to 
 1816. In Table V events for this period have been supplied by inserting the events 
 corresponding to the various dates given. (See Table JI.) The date 1803 does not 
 appear in the Fort Wayne list and for this reason the Purchase of Louisiana is not 
 checked in Table V for the Fort Wayne List. The amended list includes 62 events. 
 
 [17] 
 
is more than double that for the fifty-second date (15). This suggests 
 that teachers are more nearly in agreement in regard to the most im- 
 portant events than they were in the case of dates. On the other hand, 
 the total number of events mentioned is larger than the total number 
 
 TABLE V. FIFTY-ONE EVENTS MENTIONED MOST FREQUENT! 
 164 ELEMENTARY TEACHERS OF CHAMPAIGN AND PIATT COUN- 
 TIES WITH EXPERIENCE TEACHING UNITED STATES HIS- 
 TORY COMPARED WITH TRYONS LIST AND THE FORT 
 WAYNE LIST 
 
 Fre- 
 
 R a - -: 
 
 Event 
 
 Tryon's Wa °^ 
 
 Lis: 
 
 - 
 132 
 
 F .-:.-■-; : ■ 1 : 
 y.:r.r:-z 70 : : : : 
 D e ; 1 i r i : i : r. : :' 
 ?---.r :: ; = :: 
 M ;s: -r: J ~ 
 
 112 
 
 :: - 
 
 85 
 
 6 
 
 8 
 9 
 
 : 
 
 E — -- r. : . ? i : !: r. ? r : : T — . i : i : r. . . . 
 
 Discovery of America . 
 
 Constitutional Convention . . 
 
 Founding of Jamestown Colon] 
 
 •: 
 
 75 
 71 
 71 
 71 
 
 11 
 12 
 
 I ! 5 
 5 
 15 
 
 7 : _ R_-- : : C :■. '. ■'--.:-. . 
 Firs: C : • i C . -. ■ - 
 7:.e 5:i.-.: A;: 
 
 w = r • ■ : ■;: - -;-. :-:■.■.-■ - 
 
 A r : : i ± s : : L : r. :'= i t r i : :z 
 
 65 
 
 -- 
 
 16 
 17 
 18 
 
 19.5 
 I 
 
 3 . .i.~: " " E : : C '- ~ i i 
 
 C : — r r : — i s t : : '. ; : 
 
 Kansas-Nebraska Bill 
 
 E r. : ' . - - 7 ■ - . : ; I . - : .\ : : • 
 . . . . 
 
 61 
 
 :7 
 
 :: 
 
 :: 
 
 Civil Service Reform 
 
 E .• r. :-..■■•-- r E . .- — - 
 Battle of Bunker Hill . . . 
 
 : : : 
 T'r.t V.Eri- W = 7 
 
 of dates (435 and 233 respectively), and there is less agreement with 
 Tryon's list and the Fort Wayne list. Hence, it appears that the judg- 
 ment of this group of teachers in regard to the importance of events is 
 no better and probably not as good as their judgment relative to the 
 1 r. . t r.ar.ce : : ia.:e;. 
 
 resents in chronological order the fifty-two dates and the 
 fifty-one events given in Tables II and V. The earliest of the fifty-two 
 dates most frequently mentioned by 164 elementary teachers of Cham- 
 paign and Piatt Counties with experience teaching United States history 
 
 : : s ; 
 
is 1453. with a frequency of mention of 15 and a rank of 51. The cor- 
 responding event, Capture of Constantinople by the Turks, has a fre- 
 quency of mention of 7 and a rank of 160. The date 1775 has three 
 events — Battles of Bunker Hill. Concord, and Lexington — among the 
 
 TABLE V. Concluded 
 
 Fre- 
 quency 
 
 Rank 
 
 Event 
 
 Tryon's 
 List 
 
 Fort 
 
 Wayne 
 
 List 
 
 55 
 54 
 49 
 49 
 48 
 
 25.5 
 
 27 
 
 28.5 
 
 28.5 
 
 31.5 
 
 The Civil War 
 
 Dred Scott Decision 
 
 Spoils System 
 
 Spanish-American War 
 
 Annexation of Texas 
 
 Battle of Lexington 
 
 Signing of Armistice, Nov. 11, 19 1 i 
 
 Battle of Concord 
 
 Boston Tea Party 
 
 Purchase of Florida 
 
 League of Nations 
 
 Entrance of U. S. — World War. . . . 
 
 Treaty of Versailles 
 
 Treaty of 1783 
 
 Panic of 1837 
 
 48 
 48 
 48 
 47 
 47 
 
 31.5 
 
 31.5 
 31.5 
 34.5 
 34.5 
 
 44 
 44 
 43 
 43 
 
 42 
 
 36.5 
 36.5 
 38.5 
 38.5 
 
 40 
 
 40 
 
 41 
 
 43 
 43 
 43 
 45 
 
 
 Purchase of Alaska 
 
 
 X 
 
 
 38 
 38 
 38 
 
 37 
 
 Battle of Saratoga 
 
 Fall of Quebec 
 
 Nullification Ordin. — S. 
 Westward Movement. . 
 
 Carolina 
 
 
 
 
 
 
 36 
 35 
 35 
 35 
 33 
 
 46 
 
 48 
 
 48 
 
 48 
 
 50. 
 
 50. 
 
 5 
 5 
 
 Introduction of Slavery 
 
 Ballot Reform 
 
 Treatv of 1763 
 
 Battle of Yorktown. . . . 
 Lewis and Clark Exped 
 Battle ot New Orleans. 
 
 tion 
 
 x 
 
 X 
 
 X 
 
 X 
 X 
 
 33 
 
 
 
 
 
 
 first fifty-one events. Xo definite date or period can well be assigned to 
 the Westward Movement. A study of Table VI reveals that twenty 
 events for the fifty-two most frequently mentioned dates are not in- 
 cluded in the fifty-one most frequently mentioned events. The teachers 
 failed to mention specifically the events corresponding to three dates, 
 (1519. Beginning of Magellan's Voyage around the world; 1S25, Erie 
 Canal opened; and 1914, Beginning of the World War). However, each 
 of these events may be considered as included in a more general event 
 that is mentioned. Thirteen of the dates corresponding to the fifty-one 
 most frequently mentioned events are not included in the fifty-two most 
 
 [19] 
 
frequently mentioned dates and there was no mention of the date of 
 seven of the fifty-one events. 
 
 The lack of agreement between the lists of dates and events is sig- 
 nificant. Since a date is the time when an event occurred, "knowing a 
 
 TABLE VI. CHRONOLOGICAL ARRANGEMENT OF THE FIFTY-TWO 
 
 DATES AND FIFTY-ONE EVENTS MOST FREQUENTLY MENTIONED 
 
 BY 164 ELEMENTARY TEACHERS OF CHAMPAIGN AND PIATT 
 
 COUNTIES WITH EXPERIENCE TEACHING UNITED STATES 
 
 HISTORY 
 
 Dates 
 
 Events 
 
 Freq. Rank Date 
 
 Event 
 
 Rank 
 
 Freq. 
 
 15 
 
 51 
 
 1453 
 
 161 
 
 1 1492 
 
 34 
 
 32 1497 
 
 20 
 
 46.5 1507 
 
 31 
 
 34.5 1519 
 
 25 
 
 39.5 1519-22 
 
 15 
 
 51 1565 
 
 130 
 
 4 1607 
 
 99 
 
 17 1619 
 
 121 
 
 6 1620 
 
 20 
 
 46.5 1643 
 
 4 
 
 108.5 1759 
 
 68 
 
 22 1763 
 
 29 
 
 36 1765 
 
 2 
 
 148.5 1773 
 
 51 
 
 25 1774 
 
 92 
 
 18 1775 
 
 140 
 
 2 1776 
 
 13 
 
 54.5 1777 
 
 45 
 
 29 1781 
 
 67 
 
 23 1783 
 
 101 
 
 16 1787 
 
 111 
 
 11.5 1789 
 
 47 
 
 27.5 1793 
 
 133 
 
 3 
 
 1803 
 1804 
 
 31 
 
 34.5 
 
 1807 
 
 126 
 
 5 
 
 1812 
 
 5 
 
 97.5 
 
 1815 
 
 2 
 
 148.5 
 
 1817-25 
 
 25 
 
 39.5 
 
 1818 
 
 47 
 
 27.5 1819 
 
 102 
 
 14 5 
 
 1820 
 
 Capture of Constantinople by the Turks 
 
 Discovery of America 
 
 John Cabot discovers North America 
 
 The name of America is suggested 
 
 Beginning of Magellan's voyage around world 
 
 Magellan's fleet sails round the globe 
 
 St. Augustine founded 
 
 Founding of Jamestown Colony 
 
 Introduction of slavery 
 
 Landing of the Pilgrims 
 
 New England Confederation formed 
 
 Fall of Quebec 
 
 Treaty of 1763 
 
 The Stamp Act 
 
 Boston Tea Party 
 
 First Continental Congress 
 
 Battle of Bunker Hill 
 
 Battle of Lexington 
 
 Battle of Concord 
 
 Declaration of Independence 
 
 Battle of Saratoga 
 
 I Ratification of Articles of Confederation .... 
 
 \ Battle of Yorktown 
 
 Treaty of 1783 
 
 Constitutional Convention 
 
 Washington inaugurated President 
 
 Invention of Cotton Gin 
 
 Purchase of Louisiana 
 
 Lewis and Clark Expedition 
 
 Fulton's Steamboat 
 
 War with England 
 
 Battle of New Orleans 
 
 Building of Erie Canal (See 1825 below) 
 
 Illinois admitted to the Union 
 
 Purchase of Florida 
 
 Missouri Compromise 
 
 160 
 
 7 
 
 7 
 
 111 
 
 109.5 
 
 12 
 
 91.5 
 
 16 
 
 65 
 
 27 
 
 173.5 
 
 6 
 
 10 
 
 83 
 
 46 
 
 36 
 
 22 
 
 61 
 
 57.5 
 
 29 
 
 43 
 
 38 
 
 48 
 
 35 
 
 13.5 
 
 71 
 
 34 5 
 
 47 
 
 12 
 
 75 
 
 23 
 
 60 
 
 31.5 
 
 48 
 
 31.5 
 
 48 
 
 3 
 
 131 
 
 43 
 
 38 
 
 15 
 
 70 
 
 48 
 
 35 
 
 38.5 
 
 43 
 
 8 
 
 109 
 
 91.5 
 
 16 
 
 24 
 
 58 
 
 1 
 
 140 
 
 50.5 
 
 33 
 
 61 
 
 28 
 
 13.5 
 
 71 
 
 50.5 
 
 33 
 
 16 
 
 69 
 
 140.5 
 
 9 
 
 34.5 
 
 47 
 
 5 
 
 118 
 
 date" would necessarily include "knowing the event/' and in general 
 the significance of a date is due to the significance of the event. In a 
 few instances the significance of a date is due to a number of events 
 that are grouped about it. In such a case a date might be more signifi- 
 
 [20] 
 
cant than any one of the events. However, it is difficult to understand 
 how a teacher could justify the listing of most of the dates in Table II 
 as important without also giving the corresponding event among those 
 considered as important. Since a considerable number of the teachers 
 
 TABLE VI. Concluded 
 
 Dates 
 
 Events 
 
 Freq. 
 
 Rank 
 
 Date 
 
 Event 
 
 Rank 
 
 Freq. 
 
 84 
 
 20 
 31 
 
 86 
 
 66 
 
 24 
 
 37 
 
 33 
 
 38 
 
 41 
 
 21 
 
 54.5 
 
 13 
 
 30 
 
 56 
 
 46.5 
 
 43.5 
 
 11.5 
 
 49 
 
 14.5 
 
 19 
 42 
 46.5 
 
 53 
 108.5 
 7.5 
 51 
 43.5 
 
 7.5 
 
 197.5 
 
 9 
 
 10 
 
 26 
 
 1823 
 
 1825 
 
 1829 
 
 1832 
 
 1837 
 
 1844 
 
 1845 
 
 1846 
 
 1846-18 
 
 1848 
 
 1849 
 
 1850 
 
 1854 
 
 1857 
 
 1858 
 
 1860 
 
 1861 
 
 1861-65 
 
 1863 
 
 1865 
 1867 
 1869 
 1883 
 1888 
 1898 
 1904 
 1909 
 
 1914 
 
 1914-18 
 
 1917 
 
 1918 
 
 1919 
 
 Monroe Doctrine 
 
 2 
 
 28.5 
 
 43 
 
 40 
 
 65 
 31.5 
 
 69.5 
 
 19.5 
 289 
 
 11 
 
 17 
 
 18 
 
 27 
 
 19.5 
 140.5 
 173.5 
 
 25.5 
 6 
 4 
 
 55.5 
 
 41 
 
 61 
 
 21 
 
 48 
 
 28.5 
 
 9 
 140.5 
 
 9 
 25.5 
 36.5 
 31.5 
 36.5 
 38.5 
 45 
 
 132 
 
 36 
 
 6 
 
 Erie Canal Opened (See 1817-25 above) 
 
 Spoils System 
 
 49 
 
 9 
 55 
 
 Nullification Ordinance of South Carolina 
 Panic of 1837 
 
 38 
 
 42 
 
 28 
 
 Morse's Telegraph 
 
 27 
 
 32 
 
 Annexation of Texas 
 
 48 
 
 26 
 
 Accession of Oregon Territory 
 
 25 
 
 24 
 
 War with Mexico 
 
 64 
 
 71 
 
 Guadaloupe-Hidalgo Treaty 
 
 9 
 
 13 
 
 Gold Rush to California 
 
 82 
 
 106 
 
 Compromise of 1850 
 
 68 
 
 42 
 
 Kansas-Nebraska Act 
 
 65 
 
 12 
 
 Dred Scott Decision 
 
 54 
 
 20 
 
 Lincoln-Douglas Debates 
 
 60 
 
 22 
 
 Secession of South Carolina 
 
 9 
 
 111 
 18 
 
 Inauguration of Lincoln 
 
 Civil War 
 
 6 
 55 
 
 
 1 Emancipation Proclamation 
 
 112 
 
 102 
 
 \ Battle of Gettysburg. 
 
 122 
 
 90 
 
 Lee's Surrender 
 
 30 
 
 23 
 
 Purchase of Alaska 
 
 40 
 
 20 
 
 14 
 
 First Transcontinental Railroad 
 
 Civil Service Reform 
 
 28 
 63 
 
 4 
 
 Ballot Reform 
 
 35 
 
 119 
 
 Spanish- American War 
 
 49 
 
 15 
 22 
 
 119 
 
 1 
 
 Panama Canal Begun (See 1914 below) 
 
 Peary Reaches North Pole 
 
 (Beginning of World War (See 1914-18 below). 
 (Panama Canal Opened (See 1904 above). . .. 
 World War 
 
 85 
 
 9 
 
 85 
 55 
 
 115 
 
 United States Enters World War 
 
 44 
 
 112 
 
 Signing of Armistice 
 
 48 
 
 
 J League of Nations 
 
 44 
 
 49 
 
 [Peace Treaty of Versailles 
 
 43 
 
 
 Westward Movement 
 
 37 
 
 answering the questionnaire gave several dates without the correspond- 
 ing events, it appears that they have not thought sufficiently clearly 
 about their objectives in United States history. 
 
 In interpreting Table VI the reader should bear in mind that 
 dependence of an event upon its date is not the same as the relation of 
 a date to the event. The date of its occurrence is only one phase of an 
 event. A pupil may know many things about an event and yet not know 
 
 
 [21] 
 
its date and frequently when it is desirable for him to know when an 
 event occurred, the knowledge of its chronological relation to certain 
 other events is sufficient. Hence, we might expect several of the events 
 in this table to have frequencies large enough to give them a rank con- 
 
 TABLE VII. THE FIFTY PERSONAGES MENTIONED MOST FREQUENT- 
 LY BY 163 ELEMENTARY TEACHERS OF CHAMPAIGN AND PIATT 
 COUNTIES WITH EXPERIENCE TEACHING UNITED STATES 
 HISTORY COMPARED WITH TRYON'S LIST, FORT WAYNE 
 LIST, AND THE FIRST FIFTY OF WASHBURNE'S LIST 
 
 Fre- 
 quency 
 
 Rank 
 
 Names 
 
 Tryon's 
 
 List 
 
 Fort 
 
 Wayne 
 
 List 
 
 Wash- 
 
 burne's 
 
 First 
 
 Fifty 
 
 161 
 157 
 155 
 150 
 150 
 
 Lincoln, Abraham 
 
 Washington, George . . . 
 
 Grant, Ulysses S 
 
 Jefferson, Thomas 
 
 Lee, Robert E 
 
 Columbus, Christopher. 
 
 Wilson, Woodrow 
 
 Roosevelt, Theodore. . . 
 Franklin, Benjamin. . . . 
 Clay, Henry 
 
 Douglas, Stephen A. . . . 
 
 Webster, Daniel 
 
 Whitney, Eli 
 
 Pershing, Gen. John J. . 
 Jackson, Andrew 
 
 Fulton, Robert 
 
 Hamilton, Alexander. . . 
 
 Monroe, James 
 
 Morse, Samuel F. B.. . . 
 Calhoun, John C 
 
 Clark, Geo. Rogers . . . . 
 
 Smith, Capt. John 
 
 Penn, William 
 
 Edison, Thomas A 
 
 Bell, Alexander Graham 
 
 150 
 150 
 148 
 147 
 143 
 
 5.5 
 5.5 
 8 
 9 
 10 
 
 140 
 139 
 128 
 127 
 125 
 
 11 
 12 
 13 
 14 
 15 
 
 123 
 119 
 118 
 115 
 109 
 
 16 
 
 17 
 18 
 19 
 20 
 
 107 
 
 100 
 
 98 
 
 98 
 
 87 
 
 21 
 22 
 
 23.5 
 23.5 
 
 25 
 
 siderably higher than the corresponding dates, and it is possible to 
 justify the omission of the specific dates of such events as the Battle 
 of Lexington, or the opening of the Erie Canal. 
 
 Tables VII, VIII, IX, and X, present tabulations of the replies to 
 the request to give "the names of 30 to 50 persons in United States 
 history which you believe children completing the seventh and eighth 
 grades should know well enough so that (1) given the event with which 
 the person was connected and his relation to it or his major accom- 
 
 [22] 
 
plishments, the pupil will be able to supply the name, or (2) given the 
 name of the person the pupil will be able to tell the thing for which he 
 is noted." Table VII should be read: Of the first fifty personages as 
 ranked by frequency of mention by 163 elementary teachers of Cham- 
 
 TABLE VII. Concluded 
 
 Fre- 
 quency 
 
 Rank 
 
 Names 
 
 Tryon's 
 List 
 
 Fort 
 
 Wayne 
 
 List 
 
 Wash- 
 
 burne's 
 
 First 
 
 Fifty 
 
 86 
 
 26.5 
 
 26.5 
 
 28 
 
 29 
 
 31 
 
 Magellan, Ferdinand 
 
 X 
 X 
 X 
 
 
 86 
 
 
 X 
 X 
 
 
 83 
 
 McKinley, Wm 
 
 
 81 
 
 Henry, Patrick 
 
 
 74 
 
 Madison, James 
 
 
 
 
 
 74 
 
 31 
 31 
 33 
 
 34 
 35.5 
 
 Davis, Jefferson 
 
 X 
 
 X 
 
 X 
 X 
 
 
 74 
 
 McCormick, Cvrus 
 
 
 73 
 
 
 
 70 
 
 
 
 67 
 
 Cabot, John 
 
 
 
 
 
 67 
 
 35.5 
 
 37.5 
 
 37.5 
 
 39 
 
 40 
 
 
 X 
 X 
 
 X 
 X 
 X 
 X 
 
 
 65 
 65 
 
 Lafayette, Marquis de 
 
 X 
 
 59 
 58 
 
 Stowe, Harriet Beecher 
 
 Raleigh, Sir Walter 
 
 
 55 
 
 41 
 42 
 
 43.5 
 43.5 
 
 45 
 
 Vespucci, Amerigo 
 
 
 
 
 54 
 
 De Soto 
 
 
 52 
 52 
 
 
 
 49 
 
 Taft, Wm. H 
 
 X 
 
 48 
 48 
 48 
 45 
 45 
 
 47 
 
 47 
 
 47 
 
 49.5 
 
 49.5 
 
 Adams, John 
 
 Jay, John 
 
 Arnold, Benedict 
 
 
 X 
 X 
 
 
 paign and Piatt counties with experience teaching United States history, 
 Abraham Lincoln ranks first with a frequency of mention of 161 and 
 also appears in Tryon's List, 25 in the Fort Wayne Course of Study 20 
 and among the first fifty of Washburne's List; 27 Daniel Webster ranks 
 
 "Thirty-two names about which pupils should be able to write 200 words are 
 given. One hundred and thirteen other names are given which the pupils should be 
 able to identify. The latter are not used in this table. 
 
 20 The list includes the 55 names in bold faced type out of a total list of 137 names. 
 
 27 This list was determined from: 
 
 Washburne, Carleton W. "Basic facts needed in history and geography; a 
 statistical investigation." Twenty-Second Yearbook of the National Society for the 
 Study of Education, Part II. Bloomington, Illinois: Public School Publishing Com- 
 pany, 1923, p. 222-33. 
 
 [23] 
 
twelfth with a frequency of mention of 139 and appears in Tryon's List 
 but not in the Fort Wayne List or among Washburne's First Fifty. 
 Although the frequency of mention by the 163 elementary teachers of 
 experience decreases rapidly in Table VII, the decrease is less rapid 
 
 TABLE VIII. PERSONAGES APPEARING IN TRYON'S LIST, FORT 
 
 WAYNE LIST, AND WASHBURNE'S FIRST FIFTY BUT NOT AMONG 
 
 FIFTY PERSONAGES MOST FREQUENTLY MENTIONED AS 
 
 LISTED BY 163 ELEMENTARY TEACHERS OF CHAMPAIGN 
 
 AND PIATT COUNTIES WITH EXPERIENCE TEACHING 
 
 UNITED STATES HISTORY 
 
 Name 
 
 Champaign and 
 Piatt Teachers 
 
 Tryon's 
 List 
 
 Fort 
 Wayne 
 
 List 
 
 Wash- 
 burne's 
 List 
 
 
 Rank Freq. 
 
 Rank 
 
 Adams, Samuel 
 
 63 32 
 
 X 
 
 X 
 
 X 
 X 
 
 
 
 114 
 
 52 
 100 
 
 13 
 
 43 
 18 
 
 42 
 
 
 48 
 
 Balboa 
 
 
 
 
 Barton, Clara 
 
 81.5 
 317 
 143.5 
 180.5 
 
 25 
 1 
 8 
 4 
 
 X 
 
 X 
 
 X 
 
 X 
 X 
 
 
 
 
 
 
 
 
 
 55 41 
 
 
 
 
 Brvan, W. J 
 
 Burke, E 
 
 55 41 
 317 1 
 
 180.5 4 
 
 
 X 
 
 7 
 
 Carnegie, A 
 
 Carranza 
 
 45 
 12 
 47 
 
 
 
 
 
 
 Champlain, S 91.5 22 
 
 Charles II 
 
 
 X 
 X 
 
 37 
 
 
 40 
 
 Cleveland, G 1 55 41 
 
 Daniels, J 
 
 
 16 
 
 28 
 
 Dix, Dorothea 246.5 2 
 
 X 
 
 X 
 
 
 Eliot, C. W 
 
 Elizabeth, Queen 246.5 2 
 
 X 
 
 33 
 15 
 
 Emerson, R. W 1 128 10 
 
 Field, Cvrus 68.5 29 
 
 11 
 
 than in the case of either dates or events. Furthermore, although the 
 teachers were asked to give 30 to 50 names, the total number of names 
 is only 360, while in response to the requests to give only 20 to 25 
 items, 233 dates and 435 events were mentioned. These facts suggest 
 that the teachers replying to the questionnaire are more nearly in 
 agreement in regard to names of persons to be learned than they are 
 in the case of either dates or events. 
 
 [24] 
 
Table VIII furnishes additional evidence of the degree of agree- 
 ment of the teacher's list with Tryon's List, The Fort Wayne List, and 
 Washburne's First Fifty. Tryon's List contains only thirty-two names. 
 Twenty-six of these are found in the teacher's list. The ones omitted 
 
 TABLE VIII. Concluded 
 
 Xr 
 
 Champaign and 
 Piatt Teachers 
 
 Rank 
 
 Freq. 
 
 Tryon's 
 List 
 
 Fort 
 Wayne 
 
 List 
 
 Wash- 
 burne's 
 List 
 
 Rank 
 
 Foch, Marshall. 
 Gompers, S . . . . 
 Greeley, Horace 
 Hancock, J . . . . 
 Harriman, E. H. 
 
 Harrison, B. . . . 
 Hawthorne, N. . 
 
 Hay, John 
 
 Hindenberg 
 
 Hoover 
 
 Hughes, C. E.. . 
 
 Irving, W 
 
 James I 
 
 James II 
 
 James, Henry. . . 
 
 Johnson, A 
 
 Kitchener 
 
 Lafollette, R . . . 
 Lloyd-George. . . 
 Lodge, H. C... 
 
 Longfellow, H. . 
 Lowell, J. R.... 
 Marshall, John . 
 McAdoo, W. G. 
 Montcalm 
 
 Morgan, J. P. . . 
 
 Napoleon I 
 
 Otis, James 
 
 Pitt, William. . . 
 Rockefeller, J. . . 
 
 Root, Elihu 
 
 Seward, Wm.. . . 
 
 Stanton, E 
 
 Twain, Mark. . . 
 Washington, B. 
 
 Whitman, W. . . 
 
 Wilhelm II 
 
 Williams, R.... 
 
 Wolfe, J 
 
 Wood, Leonard. 
 
 77.5 
 81.5 
 137 
 
 26 
 
 25 
 
 9 
 
 24 
 
 49 
 39 
 
 46 
 
 137 
 
 166.5 
 
 246.5 
 
 71 
 
 9 
 
 5 
 2 
 
 28 
 
 32 
 
 50 
 43 
 
 180.5 
 74.5 
 
 4 
 
 27 
 
 10 
 
 44 
 
 26 
 
 317 
 317 
 317 
 392 
 
 23 
 1 
 1 
 1 
 
 22 
 
 35 
 
 8 
 
 24 
 
 102 
 148 
 74.5 
 166.5 
 110.5 
 
 17 
 7 
 
 27 
 5 
 
 14 
 
 27 
 23 
 
 31 
 
 246.5 
 317 
 166.5 
 106 
 
 246.5 
 
 2 
 I 
 
 5 
 
 16 
 
 2 
 
 14 
 
 6 
 
 17 
 
 180.5 
 
 86 
 317 
 
 98 
 205.5 
 
 4 
 24 
 
 1 
 19 
 
 3 
 
 19 
 21 
 
 
 180.5 
 166.5 
 
 57 
 
 68.5 
 205.5 
 
 4 
 
 5 
 
 40 
 
 29 
 
 3 
 
 [25] 
 
 29 
 9 
 
are Samuel Adams, Thomas Benton, Daniel Boone, Dorothea Dix, 
 Cyrus Field, and John Marshall. Twenty-nine of the fifty-five names 
 in the Fort Wayne List, and fourteen of Washburne's First Fifty are 
 included in the fifty names most frequently mentioned by the elemen- 
 tary teachers. 
 
 TABLE IX. RANKINGS OF TWENTY-FIVE MEN PROMINENT 
 IN CIVIL LIFE BETWEEN 1765 AND 1865 
 
 
 163 
 Elemen- 
 tary 
 Teachers 
 
 of Ex- 
 perience 
 
 Bagley's 
 
 Wash- 
 burne's 
 List 
 
 Name 
 
 Text- 
 books 
 
 Ency- 
 clope- 
 dias 
 
 Histo- 
 rians 
 
 Maga- 
 zines 
 
 Washington, George . . . 
 
 Tefferson, Thomas 
 
 Franklin, Benjamin. . . . 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 11 
 12 
 
 13.5 
 13.5 
 15 
 16 
 17 
 18 
 19 
 20 
 21 
 22 
 23 
 24 
 25 
 
 1 
 2 
 3 
 
 10.5 
 
 8 
 16.5 
 
 14 
 
 4 
 
 7 
 
 10.5 
 14 
 12 
 20.5 
 
 6 
 
 5 
 24.5 
 16.5 
 22.5 
 22. 5 
 
 9 
 
 24.5 
 
 18.5 
 
 14 
 
 20.5 
 
 18.5 
 
 1 
 
 4 
 2 
 3 
 
 10 
 
 20 
 
 7 
 
 8 
 
 5 
 
 12 
 
 14 
 
 21 
 
 15 
 
 11 
 
 6 
 
 23 
 
 18 
 
 25 
 
 24 
 
 9 
 
 17 
 
 19 
 
 22 
 
 16 
 
 13 
 
 2 
 1 
 
 3 
 
 6 
 
 9 
 
 15 
 
 5 
 
 8 
 
 4 
 
 17 
 
 10 
 
 16 
 
 18 
 
 7 
 
 11 
 
 14 
 
 13 
 
 23 
 
 25 
 
 12 
 
 24 
 
 22 
 
 20 
 
 19 
 
 21 
 
 1 
 
 3 
 
 2 
 
 4 
 
 6 
 14.5 
 
 7 
 
 5 
 
 9.5 
 
 8 
 17 
 23 
 .11 
 17 
 
 12.5 
 23 
 
 21 
 17 
 9.5 
 23 
 20 
 12.5 
 19 
 14.5 
 
 1 
 
 2 
 
 3 
 
 4 
 
 12 
 
 Douglas, Stephen 
 
 Webster, Daniel 
 
 Jackson, Andrew 
 
 Hamilton, Alexander. . . 
 
 Calhoun, John C 
 
 Henry, Patrick 
 
 Davis, Jefferson.* 
 
 Madison, Tames 
 
 11 
 7 
 6 
 5 
 
 15 
 
 17 
 8 
 9 
 
 10 
 
 Jay, John 
 
 
 Adams, Samuel 
 
 Burr, Aaron 
 
 16 
 
 Adams, John Quincy... 
 Harrison, Wm. Henry. . 
 Tyler, John 
 
 13 
 
 Van Buren, Martin. . . . 
 
 Polk, James K 
 
 Buchanan, James 
 
 14 
 
 The fact that a large number of names included in the teacher's 
 list and in one or both of the first two comparative lists do not appear 
 in Washburne's First Fifty (See Table VII) suggests that it is not very 
 satisfactory as a basis of objectives in United States history. This con- 
 clusion is strengthened by an examination of Table VIII which gives 
 the other names in Washburne's First Fifty, 28 and is also suggested by 
 
 28 0ne hundred thirty-five of the 360 names given by the 163 elementary teachers 
 were found in Washburne's complete list. In several cases the agreement in rank is 
 relatively close: Abraham Lincoln 1-2 (The first ranking is that for the Teacher's 
 List), Theodore Roosevelt 8-1. Thomas A. Edison 23.5-30. James Buchanan 202.5-206. 
 In many cases there are striking differences: William H. Taft 45-4, Mark Twain 98-21, 
 Ralph Waldo Emerson 127-11, Jane Addams 114-42, Charles E. Hughes 177.5-10, 
 Patrick Henry 29-239, R. M. Lafollette 314-35, Alexander Graham Bell 25-194. 
 
 [26] 
 
the fact that it is merely a statement of the names encountered in read- 
 ing certain types of material; it does not purport to be a determination 
 of the historical knowledge needed for other purposes. 
 
 Tables IX and X present additional comparisons with the ranking 
 of certain names by this group of elementary teachers. Table IX gives 
 
 TABLE X. RANKINGS OF TWENTY-FIVE MEN PROMINENT IN 
 MILITARY AND NAVAL AFFAIRS BETWEEN 1765 AND 1865 
 
 
 163 
 Elemen- 
 tary 
 Teachers 
 of Ex- 
 perience 
 
 Bagley's 8 
 
 W 7 ash- 
 
 burne's 
 
 List 
 
 Name 
 
 Text- 
 books 
 
 Ency- 
 clope- 
 dias 
 
 Histo- 
 rians 
 
 Maga- 
 zines 
 
 Washington, George . . . 
 
 Grant, Ulysses S 
 
 Lee, Robert E 
 
 Jackson, Andrew 
 
 Jackson, Stonewall .... 
 
 Arnold, Benedict 
 
 Howe, Elias 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9.5 
 
 9.5 
 11 
 12 
 13 
 14 
 15 
 16 
 17 
 
 18.5 
 18.5 
 20 
 21 
 
 22.5 
 22 5 
 24^5 
 24.5 
 
 1 
 
 3 
 
 2 
 23 
 
 4 
 12.5 
 
 9 
 
 8 
 16 
 
 14.5 
 23 
 11 
 23 
 
 6 
 14.5 
 
 5 
 23 
 17 
 
 19.5 
 23 
 
 7 
 12.5 
 19.5 
 10 
 18 
 
 4 
 
 1 
 
 3 
 
 9 
 
 2 
 10 
 
 5 
 25 
 13 
 12 
 
 6.5 
 18.5 
 18.5 
 
 8 
 11 
 14 
 
 18.5 
 21 
 
 23.5 
 22 
 15 
 
 6.5 
 23.5 
 18.5 
 16 
 
 1 
 
 2 
 
 3 
 11 
 
 4 
 
 5 
 21 
 22 
 
 9 
 15 
 
 6 
 
 17.5 
 19.5 
 
 8 
 10 
 16 
 
 19.5 
 13 
 
 24.5 
 14 
 12 
 
 7 
 24.5 
 17.5 
 23 
 
 3 
 1 
 2 
 
 6.5 
 6.5 
 8 
 11 
 
 9.5 
 
 12.5 
 
 4.5 
 14 
 16 
 
 9.5 
 
 4.5 
 16 
 16 
 
 12.5 
 
 1 
 
 2 
 3 
 4 
 5 
 8 
 9 
 
 Sheridan, Gen. Phillip.. 
 Taylor, Gen. Zachary. . 
 Farragut, Adm. D. G. .. 
 Burgoyne, Gen 
 
 6 
 11 
 
 Harrison, Wm. Henry . . 
 McClellan, Gen. Geo... . 
 Scott, Gen. Winfield. . . . 
 
 Cornwallis, Lord 
 
 Hooker, Thomas 
 
 Thomas, Geo. H 
 
 Gage, Gen 
 
 7 
 
 Meade, Gen 
 
 10 
 
 Johnston, Gen. Joseph . 
 
 Greene, Nathaniel 
 
 Early, Gen. Jubal 
 
 Clinton, Sir Henry 
 
 Schuyler 
 
 
 a Certain obvious errors in ranking which appear in the original table in the Seventeenth .Year- 
 book have been corrected in this table. 
 
 six rankings for twenty-five men prominent in civil life between 1765 
 and 1865. 29 In general the ranks determined from the frequencies of 
 mention by the elementary teachers of experience agree closely with the 
 rankings reported by Bagley. It is significant that eight of the names 
 
 29 The original list is given in: 
 
 Marston, L. E., McKown, H. C, and Bagley, W. C. "A method of determining 
 misplacements of emphasis in seventh and eighth-grade history." Seventeenth Yearbook 
 of the National Society for the Study of Education, Part I. Bloomington, Illinois: 
 Public School Publishing Company, 1918, p. 95. 
 
 [27] 
 
do not appear in Washburne's List and Samuel Adams was not included 
 in the magazine list reported by Bagley. 
 
 Table X gives similar information for twenty-five men prominent 
 in military and naval affairs between 1765-1865. 30 Six of these names 
 do not appear in the magazine list and fourteen are not found in Wash- 
 burne's List. 
 
 TABLE XI. MISCELLANEOUS FACTS HAVING A FREQUENCY OF MEN- 
 TION OF TEN OR MORE AS GIVEN BY 152 GRADE TEACHERS OF 
 CHAMPAIGN AND PIATT COUNTIES WITH EXPERIENCE 
 IN TEACHING UNITED STATES HISTORY 
 
 Rank 
 
 Fact 
 
 Frequency 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 10 
 11 
 12 
 14 
 14 
 14 
 16 
 18 
 18 
 18 
 
 20.5 
 20.5 
 23.5 
 23.5 
 23.5 
 23.5 
 
 Population of the United States 
 
 Three forms of Colonial Government 
 
 Cost of Civil War 
 
 Period of Reconstruction 
 
 Amendments to Constitution 
 
 Underground Railroad 
 
 Financial Cost of World War 
 
 Departments of United States Government. 
 
 Washington — Capital of United States 
 
 Powers, Duties of United States President . 
 
 Laws of United States (how made) 
 
 Election ol President 
 
 President's Cabinet 
 
 Senate of the United States 
 
 Qualification of President — United States. . . 
 
 Popular Sovereignty 
 
 The Electoral College 
 
 Era of Good Feeling 
 
 Initiative, Referendum, Recall 
 
 Development of Railroads 
 
 Tariffs 
 
 Political Parties 
 
 Immigration 
 
 Protective Tariff 
 
 House of Representatives. 
 
 65 
 51 
 33 
 27 
 26 
 24 
 23 
 22 
 20 
 18 
 17 
 15 
 14 
 14 
 14 
 13 
 12 
 12 
 12 
 11 
 11 
 10 
 10 
 10 
 10 
 
 Miscellaneous facts. The fourth request of the questionnaire was 
 to give 15 to 25 facts not included under dates, persons, or events. The 
 total number of facts mentioned in response to this request was 602. 
 Table XI gives those having a frequency of ten or more. The high total 
 number of facts and the relatively low frequencies indicate much lack 
 of agreement concerning the miscellaneous facts that pupils should 
 learn. 
 
 Classification of thought questions. In handling the 2707 questions 
 submitted by the teachers those that appeared to be fact questions were 
 eliminated. These included questions such as: "Name three Spanish 
 
 30 Ibid, p. 96. 
 
 [28] 
 
explorers, three French, and two English." "Locate on the map the 
 place each discovered and give the date." "Give three recent amend- 
 ments to the Constitution." Many questions were retained which might 
 involve thought responses under certain circumstances, but which 
 probably would call for fixed-association responses. An example of this 
 is: "Discuss the abolition movement, giving reasons for and the effects 
 of it." On the whole, the teachers seem to have had a pretty good idea 
 of what constitutes a thought question. Three questions were so ex- 
 tremely ambiguous as not to be usable, and five questions were so 
 restricted to Illinois history that they were judged to be inappropriate. 
 After all eliminations had been made 2500 questions remained. 
 These were then classified roughly into nine groups corresponding to 
 nine major periods of American history: 
 
 I. Discovery and Colonization (1492-1699) 
 II. Founding of a New Nation (1700-1783) 
 
 III. The New Republic (1784-1814) 
 
 IV. National Expansion and Sectionalism (1815-1860) 
 V. Civil War (1861-1865) 
 
 VI. Reconstruction (1866-1870) 
 VII. Industrial, Political, and Social Progress (1871-1897) 
 
 VIII. Beginnings of United States as a World Power (1898-1912) 
 IX. Accentuated World Relations (1913-present) 
 
 The next step was to classify the questions in each of these nine 
 groups into subordinate and more homogeneous groups on the basis of 
 the topics involved in the questions. Table XII gives a brief summary 
 of this classification. Of the 2500 thought questions classified, 275 re- 
 lated to topic I, "Discovery and Colonization (1492-1699)." Of these, 
 100 related to subtopic A, "Discovery and exploration," 170 related to 
 subtopic B, "Colonization," and 5 were of such a miscellaneous char- 
 acter as not to be classifiable under either of these larger subtopics. Of 
 the 100 relating to subtopic A, 2 dealt with "The Norsemen," 72 dealt 
 with "Old World conditions related to the discovery of America," and 
 so forth. Of the 72 just mentioned, 34 related to "Political, economic, 
 and social conditions" and 38 to the "Advancement of knowledge and 
 thought." 
 
 Table XII shows the topics of United States history which this 
 group of teachers think pupils completing the seventh and eighth grades 
 should "know about" so that they can answer thought questions relat- 
 ing to them. The number of thought questions classified under the 
 several topics may be taken as a rough index of their relative importance 
 as judged by this group of teachers. 
 
 [29] 
 
TABLE XII. TOPICAL SUMMARY OF THOUGHT QUESTIONS 
 
 Topics 
 
 I. Discovery and Colonization (1492-1699) 
 
 A. Discovery and exploration 
 
 1 . The Norsemen 
 
 2. Old World cond. related to discov. of America 
 
 a. Political, economic, and social 
 
 b. Advancement of knowledge and thought. 
 
 3. Naming of America 
 
 4. Evaluation of discoverers and explorers 
 
 B. Colonization 
 
 1. Motives for colonization 
 
 2. Claims of European powers 
 
 3. Success of European powers as colonizers 
 
 4. Colonial government 
 
 5. Influence of environment on colonization 
 
 6. Life and character of the colonists 
 
 7. Relations of colonists to Indians 
 
 8. Religious tolerance 
 
 9. Colonial education 
 
 10. Contributions of colonists to later Am. life. . . . 
 
 C. Miscellaneous 
 
 II. Founding of a New Nation (1700-1783) 
 
 A. Colonial conditions in general 
 
 1. Comparison of colonies 
 
 2. Living conditions 
 
 3. Commerce, industry, and communication 
 
 B. Explorations of the West 
 
 C. French and Indian War 
 
 1. Causes 
 
 2. Campaigns 
 
 3. Results 
 
 D. The American Revolution 
 
 1. Causes 
 
 2. Campaigns 
 
 3. Results 
 
 4. Treaty of Peace 
 
 5. Declaration of Independence 
 
 6. Attitudes of English and Colonists 
 
 7. Conditions during and immediately after 
 
 8. Leaders 
 
 9. Reasons for winning 
 
 10. France's relation 
 
 E. Forces toward formation of a union 
 
 F. Miscellaneous 
 
 III. The New Republic (1784-1814) 
 
 A. Organization of the Government 
 
 1. Difficulties met 
 
 2. Articles of Confederation 
 
 a. Weaknesses 
 
 b. Compared with Constitution 
 
 3. Constitution (national) 
 
 a. Amending 
 
 b. General plan of government 
 
 c. Administrative department 
 
 d. Legislative department 
 
 e. Judicial department 
 
 4. State constitutions 
 
 No. of Questions 
 
 34 
 38 
 
 20 
 28 
 
 7 
 12 
 
 4 
 12 
 
 6 
 
 2 
 72 
 
 6 
 20 
 
 36 
 12 
 
 31 
 
 25 
 
 9 
 
 13 
 
 24 
 9 
 
 2 
 9 
 
 7 
 15 
 13 
 
 16 
 
 11 
 22 
 
 75 
 
 22 
 
 13 
 
 3 
 
 6 
 
 5 
 
 6 
 
 10 
 
 10 
 
 21 
 
 48 
 
 41 
 
 100 
 
 170 
 
 35 
 
 9 
 
 4'' 
 
 158 
 
 21 
 
 2 
 
 113 
 
 275 
 
 274 
 
 304 
 
 [30] 
 
TABLE XII.— Continued 
 
 Topics 
 
 No 
 
 of Questions 
 
 B. Development of the West 
 
 12 
 24 
 4 
 1 
 5 
 6 
 
 13 
 
 22 
 22 
 11 
 19 
 
 30 
 16 
 
 14 
 36 
 
 8 
 
 13 
 
 7 
 18 
 15 
 
 4 
 28 
 
 77 
 52 
 
 17 
 37 
 13 
 10 
 14 
 13 
 
 74 
 
 ■26 
 
 13 
 46 
 
 21 
 20 
 11 
 
 32 
 
 56 
 
 42 
 
 6 
 
 58 
 
 13 
 19 
 
 7 
 
 2 
 
 53 
 
 21 
 6 
 
 11 
 1 
 
 265 
 347 
 
 7 
 
 
 2. Westward movement 
 
 
 3. Ordinance of 1787 
 
 
 
 
 D. Political issues 
 
 
 E. Neutrality during French Revolution 
 
 
 
 
 G. War of 1812 
 
 
 
 
 
 
 3. Results 
 
 
 4. Compared with Revolutionary War 
 
 H. Commerce, industry, and communication 
 
 
 
 
 
 
 K. Miscellaneous 
 
 
 IV. National Expansion and Sectionalism (1815-1860) .... 
 A. Development and expansion 
 
 619 
 
 1. Living conditions 
 
 2. Inventions 
 
 
 3. Commerce, industry, and communication 
 
 4. Territorial acquisitions 
 
 
 a. General 
 
 
 b. Louisiana Purchase 
 
 d. Gadsden Purchase 
 
 
 e. Oregon 
 
 
 f. Alaska 
 
 5. Gold Rush to California 
 
 
 6. Monroe Doctrine 
 
 
 7. Political parties and elections 
 
 
 8. Policies of Jackson 
 
 9. Financial conditions 
 
 
 10. War with Mexico 
 
 
 a. Causes 
 
 
 B. Sectionalism 
 
 
 1. Struggle for balance of power 
 
 
 a. Territ. annex, and state admission 
 
 
 b. Missouri Compromise 
 
 
 c. Compromise of 1 850 
 
 
 d. Kansas-Nebraska Bill 
 
 
 2. Dred Scott Case 
 
 3. Interrelations of Missouri Compromise, Compro- 
 
 mise of 1850, Kansas-Nebraska Bill, and Dred- 
 
 4. National vs. State rights 
 
 a. Nullification 
 
 
 b. Secession 
 
 
 5. Lincoln-Douglas debates 
 
 
 6. Abolition movement 
 
 
 7. Effects of slavery 
 
 8. Cond. favorable and unfavorable to slavery 
 
 9. Influences leading directly to Civil War 
 
 
 10. Comparison of North and South 
 
 1 1 . Leaders 
 
 C. Miscellaneous 
 
 
 [31 ] 
 
TABLE XII.— Continued 
 
 Topics 
 
 V. Civil War (1861-1865) , 
 
 A. Campaigns 
 
 B. Emancipation Proclamation 
 
 C. Finances 
 
 D. Relation of England to 
 
 E. Compared with Revolutionary War 
 
 F. Lincoln's attitude 
 
 G. Leaders 
 
 1. Evaluation 
 
 2. Compared with earlier leaders 
 
 H. Miscellaneous 
 
 VI. Reconstruction (1866-1870) 
 
 A. Results of the Civil War 
 
 B. Problems and work of reconstruction 
 
 C. The race problem 
 
 D. Commerce, industry, and transportation 
 
 E. Miscellaneous 
 
 VII. Industrial, Political, and Social Progress (1871-1897) 
 
 A. Inventions and inventors 
 
 B. Political conditions 
 
 C. Reforms 
 
 1. Civil service 
 
 2. Australian ballot 
 
 3. Interstate commerce commission 
 
 D. Financial conditions 
 
 E. Commerce, industry, and communication 
 
 F. Labor and capital 
 
 G. Urbanization 
 
 H. Miscellaneous 
 
 VIII. Beginnings of U. S. as a World Power (1898-1912).. 
 
 A. Spanish-American War 
 
 1. General 
 
 2. Causes 
 
 3. Results 
 
 B. Treatment of outlying possessions 
 
 1. Cuba 
 
 2. Philippines 
 
 3. Hawaii 
 
 C. Relations of U. S. with other nations 
 
 1. South America 
 
 2. Other countries than South America 
 
 D. Panama Canal 
 
 E. Natural resources 
 
 F. Leaders 
 
 G. Miscellaneous 
 
 No. of Questions 
 
 24 
 9 
 2 
 
 1 
 
 24 
 4 
 
 2 
 15 
 
 2 
 
 7 
 6 
 
 In the Appendix representative thought questions are given for the 
 topics having the higher frequencies. In general these questions are 
 modifications of those submitted by the teachers. 31 The purpose was to 
 incorporate in a comparatively few questions most of the ideas involved 
 
 "Mr. R. E. Norris formulated most of the preliminary statements of these ques- 
 
 [52] 
 
TABLE XII.— Concluded 
 
 Topics 
 
 IX. Accentuated World Relations (1913-present). . 
 
 A. World relations 
 
 1. World war 
 
 a. Causes 
 
 b. Reasons for entrance of U. S 
 
 c. War policies of U. S 
 
 d. Campaigns 
 
 e. Methods of warfare 
 
 f. Part played by U. S 
 
 g. Results 
 
 2. Reconstruction 
 
 a. Conditions 
 
 b. Compared with recon. after Civil War 
 
 3. W 7 ilson's administration 
 
 4. League of Nations and World Court 
 
 5. U. S. in relation to other nations 
 
 a. General 
 
 b. Monroe Doctrine 
 
 c. Governments compared 
 
 d. Position of U. S. as a power 
 
 e. Policies of acquiring territory 
 
 6. Immigration 
 
 B. Internal affairs 
 
 1. Legislation 
 
 a. Government control of railroads 
 
 b. Federal reserve banks 
 
 c. Woman suffrage -. 
 
 d. Prohibition 
 
 2. Tariff and taxation 
 
 3. Political parties 
 
 4. General social conditions 
 
 5. Municipal government 
 
 6. Aviation 
 
 C. Leaders of the period 
 
 1. Evaluation 
 
 2. Comparisons 
 
 D. In perspective 
 
 1. Economic and social changes 
 
 2. Evaluation of historical material 
 
 3. Education 
 
 4. Expositions 
 
 5. Leaders 
 
 6. Citizenship 
 
 7. Relation of literature to history 
 
 8. Value of the study of history 
 
 9. Terms 
 
 E. Miscellaneous 
 
 Total Number of Thought Questions 
 
 No. of Questions 
 
 6 
 55 
 
 9 
 12 
 18 
 
 7 
 29 
 
 9 
 
 22 
 
 17 
 27 
 
 6 
 10 
 
 7 
 
 10 
 
 5 
 
 136 
 
 31 
 
 13 
 
 36 
 
 67 
 
 47 
 
 32 
 
 32 
 
 25 
 
 22 
 
 4 
 
 7 
 
 3 
 6 
 
 18 
 4 
 
 25 
 3 
 
 12 
 
 16 
 
 330 
 
 122 
 
 101 
 
 571 
 
 2500 
 
 in the many questions furnished by the teachers. For example, the 
 seventy-two questions relating to "Old World conditions related to the 
 discovery of America" were reduced to eight questions. Questions were 
 framed in this way for only the more important (approximately three- 
 
 [33] 
 
fourths) 32 of the topics. These topics were selected on the basis of fre- 
 quency of mention, supplemented by the judgment of the writers. 
 
 No comparative data are available for evaluating the thought ques- 
 tions reported but as they were studied during the process of classifying 
 them, the writers came to have much respect for the judgments of these 
 teachers. One of the most significant criticisms of the questions is that 
 many of them, especially those relating to the more recent periods of 
 our history, are so difficult that pupils completing the eighth grade 
 cannot "think out" satisfactory answers. In fact many of the questions 33 
 would be difficult for college students unless their answers are judged 
 with reference to very low standards. A number of the questions might 
 be taken as problems for graduate theses. When such difficult ques- 
 tions are asked elementary school pupils, their answers at best will be 
 general, incomplete, and frequently not clearly understood although 
 given dogmatically. It seems reasonable that the continued practice of 
 asking such difficult questions and the consequent acceptance of low 
 grade responses as satisfactory will tend to make pupils uncritical and 
 discourage reflective thinking. 
 
 Although many of the questions may be criticized as being too 
 difficult, the wide range of topics covered and even the presence of 
 difficult questions are indicative of the efforts of the teachers to empha- 
 size objectives other than those commonly described as memorized facts. 
 This is to be commended. 
 
 Use of the results of the investigation in formulating objectives. 
 In addition to answering the questions stated on page 8, the data 
 presented may be used by teachers in formulating the objectives of 
 United States history in the seventh and eighth grades. Tables II, III 
 and IV present the best available information in regard to the dates 
 that pupils should learn. Tables Y to XI furnish information concern- 
 ing other classes of facts. Table XII and the Appendix furnish a state- 
 ment of the types and content of the thought questions pupils should 
 be able to answer. 
 
 In formulating objectives the teacher should bear in mind the expo- 
 sition of knowledge and memorized facts beginning on page 5. Pupils 
 should memorize a number of historical facts. It is not unreasonable to 
 require them to memorize thirty to fifty dates and a somewhat larger 
 
 "However, these topics included slightly more than ninety percent of the 2500 
 questions that were classified. 
 
 33 For example, "What are the chief effects of free schools and free speech on 
 national life?" "Trace the social development of the West from the time of its settle- 
 ment to the present." "What is the relation between democracy and education?" 
 
 [34] 
 
number of names and events plus several miscellaneous facts. However, 
 the teacher should distinguish between "memorized symbols" and real 
 knowledge. For this reason she should emphasize thought questions as 
 objectives. In doing this it is necessary to bear in mind that recognition 
 of thought questions as objectives does not mean that the pupils are 
 to learn the answers to certain specified questions so that they can 
 recite the answers when called upon. Ability to answer thought ques- 
 tions means the ability to answer "new" questions or at least questions 
 for which one does not remember a ready-made answer. Hence, the 
 teacher who includes "ability to answer thought questions" among her 
 objectives is attempting to engender ideas, facts and principles which 
 the pupil will be able to use in answering new questions. This type of 
 objective also includes training in the technique of using knowledge in 
 answering thought questions. 34 
 
 The information reported in this bulletin may be used also as a 
 guide in formulating examination questions. The list of thought ques- 
 tions given in the Appendix should be especially helpful. Questions for 
 an examination may be selected from this list but it should be helpful 
 also by suggesting the form of questions and the scope of the topics to 
 be covered. In this connection it should be noted that the list represents 
 merely the concensus of opinion of a relatively small group of elemen- 
 tary teachers. Therefore, it should not be considered as final or even 
 as authoritative. 
 
 34 This point is elaborated in: 
 
 Herriott, M. E. ''How to make courses of study in the social studies." Univer- 
 sity of Illinois Bulletin, Vol. 24, No. 5, Bureau of Educational Research Circular No. 46, 
 1926, p. 9-10. 
 
 [35] 
 
APPENDIX 
 
 ILLUSTRATIVE THOUGHT QUESTIONS 
 GROUPED BY TOPICS 1 
 
 I. Discovery and Colonization (1492-1699) 
 
 A. Discovery and exploration 
 
 2. Old World conditions related to discovery of America 
 
 a. Political, economic and social 
 
 ( 1 ) What were the chief political, social and economic conditions in 
 Europe during the fifteenth century which led to the discovery of America? 
 
 (2) How did the social, political and economic conditions resulting 
 from the Crusades play a part in the discovery of America? 
 
 (3) How might the history of the United States be different if Charles 
 Martel had been defeated at the Battle of Tours? 
 
 (4) How did the control of the overland trade routes by the Turks 
 lead to a need for an all-water route to India and the discovery of Amer- 
 ica? 
 
 (5) Compare the motives of Columbus which led to the discovery of 
 America with those of Queen Isabella. 
 
 b. Advancement of knowledge and thought 
 
 (6) How was the time of the discovery of America affected by or re- 
 lated to the advancement of thought and learning in Europe? 
 
 (7) How did the changes which the Crusades brought about in Euro- 
 pean thought affect the discovery of the new world? 
 
 (8) Compare the voyage of Columbus with one over the same route 
 today. 
 
 4. Evaluation of discoverers and explorers 
 
 (9) Name the outstanding achievement of each of the following men 
 and tell why you think it is more important than any of his other achieve- 
 ments: (a) Columbus, (b) Vasco da Gama, (c) Magellan, (d) Drake, 
 (e) Hawkins, (f) Frobisher, (g) Raleigh, (h) Champlain, (i) Smith, 
 (j) Dale, (k) La Salle. 
 
 (10) Which of these explorers made the greatest contribution? 
 
 B. Colonization 
 
 1. Motives for colonization 
 
 (11) Compare the motives that led the French, English, Dutch and 
 Spanish to colonize America. 
 
 (12) How did the motives for planting colonies in America differ 
 among the various English groups? 
 
 2. Claims of European powers 
 
 (13) Compare the claims of the European nations to America or parts 
 of it. 
 
 *See Table XII and pages 28-34. 
 
 [36] 
 
2. Claims of European powers (continued) 
 
 (14) Why did the Portuguese not object to the Pope's Line of Demar- 
 cation? 
 
 (15) What effect did the defeat of the Armada have on the future of 
 America ? 
 
 3. Success of European powers as colonizers 
 
 (16) Compare the success of the various nations as colonizers. 
 
 (17) Rank the European nations in the order of their success as col- 
 onizers. 
 
 (18) Compare the advantages and disadvantages of the different plans 
 used by the English in colonizing America. 
 
 (19) How was England's mercantile system related to her colonial 
 policy? 
 
 4. Colonial government 
 
 (20) How were the colonies classified and what colonies came under 
 each group? 
 
 (21) How do the three systems of local government compare with the 
 government of your state? 
 
 (22) Which of the three systems of government do you favor? Why? 
 
 (23) What effect did the governors of Virginia have upon the settlers? 
 
 (24) Compare the Jamestown and Plymouth colonies as to government. 
 
 (25) Compare the Massachusetts Bay colony and Plymouth colony 
 as to government. 
 
 (26) How did the Navigation Laws affect the Virginia planters? 
 
 (27) What is the significance of the Virginia House of Burgesses? 
 
 (28) Discuss the government of the Connecticut colony and show how 
 unwise rulers weakened the Dutch power until they lost first Connecticut, 
 then Massachusetts. 
 
 (29) How was Roger Williams' wisdom shown in the government of 
 Rhode Island? 
 
 (30) What was the importance of the New England Confederation? 
 Would such a government be satisfactory today? 
 
 (31) Compare the attitude of the Stuart kings toward the English 
 people with that of the royal governors toward the colonists. 
 
 (32) Compare charter colonies with royal colonies as to government. 
 
 (33) What was the relation of an English colony to the mother 
 country? Why were the English colonies in America able to become al- 
 most an independent nation? 
 
 5. Influence of environment on colonization 
 
 (34) Have the physical features of a country any effect upon the life 
 of the people? How did the physical features of New England affect the 
 lives of the early settlers? 
 
 (35) How were the mountains responsible for the strength of the 
 English colonies? 
 
 (36) Why were the first settlements in the United States near the 
 coast? Why was the movement westward so slow in starting? 
 
 (37) Why was it difficult for Gilbert and Raleigh to plant colonies 
 where they attempted to plant them? 
 
 (38) Explain the phrase, "The Lost Colony." 
 
 [37 J 
 
6. Life and character of the colonists 
 
 (39) What were the chief characteristics of the Pilgrims? Compare 
 the life of a Pilgrim boy with that of a boy today. 
 
 (40) If the Pilgrims had established themselves in Virginia would they 
 have used slave labor? Give your reasons. 
 
 (41) Why did the Pilgrim leaders not rule instead of getting the ship's 
 company to sign the Mayflower Compact? 
 
 (42) Compare the Pilgrims and Puritans. 
 
 (43) Discuss Puritan leadership in the light of Roger Williams' ban- 
 ishment. 
 
 (44) Compare the Jamestown colony and the Plymouth colony as to 
 types of people. Why did the homes of New England differ from those 
 of the Southern colonies? 
 
 (45) Why were the first settlers in Virginia unfit for Colonial life? 
 
 (46) What was the significance of the coming of the Cavaliers? 
 
 7. Relations of colonists to Indians 
 
 (47) Compare the life of the American Indian with that of the col- 
 onists. 
 
 (48) Why did not the Indians prevent the European nations from 
 seizing their land? 
 
 (49) Were the Indians a help or a hindrance in the colonization of 
 North America? What has been the influence of the Iroquois Indians on 
 American colonial history? 
 
 (50) Were the colonists justified in taking the land from the Indians? 
 Has the United States made proper amends to the Indians for forcing 
 them from their homes and lands? 
 
 (51) Why did Wiliiam Penn and the Quakers get along so much 
 better with the Indians than did many other groups of colonizers? 
 
 (52) What mistake did Champlain make in his dealings with the In- 
 dians? How did the English later profit by it? 
 
 (53) What influence did Roger Williams have with the Indians? 
 
 8. Religious tolerance 
 
 (54) Explain Salem Witchcraft and give its chief effects upon the 
 colonists. 
 
 (55) What deterring effect did religious intolerance have on coloniza- 
 tion ? How did the religious belief of Martin Luther influence the early 
 religious history of the United States? 
 
 (56) Compare and give reasons for the differences in the religious 
 views of the people of the New England colonies and those of the South- 
 ern colonies. 
 
 (57) Compare the treatment of settlers in Maryland under the Tol- 
 eration Act with that of "unbelievers" in New England. Discuss the 
 persecution of the Quakers. 
 
 10. Contributions of colonists to later American life 
 
 (58) How have the colonial ideals of political and religious freedom 
 influenced our moral and national life? 
 
 (59) What are some particular contributions to our general customs 
 which can be traced to our New England forefathers? 
 
 (60) In what respects was the New World a continuation of the old? 
 
 [38] 
 
10. Contributions of colonists to later American life (continued) 
 
 (61) What do you think would have been the chief changes in our 
 history if the English colonies had not been founded in America before 
 the eighteenth century? 
 
 (62) What effect do you think it would have had on the colonization 
 and development of America if Columbus had landed on the coast of 
 North America? 
 
 (63) If Spain had conquered North America as she did South America, 
 what difference would it have made in our history? 
 
 C. Miscellaneous 
 
 (64) Compare the life and customs of the early American Indian, 
 making use of any direct information you may have of the tribe that 
 occupied the land in the vicinity of your home, with the life and customs 
 of the American people today. 
 
 (65) What effect did the discovery of America have on Spain? 
 
 (66) Name the chief expeditions of Spain, England, France, and Hol- 
 land, and tell why each one was significant. 
 
 (67) Compare the Massachusetts Bay colony with the Plymouth 
 colony as to types of settlers, government, and success as a colony. 
 
 II. Founding of a New Nation (1700-1783) 
 
 A. Colonial conditions in general 
 
 1. Comparison of colonies 
 
 (68) Compare the Massachusetts and Virginia colonies as represent- 
 atives of Northern and Southern colonies., and show how their differences 
 in occupation and climate affected their government and development. 
 
 (69) Why were counties more naturally formed in Maryland than in 
 New England? 
 
 2. Living conditions 
 
 (70) What are the chief differences and causes of differences in the 
 colonial life of the New England and Southern colonists? 
 
 (71) Compare life in the Middle colonies with that in the New Eng- 
 land and Southern colonies. 
 
 (72) How do the homes of the common people in the colonies compare 
 with those of the laboring class today? with our homes in general today? 
 
 3. Commerce, industry, and communication 
 
 (73) Compare the industrial and commercial life of the Northern, Mid- 
 dle and Southern colonies before the Revolutionary War, taking into ac- 
 count the business interests, the attitude of each group toward England 
 and the chief exports. Why was salty fish a suitable export for the early 
 times? 
 
 (74) How did the geographic features of America affect the industries 
 of the Colonies? 
 
 (75) Compare the conditions of the colonists with those of the people 
 today with respect to natural resources, manufacturing methods, ways of 
 traveling, and means of communication. 
 
 B. Explorations of the West 
 
 (76) Why was the expedition of George Rogers Clark of such great 
 significance? 
 
 [39] 
 
B. Explorations of the West (continued) 
 
 (77) Discuss the importance of Daniel Boone's explorations and ad- 
 ventures. 
 
 C. French and Indian War 
 
 1. Causes 
 
 (78) Compare and give reasons for the claims of the French and 
 English at the outbreak of the French and Indian War. 
 
 (79) Why was the possession of the Ohio Valley so important to both 
 the English and French? What steps did the French take to gain it, and 
 what were the results of these advances on the French and Indian War? 
 
 (80) What are the chief causes of the French and Indian War? 
 
 (81) Contrast the English colonists with the people of new France as 
 to occupations, treatment of Indians, forms of government, religion, and 
 number of people. 
 
 (82) Why were the colonists in constant war before the Revolution? 
 
 (83) Show the connection between the French and Indian War in 
 America and the Seven Years' War in Europe. 
 
 2. Campaigns 
 
 (84) Explain why the French were not able to hold the territory 
 around the Great Lakes against the English. 
 
 (85) Why is the fall of Quebec considered one of the ''decisive battles" 
 of the world? 
 
 (86) Tell why you think that the removal of the Acadians was either 
 just or unjust. 
 
 (87) Explain the chief work of Washington, Braddock, Wolfe, and 
 Montcalm in the French and Indian War. 
 
 (88) Why was the Mohawk river not guarded? 
 
 3. Results 
 
 (89) What were the chief results of the French and Indian War? 
 What was its effect on the colonies? on the settlement of the country 
 west of the Alleghanies? 
 
 (90) How did the fall of Quebec affect the subsequent history of 
 America? 
 
 (91) Show how and why England and not Spain or France finally 
 held North America. 
 
 (92) What did the Treaty of 1763 mean to France? to England? to 
 the Canadians? to the colonists? 
 
 (93) How loyal to Great Britain were the colonies at the close of 
 the French and Indian War? 
 
 D. The American Revolution 
 
 1. Causes 
 
 (94) In what way did geographical features serve as causes of the Rev- 
 olutionary War? 
 
 (95) Is it ever right to revolt against one's government? Why did 
 the colonists oppose British rule? Why were they justified in doing so? 
 
 (96) Show how the Revolutionary War was a revolt against the king 
 and the government rather than against the people. What was King 
 George Ill's attitude toward the colonies? How did he influence American 
 History? 
 
 [40] 
 
1. Causes (continued) 
 
 (97) Would the English people have rebelled under such treatment as 
 the colonists received before the Revolution? Do you know of any cases 
 where they did? 
 
 (98) Compare the English and American ideas on representation. How 
 were the taxes levied by England in colonial times different from those 
 levied by our government at the present time? 
 
 (99) Explain ''Taxation without representation is tyranny" as to the 
 origin of the statement and the chief factors that called it forth. 
 
 (100) If it was the principle of the taxing policy and not merely the 
 paying of the taxes that the colonists objected to, why did they not 
 resist the Declaratory Act? 
 
 (101) Should the colonists have objected to taxation when the taxes 
 raised were to pay expenses incurred in protecting them from the French 
 and Indians? 
 
 (102) What were the chief causes of the Revolutionary War? What do 
 you consider the underlying cause and why? How did the purpose of the 
 War change after a year of fighting? 
 
 (103) What were the important events leading up to and causing the 
 Revolutionary War? 
 
 (104) How was the Quebec Act a cause of the Revolution? 
 
 (105) What class of people started the Boston Tea Party and what 
 effects did it have on the port of Boston and on the development of the 
 war? 
 
 (106) What were the causes and results of the Stamp Act? Were the 
 Boston Tea Party and Stamp Acts directly responsible for the war or 
 would it have happened anyway? 
 
 (107) Explain what each of the five intolerable acts means. 
 
 (108) What were the effects of the Boston Massacre? 
 
 (109) Give your opinion of the Writs of Assistance and your reasons 
 for such opinion. 
 
 (110) Why did Massachusetts lose her charter? 
 
 (111) Discuss the early spirit of independence and account for its 
 rapid growth. 
 
 (112) Discuss the arguments of the British and the colonists for and 
 against the obnoxious laws passed by parliament leading to the Revolution. 
 
 (113) Explain the picture, "The Spirit of '76." 
 2. Campaigns 
 
 (114) Give a summary of the events of the Revolutionary War up to 
 the surrender of Cornwallis. 
 
 (115) Explain the plan of Burgoyne's invasion, and tell why the Brit- 
 ish and Americans were both eager to control the Hudson during the Rev- 
 olutionary War. What would the capture of Quebec have meant? 
 
 (116) Why is the Battle of Saratoga regarded as one of the decisive 
 battles of history? 
 
 (117) What is meant by the words "fired a shot heard 'round the 
 world" ? 
 
 (118) Why do historians say that Howe captured Philadelphia at the 
 wrong time? 
 
 (119) What were the results of Cornwallis' surrender at Yorktown? 
 
 [41] 
 
3. Results 
 
 (120) What were the outstanding results of the Revolutionary War? 
 
 (121) What were the chief effects of the Revolutionary War on the 
 morals, manners, religion, commerce, and manufacturing of the United 
 States? 
 
 (122) Was the Revolutionary War justifiable from our point of view? 
 Would we be gainers or losers if it had not been fought? 
 
 4. Treaty of Peace 
 
 (123) Explain the peace treaty of 1783 and tell why Jay was at a 
 disadvantage in negotiating it. 
 
 (124) What makes a satisfactory national territory? Why was that 
 which we secured in 1783 not quite satisfactory'? 
 
 5. Declaration of Independence 
 
 (125) Summarize the events that led to the writing of the Declaration 
 of Independence and discuss the important principles involved in it. 
 
 (126) Discuss the statement, "All men are created free and equal." 
 
 (127) What were the principal grievances of the colonists enumerated 
 in the Declaration of Independence? 
 
 (128) What were the chief effects of the Declaration of Independence? 
 
 6. Attitudes of English and Colonists 
 
 (129) Explain the terms 'Whigs" and "Tories." Account for the feel- 
 ing in America toward the Tories. 
 
 (130) Discuss the attitude of England toward the colonists during 
 the Revolution with reference to the expressions of Pitt, Burke, and Fox. 
 
 7. Conditions during and immediately after 
 
 (131) What were the chief difficulties which Washington had to face 
 after taking command of the Continental Army? 
 
 (132) Describe briefly the conditions at Valley Forge and tell of their 
 effect on the Continental Army. 
 
 (133) In what respects was our country weak after the Revolution? 
 
 (134) What was the most important problem confronting the colonists 
 at the close of the Revolutionary War? 
 
 8. Leaders 
 
 (135) How do you account for Massachusetts and Virginia being lead- 
 ers in America's struggle for freedom? 
 
 (136) Compare the contributions of Washington and Franklin to the 
 winning of the war. 
 
 (137) Discuss the generalship of Washington and show how he typifies 
 the spirit of the Revolutionary soldiers. How did he show his patriotism 
 at the end of the war? 
 
 9. Reasons for winning 
 
 (138) Why was it possible for the colonies to defeat England in the 
 Revolutionary War and gain their independence even though their popu- 
 lation was only about one-fifth that of England? 
 
 10. France's relation 
 
 (139) How and why did France aid America in the War for Inde- 
 pendence? Should we feel indebted to France for her help? 
 
 t42] 
 
10. France's relation (continued) 
 
 (140) Why did France acknowledge the independence of the United 
 States in 1778? 
 
 (141) What were the effects of LaFayette's visit? 
 E. Forces toward formation of a union 
 
 (142) Why was there need of union among the colonies before and at 
 the beginning of the Revolution? What steps were taken toward such an 
 organization? 
 
 (143) What were the influences tending toward union in the colonies? 
 How did the idea of "union" develop? 
 
 (144) What was the importance of the Continental Congresses? How 
 did they differ from the Congress of the present day? 
 
 (145) Why did New Jersey object to the Articles of Confederation? 
 Why was her objection justifiable? 
 
 (146) Trace the formation of the United States. 
 
 III. The New Republic (1784-1814) 
 
 A. Organization of the Government 
 
 1. Difficulties met 
 
 (147) What were the chief difficulties encountered by the nation in the 
 formation of a central government? 
 
 (148) What was the significance of the Virginia and Kentucky reso- 
 tions? 
 
 (149) Why were two of the thirteen original states not present at the 
 constitutional convention? 
 
 (150) Explain the three principal compromises of the constitution. 
 
 (151) What is meant by the "compact theory?" '"National theory?" 
 
 (152) Did the states make the Union or the Union make the states? 
 Give reasons for your answer. 
 
 (153) What is the importance of making the Constitution the "Su- 
 preme Law of the Land?" 
 
 (154) Why was Madison called the "Father of the Constitution?" 
 
 (155) Why was the new constitution adopted? 
 
 (156) Why was the capital of the LTnited States changed to Wash- 
 ington, D. C? 
 
 2. Articles of Confederation 
 
 a. Weaknesses 
 
 (157) Explain America's early form of government in the critical 
 period, and show why the central governing power under the Articles of 
 Confederation was weak. 
 
 b. Compared with Constitution 
 
 (158) Compare the government under the Articles of Confederation 
 with the government under the Constitution in its early form, showing 
 how the defects of the former were remedied. 
 
 (159) Compare the Articles of Confederation with our present Con- 
 stitution. 
 
 [43] 
 
3. Constitution (national) 
 
 a. Amending 
 
 (160) Why should it be possible to amend the Constitution? Do the 
 amendments to the Constitution show that it was not well written or are 
 they due to changing conditions? 
 
 (161) Why was the Bill of Rights added to the Constitution? 
 
 (162) Why did the people feel the need of the twelfth amendment? 
 
 (163) Explain how the Constitution may be amended. 
 
 b. General plan of government 
 
 (164) Explain America's present form of government. 
 
 (165) Do the people as a whole run our government, or are our poli- 
 tics controlled by a few? 
 
 (166) What is the most essential factor in a democracy? Give reasons 
 for your answer. 
 
 (167) Is our country a pure or representative Democracy? 
 
 (168) Wliat is the importance of local self-government? 
 
 (169) What are some examples of representative government in your 
 town, county, and state? 
 
 (170) Whyis the privilege of voting very important in a republic like ours? 
 (171 Explain the ''checkand balance" system in our form of government. 
 
 c. Administrative department 
 
 (172) Why should only a natural born citizen be made President of 
 the United States? 
 
 (173) Why should the President have a term of only four years? 
 
 (174) Tell why you think the President should or should not have the 
 power of veto. 
 
 (175) When does it become the President's duty to help suppress vio- 
 lence and insurrection within a state? 
 
 d. Legislative department 
 
 (176) Explain the formation of Congress, pointing out the chief dif- 
 ferences between the House of Representatives and the Senate and show- 
 ing why both houses are necessary. 
 
 (177) Explain the three courses which a bill must take in order to be- 
 come a law. 
 
 (178) Explain how a treaty of peace is made. 
 
 e. Judicial department 
 
 (179) What is the importance of the judiciary department of govern- 
 ment? 
 
 (180) Why is the Supreme Court necessary for justice? What kind of 
 cases does it try? 
 
 (181) In what respects have decisions of the Supreme Court aided in 
 the development of the United States? 
 
 (182) Discuss the service rendered by John Marshall as chief justice 
 of the Supreme Court. 
 
 B. Development of the West 
 1. Explorations 
 
 (183) What is the significance of the Lewis and Clark and the Pike 
 expeditions? 
 
 [44] 
 

 1. Explorations (continued) 
 
 (184) Compare the explorations of Lewis and Clark with those of La 
 Salle. 
 
 2. Westward movement 
 
 (185) Explain the importance of the westward movement in Ameri- 
 can History. 
 
 (186) What were the chief causes of the westward movement? 
 
 (187) What were some of the events which turned the tide of civili- 
 zation to the West? 
 
 (188) Explain the government's land policy. 
 
 (189) Discuss the early attempts at development of the West. 
 
 (190) What effect did the westward movement have upon the union 
 of the colonies? 
 
 (191) Why were the early pioneers and frontiersmen a necessity to 
 this country? 
 
 (192) Why did the early settler clear forests in order to get land on 
 which to grow crops when prairie land was still available? 
 
 (193) Why was the pioneer more likely to have an independent atti- 
 tude than the citizens of colonies along the Atlantic coast? 
 
 (194) Explain how the Northwest Territory helped to unite the states. 
 
 (195) Has the westward movement ceased? 
 
 3. Ordinance of 1787 
 
 (196) What were the terms of the Ordinance of 1787? How were 
 they important from the standpoint of slavery and government? 
 
 (197) What government was used in the Northwest Territory? Why 
 was it so nearly like a state government? 
 
 (198) What were the good features of United States grants? 
 
 C. Finances 
 
 (199) What was the significance of the work of Alexander Hamilton 
 as Secretary of the Treasury? 
 
 (200) What was Hamilton's financial policy? What were its effects 
 on later financial developments? 
 
 (201) Compare the plan used today in reducing government expenses 
 with that used by Jefferson in his time. 
 
 (202) Explain the causes of the Panic of 1787. 
 
 (203) Discuss the chief steps in the organization and growth of United 
 States Banks. 
 
 (204) How does the United States raise money to run the government? 
 
 (205) In what ways may a bank be of service to the government? 
 
 D. Political issues 
 
 (206) Compare Washington's and Jefferson's ideas of who should 
 govern. 
 
 (207) Compare the administration of John Adams with that of either 
 Washington or Jefferson. 
 
 (208) Compare Hamilton's and Jefferson's plans of government. 
 
 (209) Compare Jefferson's actions as President to his platform, and 
 discuss his "reforms." 
 
 (210) What were the Alien and Sedition Laws, and why were they 
 passed? 
 
 [45] 
 
D. Political issues (continued) 
 
 (211) Why did the early United States, particularly New England, 
 need a protective tariff? 
 
 (212) What is meant by "'strict" and "loose" construction of the Con- 
 stitution? Which do you favor and why? 
 
 (213) What were the chief factors in the origin of the different polit- 
 ical parties? 
 
 (214) How was Washington able to foresee party strife? 
 
 (215) Why did the Federalist Party disappear? 
 
 (216) What effect would Anti-Federal control have had on our debts, 
 on tariff, and on the power of our federal government? 
 
 (217) Which party do you consider could have served the country 
 better? 
 
 (218) What is meant by '"Republican Simplicity?" 
 
 (219) Why did the Conservatives come back into power? 
 
 E. Neutrality during French Revolution 
 
 (220) Why did the United States refuse to participate in the French 
 Revolution ? 
 
 (221) Why was the neutrality of the United States justifiable? 
 
 (222) Compare Franklin's visit to France during the Revolution with 
 the visit of Citizen Genet. 
 
 F. Washington on foreign relations 
 
 (223) Why was it wise for the United States to refrain from interfer- 
 ing in the affairs of other nations? 
 
 (224) Explain what is said in Washington's "Farewell Address" in re- 
 gard to meddling with European affairs. 
 
 G. War of 1812 
 
 1. Causes 
 
 (225) Were the American states decidedly independent from 1783 to 
 1814? Give reasons for your answer. 
 
 (226) What were the causes and events leading to the War of 1812? 
 
 (227) Was the United States justified in entering the War of 1812? 
 
 (228) Why did the United States declare war upon England rather 
 than on France in 1812? 
 
 (229) Explain: "Millions for defence, but not one cent for tribute." 
 
 3. Results 
 
 (230) What results beneficial to the United States were brought about 
 by the War of 1812? 
 
 (231) What is the significance of the War of 1812 in the history of 
 the United States? 
 
 (232) What effect did the War of 1812 have upon England's attitude 
 toward the United States? 
 
 (233) Did the outcome of the War of 1812 prove the United States 
 more powerful than Great Britain? 
 
 4. Compared with Revolutionary War 
 
 (234) Compare the War of 1812 with the Revolutionary War? Were 
 they fought for similar reasons? 
 
 (235) Compare the military strength of England and the United States 
 in 1814 and in 1775. 
 
 [46] 
 
H. Commerce, industry, and communication 
 
 (236) What have been the results of the Industrial Revolution on the 
 social and industrial conditions of the United States? 
 
 (237) Compare the industrial life of the North and South during the 
 period from 1790 to 1820. 
 
 (238) Compare the industries of the United States before and after the 
 Revolutionary' War. Why was New England destined to be a manufactur- 
 ing district and the South an agricultural region? 
 
 (239) Trace and discuss the development of the means of transpor- 
 tation from colonial days to the present. 
 
 (240) What is the significance of the success of the Clermont? Why 
 was the river steamboat developed earlier than the railroad? 
 
 (241) Why was the Mississippi river relatively of more importance in 
 1800 as a commercial route than at the present time? 
 
 J. Leaders 
 
 (242) Why is Alexander Hamilton looked upon as one of the greatest 
 American statesmen? In what way does his work affect us today? 
 
 (243) Compare the contributions of Hamilton with those of Jefferson. 
 
 (244) Compare Jefferson's ideas of formality with those of Washington. 
 
 (245) Why did Washington say he "would rather live in retirement 
 than be emperor of the world?" 
 
 (246) What lesson can you learn from Aaron Burr's life? 
 
 IV. National Expansion and Sectionalism (1815-1860) 
 A. Development and expansion 
 
 2. Inventions 
 
 (247) What was the importance of the invention of the steam engine, 
 electric telegraph, telephone, and sewing machine? 
 
 (248) Show how the invention of the cast-iron plow in 1816 and the 
 reaper in 1830 stimulated the settlement of the Mississippi Valley. 
 
 (249) What were the effects of the invention of the cotton gin on: 
 slavery, the westward movement, commerce, agriculture, and manufactur- 
 ing? 
 
 (250) How may the invention of the cotton gin be considered an in- 
 direct cause of the Civil War? 
 
 3. Commerce, industry, and communication 
 
 (251) What were the causes of the internal improvements from 1800 
 to 1860? What were their general effects on the country? Why were 
 people interested in them even though they were not directly benefitted? 
 
 (252) What was the effect on the westward movement of population 
 of opening the Erie Canal? 
 
 (253) Why are there so many grain elevators in Buffalo? 
 
 (254) How would the Erie Canal compare in importance with the pro- 
 posed Great Lakes-St. Lawrence waterway? 
 
 (255) How did the steamboat aid western immigration? What other 
 factors impeded or accelerated immigration after 1815? What were the 
 later political results of the westward movement which occurred during 
 John Quincy Adams' administration? 
 
 [47] 
 
3. Commerce, industry, and communication (continued) 
 
 (256) What was accomplished by the Homestead Act of 1862? 
 
 (257) What arguments could you make to induce a desirable immi- 
 grant to settle in a slave state? in a free state? 
 
 (258) How did immigration aid in preserving the Union? 
 
 (259) Why did the North develop more rapidly, both socially and in- 
 dustrially, as a result of internal improvements than the South? 
 
 (260) What was the importance of the development of the steam 
 railway? What was the effect on the construction of canals? Why do 
 present-day railroad routes follow the early immigration trails? 
 
 (261) Summarize the chief features in the growth of the United 
 States (in area and population) from 1800 to 1920. 
 
 (262) Why did the population in the Northwest increase so rapidl} ■ 
 from 1830 to 1860? 
 
 (263) How do you account for such a large immigration to the United 
 States from Europe in the decades just preceding the Civil War? 
 
 (264) Account for the location of Chicago and show why it grew so 
 rapidly. 
 
 (265) Upon what grounds did Monroe, Madison, and Jefferson think 
 internal improvements to be beyond the power of the federal government? 
 
 4. Territorial acquisitions 
 
 a. General 
 
 (266) In what four ways has the United States acquired territory? 
 
 (267) Enumerate all the annexations of territory from 1783 to the 
 present time. State the reasons for and significance of each annexation. 
 
 b. Louisiana Purchase 
 
 (268) Why was the purchase of Louisiana important for reasons other 
 than mere territorial expansion? 
 
 (269) Did Jefferson, according to the strict interpretation of the Con- 
 stitution, have any authority to purchase Louisiana? Did this act con- 
 form to the party belief? Why? 
 
 (270) What would probably have been the results if Jefferson had not 
 purchased Louisiana? 
 
 e. Oregon 
 
 (271) Give the reason for the establishment of our claim to the Oregon 
 country. 
 
 (272) Show whv the northwest boundary was made 49° after the 
 "5440 or Fight" talk. 
 
 f. Alaska 
 
 (273) Why was the purchase of Alaska a good investment? 
 
 (274) Since Alaska is a possession of the United States, why should 
 it be under the form of government it is rather than be admitted as a 
 state? 
 
 5. Gold Rush to California 
 
 (275) What immediate effects were produced by the discovery of gold 
 in California? 
 
 [48] 
 

 5. Gold Rush to California (continued) 
 
 (276) What effect did the gold rush have on eastern commerce? on 
 westward expansion? 
 
 (277) What do you suppose the West would be like now if gold had 
 not been discovered in California? 
 
 6. Monroe Doctrine 
 
 (278) What were the causes which led to pronouncement of the Mon- 
 roe Doctrine? Why was it needed at the time it was announced? Show 
 how the "Holy Alliance" led to its publication. 
 
 (279) What principles are contained in the Monroe Doctrine? what 
 old ideas and what new ones? 
 
 (280) Of what value has the Monroe Doctrine been to the United 
 States? How has it affected our history? 
 
 (281) What spirit did the Monroe Doctrine foster? How did it affect 
 Europe's attitude toward the United States? 
 
 (282) Give reasons why the Monroe Doctrine should be void. 
 
 (283) Did Monroe have any right to form such a policy? 
 
 (284) Compare the thought of the Monroe Doctrine with the thought 
 in Washington's Farewell Address. 
 
 (285) What is your personal opinion of the Monroe Doctrine? 
 
 7. Political parties and elections 
 
 (286) Why was Monroe's administration called "The Era of Good 
 Feeling"? 
 
 (287) Explain the system of nominating candidates for President and 
 Vice President. 
 
 (288) Have nominating conventions in the United States been estab- 
 lished by law or by custom? In what respects is the primary system to 
 be preferred to the convention system? 
 
 (289) Why could the Whigs not become a strong political party? 
 
 (290) Why was Henry Clay defeated for the Presidency? 
 
 (291) How did the western frontier influence the development of the 
 Democratic party? 
 
 8. Policies of Jackson 
 
 (292) Why does Jackson's administration mark a new era in the 
 history of the United States? 
 
 (293) What are the differences between Jeffersonian and Jacksonian 
 democracy? 
 
 (294) Why do we speak of the "reign of Andrew Jackson"? 
 
 (295) Explain the Spoils System and its results. Was it a good policy 
 to introduce into national politics? 
 
 9. Financial conditions 
 
 (296) What were the results of the "Specie Circular"? 
 
 (297) Discuss the United States Bank plan at the time of Jackson's 
 presidency. What was Jackson's attitude toward the United States Bank? 
 
 (298) What were the causes and the results of the Panic of 1837? 
 
 (299) What were the causes of the Panic of 1857? 
 
 [49] 
 
10. War with Mexico 
 a. Causes 
 
 (300) Was the United States justified in declaring war on Mexico in 
 1846? Give reasons for your answer. 
 
 B. Sectionalism 
 
 1. Struggle for balance of power 
 
 a. Territorial annexation and state admission 
 
 (301) Explain the Wilmot Proviso. What influence did it have on 
 slavery? What effect did its failure to become a bill have upon territory 
 acquired from Mexico? 
 
 (302) What is meant by equilibrium of power between the slave and 
 free states? Why was the South eager to maintain the balance of power 
 in Congress? 
 
 (303) What was the cause of the rapid admission of states into the 
 Union before 1860? 
 
 (304) Why did the annexation of new territory increase the difficul- 
 ties between the North and the South? Why did the South want slave 
 territory extended while the North wanted it restricted? 
 
 (305) Why should the people of the North oppose the annexation of 
 Texas? Show the importance of its relation to the slavery question. 
 
 (306) Explain why California chose to become a free state. 
 
 b. Missouri Compromise 
 
 (307) What is a compromise? In what way was the Missouri Com- 
 promise called forth by the Louisiana Purchase? 
 
 (308) State the terms of the Missouri Compromise and give at least 
 three reasons why it was significant in our history. 
 
 (309) Can a real difficulty be settled by compromise? Why did the 
 Missouri Compromise not prevent the impending trouble between the 
 North and South? 
 
 c. Compromise of 1850 
 
 (310) What were the causes of the Compromise of 1850? What terms 
 did it provide? 
 
 (311) What were the effects of the Compromise of 1850? Which 
 gained the more by it, the North or the South? Why? 
 
 (312) Tell why you would have favored or opposed the Compromise 
 of 1850 if you had been living at that time. 
 
 (313) State briefly the relation of the Compromise of 1850 to the 
 following issues: (1) Shall California be admitted free? (2) Shall slavery 
 be prohibited in the rest of the Mexican cession? (3) Shall slavery be 
 abolished in the District of Columbia? (4) Shall fugitive slaves be re- 
 turned to their masters? (5) Shall trade in slaves between the states be 
 prevented? (6) What shall be the boundary of Texas? 
 
 d. Kansas-Nebraska Bill 
 
 (314) What was meant by "popular sovereignty?" What was its value? 
 
 (315) Do you believe that it was well to settle the slavery question 
 in the territories by "popular sovereignty?" 
 
 (316) Tell why you think that the Kansas-Nebraska bill should or 
 should not have been passed. Why did people of the North object to it? 
 
 (317) What were the effects of the Kansas-Nebraska bill? 
 
 [50] 
 
2. Dred Scott Case 
 
 (318) What was the Dred Scott case? How did it affect the North 
 and the South? 
 
 (319) How did the Dred Scott decision touch the primary principle 
 of the Republican party? 
 
 (320) Give the arguments for and against the Dred Scott decision. 
 What would have been the effect if the case had not been decided as it was? 
 
 (321) Explain the reaction to the Fugitive Slave Law. Was the "un- 
 derground railway" right? 
 
 (322) What were the differences between a negro slave and a free 
 negro? 
 
 3. Interrelations of Missouri Compromise, Compromise of 1850, Kansas-Nebraska 
 Bill, and Dred-Scott Case 
 
 (323) What relation did the Kansas-Nebraska bill bear to the Missouri 
 Compromise? to the Omnibus Bill? to the Dred Scott decision? 
 
 (324) What effect did the Dred Scott decision have on the Missouri 
 Compromise? 
 
 (325) How did the Compromise of 1850 violate the Missouri Com- 
 promise? 
 
 4. National vs. State rights 
 
 a. Nullification 
 
 (326) Account for the difference of opinion as to tariff between the 
 North and the South prior to the Civil War. 
 
 (327) Explain the changing views of the South on tariff change from 
 1815 to 1830. 
 
 (328) What were the effects of the Tariff of 1828? Do you think it 
 was a wise plan for the government to put a tariff on imports when our 
 manufactures were so young? 
 
 (329) What is meant by nullification? What brought about the null- 
 ification act of South Carolina? 
 
 (330) Discuss Calhoun's views as to nullification of the tariff. Was 
 it fortunate or unfortunate that the dispute of 1833 was compromised? 
 
 (331) What were the effects of the Tariff of 1833? 
 
 (332) Why is the Webster-Hayne debate important? 
 
 (333) Upon the basis of strict construction, did the South ask for 
 more than the Constitution justified? 
 
 (334) Why should the question of protective tariff not be settled by 
 vote of the public? 
 
 b. Secession 
 
 (335) Trace the development of the secession idea. 
 
 (336) Why did South Carolina and later other southern states secede 
 from the Union? Why were the cotton states the first to secede? 
 
 (337) What were the effects of the secession? 
 
 (338) Compare the opinions of Webster and Hayne on secession. 
 
 (339) Compare Jackson's and Lincoln's attitude toward secession. 
 
 [51] 
 
5. Lincoln-Douglas debates 
 
 (340) What was the importance of the Lincoln-Douglas debates? 
 What was their effect upon the country? on the election of 1860? 
 
 (341) How do you explain the fact that the Lincoln-Douglas debates 
 attracted so much attention? 
 
 (342) What might the results have been if Lincoln had won the 
 debate? 
 
 (343) What effect did the Freeport Doctrine have on the election 
 of 1860? 
 
 (344) Tell why you think the Douglas plan of settlement was or was 
 not a good one. 
 
 (345) Compare the outstanding characteristics of Lincoln and Doug- 
 las. What were their attitudes toward the slavery question? How did 
 Douglas prove himself a real citizen in his dealing with Lincoln? 
 
 6. Abolition movement 
 
 (346) What was the reason for the origin of the anti-slavery move- 
 ment? 
 
 (347) Show the importance of the Abolition movement. 
 
 (348) What were the effects of the Abolition movement on the North 
 and on the South? How do you account for the growth of the movement 
 in the face of such opposition? 
 
 (349) How did the method of putting the slavery question before the 
 people differ from that which would be employed today? 
 
 (350) Why did some people feel that Webster had gone back on his 
 beliefs? 
 
 (351) What was the "Gag Rule"? What events led to its formula- 
 tion? What were the results of the rule? 
 
 (352) What were the principles and the methods of the abolitionists? 
 Are they justifiable? 
 
 (353) Summarize a list of reasons for and a list of reasons against the 
 resolution that "Slavery should be abolished." 
 
 7. Effects of slavery 
 
 (354) Why is 1619 an important date in American history? Why was 
 slavery not fought against at that time? 
 
 (355) What unfortunate condition arose from the bringing in of negro 
 slaves? What effect did it have upon agricultural production? 
 
 (356) What effect would slavery have in a new country upon free 
 white inhabitants and upon free white immigration? 
 
 (357) What might have been the condition of our country now if 
 slavery had not been abolished? 
 
 (358) Explain the following: "A Dutch vessel sailed up the James 
 River in 1619 and sold twenty African slaves to the colonists. The seeds 
 of the great Civil War were carried in this old Dutch vessel." 
 
 8. Conditions favorable and unfavorable to slavery 
 
 (359) What are the chief (geographical, industrial, and moral) reasons 
 why the North opposed slavery? 
 
 [52] 
 
8. Conditions favorable and unfavorable to slavery (continued) 
 
 (360) If slave labor had been considered profitable in the North, as 
 it was in the South, would the North have opposed slavery? Why is 
 slavery not economically sound? 
 
 (361) Why do you consider slavery an evil? Were the people of the 
 South sincere in their belief in slavery or did they realize its evils and 
 still want it merely for profit? 
 
 (362) What were the chief effects of slavery on the United States? 
 
 (363) Was Harrison fair to the slave holders? Why? 
 
 (364) What are the three most important internal political questions 
 which arose out of the conditions following the War of 1812? 
 
 9. Influences leading directly to Civil War 
 
 (365) Summarize the chief causes of the Civil War in two groups: 
 first, the more fundamental and remote causes such as attitudes, princi- 
 ples, and so forth, and second, the immediate causes or events which 
 actually started the war. 
 
 (366) By what means other than war might the slavery question 
 have been settled? 
 
 (367) What events helped to cause Lincoln's election? Would you 
 have voted for Lincoln in spite of what the South said? 
 
 (368) What was the importance of Lincoln's election to the presi- 
 dency? Explain Lincoln's policy toward the South. 
 
 (369) From what issues has sectionalism arisen in the United States? 
 How did the two distinct territorial divisions, North and South, originate? 
 
 (370) What were the effects of John Brown's Raid on the South? 
 
 (371) How did Mrs. Harriet Beecher Stowe's "Uncle Tom's Cabin" 
 affect people's attitude toward slavery? 
 
 10. Comparison of North and South 
 
 (372) Account for the difference in the proportion of white population 
 in the North and the South. 
 
 (373) Compare the North and the South in the period of 1830 to 
 1860 in the following ways: as to social life, education, industries, and 
 farming. 
 
 (374) Compare the North and the South at the beginning of the 
 Civil War as to resources, population, training, loyalty, purposes, political 
 and financial conditions. 
 
 (375) Compare the North and the South during the Civil War as 
 to natural resources, wealth, food supplies, population, army, navy, trans- 
 portation, location, purposes, and patriotism. 
 
 11. Leaders 
 
 (376) Discuss the services of John Quincy Adams before, during and 
 after his administration. It is said of Adams that "He was a fearless 
 champion of what seemed to him to be right." Point out an example 
 illustrating this and show how this quality helped to fit him for the 
 presidency. 
 
 (377) Compare Thomas Jefferson with Andrew Jackson. 
 
 [53] 
 
11. Leaders (continued) 
 
 (378) Discuss Henry Clay's importance in United States History. 
 
 (379) Compare Daniel Webster and Henry Clay. 
 C. Miscellaneous 
 
 (380) Why does the word "slaves" not appear in the Constitution? 
 
 (381) Compare Jackson's presidency with that of Van Buren. 
 
 (382) Discuss the Mormon emigration to Salt Lake. 
 
 (383) Could treaties be drawn up without war today as was the 
 Ashburton Treaty? 
 
 V. Civil War (1861-1865) 
 
 A. Campaigns 
 
 (384) Compare the war policies of the North and the South and tell 
 who were responsible for the policies. 
 
 (385) What was the importance of the rivers during the Civil War?' 
 
 (386) What need was made evident by the battle of the Monitor 
 and the Merrimac? 
 
 (387) Explain the importance of the blockade in the Civil War. 
 Which crippled the South more, the Union armies or the naval blockade? 
 
 (388) How did the defeat of the national troops at Bull Run prove 
 advantageous to the cause of the Union? 
 
 (389) What was the importance of the Peninsular campaign? 
 
 (390) What were the advantages and value of Sherman's march? 
 
 (391) Discuss Sheridan's return from Winchester. 
 
 (392) What was the significance of the Battle of Gettysburg? of 
 the Battle of Vicksburg? 
 
 (393) What, in your estimation, caused the North to win? 
 
 (394) Compare the first two years of the Civil War with the last 
 two years. 
 
 (395) Give an account of the form of organization of the two oppos- 
 ing armies. 
 
 B. Emancipation Proclamation 
 
 (396) Explain the Emancipation Proclamation and give reasons why 
 it was issued. Why did President Lincoln not issue it at the beginning 
 of the Civil War? 
 
 (397) What right did Lincoln have to issue the Emancipation Procla- 
 mation? 
 
 (398) What were the results of the issuing of the Emancipation 
 Proclamation on the negro, the Civil War, and the country? 
 
 (399) Explain the difference between the Emancipation Proclamation 
 and the Thirteenth Amendment to the Constitution. 
 
 F. Lincoln's attitude 
 
 (400) What were the outstanding traits of Lincoln's character? How 
 did his training and character fit him for the presidency during the Civil 
 War? 
 
 [54] 
 
F. Lincoln's attitude (continued) 
 
 (401) Why was opinion so divided about Lincoln during his life? If 
 he were living today, do you think he would be considered as great as 
 he is now? 
 
 (402) Explain Lincoln's attitude toward: (a) Slavery, (b) Confeder- 
 acy, (c) Union. 
 
 (403) Discuss Lincoln's handling of the Trent affair. 
 
 (404) If Lincoln had not freed the slaves, do you think someone else 
 would have at that time or later? 
 
 (405) What is the importance of Lincoln's Gettysburg Address? What 
 is the central thought contained in it? What did he mean by a "govern- 
 ment of the people, by the people, for the people?" 
 
 (406) How did Lincoln's assassination affect the country? Does the 
 assassination make us feel differently toward his work? 
 
 (407) What honors might Lincoln have gained for himself if he had 
 lived a few years longer? 
 
 G. Leaders 
 
 1. Evaluation 
 
 (408) Compare Grant and Jackson as to military ability. 
 
 (409) Whom do you admire most, Grant or Lee? Why?* Which one 
 do you consider the more efficient as a leader? Why? 
 
 2. Compared with earlier leaders 
 
 (410) Compare Lincoln and Washington as to (a) advantages in life, 
 (b) character, (c) problems which each had to solve, (d) service ren- 
 dered to the country. 
 
 (411) Compare Washington and Lee as to military ability and leader- 
 ship. 
 
 VI. Reconstruction (1866-1870) 
 
 A. Results of the Civil War 
 
 (412) What was the significance of the outcome of the Civil War? 
 What were the most important results of the war on the nation? 
 
 (413) What were the chief effects of the war on the North? on the 
 South? 
 
 (414) What might the results have been if the South, had won the 
 Civil War instead of the North? 
 
 B. Problems and work of reconstruction 
 
 (415) Summarize the chief phases of the Reconstruction controversy 
 after the Civil War and describe the chief plans that were suggested to 
 meet the situation. 
 
 (416) What were the principal mistakes in reconstruction? How might 
 they have been avoided? 
 
 (417) What were the chief problems of reconstruction for the North? 
 for the South? for the National Government? 
 
 (418) Compare President Johnson's plan of reconstruction with that 
 of Congress. Do you consider the Congressional plan a good one? Why? 
 
 [55] 
 
B. Problems and work of reconstruction (continued) 
 
 (419) Discuss the attitude of a southern citizen toward a northern 
 citizen after the war. 
 
 (420) Discuss home life and living conditions in the North and South 
 during the period of Reconstruction. 
 
 (421) Trace the Reconstruction Period in the North and in the South, 
 giving attention to suffrage, taxes, public improvements, and political 
 organization. 
 
 (422) Why was the death of Lincoln a great misfortune to the South? 
 to the North? 
 
 (423) Give reasons why you think the southern states were or were 
 not treated fairly during the Reconstruction Period. 
 
 (424) What were the effects of carpet-bagging on the South? 
 
 (425) Was the Ku Klux Klan necessary in the South? 
 
 C. The race problem 
 
 (426) How has the Civil War affected the status of the negro in the 
 North and in the South? 
 
 (427) Has our country been benefited by the abolition of slavery? 
 
 (428) What do you think would have been the best way to dispose 
 of the freed slaves for the future good of the country? 
 
 (429) What can we do as a country to produce a higher standard of 
 living in the negro race? Which do you think is better for our country — 
 to have the negroes and whites intermingle as they are now doing, or 
 encourage negroes to live on government reservations as is done in the 
 case of Indians? Why? 
 
 (430) Discuss the race problem in the South in its social, political, 
 and economic results, and show why the South was so long in becoming 
 reconciled to the abolition of slavery. 
 
 (431) Do you think the South is a more desirable place to live since 
 the slaves were made free? Why? 
 
 (432) Contrast the negro problem of today with that of the sixties. 
 
 D. Commerce, industry, and transportation 
 
 (433) Compare the social, economic and industrial conditions of the 
 North and the South at the close of the Civil War and give three reasons 
 why the South fell behind the North in prosperity. 
 
 (434) Compare the New South with the Old South and give reasons 
 for the change. 
 
 (435) Between 1860 and 1870 the number of employees in American 
 factories increased more than one-half. Does this fact suggest more capital 
 or less capital? Explain. 
 
 (436) What was the importance of the laying of the Atlantic Cable? 
 
 (437) Why did our government want a transcontinental railroad? 
 
 [56] 
 
VII. Industrial, Political, and Social Progress (1871-1897) 
 
 A. Inventions and inventors 
 
 (438) Trace the progress of invention from 1865 to the present time 
 and show why this period has been especially productive. Why were the 
 inventions of this period of less value to the South than to the North? 
 
 (439) What is the relation between inventions in America and indus- 
 trial progress? Why are people often slow in accepting a new invention? 
 
 (440) What has been the importance of the developments in the field 
 of electricity? 
 
 (441) Why have the inventions of the phonograph, airplane, and radio 
 been important? 
 
 (442) What inventions have been most important in the transition 
 from the old style of farming to modern scientific farming? 
 
 (443) What has Thomas Edison contributed to world progress? How 
 do you account for his great work? What is the difference in your feeling 
 of gratitude toward George Washington and Thomas Edison? 
 
 C. Reforms 
 
 1. Civil service 
 
 (444) What led to the Civil Service Reform? 
 
 (445) To what extent has the spoils system been eliminated from our 
 government? 
 
 (446) Discuss the merits of the Civil Service System in comparison 
 with those of the Spoils System. Give reasons why the "merit system" 
 should be used in towns and cities as well as in the nation. 
 
 (447) Why do some politicians object to Civil Service Reform? 
 
 (448) Discuss Civil Service as to positions open, qualifications neces- 
 sary, examinations, and so forth. 
 
 2. Australian ballot ♦ 
 
 (449) What are the advantages and disadvantages of the Australian 
 Ballot System? Why should there be secrecy in voting? 
 
 (450) What were the effects of the use of the Australian Ballot 
 System in elections? 
 
 (451) Do you think the short ballot is to be preferred to the present 
 method of voting? Why? 
 
 E. Commerce, industry, and communication 
 
 (452) Trace the development of industry in the United States, giving 
 the principal reasons for the rapid growth, the results of the change on 
 life, and the reasons why America can maintain an industrial supremacy. 
 
 (453) Why is it not advisable for a country to depend wholly on one 
 crop or industry?' 
 
 (454) Compare agricultural development with industrial development 
 in the United States. 
 
 (455) What relation has agricultural development to the building of 
 lines of transportation? 
 
 (456) Explain the effects of the transcontinental railroad on the de- 
 velopment of the country. 
 
 [57] 
 
E. Commerce, industry, and communication (continued) 
 
 (457) Compare transportation now and during Cleveland's adminis- 
 tration. 
 
 (458) The government manages and controls postal activities. Why 
 should it not control other industries? 
 
 (459) How has irrigation helped to develop the United States? 
 
 (460) What one factor has been most responsible for the progress of 
 commerce in the United States? 
 
 F. Labor and capital 
 
 (461) Discuss the rise of big business monopolies and the attempt at 
 government control. 
 
 (462) Contrast early American systems of labor with the labor organ- 
 ization of today. 
 
 (463) Compare the activities of labor and capital from 1875 to 1925. 
 
 (464) Why does the public claim a right to interfere in conflicts be- 
 tween capital and labor? 
 
 (465) Explain the significance of labor unions and give some argu- 
 ments for and against them. 
 
 (466) Discuss the need of a Child Labor Law. 
 
 G. Urbanization 
 
 (467) Account for the greater relative increase in population of cities 
 as compared with rural districts. What does the growth of cities mean 
 to our country? 
 
 (468) Explain the rapid growth and importance of such cities as Gary 
 and Indianapolis. 
 
 (469) What questions in government were caused by the growth of 
 cities? 
 
 (470) Give some reasons why New York City has grown to be larger 
 than other cities in the United States. 
 
 VIII. Beginnings of United States as a World Power (1898-1912) 
 
 A. Spanish-American War 
 
 2. Causes 
 
 (471) Summarize the remote and immediate causes of the Spanish- 
 American War. 
 
 (472) Was the Spanish-American War inevitable? Give reasons for 
 your answer. 
 
 (473) What was the attitude of the United States toward Spain 
 in 1898? 
 
 (474) Why was the United States justified in going to war with 
 Spain in 1898? 
 
 3. Results 
 
 (475) What were the chief results of the Spanish-American War? 
 
 (476) Explain how the "Spanish War made the United States a world 
 power." 
 
 [58] 
 
B. Treatment of outlying possessions 
 
 2. Philippines 
 
 (477) Was the purchase of the Philippines a violation of the Monroe 
 Doctrine? 
 
 (478) What do we mean by "government with the consent of the 
 governed?" Compare this with "Imperialism." 
 
 (479) Why did the Filipinos rebel against the United States? 
 
 (480) Give reasons for and against the granting of freedom to the 
 Filipinos. 
 
 C. Relation of United States with other nations 
 
 1. South America 
 
 (481) Why should the United States extend its protection over Central 
 and South America by means of the Monroe Doctrine? 
 
 (482) How has the Monroe Doctrine helped small countries in South 
 America?' 
 
 (483) What reasons have republics south of the United States had 
 to question our good intentions? 
 
 (484) Discuss Blaine's foreign policy with Latin-American countries. 
 
 (485) Of what advantage was the Pan-American Congress to us? 
 
 2. Other countries than South America 
 
 (486) Why do countries have foreign ministers? 
 
 (487) Why should Canada oppose reciprocity with the United States? 
 
 (488) Explain the policy of the "Open Door." 
 
 (489) What were the reasons for the world trip of the United States 
 navy in 1907? 
 
 D. Panama Canal 
 
 (490) What is the military and commercial importance of the Panama 
 Canal to the United States? to the world? 
 
 (491) Compare the relative values of the Erie and Panama Canals 
 to the United States. 
 
 (492) Why was President Roosevelt so eager to construct the Panama 
 Canal? 
 
 (493) Explain why the Panama Canal has been called a "monument 
 to Theodore Roosevelt." 
 
 (494) Discuss the method used to get the Canal Zone for the building 
 of the Panama Canal. 
 
 (495) Why did the United States succeed in building the Panama 
 Canal when it had been a failure before? Why is it said that it was 
 built by doctors? 
 
 (496) Why was it such a task to build the Panama Canal? What 
 attempts were made at it? 
 
 t59 
 
IX. Accentuated World Relations (1913-present) 
 A. World relations 
 
 1. World war 
 
 b. Reasons for entrance of United States 
 
 (497) Explain the causes for the entrance of the United States into 
 the World War. 
 
 (498) What was the aim of the United States in the World War? 
 
 (499) Why was the United States justified in entering the World War? 
 
 (500) Could President Wilson have prevented America from partici- 
 pating in the World War? What would have been the result? 
 
 (501) What was the importance of the sinking of the Lusitania? 
 Compare the sinking of the Lusitania with that of the Titanic. 
 
 (502) Do you think Washington or Jefferson would have opposed our 
 entrance into the World War? 
 
 (503) What did Lafayette have to do with the World War? Do you 
 think we were obligated to help France in the World War? Why? 
 
 c. War policies of United States 
 
 (504) Has the United States ever fought an unjust war or acted 
 disgracefully since the formation of the government? 
 
 (505) For what purpose has the United States entered wars? State 
 in one word each of the aims of America's three great wars? 
 
 (506) Compare America's reasons for entering the War of 1812 with 
 those for entering the World War. 
 
 (507) Compare the causes of the Revolutionary War with those of 
 the World War. 
 
 e. Methods of warfare 
 
 (508) Trace the development of methods of warfare through the 
 Revolutionary War, the War of 1812, the Civil War, the Spanish-Ameri- 
 can War, and the World War, and make some statement concerning the 
 probable methods of future warfare. 
 
 (509) Compare the Civil War and World War as to types of volun- 
 teers, treatment of prisoners, and conditions of military life. 
 
 (510) What are the advantages and disadvantages of conscription and 
 voluntary enlistment? 
 
 (511) Does one side ever gain as much in a war as the other loses? 
 How could money spent for war be put to better uses? 
 
 (512) Compare the use to which Muscle Shoals would be put in time 
 of peace with that to which it would be put in time of war. 
 
 g. Results 
 
 (513) What is the significance of the World War? What have been the 
 most important industrial, economic, and social results upon the world? 
 
 (514) How did the World War affect the United States politically, 
 socially, and financially? 
 
 (515) What new relations were brought about between the United 
 States and foreign countries by the World War? 
 
 [60] 
 
g. Results (continued) 
 
 (516) Did the United States gain or lose by entering the World War? 
 Why? 
 
 (517) Did the restrictions placed on food during the World War intro- 
 duce any values to the American people which have been permanent? 
 
 (518) What great mechanical and industrial achievements and what 
 scientific facts have resulted directly from the World War? 
 
 (519) What lessons upon the subject of military preparedness can 
 we learn from the World War? 
 
 (520) How were the North and the South united by the World War? 
 
 (521) What do you think would be the present condition of the 
 European countries if they had not engaged in the World War? 
 
 2. Reconstruction 
 
 a. Conditions 
 
 (522) Why have conditions since the war been so difficult? Name 
 some of the hard problems which face the United States Government 
 today. 
 
 (523) What was the cause of such rapid social and industrial devel- 
 opment after the World War? 
 
 (524) What explanation can be given for the large increase in the 
 enrollment in high schools and colleges since the World War? 
 
 (525) How do you account for the high cost of living after the war? 
 
 (526) If the amount of money in the country were suddenly doubled, 
 what would be the effect on the price of wheat? 
 
 (527) Why does the dollar not buy as much today as in 1914? 
 
 (528) Account for the riches of Henry Ford and the pauperism of 
 some. 
 
 b. Compared with reconstruction after Civil War 
 
 (529) Compare the conditions of the Reconstruction Period following 
 the Civil War with those of the period following the World War. 
 
 (530) Compare the reconstruction problems which arose after the 
 Civil War with those which arose after the World War. 
 
 (531) Compare the differences between Wilson and the Senate after 
 the World War with those between Johnson and Congress after the Civil 
 War. 
 
 (532) Compare the Ku Klux Klan of 1868 with that of today in 
 regard to purpose and accomplishments. 
 
 3. Wilson's administration 
 
 (533) In what respects was Wilson a great president? Do you con- 
 sider him one of the nation's greatest leaders? Why? 
 
 (534) Show that Wilson should or should not be condemned for his 
 mistakes. 
 
 (535) Discuss the salient features in the politics of President Wilson. 
 
 (536) Name and tell the importance of the chief events in Wilson's 
 administration. 
 
 [61 ] 
 
3. Wilson's administration (continued) 
 
 (537) Compare the tasks of the two great war Presidents, Lincoln 
 and Wilson. 
 
 (538) Do you think a president should leave his country to go 
 abroad? Why? 
 
 (539) What did Wilson mean by "making the world safe for democ- 
 racy?" 
 
 (540) Explain the term "watchful waiting." 
 
 4. League of Nations and World Court 
 
 (541) What is the purpose of a League of Nations? of a World 
 Court? What is the significance or value of such organizations? 
 
 (542) Do you think the United States should join the World Court? 
 Why? 
 
 (543) Why was not the League of Nations accepted by all countries? 
 
 (544) Why did the United States not join the League of Nations 
 after helping to make it? 
 
 (545) Tell why you think the League of Nations a good or bad plan 
 and why you think the United States should or should not enter it. 
 
 (546) Summarize the arguments in favor of a League of Nations. 
 
 (547) What effect does the League of Nations have upon the Eastern 
 Hemisphere? 
 
 (548) Give some arguments for and against compulsory arbitration. 
 
 5. United States in relation to other nations 
 
 a. General 
 
 (549) W'hat are the connections between the history of the Old World 
 and that of the New? 
 
 (550) Mention several of the bonds between Europe and the United 
 States. Did the World War create any new ones? 
 
 (551) Compare the European policies of Washington and Wilson. 
 
 (552) Compare the relations of the United States to Europe during 
 Wilson's and Jefferson's administrations. 
 
 (553) Do you think that President Wilson did a good service by 
 going to Europe in 1918-1919? Why? 
 
 (554) From your study of United States history, what is your feeling 
 toward Great Britain? 
 
 (555) To which country do we owe our greatest debt (not financial)? 
 Why? 
 
 (556) Is it better to pay freight to foreign ships or to have ships of 
 our own? Why? 
 
 (557) Would it be safe for the United States to give up building a 
 navy if other countries did likewise? Why? 
 
 (558) What effect does a war in Europe have on American farm 
 products? 
 
 (559) What would the United States do with her surplus products 
 under an "American System?" 
 
 [62] 
 
5. United States in relation to other nations (continued) 
 
 (560) Do big nations possess rights which small nations do not? Explain. 
 b. Monroe Doctrine 
 
 (561) What is the significance of the Monroe Doctrine today? How 
 has it affected affairs recently? Do you think we should still abide by it? 
 
 (562) Discuss the possibility and advisability of the Monroe Doctrine 
 as a World Doctrine. 
 
 (563) How can you reconcile the entrance of the United States into 
 the World War and the Monroe Doctrine? 
 
 (564) Has the Monroe Doctrine assumed any new importance in 
 connection with the World War? 
 
 (565) Discuss the present foreign policy of the United States. 
 
 (566) Explain why Germany has always been hostile to the Monroe 
 Doctrine. 
 
 d. Position of United States as a power 
 
 (567) What place do we occupy among the nations of the world? 
 
 (568) Do you think the United States is still a growing nation? Is 
 it now "standing still" or is it beginning to decline? Give reasons for 
 your answer. 
 
 (569) For what reasons is the United States considered a world power? 
 \Miat factors have made her position possible? 
 
 (570) What are some of the conditions that have helped to retard 
 the growth of the nation? 
 
 (571) Under what conditions will the United States maintain her 
 position as a great nation? What proportion of the people are educated 
 and understand our form of government? 
 
 6. Immigration 
 
 (572) Why is there so much immigration to America? Explain what 
 is meant by calling America the "melting pot." 
 
 (573) Why is it necessary to instruct immigrants in American prin- 
 ciples? What should be done with foreigners in America who oppose an 
 organized form of government? 
 
 (574) If aliens should come to the United States, what qualifications 
 should they have? What are the advantages and disadvantages of educa- 
 tional tests for immigrants? 
 
 (575) How are foreigners a menace to our laborers? 
 
 (576) What are the effects of loose immigration laws today? 
 
 (577) Trace the varying policies of the United States toward the 
 immigrant. 
 
 (578) Why was immigration from 1830-1880 considered such a boon 
 to the United States, while that from 1880 to the present date has offered 
 so many problems to lawmakers? 
 
 (579) What caused our immigration to change from an immigration 
 from northern and northwestern Europe to one largely from southern 
 Europe? 
 
 [63] 
 
6. Immigration (continued) 
 
 (580) What is likely to be the effect of such a large immigration from 
 southern Europe? 
 
 (581) What are the chief arguments for and against restricted immi- 
 gration? Why are stringent immigration laws more necessary now than 
 formerly? 
 
 (582) Do you think the policy of the United States toward immi- 
 grants is justifiable? Why? 
 
 (583) What are reasons for the act excluding Orientals? Why should 
 the Japanese question be of more immediate interest to Californians than 
 to others? 
 
 (584) How has the World War affected immigration to this country? 
 What new problems have arisen in this connection? 
 
 B. Internal affairs 
 
 1. Legislation 
 
 b. Federal reserve banks 
 
 (585) Trace the development of our banking system beginning with 
 the work of Alexander Hamilton. 
 
 (586) Mention the chief financial panics and state briefly the causes 
 and results of each. 
 
 (587) Explain the importance and value of the Federal Reserve Act. 
 
 (588) Show by example how the Federal Reserve Banks may prevent 
 severe panics. 
 
 d. Prohibition 
 
 (589) Show how the prohibition law of 1917 represents the climax 
 of the whole prohibition movement. 
 
 (590) Some people think that as a war measure the 18th Amendment 
 was justified, but should be repealed now in time of peace. Point out 
 the truth or fallacy of their argument. 
 
 (591) What have been the effects of the Prohibition Amendment? 
 
 2. Tariff and taxation 
 
 (592) Explain the two great sources of national revenue. 
 
 (593) Who pay taxes? What system of taxation would seem to arouse 
 the smallest amount of objection? 
 
 (594) Which is the better form of taxation, an income tax or a tariff? 
 Who pays the greater amount in either case? What effect has an income 
 tax on large corporations and on business in general? 
 
 (595) What is a tariff? Which tariffs have not been beneficial to our 
 nation ? 
 
 (596) What relation has the tariff question to our national life? 
 
 (597) How does tariff for revenue differ from protective tariff; 
 
 (598) Explain in detail the idea of protective tariff, giving the chief 
 arguments for and against it and showing what influence it has on present 
 day industries. 
 
 (599) Is the tariff an advantage to the Gulf States? Why? 
 
 [64] 
 
2. Tariff and taxation (continued) 
 
 (600) Compare the policies of the Republican and Democratic parties 
 in regard to protective tariff. 
 
 (601) Trace the development of the tariff question from 1789 to 1924. 
 
 3. Political parties 
 
 (602) Are different political parties necessary in our form of govern- 
 ment? Would it be possible to have only one party? Would it be advisable? 
 
 (603) How did political parties originate? What issues have pre- 
 served them? 
 
 (604) Trace the development of political parties in the United States 
 up to the present time. 
 
 (605) What is meant by "Party Platform?" Contrast the platforms 
 of the great opposing political parties since 1788. 
 
 (606) Which of the two great parties of today more closely resembles 
 the party of Thomas Jefferson? 
 
 (607) Compare the present Democratic and Republican parties. 
 
 (608) How have third parties been a benefit? 
 
 (609) How can you account for the rule of the Progressives during 
 Roosevelt's and Wilson's administrations? 
 
 (610) Why is it desirable to eliminate partisan politics? How may 
 this be done? 
 
 4. General social conditions 
 
 (611) Make a list of privileges that we American citizens enjoy. How 
 can we make America a better place in which to live? How can we help 
 to remedy defects in our government? 
 
 (612) Give reasons why you would rather be an American boy or 
 girl than a European. 
 
 (613) Name some social organizations for boys. Name some social 
 organizations for girls. What effect have these organizations had upon the 
 youth of America? 
 
 (614) How can schools be made community centers? 
 
 (615) Show that the number of ships on the Great Lakes is a sign 
 of national prosperity. 
 
 (616) Why do better methods of transportation and communication 
 make our country a better place in which to live? 
 
 (617) Is the Mississippi river more important today than a hundred 
 years ago? Give reasons for your answer. 
 
 (618) What are the effects of having daily newspapers? 
 
 (619) Compare the movement toward church union in Canada with 
 that in the United States. 
 
 (620) What effect would a system of "farm credit" have on industries? 
 
 (621) What are the chief effects of free schools and free speech on 
 national life? 
 
 (622) Compare the degree of illiteracy of the United States with that 
 of other powers and give reasons for the difference. 
 
 [65] 
 
4. General social conditions (continued) 
 
 (623) If, as some think, there has been a gradual mental and moral 
 decline in the life of the nation, what are the undermining causes? How 
 may this condition be remedied? 
 
 (624) How does morality affect the history of a race? 
 
 (625) Compare Germany's and our attitudes now toward Armistice 
 Day. 
 
 (627) Do cabinet members today consider their work as great a re- 
 sponsibiltiy as did the members of the first cabinet? Explain. 
 
 C. Leaders of the period 
 
 1. Evaluation 
 
 (627) What part did William J. Bryan take in American politics? 
 
 (628) Give your view of Warren G. Harding's character. 
 
 (629) Why do you think President Coolidge should or should not be 
 re-elected? 
 
 2. Comparisons 
 
 (630) Compare Burbank, McCormick, and Lincoln as emancipators. 
 
 (631) Compare Wilson and Lincoln as to right to our esteem. 
 
 (632) Compare Roosevelt and Wilson as Presidents. 
 
 D. In perspective 
 
 1. Economic and social changes 
 
 (633) Trace the social development of the West from the time of its 
 settlement to the present. 
 
 (634) Do you think people are happier today than in pioneer days? 
 Why? 
 
 (635) Compare the opportunities open to the American people at the 
 close of the 18th century with those offered to you today. 
 
 (636) Compare work that women do now with that of our great- 
 grandmothers. What has brought about the change? 
 
 (637) Compare New York City in 1776 and in 1925. 
 
 (638) Explain some reasons why you think civilization in the United 
 States took such a great stride in the last fifty years. How has it com- 
 pared with progress in the last twenty years? 
 
 (639) Compare the L'nited States in 1860 and 1925 as to mail service. 
 agriculture, industries, and general living conditions. 
 
 (640) Compare the methods of agriculture of 1830 with those of 1925. 
 
 (641) How did manufacturing in the 17th century differ from present 
 day methods? 
 
 (642) How did the colonial Sabbath differ from the Sabbath of the 
 present day? Is there any danger of going too far in the direction in which 
 we are now tending? 
 
 3. Education 
 
 (643) What does the National Government have to do with educa- 
 tion? Should it have more to do with it? 
 
 [66] 
 
3. Education (continued) 
 
 (644) What is the relation between democracy and education? Why is 
 an elementary education compulsory in the United States? 
 
 (645) Trace the development of free education. 
 
 (646) In what respects are free public schools better for a country 
 than tuition schools? 
 
 (647) What is the relation between free schools and self government? 
 
 (648) Trace the development of vocational education. What does it 
 seek to do? 
 
 (649) Compare education of colonial days with education of today. 
 
 (650) Compare educational facilities of today with those of 1870. 
 5 Leaders 
 
 (651) Name five historical characters whom you admire most and give 
 reasons for your selection. 
 
 (652) Does America produce more or fewer great men than England? 
 Why? 
 
 (653) What are the qualities of a great leader? Who illustrates them 
 best? 
 
 (654) Name in order the five Americans whom you think to be the 
 greatest. Give reasons for your choice. 
 
 (655) Name in order the three Presidents whom you think to be the 
 greatest. What are the prominent traits of each? 
 
 (656) Who has contributed most to our country in the last twenty- 
 five years? in the last fifty years? Why? 
 
 6. Citizenship 
 
 (657) What makes an American? 
 
 (658) Has a boy or girl a better opportunity today to be a good and 
 useful citizen than in earlier days? Why? 
 
 (659) Why does the government come before any religious, social, or 
 business organization in its right to the allegiance of Americans? 
 
 (660) What are the qualities of a good citizen? Is it right to be a 
 pirate? Why? 
 
 (661) Why is it the duty of every citizen to vote? 
 9. Terms 
 
 (662) What is a '"Compact?" 
 
 (663) Explain the term "Democracy." 
 
 (664) What is meant by "Log Rolling," "Filibustering?" 
 
 (665) Contrast "Initiative" and "Referendum." 
 
 (666) What is meant by: Conciliation, System, Anaesthesia, Policy, 
 Period. Issue, Scalawags, Ruthless Collective Bargaining, Boycott, Sympa- 
 thetic Strike. Civil Service. Blue Sky Law. Merit System. Permanent 
 Court? 
 
 (667) What do we mean in America by "Freedom of Speech, Religion, 
 Press, and Democracy?" 
 
 [67] 
 
9. Terms (continued) 
 
 (668) What are Traditions? Theories? Laws? 
 
 (669) Contrast: Tribunal and Popular Sentiment: Cooperation and 
 Approbation. 
 
 (670) What is meant by the "Age of Science?" 
 
 (671) Explain "Balance of Power." 
 
 (672) Explain: Internationalism. Imperialism, Socialism. Nullification. 
 
 (673) What is meant by ''The Totem Pole?"' 
 
 r«E 
 
 [68] 
 

UNIVERSfTY OF ILLINOIS-URBANA 
 
 3 0112 070071516