Unit 8: The Effects of the Reformation on America

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Unit 8 High School

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
Songs of Innocence and Experience by William Blake

Christopher_ColumbusUnit Description

“From this period we find interwoven with the early history of our country a class of persons who were not mere adventurers – seekers after gold or fame – but who sought here a home, where they might enjoy civil and religious liberty, and who held the principles of which we see the result in the institutions of the United States, so different in some respects from those of any other nation. This difference did not spring from chance but was the legitimate effect of certain influences. What has made this younger member of the great family of governments to differ so much from the others? What were the principles, what the influences, which produced such men and women as our revolutionary ancestors? The world has never seen their equals for self-denying patriotism, for enlightened views of government, of religious liberty, and of the rights of conscience…”
– Jacob Harris Patton

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 8 Resources: High School

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Lesson 1: History

Lesson One Assignments:

  • Review the discussion questions and vocabulary, then read the article: The Reformation and Its Effects, pages 6-7.
  • 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.

Lesson One Discussion Questions:

  • What happened fifty years before the discovery of Columbus?
  • What happened twenty-five years after the discovery of Columbus
  • How did these events build toward a new type of colony in America?
  • Give your explanation of the following statement made by the author:

“When great changes are to be introduced among the nations of the earth, God
orders the means to accomplish them, as well as the end to be attained. He trains
the people for the change.”

Lesson 2: History

Lesson Two Assignments:

  • Review the discussion questions and vocabulary, then read the article: Massachusetts –
    The Plymouth Colony, pages 9-25.
  • 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.
  • Beginning with the heading for the Massachusetts Bay colony, construct a chart that shows each colony listed and columns for founders, key people and events, purpose of the colony, and obstacles to founding. As you read, fill out this chart with information from your reading.

Lesson Two Discussion Questions:

  1. Describe the difference between the beliefs of the Puritans and the Separatists.
  2. Were the Pilgrims Puritans or Separatists?
  3. Who was the first governor of the Pilgrims?
  4. Who took the place of the first governor once he died?
  5. Why was Roger Williams so controversial?
  6. Give a brief background about the Salem Witch trials.
Literature

Unit 8 Literature Assignments

  • Read the two poems in the assignment background section.
  • Paraphrase each stanza or quatrain. Pay attention to the rhyme scheme in each.
  • Write a brief essay that compares the message Blake is presenting in each poem. Your essay should answer these questions:
    • What is Blake saying about the view of children in each poem?
    • What is the implication of the treatment of the poor and of children in each poem?
    • Does Blake present commentary about the role of church in the care of the poor?
Video & Other Resources

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:

Online Tours:

Videos:

VIDEO: The Mayflower

A Day in the Life of the Pilgrims

The Protestant Reformation Video Part 1

Protestant Reformation Video Part 2

William Brewster – Drive Thru History

The Pilgrims and Squanto

Martin Luther: Reluctant Revolutionary

Arts

Music:

Some Composers:

Isaac Watts