Chapter 3

§§ 21, 22.--a. Look up something about the early voyages of Francis Drake.

b. Compare Drake's route around the world with that of Magellan.

§§ 23-25.--a. Explain carefully Ralegh's connection with our history.

b. Was the territory Ralegh named Virginia just what is now the state of Virginia?

c. What is sea-power?

d. What effect did the defeat of Spain have upon _our_ history?

GENERAL QUESTIONS

a. Draw upon an Outline Map the routes of all the explorers mentioned. Place names and dates in their proper places.

b. Arrange a table of the various explorers as follows, stating in two or three words what each accomplished:--

================================================ DATE. | SPANISH. | FRENCH. | ENGLISH. -------+-----------+----------+----------------- 1492 | Columbus | | 1497 | | | Cabot. ================================================

TOPICS FOR SPECIAL WORK

a. Columbus's first voyage, Irving (abridged edition).

b. Coronado's expedition, Lummis's _Spanish Pioneers_.

c. Verrazano and Cartier, Higginson's _Explorers_.

d. The "Lost Colony," Higginson's _Explorers_.

e. The England of Elizabeth (a study of any small history of England will suffice for this topic).

SUGGESTIONS TO THE TEACHER

The teacher is recommended to study sources in preparing her work, making selections where possible, for the pupil's use. Some knowledge of European history (English especially) is essential for understanding our early history, and definite work of this nature on the teacher's part, at least, is earnestly advised.

Encourage outside reading by assigning subjects for individual preparation, the results to be given to the class. Let the children keep note books for entering the important points thus given.

Map study and map drawing should be constant, but demand correct relations rather than finished drawings. Geographical environment should be emphasized as well as the influence of natural resources and productions in developing the country and in determining its history.

In laying out the work on this period the teacher should remember that this part is in the nature of an introduction.

II

COLONIZATION, 1600-1660

Books for Study and Reading

References.--Fiske's _United States for Schools_, 59-133; Eggleston's _United States and its People_, 91-113 (for colonial life); Parkman's _Pioneers_ (for French colonies); Bradford's _Plymouth Plantation_ (extracts in "American History Leaflets," No. 29).

Home Readings.--Drake's _Making of New England_; Drake's _Making of Virginia and the Middle States_; Eggleston's _Pocahontas and Powhatan_; Dix's _Soldier Rigdale_ (Pilgrim children); Irving's _Knickerbocker History_; Webster's _Plymouth Oration_; Longfellow's _Myles Standish_; Moore's _Pilgrims and Puritans_.