Unit 11: Colonial Life

Boston 1733

Unit 11 High School

Unit Overview

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

Massachusetts Hall HarvardUnit Description

Every country and even every community has particular ways of doing things. The colonies were no exception to this. Each colonial area developed its own customs, combining traditions from the old world with new ways of doing things in the New World. We can observe these particular and sometimes peculiar customs by studying education, dress, religion and relationships in the New World.

Leading Ideas and Biblical Principles

  • 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

Unit 11 Resources: Middle School

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Lesson 1: History

Lesson One Assignments:

    • Review the discussion questions and vocabulary, then read the article: Colonial Life, pages 6 – 13.

Activity while Reading:

    • Create a chart with each of the following categories about colonial times. Make a list of important facts and people under each heading:

education literature religious life occupations money
population growth homes colonial food law

  • In addition to the chart, be sure to answer the discussion questions and make note of key people, events, and dates.
  • 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.
  • Be sure to visit www.ArtiosHCS.com for additional resources.

Lesson One Discussion Questions:

    Describe Rev. John Harvard.
Lesson 2: History

Lesson Two Assignments:

  • Read the article: The Growth of the Colonies, pages 15 – 25.
  • Instead of narrating on the articles in this lesson, continue to add to the chart you began in lesson one by gleaning additional facts for each category from today’s reading.
  • Be sure to visit www.ArtiosHCS.com for additional resources.

Unit 11 Literature Assignments

      Read the background information, then read all of the story “The Legend of Sleepy Hollow” by Washington Irving.

Before reading the story:

      Does the title suggest the importance of the setting? Titles are given for various reasons, but the astute reader of a well-written story ought to be able to discern why the author selected its title. As you read this story, ask yourself why Washington Irving chose the title he did. Find evidence within the story to support your claim.
      It will be well for the student to familiarize himself thoroughly with the story. The following questions will help in this:

        1. Where did Ichabod come from?
        2. Why did the place become drowsy?
        3. Was there any motive for driving Ichabod out of town?

After reading the story through carefully:
Note which of the plot elements is most important, judging from:

        1. The relative amount of space in the story devoted to that element.
        2. The general impression that the story seems to have made upon the public or what is best remembered about it.
      3. The lasting impression which the story has made upon you as an individual reader.