History - The New World is Settled Manual Flipbook PDF

Printed teacher manuals are provided for parents and teachers who enjoy preparing and/or teaching from a printed copy. T

---

136 Views
53 Downloads
FLIP PDF 7.17MB

DOWNLOAD FLIP

REPORT DMCA

FAMILY

SCHOOL

from AMERICAN HERITAGE SCHOOL

HISTORY

Lesson Plans THE

NEW WORLD IS SETTLED

History—The New World Is Settled Dear Parents, Welcome to The Family School History course—The New World Is Settled! In this course you will be studying the history of the world from the time of the explorers to the settling of the North American continent. You will the motives and explorations of the major explorers, the Renaissance and Reformation, particularly how Bible came to be translated into the peoples’ languages and the colonization of North America. Yours is the unique opportunity to share with your children, strong academics and engaging activities in light of the restored gospel. Please do not feel like you need to be an expert historian in order to teach this course. One of the most wonderful things about homeschooling your children is learning along with them. This course is designed to give children a Christ-centered view of history. They will see the Lord’s hand in the history of the world and will see how following His principles helps individuals and nations “prosper in the land” (Alma 36:1)—or experience the blessings the Lord has in store for them. They will see the influence of all kinds of people—those who follow Christ and those who do not. They will understand the difference one person can make in the hands of the Lord. Using the principles of the restored Gospel of Jesus Christ, children will come to know not only the chronology of history but also the character of the Lord as He works with His people. Their understanding will be reinforced by principles of truth found in the scriptures and in the words of latter-day prophets. Read over the instructions and lesson materials well ahead (at least one day prior) of teaching the lesson as many lessons contain preparations that need to be completed before you begin teaching. Be sensitive to the Spirit. If you feel impressed to add ideas, truths, or personal experiences to the lesson, do so. Take the opportunity to bear testimony whenever the opportunity arises. Help your children recognize that they are known and loved by Heavenly Father and Jesus Christ and that They have a plan for each of them. Each lesson plan in this manual is designed to provide a flexible framework from which to teach academic, inspiring lessons. Do not feel obligated to teach every lesson in a lock-step fashion. Such an expectation would cause unnecessary stress and would be contrary to our primary learning objectives, which include (1) increase your family’s love of the Lord and love of learning; and (2) develop strong learning and reasoning skills. Admittedly, some days you’ll have more time available for The Family School than other days. Some children prefer to learn in ways different from others. And some lesson plans require less teaching time than others. Therefore, how much you teach and what you teach should have less to do with exactly following the provided lesson plans, and more to do with why and how you teach. When love—love for the Lord and love for your children—is your primary motivation for why you homeschool, then The Family School lessons can enhance how you homeschool. We love you, and we pray for your success! Sincerely, Your Family School Curriculum Development Team

Acknowledgements American Heritage School gratefully recognizes the many individuals who have assisted in the development of The Family School.

Authors and Contributors Leland Anderson, Karen Arnesen, Annalee Barajas, Grant Beckwith, Heidi Boden, Jena Flanagan, Annette Fugal, Diann Jeppson, Sheryl Johnson, Peter Knecht, Jane Mack, Avalie Muhlestein, Sathya Sridharan, Grace Sorensen, Nannette Wiggins and Nancy Willis were the primary authors, editors, designers, developers and advisors of The Family School curriculum. To each we express our deepest gratitude for your significant sacrifice and a resulting resource that so profoundly impacts the lives of parents and children around the world. Additionally, we express gratitude to the many homeschool mothers and American Heritage School parent volunteers who contribute their time and talent to The Family School. Each of the beautifully crafted lesson plans represents a labor of love and a genuine desire from all involved to serve parents in assisting in developing the minds and hearts of children so they may understand and maximize their divine potential. Finally, we are all indebted to the many who have gone before and those that continue to support this cause financially—for their many sacrifices—without which this work would not be possible. As we read in the scriptures, we enjoy “houses full of all good things, which [we] filledst not, and wells digged, which [we] diggedst not” (Deut. 6:11). Indeed, we drink from wells we have not dug, and goodness abounds in our homes as a result of the sacrifices of others.

© 2015 American Heritage Schools, Inc. All rights reserved. No part of this publication may be reproduced, sold, resold, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher, American Heritages Schools, Inc. All permission requests should be made in writing to American Heritage School’s Copyright Licensing Department. Phone: 801-642-0055. Fax: 801-642-0060. This work is not an official publication of The Church of Jesus Christ of Latter-day Saints. The views expressed herein are the responsibility of the authors and do not necessarily represent the position of The Church of Jesus Christ of Latterday Saints. Printed in the United States of America Version 4—Additional copies are available from www.latterdaylearning.org.

To The Foundation for America’s Christian Education It is with deep gratitude that we recognize The Foundation for America’s Christian Education (FACE). American Heritage School bases the majority of all instruction on an educational method called the Principle Approach®, which was developed by FACE. The Principle Approach® is the scriptural method of education derived from our heritage as American Christians. It has the power to produce independent thinkers, ennobled Christian character, self-government within individual learners, Christian scholarship, a spirit of enterprise, and a Christian view in all subjects of knowledge.

The architects of the Principle Approach are Miss Rosalie J. Slater and Miss Verna M. Hall. To learn more about FACE, please visit www.principleapproach.org. We also highly recommend The Noah Plan® Self-Directed Study in the Principle Approach®, which is an in-depth study and succinct overview of the basic method and philosophy of the Principle Approach®. It is available at www.facebookstore.net

HISTORY The New World is Settled Table of Contents Explorers Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9

Nephi’s Vision and the Providential History of America Leif Erikson Marco Polo A World Prepared: Christopher Columbus A Man Prepared: Christopher Columbus Columbus Discovers the New World: Christopher Columbus The Christ Bearer: Christopher Columbus The Age of Exploration Exploration Celebration: Keep Your Eyes Open!

The Renaissance Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14

The Black Plague The Crusades 1095–1291: New Ideas Come to Europe Johannes Gutenberg and the Printing Press Learning Comes to Life A Scientific Awakening: Copernicus, Galileo Newton, and Kepler

The Reformation Lesson 15 Lesson 16 Lesson 17 Lesson 18 Lesson 19 Lesson 20 Lesson 21

The Beginning of Reform: Recognizing Problems Peter Waldo and the Waldenses John Wycliffe: Morning Star of the Reformation Martin Luther and the 95 Theses Martin Luther: Trials and Translation William Tyndale and the English Bible Renaissance and Reformation Celebration

The Colonial Period

Lesson 22 Lesson 23 Lesson 24 Lesson 25 Lesson 26 Lesson 27

Two Grand Ideas: A Heritage of Freedom The Spanish Armada: God’s Hand in Battle John Smith and Pocahontas: Jamestown The Starving Time and Beyond: Jamestown William Bradford, a Man Prepared: Pilgrims and Plymouth Leaving England and the Mayflower Compact: Pilgrims and Plymouth

Lesson 28 Lesson 29 Lesson 30 Lesson 31 Lesson 32 Lesson 33 Lesson 34 Lesson 35

The First Winter: Pilgrims and Plymouth Squanto and the First Thanksgiving: Pilgrims and Plymouth Roger Williams—Founder of Providence, Rhode Island The Northern Colonies: Connecticut, New Hampshire, Delaware, and Maryland The Southern Colonies: The Carolinas and Georgia The Dutch Colonies: New York and New Jersey William Penn and Pennsylvania Colonial Days Celebration: The Thirteen Colonies

History—The New World Is Settled Recommended Read-aloud Books The following books are recommended for reading aloud before or after the Record section of The Family School History lessons for this course. We recommend reading aloud to your children as a daily part of your family school. Although you may choose any book for this reading time, we recommend the following books because of their correlation with the subject matter and support of gospel principles. The history lessons in this course cover the time period from the Vikings through the American colonization. This time period is rich in historical fiction, biography, and history. The more books you read, the more this time period will come alive for your children. Books are organized loosely according to chronology and age groups, but most are appropriate for all ages, with exception to preschool age children. Some of these books are hard to find. Check your local libraries, ebay, or Amazon for used copies. They are well worth acquiring.

Preschool The Matchlock Gun by Walter D. Edmunds—a story of a young boy during colonial times, who is left with his mother to defend his home. Sarah Morton’s Day; Samuel Eaton’s Day; Tapenum’s Day; On the Mayflower; Giving Thanks: The 1621 Harvest Feast by Kate Waters—these books were provided by the Plimoth Foundation of Plimoth Plantation. The stories are of real young people who lived during the first years of the Pilgrims. They have fascinating pictures and show what daily life would have been like for a young child. The First Thanksgiving by Jean Craighead George The Pilgrim’s First Thanksgiving by Ann McGovern

Early Elementary Viking Tales by Jennie Hall The Beggar’s Bible (historical fiction of the life of John Wycliffe) by Louise A. Vernon The Queen’s Smuggler (historical fiction of the life of William Tyndale) by Dave and Nea Jackson Jamestown by James E. Knight Three Young Pilgrims by Cheryl Harness If You Sailed on the Mayflower in 1620 by Ann McGovern (full of interesting facts about what life on the Mayflower was like) Squanto: Friend of the Pilgrims by Clyde Robert Bulla Pocahontas and the Stranger by Clyde Robert Bulla John Alden: Young Puritan by Olive W. Burt (Childhood of Famous Americans) William Bradford: Pilgrim Boy by Bradford Smith (a descendent) (Childhood of Famous Americans)

Christopher Columbus by David Goodnough Pocahontas by Ingri and Edgar Parin D’Aulaire Pocahontas by Jan Gleiter and Kathleen Thompson Marco Polo by Charles E. Graves

Later Elementary This Dear Bought Land by Jean Lee Latham (historical fiction of Jamestown) The Landing of the Pilgrims by James Daugherty Pilgrim Stories by Margaret Pumphrey Gray Bonnets: In the Days of Roger Williams by Fritz Dredel Christopher Columbus by Bennie Rhodes Ink on His Fingers by Louise A. Vernon (biography of Gutenberg) The Bible Smugglers by Louise A. Vernon (William Tyndale) Westward with Columbus by John Dyson (Time Quest Book)

Middle School Drake: The Man they Called a Pirate by Jean Lee Latham Johannes Kepler by John Hudson Tiner (Sower Series) Exiled by Helen Holt (biography of John Lathrop) Susannah Wesley by Charles Ludwig (Sower Series) To Have and to Hold by Mary Johnston (historical fiction of Jamestown)

High School Good News from New England by Edward Winslow The Great Prologue by Mark E. Peterson (written by an apostle, this book traces America’s providential history from the explorers through the Restoration) Visible Saints: The History of a Puritan Idea by Edmund S. Morgan Of Plimoth Plantation by William Bradford Christopher Columbus: A Latter-day Perspective by Arnold K. Garr Christopher Columbus: Mariner by Samuel Eliot Morrison (the most fascinating biography of Columbus I’ve ever read, written by a devout Christian and mariner) The Adventures and Discoveries of Marco Polo by Richard J Walsh (Landmark Books) Fire in the Bones by J. Michael Wilcox (biography of Tyndale) The Diario of Christopher Columbus’s First Voyage by Oliver Dunn and James E. Kelly (This is a day by day log of Columbus’s first voyage. It would be fun to read each entry aloud, staring with August 3 until he reached land on October 12.)

History—The New World Is Settled Materials and Preparation List The materials listed below are categorized into three sections. “Foundational” and “General Materials” are items not listed within the lesson plans specifically. Materials specific to each subject are listed in the third section (below) but are also listed with the “Home Preparation” section of each lesson plan. You will need to gather these items at the beginning of your family school year. They should be easily accessible to limit preparation time and simplify use during lessons.

Foundational • •

2” binder with respective section dividers for each subject and unit (one per child). The Bible, The Book of Mormon, The Doctrine and Covenants, and The Pearl of Great Price (one per child)

• • • • • •

Children’s Songbook (CS) Hymns of The Church of Jesus Christ of Latter-day Saints (Hymns) Noah Webster 1828 American Dictionary of the English Language (Webster 1828 Dictionary) For the Strength of Youth pamphlet Faith in God for Girls booklet Faith in God for Boys booklet

General Materials • • • • • •

Writing pencils and erasers Writing paper (you may need different styles for different ages of children) Coloring supplies such as markers, colored pencils, and crayons School supplies: Scissors, glue sticks, liquid glue (like Elmer’s), tape, rulers Construction paper, colored paper and/or cardstock (various colors) A whiteboard and markers or a chalkboard and chalk and erasers

Materials Specific to History: • Leif the Lucky by Ingri and Edgar d'Aulaire. • Marco Polo by Demi (kindle edition available) • One of the following: Christopher Columbus by David Goodnough, Christopher Columbus by Ingri and Edgar Parin D’aulaire, or Christopher Columbus by Ann McGovern. (You will just need one of these books. Any one will work.) • •

Around the World in a Hundred Years: From Henry the Navigator to Magellan, by Jean Fritz The Story of the World, Vol. 2 By Susan Wise Bauer

• • •

Luther the Leader by Virgil Robinson The Hawk That Dare Not Hunt by Day by Scott O’Dell Streams of History: Middle Ages by Ellwood W. Kemp, edited by Lisa M. Ripperton (kindle edition available)

•

William Bradford: Pilgrim Boy by Bradford Smith (available through Beautiful Feet Books—

• •

www.bfbooks.com and Christian Book Distributors—www.christianbook.com) Landing of the Pilgrims by James Daugherty (kindle edition available) Finding Providence: The Story of Roger Williams, by Avi

Nephi’s Vision and the Providential History of America

THE NEW WORLD IS SETTLED

Explorers

LESSON 1

HISTORY

Desired Result The children will see that Nephi’s vision shows us that God has a plan for America and He is using His power to carry out His plan. They will reason that God has a plan for their lives and that He will help them accomplish that plan.

Academic Concept: Nephi’s vision shows us that God has a plan for America and He is using His power to carry out His plan.

Gospel Principle: Heavenly Father has a plan for each of us, which He can help us carry out.

Home Preparation & Materials  History Flash Cards 3.1  History Timeline Card 3.1  Long rope or string attached to a tree outside or an object inside that lets you stretch out the rope. (The rope will represent the iron rod in Nephi’s dream, so the longer you can have it stretch, the more realistic it will seem.)  A fruit or snack of some kind placed near the tree.  Cut apart the set of pictures in (2) Nephi’s Vision Timeline Pictures for each child.  Glue or tape  Prepare a snack that your children really like.

Vocabulary o

reform—to change something, usually a person or institution, to make it better

Introduction

Attention Activity  Do this activity outside if possible. Attach a long rope or string to a tree and pull it straight out in some direction. Hold up the end of the rope that is not attached to the tree.

I have a rope in my hand. 

Can you see where the rope leads? (To the tree.)



Does a rope leading to a tree remind you of anything we read about in the Book of Mormon? (The vision of the iron rod and the tree of life.)



What does the iron rod in the vision represent? (The word of God.)



What does the tree represent? (The love of God.)

Let’s act out the vision by holding tight to our rod and walking to the tree.  Have all the children hold to the rope and walk to the tree. Give each child the piece of fruit or snack you prepared when they arrive at the tree.  Show (1) Tree of Life. Lehi’s and Nephi’s visions of the iron rod and the tree of life are familiar to us. However, you may not know that Nephi’s vision included much more than seeing members of his family come to the tree of life to partake of the fruit. Nephi also saw much of the history of the world. He saw the birth, ministry, and crucifixion of the Savior. He saw the events that led to the Restoration of the gospel. We will be studying many of these events this year. Nephi’s vision gives us an overview of what we will be studying this year.  Place History Timeline Card 3.1 on the timeline. Introduce History Flashcard 3.1. When introducing flashcards, show the children the picture on the front of the flashcard. Then read the words on the back and ask them to repeat the words after you. Explain that when you review flashcards, you will show them the picture, and they will try to remember the words on the back. (The words don’t have to be memorized.) As you continue to review each flashcard during the year, the children will become familiar with the content of the flashcards.

Lesson

Academic Concept: Nephi’s vision shows us that God has a plan for America and He is using His power to carry out His plan.

2

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 1

Research  Point to the picture of Jesus on your Family School timeline. The life of Jesus Christ is the most important event of the history of the world. Remember that not long after Jesus was crucified and resurrected, the Gospel of Jesus Christ was taken from the earth.  Give the children the pictures from (2) Nephi’s Vision Timeline Pictures and the timeline from (3) Nephi’s Vision Timeline. The great prophet Nephi lived on the earth before the time of Christ. Nephi was given a vision. In this vision he saw the events that would lead to the Restoration of the gospel. 1 Nephi 13 is a record of this vision. Nephi saw this vision about 600 years before Jesus was born, or about 2,000 years before these events actually took place. These pictures and this timeline will help us see what Nephi saw. Let’s turn in the Book of Mormon to 1 Nephi 13. We will read the verses together and decide which picture fits the verses we read. Then we will glue our pictures onto the timeline.  As you read and discuss the verses, help the children find the pictures that go with each and glue or tape them to the timeline.

1 Nephi 13:4-5, 9—The Reformation and Persecution And it came to pass that I saw among the nations of the Gentiles the formation of a great church. And the angel said unto me: Behold the formation of a church which is most abominable above all other churches, which slayeth the saints of God, yea, and tortureth them and bindeth them down, and yoketh them with a yoke of iron, and bringeth them down into captivity. And also for the praise of the world do they [the churches] destroy the saints of God, and bring them down into captivity.

In these verses Nephi is shown a time in the future, near the end of the apostasy, when good people on the earth would try to return to the true teachings of Jesus. He learns that these people would be persecuted by others. Today we can look back in history and see that this actually happened. We call this time the Reformation. During this time many good men and women tried to change or reform the church to make it better. With the help of the Lord many of these reformers translated the scriptures so the people would have them in their own language.  Note to parent: It is incorrect to think that any particular church or denomination is the “great and abominable church” mentioned by Nephi. Any group of people that follows Satan’s ways are part of the kingdom of the devil and are enemies of Christ and His Church (see 2 Nephi 10:16). They are like those who live in the great and spacious building seen in Lehi’s dream. (From lds.org: Book of Mormon Student Study Guide: 1 Nephi 13.)

1 Nephi 13:12—Christopher Columbus And I looked and beheld a man among the Gentiles, who was separated from the seed of my brethren by the many waters; and I beheld the Spirit of God, that it came down and wrought upon the man, and he went forth upon the many waters, even unto the seed of my brethren, who were in the promised land.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 1

3

This person was Christopher Columbus. 

Who inspired Columbus to set sail on the ocean? (The Spirit of God.)

1 Nephi 13:13—Pilgrims and Other Colonists And it came to pass that I beheld the Spirit of God, that it wrought upon other Gentiles; and they went forth out of captivity, upon the many waters.

Because of the Apostasy, reformers were persecuted by members of corrupt churches. Many of these people felt inspired by God to leave their countries and to build homes in a new land—America. In the United States we celebrate one of these groups of people on Thanksgiving Day. These people were called the Pilgrims. I Nephi 13:14–16—Colonization and Prosperity And it came to pass that I beheld many multitudes of the Gentiles upon the land of promise; and I beheld the wrath of God, that it was upon the seed of my brethren; and they were scattered before the Gentiles and were smitten. And I beheld the Spirit of the Lord, that it was upon the Gentiles, and they did prosper and obtain the land for their inheritance; and I beheld that they were white, and exceedingly fair and beautiful, like unto my people before they were slain. And it came to pass that I, Nephi, beheld that the Gentiles who had gone forth out of captivity did humble themselves before the Lord: and the power of the Lord was with them.

The people who came to America were able to prosper. Although they had to work hard, they were able to build cities and towns. They believed in Jesus, and He blessed them. Jesus planted in their hearts a desire for freedom. 1 Nephi 13:17–19—The American Revolutionary War And I beheld that their mother Gentiles were gathered together upon the waters, and upon the land also, to battle against them. And I beheld that the power of God was with them, and also that the wrath of God was upon all those that were gathered together against them to battle. And I, Nephi, beheld that the Gentiles that had gone out of captivity were delivered by the power of God out of the hands of all other nations.

Many of the people who had come to America had come from England. There was a great war between the colonists and the English. That war is called the American Revolutionary War. The Lord used His power to help the people fight this important war. After the war, America, or the United States, became a free country. In this new country the laws allowed people to worship as they pleased. 1 Nephi 13:38–39—Book of Mormon and the Restoration And it came to pass that I beheld the remnant of the seed of my brethren, and also the book of the Lamb of God, which had proceeded forth from the mouth of the Jew, that it came forth from the Gentiles unto the remnant of the seed of my brethren.

4

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 1

And after it had come forth unto them I beheld other books, which came forth by the power of the Lamb, from the Gentiles unto them, unto the convincing of the Gentiles and the remnant of the seed of my brethren, and also the Jews who were scattered upon all the face of the earth, that the records of the prophets and of the twelve apostles of the Lamb are true.

Because the people of the United States of America could worship as they pleased, the Lord could restore gospel truth to the earth through the Prophet Joseph Smith. We can learn some important things about God from the verses we read today. Let’s talk about some of these things.  Discuss the following ideas with the children.

Write this academic concept on the board.



The Lord had a purpose for the land of America. It was the place where the gospel would be restored.



He inspired people and gave them power to prepare the land for the Restoration.



He knew about the events that would take place long before they happened and He showed these events to His prophet.

This was a marvelous vision of the events that led to the Restoration of the Gospel! “Nephi’s vision shows us that God has a plan for America and He is using His power to carry out His plan.”

Reason

Gospel Principle: Heavenly Father has a plan for each of us, which He can help us carry out.

We can see from Nephi’s vision that God has a plan for America. He didn’t leave things to chance. He used His power to help carry out His plan for America. All of these events are now part of history. 

Do you think that the Lord has a plan for the future? (Yes.) Are we a part of this plan? (Yes.)

Many people on the earth do not know that Heavenly Father has a plan for us. Let’s read the message to the world called (4) What Do Mormons Believe Is the Purpose of Life? from Mormon.org.  Read the top box with the children.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 1

5

Relate It is so important to gain a testimony that Heavenly Father has a plan for your life. 

Do you believe that Heavenly Father has a plan for your life? (Yes.)

What kinds of things do you think are part of Heavenly Father’s plan for you? (Answers will vary, but should include being part of a family, receiving ordinances, obeying commandments, serving others, serving in the Church, creating a family, etc.) Heavenly Father’s plan for us is to live with Him again in the celestial kingdom. 

How can you help Heavenly Father carry out His plan for your life? (Accept any answer.)

I am going to read a poem called “A Plan for Me” by Jane McBride Choate. Listen and raise your hand each time you hear something we can do to help Heavenly Father carry out His plan for our lives. A Plan for Me By Jane McBride Choate (Friend, Jan. 2009) I know my Heavenly Father Wants me to obey, To follow His commandments And return to Him someday. I know my Heavenly Father Wants me to be kind, To love my friends and family With all my heart and mind.

I know my Heavenly Father Wants me to choose the right, To know His word and do His will With all my strength and might. I know my Heavenly Father Has a plan for me. I know I can fulfill it If I live righteously.

These are all good things we can do to help the Lord carry out His plan for our lives. 

Are these always easy things to do? (No.)

Look at the timeline we have made today. Every one of these pictures represents an event in the History of America, an event that was part of God’s plan. Through the scriptures we read today we learned that the Lord uses His power to help bring about each important part of His plan. Throughout this year, as we study these events in greater detail we will come to see His Providence or His hand in the History of America. It is His-Story! I want you to know that I know God also has a plan for each of you, too, and that He will help carry out His plan in your lives. We can follow God’s plan with His help! Let’s conclude our lesson today by singing (5) I Will Follow God’s Plan.  Play the music video and sing “Heavenly Father has a plan for each of us, which He can help us carry out.”

6

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 1

Write this gospel principle on the board.

Review & Testimony As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept and the gospel principle they learned today and place them in their notebooks.

Let’s review the academic concept and gospel principle we have learned today.

Academic Concept: Nephi’s vision shows us that God has a plan for America and He is using His power to carry out His plan.

Gospel Principle: Heavenly Father has a plan for each of us, which He can help us carry out.

Recess

As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

Read-Aloud  Before your next lesson, read Leif the Lucky by Ingri and Edgar d’Aulaire.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 1

7

Leif Erikson Explorers

HISTORY THE NEW WORLD IS SETTLED

LESSON 2

Desired Result The children will learn about the life of Leif Erikson and how he discovered America. They will see that his discovery was not known by the rest of the world, because Heavenly Father kept America hidden until He was ready for it to be made known. They will understand that God has a plan for their lives and a timetable for that plan.

Academic Concept: Leif Erikson is the first known European to discover America.

Gospel Principle: The Lord has His own timetable for His plan for the world and for our lives.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud Leif the Lucky by Ingri and Edgar d’Aulaire.  History Flashcards 3.1 and 3.2  History Timeline Card 3.2  Gather the materials you will need to make (1) Viking Longboat Craft . You may substitute items in order to use materials you have on hand.  You may wish to enlarge (2) Map of Viking Voyages (Student) to use throughout the Explorers unit. The children will have several individual maps to chart the voyages of various explorers. You might want to put all of them on one larger map and hang it where the children can see it.  Prepare to share something that happened to you that you did not think would happen, or that happened at a different time than you expected.

Vocabulary o

exile (v.)—to be forced to leave your home by a government law

Introduction Review  Review History Flashcard 3.1.

Attention Activity In preparation for our class today we read a book about Leif Erikson. 

In what way did Leif and the other Vikings usually travel? (In a ship.)

We will start our lesson today by making a Viking longboat.  Use the pattern and instructions in (1) Viking Longboat Craft to help each child make his or her own longboat.

Lesson

Academic Concept: Leif Erikson is the first known European to discover America.

Research 

What do you remember about the book we read about Leif Erikson? (Accept any answer.)

 Give each child a copy of (2) Map of Viking Voyages (Student).

This is a map of the world. We will use it to mark Leif Erikson’s journeys. While we mark the map, we will act out different parts of the journey. 

Do any of you remember where Leif’s father first lived? (Norway.)

Let’s mark Norway on our maps.  Use (3) Map of Viking Voyages (Key) to help your children mark the maps. 

10

Why did Leif’s father have to leave Norway? (He got in a fight.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 2

Let’s pretend you are fighting someone.  Children pretend to be punching someone. Because Eric the Red had a violent temper, he was exiled, or made to leave his home country. He sailed to Iceland and built a new home for himself there. Let’s mark Iceland on our maps and draw a dotted line from Norway to Iceland to show Eric the Red’s journey.  Help the children mark their maps. Unfortunately, Eric the Red soon began to fight again, so he had to leave Iceland as well. 

Do you remember where Eric the Red went next? (To Greenland.)

Mark Greenland on your maps. Eric the Red saw seals, polar bears, foxes, and hares (or rabbits) in Greenland. If you would like, you may draw a small picture of one of these animals on your map.  Give the children time to mark their maps. As Eric the Red approached the land, a huge mountain “coughed.” There were large waves and many of the ships sank. Stand up and pretend you are holding on to the side of a ship. Show me what would happen if you were on a ship in such high waves.  The children should pretend to grip the side of the boat and move violently back and forth, as if they are afraid they may be knocked off. Leif and his family lived happily in Greenland for many years. But Leif was curious about Norway and wanted to visit. He built a ship and sailed away. Let’s mark Leif’s path from Greenland to Norway, going above Scotland. After you mark your map, pretend that you are rowing a boat.  Help the children mark their maps, then give them time to pretend to row a boat. While Leif was in Norway he joined the Christian religion. Fold your arms to show this event. Finally, Leif was ready to return to his home in Greenland. He got ships ready and set sail. But when he was close to home a huge storm arose. Pretend you are the wind and blow like a storm. Leif’s ship got off course. Then the sea was covered with a heavy fog. Close your eyes to represent the fog. When the fog lifted Leif could see land. It was America. Put your hand to your forehead like you are looking for something. Let’s mark our maps to show this part of Leif’s journey.  Help the children label North America and draw a dotted line from Norway nearly to Greenland and then on to the northern part of North America. This new land was a beautiful land. There were lots of vines and grapes, so Leif called it Vinland. He and his crew stayed there all summer, and in the fall returned to Greenland. Let’s show Leif’s return to Greenland on our map.  Help the children draw a dotted line from North America back to Greenland. Later other people settled in North America, but no one stayed there for very long. Soon no one went back and North America was left alone.  Introduce History Flashcard 3.2 and place History Timeline Card 3.2 on the timeline.

Let’s review Erik the Red’s and Leif Erikson’s voyage by acting it out one more time.  Help the children review with the following prompts:

1. Fight. 2. Row to Iceland. 3. Fight. 4. Row to Greenland.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 2

11

5. Show rocking ship as they approach Greenland. 6. Row to Norway. 7. Fold arms to show Leif becoming a Christian. 8. Row back to Greenland but blow like the wind. Cover eyes for the fog. 9. Lift your hand to your forehead like you are looking for something. 10. Row back to Greenland. Even though the Vikings did not stay in America, “Leif Erikson is the first known European to discover America.”

Reason Gospel Principle: The Lord has His own timetable for His plan for the world and for our lives.

Although Leif Erikson discovered North America, the rest of the world did not pay attention to it. People did not even know there was another continent halfway around the world. Heavenly Father kept America hidden for a long time. In the Book of Mormon, Lehi taught us that “it is wisdom that this land [meaning America] should be kept as yet from the knowledge of other nations; for behold, many nations would overrun the land, that there would be no place for an inheritance” (2 Nephi 1:8). 

Why did the Lord keep America hidden from the rest of the world? (He didn’t want the many nations to take over the land.)



In our last lesson we learned that God had a purpose for America. What was that purpose? (To create a country where the gospel could be restored.)

Leif Erikson discovered America during the time that God wanted to keep the land hidden. It wasn’t time for people everywhere to know about America. So knowledge of Leif’s experiences faded away and became mere stories. When Columbus came along about 500 years later, no one knew there was a big continent sitting in the middle of the ocean. God had things happen when they needed to happen in order to fulfill His plan for the Restoration.

Relate 

12

What do you think are some of the parts of the plan Heavenly Father has for your life? (Get baptized and confirmed, receive the priesthood, receive temple ordinances, get married, get an education, raise a family, serve a mission, serve in the Church, etc.)  Write answers on the board.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 2

Write this academic concept on the board.



When do you think these events might happen? (Accept any answer and write the answers beside each event on the board.)



Heavenly Father has planned for events in history to take place at certain times. Do you think He has times planned for the events in your life? (Yes.)

Sometimes we have a plan for our lives that does not match Heavenly Father’s plan. We think things should happen at a certain time and they happen either earlier or later or do not happen in this life but in our next life. I want to tell you a story about a time when this happened to me.  Share something that happened to you that you did not think would happen or that happened at a different time than you expected it to happen.  If you have time read and discuss the quote by Elder Oaks in the enrichment section.

Write this gospel principle on the board.

As we learn to trust God, we learn to trust His plan for us, including when things happen in our lives. Heavenly Father’s plan for our lives is perfect. It is designed to bring us the greatest happiness we can possibly have and to bring us back to Him. “The Lord has His own timetable for His plan for the world and for our lives.”

Review & Testimony As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept and the gospel principle they learned today and place them in their notebooks.

Let’s review the academic concept and gospel principle we have learned today.

Academic Concept: Leif Erikson is the first known European to discover America.

Gospel Principle: The Lord has His own timetable for His plan for the world and for our lives.

Recess

As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

Read-Aloud 

Who remembers what we read in our book last time?  Allow for a recap.

 Before your next lesson, read Marco Polo by Demi.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 2

13

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

14

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 2

Marco Polo Explorers

HISTORY THE NEW WORLD IS SETTLED

LESSON 3

Desired Result The children will review and reenact Marco Polo’s explorations. They will understand that the writings of Marco Polo influenced Christopher Columbus’s desire to find a way across the ocean to the Far East. They will compare the golden tablet that the Khan gave the Polos that helped them have safe passage to the gift of the Holy Ghost.

Academic Concept 1: Marco Polo was a great explorer, who introduced the Far East to the world. Academic Concept 2: Christopher Columbus was influenced and inspired by Marco Polo’s writings.

Gospel Principle: The Holy Ghost is like a “golden tablet.” He can provide guidance and keep us safe through life’s journey as we follow his promptings.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud “Marco Polo” by Demi.  History Flashcards 3.1 to 3.3  History Timeline Card 3.3  Bells or some other noise makers for each child  The children will be running a relay. Chart a course that allows each child to run about 25 feet out and back.  Prepare a message in an envelope which says, “Good job. Here is a snack for your labors. It is time to begin our lesson.”  A snack to give the children when they complete the relay  A stopwatch to time the relay

 Cut out the place names in (3) Marco Polo’s Journey—Place Names. Choose between 5 and 10 places from Marco Polo’s journey that you would like your family to visit. (See lesson for what happens in each place.) Include Jerusalem and Shacow. Put the names you choose in order in various rooms around your home.  Cut out and assemble (4) Marco Polo’s Journal.  Cut out a set of (5) Marco Polo’s Journal Pictures for each child.  Glue  Colored pencils or crayons  Copy (6) Golden Tablet on yellow cardstock and cut them out. Punch a hole in the top of each tablet so the children can string them on a piece of yarn.  Yarn or string  Optional: white and black pepper, whole coconut

Vocabulary o

mirage—an optical illusion caused by weather conditions, often water appearing in a desert

Introduction

Review  Review History Flashcards 3.1 to 3.2.

Attention Activity One of the curious customs Marco Polo found in the kingdom of Kublai Khan was their postal system or the way they sent and delivered messages. There were small villages built every three miles on all the main roads of China. In each village was a runner, who was a courier or mail carrier. When Kublai Khan had a message that needed to be sent, he gave one of his runners the message. The runner put a belt of loud bells around his waist and ran the three miles to the next small village. As soon as the runner in that village heard the runner’s bells, he got ready to leave. When the first runner reached the village, the second runner grasped the message and took off running to the next village three miles away. Using the runners, Kublai Khan could receive a message in a day and a night from a place that would normally take ten days to reach. Let’s pretend we are one of Kublai Khan’s runners.  Take the children to the course you have prepared and give each one a bell or noise maker. Give the first runner the

16

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 3

message you have prepared. You are each going to run to the marker and back. While you are running, the next runner will close his or her eyes. When you are close enough to the next runner that he or she can hear your bell, start ringing it. If you are the next runner, as soon as you hear the bell, open your eyes and prepare to take the message and start running. I will time you to see how long it takes to deliver our message.  When the children are ready, start the relay. Time the children. Give them the snack when they finish. If you have time, run the relay again to see if the children can improve their time.

Lesson

Academic Concept 1: Marco Polo was a great explorer, who introduced the Far East to the world.

Research 

Why do you think Marco Polo was such an important explorer? (Accept any answer.  Help the children see that Marco Polo introduced the world to many new animals, peoples, traditions, and scenery. He helped people understand that there were many things they did not know.)

Marco Polo traveled east, visiting many lands that Europeans had never seen. Let’s mark his journey on a map.  Give the children a copy of (1) Marco Polo’s Journey— Map (Student). Use (2) Marco Polo’s Journey—Map (Key) to help your children mark their maps. Introduce History Flashcard 3.3. Put History Timeline Card 3.3 on the timeline. Let’s pretend we are going on Marco Polo’s journey and that we are going to see some of the things he saw for the first time. As we travel on our journey, we can look at our maps to see where we are. We will keep a journal just as Marco Polo did.  Give the children (4) Marco Polo’s Journal. As we travel, we will see some of the things Marco Polo saw. We can take pictures of them and put them in our journal.  Use the chart below to guide your journey throughout the house. At each place marked with (3) Marco Polo’s Journey—Place Names, stop and discuss what happened in that place or what new things Marco Polo saw there. Give the children the (5) Marco Polo’s Pictures of the place and let them glue it in their journal or have them draw the suggested picture. If there are too many places for your family, choose the ones you want to use, making sure you visit Jerusalem and Shacow.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 3

17

Place

Experience

Venice

The Polos left their home in Venice and traveled to China. Their journey took them 24 years.

Jerusalem

The Polos got a vessel of oil from a lamp that had been burning continuously for over 1000 years to take to Kublai Khan. They also tried to get 100 monks to go with them, but they could find only two who were brave enough to go (picture 1).

Armenia

The monks were afraid that bandits might attack them. They left the Polos and went home. (Draw a fearful face in your journals.)

Between Black and Caspian Seas

Here Marco saw oil spurting from the ground. The people used the oil for light and to cure skin diseases (picture 2).

Rudbar Plain

Here the Polos were attacked by bandits. Most of the people in their company were either killed or sold into slavery. The Polos escaped. (Draw a picture of a sword.)

Badakshan

Marco Polo became very sick with a fever that would not go away. He stayed in Badakshan for a year while he got well (picture 3). The Polos collected rubies and sapphires (picture 4).

Taklimakan Desert

Eerie sounds and mirages confused the Polos. A mirage is an optical illusion that makes it look like there is water in the desert.  Have the children make ghostly noises. (Picture 5.)

Shacow

The Polos saw Yaks and Yurts (pictures 6 and 7). Once they reached this city, the Polos were in Kublai Khans’ kingdom. He gave the Polos a golden tablet, which assured their safety.  Give the children the two golden tablets from (6) Golden Tablet. Have them string the two tablets on a piece of yarn or string with the designed tablet on top. Have the children wear them around their necks.

Shangtu (Xanadu) This is where Kublai Khan kept his summer palace (picture 8). Khanbalik (Beijing)

Marco Polo saw elephants, kites, coal, gunpowder, spaghetti, paper, umbrella, cheetah (picture 9)

Tibet

Marco saw “lions with stripes” (tigers), panda, bamboo, “ugly unicorn that looked like a pig” (rhinoceros) (picture 10)

Champa (Vietnam)

In this place Marco tasted spices; white and black pepper (Taste a little pepper. Draw a picture of pepper (or glue some real pepper) on a page in the journal.)

Sumatra

Here Marco saw coconuts for the first time (picture 11; show the children a real coconut if you have one).

Arabian Sea

This is where pirates attacked. Of the 600 people sailing together, only 8 survived. Marco Polo, his father, and uncle all survived (picture 12).

Venice—Home

Finally, the Polos made it back home.

18

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 3

Write this academic concept on the board.



How would you feel about being home after all those years away? (Accept any answer.)



What did people think when the Polos returned from China? (They didn’t believe they were who they said they were.)



What did the Polos do to prove who they were? (They put on a big banquet and showed all the people their old clothes. Then they ripped open their old clothes and showed all the jewels and wealth they had hidden in the seams and hems of the clothing. Then the people believed.)

We have only talked of a few of the many things Marco Polo saw on his journey. Russell Freedman, who wrote a biography of Marco Polo said, “If you were to retrace Marco Polo’s footsteps today, you would have to travel 33,000 miles, through 17 countries and 8 war zones and get 20 visas” (Russell Freedman, The Adventures of Marco Polo.) “Marco Polo was a great explorer, who introduced the Far East to the world.”

Research

Academic Concept 2: Christopher Columbus was influenced and inspired by Marco Polo’s writings.

After Marco Polo got home, his home city of Venice went to war against Genoa, another city. Marco Polo fought for his city and was captured. While he was in jail, he told stories of his journeys. A man named Rustichello was in prison with him. He was a writer. He enjoyed Marco Polo’s stories so much that he wrote them down. When the two men got out of prison, they published Marco’s stories. 

What did the people think of the stories? (They didn’t believe them. The things Marco Polo told them of were so strange to them that they didn’t think they could be true.)

In later years, when people went to China more often, they found that many of the things Marco Polo wrote of were accurate. He had seen the things he said he had seen. When Marco Polo was about to die, a priest, who didn’t want Marco to die without confessing that he had told lies, asked Marco if he had really seen all he said he had seen. Marco replied, “I did not tell half of what I saw, for I knew I would not be believed.”  Show (7) Image of Christopher Columbus’s Copy of The Travels of Marco Polo. Over a hundred years after Marco Polo died, Christopher Columbus read his book. This is a page from the book Columbus read. He was fascinated by what it said and wanted to visit these strange lands. Reading Marco Polo’s book helped prepare Columbus for the long voyage he would make that would lead to the discovery of America.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 3

19



How do you see God’s providential hand in the story of Marco Polo? o

God kept him safe while he was traveling. Twice when many of his traveling companions were killed, he was spared. He was also able to overcome his sickness.

o

Marco Polo was put in prison with a man who could write. He wrote down the stories Marco Polo told.

o

The book came into Christopher Columbus’s hands. He read it.

Marco Polo’s book helped prepare Christopher Columbus. “Christopher Columbus was influenced and inspired by Marco Polo’s writings.”

Reason

Gospel Principle: The Holy Ghost is like a “golden tablet.” He can provide guidance and keep us safe through life’s journey as we follow his promptings.

You each still have your golden tablet around your neck. 

Do you remember how the golden tablet was used? (Kublai Khan gave it to Marco Polo and his family. Whenever they showed the golden tablet to someone in Kublai Khan’s kingdom, they respected the Polos and kept them safe.)

The golden tablet also authorized the Polos to use horses and to get lodging, food, or guides. The writing on it said, “By the strength of the eternal heaven, holy be the Khan’s name. Let him that pays him not reverence be killed.” In other words, if you had a golden tablet, you had to be reverenced just as you would reverence the Khan. The Polo family received their Golden Tablet from the Khan. Heavenly Father has given us a gift that is like a golden tablet. It helps us receive protection and guidance. 

Can you think what it might be? (Accept any answer.  If they don’t mention the Holy Ghost, guide them to that answer.)



How do we receive the gift of the Holy Ghost? (We are baptized and confirmed. Then we live worthy of having the Holy Ghost with us.)

When we live worthy of the Holy Ghost, he can guide and protect us. 

20

How can the Holy Ghost help us on our journey through life? (If we follow his promptings, he can bless us and guide us. He can help us more effectively when we are living the way we should.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 3

Write this academic concept on the board.

Relate You have two golden tablets on your string. The second one doesn’t have any writing on it. Let’s take a few minutes and write one or two things we can do so that we can receive guidance and protection through the Holy Ghost.  Give the children time to write. Help any younger ones who need help. Write this gospel principle on the board.

As we try every day to live worthily, we will have the guidance and help we need. “The Holy Ghost is like a “golden tablet.” He can provide guidance and keep us safe through life’s journey as we follow his promptings.”

Review & Testimony As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept and the gospel principle they learned today and place them in their notebooks.

Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept 1: Marco Polo was a great explorer, who introduced the Far East to the world. Academic Concept 2: Christopher Columbus was influenced and inspired by Marco Polo’s writings.

Gospel Principle: The Holy Ghost is like a “golden tablet.” He can provide guidance and keep us safe through life’s journey as we follow his promptings.

Recess

Read-Aloud  There is no literature selection for this lesson.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 3

21

You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

22

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 3

A World Prepared— Christopher Columbus

THE NEW WORLD IS SETTLED

Explorers

LESSON 4

HISTORY

Desired Result The children will learn that the world was prepared for Columbus to make his journey to America. They will learn about Prince Henry the Navigator and his school of navigation. They will apply Prince Henry’s motto, “Desire to do well,” to their own lives.

Academic Concept: God prepared the world so that Christopher Columbus could carry out his mission on earth.

Gospel Principle: Like Prince Henry, we should always “desire to do well.”

Home Preparation & Materials  History Flashcards 3.1 to 3.5  History Timeline Cards 3.4 and 3.5  Make the following signs for the stations: “Desire for Trade with the East,” “Invention of the Printing Press.” “Prince Henry the Navigator,” “Sailing into the Sea of Darkness,” and “The Caravel.”  Set up the stations around the room or home, using the items listed below. Put the appropriate sign with each station.  Station 1—spices, silky fabric, gold coins (you may cut them out of yellow paper or use chocolate coins)  Station 2—large book with many words, leaf or feather, dark ink or paint, newspaper, rolling pin  Station 3—copy of (6) Quadrant for each child (cut out), heavy paper the size of the quadrant, straws cut into 4” lengths, string, buttons or washers, glue, tape.  Station 4—colored pencils or crayons

Vocabulary o

providence—God’s preparation of the world and its people for future events

o

superstition—a belief that is based on fear or faith in magical properties. A belief that some object or event will bring good or bad luck.

Introduction

Review  Review History Flashcards 3.1 to 3.3.

Attention Activity We are all familiar with what the world looks like.  Show (1) World Map. This is a modern map. It shows all the land and oceans in the world. But at the time of Christopher Columbus, no one knew what the world really looked like. They thought they did. They thought it looked like this.  Show (2) World Map at the Time of Columbus. 

What parts of this map do you recognize? (Accept any answer. Answers may include Europe, part of Africa, parts of Asia, England, etc.)

 Show (3) The Known World in 1492. This map shows us the parts of the world that people in Europe did not know existed. 

What parts of the world did they not know about? (North and South America, part of Africa, part of Asia, Australia, most of Greenland, etc.)

People in the time of Columbus knew very little about what the world was really like. Heavenly Father had kept the American continents hidden from many people. Now it was time for them to be revealed. Nephi prophesied that the Spirit of God would touch a man’s heart, and he would cross the ocean and discover Lehi’s descendants. That man was Columbus.

Lesson

Academic Concept: God prepared the world so that Christopher Columbus could carry out his mission on earth.

24

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 4

Research  In this lesson the children will learn about the world during Christopher Columbus’s lifetime by visiting five stations (or as many as you have time for). The stations are described below. You may visit them with the children in any order. Before you start, give the children a copy of (4) Europe, Asia, and Africa (Student). As you mark the map in the stations, use (5) Europe, Asia, and Africa (Key) to help the children find the places on their maps.

When it was time for America to be discovered, God prepared the world and its people so they would be ready for this great event. This kind of preparation, God’s preparation, is called “providence.” We are going to visit five stations that will help us see the ways the world was prepared so that Christopher Columbus could discover the New World. Station 1—Desire for Trade with the East (items needed: spices, silky fabric, gold coins)

During the time of Marco Polo, people wanted to trade with the people in the East. They wanted the spices, silks, and gold that were in the East.  Show the children the items you have prepared. Although travel to the East was very dangerous, people like the Polos were willing to go because the things they could get from the east would make them rich. However, for many years the Christians in Europe had fought the Muslims in the Middle East. The Muslims had captured some of southern Europe and northern Africa. Then in 1452 the Muslims captured Constantinople.  Mark Constantinople on your map. Explain that today Constantinople is Istanbul, Turkey. The Muslims made it very difficult for any Europeans to travel across their land to get to the riches in the East. Many Europeans began to look for a new way to get to China. Christopher Columbus was one of these men. Do you see God’s hand or His providence? Do you see how He was preparing the world for the future? 

What do you think the things on the table represent? (The riches of China.)

Station 2—Invention of the Printing Press (items needed: large book with lots of words, leaf or feather, dark-colored ink or paint, several sheets of paper, newspaper, rolling pin)

One of the most important inventions in the history of the world is the invention of the printing press. A man named Johannes Gutenberg invented the printing press in 1450, less than 50 years before Columbus’s first journey.  Show the children the large book and the pages in it. 

If there were no printing presses, how would you be able to get a copy of this book? (We’d have to copy it by hand.)

Imagine trying to copy all of those words. Do you think there would be many copies of the book? (No.) That’s how it was before the printing press. There were not many books available, because they were difficult to make. They were also very expensive because it took many hours of work to copy just one book. Once there was a printing press, books were more available to the people.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 4

25



In our reading we learned about one of the books Columbus read. Do you remember the name of the book? (The Travels of Marco Polo.)

The printing press also made the scriptures available. Columbus knew and loved the Bible. The press also made it easier to copy maps and other navigational information. People could learn more quickly about new ideas because they were written down. Do you see God’s providence? Do you see how He was preparing the world for the future? Demonstration  If you have time, do the following demonstration. Place a leaf (or feather) on a piece of newspaper and brush it completely with ink or paint. Carefully move the leaf to another sheet of paper. Place a piece of paper on top of the leaf. Using the rolling pin, press the top sheet onto the leaf. Carefully remove the paper. Place another sheet on top of the leaf. Roll across it to make another print. Make as many prints as you can without putting more ink on the leaf. Explain that this process is how a printing press worked only instead of a leaf, the printer used wooden or metal letters of the alphabet. Station 3—Prince Henry the Navigator (items needed: copy of (6) Quadrant for each child, straws, string, buttons or washers, glue, tape)

Prince Henry was the son of King John of Portugal. He was a brave and good man. Prince Henry loved the sea, and he wanted to conquer it. He built a city on a small, secluded spot, far away from the king’s castle. It was called Sagres.  Have the children mark Portugal and Sagres on their maps. He brought people to his island from faraway places who could build ships and he trained sailors to be able to navigate or find their way on the ocean. He studied astronomy, math, and science, and invited others to learn with him. He had mapmakers make maps of new places sailors discovered on their journeys. Soon his little community was known as “The School of Navigation.” The things people learned in the school made sailing safer and easier. This new knowledge helped Columbus as he sailed. Do you see God’s providence? Do you see how He was preparing the world for the future?  Introduce History Flashcard 3.4 and place History Timeline Card 3.4 on the timeline. Activity—Making a Quadrant

One of the instruments sailors used to find out where they were on the sea was called a quadrant or an astrolabe. Using a quadrant to look at a star, the sailors could figure out where they were on the earth. We are going to make a quadrant.  Give the children the cut-out copy of (6) Quadrant, heavy paper cut to match the quadrant, a straw, string, and a button or washer. Steps for making a quadrant. 1. Glue the quadrant to the heavy paper. 2. Tape the straw on the indicated edge. 3. Tie the washer to one end of the string. 4. Punch a hole where indicated on the pattern. 5. Put the free end of the string through the hole so that the button or washer hangs on the printed side of the quadrant and reaches just beyond the edge of the paper. Tape the string to the back of the quadrant.

26

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 4

Using the quadrant.  You may wish to do this outside and use a tall tree or building. 1. Look through the end of the straw nearest the curved end of the quadrant until you can see the light in this room (or some other high point). 2. Grab the washer or button and hold it in place. 3. Take the quadrant away from your eye while you continue to hold the washer in place. You can see that the string is over one of the numbers on the quadrant. 4. That number tells you the angle measure from where you are standing and the light. Sailors would use a quadrant to look at the North Star. If they could see what angle they were in relation to the North Star, they could figure out how far they were from the equator. It helped them figure out where they were in the ocean. Station 4—Sailing into the Sea of Darkness (items needed: colored pencils or crayons)

Prince Henry wanted to find a way to the East by sailing south around Africa, but for years people had been afraid of the big ocean. They did not know very much about it. They called the Atlantic Ocean “The Sea of Darkness” and believed many superstitions about these unknown waters. A superstition is a belief that is based on fear or faith in magical things or a belief that some object or event will bring good or bad luck. Sailors believed that south of Cape Bojador and into the “Sea of Darkness” there were serpents, rocks, and sea-monsters. They believed there were water-unicorns, water covered with sheets of fire, and waters that boiled. They believed that if they went too far south their skin would change color. Few people wanted to sail in these waters. But Prince Henry did not believe these superstitions. Little by little he encouraged sailors to go farther and farther south. Some even went as far as Guinea, where they found gold and brought back black men. After gold was found, men were more eager to sail south. Prince Henry did not care as much as other people about gold. His motto was “Desire to do well,” and he wanted to teach the black men about Christ. He was disappointed that many sailors were so greedy. Nevertheless, as these sailors traveled on the sea they began to show others that many of the things they feared about the sea were not true. After Prince Henry died, exploration around Africa continued. In 1488, Bartolomeu Dias sailed around the cape of South Africa to a place called Rio Great Fish, or the Great Fish River. He could see the coastline of Africa stretching up to the northeast. He had reached the bottom of the African continent. People were becoming more excited about exploring many parts of the world.  Introduce History Flashcard 3.5 and place History Timeline Card 3.5 on the timeline. Let’s mark on our maps the “Sea of Darkness,” Cape Bojador, and Guinea. In the “Sea of Darkness” draw some of the things the sailors were afraid of. Then draw a line along the coast of Africa to Rio Great Fish, showing Bartolomeu Dias’s journey. Station 5—The Caravel  Give each child a copy of (7) Caravel Coloring Page.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 4

27

Until the 1400s, European ships were big and bulky. They could sail short distances as long as they stayed along a coastline. They were difficult to steer because they were so large. They had only one mast and only one square sail that was fixed in place. It could not be moved. They were not able to sail in difficult conditions. Strong winds, shoals (or sandbars), and strong currents quickly overwhelmed the heavy ships. But in the 1400s, men began to develop a new ship, based on the light fishing boats that fishermen used. These boats were lighter and smaller. They could travel more quickly. These boats had between 2 and 4 masts and some of the sails were lateen, or triangular, sails. These sails were attached to bars that could be moved forward and back according to the direction of the wind. They could keep on course, even if the wind was against them. Because the caravels could sail quickly and were easier to navigate, or steer, they were ideal for long distance sailing in open oceans. These ships were developed just before Columbus began his famous journey in 1492. When Christopher Columbus was born, the world was prepared for him to set out west on the ocean. “God prepared the world so that Christopher Columbus could carry out his mission on earth.”

Reason

Gospel Principle: Like Prince Henry, we should always “desire to do well.”

The sailors and scholars who worked with Prince Henry could have learned more from him than just how to be a good and adventurous sailor. 

Do you remember what his motto was? (Desire to do well.)



What do you think it means to desire? (Accept any answer.)



A desire is a strong feeling of wanting something. If you desire to do well, what would you want? (To do kind and good things, to obey God, to serve others.)

Our desires are very important. Turn to D&C 137:9 and let’s read what the Lord says about our desires. For I, the Lord, will judge all men according to their works, according to the desire of their hearts.



28

Why do you think our desires are so important to the Lord? (Because sometimes we might do the right thing and not really want to do it. Or sometimes we might want to do something good but not be able to do it.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 4

Write this academic concept on the board.

Relate 

Think about your day so far. What are some of the things you have desired? (Accept any answer.)  List answers on board.

Look at the answers you have given. Which ones show a desire to do well?  Circle the good desires. Write this gospel principle on the board.

Our desires tell a lot about our character. “Like Prince Henry, we should always ‘desire to do well.’”

Review & Testimony As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept and the gospel principle they learned today and place them in their notebooks.

Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept: God prepared the world so that Christopher Columbus could carry out his mission on earth.

Gospel Principle: Like Prince Henry, we should always “desire to do well.”

Recess

Read-Aloud As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

 For the next two lessons you may use one of three books: Christopher Columbus by David Goodnough, Christopher Columbus by Ingri and Edgar Parin D’aulaire, or Christopher Columbus by Ann McGovern. Before your next lesson, read one-half of one of these books.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 4

29

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

30

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 4

A Man Prepared— Christopher Columbus

THE NEW WORLD IS SETTLED

Explorers

LESSON 5

HISTORY

Desired Result The children will learn how the early life of Christopher Columbus prepared him to fulfill his mission in life. They will see that they, too, are being prepared to fulfill their missions.

Academic Concept: God prepared Christopher Columbus for his mission in life through the gifts, experiences, and trials of his early life.

Gospel Principle: God uses our gifts and the trials and experiences of our early life to prepare us for the future.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud the Christopher Columbus book you have chosen to read.  History Flashcards 3.1 to 3.6  History Timeline Card 3.6  Copy of a passport, if you have one  Copy and put together a passport folder for each child, using (2) Preparation Passport Pattern and Instructions.  Cut out (4) Preparation Word Strips, fold them, and put them in a bowl.

Vocabulary o

passport—a document given by your country that says you are a good citizen and are authorized to travel

Introduction Review  Review History Flashcards 3.1 to 3.5.

Attention Activity If you wanted to travel to another country, you would need to get a passport.  Show the children a copy of your own passport or use (1) Passport. A passport is a document given by your country that says you are a good citizen and are authorized to travel to another country. When you go to a different country and show your passport, an official of that country puts a stamp in your passport.  Give each child the passport folder you made from (2) Preparation Passport Pattern and Instructions and (3) Passport Stamp Circles. Today we will see how the Lord prepared Christopher Columbus to do His will. We will use these passports to record what we learn. Instead of putting stamps in our passport for places Christopher Columbus went, we will use our stamps to show the ways he was prepared for his travels. These circles will be our passport stamps. For each item that prepared Columbus, we will draw a picture on our stamp and glue it into our passport.

Lesson

Academic Concept: God prepared Christopher Columbus for his mission in life through the gifts, experiences, and trials of his early life.

Research Let’s start by filling out the identification pages of the passport. Before you start I want to read you a description of Columbus written by his son, Ferdinand:  Read this description slowly and stop along the way to help the children form a picture in their minds. The Admiral was “of good stature and appearance, taller than the average and strongly limbed: the eyes lively and other parts of the face of good proportion, the hair very red, and the face somewhat ruddy and freckled…long visaged with cheeks somewhat high, but neither fat nor thin. He had an aquiline nose and his eyes were light in color; his complexion too was light, but kindling to a vivid red. In youth his hair was reddish blond, but when he came to his thirtieth year it all turned white”

32

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 5

(Description of Columbus by his son, Ferdinand; http://www.christophercolumbus.eu/portraits.htm). Now that you have a picture in your minds, let’s draw a picture of Columbus, then write a description of what he looked like and fill out the information on the next page.  Give the children time to fill out these two pages. Name: Christopher Columbus Gender: Male (or boy) Age: 41 (when he went on his first voyage) Home Country: Italy Signature: sign Columbus’s name We can divide Columbus’s preparation into three different categories. He was prepared through experiences, through trials, and through gifts of the Spirit and the inspiration he received.  Help the children make a section in their passports for these three categories. They will need five double-sided pages for experiences, 1 double-sided page for trials, and 2 double-sided pages for gifts of the Spirit and inspiration. Show the children the bowl with the word strips from (4) Preparation Word Strips. This bowl contains word strips with different ways Columbus was prepared. We will take turns choosing and reading each word strip. Next we will decide which category of preparation the word strip fits in. Then we will draw a picture or symbol on our stamp to remind us of this experience, trial, or spiritual gifts or inspiration.  As the children draw a picture or symbol in their circles, discuss how each event helped prepare Columbus for his mission. After the discussion, the children can cut out their circles and glue them into their passports. Experiences

1. He was born in Genoa, Italy, near the sea. 2. He started sailing on ships at the age of 13. 3. He sailed up and down the Genoa coast. 4. He learned how to lead in difficult situations (like fighting pirates). 5. He became captain of a ship at an early age. 6. He sailed into the Atlantic Ocean on the way to England. 7. He learned to read and write—Latin, Spanish, and Portuguese—in Portugal. He could read maps, the book about Marco Polo’s journey, and, most importantly, the Bible. 8. He learned navigation, science, and math in Portugal. 9. He spent much time with his brother who was a mapmaker. 10. He married the daughter of a sea captain. Columbus inherited his father-inlaw’s maps and navigation instruments.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 5

33

Trials

1. He was attacked by pirates and his ship sank, but he managed to grab hold of some floating debris and was able to make his way to Portugal, an important place of learning. He felt God had preserved him. Gifts of the Spirit and Inspiration

1. He was very interested in the sea. 2. He had a curious mind. He wanted to know and learn many things. 3. He was struck with a new thought—a thought from God—that he could sail west to reach the Indies. 4. He felt that God wanted him to spread Christianity in the world. As we look at all the ways Columbus was prepared, we can see God’s hand in Columbus’s life. Heavenly Father opened ways for Columbus to get the training he needed in order to do what he needed to do.  Introduce History Flashcard 3.6. Place History Timeline Card 3.6 on the timeline. Columbus’s preparation involved many different types of blessings. He had experiences that helped him learn and become a good sailor. He had trials that placed him where he could become more educated. He received inspiration from God. The Lord directed his thoughts and helped him know what he should do. “God prepared Christopher Columbus for his mission in life through the gifts, experiences, and trials of his early life.”

Reason

Gospel Principle: God uses our gifts and the trials and experiences of our early life to prepare us for the future.

We have been learning about the preparation of Christopher Columbus. I want to read you a quote about someone else. See if you can tell me who I am reading about.  Read D&C 138:55–56: I observed that they were also among the noble and great ones who were chosen in the beginning to be rulers in the Church of God. Even before they were born, they, with many others, received their first lessons in the world of spirits and were prepared to come forth in the due time of the Lord to labor in his vineyard for the salvation of the souls of men.

34

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 5

Write this academic concept on the board.



Who is this quote about? (Accept any answer.)

Let’s read two more quotes to see if we can find out any more about these “noble and great ones.” As spirit daughters of God, women “received their first lessons in the world of spirits and were prepared to come forth” (D&C 138:56) on the earth. They were among the “noble and great ones” (D&C 138:55) who “shouted for joy” (Job 38:7) at the creation of the earth because they would be given a physical body with the opportunity to be proven in a mortal sphere (see Abr. 3:25). They wished to work side by side with righteous men to accomplish eternal goals that neither can attain independently. (Julie B. Beck, "A Mother Heart," April 2004) https://www.lds.org/general-conference/2004/04/a-motherheart?lang=eng Abraham said, “Now the Lord had shown unto me, Abraham, the intelligences that were organized before the world was; and among all these…were many of the noble and great ones” (Abr. 3:22). Do you know that he was talking about you? You are each noble and great, born to live at this time on the earth. (Carol B. Thomas, Understanding Our True Identity, April 1988) https://www.lds.org/general-conference/1998/04/understanding-our-trueidentity?lang=eng



Who are these quotes about? (Us.)



What do they tell us about ourselves? (We were prepared for this life before we were born.)



Who do you think prepared us? (Heavenly Father.)



Do you think God is still preparing you? (Yes.) How are you being prepared? (Through our experiences, trials, the spiritual gifts and inspiration.)

Just as Heavenly Father prepared Columbus, He is also preparing us for the work He has for us to do. Heavenly Father uses the same tools to prepare us that He used to prepare Columbus.

Relate Each of you think of one experience, one trial, and one gift the Lord has given you that will help you prepare for things you have to do in your future. We will take turns sharing.  Give the children time to think and to share. You may wish to share your own experiences and tell how they prepared you for your mission in life.

Write this gospel principle on the board.

Columbus is a famous man who had an important mission to perform. We may not be famous, but we also have an important mission. “God uses our gifts and the trials and experiences of our early life to prepare us for the future.”

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 5

35

Review & Testimony Let’s review the Academic Concept and Gospel Principle we have learned today.

Academic Concept: God prepared Christopher Columbus for his mission in life through the gifts, experiences, and trials of his early life.

Gospel Principle: God uses our gifts and the trials and experiences of our early life to prepare us for the future.

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept and the gospel principle they learned today and place them in their notebooks.

Recess

Read-Aloud 

Who remembers what we read in our book last time?  Allow for a recap.

 Before your next lesson, read the following chapters from (9) The Story of Columbus: “In Spain,” “Across the Ocean,” “San Salvador,” “Cuba and Hayti,” and “The Return of the Adventurers.”

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

36

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 5

As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

Christopher Columbus Discovers the New World

THE NEW WORLD IS SETTLED

Explorers

LESSON 6

HISTORY

Desired Result The children will make the journey and chronicle the events of Columbus’s first voyage. They will see that he landed on an island in the Bahamas, in Cuba, and in Haiti. They will learn about Columbus’s diary and the importance of keeping a journal.

Academic Concept: With the help of God, Christopher Columbus’s first voyage took him to the islands of San Salvador, Cuba, and Hispaniola in the New World.

Gospel Principle: Keeping a journal will help us record and remember when we have seen the hand of God in our lives.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud the following chapters from (1) The Story of Columbus: “In Spain,” “Across the Ocean,” “San Salvador,” “Cuba and Hayti,” and “The Return of the Adventurers.”  History Flashcards 3.1 to 3.6  9×6 in. piece of brown paper bag for each child.  Several sheets of white paper, cut in half to form 8 ½ by 5 ½ inch pages. Each child will need five of these pages.  Prepare to read an entry from your journal to your children about the hand of God in your life. If you do not have one, write one you would be willing to share with your children.

Vocabulary o

ship’s log—a journal of happenings on a ship’s voyage

Introduction

Review  Review History Flashcards 3.1 to 3.6.

Attention Activity In our reading at the end of our last lesson we learned about Christopher Columbus’s first voyage to America. Much of what we know from that voyage comes from a log—or journal—he kept on the journey. Today we are going to make our own log. We will use it to record what we learned about his journey.  Give each child a piece of brown paper and five sheets of the white paper you have cut. Help the children assemble the logs using the instructions below:

1. Fold the brown paper in half and crinkle it up into a ball. 2. Smooth out the brown paper. 3. Fold each white paper in half. 4. Open up the white pages and stack them together. 5. Place the packet of white pages inside the brown cover. 6. Glue, staple, or sew the pages in place. 7. On the front of the log, write “Columbus’s Log” on the top and your name on the bottom. Now our log is ready to use.

Lesson

Academic Concept: With the help of God, Christopher Columbus’s first voyage took him to the islands of San Salvador, Cuba, and Hispaniola in the New World.

38

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 6

Research Map Work  Give the children (2) Map of Columbus’s Journey (Student). Use (3) Map of Columbus’s Journey (Key) to help them fill it out as follows:

This is a map showing the part of the world where Columbus took his journeys. Let’s see if we can find and mark some of the places involved in his journey.  Help the children find and mark the following: Atlantic Ocean, Spain, Portugal, Africa, Canary Islands, Azores, South America, Central America, North America. Now let’s mark the places Columbus found on his first journey: San Salvador (which is an island in the Bahamas), Cuba, Hispaniola (Haiti today) Finally, let’s trace his journey on the map. As we review the events of that first voyage, we can look at this map to see where things happened. Let’s review some of the things that happened before Columbus left on his journey. 

Was it easy for Columbus to get the ships and supplies he needed to make the journey? (No.)



What trials did he face?



o

The King of Portugal tricked him. He said he wasn’t interested, and then he sent out his own expedition.

o

None of the kings he talked to would support his idea.

o

When he finally talked to the king of Spain, he was interested, but didn’t act immediately. In fact, it was six years before Columbus was finally equipped for his journey by the King and Queen and ready to leave on his voyage.

o

Once he had permission and help to go, the sailors and ship owners were afraid.

What did Columbus do about these trials? (He persisted. He never gave up.)

Finally, Columbus was ready to sail. As we review what happened on the voyage we can write in our logs (or draw pictures) of what happened along the way.  Use the list below to review the voyage. For each date have the children write the date and either write what happened on that day in their own words or draw a picture of it. Ideas for pictures are given at the end of each date. Aug 3, 1492

The voyage begins. The Niña, the Pinta, and the Santa Maria leave Spain. (three ships) Aug. 6, 1492

The rudder of the Pinta slips from its socket. (It had been improperly secured by its owners, so that the ship would have to turn back to Spain.) Columbus takes the ship to the Canary Islands where it is fixed. (hammer and wood)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 6

39

Sept. 6, 1492

Leaves the Canary Islands and sails west. (island with a canary bird on it) Sept. 8, 1492

Lose sight of land. The men are nervous. Columbus begins keeping two logs. In his private log, he records the actual distance for each day. In the log the men can see, he records a shorter distance so his men will not know how far they have traveled. (two log books) Sept. 15, 1492

They see a meteor. The men are afraid. (meteor or falling star) Sept. 17, 1492

They see masses of sea weed. In one of them they see a live crab. They hope land is near. (seaweed with crab) Sept. 23, 1492

The sea arises with many waves, but there is no wind. (waves) Oct. 7, 1492

A cannon is fired to signal that land is near. But there is no land. (cannon) Oct. 8, 1492

The men are angry and refuse to work. Columbus tells them they will sail west for only three more days. (a big number three) Oct. 11, 1492

They see a thorn bush with fresh berries, reeds, and a carved stick floating in the water. They think they must be close to land. At 10:00 that night, Columbus sees a light. He wonders if it is coming from land. (twig with berries or carved stick; a light in the dark) Oct. 12, 1492.

At 2:00 in the morning land is sighted. In the morning the men see a beautiful land. They land and fall to their knees, thanking God. Columbus names the land San Salvador, which means Holy Savior. (land with trees) Oct./Nov., 1492

Columbus finds and explores Cuba. (the word “Cuba”) Dec., 1492

Columbus finds and explores Hispaniola. (island or the word “island”) Dec. 25, 1492

The Santa Maria drifts against the shore and is shipwrecked. The men use the pieces of the ship to build a fortress. (wrecked ship)

40

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 6

Jan 16, 1492

The crew heads home, sailing east. (one ship) Feb. 12–14, 1493

The ship battles a bad storm. (storm clouds with lightning) Mar. 4, 1493

They encounter another storm. Columbus records that they are protected by God. (rain) Mar. 6, 1493

The Niña lands in Spain. The crew is home again. (men getting off ship) Mar. 9, 1493

Columbus appears before the king. (crown) Scholars who study Columbus’s journey are awed by his genius at sailing, his stamina, his understanding of seaways. He is seen as a “Master Mariner,” one of the great seamen of all time. He was blessed by the abilities he was born with and by the help that God gave him. Orson Hyde was an apostle in the early days of the restored Church. He taught that it is the work of the angel Moroni to help direct important events relating to the gospel in America. Elder Hyde said that it is Angel Moroni “who presides over the destinies of America, and feels a lively interest in all our doings” and that he inspired and guided Columbus. Columbus was not alone. God sent Moroni to help him.  You may wish to read or summarize the following statement from Orson Hyde: This same angel [Moroni] was with Columbus, and gave him deep impressions, by dreams and by visions, respecting this New World. Trammelled by poverty and by an unpopular cause, yet his persevering and unyielding heart would not allow an obstacle in his way too great for him to overcome; and the angel of God helped him—was with him on the stormy deep, calmed the troubled elements, and guided his frail vessel to the desired haven (Journal of Discourses, 6:368, quoted in E. Douglas Clark, The Grand Design: America from Columbus to Zion, Salt Lake City: Deseret Book Company, 1992, p. 219).

Write this academic concept on the board.

As we learned in our last lesson, Columbus was a gifted man, who was inspired by God to fulfill a special mission. In finding the Americas Columbus opened the way for the Restoration of the gospel. “With the help of God, Christopher Columbus’s first voyage took him to the islands of San Salvador, Cuba, and Hispaniola in the New World.”

Reason Gospel Principle: Keeping a journal will help us record and remember when we have seen the hand of God in our lives.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 6

41



Why was it important for Christopher Columbus to keep a journal of his journeys? What was the purpose for keeping a journal? (Most of what we know about his journeys are from his journals and other things he wrote. He recorded what happened, how he felt about it, and how God helped him.)



How do these same purposes apply to us? o o o

If we keep a journal, others can learn about our lives. Others can learn about our feelings and the growth of our testimonies. We can record how Heavenly Father helps us in our lives.

 Show (4) Mormonad: Writing in a Journal while you read the quote below:

Wilford Woodruff, the 4th prophet of the Church said: I wish to say to my young friends that it will be a great blessing to them, and their children after them, if they will keep a daily journal of what takes place with them and around them. Let all the boys and girls get them a little book, and write a little in it almost every day. Now, should we not keep a journal, record, and history of the dealings of God with [us] as they transpire day by day before our eyes? We should (Teachings: Wilford Woodruff, Chapter 13: “Journals: ‘Of Far More Worth than Gold’”).



What does President Woodruff say we should record in our journals? (The dealings of God with us.)

Relate 

Let’s think over our last week. What experiences have you had that show Heavenly Father’s hand in your life? (Accept any answer.)

I would like to read you one of my journal entries that tells of how Heavenly Father influenced my life.  Read the entry you have chosen. 

How do stories like the one I just read make you feel? (Accept any answer; if possible, point out that the children are feeling the Spirit.)

When we record Heavenly Father’s blessings and help, we write with the Spirit. Then later, when people read about our experiences with the Lord, they can also feel that Spirit. Journals help people understand our lives. They can also help us stay close to Heavenly Father and to feel His spirit. “Keeping a journal will help us record and remember when we have seen the hand of God in our lives.”

Review & Testimony Let’s review the Academic Concept and Gospel Principle we have learned today.

42

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 6

Write this gospel principle on the board.

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle.

Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept and the gospel principle they learned today and place them in their notebooks.

Academic Concept: With the help of God, Christopher Columbus’s first voyage took him to the islands of San Salvador, Cuba, and Hispaniola in the New World.

Gospel Principle: Keeping a journal will help us record and remember when we have seen the hand of God in our lives.

Recess Read-Aloud  As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

Who remembers what we read in our book last time?  Allow for a recap.

 Before your next lesson, read chapters 5–9 (“Vasco da Gama,” “Pedro Alvares Cabral,” “John Cabot,” “Amerigo Vespucci,” “Juan Ponce de Leon”) in Around the World in a Hundred Years.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 6

43

Christopher Columbus— The Christ-Bearer

THE NEW WORLD IS SETTLED

Explorers

LESSON 7

HISTORY

Desired Result The children will learn that Christopher Columbus saw himself as a “Christ-bearer.” He felt he was called of God and helped by God. They will see that although Christopher Columbus had weaknesses and he made mistakes, he loved the Lord and was able to serve him. They will understand that even if they don’t know everything the Lord has planned for them, they can still fulfill His purposes for their lives if they seek to live righteously.

Academic Concept 1: Christopher Columbus was named after the Catholic Saint, St. Christopher, who was known as the “Christ-bearer.” Academic Concept 2: Christopher Columbus knew God had a mission for him, and he knew that God would help him.

Gospel Principle: Even if we are unsure of God’s plan for our lives, we will fulfill His purposes as we try to live righteously.

Home Preparation & Materials  Reading Assignment: Before teaching lesson 7 read chapters 5–9 (“Vasco da Gama,” “Pedro Alvares Cabral,” “John Cabot,” “Amerigo Vespucci,” “Juan Ponce de Leon”) in Around the World in a Hundred Years by Jean Fritz.  History Flashcards 3.1 to 3.6  Have flour, water, and salt ready to make hardtack during the attention activity.

Recipe: Mix 4 parts flour with 1 part water. Add salt to taste. Roll out the dough on a floured surface about 1/2 inch thick. Cut into pieces about 3 inches square. Place each cracker on a baking sheet and poke holes in the tip with a fork. Bake at 250 degrees for one hour or until lightly browned.

 Make a copy of (1) St. Christopher Coloring Page for each child.  Optional: Prepare to tell a story from your own life or the life of someone you know who expected his or her life to follow a certain path but it didn’t; for example, someone who wanted to marry or have children but was unable to.

Introduction Review  Review History Flashcards 3.1 to 3.6.

Attention Activity One of the difficulties of a sea voyage was storing enough food for the voyage. There had to be enough food and it had to be food that wouldn’t spoil. One of the common foods was the sea biscuit or hard tack. It is made of flour and water and is like a cracker, only very hard and dry. Because the hard tack was so hard, the sailors often soaked it in their drink or stew before they ate it. The hard tack was often full of weevils, little bugs that can live in wheat or flour. Today we will make hardtack and experience what the sailors ate—but we won’t have any weevils in our biscuits!  Make the hardtack according to the recipe in the Home Preparations & Materials section. Christopher Columbus was probably very familiar with hard tack. He was often on the sea and took 3 more voyages to America.

Lesson

Academic Concept 1: Christopher Columbus was named after the Catholic Saint, St. Christopher, who was known as the “Christ-bearer.”

Research During the time of Christopher Columbus, children were named after saints in the Catholic Church. Children didn’t celebrate their birthdays on the day they were born. Instead they celebrated the day the Catholic Church designated as the day to

46

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 7

honor the saint they were named after. Columbus was named after St. Christopher. The story of St. Christopher became very important to Columbus.  Give each child a copy of (1) St. Christopher Coloring Page. While you color this page, I will read you the story of St. Christopher.  Read (2) The Legend of St. Christopher.

Christopher Columbus loved this story and related it to his own life. He felt that he was like St. Christopher. He felt Heavenly Father wanted him to be a Christ-bearer like St. Christopher. After his first voyage, Columbus started signing his name like this:  Show (3) Christopher Columbus’s Signature. This signature means “Christbearer.” The X stands for Christ, symbolizing the cross of Christ. Write this academic concept on the board.

Columbus saw himself as the Christ-bearer. “Christopher Columbus was named after the Catholic Saint, St. Christopher, who was known as the ‘Christ-bearer.’”

Research

Academic Concept 2: Christopher Columbus knew God had a mission for him, and he knew that God would help him.

The legend we read helps us understand one of the things Christopher Columbus thought he was supposed to do. Being named after St. Christopher influenced his character. Let’s see what else we remember from our readings about Columbus’s character.  Give each child a copy of (4) Circular Character Chart. As we discuss Christopher Columbus’s character, we can use this chart to draw pictures to help us remember what we have learned about him. Draw one picture in each section of the circle. 

Think about the things we have read and learned about Columbus. What internal character traits do you remember?  Write the children’s answers on the board. (5) Columbus Character Chart has a list of evidences about Columbus’s internal traits from the suggested books you read about Columbus.

 Some suggestions of character traits and related pictures the children can draw in the circle chart are listed below: 

Intelligent—book or pen



Serious—serious (not smiley) face



Good leader—steering a ship



Brave—medal of bravery



Recognized God’s hand—hand



Kind—giving food to father

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 7

47



Inspired—Columbus saying a prayer



Honor and money—gold coin



Couldn’t handle his men on land—stick figure on island



Trusted God to help him—write “Trusted God.”



Proud—face with upturned nose



Religious—Bible



Honest—hand lifted (like sustaining someone)



Grouchy—frowning face



Received strength from God—strong arm



Knew God had a mission for him—missionary tag



Which of these internal character traits might have been weaknesses? (Accept and circle any answer.)



Which of the internal character traits were strengths? (Accept and star any answer.)

Many people today are critical of Christopher Columbus. They think he was greedy and was unkind to the people he met on the islands he visited. It is true that Columbus sometimes made mistakes, just as we all do. But if we look at the words of those who knew him and his own writings, we see a man whom Heavenly Father could inspire to do His will. I am going to read you some descriptions of Columbus that his friends wrote about him. As I read, listen for additional internal character traits.  Read as many quotes from (6) Character Quotes as you have time for and that allow you to maintain your children’s interest. The quotes are difficult. If they are too hard for your children, read the simplified summary or tell the information from the quote in your own words. After each quote add new internal character traits to the board and draw pictures in the circles. If you cannot read all of the quotes, make sure you read 1 or 2 about how the Lord inspired Columbus. Look at the circle of Columbus. The circle represents the whole character of Columbus. Sometimes it is tempting to look at just part of a person’s character and to judge him on that one characteristic, but we need to look at the whole person. As we look at all the internal character traits of Columbus, we see that although he had weaknesses, “Christopher Columbus knew God had a mission for him, and he knew that God would help him.”

Reason

Gospel Principle: Even if we are unsure of God’s plan for our lives, we will fulfill His purposes as we try to live righteously.

48

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 7

Write this academic concept on the board.

Let’s look more closely at how Christopher Columbus fulfilled the Lord’s purposes for his life. 

What did the Lord want Columbus to do? (Find America. The Lord wanted him to go “forth upon the many waters, even unto the seed of my brethren” (1 Nephi 13:12).)



What did Columbus think the Lord wanted him to do? (Go west to the Indies and preach the gospel to the people there.)



Did Columbus correctly understand what he was supposed to do? (No.)



Even though he didn’t know exactly what God wanted him to do, was he able to do it? (Yes.)



What principle does Columbus’s experience teach us about doing the Lord’s will? (Accept any answer.)

Sometimes we do not know exactly what the Lord wants us to do, but if we do our best to follow the promptings of the Spirit, the Lord will lead us to do His will and His purposes will be fulfilled.

Relate 

What are some of the things you think Heavenly Father wants you to do in your life? (Make covenants, serve a mission, get married, have a family, gain an education, etc.)

These are all good things that we know Heavenly Father wants us to do. Sometimes we think we know when and how these things should happen, but they don’t always happen the way we think they will.  Optional: share the story you have prepared about someone whose life did not follow the plan he or she expected it to follow. 

What should we do when things don’t happen as we expect them to? (Continue to keep the commandments, follow the prophet, and trust in the Lord’s plan and timing.)

We need to trust the Lord and know that our expectations and timeline for our life might not be the same as His. He may have a different plan than we expect. Sometimes His plan might make us feel discouraged. President Gordon B. Hinckley said something that helps me when I feel like this. He said: “It isn’t as bad as you sometimes think it is. It all works out. Don’t worry. I say that to myself every morning. It will all work out. If you do your best, it will all work out. Put your trust in God, and move forward with faith and confidence in the future” (Gordon B. Hinckley, “Latter-day Counsel: Excerpts from Addresses of President Gordon B. Hinckley, Ensign, Oct. 2000). Write this gospel principle on the board.

When things are difficult, we can remind ourselves that it will all work out. We can even say it out loud. And as we continue to live faithfully, “Even if we are unsure of God’s plan for our lives, we will fulfill His purposes as we try to live righteously.”

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 7

49

Review & Testimony Let’s review the Academic Concept(s) and Gospel Principle we have learned today.

Academic Concept 1: Christopher Columbus was named after the Catholic Saint, St. Christopher, who was known as the “Christ-bearer.” Academic Concept 2: Christopher Columbus knew God had a mission for him, and he knew that God would help him.

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept and the gospel principle they learned today and place them in their notebooks.

Gospel Principle: Even if we are unsure of God’s plan for our lives, we will fulfill His purposes as we try to live righteously.

Recess

Read-Aloud 

Who remembers what we read in our book last time?  Allow for a recap.

 Before your next lesson, read chapters 10–11 (“Vasco Nunez de Balboa,” and “Ferdinand Magellan”) in Around the World in a Hundred Years by Jean Fritz.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

50

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 7

As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

The Age of Exploration Explorers

HISTORY THE NEW WORLD IS SETTLED

LESSON 8

Desired Result The children will review the lives of the seven new explorers they learned about during the literature section of the last two lessons. They will see what each contributed to our understanding of the world. They will understand that there are still frontiers to be discovered and that family history opens the door to unexplored territory.

Academic Concept: After Columbus discovered the New World, many other men explored parts of the earth and added to our knowledge of the world.

Gospel Principle: Today we still have areas to explore. Family history opens a door to unexplored territory.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud chapters 10–11 (“Vasco Núñez de Balboa” and “Ferdinand Magellan”) in Around the World in a Hundred Years by Jean Fritz.  History Flashcards 3.1 to 3.13  History Timeline Cards 3.7 to 3.13  Paper for each child  Crayons or colored pencils

Introduction Review  Review History Flashcards 3.1 to 3.6.

Attention Activity  Give each child a sheet of paper. For our history time in the last few lessons we have been reading about other explorers who lived at the time of Columbus. During this time period, many parts of the world were unknown and had to be discovered and explored. Today we know where all the lands of the world are, but there are still things we can discover and explore. Each of you draw a picture of one thing you would like to explore or discover.  Give your children time to draw. Some children may be puzzled by the assignment. If so, give them a hint, such as “What would you like to know more about? What could you explore to know more about it?” When the children have finished drawing, have them share what they drew.

Today we will review what these men discovered and discuss ways we can be explorers.

Lesson

Academic Concept: After Columbus discovered the New World, many other men explored parts of the earth and added to our knowledge of the world.

Research During the 100 years or so from Prince Henry the Navigator to Ferdinand Magellan’s journey around the world, the map of the world changed dramatically. Our understanding of the lands on the earth changed so quickly that map makers could not keep up with it. Often they sold old maps that they liked rather than trying to make a new, more accurate one. We call this time “The Age of Exploration.” Today we will review what we have learned about many of the explorers who gave us new knowledge about our earth.  Give each child a copy of (1) Explorers Map (Student). This is a world map as we know it today. Let’s mark the journeys of the men we read about in our last two lessons.  Use (2) Explorers Map (Key) to help the children draw the routes. Use a different color for each journey. 

As you look at this map, what still needed to be discovered or explored? (Antarctica, Australia and other islands, almost all of North America, etc.)

These explorers discovered many new places in the Western world, but there was still much to be done.

52

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 8

Activity  Give each child a copy of (3) Explorer Cards. These cards tell a little bit about each of the explorers we have studied or read about. Color each one, then cut them out. Fold the cards in half so that the picture is on the front and the information is on the back.  Give the children as much time as you can to color. As they color, review the information on the back of each card. Encourage the children to add more information if they remember any. Tape the front and back together. You may wish to laminate the cards. You can use the cards to play a “Go Fish” or a “Memory” game.  As the children color, introduce History Flashcards 3.7 to 3.13 and place History Timeline cards 3.7 to 3.13 on the timeline. Write this academic concept on the board.

Look at our timeline. It is full of explorers. We can see that “After Columbus discovered the New World, many other men explored parts of the earth and added to our knowledge of the world.”

Reason

Gospel Principle: Today we still have areas to explore. Family history opens the door to unexplored territory.

At the beginning of our lesson you all drew a picture of something you would like to explore. As children of God we love to explore, because that is how we learn. It may seem that there is nothing left to explore, but there are many worlds still left to discover—both large and small. Let’s see if we can discover one world the Lord would like us to explore today.  On your computer go to lds.org and type “discover” into the search field. Near the top of the page are listed many family history sites. (If you don’t see the family history sites, add “family history” to the search field.) Show the children the results.

Do the results of this search remind you of something we can still discover? (Yes.) What? (Our family history.) Why should we “discover” our family history? (Accept any answer.) As we learn about our ancestors, we feel closer to them. We can learn more about ourselves by discovering things about our ancestors. We can prepare names to take to the temple. We learn more about history. We learn gospel principles as we see how our ancestors applied them in their lives. I would like to tell you one of the stories from my family history that means a lot to me.  Tell the story you have prepared. 

What can you learn from this story? (Accept any answer.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 8

53

Relate I am going to show you a short video. As you watch it, look for an object that is part of every scene. Also look for ideas of things we might want to learn about our family history.  Show (4) Every Family Has a Story, Discover Yours. 

What object did you see in every scene? Why? (A journal. We record our lives in a journal. If we record our lives, others can learn from them.)

Writing a journal is like making a map of our life’s journey. It gives others a way to follow or discover our lives. The video we saw also showed events in the lives of people in the past. 

What kinds of things might we want to learn about our ancestors? What events might be interesting? (Accept any answer.)

We have a whole new world we can discover as we explore more about our family history. We can learn more about how to do this during our family home evening. 

For now, what is one thing we could do to explore our family history? (Accept any answer. Answers might include the following: organize pictures, write in our journals, interview Grandpa or Grandma, find out more about FamilySearch, write down fun stories from Mom and Dad’s lives, etc.)

The Age of Exploration is not over. “Today we still have areas to explore. Family history opens the door to unexplored territory.”

Write this gospel principle on the board.

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept: After Columbus discovered the New World, many other men explored parts of the earth and added to our knowledge of the world.

Gospel Principle: Today we still have areas to explore. Family history opens the door to unexplored territory.

54

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 8

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Recess

As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

Read-Aloud  Before teaching lesson 10, read aloud Chapter 25: “The End of the World” in The Story of the World, Vol. 2.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 8

55

Exploration Celebration— Keep Your Eyes Open!

THE NEW WORLD IS SETTLED

Explorers

LESSON 9

HISTORY

Desired Result The children will celebrate what they have learned about the discovery of the New World. They will remember that the world is a beautiful place to explore.

Academic Concept: Remembering the Explorers can remind us that God guided the discovery of a New World where the gospel could be restored.

Gospel Principle: God created a beautiful world for us to explore.

Home Preparation & Materials  History Flashcards 3.1 to 3.13  This class period is a celebration—not a regular lesson. You may plan your celebration any way you like, but one idea is as follows:

1. Crafts a. Choose one or two crafts from the lesson resources that you think your children would enjoy. b. Gather the needed materials. c. Start your celebration with making the craft. d. Boys and girls can make the same or different crafts. e. Older children and younger children can make the same or different crafts. f.

Older children can help younger children.

2. Make and eat the exploration foods together. a. Choose one or two recipes from the lesson resources. (You may wish to make some of the foods ahead of time.) b. Gather needed ingredients.

c. Make the food. d. Eat the food then or save it for the end of the celebration. 3. Play Explorer games. a. Choose games from the lesson resources that you think your children would enjoy. b. Be familiar with the rules of the game. c. Gather needed materials. d. Play the games. 4. Take pictures. a. Print the pictures. b. Include the pictures in each child’s notebook.

Introduction Review  Review History Flashcards 3.1 to 3.13.

Lesson

Academic Concept: Remembering the Explorers can remind us that God guided the discovery of a New World where the gospel could be restored.

Research This class period is a celebration and not a regular lesson. It is a celebration in honor of all we have learned about the explorers. We are going to have a party with several activities.  Do the celebration activities you have planned.

“Remembering the Explorers can remind us that God guided the discovery of a New World where the gospel could be restored.” Write this academic concept on the board.

58

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 9

Reason

Gospel Principle: God created a beautiful world for us to explore.

One of the things the explorers were really good at was noticing the world around them. They observed carefully and wrote down what they saw. I wonder if we could describe our neighborhood as well as they described what they saw on their journeys. 

Why should we be aware of the things we see around us? (Heavenly Father and Jesus created them. Noticing God’s creations helps us see that we are loved by God. Being aware of all His creations is one way of showing our gratitude.)

Relate Write this gospel principle on the board.

Next time we go outside let’s pay attention to what we see. Let’s have the eyes of explorers. Then we can share with each other something we noticed that is beautiful. “God created a beautiful world for us to explore.”

Review & Testimony As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept and the gospel principle they learned today and place them in their notebooks.

Look back at all the academic concepts and gospel principles we have learned as we have studied the explorers.  Look at the list of academic concepts and gospel principles you have learned in this unit. Review each one.

Academic Concept: Remembering the Explorers can remind us that God guided the discovery of a New World where the gospel could be restored.

Gospel Principle: God created a beautiful world for us to explore.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 9

59

Recess

Read-Aloud  Before teaching the next lesson, read aloud Chapter 25: “The End of the World” in The Story of the World, Vol. 2.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

60

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 9

As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

The Black Plague The Renaissance

HISTORY THE NEW WORLD IS SETTLED

LESSON 10

Desired Result The children will understand both the devastating effects of the plague and the changes it brought to the western world. They will understand that the Lord has given us a law of health and that following it can help us have strong bodies that can fight sickness.

Academic Concept: The plague, known as the Black Death, killed thousands of people and changed the culture of Europe in many ways.

Gospel Principle: The Lord has given us a law of health called the Word of Wisdom. Following it can help us have strong bodies that can fight sickness.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud Chapter 25: “The End of the World” in The Story of the World, Vol. 2.  History Flashcards 3.1–3.14  For each child, cut a circle from fabric using the pattern in (1) Flower Bag Pattern. Clip small x’s in the circle where indicated.  Yarn or string cut into 36-inch lengths; one for each child. Tape one end of the string to make it easy for the children to thread during the attention activity.  Optional: Copy (2) Flower Petals onto colored paper.  Cut out a set of flower petals from (2) Flower Petals for each child (or use real flower petals that you have dried.)

Vocabulary o

plague—a very infectious fatal disease transmitted by the bite of a flea that lives on rats

Introduction

Review  Review History Flashcards 3.1 to 3.13.

Attention Activity Today we are going to learn about a sickness that killed many people during the end of the Middle Ages and the Renaissance. It was called the Plague, or the Black Death. It was a frightening disease and people didn’t know how to cure it or stop it from spreading. Some people believed that if they hung flower petals and dried herbs in a bag around their necks it would keep the disease away. We are going to make a bag for each of us.  Give each child one of the circles from (1) Flower Bag Pattern you have cut out and one piece of yarn or string. First, place the circle so the wrong side of the fabric is facing you.  If there is no wrong side, put a small piece of tape on one side to designate the wrong side. Then take the string, and starting on the right side, thread the string through one of the circles. Thread the string in and out all of the little circles until you reach the last one.  The children should have both ends of the string on the outside or right side of the circle. Now let’s pull the threads tight, so that our fabric makes a little bag and tie the two ends of the string together.  Give the children the (2) Flower Petals you cut out for them. These are our flower petals. Put them in the little bag you made, pull the ties tight again, tie the ends together and put the bag around your neck like a necklace.

We will wear our flower petal sack throughout the lesson to remind us of how frightening this disease was and how people tried to fight it.

Lesson

Academic Concept: The plague, known as the Black Death, killed thousands of people and changed the culture of Europe in many ways.

62

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 10

Research Before class today we read about the plague epidemic in Europe from the 1300s to the 1600s. We learned that one out of every three people died. Other scholars say that as many as 60% of the people may have died. 

Think of our ward or neighborhood. What would it be like if half the people died? (Accept any answer.)

Map Work

Let’s see how this disease came to Europe and spread.  Give the children a copy of (3) Path of the Plague (Student Copy). Use (4) Path of the Plague (Key) to help the children mark their maps throughout this activity. First, let’s mark some cities on the map. We are going to put a number by each city. The date tells the order that the Black Plague went from city to city.  Have the children mark the following cities on their maps. Constantinople—May 1347 Messina—October 1347 Genoa, Italy—January 1348 Pisa, Italy—February 1348 Marseilles, France—February 1348 Rome, Italy—March 1348 Avignon, France—March 1348 Valencia, Spain—May 1348 Paris, France—June 1348 London, England—June 1349 Liege, Belgium—June 1349 Hamburg, Germany—June 1350 Now, let’s see how the Black Death spread from city to city. Draw a yellow line from Constantinople through the water to Messina, then through the water to Genoa. Draw a red line connecting Genoa, to Pisa to Rome, one line connecting Genoa to Marseilles to Avignon to Valencia, and one line connecting Genoa to Paris. Draw a blue line connecting Paris to London, and a line connecting Paris to Liege to Hamburg. In three years’ time, the plague had spread throughout all of Europe, devastating cities and towns everywhere. It was not long before the plague spread west to Portugal, south to Africa, north to Scandinavia, and east to Russia. The Black Death came back to Europe several times during the next three or four hundred years. Each time it killed thousands of people.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 10

63

Although the plague was devastating and killed about half the population of Europe, it also brought other results. Let’s look at the results of the plague.  Show the children the cards from (5) Results of the Plague Cards and give each child a copy of (6) Results of the Plague—Notes. On each of these cards is a picture representing one of the results of the plague— some bad, some good. We will take turns choosing a card and then we will discuss the result. Then on your Notes page, you can draw a picture of that result in one of the squares.  Have the children choose one card at a time. Show them a card, using the notes below to help them understand each result. Give them time to draw a picture of each result on their Notes page. Results of the Plague 

Half the people died. (gravestone)



Farmers were paid to farm noblemen’s land. Soon some could buy land of their own. So, the feudal system began to fall apart. (money pouch)



Many villages that were destroyed by the plague were never rebuilt. (cottage)



Survivors of the plague went to the cities. Cities grew bigger. (city)



Craftsmen could sell more of their goods because more people were in the city. (barrel)



Peasants who remained on the land, claimed the land for themselves. They became the new noblemen of new villages. (vineyard)



Becoming a craftsman was easier. So many craftsmen had died of the plague that there were not enough skilled people to make the things that were needed. The time of apprenticeship (learning a craft) became shorter. (pottery apprentice)



Forests took over the places where abandoned farmland and villages used to be. (forest)

 Introduce History Flashcard 3.14.

As you can see, although the plague devastated Europe and millions of people died, there were some positive things that came about because of this deadly disease. Because of the plague people had new opportunities to learn and to grow. “The plague, known as the Black Death, killed thousands of people and changed the culture of Europe in many ways.”

Reason

Gospel Principle: The Lord has given us a law of health called the Word of Wisdom. Following it can help us have strong bodies that can fight sickness.

64

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 10

Write this academic concept on the board.

In the days of the plague, people knew very little about what caused disease and sickness. They didn’t know what caused the plague, so they couldn’t fight it. They also did not know how to care for their bodies so they could resist disease. For hundreds of years they could not keep this deadly disease from spreading. Today, Heavenly Father has given us more knowledge, and we know more about how to fight and prevent disease. President Faust, a member of the First Presidency said, “Scientific knowledge, the marvels of communication, and the wonders of modern medicine have come from the Lord to enhance His work throughout the world” (James E. Faust, “Of Seeds and Soils,” General Conference, Oct. 1999). Everything we know in modern medicine about fighting disease has come from God. Heavenly Father has also given us a commandment to help us stay healthy. When our bodies are strong, they are better able to fight or resist disease. 

Do you know what this commandment is called? (The Word of Wisdom.)



What are some of the things the Word of Wisdom tells us not to do? (We should not use tea, coffee, tobacco, alcohol, or drugs.)  List answers on the board.



What are some of the things the Word of Wisdom tells us to do? (To eat fruits and vegetables, meat sparingly, grains (especially wheat).)  List answers on the board.

Heavenly Father has given us a marvelous promise if we obey this commandment. He has promised us that our bodies will be strong and we’ll be able to work hard. (See D&C 89:18–21.) He doesn’t promise us that we’ll never get sick, but since our bodies will be strong, we’ll be able to fight off sickness.

Relate Look at the list I’ve put on the board. 

Write this gospel principle on the board.

Is there anything in that list that we could do better on? (Accept any answer. Discuss with the children ways that you can better follow the Word of Wisdom.)

We are very blessed to live in modern times when the Lord has revealed so much truth about staying healthy. But in these last days there are and will be plagues that visit the earth. We need to be as prepared as possible to fight disease. Let’s try to be more careful in living the Word of Wisdom, especially in doing the things the Lord has asked us to do. “The Lord has given us a law of health called the Word of Wisdom. Following it can help us have strong bodies that can fight sickness.”

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 10

65

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept: The plague, known as the Black Death, killed thousands of people and changed the culture of Europe in many ways.

Gospel Principle: The Lord has given us a law of health called the Word of Wisdom. Following it can help us have strong bodies that can fight sickness.

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Recess

Read-Aloud  Before teaching this lesson, read aloud Chapter 18: “The Age of the Crusades” in The Story of the World, Vol. 2.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

66

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 10

As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

The Crusades 1095–1291 New Ideas Come to Europe

THE NEW WORLD IS SETTLED

The Renaissance

LESSON 11

HISTORY

Desired Result The children will learn the causes, events, and results of the Crusades and how they influenced the Renaissance. They will understand that they can learn, grow, and strengthen their testimonies as they visit sacred places.

Academic Concept 1: The Crusades began when Muslim nations refused to allow Jews and Christians visit the Holy Land. Academic Concept 2: The knowledge and new ideas that Christian Crusaders brought back from the Holy Land helped to open the minds of the people of Europe. As people began to learn and think about new ideas, the Renaissance began.

Gospel Principle: Visiting sacred places can strengthen our testimonies.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud Chapter 18: “The Age of Crusades” in The Story of the World, Vol. 2.  History Flashcards 3.1 to 3.15  Prepare to do (1) Milk and Color Experiment. (You may either do the experiment with the children or watch the video on the link page.) Materials needed: milk; red, yellow, blue, green food coloring; cotton swab; plate; dish soap  Decide whether to use (4) Crusades Accordion Book or (5) Crusades Accordion Book (Blank) with your children. Resource (4) has pictures for the children to color. Resource (5) is for older children, who may want to draw their own pictures or write notes.

Vocabulary o

Crusades—military expeditions led by people in Europe to recover Jerusalem from the Muslims

o

Muslims—people who follow the prophet Muhammad

o

pilgrimage—religious journey to a sacred place

Introduction Review  Review History Flashcards 3.1 to 3.14. History Flashcard 3.15 will be introduced in the lesson.

Attention Activity I want to show you an experiment today that will help us understand better what happened in the Crusades.  Show the children the experiment you prepared as outlined in (1) Milk and Color Experiment. 

What happened when I touched the plain cotton swab to the color in the milk? (Nothing.)



What happened when I put dish soap on the swab and touched it to the colors? (The colors spread all over.)



How hard would it be to put the colors back into the middle of the milk like they were when we began? (Very hard. I don’t think we could do it.)



What if the milk represented one way of living and the colors represented another way of living? What would happen to each way of living if the two were mixed together? (They would both change. The “milk” way of living would have more “color” in it, and the “color” way of living would have more “milk” in it.)

This is what happened during the Crusades. Knights and soldiers traveled to the east and brought back what they learned there. The milk (western way of life) and the colors (the eastern way of life) mixed. The new knowledge that was brought back to Europe helped open the way for the Renaissance to begin.

Lesson

Academic Concept 1: The Crusades began when Muslim nations refused to allow Jews and Christians visit the Holy Land.

68

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 11

Research 

You may remember from our reading that Jerusalem was important to three religious groups of people. Do you remember who they were? (Christians, Jews, and Muslims.)

 Show the children (2) Dome of the Rock. This is a picture of a building in Jerusalem called the Dome of the Rock. It is an example of a place that is important to all three religions.

The ground this building was built upon was the place of Solomon’s temple in Jerusalem (which was destroyed in 70 AD). It is also believed to be the place where Abraham took Isaac to be sacrificed. The ancient temple and the prophet Abraham are sacred to Jews and Christians. This building was built by Muslims. They believe it was the place where Muhammad met Abraham, Moses, and Jesus. They believe that one night the angel Gabriel took Muhammad from Mecca (in Saudi Arabia) to Jerusalem where this building now stands. From there he was taken into heaven, where he saw signs of God. He met Abraham, Moses, and Jesus and led them in prayer. The angel then took Muhammad back to Mecca. Muslims believe this was a miracle. It is recorded in their book of scripture called the Qur’an (or Koran). 

What would happen if one of these religious groups controlled this sacred place in Jerusalem and didn’t let people of the other religions visit it? (The people who couldn’t come would be hurt or angry.)

This is exactly what happened in the 1090s.  Show (3) Map of Islamic Lands at the Time of the Crusades. This map shows how much of the world the Muslims controlled during the time of the Crusades. You can see that they controlled a lot of the world. This situation led to a very long series of battles called the Crusades. The Crusades were led by groups of knights and others who left Europe to try to capture Jerusalem from the Muslims.  Give the children a copy of either (4) Crusades Accordion Book or (5) Crusades Accordion Book (Blank). We will use these books to record what we learn about the Crusades. As we discuss each event, you may color (or draw) pictures on your pages.  Discuss each of the following points with your children. There is a page for each point in the accordion books.

1. Pilgrimages to Jerusalem—For hundreds of years Christians had made pilgrimages, or religious journeys, to a sacred place—Jerusalem. They went to Jerusalem to show their reverence for the place that Jesus had lived. They wanted to collect religious relics (souvenirs). They thought visiting this sacred place would help them be forgiven for their sins. Some went just because they liked to travel or because they wanted to gain fortunes. For many years the Muslims, who controlled Jerusalem, allowed these pilgrimages. The Muslims during this time were also known as Saracens. 2. The Turks—All this changed when the Turks (a tribe of people) swept over Central Asia and conquered Persia, Syria, Egypt, and Jerusalem. The Turks joined the Muslim religion and stopped the Christian pilgrimages. They also tried to take over the Byzantine Empire in Constantinople. The

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 11

69

Christian Emperor of Constantinople asked the Pope, Pope Urban II, to help him fight the Turks. 3. The Pope—Pope Urban called for people to go fight the Turks and conquer Jerusalem for Christians. He urged people to fight “for the cross of Jesus.” In other words, he encouraged them to fight for Jesus and Christianity in the Holy Land. Knights and others who responded to the Pope’s call wore a cross on their chests. The Latin word for cross is crux (crew), so the people who agreed to fight or go on a Crusade were called Crusaders. 4. People went on a Crusade for many reasons: a. To be obedient to the Pope. b. To be forgiven of their sins. c. To kill and steal. (Kings encouraged violent knights to go on Crusades because it got those knights out of the country.) d. To have an adventure and see the world. e. To get land. Because in Europe only oldest sons could inherit their father’s land, younger sons saw the Crusades as a way to get their own land. f.

To get freedom—The Pope promised serfs that if they went on a Crusade, they could be free.

5. The Peasant Crusades—In our reading for today’s lesson we read about Peter the Hermit and the Peasant Crusades. Peter was a good speaker. Even before any knights were organized to go to fight for Christianity in Jerusalem, he convinced many peasants to join him on a Crusade. He traveled about the land riding on a mule, bare headed, with bare feet, wearing a coarse garment and a belt made of rope. He invited people to come and fight with him. Men, women, and children followed him. Entire families followed him. About 200,000 people followed him. They had no provisions, so as they marched along the way, they took food and animals from other people’s farms. The inhabitants of these places got angry and fought them, wounding and killing many. By the time they got to Constantinople, only about 7,000 people had survived. They quarreled with their leaders and were destroyed by the Turks. (Source: The Theory and Practice of Notes of Lessons, Adapted for the Use of Teachers by John Jones, (1854), p. 117) 6. The First Crusade (1096–1099)—Finally, a large, disciplined group of knights traveled to Jerusalem and were able to take the city away from the Turks. They cruelly and violently killed many Muslims and took over the land. Godfrey of Bouillon was made king, but he refused to wear the crown of a king in the same city that Christ had worn a crown of thorns. 7. Saladin takes back Jerusalem for the Muslims (1187)—King Guy (a European knight or nobleman) left the city of Jerusalem to attack Saladin. Leaving the city was a grave mistake. He lost the battle with Saladin and lost Jerusalem.

70

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 11

8. The Children’s Crusade—In the book The Story of the Crusades, the author tells a very sad story about a group of European children who wanted to fight too. It says, “As enthusiasm for the Crusades began to die down, young men began to answer the call to fight. Throughout France and Germany boy leaders drilled their little regiments, fastened on the Cross, and prepared seriously to go forth to the Holy War. From Germany a band of seven thousand children set out for the port of Genoa, from whence they hoped to embark for the Holy Land. They were led by a boy named Nicholas, who swayed them by the most extraordinary power, and was almost worshipped by his little host. But to get to Genoa, they had to cross the Alps, and there cold and hunger left thousands of the poor mites dead upon the mountain side. The remnant, a sad and sorry spectacle, ragged, starving and dirty, made its way at length into Genoa. Some kindly people there adopted some of the children, but many were kidnapped and sold as slaves. The Children’s Crusade was a dismal failure.” (Information from The Story of the Crusades by E. M. Wilmot-Buxton, (1914), pp. 195–196.)

9. Although many other Crusaders tried to recapture Jerusalem, none succeeded. 10. Spanish war against the Muslims—You can see from the map that the Muslims controlled almost all of Spain. As we learned in our reading, El Cid helped the rulers of Spain free their country from the Muslims. This was an important turning point in the history of Europe. If the Muslim religion had spread throughout Europe, the Reformation of Christianity could not have happened. We will study The Reformation later this year. It was a time when men studied the Bible, tried to reform the Church, and published the scriptures in the language of the people. The Reformation was an important part of preparing the world for the Restoration of the Gospel of Jesus Christ. It was part of Heavenly Father’s plan. Sometimes the Crusades are referred to as Holy Wars because people believed they were fighting for God. But the people who fought the Crusades were not very holy. They persecuted Jews and Muslims, harming men, women, and children. We see the results of the fighting of the Crusades today in the bloody wars that continue in that part of the world. Write this academic concept on the board.

As you look at the books you have made, you can see that the Crusades were a major part of European history and the history of the world. “The Crusades began when Muslim nations refused to allow Jews and Christians to visit the Holy Land.”

Research

Academic Concept 2: The knowledge and new ideas that Christian Crusaders brought back from the Holy Land helped to open the minds of the people of Europe. As people began to learn and think about new ideas, the Renaissance began.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 11

71

The Crusades lasted for about 200 years. If we look just at what happened in the Crusades, they look like a big failure. They did not accomplish what the Pope wanted to accomplish—free access to important sacred places in the Holy Land. However, something very important did happen because of the Crusades. You remember the experiment we did at the beginning of class. The mixing of the colors and milk is like the mixing of the European and Muslim cultures. The Crusaders learned many things from the Muslims. Many of the Crusaders had never left their little villages in Europe. From the Muslims they learned new things about science, medicine, and new methods of warfare. They saw people who had good manners. They saw beautiful art and books. The Muslims were a clean people. The Crusaders learned to take baths. Seeing other places and people gave them new ideas and thoughts. Europeans began to see the world in a different way. They began to realize that maybe things could be different than they had been.  Introduce History Flashcard 3.15.

“The knowledge and new ideas that Christian Crusaders brought back from the Holy Land helped to open the minds of the people of Europe. As people began to learn and think about new ideas, the Renaissance began.”

Reason

Gospel Principle: Visiting sacred places can strengthen our testimonies.

Many people during the Middle Ages wanted to visit Jerusalem, because they saw it as a holy place. 

Why do you think these people wanted to visit a holy place? (Accept any answer.)

The Church owns and maintains many places important to our history and doctrine. 

Can you think of any of these places? (Accept any answer.)

Let’s look at some of these places.  Show the children (6) Church Historic Sites. You may wish to explore other areas on the left sidebar, such as Visitors’ Centers. The Church spends a lot of time and money to maintain these places. Missionaries are called to serve in these places. 

Why do you think these places are so important? o o o o

72

They help us remember our heritage. We can feel the Spirit in these places. We learn about Church history and doctrine in these places. They can strengthen our testimonies as we combine learning with the Spirit.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 11

Write this academic concept on the board.

Relate 

What sacred places have we (or can we) visit? (Accept any answer. Be sure to include church buildings, temples and grounds, and homes.)



What feelings did you have in these places? (Accept any answer.)

 You may wish to plan a trip to a Church history site or other sacred place. Write this gospel principle on the board.

Our history and heritage can help us feel the Spirit. “Visiting sacred places can strengthen our testimonies.”

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today. As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Academic Concept 1: The Crusades began when Muslim nations refused to allow Jews and Christians to visit the Holy Land. Academic Concept 2: The knowledge and new ideas that Christian Crusaders brought back from the Holy Land helped to open the minds of the people of Europe. As people began to learn and think about new ideas, the Renaissance began.

Gospel Principle: Visiting sacred places can strengthen our testimonies.

Recess

Read-Aloud As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

 Read aloud (7) John Gutenberg and the Invention of Printing. Gutenberg’s first name is Johannes. Please use this name when you read the story.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 11

73

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

74

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 11

Johannes Gutenberg and the Printing Press

THE NEW WORLD IS SETTLED

The Renaissance

LESSON 12

HISTORY

Desired Result The children will understand how the Lord prepared Johannes Gutenberg and the situations in the world so that the printing press could be invented. They will see that Gutenberg’s Christlike qualities made it possible for him to use everything the Lord had provided to invent the printing press and spread the word of God. They will understand that the Lord has prepared technology for them to use in spreading the gospel.

Academic Concept 1: Johannes Gutenberg’s Christian character made it possible for him to use opportunities, overcome obstacles, and invent the printing press—the greatest invention in the world. Academic Concept 2: The printing press opened up the world of knowledge, including knowledge of the gospel. It made the Renaissance, Reformation, and Restoration of the gospel possible.

Gospel Principle: The world has been prepared so that Latter-day Saints can more easily spread the gospel. We can be part of hastening the work by using technology to share the gospel.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud (1) John Gutenberg and the Invention of Printing.  Gutenberg’s first name is Johannes. Please use this name when you read the story.  History Flashcards 3.1 to 3.16  History Timeline Card 3.14  White paper  Cut apart and fold up the word strips from (2) Effects of the Printing Press Word Strips. Put the folded strips in a bowl.

 One of the children’s favorite books.  Luther the Leader by Virgil Robinson, to use in your literature time.

Introduction Review  Review History Flashcards 3.1 to 3.15.

Attention Activity Look around this room and notice all the things we have that have been invented. Then think of other inventions that are not in this room that make our life nice. 

What do you think is the most important thing ever invented? Why? (Accept any answer.)

Most scholars believe that there is one invention that is more important than any other. It is the printing press invented by Johannes Gutenberg. Today we will learn about the invention of the printing press and the man who invented it.

Lesson

Academic Concept 1: Johannes Gutenberg’s Christian character made it possible for him to use opportunities, overcome obstacles, and invent the printing press—the greatest invention in the world.

Research During the thousands of years of history before the invention of the printing press, people had to write out and copy books. This took a long time. Many people did not have books. The invention of the printing press was a great blessing to all the world.  Give each child a piece of white paper and have them fold it so that there are four boxes. We will use the paper you have folded to help us take “notes” on what we learn about Gutenberg and the invention of the printing press.

By the time Johannes Gutenberg was born, the Lord had prepared the world for the invention of the printing press. He then prepared Gutenberg to be the one who

76

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 12

invented it. There were four preparations that helped make the invention of the printing press possible. As we discuss each one, you can draw a picture of it. 1. Paper was invented in China in about 100 AD. But Europeans did not know about this amazing invention until explorers traveled to China. Around 1390, just about 10 years before Gutenberg was born, travelers to China brought paper to Europe. Europeans found that making and using paper was much easier than preparing the vellum (animal skins) that had been used by the scribes in their monasteries.  Have the children draw a picture of paper in one of the boxes. 2. At the time of Gutenberg the scribes who copied books used water-based ink on their manuscripts. But water-based ink didn’t work well on the metal pieces used for the printing press. However, at that time painters had begun using oil-based paint, so when Gutenberg needed to invent a new ink that would work with his press, he thought of the oil-based paints painters were using.  Draw a bottle of ink. 3. Laurens Coster, a gentleman in the Netherlands, had begun experimenting with moveable type, using letters carved on tiny blocks of wood. This idea became the basis for Gutenberg’s experiments in making a printing press.  Draw a letter on a block. 4. Gutenberg himself was an accomplished goldsmith. He knew how to work with metal. This skill helped him design letters made of metal.  Draw a gold block. With paper, the right kind of ink, the beginnings of an idea, and Gutenberg’s skill with metal, the Lord prepared almost everything necessary for the invention that would change the world. But something else was needed. The Lord needed an inventor. This inventor would need to have Christlike qualities. Inventing the printing press would require hard work and inspiration. 

Think about what we learned about Gutenberg from our reading. What character traits did he have that helped him use the things the Lord had prepared for the invention of the printing press? (Accept any answer.)

Let’s list some of his character traits on the board. Turn your paper over. On the back we can write the character traits Gutenberg had.  Discuss the following with the children and let them write each character trait. 

He had great perseverance—Gutenberg began work on the press around 1436. The Gutenberg Bible wasn’t finished until the mid-1450s. He had to work very hard and experiment with different metals, inks, and frames for the press. He tried and tried. Many times the things he tried did not work. But he kept on trying until they did work.



He valued excellence—Gutenberg was “never satisfied with half-success.” He wanted his printing to be of the finest quality. He worked constantly to make what he had already done even better.



He was willing to sacrifice—Gutenberg had a good business as a goldsmith and mirror maker. He was willing to sacrifice the money he might have made in this business to do what God inspired him to do. He also had to sacrifice his time and energy.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 12

77



He had great courage—Gutenberg faced a lot of opposition. He was poor and in debt. He worked many years before he had success. People thought he was working with Satan because he kept his work a secret. Then, when he finally finished printing copies of the Bible, the banker who had loaned him money, took the press and all the Bibles as payment on the debt. Gutenberg was left with nothing. Even though he was sometimes discouraged, Gutenberg had the courage to keep going. He had the courage to overcome opposition.



Look at our list. Could Gutenberg have invented the printing press without all of these Christlike qualities? (No.)

 Introduce History Flashcard 3.16 and place History Timeline Card 3.14 on the timeline.

Heavenly Father prepared everything Gutenberg would need in order to invent the printing press. Gutenberg was then able to make the press because of his great character. “Johannes Gutenberg’s Christian character made it possible for him to use opportunities, overcome obstacles, and invent the printing press—the greatest invention in the world.”

Write this academic concept on the board.

Research

Academic Concept 2: The printing press opened up the world of knowledge, including knowledge of the gospel. It made the Renaissance, Reformation, and Restoration of the gospel possible.

We learned in the beginning of our lesson that most scholars believe the printing press is the most important invention ever made. 

Why do you think the printing press is so important? How did the printing press bless the lives of people all over the world? (Accept any answer.)

We are going to play a game to help us learn many of the ways the printing press has blessed the world.  Show the children the bowl with (2) Effects of the Printing Press Word Strips in it and have them sit on the floor in a circle. Each of these words strips lists one of the ways we have been blessed because we have the printing press. I am going to read from one of our favorite books. While I am reading, you can pass this bowl around the circle. Whenever I stop reading, the person with the bowl can choose one of the strips and read it to us.  Play the game. You can keep the game shorter or longer by varying the length of time you read from the book. You may wish to place the strips on the board or somewhere else the children can see them. 

Look at our list. What are some things we couldn’t do today if the printing press had not been invented? (Accept any answer.)

The printing press didn’t just bless the world at the time of Gutenberg. It continues to bless each one of us every day. “The printing press opened up the world of

78

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 12

Write this academic concept on the board.

knowledge, including knowledge of the gospel. It made the Renaissance, Reformation, and Restoration of the gospel possible.”

Reason

Gospel Principle: The world has been prepared so that Latter-day Saints can more easily spread the gospel. We can be part of hastening the work by using technology to share the gospel.

We have seen how the Lord prepared the world for the work of Christopher Columbus and Johannes Gutenberg. We will see how He prepared the world for other people as we study history this year. Did you know that He has also prepared the world for the important work you and I can do? (Yes.) I am going to read a quote from general conference. Listen and see if you can hear what has been prepared for us.  Read the following quote: The divine purpose of technology is to hasten the work of salvation. As members of the choice generation, you understand technology. Use it to accelerate your progress toward perfection. Because you have been given much, you too must give (see “Because I Have Been Given Much,” Hymns, no. 219). The Lord expects you to use these great tools to take His work to the next level, to share the gospel in ways that are beyond my generation’s wildest imagination. Where generations past influenced their neighbors and their town, you have the power through the Internet and social media to reach beyond borders and influence the whole world.” (See Randall L. Ridd, “The Choice Generation,” General Conference, April 2014.)



What has the Lord prepared so that we can do our work in the kingdom? (Technology and social media.)



What does He want us to do with this tool? (Share the gospel.)

Relate The prophets have told us the Lord is hastening His work. He has prepared the world and us to help in His work. Some of you are too young to share the gospel using social media right now. 

How can you prepare to use it in the future? (We can continue to learn the gospel and develop strong testimonies. We can learn how others

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 12

79

use the computer to share the gospel and develop the skills to do so ourselves.) 

What are some ways people can use technology to hasten the work? o o o

Call or text others to remind them of meetings. Share videos or quotes from lds.org on social media. Learn to type and text.

o

Become familiar with the resources on lds.org and mormon.org, especially Mormon Message videos.

o

Share Mormon Messages with friends and neighbors.

o o

Remind Mom and Dad to use technology in family home evening. Help Mom and Dad share the gospel through technology.

Elder Bednar told the young people of the church that “your fingers have been trained to text and tweet to accelerate and advance the work of the Lord—not just to communicate quickly with your friends. The skills and aptitude evident among many young people today are a preparation to contribute to the work of salvation” (David A Bednar, “The Hearts of the Children Shall Turn,” General Conference, October 2011). We can train our fingers and our minds to share the gospel in this wonderful way the Lord has prepared. “The world has been prepared so that Latter-day Saints can more easily spread the gospel. We can be part of hastening the work by using technology to share the gospel.”

Write this gospel principle on the board.

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept 1: Johannes Gutenberg’s Christian character made it possible for him to use opportunities, overcome obstacles, and invent the printing press—the greatest invention in the world. Academic Concept 2: The printing press opened up the world of knowledge, including knowledge of the gospel. It made the Renaissance, Reformation, and Restoration of the gospel possible.

Gospel Principle: The world has been prepared so that Latter-day Saints can more easily spread the gospel. We can be part of hastening the work by using technology to share the gospel.

80

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 12

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Recess

Read-Aloud As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

 Begin reading Luther the Leader by Virgil Robinson. Read chapters 1 through 3 (“School Days for Martin” to “Struggles in the Monastery”). Underline Martin Luther’s character with your blue pens.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 12

81

Learning Comes to Life The Renaissance

HISTORY THE NEW WORLD IS SETTLED

LESSON 13

Desired Result The children will learn how the Renaissance came about and how it affected the way people saw the world. They will understand that learning is essential to a correct understanding of the world.

Academic Concept: The Renaissance started as the people began to learn, think, and discover truth for themselves. This change led to advances in art, literature, architecture, science, and religion.

Gospel Principle: We have been richly blessed with the resources to help us learn many wonderful things.

Home Preparation & Materials  History Flashcards 3.1–3.14  Put together the (2) Renaissance Books.  Cut out (3) Renaissance Memory Cards; you may wish to laminate them.  Become very familiar with the causes of the Renaissance listed in the lesson so that you can express them in your own words.

Introduction Review  Review History Flashcards 3.1 to 3.14.

Attention Activity Today, we are going to learn about a remarkable time in the history of the world. It is called the Renaissance. During this time the world changed in many ways. At the same time people lived their lives in many ways as they had always done. Just like today, people who lived during the Renaissance who had good manners behaved in certain ways. We will start our lesson today by learning and practicing some of the manners and customs of the Renaissance.  Using (1) Renaissance Manners teach your children the customs of the Renaissance. Have them practice acting according to the manners and customs. As we learn about the Renaissance, remember that the important changes we talk about happened to ordinary people who lived during a great time in history.

Lesson

Academic Concept: The Renaissance started as the people began to learn, think, and discover truth for themselves. This change led to advances in art, literature, architecture, science, and religion.

Research  Give each child a copy of the book you created from (2) Renaissance Books. We are going to study the Renaissance using these books. They will help us learn why the Renaissance happened and how the Renaissance changed the world. The Renaissance is the time between the Middle or Dark Ages and modern times. It started in Italy and spread to all of Europe.  Draw a little timeline on the board labeled Ancient Times, Middle Ages, Renaissance, and Modern Times.

During the Middle Ages many of the things men had learned during Ancient Times had been forgotten. People living in the east, in the city of Constantinople, were still being taught truths that had been lost in Europe. It was a city full of learning. But they were far away and nobody in Europe paid much attention to them. All the wonderful art, science, books, and languages of the Greeks and Romans were forgotten by the people of Europe until the Renaissance. People were too busy fighting wars, dealing with plagues, and just trying to stay alive. Renaissance means rebirth or rediscovery. And this is what the people during the Renaissance did. They came alive to knowledge and they rediscovered the excitement of learning. They became interested in learning and changing things. They got excited. Here’s how it happened. Turn to the first page in your books and let’s talk about the causes of the Renaissance and how each one affected the world.  Discuss the causes of the Renaissance using the notes below. As you discuss each new

84

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 13

cause, have the younger children draw another picture that goes with it on the left-hand page. Older children may wish to write notes on the left-hand page. Causes

The Turks took over Constantinople 

What do you see on this page? (A flag.)

It is the flag of Turkey. It will help us remember that one of the main causes of the Renaissance was that the people of Turkey, or the Turks, took over the great city of learning, Constantinople. When Constantine was the emperor of Rome, he made another capital city far in the eastern part of his empire. He called it Constantinople. When Rome fell, Constantinople did not fall with it. Constantinople remained a great city. It was a Christian city but it was also a Greek city. This city contained all of the treasures of Greek and Roman learning and literature. It was the only place where people could still study the greatness of the Greeks and the Romans. For hundreds of years Constantinople thrived. But during the Crusades, one group of crusaders turned against Constantinople. They captured it and broke it into little pieces. It was so weak that 200 years later, the Turks could invade it and take it over. When this happened, all of the scholars in the city, who knew and loved and studied the Greek authors, were afraid. They were afraid they would be made slaves. So they left Constantinople. They left all their possessions and their money behind, but they took their books with them and settled in Italy. Italy welcomed them. Scholars from Constantinople brought knowledge of the Greeks to Western Europe—The scholars in Italy soon created a place where all kinds of learning could take place. People studied ancient cultures—their history and literature. They used Greek examples to create new art and sculpture. Soon other people in Europe heard about the scholars and artists in Italy. These people went to Italy to study. Then they took the things they learned home with them and built universities and libraries. Europe had begun to learn again. Gunpowder was invented—The invention of gunpowder may seem a strange thing to have helped the world start learning again, but it did just that. Gunpowder changed the way war was fought. Before the Renaissance, knights and warriors had to come right up to a castle to knock it down with battering rams. With the invention of gunpowder, armies could now fire cannons. The cannons brought the walls around a castle down very easily. Knights were not needed—Suddenly knights were not as important as they had been in the past. People stopped training to become knights. They had to learn to do something else. Peasants living around castles couldn’t count on the Lord of the castle and his knights to protect them during battles. Life was not centered around the castle anymore, so instead of building castles, people began to study different kinds of architecture. They began to study architecture and different styles of building. People began to learn. Gutenberg invented the printing press—The most important event of the Renaissance was the invention of the printing press. This invention helped knowledge spread throughout Europe. We have already discussed this invention in another lesson. But the printing press made it possible for people to find out about and read about things other people had learned. They could read literature and history. They could learn what scientists were doing. They became excited about all kinds of learning.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 13

85

Columbus discovered America—Columbus’s discovery of America changed the way people saw their world. For thousands of years people had thought about the earth in the same way. Columbus and the other explorers completely changed the understanding of the geography of the world. People began to believe that there must be other wonderful things to discover in science, art, literature, music, religion–in all areas of learning. Effects of the Renaissance

Let’s look through our books now and think about the effects of the Renaissance.  Review the following ideas: A love of art flourished—Great artists, like Michelangelo, Raphael, and Leonardo da Vinci, were able to paint and sculpt. The people valued and enjoyed what these artists created. Homes did not need fortifications, so beautiful architecture was created. Many people wanted and could afford books. Because many old ideas had been shown to be inaccurate, people were more willing to explore, learn about, and accept new ideas. People grew to love and appreciate old Greek philosophy or understanding—Plato, Aristotle, and Homer. Greek was taught in universities. Before this time, only Latin had been taught in the universities. Now that Greek was taught, students could read Greek books in their original language, including the New Testament.  Show the children the cards from (3) Renaissance Memory Cards. These cards have the same pictures we have in our books. They can remind us of many of the things we have learned today. We are going to use them to play a memory game. I will place all the cards face down. We can take turns turning two cards over to see if they match. If you make a match, you can explain to us what the picture reminds us of and how it relates to the Renaissance.  Play the game.

There were many things that led to the Renaissance, but the most important was the attitude of the people. “The Renaissance started as the people began to learn, think, and discover truth for themselves. This change led to advances in art, literature, architecture, science, and religion.”

Reason

Gospel Principle: We have been richly blessed with the resources to help us learn many wonderful things.



86

As you think about the Renaissance, what is one word you could use to describe this time in history? (Accept any answer.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 13

Write this academic concept on the board.

One word that could be used to describe the Renaissance is “exciting.” 

Why would “exciting” be a good word to describe the Renaissance? (It would be exciting to learn about all the new ideas, see and use all the new inventions, and read all the new books.)

It would be exciting because we would be learning. Learning is exciting—and it’s important. Heavenly Father wants us to learn all we can. Listen to this quote from Mormon.org: “Joseph Smith taught that “whatever principle of intelligence we attain in this life, it will rise with us in the resurrection,” meaning the things we learn now will stay with us, and benefit us, even after our mortal lives end (Doctrine and Covenants 130:18). God expects all of us to gather as much knowledge as we are able—at school, at work and on our own. Doing so will help us through the challenges of this life, bring us closer to Him and prepare us for the life to come.” (See http://www.mormon.org/values/learning.)



What do we learn from this quote about why learning is important? (Learning stays with us forever. It will help us in the challenges of our life. It brings us closer to Heavenly Father and helps us prepare for the life to come.)

Relate 

Imagine what it would be like to live during the Middle Ages or the Renaissance. Would it be as easy to learn during those times as it is today? Why? (Accept any answer.) What kind of resources do we have today that help us learn? (Lots of books, the internet, movies, teachers and mentors, the Spirit, the scriptures, news, pictures.)

If we want to find out about something or how to do something or what something looks like or where something is, we can often find out about it from our own homes. We are blessed to be able to find out about so many fun and useful things. 

Write this gospel principle on the board.

What can we do to make sure we are using all our resources and learning all we can? (Accept any answer. Write answers on board.)

I encourage each of you to love learning and to be excited about all the ways and subjects you can learn. Like the men and women of the Renaissance we can come alive to new knowledge and every day we can rediscover the excitement of learning. Let’s make learning a priority because “We have been richly blessed with the resources to help us to learn many wonderful things.”

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 13

87

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept: The Renaissance started as the people began to learn, think, and discover truth for themselves. This change led to advances in art, literature, architecture, science, and religion.

Gospel Principle: We have been richly blessed with the resources to help us learn many wonderful things.

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Recess

Read-Aloud 

Who remembers what we read in our book last time?  Allow for a recap.

 Continue reading Luther the Leader by Virgil Robinson. Read chapters 4 through 7 (“A Visit to Rome” to “Here I Stand”). Underline Martin Luther’s character with your blue pens.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

88

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 13

As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

A Scientific Awakening—Copernicus, Galileo, Newton, & Kepler

THE NEW WORLD IS SETTLED

The Renaissance

LESSON 14

HISTORY

Desired Result The children will understand that during the Renaissance, people were encouraged to ask questions and seek answers. This attitude led to new scientific discoveries by Copernicus, Galileo, Newton, and Kepler. They will understand that the sun can remind us of the light that comes into our lives through Jesus Christ.

Academic Concept: The excitement during the Renaissance encouraged scientists to ask questions and seek for answers. Four important scientists of this time period are Copernicus, Galileo, Newton, and Kepler.

Gospel Principle: Just as the sun is in the center of the solar system, Jesus Christ—the Son of God—should be the center of our lives.

Home Preparation & Materials  History Flashcards 3.1–3.20  Story of the World, Vol. 2  Make 5 signs with the words “sun,” “earth,” “moon,” “planets,” and “stars” for the children to use.  Colored pencils or crayons  Scissors  A washer of the same shape and weight for each child  string  Cut different lengths of string or yarn for each washer starting with 12”. Add 6” to each string (so you have strings of 12, 18, 24, 30, etc., inches). Tie the washer to the end of each string.  Apples cut into sections. (This will be a snack and a learning activity during the lesson.)  Candle and matches to light the candle (or flashlight)

Vocabulary o

solar system—the collection of the sun and all objects that revolve around the sun, as well as the moons of the various planets

Introduction Review  Review History Flashcards 3.1–3.16.

Attention Activity During the years of the Renaissance, people’s understanding of the universe–the planets, the sun, the stars, and moons changed dramatically. For example, many people during the Middle Ages believed the earth was in the center of the whole universe and that everything revolved or went around the earth. This idea or model was taught by a man named Ptolemy who died about 186 AD. Let’s use our bodies to make a model of the way people during the dark ages thought the solar system worked. I need someone to be the sun, the earth, the moon, and the stars.  Assign a child to play each part. Give the children the appropriate sign you have prepared. If you don’t have enough children, you may take a part or the children may hold more than one sign. Earth, you stand in the middle. Moon, you walk in a circle around the earth. Sun, you walk in a larger circle around the earth. Planets, you make an even larger circle. And, stars, you walk in the largest circle around the earth.  Allow the children to enact this model of the solar system. During the Renaissance the understanding of the people changed. To see how it changed, let’s act out the new model. Sun, now you are in the middle. The rest of you move in circles around the sun. 

What order do you think we should go in? (Accept any answer. Help the children see that the moon circles around the earth and the earth and the other planets circle around the sun and that the stars are actually other suns in other solar systems and could have planets circling around them.)

 Have the children enact this model of the solar system.

Later in the Renaissance, this model changed just a little. Instead of the earth and planets traveling in circles around the sun, scientists began to understand that they traveled in the shape of an ellipse (ovals) and the sun is a little off center. See if you can make this type of solar system.  Allow the children to enact this model of the solar system. Today we will learn about the men who helped us understand more about the solar system.

90

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 14

Lesson

Academic Concept: The excitement during the Renaissance encouraged scientists to ask questions and seek for answers. Four important scientists of this time period are Copernicus, Galileo, Newton, and Kepler.

Research  This lesson will take place at four different stations. Each station will have a story about the scientist. Some also have an activity. If you are short on time, you may wish to just read the stories. Today we will learn about four different Renaissance scientists. 

Why do you think the Renaissance would be a good time for scientists to live and do their work? (People were asking questions and looking for answers. People believed that there were new things to learn and that perhaps some of their old ideas might be wrong.)

We will learn about the four scientists at four different stations. Let’s start at the Nicolaus Copernicus station.  Take the children to the Nicolaus Copernicus station. Station 1—Nicolaus Copernicus  Give the children a copy of (1) Solar System Mobile. While you cut out the pieces of this mobile, I will read about Nicolaus Copernicus.  Read aloud chapter 37 of The Story of the World, Vol. 2, the section “The Revolution of Copernicus.”  



How did Copernicus change our understanding of the solar system? (He showed that the sun, and not the earth, was the center of the solar system.) Why was Copernicus’s model of the solar system upsetting to the church? (The church believed that since man is God’s most important creation, everything should revolve around man, including the elements of the solar system.) What was wrong with their thinking? (Heavenly Father created everything for us, especially the plan of salvation. He is wiser than we are and knows exactly where to place things in the solar system so that the earth is the perfect place for us to live.)

Activity

Let’s put together our solar system mobiles. We’ll attach the pieces to the mobile with string.  Give the children time to work on the mobile. They can take their mobiles to the next station and work on them as you talk about Galileo or they may need to finish the mobile during the Record time. Introduce History Flashcard 3.17.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 14

91

Station 2—Galileo Galilei

Galileo was another great scientist. While I read about him, you may continue to work on your solar system mobiles.  Read The Story of the World, Vol. 2, chapter 37, “Galileo’s Strange Notions.” 

What did Galileo contribute to our understanding of the solar system? (He saw moons orbiting around Jupiter. This meant that not everything in the solar system went around the earth. This discovery helped people understand that the earth did not have to be the center of the solar system.)

Galileo also saw our moon through his telescope. People had thought the moon was a smooth sphere, but Galileo saw craters and mountains on the moon. Activity

Another thing Galileo did was conduct experiments using pendulums. He watched pendulums to see how they worked. We will conduct one of his experiments. We are each going to swing a pendulum for the same amount of time. Each pendulum is made of a different length of string. We are testing to see what difference the length of a pendulum makes in the number of swings pendulum takes in 30 seconds.  Give each child a string with a washer on it. Have the children hold the end of the string that does not have the washer on it. Let the washers hang down. Then have each child pull the washer to the side so that it is perpendicular to where it was when it was hanging down. The string should be parallel to the floor. I am going to give you 30 seconds. When I say go, let go of your washer. Count the number of swings it makes in 30 seconds. (A swing is when the washer swings one way and then swings back.)  You may wish to demonstrate. Tell the children to start, time them for 30 seconds, then ask them to stop. Each of you tell us how many swings your washer made during the 30 seconds.  Record the length of the string and the number of swings on the board. 

What do you notice about how long your strings are and the number of times the washer swings? (The longer the string, the fewer swings the washer makes.)

You have just demonstrated one of the laws Galileo discovered. Working with pendulums helped scientists see how math and science could work together. It helped people understand more about the branch of science called physics.  Introduce History Flashcard 3.18. Station 3—Johannes Kepler  Give the children a copy of (2) Solar System Coloring Page. You may color this page while I read to you about a scientist named Johannes Kepler.  Read (3) Kepler Biography. 

What did Kepler teach us about the solar system? (He taught us that the planets’ orbits are in the shape of an ellipse.)

 Introduce History Flashcard 3.19.

92

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 14

Station 4—Isaac Newton  Give the children the apples you have prepared. Our next scientist had an experience with apples. You may eat these apples while I read his story. When we are finished, I will ask you why apples were important to this scientist.  Read (4) Newton Biography. 

Why was an apple important to Newton? (When an apple fell on him, he started thinking about gravity.)

His experiments with gravity help us understand that the solar system stays together because of the gravity or the pull of the sun.  Introduce History Flashcard 3.20.

Write this academic concept on the board.

The Renaissance was a great time for scientific exploration. “The excitement during the Renaissance encouraged scientists to ask questions and seek for answers. Four important scientists of this time period are Copernicus, Galileo, Newton, and Kepler.”

Reason

Gospel Principle: Just as the sun is in the center of the solar system, Jesus Christ—the Son of God—should be the center of our lives.



Why was the church against the new understanding or belief that the sun was the center of the solar system? (They felt that man, who was God’s most important creation, should be the center.)

They wanted the solar system to be a symbol of the importance of man. This was an important doctrine of their church. 

Are men and women important? (Yes. We are children of God.)

Because of the discoveries of scientists during the Renaissance, today we know the truth, that the sun is the center of our solar system. 

Do you think placing the sun at the center is a symbol for an important truth? (Accept any answer.)



What does the sun remind us of? (Jesus Christ.) Why? (The sun gives us light and Jesus is the light of the world.)



How does Jesus give us light? (He teaches us truth. He shows us the way to treat others. He shows us the way to return to Heavenly Father. He gives us the Holy Ghost to guide us, just like a light guides us.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 14

93

Relate 

What would our earth be like without the sun? (We couldn’t see. Plants couldn’t grow. It would be scary. There would be no day and night. The earth would go out of its orbit and crash into other planets.)



What would life be like without Jesus? (We would not have the knowledge or the power to return to our Heavenly Father. There would be no Atonement or resurrection. There would be no plan of salvation.)

Because Jesus is so important to the plan of salvation, He should be the center of our lives, just like the sun is the center of the solar system. 

How can we make sure Jesus is the center of our lives? (We can follow His example. We can always try to do what He wants us to do. We can come to Him for help. We can make covenants. We can always remember Him.)

 Give the children a copy of (5) Sun. This picture of the sun can remind us of the importance of Jesus in our lives. Color the picture and write one way you can make Jesus the center of your life.

Every time we see the sun, we can think of Jesus. “Just as the sun is in the center of the solar system, Jesus Christ—the Son of God—should be the center of our lives.”

Write this gospel principle on the board.

Review & Testimony Let’s review the academic concept and gospel principle that we’ve learned today.

Academic Concept: The excitement during the Renaissance encouraged scientists to ask questions and seek for answers. Four important scientists of this time period are Copernicus, Galileo, Newton, and Kepler.

Gospel Principle: Just as the sun is in the center of the solar system, Jesus Christ—the Son of God—should be the center of our lives.

Recess

94

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 14

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Read-Aloud As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.



Who remembers what we read in our book last time?  Allow for a recap.

 Finish reading Luther the Leader by Virgil Robinson. Read chapters 8 through 11 (“Where Is Luther?” to “Martin Luther Goes Home”). Underline Martin Luther’s character with your blue pens.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 14

95

The Beginning of Reform— Recognizing Problems

THE NEW WORLD IS SETTLED

The Reformation

LESSON 15

HISTORY

Desired Result The children will understand what practices and doctrines in the Catholic Church caused people to want to change, or reform, the church. They will see that their lives can be reformed as they repent and rely on the Atonement.

Academic Concept: Many courageous people could see problems in the doctrines and practices of the Catholic Church. They wanted to reform the church in order to eliminate the problems and strengthen the church.

Gospel Principle: Jesus Christ can reform our lives. Through the power of His Atonement we can repent and change.

Home Preparation & Materials  History Flashcards 3.6. to 3.18  Modeling clay or play dough. To find a recipe see (1) Best Ever No Cook Play Dough  Cut out the puzzle pieces in (2) Problems That Led to the Reformation (Parent)  An extra shirt for each child that he/she can put on over the shirt they are wearing  Paper and pencils  Straight pins or safety pins  Garbage sack

Vocabulary o

indulgences—official papers signed by the Pope that showed a person had been forgiven of his or her sins

o

transubstantiation—the belief that the bread and wine of the sacramental mass became the actual blood and body of Christ

o

Purgatory—a place Catholics believed the dead went while they were punished for their sins, before they could go into heaven

o

relic—an item or a piece of an item that belonged to a holy person

Introduction

Review  Review History Flashcards 3.6–3.18.

Attention Activity To begin our lesson today, I would like each of you to make something from a piece of play dough.  Give each child a piece of the play dough you have prepared and give them time to make something. 

Show us what you have made. How do you feel about what you have created? (Accept any answer.)



What could you do if there was something about your creation that you didn’t like? (I could fix it or make it again.)

When you first made your object out of the play dough, you “formed” it. If you fix it or change it or make it again, you will be “re-forming” it. Today we are going to talk about a period of time known as the Reformation. The word Reformation comes from the word “reform.” At the end of today’s lesson you will understand what people were trying to re-form and why.

Lesson

Academic Concept: Many courageous people could see problems in the doctrines and practices of the Catholic Church. They wanted to reform the church in order to eliminate the problems and to strengthen the church.

98

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 15

Research After Jesus was crucified, His apostles and other missionaries took the gospel to people all over the Roman Empire. As time went on, members of the Church were terribly persecuted. Many of the church leaders who had learned the gospel directly from Jesus while He lived on the earth were killed. The priesthood was taken from the earth. The church began to change. Important doctrines or truths of the gospel of Jesus Christ were changed. Many religious practices that had been given to the people by Jesus and His apostles were changed. This time is known as the Great Apostasy. Centuries passed and the original church that had once been led by Jesus continued to be changed by people who did not have the authority to make changes. Finally, during the Renaissance and Exploration Age, people began to question what was happening in the church. They didn’t like some of the things they saw and wanted to change or reform the church. Today we are going to learn about some of the doctrines and practices people wanted to change or reform.  Show the children the puzzle pieces from (2) Problems That Led to the Reformation (Parent) and give them a copy of (3) Problems That Led to the Reformation (Child).

On each of these puzzle pieces is written one problem people saw in the Catholic Church. We will take turns choosing one of the puzzle pieces and putting the puzzle together. While we place each piece, we will discuss the doctrine or practice that needed to be reformed. As we discuss each problem, you may color your cathedral and write each problem on the lines below the cathedral.)  Have the children take turns choosing a puzzle piece. Using the information below, discuss the problem and put the puzzle together on the board. Remind the children to write the label from the puzzle piece below their cathedrals as you discuss each one. 1. Indulgences—During this time in the Catholic Church, if you did something wrong, you could be forgiven of your sin by buying something called an “indulgence.” An indulgence was a piece of paper that said you had been forgiven. They were printed in large quantities and were signed by the Pope. You could buy an indulgence for a sin committed by someone who was dead or even for a sin that you planned to do. People who worked for the church would go through the streets selling indulgences. “When an Indulgence seller set forth upon his rounds he did so in splendour, with a gay train of followers. Coming to a city he entered it with pomp. The Bull [piece of paper from the Pope] declaring the Indulgence was carried on a cushion of cloth of gold or of crimson velvet. Priests swinging censers and carrying lighted candles and banners followed after, and thus to the sound of chants and songs, and the ringing of joy bells, the procession passed along the streets to the church. Here, before the altar, the vendor spread forth his wares [the indulgences], and declaring that the gates of heaven were open, invited the people to come and buy.” (From The Story of Europe by Henrietta Elizabeth Marshall pp. 207–208.)

The sellers of indulgences and the Popes, who got part of the money, could become rich on the money that was collected from poor people who desired to be forgiven of sin. People were not taught how to repent.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 15

99

2. Greedy and corrupt clergy—The desire for money influenced much of what Church leaders did. They collected taxes from the poor and didn’t have to pay taxes themselves. The more taxes they could collect, the richer they became. Leaders of the Catholic Church often dressed, ate, and lived extravagantly, while the people around them who paid their taxes were very poor. Here is how one person described it: “The Pope is no longer the shepherd of a flock of humble Christians. He lives in a vast palace and surrounds himself with artists and musicians and famous literary men. His churches and chapels are covered with new pictures in which the saints look more like Greek Gods than is strictly necessary. He divides his time unevenly between affairs of state and art. The affairs of state take ten percent of his time. The other ninety percent goes to an active interest in Roman statues, recently discovered Greek vases, plans for a new summer home, the rehearsal of a new play. The Archbishops and the Cardinals follow the example of their Pope. The Bishops try to imitate the Archbishops” (The Story of Mankind, Hendrik van Loon, 1921, pp. 253–254).

Some of the leaders spent their lives in worldly pursuits and neglected the people of the Church. In addition, some leaders were morally corrupt. They had promised to lead celibate lives (meaning they would not marry or have children), but many of them did not keep this promise. 3. Confusion about Doctrine—During this time the scriptures were written only in Latin. The priests of the Church were not educated. They could not read Latin, so they couldn’t read the scriptures. Because they could not read and study the scriptures they could not learn and teach the truths of the gospel. During this time brave men translated the scriptures into the language of the people. As the people studied the scriptures in their own language they could see that what they had been taught by the Catholic Church and what they learned from the scriptures were not the same. One doctrine that was especially confusing was called transubstantiation. Transubstantiation taught that the wafer (bread) and wine that were used in the mass (what we would call the sacrament) actually turned into the body and blood of Christ as they ate it. The Catholic Church did not teach that these emblems were just symbols to help us remember Jesus. 4. Prayers and services for the dead—Catholics believed that when people died, they went to a place called Purgatory. They believed Purgatory was a place of suffering where the dead were punished for all of their sins. However, a person’s time in Purgatory could be shortened if a living person paid the church money for a mass (a worship service) in behalf of the person who had died. Again, these masses were costly and helped Church leaders become very rich. 5. Relics—Another way leaders of the church made money was through selling relics. A relic was an item or a piece of an item that supposedly belonged to a holy person—like Christ or one of the Catholic Saints. For example, many sellers, called “pardoners,” sold small pieces of wood, which they claimed came from the cross of Jesus. People who bought the relics believed the person who had originally owned the relic would intercede in their behalf if they needed help from heaven. This practice was corrupt for three reasons: it was based on a false principle, it made people pay for heavenly help, and sellers lied about the relics. There could

100

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 15

not possibly be as many pieces of wood in the cross, for example, as pardoners had to sell. 6. Politics—During this time there was a lot of tension between kings of countries and the Popes of the Catholic Church. No one knew for sure who was in charge. Kings were supposed to rule their countries, but they had to pay taxes to the Pope and were not allowed to tax church officers. Popes could decide many things that happened in a country by claiming that a law or practice had something to do with the church. The Church controlled education and publications and often taught ideas against the kings. The Popes decided who held church offices in a country and they often chose church leaders who opposed the king of that country. The Pope also often selected priests and bishops who paid him money in order to be chosen.

Write this academic concept on the board.

Today we have learned that the church Jesus had established while He was on the earth changed. “Many courageous people could see problems in the doctrines and practices of the Catholic Church. They wanted to reform the church in order to eliminate the problems and strengthen the church.”

Reason

Gospel Principle: Jesus Christ can reform our lives. Through the power of His Atonement we can repent and change.



Why do you think people wanted to reform the church? (They saw things happening they felt were not right.)

Everyone at some time wishes they could reform or change something about themselves. Even the great prophet Nephi in the Book of Mormon wished he could change some things about himself. Listen to his words in 2 Nephi 4:17, 19. O wretched man that I am! Yea, my heart sorroweth because of my flesh; my soul grieveth because of mine iniquities…And when I desire to rejoice, my heart groaneth because of my sins;



What is Nephi sad about? (He is sad because he wishes he was more perfect.)

Reform is part of Heavenly Father’s plan for our lives. He knows that we will always have something in our lives that needs to be changed for the better—something that needs to be reformed. 

What do we call the process through which our lives, our hearts, or our characters are reformed? (Repentance.)



Who made it possible for us to repent? (Jesus Christ.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 15

101



How does He make it possible for us to repent and reform our lives? (Because of His Atonement He can help us know what needs to change and give us power to change.)

Relate 

Have you ever wished that something about you could be reformed? (Yes.) In what way? (Accept any answer.)

 Give the children the extra shirts and have them put them on over the shirts they are wearing. Give them a piece of paper and pencil. On this paper write or draw something about yourself that you would like to reform, or to change and repent of. When you finish, we will pin what you have written or drawn on your shirt.  Give the children time to write or draw and to share their pictures.

Before the Reformation, the Catholic Church taught that if men paid money to the church their sins would be forgiven. But we know that Jesus has already paid for our sins. 

When did he pay for our sins? (When He suffered in the garden and on the cross He atoned for or paid for our sins.)

We don’t have to pay money. Jesus already paid for our sins with His blood. We need to repent. When you experience the change that comes through repentance, you will be reformed in some way. Let’s take our extra shirts and put them in this garbage bag as a symbol of what will happen when we are reformed or changed through the Atonement.  Have the children take off the shirts and put them in a garbage sack. Now you are a new person. Let’s read about a man named Alma who experienced this great change. He tells what happened to him in Mosiah 27:24 in the Book of Mormon: For, said he, I have repented of my sins, and have been redeemed of the Lord; behold I am born of the Spirit. [Changed by the Spirit of the Lord.]

Then the Lord told Alma that everyone can be changed and become a new creature. That means me and you! (Alma 27:25–26) Today we talked about a time in history when people were asked to buy their forgiveness with money, but we know that, “Jesus Christ can reform our lives. Through the power of the Atonement we can repent and change.”

102

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 15

Write this gospel principle on the board.

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today. As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Academic Concept: Many courageous people could see problems in the doctrines and practices of the Catholic Church. They wanted to reform the church in order to eliminate the problems and to strengthen the church.

Gospel Principle: Jesus Christ can reform our lives. Through the power of the Atonement we can repent and change.

Recess

As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

Read-Aloud  Before your next lesson, read (4) The Waldenses.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 15

103

Peter Waldo and the Waldenses The Reformation

HISTORY THE NEW WORLD IS SETTLED

LESSON 16

Desired Result The children will learn about Peter Waldo, a founder of the Waldensian church. They will learn about the history and the persecutions of the Waldensians and see how they and their children remained faithful. The children will discover that the choices they make will have an important effect on future generations.

Academic Concept 1: Peter Waldo began a church based on the words of the Bible. The people in this church were called Waldenses. Academic Concept 2: The Waldenses chose to be faithful and taught their children from the scriptures. They suffered hundreds of years of persecution before they were introduced to the restored gospel.

Gospel Principle: Our choices will have an influence on future generations.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud (1) The Waldenses.  History Flashcards 3.7 to 3.21  History Timeline Card 3.15  The Hawk That Dare Not Hunt by Day by Scott O’Dell, to use in your literature time.

Vocabulary o

troubadour—a man who wrote music and performed it in villages and towns during the Middle Ages

o

famine—a period of time when there is not enough food

Introduction Review  Review History Flashcards 3.1 to 3.20.

Attention Activity Let’s all open our copies of the Book of Mormon to 1st Nephi 1.  Have the children open their books. Look at verses 1 through 9. 

Do you think you could memorize these verses? (Accept any answer.) How long do you think it would take you? (Accept any answer.)



How long do you think it would take you if you memorize one word a day? (Almost one year. There are 363 words in those verses.)



Now turn to chapter 15. Do you think you could memorize 1 Nephi 1:1 to 1 Nephi 15:5? (Accept any answer). How long do you think it would take you? (Accept any answer.)

If you memorized one verse a day, you could memorize all of these chapters in one year. There are 365 verses in this section. The group of people we will be discussing today often memorized large sections of the Bible, sometimes even the whole New Testament! Imagine what an accomplishment that would be!

Lesson

Academic Concept 1: Peter Waldo began a church based on the words of the Bible. The people in this church were called Waldenses.

Research The Reformation was an effort made by good people to reform the Catholic Church so that it would be more like the Church was when Jesus was on the earth.  Give the children a copy of (2) Peter Waldo Coloring Page. This man is known as Peter Waldo. He was one of the first reformers. No one knows for sure what his name really was, but as an adult he was called Peter Waldo. He was born in 1140 in Lyons, France. While I tell you about him, you can color the picture.

106

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 16

Waldo was a rich man. He made his money by loaning people money, and then charging them very high interest rates.  Explain this concept if needed. He often cheated people to get their money. It is said that when one of his close friends died unexpectedly, Peter began to think about life. One Sunday during this time, Peter heard a troubadour singing. A troubadour was a man who wrote and sang songs in the villages and towns. The troubadour was singing about Alexis, a holy man who gave up all he had to help the poor and follow Jesus. Peter was struck by the song. He followed the troubadour home, asked him many questions, and listened carefully to his answers. The next morning, Peter went to the school of theology (religion) to seek counsel. They taught him about Jesus and the things he should do to be close to Him. Finally, he asked the master of the school what was the best way to be close to the Lord. The master answered him, “If thou wilt be perfect go and sell all that thou hast and follow Jesus.” Peter decided to do just that! He gave enough money to his wife and children to support them, and then gave all the rest to the poor. At that time there was a very great famine. A famine is when there is not enough food. Every week for three months Waldo gave bread, vegetables and meat to everyone who came to him. He showed others that he wanted to serve God. Soon a group of people began to follow Peter. They were called the Poor Men of Lyon. Waldo asked two local priests to translate the Bible into the French language. He asked one priest to read the Bible aloud using French words, and the other priest to write what the first priest said. In the Bible, Peter read that Jesus sent people out in twos to preach the gospel. He decided to do the same. Soon the local Catholic priests became nervous that Waldo would lead the people away from the church. They refused to allow Waldo to preach, and in 1184, Waldo was excommunicated. He was not allowed to be a member of the Catholic Church any more. He and his followers fled to the Italian Alps, where they could be safe.  Place History Timeline Card 3.15 on the timeline.

Write this academic concept on the board.

Peter’s followers began to call themselves the Waldenses (wall DEN zeez). This little group never got much bigger than 20,000 followers, but now that they had the Bible in French, they were diligent in reading, studying, and teaching from the Bible. “Peter Waldo began a church based on the words of the Bible. The people in this church were called Waldenses.”

Research

Academic Concept 2: The Waldenses chose to be faithful and taught their children from the scriptures. They suffered hundreds of years of persecution before they were introduced to the restored gospel.

 Give the children a copy of (3) Waldenses Flip Book. We will use this book to follow the history of the Waldensian people. You can draw a picture on each page as we

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 16

107

discuss what happened to the Waldensian people.  Use the outline below to help your children learn about the Waldensian people. After each section, give the children time to draw a picture of the event. The Waldenses are also frequently called the Vaudois. Ideas for pictures the children could draw are in parentheses at the end of each section. 1. Bible—No one knows for sure if Peter Waldo went to the Alps and created his own church or joined one that was already there. Many people believe that when Peter and his followers went to the Alps, they met a people who had never belonged to the Catholic Church, but had always followed the ancient apostles. They believe that Peter became a leader among them and that the group became known as the Waldenses. But whether he started a church or joined one that was already there, he and his people loved the Bible. They read it, and when it was against the law to have scriptures, they hid their Bibles and memorized them. They chose to teach the principles of the Bible to their children, and they taught their children how to be brave and stand up for what they believed. (Bible) 2. Barbas Persecuted—The Waldensian preachers were called barbas. They were men and women who went from place to place, preaching. They mostly quoted scripture so the people would be familiar with the word of God. As the people became familiar with the scriptures, they stopped believing in the power of the Catholic Pope, the worship of relics, and the idea of purgatory. The leaders of the Catholic Church were so worried, that they captured more than 80 barbas preachers, accused them of being heretics (people who believe and teach things that are against the teachings of the church), and had them burned at the stake. (fire and wood) 3. Crusade against the Waldenses—In 1487 Pope Innocent VIII called for a crusade to exterminate or eliminate the Waldenses. He told the people that anyone who joined the crusade would be forgiven of all of their sins. The people quickly joined. They burned many villages and killed the Waldenses, who didn’t have a way to defend themselves. The Waldenses who survived, escaped by fleeing higher into the mountains. (sword and shield; burning houses) 4. 2nd Crusade—In 1560 a new crusade was started. The Waldenses fled, hiding in caves and cracks in the rocks. In one of the battles 50 Waldensian men were able to stop 1200 attacking soldiers. The Catholic crusaders called a truce, but then broke it. Six Waldensian men held the crusaders back while the rest of the people prepared to attack. “Suddenly, at a given signal, the sides of the mountain seemed to quiver, and from either hand there descended upon the soldiers a mass of huge rocks and logs, which crushed whole companies where they stood. The Catholics were seized with a sudden panic, hundreds were swept over the cliffs into the abyss below. The army wavered, and turned to flee, followed all the way along that dreadful path of death by the fatal shower of stones which filled the whole Valley with its thunderous sound” (Archibald F. Bennett, “The Vaudois of the Alpine Valleys, and Their Contribution to Utah and Latter-day Saint History,” BYU, Winter Quarter, 1960). (caves; falling rocks) 5. Join or Die—One hundred years later, in 1655, the Catholic Church leaders again became nervous. In the middle of a very severe winter, the Duke of Savoy gave the Waldenses 20 days to join the Catholic Church or to sell their lands and leave. Old Waldensian men and women, mother and fathers, and little children left their homes and “waded through the icy

108

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 16

waters, climbed the frozen peaks, and at length reached the homes of their impoverished brethren of the upper Valleys, where they were warmly received” (Ibid.). However, this was not enough. The Duke, who had heard false reports of the Waldensians’ activity, sent an army, and at 4 a.m. early on an April morning the soldiers attacked and massacred the people. People in Europe were outraged by the massacre and called for the persecutions to stop. Oliver Cromwell encouraged the Duke to stop, and John Milton, a famous poet wrote a poem called “On the Late Massacre of the Piedmont.” However, just 30 years later, the persecutions began again. Soldiers again came to defeat the people. Of the 15,000 Waldensians, only 3,000 survived and hundreds of children were taken from their parents and given to others who would raise them as Catholics. They never saw their families again. Nevertheless, the Waldenses who survived were blessed by the thought “that they were exiles and martyrs, but not apostates…, nothing less could have upheld them under such accumulated misery—they felt that, although many had sealed their testimony with their blood, an invisible hand was still leading them onward, and that the time of their restoration would yet arrive” (Ibid.). (icy waters and mountains) 6. Freedom of Religion—Finally in 1848, the Waldensians were granted freedom of religion. They could worship as they wanted, and they could attend universities and take part in politics. They joined with other Christian reformers and their church grew to 21,000. (the word “Freedom”) 7. Lorenzo Snow—One year later, in 1849, Lorenzo Snow was called to open a mission in Italy. While he was on his way to Italy, he read about the Waldenses, and he felt drawn to the people. Once there, he and two others hiked the mountains to the Waldensian people. In the mountain tops Lorenzo Snow dedicated the land for the preaching of the gospel. He sang the hymn “For the Strength of the Hills” (which at that time had slightly different words from the hymn we sing today). Elder Snow had hoped that many hundreds would join the Church, but only 187 were baptized, and of this 187 only 72 remained faithful. However, these 72 emigrated to Utah and became a great strength to the Church. Thousands of today’s Church members are descendants of the 72 faithful Waldensian people. (“The Mormon Waldensians, dianestokoe.com: Waldensian: Introduction.) (pioneer; Utah) 

As you look at the pictures you have drawn and think about what you have learned today, what thoughts do you have? (Accept any answer.)

 Introduce History Flashcard 3.21. Write this academic concept on the board.

The Waldenses were faithful people. “The Waldenses chose to be faithful and teach their children from the scriptures. They suffered hundreds of years of persecution before they were introduced to the restored gospel.” Unless otherwise noted, the following are sources for this lesson: Readings in European History, Vol. 1, by James Harvey Robinson, 1905, pp. 380–81; christian history institute.org: Waldo Sought a Truer Faith; and linden mazurka. hubpages.com: Who Was Peter Waldo?

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 16

109

Reason

Gospel Principle: Our choices will have an influence on future generations.

The Waldensian people had to make many difficult choices. 

What choices did they make? o o o o o

To teach their children about the scriptures. To teach their children to be courageous. To stand up for the right even when they were attacked. To fight, rather than do something that was against their consciences. Some Waldensians did decide to join the Catholic Church to avoid persecution.



What effect did the choice to stand strong have on their children? (Their choices helped their children be strong and stay true to what they believed.)



What effect did the choice to join The Church of Jesus Christ of Latter-day Saints have on future generations? (Thousands of people today are Latterday Saints because their grandparents made a courageous choice.)

Relate 

What choices do you make every day? (Accept any answer.)



How do you think the choices you make today will affect your children and grandchildren?  Discuss the little choices your family and family members make each day and how these choices might affect future children and grandchildren.

The choices we make today will affect our children and their children for many generations. Remembering this will help us make careful and courageous choices. We should remember that “Our choices will have an influence on future generations.”

110

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 16

Write this gospel principle on the board.

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today. As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Academic Concept 1: Peter Waldo began a church based on the words of the Bible. The people in this church were called Waldenses. Academic Concept 2: The Waldenses chose to be faithful and taught their children from the scriptures. They suffered hundreds of years of persecution before they were introduced to the restored gospel.

Gospel Principle: Our choices will have an influence on future generations.

Recess

Read-Aloud As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

 Begin reading The Hawk that Dare Not Hunt by Day by Scott O’Dell. Read chapters 1 through 8. Underline William Tyndale’s character with your blue pens.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 16

111

John Wycliffe Morning Star of the Reformation

THE NEW WORLD IS SETTLED

The Reformation

LESSON 17

HISTORY

Desired Result The children will learn about the life of John Wycliffe and the hard work and courage it took to translate the Bible into English. They will see that many of the experiences John Wycliffe had relate in some way to experiences they have and that they must work hard and have courage to stand for the right, just as Wycliffe did.

Academic Concept: John Wycliffe sought to follow Christ’s commandment to “preach the gospel to every creature” (Mark 16:15). He was the first person to translate the entire Bible into English. His hard work and courage helped start the Reformation.

Gospel Principle: We must work hard and have courage to stand for the right, just as Wycliffe did.

Home Preparation & Materials  History Flashcards 3.10 to 3.22  History Timeline Card 3.16  2 sheets of black construction paper or cardstock for each child  Tape or stapler  Glue  Nine markers (coins, buttons, etc.) for each child. You may wish to use edible markers.  Optional: Robes for each child

Introduction Review  Review History Flashcards 3.10 to 3.21.

Attention Activity  Show the children (1) The Morning Star.

This is a picture of Venus seen from the earth. 

What time of day do you think it is? How do you know? (Morning. You can see the light coming up behind Venus.)

Venus is often called the morning star. When you see it in the east, you know that morning is near. Today we are going to study a man named John Wycliffe. He is one of Heavenly Father’s special servants, and he is known as “The Morning Star of the Reformation.” As we study him today, see if you can tell why is known by that name.

Lesson

Academic Concept: John Wycliffe sought to follow Christ’s commandment to “preach the gospel to every creature” (Mark 16:15). He was the first person to translate the entire Bible into English. His hard work and courage helped start the Reformation.

Research Before we start our research today, we need to prepare ourselves. To do this we are going to make a cap to wear.  Using the black paper, go through the following steps to help the children make a graduation-type cap. 1. Cut one or more (depending on how many children you have) sheets of the black paper into two-inch strips. 2. Fasten several strips together to make a circle large enough to fit around each child’s head, creating the base of the cap. (The strips don’t need to fit low on the head as you will be gluing a square on top of the circle. It just needs to be large enough to stay on their heads.)

114

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 17

3. Cut 9-inch squares from the black paper. 4. Glue the square to the base. These hats are like the hats students and teachers wore in John Wycliffe’s time at Oxford University in England. Let’s put them on. They will remind us to be diligent scholars, as John Wycliffe was.  Give each child a copy of (2) Events of John Wycliffe’s Life (Student) and nine markers. I am going to read you a story about John Wycliffe. This page shows some of the events of his life. While I read, look at the pictures. If you see a picture that shows something that happened to Wycliffe or something he did, place a marker on it. Notice that the author starts the story later in Wycliffe’s life and then goes back to the beginning.  Use (3) Events of John Wycliffe’s Life (Key) to help the children recognize the events. Pause if necessary to help younger children or have older children help younger children. Read (4) John Wycliffe Biography.  Introduce History Flashcard 3.22 and place History Timeline Card 3.16 on the timeline.

Let’s act out some of these events. Each of you choose one of these events and direct us in acting out that event.  Let each child choose an event. Give the children the robes to wear if you are using them. If there are things you need as props for your event, run and get them now.  Let the children get the things they need. Then take turns allowing each child to direct a skit of one of the events.

Write this academic concept on the board.

John Wycliffe’s courage and hard work opened the way for others to learn truth. “John Wycliffe sought to follow Christ’s commandment to ‘preach the gospel to every creature’ (Mark 16:15). He was the first person to translate the entire Bible into English. His hard work and courage helped start the Reformation.”

Reason

Gospel Principle: We must work hard and have courage to stand for the right, just as Wycliffe did.

John Wycliffe lived many hundreds of years ago in a distant land. Sometimes it is hard to relate to someone from a time so different from our own, but often if we take a close look at the things in their lives, and think about our lives, we can find some similarities. John Wycliffe was a great man. He did all he could to take the gospel to the world. He changed the world. Let’s look at what he did to see if it can remind us of things we can do to follow his example.  Have the children look again at (2) Events of John Wycliffe’s Life (Student). (The markers should still be on it.) Using the information below, review the things John Wycliffe did and discuss how we can follow his example in some way. Let the children eat or remove the markers from the handout as you discuss each one.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 17

115

John Wycliffe’s Life

Things We Can Do To Follow John Wycliffe’s Example.

Attended Oxford University. He was an educated man. He was a great scholar.

We can get a good education and prepare now to further our education at a college or university.

Taught at Oxford.

The Church gives us many opportunities to teach. We can accept opportunities to teach others (sharing testimony, church callings, FHE, talks in church, etc.)

Taught against false doctrine.

There are many false doctrines (ideas) in the world today dealing with family, what is right and wrong, media, Word of Wisdom, etc. We can teach the truth.

Studied the word of God We can study the word of God so we are prepared to in preparation for teach it to others (Doctrine & Covenants 11:21). preaching it to others. Sent out the Lollards to preach the gospel.

Missionary work is expanding on the earth. We can encourage family members and friends to serve missions and write letters of support.

Endured persecution/lived in hiding.

We may have to endure persecution from others as we strive to live the gospel.

Was put on trial.

Good people today are often put on trial or judged by others for doing good things. We can stand as witnesses of the truth when we are judged by others.

Wrote many books and tracts.

Because of technology it is easy for us to share the gospel with others. We can write good books, letters, and essays, and share our writing with others in order to help the world live by God’s eternal laws.

Translated the Bible.

The Church of Jesus Christ of Latter-day Saints translates the scriptures and teachings of modern prophets into many languages. We can learn another language. We can share the gospel with people of all languages and cultures.



Does it take courage and hard work to do any of these things we have talked about? (Yes.)

Each of you choose one and tell me why it takes courage and hard work to follow John Wycliffe’s example.

116

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 17

Relate Look at our list. Each of you choose one thing on that list. Share something very specific you can do now to follow John Wycliffe’s example in that area. Tell us why it would take courage to do it or what kind of hard work will be necessary to do it.  Give the children time to think and then to share. Write this gospel principle on the board.

I encourage you to work hard and develop courage, so you can do the things that Wycliffe did to defend truth and help others to grow. “We must work hard and have courage to stand for the right, just as Wycliffe did.”

Review & Testimony As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept: John Wycliffe sought to follow Christ’s commandment to “preach the gospel to every creature” (Mark 16:15). He was the first person to translate the entire Bible into English. His hard work and courage helped start the Reformation.

Gospel Principle: We must work hard and have courage to stand for the right, just as Wycliffe did.

Recess

As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

Read-Aloud 

Who remembers what we read in our book last time?  Allow for a recap.

 Continue reading The Hawk that Dare Not Hunt by Day by Scott O’Dell. Read chapters 9 through 17. Underline William Tyndale’s character with your blue pens.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 17

117

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

118

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 17

Martin Luther and the 95 Theses The Reformation

HISTORY THE NEW WORLD IS SETTLED

LESSON 18

Desired Result The children will learn about and review the early part of Martin Luther’s life and understand why he wrote his 95 theses. They will see that his theses led to the Reformation. The children will understand the meaning of grace, a concept Martin Luther taught, and will see how the Atonement provides them with grace, or divine power and help, in overcoming sins and weaknesses.

Academic Concept: Martin Luther nailed his 95 theses condemning the Catholic Church’s practice of selling indulgences, to the door of the church in Wittenberg. This act started the Protestant Reformation in Europe.

Gospel Principle: Because of the Atonement, Jesus can give us the power and strength we need to repent and change our hearts. This power and strength is called grace.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, you should have finished reading the book Luther the Leader to your children.  History Flashcards 3.10 to 3.23  History Timeline Card 3.17  The Story of the World, Vol. 2  Sticky tack, tape, or something else you can use to attach a paper to a door.  Optional: simple medieval costumes and a monk costume  Make the following signs to wear around the neck: Luther, Tetzel, peasant (make as many peasants as you have children)  Prepare to share with your children an experience you have had in receiving strength to overcome a sin or a weakness through God’s grace.

Vocabulary o

indulgences—certificates signed by the Pope that people bought so that they could be forgiven of their sins

Introduction Review  Review History Flashcards 3.10 to 3.22.

Attention Activity Today we are going to review what we read about Martin Luther and a man named Tetzel. 

Do any of you remember who Tetzel was? (A man who came to Germany to sell indulgences.)



What was an indulgence? (A paper signed by the Pope that people bought so they could be forgiven of their sins.)

OPTIONAL ACTIVITY  If you choose not to do this activity, write an example of an indulgence to use later in the lesson.  Give each child a copy of (1) Indulgences. This is your own personal indulgence. On the top line write today’s date. On the middle line write your name. Finally, on the last line, write something you did wrong that you want to be forgiven of.  Give the children time to write. We will use these indulgences later in the lesson. For now, you may give them back to me.

Lesson

Academic Concept: Martin Luther nailed his 95 theses condemning the Catholic Church’s practice of selling indulgences, to the door of the church in Wittenberg. This act started the Protestant Reformation in Europe.

Research  Give the children a copy of (2) Map of Luther’s Life and Travels (Student). You will use (3) Map of Luther’s Life and Travels (Key) to help them with this activity.

120

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 18

This is a map of the places Martin Luther lived and traveled during his life. We will mark part of the map today and the rest in the next lesson. Let’s start with where he was born and educated.  As you review the following information help the children mark the cities of Eisleben, Mansfeld, Magdeburg, Eisenach, Erfurt, Wittenber, and Rome. As you mark each place review what happened in each one. The children may remember other happenings. Let them tell as much as they remember, while you make sure they understand the main points listed below. Have the children draw a line connecting 1 through 6 with one color. Then connect 6 through 8 with another color.

1. Eisleben—Martin Luther was born. 2. Mansfeld—Martin lived here as a boy. 3. Magdeburg—Martin attended school here. He couldn’t get enough food and was sometimes so hungry that he couldn’t study. His teacher bowed to the students in respect for what they would become. 4. Eisenach—Luther went here to school because he had relatives whom his family thought could help him. But they could not. He begged and sang for food. One day he begged at the door of a family named Cotta. They took him in and treated him like a son. 5. Erfurt—Martin attended Erfurt University. He was a very good student. He read the Bible in Latin. This was the first time he was able to read the word of God for himself. He read for hours and was deeply influenced by the book. He finished his studies and began to study law, but he felt that he should become a Catholic monk—a Catholic man who devotes his entire life to God. So he joined the monastery of St. Augustine. 6. Wittenberg—His good friend, Staupitz, visited him in the monastery. Staupitz told Martin that Martin had a new assignment–to teach at the University at Wittenberg. Martin moved there. 7. Rome—Staupitz asked Martin to go to Rome to answer questions from the Pope. He traveled through the Black Forest and the Alps to reach Rome. On the way he saw men of the Catholic Church in rich clothes, eating rich foods. Poor people were all around. Martin was surprised at what he saw. In Rome, he was climbing stairs to a sacred shrine and saying a prayer on every stair, as he had been taught to do. He suddenly realized that by doing this, he was trying to “earn” his way into heaven, so he left the shrine. 8. Wittenberg—Martin returned to Wittenberg (through the Alps and the Black Forest). During this period, Pope Leo X authorized the sale of many indulgences. Tetzel brought the indulgences to Germany. Martin Luther protested the Pope’s action by nailing his 95 theses (95 reasons he felt selling indulgences was wrong) to the door of the church in Wittenberg.  Introduce History Flashcard 3.23 and place History Timeline Card 3.17 on the timeline.

Martin had reached an important point in his career. Let’s read what he had learned about God so far in his life.  Give each child a copy of (4) Martin Luther Coloring Page to color while you read “Martin Luther’s List” from Chapter 34—Martin Luther’s New Ideas of The Story of the World, Vol. 2. 

What did Martin Luther think about God? (He believed God loved him. He believed that because God loved him, God gave him power to be good.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 18

121



What did he think about the indulgences Tetzel was selling? (He knew it was wrong to ask people to pay money in order to be forgiven. He felt sad that people were spending their money on something that could not help them become better people.)



What did he do? (He wrote 95 reasons the Church should not sell indulgences and nailed them to the door of the church in Wittenberg.)



Why do you think nailing the 95 theses on the door would be a scary thing to do? (Martin Luther knew he was going against the powerful Catholic Church and the Pope. He knew he could get in trouble.)



What do we learn about Martin Luther’s character through this action? (He was brave. He believed in doing what was right, even if it could bring him trouble.)

Activity

Let’s act out Luther’s experience with Tetzel. Each of us can play a part in a little play. We need someone to be Luther, someone to be Tetzel, and everyone else can be peasants.  Help the children choose a part. Luther and Tetzel have the hardest parts. You can play a part, too. Put the signs for the parts around the necks of the children. You may wish to use simple costumes. Give each child a copy of (5) Script: Luther and Tetzel. Give one of the peasants (the one who will read first) his indulgence from the Attention Activity. Give the rest of the indulgences to the person playing Tetzel. You can divide the peasant parts up so that everyone has a part to read. Read the parts as you act out the play. Use (6) 95 Theses when Luther is writing. 

You each have the indulgence you received at the beginning of the lesson. If you had lived in the Dark Ages you would have had to pay money for this piece of paper and then the priest would have told you that you were forgiven of the sin you wrote on the paper. Do you think this paper has the power to save you from the consequences of sin? Why or why not? (Be sure to emphasize that forgiveness only comes through the Atonement of Jesus Christ.) Luther recognized that indulgences were just a way for the Catholic Church to make money. He knew they could not take away people’s sins. They could not help the people. Nailing the 95 theses to the door in Wittenberg was a very important event. Historians see this event as the beginning of the Reformation. Although other men were working to change the Catholic Church, this one event of courage and determination inspired others to follow Luther’s example. “Martin Luther nailed his 95 theses condemning the Catholic Church’s practice of selling indulgences, to the door of the church in Wittenberg. This act started the Protestant Reformation in Europe.”

Reason Gospel Principle: Because of the Atonement, Jesus can give us the power and strength we need to repent and change our hearts. This power and strength is called grace.

122

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 18

Write this academic concept on the board.

Martin Luther knew that paying money to buy a piece of paper wouldn’t really help people repent and change. Buying a paper wouldn’t change people’s heart so that they wanted to be good and it wouldn’t make Heavenly Father forgive them. 

Do you think Heavenly Father wants us to pay money so we can be forgiven of our sins? (No.)



Why does Heavenly Father want to forgive us? (Because He loves us.)



Who paid for our sins? (Jesus Christ.)



Because Jesus already paid for our sins, we don’t have to. But Jesus does ask us to do something. What does He ask us to do? (He asks us to repent.)

When Jesus asks us to repent, He is asking us to do something different and become someone different.  Give each child one or more of the word strips from (7) Repentance Word Strips. Each of these papers lists one thing Jesus wants us to do. These things are all part of repentance. Each of you read what your paper says and tell us in your own words what you think it means.  Have each child read one or more of the papers and tell you what he or she thinks it means. Post the papers on the board. 1. Jesus wants us to have a broken heart. He wants us to be really, truly sorry for the wrong we have done. 2. He wants us to try to make amends—to try to fix the wrongs we have done. 3. He wants us to stop doing the wrong we have done 4. He wants us to change, really change so we won’t keep doing the wrong thing. He wants us to not even want to do the wrong thing. 5. He wants us to ask Him to help us do these things. 

Have you ever said you were sorry when you weren’t really sorry? (Yes.)



Have you ever said you wouldn’t do something ever again and then done it again? (Yes.)

Heavenly Father and Jesus knew repentance would be difficult, and they wanted to help us.  Show (8) The Crucifixion. When Jesus suffered in the Garden of Gethsemane and hung on the cross, Heavenly Father gave Him the power and strength to help us repent and change. This power and strength is called “grace.” Grace is an “enabling power.” It is the power we can receive, because of Jesus’s Atonement that helps us to be “able” to do things we couldn’t do on our own. That’s why Jesus wants us to ask for help. When we ask Him for help, He can strengthen us and give us power. He can help us feel sorry. He can help us know how to make amends. He can help us want to change. He can help us stop doing wrong things. He can change our hearts, so that we are new people and better people. We need His help. We can’t repent and change without Him.

Relate I would like to share a story with you of a time I received the gift of grace from Heavenly Father.  Share the story you have prepared.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 18

123



What is one area of your life that God’s grace could help you with? Can you think of something Heavenly Father wants you to stop doing or start doing? (Accept any answer. If children have a difficult time thinking of something, help them think of an area they struggle with.)

We have a wonderful hymn in our hymn book that talks about how the Lord helps us with His grace. It is called “How Firm a Foundation.” Let me read the 3rd and 5th verses to you.  Read the following verses. Fear not, I am with thee; oh, be not dismayed, For I am thy God and will still give thee aid. I’ll strengthen thee, help thee, and cause thee to stand,— Upheld by my righteous, omnipotent hand. When through fiery trials thy pathway shall lie, My grace, all sufficient, shall be thy supply. The flame shall not hurt thee; I only design Thy dross to consume and thy gold to refine. Let’s sing these verses.  Sing the 3rd and 5th verses of (9) How Firm a Foundation (Hymns, no. 85). This song reminds us of God’s love for us. He loves us enough to give us the ability to return to Him. “Because of the Atonement, Jesus can give us the power and strength we need to repent and change our hearts. This power and strength is called grace.”

Write this gospel principle on the board.

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept: Martin Luther nailed his 95 theses condemning the Catholic Church’s practice of selling indulgences, to the door of the church in Wittenberg. This act started the Protestant Reformation in Europe.

Gospel Principle: Because of the Atonement, Jesus can give us the power and strength we need to repent and change our hearts. This power and strength is called grace.

124

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 18

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Recess

Read-Along As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.



Who remembers what we read in our book last time?  Allow for a recap.

 Continue reading The Hawk that Dare Not Hunt by Day by Scott O’Dell. Read chapters 18 through 25. Underline William Tyndale’s character with your blue pens.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 18

125

Martin Luther— Trials and Translation

THE NEW WORLD IS SETTLED

The Reformation

LESSON 19

HISTORY

Desired Result The children will review the trials Martin Luther experienced as he worked to reform the church and to translate the Bible. They will understand that having a Bible written in their own language, allowed the German people to read the scriptures for themselves and to learn truth. They will learn that Martin Luther appeared to Wilford Woodruff in the St. George Temple and asked to have his own temple work done. They will understand the blessing of being able to receive the word of God in our own language from scripture, from the words of the prophets, and from personal revelation.

Academic Concept 1: The Lord protected Martin Luther so he could translate the Bible into the German language. Because of his work, people could learn gospel truths from the scriptures in their own language. Academic Concept 2: Martin Luther appeared to Wilford Woodruff in the St. George Temple and asked to have his own temple work done.

Gospel Principle: We can receive the word of God in our own language from scripture, from the words of the prophets, and from personal revelation.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, you should have finished reading the book Luther the Leader to your children.  History Flashcards 3.10 to 3.23  Maps from Lesson 18 (student and key)  Colored pencils or crayons

Vocabulary o

recant—to deny that you believe something you previously said you believed

Introduction Review  Review History Flashcards 3.10 to 3.23.

Attention Activity 

If you had time to do anything you wanted to do, what would you do? (Accept any answer.)

We all get to choose the way we use our time. Martin Luther used his time to translate the Bible into German.

Lesson

Academic Concept 1: The Lord protected Martin Luther so he could translate the Bible into the German language. Because of his work, people could learn gospel truths from the scriptures in their own language.

Research Map Work We will start our lesson today by finishing the maps of Luther’s Life and Travels that we started in our last lesson.  Help the children find and mark the following places on their maps: Worms, Augsburg, and Wartburg Castle. Have them draw a line with a colored pencil (a different color from the lines of the last lesson) connecting Wittenberg, to Augsburg, and back to Wittenberg. Then in another color have them draw a line from Wittenberg, Erfurt, Worms, Black Forest, Eisenach, Wartburg Castle, and back to Wittenberg. Have them draw another line in another color from Wittenberg to Mansfeld.  Review the events that happened in each place, using the list below. Give the children a copy of (1) Luther Flip Book. Have children draw pictures of the events listed on each

128

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 19

page as you discuss that event. Share as much or as little of the information as you think will be meaningful to your children. You may wish to put some of the information in the form of questions in order to see what the children remember from the book. 1. Wittenberg—The Pope was angry with Luther for writing his 95 Theses. He demanded that Luther come to Rome to explain himself. Luther knew if he went he would be burned at the stake as other reformers had been. Elector Fredrick wrote to the Pope and asked if the trial could be held somewhere in Germany. The Pope said Martin could go to Augsburg. 2. Augsburg—A cardinal (a high leader in the Catholic Church, who often wore a red robe) questioned Martin and commanded him to retract (or deny the truth of) the things he had said, preach only doctrines approved by the church, and not do anything to destroy the harmony of the church. Finally, Martin agreed to not publish (write) things against the church if the church would allow him to continue preaching what he learned from the Bible. 3. Wittenberg—The church broke its side of the promise, so Luther continued his attacks on the church. The Pope issued a bull (a kind of proclamation), condemning Luther. The Pope called Luther a heretic, a child of the devil, and an enemy of all righteousness. Martin Luther burned the bull. The Pope excommunicated him and summoned him to the city of Worms for a trial. Martin left. 4. Worms—In Worms, Emperor Charles V and Alexander, the Pope’s representative, summoned Martin to come before them. The emperor and the Pope displayed all of Luther’s books and pamphlets and demanded that he deny the things he had written. Martin said that he had to have time to think about what he should do. Let’s watch a short video to see what Luther did.  Show the children (2) Here I Stand; I Can Do No Other. When Luther refused to recant, Alexander demanded that Luther be burned at the stake. However, Emperor Charles reminded him that they had promised Luther safe conduct back to his home. The Emperor refused to let Alexander kill Luther. Luther started for home. 5. Wartburg Castle—On the way home, Luther was kidnapped by a group of men. He thought they were his enemies who meant to kill him. But they were really Elector Fredrick’s men. They took Luther to Wartburg Castle and hid him from his enemies. Luther pretended to be a knight. During the months that he stayed in Wartburg Castle, he could not teach, but he could write. He felt that if the German people could read the word of God in their own language they would not be fooled by the false traditions of the Catholic Church. So, he translated the Bible into German. This is what Joseph Smith said about Martin Luther’s German translation of the Bible: I have an old edition of the New Testament in the Latin, Hebrew, German and Greek languages. I have been reading the German, and find it to be the most [nearly] correct translation, and to correspond nearest to the revelations which God has given to me for the last fourteen years (Teachings of the Prophet Joseph Smith, pg. 349).

Luther’s friend wrote him a letter saying that things in Wittenberg were not going well. Luther decided to return to Wittenberg.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 19

129

6. Wittenberg—Luther told the people that the reforms they were trying to make would have to be done in an orderly manner. He married Katherine von Bora and they had 6 children. Charles V often threatened to attack Wittenberg and kill Luther, but every time he planned to come, war broke out somewhere else. The Lord providentially kept Luther alive until he could finish his reforming work.  The book Luther the Leader mentions that Martin Luther wrote “Away in a Manger” for his children, but since there is no evidence among his writings that he wrote it, scholars generally agree that the writer of the first two verses is unknown. 7. Mansfeld—The counts of Mansfeld were fighting over a piece of property. They asked Martin Luther to come and help them solve their quarrel. Luther went. He had just recovered from a sickness, and while he was there he became sick again. Just before Luther died, Justus Jonas asked him, “Wilt thou stand by Christ and the doctrine thou hast preached?” Luther replied, “Yes.” This was his final testimony. 

What did Luther feel he should do with his time? (Translate the Bible into German and correct some of the false doctrines in the Catholic Church.)



How did God protect him so that he could do this work? (He inspired his friends to “kidnap” him and hide in Wartburg Castle. He kept putting other problems in Charles V’s life, so Charles couldn’t attack Wittenberg and destroy all Luther had done.)

Luther’s work was important. He made it possible for Germans to read the Bible. As we will see in our next lesson, he inspired other men to translate the Bible into other languages, and he helped the people see many of the false doctrines in the Catholic Church. “The Lord protected Martin Luther so he could translate the Bible into the German language. Because of his work, people could learn gospel truths from the scriptures in their own language.”

Research

Academic Concept 2: Martin Luther appeared to Wilford Woodruff in the St. George Temple and asked to have his own temple work done.

 Show the children (3) Wilford Woodruff in the St. George Temple. 

Do you recognize anyone in this picture? (The children may recognize Wilford Woodruff, Christopher Columbus, George Washington, Benjamin Franklin, and Thomas Jefferson.)

One night, in 1877, Wilford Woodruff, who was an apostle at the time, was in the St. George Temple. While he was there, many important men and women from history appeared to him and asked him to do their temple work for them.

130

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 19

Write this academic concept on the board.

One of the men who appeared was Martin Luther. Elder Woodruff listened to these people and did the temple work they requested. It is wonderful to know that Martin Luther, who fought for truth during his life and prepared the way for the Restoration of the gospel, recognized the truth after he died and wanted it for himself. He wanted to make covenants and receive the full blessings of the gospel of Jesus Christ through temple ordinances (josephsmithacademy.org: Eminent Spirits Appear to Wilford Woodruff and Ezra Taft Benson, Teachings of Ezra Taft Benson, Bookcraft: Salt Lake City, 1988, p. 603-4). Write this academic concept on the board.

This great event is an important part of the history of this courageous reformer. “Martin Luther appeared to Wilford Woodruff in the St. George Temple and asked to have his own temple work done.”

Reason

Gospel Principle: We can receive the word of God in our own language from scripture, from the words of the prophets, and from personal revelation.



Why did Martin Luther feel it was so important for the people to have the scriptures in their own language? (He wanted people to be able to read and understand God’s word for themselves. He wanted them to be able to read the truth in the scriptures and make good decisions about whether or not to follow their church leaders.)



The Pope said he was the only one who could tell people what the scriptures meant. Why didn’t Luther trust what the Pope said? (The Pope made laws for the church to benefit himself.)

For people in Luther’s time the scriptures were a very important source of truth. The scriptures are also a very important source of truth for us today. That is why the Church puts so much effort into translating the scriptures into every language—so everyone can read the scriptures in their own language. However, scriptures are not our only source of truth today. Because the gospel has been restored, we have been given even more ways to learn truth. Let’s read three scriptures together and see if we can figure out what the sources of truth are.  Read the following scriptures together. After you read each one, ask the children what source of truth that scripture tells us about. Write the answers on the board. 2 Nephi 32:3—Wherefore, I said unto you, feast upon the words of Christ; for behold, the words of Christ will tell you all things what ye should do. (Scripture.) D&C 1:38—What I the Lord have spoken, I have spoken, and I excuse not myself; and though the heavens and the earth pass away, my word shall not pass away, but shall all be fulfilled, whether by mine own voice or by the voice of my servants, it is the same. (Words of the living prophets.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 19

131

2 Nephi 32:5—If ye will enter in by the way, and receive the Holy Ghost, it will show unto you all things what ye should do. (The Holy Ghost or personal revelation.)

These scriptures tell us of three ways we can find truth—in the scriptures, from the living prophets, and through personal revelation.

Relate Let’s see how we can use these sources. 

Can you think of one truth you have learned from the scriptures? (Accept any answer.)



Can you think of a truth that you have learned from the living prophet? (Accept any answer.)



Can you think of something you have learned through personal revelation? (Accept any answer. Remind the children that their testimonies come through personal revelation.)

The work of Martin Luther took place hundreds of years ago, but as we study his life and learn about his sacrifices it helps us feel grateful for the many dependable ways we have been given to find truth. We need to be diligent in using these resources to help us understand the gospel and live it. “We can receive the word of God in our own language from scripture, from the words of the prophets, and from personal revelation.”

Write this gospel principle on the board.

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept 1: The Lord protected Martin Luther so he could translate the Bible into the German language. Because of his work, people could learn gospel truths from the scriptures in their own language. Academic Concept 2: Martin Luther appeared to Wilford Woodruff in the St. George Temple and asked to have his own temple work done.

Gospel Principle: We can receive the word of God in our own language from scripture, from the words of the prophets, and from personal revelation.

132

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 19

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Recess

Read-Aloud  As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

Who remembers what we read in our book last time?  Allow for a recap.

 Continue reading The Hawk that Dare Not Hunt by Day by Scott O’Dell. Read chapters 26 through 31. Underline William Tyndale’s character with your blue pens.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 19

133

William Tyndale and the English Bible

THE NEW WORLD IS SETTLED

The Reformation

LESSON 20

HISTORY

Desired Result The children will review what they have learned from their readings about William Tyndale. They will see how Joseph Smith benefited from Tyndale’s work and how the English translation of the Bible helped open the way for the Restoration of the gospel. They will understand that just like Tyndale, we have a responsibility to read, study, and share the scriptures.

Academic Concept: William Tyndale felt strongly that the English people should have a Bible in their own language. He translated the Bible into English, so that even a plowboy would know and love the scriptures.

Gospel Principle: We have a responsibility to read, study, and share the scriptures.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud the book The Hawk That Dare Not Hunt by Day, by Scott O’Dell.  History Flashcards 3.10 to 3.24  History Timeline Card 3.18  1 or more poster boards (if you plan on making a mural)  Crayons, colored pencils, markers, or paint (for mural)  Simple costumes (for dramatization)  Craft sticks (for Planner record)

Introduction Review  Review History Flashcards 3.10 to 3.23.

Attention Activity 

We have been reading a book about a man who loved the Bible and wanted everyone in England to be able to read it in English. What was his name? (William Tyndale.)

 Show your children (1) Joseph Smith Seeks Wisdom in the Bible. 

What is happening in this picture? (Joseph Smith is reading the Bible.)

I wonder what this picture has to do with William Tyndale? Do you have any ideas? (Accept any answer.) One day a priest criticized Tyndale’s desire to translate the Bible into English. The priest said, “We are better to be without God’s laws than the Pope’s.” The priest felt it was more important to know what the Pope said than what God said. Tyndale replied, “If God spare my life, ere many years, I will cause a boy that driveth the plow shall know more of the Scripture than thou doest.” Tyndale meant that if he lived long enough, he would do something that would make it possible for even a very poor, lowly plowboy, one who worked on a farm, to be able to read the scriptures. As you look at this picture you are looking at a very important plowboy who was able to read the scriptures because of the work of William Tyndale. Tyndale’s efforts to translate the Bible into English had a great effect on the Restoration of the gospel. Because Joseph Smith had a Bible and could read it, he learned he could ask God his questions and was able to receive an answer to his prayer about which church to join.

Lesson

Academic Concept: William Tyndale felt strongly that the English people should have a Bible in their own language. He translated the Bible into English, so that even a plowboy would know and love the scriptures.

136

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 20

Research We have just finished reading a book about William Tyndale. Today I am going to read you a short summary of his life. As I read, look for the major events in his life. While I read, draw a picture of your favorite story from his life.  Give the children paper and drawing materials. Read (2) William Tyndale: God’s Outlaw aloud to your children. 

What major events do we learn from this biography?  Review the following events with the children. o

He learned Greek and Hebrew (7 languages in all) so he could read the Bible in its original languages.

o

He told a priest he wanted even a plowboy to be able to read the scriptures.

o

He fled to Germany and began translating. (Merchants took him to Germany.)

o

He translated the Bible into English and had it printed.

o

He smuggled the newly printed Bibles into England. (Many were burned.)

o

Henry Phillips betrayed him.

o

He was burned at the stake.

o

He was imprisoned.

 Introduce History Flashcard 3.24 and place History Timeline Card 3.18 on the timeline.  The rest of this lesson is an activity to help the children review what they have learned about Tyndale from reading The Hawk That Dare Not Hunt by Day by Scott O’Dell. Choose one of the following activities to help your children review.

1. Dramatize important scenes from Tyndale’s life. See (3) Skits: Moments in Tyndale’s Life for scripts of important scenes. Dramatize as many scenes as you have time for. 2. Make a mural of the major events in Tyndale’s life listed above. There are many ways to make murals. a. As a group draw and color a collage of pictures on a piece of poster board. See (4) Elmer Kelton Mural for an example. b. Make multiple panels with each event on a different panel. You may want to cut several pieces of poster board into panels and let each child draw and color one event. Then tape them together. See (5) Panel Mural for an example. c. Draw each event on a separate piece of paper and tape the squares together. See (6) Tile Mural for an example. 3. Make a picture book of the life of Tyndale. Give each person a piece of paper and an event. Each person illustrates the event he or she has been given. Then they write what happened in that event below the pictures. Combine all the pages to make a book.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 20

137

Reviewing Tyndale’s life reminds us that “William Tyndale felt strongly that the English people should have a Bible in their own language. He translated the Bible into English, so that even a plowboy would know and love the scriptures.”

Reason

Gospel Principle: We have a responsibility to read, study, and share the scriptures.



Tyndale felt he had a sacred responsibility. What was it? (To translate the Bible into English.)



What did he hope would happen if he translated the Bible? (He hoped that people would read it and come closer to God and understand God better.)



We also have a responsibility with the scriptures. What do you think it is? (Accept any answer.)

Three of the responsibilities we have are to read, study, and share the scriptures.

Relate  Give each child a copy of (7) Read, Study, Share.

Let’s record on this page ways we can read, study, and share.  As you discuss, have the children record their ideas in the appropriate column using words or symbols. 

What are some ways we can read the scriptures? (Accept any answers. Possible answers are below.) o o o



Read with our family. Read in family home evening.

What are some ways we can study the scriptures as we read? o o o o o o

138

Read on our own.

We can study topics. We can look up cross references. We can find articles on the topics we are reading. We can take notes on thoughts we have while we read. We can ask questions before we read. We can pray before and while we read.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 20

Write this academic concept on the board.



How can we share the scriptures? o

We can share our ideas in our church class, family scripture study, and family home evening.

o

We can give copies of the Book of Mormon to our friends.

o o o o

We can talk about the scriptures at dinner and other activities. We can read scriptures stories to our brothers and sisters. We can memorize scriptures so we can share them. We can pray to be able to recognize times that we can share the scriptures.

Circle one idea in each column that you would like to work on. Write this gospel principle on the board.

William Tyndale was willing to sacrifice his life so that we could have the Bible in English. “We have a responsibility to read, study, and share the scriptures.”

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today. As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Academic Concept: William Tyndale felt strongly that the English people should have a Bible in their own language. He translated the Bible into English, so that even a plowboy would know and love the scriptures.

Gospel Principle: We have a responsibility to read, study, and share the scriptures.

Recess

Read-Aloud Mark history ideas with your purple pens and gospel themes with your red pens.

 Before your next lesson, read aloud the first half of first chapter (“The Teutonic Children of the Woods, and How They Lived”) from Streams of History: The Middle Ages. You may wish to use a map of Europe to help your children visualize the places the author writes about in the first few pages of the chapter.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 20

139

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

140

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 20

Renaissance and Reformation Celebration

THE NEW WORLD IS SETTLED

The Reformation

LESSON 21

HISTORY

Desired Result The children will enjoy celebrating the Renaissance and Reformation by being involved in crafts and games and eating food of that era. They will celebrate the truth that the Renaissance and Reformation helped the world come out of the darkness of the Middle Ages. They will understand that we have great reason for celebration, because during this time period God prepared the world little by little for the restoration of the gospel.

Academic Concept: Celebrating helps us remember that the Renaissance and Reformation helped the world come out of the darkness of the Middle Ages.

Gospel Principle: During the Renaissance and Reformation, God prepared the world little by little for the restoration of the gospel. We can appreciate the sacrifice of brave men and women who dedicated their lives to finding the truth.

Home Preparation & Materials  History Flashcards 3.10 to 3.24  This class period is a celebration—not a regular lesson. You may plan your celebration any way you like, but one idea is as follows:

1. Make and eat Renaissance/Reformation foods together. a. Choose one or two recipes from the lesson resources. (You may wish to make some of the foods ahead of time.) b. Gather needed ingredients. c. Make the food. d. Eat the food then or save it for the end of the celebration.

2. Crafts e. Choose one or two crafts from the lesson resources that you think your children would enjoy. f.

Gather the needed materials.

g. Start your celebration with making the craft. h. Boys and girls can make the same or different crafts. i.

Older children and younger children can make the same or different crafts.

j.

Older children can help younger children.

3. Play games. k. Choose games from the lesson resources that you think your children would enjoy. l.

Be familiar with the rules of the game.

m. Gather needed materials. n. Play the games. 4. Take pictures. o. Print the pictures. p. Include the pictures in each child’s notebook.

Introduction

Review  Review History Flashcards 3.10 to 3.24.

Lesson

Academic Concept: Celebrating helps us remember that the Renaissance and Reformation helped the world come out of the darkness of the Middle Ages

142

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 21

Research Write this academic concept on the board.

This class period is a celebration and not a regular lesson. It is a celebration in honor of all we have learned about the changes in the world during the Renaissance and Reformation. “Celebrating helps us remember that the Renaissance and Reformation helped the world come out of the darkness of the Middle Ages.”

Reason

Gospel Principle: During the Renaissance and Reformation, God prepared the world little by little for the restoration of the gospel. We can appreciate the sacrifice of brave men and women who dedicated their lives to finding the truth.

We are going to have a lot of fun today. We will celebrate this time period by eating food, making crafts, and playing games. 

We, as members of The Church of Jesus Christ of Latter-day Saints have a very good reason to celebrate the Renaissance and Reformation. What do you think that reason is? (It was during this time that God prepared the world for the restoration of the gospel.)

Relate When today’s celebration is over, what can we do to continue to appreciate the work of God and the sacrifice of brave people during the Renaissance and Reformation?  Discuss any ideas the children have. Be sure to include the following:

Write this gospel principle on the board.

o

When we read the scriptures, we can think about the sacrifices that were made so that we could read them in our own language.

o

When we go to church on Sunday we can appreciate the freedom we enjoy today.

o

When we share our testimonies we can be grateful that today we can say what we think without being afraid.

Even after our party is over we can continue to celebrate the truth that “During the Renaissance and Reformation, God prepared the world little by little for the restoration of the gospel. We can appreciate the sacrifice of brave men and women who dedicated their lives to finding the truth.”

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 21

143

Review & Testimony Look back at all the Academic Concepts and Gospel Principles we have learned as we have studied the Renaissance and Reformation.  Look at the list of academic concepts and gospel principles you have learned in this unit. Review each one. As directed by the spirit share your testimony of the gospel principles you have taught as you have studied the Renaissance and Reformation.

Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Academic Concept: Celebrating helps us remember that the Renaissance and Reformation helped the world come out of the darkness of the Middle Ages.

Gospel Principle: During the Renaissance and Reformation, God prepared the world little by little for the restoration of the gospel. We can appreciate the sacrifice of brave men and women who dedicated their lives to finding the truth.

Now let’s celebrate!  Do the celebration activities you have planned.

Read-Aloud  Before next class period finish reading the first chapter (“The Teutonic Children of the Woods, and How They Lived”) from Streams of History: The Middle Ages.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

144

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 21

As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

Two Grand Ideas— A Heritage of Freedom

THE NEW WORLD IS SETTLED

The Colonial Period

LESSON 22

HISTORY

Desired Result The children will understand that the colonists who settled in the place that later became the United States brought with them two grand ideas: 1. Strong nations need a strong central government and 2. People have the greatest freedom when they can govern themselves as much as possible. They will understand that their personal freedom grows as they ask God to help them govern themselves.

Academic Concept: Colonists in North America brought with them two grand ideas: 1. Strong nations need a strong central government and 2. People have the greatest freedom when they can govern themselves as much as possible.

Gospel Principle: God can help us govern ourselves. When we govern ourselves we have greater freedom.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud the first chapter (“The Teutonic Children of the Woods, and How They Lived”) from Streams of History: The Middle Ages.  History Flashcards 3.16 to 3.25.  If you are going to use the blank book in the Teutonic Tribes section of the lesson, make each child a book using the pattern in (6) Blank Book. Each book will need 2½ pages of the pattern. Cut each set of four pages in half horizontally. Lay the five half sheets on top of each other and fold down the middle. Each book should have 20 pages. You can put a cardstock or construction paper cover on it and staple the pages together.  Colored pencils  Optional: bottle of pop (in relate section)

Introduction Review  Review History Flashcards 3.16 to 3.24.

Attention Activity  Show (1) Child Playing Alone. 

What is happening in this picture? (A boy is playing on playground equipment.)

 Who do you think decided that he would play on that equipment? (The boy.) The boy is governing himself. Learning to govern ourselves is important.  Show (2) Children Playing. Now look at this picture. 

What are these children doing? (Playing with blocks.)



Who do you think decided what they would do? (The children decided together.) The children are governing together. Learning to govern with others is important.  Show (3) Family Home Evening. 

What are these people doing? (Having family home evening.)



Who do you think is responsible for holding family home evening? (The parents.)



Do the children help create a successful family home evening even though they are not in charge? (Yes.) What do the children contribute? (They willingly participate in the family home evening. They have a good attitude during family night.) The children are allowing themselves to be governed by their parents. Allowing ourselves to be governed by others is important. All of these situations have to do with the ways we are governed. Sometimes we are governed by ourselves. Sometimes we govern with others, and sometimes we are governed by others. Today we are going to study two grand ideas about government. These two ideas led to a heritage of freedom in the United States.

Lesson

Academic Concept: Colonists in North America brought with them two grand ideas: 1. Strong nations need a strong central government and 2. People have the greatest freedom when they can govern themselves as much as possible.

146

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 22

Research The first grand idea is that strong nations need a strong central government.  Write this idea on the board. We can discover the first grand idea that led to freedom in the United States by reviewing some of the events that happened much earlier in history. Let’s go back in time for a minute. Rome began with small groups of people. They united together and were ruled by a king. This was known as the kingdom of Rome. When the kings became tyrants, the people rebelled against them, elected their own leaders, and became the Roman Republic which consisted of many independent city states. Eventually, strong men, known as emperors, took over the city states and ruled all of Rome. This became the Roman Empire. During this time, Rome became very large and strong.  Show (4) Map of the Roman Empire. 

What would have happened to Rome if it had not had a strong central government? (The Romans couldn’t have stayed together as a country. They wouldn’t have been able to defend themselves from their enemies.)

 Give the children a copy of (5) Battle of Hastings Coloring Page. Have them color it during the following discussion.

As Rome became more wicked, enemies from the north were able to cause Rome to fall. These people were called the Teutonic tribes. They were hunters and moved often. But when they saw all the good things that Rome had because the Romans were united, they settled down in one place and united with other tribes into one nation. Some of these people moved to a part of France called Normandy.  Normandy is the part of France that is just across the channel from England. Show the children where Normandy is on (4) Map of the Roman Empire (labeled Lugdunensis on that map). In 1066, William the Conqueror, who lived in Normandy, went across the channel and defeated the English king. Your picture shows King William as he landed on the shore of England. He became king of England, and he brought to England the idea that a strong central government is important. The first grand idea is that strong nations need a strong central government. The second grand idea is this: People have the greatest freedom when they can govern themselves as much as possible.  Draw a circle in the middle of the board and write “Teutonic Tribes” in the circle. Draw 20 lines coming out from the circle. When Rome fell, there were two northern groups that settled in Europe. They were the Teutons and the Huns. In the literature portion of our last history lesson, we read about the Germanic or Teutonic tribes of Northern Europe and Scandinavia. Let’s see what we can remember. Let’s try to fill these lines with things we remember from our reading.  Have the children share what they remember. Write their ideas on the lines extending from the middle circle. Optional: Your children can make a book with a page for each idea they remember, using the pages in (6) Blank Book. Give the children the book you prepared and explain that on each page they can draw a picture or write notes of the facts and ideas they remember from the reading.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 22

147

Ideas about the Teutonic Tribes from the Reading 

Lived in forests and marshes



White-skinned, blue-eyed, yellow-haired



Independent



Short cloaks made of skin or wool plucked from sheep



Houses (if they had them) o

Rude huts made of logs, filled in with sticks and mud, covered with a roof of straw or reeds from the marsh

o

Houses hollowed out of the ground

o

Simple wagons with dwellings on top



Loved to take baths



Great respect for women



Pure family life



Slept on benches or bear skins



Villages separated into three areas o o o

Homes Gardens Pasture land for grazing



Elected chief—placed him on a shield and raised him above their heads



Valued bravery



Everyone helped govern o o o

If they accepted a law, they clashed their weapons If they didn’t accept a law, they cried and groaned Fathers brought sons, when they became of age, to the governing group; gave him a shield and spear.



Days of the week named after their gods—Woden (Odin), Thor, Fria, Tui



Runes written on bark



The Romans were weak so the Teutons conquered Rome and settled all over Europe



Teutons settled in the British Isles

These strong, independent people came from the north and settled all over Europe.  Give the children a copy of (7) Map of Germanic Migration. We can use this map to help us see where these Teutonic tribes settled. The different Teutonic tribes are listed in the key of the map. Using your colored pencils, choose a color for each tribe. We will be drawing arrows on our map to show where each tribe settled. Draw your arrows for each tribe with the color you marked for that tribe in the key.

148

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 22

 Using (8) Map of Germanic Migration (Key), help the children draw the arrows for each tribe’s migration into Europe. Have the children label the cities and seas shown on the answer key. 

Look at England on your map. What do you notice about the Teutonic tribes in England? (The Angle, Saxon, and Jute tribes came to England in two different ways. They came directly from the north to England. They also came to Europe, then to England during the Norman Conquest.)



What did the Angles, Saxons, and Jutes bring to England? (Their strong spirit of independence.)



What did the Normans of France bring to England? (Their understanding of the purpose of a strong central government.)

England was a unique country in Europe. People in the countries on the European continent gradually gave up their desire for freedom and self-government. They chose to be ruled by kings, who did not give the people very much choice about what happened in the country. But in England the people did not give up their desire to help make the laws that would affect what happened to them. So, for 1000 years the people of England and the kings of England fought each other for power. In 1215 the people of England forced King John to sign the Magna Charta, which gave them more rights and power. Eventually England created a group called parliament. The word parliament comes from the word parley, which means “to talk.” In parliament, representatives of the people got together to talk about how they should be ruled. The result was that England, had a strong central government, but the people kept the right to decide how that central government would act. The second grand idea is this: People have the greatest freedom when they can govern themselves as much as possible. In our next lessons we will learn about how North America was settled. Many countries tried to settle this area. Spain, Portugal, Holland, France, Sweden, and England all had colonies. But the colonies that later became the United States of America were settled mostly by Englishmen—and the English loved freedom.  Introduce History Flashcard 3.25. Write this academic concept on the board.

“Colonists in North America brought with them two grand ideas: 1. Strong nations need a strong central government and 2. People have the greatest freedom when they can govern themselves as much as possible.” Information for this lesson comes from Ellwood W. Kemp, Lisa M. Ripperton (ed.) Streams of History: The Renaissance and Reformation, Chapter 1: “How the Teutonic Seed of Self-government Passed from the German Woods into England and Was Finally Planted in America,” Chapel Hill, Yesterday’s Classics, LLC, 2008; and Ellwood W. Kemp, Lisa M. Ripperton (ed.) Streams of History: The Middle Ages, Chapter 1: “The Teutonic Children of the Woods, and How They Lived,” Chapel Hill, Yesterday’s Classics, LLC, 2008.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 22

149

Reason

Gospel Principle: God can help us govern ourselves. When we govern ourselves we have greater freedom.



How did the Teutons make laws? (They met together and decided what laws would be best.)



Once a law or a decision was made, what did the people need to do? (They needed to follow or obey it.)



What happened if they didn’t obey the law? (They were punished. If there was no punishment, the law would seldom be obeyed.)



What happens to a person’s freedom when they are punished? (It is taken away or lessened.)



Who decides if a person will obey a law? (Each person decides for himself or herself.)



So, if obeying laws brings greater freedom, and if we are the ones who choose whether or not we will obey the laws, then who really decides how much freedom we have? (We each do.)

In our nations and communities, when we govern ourselves and choose to obey the law, our freedom to govern ourselves grows.

Relate 

Is this also true in our homes and in our personal lives? (Yes.)

In the book Gospel Principles, it says: “When we choose to live according to God’s plan for us, our agency is strengthened. Right choices increase our power to make more right choices.” (See Gospel Principles, Chapter 4: “Freedom to Choose”) 

What happens when we use our freedom to govern ourselves to choose the right? (Our freedom and power to choose the right grows.)

Activity (Optional)  Do this activity in a place that can get messy. Shake the can or bottle of pop as you say the following.

Sometimes life shakes us up like I am shaking this pop. Maybe we feel something isn’t fair. Maybe someone is teasing us. Maybe we are tired and don’t want to do our chores. Maybe we are doing something and don’t want to stop and obey our

150

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 22

parents. When these kinds of things happen we sometimes let ourselves get very angry. We don’t choose to govern ourselves well.  Open the bottle or can. It should spurt all over. When we don’t govern ourselves and our feelings, we can make a mess. Messes take a long time to clean up. If we have to clean up, we lose the freedom to do something else. I am going to give you some situations, in which we might give up the ability to control or govern ourselves. See if you can think of ways a self-governed person would act in these situations. 1. Someone has taken your favorite toy away from you. 2. You have had one piece of cake and your stomach feels full. Someone offers you another piece. 3. You are alone in the kitchen and see an open bag of chocolate chips on the counter where you can reach it. No one will notice if you take a few. 4. Someone has just called you a mean name that hurt your feelings. Now they are laughing at you. 5. You just received some discipline from one of your parents. Your brother or sister is smiling. (The object lesson and situations are taken from “Kids of Integrity: Self Control”.) 

What are some areas of your life in which you can practice being selfgoverned? (Completing school work; practicing a musical instrument; doing chores; treating others kindly even when they are not kind to us; being reverent in church; praying; participating in family home evening; taking care of my body; etc.)



Who wants you to not have self-control? (Satan.)



Who wants you to have self-control? (Heavenly Father and Jesus.)

Sometimes we think we have to develop self-control all by ourselves. We think if we just try hard enough, we will be able to make ourselves do something. But we are not that strong. The only way we can really have self-control is to ask God to help us. He can give us the strength we need. Then as we use that strength to become more and more like Him, we will have greater self-control and also greater freedom. Because developing self-control is an important part of becoming Christlike, God will help us. From the days of Adam, God has taught his children the importance of being led by righteous strong leaders and being obedient to laws and governing ourselves. Today we have learned about people in history who kept this idea alive and applied it not only to their personal lives, but the government of nations. It is important to remember that developing self-control is an important part of becoming Christlike. “God can help us govern ourselves. When we govern ourselves we have greater freedom.”

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 22

151

Write this

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept: Colonists in North America brought with them two grand ideas: 1. Strong nations need a strong central government and 2. People have the greatest freedom when they can govern themselves as much as possible.

Gospel Principle: God can help us govern ourselves. When we govern ourselves we have greater freedom.

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Recess

Read-Aloud  Before Lesson 23 read the first three chapters of (9) America’s Story for America’s Children: “St. Augustine, the Oldest Town in North America,” “Santa Fé, 1565,” and “Port Royal, 1605.”

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

152

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 22

As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

The Spanish Armada— God’s Hand in Battle

THE NEW WORLD IS SETTLED

The Colonial Period

LESSON 23

HISTORY

Desired Result The children will learn about the French and Spanish colonies in the New World. They will learn about the defeat of the Spanish Armada by the British. They will see that God helped the English by sending bad weather to hinder the armada in its journey. They will understand that the defeat of the Spanish Armada weakened Spanish control of the New World so that other countries could establish settlements there. They will understand that God can help them fight their battles.

Academic Concept 1: Spain and France were the first countries to establish colonies in the New World. Academic Concept 2: With God’s help, the British defeated the Spanish Armada, which weakened Spanish power in the New World. This defeat opened the way for the English to have settlements in the New World.

Gospel Principle: God can help us fight our battles.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud the first three chapters of (1) America’s Story for America’s Children, “St. Augustine, the Oldest Town in North America,” “Sante Fé, 1565,” and “Port Royal, 1605.”  Copy enough sheets of (2) Spanish Warships so that each child can have one ship.  History Flashcards 3.16 to 3.26  History Timeline Card 3.19  colored pencils  Story of the World, Vol. 2

Vocabulary o

armada—a fleet of warships

Introduction Review  Review History Flashcards 3.16 to 2.25.

Attention Activity Today we will learn about a very important sea battle. We will need ships to help us understand the battle. Let’s each construct a ship.  Give each child 1 ship from (2) Spanish Warships. Make the ships by following the steps below: 1. Cut out the ship. 2. Fold the ship in half so you can see both sides of the ship. 3. Fold the “sea” parts of the ship out so that they form a base for the ships to stand on. 4. Glue the ship parts together. Save these ships until we need them later in the lesson.

Lesson

Academic Concept 1: Spain and France were the first countries to establish colonies in the New World.

Research In the literature section of our last lesson, we read about three different settlements in North America. 

What countries settled these three places? (Spain and France.)



Do you remember the names of the three places we read about? (St. Augustine, Santa Fé, and Port Royal.)

154

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 23

 Give the children a copy of (3) North America and the Thirteen Colonies Map. We will use these maps during the rest of our history lessons this year as we study how North America was colonized by different countries. Let’s mark the three cities we read about on our maps.  Use (4) North America and the Thirteen Colonies Map (Key) to help the children find and label the following (add the dates after the name):

St. Augustine 1565 Santa Fé 1582 Port Royal 1605 Not long after the French settled Port Royal, they also settled another place along the St. Lawrence River. The name of that city is Quebec. It was settled in 1608. Let’s mark the St. Lawrence River and Quebec on our maps.  Help the children find a mark these places. 

Look at your map. What did France own? (Port Royal and Quebec.) What did Spain own? (Santa Fe and St. Augustine.)

It doesn’t look like Spain owned much of the New World. But look at this map.  Show (5) Spanish Colonies in North America. 

Write this academic concept on the board.

How much land did Spain own? (Almost half of everything except Canada.)

In our last lesson we learned that the grand ideas that helped create the United States were to be found in England. But it looks like Spain controlled most of the land. “Spain and France were the first countries to establish colonies in the New World.”

Research

Academic Concept 2: With God’s help, the British defeated the Spanish Armada, which weakened Spanish power in the New World. This defeat opened the way for the English to have settlements in the New World.

We know that Spain did not continue to control North America. We need to find out what happened.  Give each child a copy of (6) Spanish Armada Coloring Page. This picture is a clue to what happened to Spain. You may color it while I read you a story.  Read Chapter 42, the section titled “Spain and England’s War,” in The Story of the World, Vol. 2. Before you read the last paragraph of that section, read (7) The Fleeing of the Spanish Armada. Then read the last paragraph of the section in The Story of the World. 

What happened to the Spanish? (The English defeated their armada, Spain’s great navy. Spain was left weak. England could now settle in the New World.)

 Give each child a copy of (8) Map of the Spanish Armada Battles. Using (9) Map of the Spanish Armada Battles (Key) help the children fill in the place names.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 23

155

We are going to draw arrows to show where the Spanish Armada went in its attempt to attack England. You may use the ship you made in the Attention Activity to trace the journey.  Help the children draw the arrows and trace the journey. 

Why do you think the Spanish Armada was defeated? (Accept any answer.)

There are many causes for the defeat of the armada, but there is one cause that everyone agrees on—the terrible weather. When Phillip II of Spain decided to attack England, he felt God would help him because surely God would want England to be Catholic again. The English felt God would help them because surely He would want England to remain Protestant. When Spain lost, Phillip said, “I sent the Armada against men, not God’s winds and waves.” Phillip recognized that although there were mistakes in planning and executing his attack, the real enemy was the weather—and the weather was controlled by God. The English also recognized the impact of the weather. After the defeat of the armada, they had gold coins made to commemorate, or help them celebrate, the event. One of the types of coins said in Latin, “1588. Flavit Jehovah et Dissipati Sunt.” These words mean “Jehovah blew with His winds, and they were scattered.” (wikipedia.org: He blew with His winds, and they were scattered) Let’s add a picture of the wind blowing to our map. We can draw the wind blowing the ships north and then draw a storm above Scotland and along the western coast of the British Isles.  Draw the wind and the storm. 

Why do you think God helped defeat the Spanish Armada? (Accept any answer.)

 Introduce History Flashcard 3.26. Place History Timeline Card 3.19 on the timeline.

Both sides of this battle had good people on them and both had wicked people. God didn’t help the English because He liked the Protestants better, but because the English people had the ideas needed to make the United States a free country where the gospel of Jesus Christ could be restored. England needed to have the opportunity to make settlements in the New World. Heavenly Father helped this happen. The defeating of the Spanish Armada is part of the providential history of America. “With God’s help, the British defeated the Spanish Armada, which weakened Spanish power in the New World. This defeat opened the way for the English to have settlements in the New World.”

Reason

Gospel Principle: God can help us fight our battles.



156

What do you think would have happened if the weather hadn’t stopped the Spanish Armada? (Spain would have remained a great power and could have settled almost all of North America.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 23

Write this academic concept on the board.

But Spain was defeated and the preparation for the restoration was able to continue according to God’s plan. God helped England fight its battles. There is a story told in the Old Testament of another time God helped fight a battle. During this time the Syrians had come to battle against Israel. During the night, the Syrians surrounded the Israelite city with a great number of men, chariots, and horses. Elisha was the prophet during this time. Early that morning a young servant came running into Elisha’s room. The servant was terrified and said, “Alas, my master, how shall we do?” He was sure the Syrians would destroy them. Elisha comforted his servant, “Fear not,” he said, “for they that be with us are more than they that be with them.” The servant looked around but could see no one. Elisha prayed and asked the Lord to open the boy’s eyes. The servant looked and saw that “the mountain was full of horses and chariots of fire round about Elisha” (2 Kings 6:15–17). The Lord’s invisible hosts protected Elisha and his people. 

Can the Lord help us in the same way? (Yes.) How? (Accept any answer.)

Just as Heavenly Father helped the English and Elisha, He can help us fight our battles.

Relate

Write this gospel principle on the board.



What kind of battles do you have to fight? (Accept any answers. Answers might include being afraid to give a talk in church, getting angry easily, being lazy, choosing between right and wrong, being bullied by others, etc.)



Do you have to fight these battles alone? (No. Heavenly Father will help us.)

Because of the Atonement Heavenly Father and Jesus can help us fight and overcome our personal conflicts. God loves us, and “God can help us fight our battles.”

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today.

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Academic Concept 1: Spain and France were the first countries to establish colonies in the New World. Academic Concept 2: With God’s help, the British defeated the Spanish Armada, which weakened Spanish power in the New World. This defeat opened the way for the English to have settlements in the New World.

Gospel Principle: God can help us fight our battles.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 23

157

Recess

Read-Aloud  As background to Lesson 24, read Chapter 40, “New Ventures to the Americas” in The Story of the World, Vol. 2. Also read the first four chapters in William Bradford: Pilgrim Boy (“William Gets a Gift,” “Grandfather Bradford,” “Mercy Loses Her Coat,” “The Fair at Doncaster”).

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

158

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 23

As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

John Smith and Pocahontas— Jamestown

THE NEW WORLD IS SETTLED

The Colonial Period

LESSON 24

HISTORY

Desired Result The children will understand how Jamestown was settled, the difficulties the settlers faced, and the providential aid given through John Smith and Pocahontas. They will see that Pocahontas’s courage enabled her to help the settlers. They will understand that sometimes kindness required that they both love others and have the courage to act.

Academic Concept: John Smith and Pocahontas helped Jamestown survive.

Gospel Principle: Kindness often requires love and courage.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud Chapter 40, “New Ventures to the Americas” in The Story of the World, Vol. 2 and the first four chapters in William Bradford: Pilgrim Boy (“William Gets a Gift,” “Grandfather Bradford,” “Mercy Loses Her Coat,” “The Fair at Doncaster”)  History Flashcards 3.16 to 3.27  History Timeline Card 3.20  Four dice  1 cup of wheat or barley for each child  Prepare to tell of a time you had to have courage in order to do something kind for someone.

Introduction Review  Review History Flashcards 3.16 to 2.26.

Attention Activity Today we will learn about a group of men who crossed the Atlantic Ocean to settle in Virginia. Their voyage was long and the ships were cramped. The men played games to pass the time. One of the games they played is called “In and Inn.” This is how the game is played: 1. In and Inn is played with 4 dice. The goal is to win the most rounds. 2. To win a round, you have to roll doubles (two of the same number) or triples (three of the same number). 3. When it is your turn, you roll all of the dice one time. 4. If you get a double or a triple, you have an “In.” 5. If you get two doubles, you have an “In and Inn.” 6. If you don’t get any doubles, you have an “Out.” 7. The player with the best score wins that round. 8. An “In and Inn” beats an “In.” An “In” beats an “Out.” 9. If all the players tie, you replay the round. If only two players tie, only those two roll again to see who wins the round. 10. The first person who wins 11 rounds, wins the “ground.”  The number of rounds can be adapted to time available. Let’s try playing this very old game for a few minutes.  Play the game.

Lesson

Academic Concept: John Smith and Pocahontas helped Jamestown survive.

Research Today we are going to learn about the first permanent English settlement in the New World. It was called Jamestown and it is located in the state of Virginia. Let’s

160

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 24

mark Jamestown on our maps.  Use the maps (and the key) you started in Lesson 23 and mark Jamestown. I am going to read a story about how Jamestown was settled.  Give the children a copy of either (1) Pocahontas Cooking Corn Coloring Page or (2) John Smith Sailing to the New World Coloring Page to color while you read the story. As I read, listen for ways John Smith and Pocahontas helped Jamestown survive.  Read (3) Stories of Early Virginia.  Show the children (4) Problem and Solution Cards. These early settlers had to deal with many problems. They were also blessed with help from John Smith and Pocahontas. These cards have pictures that represent the problems they experienced and the help they received. Let’s see if we can sort out these cards and organize them into “problem” cards, “help from John Smith” cards, and “help from Pocahontas” cards.  Use the outline below for organizing the cards. When you sort the “scarce food” card, give each child 1 cup of wheat or barley. Explain that sometimes food was so scarce that the colonists received only this much food every day. And the food was not nice looking like the serving they received. It was often moldy and had bugs in it.

Problems

Picture

Disease

Young boy sick in bed

Scarce food

Plate with only one thing on it

Unfriendly Indians

Indian with arrow

Men who wouldn’t/couldn’t work

Boy on couch

Many died

Grave

Rats eating food

Rat eating food in grain sack

John Smith help Showed Indians compass

Compass

Used “magic” talking paper (writing)

Rolled up bark

Made the men work in order to eat

Man hoeing

Pocahontas help Saved John Smith

Pocahontas pleading for John Smith’s life

Brought food

Corn

Warned of danger

Danger sign

Hid messengers

Drawing of colonist with gun and scroll

Saved little boy—Henry Spelman

Drawing of colonial boy with “Henry Spelman”



What would have happened if John Smith and Pocahontas had not helped Jamestown? (The Indians would have destroyed the settlers. Because the settlers would not work they would have starved or died of cold.)

 Introduce History Flashcard 3.27. Place History Timeline Card 3.20 on the timeline.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 24

161

John Smith and Pocahontas were very important to the survival of Jamestown, and Jamestown and Virginia were important to the creation of the United States. God providentially placed them in Jamestown to help the little colony survive. “John Smith and Pocahontas helped Jamestown survive.”

Reason

Gospel Principle: Kindness often requires love and courage.



How do you think Pocahontas felt about the colonists? (She loved them and wanted to help them.)



Do you think Pocahontas would have helped the colonists if she didn’t love them? (No.)



What sacrifices did Pocahontas make so that she could help the people in Jamestown? o o o

She risked being killed when she saved John Smith. She had to travel in the night to warn the people of planned attacks. She risked her father’s disapproval for giving food to the colonists.

Pocahontas loved the colonists and she wanted to help them, but helping them was not easy. She had to take action. She had to do hard things. 

What character trait did Pocahontas need in order to really help these people she loved? (She had to be brave. She had to act with courage.)

In The Guide to the Scriptures, it says that courage is “To not be afraid, especially of doing what is right.” We can learn much from the example of Pocahontas about showing our love through doing something courageous and right.

Relate Sometimes in our own lives it is easy to love others by doing kind things, but showing love with kindness can sometimes be scary or difficult. I want to share an experience I had when I needed to have courage in order to do something kind.  Share with your children the experience you have prepared. 

162

What are some situations where you might need love and courage in order to help or be kind to someone? (Accept any answer. Remind the children that it takes courage to invite someone to church, stand up for someone who is being ridiculed (made fun of), talk to someone you’ve never met before, tell a sibling or friend you’re sorry that you hurt them, and to be kind to someone who has hurt you, etc.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 24

Write this academic concept on the board.



Write this gospel principle on the board.

How can we develop the love and courage we need in order to do kind things? (We can ask Heavenly Father to help us be brave. We can practice doing hard things.)

Heavenly Father wants you to be kind and to help His children. He will help you feel greater love for people so you will want to be kind to them. And He can help you develop the courage you need to act on your desires. “Kindness often requires love and courage.”

Review & Testimony As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept: John Smith and Pocahontas helped Jamestown survive.

Gospel Principle: Kindness often requires love and courage.

Recess Read-Aloud As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.



Who remembers what we read in our book last time?  Allow for a recap.

 Read chapters 5 through 9 in William Bradford: Pilgrim Boy (“Lost Sheep,” “A New Friend,” “Robin Hood’s Forest,” “Mr. Brewster of Scrooby,” “The King!”).

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 24

163

The Starving Time and Beyond— Jamestown

THE NEW WORLD IS SETTLED

The Colonial Period

LESSON 25

HISTORY

Desired Result That children will learn that in spite of continued troubles, Jamestown flourished because of providence—God’s blessings and guidance—and because the people of Jamestown worked hard and established families. They will see that work is vital to temporal and spiritual growth.

Academic Concept: Although the people of Jamestown had many trials, the town grew and prospered because God blessed them, they learned to work, and they established families.

Gospel Principle: Work helps us grow temporally and spiritually.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud chapters 5 through 9 in William Bradford: Pilgrim Boy (“Lost Sheep,” “A New Friend,” “Robin Hood’s Forest,” “Mr. Brewster of Scrooby,” “The King!”).  Prepare to have “Colonial Gruel” ready at the beginning of class for the Attention Activity. Boil 2 cups water and 1 T oatmeal for 10 minutes. (Makes 2 servings. Adjust recipe to make enough for your family.)  History Flashcards 3.21 to 3.28  Cut out a set of (1) Jamestown Sequence Cards for each child.

Vocabulary o

idle—not employed; unoccupied with business; inactive; doing nothing

Introduction Review  Review History Flashcards 3.21 to 2.27.

Attention Activity In our last lesson we learned about how hard the first winter was for the settlers in Jamestown. In this lesson we will read about an even more difficult winter called “The Starving Time.”  Give each child a cup of the gruel you have prepared. This is gruel. It is often all the settlers had to eat during the “Starving Time.” Eat it and tell me what you think of it.  Give the children time to eat and respond. 

Can you imagine having only this gruel to eat every day?

Let’s learn what happened long ago to these early settlers.

Lesson

Academic Concept: Although the people of Jamestown had many trials, the town grew and prospered because God blessed them, they learned to work, and they established families.

Research  Give each child a set of (1) Jamestown Sequence Cards. Today we are going to learn what happened in Jamestown after Captain John Smith went back to England. These cards represent things that happened in Jamestown. As I read to you, put the cards in the order of the story.  Read (2) “The Starving Time” and What Followed.

Look at your cards. Let’s check them and see if they are in the right order.  As you check the cards, discuss briefly each event. 1. Cemetery—All but 60 of the 500 men in Jamestown died during that winter of “The Starving Time.”

166

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 25

2. Stained glass of ship—Just as the men had given up and were leaving in a supply ship, Lord Delaware arrived, bringing much needed supplies, men, and hope. The tired men stayed. 3. Copper kettle—Lord Argall kidnapped Pocahontas, giving a copper kettle to the Indians who helped him. 4. Pocahontas marrying John Rolfe—Pocahontas joined the Christian religion and married John Rolfe, changing her name to Rebecca. Their marriage helped maintain peace between the Indians and the settlers. Pocahontas had a little boy named Thomas. She later went to England and died before she could come home. Her son became an important leader in Virginia.  Introduce History Flashcard 3.28. 5. Colonial woman—Most of the men who came to Jamestown were not married. In 1620 the London Company sent over a ship full of women. The men courted the women and many married. Marriage helped the men settle down, work hard, and decide to stay in Jamestown. 6. Indian weapons and headdress—The Indians attacked, killing many and leaving many plantations without any people. The settlers attacked back. There were many problems with Indians. 7. Barrels—The settlers soon made great plantations, where they grew tobacco. They used indentured servants and African slaves to work the land. 

What problems did the settlers in Jamestown face? o o o o

The Starving Time, when all but 60 of the settlers died. Men who wouldn’t work. Deaths of Pocahontas and Powhatan. Indian attacks.

All of these problems could have ruined the settlement, but they didn’t. 

What reasons do you see for the success of Jamestown? (Accept any answer.)

 Give each child a copy of (3) Jamestown Prospers. We are going to discuss four reasons Jamestown was able to survive and grow. As we discuss each reason, you can draw a picture about it on this paper.  Older children may wish to write instead of drawing pictures.

God’s Providential Help One of the reasons Jamestown was able to survive and succeed was that God helped them. He helped them in two ways. 

Can you see God’s hand in anything that happened in Jamestown? (Accept any answer.)

God sent Lord Delaware and his ship just as the settlers were ready to give up. In fact, they were sailing down to the river to return to England when Lord Delaware’s ship arrived. 

What do you think would have happened if the settlers had not met Lord Delaware’s ship? (They would have continued on to England. When Lord

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 25

167

Delaware’s ship finally did arrive, no one would have been in Jamestown. Lord Delaware’s men might have been discouraged and returned home.) Another providential event in the history of Jamestown was the marriage of John Rolfe to Pocahontas. 

How did their marriage help the colony? (It helped the Indians feel better about the settlers. For as long as Pocahontas and Powhatan were alive, the Indians and the settlers got along with each other. This gave the settlers time to build and establish homes in their new land.)

The Principle of Work 

Sir Thomas Dale taught the settlers an important principle. What was it? (They had to own their own property and be responsible for it. Whatever they made on this property through their own hard work and diligence was theirs to keep.)

The principle of work is very important. We can read about this principle in Doctrine and Covenants 42:42. It says: Thou shalt not be idle; for he that is idle shall not eat the bread nor wear the garments of the laborer.



What does this scripture tell us about work? (We have to work if we want to be able to have food and clothes.)

Working makes it possible for us to prosper. If we don’t work, we shouldn’t get the same reward as those who work hard. Thomas Dale made the people responsible for themselves. He made them work to raise their own food on their own land. Families “The Family: A Proclamation to the World” says that the family is “the fundamental unit of society.” 

If you were making an apple pie, what would be the most important or fundamental ingredient? (Apples.)

Without apples, you couldn’t have an apple pie. 

If the family is the fundamental unit of society, what happens to societies that don’t have families? (They can’t survive. They aren’t a society.)



How did Jamestown build families? (They had women come over the sea from England. The men married them.)



What happened to the settlers when they started families? (The men wanted to stay in Jamestown. They started growing crops so they could sell them and take good care of their families. They stopped spending all their time looking for gold so they could go back to England and be rich. Jamestown grew in numbers and stability.)

Settling Jamestown was not easy, but the settlers were able to do it. “Although the people of Jamestown had many trials, the town grew and prospered because God blessed them, they learned to work, and they established families.”

168

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 25

Write this academic concept on the board.

Reason

Gospel Principle: Work helps us grow temporally and spiritually.

One of the reasons Jamestown was able to survive is that the people learned to work. 

Why do you think work is so important? (Accept any answer.)

Work and self-reliance is one of the standards in For the Strength of Youth. Let’s see what it says.  Read the section on Work and Self-Reliance from the For the Strength of Youth pamphlet. (You may also find it here (4) For the Strength of Youth: Work and Self-Reliance.) 

What new insights about work do you have after hearing this counsel from the Lord? (Accept any answer.)



How does work help us grow temporally (in things that have to do with earth life)?  Discuss the following: o o o o



Work helps our minds and bodies become strong. It helps us develop skills, talents, and abilities. It helps us live within our means. It helps us contribute to our families and society.

How does work help us grow spiritually? o o o o o

It keeps us from sin, damaged relationships, and inappropriate behaviors. It helps us become self-reliant so we can help others. It brings us closer to God as we serve His children in the work we do. It brings an increased sense of self-worth. It increases our ability to serve.

Relate 

What kinds of work do you do? (Accept any answer. Answers may include household chores, school work, work to develop talents, work to overcome weaknesses.)



The For the Strength of Youth pamphlet says that being idle is dangerous. When are you idle? (Accept any answer.) What kind of work might you do during idle times that might bless you and others? (Accept any answer.)



What work could we do as a family so we can receive more of the blessings that come with hard work? (Accept any answer; list answers on the board.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 25

169

Look at this list we have made. Let’s choose one of our ideas to work on together for the coming week.  Choose an action item and work on it during the week. As we learn to work hard, we will become more able to do God’s work. “Work helps us grow temporally and spiritually.”

Write this gospel principle on the board.

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept: Although the people of Jamestown had many trials, the town grew and prospered because God blessed them, they learned to work, and they established families.

Gospel Principle: Work helps us grow temporally and spiritually.

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Recess Read-Aloud 

Who remembers what we read in our book last time?  Allow for a recap.

 Finish reading William Bradford: Pilgrim Boy by reading chapters 10 through 14 (“William Saves His Sister,” “A Scholar in the Family,” “Prison,” “The Pilgrims,” “Governor Bradford”).

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

170

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 25

As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

William Bradford, a Man Prepared—Pilgrims and Plymouth

THE NEW WORLD IS SETTLED

The Colonial Period

LESSON 26

HISTORY

Desired Result The children will understand that the Lord prepared William Bradford for his work in Plymouth Colony through the events of his life and through his Christlike character. They will see that God gave William Bradford these gifts and that Bradford used the gifts to serve God and the people of Plymouth Colony. They will understand that the Lord has also blessed them with gifts they can use in His service.

Academic Concept: The Lord prepared William Bradford to help build and settle Plymouth Colony through the events of his life and through his Christlike character.

Gospel Principle: God prepares us for our future by giving us gifts we can use in His service. We need to develop the gifts He has given us.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, finish reading William Bradford: Pilgrim Boy by reading chapters 10 through 14 (“William Saves His Sister,” “A Scholar in the Family,” “Prison,” “The Pilgrims,” “Governor Bradford”).  History Flashcards 3.16 to 3.29  Glue  Cut out a set of (2) Pictures from William Bradford’s Life for each child.  Cut apart the puzzle in (4) Pilgrim Puzzle.  Optional relate activity: Find a picture of each child and cut it into four or five puzzle pieces.

Vocabulary o

providence—the hand of God in the lives of His children

Introduction Review  Review History Flashcards 3.16 to 3.28.

Attention Activity Today we are starting a series of lessons about the Pilgrims who settled in Massachusetts. Since we will be spending so much time with the Pilgrims, we should learn a little bit about the way they spoke. Let’s learn some of their words.  Teach your children the words below. You may wish to role play some situations in which you could use the words. To hear the words spoken, visit (1) Pilgrim Pronunciation. (All the words come from this site, sponsored by the Plimoth Plantation.) Modern English

Pilgrim

Modern English

Pilgrim

Hi, how are you?

Good morrow?

Pillowcase

Pillowbere

How now?

Backward

Arsy varsy

How do you fare?

Skirt

Petticoat

What cheer?

Pants

Breeches

God bye to you.

Stew or porridge

Pottage

Fare thee well.

Cat

Mouser

Pray remember me.

Fireplace

Hearth

Pray pardon me.

Congratulations!

Huzzah!

Goodbye.

Excuse me.

Lesson

Academic Concept: The Lord prepared William Bradford to help build and settle Plymouth Colony through the events of his life and through his Christlike character.

172

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 26

Research We have just finished reading a book about William Bradford. He was one of the leaders of the Pilgrims.  Give each child a copy of (2) Pictures from William Bradford’s Life you have prepared and (3) Timeline of William Bradford’s Life. These pictures show some of the events of William Bradford’s life. Each of you arrange your cards so they go in order.  Give the children time to organize the pictures. They should be in this order: newborn baby, graveyard, Bible, preacher, King James I, windmills and tulips, wedding rings, boy in cradle, ship, wooden gavel, page of book, coffin with flowers. Now that we have the pictures in order we can glue them to the timeline.  Have the children glue the pictures to their timelines. Timeline

Birth 1590 (newborn baby) Before 8 years old—Father, grandfather, and mother die. Years later his sister Alice dies (graveyard) Long Sickness (Bible) 12 years old—friend invited him to hear Richard Clyfton (preacher) 1603—King James becomes king (King James I) 1608—Leiden, Holland (windmills and tulips) 1613—Married Dorothy May (wedding rings) 1617—First son, John, born (boy in cradle) 1620—Sailed to America (ship) 1621—Became governor of Plymouth Colony (wooden gavel) 1650—Finished writing Of Plymouth Plantation (page of book) 1657—Died (coffin with flowers) 

Which of these events helped William Bradford to become a leader in Plymouth Colony and then to write about what happened there?  Discuss the following: o

He lost all of his family, so no one kept him back in England.

o

He got very sick for a long time, so he began to read. He became curious and wanted to learn. He could read the Bible and he could write.

o

A friend invited him to hear a preacher, who taught him the gospel.

o

He came to America and didn’t die that first winter.

o

He was elected governor. The people trusted him and he was a good leader.

o

Because he lived in Plymouth so long and was a good observer, he was able to record what had happened in their colony.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 26

173



Were all of these events easy? (No. Most of them were hard. He had a lot of trials.)

All of these events, including the trials, helped William Bradford. The events of his life were actually gifts from God that helped prepare him to do the work the Lord needed him to do—to be a great leader in Plymouth Colony. The Lord prepared him by guiding the events of his life. We call this “providence.” Providence is the hand of God in the lives of His children. Another thing that made it possible for William Bradford to serve the Pilgrims of Plymouth was his good character. Let’s think back through the book. 

What character traits did William Bradford have, and how do you know he had those traits?  Help the children discover and discuss the following character traits. Write the character traits on the board. o o

Responsible (taking care of his sheep, Mercy, in the storm) Strong (able to hold Mercy while she was being sheared)

o

Unselfish (bought a doll for Alice instead of a penny whittle for himself)

o

Honest (told his aunt he had taken the Bible; accepted the blame for spilling the ink at school)

o

Diligent (got up every morning before 5:00 so he could walk to school; studied hard)

o

Kind (helped other students with their studies)

o o o

Adventurous (explored Sherwood Forest) Had integrity (kept going to church even though he was punished) Hard worker (did the difficult work on the farm and grew very strong)

Heavenly Father gave William Bradford opportunities and trials. He also blessed him with wonderful character traits which William worked to develop. They are qualities that helped William serve the people of Plymouth Colony.  Introduce History Flashcard 3.29.  Give each child a set of pieces from (4) Pilgrim Puzzle so that the picture side of each piece is face down. These are pieces of a puzzle. Right now, you can’t tell what the picture is. Seeing the back side of a puzzle and wondering what the picture looks like is kind of like trying to see our whole lives all at once. We can’t see the complete picture. But if we develop a Christlike character and learn from the opportunities and trials we experience, our lives will become like a beautiful picture.

On the back of each of these pieces, write either an event from William Bradford’s life or a character trait he had. When you have written on each piece, turn the pieces over and put the puzzle together.  Give the children time to work on this project. They may need to finish it while you read to them during the literature time. They may wish to tape the puzzle to another piece of paper. 

What do you think this is a picture of? (Accept any answer.)

This picture is one artist’s idea of what it was like for the Pilgrims when they left Holland and England and set sail for America. All of the things you wrote on the back of your puzzle prepared William Bradford to serve the Lord in the New World.

174

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 26

Write this academic concept on the board.

“The Lord prepared William Bradford to help build and settle Plymouth Colony through the events of his life and through his Christlike character.”

Reason

Gospel Principle: God prepares us for our future by giving us gifts we can use in His service. We need to develop the gifts He has given us.

At one point in our book, William had to stop going to school. He wanted to learn more, but he could not go to a more advanced school. His friend William Brewster offered to continue teaching him. William Brewster said to him, You have a good mind, and an earnest one. We don’t know yet for what purpose God gave it to you. But let us make it ready for whatever work He gives you (Bradford Smith, William Bradford: Pilgrim Boy, Beautiful Feet Books, p. 129).



What do you think William Brewster was saying to William Bradford? (That William had a gift—a good mind, and that God had a purpose for it. Since they didn’t know how God wanted William to use his mind, they would do all they could to prepare Bradford’s mind for whatever the future might bring.)



Why does Heavenly Father give us gifts? (Accept any answer.)

One answer to this question is found in Doctrine and Covenants 46:12. It says, To some is given one [gift], and to some is given another, that all may be profited thereby.

The Lord says that He gives us gifts so “all” or everyone will “be profited” or be blessed. Our gifts are given to us to help others gain something. They are given to us so we can serve others.

Relate God gives us gifts such as experiences, Christlike qualities, and strong minds, but we must be willing to develop these gifts. 

What gifts has Heavenly Father given you?  Discuss the experiences, qualities, and strengths you and the children have received from God.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 26

175



How can we prepare to use our gifts so that we will be ready “for whatever the future might bring”?  Discuss the following possibilities: o

We can develop our gifts—our Christlike qualities and our minds, and learn how to use them in better ways.

o

We can be willing to humbly use these gifts to serve others now even though they are not completely developed.

o

We can pray to know what we should do right now about our gifts.

o o o

We can pray to know what our gifts are. We can ask others to help us develop them. We can look for the good in the trials we experience and trust that through this difficult experience the Lord is preparing us for some future event.

Right now your lives are a little like looking on the back side of a wonderful puzzle. You cannot see the entire picture yet. I want you to know something very important! Right now you are being blessed with experiences and gifts that are helping you build a beautiful life full of love and service to Heavenly Father and love and service to others. Optional Activity  Give each child the picture of him or her that you have cut up. (Place it face down in front of them.) Here is another puzzle like the one we did of William Bradford. On this puzzle write one of your own experiences and gifts on each puzzle piece. When you are finished you can turn the puzzle over and put it together.  Give the children time to complete the activity. When they are finished have them tape their picture on another piece of paper.

Today we have seen that God blessed William Bradford with all he needed to be a great leader. What he did for William Bradford He also does for each of us. “God prepares us for our future by giving us gifts we can use in His service. We need to develop the gifts He has given us.”

Write this gospel principle on the board.

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept: The Lord prepared William Bradford to help build and settle Plymouth Colony through the events of his life and through his Christlike character.

Gospel Principle: God prepares us for our future by giving us gifts we can use in His service. We need to develop the gifts He has given us.

176

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 26

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Recess

Read-Aloud As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

 Read the first 12 chapters of The Landing of the Pilgrims by James Daugherty (from “The Boy and the Postmaster” to “Of the Adventure in the Shallop.”)

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 26

177

Leaving England and the Mayflower Compact—Pilgrims and Plymouth

THE NEW WORLD IS SETTLED

The Colonial Period

LESSON 27

HISTORY

Desired Result The children will understand that the Pilgrims or Separatists left England and traveled to America so they could be free to worship as they desired. They will review and learn details of Pilgrim life in England and of their voyage to America. They will learn about the Pilgrims’ vision for their community—to be a light to the world. The children will understand that they should let their light shine.

Academic Concept: God blessed the Pilgrims on their journey, and He helped them create the Mayflower Compact—the beginning of a new government in a land where they would be free to worship according to their beliefs.

Gospel Principle: God wants us to be a light to the world.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud the first 12 chapters of The Landing of the Pilgrims by James Daugherty (from “The Boy and the Postmaster” to “Of the Adventures of the Shallop.”)  History Flashcards 3.21 to 3.31  History Timeline Card 3.21  Map or globe of the world  For each child, cut the suitcase pattern in (1) What Shall I Bring? out of brown construction paper or cardstock. Cut out the suitcase insert (1st page with words on it.).  If you have space, tape off a rectangle of 24 by 58 feet somewhere in your home (or outside). If you cannot tape it off, figure out how many rooms of your house would fit in that space.  Optional: long rope

 Cut out (4) Mayflower Events and Clues and place them in a container.  Candle and matches  A room in your house that you can make dark (Put the candle and match in this dark room.)  Prepare to tell about a time when someone was a good example to you.

Introduction Review  Review History Flashcards 3.21 to 3.29.

Attention Activity Today we are going to learn about the Pilgrims, why they left England, and their voyage on a ship called the Mayflower. The Mayflower was small and crowded. Let’s pretend you are going with the Pilgrims on the Mayflower.  Give each child the suitcase pattern and insert that you cut from (1) What Shall I Bring? This is your suitcase to take on the Mayflower. Glue the white paper inside the suitcase. On the white paper, make a list of things you would take with you if you were going on the Mayflower. On the other side of the inside of the suitcase draw pictures of what you would bring. Write Mayflower and your name on the outside of the suitcase.  Give the children a few minutes to complete the project. They may finish it during literature or record time.

Lesson

Academic Concept: God blessed the Pilgrims on their journey, and He helped them create the Mayflower Compact—the beginning of a new government in a land where they would be free to worship according their beliefs.

Research  This lesson contains a lot of content. Choose those activities that are best suited to your children.

180

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 27

Contention between the Churches The official church in England during the early 1600s, the time of the Pilgrims, was the Church of England. It became the official church during the time of King Henry VIII. He broke away from the Catholic Church and started the Church of England. It is still England’s official church today. The Pilgrims did not agree with all of the teachings and principles of the Church of England. They decided to start their own church, calling themselves Separatists, or people who separated from the Church of England. Another group who disagreed with the Church of England was the Puritans. They thought the Church of England had many false doctrines and practices, but they didn’t want to leave the church. They just wanted to change it, or purify it. The Church of England did not like either the Separatists or the Puritans and often persecuted them and put them in prison. Activity  Sing (2) The Church Contention Song of 1600. (Sing it to the tune of (3) Healthy, Wealthy, and Wise.) You may wish to divide the children and have each group sing one verse. Have different children hold both ends and the middle of the rope. When each group sings their verse, they can pull on their part of the rope. Finally, have all the children sing their verses together and pull on their part of the rope. This gives a visual representation of the conflict between the Church of England and the Puritans and the Separatists.

In 1620 many Separatists came to the American continent on the Mayflower and created a new colony in Plymouth, Massachusetts. They became known as the Pilgrims. In 1630 many of the Puritans left England for the new world and settled in the Massachusetts Bay Colony, not far from the Pilgrims. (wikipedia.org: Pilgrim Fathers) Captivity For many years the Separatists or Pilgrims endured persecution in England. Nephi saw these faithful Pilgrims in a vision. The is what he wrote about them in the scriptures: “And it came to pass that I beheld the Spirit of God, that it wrought upon other Gentiles; and they went forth out of captivity, upon the many waters” (1 Nephi 13:13). To be wrought upon means to be influenced. The Spirit influenced the Pilgrims. 

How did the Spirit influence the Pilgrims? (The Spirit helped them feel a desire to live in a place where they would have the freedom to worship the way they believed was right. The Spirit helped them understand the teachings in the scriptures and gave them the faith to believe in a different way to worship even though they were persecuted for their beliefs. The Spirit helped them have the courage to leave England.)



The scripture says the Pilgrims “went forth out of captivity.” In what way were the Pilgrims in captivity? (They were put in jail when they tried to leave. They didn’t have the freedom to worship when, where, and how they wanted—they had to meet together in secret.)



Where did the Pilgrims first go so they could worship the way they wanted? (Holland.)  Locate Holland on your map or globe.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 27

181



Why did they leave Holland?  Review the following reasons: o

A twelve-year peace treaty between Spain and Holland was coming to an end. Holland might soon be at war.

o

English spies were trying to find the Separatist leaders.

o

The Separatists’ children were growing up and forgetting everything about England, and the Separatists loved England.

o

The whole English colony was slowly becoming Dutch (the name for people from Holland).

o

They could see that in Holland they might be free to worship as they desired, but they would not be able to retain their English heritage.

Mayflower Activity  Take your children to the place you have taped off. This area is the size of the area the Pilgrims lived in while they were on board the Mayflower. Let’s sit in it while we learn about the Mayflower voyage.

The Mayflower became a home to the Pilgrims for many months. They traveled on the Mayflower for 66 days. Then the Pilgrims lived on the ship for another four to six months while they tried to find a place to live and while they built houses on the land. The ship was very crowded. Listen as I read a description of this small ship: During the voyage, the 102 Mayflower passengers lived primarily on the gun deck [the deck between the main deck and the cargo storage]. The length of the deck from stem to stern was about 80 feet, of which about 12 feet at the back belonged to the gun room and was off-limits to the passengers. The width at the widest part was about 24 feet. This means the living space for all 102 people was only about 58 feet by 24 feet! Various hatches provided access to the cargo hold below. The windlass and capstan, used to haul heavy items between the decks, also took up floorspace, as did the main mast in the middle, and the sprit sail mast in the front. On top of that, the Pilgrims stored on this deck a 30-foot shallop (a small single-sail boat) that they would reassemble upon arrival and use for exploration and future trade. Families would have built themselves small little “cabins”, simple wood dividers nailed together, to provide a very small amount of privacy (mayflowerhistory.com: Inside the Mayflower).



Can you imagine living in such a small space for such a long time? What would it be like? (Accept any answer.)

Activity

In our reading we have discovered that there were many important events that happened while on the Mayflower.  Show the children the container with the word strips from (4) Mayflower Events and Clues. Let’s take turns. Choose an event from the container and read the event silently. Act out the clue, and see if the rest of us can guess the Mayflower event. 1. Event: The profane sailor got sick and died. (The Pilgrims felt this was a punishment given by God.) Clue: Laugh and point at the Pilgrims (the rest of your family). Pretend to get sick and die.

182

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 27

2. Event: A great storm arose. Clue: Pretend to be on a rocking ship in a storm. 3. Event: John Howland was swept overboard and miraculously saved by a dangling rope. Clue: Pretend to fall overboard, then to grab a pretend rope, and pretend to be pulled to safety. 4. Event: The storm broke the main mast. It was put back together by a screw that the Pilgrims had providentially brought with them. Clue: Pretend to be twisting a large screw. (Use arms to rotate the screw.) 5. Event: Oceanus Hopkins was born. Clue: Pretend to cradle a new baby. 6. Event: The Pilgrims sight land. Clue: Shout, “Land ho!” and point to “land.” Get everyone else to look in the direction you are pointing. Mayflower Compact 

Once the Pilgrims finally saw land, there was a problem. Do you remember what it was? (They were not in the Virginia Colony, so they didn’t have any laws to guide them.)

Not all people on the Mayflower were Separatists. Many were members of the Church of England. The Separatists called these other people “Strangers.” The adults of both groups were afraid that people from the other group, would get off the boat and just do whatever they wanted to do. They were all worried that things would be chaotic (confusing and disorderly) because the people did not have any laws to govern them and help them know what they could and could not do. 

What did they do to solve this problem? (They wrote and signed a compact or agreement that said they would elect leaders, make laws, and live by the laws.)

 Give each child a copy of (5) Mayflower Compact. I am going to read the Mayflower Compact to you. As I do, underline with your red pencil any statements that show that the Pilgrims had faith in God.  Read the Mayflower Compact. Using (6) Mayflower Compact (Key), help the children underline statements of faith. Do the same with the other colors below according to time and the age of the children.  Optional: Now let’s use our blue pens to underline statements that show the Pilgrims’ loyalty to their country and king. Let’s use our green pens to underline statements that show that the Pilgrims had respect for each other and thought of each other as equals. Finally, let’s underline in purple the statements that show that the Pilgrims were going to make just and equal laws.

The Mayflower Compact is very important. It was the first document written to help govern the people in the land that would later become the United States. John Quincy Adams (who became the 6th president of the United States) felt that the Mayflower Compact was very unique and very important. It was written by the people and agreed upon by the people. In all of history there had never been anything like it. He believed that the passengers aboard the Mayflower had spent time thinking and talking about how they might best govern themselves once the ship landed.  Optional Quote for older children. This is what John Quincy Adams said about the signing of this important paper.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 27

183

That is, perhaps, the only instance in human history of that positive, original social compact, which speculative philosophers have imagined as the only legitimate source of government. Here was a unanimous and personal assent, by all the individuals of the community, to the association by which they became a nation. It was the result of circumstances and discussions which had occurred during their passage from Europe, and is a full demonstration that the nature of civil government, abstracted from the political institutions of their native country, had been an object of their serious meditation (dailyrepublican.com: Oration at Plymouth).

The signing of Mayflower Compact is so important because it is an example of a group of people who committed to each other that they would make laws and live by them. If you agree with the ideas in the Mayflower Compact, you can sign your name on the line at the bottom of your copy.  Give the children time to sign their names.  Introduce History Flashcards 3.30 and 3.31. Put History Timeline Card 3.21 on the timeline.

“God blessed the Pilgrims on their journey, and He helped them create the Mayflower Compact—the beginning of a new government in a land where they would be free to worship according their beliefs.”

Reason

Gospel Principle: God wants us to be a light to the world.

The Pilgrims, and later the Puritans, didn’t leave England just to escape persecution or to be free to worship “according to the dictates of [their] own conscience” (Articles of Faith 1:11). They also wanted to be a light to the whole world. They wanted to show others how followers of Christ should live. They felt that in this new land they could be “as a city upon a hill,” and that people from all over the world would watch them to see if they lived what they believed and taught. William Bradford said, “The light enkindled here has shone to many, yea, in a sense, to our whole nation; let the glorious name of Jehovah have all the praise.”  The full quotes and the references for them are given found in (14) References for “A City upon a Hill”. 

Where do you think the Pilgrims and Puritans got the idea of becoming a city set on a hill? (From the scriptures, from Jesus.)

Let’s look at what Jesus said. Turn in the New Testament to Matthew 5:14-16. Let’s read it together:

184

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 27

Write this academic concept on the board.

Ye are the light of the world. A city that is set on an hill cannot be hid. Neither do men light a candle, and put it under a bushel, but on a candlestick; and it giveth light unto all that are in the house. Let your light so shine before men, that they may see your good works, and glorify your Father which is heaven.



What do you think it means when Jesus says to let “Let your light so shine before men”? (He is asking us to be good examples to others.)

Relate Activity

Come with me for a minute.  Take the children to the dark room you have prepared. We are in a dark room. This room represents most of the world and the people in it who don’t have the light of the gospel.  Light the candle. 

What happened when I lit this candle? (The room got lighter.)



How big is this candle compared to the size of the room? (Not very big.)

It doesn’t take a big light to get rid of the darkness. You don’t have to do something really big or become famous to be a good example. 

Are we letting our light shine? What are some ways you are or can be a good example to people who do not have the light of the gospel in their lives? (Accept any answer.)

 Share the story you have prepared of the time someone was a good example for you. You may wish to have the children share good examples they have seen.

Write this gospel principle on the board.

Today we have learned about people who had the faith and courage to allow God to bring them to a new land where they would be free to worship God the way their consciences directed. They did become an example and a light. Just as the Pilgrims and Puritans were an example and light to the world, “God wants us to be a light to the world.”

Review & Testimony As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept: God blessed the Pilgrims on their journey, and He helped them create the Mayflower Compact—the beginning of a new government in a land where they would be free to worship according to their beliefs.

Gospel Principle: God wants us to be a light to the world.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 27

185

Recess

Read-Aloud  Read chapters 13 through 24 (“The Third Discovery and the First Encounter” to “Thanksgiving, 1621”) in The Landing of the Pilgrims by James Daugherty.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

186

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 27

Read your history literature book aloud for 15 minutes. Underline history connections with a purple pencil and gospel principles with a red pencil.

The First Winter— Pilgrims and Plymouth

THE NEW WORLD IS SETTLED

The Colonial Period

LESSON 28

HISTORY

Desired Result The children will learn of the great difficulties the Pilgrims faced during their first winter in Plymouth. They will see how the Lord blessed the Pilgrims during their trials. They will understand that the Lord will bless them as they face their own trials.

Academic Concept 1: The Pilgrims endured great trials during their first winter in America. Academic Concept 2: The Lord blessed the Pilgrims during their trials.

Gospel Principle: The Lord does not always remove our trials, but He blesses us as we go through hard things.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud chapters 13 through 24 (“The Third Discovery and the First Encounter” to “Thanksgiving, 1621”) in The Landing of the Pilgrims by James Daugherty.  History Flashcards 3.21 to 3.31  An ice cube for each child

Introduction Review  Review History Flashcards 3.21 to 3.31.

Attention Activity In our last lesson we learned about the Pilgrims landing in America. 

Do you remember what time of year they landed? (It was winter.)

The Pilgrims didn’t have houses or stoves to keep them warm.  Give each child an ice cube. Imagine that you are a Pilgrim living through this first winter. It is very cold. This ice cube reminds us how cold it was all the time for the Pilgrims. Hold the ice cube as long as you can. You may put it down whenever it gets too cold for you to hold.  Give the children time to just hold the ice cube. 

What would it be like to be that cold all the time, all over your body? (Accept any answer.)

Lesson

Academic Concept 1: The Pilgrims endured great trials during their first winter in America.

Research Holding the ice cubes gives us just a little idea of what the Pilgrims faced when they arrived in America. They had many difficulties and trials.  Give the children a copy of (1) Pilgrim Trials. We will use this handout to help us to discuss the trials the Pilgrims experienced that first winter. Let’s think about the trials we read about this week. What hard things did the Pilgrims experience that first winter? The symbols on this page will help us remember specific trials. We will look at the symbols and take turns telling about a trial we are reminded of by one of the symbols. Then we will all color that symbol and write the trial in the column next to the symbol.  Take turns choosing symbols and discussing the trial that goes with each one. Have the children color the symbol and write the key words in the “Key Words” column. The symbols, trials, and key words are as follows:

188

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 28

Write this academic concept on the board.

Symbol

Trial

Key Words

Snowflake

It was very, very cold. While the men were exploring, they had to sleep on frozen ground in the snow. They had to wrap their muskets to keep them dry.

Very cold.

Indian bow and quiver

They were attacked by Indians.

Indian attack.

Person in trees

People got lost in the forest.

Being lost.

Common house on fire

The “Common House,” where they took care of all the sick people, caught on fire.

Common House burned.

Orange with X

The people got sick—hacking coughs, fever, and scurvy. (Scurvy was a disease people got when they didn’t have fruit with vitamin C to eat.)

Sickness, scurvy.

½

About half of the 102 passengers on the Mayflower died. (Sources vary, saying that between 45 and 52 people died.)

Half the people died.

Gravestones

Many women, including Dorothy Bradford and Rose Standish died.

Many women died.

Gravestone

Governor Carver, their leader, died.

Governor Carver died.



Do you remember why the Pilgrims came to America? (So they could have religious freedom and still keep their English heritage.)



How might they have felt about their situation and about God after that first hard winter? (They might have felt discouraged. They might have wondered why things were so hard when they were trying to honor God.)

It would be very tempting to wonder if God really had led them to America. “The Pilgrims endured great trials during their first winter in America.”

Research

Academic Concept 2: The Lord blessed the Pilgrims during their trials.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 28

189

During all these trials, the Pilgrims also received many blessings.  Give the children a copy of (2) Pilgrim Blessings. We will use this handout to help us to discuss the blessings the Pilgrims received from Heavenly Father that first winter. Now let’s think about the ways Heavenly Father blessed the Pilgrims that first winter. The symbols on this page will help us remember specific blessings. Again, we will look at the symbols and take turns telling about a blessing we are reminded of by one of the symbols. Then we will all color that symbol and write the blessing in the column next to the symbol.  Take turns choosing symbols and discussing the trial that goes with each one. Have the children color the symbol and write the key words in the “Key Words” column. The symbols, blessings, and key words are as follows: Symbol

Blessing

Key Words

Tomahawk

They were preserved by God during Indian attacks.

Protected from Indians.

Landscape

They found a place to live that had fresh water, Found good forests, places to plant crops, and a slope that was place to live. a good place to build a fort.

Baby

Peregrine White was born.

Peregrine White born.

People outside The fire in the common house didn’t kill common house anyone.

No one killed.

Man healing the sick.

When the sickness was at its worst and only seven men were well enough to nurse the others, these seven men risked their own health to fetch wood, make fires, cook meat, make bed, wash clothes, dress and undress ungrudgingly. They were willing and cheerful and showed true charity for those who were sick.

Help for the sick.

Pilgrim saying, “Trials make us strong.”

Their trials strengthened their spirits.

Spirits made strong.

Squanto

They met Squanto who taught them many things about how to survive in their new land and who was their interpreter.

Squanto’s help.

Treaty document.

They made a treaty with Indians that kept peace between them for 50 years.

Treaty with Indians.

One of the wonderful qualities of the Pilgrims is that they were able to see that they were being blessed by the Lord even when their situation was very difficult and they were experiencing great trials. The Pilgrims could have been so overwhelmed that they missed seeing the blessings, or they could have enjoyed the blessings without remembering that their blessings were coming from God.

190

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 28

But the Pilgrims did not lose their faith in God because of their trials. They noticed all the blessings and they knew these blessings came from God. They continually saw God’s hand in their lives and gave Him thanks. 

Write this academic concept on the board.

As spring came, the Mayflower was ready to return to England. Captain Jones offered to take back with him to England anyone who wanted to go. Who went? (No one.)

The people who were still alive chose to stay in America. They were not discouraged by their trials. They had faith in God and were determined and willing to keep working. “The Lord blessed the Pilgrims during their trials.”

Reason

Gospel Principle: The Lord does not always remove our trials, but He blesses us as we go through hard things.

 Have the children take out a sheet of paper and write “Pilgrim Lessons” on the top.

There are many lessons we can learn from the Pilgrims about trials and blessings that will help us as we experience trials. I am going to ask some questions that will lead us to lessons we can learn. Then we will fill in the blank. Then we will record each lesson on our sheet of paper.  Ask the leading questions and then help the children write the lessons on their papers. Shorter versions of the lessons learned are in parentheses. 

Think of the things you have learned about the Pilgrims. Did all their trials happen before all the blessings? (No, the blessings were mixed with the trials.)



What blessing came with the fire in the common house? (Nobody was killed.)



What blessing came with the great sickness among the people? (There were men who had compassion and helped the sick.)

Lesson 1: “Trials in life are mixed with blessings.” (Trials and blessings.) 

Do we understand why the Lord kept the fire from killing anyone, but also allowed half of the people to die from disease? (No.)

Lesson 2: “We do not always understand why God protects us from some trials and allows us to experience other trials.” (We don’t always understand our trials.) 

Why do you think God blessed the Pilgrims with little miracles in the middle of big trials? (So the people would know that God knew them and loved them.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 28

191



What blessing did God send the people in Plymouth to help them know how to live in the wilderness? (He sent Squanto to teach them how to survive.)

Lesson 3: “When we are having a trial (a hard time), little blessings help us know that Heavenly Father knows we are having a trial, that He loves us, and that He is helping us get through the trial.” (Little blessings remind us that God loves us.) In our book about the Pilgrims it says, “In the fires and ice of that first winter, their spirits were steel-tempered to build a nation of men and women who would never turn back in quest of freedom and justice and brotherhood” (The Landing of the Pilgrims, p. 69). 

What do we learn about Pilgrim trials from this quote? (The trials the Pilgrims experienced prepared them for the future.)

Lesson 4: Our trials are actually blessings. If we turn to the Lord during our trials, we will grow strong and our trials will prepare us for the future. (Trials prepare us.) In the scriptures Jesus tells us when we will receive that greatest blessings for turning to the Lord and enduring trials. In the D&C 58: 2 He said: For verily I say unto you, blessed is he that keepeth my commandments, whether in life or in death; and he that is faithful in tribulation, the reward of the same is greater in the kingdom of heaven.



When will the greatest blessings come? (After we die.)

Lesson 5: The greatest reward for turning to the Lord and enduring trials will come in the next life. (We will be rewarded in the next life.)

Relate Think back over this past week (month, year). 

What trials have you experienced? (Accept any answer.)



Did God take the trials away? (Accept any answer.)



What blessings have you received? (Accept any answer.)



How did the blessing help you get through the trials? (Accept any answer.)



Which is easier to see—your trials or your blessings? (Accept any answer.)

One of the really admirable qualities of the Pilgrims is that they were very good at seeing God’s hand in their lives even in the middle of their trials. We can see that God blessed them and that their trials strengthened them. We too can learn to look at our trials and blessings the way the Pilgrims did. As we do, we will see that “The Lord does not always remove our trials, but He blesses us as we go through hard things.”

192

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 28

Write this gospel principle on the board.

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today. As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Academic Concept 1: The Pilgrims endured great trials during their first winter in America. Academic Concept 2: The Lord blessed the Pilgrims during their trials.

Gospel Principle: The Lord does not always remove our trials, but He blesses us as we go through hard things.

Recess

Read-Aloud As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

 Finish reading The Landing of the Pilgrims by James Daugherty. Read chapters 25 through 35 (“Of a Strange Plot” to “Twenty Years Later”). From Lesson 29 read also (1) “The Founding of Massachusetts.”

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 28

193

Squanto and the First Thanksgiving— Pilgrims and Plymouth

THE NEW WORLD IS SETTLED

The Colonial Period

LESSON 29

HISTORY

Desired Result The children will understand how God prepared Squanto to be a friend to the Pilgrims. They will see that although Squanto had faults, he helped the Pilgrims survive in Plymouth. They will review the First Thanksgiving and see that this celebration showed the Pilgrims’ gratitude to God for His blessings. They will understand that gratitude is a characteristic of those who follow Jesus Christ.

Academic Concept 1: God prepared Squanto to help the Pilgrims. Academic Concept 2: The Pilgrims celebrated Thanksgiving to show their gratitude to God for His blessings.

Gospel Principle: The Lord has commanded us to be grateful.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, finish reading The Landing of the Pilgrims by James Daugherty. Read chapters 25 through 35 (“Of a Strange Plot” to “Twenty Years Later”). Also read (1) The Founding of Massachusetts.  History Flashcards 3.21 to 3.31  Make enough copies of (2) Pilgrim Stand-Up Paper Dolls to give each child at least one paper doll. (You may wish to let each child make many.)  Optional: Enough empty toilet paper tubes for each child to use in making his or her paper dolls.  Cut out the Circles from (3) Squanto’s Preparation and Help. (Each child should have two complete divided circles and two circles with a piece missing.)  Brad fastener for each child

 Cut out (4) The First Thanksgiving for each child.  Colored paper on which to glue the picture of the First Thanksgiving  Optional: You may wish to copy (5) “I Am Thankful for…” Cards on colored paper.  Cut out the (5) “I’m Thankful for…” Cards (4 for each child).  Glue

Introduction Review  Review History Flashcards 3.21 to 3.31.

Attention Activity In the last few lessons we have learned about the Pilgrims and their story. Today we will learn about one of the holidays we celebrate that was first celebrated by the Pilgrims—Thanksgiving. To help us remember their story, let’s make some Pilgrims and Indians.  Give each child a copy of (2) Pilgrim Stand-Up Paper Dolls that you have prepared for them. Have the children color the paper dolls. Tape the paper dolls to a toilet paper roll or simply tape the ends in a small circle so the dolls can stand alone. 

Where should we put our paper dolls so we can remember what we have learned from our Pilgrim lessons? (Accept any answer and place the paper dolls there.)

Lesson

Academic Concept 1: God prepared Squanto to help the Pilgrims.

Research Squanto (whose real name was Tisquantum) was a very important person to the Pilgrims. Without him the Pilgrims would probably not have survived. Throughout his life, Heavenly Father prepared Squanto to help the Pilgrims.  Give each child the circle divided into four parts from (3) Squanto’s Preparation and Help. This circle is

196

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 29

divided into four sections. In each section of the circle you will draw a symbol, picture or word to remind you of one experience that prepared Squanto. If you’d like, you may write a description of what is happening in the picture on the edge of the circle next to the picture.  Discuss the following preparations. Ideas for a picture or phrase are in parentheses after each preparation. Squanto’s Preparation 

Captain Hunt kidnapped Squanto. The kidnapping was an evil act; however, it kept Squanto alive, because he was gone when the plague attacked the rest of his tribe and killed them all. (Ship)



Captain Hunt took him as a slave to Spain. Somehow Squanto left Spain and made his way to England, where he learned to speak English. Knowing English helped him communicate with the Pilgrims. (Word: English)



Because he grew up in New England with the Indians, he knew the ways of the Indians and could teach them to the Pilgrims. (Corn seed)



His tribe was destroyed by the plague, so he was content to live with and help the English (Headstone)

 Give each child the circle divided into five parts from (3) Squanto’s Preparation and Help. This circle is divided into five sections. In each section of the circle you will draw a symbol, picture or word to remind you of one of the ways Squanto was able to help the Pilgrims. If you’d like, you may write a description of what is happening in the picture on the edge of the circle next to the picture.  Discuss the following ways Squanto served the Pilgrims.

Squanto Helps 

Squanto taught the Pilgrims where to find food—fishing grounds, eels in the mud, clam beds, and how to hunt for deer and turkey. (He taught the children how to squeeze eels out of the mud with their feet.) (Fish)



He showed them how to plant herring in each corn hill, so the corn would grow well. (Corn plant)



He showed them how to make snares and traps. (Trap)



He was the interpreter for the Pilgrims. He helped them negotiate the peace treaty with Chief Massasoit. (Paper with “treaty” written on it)



He guided the Pilgrims to the homes of the different tribes, so they could meet, trade with, and become acquainted with the Indians. (Indian teepee) Sources: The Landing of the Pilgrims (the book the children read) and mayflowerhistory.com: Tisquantum ("Squanto")

Activity

Now you have on your circles a picture history of Squanto’s life. Let’s do something fun with our pictures.  Give the children the other two circles that have a V cut out of them. Help the children complete each step as you explain it to them. 

Glue the circles with pictures together, back to back, so the pictures can still be seen.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 29

197



Put the two circles with the missing piece on top of the pictures, one on each side of the glued circles. Make sure they match the pictures (4 or 5).



With a small knife or large needle make a hole in the middle of the combined circles.



Put a brad through the hole and open it on the other side.



Now you can move your circle to display just one picture at a time.



This would be a fun tool to use in teaching someone else about Squanto.

Sometimes people look at events in history and think they “just happened.” Some people might think that it was just “lucky” for the Pilgrims that Squanto was there. But we know that Squanto’s preparation to help the Pilgrims was not an accident. They weren’t just “lucky.” We know that having Squanto help the Pilgrims was part of God’s plan. We can see God’s hand or help in the story of Squanto and the Pilgrims. We call God’s hand (His help) in history and in our lives “providence.” Squanto is an example of God’s providence because “God prepared Squanto to help the Pilgrims.”

Research

Academic Concept 2: The Pilgrims celebrated Thanksgiving to show their gratitude to God for His blessings.

We always think of the Pilgrims as having the first Thanksgiving holiday, but they had no idea that’s what they were doing. Both the Indians and the Pilgrims had long traditions of giving thanks to God for their blessings, and after their long, hard winter, they were grateful to God for the harvest they had gathered and stored. Edward Winslow, one of the Separatists, wrote about what happened.  Give the children a copy of (4) The First Thanksgiving. Have them glue the picture to a colored piece of paper, so that the colored piece creates a border for the picture. I am going to read what Edward Winslow wrote. While I read, listen for specific details that describe what happened. And God be praised we had a good increase… Our harvest being gotten in, our governor sent four men on fowling, that so we might after a special manner rejoice together after we had gathered the fruit of our labors. They four in one day killed as much fowl as, with a little help beside, served the company almost a week. At which time, amongst other recreations, we exercised our arms, many of the Indians coming amongst us, and among the rest their greatest king Massasoit, with some ninety men, whom for three days we entertained and feasted, and they went out and killed five deer, which they brought to the plantation and bestowed on our governor, and upon the captain and others. And although it be not always so plentiful as it was at this time with us, yet by the goodness of God, we are so far from

198

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 29

Write this academic concept on the board.

want that we often wish you partakers of our plenty (Edward Winslow, Mourt’s Relation: D.B. Heath, ed. Applewood Books. Cambridge, 1986. p 82.)  This paragraph is one of only two primary documents about the feast the Pilgrims had in 1621. The other, written by William Bradford in Of Plimoth Plantation, is a passage of about the same length but not as specific.



What do we learn from Winslow’s letter about how they celebrated the gathering of their harvest?  Write answers on the board. Have the children write the answers in the border around their pictures. o o o o o o

They feasted for three days. They ate some of their harvest. They killed fowl to eat. Ninety Indians came, including King Massasoit. The Indians killed and brought five deer. They had recreation, including shooting guns.

The United States national holiday started with this little beginning. Thanksgiving was not linked to the Pilgrims until 1900 and it did not become a national holiday until 1941. (plimoth.org: Thanksgiving History) 

Write this academic concept on the board.

The Pilgrims were so grateful for this first bountiful harvest that they thanked God for it. But was this the end of their troubles? (No.) What else happened? (Even before their celebration, a new group of 35 people came on the ship Fortune, but they didn’t bring any provisions (food, etc.).)

The new harvest had to be stretched to feed the newcomers. New arrivals continued to come and usually without provisions. There was not enough food or housing for many years, yet the Pilgrims continued to be thankful for whatever God had given them. “The Pilgrims celebrated Thanksgiving to show their gratitude to God for His blessings.”

Reason

Gospel Principle: The Lord has commanded us to be grateful.



The Pilgrims faced many trials. Things often went wrong for them. Why do you think they were thankful? (Accept any answer.)

The Pilgrims were good Christians. They loved Jesus. They were followers of Jesus and His teachings. They were grateful because they recognized all the ways God was blessing them, even though life was hard. God wants all of us to be grateful. He tells us what He expects of us in the Doctrine and Covenants. Let’s read two scriptures. First turn to D&C 46:32.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 29

199

And ye must give thanks unto God in the Spirit for whatsoever blessing ye are blessed with.



What does this verse teach us? (That the Lord wants us to notice and be grateful for ALL our blessings, the big ones and the little ones.)



Are blessings ever hard to see? (Yes.) When? (When we are having a hard time, a trial.) What can we do when we are having a hard time so we can see our blessings? (Ask Heavenly Father to help us see the blessings and then thank Him for them.)

Now let’s turn to D&C 78:19. And he who receiveth all things with thankfulness shall be made glorious; and the things of this earth shall be added unto him, even an hundred fold, yea, more.

The first verse we read said we should be grateful for all of our blessings. This scripture says we should be grateful for “all things.” 

What do you think “all things” means? (Accept any answer.)



Does “all things” mean we need to be grateful for trials and disappointments as well? (Yes.) Why? (Because trials help us grow spiritually and become more like Jesus. Some things look like trials now but later we will see all the good that came out of the trial.)

When we look for big and little blessings in our lives and when we are thankful for all things, even hard things, we are doing what Jesus has asked us to do in these two scriptures.

Relate  Give each child four cards from (5) “I Am Thankful for…” Cards. Here are four cards for each of you. Write something on each card that you are grateful for. On one of the cards I want you to write down a blessing that was hard to see because it seemed like just a “little” blessing. On one card I want you to write down a trial that was a blessing. We will share them when we have finished.  Give the children time to write and share. 

How do you feel when you remember and share things you are grateful for? (Accept any answer.)

Today we have learned about all the blessings the Pilgrims received through Squanto and the gratitude of the Pilgrims that first Thanksgiving. The Pilgrims came to America so they could have the freedom to live the commandments of Jesus. They were wonderful examples of people who obeyed the commandment to be grateful. When we think of the Pilgrims it will help us live this commandment. “The Lord has commanded us to be grateful.”

200

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 29

Write this gospel principle on the board.

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today. As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Academic Concept 1: God prepared Squanto to help the Pilgrims. Academic Concept 2: The Pilgrims celebrated Thanksgiving to show their gratitude to God for His blessings.

Gospel Principle: The Lord has commanded us to be grateful.

Recess

Read-Aloud As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

 Before the next lesson read aloud Finding Providence: The Story of Roger Williams by Avi.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 29

201

Roger Williams—Founder of Providence, Rhode Island

THE NEW WORLD IS SETTLED

The Colonial Period

LESSON 30

HISTORY

Desired Result The children will understand that although many of the people who settled the American colonies wanted religious freedom, most colonies did not allow people to worship as they desired. Roger Williams felt this was wrong. He was exiled from Massachusetts and started the colony of Rhode Island based on the principle of freedom of religion. The children will understand that we believe people should be allowed to worship according to the dictates of their own conscience.

Academic Concept: Roger Williams was forced to leave Massachusetts and settle in Rhode Island. He established the colony of Rhode Island where religious freedom was allowed.

Gospel Principle: We believe men should be able to worship according the dictates of their own conscience.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud Finding Providence: The Story of Roger Williams by Avi.  History Flashcards 3.21 to 3.34  History Timeline Card 3.22 and 3.23  Review the Church Contention Song of 1600 from lesson 27.  North America and the 13 Colonies Map from Lesson 23  Cut apart (1) Roger Williams Timeline Word Strips.

Introduction

Review  Review History Flashcards 3.21 to 3.32.

Attention Activity Do you remember the church contention song we sang when we were studying the Pilgrims? Let’s sing it again today to help us remember the three groups. Knowing the three groups will help us understand today’s lesson better.  Sing Church Contention Song of 1600 from Lesson 27. 

What were the three groups we sang about? (The Church of England, the Separatists, and the Puritans.)



Which group settled Plymouth, Massachusetts? (The Separatists—the group of people who wanted to completely separate themselves from the Church of England.)

Puritans were the group of people who wanted to just change the things they felt were wrong with the Church of England. They also came to Massachusetts. In 1630 John Winthrop and almost 1000 Puritans came to Massachusetts and settled what they called the Massachusetts Bay Colony. It included the cities of Boston and Salem. Let’s mark these cities on our North America and the 13 Colonies Map.  Mark Boston and Salem on the maps started in lesson 23. At first life was difficult for the Puritans. Two hundred people died the first year and two hundred returned to England. However, as more and more people came, life improved. By 1640, 20,000 Puritans lived in Massachusetts in many different cities. In England, the Puritans were better educated and had more important positions in government than the Separatists did. (Source: u-s-history.com: Massachusetts Bay Colony)  Introduce History Flashcard 3.33. Place History Timeline Card 3.22 on the timeline.

Lesson

Academic Concept: Roger Williams was forced to leave Massachusetts and settle in Rhode Island. He established the colony of Rhode Island where religious freedom was allowed.

204

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 30

Research Roger Williams Roger Williams was a Puritan. He came to Massachusetts so he could get away from the persecution in England.  Show the container of word strips from (1) Roger Williams Timeline Word Strips. These word strips show the major events from Roger Williams’ life. Some of the events are from the story we read about Roger Williams. Others are events we haven’t learned about yet. Let’s work together to see if we can put the events of Roger Williams’ life in order.  Let the children put the events in order. If some are out of order, you can move them as you discuss each event using the following information. In parentheses after the event you will find additional information you can share with the children as you discuss the timeline. 1. Born Dec. 21, 1603 into a good family. (Roger Williams had a good father. When his father died, he left money and bread to be used to help the poor in various parts of London.) 2. Attended Pembroke College in Cambridge University. Graduated 1627. (Roger was one of eight students who received a scholarship to Pembroke College for his excellence in Latin, Greek, and Hebrew.) 3. Chaplain to a wealthy family. 4. Married Mary Barnard. They had six children. 5. Taught unpopular religious ideas. He decided to leave England and seek freedom in America. 6. Taught in Boston, Salem, and Plymouth. (Roger visited many towns and cities in Massachusetts. In each place the people were shocked by his beliefs.) 7. Put on trial for his unpopular ideas. (His beliefs included the ideas that people shouldn’t be forced to go to church, that they shouldn’t be forced to pay taxes for the church, and that they should pay the Indians for the land they took.) 8. Found guilty and sentenced to return to England. 9. Escaped to wander in the winter cold. 10. Indians helped him and gave him shelter. 11. Established the city of Providence in Rhode Island. 12. Went to England to obtain a charter from the King so he could start a new colony. (The people who settled Rhode Island with Roger Williams were supposed to be living in Massachusetts. In order to live in Rhode Island and to be separate from Massachusetts, they had to have a charter giving permission from the king.) 13. Served as governor of Rhode Island from 1654 to 1658. 14. Died April 18, 1683.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 30

205

Let’s act out part of this history. We can act out the trial and Roger Williams’ escape. We need someone to be Roger, the man who warned Roger, and the Indian who helped him. All of us can be people at the trial.  Act out this part of the story. Let’s mark Rhode Island on our North America and the 13 Colonies Map.  Mark the map the children started in Lesson 23. Religious Freedom Even though the Separatists and Puritans came to the New World so they could worship according to their consciences (the way they felt was best), neither group wanted people in their towns who didn’t worship as they did. Roger Williams felt this was wrong. He felt that men should not be forced to worship in any certain way. He felt men should follow their conscience and that everyone should be allowed to worship the way they thought was right. He is very important in the history of the United States because he established the new colony of Providence, Rhode Island and he worked to help the people understand the importance of the principle of religious freedom, and the separation of church and state. The government of this colony could not tell people how to believe or how to worship. When people moved to Providence, they had to sign a paper saying they would obey the civil laws, but they could worship however they wanted. This is what the paper said:  As you read, explain the ideas in this paragraph. We, whose names are hereunder written, being desirous to inhabit in the town of Providence, do promise to submit ourselves, in active or passive obedience, to all such orders or agreements as shall be made for public good by body in an orderly way, by the major consent of the inhabitants, masters of families, incorporated together into a township, and such others as they shall admit into the same, only in civil things (quoted in Elizabeth Richards, The Founding of a Nation: The Story of the 13 Colonies, Tate Publishing and Enterprises, 2008, p. 58).



What kind of laws have to do with “civil things”? Can you think of an example of a civil law? (Accept any appropriate answer, such as laws saying where they could plant, laws about not taking or harming someone else’s property or life, laws about how roads and public buildings would be built, etc.)

Many colonies had laws about religion, but not Providence. 

What kind of laws would have to do with religion? (Laws telling people what to believe about God, laws telling people they have to go to church and where and when to go, laws telling people who their preacher is.)

Roger Williams had seen many examples of what happens to freedom of conscience and freedom in general when people are forced to worship in a certain way. His laws for Providence, Rhode Island became an example to the American Founding Fathers when they wrote the United States Constitution and Bill of Rights. Like the laws of Providence, this Constitution gave all United States citizens freedom of religion and didn’t allow the government to say how, where, what, or who people must worship. Roger Williams was the inspiration for one of the United States’ most important freedoms—the freedom of religion.  Show (2) First Vision Image. It was this freedom that made it possible for Joseph Smith to bring about the restoration of the gospel.  Introduce History Flashcard 3.34. Place History Timeline Card 3.23 on the Timeline.

206

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 30

Write this academic concept on the board.

The Separatists and Puritans established the truth that religion and Christian virtues are foundational to freedom. Roger Williams added the importance of freedom of religion. “Roger Williams was forced to leave Massachusetts and settle in Rhode Island. He established the colony of Rhode Island where religious freedom was allowed.”

Reason

Gospel Principle: We believe men should be able to worship according the dictates of their own consciences.

Roger Williams once wrote a letter to the governor of Connecticut that said, “Forced worship stinks in God’s nostrils.” (Quoted in americaslibrary.gov Colonial: Roger Williams.) 

What do you think Williams meant when he said that? (He meant that God did not want us to be forced to worship Him.)



Why doesn’t God want us to be forced to worship? o

He gave us our agency so we could choose.

o

If we are forced to worship in a certain way, we might be obedient but never have our own testimony.

o

Being forced often makes people feel rebellious.

o

Heavenly Father wants us to choose Him of our own free will.

Our 11 Article of Faith talks about this truth.  Show the children (3) 11th Article of Faith. Here is what the 11th Article of Faith says. Let’s say it together three times.  Recite the 11th Article of Faith three times. Those who have it memorized should say it without looking at Resource (3). th

Relate We believe that all people should be given the privilege to worship how, where, or what they may. We also believe that we belong to the only true church on the earth today. This means that we believe that we have the “(1) fullness of doctrine, (2) power of the priesthood, and (3) testimony of Jesus Christ.” (lds.org/youth: Only True and Living Church) If we belong to the only true church, should we still let others choose their own religion? (Yes.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 30

207

Who do we know who does not belong to our Church? (Make a list of nonmember friends and family on the board.). How can we show respect for people of other religions? (We can play with them. We can be friends. We can work together to make our neighborhood and community a better place to live. We can be supportive of the special things they do as part of their religion. We can share our beliefs with them and ask them to share their beliefs with us. We can recognize the similarities in the things we believe. We can stand up for them if others ridicule them.) We should use our freedom of religion to invite everyone we know to come unto Christ, because we need to give others the opportunity to choose the truth. However, we should also always be loving and respectful because “We believe men should be able to worship according the dictates of their own conscience.”

Write this gospel principle on the board.

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept: Roger Williams was forced to leave Massachusetts and settle in Rhode Island. He established the colony of Rhode Island where religious freedom was allowed.

Gospel Principle: We believe men should be able to worship according the dictates of their own conscience.

Recess

Read-Aloud  There is no reading assignment for this lesson.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

208

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 30

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 30

209

The Northern Colonies: Connecticut, New Hampshire, Delaware, and Maryland

THE NEW WORLD IS SETTLED

The Colonial Period

LESSON 31

HISTORY

Desired Result The children will learn about how the colonies of Connecticut, Delaware, New Hampshire, and Maryland were settled. They will see that many people came to America so they could have religious freedom—they wanted a place where they could escape from the wickedness of the world and create a holy place to live. They will understand that, as disciples of Jesus Christ, we too want to leave the wickedness of the world and stand in holy places.

Academic Concept: As more people from Europe came to North America, they settled the colonies of Connecticut, Delaware, New Hampshire, and Maryland.

Gospel Principle: As disciples of Jesus Christ, we want to leave the wickedness of the world and stand in holy places.

Home Preparation & Materials  History Flashcards 3.21 to 3.34  North America and the 13 Colonies Map from Lesson 23  Markers to put on the game cards—coins, pebbles, small pieces of candy, paper circles, etc. (Each child will need 25 markers.)  Glue  Scissors

Introduction Review  Review History Flashcards 3.21 to 3.34.

Attention Activity Today we are going to learn about four of the smaller colonies. They are Connecticut, Delaware, New Hampshire, and Maryland. Let’s mark these four colonies on our map of North America and the 13 Colonies Map.  Help the children find and mark these colonies on their maps.

Lesson

Academic Concept: As more people from Europe came to North America, they settled the colonies of Connecticut, Delaware, New Hampshire, and Maryland.

Research  Give each child a copy of (1) Northern Colonies Game Card and 25 markers. These cards will help us learn about the four colonies we are discussing today. I am going to read a short story about each colony. As I read, look at the pictures on your card. When you hear me read something that relates to one of the pictures, cover it with your marker. You may cover the middle square that says “Northern Colonies” now.  Read the following stories in any order: (2) The Founding of Connecticut; (3) The Founding of New Hampshire; (4) The Founding of Delaware; and (5) The Founding of Maryland. The pictures on the game card that match parts of the story are indicated in footnotes to the story. Pause as you read and help the children understand the story if necessary. Help them if they have a hard time choosing the correct picture.

I can see that you were able to cover all of your pictures. Now comes the tricky part. We are going to cut our pictures apart and separate them into four piles—one for each colony. Then we will glue the pictures on another sheet of paper in four columns. We will put the map of the colony at the top of each column, and then glue the pictures for that colony underneath the map.  Give the children time to complete this activity. The pictures that go in each column are listed below.

212

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 31

Write this academic concept on the board.

Connecticut

New Hampshire

Delaware

Maryland

Thomas Hooker

Trader

Swedish flag

Lord Baltimore

Candlestick

Church of England

Peter Minuit

Two Indian arrows

Milk and strawberries

Gorges signature

Wooden shoes

Catholic cross

Log bridge

Fort

Map

Axe

Wild flowers

Church crossed out

Constitution

Shilling

Look at all the interesting things we have learned about these colonies. “As more people from Europe came to North America, they settled the colonies of Connecticut, Delaware, New Hampshire, and Maryland.”

Reason

Gospel Principle: As disciples of Jesus Christ, we want to leave the wickedness of the world and stand in holy places.



We have studied almost half of the 13 colonies that later became the United States. What were the two main reasons the people who settled these colonies came to America? (They came either for religious freedom or to make money.)



Why did the people have to come to America to have religious freedom? (They could not worship God the way they felt they should in their own country. America was a place they could be free.)

There are two scriptures in the Doctrine and Covenants that help us understand what these settlers worked so hard to do. Let’s read D&C 38:42.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 31

213

And go ye out from among the wicked. Save yourselves. Be ye clean that bear the vessels of the Lord. Even so. Amen.



Does this scripture remind you of something the religious settlers were trying to do? (Yes.) What? (Remove themselves from wickedness and be clean.)

Now let’s read D&C 87:8. Wherefore, stand ye in holy places, and be not moved, until the day of the Lord come; for behold, it cometh quickly, saith the Lord. Amen.



What kind of a place were the settlers trying to prepare in the New World? (A holy place where they could always do what Heavenly Father wanted them to do, a place they could prepare for Jesus’s return.)



Let’s put those two ideas together now. What were they trying to do? (They were trying to leave the wickedness of the world and create a holy place where they could live and prepare for the time when the Lord would return.)

Relate Do we have these same responsibilities today—to go “out from among the wicked” and “stand in holy places”? Is there anything in our home and family that we could do to make our home a more “holy place”?  Help the children think about the things your family can do to invite the Spirit and make your home a more holy place. Our holy places make it possible for us to stay away from the wickedness of the world, even when it is all around us. “As disciples of Jesus Christ, we want to leave the wickedness of the world and stand in holy places.”

Write this gospel principle on the board.

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept: As more people from Europe came to North America, they settled the colonies of Connecticut, Delaware, New Hampshire, and Maryland.

Gospel Principle: As disciples of Jesus Christ, we want to leave the wickedness of the world and stand in holy places.

214

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 31

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Recess As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

Read-Aloud  Read from Lesson 32 (1) The Founding of the Carolinas.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 31

215

The Southern Colonies: The Carolinas and Georgia

THE NEW WORLD IS SETTLED

The Colonial Period

LESSON 32

HISTORY

Desired Result The children will review what they read about the founding of the Carolinas and will learn about James Oglethorpe, a good man who founded Georgia so he could help the poor. They will understand that disciples of Christ care for the poor and needy.

Academic Concept 1: Francis Yardley traded with an Indian chief to obtain the Carolinas for England. Academic Concept 2: James Oglethorpe was a good man who founded the colony of Georgia so he could help the poor.

Gospel Principle: A disciple of Christ cares for the poor and needy.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud (1) The Founding of the Carolinas.  History Flashcards 3.25 to 3.35  History Timeline card 3.24  Cut out a set of pictures from (2) Map of the Carolinas for each child.  North America and the 13 Colonies Map from Lesson 23  Cut apart the questions and pictures from (3) The Carolinas Questions. Put the questions in a bowl.  Glue

Vocabulary o

plantation—a large piece of land used to plant crops that can then be sold

o

debtor’s prison—a prison where people who owed money were kept until they could pay off their debts

Introduction Review  Review History Flashcards 3.25 to 3.34.

Attention Activity In our reading for this lesson we learned about the founding of North and South Carolina. At the very end of the reading we learned about the items that the colonists were able to produce and sell to help the colonies to prosper.  Give each child a copy of (2) Map of the Carolinas with a set of the pictures you have cut out. This map has North and South Carolina on it, which we will be learning about in this lesson. The pictures are products that helped each colony grow and prosper. I will read the paragraph about the Carolinas again. As I read, see if you can find the pictures that go with each colony.  Read the following paragraph aloud. The pictures that go with each place are listed below. Year after year the colony grew and prospered. In the northern part the great pine forests yielded pitch, tar, turpentine, and lumber. In the southern part stretched great fields of rice and indigo, with here and there fields of cotton. Indeed, the colony grew so rapidly that it soon became too large to be governed as one body of people; and in 1729 this prosperous colony was divided, and one governor placed over the northern part and another governor over the southern part, and from that time the colonies were knows as North and South Carolina. (From Mara L. Pratt, America’s Story for America’s Children: The Early Colonies, Boston: DC Heath and Co., 1901, p. 172.)

North Carolina Tar (black rocks) Pitch (black liquid) Turpentine (sap from tree) Lumber South Carolina Cotton Rice Indigo (blue flower) Let’s glue the pictures that belong to each colony on that colony.  Glue the pictures onto the colonies.

218

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 32

Today we will review what we have read about the Carolinas and learn about the founding of Georgia. Before we start, let’s mark North Carolina, South Carolina, and Georgia on our North America and the 13 Colonies Map.  Help the children find and mark these places on their North America and the 13 Colonies Map from lesson 23.

Lesson

Academic Concept 1: Francis Yardley traded with an Indian chief to obtain the Carolinas for England.

Research We have read about the colonization of the Carolinas. 

What do you remember about North and South Carolina from our reading? (Accept any answer.)

 Show the children the questions in the bowl from (3) The Carolinas Questions. In this bowl are eight questions about the settlement of the Carolinas.  Lay the pictures from (3) The Carolinas Questions in front of the children. These pictures are hints to the answers. We will take turns choosing a question and choosing the picture that we think answers the question.  See below for answers to the questions. 

What did the stranger who visited Francis Yardley want? (Picture: boat. His boat had drifted away to Roanoke Island. He wanted help finding it.)



What did the Chief of Roanoke admire most during his visit to Francis Yardley’s home? (Picture: pen, paper, and books. Yardley’s children, who could “speak out of a book and talk on paper,” or read and write.)



What did Lady Yardley promise to do for the Chief of Roanoke? (Picture: Native American children. She promised to teach the chief’s children how to read and write.)



What did Yardley give the Chief of Roanoke in trade for the land that would become North and South Carolina? (Picture: Log house with money. A house that Yardley built and £200.)



Why were the Carolinas called Carolina? (Picture: King Charles. The French were the first settlers of the area after Roanoke was abandoned. They called the place Carolina after their king, King Charles of France. When the English took over, they kept the same name, but said it was named after their king, King Charles II of England.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 32

219



What kind of people settled in North and South Carolina? (Pictures: flags, thief. Rich Englishmen, thieves and rogues, and people from Ireland, Scotland, and Switzerland.)



How did the children in these colonies learn? (Picture: Mother teaching children. The rich children learned at home with a tutor. The children from poor families had no education.)



What two problems did the colonists in the Carolinas face? (Pictures: Native American headdress and law book. Bad laws and attacks from the Indians.)

Eventually the colony of Carolina grew so big that it had to be divided into two colonies. It became North Carolina and South Carolina. All this growth occurred because “Francis Yardley traded with an Indian chief to obtain the Carolinas for England.”

Research

Academic Concept 2: James Oglethorpe was a good man who founded the colony of Georgia so he could help the poor.

The last southern colony we want to learn about is Georgia. It has an interesting history. While I tell you about it, you may color this picture. It is a picture of a debtors’ prison. A debtors’ prison is a kind of jail where people were held if they owed people money and could not pay it back. They had to stay in the prison until they could pay the money. Imagine how hard it would be to repay money if you were locked up in prison, where you couldn’t work.  Give the children a copy of (4) Debtors’ Prison Coloring Page to color while you read. Read or tell the story from (5) The Founding of Georgia. What do you think of James Oglethorpe? (Accept any answer.) 

Let’s think back through the story. What internal character traits does Oglethorpe have?  Accept any answer, and then review the following qualities and examples. Write answers on the board. o

Compassionate—He felt sorrow for the suffering of the people in debtors’ prison. He helped people who were sick or had a disagreement with someone else.

o

Good problem solver—He thought of a way to help those in prison.

o

220

Wise—He was careful about who he took to Georgia. He knew it was important to make friends with the Indians and make a treaty with them. He didn’t let the settlers drink or swear. He wouldn’t allow rum

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 32

Write this academic concept on the board.

in the colony, because he knew it would harm the Indians as well as the people in his colony. o

Hard worker—He worked very hard to make the colony successful, planting gardens to see what would grow there. He made a fortification.

o

Humble—He slept in a tent and ate plain food.

o o

Didn’t understand good government—He wouldn’t let the people rule. Unselfish—He spent a lot of his own money to keep the colony going.

 Introduce History Flashcard 3.35. Put History Timeline Card 3.24 on the timeline. Write this academic concept on the board.

Look at the list we wrote on the board. The founder of Georgia had many wonderful character traits. “James Oglethorpe was a good man who founded the colony of Georgia so he could help the poor.”

Reason

Gospel Principle: A disciple of Christ cares for the poor and needy.

Listen to this description of the people of Alma in the Book of Mormon. Alma 1:27 says, “And they did impart of their substance, every man according to that which he had, to the poor, and the needy, and the sick, and the afflicted; and they did not wear costly apparel, yet they were neat and comely.” 

What do these disciples of Jesus Christ have in common with James Oglethorpe? (They cared for the poor and the needy.)

Whenever Jesus’s church has been on the earth, the Lord has asked His followers to care for the poor. Caring for the poor and the needy is a sacred obligation of disciples or followers of Christ.

Relate 

What are some ways we can care for the poor? What can we do for people in need? (Accept any answer; be sure to include paying a generous fast offering.)

There are many ways to help the poor. Sometimes our help may seem very small, but even if we only help one person, it is a blessing to that one person. Elder Holland suggested something we can do to help the poor. He said, I don’t know exactly how each of you should fulfill your obligation to those who do not or cannot always help themselves. But I know that God knows, and He will help you and guide you in compassionate acts of discipleship if

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 32

221

you are conscientiously wanting and praying and looking for ways to keep a commandment He has given us again and again. (Jeffrey R. Holland, “Are We Not All Beggars?” General Conference, October 2014.)



Does Elder Holland know exactly what you should do to help people in need? (No.)



What did Elder Holland say we should do to help those in need? (First we should want to help, next we should pray and ask Heavenly Father to help us know how to help, and then look for ways to help.)



Do you think we can accept this counsel as a family and pray together to know who we can help and how we can help? (Yes.)

James Oglethorpe was a great example of someone who looked for ways to help people in need. Let’s follow his example as a family. Let’s remember to pray for ideas and then discuss the thoughts that come to each of us in our family council (or dinner or family home evening). As we help others, we will become more like Jesus and closer to Him. “A disciple of Christ cares for the poor and needy.”

Write this gospel principle on the board.

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today.

Academic Concept 1: Francis Yardley traded with an Indian chief to obtain the Carolinas for England. Academic Concept 2: James Oglethorpe was a good man who founded the colony of Georgia so he could help the poor.

Gospel Principle: A disciple of Christ cares for the poor and needy.

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Recess

Read-Aloud  Before the next lesson, read aloud the following from Lesson 33: (1) The Founding of New York and (2) The Founding of New Jersey.

222

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 32

As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 32

223

The Dutch Colonies: New York and New Jersey

THE NEW WORLD IS SETTLED

The Colonial Period

LESSON 33

HISTORY

Desired Result The children will learn that the Dutch settled New Amsterdam. When the British took over New Amsterdam, it became the colonies of New York and New Jersey. They will understand that Heavenly Father and Jesus constantly watch over them.

Academic Concept: New Amsterdam was settled by the Dutch. When the British took over New Amsterdam, it became the colonies of New York and New Jersey.

Gospel Principle: Heavenly Father and Jesus constantly watch over us.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud (1) The Founding of New York and (2) The Founding of New Jersey.  History Flashcards 3.25–3.35  Prepare to make either (3) Origami Windmill Craft or (4) Windmill Toilet Paper Roll Craft (easy).  North America and the 13 Colonies Map from Lesson 23  About ten sticky notes for each child  Prepare to share an experience of when you have felt the Lord’s Spirit watching over you and caring for you.

Introduction

Review  Review History Flashcards 3.25 to 3.35.

Attention Activity 

When you hear the word “Holland,” what do you think of? (Accept any answer.)

One of the things we might think of is windmills. Holland is famous for its windmills. Today we are going to make a windmill.  Help your children make a windmill, using the instructions in either (3) Origami Windmill Craft or (4) Windmill Toilet Paper Roll Craft (easy). In our lesson today we will learn about the Dutch colonies that were settled by the people who came from Holland (The Netherlands). They were called the Dutch colonies because the people in Holland speak Dutch.

Lesson

Academic Concept: New Amsterdam was settled by the Dutch. When the British took over New Amsterdam, it became the colonies of New York and New Jersey.

Research Let’s start our lesson by marking New York and New Jersey on our North America and the 13 Colonies Map.  Help the children find and mark these two colonies on their maps. 

We have read about people from many different countries that settled in the New World. Can you name some of countries they came from? (England, Spain, Sweden, Finland, Holland, Scotland, Switzerland, and Ireland.)

The two colonies we are learning about today were settled by people from Holland. We read stories about them in the literature portion of our last lesson. 

226

What two colonies did the Dutch settle? (New Jersey and New York.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 33

Activity

We are going to play a game to help us remember what we learned about these two colonies. Usually when I teach I ask you questions and you give me answers. This is a game where I give you the answers and you give me the questions. I will explain. I am going to write a word or a phrase on the board. The word or phrase on the board is the answer to a question or several questions. The object of this game is to think of a question that goes with the answer on the board. I have some sticky note papers.  Show the children the sticky notes. I will write an answer on the board. Then you will try to think of a question that has that word as the answer. Next you will write your question on one of these little papers and stick the note on the board by the word or phrase. Let’s do one together to get started. Let’s choose “New York.” Can you think of a question that has “New York” as the answer? (“What name was New Amsterdam changed to?” or “What colony was originally named after a Dutch city?”) Now I will write those questions on two different sticky notes and put them on the board by the answer “New York.” Now it’s your turn.  Write the following words on the board one at a time and let the children write questions. Each word or phrase has suggested questions. If the children don’t come up with all of the questions, remind them of the information. It’s okay if they write the same question. 1. Hudson River (What river did Henry Hudson find? What river did Hudson think might be the Northwest Passage? What river was named after Henry Hudson? In what water did the sailors see rays, salmon, and large mullets?) 2. St. Nicholas (Who did the Dutch think would send good luck? Who was carved on the prow of the ship that brought the Dutch to the New World? Who did the Dutch people think watched over the cities of Old and New Amsterdam?) 3. Communipaw (What was the Indian name for the first town the Dutch settled? What town did an Englishman visit and ask the Dutch why they were there?) 4. Items to trade with the Indians (What are knives? What are strings of colored beads? What are trinkets? What are red blankets?) 5. Sweden (What country settled the same land that the Dutch settled? What country aimed cannons at the Dutch ships? What country had a fort closest to the mouth of the river? What country owned the fort the Dutch captured?) 6. Duke of York (Who is New York named after? Who was the brother of the king? To whom did the Dutch surrender? Who sent two ships carrying soldiers to take over the Dutch colonies?) 7. DeVries (Whom did the Indians try to trick into going up river where they could be attacked? Who told the Indians that the Great Spirit had warned him of their treachery?) 8. $24.00 (How much were the beads and trinkets worth that the Dutch traded for Manhattan Island?) 9. Yanokees (What did the Indians call the English? Who claimed they first explored the shores of New Jersey and New York? Who attacked the Dutch fort?)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 33

227

Activity  Give the children a copy of (5) Map of New Amsterdam (Manhattan) on Long Island. This is a map of the place the Dutch lived and called New Amsterdam. The map in the corner shows New York the way it is today. The square on that map shows the part of Long Island that was New Amsterdam. Today it is called Manhattan. Let’s color the map.  Give the children time to color.

Today Manhattan is a big and busy place.  Show the children (6) Manhattan. 

What do you think of Manhattan today? (Accept any answer.)

That little colony the Dutch settled has grown into a large, busy place. “New Amsterdam was settled by the Dutch. When the British took over New Amsterdam, it became the colonies of New York and New Jersey.”

Reason

Gospel Principle: Heavenly Father and Jesus constantly watch over us.



What did the shipbuilder place on the prow of the ship that brought the Dutch to the New World? (St. Nicholas.)

St. Nicholas was a Christian man who died in 343 AD. He was known as Nikolaos the Wonderworker because of the miracles brought about through his faith. (wikipedia.org: Saint Nicholas) 

Why do you think the ship-builder placed a carving of St. Nicholas on the front of the ship? (He thought St. Nicholas would watch over the Dutch passengers and take care of them as they crossed the dangerous sea to find a new home.)

Most people want to know that someone is watching over them and taking care of them. We all want to know that we are loved no matter what circumstance we are in. 

Is there someone like that in our lives, someone who always watches over us and cares for us. Who do you think it is? (Heavenly Father and Jesus.)

No matter where we are, Heavenly Father and Jesus can be with us. They love us and are near to us. There is a beautiful scripture about this in D&C 84:88. Let’s read it together. And whoso receiveth you, there I will be also, for I will go before your face. I will be on your right hand and on your left, and my Spirit shall be in your hearts, and mine angels round about you, to bear you up.



228

What does this scripture tell us? (It says that Jesus will go before us. He will be at our side. His spirit will be in our hearts, and His angels will help us.)

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 33

Write this academic concept on the board.

We never need to worry about being alone or be afraid of not receiving the help we need. Heavenly Father and Jesus are always near. They love and care for us.

Relate I would like to share an experience of a time I felt the Lord watching over me and caring for me.  Share the experience you have prepared. Do any of you have an experience you would like to share with us? (Accept any answer.) Write this gospel principle on the board.

The carving on the ship was a reminder to the Dutch that the blessings from heaven were with them on their brave adventure. We are so blessed to know that “Heavenly Father and Jesus constantly watch over us.”

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today. As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Academic Concept: New Amsterdam was settled by the Dutch. When the British took over New Amsterdam, it became the colonies of New York and New Jersey.

Gospel Principle: Heavenly Father and Jesus constantly watch over us.

Recess

Read-Aloud As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

 From History Lesson 34 read aloud (1) William Penn Biography.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 33

229

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

230

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 33

William Penn and Pennsylvania The Colonial Period

HISTORY THE NEW WORLD IS SETTLED

LESSON 34

Desired Result The children will learn of the Christian qualities William Penn possessed that helped him found a successful settlement in Pennsylvania. They will understand that, like Penn, they need to treat others with honesty and fairness.

Academic Concept: William Penn, the man who settled Pennsylvania, was an honest, kind, and fair man.

Gospel Principle: God asks us to treat others with honesty and fairness.

Home Preparation & Materials  Reading Assignment: Before teaching this lesson, read aloud (1) William Penn Biography.  History Flashcards 3.25 to 3.36  History Timeline Card 3.25  North America and the 13 Colonies Map from Lesson 23  You may wish to make extra copies of (4) Wampum Pattern in case your children want to make more than one pattern  A blanket rolled up  White feather for each child (either a real feather or cut out from (11) White Feather)  Optional: blue fabric or scarf to use as a sash  Crayons or colored pencils (make sure there is a purple crayon or pencil for each child)  Optional: If you are going to make (6) Pilgrim Hat Recipe, you will need: vanilla frosting, miniature peanut butter cups, fudge-striped cookies, mini Chiclets® gum.

Vocabulary o

wampum—belts made with white and purple shells

Introduction

Review  Review History Flashcards 3.25 to 3.35.

Attention Activity When William Penn made his treaty (an agreement) with the Indians, they gave him a wampum belt to show that they agreed with the treaty. Wampum are beads made from white and purple shells. The Indians wove the shells into belts, necklaces, and other items. They used them for decoration. They also used them when making treaties, to express sorrow for someone’s death, to send messages or invitations, and as a way to identify people.  Show the children (2) Wampum Belt. This is an example of a wampum belt.  Show the children (3) Making a Wampum Belt. This picture shows someone making an item out of wampum.

We are going to make our own wampum pattern.  Give each child a copy of (4) Wampum Pattern and a purple crayon or colored pencil. You can use these squares to make your own wampum pattern. Each square represents one wampum bead. Use the crayon to color a pattern for the purple beads. Leave the squares blank for white beads. We will learn more about William Penn’s treaty with the Indians in our lesson today.

Lesson

Academic Concept: William Penn, the man who settled Pennsylvania, was an honest, kind, and fair man.

232

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 34

Research 

What do you remember from the story we read about William Penn and Pennsylvania? (Accept any answer.)

Let’s mark Pennsylvania on our North America and the 13 Colonies Map.  Help the children mark their maps.  Introduce History Flashcard 3.36. Put History Timeline Card 3.25 on the timeline.  This lesson consists of four sections. Each section has a story and an activity. You may do all or some of the sections.

William Penn and the Quakers What religious group did William Penn belong to? (The Society of Friends, known as the Quakers.) Let’s learn more about what the Quakers were like and about William Penn as a Quaker. As I read, listen for the beliefs and practices of the Quakers.  Read (5) William Penn and the Quakers. 

What were the beliefs and practices of the Quakers?  Write the answers on the board. o o o o o

They paid no special honor to anyone. They did not remove their hats in the presence of anyone. They wore simple clothing. There was no music or preaching in their meetings. They sat quietly in their meetings until someone felt they should speak.

o

They believed people shouldn’t get paid for preaching, so they refused to pay taxes to the church.

o

They wouldn’t swear to an oath in court.

To help us remember the Quakers, let’s make a hat.  Using the instructions in (6) Pilgrim Hat Recipe help the children make a hat. William Penn’s Preparation and Care William Penn was very careful when he planned his settlement in Pennsylvania. His good plans helped the colony become a success.  Give each child a copy of (7) William Penn Prepares for His Colony. While I read about how William Penn planned the colony, you may color the items on this page. When you hear the item mentioned in the story, put a checkmark by it.  Read (8) William Penn’s Preparation and Care. William Penn and the Indians One of the reasons William Penn was so successful is that he believed all men should be treated honestly and fairly. He showed this belief in his dealings with the Indians. Let’s seat ourselves as if we were at the meeting where William made the treaty with the Indians. I’ll be William Penn and stand up.  If you have a blue sash, tie it around your waist and explain that William wore a blue sash when he met with the Indians.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 34

233

The rest of you sit on the floor, making a semi-circle around me.  Give the children a copy of (9) William Penn’s Wampum Belt, crayons, and something to use as a hard surface. This is a picture of the wampum belt the Indians gave William as a token that they would keep the treaty. You may color it while I read about the treaty. Remember the beads in the design are purple and white. Listen and I will tell you more about his treaty with the Indians.  Read (10) William Penn and the Indians. 

What did the Indians do to make sure they did not harm a settler of Pennsylvania? (They marked the settlers’ houses with a white feather.)

 Give each child a white feather or one you cut out from (11) White Feather. This is your own white feather. Let’s pretend you are settlers in Pennsylvania. Let’s put your white feather on the door to your room.  Help the children attach the feather to the doors of their rooms.

William Penn and the Sports Day There is a fun story about William Penn playing sports with the Indians. Listen while I read the story.  Read (12) William Penn and the Sports Day. Let’s pretend we are William Penn and see how far we can jump.  Give each child the opportunity to jump. 

We have read several stories about William Penn. What kind of man was he? (A good planner, religious, kind, fair, honest, fun, hard-working, etc.)

One of the reasons Pennsylvania was such a successful colony is that William Penn was such a good man. “William Penn, the man who settled Pennsylvania, was an honest, kind, and fair man.”

Reason

Gospel Principle: God asks us to treat others with honesty and fairness.

William Penn was a Quaker and a believer in Jesus. In his dealings with the Indians, William Penn showed us an example of two qualities that can help us become more like Jesus. 

What do you think those qualities are? (Accept any answer, but be sure to include honesty and fairness.)

There is a wonderful story from Church history that tells of a man who was honest and fair like William Penn. Let’s act it out together.  Assign a child to play the parts of Jacob Hamblin, Jacob, Jr., and the Navajo chief. If there are extra children, they can be Indians who watch the transaction. Give the Navajo chief a blanket to keep by his side. Give each child a copy of the readers’ theater from (13) Jacob Hamblin. Have them perform the play. The Navajo Chief gives Jacob Jr. the blanket at the appropriate part of the story.

234

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 34

Write this academic concept on the board.



Why did the chief give Jacob Hamblin’s son so many blankets? (He knew the boy’s father would not let him keep them. He knew he could trust Jacob Hamblin.)

Jacob Hamblin was both fair and honest.

Relate

Write this gospel principle on the board.



Can you think of times when it is hard to be fair and honest? (Yes.) When? (Accept any answer. Answers might include the following: When we need to share food or treats, when we need to tell the truth about a wrongdoing, when we have made a mess and we are tempted to leave it for others to clean up, etc.)



How can we learn to be more fair and more honest? o

We can pray for more love. When we love others, we want to treat them fairly and honestly.

o

We can pray to overcome the fear we may have about being entirely honest.

o

We can study the lives of honest and fair men in the scriptures and history.

As we become more like Christ, we will feel His love for all people, and we will want the best for others. This will help us choose to be like William Penn. “God asks us to treat others with honesty and fairness.”

Review & Testimony Let’s review the academic concept(s) and gospel principle that we’ve learned today. As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.

Academic Concept: William Penn, the man who settled Pennsylvania, was an honest, kind, and fair man.

Gospel Principle: God asks us to treat others with honesty and fairness.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 34

235

Recess

Read-Aloud  In our study of the thirteen colonies, we have not discussed the French. The reading assignment for today will help your children understand the French influence in the New World. Read (14) Father Marquette and Sieur de la Salle. You may wish to trace the French journeys on a map of North America.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

236

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 34

As you read, use your purple pens to mark historical ideas and your red pens to mark gospel principles.

Colonial Day Celebration— The Thirteen Colonies

THE NEW WORLD IS SETTLED

The Colonial Period

LESSON 35

HISTORY

Desired Result The children will understand that we study and celebrate the Thirteen Colonies because they were the foundation for what later became the United States of America. They will recognize that Heavenly Father used the colonies to prepare the New World for the restoration of the gospel. The children will have fun celebrating the things they have learned as they eat colonial foods, make colonial crafts, and play colonial games

Academic Concept: We study and celebrate the Thirteen Colonies because they were the foundation for what later became the United States of America.

Gospel Principle: Heavenly Father used the colonies to prepare the New World for the restoration of the gospel.

Home Preparation & Materials  History Flashcards 3.25 to 3.36  This class period is a celebration—not a regular lesson. It includes a short Research, Reason, and Relate. The Record section is a celebration. You may plan your celebration any way you like, but one idea is as follows:

1. Make and eat colonial foods together. a. Choose one or two recipes from the lesson resources. (You may wish to make some of the foods ahead of time.) b. Gather needed ingredients. c. Make the food. d. Eat the food then or save it for the end of the celebration 2. Crafts a. Choose one or two crafts from the lesson resources that you think your children would enjoy,

b. Gather the needed materials. c. Start your celebration with making the craft. d. Boys and girls can make the same or different crafts. e. Older children and younger children can make the same or different crafts. f.

Older children can help younger children.

3. Play Colonial games. a. Choose games from the lesson resources that you think your children would enjoy. b. Be familiar with the rules of the game. c. Gather needed materials. d. Play the games. e. Take pictures. f.

Print the pictures.

g. Include the pictures in each child’s notebook.

Introduction Review  Review History Flashcards 3.25 to 3.36.

Lesson

Academic Concept: We study and celebrate the Thirteen Colonies because they were the foundation for what later became the United States of America.

Research This class period is a celebration and not a regular lesson. It is a celebration in honor of all we have learned about the Thirteen Colonies that would soon become the United States. We are going to have a party with several activities. “We study and celebrate the Thirteen Colonies because they were the foundation for what later became the United States of America.

238

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 35

Write this academic concept on the board.

Reason

Gospel Principle: Heavenly Father used the colonies to prepare the New World for the restoration of the gospel.

We have had many lessons on the colonies that eventually became the United States. 

Why is it important to know about this part of history? (Accept any answer.)

The most important reason for studying the Thirteen Colonies is that Heavenly Father used these colonies to establish values and rights that would be important in restoring the gospel of Jesus Christ to the earth. In 1930, the First Presidency said this about the Thirteen Colonies and the United States: It was not by chance that the Puritans left their native land and sailed away to the shores of New England, and that others followed later. They were the advance guard of the army of the Lord, [foreordained] to establish the Godgiven system of government under which we live…and prepare the way for the restoration of the Gospel of Christ.” (James R. Clark, comp., Messages of the First Presidency of The Church of Jesus Christ of Latter-day Saints, 6 vols. (1965–75), 5:279–280; quoted in Arnold K. Garr, “Preparing for the Restoration,” Ensign, June 1999.)

Heavenly Father prepared this land of America. Many of the early colonists “were the advance guard of the army of the Lord.” The character traits and actions of the people who helped settle the Thirteen Colonies created a foundation for a free country where the gospel of Jesus Christ could be restored.

Relate As we celebrate the founding of the Thirteen Colonies in America, let’s remember that they were not only the foundation of the United States, but they were also part of the preparation for the restoration of the gospel of Jesus Christ on the earth. Latter-day Saints, no matter where they live, have great reason to celebrate! Write this gospel principle on the board.

Heavenly Father used the colonies to prepare the New World for the restoration of the gospel.

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 35

239

Review & Testimony  Pass out (16) Thirteen Colonies Academic Concepts and Gospel Principles. 

Look at all the academic concepts and gospel principles we have learned as we have studied the Thirteen Colonies. Which one meant the most to you? (Accept any answer.)

Academic Concept: We study and celebrate the Thirteen Colonies because they were the foundation for what later became the United States of America.

Gospel Principle: Heavenly Father used the colonies to prepare the New World for the restoration of the gospel.

Record  View specific age-group activities and assignments related to this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org. Age-groups are provided as a guide. You should choose from all options, irrespective of age, according to your child’s interests, skills, and time available.

Enrichment  View additional individual or family enrichment ideas and activities to supplement or prepare for this lesson in the Lesson Supplements tab on TheFamilySchoolOnline.org.

240

HISTORY

•

THE NEW WORLD IS SETTLED

•

LESSON 35

As directed by the Spirit share your testimony of the gospel principle you have taught. Then have the children look at the “Seven Principles of Liberty” poster. Help them consider which of these seven principles best relates to today’s gospel principle. Using the Handwriting Practice Sheets or lined paper, have the children record the academic concept(s) and the gospel principle they learned today and place them in their notebooks.