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Following is the cover page of issue #15

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INDEX

Issue No.	Dates	Summary
1	to 1493	This lesson will take you from the beginnings, wherever you wish to think of them, through 1492 and the "discovery" of the new world. There are three primary objectives: A positive, possessive recognition of Illinois. An appreciation, awareness, and fundamental understanding of where Illinois is in the world. A basic understanding of the world as a sphere and what Columbus was attempting to achieve.
2	1493-1500	We began by relating the globe, the continents, our nation, and our state to each other and to ourselves in the first issue. Now we bring them closer to home. Map familiarization becomes our primary objective. The Illinois resource map on page three and the county by county index on page two are important features. Activities suitable to this issue are those which concentrate on Illinois and local geography. Where are you in Illinois? Now relate this to the state as a whole. You are completing the transition from the globe to your own neighborhood.
3	1500-1540	From the very beginning three European nations dominated exploration of the "New World." Spain seized the greatest initiative concentrating on access through the Caribbean and pursuing riches. England and France concentrated on the more northerly coast of the continent. We see growing interest in the New World, but also recognize that its size and importance went almost absolutely unrecognized for many more years.
4	1540-1600	The American Indians were Illinois' first inhabitants. Our principle objective is to acquaint students with these first Americans and to understand a few constructive principles of ethnic origins. One popular term for this is culture. We will introduce that term and study something of its meaning. This will be expanded in future issues to a broader appreciation of cultural differences and customs and to other races and people groups.
5	1600-1630	The study of colonization is our principle goal. What is a colony? Why establish colonies? What factors determine where they are established? We lay the foundation for the first settlements situated in the midwest and later colonial incursions in pursuit of farms, ranches, and communities. We see how this also relates to the development of conflicts among colonial powers and Indian nations. We examine "basic necessities" and explore our own priorities and their social and moral implications.
6	1630-1640	As the door opens to exploration of the midwest, we look more closely at the inhabitants of the area. In particular, we study the Indians of Illinois and the part they will play in the events to follow.
7	1640-1700	Three new cultures are appearing in the New World: Spain, France, and England. A fourth has been here all along. The conflicts which result are followed by more than 150 years of contention over the land now known as America. We study the entrance of these cultures. We see some similarities but we also begin to see critical differences that affect Illinois. In the context of events of this period, we introduce our study of climate and learn the difference between "climate" and "weather."
8	1700-1715	The French claim upon Louisiana established the Mississippi River as a potential trading route to Illinois. It also divided Spain's colonies in Florida from those in Mexico. America was now effectively partitioned into three European colonial empires with France in the middle. We study the effects of this on trade with the Indians and the shift of French colonization in North America from Canada to the Gulf of Mexico. We will also study money as a medium of exchange and conclude our study of weather and climate.
9	1715-1748	While we take a look at timely events affecting Illinois, the principal objective of this lesson is to study and appreciate our midwestern geography. We will discuss a few ways in which it affects us, then we will define many terms common to geography and topography. In the concluding discussion, we particularly want students to identify the geographic character and features of their part of Illinois.
10	1748-1757	The three Americas we have studied have coexisted in North America for 250 years. In spite of the space and freedom known, tensions are developing. English colonials have begun to penetrate the Appalachian barrier. French and Indian residents are disturbed. They fear the possibility of colonial expansion from the Atlantic inland. Meanwhile, Spain's growing fear of the French only makes matters worse.
11	1757-1765	Of all the conflicts on this continent in recorded history, the one with which most Americans are least familiar is the French & Indian War. Yet this war set the stage for the revolution that followed in less than 20 years. It also critically influenced the history of Illinois. In the last issue we explored events leading up to this war. Now we study the course of the war itself, the principal battles, and the war's conclusion.
12	1765-1775	We focus on events leading to the Revolutionary War. A critical goal of this lesson is understanding cause and effect. The events which precede the revolution present an excellent illustration of how things can work together to produce unexpected results. They show how events build one upon another, sometimes exaggerating their importance beyond reason. We strive to see this from a personal perspective as well.
13	1775-1787	From the seeds of unrest and distrust sewn through events before 1775 emerge a revolution like none other in history, a successful war of independence giving birth to a new and "free" nation. We see that war from an Illinois perspective. In particular, we see how Illinois is impacted and the role played by a Virginian, George Rogers Clark.
14	1787-1800	The new nation, having succeeded in revolution, now faced the challenge to succeed in independence. What form should government take? How would it function, who would lead, what would be that leader's authority? Many questions with difficult answers would face the United States. Resolving these issues required the formulation of a national constitution. Another question too: What would become of the frontier lands west of the Appalachians? Could they, and, if so, how would they share statehood in the new union?
15	1800-1811	The Louisiana Purchase of 1803 doubled the size of our nation. It would have dramatic effects on Illinois. No longer would the Mississippi River be America's western boundary, but the opening of new lands in the west would draw even more settlers to the virgin lands. The Lewis and Clark expedition to the Pacific proved the continent could be crossed. In this context we begin to study overland transportation and our frontier roads.
16	1811-1815	The key event of this period was the War of 1812. A form of slavery called "impressment" was one important cause of that war. The forced naval service imposed on sailors of captured vessels was associated with the privateering practices of the day. We study privateers, buccaneers, and pirates to understand their similarities and differences. The new American nation was dependent on trade for survival. That dependence on land and sea increasingly placed her at odds with her parent nation, England. In 1812 it came to war.
17	1815-1820	In 1818 Illinois became America's 21st state. This was the turning point from external to internal government. Now Illinois government would be defined by people IN Illinois. It was the time when Illinois assumed the rights and responsibilities of statehood and self-government. But what is "self-government," that is, what are these rights and responsibilities? Would this new state be able to separate from the United States if it so chose? Our lesson introduces this crucial question.
18	1820-1830	Illinois enters a new stage of being. It will be host to thousands of new families seeking to make their homes on the fertile prairies. Why would they come and where would they live? Making a new home on the frontier was a challenge that invites study as we seek to understand the character of the people on whom Illinois was built. Westward migration also posed new problems, especially for southern slaveholders. As new lands were settled and states formed, would they be slave or free? We study the Missouri Compromise.
19	1830-1836	Illinois is beginning transition from an undeveloped wilderness to a prime agricultural partner in the growing American nation. Small towns are appearing statewide. With increased agricultural productivity new concerns are arising: concerns about transportation, funding of improvements, slave holding, safety from Indian raids, provision of education, and many others. To make matters more interesting and exciting for our study, the industrial age is about to dawn. How will this affect the frontier?
20	1836-1840	Our transition from frontier to modern state continues. The industrial, commercial Illinois is being born. The first stage in this conversion comes in improved transportation, namely canals to carry goods between Lake Michigan and the Mississippi River. Opening the interior of Illinois to global as well as national shipping will present a worldwide market to the Illinois farmer. The significance of the transition taking place draws our attention to the stages of history as we are studying them.
21	1840-1850	From railroads to wagon trains, this issue concentrates on transportation and westward migration. Completion of the Illinois & Michigan Canal opens eastern markets to Illinois farm products. Railroads connect with the canals. California is no sooner American domain than gold is found. Masses of fortune hunters join in a rush. Prairie schooners loaded with families bound for Oregon come through Illinois too. Many are drawn to its fertile land and stop to set their roots here instead.
22	1850-1860	The Civil War is just about upon us. Illinois has become a vibrant, exciting place to live. Now it will be challenged by the greatest threat ever to strike the nation. Not all her citizens support the Northern view of slavery. What will Illinois do? We study the events and concerns that precipitated the war. Abolitionism reaches a frenzy. Abraham Lincoln rises to fame.
23	1860-1863	While the Civil War was not fought in Illinois, it was close by and it very much affected Illinois. Soldiers from all parts of the state joined in the Union Army. We attempt to better understand the war and the part Illinois played in it. The outcome of the war, which we will study in the next issue, was restored unity. What is unity?
24	1863-1870	Illinois participated in the Civil War in a big way: by supplying the North's finest general, Ulysses S. Grant. He had demonstrated his leadership capacity since entering the war in 1861. In 1864 Grant was given command of all Union forces. We study Grant and another wonderful Illinois maverick, the Cyclone in Calico, Mary Ann Bickerdyke. We also bring the war to a close and look to its aftermath. What is to become of the newly freed slaves?
25	1870-1890	Illinois has become an entirely different place with prospering farms and growing industries. Thousands of new residents are streaming in, many fleeing from oppressed nations and poverty stricken cities of Europe. The new Illinois is a land of increasing opportunity. For many it is the gold at the end of the rainbow. But industry brings new concerns to the Prairie State.
26	1890-1920	Illinois now becomes international. Industries blossoming here attract more and more disenchanted and disenfranchised from European shores. Soon Illinois is one of the most popular destinations of America's new wave of immigrants. It is the dawn of the international era in another way as well. America takes part in two wars, one with Spain and one that has worldwide involvement.
27	1920-1940	Prosperity and depression are the key words of this lesson. Associated with them is drought. After the World War (I), America experienced a time of great prosperity and unrestrained frivolity. The Roaring Twenties, prohibition, and bootlegging dominate the scene. Then came the "crash" and everything went from riches to rags. We study what led up to this stage in our history and what emerged from it.
28	1940-1950	Looking back we again see the world at war. This time we have a war with heavy racial and ethnic overtones. It is fitting that, as we near the end of our series, we focus on race and difference. How did racism lead to a terrible war? We explore how we are affected by racism and look again at the healthy side of "difference." We explore how we have come to be so different, and explore the wonderful ways in which we are alike. We end by looking at important events taking place after the war.
29	1950-1970	Civil Rights dominates this issue. One of America's darkest days occurred when John F. Kennedy was killed in Dallas. We study the political and racial tensions of those days and the difficult process of coming to grips with the principle of equality. We look at the end of segregation throughout the South and the continuing battle to achieve awareness of equal opportunity and equal responsibility. Yet throughout this time, Illinois has been growing dramatically. New interstate highways cross our land and Illinois industry leads us toward a new age of prosperity.
30	1970-1980	Completion of the Sears Tower, the world's tallest building, is our key to the study of Chicago, one of the world's greatest cities. But in looking at a city we also see the questions that many have about city life. So we explore "the city" and compare life there with life in our agricultural heartland. We discover that both are important and great Americans have come from both. In that context we look at Illinois names to know, a biographical study of people important to Illinois.
31	1980-1990	Agriculture is vital to Illinois. As the principal theme of this issue, we use it to teach about statistics and their use. We study farm products and learn which are most important to Illinois and where they are raised. Then we spotlight the counties which are most productive. Comparing productivity enables us to examine statistical summaries and charts and study the ways in which they may be used. Making statistics visible is important and this is often done with graphs and charts like those we draw in this lesson.
32	1990+	We have been studying the past. We call it "history." It is not ancient. But, for these students, everything past is ancient! We close our study by looking at the present and the future. Instead of "his-story," now we study "my-story." This my-story is their-story and America's future! We study the calendar of the present and that of the future as we look ahead in the 21st century and our part in it. Seeing in recent tragic floods how important it is that we work together, we look at what we can do to make that future as bright as possible.

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