Unit 2: Colonization of the New World

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Unit 2: Colonization of the New World

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Unit 2 [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: 6 – 8
Civilization: Spanish, Native American, English
Literature: The Pilgrim’s Progress – by John Bunyan

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Unit Description

Learning about the Native Americans that inhabited North America before the arrival of the colonists is key to understanding the relationships between the two groups throughout American history. In addition, understanding the motivations of the foundings of the various colonies also serves a crucial role in understanding how they interacted with the original inhabitants of North America.

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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 2 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/2013/08/Early-Mod-Unit-2-HS-Colonization-of-the-New-World-WWW.pdf” linking=”new-window” size=”medium” type=”simple” title=”maps”]Download Unit[/button]

[button id=”1″ class=”1″ link=”http://www.emersonkent.com/images/indian_tribes.jpg” linking=”new-window” size=”medium” type=”simple” title=”maps”]Download Maps[/button]

[button id=”1″ link=”http://www.phschool.com/atschool/ahon/history_interactive/mvl-1021/common_player.html” linking=”new-window” size=”medium” type=”simple” title=”maps”]Interactive Map[/button]

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[tab_title]Lesson 1[/tab_title]

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Lesson One Assignments:

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.
Define each vocabulary word in the context of the reading, and put the word and its definition in the vocabulary section of your notebook.
Print out a black line map of the United States to use while reading this article. Using the internet, find an updated map of the United States that shows the various geographical features listed in the article, and fill out your blank line map accordingly.
Once you have completed your map with the geographical features listed below, show where the various Indian tribes and nations were located during this time period of exploration.
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:

What aspects of North American geography greatly influenced the history of the United States?
What three great tribal families of Indians were located east of the Mississippi River?

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[tab_title]Lesson 2[/tab_title]

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Lesson Two Assignments:

Review the discussion questions and vocabulary, then read the article: The Coming of the English Home Builders
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.
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.
Read this article and perspective on Native American cultures before the time of Columbus.
- What factual and perspective differences do you find in this article compared to yesterday’s reading?
- Why do you think there are such strong contrasts between the two articles?

Lesson Two Discussion Questions:

What was the motivation behind the first English settlements?
Describe the character of the early colonists.
Why did the concept of “all things in common” not work?
Describe the influence of tobacco on the colonists.
What did Sir George Yeardley facilitate that marked the beginnings of the republic?
Describe the difference between Sir William Berkeley and Nathaniel Bacon. How did those differences foreshadow the two sides involved in the Revolutionary War?

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[tab_title]Language Arts[/tab_title]

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Unit 2 Literature Assignments

Read the assignment background on literary criticism and reading allegory and answer the questions that follow.
Read The Pilgrim’s Progress from Part I, Third Stage through Part I, Fifth Stage
In your reading journal, continue to track the allegorical elements found in the reading and continue making notes critiquing the poem as an allegory.

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[tab_title]Supporting Videos and 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: