Chapter XVI: Lesson Plans (1)

The best teachers never reach the point where preparation for the day’s work is unnecessary. The teacher who stimulates her pupils to their best effort must herself be interested in the work in hand. If nothing new in material or method is found to vary the work, interest soon lags. The lesson often repeated is as dry and lacking in power to interest or inspire as the proverbial sermon taken from the barrel. Even when a teacher has taught a most successful lesson, it is dangerous to try to repeat that exercise in precisely the same way. The two situations will not be alike. The fact that she tries to repeat will take the edge off the lesson for the teacher, and make it correspondingly dull for the pupils. Young and inexperienced teachers are often most successful because of the zest with which they attack the problems which are new to them. The older teacher may be able to keep a class in order and teach them something with a minimum of preparation; but her best work will be done only when she has planned as carefully as the novice for whom the need of preparation is so apparent.

The subject matter which should be drawn upon for any lesson constantly changes. No two groups of children have had exactly the same varieties of experience; hence the need for varying the approach, as well as the demand for differences in observations, experiments, reading, or other methods employed to bring the data necessary for the solution of their problem before children. Subject matter is growing, is being made all of the time. Last year’s discussion of the geography of Europe, of South America, of Africa, or of Asia will not suffice for this year, because interesting and important events have occurred in these countries during the year intervening. For the wide-awake teacher, even that most exact of the sciences, mathematics, represented by arithmetic in our curriculum, will change; since the number aspect of children’s experience will vary. If spelling means the study of words which are needed for use in written expression, the work in spelling will vary just as surely as the occasions for written expression vary among children. No teacher could, if she would, repeat a series of lessons which deal with natural phenomena. In any field, the need for preparation becomes apparent for one who would command the material which should be made available for children.

In the preparation of a lesson plan the first and in some respects the most important step is to become acquainted with the subject to be taught. There is no method of teaching which can take the place of a thoroughgoing knowledge of the material which bears upon the topic to be treated. The teacher who finds in the life of the children outside of school, in school activities, in books, pictures, magazines, in study and travel, material for her daily class work, will make any course of study vital and interesting to children. In such an atmosphere pupils will grow not only in knowledge, but also in the desire to inquire and investigate and in power to satisfy their intellectual craving.

After the teacher has in hand an abundance of interesting material, the next step in the plan is to organize the data to be presented. Some organization is usually found in textbooks and courses of study, and it is possible simply to try to fit any additional material which may have been collected to the scheme provided. The difficulty with this ready-made organization is found in the fact that it has little or no relation to the needs or problems of the particular group of children to be taught. Any organization which is to be significant to children must take account of their point of view, and attempt to present subject matter in response to the need which they feel for the material to be presented. This is precisely what is meant by the difference between the logical and psychological methods of presenting subject matter. Not that the psychological method is illogical, rather it takes account of the child’s needs and is for him logical beyond the most complete adult logical scheme. It may seem logical to the adult to teach the crayfish by calling attention to the large parts and then to the smaller parts in order, or to deal with the structure of the skeleton, nervous and circulatory systems, connective tissues, and the like. To an eight-year-old child, the problems which will probably be most logical, most satisfying to his desire for investigation, will deal with the way in which the crayfish gets his living, how he protects himself from his enemies, how he brings disaster by making holes in levees, and how important he is as an article of food. In satisfying these childish problems, much of the information which might have been imparted, had the adult scientific order been followed, will be mastered by the pupils. Much more will be remembered, because the information is associated with the solution of interesting problems. It may seem logical in teaching India to a sixth-grade class to treat of prevailing winds, surface features, climate, vegetation, animals, mineral products, and people; but the children whose teacher approached this subject by asking them to try to discover why they have had such terrible famines in India probably remember more of the geography of India to-day than those who followed the adult logical order. In organization, then, the starting point is to get the child’s point of view, to discover his problems, and to organize the material to be presented with reference to these childish aims.

Good organization demands that material presented to satisfy the demand made by the child’s problem be grouped around few coördinate heads.[26] Many topics of equal value in an outline generally indicate a lack of organization, a lack of appreciation of the relation of the various facts to be presented. For example, one might think of a great many facts about plant growth; the seeds must be put in the earth, the weather must be warm enough, they must have water, they need to be hoed, the ground should be fertile, they need air, they grow best when they have sunlight, they may have too much moisture, in rocky ground the soil may not be deep enough, they must not be too close together, weeds and insects must be destroyed, the roots should not be disturbed, the choice of the seed is important, and so on. For a group of lower-grade children there are two problems; namely, (1) what kind of plants do we want, and (2) what can we do to make them grow well. Under the first head would come the plants which are suitable for our conditions of soil and climate, and the question of seed selection. Under the second head the topics will be moisture, sunlight, air, and cultivation, including the destroying of insects or other pests. Each of these topics will be suggested in answer to the problems which have been raised (what plants we want, and how we can make them grow well) by a group of children who have had any experience with growing plants. If any important topic is omitted, the teacher will call for it by a question which suggests the lack of a complete solution to the problem which is being considered. This brings us to the next step in plan making.

A good lesson plan will include pivotal questions which will serve to call for the data as indicated by the main topics given in the organization of the subject matter. The problem of questioning has been discussed at some length in a previous chapter.[27] In planning a lesson, a question or two which will discover to the children the problem to be solved should come first in the plan. With the problem before the children, the function of the question is to stimulate thought in the direction of the solution of the problem. The writer is familiar with the objection that questions cannot be prepared ahead of time.

It is true that the form of question may need to be varied because of progress or the lack of it, not anticipated by the teacher, but the question carefully prepared ahead of time will help rather than hinder in the formulation of a question to meet the situation. It is true, too, that not all of the questions can be prepared ahead of time. All the more reason for careful preparation of a few questions which will enable the teacher to prevent wandering by children during the development of the topic. Thought-provoking questions which guide and stimulate children in the solution of their problems are dependent upon the aim which has been established and upon the organization of material which it is desired to follow in the solution of the problem. One might as well deny the need of organizing material, as to question the value of preparing a few pivotal questions as a part of the plan.

Lessons often fail because the ground covered during the period cannot be retraced by the children at the end of the exercise. In a well-organized plan the teacher will provide for summaries as each main point is covered. In general these summaries should aim to recall the subject matter covered from the beginning of the lesson. It may be suggested that any good teacher summarizes her work as she passes from point to point in her teaching, and that no artificial reminder is necessary. The difficulty is that a good summary is not accomplished merely by asking for a recapitulation of the material covered. The skillful teacher puts her question which involves a summary in such form that the pupils get a new view of the ground already covered. In the experience of the writer, questions which involve a summary of the work covered, with the added element of a new view as a stimulus to further thought on the subject, are more rare than good questions introducing new topics.

A good plan will include a list of illustrations, illustrative material, books including references to chapter or page, maps or charts which are to be consulted during the recitation. Teacher and children are often disappointed because of the lack of materials which could have been at hand had the teacher only thought about the lesson before teaching it. In like manner, the opportunities for motor expression, other than reciting or discussing, should be noted in the plan. Dramatization, constructive work, graphic representation at the seat or on the blackboard, may make the difference between success and failure in a recitation.

A lesson which has been well planned will naturally end in the assignment of work to be done in preparation for the next recitation. In the discussion of any problem there must arise questions which cannot then be answered. A good lesson is characterized not simply by the ability of children to report progress, but quite as much by their statement of the questions still unanswered. The direction sometimes given to call up again the question which is left unanswered during the recitation indicates a teacher whose assignments provide a real stimulus for study in preparation for the next day’s work. If it is necessary to have a live problem before children during the recitation conducted by the teacher, obviously it is much more necessary to make assignments which involve real issues for children to meet.

In outline form the discussion of plan making given above would appear as given below. This lesson on plan making may be taken as an illustration of the type of plan a teacher should prepare for a development lesson. In this plan, as in others, it seems wise to keep the subject matter separate from the method of procedure.

_A plan for teaching lesson plans_: Their importance and the elements which enter into their composition.

_Teacher’s aim_: To show the importance of plan making and to indicate the elements which enter into the construction of a good plan.

Preparation (which aims to get the problem before the class). How do you prepare for your day’s work? Do you think you would do better work if you planned your several recitations somewhat systematically?

_Pupil’s aim_: Why do I need to make plans, and what are the elements of a good plan?

SUBJECT MATTER METHOD OF PROCEDURE
Do you ever grow tired of teaching
I. Necessity for planning. the same subject over and over
again?
_A._ Lack of interest in old Why does a sermon out of the
work. “barrel” lack in interest or power
to inspire?
_B._ Subject matter changes. Do you know a subject
_a._ Subjects grow. thoroughly to-day because you
_b._ The experiences of once studied it?
different groups of Why do different groups of children
children vary. respond differently to the
same material?
_C._ Not safe to depend upon Formulate three good questions
the inspiration of the which you might use in teaching a
moment for lesson on the oak tree to
_a._ Good questions. second-grade children.
_b._ Illustrations and Do you think you might have
illustrative material. asked better questions if you had
_c._ References to books or had time to think them over?
magazines. What picture or other illustrative
_d._ Plans for constructive material would you use in
work and the like. teaching this lesson?
Do you think the children would
gain by drawing a picture of the
oak near by?
When do you think you will
have had enough experience in
teaching to be able to get along
without making plans?

II. The elements in a good plan. (The questions in this part of
the plan will be few. I should
_A._ A thoroughgoing knowledge expect questions, suggestions,
of the subject matter. and discussions on the part of the
class. I should probably use the
_B._ The organization of blackboard to show the organization
material depends upon of subject matter as given under
the problem to be subject matter.)
solved by the children,
hence the necessity What would you do first, if I
for discovering a asked you to teach a lesson on
problem to the pupils habit formation?
which can be satisfied
by the subject What will determine the
matter to be presented. organization of the material which
you are to present?
_a._ Problems essential to
thinking.
_b._ Logical _vs._ the
psychological organization
of material.
_c._ Organization involves
sequence and the subordination
of less important points.

McMurry, _How to Study_, Chapter III.

_C._ Pivotal questions.
_a._ Thought-provoking One cannot prepare all of the
questions prepared in questions to be asked in advance.
advance in order to What is the function of those
guide the children in questions which should be placed
the development of in the plan?
the topic as well as
to stimulate them to
their best thinking.

_D._ Provision for summaries. When children have been interested
_a._ A summary enables throughout the lesson,
children to keep sequence why are they sometimes unable to
and gives new solve for themselves the problem
point of view. which has been discussed?

_E._ Illustrative material, and What aids does a teacher need
references noted on to use in teaching a lesson other
the plan. than the textbook and her own
_a._ Materials prepared plan?
ahead of time.
_b._ References to maps,
charts, books indicated
definitely to save time
and conserve interest.

_F._ Provision for assignments.
_a._ A good lesson makes What do you do with questions
provision for definite which are not answered during the
progress and makes recitation?
clear the questions
yet unsolved.
_b._ Children need definite How do you prepare children to
problems more when work at their seats, or at home?
working by themselves
at home than when with
the teacher.

Show class plans found in Is plan making worth the time
McMurry, _Method of the Recitation_, and energy which it requires?
pp. 329-339; Third Yearbook,
National Society for the Scientific
Study of Education, pp. 60-64;
syllabus on _Theory and Practice of
Teaching_, pp. 14-18.

A PLAN FOR TEACHING THE TOPIC OF IRRIGATION[28]

_Teacher’s aim_: To arouse or increase the interest of children in the development of the western part of the United States, and to acquaint them with the problems of irrigation.

What effect would a long drought in this part of our country have upon the price of fruits and vegetables? What would happen if the drought were to be continuous? There are arid regions in the United States. Can they be made to raise good crops?

_Pupil’s aim_: Can the arid regions of the United States be made to raise good crops? What effect would that have on the other parts of the country?

SUBJECT MATTER METHOD OF PROCEDURE

I. Arid regions of the United In what parts of the United
States. States are the arid regions
located?

_A._ Continuous drought. Look at your rainfall maps.

_B._ Size of area. See maps. Name the states included.

_C._ Description of region. Compare the population of the
plateau states with a like area
Dodge, _Adv. Geog._, pp. 44. Tarr in the Mississippi Valley, or on
and McMurry, second book, p. 120. the Atlantic coast.

II. Why should we desire to reclaim Is it significant to the country
arid lands? as a whole that these regions
remain unproductive?
_A._ Increase in population
with consequent increased
demands for food at home and
abroad.

_B._ Capital seeks a good What would be the effects
investment. produced in case these large
tracts of land could be brought
III. How arid regions are made under cultivation?
productive.

_A._ Conditions necessary for In order that plants in the garden
plant growth. or crops in the field may grow,
what conditions are necessary?
_a._ Fertile soil.
_b._ Heat and light.
_c._ Moisture.

_B._ The effect of drought When the lawns or gardens in
overcome. our part of the country grow too
_a._ In limited areas—by dry, how are they kept growing?
sprinkling. What means must be employed to
provide water in very large areas?
_b._ In extensive areas—by Are these means used in the
irrigation. Plateau and Pacific states? (Class
consult the references named.)
Tarr and McMurry, p. 120.
Dodge, _Adv. Geog._, p. 166.
King, _Adv. Geog._, pp. 141-146.

_C._ Sources of water supply. Where can the water be obtained
for irrigating purposes in these
_a._ Rivers. dry areas?
_b._ Mountain streams fed
by rain, snow, or glaciers. (Conversation. Assignment to
_c._ Artesian wells. books in use by all of the class.
_d._ Lakes. Assign article in _Review of
Reviews_, 31:701-704, to a pupil
as a special topic.)
Tarr and McMurry, pp. 129-133.
Dodge, _Adv. Geog._, p. 172.
King, _Adv. Geog._, p. 142.
_Review of Reviews_, 31:701-704.

_D._ The process of irrigation. How can the supply of water
which falls during the rainy
_a._ Water storage, reservoirs, season be kept for use during
dams. the dry season?
_b._ Ditches or canals. (Assignment of special topics
_c._ Surface irrigation. relating to particular subjects.)
_d._ Subirrigation.
How is the water in the reservoirs
See geographies quoted under _C_, or rivers distributed to the
above. fields when it is needed?
_Popular Science Monthly_, (Illustrate by an outdoor lesson;
67:648-686. or if the nature of the country is
not suited to illustrate the
process, use the sand table and
construct a system of irrigation
showing reservoir, main canals, and
the distributing ditches. Assign
subirrigation as a special topic.)

_E._ The reclamation service. How does the United States
_a._ The nature of its work. government aid in reclaiming the
_b._ The territory affected. waste lands of the West?

(See the _World’s Work_, Dec., 1907.)

_F._ How the government gets What disposition does the
its money back. government make of the reclaimed
_a._ Sale of land in tracts lands?
not exceeding 160
acres to an individual.
_b._ Payment in ten equal
annual installments.

Ref. the _Cosmopolitan_, 37:715-722.
The _World’s Work_, Dec., 1907.

_G._ The effects of irrigation. Would it pay a man to buy a
forty-acre tract in the irrigated
_a._ Upon agriculture. region? What crops could he
produce? Value of crops?
(Estimated.) Where there are
(See geographies quoted above; prosperous farming communities,
also the _Cosmopolitan_, 37:718-722; what other industries are
the _World’s Work_, Dec., 1907.) possible? Are they found in the
irrigated districts? With
agriculture, fruit growing, and
_b._ Upon secondary industries other industries made possible
and profitable, what effect is
_c._ Upon population in produced upon immigration to
the areas irrigated. the Western states? What problems
did we set out to solve in
(King, _Adv. Geog._, pp. 152-154; these lessons on irrigation?
also other geographies quoted What is the answer to each?
above; the _World’s Work_, Dec.,
1907.)
Further topics for class study:—

1. Value of forests to systems of
irrigation.

2. Our relations to the irrigated
regions.

3. Advisability of introducing
irrigation in the Eastern states.

4. Irrigation in Egypt.

5. Irrigation in India.

Individual assignments:—

1. Economy of water in irrigation.

2. Fruit growing on irrigated
land.

3. Advantages and disadvantages
of farming in the East and
in the West.

4. Relative value to a state of
gold mining and of farming.

5. Relation of irrigation in the
West to the people of Europe.

6. To the people of the Eastern
states.

The plan given above for the topic “irrigation” is typical of many plans which the teacher should make. It indicates the development of the whole topic, which will need the time of several recitations for its complete development. The topics given at the end of the plan for class study and for individual assignment show that the teacher had thought over the problems which might arise as the subject was taught, and that she was ready to make such assignments as the situation demanded from day to day. If such a list of possible assignments has been prepared before the topic is taught, the chances are that the ground will be much more thoroughly covered than would be the case if the teacher trusted to her ability to select an interesting problem at the end of each day’s work. Lesson plans should, as a rule, cover a complete unit of work or topic. One plan will commonly include inductive development work in the derivation of principles, drill work to fix these generalizations or to give skill in their application, and at times deductive work in the use of the principles derived to explain new situations. A complete plan for teaching percentage in arithmetic would include all of the elements mentioned. A lesson for appreciation or a recitation lesson may often be followed by drill work. When the topic lesson plan has been prepared, the teacher will need to consider from day to day the best method of proceeding with the subject. She may wish to vary somewhat the approach or order of development.

A PLAN FOR A DRILL LESSON

The work indicated here can be done in one period. The plan is given as an illustration of the principles involved in good drill work. It is especially necessary, in planning for lessons of this type, to be ready to vary the exercises in order to maintain the interest and attention of the class. Repetition with attention is what counts for habit formation. The children have been playing a game in which the score secured by throwing a bean bag in squares, numbered from one to ten, has been multiplied by two and later by three. The class has been divided into sides, and the competition has been keen. They want to make larger scores, and, therefore, have a compelling motive for studying the next table.

_Teacher’s aim_: To teach multiplication by four. If we are to make larger scores, what table must we learn next? How many think they can learn half of the table of fours to-day? If you learn it, we will play our game for ten minutes.

_Pupil’s aim_: To learn the multiplication table of fours.

SUBJECT MATTER METHOD

4 × 4 = 16 Teacher writes the table on the
blackboard, as indicated under
4 × 2 = 8 subject matter.

4 × 6 = 24 How many are sure they know
the first two? Look at me and
4 × 3 = 12 answer as I ask the results.
Don’t answer unless you are sure.
4 × 5 = 20
Now let us take the first three.
Proceed as before.

I’ll erase the first three. Look
at them carefully. Now write
them on your tablets.

4 × 4 = 4 × 2 = 4 × 6 =

Don’t write the answers unless
you are sure you are right.

Let four or five children read
their answers.

Margaret may ask for answers.
She drills on the first three
combinations.

The other two are easy to
remember,—four times three we
know; it is the same as three
times four, and four times five
are twenty we can all remember.
Look carefully; I am going to
erase them.

Drill by teacher on last two
combinations.

All combinations put on board
again and read and written by
children.

Robert tries to discover whether
there is any girl who has forgotten
any part of the table.

Katharine tries to catch the
boys.

All write at the dictation of the
teacher, supplying the products.

The game is then played. When
any one makes a mistake in
recording his score on the
blackboard, his side is penalized
the amount of his mistake.

Possibly all the plans the experienced teacher needs for the lesson outlined above are a few notes concerning the variations to be introduced from time to time in the drill. She must plan, however, to put zest into the lesson by means of the variety which she introduces, and she must, if she is to get the best work, provide some motive which will make the drill work seem worth while to the children.

A LESSON ESSENTIALLY DEDUCTIVE

A part of a larger topic plan on taxation. The children have begun the study of taxation by inquiring how policemen, street cleaners, firemen, and other city employees are paid; how money is secured to run the schools, to provide water, and the like.

_Teacher’s aim_: To teach how to determine the amount of taxes to be paid when the assessed value of the property and the rate of taxation are known.

George, did you find out the assessed valuation of your father’s house and lot?

Henry, did you find the rate on real estate?

_Pupil’s aim_: Let us try to find out how much tax George’s father must pay on his house and lot.

SUBJECT MATTER METHOD OF PROCEDURE

A knowledge of percentage is If you want to find six per cent
assumed. of $3500, how do you proceed?

To find the percentage we If George’s father pays $1.80 on
multiply the base by the rate. each hundred dollars, how can you
tell how much he must pay on
House is worth $3500. Rate of thirty-five hundred dollars?
taxation is $1.80 on the hundred
dollars.

$1.80 on one hundred dollars Do you discover in this example
35 times $1.80 would be the anything like the problems in
------ amount due on thirty-five which you find a certain per cent
900 hundred. of a given sum?
540
------
$63.00
Find .018 (1-8/10 per cent) of
Taxation is simply an application $3500. If you multiply the
of percentage. assessed value by the rate, will
you get the amount of the tax?

Why must you point off two
places?

Do you think you can find the
amount of the tax to be paid on
any house and lot in the city, if
I tell you how much the assessed
value of the house is?

Houses worth $4,250 Is the rate of taxation the same
$18,400 on all houses?
$1,260
$1,500 Teacher gives problems to the
$7,500 whole class and has each explained
$800 in turn on the board.
$12,000
For to-morrow you may solve
How much tax must each pay? the following problems (written on
the board):—

ASSESSED RATE OF
VALUE TAXATION
$4,200 $2.20
$16,750 $1.35
$425,000 $1.90
$1,000 $0.78
$56,000 $1.64
$400 $2.18

PLAN FOR A SERIES OF TOPICS IN HISTORY—SIXTH GRADE

A plan covering the work for several weeks given in the form of a topical outline with suggestions as to methods of treatment. This general plan would need to be supplemented by definite additional preparation from day to day. This plan was prepared by Miss Lida Lee Tall, supervisor of grammar grades, Baltimore County, Maryland.

_Aim_: To teach the colonization of Maryland and show its development as a part of England’s colonial empire in the New World.

_Topical Outline (for the Teacher)_

I. Conditions in Europe at the time of the settlement of Maryland.

II. Conditions in the New World.

III. Life of George Calvert.
_a._ In England.
_b._ In the New World.

IV. The settlement of Maryland.

V. The development of Maryland.

_Textbooks_

Any good history of England, as Walker’s, Gardiner’s, or Andrews’.

Warren. Stories from English History.
Harding. Stories of the English.
Mowry. First Steps in the History of England.
Browne. Maryland: the History of a Palatinate.
Cheyney. European Background of American History.
Cheyney. A Short History of England.
Hall. Lords Baltimore and the Maryland Palatinate.
Gambrill. Leading Events of Maryland History (class text).
Coman and Kendall. History of England.

TOPIC I: CONDITIONS IN EUROPE IN THE SEVENTEENTH CENTURY

SUBJECT MATTER METHOD OF PROCEDURE

1. Monarch. King James. Much of the work can be developed
from assigned readings for
2. Incidents of the reign that will which the pupils must be held
help interpret the life of responsible. Where textbooks are
the times: not available the teacher, or a
pupil who reads well, may read to
{Religious the class. Of course, the
Controversies {Political assignment must be very definite.
{Commercial. For example:

{ vain _a._ As you read see if you can
{ arrogant tell from incidents in the
{ weak story the kind of man King
3. Character of { amiable James must have been.
the King { loved peace at You must argue for what
{ all costs you think about him.
{ ambitious
{ approved _b._ England was interested
{ learning particularly in Spain,
Holland, France, and the New
{ Sir Walter World. As you read find out
{ Raleigh why this was so.
{ Sir Robert
{ Cecil Half the class may be given the
4. Men of Eng- { George Calvert first assignment, the other half
land { Cromwell the second.
{ Guy Fawkes
{ Robert Carr When at the close of the study
{ Francis Bacon period, the teacher calls for the
work, it will be through her
sequence of questions that the
5. Reason for England’s interest subject matter will be organized
in other countries: according to the outline under
“Subject Matter.” If the
_a._ Trade. discussions are lively and
argumentative, the spirit of the
_b._ Spain’s success in seventeenth century will be felt
colonization in the New and the life of the time pictured.
World. Pictures of castles, London
streets, Ireland, the continent,
_c._ Spain’s usurpation of sea vessels, etc., will help to
Holland. make impressions more vivid.
Topic 6 makes a good summary
_d._ Increase in woolen and can be conducted in a way to
manufacture in England. make the work most attractive to
the pupils.
6. Topics of the day at the English
court:

_a._ Spanish king and his power.
_b._ Spanish resources.
_c._ New World.
_d._ Religion.
_e._ England’s { Stock companies.
trading { Proprietary
companies { privileges.

TOPIC II: CONDITIONS IN THE NEW WORLD

SUBJECT MATTER METHOD OF PROCEDURE

1. Spanish America. Assign readings from available
2. French America. textbooks.
3. English and Dutch America. A further assignment which
correlates with geography is the
following: Draw a map of the
world; show Old World; show New
World; color the part of the New
World that belonged to Spain, to
France. Also draw a map of
Europe; show the Catholic
countries, show the Protestant
countries.

As the teacher develops the
lesson from the class, by means
of thought-provoking questions,
she can make an outline on the
board, the class helping; then
this outline may be copied by the
pupils in notebooks used for
history lessons only. These
outlines should serve as
summaries and also as reviews
as the lessons continue.

TOPIC III: LIFE OF GEORGE CALVERT

SUBJECT MATTER METHOD OF PROCEDURE

1. George Calvert in England at 1. Assigned reading for class:
this time. Gambrill, pp. 3-6.

_a. Early life:_ Teacher may fill in with details
from Browne’s _Maryland_, or
Born in Yorkshire (locate). Hall’s _Lords Baltimore and the
Palatinate_. Much of this, however,
Educated at Oxford (picture may be developed. By this time the
of school). class will have been put into a
mental attitude, both historically
Traveled on the Continent and geographically, to answer
(map showing university problems very intelligently.
towns).

_b. Later life:_

Important position in England.

Interests in the New Assignment for map work:
World: Trade: religion.
A map of England—locate
Yorkshire, Oxford, London.

2. George Calvert. In the New A map of Europe showing
World: George Calvert’s travels on the
Continent.
_a. Newfoundland._
Management. 2. (_a_) Draw a map of the New
{Climate World showing Newfoundland
Difficulties {Soil and other settlements of
encountered {The that time.
{ French

Disappointment and Why was Newfoundland bought?
departure.

_b. In Virginia_ (_b_) Why in Virginia and not
Reception unwelcome because Plymouth?
of religion, character
troubles, business 3. Textbook assignment.
relations.

Result.

3. His return to England.
New charter from Charles I.
Death of George Calvert.

TOPIC IV: THE SETTLEMENT OF MARYLAND

SUBJECT MATTER METHOD OF PROCEDURE

1. Cecilius Calvert—To carry 1. Assigned reading: Gambrill,
out his father’s plan of pp. 6-8.
making a settlement in
the New World. As has been indicated, where no
problem development is possible,
_a_. Conditions of the new use textbooks or the teacher’s
charter. (Gambrill, pp. 6-8.) wealth of details to fill in the
connecting links. The texts should
be read just when the need for the
(_a_) Rights and duties of information arises: for instance,
the proprietor. when it is necessary to know the
conditions of the charter granted
(_b_) Rights and duties of to Cecilius Calvert, the books
the colonists. should be opened, the page found,
the page or paragraph read silently
Kind of man necessary to by the class, and the information
rule the colony wisely. then given.

_b._ Preparation for the trip: If the previous situations have
been vividly presented, then the
{Hostility of problem of the difficulties of
{the old London getting such a trip under way that
{Co. confronted Cecilius Calvert should
Difficulties {Objections to be eagerly discussed by the class.
{the charter There can be map work—England:
{by Claiborne. locate Gravesend, Isle of Wight;
also make the flag of England
under which the expedition sailed.
Getting {The _Ark_. (The flag of 1608 was the united
ready at {The _Dove_, flag of England and Scotland,
Gravesend {Nov., 1633. the flag of St. George and St.
Andrew combined. Lord Baltimore’s
{Men bound to own banner can be made
{service (probably and colored, though it was not
{Protestants), known to have been used until the
{300. battle of Severn; it was adopted
Men for the {Freemen (probably as the state flag in 1904.)
expedition {Catholics), 20;
{priests, 2. 2. The voyage can be treated as
{Members of the a recall of the knowledge
{Calvert family. gained from the
celebration of a holiday
like Maryland Day in
a previous grade, or an
Stop at the Isle of Wight. outline map may be
drawn and pupils may trace
Off for the voyage. the route if they can.

2. The voyage.
(More map work can follow to
_a._ The stop at the Barbadoes. indicate the stop at the Barbadoes,
the route up the Atlantic to Old
(It is necessary that Point Comfort, another stop, and
the class understand on to Blackiston Island.)
something of England’s
colonial territory _a._ Why was a stop at the
at the time: Barbadoes planned?
England colonized
Barbadoes in 1625, _b._ Why was a stop at Point
after it had been Comfort planned?
depopulated by the
Spanish. The island
had, therefore, been
under English control 3, 4, 5, 6. From the landing on
for eight years. Blackiston Island to the
It was possible that end of this topic the
the _Ark_ and the method followed should
_Dove_ carried mail be: developing questions,
for the Barbadoes. with the use of a
The colonists textbook which should
stopped for three be read either before the
weeks, in that time lesson or after the
repairing the vessels, development in order to
securing negro verify conclusions made;
slaves, and buying but this must be left to
supplies, among the judgment of the
which was seed corn teacher and her own
for the Maryland individual plan for dealing
settlement.) with the subject.
Assigned reading: Gambrill,
_b._ The stop at Point pp. 17-19.
Comfort.—Letters from
Cecilius Calvert and 7. For the life in the colonies,
the king were to be reading periods may be
delivered with great occupied with readings
respect, by the hands from any good book that
of a messenger who gives a graphic account
was conformable of the times, such as
to the Church of England, Alice Morse Earle’s
to Sir John _Home Life in the Colonies_.
Harvie, the governor If the sand table
of the Virginias. is used, the children
should consult these
3. The landing on Blackiston’s books. Another way to
Island, March 25, vary the procedure, if
1634. Why not a there are books enough,
suitable place for a is to assign readings and
permanent settlement? let the pupils bring to
the class accounts of the
4. The visit to the Pascataway details of the life in the
Indians. The sale colonies that seemed
of the Yaocomaco most interesting to them
Village. The advantages individually.
of such an
arrangement with In the Affairs of Interest
native Indians. it will be necessary for the
teacher to tell about the
5. The settlement on St. George’s conditions in England.
Creek, afterward known as Mowry, Guerber, or
St. Mary’s Creek. The Warren may have all
settlement was named the information necessary
Augusta Carolina. for this purpose,
but Cheyney’s _European_
6. The favorable conditions of _Background of American_
the settlement. _History_ should be
studied by the teacher.
_a._ Spring of the year. The European background
can be very
_b._ Houses of the Indians (log) simply drawn.
could be occupied
temporarily by the The Kent Island affair may
settlers while deciding be read before being discussed,
upon sites for building. but there is good
problem work there, and
the better plan would be
_c._ Aid of friendly Indians: to read the text last.
_Text:_ Gambrill, pp. 21-25,
1. Routes through the country. 99-111.

2. Protection. _References:_
Tudor Jenks, _When America_
3. Education—corn _was New_. Chap. IV, “Maryland
planting, harvesting, and the Dutch.” Chap. V, “New
clipping tobacco, World Living.” Chap. IX, “What
hunting game, fishing, the Colonists Knew and Thought.”
climate.

4. Land was already
cleared and cultivated.

_d._ Condition of plantation
grants:
Wm. H. Browne, _Maryland, The_
A man with five persons—2000 _History of a Palatinate_.
acres.
Alice Morse Earle, _Home Life in
A man with less than five—100 Colonial Days_.
acres for self;
100 acres for wife; The chapters on Virginia
100 acres for each plantation life will serve
child under sixteen to show the life in Maryland
years; 100 acres for colony also. The
each servant; 100 material is as follows:
acres for each laborer. Light, Kitchen, Fireside,
Serving Meals, Food of
_e._ Physical features of country Forest and Sea, Indian
for tobacco industry: Corn, Meat and Drink,
Flax Culture, Wool Culture
Tide water. and Spinning, Girls’
Occupation, Dress of the
Estuaries—wharves for Colonists, Jack-knife Industries,
each plantation. Travel, Transportation
and Taverns, Colonial
7. Life in the colony: Neighborliness,
Sunday, Oldtime Flower
_a._ Plantation—extent, Gardens.
sheds for drying tobacco,
slave quarters,
barns, rolling roads,
chapel, house.

_b._ Food—wild turkey,
venison, oysters,
hominy, corn pone.

_c._ Amusements—hunting,
dancing, singing by
slaves.

_d._ Travel—boats, horse.

_e._ Affairs of interest—Virginia
news.

Claiborne’s trading post in
the Chesapeake.

Relations with the Indians.

English politics (Charles I,
Cromwell, and Parliament.)

Military arrangements in
the settlement.

Currency for trading.

Need for an assembly to
settle matters in a legal way.

_f._ First Assembly—1635.

Matters taken up—Boundaries,

Military protection,

Claiborne trouble,

Framing laws to be sent
to Cecilius Calvert, the
proprietor in England.

_g._ Sending back these laws;
also letters, and products,
as well as the two
Indian arrows required
by the king.

An interesting account of
the arrival and departure
of the trading ships
can be given. They
came from November to
January, and the captains
were entertained
at the different plantations.
They brought
new settlers, indentured
servants, more slaves,
letters from England,
news of the world.

_h._ Trouble in the colony. _h._ Textbook assignment:
Gambrill, pp. 27-30, 34-47.
Claiborne on Kent Island.

Virginia’s hostility.

Troubles with the Indians—
Susquehannoughs and
Pocomokes.

Civil War in England.

TOPIC V: DEVELOPMENT OF THE COUNTRY AND REPRESENTATIVE GOVERNMENT

SUBJECT MATTER METHOD OF PROCEDURE

1. Assemblies— 1. Discuss the organization of
the several assemblies.
First Assembly in 1635.
Explain hundreds.
Second Assembly in 1638.
Why three years later Textbook: Gambrill, pp. 14-19;
than first? penal laws; prisons, 21-23;
judicial courts, 63-68.
What was its organization?
Freemen, governor, and
Council. Importance.

Third Assembly in 1659.

Representatives from the hundreds
making a House of Burgesses,
governor, and Council.

2. The Claiborne affair and its
settlement.

3. The effect of the Civil War 2, 3, 4, 5, 6, 7, 8. Textbook
in England upon the colonies: Assignments: To be given by
teacher.
_a._ Colonies in general:

1. Increase or decrease in
population according
to the sentiments of
the colonists regarding
the questions in England.

2. Strife in colonies.
Councils called on to
decide for or against
king or Parliament.

3. Effect on commerce.

_b._ Upon Maryland in particular:

1. Increase in Catholic
population.

2. Caused strife and dissension.

3. Return of Leonard Calvert
to England for advice; Giles
Brent left governor _pro tem._

4. Invasion of Ingle.

5. Ingle and Claiborne.

6. Leonard Calvert’s return
from England.

7. Leonard Calvert’s refuge
in Virginia.

8. Return of Calvert and
restoration of the
colony under his government.

9. Death of Leonard Calvert,
June 9, 1647.

Thomas Greene made
governor _pro tem._ by
Leonard Calvert on
his deathbed.

4. The appointing of a new governor
by the proprietor and
the reorganization of
the government: Factor
in this—Civil War;
the Protestants in
power in England.

1. William Stone appointed
governor.

Effect—he chose
Protestants for his
Council, from those
brought into Maryland
from Virginia.

They made a settlement
on Severn River.

5. Trouble with the Puritans
resulting in the battle
of the Severn.

6. Reconcilement with Virginia.

7. Change in organization of
government—Upper House.
Lower House.

Due to growth of colony;
freemen; indentured
slaves who became freemen.

8. Removal of the capital to 8. For “Life in Annapolis” see
Annapolis. Churchill’s _Richard Carvel_:
Chapter on “Christmas at
Carvel Hall.” This should
be read to the class.

Note.—Here the development of the Maryland colony may be closed because of the political difficulties which are entirely beyond the experience of the sixth-year child. The French and Indian Wars might be studied; also the opening up of western Maryland by the coming of the Germans; but the main point has been accomplished. The children have worked their way through the study by living in the conditions of the colony and solving Leonard Calvert’s problems for him. To work such a plan out in detail, to give just enough to whet the appetite of the child and then make him think for himself, to have him live as a colonist of the times, interested particularly in the details of government that concern the colonists as a united body until finally a “two house” legislature is demanded because of the growth in population, area occupied, and interests represented, is a task for the skill of the teacher, and is worth while.

LIDA LEE TALL,
Baltimore County Schools.

A LESSON IN NATURE STUDY INVOLVING A REAL PROBLEM

This lesson was planned and taught very successfully in the third grade by Miss Roxana A. Steele of the Speyer School, Teachers College, Columbia University.

_Teacher’s aims_:—

1. To teach pupils why and how to transplant.

2. To prepare for the transplanting of the salvia plants in our school garden.

_Pupil’s aims_:

1. To be able to select good plants for transplanting.

2. To know how to transplant in order to plant salvia plants without help.

SUBJECT MATTER METHOD OF PROCEDURE

Box of young salvia plants for What are we planning to do with
observation and comparison with our salvia plants when they are a
cabbage and tomato plants. little larger?

(Salvia plants to be transplanted Why didn’t we plant the salvia
into garden later.) seeds in the garden?

_Advantages of transplanting_: What are some of the advantages
Plants get an early start. of transplanting? disadvantages?

Opportunity for good arrangement.

_Disadvantages_:
Extra work.
Extra care.

How many children feel that
they know just the best way to
transfer a plant? (Pupils’ Aim.)
Do you think we can afford to
practice with the salvia plants
when we have so few? Who can
suggest a good way to learn to
transplant?

Cabbage and tomato plants discarded Let us look at those cabbage
by Teachers College gardener. and tomato plants which I have
brought from Teachers College
I. Choice of Plants. and see what we think about them.
Very small plants: These are from the box from
Do not root well. which plants were selected by the
Are slow in getting started. gardener last week.

Large plants: I shall divide the plants into
Stalks too long and weak. small, large, and medium-sized.
Bend very easily. Tell which you think are best for
If used, need to be planted transplanting and why.
deep.
Roots have not had room Why would you not select the
enough in hotbed. very small ones? the very large
ones?
Medium-sized, strong plants:
Best for planting. When a gardener has not enough
Good roots. fine, straight plants, can you
Good stalk. think of a way of planting by
Green leaves. which he might use a crooked
plant?
Crooked plants.
Can be straightened by the sun.
Now that we know _what kind_ of
a plant to select, can you think
of something else we must learn
before we are ready to transplant
our salvia plants?

(Statement of Pupils’ Aim.)

II. Manner of Planting. Can you think of some things
Preparation of hole. which might help a very young
Water at roots. plant to get a good start?
Planted deep enough for Has any child ever seen a farmer
branching of first leaves to plant cabbage or tomato plants?
be but an inch or two above Tell us exactly how he did it
ground. and why.
Earth pressed firmly around
plant.
Practice planting of cabbage Several children who can select
and tomato plants in a box a good plant may plant them in
of earth. this box of earth. The class will
Trowel. decide whether they are good
Choice of plant. gardeners.
Water.
Account of what is being done. Each child will have an
opportunity to plant a salvia
Summary. plant in the garden. Can you tell
How to select a plant for which plants will be most liable
transplanting. to grow well?
How to plant it.

A LESSON PLAN IN GEOGRAPHY WHICH IS PREDOMINANTLY DEDUCTIVE

The study of maps forms the basis for inferences which are later verified by referring to the text. This plan was written by Miss Mary F. Kirchwey of the Horace Mann School, Teachers College, Columbia University. This lesson was most successfully taught to sixth-grade pupils in the Horace Mann School.

_Teacher’s aim_: To teach the geography of India and to give practice in the application of principles of geography known by the pupils.

_Children’s aim_: Why do they have such terrible famines in India?

SUBJECT MATTER METHOD OF PROCEDURE

What is a famine?

Sufficient conversation to
impress upon the children the
suffering attendant upon famine.

Failure of crops—dense population What are some of the conditions
directly dependent upon agriculture that bring about a famine?
for a living—lack of sufficient
means of transportation.

We have abundant rainfall— Have you ever heard of famines
temperature favorable to crops— in our country? Why not?
great land area in proportion to
our population.

In Egypt—even as far back as In what part of the world have
in the days of Joseph (Bible)—also you heard of famines?
in recent years.

Nile’s overflow less abundant What were some of the causes
than usual—dense population. of famine in Egypt?

The Indus Valley in India is
one of the regions that is subject
to terrible famines. Let us see if
we can find the reason for it.

Location and approximate extent Point out the Indus on the map.
of the Indus Valley. Where does it rise? Where empty?
Draw your pointer along the
length of the valley—across it.

In what latitude is it?

Between latitudes 23° and 30° N. What temperature conditions
the temperature is warm. must prevail there? What part of
North America is in about the
Florida is in about the same same latitude? What do you know
latitude, but the extremes of about the temperature of Florida?
temperature are not so great owing Do you think that the Indus
to the water mass that surrounds it Valley has about the same
and tempers both heat and cold. temperature? Look carefully at
the location of both places—
Florida and the Indus Valley.
Can you see any reason for
thinking that temperature is not
the same? How are the summer and
winter temperatures of Florida
affected by the waters about it?
How are the summer and winter
temperatures of the Indus Valley
affected by the land mass about it?

Isothermal maps for January Find out whether your conclusions
and July verify the class are right.
conclusions.

JAN. JULY.
Indus Valley, 40°-60° 90°
Florida 50°-60° 80°
Is the temperature of Florida
favorable or unfavorable to crops?

Is a temperature somewhat
hotter in summer and colder in
winter unfavorable to crops?

Is there anything, then, in the
temperature of the Indus Valley
that explains their famines?

Rainfall. We must evidently look for
some other cause for the famines.
Upon what other climatic
conditions do crops depend?

Indus Valley is in the trade wind In what wind belt does the
belt. Indus Valley lie?

North of the equator the trades From what general direction
blow from the northeast. do the trades blow in the northern
hemisphere?

The air over the land becomes Let us see if there is ever any
heated and expands. The cooler exception to this rule. How does
air from the water blows in. the temperature of the land
compare with the temperature of
the water in summer? What effect
has this upon the air over the
land? What naturally follows?

From a general southerly direction. From what direction, then, do
the winds blow in India?
Arrows on map show that the
winds come from the southwest. Turn to the map of the winds
and find the exact direction.
These winds are called the
_Southwest Monsoons._

From the northeast in winter. Tell again from what direction
the winds of India come.
From the southwest in summer.

There can be practically no What, then, do you conclude as
rainfall in the Indus Valley in to the rainfall of the Indus Valley
winter because the winds blow over in winter? Is there apt to be more
the great land mass of eastern and or less rainfall in summer? Why?
south-central Asia before reaching Look at the map very carefully
the Indus and have lost their and see if it is likely that even
moisture. the summer winds bring much
rainfall. Is the rainfall equally
There is more rainfall in summer light all through the valley? Where
because the winds from the southwest is it apt to be heaviest? Why?
come directly from the
ocean. The valley lies so low,
however, that the winds sweep
over the southern part of it without
having much of their moisture
condensed. There is little
condensation until they near the
highlands on the north.

Refer to rainfall maps which Prove that your conclusions
show well-watered regions in the are correct.
upper valley—desert in the lower.

Generally favorable in the upper Would you then say that the
valley—unfavorable in the lower. rainfall is favorable or
unfavorable for agriculture?

Does this mean, necessarily,
that agriculture cannot be carried
on in the lower valley?

The Nile Valley—Egypt. What other river valley have
you studied that is noted for its
agriculture in spite of a very
light rainfall?

The annual overflow of the What makes agriculture possible
river. in the Nile Valley?

The heavy precipitation in the To what is the overflow of the
mountainous districts that feed its Nile due?
tributaries.

Indus has many tributaries that Is there anything in the location
rise in the Himalayas. In the of the Indus that makes it
summer, when the snows on the likely that it, too, overflows?
mountains melt, these tributaries
carry to the main stream such a
quantity of water that an inundation
results.

Overflow is less and a What is the result if the
correspondingly smaller area rainfall is less abundant than
productive. usual?

Character of the soil. Upon what beside temperature
and rainfall does the
productiveness of a region depend?

River valleys in general have a Can you come to any conclusion
rich soil. A river that overflows in regard to the soil of the Indus
leaves a deposit of rich mud that Valley?
makes its banks very fertile.