The story of America, with Nan Dyal [1966]

e
Produced by: GEORGIA STATE DEPT. OF EDUCATION

STATE BOARD OF EDUCATION James So Peters, Chairman Robert Wright, Vice-Chairman
Claude purcell, Secretary

MEMBERS

FIRST CONGRESSIONAL DISTRICT. 0 0 .J. Brantley Johnson

SECOND CONGRESSIONAL DISTRICT.

Robert Byrd Wright





0

THIRD CONGRESSIONAL DISTRICT 0 Thomas Nesbitt, Jr.

. . FOURTH CONGRESSIONAL DISTRICT.

.Donald Payton

FIFTH CONGRESSIONAL DISTRICT o

.David F. Rice



0

SIXTH CONGRESSIONAL DISTRICT o .James S. Peters

SEVENTH CONGRESSIONAL DISTRICT .Henry Stewart

. EIGHTH CONGRESSIONAL DISTRICT.

.Lonnie E. Sweat

. . NINTH CONGRESSIONAL DISTRICT

Cliff Co Kimsey, Jr.

TENTH CONGRESSIONAL DISTRICT o .William Preston

FOREWORD
We are now providing more televised instruction that we hope will be of help to you in your classroom. YOU are the best authority on HOW it will help you, and in what ways you wish to use it.
We are providing teacher guides like this one with suggestions that may be of service to you as you plan the best use of these lessons and fit them into the program you have planned. These guides were written by our television teachers. We think of the television teacher and the classroom teacher as being partners in the best creative teaching for the children.
Television's dynamic power--Iong used in communicating other information--is now being made use of in education. It is making this a better educated world. None of us knows as much as we would like to know about it. It is a new medium and we are all learning together. We need your help and your suggestions as we seek to make the best use of our television facilities. Our aim is to make the school program more meaning- . ful in Georgia.
Our competent television teachers are well prepared to help you and the members of your class with lessons in science, mathematics, modern foreign languages, music, and Georgia history. They have time to gether up visuals that may not be readily available to you or that you may not have time to collect. This relieves you of much planning and preparation and leaves you with more time to devote to the actual teaching of the child in the classroom, and your personal teaching-andlearning contact with him.
I hope you will find this teacher guide useful in your classroom work. We would be happy to have your suggestions about how our television teaching can be made more effective. If you have found some especially good ways to adapt these lessons to your pupils, let us know about it. Perhaps it would help other teachers. This is a cooperative venture: it is important that we all work together to make the best use of this new power that has come into our hands in this technological age, so that we may make learning more effective in Georgia schools.
---CLAUDE PURCELL State Superintendent of Schools

The material in this booklet has been prepared to correlate with the curriculum guide in Social Science for the State of Georgia, published by the State Department of Education. This guide suggests that the Social Studies program on the fifth grade level be designed "to develop concepts through studies of
the Anglo-American Culture". Our thanks to Mr.
Adrion Baird, Consultant for the Social Science program with the Georgia Department of Education, and to the many other Social Science educators who gave us their time, advice, and guidance in outlining this series of programs.
We hope you will find this book helpful in developing your instructional plans for the year. We also wish you a successful and gratifying school year.

INDEX

Preface ....................Page 1

A Special Project

Page 2

Unit I; Objectives . ............................................ .. Page 3
Lesson l. .................................................................... Pages 4 & 5

Lesson 2.

............................................ .. Pages 6 & 7

Les son 3

.-

.

Library Materials, Unit I.

......................

.Pages 8 & 9 .Page 10

Audio-Visual Materials, Unit I .

.Page 11

Unit II; Objectives

Lesson 4 .

Lesson 5 .

.

.

. . .............Page 12

..

.Pages 13 & 14

.Pages 15 & 16

Lesson 6 ..... Lesson 7

... .. . .. . .. .. ..

.Page 17
...................................... .Page 18

Lesson 8 .

..

0'

Lesson 9 ..

-

.. ..Page 19
. .Page 20

Library Materials, Unit II...

Page 21

Audio-Visual Materials, Unit 11. ... ...........Page 22

Lesson lO ........................Pages 23 & 24

Unit III; Objectives

................................. .Page 25

Lesson II.
Lesson 12.
Lesson 13.

....................................................

.... " ........ .Page 26
.Page 27
.Pages 28 & 29

Lesson 14.

. . Pages 30 & 31

Lesson 15. Lesson 16. Lesson 17. Lesson 18.

...........................................

. ........ ..... ..

.Pages 32 & 33 .Page 34 .Page 35 .Page 36

Lesson 19.

.Pages 37 & 38

Lesson 20.

Page 39

Library Materials, Unit III .

.Page 40

Audio-Visual Materials, Unit III.

.Page 41

Unit IV; Objectives .................... Page 42

Lesson 2l.

.Page 43

Lesson 22 .

.Page 44

Lesson 23.

.Page 45

Lesson 24.

.Page 46

Lesson 25 .

.Page 47

Lesson 26 .

.Page 48

Library Materials, Unit IV

.Page 49

Audio-Visual Materials, Unit IV.

.Page 50

Lesson 27 ..................................... Page 51

INDEX - CONTINUED

Unit V; dbjectives ..... ...............

Lesson 28 ................

Lesson 29 Lesson 30

.. . . . . . . . 0 . . . . .

..........................

Library Materials, Unit V

Audio-Visual Materials, Unit V. ..............

.Page 52 .Page 53 .Page 54 .Page 55 .Page 56 . .Page 57

Unit VI; Objectives.

..

Lesson 31 ......

Lesson 32 ..............

Lesson 33

..

Library Materials, Unit VI .

Audio-Visual Materials, Unit VI

Page 58 ..Page 59 . Page 60
Page 61 . Page 62
Page 63

A Review Game

Pages 64 & 65

Bibliography

Pages 66 - 72

PREFACE
(In order for the Teacher to get full benefit from the use of this study guide, below is an explanation of the various topics included.) .
PREPARATION:
Since this Television Series on "The Story of America" is purely supplementary in nature, the areas included under the topic PREPARATION are areas with which the students should be familiar in order to gain full benefit of the tele-lesson.
TELECAST INTRODUCTION:
Since the scheduling of the tele-lessons will not always correspond to the History class period in each school, these statements have been included to prepare the students for the tele-lesson. This, of course, is simply a suggested INTRODUCTION and is completely optional with each teacher.
CONTENT:
The CONTENT is the information to be covered in the tele-lesson.
WORDS TO DISCOVER:
These are WORDS with which the student should be familiar in connection with this period of history. They will not necessarily be explained in the tele-lesson, but simply relate to the period of history being discussed.
FOLLOW-UP ACTIVITIES:
These are suggested ACTIVITIES to be used to reinforce both the information contained in the tele-lesson and in the classroom instruction.
LIBRARY MATERIALS AND AUDIO-VISUAL AIDS:
It is suggested that you refer to these pages for use with the Units. Perhaps you would like to ask your Librarian to order some of the books not available in your Library. Books with an asterisk are particularly favored. You may secure the Films through the State Department of Education AUDIO-VISUAL Catalog. The film numbers in this teacher-aid are the numbers as they ~re listed in the AudioVisual catalog.
1

SPECIAL PROJECT
(Below is a suggestion for a large activity in which each class might participate throughout the school year.)
Imagine that you are living in this period of history. Organize and establish a colony of your own and record and report your reactions to the events and situations that arise for the English colonists henceforth in this series of lessons. Remember that each of these situations must be acted upon as it occurs, since you are pretending to be living at this time and would therefore not already know what your "future" will bring.
You may want to establish a proprietary colony (the proprietors were given powers almost equal to the powers of a king), a royal colony (powers remained with the king), or a colony of your own originality. Be sure to agree upon the rules by which you are to be governed, the governing body, adopt a charter, and establish some means of currency. Using each member of your class as a member of the colony, have a variety of residents - public officials, barbers, farmers, storekeepers, blacksmiths, housewives, children, doctors, lawyers, newspapermen, educators, jailkeepers, etc. Think of the whole colony and make yours complete with all the inhabitants that might have lived there.
Select a locale for your colony, for we know that the geographic location affected the economic conditions of the colonies. Dontt select a locale where a colony has already been established, how.ever. Choose one that will be original with your class. You are establishing your very own colony, not modeling yourselves as one already developed.
Plan your means of livelihood, communicate and trade with other colonies, have your own spokesmen for independence, and react to the coming events in keeping with the rest of history. Remember
/
to react as if it were actually happening - not as if you already knew it was going to happen.
Plan a program at the end of the school year and present your colony and its reactions to history. You might make a small model of your settlement on a table for display 80 that those who attend your program can see the boundaries and set-up of your colony.
We hope to select from among the many fifth grade classes in Georgia some classes to participate with us in our thirty-second television program in this series. Perhaps your class will be one of those selected. However, if it is not, (and obviously all of them cannot be), we hope that you will gain much pleasure and knowledge from merely participating in this project.
Youtll be hearing from us concerning your progress on this effort, so get to work and pretend "you are there" throughout the coming events of history.
2

UNIT I: ETV - THE STOR.Y OF AMER.ICA

TITLE:

DISCOVER.ING THE NEW WORLD L61sson 1: Europe Awakens Lesson 2: Columbus' New World Lesson 3: The Ag61 of Exploration

OBJECTIVE OF THIS UNIT:
Children should learn and understand
1) the world conditions prior to the discovery of the New World
2) the reasons for the civilized nations of Europe having a desire for expansion after the Middle Ages
3) the development of commerce and trade which created greater interest in exploration
4) the value of and how to use maps and globes
5) the scientific and inte11ectura1 progress made prior to the period of exploration
6) the role the scientific and inte11ectura1 progress played in the desire for exploration
7) the cultural and economic status of Europe after the Middle Ages
8) how to relate current events to this period

3

LESSON 1:

ETV - THE STOllY OF AKEIlICA

TITLE:

EUIOPE AWAKENS

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the tele-lesson.)

1) Crusades 2) Renaissance

3) Travels of Marco Polo
4) Prince Henry's Navigation
School

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
Until the 1400's people knew only three continents - Europe, Asia, and Africa. Due to the Crusades the people of Europe became acquainted with the East and with Eastern luxuries. This desire for luxury and a need for new trade routes brought about an awakening in the search for education through art, literature, architecture, etc. The period that followed, then became known as the Renaissance, which means a period of awakening.

CONTENT:
The astrolabe and the compass, along with many other scientific discoveries enabled the European explorers to become more daring in their seafaring travels. The Crusades and the Renaissance both played an outstanding role in these and many other developments in this period of history. During this program the television teacher will show examples of the astrolabe and the compass, illustrating their effect on "future" European voyages. She will also discuss the desire for travel and luxuries brought about by the new awakening of this period.

WORDS TO DISCOVER: Renaissance

Crusades

astrolabe

compass

continent

FOLLOW-UP ACTIVITIES:
1) Ask the students to construct an astrolabe that might have been used during the Renaissance. Suggested materials are string, a ruler, and a protractor.
2) Ask the students to write a short story about one day in his or her life as a boy or girl during this period.

4

LESSON 1:

ETV - THE STORY OF AMERICA

TITLE:

EUROPE AWAKENS

CONTINUED:
3) Ask the students to compare our present day printing presses with the method of printing used before the l400's.
4) Ask your librarian to help you locate the book~ Concerning ~ Kingdom ~ Marvels of ~ East. and read to the class some of the adventure tales of Marco Polo.

5

LESSON 2:

En - THE STORY OF AMERICA

TITLE:

COLUMBUS' NEW WOlLD

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the te1e~lesson.)

1) Concepts of time and distance 2) Hardships of travel at this
time

3) Maps of this time
4) Life of Christopher
Columbus

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
Christopher Columbus came from a poor family and worked as an apprentice, learning to be a weaver like his father. He longed to be a sailor and first sailed on a ship when he was fourteen. Because of his many adventures of sailing on Portuguese ships he learned much about maps and believed the world was round. He encountered many problems and received much ridicule because of this and other such beliefs. His accomplishments were not really realized until long after his death.

CONTENT:
In this modern space age of jets, missles, and manned space crafts, it is sometimes difficult to imagine a land and sea exploration to be a dangerous one. However, the voyages made by Columbus and explorers like him were dangerous and complicated. The television teacher will tell the children many interesting facts pertaining to Columbus' voyage to the New World. She will try to give the children an idea of just how great a feat was this journey made by the man who wanted to prove the world was round. The television program will be concerned with the voyage itself, and the value of this voyage to the people of Columbus' time.

WORDS TO DISCOVER:

Explorer

naVigation

voyage

apprentice

FOLLOW-UP ACTIVITIES:
1) Ask the students to draw a map of the general concept of the world during this period of history.
2) Select some of the students to hold an imaginary conversation between Columbus and King Ferdinand and Queen Isabella when

6

LESSON 2:

ETV - THE STORY OF AMERICA

TITLE:

COLUMBUS' NEW WORLD

CONTINUED:
Columbus is presenting his idea and seeking their help.
3) Ask the students to read and find out about why Columbus was returned to Spain as a prisoner on his own ship.
4) Present this question to the students for discussion: '~ometimes the sailors fought among themselves on the ships. Can you give some reasons why they might have fought?"

7

LESSON 3:

ETV - THE STORY OF AMERICA

TITLE:

THE AGE OF EXPLORATION

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the tele-lesson.)

1) Vasco Da Gama 2) Balboa 3) Magellan 4) John Cabot

5) Vespucci 6) Coronado 7) Cortes 8) DeSoto

9) Pizarro

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
Many other explorers in addition to Columbus were responsible for helping the Europeans get a clearer pictu~ of the world. Some of them were: John Cabot, who reached the shQres of North America near New Foundland; Vasco Da Gama, who reached India by water; Amerigo Vespucci, who approached South America; Balboa, who discovered the Pacific Ocean; Ferdinand Magellan, whose crew sailed around the world; Cortes, who discovered and conquered Mexico; Pizarro, who conquered Peru; De Soto, who discovered the Mississippi River; and Coronado, who explored the Southwest.

CONTENT:
Many men played a great part in making our maps of today as thorough and accurate as they are. While it would be impossible to name all of them, we hope to bring to the attention of the student some of the explorations that contributed to the changes in the map. As we have already illustrated, until the 1400 l s the map of the world was relatively bare. Through the use of this map, the television teacher will illustrate to the children the change and expansion which came about due to the discoveries of the early explorers.

WORDS TO DISCOVER:

Expedition

geography

equator

exploration

FOLLOW-UP ACTIVITIES:
1) Ask the students to choose an explorer and trace his voyage on a map.
2) Ask the students to find out about how many men from the

8

LESSON 3:

ETV - THE STORY OF AMERICA

TITLE:

THE AGE OF EXPLORATION

CONTINUED:
original crew with Magellan made the complete journey around the world.
3) Select some students to hold a class debate concerning why or why not they would have wanted to be one of the crew members on one of these explorations.

9

LIBRARY MATERIALS FOR USE WITH UNIT I:

ETV - THE STORY OF AMERICA

*American Heritage Publishing Company, Inc. (editors), Discoverers of the ~ World
Baker, Nina Brown, ~ Story of Christopher Columbus
Buehr, Walter, The Spanish Conguistadores 1 North America
*Buehr, Walter, The World of Marco ~ Dalgliesh, Alice, ~ Columbus Story Dtaulaire, Ingrit and Edgar Parin, Columbus DuVoisin, Roger, ~ There Was America
*Epstein, Sam and Beryl, ~ First Book of Maps and Globes *Folsom, Franklin, ~ Explorations of America
Syme, Ronald, DeSoto, Finder of ~ Mississippi Syme, Ronald, Magellan, First Around ~ World *Winwar, Frances, Queen Elizabeth ~ ~ Spanish Armada

10

AUDIO-VISUAL MATERIALS

ETV - THE STORY OF AMERICA

UNIT 1:
"Age of Discovery", YA, 5448 "Age of Discovery: English, French, and Dutch Exploration", Coronet,
2438 ( Note: jh-sh) "Discovery and Exploration", EBF, 111 ''Maps and Their Uses", Coronet, 2291 ''Marco Polo's Travels", EM, 8626 (Note: jh-sh) "Path of Columbus", 8M, 4486 "Renaissance, The", Coronet, 2216 (Note: jh-sh)

11

UNIT II:

ETV - THE STORY OF AMERICA

TITLE: .

CULTURES OF EARLY AMERICA

Lesson 4: Lesson 5: Lesson 6: Lesson 7: Lesson 8: Lesson 9:

People of the Americas Spanish Missions New France The Money Crop The First Written Document The Massachusetts Bay Experiment

OBJECTIVE OF THIS UNIT:
Children should learn and understand
1) the reasons the early settlers wanted to come to the New World
2) the rivalry felt among European nations to settle in the New World
3) the differing reasons why the Spanish, French, and English explorers were sent to the New World
4) the problems faced by the early settlers in their new environment
5) the contributions, as well as the problems, resulting from the Indians already inhabiting the New World
6) the need for some form of government in the early settlements
7) the cultures present within our nation as a result of the early settlers in the New World
8) the economic and social development of the new colonies
9) how to relate current events to this period

12

LESSON 4:

ETV - THE STORY OF AMERICA

TITLE:

PEOPLE OF THE AMERICAS

PREPARATION: (Student should have an understanding of the following areas as a preparation for the te1e-1esson.)
1) Concept of direction - North, East, South, and West
2) Indian civilization in the Americas

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION~ It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
The Iroquois Indian lived in the Eastern woodlands; the T1ingit Indian lived in the Pacific Northwest; the Pueblo Indian lived in the dry Southwest; and the Plains Indian lived in the Plains area. The Maya Indian was in South America, and from this civilization the Aztec and Inca Indians gained much knowledge.

CONTENT:
This program will include a discussion of the Indians who were already living in America, with special attention to the likenesses and differences of the four main tribes mentioned above. The television teacher will give the students some insight as to the sociological and geographical differences of each of the four tribes. The needs of each tribe as well as the geography and climate had a great deal to do with their way of life in each case.

WORDS TO DISCOVER:

primitive

legend

tribe

FOLLOW-UP ACTIVITIES:
1) Ask the students to make a scale model of an Indian reservation.
2) Ask the students to read a biography of their favorite Indian and make a report to the class.
3) Ask some of your students to draw a picture of one particular type of Indian and let the other students guess the tribe of each. Be sure to remind the "artists" to include something indicative of the tribe he chooses.

13

LESSON 4:

ETV - THE STORY OF AMERICA

TITLE:

PEOPLE OF THE AMERICAS

CONTINUED:
4) Ask some of the students to make a bulletin board of some pictures of North and South American Indians.

14

LESSON 5:

ETV - THE STORY OF AMERICA

TITLE:

SPANISH MISSIONS

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the te1e-1esson.)

1) English Sea Dogs

3) Spanish Armada

2) Rivalry between Spain and Portugal

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION~ It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
The Spanish king claimed ownership to the new lands as they were discovered, then rewarded some of his loyal subjects by giving them large pieces of land to form communities and farm towns. The Spanish built many churches and monasteries, had prosperous cities and estates. They raised grain, sugar, and cattle in the New World. Valuable cargoes were sent to Spain from America.

CONTENT:
The sociological effect the Spanish had on the New World will be illustrated by the many towns and missions they built. We will look at the establishment of these missions, when and why they were built. We will also discuss some of the Spanish architecture and its influence on the world today. The television teacher will help the children see the Spanish culture and influence through the missions and other establishments characteristic of the Spanish.

WORDS TO DISCOVER: colonization

farm town

haciendas

customs

FOLLOW-UP ACTIVITIES:
1) Teach the students some Spanish songs and dances. Perhaps the music teacher can help you with this.
2) Ask the students to read and report on one of the legends of a lost treasure.
3) Ask the students to make a list of some of the things a Spanish ship might have transported from America to Spain.
4) Hold a class discussion on the English Sea Dogs. Ask the students

15

LESSON 5:

ETV - THE STOR.Y OF AMElUCA

TITLE:

SPANISH MISSIONS

CONTINUED:
to say why or why not they might have been one, had they lived at that time.

16

LESSON 6:

ETV - THE STORY OF AMERICA

TITLE:

NEW FRANCE

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the tele-1esson.)

1) Cartier 2) Champlain 3) La Salle

4) map of Canada 5) impending conflicts between
France and Great Britain

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
The French, too, had a desire for some land in the New World. The French king sent out explorers, such as Jacques Cartier, who sailed up the St. Lawrence River as far as where Montreal now stands. Soon after this Champlain founded the first French colony (in 1608) in what is presently Quebec. La Salle, another French explorer floated down the Mississippi River and named Louisiana after his French King Louis XIV.

CONTENT:
The television teacher will illustrate to the students the French influences still seen in America today. She will discuss some of the reasons why the French might have chosen the particular territory in which they settled. She will discuss the economic reasons for the French settlements and their profit making efforts such as fur-trading, trapping, and logging.

WORDS TO DISCOVER.:

upstream

downstream

tributaries

FOLLOW-UP ACTIVITIES:
1) Ask the students to make a list of the many French names that have been given to places in our country.
2) Allow the students to select one of the great Spanish or French explorers and pretend that they accompanied him in his explO1.4 a.tions. Ask them to keep a diary of their adventures to read to the class at a later date.
3) Ask the students to trace La Salle's journey on a mapo

17

LESSON 7:

ETV - THE STORY OF AMERICA.

TITLE:

THE MONEY CROP

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the tele-lesson.)

1) London Company 2) King James I

3) first representative government

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
The English also wanted to settle in the New World. King James I gave some London merchants his permission to begin a colony in America. These merchants formed the London Company and sponsored some settlers on a journey to the spot they named Jamestown after their king. It was here that the Virginians, as they soon became known, established the first representative government. Although the colony eventually became a royal colony, the settlers still tried to maintain a "voice" in their government. The settlement of Jamestown struggled for quite some time before it finally began to thrive and grow.

CONTENT:
The television teacher will give the children a clearer understanding of the importance of this first settlement and of the hardships these settlers faced. The economic structure of this colony will be seen through the development of tobacco as a cash crop. The story of John Rolfe's tobacco plant will be discussed, for it was this plant that finally made the failing first English colony come to life again.

WORDS TO DISCOVER: London Company

colony

settlement

FOLLOW-UP ACTIVITIES:
1) Let the class write one letter to the Chamber of Commerce in Jamestown seeking information on Jamestown restored.
2) Invite to your class a guest speaker who has been to Jamestown.
3) Hold a class discussion on why the House of Burgesses is usually thought of as the beginning of self-government in America.

18

LESSON 8:

ETV - THE STORY OF AMERICA

TITLE:

THE FIRST WRITTEN DOCUMENT

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the tele-1esson.)

1) Pilgrim journey to Holland 2) Voyage on the Mayflower

3) religious feelings of the Pilgrims

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
The Pilgrims first went to Holland seeking a new way of life. They remained in Holland for many years before they finally made the long voyage to the New World. Unlike the London Company settlement, they sailed to America primarily for religious reasons. Because all of the participants in the voyage were not Pilgrims, it was necessary for them to agree on a set of rules to establish peace once they landed. This resulted in the Mayflower Compact, the first written document in America.

CONTENT:
The Mayflower Compact set up "just and equal laws" by which the Pi1.. grims and Strangers might govern themselves. We will look at the meeting held to approve the Mayflower Compact, some of the reasons for its necessity, some of its implications, and at the signing and major signers of the Mayflower Compact.

WORDS TO DISCOVER: Mayflower Compact

~eparatists

document

FOLLOW-UP ACTIVITIES:
1) Ask the students to write a brief story about why each of them, as the King of England, would have or would not have let the Pilgrims come to America.
2) Let the children draw or construct a xep1ica of the Mayflower.
3) Discuss with your class some of the now famous personalities among the Pilgrims. Ask the children to tell you why these personalities might have been important to the survival of the settlers.
4) Ask the students to write and present a skit about the first Thanksgiving Day in America.
19

LESSON 9:

ETV - THE STORY OF AMERICA

TITLE:

THE MASSACHUSETTS BAY EXl'"ElUMENT

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the tele-lesson.)

1) the establishment of the Puritan colony 2) the Puritan beliefs

3) The Massachusetts Bay Company

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
The Massachusetts Bay Company was formed in England where the Puritans secured a charter to settle in New England. It was this group of settlers, led by John Winthrop, who established their colony near Boston. Because of the strong religious views of the Puritans, Roger Williams soon disagreed with many of the rules of this new settlement and was exiled. Soon after he was exiled he established the colony of Rhode Island. Others were exiled from the colony for not agreeing with some of the rules set up by the Puritans.

CONTENT:
The telecast will include a discussion of the Massachusetts Bay Colony Experiment as a new Bible commonwealth. We will look at the influence John Winthrop had in the development and success of the colony.

WORDS TO DISCOVER: Puritan exile

FOLLOW-UP ACTIVITIES:
1) Ask the students to discuss reasons for being a Puritan or a Pilgrim.
2) Ask the children to draw or make a Puritan or Pilgrim costume and explain the difference.
3) Discuss with your class some of the people who were exiled from the Massachusetts Bay Colony. Ask the students to express their views on who was "rightll

20

LIBRARY MATERIALS FOR USE WITH UNIT II: ETV - THE STORY OF AMElUCA
*American Heritage Publishing Company, Inc., ~ Pilgrims and Plymouth Colony
Bonner, Mary Graham, Canada and ~ Story Buehr, Walter, The French Explorers in America
Bulla, Clyde Robert, Sguanto~ Friend f ~ White Man
Hall=Quest, Olga W., How ~ Pilgrims ~!Q. Plymouth *Hall-Quest, Olga W., Jamestown Adventure
Hays, Wilma Pitchford, Christmas ~ Mayflower Jackson, Shirley, The Witchcraft of Salem Village Lenski, Lois, Puritan Adventure *McNeer, May and Ward, Lynd, ~ American Indian Story Meadowcroft, Enid La Monte, The First ~ *Meigs, Cornelia, ~ Wind !Q. Virginia Rich, Louise Dickinson, The First ~ of the Early Settlers
*Ross, Frances Aileen, The ~~ People f Canada Syme, Ronald, Cartier. Finder f the St. Lawrence
Syme, Ronald, Champlain of the St. Lawrence Syme, Ronald, Cortes of Mexico
21

AUDIO-VISUAL MATERIALS

ETV - THE STORY OF AMERICA

UNIT II:
"Beginning at Plymouth Colony"" NEP, 4249 "Early American Civilizations", Coronet, 2926 "French Exploration in the New World", Coronet, 2501 "Jamestown Colony, The", Coronet, 2893 "Jamestown (The First English Settlement in America)"" EBF, 8716 ''Mayflower, The", Pathe" 3922 "Plymouth Colony: The First Year", Coronet, 2836 "Puritan Family of Early New England", Coronet, 2446 "Spain in the New World: Colonial Life in Mexico", EBF, 8811

22

LESSON 10:

ETV - THE STORY OF AMElllCA

TITLE:

CAPTAIN JOHN SMITH AND THE WORLD HE KNEW (A Recapitulation)

PREPARATION: .

(Student should have an understanding of the following areas as a preparation for the tele-lesson.)

1) Jamestown settlement, 1607 2) Pocahontas

3) Brief biography of Captain John Smith

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
Like many of the explorers we have discussed, Captain John Smith had an adventuresome spirit. He wrote many tales of his travels throughout the world long before coming to Jamestown. Captain John Smith was a member of one group of settlers sent to the New World by the London Company. He was a strong leader and helped keep the colony from starving and failing. He became friendly with the Indians and they in turn agreed to trade with the new sett1ers.- It is said that Pocahontas once saved his life.

CONTENT:
It is our belief that many elementary students seem to find it difficult to correlate events around the world with the events of the period of history they are studying. For this reason, as well as the value of the information, this program will be devoted to events of history that occurred during various periods in the lifetime of Captain John Smith (1580-1631). The program will not include a biography of Captain John Smith, but simply use Captain John Smith as a personality around which to build the events of history during this period.

WORDS TO DISCOVER:

rescue

trade

FOLLOW-UP ACTIVITIES:
1) Ask the students to read and report to the class on a biography of a contemporary of Captain John Smith.
2) Ask the students to do research work on the story of Pocahontas saving the life of Captain John Smith. Some books suggest that it is just a "tall tale". Ask the children to decide what they think.

23

LESSON 10:

EN - THE STORY OF AMERICA

TITLE:

CAPTAIN JOHN SMITH AND THE WORLD HE KNEW (A Recapitulation)

CONTINUED:
3) Ask the librarian to help you find some of the adventure tales written by Captain John Smith.
4) Let some of the students tell the class how they might have solved some of the problems the new settlers faced.

24

UNIT III:

ETV - THE STORY OF .AMERICA

TITLE:

ENVIRONMENT OF EARLY AMERICA

Lesson 11: Lesson 12: Lesson 13: Lesson 14: Lesson 15: Lesson 16: Lesson 17: Lesson 18: Lesson 19: Lesson 20:

The Georgia Experiment Education in the Colonies The Role of Water in the New World The Role of Land in the New World Houses in the New World The Arts in the Colonies The City Life The Frontier Life The People of the New World A Boyt s View of America

OBJECTIVE OF THIS UNIT:
Children should learn and understand
1) American arts of this period
2) the influence of climate, geography, and natural resources on the development of a colony
3) the need for further education as was discovered by the colonists
4) the influence of the frontier and its relation to the growth of democratic ideals and principles
5) the social and economic conditions of the colonists as they settled in the New World
6) the influence of the many nationalities and faiths as they arrived in the New World
7) the necessity for the colonists to create their own "luxuries" of living according to the demands of the period,
8) how to relate current events to this period

25

LESSON 11:

ETV - THE STOR.Y OF AMER.lCA

TITLE:

THE GEORGIA EXPERIMENT

PREPARATlON:

(Student should have an understanding of the following areas as a preparation for the te1e~lesson.)

1) King George II

2) Life of James Oglethorpe 3) "Buffer State"

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.
James Oglethorpe wanted to help the debtors in English prisons who were unable to pay back their debts. He sought the help of the King of England to start a colony north of Florida. The king gave his permission and gave them some money. The colony was named Georgia in honor of the king, George II. The colonists sailed on the ship Anne, and named the port at which they landed Savannah. Soon many people, not all of them debtors, came to Georgia to settle. The Colony of Georgia was settled as a sort of "dreamland" under the complete organization and control of England, generally referred to as the Georgia Experiment.

CONTENT:
This program will include a comparison of the Georgia Experiment and the Massachusetts Bay Colony Experiment. We will discuss the influence the Georgia Experiment played on the settlement of the New World.

WORDS TO DISCOVER:

debtor

buffer state

FOLLOW-UP ACTIVITIES:
1) Ask the students to see what they can find out about the first settlers of their community and report to the class.
2) Ask the students to draw a map of Georgia and locate the major cities in order of their settlement.
3) Discuss with the class the reasons the debtor was unable to pay back his money. "How could this situation have been corrected?", might be a question to encourage the discussion.

26

LESSON 12:

ETV - THE STORY OF AMERICA

TITLE:

EDUCATION IN THE COLONIES

PREPARATION:
(Student should have an understanding of the following areas as a preparation for the tele-lesson.)
1) Need and difficulty in obtaining knowledge and education

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
Massachusetts was the first colony to require the colonies to have schools, but there was a need for education in all the colonies. The colonists wanted their children to learn to read, primarily for religious reasons so they could read the Bible, and the students were often taught from the Bible. The ministers were often teachers, as were some ladies whose schools were called "dame schools'!. The schools were usually one-room buildings with dirt floors and the heating was often poor.

CONTENT:
The television teacher will discuss the different types of schools and the structure of education in the colonies. We will look at the types of books, such as the hornbook, and some of the subjects taught. Though we will acknowledge the establishment of the early colleges, we will concern ourselves primarily with the elementary school age since this would most probably be more interesting to the fifth grade child.

WORDS TO DISCOVER:

hornbook

scholar

FOLLOW-UP ACTIVITIES:
1) Ask the students to compare their schools with the schools of the colonial period.
2) Ask the students to find pictures of the various books, papers, etc. that were used as instructional materials during the colonial period.

27

LESSON 13:

ETV - THE STORY OF AMERICA

TITLE:

THE ROLE OF WATER IN THE NEW WORLD

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the tele-lesson.)

1) New England colonies 2) Middle colonies

3) New England Confederation 4) Connecticut's Fundamental
Orders

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)

Like Roger Williams, another member of the Massachusetts Bay Colony, Thomas Hooker led some of the settlers to start their own colony of Connecticut. The people of this colony set up their own constitution known as the Fundamental Orders. It was the first written constitution in America. New Hampshire, too, was a branching off of some of the followers of John Wheelwright, who was exiled by the Puritans.
In 1643 the New England colonists met together to form the New England Confederation. Though it failed, it was the first attempt toward a union among the colonies.
Soon after New England had been founded, other English colonists, as well as settlers from other countries, came to America. Because the Atlantic coast was already being settled, these people established the Middle Colonies of New York, Delaware, New Jersey and Pennsylvania. (Maryland is sometimes referred to as a middle colony and sometimes a southern one, depending on the reference boo~.)

CONTENT:
The television teacher will discuss the importance of water to the colonies. This natural resource was often the deciding factor in the location of colonies, both as a harbor and as an outlet to other parts of the country. It was often a means of livelihood for it was necessary to the growth of crops, for trading with other parts of the country, and of course, for fishing. Water was used in communication and transportation activities, too. The television teacher will discuss with the students the important role water has played in the development of our country.

WORDS TO DISCOVER: natural resource

transportation 28

LESSON 13:

&TV - THE STORY OF AMERICA

TITLE:

THE ROLE OF WATER IN THE NEW WORLD

CONTINUED:

FOLLOW-UP ACTIVITIES:
1) Ask the students to find out the chemical formula for water. Hold a class discussion on the meaning of this formula.
2) Plan a class trip to the city water works in your city.
3) Ask the students to make a list of the many ways they see water being used in one day. (cooking, drinking, fishing, boating, etc.)

29

LESSON 14:

ETV - THE STORY OF AMERICA.

TITLE:

THE ROLE OF LAND IN THE NEW WORLD

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the tele-lesson.)

1) Southern Colonies

2) Types of land in various parts of country

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
In the Southern colonies - Virginia, the Carolinas, Georgia, and Maryland (sometimes referred to as a Middle Colony; see note in previous lesson) - most of the people lived on plantations or farms. Tobacco was the main crop of Virginia, while rice and indigo were the main crops of Carolina, and Georgia grew cotton. Carolina was originally one colony and later divided into two colonies. In many cases the land was the element that helped the colonies survive because they had to grow their own crops. The New England and Middle Colonies, though enjoying a great deal of farming, were leading themselves to more industrialization. Lumber, for example, came from trees grown on the land.

CONTENT:
The television teacher will discuss the economic and geographical factors involved in those territories where land was a sustaining aspect in the settlement and survival of colonies. She will discuss with the students the value of this natural resource and will help them understand how important the role of land was to the early settlers. It was often the means of livelihood, for what the settlers obtained from land was sometimes their only export. Land, too, was a means of communication and transportation.

WORDS TO DISCOVER:

plantation

naval stores

real estate

FOLLOW-UP ACTIVITIES:
1) Ask the students to find out about the real estate value of land in your community.
2) Invite someone who farms to your class to talk with the children about the climate and its effects on crop raising.
30

LESSON 14:

ETV - THE STORY OF AMERICA

TITLE:

THE ROLE OF LAND IN THE NEW WORLD

CONTINUED:
3) Discuss the modern methods of irrigation and compare them with colonial times.

31

LESSON 15:

ETV - THE STORY OF AMERICA

TITLE:

HOUSES IN THE NEW WORLD

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the te1e-lesson.)

1) Colonial needs and activities

2) The role of the environment played in the lives of colonists

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATIONo It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
As we have already seen, the colonists settled in thirteen colonies. The types of houses they built, the clothing they wore, the economic organization, and the general way of life was determined by their old world background, their new environment, and of course, their needs.

CONTENT:
The television teacher will trace the development of the houses beginning with the log cabin, which# of course, was the usual type of house built by the early settlers. The log cabin most prob~ ably originated becuase the early settlers needed shelter as quickly as they could build it. They picked the straightest trees, smoothed them on the sides and built their log cabins. Later, houses became more distinctive according to the geographical location and the way of life. The cities of Philadelphia and Savannah were planned and their houses were of a material different from the early log cabin. The television teacher will discuss these ideas and many others with the students, paying special attention to the effects of geographic location, climate, social and economic conditions of the colonies.

WORDS TO DISCOVER:

building

floor plan

FOLLOW~UP ACTIVInES:
1) Ask the students to find out what materials are included in their own homes.
2) Ask some of the students to make a minature of the early houses ~

32

LESSON 15:

EN - THE STORY OF AMERICA

TIUE:

HOUSES IN THE NEW WORLD

CONTINUED:
perhaps some of them could make a log cabin~ some a two-room brick house, some a plantation.
3) Ask the students to study the means of heating and cooling in houses today as compared with the same in colonial times.

33

LESSON 16:

ETV - THE STORY OF AMERICA

TITLE:

THE ARTS IN THE COLONIES

PREPARATION:
(Student should have an understanding of the following areas as a preparation for the tele-lesson.)
1) the meaning of the term "the arts", Le., art, music literature, etc.

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
We have already discussed the schools in the colonies, and in doing so we learned that there was little opportunity for the study of the arts. The early schools concentrated on the classics along with the three "R's". The arts in early America were to be found in everyday life as opposed to formal training in the schools.

CONTENT:
This program will consist of a closer look at the arts in the colonies. We will look at the music of the day, the types of literature read and written during this period, and the art of this period.

WORDS TO DISCOVER:

literature

"the arts"

FOLLOW-UP ACTIVITIES:
1) Ask your librarian to help you find some literature of the colonial period.
2) Read to your class some of the colonial stories.
3) Ask the students to draw a typical colonial family reading and studying together.

34

LESSON 17:

ETV ~ THE STORY OF AMERICA

TITLE:

THE CITY LIFE

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the tele-lesson.)

1) how a city is planned

2) urban development

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION~ It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
Many of the colonies soon developed into larger cities. The social and economic conditions of these colonies were quite different from the less populated ones. The development of the individual cities depended to a large degree on the geographic location and to a lesser degree on the purpose for which they were settled.

CONTENT:
This program will deal primarily with the major cities from among the thirteen original colonies. We will look at the plans by which the cities were organized, and at their internal structure and de= velopment. We will discuss with the students the major industries of these cities and consider them as they are today, compared with their existence during the colonial period.

WORDS TO DISCOVER: urban development

city council

mayor

population

FOLLOW~UP ACTIVITIES:
1) Plan a visit to the City Hall in your community and see what information you can obtain about your cityt s government and the plans for your cityt s growth.
2) Ask the students to find out about the population of their community and compare with the county and state population.
3) Ask the students to find out about the major industry of their community.

35

LESSON 18:

ETV - THE STORY OF AMERICA

TITLE:

THE FRONTIER LIFE

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the te1e-1esson.)

1) Reasons for moving West

2) Frontier developments through the use of maps

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
The coastline and the middle colonies were becoming more and more populated. A restlessness developed among some of the settlers a restlessness that required them to seek more land and more space. From this~ then~ resulted the Frontiersman whose rugged spirit allowed him to move westward into unexplored territory. The spirit felt by the frontiersman has often been called a contributing factor in America's spirit of democracy.

CONTENT:
The television teacher will discuss with the students the theory that the spirit of democracy was developed in the frontier life. She will discuss the type of life the frontiersman led and his reasons for wanting to push westward. We will be using Daniel Boone to illustrate the character of the frontiersman. This will not, however, be a biography of Daniel Boone.

WORDS TO DISCOVER:

frontier

App1achian Mountains

FOLLOW..UP ACTIVITIES:
1) Ask your students to write why they, if they had lived at this time, would or would not have liked to be a frontiersman.
2) Ask the librarian to help you find some books concerning frontiersmen (other than Daniel Boone), and read one to the class.
3) Ask the students to draw pictures of the frontiersman and of the city dweller. Be sure to make distinctions in the clothing each wore.

36

LESSON 19:

ETV - THE STORY OF AM.E1lI.CA

TITLE:

THE PEOPLE OF THE NEW WORLD

PREPARATION:
(Student should have an understanding of the following areas as a preparation for the te1e-1esson.)
1) Locations settled by different nationalities and faiths 2) Concept of how America is made up of many nationalities
and faiths living democratically together

TELECAST INTR.ODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
Now that we have seen the means of livelihood for many of the colonies, their recreation, their houses, and many of their problems, let's look at the people themselves. As you know, many nationalities and faiths came to the New World. For this reason, as well as because the migration continued, America is sometimes called the ''melting potll of the world.

CONTENT:
The television teacher will discuss the different nationalities and faiths among the early settlers. We will look at the Dutch, who first settled New Amsterdam as a fine fur-trading post. We will look at Maryland which was largely established as a place of refuge for the Catholics. The main settlers of New Jersey and Delaware, who were from Sweden and Holland, will be discussed. We will discuss these people and their nationalities in respect to the social and cultural conditions that resulted from their old country background and their new environment.

WORDS TO DISCOVEB.: Nationality

lleligious sect

FOLLOW-UP ACnVITIES:
1) Ask the students to find a picture of the early harbor of New Amsterdam and compare it with the present New York harbor.
2) Ask the students to select one nationality or religion other than their own and report to the class about their likenesses and differences.
3) Ask the students to trace their ancestry to discover what colony

37

LESSON 19:

ETV - THE STORY OF AMERICA.

TITLE:

THE PEOPLE OF THE NEW WOIU.D

CONTINUED:
they might have belonged to, had they come to the New World during colonial times.

38

LESSON 20:

ETV - THE STORY OF AMERICA

TITLE:

A BOY'S VIEW OF AMERICA

PREPARATION:
(Student should have an understanding of the following areas as a preparation for the tele-lesson.)
1) Activities a boy or girl may have shared with their family

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
Suppose you had been a boy or girl living during the colonial period. How do you suppose you might have lived? What chores might you have had? Letts look at another boyt s view of America during the colonial period.

CONTENT:
This program will be concerned with what a boy's view of America during the colonial period might have been. We will look at colonial life as a boy might report it in his diary.

WORDS TO DISCOVER:

duties

chores

furniture crafts

FOLLOW-UP ACTIVITIES:
1) Select some students to act out a typical day in a colonial child's life.
2) Ask some of the students to report on the furniture of this period.
3) Ask the students to write their own diary about a day in colonial times.

39

LIBRARY MATERIALS FOR USE WITH UNIT Ill: ETV - THE STORY OF AMERICA
*Bailey, Carolyn Sherwin, Pioneer Art in America
- - - - - Bakeless, John, Fighting Frontiersman: The Life of Daniel Boone
Brown, John Mason, Daniel Boone: ~ Opening i the Wilderness *Carroll, Mary Taylor, ~ ~ ~ Dared 1:2. ~
Dalgliesh, Alice, America Travels: ~ Story i a Hundred Years of Travel
in America DeAngeli, Marguerite, Elints Amerika DeAngeli, Marguerite, Hennerts Lydia DeAngeli, Marguerite, Jaredts Island DeAngeli, Marguerite, ~ Hannah
*Foster, Genevieve, ~ World 2i Captain d2ha Smith
- - - *Harmer, Mabel, True Book of Pioneers
Parks, Aileen Wells, James Oglethorpe: Young Defender Peare, Catherine Owens, William Penn
Rachlis, Eugene, ~ Voyages 2i Henry Hudson
- -- Smith, F. Co, The First -B-oo.k. of "W"--a-..t-e--r.
*Speare, Elizabeth George, Life in Colonial America
Syme, Ronald, dhg Smith of Virginia
40

AUDIO-VISUAL MATERIALS

ETV - THE STORY OF AMElUCA

UNIT III:
IlCaptain John Smith: Founder of Virginia", ERF, 8635 "Colonial Life in the Middle Co1onies ll , Coronet, 2447 IlCo1onia1 Life in New Eng1and~' Coronet, 2448 IlCo1onia1 Life in The South", Coronet, 2951 "Colonial Livingll , IFB, 4639 IlSavannah", ISF, 25162 "Your Friend, The Soil", EBF, 813 IlYour Friend, The Waterll , EBF, 814

41

UNIT IV:

ETV - THE STORY OF AMERICA.

TITLE:

AMERICA. SEEKS FREEDOK

Lesson 21: Lesson 22: Lesson 23: Lesson 24: Lesson 25: Lesson 26.

A Visit With Benjamin Franklin Freedom of the Press The Story of a Patriot The Minutemen Implements of the Revolution Important Women of Early America

OBJECTIVE OF THIS UNIT:
Children should learn and understand
1) the new ideas of freedom and self-government conceived by the colonial Americans
2) the difference between the basic rights the colonists had inherited from England and their desire for se1f~government
3) the influence of the frontier on the democratic spirit
4) the social, political, and economic conditions of the colonies prior to the Revolution
5) the causes and effects of the American Revolution
6) the meaning of representation
7) the effects of the English powers upon the colonies
8) how to relate current events to this period

42

LESSON 21:

ETV - THE STORY OF AMERICA

TITLE:

A VIsIT WITH BENJAMIN FRANKLIN

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the tele~lesson.)

1) Early life of Benjamin Franklin

2) Events leading up to disagreements between England and the colonies

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
Benjamin Franklin is often referred to as the "first Civilized American". He was an outstanding individual who achieved greatness in education, science and public affairs. He did much to try to maintain peace among the new nations.

CONTENT:
This program will consist of an imaginary visit with Benjamin Franklino Through this visit, we hope to give a good character portrayal of Benjamin Franklin himself, and help the children to see him for the great American he was. The program will be an "autobiography" of Benjamin Franklin.

WORDS TO DISCOVEll: Philadelphia Academy

diplomat

negotiation

FOLLOW-UP ACTIVITIES:
1) Ask the students to read and report to the class on a contem~ porary of Benjamin Franklin.
2) Hold a class discussion on why publications (books, newspapers, literature, etc.) are an important part of our American heritage.
3) Ask the students to make a list of other Itpioneers" of education in America.

43

LESSON 22:

ETV - THE STORY OF AMERICA

TITLE:

FREEDOM OF THE PRESS

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the tele~lesson.)

1) John Peter Zenger

2) Meaning of freedom of the press

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
In 1734 John Peter Zenger, a German printer and editor of the ~ ~ Weekly Journal, was brought to trial for publishing attacks against the British. He was defended by one of the most famous lawyers of colonial days, Andrew Hamilton of Philadelphia. Zenger was acquitted in 1735 and thus laid the groundwork for freedom of expression that many of the colonists were seeking.

CONTENT:
This program will include a narrative of the court trial of John Peter Zenger, who helped the colonists gain their freedom of expression.

WORDS TO DISCOVER:

trial

acquittal

FOLLOW-UP ACTIVITIES:
1) Ask the class to discuss the trial. Suggest that they hold an imaginary trial in the classroom on a similar issue.
2) Plan a visit to the newspaper office in your community.
3) Ask someone who works on a newspaper to come speak to your class.

44

LESSON 23:

ETV - THE STORY OF AMERICA

TITLE:

THE STORY OF A PATRIOT

PREPARATION:
(Student should have an understanding of the following areas as a preparation for the te1e-1esson.)
1) Acts passed by the English restricting the colonies 2) Outstanding Patriots who were opposed to these acts

TELECAST INTRODucnONt
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
The men who spoke out about the rights of the colonists were called Patriots. Many of the colonists did not want to fight with their mother country, but simply wanted to attain more freedom of se1fgovernment. Some of the men who were major participants in this untiring struggle for an independent America were John Adams, Patrick Henry, John Hancock, Samuel Adams, Joseph Warren and James Otis.

CONTENT:
This program will include a brief look at some of the atriots and their beliefs. We will not attempt to explain in detail the reasons for their grievances, nor their actions toward expressing their grievances. We will simply take a brief look at the facts and the people involved.

WORDS TO DISCOVER:

Patriot

independence

Parliament

liberty

FOLLOW~UP ACTIVITIES:
1) Ask the students to write a brief explanation about why they would or would not have taken the position of the Patriots had they lived at that time.
2) Ask the students to prepare a short speech they might have made on the rights of the colonists.
3) Choose some of the other famous Patriots and ask the students to report on them.

45

LESSON 24:

ETV - THE STORY OF AMERICA

TITLE:

THE MINUTEMEN

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the tele-lesson.)

1) Samuel Adams 2) Paul Revere 3) Dr. Samuel Prescott

4) William Dawes
5) First years of the Revolutionary War
6) Committees of Correspondence

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
The Colonial Minutemen were organized on the basis of their needs and the implements they had available. Their uniforms were indicative of the location in which they lived. Each group was organized solely as protectors of their own colony, not willing to venture to further territory.

CONTENT:
This program will include a brief look at the history of the Minuteman; the influences the Minuteman had on armies and types of warfare. We will discuss the roles Samuel Adams and others played in the formation of the Minuteman.

WORDS TO DISCOVER:

Minutemen

spy

correspondence

FOLLOW-UP ACTIVITIES:
1) Ask the students to imagine themselves newspapermen and write an article that might have appeared in the paper around this time.
2) Ask the students to read and report on other American spies of this period.
3) Ask the students to memorize and say with expression "The Midnight Ride of Paul Revere" by Longfellow.

46

LESSON 25:

ETV - THE STORY OF AMERICA

TITLE:

IMPLEMENTS OF THE REVOLUTION

PREPARATION:
(Student should have an understanding of the following areas as a preparation for the tele~lesson.)
1) Men of the Revolution such as La Fayette~ George Rogers Clark~ John Paul Jones~ and Benedict Arnold
2) Battles of the Revolution

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION o It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
"The shot heard Iround the world" was fired on April 18, 1775. It is not known who fired that first shot, which began the fighting of the American Revolution. The war was long and difficult, but the colonists fought diligently and finally on October l7~ 1781 the British waved a white flag indicating that Cornwallis was ready to talk of surrender.

CONTENT:
This program will deal with the development and improvement of the implements of the Revolutionary period. Many of the early implements varied according to where they were made and by which groups of colonists. We will not discuss the war itself, merely trace the implements of that time.

WORDS TO DISCOVER:

surrender

conquered

traitor

Bonhomme Richard

FOLLOW-UP ACTIVITIES:
1) Ask the students to choose one of the battles of the American Revolution and tell what strategic moves they might have made had they been in command on either side.
2) Ask the students to locate on a map the places where the major battles were fought.
3) Select some students to make a bulletin board using some pic~ tures of the Revolutionary War.

47

LESSON 26:

ETV - THE STORY OF AMERICA

TITLE:

IMPORTANT WOMEN OF EARLY AMERICA

PREPARATION:
(Student should have an understanding of the following areas as a preparation for the te1e-1esson.)
1) General concept of the role of women in Colonial America

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATIONo It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
Through the history of the settling of the first thirteen colonies men have played an important ro1e~ but women~ too~ had their place in the settling of the New World. From the moment the first woman set foot on the shores of Jamestown through the Revolutionary War and on? women have had a great influence on History.

CONTENT:
This program will include a discussion of some of the important women of early America. While we cannot consider all of the important women, we will discuss the lives and deeds of Pocahontas, Betsy Ross, Molly Pitcher and others.

WORDS TO DISCOVER: heroine

FOLLOW-UP ACTIVITIES:
1) Ask the students to report on other famous American women.
2) Allow some of the students to participate in a skit? each playing the part of a famous man or woman of the colonial period. Let the remaining students guess the personalities the "actors" are portraying.

48

LIBRARY MATERIALS FOR USE WITH UNIT IV: ETV - THE STORY OF AMERICA
Bliven~ Bruce, Jr., The American Revolution *Brown, Marion Marsh, Young Nathan *Cook, Fred (adapted by)~ The Golden ~~ the American Revolution
Daugherty, James H.~ ~ Richard *Forbes, Esther, Johnny Tremain
Fisher, Dorothy, Paul Revere and .fu Minute ~
Galt, Thomas Franklin~ Peter Zenger, Fighter for Freedom Kelly, Regina Z., ~ Revere~ Colonial Craftsman
*Lens, Sidney, ! Count! is ~
Mayer, Jane Rothschild, Betsy ~ and the Flag McKown, Robin, Benjamin Franklin
Morris, Richard B., First -Bo.o.k .o-f -th-e American Revolution
Nolan, Jeannette Covert, Benedict Arnold: Traitor! his Country Seymour, Flora Warren, Pocahontas: Brave Girl Sperry, Armstrong, John Paul Jones, Fighting Sailor Stevenson, Augusta, Molly Pitcher Stevenson, Augusta, Nathan ~ Weil, Ann, Betsy R.oss 1 Girl of Old PhiladelRhia Wilkie, Katharine, Boy ~ the Old Northwest
49

AUDIO-VISUAL MATERIALS

ETV - THE STORY OF AMERICA

UNIT IV:
"American Revolution", EBF, 8577 'lMidnight Ride of Paul Revere, The", Coronet, 2592 ''Midnight Ride of Paul Revere, The", EBF, 1559 "Soldier of the Revolution", Churchill - Wexler, 25308

50

LESSON 27:

ETV - THE STORY OF AMERICA

TIUE:

GEORGE WASHINGTON AND THE WORLD HE KNEW (A Recapitulation)

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the tele-lesson.)

1) Valley Forge 2) Revolutionary War

3) Brief Biography of George Washington

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
We have already studied about George Washington and we know much about his life. We have learned that he was called the "Father of his Country". He was truly a great American and served his country in many outstanding ways.

CONTENT:
It is our belief that many elementary students seem to find it difficult to correlate events around the world with the events of the period of history they are studying. For this reason~ as well as the value of the information~ this program will be devoted to events of history that occurred during various periods in the lifetime of George Washington (1732-1799). The program will not include a biography of George Washington~ but will simply use George Washington as a personality around which to build the events of history during this period.

WORDS TO DISCOVER:

character

unanimous

statesman

FOLLOW-UP ACTIVITIES:
1) Ask the students to list some of the reasons they might have for helping to make Washington's election to the Presidency unanimous.
2) Ask the children to select three important events from this telecast and use their knowledge of Mathematics to discover how old Washington was at the time of each of these events.
3) Ask the students to read and make a report to the class on another famous statesman.

51

UNIT V:

ETV - THE STORY OF AMERICA

TITLE:

A NEW NATION IS FORMED Lesson 28: The Man From Monticello Lesson 29: A Declaration For Independence Lesson 30: A Convention Makes the News

OBJECTIVE OF THIS UNIT: Children should learn and understand 1) the importance of many of the great statesmen of this period 2) the importance of the Declaration of Independence 3) the importance of the Constitution of the United States 4) how to relate current events to this period

52

LESSON 28:

ETV - THE STORY OF AMERICA

TITLE:

THE MAN FROM MONTICELLO

PREPARATION:
(Student should have an understanding of the following areas as a preparation for the tele-lesson.)
1) Events leading to the Declaration of Independence

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
Thomas Jefferson was born in 1743. He was born in Virginia where he grew up and later attended college at William and Mary. While he was in college he became a friend of Patrick Henry. During the last years of the Revolution he was the Governor of Virginia just as Patrick Henry had been. After the war Jefferson was minister to France. He was an architect and was an advocator of public ed~ ucation. He helped to start the University of Virginia. He was the chairman of the Committee that wrote the Declaration of Inde~ pendence, and a great American. He was Washington's Secretary of State, and of course, later became President himself.

CONTENT:
This program will consist of a biography of Thomas Jefferson. We will give a fairly complete biography of this great American and a good character portrayal of Thomas Jefferson as a person.

WORDS TO DISCOVER:

college

university

author

architect

FOLLOW-UP ACTIVITIES:
1) Ask the students to read and report to your class on a biography of a contemporary of Thomas Jefferson.
2) Ask the students to find some pictures of Thomas Jefferson1s home at Monticello.
3) Ask the librarian to help you find some of the famous works of Thomas Jefferson and read some to your class.

53

LESSON 29:

ETV - THE STOR.Y OF AMER.lCA

TITLE:

A DECLARATION FOR INDEPENDENCE

PREPARATION:
(Student should have an understanding of the following areas as a preparation for the te1e~lesson.)
1) Meaning of the Declaration of Independence

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION o It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
When the second Continental Congress met in Philadelphia it was decided that the colonies should declare themselves "free and independent states". The Congress had already chosen a five man committee to write why the colonies had decided to become independent from their mother country~ England. On July 4~ 1776~ the Congress gave its hearty approval of the now famous Declaration of Independence. Shortly after it was adopted by the Congress~ the people of Philadelphia celebrated by ringing church bells ~ the most famous of which is the Liberty Bell.

CONTENT:
This program shall consist of a look at the views of the people after the signing of the Declaration of Independence. We will not concern ourselves with the document itself~ but merely with the feelings and opinions of the people at that time.

WORDS TO DISCOVER: declaration

state

FOLLOW~UP ACTIVITIES:
1) The Liberty Be11~ which still hangs in Independence Ha11~ bears words from the Bible. Ask the students to do some research work to discover what this inscription says.
2) Ask the students to read and learn the Declaration of Inde~ pendence. Discuss it with your class.
3) Ask the students to find out about the men from Georgia who signed the Declaration of Independence.
4) Assign the students different biographies of the signers of the Declaration of Independence.

54

LESSON 30:

ETV - THE STORY OF AMERICA

TITLE:

A CONVENTION MAKES THE NEWS

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the te1e~lesson.)

1) Articles of Confederation 2) Constitutional Convention

3) End of the war

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION. It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
Soon after the adoption of the Declaration of Independence the Congress appointed a committee to plan a confederation of the states. This resulted in the Articles of Confederation which later proved to be too weak. The Constitutional Convention was originally called to amend the Articles of Confederation, but its members decided instead to draft an entirely new Constitution.

CONTENT:
This program will consist of a "news coverage" of the Constitutional Convention itself. We will capture some of the feeling both inside and outside the Convention Hall, as these men met to draft our United States Constitution. We will not spend very much time on the Constitution itself, but merely on the meeting held for the purpose of drafting the Constitution.

WORDS TO DISCOVER: Legislative

Judicial

Executive

compromise

radify

FOLLOW-UP ACTIVITIES:
1) Ask the students to compare the structure of government in their community with the one developed in our Constitution.
2) Ask the students to read the Constitution and discuss its meaning with them.
3) Ask the students to construct a Constitution for the colony they are organizing.

55

LIBRARY MATERIALS FOR USE WITH UNIT V:

ETV - THE STORY OF AMERICA

Commager, Henry Steele, ~ Great Constitution

Commager, Henry Steele, The Great Declaration

*Elting, Mary and Margaret Gossett, We Are ~ Government

*Findlay, Bruce Allyn and Esther Blair, ~ Rugged Constitution: ~

America t s House of Freedom M. ~

.

*Foster, Genevieve, George Washingtonts World

Judson, Clara Ingram, George Washington: Leader of the People

Komroff, Manuel, Thomas Jefferson

Meadowcroft, Enid La Monte, Silver for General Washington

Morris, Richard Brandon, First Book Qf~ Constitution

*Passos, John Dos, Thomas Jefferson: ~ Making of ~ President
Wagoner, Jean Brown, Martha Washington: ~ f Old Virginia

Weir, Ruth Cromer, Benjamin Franklin, Printer and Patriot
Wibberly, Leonard, ! Dawn in the Trees

56

AUDIO-VISUAL MATERIALS

ETV - THE STORY OF AMERICA

UNIT VI
"George Washington", ERF, 8530 (Notel jh-sh) "Jefferson of Monticello", VA, 4187 "Our Two Great Documents", NEP, 4248

57

UNIT VI:

ETV - THE STORY OF AMERICA

TITLE:

LET'S LOOK BACK
Lesson 31: Organizing a Colony Lesson 32: Review Lesson 33: Our American Heritage

OBJECTIVE OF THIS UNIT:
Children should learn and understand 1) the value of organizing 2) the significance of experience in understanding the situations of others 3) how to review 4) the real value of our American Heritage

58

LESSON 31:

ETV - THE STORY OF AMERICA

TITLE:

ORGANIZING A COLONY

PREPARATION:

(Student should have an understanding of the following areas as a preparation for the te1e-1esson.)

1) Bill of Rights

2) How to organize a colony

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION~ It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
Now that we have our own colony and have followed it through the events of history just as the early Americans did., we perhaps have a better understanding of some of the problems they faced~ and of course., of the great heritage given us by these early Americans. Let's take a look at some of the other colonies that were organized by other classrooms in the State.

CONTENT:
This program will consist of two or three fifth grades from different areas of the State who will share their projects via the television media.

WORDS TO DISCOVER:
Ask the students to see if any of the words they have already discovered on this series of programs are used on this te1ecasto How many can they recognize?

FOLLOW=UP ACTIVITIES:
1) Allow the students to present their program concerning their own colony to a group of people. Perhaps you could hold the program in your school auditorium.
2) Ask the students to compare their colony with the ones you see explained on television. How are they alike? How are they different?
3) Ask the students to evaluate their projects. Discuss how they might have improved on their project.

59

LESSON 32:

ETV - THE STORY OF AMERICA

TITLE:

REVIEW

PREPARATION:
(Student should have an understanding of the following areas as a preparation for the te1e-1esson.)
1) Any material concerning the History series that you feel necessary to review

TELECAST INTRODUCTION:
(A brief synopsis to help the student recall the PREPARATION o It is suggested that the classroom teacher read this to the students immediately prior to the telecast.)
As in all studies, it is now time for us to review what we have learned both in the classroom and by television this year. Let's see how many good questions we can spot from this television program to use in our review game.

CONTENT:
This program will consist of a review of the television series for this year. We will naturally bring in many of the major events of History. It would be an error to assume that all of the major events of American History can be covered in this short program period. However, we do hope to correlate some of these events with the history that is being made at present, in an effort to give the children a more thorough understanding of the value and interest involved in American History.

WORDS TO DISCOVER:

review

summary

FOLLOW-UP ACTIVITIES:
1) Allow each student an opportunity to write, tell, or dramatize his favorite event in history as he understands it.
2) Teach the students how to play the review game at the conclusion of this book.

60

LESSON 33: TITLE:

ETV - THE STORY OF AMERICA OUR AMERICAN HERITAGE

Since this is the last lesson of this series, this telecast will be an exciting and inspiring broadcast devoted entirely to Our American Heritage. It is our hope that you will discuss this American Heritage with your students and help them to see the real value and opportunity that is granted to those of us who are American citizens.
We would like to suggest that at the conclusion of this program the classroom teacher ask her students to write a short paper on "What My American Heritage Means To Me".

61

LIBRARY MATERIALS FOR USE WITH UNIT VI:

ETV - THE STORY OF AMERICA

Hoke, Helen (selected by), Patriotism, Patriotism, Patriotism Lyons, Dr. John H., Stories of 2 American Patriotic Songs
Seeger, Ruth Crawford, American ~ Songs !2 Children

62

AUDIO-VISUAL MATERIALS

ETV - THE STORY OF AMERICA

UNIT VI:
''Meaning of Patriotism, The", Coronet, 2843

63

ETV - THE STORY OF AMERICA
A REVIEW GAME
Divide the class in half giving the same numbers to each half, but calling them blue one and red one, blue two and red two~ blue three and red three, and so on.
Ask each child to write three questions on three separate sheets of paper - one factual question, one chronological question, and one thought question and the answers to each respectively. Next, have each child write his number on a sheet of paper, along with the color that was assigned him.
Collect all the sheets of paper~ putting the questions together in a box; all the blue numbers in one group; and all the red numbers in one group.
Draw two large "Bingo" cards on the blackboard and fill the squares with the numbers you are using. Choose a class member to record on each one of the cards. (He may still participate in the game.) You may want to model your "Bingo" cards after the example given below. Label one card for the Red Team and one for the Blue.
The game begins. The teacher will draw a question from the question box. She will read the question aloud. Then she will draw a number from the red group of numbers and ask the child from the red group with the corresponding number to answer the question. If he answers correctly, the scorer for the red card will place an X across the same number on the blackboard. However, if he answers incorrectly, the teacher will draw a number from the blue group and ask the child from the blue group with the corresponding number to answer the question. Be sure to alternate the red and blue numbers so that each group has the same number of opportunities to answer questions. Always return the numbers to their proper group, so that each child feels that he is participating throughout the entire game. If a child's number is drawn after he has already answered a question correctly (thus causing his number to already be crossed out on the score card), he may yield to another number in his group - never to another chi1d t only to another numper.
You may play the game until one row of the card if filled or until the whole card is filled. Naturally, the first group to complete whatever your assigned goal is the winner.
This is a game the children enjoy playing and is also an excellent way to review.
EXAMPLE OF HOW TO MAKE THE SCORE CARDS:
If you had thirty children in your class, it would be necessary to use some of the numbers twice on your "Bingo" card, since such a card usually contains twenty-four numbers. On the following page is an example of how such a card might look. Naturally, you will have to alter the numbers according to the number of children you have in your class. Use the same
64

ETV - THE STORY OF AMERICA
A REVIEW GAME
CONTINUED
card for both red and blue teams. Simply copy it twice.

1

11

10

2

9

10

12

2

6

5

7

9

FREE

8

14

11

3

14

13

7

15

6

5

4

3

65

BIBLIOGRAPHY FOR THE STOllY OF AMEllICA
American Heritage Publishing Company, Inc., (editors), Discoverers of ~ ~ Wor1d~ Golden Press, New York
American Heritage Publishing Company, Inc., (editors), The Pi1&rims and Plymouth Co1ouI, Harper and Row, New York: 1961
Bailey, Carolyn Sherwin, Pioneer ~ in America, The Viking Press, New York: 1944
Bake1ess, John, Fighting Frontiersman: The ~ of Daniel Boone, William Morrow and Company, New York: 1948
Baker, Nina Brown, ~ Story ! Christopher Columbus, Grosset and
Dunlap, New York: 1958
Bliven, Bruce, Jr., The American Revolution, Random House, New York: 1958
Bolton, Carolyn; Zartman, Miriam; Engel, Dorothy; Nundah1, Mir1in, Social Studies, Grade Five, Beloit, Wisconsin, Wisconsin Public Schools, Bulletin Number 43: August, 1963
Bonner, Mary Graham, Canada ~ ~ Story, Alfred A. Knopf, New York: 1959
Boorstin, Daniel J., ~Americans - The Colonial Experience, Random House, New York: 1952
Bridenbaugh, Carl, Cities ~ ~ Wilderness, The Ronald Press Company, New York: 1938
Brown, John Mason, Daniel Boone: The Opening ! ~ Wilderness, Random
House, New York: 1952
Brown, Marion Marsh, YoUU& Nathan, The Junior Literary Guild, New York and the Westminister Press, Philadelphia
Buehr, Walter, The French Explorers ~America, G.P. Putnam's Sons, New York1 1961
Buehr, Walter, ~ Spanish Conquistadores ~ North America, G.P. Putnam's Sons, New York: 1962
Buehr, Walter, The World of Marco Polo, G.P. Putnam's Sons, New York: 1961
66

BIBLIOGRAPHY FOR THE STORY OF AMERICA CONTINUED

Canfield, Leon H. and Wilder, Howard B., The Making 2! Modern America.
Houghton ~fflin Company, The Riverside Press, Cambridge: 1950
Carroll, Mary Taylor, ~ Man lih. Dared !2. Care. Longmans, Green and
Company, New York: 1942

Cate, Margaret Davis, Early Days Qf Coastal Georgia. St. Simons Isl~nd, Georgia, Fort Frederica Association, The Gallery Press, New York:
1955

Coleman, Laurence Vail, Historic House Museums. The American Association of Museums, Washington, D. C.: 1933

Columbus, Christopher, Journal Q! First Voyage ~America, Albert and

Charles Boni, New York: 1924

.

Commager, Henry Steele, ~ Great Constitution. The Bobbs-Merrill Company, Inc., Indianapolis and New York: 1961

Commager, Henry Steele, The Great Declaration, The Bobbs-Merrill Company, . Inc., Indianapolis and New York: 1958
Cook, Fred (adapted by), The Golden Book ! ~ American Revolution,
Golden Press, New York: 1959

Coons, Frederica B., and Prater, John, Trails to Freedom in American History, Ginn and Company: 1965

Dalgliesh, Alice, America Begins, Charles Scribner's Sons, New York: 1958

Dalgliesh, Alice, America Travels: The Story of ~ Hundred Years of Travel in America. The MacMillan Company, New York: 1957

Dalgliesh, Alice, The Columbus Story, Charles Scribner's Sons, New York: 1955

Daugherty, James H., Poor Richard, The Viking Press, New York: 1941

D'aulaire, Ingrit and Edgar Parin, Columbus. Doubleday and Company, Inc., Garden City, New York: 1955
Davis, William T., Bradford's History 2! Pl~outh Plantation, Charles
Scribner's Sons, New York: 1908

DeAngeli, Marguerite, Elin's Amerika, Doubleday and Company, Inc., New York: 1941

DeAngeli, Marguerite, Henner's Lydia, Doubleday and Company, Inc., New York: 1937

DeAngeli, Marguerite, Jared's Island, Doubleday and Company, Inc., New York: 1947

67

BIBLIOGRAPHY FOR THE STORY OF AMERICA
CONnNUED
DeAngeli, Marguerite, ~ Hannah. Doubleday and Company, Inc., New York: 1940
DuVall, Alice (major author), Anglo-America, Grade Five, Contra Costa County Department of Education, Pleasant Hill, California: 1964
DuVoisin, Roger, And.~ Was America. Alfred A. Knopf, New York: 1938
Eibling, Harold H.; King, Frederick, M.; Harlow; James, Our Country's Story, Laidlaw Brothers: 1962
E1 Paso Public School Principals, Teachers, and Supervisors, Social Studies Guide ~ Teachers, Grade Five, El Paso, Texas: August, 1963
Elting, Mary and Margaret Gossett, ~ ~ The Government. Doubleday, Doran and Company, Garden City, New York: 1945
Epstein, Sam and Beryl, l l i First ~ of Maps !.!!.2. Globes, Franklin
Watts, Inc., New York: 1959
Findlay, Bruce Allyn and Esther Blair, Your Rugged Constitution: ~ America's House ~ Freedom ~ Built. Stanford University Press, Stanford, California: 1952
Fisher, Dorothy, ~ Revere ~ The Minute Men 1 Random House, New York: 1950
Folsom, Franklin, ~ Explorations f America. Grosset and Dunlap, New
York: 1958
Forbes, Esther, Johnny Tremain, Houghton Mifflin Company, Boston: 1943
Foster, Genevieve, George Washington's World. Charles Scribner's Sons, New York: 1941
Foster, Genevieve, ~ World f Captain ~ Smith, Charles Scribner's
Sons, New York: 1959
Fraser, Dorothy M. and Yeager, Helen F., ~ Adventure of America. American Book Company: 1964
Galt, Thomas Franklin, Peter Zenger, Fighter For Freedom. Crowell: 1951
Goodman, Nathan G., Benjamin Franklin's ~ Story, University of Pennsylvania Press, Phi1adephia, Pennsylvania: 1937
Hall-Quest, Olga W., ~ the Pilgrims ~ ~ Plymouth. E.P. Dutton and Company, Inc., New York: 1961
Hal1-Quest, Olga W., Jamestown Adventure 1 E.P. Dutton and Company, Inc., New York: 1958
68

BIBLIOGllAPHY FOR. THE STOI.Y OF AMEI.ICA CONTINUED

Harmer, Mabel, ~ Book . Pioneers, Children's Press" Chicago: 1957

Hays, Wilma Pitchford, Christmas on ~Mayf1ower, Coward~cCann, Inco" New York: 1956

Hoke, Helen (selected by), Patriotism, Patriotism, Patriotism. Fxank1in Watts, Inc., New York: 1963

Jackson, Shirley, ~ Witchcraft .g,! Salem Village, Random House, New York: 1956

m. Johnson, Gerald W., America is Born: A History

Peter, William

Morrow and Company, New York: 1959

Judson, Clara Ingram, George Washington: Leader of the People. Wi1con and Follett Company, Chicago: 1951
Kelly, Regina Z., ~ Revere: Colonial Craftsman, Houghton Mifflin
Company, Boston: 1963

Komroff, Manuel, Thomas Jefferson, Julian Messner, Inc., New York: 1964
Lens, Sidney, ! Country is Born, G.P. Putnam's Sons, New York: 1961

Lenski, Lois, Puritan Adventure, L.Bo Lippincott Company, New York: 1944

Lyons, Dr. John H., Stories of ~American Patriotic Songs, The Vanguard Press, New YorkJ 1942

MaGruder's American Government~ Revised by William A. MCClenaghan, Allyn and Bacon, Inc.: 1955

Mayer, Jane Rothschild, Betsy ~ and the Flag, Random House, New York: 1964

McKown" Robin, Benjamin Franklin, G.P. Putnam's Sons, New York: 1963

McNeer, Mary and Ward, Lynd, ~ American Indian Story, Ariel Books, New York: 1963

Meadowcroft, Enid La Monte, ~ First Year, Thomas Y. Crowell Company, New York: 1957

Meigs, Cornelia, Fair Wind !.2. Virginia. The MacMillan Company, New York: 1955

Morgan, Edmund S., The Puritan Dilemma: The Story .Q..:l2h!!. Winthrop, Little, Brown and Company, Boston, Massachusetts: 1958

Morison, Samuel Eliot" ~ Puritan Pronaos, New York University, New York: 1936

69

BIBLIOGRAPHY FOR THE STOR.Y OF AMER.lCA
CONTINUED
Morris} Richard B., First Book of the American Revolution, Franklin Watts, Inco, New York: 1956
Morris, Richard Brandon, First Book 2f the Constitution, Franklin Watts,
Inc., New York: 1958
Nolan, Jeannette Covert, Benedict Arnold: Traitor 12 His Country, Julian Messner, Inc., New York: 1956
Parks, Aileen We11s~ James Oglethorpe: Young Defender, The Bobbs-Merri11 Company, Inc., Indianapolis and New York: 1958
Passos, John Dos, Thomas Jefferson: The Making of ~ President, Houghton Mifflin Company, Boston: 1964
Peare, Catherine Owens, William Penn, Henry Holt and Company, New York: 1953
Preston, Ralph C. and Tottle, John, 1 These United States, D. C. Heath
and Company, Boston, Massachusetts: 1965
Rachlis, Eugene, The Voyages of Henry Hudson, Random House, New York: 1962
Rich, Louise Dickinson, The First Book of the Early Settlers, Franklin Watts, Inc., New York: 1959
Richard, John A. and Ray~ Rolor E., Discovering American History, Allyn and Bacon, Inc., New York: 1965
Ross, Frances Aileen, ~ Land and People 2f Canada, J.B. Lippincott
Company, New York: 1964
Seeger, Ruth Crawford, American Folk Songs ~ Children, Doubleday and Company, Inc., New York: 1950
Seymour, Flora Warren, Pocahontas: Brave Girl, The Bobbs~erri11 Company, Inc., Indianapolis and New York: 1946
Sloane, Eric, Diary 2f An Early American ~ Wilfred Funk, Inc., New York:
1962
Smith, F o C., ~ First ~ of Water, Franklin Watts, Inc., New York: 1959
Speare, Elizabeth George, Life ill Colonial America, Random House, New
York: 1963
Sperry, Armstrong, John ~ Jones, Fighting Sailor, Random House, New York: 1953
Stevenson, Augusta, Molly Pitcher, The Bobbs-Merri11 Company, Inc., Indianapolis and New York: 1952
70

BIBLIOGRAPHY FOR THE STORY OF .AMERICA
CONTINUED
Syme, Ronald, Cartier, Finder of the ~ Lawrence, William Morrow and Company, New York: 1958
Syme, Ronald, Champlain gf ~~. Lawrence, William Morrow and Company, New York: 1952
Syme, Ronald, Cortes of Mexico, William Morrow and Company, New York: 1951
Syme, Rona 1d, Finder of the Mississippi, William Morrow and Company, New York: 1957
Syme, Ronald, ~ Smith f Virginia, William Morrow and Company, New
York: 1954
Syme, Ronald, Magellan, First Around ~ World, William Morrow and Company, New York: 1953
Ta1ifer, Pat and Others, ~ ~ ~ Historical Narrative of ~ Colony of Georgia. University of Georgia Press, Athens, Georgia: 1960
Teacher's Guide to the Social Studies Program ~ Fifth Grade, Colorado Springs PUb1ic~hoo1s, Colorado Springs, Colorado: March, 1964
Townsend, Herbert, ~ America. Allyn and Bacon, Inc" New York: 1964
Van Doren, Carl, Benjamin Franklin's Autobiographical Writings. The Viking Press, New York: 1945
Ver Steeg, Clarence L., ~ Story Qi Our Country, Harper and Row,
Inc., New York: 1965
Wagoner, Jean Brown, Martha Washington: Gir~ Of Old Virginia, The BobbsMerrill Company, Inc., Indianapolis and New York: 1947
Wei1, Ann, Betsy I088: Q!!l Qf Old Philadelphia, The Bobbs~erri11 Com-
pany, Inc., Indianapolis and New York: 1954
Weir, Ruth Cromer, Benjamin Franklin, Printer and Patriot, Abingdom Press, New York: 1955
Wertenbaker, Thomas J., ~ Golden Age f Colonial Culture, New York
University Press, New York: 1942
White, Stewart Edward, Daniel Boone: Wilderness Scout, Doubleday and Company, Inc., Garden City, New York: MCMXXII
Wibber1y, Leonard, ! Dawn in ~ Trees. Ariel Books, Farrar, Straws and
Company, New York: 1964
Wilkie, Katharine, Boy of.01d Northwest. The Bobbs- Merrill Company, Inc., Indianapolis and New York: 1958
71

BIBLIOGRAPHY FOR THE STORY OF AMERICA CONTINUED
Willison, George F., ~ Pilgrim Reader, Doubleday and Company, Inc. Garden City, New Yorkl 1953
Winwar, Frances, Queen Elizabeth and ~ Spanish Armada, Random House, New York: 1954
You ~ ~ Heritage, Prince George's County, Public Schools, The Board of Education, Upper Marlboro, Maryland
72