COPi-RlGCT DEPOSm (Baltimore County Course) LESSON PLANS IN Fourth Grade History BY M. ANNIE GRACE EMMA C. MONROE AND OTHERS Baltimore County Public Schools BALTIMORE WARWICK & YORK, Inc. 1917. (Baltimore County Course) LESSON PLANS IN Fourth Grade History 3 ^'- BY M. ANNIE GRACE EMMA C. MONROE AND OTHERS Baltimore County Public Schools BALTIMORE WARWICK & YORK, Inc. 1917. -7/ Copyright. U^L". by \\'ar\vick & York. Inc. DC! A 4 S n^ JAN -4 ISI3 Iv© I CONTENTS. LEGENDARY HISTORY : Trojan War 1 UlvYSvSES / STUMBLING UPON A CONTINENT: Vikings 11 SEARCH FOR EAvSTERN TRADE ROUTE: Marco Polo 25 Princf. Henry 33 Vasca da Gam a 37 SEARCH FOR WESTERN TRADE ROUTE : Christopher Columbus 40 AMEiiiGo Vespucci 44 John Cabot 46 Ferdinand Magellan 49 EXPLORATIONS : Spanish — To gain riches and power. Vasco Nunez Balboa 53 Cabeja de Vaca 55 Hernando de Soto 62 English — To gain riches and pozver. Sir Francis Drake 65 French — To gain new territory. Giovanni da Verrazano 69 Jacques Cartier 70 Jean Ribaut 72 Laudonierre 72 — To trade in furs. Samuel de Champlain 73 — To convert Indians. JoilEt and Marquette 76 — To explore Mississippi River. Robert Cavalier de la SallE 78 * Where no author's name appears under title of a plan, the contribution is by M. Annie Grace and Emma C. Monroe. LESSON PLANS IN FOURTH GRADE HISTORY. COLOXIZATIOX : Attempts at — French — Port Royal, Fort Caroline 83 Spanish — St. Augustine 85 English — Roanoke 87 . Permuyient — English (Jamestown. \"a. ) 92 Dutch (Amsterdam, N. Y. ) 102 English — Pilgrims (Plymouth. Mass. ) Ill —Catholics (St. Mary's. Md.) 120 — Quakers (Philadelphia. Pa.^i 132 FRENCH AXD IXDIAX WAR 145 Lesson Plans in Fourth Grade History Legendary History Trojan War Teacher's Aim : To teach bravery of Greeks as shown m Trojan War.. Introduction: Name some stories that tell of gods and goddesses. Why did the people fear gods and goddesses? There was a race of peo- ple who lived in the southern part of Europe (locate on map) who also believed in gods and goddesses. These people at one time angered these gods and goddesses and a war ensued. Should you like to know how they did it and what was the result of the war? Pupil's Large Aim : To know what angered these goddesses ; how this caused war and the results of the war. If this is our topic what should be our next problem? Problem I : To find how the gods and goddesses were angered. Procedure. The trouble began at the wedding of King Peleus, who was a friend of many of the gods and goddesses, and a nymph named Thetis. If King Peleus were a friend of the gods and goddesses who would be invited to the wedding. The gods and goddesses. There was one goddess, Eric, who was known as the goddess of strife, who did not receive an invitation to the wedding. How do you think this made her feel? Very angry. What do you think she would wish to do? Disturb the feast after the wedding. Yes, she determined to ruin the feast. Tell story of the throwing of the golden apple. What effect did the throw- ing of the apple have? Claimed everyone's attention. Why? All were anxious to see who would claim it. Who do you think would claim the apple? All the most beautiful goddesses. Yes, there were three who claimed it. Athene, goddess of wisdom ; Aphrodite, goddess of love ; and Hera, queen of heaven and King Zeus' wife. Neither would yield. Who should decide this question? Father Zeus should decide. But he was not willing to decide which was the most beautiful. Why? He might anger his wife, Hera. If he did not wish to decide what might he do? Get some- one to decide for him. That is just what he did. Tell story of sending the three goddesses to Paris. Should you like to know who Paris was? Tell story of Paris — his parents — the prophecy — the result. Paris was such a cunning baby that the servant fell in love with him on his way fo the mountain. What effect would this have upon the ser- vant? He could not kill Paris. No, but what might he do? Leave him on the mountain. What kind of people live in mountains? Kind-hearted shepherds live in mountains. One of these shepherds carried Paris home. What kind of a life would he lead? Very simple life, tend the sheep of the shepherd. He grew to be the handsomest man in the world and a judge of beauty. When the goddesses came to Mt. Ida where Paris lived, what would you expect them to find him doing? Watching the sheep. How' 2 LESSON PLANS IN FOURTH GRADE HISTORY. do you think each one of the goddesses would try to mfluence Paris to decide in her favor? Promise him some gift. Yes, they each did. Athene prom- ised him great glorv and renown as a soldier. Hera promised him all the riches he could\vish, and that he might be king of Asia. But Aphrodite promised if he decided in her favor he should have the most beautiful woman in the world for his wife. He decided in favor of Aphrodite. How did this make ]\Iinerva and Juno feel ? \'er}^ angry. Aphrodite told Pans who he was. What would he want to do? Go to see his home m Troy and to find his father. Was King Priam glad ? Yes, but also sad ; he would now think the prophecy false. After his visit to his friends, what would Paris wish to know? Who was the most beautiful woman, and where she was. Aphrodite told him that she was Helen, the wife of ^^lenelaus. King of Sparta, and that he was going to :Menelaus' kingdom and take her by force if necessar}'. What will be our problem for next lesson? Problem H : Did Paris find Helen, and how did he gain her for his wife ^ Let us make our outline for this lesson. The Trojan War. I. Causes. I. Remote. a. The quarrel of the goddesses. b. Visit to Paris. Promise of each goddess. Paris' decision in favor of Aphrodite. Return from pupils : 1. Moulding of apple from clay. 2. Written or oral stories. Throwing of the apple. Visit to Mt. Ida. 3. Dramatization — Correlation with language. Throwing of apple. Visit of three goddesses to Mt. Ida. Lesson II. Problem II. Did Paris find Helen, and how did he gain her for his wife? Procedure. What did Aphrodite tell Paris about the beautiful woman whom he was seeking? That she was the wife of Menelaus, the King of Sparta, and that he was to take her by force if necessary. ^^^lO was to help him ? Aphro- dite. What would be the best time to attempt to steal anything? \Mien the owner is away. That is what Paris did. He waited until he knew that ]\Ienelaus was awav from home, and with Aphrodite's help, disguised him- self as Menelaus. Aphrodite then blinded Helen, and Paris persuaded her to go to Trov with him. \Mien Menelaus came home, how did he feel? Ver)' angry. What would he decide to do ? Go after Paris and bring Helen back. (Tell story of promise made by the princes to Helen's father before her wedding to ]\Ienelaus. LHysses had exacted that promise V To whom would :Menelaus then go for aid. To these princes. In a short LKSSON PLANS IN FOURTH GRADE HISTORY. 3 time a great army was gathered, 1186 ships and 100,000 men. Agamem- non, who was Menelaus' brother, was made chief of all the armies. The three greatest leaders were Achilles the bravest, Ulysses the most cunning, and Nestor the oldest and wisest. How would they get from Sparta to Troy. By water. Use map. What would be our next problem ? Problem •, To follow them to Troy and to see what happened when they reached there. Let us make our outline. 2. Immediate. a. Stealing of Helen by Paris. b. Anger of Menelaus. Gathering of vast army. Returns from pupils : 1. Drawing of ship-galley. 2. Written or oral stories. Stealing of Helen. Causes of Trojan War. Lesson IIL Problem HL To follow the Spartans to Troy, and to find out what happened when they reached there. Procedure. What dangers might the ships encounter on their way to Troy? Storms, pirates. They had a very stormy voyage, but finally they reached Troy and encamped about the city. Why did they not march right into the city? City surrounded by a high, square wall. For ten years they carried on the war, the Greeks sometimes winning, and some- times the Trojans. One day part of the Greek army went to the city of Chryse, sacked it, and brought back rich spoils and many prisoners. Among these prisoners were Chryseis, daughter of the old priest of the Temple of Apollo, and Briseis, her maid. Chryseis was given to Agamem- non as his slave, and Briseis to Achilles as his slave. What effect would the stealing of Chryseis have upon the priest of Apollo? Make him ver}' sad and angry. Read story of offer to pay ransom by the priest. Soon after this a great misfortune befell the Grecian army. For nine days men kept dying. No one could tell the cause. What would they do to find out the cause. Ask the gods. Achilles called the chiefs and urged them to consult the gods to see which one was angry. The gods told them it was because of Chryseis' captivity. What would they decide to do? Send back Chryseis. What would Agamemnon then want since he was leader of the army? Agamemnon would want Briseis. How would Achil- les feel about this? Very sulky and angry. He sat sulking in his tent, and declared he would never lift his hand to help defend the Greeks. What should be our problem next time? Problem : To find what effect Achilles' sulking had upon the Grecian army. Let us make an outline. n. The War. 1. Preparations of Greeks. a. Calling together of vast army. 4 IJ';SSON PLANS IN FOURTH C.RADli HISTORY. 2. Voyage to Troy. 3. Greeks encamped about the city. a. War carried on for ten years. b. Sacking of city of Chryse. Chryseis and Briseis prisoners. c. Death of many Greek soldiers. d. Result of conference with gods. Ri^TuRNs: 1. Drawing. Walls of Troy as border. 2. Written or oral summaries. a. Preparation of Greeks. b. Attack upon Chryse. c. Taking- of Briseis from Achilles. 3. Dramatization. a. Attack ujmmi Chryse. Carrying off of Chryseis and Briseis. b. Taking of Briseis from Achilles. Lesson IV. Problem IV. To hnd what effect Achilles' sulking had upon the (^■recian army. Procedure;. Why was Achilles sulking and angry? His slave Briseis had been given to Agamemnon. Who w^as Achilles? The bravest of all the Greeks. Without their brave leader what would happen? The Greeks would lose. The Trojans won victory after victory. Their most important leaders were Paris. Hector, Paris' brother, and King Priam, his father. Hector was the hero of the Trojans, as Achilles was of the Greeks. Do you think the Greeks were willing to have the Trojans always winning? No, they would be troubled. Of what were they in need? A brave leader. Pa- trt)clus. one of the dearest friends of Achilles, was very much ashamed of the constant defeat of the Greeks. He begged Achilles to lend him his beautiful armor that he might lead the Greeks to victory, but Achilles' armor did not give Achilles' strength, and Patroclus was killed by Hector. How do you think Achilles felt when he heard of Patroclus' death? Very nuich ashamed of himself and very sorrowful. It aroused him, and he declared he would fight to avenge his friend's death. Again he led the Greeks to victory. All this time the Trojans w^ere within the walls of Troy. Hector seeing their continued defeat ventured out of the city to try to help his people. He was met by Achilles and killed with a spear. Some of the Greeks wanted to give up and go home, but Ulysses and, the other leaders would not hear of it, so the war continued. There were many battles, in one of which Achilles was killed by an arrow shot by Paris. Soon after this Paris met his death by a poisoned arrow shot by a leper. l\ven though some of the bravest of the leaders were killed, the Greeks were not willing to give up. Ulysses planned a cunning trick on the Tro- jans by which he felt he could cuter the city. What would be our problem for next time? Problem : To learn the trick played by Ulysses upon the Trojans. LlvSSON PLANS IN FOURTH GKAUK HISTORY. 5 Let us make our oulline. 4. Quarrel between y\gamemnon and Achilles. Briseis taken from Achilles. 5. Greek leaders killed. Patroclus while fighting in Achilles' place. Killed by Hector with spear. Achilles killed by Paris with arrow. Paris killed by leper with poisoned arrow. 6. Trojan leaders killed. Hector killed by Achilles. Returns from pupil : Drawing — spears and arrows. Written and oral summaries. Death of Patroclus. Death of Hector. Dramatization. Quarrel between Agamemnon and Achilles. Lesson V. Problem V: To learn the trick played by Ulysses upon the Trojans. Proceduriv. What was the one great aim of the Greeks? To get into the city of Troy and take Helen. What kept them out? The high wall. How long had they been at Troy. About ten years. How had they tried to capture the city? Through war. Why had they not been successful? The Tro- jans remained within the city. Now Ulysses decided to try a trick. Tell story of the building of the "Wooden Horse," of burning the camps and the sailing away of the vessels. During all the war the Trojans did not believe they would lose Troy because it was protected by an image of the goddess Athene. The Greeks knew of this image, and sent word that the horse was a gift to the gods by them to insure them a safe journey home. How did the Trojans feel when they saw the Greek boats leaving? The Trojans were very happy to see the Greek boats sail away, feeling sure that now they were free to come out of the city. Why? They came out to gaze at the great wooden horse. While there a Greek came up and told them a pitiful tale of how he had been left by the Greeks. The Trojans were sorry for him and took him into the city with them. They then broke down the walls, and with great difficulty wheeled the great horse into the city. The soldiers left their guard, and after feasting and having a jolly time, they all fell fast asleep. The Greeks came sailing back in their ships and crept up to the walls of Troy. What should be our problem for next time ? Problem : The result of Ulysses' trick in getting the Greeks into Troy. Let us make an outline. 7. Ulysses' Trick. L Great wooden horse built. 2. Greek soldiers hidden within it. 3. Message sent Trojans. 4. Departure of Greek fleet. 6 LESSON PLANS IN FOURTH GRADE) HISTORY. 5. Stor}^ told by Greek. 6. Wooden horse taken into city. 7. Return of Greek fleet. Returns from pupil : 1. Industrial Arts. Wooden horse made if possible. Spear and breastplate made of wood or paper. Bows and arrows made. 2. Dramatization. Planning of wooden horse. ^Message sent to Trojans. 3. Oral or written summaries. Archilles' plans. Building of horse. Lesson VI. Problem VI : To learn the result of Ulysses' trick in getting the Greeks into Troy. Procedure. Where did we leave the Greek soldiers? Some in the wooden horse. Some outside the walls of Troy. Where were the Trojans? Asleep after feasting. The soldiers in the wooden horse opened a door in his great body and came out. They killed the sleeping guard, and then opened the gates to the city. The Greeks soon destroyed Troy, only a few of the Trojans escaping. How long had the war been going on ? About ten years. What were the causes of this war? The quarrel of the goddesses and the cap- tivity of Helen. What should you like to know about Helen? If she were killed. No, she was freed, and went back to Greece with her husband, Menelaus, where they lived in happiness. Let us make our outline. 8. Attack upon Trojans. a. Greek soldiers within city. b. Greek soldiers outside walls. c. Guards slain. HI. Results: Troy captured. Helen freed. Taken back to Greece with IMenelaus. Returns from pupils. Written or oral summary. The attack. Result of attack. . IvESSON PLANS IN FOURTH GRADE HISTORY. / Ulysses. Mode of Attack : Name the greatest of the Greek leaders in the Trojan War. Menelaus, Achilles, Agamemnon, Ulysses and Nestor. Who was the most cunning of these leaders? Ulysses. Why do you call him most cunning? He made the princes promise that they would support the husband of Helen. He planned the wooden horse. Do you think that the performance of these two crafty acts would have caused him to be known as the most cunning leader? No. What should you like to know about Ulysses? Problem : To learn how Ulysses came to be called the most cunning of the Greek leaders ? Method of Procedure : W^hat promise was given Helen's father before her wedding to Menelaus ? That all the princes would aid Menelaus in time of trouble. Who was the man who caused this promise to be given? Ulysses. He was not interested in Helen because he wished to marry. her cousin Penelope. Now can you see why he caused this promise to be given. Tell full story (Chapter I. Story of Ulysses — Agnes Cook.) Ulysses and Penelope had been married only a short time when Helen was stolen from her home in Sparta by Paris and war was declared. Do you think Ulysses would be anxious to leave his home and baby to go to war? Would he want to say "no he did not wish to go?" Why? What might he do? Make believe he was sick. Would you like to know what he really did? Tell story of plowing seashore. When the soldiers discovered that he was not crazy, what did he decide to do? To go to Troy. When he reached the place where the soldiers were ready to start, he was marked for his soldierly frame and sturdy bearing and for the respect that every warrior paid to his advice. Tell what they did when they reached Troy. How many times did they try to enter the city? Why so long? How did they finally get into the city? Tell about the wooden horse. The result. What did the Greeks do with the riches they gained in the ruined city? Prepared to take them home. It took them three days and nights to get aboard the ships with all their possessions. Ulysses and his men were the last to leave Troy. Let us give the reasons why he was considered cunning. What should we learn next time ? Something of Ulysses' adventures on his way home. 1. Wedding with Penelope. P Aid given Helen's husband. 2- Aid given by Helen's father to Ulysses. 2. The oall to aid Menelaus. P Helen of Sparta taken to Troy. 2- Menelaus' call for aid. 3- Ulysses' unwillingness to go. 42 His scheme to keep from going. 52 Failure of scheme. • 3. Ulysses in Troy. 12 City attacked for ten years. 2- Taking of city by means of "Wooden Horse." 8 LKssoN ri.ANS IN FOURTH cradk history. 3- riundcr of city. 4- Preparations for return to Sparta. Lesson II. -Puriiv's Aim : To learn st)niething of Ulysses' adventures on his way home from Troy. Mi-rrnoD OF Procfduki:: \\ho were the last to leave Troy? Ulysses' men filled twenty boats. In what sort of ships were they? What dangers are ships apt to encounter? What do storms sometimes do to ships besides wreck them? Read about sacking of island of Cicons and light which ensued, p. 30, "Story of Ulysses." Driven from the island to their boats they were again at the mercy of the wind and waves, but after many days ihe Sim came out. They then saw land ahead of them. What do you think they then would wish to do? To land and explore the island. Read p. 31, "Story of Ulysses," to learn what the Greeks found upon the island while Ulysses watched the boats in the harbor. Read p. 32 to learn how Ulysses compelled them to leave this "Island of Forgetfulness." W'hat would he wish to do as soon as he had gotten the men on board of the ship? Leave the island. This is what he did and after sailing for many days they saw a beautiful country with wooded hills and dewy meadows. It looked so invit- ing that they decided to go ashore. They climbed up a hill until they came to a cave which they decided to enter. As I read, listen carefully so that yon may be able to tell me to whom this cave belonged ; what they found within the cave, and of the difticulty they had in getting away. (Pp. 33-37, "Story of Ulysses), read by teacher. Reproduced by pupils. Let us frame an outline of Ulysses' adventures to this point. 4. Adventures during return voyage. 1- Land of Cicons sacked by Ca-eeks. 2- Lotus tlowers eaten on "Island of Forgetfulness" by Greeks. 3- Prisoners in cave in country of Polyphemus. Assu'.NMKNT FOR LFsson III: Since the wind drove the boats of Ulysses so often from their course, he could not carry out definite plans on his trip to S]~>arta. hence he met with many adventures. In order that we may learn of sonic of these adventures, we will divide our class into four groups. The first group may be prepared to report upon Ulysses' adventure with the bag of winds. How he secured it and how it got away from him. The second group may report upon Ulysses' adventures in the land of Circe. How he met Circe and the difticulty he encountered in getting his men away from the land of Circe. The third group may report upon Ulysses' encounter with the Sirens. How the Sirens enticed him to their land, and his difficulty in getting away. The fourth group may report upon Ulysses' adventures in the Sun God's Land. The fate of his men and how LHysses escaped with his life. Lesson III. Recitation upon assigned topics. Outline made at the end of discussion of each topic. , 4- Trouble brought by tampering with the Bag of \\"inds. 5- Greeks turned into swine by Circe. 6- Knchantment of Ulvsses bv Sirens. LESSON PLANS IN FOURTH GRADE HISTORY. 9 7- Punishment of Ulysses and his men by the Sun (}od. r^ Ulysses left to continue journey alone. Assignment: It looked as if Ulysses would surely be drowned while clinging to the poor remnant of his boat, but such was not the case for he was tossed by the huge waves upon the shore of the island owned by Calypso. John may be prepared to tell us at our next lesson how Calypso tried to keep Ulysses from learning her land and Walter may tell how Calypso was hindered in carrying out her plan. Sarah may tell us who aided him after his rescue and Alice may select a group of four people who will be prepared to tell us about Ulysses' adventures at the King's Palace, which was Nausicaa's home. Alice will select topics and assign them to members of her group. Lesson IV. Reports given upon assigned topics. Outline made by teacher and pupils at end of discussion of each topic. Teacher's work will be to guide pupils in logical thinking by suggestions or questions. Pupils should be encouraged to make outline from which to give report. John will tell us how Calypso tried to keep Ulysses from leaving her land. At end of John's discussion simple outline should be placed upon board. Encourage pupils to ask questions which John may be expected to answer. Each pupil's report will be treated in the same manner until Alice's group is reached. Alice will place her outline to topics upon the board and have pupils report upon those topics. Pupils should be privileged to ask questions at any time. Topics selected by Alice : Ulysses at King's Palace. 1. How Ulysses was received by the King and the Queen. 2. The story of his mantle. 3. The feast prepared in honor of Ulysses. 1- Alysses challenged by Laodamas during games. (Two pupils give this in form of dialogue.) Impromptu third child give result. . 4. Honor paid Ulysses by Demodocus. Outline made by teacher and pupils to be placed in pupils' note books. 8- Drifted by tide upon Calypso's island. 1-"' Enchantment placed upon him by Calypso. 2^ Enchantment broken by Minerva. 92 Drifted into Phaeacia upon raft made by Calypso, l'^ Nourishment and clothes given h)y Nausicaa. 102 Ulysses at King's Palace. l-"^ Reception by king and queen. 2^ Feast given in his honor. 3-'' Honor paid Ulysses by Demodocus. 1"* Challenge by Laodamas. 2* Winning of games by Ulysses. 3^ Story of adventures told by Ulysses. 4^ Promise of King to aid Ulysses to reach Ithaca. 10 LlvSSON PUANS IN FOURTH GRADF; HISTORY. Why was Ulysses so anxious to escape going to Troy? Did not wish to leave his wife and hahy. While telling the story of his life to the king and the queen, of what would he he thinking? Of this hahy hoy who must now be quite a young man. What would you like to know about this son of Ulysses? His name and something of his life during his father's absence. While Ulysses is preparing for his journey to Ithaca, let us learn something of what happened there during his absence. Lesson V. rROBUuM : To learn what happened in Ithaca during Ulysses' absence. METHOD OF Procedure : Why did Ulysses leave Ithaca ? To aid in war at Trov because of promise to Menelaus. How long did war last? Ten years. It has now been ten years since he left Troy. How old would his little son Telemachus be? About twenty years of age. In all this time, no w^ord had come from Ulysses. What might they fear had happened to him? That he had been lost at sea. Because of this belief, the chiefs and lords of Ithaca who admired Penelope for her beauty sought to win her for a wife. Peneloi^^ still hoped that Ulysses would return to his home so she refused each one. In their determination to win her they began to sack her land, hoping to frighten her into submission. Penelope, who was noted for her beautiful weaving at last fell upon a plan to keep them from aimoying her. Having set up her loom, she said that she would give her answer to them when the robe was linished. Rach day she spun and each night she undid part of what she had done during the day. As she worked at this weaving she grew very jiale and sad. \\ hat effect woukl this have upon Telemachus? Make him feel very sad and wish for his father's return. Legends tell us that one day as Telemachus sat watching these men who had taken possession of his land, a stranger dressed as a warrior appeared in the hall. This warrior was Mentor who advised Telemachus to ask the gods to him send the suitors from his palace and also to help him go in search for his father. This Telemachus promised to do and early the next morning called the chiefs and lords to council. I will read from the Odyssey, an account of this meeting. Because these men would iiromise him nothing, he was very sad and went oft alone to the shore where he was met by Mentor who helped him prepare to go in search of his father. When all was ready, Ulysses stole quietly to the castle and bidding his old nurse goodbye took his supj-jlies and started on his journey, IMentor going with him. At sunrise they reached land and upon going on shore were welcomed by the rulers of the country. These rulers could give no news of Ulysses hence Mentor changing herself into a sea-eagle flew oif in search of him. At our next lesson we will learn if she found him. 5. Changes in Ithaca during absence of Ulysses. 1- BeHef of men that Ulysses had been lost at sea. 2- Lords and chiefs eager to win Penelope. 3- Penelope's belief that L^lysses would return. 4- Land sacked by lords and chiefs. 5- Aid £:iven Telemachus bv Mentor. IvESSON PLANS IN FOURTH GRADE HISTORY. 11 Lesson VI. Problem : To learn if Mentor aided Ulysses in regaining his kingdom. Mode of Procedure : Mentor leaving Telemachus and disguised as an eagle flew on and on until she found Ulysses who was really near Ithaca, but because of dense fog did not know it, hence was very sad. When Mentor cleared the fog, Ulysses discovered that he was near his own land. Mentor explained to Ulysses just how matters stood in his kingdom. Then changing him into an old man she sent him to a faithful old swineherd to hear the whole story while she went to bring Telemachus home. Returning with him she met Ulysses at the swineherd's hut. The swineherd recogniz- ing his young master spread refreshments before him, the three men eating together. All during the meal, Ulysses gazed with pride upon his noble son. At the close of the meal, Telemachus sent the swineherd to Penelope with news of his safe return. During the swineherd's absence, Mentor while invisible to Telemachus changed Ulysses into a strong man again. When Telemachus saw him in this guise, he thought he was a god, but Ulysses making himself known to him told him he was his father. Knowing of the great task which lay before Ulysses, Mentor again changed him into the old beggar, who with Telemachus and the swineherd met the men who had taken possession of the kingdom. In the fierce battle which ensued, Ulysses and his helpers were victorious. After the battle, Ulysses was changed again into his former self and was recognized by Penelope. Can you imagine the joy of the reunion and the happiness which followed ? 6. Return of Ulysses to Ithaca. P Aid given by Mentor to Ulysses. 1-^ Raising of fog 2^ Uniting Telemachus and Ulysses. 3^ Help during fight with chiefs. 4^ Uniting Penelope and Ulysses. References: Story of Ulysses— Agnes Spofford Cook. Pub. Sch. Pub. Co., Bloomington, 111. Stories from the Odyssey — Jeanie Lang. E. P. Button & Co., New York. Stumbling Upon a Continent Vikings. Introduction: Where do you live? Tell us something about the house in which you live. Who would like to tell something about an important building in his community? An old resident. An important building in your community, county or state? Before all of the people came to this country who lived here? Indians and Pioneers. Let us compare our country as it is now with our country in those early days. In order to do this, we will divide our class into two groups, Indians and Pioneers, who will report to the class about our country in their time. (Review of third grade work.) Who should report first? Indians. Why? Lived here before Pioneers. Let us list the topics upon which these two groups will report. 12 LlvSSON PLANS IN FOURTH GRAniC HISTORY. Indians and Pioneers. 1. Home — description of country. 2. Food. 3. Shelter. 4. Clothing-. 5. Transportation. 6. Social life. Where will you get material for your report? Books, pictures, informa- tion gained from last year's work. Each group may select a captain who will distribute the pictures and books lying on the table in your class room, and assign to each member of his company the topic upon which he is to report. Lesson 11. Of what is our history lesson to consist today? Of a report from the connnittee on Indian life in our country. The captain of this company may take charge of the lesson, and may have his committees report. Captain : The group that is to describe the condition of the country at the time the Indians lived here may report now. At the time, the Indians lived here, part of this country was a vast vvildeniess and part was a great prairie. No railroads or electric cars were seen. On the rivers only the canoes of the Indians darted here and there. Of course, there were neither telephones nor automobiles. You would have called this a wild country indeed and are perhaps wondering where and how these ]')eople obtained their food. The next group of Indians will tell you this. Through these forests roamed many wild animals and in the trees lived many birds. The Indian braves learned to hunt these animals, espe- cially to the deer and wild turkey. They also learned to catch the fish that were found in the streams. The squaws and children gathered berries and wild fruits in the forest. Usually they had plenty to eat during the sunmier, but at times during the winter, they suffered because they could not find enough food. The deer and large animals that were killed were used for many pur- poses. The next two groups of Indians will tell us what was done with the skins. We have brought a picture of an Indian village. Here you may see the homo of the Indian, his wigwam, as he calls it. The squaw made this wigwam out of the skin of the deer killed by the brave. Perhaps she, too, cut the poles that you see at the top of the wigwam. Each of the drawings that you sec on the wigwam tells a story of sonre brave deed performed by some Indian brave. John, who owns an Indian suit, has worn it this morning, and will tell us how the Indians get their new suits. \Mien the Indian brave brings home a deer the squaw skins it and pre- pares the skin for the suit. It must be stretched, then hammered and scraped until it is soft and smooth. The squaw then cuts the suit with a knife; she sews it with the sinews of the deer. Sometimes she trims the suit with beads or with fringe. Wt would not like this suit very well, but the Indian boy was very prouil of it I.F,SSON PLANS IN FOURTH GRADE HISTORY. 13 We are to tell of the way in which Indians traveled. We have brought "In Field and Pasture," from which we will read on p . I think that will tell us what we want to know. Fred has brought a canoe made of birch bark that you may pass around while we read. The last group is to tell about the social life of the Indian. They have learned some of the Indian games, which they will play for us. Games played : Running Races. Ten little Indian Boys. Come, Let's Play We're In- dians. John Brown's Indians. Shooting With Bow and Arrow. Hunt- ing Games: Imitating Calls of Birds and Animals. Let us make a short outline to place in our history notebook. I. Our Country. 1. At the present time. 1- Many, many white people living here. 2- Comfortable homes of brick, wood or stone. 3- Many, many large buildings. 42 Electric cars and telephones in use. 52 Automobiles and electric lights common. 2. Long, long ago. Only Indians roaming in the forests or on the plains. Wigw^ams made of skins of animals. No large buildings or factories. No mode of travel except pony or canoe. In the third grade you learned of some white people who traveled through the forests, and often met these Indians. Who were they? The pioneers. Long before these pioneers came white people known as Vikings came to the shores of America. Try to find out at home who these people were, and from what country they came. Lesson III, Problem i. To learn who the Vikings were, and from what country they came. These Vikings were brave men who lived in Norway (show on map or globe). Wc want to learn something of this country. In what ways may we learn of a country ? Visit it, read about it, or have someone tell us about it. In which way would you really like to learn about it? Visit it. The only way for us to visit Norway will be to go there on an imagi- nary journey. What must we learn first? Where Norway is. In which direction to go. (Locate Baltimore and Norway on map or globe). From our knowledge of the location of Norway what kind of clothing will we need on this journey? Heavy, warm clothing. We will take a train to New York, then take a boat to Norway. In what direction will we go. Northeast. Trace journeys until North Sea is reached. Give name of this body of water. Land at Bergen, Norway. Discuss fiords and scener)^; also occupations of people, stressing the fact that they are living peaceably with each other. This has not always been true of these people, for in the early days, when the Indians were roaming through America, these Vikings were con- stantly warring upon each other. The country was divided into many lit- tle kingdoms. The different rulers of these countries were each jealou? 14 i.iCssoN n.ANS IN Kouuru (n^\^^: history. of the other's riches. It was no lUKXinuuon happeniiii;- for one of these nilers to leather tOi;etlier some o( his brave men, and unfurling- the sails of his dragon ships, would start oft" to harrv the enemies' country. If his haiul were stronger than that of the enemy, he wouUl leave the country laden with riches; sometimes witii the ruler as a captive, to be made a slave or thrall. IvCt us read from Vikin*:^ Tales, page 27, a story that an old man in Norway told a little lad of how he went harrying a neighboring kingdom at one time./uul of what happened after he was taken captive . Norway at the present time has only one king. What has hapiiened between that time and this? These little kingdoms have been united. What would we like to know? Proiu.Km II. Through whose eft'orts these kingdoms were united into one kingdom. OUTLINE. I. Norway. 1. Trip to Norway. 1- Located iu northern part of Europe. 2- Northeast from l^niteil v'^tates. .V- v^cenery dift'erent from United States. • 1'' b^iords and mountains making lieautiful scenery. 2'' LiMig nights ami short days. 4- t^ccnpalion oi iieo]ile. 1' At present time t'lshing, lumbering and farming; living peaceably. 2'-' In days of long ago fanning and tlshing - warring upon one another. Jvcad ■'l..iiul oi Midnight Sun" from b'ield and ra>ture. Lesson IV. 1''roiu.1\%[ 11. To learn thnnigh whose efforts these kingdoms were united into one kingdom. .•\t the time that Norway was united into one kingdom records were not kept as they are today. The only way of gaining information was by means of stories. Fathers told their sons of the brave deeds and adventures o\ the Norse people. These tales were told over and over until everybody knew and loved them. Some men could sing and play the harp. This made the stories all the more interesting, and at the first sound of the harp people \\(niKl run in all directions crying out. "The Skald! The Skald! A saga!" Tliey well knew that one of these men or skalds would sing a storv or saga of some Norse hero. One of the brave heroes about whom manv sagas have been sung and stories told was Ilarald, the king, through whose eft'orts Norway was united into one kingdom. What should we like to know first about this king? His early life. One of these old stories tells us that Harald was the son of King Half- dan. who ruled one of the small kingdoms of Norway. Let us read from N'iking Tales, p. 313. llarald's birth and how be received his name. When lie was seven months old he cut his tirst tooth. As was the custom, he was then given tooth gifts by bis father. On page 19 we will read of these tooth gifts. What was the most important gifts? The thrall. This thrall was MCSSON I'l.ANS IN KfXJKTiI CKADI', HISTORY. 15 Harald's constant conijjanion. As they roamed over the wild country to- gether Olaf told llaroldniarvclous tales of the brave deeds of the Norsemen. Jle related many legends of th works of th goddess and gods. What was Olaf's purpose in telling Ilarald these stories of the bravery of his ances- tors? To instill ideas of bravery. Let us read jniges 19-26 in our Viking Tales. This will give us some of these stories of brave deeds. (Jn jjage 48 we will find some of the things Harald liked to do. Olaf told Harald stories of war or of the gods until lie could in his imagination see those riding among the storm clouds and throwing his ham- mer until he knew that a brave man has many wounds, but never a one on his back. Many nights he dreamed that he him.self walked into Valhalla, and that all the heroes stood up and shouted, "Welcome, Harald Ilalfdan- son !" At this time he began to wish for a sword of his own. He went much to the smithy, where he watched the warricjrs mend their helmets and make their spears and swords of iron and bronze. One day he made him- self a spearhead, into which he beat .some runes. The men at the smith v opened their eyes wide and lf>oked at the boy when they saw the runes, ior few Norsemen could read. They asked Harald, "What does it say?" lie replied, "It is the name of my spear point, and it .says, "Foe's fear." Read on page 49 and .SO how he secured a handle frjr his sword, and of the adventure he had while securing it. At this time, when I larald was ten years of age, his father died. Who would then be declared king? 1 far- aid. What should be our f^rfjblcm for next lesson? What kind of a king Harald proved to be. 2. Union of kingdoms of Norway. 1^ Harald. V' Early life. V Son of King Halfdan. 2'* Given many gifts at age of seven months. 3'* Companionship of ()\-di. !•'' Many stories told. 44 "Foes Fear" made. Lesson V. ProbuvM III. To learn what kind of a king Harald proverl to be. How old was Harald when he became king? Read pages .S3-61 to learn of the funeral customs of these days. King f falfdan, who had been a mighty warrior, had many foes, who feared him while he livcfl. What would the foes, who were kings of the other little kingfloms, try {o do when they learned that only a lad was now king? Make war against Harald's kingdom and try to ca]>ture it. What would Harald be compelled to do? f^rej^are to defend his kingdom. Upon whom would he call? His father's friends. He called three men, to each of whom he gave an arrow. Read on page 62 just what was to be flone with these arrows. Why was no messenger sent west? Reafl on page 63 about the gathering of the army. In what way were these warriors different from our .soldiers? Read on page 64 and 6.S afxjut their ride forward to meet the enemy. Where were they to get their provisions? Rob the farms as they passed through the country. Let us read on pages 6.5-67 to learn 16 LESSON I'UANS IN FOURTH CRADIv IIISTORV. how llarald met the enemy, and the result of the battle. On the way home after the battle llarald met other foes and had many battles, all of vvhieh he won. After this his land enjoyed peace for a time. During this time Harald, who was not a handsome young man, heard many praises sung of Gyda, the beautiful daughter of King Eric of Denmark. Harald was most anxious to meet Gyda and to win her for his wafe. Should you like to learn how he did this at the next lesson? 2-> King at ten years of age. ' 1^ Funeral feast in memory of father. 2"* Plans of King Halfdan's foes. 3^ Preparing to defend kingdom. 44 The Battle with king Haki. P Result. Lesson VI. Problem iv. To learn how Harald won Gyda for his wife. Read from Viking Tales pages 71-80. To learn what message Harald sent to Gyda, and of Gyda's reply. What was Harald's vow? By what new name was Harald known? Teacher tell of Harald's endeavors to unite kingdom and of his success. Ref. Viking Tales, pages 81-88. Now tiiat Harald has kept his vow, at our next lesson we will learn of the wed- ding. 3" IMessage to Gyda. 4^ Gyda's reply. S'' His vow. Xew name. Battles fought. \'o\v kept. Lesson VII. Problem v. To learn of Harald's wedding. How might we recite this lesson? We might dramatize it. Let us read pages 89-94 to learn just what we must know in order to dramatize it. Let us list the characters and note the customs of that time. Characters: llarald (king); Gyda (princess); Eric (King of Denmark); Guthorm (^Harald's messenger) ; thralls (any number) ; women in waiting. Customs: Guthorm sent with message to Gyda. His return. Gyda sitting on a cross-bench, with a long veil of white linen covering face and head. Her women about her. Mead horns passed. Eric's communication with Harald. Harald's answer. Procession about room. Presentation of holy hammer. Harald's speech to Gyda. The wedding. The feast. Return to Norway. Now that we know something of the customs of those times, we are ready to write our play during our language period this afternoon. What was Harald's vow? To unite the kingdoms of Norway. Hqw do you think the ruler of the many former kingdoms greeted Harald. King of all Norway, upon his return with his bride? Some were willing to ac- cept him as their king, and said, "We can work on our farms with peace now. Before King Harald came something was always wrong." Ref. page 79, Viking Tales. Others who liked to fight and go a-viking hated King Harald and his new ways. \A'hat might we discuss at our next lesson? What these dis- satisfied rulers did. l,e;sson plans in fourth cradk historv. 17 Our outline for this lesson will be very short. We will have only three headings. 6'* Journey to Denmark. 7^ His wedding. 8-^ His return to Norway. Lesson VIII. PboblKm VI. To learn what the dissatisfied rulers of the little king- doms of Norway did upon Harald's return. One of these dissatisfied rulers, Solfi, rose against Harald and said, "We will make that shockhead smart." Harald had killed his father in a battle in which Solfi was fighting. Many a dethroned king said, "Why should he put himself up for king of all of us? He is no better than I am. Am I not a king's son as well as he? Are not many of us king's sons? I vill not kneel before him and promise to be his man. I will not pay him taxes. I will not have his earls sitting over me. The good old days have gone. This Norway has been a prison. I will go away and find some other place." Read in Viking Tales on page 9.5, and find to what countries these vikings went. Let us locate these places on the map. France, Ireland, England, Scotland, the Orkney Islands and vShetland Islands. What kind of people were these Norsemen? Robbers or vikings. Why did they leave Norway? Do you suppose they would be content to live peaceably in their new homes? Yes, for a little while, but their love for adventure would again lead them into trouble. These Norsemen soon began to make trouble, especially in France. Rolf-go-afoot and his Norse- men began to wage war on the French King, and there was no way to stop him except to give him what he wanted. The king made him a duke, gave him broad lands, and gave him the king's daughter for a wife. Rolf called his country Normandy, for old Norway. He ruled it well, and was a great lord, and his sons' sons after him were kings of England. What do you suppose the people of England, Ireland and Scotland did when they saw these adventurous Norsemen coming to their shores? Ran away. Why? To gather an army to meet them in battle. Yes, they gath- ered into great armies to meet these vikings in battle. Sometimes the Norse- men lost, but oftener won, so they got land and lived in these countries. What direction from Scotland are the Orkney and vShetland Islands? NortTT. These islands had good harbors for the viking shi])S. On some of them a man could stand in the middle and see the ocean all about him. These vikings sailed to these islands, and were pleased. So it went until all the lands around were covered with vikings. Norse carved and painted houses brightened the hillsides. Viking ships sailed all the seas, and made harbor in every river. Norsemen's thralls plowed the soil and planted crops, and gold flowed into their master's treasure chests. Norse warriors walked up and down the land, and no man dared to say them nay. Do you think they would forget their motherland, Norway? No, they did not forget Norway. Every summer they sailed back and harried the 18 IvSSSON PLANS IN FOURTH GRADE HISTORY. coast. They took gold, grain and beautiful cloth back to their homes from Norway. What do you suppose King Harald did? Sent out his ships and men and hunted these vikings. There are many caves and deep woods around the coast of Norway, and in these the vikings hid. Harald went into these hiding places and caught many men, but most of them got away and went home laughing at Harald. This they did summer after summer. How do you think Harald felt wdien he could not stop their robbing? Very angry. What do you suppose was the only thing left for him to do? Go after them. That is just what he did. He gathered his men and set sail in what direction after them? (Map). Many fierce battles were fought, but Harald succeeded in whipping these robbers in their own homes. Then he placed his earls to rule over them, and went back to Norway. Read Viking Tales, pases 99 and 100. Why did these robbers leave Norway? Because Harald was their ruler. Who was their ruler now? Harald. W'ould they be willing to bow- now to King Harald? No. Then what should be our problem for next time? To learn what these vikings did. Outline: HI. journey west over seas. 1. Cause. 1- Resentment of dethroned kings over lost kingdoms. 2- Resolved not to acknowledge Harald as king. 3- Resolve not to be governed by Harald's earls. 2. Journeys. 1- To France. 2- To England. 32 To Scotland. 4- To Ireland. 5- To Shetland Islands. 6- To Orkney Islands. 3. Revenge against Harald. Return to Norway to harry the coast. 4. Revenge of Harald. Overpowered them in their own country. Lesson IX. Prori.i:m viT. To learn what these vikings did to revenge Harald's actions. \A'hv did these vikings leave Norway? Because Harald was their ruler and would not let them harry the coast. What had Harald done? Gone west over seas and became their king. Do you think they would be willing to bow to him now? Read page 103 in Viking Tales, and find what they really did. Who was to be their leader? Ingolf. \\'hy did they not want to go to the Shetland Islands? \Miere did they finally decide to go? To Iceland. \Miv? What vow did Ingolf make? "I vow that I will find this Iceland and pass the winter there, and that if man can live upon it, I will go back there and set up my home." \\'hat vow did his foster brother make? "And I vow that I will follow my foster brother," cried Leif. (Explain foster brother in \'iking language). LrCSSON PLANS IN FOURTH GRADlC HISTORY. 19 Many men vowed to follow. Before starting on this long journey what would they do? Prepare for the journey. Read Viking Tales, pages 106 and 107, and learn just what preparations they made. How was it decided how many men might go? By the numher of oars in the boat. They had to depend upon their oars when they had no wind for their sails. Read pages 107 and 108 to learn of some of their adventures on their voyage. Where did they stop first ? The Shetland Islands. How were they received ? How long did they stay ? At the end of the three days they left the Shetland Islands, and after sailing a long time encountered a terrible storm. Read pages 109 and find out what happened during the storm. In the morning the wind died down. Great waves still rolled, and for days the sea was rough, but they could put up the sails and journey on. They came to an empty island, where they spent the night. One of the older men didn't want to leave it, saying, *Ts this land not new enough and empty enough and far enough? I am tired of sea, sea, sea, and nothing else." Ingolf said, "We started for Iceland, and I will not stop before I come there. I have a vow." Then they again started, and soon the desolate sea stretched around them. Sometimes it was smooth, but often the ships were torn by the winds. Once they ran into a fog. These people had no compass in those days. What were their guides? Sun and stars. What might have hap- pened to them in this fog? Become confused. They wandered around for three days in the wrong direction, and had to turn around and sail that weary way again. Read pages 113-18 in Viking Tales, which tells how they found Iceland, and their stay. In the spring they all went back to Norway. Leif got his boat ready to visit Ireland. Why? To harry the coast. What was Ingolf to do while he was gone? Prepare for the journey and stay in Norway. Leif returned in about two years' time laden with treasures. Read paragraph on page 118 in Viking Tales, and learn what the treasures were. These people believed in many gods, like the Greeks. What do you suppose was the first thing Ingolf and Leif did before starting to Iceland? Offer a sacrifice to the gods. Read pages 119-120 in Viking Tales, and find what they sacrificed, and to whom they made the sacrifice. Ingolf and Leif depended upon the holy pillars, as well as the sun and stars, to lead them to Iceland. Where did they get these pillars? From the temple. Read pages 121-122, and describe their starting. What did they encounter on their first voyage? Storms. This time they encountered storms which drifted the pillars away from them, and separated Leif from Ingolf. Ingolf sent two of his thralls to search for the pillars and for Leif. They came back every week or two, and always had to say that they had no success until one year had passed, when they returned with sad news. They had found Leif's body. Read on pages 127- 131 and learn how Leif met his death. Ingolf now promised to care for Helga ( Ingolf 's wife). Some time after this the thralls returned with the news that the holy pillars had been 20 LKSSOX ri.ANS IN FOURTH ORAOK HISTORY. found. This meant that the temple could now be built. As soon as it was completed Ingolf built his feast hall. Read on page 134, Viking Tales, the description of this hall. Now that he had his temple and his feast liaH, he wished that he might see ships sailing into the harbor bearing people to his home, from w'hom he might hear news, and with whom he could feast. Soon after this boats did come into the harbor. From what places did they come? The Shetland Islands, Ireland and the Orkneys. Read on page 13^\ second paragraph, and learn what news these visitors brought Ingolf. 'J'hese people after a time returned home, but they came again and again, and soon trade sprang up between Iceland and these other countries. Read on page 139, third paragraph. This will tell you what they traded. Soon after this Ingolf died, and the skald who sang sagas at his funeral called him 'The Father of Iceland," becausie it was through Ingolf that Iceland was settled, and trade between Iceland and the other countries was established. ]Many years after Ingolf's death all of the freemen in the west of Ice- land met to decide what nuist be done with Eric the Red. who had killed some men. They decided to outlaw him. He had been banished already from Norway, and now must leave Iceland. What should you like to know about him? To what country Eric the Red went after leaving Ice- land, and the kind of a life he led. Let us make an outline for our books about Eric the Red. IV. Iceland discovered (Ingolf). 1. Reasons for leaving Norway. 1- Ingolf's dissatisfaction at union of Norway. 2- Ingolf's decision to hunt new lands. 2. Trip from Norway to Iceland. 1- Preparation. P Vows of Ingolf and Leif. 2^ Sacrifice to gods. 3^ Securing holy pillars for guides. 2' \'oyage. l'" Loss of holy pillars. 2'-^ Separation of Leif and Ingolf by storm. 3- The new home in Iceland. P Leif's death. 2^' Thralls finding of the pillars. 3-' Temjile and feast hall built. 3. Trade established between Iceland and other countries. 1- Many ships enter harbor. 2- Brought wood, grain and flour. 3- Carried away cloth, wool, fish, oil and feathers. Lesson X. Problem vht. To learn to what country Eric the Red went after leaving Iceland, and the kind of life he led. A\'hy was Eric the Red driven from Iceland? He was outlawed be- cause of his many fights. \\'ould he go alone? He would be sure to have some friends and followers. LESSON PLANS IN FOUKTII CKADJ-; HISTORY. 21 Read Viking Tales, i)age 144, and learn what the men of Iceland said of him as he walked from the meeting. "Eric is a bloody man. I am glad he is out of Iceland." "His hands are as read as his beard," were some of the remarks made by his enemies. His friends and followers made such remarks as these : "He walks like Thor the Fearless." "His story would make a fine song." "As strong and as brave and as red as Thor. Always in a quarrel. A man of many places. Outlawed from all of them on account of his quarrels. Where will he go now?" While these people were discussing Eric he strode down the shore in a black temper with his men followers. Where did they go? To Eric'? home. How does it tell you, on pages 146 and 148, that they spent their last night in Iceland? Feasting. Where did they decide to go? To the land Gunnibiorn had told about. While they were discussing this matter what message was brought to them? That Thorgest, with all of his men, were coming that night to capture him. Read pages 149 and 150, and learn how his friend Uyjolf helped him. Bade him come to his farm and hide from Thorgest. What would they do while in hiding? Make ready for the journey to the new land. They repaired the ship and filled it with stores. When all was ready they pushed off with Eric's family aboard and his followers. They also took horses and cattle and all kinds of tools and food. They expected to go to an empty land. When we wish to start for a certain place what must we know? In what direction to go. All that Gunnibiorn had told of this strange land was that he sailed east when he came home to Iceland. Let us locate Iceland on the map or globe. If Gunnibiorn had sailed east to reach Iceland, where must he have come from? Greenland. How must Eric sail to reach this strange land? West. That is just what he decided to do, even though he did not know where the land was. Read on pages 151-154, and learn of the adventures that they had on the voyage. How did they finally reach land ? They were drifted in to land by a swift under current. This was the way that Ingolf and Leif came to find Iceland. What kind of a land would you expect this new land in the far North to be? One covered with ice and snow. Read pages 155-159, and see if you are right about the kind of land; also what name Eric gave this land. "Greenland." Why? In fun or de- rision he felt people in Iceland, whom he wished to interest in this new land, would like that name, and wish to join him. After Eric had been in Greenland about four years he said, "My eyes ^re hungry for the sight of men and green fields again." He then made ready for a voyage to Iceland. When he reached there what would he tell his friends? Stories about his new land. He told them such wonderful stories about Greenland that many of them made ready to go back with him, and the next summer thirty-five ships, laden with men and women, followed Eric for Greenland, but only fifteen reached there safely. Eric now was happy because of his new companions, but his son, Leif, who had grown into a big, strong man, began to wish for a sight of his motherland, Norway. He spoke of this to his father, who told him that it was right for him to go. What would Leif do? Get ready to go. What will we 22 l,i:SS<)N IM.ANS IN KOUKTll i'.KADl': lUSrom. lake lor our Uipic next lime. 'l\) loani oi Loil's adventures on his voyage to Norway. V. r.reenlanil iliseovered by iM'ie the Red. 1. Reasons for leaviui^ leeland. 1- Outhiued beeau.se of his many quarrels. 2- Deeision to seareh for Cnuuiibiorn's land. 2. \\\vaije in seareh of new land. 1- Sailed west. 2- Ivnecnnitereil storms ami ieebergs. 0- Driftetl into new land by eurrent. 3. New home in Cireeidand. 1- Covered with iee and snow. 2- Calleil I'.reenland to urs^e other people io eome. 4. bjie's visit to leeland. 1- 'Pold many stories o\ Greenland. 2- Indueed thirty-live shijvs to fi>lUnv him to Greenland. 5. I'^ric's retin'n to dreenland. 1- 1m f teen ships reaehed dreenlaml. 2- b!ric ni>w satistied with his new luMue. Lesson XI. rRor.i.i:M i\. To learn i>f Keif's adventures on his tri]i to Norway. Individual assiqiuneiUs !.^i\en on previous ilay. Reported upon dur- ini;- reeitation upon above jiroblem. 1. llow Mrie heli">eil l1. .V llow l.eif was received in Norway by the kin;;-, CMaf, the great- i^randson of llarald. Ref.: \'iking Tales, pages 1(^2-1(\^. 4. Pil'ticulties on return \oyai;e, and result of these difliculties. \'iking 'Pales. [Kige lo.^. 5. Deseriptiiin oi the new count r\. with reasiMis for name given to it. Compare length of day and night in W'ineland with that oi Norway. X'iking- Tales, pages l{->5-l(.v . (>. l.eif's return to Creettland with proilucts from new country. \'iking T.iles. pages U>^>-irO. 7. Creeting given Leif by his father, luic. X'iking Tales, page 171. .\fter th eindividual reports have been given the teacher should aid the pupils to organize the material iiUo an outline similar to the folUnving: \ l. W'ineland discovered by T.eif b'riesson. 1. l.eif's \ isit to Norway. 1- .\id in preparation for journey by Kric. 2- Krief stops at Iceland. Faroes and the Shetland Islands. v^- .\rrival at Norway. !•' Desire to see King Olaf. 2-' A guest at king's feast. vV> Invited to sit beside King Olaf on throne. 4-' King's partitig gift of love. (Two thralls'). I^eSSON PLANS IN FOURTH CRADI', IIISTORY. 23 2. Wineland discovered. P vStart for home. I-"' Driven out of course by storms after i)assing Ice- land. 2-"' New land sighted. 14 Explored and named Wineland because of grapes found there. 3. Return to Greenland. 1- Lumber and grajjcs from Wineland brought to Green- land. 2- Eric's joy at Leif's return. 3-« Leif's wonderful tales of riches of Wineland. 14 Desire of many Greenlanders to visit Wineland. Whenever these Norse people had learned of a new country what had they done? Gone there to settle. The Norse people did not settle in Wine- land. Should you like to know what kept them from attempting it? Let us frame our problem for our next lesson. To learn who went to Wineland and why they did not remain there. Lesson XII. Prop.UCm X. To learn who went to Wineland, and why they did not remain there. Read the last paragraph on page 173 in Viking 'J'alcs, and Imd why neither Leif nor the Greenlanders went to Wineland. Leif grew so rich in his own country that he settled down and thought no more of Wineland. The Greenlanders had no ships, so could not leave their own country unless Leif should take them. Whom does your book tell you, on page 174, came to Greenland a cou- ple of years after this? Two traders, Thorfinn and ]'>iarni. Read on and find how Eric received them. Made them welcome. Invited them to re- main with him all winter. How was this kind treatment returned? The traders gave Eric a great sword with a gold-studded scabbard, and many other gifts. These men remained with Eric all winter. I'.y the time Yule- tide came Eric's supply of food was exhausted, and he grew very sad. Thorfinn noticed this, and upon discovering the cause went to his boats and brought out much grain and food. In consequence they had a merry Yule- tide. Read last two paragraphs on page 178, and learn what Thorfinn de- cided to do the next spring.To try to go to W^ineland. With whom did he talk about this wonderful place? Eric and Leif Ericsson. Eric told him that he had tried to go there once, but had met such severe storms that he turned back. Leif old him in which direcion he had sailed when he re- turned from this wonderful land. He also told him how the shores looked that he had passed. Thorfinn decided that he would attempt to find the way; then he talked with his men and with Biamni. Read last paragraph on page 179, Viking Tales, to learn if they wished to go. In the spring they started ofT with two .ship loads of their men and one ship load of Ivric's men. Read on page 180 to see who selected the spot to land. Gundrid, Thornfinn's wife. In what did they live? Their ships, which were pulled 24 LKSSON ri.ANS IN KOUKTH ^.K-Mll' HISTORY. up on shore. Road page 181-18v\ aiul list iho reasons why you tliink they have really reached Winehuul. When they tinally decided lo stay, what would they do? Build homes. Read in your hook the descrii^tion of one of these homes. Read on and tit\d whi) was known as the ■"Wineland King." These people lived here happily and at peace tor a long time, hut tinall\ decided they must leave this beautiful land. Read the remainder of the chapter, and tind what made them arrive at this decision. Iknv did these Indians treat them the tirst time they visited them? Kindly, and traded furs with them for red cloth. What made them enemies of the Norse peo- ple? The bull of Thortlnn's, which came bellowing into their midst. In what mood did thev return? \'ery angry, uttering their war cries Jmd shooting arrows. During the tierce battle which followed many of the Norsemen were wounded. Fearing the Indians, whom they called "Shrae- lings." would return at any time, they decided to go back to Greenland. \\l\en thev reached home Kric was glad to see them, and was delighted with their stores. What had they brought? Luiuber, grapes, wine and furs. The next summer Thorfinn took Gundrid and Snorri (his baby) and all of his jieople and sailed back to Kxdand. where he lived for the ramainder of his davs. People were very proud of him. "That is the man who went to Wineland and fought with wild luen. Snorri is his son. He is the first and last Winelander. iov no one will ever go there ai:ain. It will he an empty and forgotten land." So it was for a long time. Some wise men ha\e written stories of those voyages, and of that eminy land spi^kcn oi. It seemed like a fairy tale, but long afterward, when men began to read the stories and study this land and that land, they learned that Wineland was in our own America, on the eastern shore of the United States, and they have called Snorri the tirst American, and have put up statues of Teif Kricsson. the lirst comer to America. 4. Tcmi>orary settlement at Wineland. 1- Thortinn and Biarni's visit to Greenland. 2- Desire to visit Wineland. 1"' Trip to Wineland with Erie's men. 3-' Homes built. Lumber cut and wine made. 4- Coming of Indians or "Skraelings." 1-' First visit friendly. Furs traded for red cloth. Fright- ened otT by bull. J?-^ Second visit as enemies. Terrible tight. 3- Detemiination to return to Greenland. P Afraid of return of Indians. 2'-^ Greeting by Fric upon their return. 5. Discovery that Wineland was America. 1-Stories told and written. 2- Places studied. 1-' Conclusion that Wineland was situated on east- ern shore of United States. 3- Statues erected of Feif Fricsson. the lirst comer to America. Ij;SSO.N J'J^ANS IS iOl Kin (,iple ntamifactming velvets and damasks in P^agdad. Marco was also interested in the Persian horse, li was such ;i noble anim;\l. He s.\w the Persian women m.iking rugs, coverlets and curtains of velvet. On thev jounieyed over sandy deserts eiglu days long, .uul over hor- rible salt deserts, where they nearly perished oi thirst. They climbed the llitnal.iya mountains. Here M;irco became ill. and they bad to stop. When he was better they pushed on until they reached the Khan's country. They still had many weeks of travel. The Khan's country w;is well mattaged. and his post runners soon delivered the message that the \"cnetians were coming. These jHxst rmmers lived near the post' stations where the \enetians were entertained. These post statiotis were J5 miles ajwrt. and the runners from one statiott took the news to the next station. The runners here took it on lo the next. .\s the Polos neared the palace the Khan came out to meet them. C^^n what do you think he was riding? C^n an elephant. How did they greet the Khan? Prostrated themselves ox\ the ground. Then the king bade them stand, and showed great pleasure at their comittg. They gave him the letters from the Pope, with which he was very much pleased. After this they produced the oil from the sepulchre, and at that the Khan was delighted. When he looked at the company whom do you think he would be apt to itiMice? Marco Polo. They were all entertained at the Khan's palace. It did not take Marco long to learn the customs of the court. \"ery soon he was speaking and writing the Tartar language as well as he could speak and write Italiaix. The Khan became very fond oi him and took him into his ser\ice. What should be om- problem next time? pROiu.KM : What were some of his duties while in the Kh.m's service? l.et us ni;tke our outline. 4. M.irco's trip to Cathay. 1 Prcixir;.tiou for the trip. 1 Securing o priests, letters and oil. J. Trip to Khan's land. U'.SSON PLANS IN I'OUKTfJ (,kAUl', IliWfnUV. 29 1. I'y waffT to Acre. 2. liy land to Cathay, 3. What seen by Marco. 1. Making soft musljns at Mosel. 2. Natives ji^atherin^ diamondn. 3. Making rugs, curtains in i'ersia. 3. 'I'riji from Khan's lanrl to palace. 1. News of their coming carried by jxjsl runners. \ 2. Stations where they rested. 3. Met by Khan on elephant. 4, Arrival at j^alace. 1. Customs learned cjuickly by Marco. 2, Khan's fondness for Marco. Ass/GNMKN'f: Write the dialogue between the priests and the Polos before their return to Venice. Dramatize "Post Runners," "Meeting of the Khan and the I'olos." Lesson V. pRonuvM : What were some of Marco's duties while in the Khan's service? \'\<()(:f',\)i:ki-.. ff .Marco was to be an ambassador of the Khan, what would be some of liis duties? To go on errands. The I^mperor became fond of him, and sent him out to many j^arts of his kingdom. Marco had once heard him say that some of his ambassadors were "no better than fools" because they brought such little news back from their trips. "I had rather be told the strange things and manners of the different countries you have seen than merely about the business you went upon." What do you think Marco would do? Tell the Khan of all the strange things he saw. J low did the Khan feel about this? Very much pleased with Marco, Yes, he said that if Marco lived he would certainly be a man of great wealth and ability. The Khan sent him on many errands to various parts of the I^ast. lie visited many parts of China, seeing all their strange cus- tr;ms ; then went to Japan, where grew pepper, nutmeg, cloves and other s[;ices; then Sumatra, where he saw wild people, a wild elephant hunt, the rhinf>ceros, monkeys, and even cannibals. He visited Ceylon, where the people liverl very much like wild beasts, raised nothing but rice, but pos- sessed many beautiful gems, principally rubies, sapphires, topazes and amethysts. From here he went to India, where he saw a great pearl fishery and divers going down to the bottom for pearls. lie even went into Africa, f.ocate these places on map. 'i'race Polo's journey. What kind of people dirl he see there? lilack jjeople or negroes. Some of these were very wild. Me saw many wild animals, too. What animals did he see? ("/iraffcs, lirms, apes, leopards and ostriches. When he returned from this great trip how do you think the Khan would treat bin)? Like a hero. Yes, the people called him Messer Marco Polo, anrl he was made governor of one of the Khan's provinces. This was a very great honor indeed. The Polos had been away from home nf>vv for seventeen years. Marco's father and uncle were getting old. 30 IJCSSON PIvANS IN FOURTH GRADIv HISTORY. What would they wish to do? Return to Venice. Marco also thought he would like to return to Venice. Why? To tell of his travels. Why would the Khan he unwilling for them to go? He wished Marco to remain in his ser\ice as amhassador. He enjoyed the reports of Marco's travels. Just ahout this time the Khan of Persia sent his messengers to Kublai K'han asking for the hand of a young princess in marriage. The maiden was young and beautiful, and the Khan feared to send her by the overland route. Wh\? The constant wars among the Tartars, the unsafe roads, the difliculty of travel. What was the only way to go to Persia? By sea. What kind of men would they need? Good, trustworthy sailors. The three Polos were very skilled in navigation, and were the only trustworthy sailors the Khan could command. He fitted out a splendid s((uadron of ships, and dispatched the three Venetians and the Persians. What will be our problem next time? Proiu,Km : To learn if the Venetians and the princess reached Persia safely. 5. Marco in the Khan's service. 1. Sent to many parts of the kingdom. 2. Brought ba.ck good reports of strange customs. 3. Khan very much pleased. 4. 'Pravels in other countries. 1. China — saw many strange customs. 2. Japan — saw pepper, nutmegs, cloves and spices growing. 3. Sumatra — Saw wild people, a wild elephant hunt, monkeys, 4. Ceylon — people lived very much like wild beasts, raised noth- ing but rice, but possessed many gems. 5. India — saw great pearl fishery and divers. 6. Africa — saw wild animals and wiUl black people. 5. Return to Cathay. 1. Treated like a hero. 2. Made governor of province. AssiGNMivNTs: What T would have enjoyed most with Marco Polo. Write one paragraph telling why the Khan selected the Polos to escort the Persians. Lesson VI. Proiu.I'M : To learn if the Wnietians and the jirincess reached Persia safely. Prockdurk. What was it the Polos desired to do? Return to Venice. What great commission was given them ? To escort the princess and the messengers to Persia. How were they to go? By water. Why not by land? The con- stant wars among the Tartars and the difticnlty in traveling over unsafe roads. The Polos started out with the Persians. They sailed for two long years, stopping at Sumatra and India, or wherever the port was safe. Of what were they afraid? Of robbers. They passed the Afalabar coast, that rich land of jiepper and spices. Trace voyage. They lost 600 men. but I^DSSON PfvANS IN FOURTH CKADIv HISTORY. 31 the rest finally arrived safely in Persia. They had brought with them the Khan's golden tablet. Of what use was it? They could demand supplies all along the way. When they reached Persia the Persian King gave them another golden tablet for safe conduct through his kimgdom. Indeed he sent them forth with troops of horses and clever guides, or they never could have found their way across the rough country. How do you think the princess felt when it was time to bid them good-bye? Very sad indeed. She wept as they left her. On their way home they heard that Kublai Khan had died. They had left Cathay just in time. When they arrived in Venice no one knew them. Why? Marco was no longer a young man, having been away about 25 years. Nicolo and Maffeo were old men. They looked like the Tartars. 'J'hey found their home in the possession (jf their cousins, who called them imposters. They did not know what to do. Finally they arranged a great feast, to which they invited many friends. When the time arrived for sitting down to the table, they came forward dressed in long crimson satin robes. When water for the hands had been served, they took off their robes and put on others of crimson satin, while the first suits were cut up and divided among the servants. Then after partaking of some of the dishes, they went out again and come in dressed in robes of crimson velvet, and the second suits were cut up and distributed among the servants. When the dinner was over the robes of velvet were also divided among the servants, while they put on dresses of the ordinary fashion worn by the rest of the company. When the cloth had been removed, the servants were ordered from the hall, and Marco brought out the three shabby dresses they' wore when they first arrived. They took sharp knives and ripped open the seam. Out of these they took many precious stones, rubies, sapphires, carbuncles, diamonds and emeralds. Why had they sewed them in the seams? Afraid of robbers on the journey home. How did this display of wealth influence the rela- tions? They knew that these men were the Polos. What do you think Marco liked to tell? About the wonderful sights he had seen. Marco hoped to live a quiet life in Venice, where he could entertain his friends talking about his wonderful travels and his visit to the Khan's home, but war was going on between Venice and Genoa. Marco was called upon to fight for his country. He was given command of one of the war-galleys of the Venetian navy. W^hat will be our problem for next time. Prohlf.m : To learn of Marco's adventures in the war between Genoa and Venice. 5. Heard of Khan's death. 6. Voyage to Persia. 1. Acted as escort to Persians. 2. Went by sea to Persia. 3. Two years to make the trip. 4. Guides and horses given by King of Persia. 32 LTvSSON PLANS IN FOURTH GRADl; HISTORY. 7. In Venice. 1. Found home in i)ossession of cousins. 2. Not recognized by cousins. 3. Distribution of gowns among- servants. 4. Great wealth of gems shown. 5. Accepted by friends. 6. Desire to Hve quiet Hfe. 7. Appointed commander of war-galley during war with Genoa. Assignments: Why do you suppose it took the Polos so long to reach Persia? What news did they hear on their journey? Why did they feel that it was a good thing that they had left Cathay? W^rite one para- grapli telling of their reception in Venice. Lesson VII. Problem : To learn of ^larco's adventures in the war between Genoa and Venice. Procedure. \\'hv was Marco given command of one of the war-galleys? He was skilled in navigation. In a battle off Genoa with Venetians, which lasted all day, they were beaten, Marco Polo, with 7000 others, was taken pris- oner and put in chains. Sixty-six of the Venetian war-galleys were burned and 18 taken to Genoa. The prisoners were taken to Genoa, and Marco was thrown into prison. He had a companion in prison, a gentleman from Pisa. To pass away the time Marco told this companion of the marA-elous tales of his Eastern journey. The man was charmed, and being a scholar he offered to write them down, so INIarco dictated them. When the year was up Marco had given us a book of valuable informa- tion concerning his travels. Let us name the places through which he traveled. New places, some parts of China, Japan, Sumatra, Ceylon. India and Africa. Why hadn't more people visited the East? Danger and ex- pense of such long trips; lack of knowledge of earth. If they wished to open up a better trade, what would they tirst try to find? A new and safer route. 8. Taken j-trisoner. 1. Battle oft' ('.enoa. 2. INIarco with 7000 \'enetian prisoners. 3. 'Phrown into jirison at Gicnoa. 9. Book of travels written. 1. Companion in prison wrote while ^larco talked. 2. X'aluable inior- mation of world given. 10. Results of Polo's travels. 1. Book of valuable information. 2. Aided geography — new places, maps. 3. Promoted trade with East. Assignments: Why do you think Genoa and Venice were at war? Why was INIarco given command of one of the war-galleys. Some people claim that his imprisonment was a good thing. \\'hy? Give the results of Marco's travels. LESSON PLANS IN KOT'RTII CKAOK IIISTORV. 33 PRINCE HENRY. Bv MauijK Bkacti vSmith. MivTiioD OF Attack. — The children have studied the story of Marco I'olo and the known world of the fourteenth century. Using this information as the basis, I have developed this plan of the study of Prince Henry, the Navigator, in story form, asking thought-pro- voking questions at points where the children have sufficient data for reasoning. TkxT : Builders of our Nation. vMma Holman Burton. TeaciiKr's Aim — To teach the search for an ocean route to the Indie.s, and the influence this knowledge had upon the world. Preparation — Who was called the First Geographer of y\sia? What did he do for the world? What routes did he show to the land of these riches? What other way did they travel, except by land? Prince Henry, the Navigator, was the first man to try to fmd a water route to India. Would you like to hear of this man? Pupii/s Aim — To learn something of Prince Henry, the Navigator, and how he helped to find a water route to the Indies. To travel on the ocean what instrument would sailors need to guide by? vSoon after Marco Polo returned from Asia the sailors of vSouthem b'.urope began to use this instrument. They sailed into each little corner of the Mediterranean Sea. (Use wall map.) But for one hundred years no ships ventured far on the Atlantic Ocean. Prince Henry's father was John the First, king of Portugal. His mother was beautiful Queen Philippa, granddaughter of Edward the Third of England, and his uncle was the "Black Prince," a famous knight about whom poets loved to sing. (Use wall map.) Here we can see Prince Henry's native land of Portugal. What can you tell me about its western coast ? Tall, straight timber grew here which might be used for what purpose? With a long seacoast and timber for shipbuilding, what might we expect the occupation of the people to be? Sailors. Yes, they were. But whale oil and dried fish were all that the Portuguese sailors brought into their ports. As Prince Henry's father was a king, what would we call the people who gathered around him? A court. Prince Henry spent much time at his father's court, where people from all parts of Europe and Asia came to vi.sit. What do you think the people who came from the East told of? Yes, they did tell of the splendor of the F.ast. Do you think the King of f'ortugal tried to get some of this trade? Yes; they tried many times, but the Italians always chased them out of the Mediterranean. Now, when Prince Henry was twenty-one he sailed away v/ith his father to the northern part of Africa. (Map.) Here some fierce Arabs lived. They had conquered Northern Africa, and then had come over to Europe and conquered Spain, and were now trying to capture the country west of vSpain — Portugal. (Map). 34 LIvSSON PLANS IN FOITRTII CRADlv IllST(Mn\ When the King- of Portugal arrived in the country of tlie Moors they seized a rich port. After many weeks the gates were torn down, and Prince Henry was one of the first to enter the city. The streets were flowing with honey and oil from jars that had been broken during the siege. Yes ; bales of silk, caskets of jewels and boxes of spices and pe'"fiune. These were all piled under the broken roofs of the houses. Prince Henry had heard of but had never seen these riches of the East. How do you think he felt? What do you think he wished for his country? He knew the country of Southern Europe would not allow him to use their trade routes. What idea do you think would come to him? "I wonder if there is not some other route to India?'' Prince Henry proved himself to be very brave during this war with the Moors. What honor did a kin^g often bestow U])on a man when he was very brave? Well, when King John heard how brave his son had j)rovcd himself to be he made him a knight. Now, knights always choose a motto. Prince Henry choose for his motto: "The desire to do a thing well." (Write on the board). With this motto in mind, I want you to take this question for your next lesson : "What thing did Prince Henry want to do more than all others?" Let us make a few points to help us to remember the part of our story we have heard : T. The mariner's compass — its effect? a. Allowed sailors to go out of sight of land. IT. Prince Henry's life at Court. HI. The war with the Moors. a. Prince Henry saw the riches of the East. b. He wished Portugal might trade with the East. TV. Prince Henry made a knight. a. His motto: "The desire to do a thing well." AssiC.NMKNT — Copy Board Sketch. Lesson 11. What man helped to make the history we are studying about? Prince Henry, the Navigator. What are we trying to hnd out? (Aim.) What was our assignment for today's lesson? "What thing did Prince Henry desire above all others?" With this one idea in mind trying to hnd a water route to the East, who would he call together to talk it over? Sailors, merchants, geographers and map-makers. . Well, as soon as he arrived home he called the chief merchants to- gether. He told these men to push on to the East through the great sea. (Wall map.) But the men shook their heads. Then they told stories of how their cargoes had been plundered and their ships destroyed. Is there no other way?" asked the Prince. "A way to India by water would be cheaper than a caravan route." He looked at the map. (Use wall map.) What ways might he suggest? "To the north around England?" "The ice blocks the way," the men replied. "To the south around Africa?" "No ships sail beyond Caj^e Non, my lord," they replied. I^F.SSON PI^ANS IN FOURTH CRADlv HISTORY. 35 "And why not beyond?" "The ocean boils!" cried one merchant. "Hot water monsters puff steam from their noses and swallow a ship at a gulp," cried another. "Aye! Aye! your highness," cried a third, "and Africa has no end !" What could Prince Henry say? He did not know what to say! But he decided then and there to find out all he could about the vast, mysterious ocean which stretched to the west and south of them. There is one little point of Portugal which stretches out to the south- west. (Map.) This point is called Point St. Vincent. Here on a rocky headland he built a tower. He wanted to start a school. He needed teachers. What kind of people would he send for? Map-makers, ship- builders and people who had studied navigation. He spent his time in hard work. What book might he have gotten to tell him more of the East? Marco Polo's book. One happy day a copy of Marco Polo's book was brought to him by his brother, Pedro, the Traveler. Here he read all about China, India and the Spice Islands, and was more determined than ever to find a way to the East. In one old book he found that someone said Africa was an island. If so, What was all around it? What hope did this give Prince Henry? So Prince Henry drew maps and sent out ships. Some of them sailed west. Look on your map and tell me what islands they discovered. Madeira and Azores. They liked to sail close to the shore. One sailor sailed a little beyond Cape Non. Why do you think they wished to go no farther? Assignment — Think of three ways which Prince Henry might use to get them to go on. What topics shall we add to our outline? V. Prince Henry talks with the sailors. VI. Old ideas about Africa. VII. The School of Navigation at Point St. Vincent. a. Marco Polo's book. VI I r. The Madeiras and Azores discovered. IX. Cape Non reached. Assignment. Draw a picture of the tower built at Point vSt. Vincent. Write about Prince Henry's school. , Lesson III. Where did we leave Prince Henry and his sailors in our last lesson? Aim — Today we are to find how Prince Plenry finally made his men go on, and how far they succeeded in getting on the water route to India. How were the men persuaded to go beyond Cape Non? Praised, threatened and rewarded. He did all of these things, and the men crept on. Finally they reached a cape about half way down this western coast of Africa. (Map, Bojador.) Here they went ashore. What kind of people would you expect them to find? People as black as night; with thick lips and hair like wool. Here, too, they found ivory, gold dust and nuts. What would you expect them to do with these things? Carry a cargo home. When this ship returned to Point St. Vincent loaded with cargoes like those sold in the Mediterranean, the people of Portugal were delighted. 36 LCSSON PLANS IN FOURTH CRADK HISTORY. How do you think the sailors now felt about going on? Eager. They did push eagerly on. A boat soon passed this point (map) called Cape Verde. Here the coast turns. As they were still following the coast, what direction would they now sail? They went farther and farther, always traveling to the east, instead of south. What old belief about Africa did the sailors think was true? That it was an island. Such joy as those sailors felt ! Now they seemed sure of reaching India around Africa, which must be an island, because they were almost around three sides. It was here, while the sailors were eagerly sailing east, sure that they were well on the way to an ocean route to the Indies, that Prince Henry, the Navigator, died. This great navigator had overcome the superstition of the men of his time, and had tried to give his country the trade which others enjoyed. What was his life motto? His best qualities? Capacity for taking trouble and desire to do well. Had he fulfilled his motto? What did he do for the world? He had started explorers out to find an ocean route to the Indies. What titles could we give him? The Navigator. The Knight Who Kept His Vow. The First Ocean Explorer of Asia. What final points may we make to our outline of the work of this navi- gator and knight ? X. Rich cargoes brought from Africa. XI. Cape Verde reached. a. Coast turned eastward. XII. Prince Henry's death. XIII. His Value to the world. Assignment — Pretend that you are a pilot on the ship that brought back the first cargo from Africa, and tell of your trip — its dangers, adven- tures, results. On the base map copy in the full addition to the world which Prince Henry had contributed through his explorations. ' Additional References. Prince Henry, the Navigator. By C. R. Reazly. Essays in Historical Criticism. By E. G. Bourne. The Sea Fathers. By C. R. Markham. The Discoverers of Prince Henry and Their Results. By H. R. ]\Iajor. Lesson IV. Aim — Today let us contribute our ideas, and we will write a short story of Prince Henry, the Navigator, who helped to find an ocean route to India. Prince Henry, the Navigator. Prince Henry was the son of King John of Portugal. When he was twenty-one he went to Africa with his father to fight against some fierce Arabs there, called Moors. Here he saw some of the riches of the East. He longed for Portugal to trade in such riches. For bravery during the war with the Moors his father made him a knight. He chose for his motto, "The desire to do a thing well." His one desire was to secure the Eastern trade for Portugal. He talked witl: sailors and map-makers. These men were afraid to try to sail around Africa. He did not know nuich about the ocean, so he established a marine school at Point St. Vincent. Here he studied. In time he read LESSON PLANS IN FOURTH (iRADK HISTORY. Z7 Marco Polo's book, and became more anxious than ever to reach the East. He sent out many ships. First they discovered islands off the coast of Africa. vSoon they reached a point where they found a rich cargo of negroes, ivory, gold dust and nuts to bring home. This made the people of Portugal quite hapj^y. The sailors crept on until they reached Cape Verde. Here the coast turned to the east, and the sailors felt sure Africa was an island. Before they found out how large Africa really is, Prince Henry died. He had kept his motto, and had started the search for an ocean route to the Indies. VASCO DA GAMA. By Maude Beach Smith. Lesson I. Method of Attack — The pupils have just completed the story of Prince Henry, the Navigator. Using this story as the main theme, I have told the story of Vasco Da Gama, not as an individual explorer, but as one who carried out plans already well started by his predecessor. The effect made upon the world by this voyage may be developed at greater length, determined by the ability of the class. Text. References. The Three Voyages of Vasco Da Gama. By Go.stoi Coirea. The Voyages and Adventures of Vasco Da Gama. By S. M. Towle. Vasco Da Gama and His Successors. By K. S. Jayne. Aim. — To teach the incidents which show the great race for the Indies between the Spanish and Portuguese, and the first great accomplishments in discovery made by Vasco Da Gama. What lasting monument of his life work did Prince Henry leave? Do you think his explorations stopped with his death? (Map.) What dis- appointment was in store for them? What old belief concerning Africa might they recall? Slowly creeping down the coast it was a Portuguese named Diaz who finally rounded the southernmost point of Africa. (Map.) Here he en- countered such terrible storms that he returned to Portugal. When he made his report to the king he called the point around which he had sailed the Cape of Storms. The King of Portugal corrected him, saying: "No, say the Cape of Good Hope." Why? Because now he had good hope of reaching India. For ten years following Diaz's voyage no further explorations were made from Point St. Vincent. What had happened to the desire of Prince Henry? (Still not carried out.) It remained for a gentleman of the court by the name of Vasco Da Gama finally to carry out the "great desire" of Prince Henry, the Navigator. W^ould you like to hear of his voyage? Pupil's Aim — To find how Prince Henry's desire of an ocean route to India was finally realized by Vasco Da Gama. What recent voyage had they to build up their hopes? Diaz's rounding the Cape of Good Hope. Ten years after this voyage news came to the court of Portugal that Christopher Columbus was trying to reach India by sailing in what direction? (Map.) West. How do you think this new? 38 LKSSON ri.ANS in ForKTU c.KAOI- IMSl'OKN, affeotod the Kiiii^- of Portug'al? Ho i.ktorniiiu\l ouco tuorc to take up the old method started by Prince 1 lenrv. \\ hat was that : To do this he chose a gvntlenuui of his court named \'asco Da Tiama to attempt the eastern route to India. W hat equipment would Da C^.ania need? He took three vessels: San riabriel, San Rafael and Binis, ami about sixty men. Do you think this was a dangerous voyage? ^^'hat did he e:xpect to meet when he rounded the Cape oi Cood Hope? Storms. How had the Portuguese sailors always sailed?" Do you think he would do that now? Xo. He steered straight for the Capo X'erde Islands. (]\Iap.) Then Avhat direction did he steer? He reached a little bay north of the Cape of Good Hope. Here, as he be^^-an [o round the capo, ho mot with the same trouble which Diaz had. What was that? Sti>rms and heavy winds. Finally, after tighting these wimls. ho succeeded in riumding the cape and started up the eastern coast of .\frica. Did ho hu;; the coast now? (^Fap.) Why? Because ho was on now and unfamiliar waters. Did he know what direction India was from there? How might ho tincl out ? Keep sailing until he happened to hud it or go ashore and ask the natives. He did the latter; he went ashore and asked the natives. What kind of people do you think ho found on this eastern coast of Afiica? Negroes, yes. floors, they wore called. Whore ha\c xmi hoard of Moors before? Do you think these Moors liked Christians? No. What might they try to do to Da Gama and his men? This made it very difficult for \'asco Da Gama. He stopped at many j^lacos, mooting- the same hostility everywhere. ^lany of these INIoors were sailors, anil X'asco Da Gama saw products of the Kast in their ports. He wished one of those men to come on board and steer his boat to Calicut. X\"hat do wo call the man who steers a boat? A pilot. After trying unsuccessfully many }'>laci's to secure a pilot, what do you think Wasco Da Gama did? Kept on sailing around the coast. So he did, and we will hoar in our next lossmi bow ho finally gained success by his perseA-erance. What have you learned of Vasco Da Gama in our lesson o\ today? SUMM.VRV. T. Vasco Da Gama chosen to continue Prince Henry's work. 1. Three vessels — San Gabriel. San Rafael. Birris. 2. Alnnit OO men. H. His bravery. 1. Steered for the open ocean. HP His difficulties. I. The heavy winds at Cape of Good Hope. 2. The JMoors re- fused help. 3. Need of a pilot. .Assignment — Copy board sketch of Vasco Da Gama's voyage. Show his ]">rogress bv dotted lines. Draw a sailboat like the one von think \'asco Da Gama used. Lesson II. Tell me where we left \"asco Da Gama in our lesson of yesterday? On the ea.^tcrn coast of Africa. For what was bo seeking? Was bo suc- cessful ? /.IvSSOX I'l.AXS IN V()\:k'ni rjain and east to Por- tugal? Draw a Hue on map from ihc iNorth Pole to the South Pole about 370 leagues west of .Azores, dividing the world in half. Gave to Spain right of possession of all lands discovered in western half; to Portugal those in eastern. Calk\l line oi demarcation. What was it that many explorers had tried to do, but had not acconi- ]ilished. None of exjilorers had yet found western route to India. Would \t)u like to hear about the man who really reached India by sailing to the west !^ In the next lesson we shall hear about this. vSl'T\rMAUV OP TjCSSON 1. 1. Disco\ cry of new lands awakens desire for exploration and posses- sion of territory. (a) Spain and i'ortugal foremost in this. 2. Line of demarcation. (a) Pope divides wt)rld into two parts, (b) Spain to have dis- coveries in western half and Portugal in eastern half. Assign MivNT. Co\^\ outline in notebook. Draw line of demarcation on outline map of the world. Lesson II. \\'hoin are we going to talk alnnU today? (Tell about IMaigellan.) Ferdinand Magellan hrst sailed around world (circumnavigator). Magellan, a Portuguese nobleman. S]>ent early life in king's court. Por- tuguese interested in East troubknl by floors. Don INIanuel sent ships and men to crush IMoors in the East. jNIagcllan went with expedition, and fought the Moors in East seven years, ^^'hen power of ]\[oors w^as broken returned home. Formed plan of trying to reach S]>ice Islands by sailing west. King of Portugal refused to help him. him? Dad a good route East. \\'hat country was very much interested in exploratiim just now? Spain. How do yon think he persuaded the King of Spain to help him? By globe showed King that Sluice Islands were in his half of the world. The King of Spain gave him five ships and 250 men. How do you think Portugal would feel? Portugal tried to persuade hi mto give up project. Left Spain September 20. IS\9. In what direction would they sail? They sailed to the Canaries, then south, then southwest. After two moiUhs' sailing they reached South America. \\'hat windd they ilo when they reached South America? Saop to rest a few days; fresh food; fresh water. Then sailed along coast, searching for passage through. I.KSSON IM.ANS JN i-(JUlutline in nfjtcliooks. Trace voyage to South America on outline map. Lesson III. Where did we leave Magellan? Ivxpedition sailed along coast until winter. Terrible winter. One ship wrecked. Di.scovered passage in spring (Strait of Magellan). Magellan named ocean Pacific. How do you think the sailors felt when they saw the l^acific? Some wished to go on; others to go home for new outfit. Magellan went on; one .ship returned (LS20). Would they be prepared for such a journey? Not well prepared for such a long journey; tired out; lack of water; lack of food. What hard- ships might they sufifer? Suffered terrible hardshi]js. Many died from hunger, thirst and disease. After 98 days discovered Ladrones. Pushed on again and soon discovered Philippines; took possession of them for vSpain. Magellan and many men killed in a fight with a native tribe. Abandoned one ship. Remaining men sailed away. They reached the Spice Lslands. Got cargo and started for home. <')ne ship leaked; only one left, with 47 men. Many of these died before ihcy reached Cape of Good Hope. What kind of a cargo would they take home? How would they reach home? Reach Spain with one ship and 18 men How would they be received? With great honor. Let us summarize the results of the voyage for our outline. Summary oi< Lksson III. 6. Discovered strait. 7. Crossed Pacific Ocean. 9. Discovered Ladrones. 10. Discovered Philippines. 11. Magellan killed. 12i Reached Spice Islands. 1.3. Journey home. ASSICNMKNT. Copy remainder of outline. Trace voyage on majj. Clash S'J'ouv. Ferdinand Magellan was a native of Portugal. His early life was spent at the King's court, and later he fought in the war with the Moors in the East. 52 LKSSON PLANS IN FOURTH GRADlv HISTORY. When he returned home he formed the plan of reaching the Spice Islands by sailing to the west. The King of Portugal, who had a good eastern route, refused to help him. He then persuaded the King of Spain to help him. With five ships and two hundred and seventy men he set out across the Atlantic, He reached South America, and after a winter of hardships found a passage to the Pacific. This is the Strait of Magellan. He then steered boldly out across the Pacific. After months of suffer- ing from hunger, thirst and disease, and the loss of many men, he reached the Ladroncs. A little later he discovered the Philippines. Here Magel- lan was killed. The remaining Spaniards set sail for the Spice Islands, got their cargo and sailed for home. They reached Spain with one ship and eighteen men, having been gone about three years. They had discovered a strait from the Atlantic to the Pacific ; discov- ered the Ladrones and the Philippines; found the Spice Islands by sailing west, and proved that the world is round. RivKKRKNCKS. — Pioneers on Land and Sea. McI\Iurry. Columbus ajul Magellan. T. B. Lawler. Explorations VASCO NUNEZ BALBOA Introduction. — Where did Columbus land when he reached America? Cuba and Haiti. What did he call these islands? Hispaniola. Why did he call the people Indians? Because he thought he had reached India. If he thought he had reached India what did he think might be found here? Spices, gold. After the Spaniards had made a settlement on the island of Cuba, they made frequent trips to the mainland hunting for what? Gold. They planted a few colonics along the coast of Central America but they did not thrive. In the island of Haiti there was a Spaniard, Vasco Nunez Balboa. He owed large sums of money in Cuba which he could not pay and as he was very daring he wished to join an expedition bound for the mainland. As he could not pay for his passage, he hid in a cask and was carried aboard the ship. Imagine the captain's surprise when after his ship was well out to sea a young and handsome stranger stepped from one of the barrels. How do you think the commander felt? Very angry. What might he have done? Thrown him overboard or put him on a desert island. He did not, however, but took pity on the young man and allowed him to remain on the ship. When the boat reached the little Spanish settlement on the Isthmus of Darien or Panama the natives would not let the com- mander land, having heard that he was very cruel to Indians. He there- fore put out to sea and Balboa took command of the men. What should you like to learn about Balboa? Problem I. To learn of the adventures of Balboa while in command of the expedition. What did he wish to do when he took command? To explore the country. Why did he wish to explore the country? To hunt for gold. He made a friendly alliance with the Indian chief, who presented him with gold and slaves. The Spaniards were delighted at the sight of .so much riches. They began to melt and weigh the gold, and at last fell to quarrel- ing desparately about the division of it. The Indians could not under- stand. They knew nothing of money, and valued the metal only because it could be made into beautiful ornaments. An Indian boy who had heard the dispute told the Spaniards that if they cared so much about the yellow stuff, it would be wise for them to go to a country where there was enough of it for all. The Spaniards eagerly questioned him regarding this place, and he described a country across the mountains and to the south on the shores of a great sea, where gold was so plentiful that the natives usel it for drinking cups and bowls. He made his way through the tangled underbrush and rank tropical growth, bidding his men wait at the foot of the mountain while he went up alone and from one of the highest peaks he looked down upon a great stretch of water which he called the Great South Sea (1513). Falling down upon his knees, he gave thanks to God, and then made signs to his followers to come up and join him. Accompanied by these men, Balboa next went down on the oi)posite slope and, reaching the shore, waded out into the ocean, with a flag in 54 LliSSON PLANS IN FOURTH GRADIi HISTORY. one hand and his drawn sword in the other. Standing thus in the waters of the Great South Sea, he took possession of it in the name of what country? Spain. He declared all the countries it bathed belonged to his sovereign. Magel- lan named this the Pacific Ocean. On this shore he met an Indian boy who repeated to him the same story that the Indian boy had told about the rich country on the border of this sea and farther south. What would he wish to do? Go to find it. How must he go? In ships. Where do you suppose he would get these ships? He would re- turn to Darien. Yes, and while there he sent word to the Spanish king of his discovery of South Sea. He then began to take his ships apart and send them piece by piece across the mountains to the Pacific Coast. This was an enormous undertaking. The journey was a difficult one, and hundreds of the poor Indians who carried the burdens dropped dead from exhaustion. At length after many months of labor, four ships were thus carried across the mountains and rebuilt on the Pacific Coast. These were the first European vessels launched in the Great South Sea. Three hundred men were in readiness to go with Balboa on his voyage in search of the rich country of the South. A little iron and pitch were still needed for the ships and Balboa delayed his departure in order to get these articles. The delay gave his enemies, who were jealous because of his success, time to carry out a plot against him. They accused him of plotting to set uj) an independent government of his own and he was arrested for treason. In less than twenty-four hours this brave and high-spirited leader was tried, found guilty and beheaded. Tomorrow we shall all contribute in making an outline of Balboa's adventures for our history books. Lesson 11. Making thi: Outline. 1. Introduction. 1. Discovery of America by Columbus. 2. Spanish settlements on islands of Cuba and Haiti. 3. Spanish greed for gold. 2. Vasco Nunez Balboa. 1. Reasons for wishing to leave Cuba. 1. Debts. 2. Desire for adventure. 3 Search for gold. 2. Voyage to mainland. 1. Hidden in cask. 2. Captain's forgiveness. 3. In command of party. 3. Search for Great Sea. 1. Report of Indian. 2. Trip through wilderness. 3. Discovery of Pacific Ocean (1513). 4. Determination to search for rich city. 1. Boats carried across mountains. 2. Rebuilt on Pacific Coast. 3. Balboa's arrest and death. Assignments: Write an account of how Balboa secured a trip to the mainland. Tell something of the adventures of Balboa in his search for the Great Sea. Ll^SSON PLANS IN FOURTH GRADH) HISTORY. 55 Discoverers and Explorers. Edward R. Shaw. Builders of Our Country. Southworth. American History (First Book). Perry and Price. CABEZA DE VACA. Mode; op Attack. — What country helped to fit out ships for Columbus? Find Spain on the map. How many journeys to America did he make? On what ocean? Trace the first journey on the map. Show the part of North America that he touched. When did he come? What kind of people did he find here? How did he happen to come? (Planned to come and asked for help.) Spain sent out another man, Cabeza de Vaca, who also asked permission to come and who traveled by land across America from the Atlantic to the Pacific. What kind of people did he meet in his travels? (Indians.) Should you like to hear why Spain sent him and of some of his adventures with the Indians? PuPHv's Aim. — To learn why Cabeza de Vaca came to America and to learn something of his encounters with the Indians on his jouurney across the American Continent. Procedure. — What kind of people were here when Columbus came? Some of these Indians in this country (map, Mexico) had grown very rich and Cortez, a Spaniard, had come over and conquered them ; he was holding their chief, Montezuma, prisoner. He had become very powerful. How do you think the King of Spain felt? A little jealous of his power. What do you think he might do ? Send someone to make him give up this power. That is just what the King of Spain did; he sent Narvaez with 1,000 men and 18 ships to capture Cortez, If Cortez had conquered these Indians what do you think he did? Fought Narvaez. Yes, he left one-third of his men to guard Montezuma, this chief, and taking the other two-thirds, he defeated Narvaez and promised Narvaez's men great riches if they would follow him. Narvaez had always been a brove man. How do you think he felt? He was so covered with shame that as soon as he was released he fled to Spain. What do you think he was anxious to do? To perform some deed to make up for his defeat. Yes, the king gave him permission to explore the north coast of the Gulf of Mexico. (Map.) He was to be governor of the River of Palms, Mexico to Cape Town, Florida. Assignment. — Read page 19 of Montgomery's Beginner's American History and tell how Spain came to control Florida. Child reiwrts as fol- lows:, "An old Spanish nobleman. Ponce de Leon, had discovered Florida fifteen years before. He set out to find a magic fountain, but instead he discovered a land bright with flowers, which he named Florida. He took possession of it for Spain." Why do you think the king would let Narvaez explore this country? To find gold, spices and rich stores. To find the strait connecting the Atlantic and Pacific Oceans. What sort of an equipment would the king be apt to give Narvaez? A splendid one. What would he need for his voyage across the ocean? Ships, men, money, horses. Yes, he had five ships, six hundred people, including soldiers, workmen, priests and negroes. He also carried a good supply of horses. With these, he hoped not only to get over the ground rapidly, but also to frighten the natives. Cabeza de Vaca, the man in t 56 LESSON PLANS IN FOURTH GRADE; HISTORY. whom we are interested, came over with Narvaez as treasurer. Why do you think this was an important position? Because of the pirates, a very brave man was needed to take care of the money. At the next lesson we shall find out how he came by this name and also learn something of his adventures. Let us make an outline for our books. CABEZA DE VACA. I. Introduction. 1. Narvaez's trip to Vera Cruz. a. His defeat, b. Loss of his army. 2. Narvaez's return to Spain. 3. Narvaez's desire to wipe out his bad record. 4. Commission given by the king. Assignment. — Copy outline in books. Sketch route of Narvaez's journey to Vera Cruz. Study outline silently. Write a story describing the misfortune of Narvaez. Lesson 11. Narvaez's Search for Panuco. Pupil's Aim.- — To learn how Cabeza de Vaca received his name, and of some of his adventures. Method of Procedure. — Tell — The name Cabeza de Vera means ''cow's head" or "head of a cow." Two hundred years before Cabeza de Vaca was born one of his ancestors had done great service for the King of Spain. Spain was fighting the Moors, and this man led the Spanish army away from the Moors safely through the narrow path in the mountains. To mark the pass for them he placed there the skull of a cow. From that time the family took the name of Cabeza de Vaca, or cow's head. It was a brave family, and here was one of them, two hundred years later, sailing with Narvaez to find gold and spices on the north coast of the Gulf of Mexico. With whom did Cabeza de Vaca start for America? Should you like to learn something more of his adventures? Where did we leave Narvaez and de Vaca? What might they encoun- ter on this voyage? What might happen to vessels in a storm? Either driven out of their course or wrecked. Yes, ill luck was with Narvaez from the start. The fleet was driven out of its course by fierce storms that came from the west, and in one storm off Cuba several vessels were wrecked. What effect did this have on his progress? Caused delay. Yes, he was delayed for nearly a year. Here is Narvaez in a strange country. He wishes to find the River of Palms. What would he be apt to do? Secure a guide. They started out in the spring, and the guide, making a mistake, landed them just beyond Tampa Bay, on the coast of Florida (locate), far away from the River of Palms. It was Good Friday in 1528 when Narvaez and his companions knelt and took possession of the land in the name of the King of Spain. They believed they were in Mex- ico, near the rich city of Panuco. Thinking this, what would they be anxious to do? Push on to this rich city. But what of his ships? Sent part of the men to take the ships around the coast while Narvaez and the rest of the party went by land to meet at Panuco. What difficulties would they encounter? Must make way through dense forests, cross streams on LESSON PLANS IN FOURTH GRADE HISTORY. o7 rafts and meet unfriendly Indians. When they started out each man had two pounds of biscuit and one-half pound of bacon for their journey. There were three hundred and fifty men. How long do you think this food lasted? About two days. They traveled fifteen days, forty men riding, the others walking. With only a few handfuls of Indian corn to be used for food, for days at a time they wandered on and on. How do you think, they began to feel ? Very hopeless. Who were the only people who could help them out of their difficulty? The Indians. One day an Indian chief and his men were seen approaching. He was carried on the back of another Indian, and covered with a painted deer skin. A great many Indians marched with him, some before and some behind, all playing on flutes of reed. Where did Naryaez wish the Indians to take him? To Panuco. They did not know where Panuco was, but offered to take him to Apalachen. Narvaez let him lead the way, even though Apalachen did not sound like Panuco. Why were they willing to go? The chief gave the Spaniards his deer skin. What would they give him in return? Beads, hawk bells and other things. What kind of a march did they have through the forest? A very difficult one. Lightning and thunder storms uprooted trees in their paths, filled the swamps so that they often had to wade up to their waists. Their hunger was pitiful. At last they reached Apalachen with only nine horses, but were very much disappointed in the city. Should you like to know why? Let us make our outline. II. CabEza dE Vaca. 1. Origin of name. a. Bravery of ancestors, b. Marking mountain pass. 2. Voyages with Narvaez. a. Damage done by storms, b. Landing at River of Palms. 3. Search for Panuco. a. Division of party, b. Difficulties in forest. 4. Trip to Apalachen. a. Meeting Indians, b. March to Apalachen. Copy outline. Assignment. — Write story of how Cabeza de Vaca came by his name. Write story of difficulties in the forest while searching for Panuco. What use were they going to make of their horses? How many had they when thev reached Apalachen? Lesson III. Narvaez and de Vaca in Apalachen. Pupil's Aim. — To find out why the Spaniards were disappointed in Apalachen. Method of Procedure. — What city had our party reached? What kind of a city had they hoped it to be? Very rich. Instead of a great, rich city and plenty of gold, there were only forty small houses made of thatch, and" not a man to be seen. The women and boys left the town when they saw the strange white men. But while they were disappointed at not finding the riches, they realized there was plenty of food. What kind do you think they found? Corn. Some was ready to be pulled, and some was dry in the warehouse. For this they were grateful, and cooked 58. I^KSSON PLANS IN FOURTH CRADU HISTORY. and ate some. What animals might they have found near this httle settle- ment? Deer, rabbits, bears, birds, wild geese and ducks. Yes, and de Vaca said in a book which he wrote later on that he saw lions, but we think he must have been mistaken. Why? Lions live in hot countries in dense jungles. What was the one place they still wished to reach? Panuco. What was the best way to get news of this city? Remain in Apalachen and inquire of the Indians about this land. The Indians told them there was no other town as large as Apalachen near, but that to the west, about a nine days' journey, was a town called Ante, near the sea. St. Marks of today. They also told them that the Indians of Ante were their friends, and they had plenty of corn, beans, pumpkins and fish. Why might the Indians of Apalachen be anxious to get rid of these Spaniards? Perhaps they feared them, and so were anxious to start them out on this nine days' journey to Aute. Let us see at our next lesson if Aute is like Apalachen. Let us add a few headings to our outline. 5. Cabeza de Vaca at Apalachen. a. Kind of city, b. Disappointment of Spaniards, c. Food found, d. Reason for stay. AssiGNMKNT. — Copy outline. Describe Apalachen. Why do we think no lions were found near Apalachen? Why were the Indians anx- ious to direct the Spaniards to Aute? Lesson IV. The Spaniards at Aute. Pupil's Aim. — To see if Aute is like Apalachen. Method of Procedure. — How many days' journey did the Indians say it was from Apalachen to Aute? The Spaniards made it in eight days. What kind of a town was Apalachen? Well, Narvaez and de Vaca found Aute to be a deserted village, with the houses burned to the ground. What kind of food had they been told they would find here? Corn, beans and pumpkins. Yes, they found plenty of these, and stayed two days. They still wished to reach the sea, and Narvaez thought he would send someone to try to find it. Whom do you think he sent? De Vaca. He went with ten men on horseback and fifty on foot to find the sea. They came to a great bay, but not a ship was in sight. How did they feel? Very sad. What was the only thing for them to do? Return to Narvaez with this news. What did Narvaez then decide to do? Go to this place de Vaca had found. This was a long, difficult journey; some grew ill. How might they have been taken? Carried on horses. It was no merry party that reached the bay. Now that they had reached the water, what was to be done? Build boats. Narvaez called his men together, and they decided that they nuist build boats. Cabeza de Vaca said this was impossible. Why do you think he said so? No tools, no iron, no smithery, no oakum, no pitch, no tackling, no shipbuilders, and worse still — nothing to eat. One of the men said that he could make some pipes out of wood, which, with deer skins, might be made into bellows, so a forge was made by this man. The other men made nails, saws, axes and other tools. They used the iron from the stirrups, spurs and crossbows. There w^as one carpenter in the party, and with his help they made five barges, caulked with palmetto and tarred with LRSSON PLANS IN FOURTH GRADR HISTORY. 59 pitch. They made the ropes and tackles from the tails and manes of the horses. What could they use for sails? Their shirts. They made oars of juniper trees. They found stones for ballast and anchors of the barges with great difficulty. They flayed the legs of the horses and tanned the skin to make leather' pouches for carrying water. De Vaca said there was nothing for the men to eat. How might they get some of this corn from Aute for food? The men and horses not employed in building boats might get it. Yes, they made four trips into Aute, and brought back six hundred bushels of corn. On every third day they killed a horse and divided it among those who worked on the boats and cared for the sick. When the boats were finished, all the horses except one had been eaten. What are they now ready to do ? Sail along the coast. At our next lesson . we shall hear of their adventures while sailing the coast. Let us make our outline for our books. 6. Cabeza de Vaca at Aute. a. Kind of city ; compare with Apalachen. b. Food found, c. Building of boats. (1) Difficulties in finding material. (2) Difficulties in ob- taining food. Assignment. — Compare Aute and Apalachen. Tell of difficulties in finding material to build the boats. Compare present mode of building boats with method in use at that time. Write after thinking carefully of your points. Lesson V. Explorations Along the Coast. What are we to find today? PuPiL^s Aim. — To learn of adventures of Spaniards while sailing along the coast. Method of Procedure. — Now that the five boats were ready, the men, only two hundred forty-seven, were divided up into crews of about forty-nine men each. Each crew was to sail under a commander. What nnist these men have for their voyage? Provisions. What kind of pro- visions could they get? Water and corn. By the time the boats were loaded they were so crowded that not a soul dared to move, and the edges (gunwales) of the boats were just a hand's breadth above the water as they left St. jNIarks or Apalachen Bay, sometimes called "The Bay of Horses." Why? They sailed westward along the coast, hunting for the River of Palms. The water bottles soon rotted and the food gave out. Almost starving, for they had only corn in their boats, and almost hopeless, know- ing nothing of sailing, they went on and on. Once they came to a rushing current of water, which told them they were at the mouth of a great river. What river was this? The Mississippi. Follow route on the map. Four of the boats got lost, and were never heard of a2rain. Narvaez's boat was one of these. The other one of them being Cabeza de Vaca's, kept on its way until driven to the shore of Matagorda Island by a storm. They were rescued by some friendly Indians, who sat down and wept when they saw the starving white men. They decided to stay here all winter, and now that Narvaez was dead, they must choose another leader. Whom do 60 LESSON PLANS IN FOURTH GRADIJ HISTORY. you think they chose? Cabeza de Vaca. Should you Hke to hear of his experiences with these Indians? Let us make an outhne for our books. 7. Explorations along the coast. a. Preparation. (1) Five boats built. (2) Division of men. (3) Provi- sions. b. Voyage. (1) Boats overcrowded. (2) Left St. Mark's Bay. (3) Sailed westward. (4) Hardships and sufferings. c. Death of Narvaez. (1) Passed mouth of Mississippi. (2) Four boats losr. (3) Narvaez lost. d. Cabeza de Vaca — the leader. (1) Fate of other boat. (2) Treatment by Indians. (3) New leader chosen. Assignment. — ^Copy outline. Write of their experience on the voyage. What position did Cabeza de Vaca hold when they started from Spain? What position does he hold now? Tell how he became leader. Why did they decide to spend the winter here with the Indians? Lesson VI. Cabeza de Vaca's Experience With the Indians on Matagorda Island. How many boatloads of people were saved? Who is now leader? Who rescued these people? What were we to find out today? Pupil's Aim. — To learn comething of Cabeza de Vaca's experiences with these Indians. Method of Procedure. — What was the one desire of Narvaez and Cabeza de Vaca? To find Panuco and Mexico. What would Cabeza de Vaca do? Send out men to hunt for these places. He sent four men. During the winter all of the Spaniards died except fifteen. Then the In- dians were taken sick and blamed the white men. They wished to get rid of the Spaniards. Why did they not kill them? Were afraid of them. On what island were they? Matagorda Island. Locate. The Indians wished to make the white people useful while these Indians were sick. What do you suppose they gave them to do? Made medicine men out of them. Why do you think they were unwilling to do this? Afraid they might not cure them. When the Indians refused them food, what do you think they did? Agreed to act as medicine men. The Indians believed that stones and shells had power to cure the sick. The travelers had the sick brought to them, said prayers over them, burnt out the wounds, sucked the blood, blew on them, rubbed them with stones and cured them. They lost not one case. How do you think our doctors would treat these cures? Laugh at them. How do you think the Indians treated the white people now? Very kindly. Yes, the Indians sometimes went without food in order that the white men might have the best. Cabeza de Vaca, with three companions, remained with these Indians about a year. Then he joined another trib^ of Indians and turned trader. Why did he do this? To gather news of the country farther on. What do you think he traded? Sea shells and cockles for hides and red ocre. He also wt flint for arrow I^IvSSON PLANS IN FOURTH GRADIC ITISTORV. 61 points, glue and hard canes to make arrows and tassels made of the hair of deer. Why did he like this occupation ? Gave him liberty to go where he pleased, and an opportunity to get farther away. How do you suppose he was treated? Rejoiced at seeing him because of his wares. De Vaca re- mained with these Indians for six years, when, finding a good chance, he stole away with one companion, and traveled on until he met some Indians, who told them three more men like themselves were to be found with a neighboring tribe. They went on and found two of their companions and one negro who had come with them. These men told Cabeza de Vaca how Narvaez's boat had been lost in a storm. They joined Cabeza de Vaca in his travels among the Indians where he gained much fame. Should you like to know how he gained this fame? 8. Cabeza de Vaca's experiences with the Indians. a. On Matagorda Island. (1) Sent men to hunt Panuco. (2) Number of Spaniards left. (3) Illness of Indians. (4) Work of white men. b. In the forest. (1) Experiences as trader. (2) Meeting with companions. (3) News of Narvaez's loss. Assignment. — Copy outline. Describe Cabeza de Vaca's experiences as a trader. What news did he gain from his companions? Why did he like his occupation as a trader? Lesson VII. Cabeza de Vaca Famous. What work had Cabeza de Vaca been doing with the Indians? He be- came famous with them. Let us see why. Pupil's Aim. — To find out what made Cabeza de Vaca famous. Method of Procedure. — What made the Indians treat Cabeza de Vaca so kindly? Because of his services as a medicine man. One day during his travels they brought a man who had been shot through the left side of the back with an arrow, the head of which stuck close to his heart. He was sick because of the pain. Cebeza de Vaca touched the region of the heart and felt the arrow head. .So with a knife he cut open the breast and probed until he removed the arrow head. Then he made two stitches with a deer bone. The Indians begged him for the arrow head and the whole village came to look at it. How does an Indian show his appreciation of a kindness? Gives dances and festivities. The next day he took out the stitches, and the Indian was well. As soon as the Indians heard of this great cure, what do you think they did? Followed the medicine men to ask him to cure them. Yes, there were from three to four thousand Indians to breathe upon to cure them. They pushed onward, still searching for Pa- nuco, and crossing a great river, the Rio Grande, they came to a tribe of Indians, which they named "Of the Cows," because they owned a herd of bufifaloes. They were the liveliest and most capable people the Spaniards met, and could understand them and answer their questions. This was the first time any traveler from Europe had seen on heard of cows in the New World. These bufifaloes or cows were verv useful to the Indians. In what 62 LESSON PLANS IN FOURTH GRADE HISTORY. way? They furnished meat, blankets from the hides; also shoes and tar- gets. The weary travelers reached the Pacific Coast after ten months. There, finding Spanish tribes, they were given guides, who took them to Mexico. They reached the city July, 1536. Cabeza de Vaca spent the following winter in Mexico, and then de- parted for Spain, carrying silver and gold. He arrived in Lisbon August, 1537. Cabeza de Vaca has been called by some people "the first great American traveler." He had traveled from the Atlantic to the Pacific, and his journey had blazed the trail for others to follow. 9. Cabeza de Vaca famous. a. With Indians. (1) Operations perfomied. a. Success, b. Festivities in De Vaca's honor. (2) Many cures efifected. (3) Meeting of tribe "of the Cows." b. In history. (1) First American traveler; route taken. (2) Blazed trail from Atlantic to Pacific. (3) Encounters with In- Indians. (4) Services as medicine man. Assignment. — Trace Cabeza de Vaca's journey from the Atlantic to the Pacific. Sketch this journey. What has Cabeza de Vaca sometimes been called? Why? What did he do for America? Why was Cabeza de . Vaca famous with the Indians? In history? HERNANDO DE SOTO. Evelyn Soper Introduction: What claim had the Spanish upon Florida? Ponce de Leon and de Vaca had traveled across Northern Florida. For what pur- pose did de Vaca come to America? To find rich Panuco. Should you like to hear of another Spaniard who wished to conquer this country north of Mexico (map), and to try to find gold. Problem i. To learn of adventures of another Spaniard who wished to conquer the country north of Mexico, and to find gold. Hernando de Soto or Ferdinand de Soto, as he was called, had been in Peru, S. A. (map), with Pizarro. They made the Indian chief give them large quantities of gold. When he went back to Spain he was made gov- ernor of Cuba by the king. Where must he live if he is to be governor of Cuba? He must live in Cuba. He was counted not only among the bravest, but also among the richest of the Spaniards. He went with his beautiful wife, Isabella, to Cuba. When he reached Cuba he thought of the gold that had been found on the mainland, and became discontented. He then obtained permission from the king to explore Florida. Why did he wish to do this? To find gold. What kind of cities did he expect to find? He expected to find rich cities and to conquer them, thereby winning for himself riches and fame. This was the dream of De Soto. How did he expect to gain their riches? He then began to get ready to go. Could he take his wife with him? Why? He could not take his wife with him because of the difficulties of travel and the danger of meet- ing hostile Indians. LESSON PLANS IN FOURTH GRADE HISTORY. 63 He left his wife to act as governor of Cuba, and started off with 9 vessels, 600 men and 223 horses. In what direction would he sail to get to the mainland? He sailed west. Yes, he hoped to find a second Peru. Where did de Vaca land ? Da Vaca landed at Tampa Bay, on western coast of Florida, 1526. De Soto landed at the same place in 1539. (Trace route from Cuba.) He started across Florida. What was the condition of the country when de Vaca marched through? De Vaca encountered wildernesses and swamps during his march across Florida. Would de Soto encounter the same conditions? Yes, no one had cleared the way, for no settlements had been made. What about all of the baggage this immense company had brought? They would find it difficult to carry through this country. De Soto then asked one of the chiefs at one of the Indian camps to give him slaves to carry his baggage through the dense forest. The chief re- fused. What do you suppose De Soto did? De Soto tried to compel the chief to give him slaves. Yes, he attacked the tribe and took many prisoners. These prisoners were treated very cruelly, and De Soto tried to make them act as guides as well as slaves. He then asked them where the great cities were where gold and silver treasures were to be found. What answer would you expect the Indians to make? Perhaps they would not answer at all, or would tell him they did not know of any rich cities. Yes, one Indian said he did not know of any rich city. De Soto put him to death. What effect would this have upon the other Indian prisoners. Frighten them and make them tell wild stories of rich cities. De Soto believed these stories, and off they started through the forest. Do you think the Indians were really leading the travelers to cities of wealth? No, they were treacherous, and wished revenge for the death of their friend. They led de Soto through the wilderness into swamps ; then as many as could slipped away. What effect would this have upon the Spaniards? Make them afraid of the Indians. De Soto and his men scarcely had a night's rest. Some of them had to stand guard while' the rest slept. How would this effect the men? Tire them out and perhaps cause sickness. Many of them grew sick, but still they struggled on. At the end of two years they had only crossed Florida, Georgia and Alabama. They were now in Mississippi. They had found no gold, but the brave and brutal leader, de Soto, would not turn back. One spring day, 1541, the Spaniards came to the shore of a large river. This river was wide and muddy, but had a strong current, and carried much driftwood with it. The Indians told him it was called the Mississippi, or the Father of W^aters. What had he started out to find? Gold. Had he succeeded? No. What had he done? Found Mississippi River. Would he be satisfied to turn back? No. He thought the rich cities might be on the other side of the river, but he had no boats in which to cross the river. What should be our problem for next time? Problem it. To learn how de Soto crossed the Mississippi, and if he found rich cities on the other side. Let us all contribute in making an out- line for our history book. 64 i.ksson plans in fourth grade; history. Ferdinand de; Soto. 1. Favors granted by Spain. 1 Trip to Peru with Pizarro. 1 Gained untold wealth. 1 Reward for his bravery. 1 Appointed governor of Cuba. 2 Given permission to exi)l()re Florida. 2. Expedition. 1 Object. To find gold. 2 Equipment : Nine vessels, 223 horses, 600 men. 3 Landed at Tampa Bay, Florida. 4 Marched westward across United States. 1 States crossed : Florida, Georgia, Alabama, Mississippi. 2 Difficulties. 1 Troubles wnth Indians caused by de Soto's cruelty. 2 Swamps and wilderness. 5 Discovered Mississippi River (1541). Assignments: What do you know about de Soto before he started on his expedition through United States? Telling about his ecjuipment. Write a story telling the cause of de Soto's trouble with the Indians. Lesson II. Problem ii. To learn how de Soto crossed the Mississippi river, and' if he found rich cities on the other side of the river. Where did we leave de Soto? On the bank of Mississippi River. Why had he not crossed the river? He had no boats. Why did he wish to cross? He thought he might find the rich cities. Without boats what might be the only ways to get across the river? Swim or build rafts. The whole company camped where Memphis now stands while rafts were built to carry them across. Then the weary search began again. They wan- dered through parts of Arkansas and North Louisiana, and returned to the mouth of the Red River. Here de Soto was taken sick with a fever. He knew that unless something should be done to make the Indians help him all would perish. He sent word to an Indian chief that he was a child of the sun ; and that all men obeyed him. He then declared that he wanted the chief's friendship, and ordered him to bring him food. The chief sent back word that if de Soto would cause the river to dry up he would believe him. This, of course, de Soto could not do. He was disappointed and discouraged at not being able to get food. He grew worse and died soon afterwards. His followers were anxious to hide his death from the natives, so they placed his body in the hollow of a scooped-out tree, and sunk it at midnight in the waters of the river which he had discovered. In what river then was he buried. Mississippi River. What do you think his men would want to do? Try to reach home. They were in a wretched condition. Their clothing was nearly all gone. Few of them had shoes, and many had only the skins of animals and mats made of wild vines to keep them warm. They built seven frail barks and sailed down the Mississippi, avoiding Indians all the way, and in seventeen IvE:sson plans in fourth grade history. 65 days they came to the Gulf of Mexico. In fifty days more they succeeded in reaching- a Spanish settlement on the coast of Mexico, where they were received with much joy. Of the gay company of six hundred and twenty who had set out with such high hopes, only three hundred and twelve men returned. What was the object of de Soto's search? Gold. If he had found just gold, would his name have had so large a place in history? His name would not have had so large a place in history. To be known as Ferdinand de Soto, the first white man to behold the Mississippi River, is a distinction not to be equaled by the finding of untold wealth. 6 Preparations to cross river. 1 Encamped where Memphis now stands. 1 Rafts built to carry them across. 7 States crossed west of Mississippi River. Parts of Arkansas and Northern Louisiana. 8 De Soto's death. 1 Taken sick with fever at the mouth of Red River. 2 Help refused by Indian chief. 3 Not being able to get nourishing food, death ensued. 4 Buried in the river he discovered. 9 Fate of his followers. 1 Their wretched condition. 1 Clothing; no shoes. 2 Built rafts. 3 Sailed down Missis- sippi. Assignments: If you had been the Indian chief, would you have re- fused de Soto food? Why? l\ what two ways may we associate de Soto with the Mississippi River? Even though he failed to find gold, why is his expedition noted in history? Discoverers and Explorers. Edw. R. Shaw. Builders of Our Coun- try. Southworth. American History (First Book). Perry and Price. SIR FRANCIS DRAKE By Alice M. Amoss Sir Francis Drake was born in Plymouth, England, about 1545. His parents were very poor, and a rich uncle, Sir John Hawkins, took the boy in his care, sent him to school, and placed him when about fourteen years old as an apprentice on one of his vessels. While on the vessel Drake learned to love the water, and did his work so well that Hawkins put him in charge of one of his smaller ships. From that time on he spent most of his time on the water, going on trading voyages to the western coast of Africa, and across the seas to the West Indies. At that time England and Spain were friends, but each was jealous of the other, and it was the delight of many of the English sailors to plunder any Spanish ships which they could catch, or to spy on the Spanish settlements in the New World. Many of these settlements were near the Gulf of Mexico ; in fact, Spain really claimed all of the New World, and when on one of these plundering expeditions Drake handled his men very wisely, did his work very gallantly, and carried home the 66 LESSON PIvANS IN FOURTH GRADU HISTORY. Queen a large amount of silver and gold, she was so pleased that she made him captain of a small fleet of ships. These he immediately took across the Atlantic, and for several years did nothing but worry the Spanish settlers, taking their treasures, rarely killing them. On one of these trips he hid his boats in a secret harbor, and traveled far into the interior of the Isthmus of Panama. Here he met some of the natives, who were very friendly to him. They told him of a great sea which stretched far out toward the west. Drake, with a few of his men, climbed a high hill and, looking out from it. saw for the first time the Pacific Ocean. Looking out on those waters Drake made a vow "to sail an English ship across that great sea." He returned to England and told of his desire to sail into the Pacific, but the Queen was very busy at that time, and paid little attention to the desires of this ambitious sailor. Finally in 1577 she offered to help Drake get five small vessels and their crews together. It took him many months to fit out the ships with the finest of furniture and the richest of silver and gold trimmings, and to lay in a large supply of provisions. In December, 1577, he started, sailing first for the western coast of Africa, and then across to South America, along the shores of Brazil. Until this time only a few of his sailors knew of their captain's plan, and now when he told them they became very much afraid. Some of them openly rebelled. But Drake quickly quelled the mutiny, and several were punished. As they sailed southward the shij)s ran into many rough storms, dis- couraging some of the sailors so much that Drake allowed two of the ships to turn back before they reached the Strait of Magellan. A few days later, in a particularly bad storm, the other two boats became separated from him and could not be found. Although Drake and his men were much worried, they kept on in their ship, the Golden Hind, through the Strait of Magellan, and finally into the Pacific Ocean, marveling much at the strange sights they saw on the land. They saw strange people on the shores with their bodies painted in all sorts of colors. They also saw large birds (ostriches), which could run faster !han a horse, and many other strange animals and plants. After sailing into the Pacific they were unable to go any farther for several weeks on account of bad weather, but when the storms cleared away they found themselves near the coast (of Chile), where they landed, put- ting in fresh food and water. Very slowly then they made their way up the coast, always on the watch for Spanish treasure, either in ships or on land, until they reached Panama. Here they loaded their ships with treasures of gold, silver and rich foods and, being followed by several Spanish vessels, pushed northward. Drake ordered his men to keep sailing northward until they were as far north as what is now San Francisco. At this place they went ashore and, raising the English flag, took possession of the land for Queen Eliza- beth, naming it New Albion. While doing this they saw several hundred natives of the place coming toward them. Queer looking people they were, having reddish skins, straight black hair and painted flesh. As they came near instead of preparing to fight, they crowded around Drake, offered to LESSON PLANS IN FOURTH r,RADl>: HISTORY. 67 put a crown on his head, and fell down before him to worship him. Drake refused the crown, and after exchanging presents with them gathered his men together and set sail. As the weather was then getting very cold, it being in the month of November, Drake turned his vessel westward, sailing for many days across the Pacific until he came in sight of the East Indies, where he stopped sev- eral times to get food and water and to explore the islands. All went well until they were on the shores of the Celebes, where they found that their ship was stuck fast on the rock, and although they tried in every way they could not move it for over a week. Then a sharp wind came up, and the sailors rejoiced to find their ship afloat once more. From there they made their way around the Cape of Good Hope, and up past the western coast of Africa, stopping only long enough to take on fresh food and water, and finally sailed into Plymouth, September 26, 1580. Drake and his men had been gone over two years, and had accom- plished his aim, having been the first Englishman to make a voyage around the world. Everyone in England was delighted to see the voyagers, and Queen Elizabeth was so pleased with Drake that she made him a knight, gave a reception in his honor, and ordered that his ship, the Golden Hind, should always be kept. After returning to Plymouth Drake spent several years at home, but when the war with Spain broke out he went back to his old trade of plunder- ing Spanish towns and ships. On one of his trips to Lisbon he burned a fleet of ships loaded with goods, and then hurried over to the Gulf of Mex- ico to find new mischief to do. It was while in that Gulf, near the islands of West Indies, that he vv'as taken sick, and, though given good care by his sailors, died, and was buried at sea, having been the first Englishman to "plough a furrow around ;he world." References: Pioneer History Story — McMurry. Life of Drake — Jane Corbett. Encyclopedia Britannica. Procedure in the Teaching of Drake^s Voyage Around the World. The children have studied about several Portuguese and Spanish navi- gators, especially Magellan, and incidentally have learned of the Spanish settlements in the New World. The latter part of Drake's voyage is well known to them from the study of other Portuguese and Spanish navigators. Teachf.r''s Aim. — To teach the voyage of Drake around the world as the greatest achievement of any Englishman, and how, incidentally, the two countries were striving against each other for wealth and renown ; how the voyage of Drake compared with that of Magellan. Pupil's Aim. — 1. To learn of an explorer from another country, Eng- land, and how he kept his vow. 2. How Drake's work compares with that of Magellan. Name some men about whom we have studied who have gone out from Spain and Portugal to explore unknown waters. What man succeeded in getting his ships around the world? From what country was he? Let us learn today of an explorer from another country, England, who kept a vow he made, and caused his country to honor him. 68 IvESSON PI.ANS IN FOURTH GRADE) HISTORY. This man was Francis Drake (write name on board). His birthplace, parents, uncle's care, etc. Ask questions to make children think, such as : If he became an apprentice on his uncle's ships and spent the greater part of his time there, what might he learn to do? Continue with the story, telling of early voyages and the vow which he made. Had anyone ever attempted this before? (Connecting with story of Magellan.) To whom would Drake go for help? How could she help him? What preparations would be made for so long a trip as the one Drake planned? (After children have answered tell that part of story). Let us see now just what route he took. Tell story of voyage here, stopping many times to ask questions to hold attention and provoke thought, as: For what reasons would Drake stop? How might he be hindered 013 his trip? Why would he not sail far up the western coast of North Amer- ica? For whom would he claim the land? When telling of the latter part of his jou'^ney from the East Indies home have the children tell of the routes which other explorers had taken, and then tell that Drake followed these same routes homeward. Tell last part of story. Now, let us see in what ways the work of Drake and Magellan were alike. From what country was Magellan? From what country was Drake? How were their early adventures somewhat alike? What was the aim of each? Which accomplished his aim most successfully? What countries did Magellan claim for Spain? What countries did Drake claim for England? In what way were the two men alike? What characteristics would help them in carrying out their aims? As a conclusion an outline could be made on Drake, or independent outlines could be made by the children. If an outline is made on Drake, I should have it made at the end of the story of Drake's life, and in another lesson carry out the comparison of Drake and Magellan, summing up as a conclusion the work of each. As Assignments or Seatwork. (1) A summary could be made of any part of the story. (2) Maps could be drawn showing part or all of his voyage. (3) Independent language stories could be given on titles given by teacher, as: A Sea Fight with a Spanish Ship. Drake Taking a Spanish Settlement by Surprise. Drake's Adventures at New Albion, etc. Outline : Sir Francis Drake. I. Early life. a. Parents poor. b. Cared for by rich uncle, c. Apprentice on boat. d. Learned to love the water. II. First voyages on seas. a. Trading vessels, b. Plundering trips, c. Bravery and skill shown. III. Queen sends him in charge of fleet. a. Plunders Spanish towns, b. Captures large treasure, c. Obtains first view of Pacific. LESSON PLANS IN FOURTH GRADE HISTORY. 69 IV, Drake makes vow and plans a trip. a. Queen ig-ives help. b. Preparation made for trip. V. The voyage around the world. a. Route of voyage. 1. Coast of Africa. 2. Around South America. 3. Northern journey. 4. Across Pacific to East Indies. 5. Home- ward by familiar route. b. Troubles on the voyage. 1. Disobedience among crew. 2. Storms hinder them. 3. Spanish in pursuit. c. Gains made by Drake. 1. Treasures taken from Spanish. 2. New land claimed for England. 3. English flag around the world. VI. Drake's return to England. a. Made knight by Queen, b. Golden Hind preserved. 3. Hon- ored by countrymen. VII. Death. FRENCH IN AMERICA. Introduction : From what countries had navigators come to America? Spain and England. Why had they crossed the ocean? To search for gold; to find a shorter route to India ; for refuge. This little country, France (map), as yet had had no part in the discoveries or explorations in America ; but when some fisherman in France heard of the codfish that the Cabots had caught near Newfoundland, they sailed across the Atlantic Ocean, without asking permission from their king, to get some of these fish. They came again and again, carrying boatload after boatload of fish back to France. Since these people were called Bretons they named their landing place in America, Cape Brenton. Very likely, Francis I, king of France, was not very much interested in the fisherman, but when he heard of the discoveries of the Spanish and English in America, he did become interested and what do you suppose he did? Decided to send ships over to make discoveries for France. What then should be our problem ? Problem : To learn what discoverers and explorers were sent to America by France and what success they had. When Columbus discovered America, all of the kings of Europe be- longed to the Catholic Church. Whom did they recognize as their ruler? The Pope. When the kings of Spain and Portugal began to quarrel about lands outside their kingdom, the Pope settled their disputes by taking a map and drawing upon it a line from the north pole to the south pole, 370 leagues west of Cape Verde Is. He declared that all land west of this line not belonging to some Christian prince was to belong to Spain ; all east of this line to Portugal. When Francis I heard of this, he said "I should like to see the clause in Father Adam's will which divides the world between the Portuguese and the Spaniards. I think France shall have a share too." What would he do? Send out an expedition. He sent out Verrazano in 1524 in search for a passage westward to India. Verrazano sailed to 70 LESSON PLANS IN FOURTH GRADF, HISTORY. the coast of North CaroHna, then northward to Newfoundland. By this time his food became scanty, so he went back to France. He wrote a letter to the king telling him of the trees and plants along; the coast and of the fur-bearing animals in the north. His brother drew maps of the route taken, which he also sent to the king. Just about this time Italy declared war against France and Francis I had no time to think of Amer- ica, but ten years later he remembered the letter. What would he do? Send out another expedition. What should be our problem? Problem H : To learn of the adventures of the second explorer sent by France to America. Let us all contribute in making an outline of today's lesson for our books. French in America. I. Reasons for coming: 1. Fishermen searching for new fishing grounds at Newfoundland. 2. Desire to obtain land in America. H. Explorers sent out by king. 1. Verrazano 1524. 1. Sailed southwest to North Carolina, then northward to New- foundland. 2. Food gave out, went back to France. Assignments: Tell about the fisherman who came from France to Newfoundland. Tell about Verrazano's trip to America. Lesson II. Problem : To learn of the adventures of the second explorer sent out by the king of France to America. How long had it been since Verrazano came to America? Ten years. Why had the king of France not sent another explorer up to this time? Because of war with Italy. What is our problem for today? Francis I sent out Cartier, 1534, to seize the land Verranzano had explored. His two ships reached the coast of Newfoundland, sailed through the Straits of Belle Isle and entered the Gulf of St. Lawrence. (Trace on map.) Landing at Cape Gaspe, he set up a cross, thirty feet high, upon which was carved in French, "Long live the King of France." What kind of people would he find here? Indians. How do you think they would feel about this cross? Afraid of it. The chief of an Indian tribe i)rotested against the cross, but Cartier invited him and his two sons on board his ship when he told them that the cross was only set up as a guide-post by which the French could find their way back to bring him presents of brass kettles, iron and other trinkets. He then persuaded the two Indian boys to go to France with him. After dressing them up in gay coats and red caps and putting chains of copper beads about their necks, they were ready to go. When Cartier reached France, how did the king feel at his report? Very much pleased. What would he be anxious to do? Send Cartier back to America. He did send Cartier back early the next year, 1535. This time he had three ships and three hundred men. He also brought back the two Indian boys who had been treated very well in France. He sailed un the St. Lawrence bay into St. Lawrence river. He named the bay and river "St. Lawrence," because it was "St. Lawrence Day" when he entered the bay. i,e;sson plans in fourth grade; history. 71 He sailed on until he came to an Indian village, Stodacone, where Quebec now stands. The Indians were very friendly and told him of an Indian village, which was very rich a little distance away. What help could the two Indian boys give? Act as guides, or as interpreters. They led him to Hochelaga, as the village was called. The travelers entered the town through the narrow gate. What should you- like to know about this town ? How large it was. What kind of houses they found. How the people were treated by the Indians. There were about fifty very queer dwellings. Each dwelling was fifty yards long and twelve or fifteen yards wide. In the middle of the town was an open square. Here a great feast was prepared for the white people. Cartier distributed presents among them and then the Indians guided him through the forest to Montreal or "Royal Mountain," as Cartier called it. They went back to Quebec where they built a fort since they must remain all winter. Why? St. Lawrence river was icebound. In the spring they returned to France where Cartier gave his report to the king. What did he have to report ? Discovery of St. Lawrence river and bay. Location of the rich Indian village. How did the king feel about the report? Very much pleased with it. What would he wish to do? Send out another expedition. This was impossible, however, because of trouble in France. What should be our problem next time ? Problem : To learn what the trouble was in France and how it affected the explorers sent by France. Let us make our outline for our books. 2. Cartier, 1534. A. First voyage. 1. Sent by king, Francis I, to seize land explored by Verrazano. 2. Reached coast of Newfoundland, sailed into Gulf of St. Lawrence. 3. Erected a cross at Cape Gaspe. 1. Relations with Indians. 1. Indian chief objected to cross. 2. Cartier said, "Cross was only guide post for French." 3. Took two boys back to France. B. Second Voyage, 1535. 1. Came with 3 vessels, 300 men, and the two Indian boys. 2. Sailed into St. Lawrence Bay and St. Lawrence River. Named the bay and river. 3. Stopped at Stodacone or Quebec. 1. Indians very friendly. 1, Acted as guides. 1. To Hochelaga. 2. To Montreal or Royal Mountain. 4. Went back to Quebec. Remained all winter. 5. Returned to France in spring. 6. King very well pleased. Assignments: 1. Why was it better for Cartier to treat the Indian chief at Gaspe kindly? 2. If you had been a little French boy, how would you have treated 72 LKSSON PLANS IN FOURTH GRADE HISTORY. the two Indian boys while they were in France? 3. Tell about Cartier's first trip. His second trip. Lesson III. Problem III : To learn of the trouble in France and how it affected the explorers sent by France to America. Why was not Cartier sent back to America? Because of trouble in France. Today we were to learn what? What that trouble was. The Catholics wished to make the Protestants turn to their faith. Because they would not do this, they were attacked and persecuted by the Catholics. What did some of the Puritans in England do when they were persecuted by the Catholics? Came to America. Jean Ribaut was sent by Coligny, the Protestant leader, 1562, with a company of Protestants to escape the persecution. He sailed to Port Royal, S. C, where Ribaut left a colony, then taking his two ships went back to France. Trouble there kept him from returning to. America until 1564. How had the colonists fared? Food gave out, suft'ered from hunger. They had suffered so keenly from hunger that they built a raft and making sails of their shirts and sheets started back to France. They were picked up by an English vessel and taken prisoners to England. When Ribaut arrived, 1564, with seven shiploads of supplies, he could find no trace of them, so he sailed south and entered St. John's river where Laudonierre had been sent by Coligny with three shiploads of Protestants. How did these people feel when Ribaut arrived? Very happy to receive supplies. They had built a little town which they called Fort Caroline, and engaged in hunting, fishing and farming. We will now make our outline for our books. HI. French who came to America for refuge. 1. Reasons for seeking refuge. 1. Protestants persecuted by Catholics. 2. Colonies sent out by Coligny. 1. Jean Ribaut's first company. 1. Sailed to Port Royal. 2. Ribaut returned to France. 3. Colony suffered from hunger. 4. Started back to France, taken prisoners. 2. Ribaut's second company. 1. Could find no trace of first company. 2. Joined Laudonierre's colony in Florida on St. John's river.. References : Our Country's Story — Tappan. McMaster's Primary History of United States. Builders of Our Country— Southworth. First Course in American History — Hodgdon. IvESSON PLANS IN FOURTH GRADE) HISTORY. Th SAMUEL DE CHAMPLAIN. Introduction : To what Indian village did the two Indian boys lead Cartier when he returned to America? Hochelaga. Has there been a French settlement made? Only the little town of Fort Caroline in Florida. Should you like to hear of another Frenchman, Samuel de Champlain, who having heard of Cartier's account of Hochelaga came from France to visit it? What should you like to learn about him? Some of his adventures during his trip. Proible;m : To learn something of Champlain's adventures during his trip to America. Champlain who was very anxious to explore the country of which Cartier had written came from France, 1603, with a company sent over by the king to trade in furs with the Indians in Canada. He explored the banks of the St. Lawrence river. Where else was it he wished to go? To Hochelaga, He pressed eagerly forward to find this Indian village. When he finally reached it, he found it a ruin with all the cabins destroyed and the corn field laid waste. The explorers returned to France early in the autumn. The next year, 1604, the two ships came again, this time to make a settlement in the New World. They tried a rocky island in Passamaquoddy Bay, then moved to Port Royal, where they spent three winters. When spring came it brought bad new from France. The French king would no longer support the colony in America. What was the only thing for them to do? Return to France. With heavy hearts, the colonists prepared to go home. The Indians followed them to the water's edge and cried bitterly. Champlain was very much discontented in France since he had seen the beauties of the New World, so he came again, 1608, this time to make a settlement. He chose Quebec on the St. Lawrence river, the site of the old Indian village. Why would he choose this site? Easy for shipment. What would you like to know about this settlement? Kind of a settlement it was. To make a settlement, what must he do ? Cut down trees, build houses. He built a few small houses around an open square and outside of these a wooden wall. Then he dug a ditch outside the wall. Why this ditch and wall? To protect them from roving bands of Indians. Where did Champlain get his idea of digging a ditch about his settle- ment? From the moats about manors in France. In the center of the square Champlain set up a pole with a dove-cote on top. Why did he do this? To show the Indians that he intended to live peaceably among them. Gardens and small farms were laid out and the Indians were encouraged to begin trading with the white people. What would they trade? Furs. After a pleasant autumn, what kind of a winter would they expect? Long severe winter. What about their supply of food and water? Would give out. Where would supplies come from? From France. Champlain's courage and energy kept up the hopes of this little colony until supplies did come. More settlers also came, and then the little colony began to prosper. After a little while Champlain brought his young wife, Helen, a beautiful and earnest Catholic, to live in this cold little settlement. She worked for five 74 LESSON PLANS IN FOURTH GRADE HISTORY. years among the Indian women and children trying to convert them to her faith. Helen's Island in St. Lawrence river is named for her. These Indians who loved Helen so well lived constantly in fear of another tribe of Indians known as the Iroquois or Five Tribes. They told Champlain about these Indians and also about a beautiful lake in their country. What would Champlain wish to do ? Visit this lake. Yes, he hoped that he might also find India. What should be our problem for next lesson? Problem : To learn if Champlain succeeded in finding this lake and if he found the route to India. Let us make our outline. Samued de Champlain. I. First trip. 1. Reasons for coming to America (1603). a. To explore country described by Cartier. b. To find Hochelaga. 2. Results of trip. a. Explored banks of St. Lawrence river, b. Found Hochelaga in ruins, c. Returned to France. II. Second trip. 1. Discontented in France. 2. Came to Quebec on St. Lawrence. 1. Decided to make settlement. 1. Trading post built. 2. Few small houses. 3. Surround- ed by wooden wall and ditch. 4. Dove-cote: sign of peace. 3. Trade in furs began. 4. Helen's work among Indians. Assignments: Why did Champlain come to America? What were the results of his first trip? Describe the little village of Quebec. Why was Helen liked by the Indians ? Lesson II. Problem : To learn something of Champlain's adventures in reaching the lake in the country of the Iroquois. Why did Champlain build the wall and ditch about Quebec? As a protection against roving bands of Indians. Knowing this, do you think it would be safe for him to start through the wilderness to hunt for this lake and the route to India? It would not. Whom might he get to protect his party? The friendly Indians. What about Helen, could he take her? Get the Indians to promise to protect Quebec. These friendly Indians belonged to the Algonquin tribe. They with the Huron?, a neighboring tribe, were very much afraid of the Iroquois. Champlain promised the Algonquins and Hurons that he would help them fight the Iroquois if they would lead him to the beautiful lake and protect Quebec while he was away. They agreed, and the braves who were chosen to go made mighty preparations for the long march through the wilderness. What did they do? They prayed to their gods and danced war dances. They made new weapons and put fresh paint on their faces. When all was ready, the guides led the war party, which consisted of Champlain and I^ESSON PLANS IN FOURTH GRADIJ HISTORY. 75 eleven white men in a small boat. Each had his gun, sword and armor. Around them were 100 birch canoes filled with Indians. Swish ! swish ! went the water as one hundred paddles pushed the canoes up the St. Law- rence. Here they encamped and some of the Indians got to quarreling. What do you supposed happened ? They went home. Yes, three-fourths of them paddled away home. The rest started out up the river until they came to a place where the river was full of rocks. Nine of the white men went back to Quebec with Champlain's boat. What could he do? Go in a canoe with some of the Indians. That is what he did and on they pushed until they came to the great lake for which they were hunting. They named it "Lake Champlain" (map). Now in whose country were they? In the country of the Iroquois. How must they proceed? Very cautiously. When would they travel? At night. All day, they hid in the woods. At night, they stole quietly over the lake. About ten o'clock one night, they saw some dark objects on the lake ahead of them. These were the Iroquois, who immediately saw them. What happened? Iroquois prepared to attack them. How do Indians fight? In ambush. Yes, they landed and the Iroquois began to cut down trees for a barricade. What do you suppose Champlain did? Stayed on the lake and fastened the canoes together with poles. Wliat had the white men carried with them? Armor, guns, swords. Before day- light, Champlain and the other two white men put on their armor. Over their shoulders, they hung their ammunition boxes. They hung their swords at their belts and took their guns in their hands. When it grew light, they kept hidden under Indian robes. They were in separate canoes. The canoes were pulled up close to the shore and the Algonquin-Huron party landed, the Frenchmen hiding behind them. Two hundred Iroquois came marching to meet them. The Indians began to feel anxious when Champlain stepped out in front of them clad in full armor. The Iroquois were thunder- struck? Why? Had never seen armor. Champlain aimed his gun. Bang! A chief fell dead and another rolled into the bushes. Champlain's Indians gave a terrible yell and shot many arrows. For a time, the Iroquois shot back, but bang! bang! went the gun again and again. They could stand it no longer, but fled in terror through the bushes. What did the Hurons and Algonquins do ? Pursued them. Yes, and many of the Iroquois were killed ; many taken prisoners and the rest ran away. How did this make the Iroquois feel toward the French? Made them hate the French. Yes, and they had many wars after this. Because of this hatred the Iroquois joined the English a number of years later and helped them to prevent the French from getting control of New York. Champlain and his Indian friends then went back to Quebec. He was made governor of Canada which office he held until his death. While he held this office, he did all that he could for Quebec and the friendly Indians. He made many journeys to France in their behalf. He brought priests who learned the Indian language so that they might teach the Indians the Christian religion and be their friends. The French pushed farther and farther west into the wilderness, establishing forts and missions where the Indians might come to learn of the new religion or perhaps be cured of some disease. Let us name the results of Champlain's voyages. He discovered Lake Champlain and Lake Huron. 76 LESSON PLANS IN FOURTH GRADE HISTORY. He planted the French people firmly in Canada, 1608. Can you tell some- thing else he did ? Established the fur trade, 22,000 beaver skins being sent in one year to France. Fishermen were still working off Newfoundland. On Christmas Day, 1635, he died in the little community that he had founded, and where his record still lives. Well had he earned the title, "Father of New France." Let us make the outline, each one contributing some little part. 5. Search for Lake Champlain. 1. Promised to help fight Iroquois if Indians would guide him to lake. 2. Preparations for voyage. 1. New weapons. 2. Fresh paint. 3. Prayers and war-dance. 3. On the way. 1. Champlain and eleven men. Armor, guns and swords. 2. One hundred canoes of Indians. 3. Quarrel among Indians. Return of three-fourths of Indians. 4. Return of 9 white men. 4. In Iroquois country. 1. Lake Champlain reached. 2. Traveled at night. 5. Battle with Iroquois. 1. Would not fight on water. 2. Champlain to the front. 3. Iroquois defeated. 6. Champlain's work in Canada. 1. Made first permanent settlement (1608). 2 Governor of Canada. 1. Brought priests. 3. Fur trade established. 7. Death of Champlain. 1. On Christmas Day 1635. 8. Honor paid him. 1. Monument erected in Quebec. 2. Title "Father of New France" never forgotten. Assignment : Tell of the preparations made by the Indians for journey to Iroquois country. Why did not the battle take place on the lake? Why were the Iroquois frightened when they saw Champlain? Tell of Cham- plain's work. References: Our Country's Story — Tappan. McMaster's Primary History of the United States. Builders of Our Country — Southworth. First Course in American Histor}' — Hodgdon. JOILET AND MARQUETTE. Introduction: What kind of a post was established in Quebec? Fur-trading post. What kind of people came to this settlement? Fur- traders and adventurers. What had been Helen's work among the Indians ? To try to convert them to her faith. Whom had Champlain brought to work among the Indians? Priests. Not long after Champlain's death, Marquette, a French priest, came to Canada to try to convert the Indians. For years he worked at a mission on Lake Superior. The Illinois Indians who came often to the mission told him of a great river they had to cross on I^ESSON PLANS IN FOURTH GRADE HISTORY. ^77 their way. This river they called "Mesipi." Marquette was very anxious to find this river which he thought must flow into Gulf of California. What may we take for our problem? Problem : To learn if Marquette found the Mississippi river and something of his adventures on his trip. What is it that Marquette is most anxious to do? Find "Mesipi" river. Could he go alone ? No, dangers of wilderness. Did not know route. What might he do? Ask the French government to help him. Governor Frontenac, the French governor sent Joliet, a courageous and hardy young explorer, to explore the great river. Marquette was ordered to go with him. Five men were hired to paddle their canoes for them. They started from the head of Lake Michigan and paddled up the Fox river, then with the help of some Indians carried their canoes across land to the Wis- consin river and the rest of the journey was down stream. They floated on until they reached the Mississippi. Into this river, they guided their canoes and continued their voyage. On the banks they saw Indians, forests and fields of corn. They met one tribe, the Illinois, which were very friendly. They received them with kindness. Marquette explained in his gentle way that he had come to tell the Indians of the God who loved them. The In- dian chief met them at the door of the wigwam holding up his hands as if to shield his eyes from a great light. His greeting was, "Frenchmen, how bright the sun shines when you come to visit us." After smoking the peace pipe Marquette and Joliet went with the Indians to another village to visit the great chief of all the Indians. Here Marquette told them that he was a messenger from God and spoke in the Algonquin language. (He knew the language of six Indian tribes.) He also told of Governor Frontenac and asked about the Mississippi river. A great feast was served. What kind of food? Buffalo and dog meat, fish, porridge. After the feast, they went to sleep on buffalo robes. The next morning, the chief and 600 braves went to the shore to bid them farewell. The party then paddled on down the river past the mouth of the Illinois to the mouth of the Missouri (angry muddy water). Marquette made several halts to preach to the Indians, then went on down to the mouth of the Arkansas, where they became fully convinced that the Mississippi flowed into the Gulf of Mexico and not into the Pacific Ocean. If they went on they might be killed by the Spaniards whom they feared more than the Indians, so they decided to go back to Canada and report what they had found. The heat had been very trying to Marquette and he was taken sick on the way. When they reached Green Bay, they left Marquette. Joliet went on to Quebec to tell Governor Frontenac what they had discovered. The next fall, Marquette went to the home of the Illinois Indians. Here he preached to the Indians until he felt that he was dying, when he asked to be taken back to Green Bay where he died. The following year, a party of Indians removed his body with solemn ceremony to the mission where Marquette had worked, there to rebury it beneath the floor of the chapel. JOLIET AND MARQUETTE. I. Reasons for Marquette's coming to America. 1. To convert the Indians. 78 le:sson plans in fourth grade history. II. Desire to explore Mississippi river. 1. Joliet sent with him. 2. Five men hired to paddle canoes. III. Trip down Mississippi river. 1. Experiences with Illinois Indians. 1. Compared Marquette to the sun. 2. Visit to "Great Chief." 1. Preached to them. 2. Feast given. IV. Return to Canada. 1. Reached Arkansas river. 2. Feared cruelty of Spaniards so de- cided to return to Canada. 3. Marquette's illness. 4. Joliet's report. 5. Marquette's death. Assignments: For what reason did Marquette come to America? How came he to desire to explore the Mississippi river? Who aided him. Tell of his death. RkfERRncEs: Mace's History Reader — Book I. Stories of Great Americans for Little Americans. McMaster's Primary History of United States. Builders of Our Country — Southworth. First Course in American History — Hodgdon. LA SALLE IN THE MISSISSIPPI RIVER. Introduction : What explorer went with Marquette on his expedi- tion through the Mississippi Valley? Joliet. What were the results of this expedition? Claim, by France, of the territory near the Mississippi river; idea gained of the beautiful scenery and advantages of Mississippi Valley. Who had carried this report to Governor Frontenac of Canada? Joliet. What would France be anxious to do? Secure control of the Mississippi river from its source to its outlet. How would they do this? Send an explorer to sail down this river and take possession of the river and the adjoining land in the name of France. Should you like to hear of some of the adventures of the man who attempted to explore and take possession of this land for France? Procedure. What should we learn first about this man ? His name and something of his early life. The man chosen for this work was Robert Cavalier de la Salle, known in history as the Prince of Explorers. He was born of wealthy parents in France and received an excellent education under the Jesuit priests. During his early manhood, La Salle lost much of his wealth and having heard through his brother, who was a priest in the seminary of St. Sulpice, Canada, of the riches of the fur trade in America decided to come here and engage in this business. Where would he establish a fur-trading post? In Canada. He secured a grant of land near Montreal and built a fort-like post. He named it La Chine because he thought it was on the route to China. What two other French explorers had been in this region ? Champlain and Cartier. La Salle encouraged settlers to come by giving them small plots of ground. In a year the underbrush had been cleared, the trees cut down and a village b'jilt with a strong palisade around it. Why? Protection from Indians. The settlers planted about 10 or 12 acres of corn. La Salle was growing rich trading in furs, but he was most anxious to secure the land for LESSON PLANS IN FOURTH GRADE) HISTORY. 79 France and also to see if the St. Lawrence River were not on the water route to China. To whom would he go for knowledge about the country? The Indians. He studied the languages and habits of the Indians, not only of the Algonquin and Huron tribes, but of the Iroquois also. He made a journey into the district of the Iroquois and then by making friends with them learned of the Ohio River. It is supposed that he sailed down this river as far as Louisville. He went to France twice in the interest of his colony in New France and on the last trip received permission from the king to build rorts in the Mississippi valley. He brought Henri de Tonty, a young Italian soldier whom he met in France to America with him. He also brought sail- ors, carpenters, anchors, and cables for he intended to build a ship on the lakes. He built a store house at Niagara but the Indians were displeased when he began to build his ship. Why? Their suspicious natures made them afraid. They threatened to burn the ship but did not carry out their threats so the "Griffin," as he named the ship, was finished and towed up the Niagara river and then into Lake Erie. Hennepin, a missionary, accompanied him. How would the colonists feel when this boat sailed across Lake Erie? Very happy and proud. Amid great rejoicing, firing of cannon, and singing of songs, she spread her white sails, the first to be seen on the waters of the Lakes. They sailed on into Lake St. Clair, then into Lake Huron until they reached the mission town, where Marquette was buried. (Trace journey of Griffin on wall map, on outline base map on desk.) What would they wish to do? Stop to visit Marquette's tomb. They fired the cannon of the Griffin as they neared the mission, then landed and marched to the chapel and knelt before the altar. La Salle then sailed through the straits and to the head of Green Bay where he found the men who had been sent on ahead with a great quantity of furs. Laden with these, the Griffin sailed for the store-house on the Niagara, where some men were to meet it and take the furs on to Canada. What should be our problem next time ? Problem II : To learn of La Salle's adventures after sending away the Griffin. La Salle in Mississippi Valley. 1. Early Life. 1. Born of wealthy parents in Reoun, France. 2. Educated under Jesuit priests. 2. Reasons for coming to Canada. 1. To find mouth of "Father of Waters." 2. To gain possession of land for France. 3. To regain his fortune by trading in furs. 3. His plans. 1. To sail through Great Lakes. 2. To explore and build forts. 4. His journey. 1. Built ship called the "Griffin." 2. Towed boat up Niagara river. 3. Sailed through Lakes Erie, St. Clair and Huron. 4.Stopped at Marquette's Mission. 5. Griffin laden with furs. Sent to Niagara. 80 IvElSSON PLANS IN FOURTH GRADE HISTORY. Assignment: Draw map of Great Lakes showing La Salle's journey to Marquette's Mission. Why was La Salle most anxious to make friends with the Indians? Why was La Salle anxious to build a boat? Lesson II. Problem II : To learn of La Salle's adventures after sending the Griffin off to Niagara. Procedure. At the head of what lake did La Salle load the Griffin with furs? Green Bay on Lake Michigan. After sending off the Griffin, La Salle, with fourteen men and four canoes went down Lake Michigan to the St. Joseph River. Here he built a fort and waited until December hoping that the Griffin would return, but no Griffin came. He sent two men, with Tonti as their leader to seek her while he with the others made his way to the Illinois River. They sailed down this river until they came to an Indian village. La Salle told the Indians that he had come to protect them from their enemies. What would Hennepin's work be? To tell Indians of the true God. La Salle then told the Indians that he was going to build a great wooden canoe with which to sail the Mississippi river. This pleased the Indians and they feasted and entertained the white men. That night some Indians, hostile to La Salle, came to the camp and told the Indians that La Salle was going down the Mississippi river to stir up the Arkansas tribes to fight against the Illinois. What effect would this have upon the friendly Indians? Make them afraid to let La Salle go down the Mississippi river. When morning came it was easy to tell that a change had come over the Illinois Indians for they began to tell stories of the terrible danger of the river. What might they tell? Of fierce monsters, and of great whirl- pools. Would these tales frighten La Salle? No, he was too brave to let such tales trouble him. But his men were very much alarmed. Six ran away that night and some of the others tried to poison La Salle. Tonti came just about this time, but brought no news of the Griffin. What must have happened to her? Sunk in the lakes. Overcome by a storm. La Salle and his men then pushed on farther down the river where they built a fort called Fort St. Louis or Starved Rock. A little farther on, they built a fort known as Fort Crevecoeur (Broken Heart). La Salle's ship was lost; many of his men were unfaithful; his enemies at Canada were plotting against him and yet he did not lose hope. He still wished to try to reach the mouth of the Mississippi river. What must he do? Build another ship. His sawyers had run away, how would he over- come this difficulty? Saw the timbers himself. How would this make the others feel? Very much ashamed and make them willing to help. They all set to work and in six weeks the ship was half done. But there were no anchors, no cables, no rigging. Where must they go for these? To Canada. Yes, the only place to get them was at Montreal and that was LOOO miles away. Wh;ct do you think this brave man did? Went all that distance to get the rigging. LESSON PLANS IN FOURTH GRADE; HISTORY. 81 Before he started for Montreal, he sent Tonti back to Fort St. Louis or Starved Rock to fortify it. He sent Hennepin to explore the Mississippi and Illinois rivers. It was a fearful journey which La Salle and his com- panions had, sometimes pushing the canoes through the drifting ice, some- times walking, over land for many miles carrying their canoes on their shoulders; sometimes in danger from the Iroquois; sometimes torn by brush and briars through which they made their way, yet they pushed bravely on until the Niagara River was reached. By this time, all but La Salle were exhausted. What would he do? Leave his companions at Niagara and push on again. He secured three fresh men and pushing on again, reached Fort Fron- tenac in May where news awaited him that the Griffin was lost and that a ship from France laden with supplies for him had been wrecked. He did not give up however, but went on to Montreal for his supplies then returned with them to Fort Frontenac. What must be our problem next time? Problem HI : To learn if La Salle reached Crevecoeur with the sup- plies and if thsy aided him in reaching the mouth of the Mississippi River. OUTLINE. 6. La Salle's trip down lake to St. Joseph's River. 7. Waited until December for return of Griffin. 8. Made his way to Illinois River. 9. Sailed down Illinois River to Indian village. 10. Treatment by Indians. 1. At first very kind. 2. Later — suspicious of La Salle. 11. Fort Crevecoeur built. 1. Boat started. 12. Trip to Fort Frontenac for rigging. . 1. Rough journev of 1,000 miles. 2. Bad news received there. 13. Supplies secured at Montreal. Assignments : Why was Fort St. Louis named Crevecoeur or Broken Heart? Tell about La Salle's trip to Montreal for the rigging, anchors. Why were the Indians justified in becoming suspicious of La Salle? Lesson III. Problem HI : To learn if La Salle reached Crevecoeur with the supplies and if they aided him in reaching the mouth of the Mississippi River. Procedure. When La Salle reached Crevecoeur the following winter, he found his men gone, his fort pulled to pieces, but his ship was almost as he had left it. On one of the planks was written in French, "We are all savages." What was La Salle's one great aim ? To reach the mouth of the Mississippi River. He pushed on down this great river for a short distance, then turned his canoes and went back to Fort Frontenac. In December, 1681, La Salle started once more with Tonti, whom he found at Frontenac, on his dangerous journey. With them were twenty-three Frenchmen besides about thirty Indians. They entered Chicago River from Lake Michigan. How would they find this river in winter? Frozen over. (December.) They made sledges and loaded the canoes and baggage on them, cross- ing the river in this way. They then went overland to the Illinois River and 82 LESSON PLANS IN FOURTH GRADE HISTORY. finally reached the Mississippi River. They sailed on past the mouths of the Missouri and Ohio Rivers until they reached the mouth of the Arkansas River. Here La Salle raised a cross bearing the arms of France and took possession of the country for the French king. He then pushed on south until they reached the Gulf of Mexico. He had reached his journey's end, the mouth of the Mississippi. (Trace route on wall map. Record on base map on desk.) Here he proclaimed in a loud voice that he was taking, for France, all the land extending from the Ohio River to the mouth of the Mississippi River including all the rivers which flow into the Mississippi. To this vast region he gave the name of Louisiana or Louis' land. It ex- tended from the Alleghanies to the Rocky Mountains, and from the Gulf of Mexico to Canada. (Show on wall map.) (Mark boundaries on base map on desks.) Then the party began the slow journey back up the stream. La Salle finally reached the Mackinac river and there began to lay great plans. They went on to Starved Rock or Fort St. Louis where they cut away trees and built storehouses, log huts and a palisade. In the valley below, hundreds of the Illinois Indians came and built their wigwams that they might be safe from their enemies, the Iroquois. Tonti was put in command of this fort. What would La Salle be anxious to do in order to hold the land at the mouth of the Mississippi river for France? Plant a colony. What will be our problem next time ? Problem IV: To learn if La Salle succeeded in planting a colony at the mouth of the Mississippi River. OUTLINE. 14. Return to Fort Crevecoeur. 1. Men gone, fort destroyed. 2. Ship almost as he had left it. 15. Journey continued down Mississippi River. 16. Return to Fort Frontenac. 17. Started again for mouth of Mississippi River. 1. Tonti, twenty-three Frenchmen and thirty Indians. 18. Reached mouth of Arkansas River. 1. Cross raised. Possession of the land taken for France. 19. Reached mouth of Mississippi River, April 9, 1682. 1. Claimed entire Mississippi Valley for France. 2. Named territory, Louisiana or Louis' Land. Assignments: Tell about La Salle's journey from Fort Frontenac to the mouth of the Arkansas River. Why would the white people be glad to have the village of Illinois Indians so near them? Lesson IV. Problem IV : To learn if La Salle succeeded in planting a colony at the mouth of the Mississippi River. Procedure. Before La Salle could attempt to plant a colony in this new country, what must he do? Gain permission from the king of France. In 1684 La Salle was in France. His purpose was to ask the King for one ship and 200 men, that he might build a fort at the mouth of the Missis- sippi River. The king granted his request giving him four ships instead of one, and a colony of more than 150 persons. LI;SSON PI.ANS IN FOURTH GRADIi HISTORY. 83 La Salle planned to reach the mouth of the Mississippi River by crossing the Gulf of Mexico (trace on map), but he passed the mouth of the Missis- sippi without knowing it and entered Matagorda Bay ofif the coast of Texas. (Locate.) He thought he was off the western shore of the Mississippi. He ordered the ships to be brought into the bay and the men to go on shore. One of the ships was wrecked on a reef. He sent two ships back to France. After building some houses for his little colony, La Salle went northward with about 50 men. They were gone about iive months and returned ragged and wearied and everyone discouraged but La Salle. A few days after his return, the ship that he had kept was wrecked. Many of his colony had died of disease and La Salle himself was much broken in health. He resolved to find the Mississippi River and journey back to Canada to get supplies. Everyone set to work to prepare for this journey. The sails of the wrecked vessel were cut up and pieced with deer skins to make coats for the men. When all was ready, across the prairies they journeyed. One day the men fell into a quarrel about some buffalo meat. Three were killed, among them La Salle's nephew. When La Salle missed his nephew he asked where he was. One of the party impudently answered "He is skulking about somewhere." La Salle rebuked him for his manner of speaking-, and just then an arrow whizzed from the grass and La Salle fell over dead. A few of La Salle's companions succeeded in reaching Fort St. Louis. How would Tonti feel when he learned of La Salle's death? Very sad. He grieved bitterly when he learned the sad news. These Frenchmen at last found their way back to Montreal. The French king refused to send aid to the starving colonists in Texas so Tonti resolved to rescue them. They journeyed with Tonti to the lower Mississippi then deserted him and he returned to Starved Rock where he commanded the fort for many years. What had the king of France given La Salle permission to do? Plant a colony at the mouth of the Mississippi River. Where La Salle had plowed, others were to sow the seed. His great plan was carried out and forts were established from the Great Lakes to the Gulf of Mexico. By 1689 the French were in possession of the broad valleys of the St. Lawrence and the Mississippi Rivers and were watching for an opportunity to seize the land in the Hudson Valley. They found that the English would reach the Great Lakes and become rivals in the rich fur trade of the northwest. But standing like watchdogs guarding New York state were the Iroquois or Five Nations ready always to fight their old enemies and to help their friends, the English. Will the French king be able to keep this coast country abounding in lakes and rivers, in hills and valleys far greater than any in all Europe? OUTLINE. 5. Attempt to plant a colony. L Permission granted by king of France. L Four ships given, 150 people sent. 2. Attempt to reach mouth of Mississippi River by way of Gulf of Mexico. 84 IvESSON PLANS IN FOURTH GRADE; HISTORY. 3. Passed mouth of river. 4. Entered Matagorda Bay. 5. Colony established on coast of Texas. 6. Second attempt to tind mouth of river. 1. Desire to get supplies from Montreal. 2. Preparations and difficulties of journey. 6. Death of La Salle. 1. Quarrel about buffalo meat. 2. Death of nephew. 3. Arrow shot from ambush. 7. Work of La Salle. L Explored Mississippi River to mouth. 2. Establishment of chain of forts along Mississippi River from Great Lakes to Gulf of Mexico. 3. Possession of land in Mississippi valley gained for France, 1682. Assignments: Why is La Salle's name famous in history? Tell about La Salle's death. Why was it so much easier for La Salle to pass the mouth of the Mississippi River than for ships of this day? REFiiRENCEs : American History — Riggs. Stories of Heroism — Mace. Discovery of Old Northwest — Baldwin. Builders of Our Country — South- worth. First Course American History Bk. I — Hodgdon. Colonization ATTEMPTS AT COLONIZATION. FRENCH AND SPANISH IN FLORIDA. Introduction : Why did the French come to America? To search for new fishing grounds. To gain a share in the land in the new continent. To escape persecution by the CathoHcs. Who brought the Protestant com- panies over. Ribaut and Laudonierre. Where did Laudonierre take his company? To Florida on St. John's river. Where did Ribaut take his companies? One to Port Royal, S. C, the other to join Laudonierre's on St. John's river, Fla. What became of the company at Port Royal ? When Ribaut went back there, two years later, the company had disappeared. They had built a raft and started back to France but were picked up by an English vessel and taken prisoners to England. What did he do when he could find no trace of his colony? Sailed to St. John's River, where Lau- donierre had been sent with a company of Protestants by Coligny. Why was Laudonierre's company glad to see him? They were glad to receive the supplies Ribaut had brought and also to have other Protestants join them. What did Ribaut find Loudonierre's company had done? Built a little village, which they had called Fort Caroline. What occupations had these people in this little village? Fishing, hunting, and farming. What other country had sent people to explore Florida? Spain. What Spaniards had explored Florida? Ponce de Leon and Cabeza de Vaca. How do you think the king of Spain felt when he heard of this French settlement in Florida? Angry because he claimed Florida since Ponce de Leon and de Vaca had explored it. Then what problem may we make for a further study of this little French colony at Fort Caroline ? Problem : To learn if the King of Spain troubled the colony at Fort Caroline and the result. When rumors of a French settlement in Florida came to the king of Spain, what would he be likely to say? That they must leave. What action would he take to make them go? Send an expedition to drive them out. A Spanish officer whose name was Pedro Menendez was sent with almost unlimited power to defend the rights of Spain. What must he do before attacking the French settlement? Find out the strength of the French settlement. What would be the best way to do this? Land some- where near them and send out spies to find where the settlement was and its strength. That is exactly what they did. Menendez took possession of the forsaken home of an Indian chief and strongly fortified it. Why? To prevent an attack by the French or Indians. Thus was founded, 1565, the oldest town of the United States, St. Augustine. When the French at Fort Caroline heard of this Spanish settlement at St. Augustine, what do you suppose they decided to do? Strike the first blow. Their best chance lay in attacking the Spaniards from the sea. Who would be chosen from this company to make the attack? The strong men and leaders. How would the women and children feel when they departed? Very sad and sorely frightened. Hardly had the ships left the harbor when a frightful storm broke upon them. It raged for days. What would be effect upon the ships? Every 86 LIvSSON PLANS IN FOURTH CRADTv HISTORY. ship was wrecked. What would the Spaniards do when they saw the mis- fortune that had befallen the French? Rejoice, because of the impossibility of the French to land. What action would the Spaniards take? Prepare to attack the unprotected Protestants at Fort Caroline. How would they attack Fort Caroline? By land. It was a dreary march through the swampy wilderness, but the Spaniards were cheered onward by the thought that they were going to defend the honor of their country. When they reached the French fort they shouted their war cry, "Santiago," and killed many of the unprotected French. Only a few men and women and children escaped. The Spaniards then returned to their settlement at St. Augustine, quite sure that they had done a noble deed. They were not willing to let the French who were on the ships escape, but captured and killed them also. When news of this massacre and the fate of Fort Caroline reached 1^^-ance, what action do you think would be taken ? Would the French king send an expedition against the Spaniards? The king did not take any action whatever but a Frenchman, De Gourgues, who hated the Spaniards decided to have revenge so he sold all his property and with the money fitted out an expedition to go and attack the Spaniards at St. Augustine. He killed every Spaniard at St. Augustine and then sailed back to France. That was the end of the little Spanish settlement. Let us all contribute in making an outline for our history books. FRENCH AND SPANISH IN FLORIDA. I. Reasons for French in Florida. 1. Sent over under Laudonierre, 1564, to escape persecution by Catholics. 2. Joined by Ribaut, 1565. 3. Fort Caroline built. 1. People engagied in hunting, fishing and fanning. II. Reasons for Spanish in Florida. 1. Sent over under Menendez, by Spanish king to drive out French. 2. St. Augustine, established colony, 1565. III. Fate of Fort Caroline. 1. French men left in boats to attack St. Augustine. 1. Kept from landing by violent storms. 2. Unprotected French fort captured by Spanish. 3. Men on boats captured by Spanish. IV. Fate of St. Augustine. 1. No action for revenge taken by king. 2. De Gourgues' plan for revenge. 1. Sold property, fitted out expedition. 2. Destroyed settle- ment at St. Augustine. Assignments: Why had the French come to Florida? What settle- ment did they make? Why had the Spaniards come to Florida? What settlement did they make? What was the fate of the French settlement at Fort Caroline? What was the fate of the Spanish settlement at St. Augus- tine? RkfErKncES: Builders of Our Country — Southworth. First Book American History — Perry and Price. I^ESSON PLANS IN FOURTH GRADER HISTORY. 87 II. THE ENGLISH AT ROANOKE— SIR WALTER RALEIGH. Introduction : What two attempts at colonization have we just studied? Fort CaroHne by the French; St. Augustine by the Spanish? What was the fate of each of these settlements? What other country had sent explorers here? England. Should you like to hear of an Englishman, Sir Walter Raleigh, who attempted a settlement in America, but failed? What would be the first thing you would like to learn about him? Some- thing of his life before he came to America. State our problem then. Problem: To learn something of the life of Raleigh before he attempted to plant a colony in America. Walter Raleigh was born in a small farmhouse near the Otto River, in Devonshire, England, 1552. He received his early education from his mother. As his home was near the ocean, what would he like to do? Spend part of his time on the shore, talking with the fishermen in their cottages. What stories would they tell him ? Stories of their adventures and of shipwrecks. He might read of the discoveries of Columbus, Magellan, Cortez. What would this make him wish to do? Make him wish to be a hero and have such adventures. Raleigh also spent quite a little of his time at a castle, a short distance from his home, in which lived his step-brother. Sir Humphrey Gilbert. Sir Humphrey was very fond of Raleigh, and in consequence very kind to him. At about fifteen Raleigh went to Oxford College, where he was liked by everyone. When he had been at college three years, he was ofifered a chance to try some of the adventures he had so long thought of and dreamed about. A war was going on in France between the Protestants and Catholics. Queen Elizabeth of England wished to help the Protestants, so she encour- aged young English noblemen to go to their aid. Raleigh went with his cousin, who had about one hundred men under his charge. They joined Coligny, the leader of the Protestants. They performed many brave deeds and fought many battles during the six years they remained in France. When they returned to England, Raleigh, who was 24 years old, resumed his studies. Everyone thought him handsome, and he was noted for his refined and graceful manner. His second adventure was in Holland. The Spanish had declared war against the Dutch. Raleigh was given command of a company. The Spaniards were defeated. How did this make the English feel about Raleigh? Very proud of him. Raleigh went on two other expeditions be- fore attempting to plant his c6lnny, one to America, one to Ireland. What should you like to learn about those ? Problem : To learn Raleigh's reason for going on these expeditions, and something of his adventures while on them. Let us make our outline of today's lesson for our books. English at Roanoke;, Virginia, 1585. 1. Life before attempting to plant the colony. 1. Born in Devonshire, England. • 2. Spent time on shore. 1. Talking to sailors. 2. Listening to stories of adventures and shipwreck. 3. Association with Sir Humphrey Gilbert. 4.. 88 LESSON PLANS IN FOURTH GRADE: HISTORY. Education. Received early education from mother. Went to Oxford College at age of 15. Remained there three years. 2. Adventures. 1. Aided Protestants in France. 1. Went with cousin, joined Coligny. 2. Remained there six years. 2. Aided Dutch against Spanish. 1. Raleigh in command of a company. 2. Spanish were defeated. Assignments: 1. Tell something of Raleigh's early life. 2. Why would he be interested in the stories of Columbus, Magiellan and Cortez? 3. Tell something of Raleigh's adventures in France. 4. What was his second adventure? Why was England proud of Raleigh ? Lesson II. Problem — To learn Raleigh's reason for going on further expeditions and something of his adventures en route. Why was England so proud of Relaigh ? He had helped the Dutch to defeat the Spaniards. His wit, learning and charm soon made him popular, while his acts of gallantry especially endeared him to the queen. Tell stor}' of spreading velvet coat over mud. It was Elizabeth's custom to reward her favorites by giving them an opportunity to make large fortunes. She gave Raleigh the privilege of exporting woolen goods and silks, and of selling wines. He soon became a wealthy man. This enabled him to gratify his love for fine attire. Why had the people of Europe come to America? To search for gold and silver. Raleigh and his half-brother. Sir Humphrey Gilbert, desired to plant colonies in America for other reasons. Their idea was to build houses, cultivate the ground, and establish a farming commu- nity to which England might send her laborers who could find no work at home. These colonies, Raleigh hoped, would give England a part of the new land, and establish additional trading points for England. When Gilbert fitted out his first expedition to come to America, 1578, Raleigh came with him. While en route he learned about everything on the boat, and studied when he was not helping the sailors. The expedition was not a successful one, for they were attacked by the Spaniards, and had to return to England. Soon after this Raleigh was sent to Ireland to help put down a rebellion there. He fought so bravely that all England sounded his praises. How did the queen feel about Raleigh? Very proud of him. She gave him a place at her court, which was one of the most brilliant then in Europe. What had happened to Sir Humphrey Gilbert's fleet on his first expe- dition? It was attacked by Spaniards, so had turned back to England. He started out on another, and landed in Newfoundland, claiming it in the name of the Queen of England. From there he sailed up the Kennebec River. As his three vessels sailed along the coast (trace on map) a great storm arose and one ship sank. Sir Humphrey started back to England, but his ship was wrecked and he was drowned. When Raleigh, who was not with him on this voyage, heard of his death, he decided to take up his i,e;sson pIvAns in fourth grade history. 89 work. The queen gave Raleigh, 1584, the charter that she had granted to Gilbert. This gave him "the right to lay claim to any land in the west not actually possessed by a Christian." The charter made Raleigh governor of all the colonies he might establish, and it gave to the settlers the freedom and privileges that they enjoyed at home. What should be our problem next time ? Problem— To learn if Raleigh succeeded in planting a colony in America. Let us all contribute in making our outline. 3. Experience with Sir Humphrey. Gilbert on trip to America. 1. Reasons for trip. 1. Desire to establish farming community where laborers might find work. 2. Desire to establish trading posts for Eng- land. 3. Desire to give England a share of new land. 2. Resuh. Attacked by Spaniards, turned back. 4. Experiences in Ireland. Helped to quell rebellion in Ireland. Queen very proud of Raleigh. 5. Raleigh's desire to come to America. 1. Reasons for coming. 1. To take up work of Sir Humphrey Gilbert after his death. 2. Sir Humphrey's charter given by Queen to Raleigh, 1584. Assignments: 1. How was it possible for Raleigh to become a rich man? 2. For what reasons did Raleigh and Sir Humphrey Gilbert wish to come to America? 3. How many trips did Sir Humphrey make? What was the result of each? Lesson III. Problem : To learn if Raleigh succeeded in planting a colony in America. What were the provisions of the charter granted Raleigh by Queen Elizabeth? Raleigh had the right to explore and settle any land not actually owned by Christians. Raleigh was to be governor over all the colonies he might establish, and the settlers were to have all the freedom and privileges enjoyed in England. Raleigh thought best to send an exploring party ahead, so that when the colonists reached America they would know what to expect, so he sent two vessels, 1584. They anchored just off the Island of Roanoke. Going ashore, they found a delightful climate, rich vegetation, and the Indians so kind and eager to welcome them that they brought back glowing accounts of the new land. How would Elizabeth feel at these glowing accounts? Very much delighted. She gave the new land the name of Virginia, in her own honor, for she was not married, and so was called the "Virgin Queen" or "Maiden Queen." As a reward to Sir Walter Raleigh she knighted him. He was then known as "Sir Walter Raleigh." What would be the next step? To send out the colony. In 1585 Raleigh sent out seven ships, which landed at Roanoke Island. A colony was planted, but the colonists were lazy, and instead of exerting themselves in building homes and tilling the ground, they wasted their time and de- 90 LESSON PLANS IN FOURTH GRADE HISTORY. pended upon the Indians for food. How would this make the Indians be- come? Hostile to the English. Constant quarrels arose between the In- dians and the white men, and the next year when Sir Francis Drake sailed up to Virginia, he found only a few destitute, homesick survivors. What would they wish him to do? Yes, he carried them back to England. Fif- teen days later Sir Richard Greenville arrived with well-laden ships, but could find no colony. He did not want England to lose possession of the land, so he left fifteen men at Roanoke to hold the land and went back to England. The colony had proved a failure, but it brought two results which be- came of great value to England. On their return the colonists presented Raleigh with two kinds of plants they had found. One was the potato, which up to this time England had never known. Now it is raised in their country. The other was tobacco, which the colonists had tried and deemed worthy of taking back to England. They also took the Indian maize, or corn, with them. Tell story of the servant's action upon seeing Raleigh smoking tobacco. What would this failure to plant a colony make many men do? Give up attempt to plant colony. Not so with Raleigh. He had great perseverance, and did not easily lose heart. What would this type of man do ? Attempt once more to plant a colony. In 1587 Raleigh sent out a new colony of men, women and children under Governor White, who wished to build a city called Raleigh. When ihey reached America whom would they look for? The fifteen men left by Sir Richard Greenville. They could not find them, but they repaired the houses they had built. Not long after their arrival at Roanoke the first English child was born in the United States. They named her Virginia Dare. Governor White, after seeing the settlers safely housed in huts and well stocked with provisions, set sail for England. Why would he return to England? To get supplies, and to report to Raleigh. When he started, the colonists told him that if for any reason they left Roanoke, they would carve on a tree the name of the place where he could find them, and that if they were in any trouble when they moved, he would see a cross cut above the name. When Governor White reached England he found that country all readv to engage in war with Spain. How would this affect his return to America ? Keep from returning to America because he would be needed ar home. He did not return for three years. When he reached Roanoke Island he could find not a single one of the colonists; their homes were deserted and the harbor empty. What would he look for? Look on the trees for the name of the place where they had gone. They found the word "Croatoan" cut into the trunk of a tree, but there was no cross over the name. Croatoan was the name of an island not far away. But though search after search was made, not one of the missing colonists were ever heard of. What might have happened to them? In- dians might have killed them, or might have died of starvation. No one ever knew what had become of Virginia Dare. What would be our problem for next time? Problem : To learn what Raleigh did when he learned of the fate of the colony. LESSON PLANS IN FOURTH GRADE HISTORY. 91 II. Planting, the colony. . ' 1. Expeditions sent 1584. 1. Explored land on Roanoke Island. 2. Queen Elizabeth named land "Virginia" in honor of the Virgin Queen. 3. Colony sent out 1585 — seven ships. 2. Life in colony. 1. Indians kind at first. 2. Colonists lazy. Indians became hostile. 3. Supplies did not arrive from England. 4. Colonists taken to England by Sir Francis Drake. 5. Arrival of supplies. Colonists gone. Fifteen men left. 3. Arrival of new colony 1587. 1. Wished to build city of Raleigh. 2. Governor White made col- onists comfortable — snug houses, good food. Baby Virginia Dare born. 3. Boat returned to England for supplies. 4. Could not return because of war with Spain. 4. Colony abandoned. 1. Governor White's return. 2. Fate of colony unknowm. Found "Croatoan" cut on tree. Assignments: 1. How many expeditions did Raleigh send to America? Why did he send so many? 2. In whose honor was the country named? 3. Why did not the colony sent out in 1585 prosper? 4. Tell about the attempt to build a city named Raleigh. Lesson IV. State our problem for today. Problem: To learn what Raleigh did when he learned of the fate of the colony. How would Raleigh feel when he learned the fate of his colonists? Saddened and disappointed. He gave up his idea of personally founding an English settlement in America. His experiment had cost him over forty thousand pounds. Soon after this Raleigh married Queen Elizabeth's maid. This made the Queen so angry that she had Raleigh sent to prison. Soon after this some of his ships came in laden with riches. What would the Queen do? Set Raleigh free to divide his riches. "^ He gave Elizabeth so many beautiful presents that she let him keep his liberty, and he lived for a long time in a castle with his beautiful wife, until he heard of the riches of Guiana, in South America, when he determined to get some of the gold himself, so he started with five ships, 1594, for Guiana. He reached the Orinoco River (trace on map) claimed the country for England, and carried some stones containing gold back to England, where he had to stop to help fight the Spanish. Soon after this Elizabeth died, and King James came to the throne. He did not like Raleigh, so he took away his lands and offices. How would this make Raleigh feel? Very bitter and angry against the king. He said many bitter things about the king, who had him put into prison, where he remained for thirteen years. While there he wrote a history of the world. What other man wrote a his- tory while in prison? Marco Polo. At last he was released from prison, that he might go to Guiana and bring back some gold, but returned without any. What would King James do? Put Raleigh in prison. Yes, he was put in prison for awhile; then taken out and beheaded. Let us finish our outline. 92 LESSON PLANS IN FOURTH GRADE HISTORY. III. Sir Walter Raleigh's later years. 1. Raleigh in Prison. 2. Liberated from prison. 1. Searched for gold. 2. Reached Orinoco River. 3. Guiana claimed for English. 3. Raleigh's death. 1. Death of Elizabeth. 2. King James on throne. 3. Dislike for Raleigh. 4. Results of Raleigh's ventures. 1. Colonization failed. 2. Wrote history of world. 3. Intro- duced tobacco and potatoes into England. Assignments: 1. Why was Raleigh put into prison? Why liberated? 2. What were the results of Raleigh's expeditions? References : Builders of Our Country — Southworth. First Course in American Historyi — Hodgdon. Story of Thirteen Colonies — Guerber. VIRGINIA— CAPTAIN JOHN SMITPI. Mode oe Attack : What country aided Raleigh in his settlement in America? What became of the settlement? Although his settlement failed, what influence did his adventures have upon other Englishmen? Led others to try. Would you like to know about another venturesome Englishman who came to America? What would be the first thing you would like to ktlow about him? His early life. Some adventures. Pupil's Aim : To learn the name of a very adventurous Englishman who came to America, and something of his early life. Method of Procedure: Captain John Smith began life as a clerk in England. What kind of a life does a clerk lead? He did not like this quiet life, so he ran away and turned soldier. Before he had reached his twentieth year he had fought for awhile in the French army, and had served three years in the Netherlands. At the age of twenty he desired to try his fortune against the Turks, so he embarked for Turkey with a band of Pilgrims. While he was on his way what dangers on water must he encounter? Storms and robbers. Yes, he met both of them. A great storm arose. The Pilgrims cried out that there must be a wrongdoer on board, and in their terror proposed to draw lots. Finding out that Smith was the guilty person, what do you suppose they did with him? Threw him overboard. What became of this good swimmer? He swam to the shore, and was picked up by a passing vessel and carried to Eg}'pt. On his return voyage his vessel was fired upon by a Venetian vessel ; a hot fight took place, but the Venetians were conquered and robbed. Smith received 250 pounds as his share of the spoils. This enabled him to pur- chase his journey into Hungary. Here he declared that the teachings of Christ were far better than those of Mohammed, and offered to prove it by fighting three Turks. He killed them all, but, being wounded, was soon made a prisoner. What did LESSON PLANS IN FOURTH GRADE HISTORY. 93 they do with prisoners in those early days? Made them slaves. What did they do with Smith? Sold him as a slave. One day when Smith was threshing in the field his cruel taskmaster beat him severely, although he had done nothing wrong. How did Smith become at this treatment? Very angry. Smith raised his flail and struck the Turk such a hard blow that he fell to the ground dead. What did Smith try to do? Yes, seeing his chance to escape, he quickly exchanged clothes with the dead man, hid his body under the straw, filled a bag with corn and, jumping on a horse, rode rapidly away across the plains. After many days of hard riding and various adventures through the different countries he finally reached home. At the time of Smith's return to London the London Company had just fitted out an expedition to plant a colony in Virginia. How did England seem to this venturesome man? Dull. What do you suppose Smith did when he found this expedition was going to sail to America? Talked to the captains and found out what he could about America. What do you suppose he decided to do? Come to America. Should you like to learn something of his adventures during his voyage to America? Would you be willing to stop there? No, we should like to learn something of his adventures in America. Virginia — Captain John Smith. L Early life. a. Clerk. b. Soldier. I. In France. 2. In Netherlands. c. Visited Egypt d. Visited Hungary. I. Becomes a slave. a. Sold to Turk. b. Cruelty of master, c. Death of master, d. His escape. II. Return to England. a. Dull life. b. Talk with Captain of London Company's expedi- tion, c. Resolve to come to America. Assignment: Why did Smith leave England? Tell the story of one of his adventures while on his way to Turkey. Describe his encoun- ters with the Turks. Lesson II. Pupil's Aim : To learn of Smith's voyage to America and something of the settlement. Method oe Procedure: Where did we leave Smith? In England getting ready to come to America. With whom was he coming? The London Company. There were 105 gentlemen in three ships. They left England on New Year's Day, 1607. They took the same route that Colum- bus had taken. Trace that route. What kind of a route was it? Long route. Some trouble arose between Smith and one of the colonists. He was accused of plotting mutiny, and was kept in irons for more than a month. What other trouble might they have had? Storms. Yes, it took them one hundred twenty-eight days to make the voyage. Then en- tered the mouth of the Chesapeake Bay one beautiful May day, and sailed up a broad river, which they named in honor of their king. Who was 94 LKSSON PLANS IN FOURTH GRADi; HISTORY. their king? James I. What did they name the river? James River. They landed on its banks and made a settlement, which they named Jamestown. As soon as Smith landed he was given a hearing. The captain proved his innocence, and he was set free. His chief accuser was condemned to pay him a large sum of money for damages. Smith generously gave this money to help the settlement. What do you suppose these men came to Jamestown for? To hunt for gold; to find a short route to India. What kind of men were in the party? Gentlemen. Were they fit for this life in the wilderness? Why not? Were not used to hard work. What should have been their first work? Building homes and preparing the soil for planting. There were only four carpenters in the party, and these were kept very busy. What kinds of homes might they live in while the carpenters were building houses? Some had tents made of sails; others had cabins with grass or bark roofs ; others had holes in the ground. They spent no time plowing or planting the soil. How do you think they spent their time? Digging for gold. What was the result? Their food gave out, and as the Indians were unfriendly, and would not give them food, they were soon in danger of starving. Jamestown had other hindrances. It was on low, damp ground, and the water was bad. What might result from this? Sickness. Many of the ill-fed people suffered from malaria, and half of them died. Captain Smith, thottgh not well himself, did every- thing he could for those who needed his help. When the sickness was over some of the colonists were so discontented they decided to do what? Seize the only vessel at Jamestown and go back to England. What did these settlers need? A good leader. Smith now took command. What do you suppose he did to prevent their return to England? Turned the cannon of the fort against them. The would-be deserters saw that if they tried to leave the harbor he would blow their vessel to pieces; so they turned back. One of the leaders of these men was tried and shot ; the other was sent to England in disgrace. What is the next thing you would like to know about Smith? What kind of a leader Smith made? How did he overcome the Indians. III. Voyage to America. a. Time of leaving* (January 1, 1607.) b. Three ships, c. One hundred and five men. d. Provisions, e. Columbus route. Long (128 days.) f. Smith's trouble. His imprisonment. IV. Landing at Jamestown. a. Smith's trial, b. Purpose of some. Time spent, c. Purpose of workmen. Time spent, d. Kind of place, e. Kind of homes. Tents. Cabins — grass roofs. Holes in the ground, f. Result. Sickness, Starvation. Unfriendliness of Indians. Death of one-half colonists. V. Smith as leader. a. Saved the colony, b. Prevented the return of colonists to Eng- land, c. Punished the leaders. Assignments Why did Smith resolve to come to America? Why did they take Columbus' route? What was the colonists' purpose in com- ing to America? Tell why the Jamestown settlement did not prosper at first. Who is now commander? How did he come to take command? I^RSSON PLANS IN FOURTH GRADU HISTORY. 95 Lesson III. Pupil's Aim : To learn of Smith as a leader, and how he overcame his greatest difficulty. (Dealing with the Indians). Method of ProcFdurE: What was Smith doing when we left him yesterday? He was the leader of his httle band. What had he done that showed he would be a successful commander? He saved the settlement. What will now be his chief troubles? Making the gentlemen work and dealing with the Indians. Why did he need to deal with the Indians? To get food. Once Smith set out to find the Indians and trade with them for corn. But at the approach of the English we are told that the Indians ran away in such haste that they left their dinner on the fire. The colonists drawing near, saw that the Indians had been roasting oysters and tasting them for the first time in their lives, were delighted to discover a new and delicious kind of food. What do you suppose the English thtn did? They shot a few turkeys and then set out to overtake the Indians. They over- took them and managed to get a supply of corn in exchange for trinkets and a copper kettle. Sometimes Smith would go off with a boat full of companions to ex- plore the country. What do you suppose he was trying to do? Find the Pacific Ocean. On one of these trips most of his men were left to guard the boat while he and his four companions paddled up a river in a canoe. Suddenly a band of Indians, attacking the party, captured Smith and killed the four other men. How do you think crafty Smith saved himself? Sure that his life was in danger, he at once began to amuse the Indians. Taking out his pocket compass, he showed them the needle trembling and quivering, but always pointing one way. What effect did this have upon the Indians? They were amazed at what they saw and spared Smith's life, taking him to the village of their great war chief, Powhatan. After several weeks of captivity Smith bargained with the Indians to set him free in exchange for a certain number of trinkets and one of the bright brass cannon to be seen at Jamestown. This settled, he wrote a letter to the colonists, telling them what trinkets to give the bearers, and warning them to be sure to shoot off the cannon in the Indians' presence, so that they should not dare carry it off. What did Smith do with the letter? Gave it to his captives and bade them take it to Jamesown. He also told them that it would tell the Eng- lishmen what they wanted, and that they would hear the big noise which came out of the bright log they wanted. This seemed very curious to the people, who did not know how to write, so they set out for Jamestown full of curiosity. When they saw that the white men, after looking at the letter, gave them all the trinkets they had bargained for, they were amazed and said, "Smith Mike Paper Talk." They then tried to lift the bright log, and were surprised at its weight. Motioning them aside, the colonists next shot off the cannon. How do you suppose it affected the Indians? Frightened them. The cannon ball splintered a good-sized tree, and filled the Indians with such terror that they refused to touch it again. When they got back to their camp they let Smith go, and he bade a friendly good-bye to the red men, from whom he had learned all he could while with them. Pocahon- 96 LESSON PI.ANS IN FOURTH GRADU HISTORY. tas, the little daughter of Powhatan, who had grown very fond of Smith, was very sorry to see him go. What did Smith do before leaving them? Get enough grain for his friends. What do you suppose he then tried to do? Hurry back to Jamestown. What should be our next problem? To learn what he did after reaching Jamestown. VI. Smith's dealing with the Indians. a. Search for food. 1. Reached Indian camp. a. Indians ran away. b. Colonists ate oysters, c. In- dians overtaken, d. Exchanged trinkets and cop- per kettle for corn. b. Exploration of the country. 1. Smith and four companions. 2. Attacked by Indians. 3 Men killed. 4. Smith a captive. a. The compass. b. Before Powhatan, c. "Made Paper Talk." 1. His bargaining for freedom. 2. Writing the letter. 3. Indians' Journey to Jamestown. 4. Getting trinkets from settlers. 5. Release of Smith. 6. Smith's journey to Jamestown. Assignment : How or where did the settlers first learn the use of oysters as a food ? Describe Smith's capture by the Indians. How did Smith get the title of "Making Paper Talk?" Be sure to write a story about this. Lesson IV. PuPHv's Aim : To learn why Smith was better able to help his people after his stay with the Indians. Method oe Procedure: Where did we leave Smith? Hurrying to Jamestown. Who was a good friend now?- Pocahontas. How could she show it? By bringing him grain. She brought him grain and com enough to supply the needs of the colonists during the first winter. In 1608 more colonists came over to Jamestown in search of gold ; but they, too were gentlemen, and intended to remain for only a short time. They unfortunately discovered something that looked like gold. What did they do? In spite of all Captain Smith could say, they did nothing but dig, dig, dig. What was the result? Took home a shipload of the worthless dust instead of carrying home lumber. The foolish governor sailed away with them. Who do you think was made governor? John Smith. What do yon suppose was his first work? To make strict laws which all the colonists must obey. Can anyone give some of these rules? The colonists were told if they would not work they could not eat. Captain Smith next or- dered that a canful of cold water be poured down the sleeve of anyone who swore. What caused this swearing? Making them work. What was the work? Chopping down trees, digging the ground. What efifect did these rules have upon the settlers? They went to work and acted like gentlemen. Two women came over (1608) with these last settlers to make real homes in Jamestown, the first English city in United States. The same ship also brought over presents from King James to the In- i