Unit 10: The Colonies Mature

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William-Penn

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Unit 10 [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: Sonnets from the Portuguese – by Elizabeth Barrett Browning

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Unit Description

“Cromwell’s death in 1658 caused the downfall of the English Commonwealth, and King Charles II entered London in 1660. The colonies fell back into the hands of the crown, which established a series of colonial councils, eventually called Lords of Trade. Parliament, as a part of its colonies’ general power to regulate the trade of the empire, in 1660 and 1672 renewed, with additions, the earlier navigation ordinance, so as to direct colonial commerce through English ports for the profit of the English merchant…” – Albert Bushnell Hart

New York, New Jersey, Connecticut, Virginia, Pennsylvania, Massachusetts and Maryland each governed their state by their own charter. The interference of England was neither invited nor welcomed by the colonists.

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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 10 Resources: [flag bg_color=”#d6e3bc” text_color=”#9d241a”]Middle School[/flag]

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[tab_title]Lesson 1: History[/tab_title]

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Lesson One Assignments:

Review the discussion questions, then read the article: Expansion of the English Colonies, pages 6 – 12.
Narrate about 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.
Be sure to visit www.ArtiosHCS.com for additional resources.

Lesson One Discussion Questions:

Who devised the rectangular plan of Philadelphia?
Over what did the settlers quarrel with Penn?
In your opinion, was Nathaniel Bacon a traitor?
How did the Carolina proprietary patents differ from those of Maryland?
Describe the Quakers in New Jersey and Pennsylvania.
Make a list of the Duke of York’s land holding in America and tell what became of each.
In what condition did King Philip’s War leave New England?
Was Governor Andros a tyrant?
Why was the Massachusetts charter annulled?
Describe the early life of William Penn.
Describe life among the New England Native Americans.
Describe the arguments for the colonial union desired by Andros.

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[tab_title]Lesson 2: History[/tab_title]

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Lesson Two Assignments:

Read the article: The Other Colonies, pages 13 – 17.
Make a chart listing in the left hand column the following colonies: Maryland, the Carolinas, and Georgia. Across the top of the chart, make a column for each of the following categories: founder, religion, key people and events. Fill this chart out for each colony as you read the article.
Be sure to visit www.ArtiosHCS.com for additional resources.

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[tab_title]Literature[/tab_title]

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Unit 10 Literature Assignments

Read the assignment background on sonnets, then read the poem “How Do I Love Thee…”

Think about the poem as a story where the speaker is addressing an audience or another character. After reading the poem through once, review and answer the following in your notebook:

A description of the speaker’s voice.
- The noted conflict or ideas of the poem.
- The language the poet uses to express this conflict or ideas.
Write the details about the poem:

Visit this site for more information on rhyme scheme, form, and rhetoric: http://learn.lexiconic.net/elementsofpoetry.htm

Rhyme Scheme: note the rhyme scheme of the poem by assigning letters to rhyming words.
Form: In what form is the poem written (sonnet, ballad, free verse)? Does it vary from the traditional form?
Rhetoric: How does the speaker reveal his ideas?

What does the rhyming couplet signify, and what message does the poet want the reader to hear?
Using your knowledge of sonnets from the lesson, give the idea presented in the octave and the conclusion presented in the sestet and finalized in the couplet.

Use the information found at this website to write an explication on Sonnet 43. http://writingcenter.unc.edu/resources/handouts-demos/specific-writing-assignments/poetry-explications

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[tab_title]Video & Resources[/tab_title]

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VIDEOS ON THIS WEBSITE SHOULD BE PREVIEWED BY PARENTS BEFORE ALLOWING STUDENTS TO WATCH VIDEOS. SOME VIDEOS MAY CONTAIN INFORMATION ON SENSITIVE TOPICS.

Additional Maps:

Complimentary Sources: