Unit 1: The Discovery of America

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Unit 1 [flag bg_color=”#d6e3bc” text_color=”#9d241a”]High School[/flag]

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Unit Overview

Subjects Covered: Grammar, Literature, Composition, History
Time Period: Reformation and Revolutions
Grade Level: High School: 9 – 12
Civilization: Spanish, Native American, English
Literature: The Pilgrim’s Progress – by John Bunyan.

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Unit Description

At the time of discovery New World Europe was ready for just such an event in the world’s history. She was enjoying a short respite from the habitual toil of war. Spain had conquered the Moor and all but banished him from her borders after centuries of strife. The civil war in England, known as the War of the Roses, had ceased, and Henry VII was restoring peace to the English nation; even the Italian countries and France and Portugal were free from strife. During this period of political calm among the nations of Europe, there was a deep feeling of unrest, which, accelerated by the development of commerce with Asia and the islands of the easter seas, the perfecting of the mariner’s compass, and the art of printing, manifested itself in the desire for discovery and conquest.

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Leading Ideas and Biblical Principles

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History is HIS Story – God’s story of love, mercy, and redemption through Christ.
- He made known to us the mystery of his will according to his good pleasure, which he purposed in Christ, to be put into effect when the times reach their fulfillment—to bring unity to all things in heaven and on earth under Christ. — Ephesians 1‍:‍9-10
God’s providential hand governs and times all events and provides for His Creation according to His plan and purposes.
- The God who made the world and everything in it is the Lord of heaven and earth and does not live in temples built by human hands. And he is not served by human hands, as if he needed anything. Rather, he himself gives everyone life and breath and everything else. From one man he made all the nations, that they should inhabit the whole earth; and he marked out their appointed times in history and the boundaries of their lands. God did this so that they would seek him and perhaps reach out for him and find him, though he is not far from any one of us.- Acts 17: 24 – 27

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Unit 1 Resources: [flag bg_color=”#d6e3bc” text_color=”#9d241a”]High School[/flag]

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[button id=”1″ link=”https://www.artioshcs.com/wp-content/uploads/2013/07/Early-Mod-Unit-1-HS-Discoverers-and-Discoveries-PRINT.pdf” linking=”new-window” size=”medium” type=”simple” title=”maps”]Download Unit[/button]

[button id=”1″ class=”1″ link=”http://upload.wikimedia.org/wikipedia/commons/thumb/3/38/Viajes_de_colon_en.svg/800px-Viajes_de_colon_en.svg.png” linking=”new-window” size=”medium” type=”simple” title=”maps”]Download Maps[/button]

[button id=”1″ link=”http://www.tripline.net/trip/Columbus’s_First_Voyage-524426755021100398BBC307AA573874″ linking=”new-window” size=”medium” type=”simple” title=”maps”]Interactive Map[/button]

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[tab_title]Lesson One[/tab_title]

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Lesson One Assignments:

Review the discussion questions and vocabulary, then read the article “Finding a Continent,” pages 6‑6.
Narrate today’s reading using the appropriate notebook page. Be sure to answer the discussion questions and include key people, events, and dates within the narration.
As you read through today’s lesson, begin making a chart showing each country involved in exploration and listing that country’s explorers and discoveries.
Define the vocabulary words in the context of the reading, and put the word and its definition in the vocabulary section of your history notebook.

Lesson One Discussion Questions:

Where did Christopher Columbus actually land on his first voyage?
What was the principle cause leading to discovery?
What does the author mean when he writes, “The dream of the scholar became the demand of the merchant?”
What were other causes which led to a rise in exploration and discovery?
What is meant when the author writes, “In the affairs of men and of nations, it has usually happened, that when an emergency has arisen, the man has been found ready for the hour”?
Where and when did Columbus’ journey begin?
Why did Columbus refer to the native Americans as Indians?
What does the text say spurs men to action? Do you agree or disagree?
What did Columbus discover on his other three voyages?

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[tab_title]Lesson Two[/tab_title]

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Lesson Two Assignments:

Review the discussion questions and vocabulary, then read the article “The Race for Possession,” pages 9‑9
Narrate today’s reading using the appropriate notebook page. Be sure to answer the discussion questions and include key people, events, and dates within the narration.
As you read through today’s lesson, continue making a chart showing each country involved in exploration and listing that country’s explorers and discoveries.
Define the vocabulary words in the context of the reading, and put the word and its definition in the vocabulary section of your history notebook.

Lesson Two Discussion Questions:

What were some of the motivations behind exploration?
What did Ponce de Leon go in search of?
What did Ponce de Leon actually find?
What did Balboa discover?
Who did Cortez take prisoner?
What were the achievements of Magellan’s exploration?
What is the significance of the city of St. Augustine, Florida?
How did America get its name?
What were French protestants called at this time?
Why were they persecuted?
What distinction does La Salle deserve?
What discovery is credited to John Cabot?
What was developed during the reign of Queen Elizabeth?
Name two poets/playwrites who were contemporaries with Queen Elizabeth.
Name two writers who were contemporary with Queen Elizabeth.
Sir Francis Drake was the first English explorer to do what?
What did Sir Walter Raleigh name his colony and why?

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[tab_title]Language Arts[/tab_title]

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Unit 1 Literature Assignment

Literature
- Read the assignment background information, then read The Pilgrim’s Progress: from The Author’s Apology for This Book through Part I, Second Stage.
- In your reading journal, track the allegorical elements found in the reading and begin making notes critiquing the poem as an allegory.
EBOOK LINK
AUDIO BOOK LINK

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[tab_title]Resources[/tab_title]

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Additional Maps:

Complimentary Sources: