Part 6 (2/2)

2 What things did the English colonies possess in common?

3 What were the results to the colonies of the French and Indian War?

4 To what extent was the Revolution brought about by economic causes?

5 What were the defects in the Articles of Confederation?

6 Account for the downfall of the Federalist party

7 In ays has democracy advanced since 1789?

8 What were the results of the struggle over the adrowth of the sentiment for internal improvements?

10 Describe the social life of the Western pioneer?

_What the student may do with ”problereat value in strengthening the student's ability to generalize and analyze, consists of what iven out inthat the student is acquainted with the facts from which to deduce the answers to the question The object of such a review is to give the student practice in original thinking He is not supposed to use a library, but only the facts which are in his text or which have been previously brought out in class recitations

The following are examples of questions adaptable for this purpose:--

1 Why can the Areatest colonizers?

2 Why could Washi+ngton be regarded as only an English in America?

3 Is it true that the South lost the Civil War because of slavery?

4 In what particulars did Andrew Jackson accurately reflect the spirit or the ideals of the new West?

5 What is illustrated by the attempt to found the State of Franklin?

6 What considerations made the secession of the West in our early history a likely possibility?

Questions of this kind, not answered directly in class or in the text, iven out a day in advance and the answers collected at the next recitation

VI

THE USE OF WRITTEN REPORTS

_The purpose of thee as the course continues_

A method frequently employed by teachers of history is to require written reports or theresses This plan is particularly valuable for the students in the first two years of high school history, for the reason that their library requirereater during that time than later in their course The objects of theme work in history courses are usually to arouse the pupil's powers of observation, description, and narration, and to provide means of drill in the exercise of these powers These should not be the sole purposes of the a soht out in the text or in the recitation The pupil who has written a the the appearance of the Pyramids has completed an exercise in history less valuable than that of the student rites a theme on the errors of the Athenian Democracy

To summarize, reviews in history should consist of both oral and written work; they should be rapid enough to insure quick thinking, alert attention, and s frequency as the year advances; they should stock the memory, fix in the student's mind the order of events, stimulate fluency, insure a perive to the student a better view of the subject as a whole and in its various phases