1 T h e A r t i o s H o m e C o m p a n i o n S e r i e s Unit 16: Settling New Frontiers T e a c h e r O v e r v i e w In this unit we will study the lives and accomplishments of James Roberts, John Sevier, and George Rogers Clark, all of whom were instrumental in claiming and settling new territories in the New World. Reading and Assignments Based on your student s age and ability, the reading in this unit may be read aloud to the student, and journaling and notebook pages may be completed orally. Likewise, other assignments can be done with an appropriate combination of independent and guided study. General James Robertson Vocabulary Lesson 1: None Lesson 2: hoist In this unit, students will: Complete two lessons in which they will learn about the founding of Tennessee and General George Rogers Clark. Define vocabulary words. Read selected chapters from Sign of the Beaver. Complete literature assignments including organizing their notes into an outline. Learn about Pattern 3 and complete corresponding grammar exercises. Visit for additional resources. Key People Daniel Boone James Robertson Leading Ideas History is HIS Story. God s story of love, mercy, and redemption through Christ. He made known to us the mystery of his will according to his good pleasure, which he purposed in Christ, to be put into effect when the times reach their fulfillment to bring unity to all things in heaven and on earth under Christ. Ephesians 1:9-10 Unit 16: Settling New Frontiers - Page 1
2 Godly leadership and servanthood are necessary for one to be a true reforming influence. Whoever wants to become great among you must be your servant, and whoever wants to be first must be your slave just as the Son of Man did not come to be served, but to serve, and to give his life as a ransom for many. Matthew 20:26-28 L i t e r a t u r e, C o m p o s i t i o n, a n d G r a m m a r Unit 16 - Assignments Sign of the Beaver by Elizabeth George Speare Literature for Units Literature and Composition Read Chapters 6-10 in Sign of the Beaver. Now that you have completed your note cards, you will organize them into an outline. An outline is a tool used by writers to organize their thoughts and order events, and it will help you stay focused when you begin actually writing your research book. It consists of main ideas and subtopics, and uses Roman numerals, letters and numbers to help create order. For our outline, we will use phrases, or groups of words, for each main idea, subtopic, and supporting detail: TITLE OF YOUR PIECE I. Main Topic A. Subtopic 1. Supporting detail for Subtopic A 2. Supporting detail for Subtopic A B. Subtopic 1. Supporting detail for Subtopic B 2. Supporting detail for Subtopic B II. Second Main Topic A. Subtopic 1. Supporting detail for Subtopic A 2. Supporting detail for Subtopic A B. Subtopic 1. Supporting detail for Subtopic B 2. Supporting detail for Subtopic B III. Third Main Topic A. Subtopic 1. Supporting detail for Subtopic A 2. Supporting detail for Subtopic A B. Subtopic 1. Supporting detail for Subtopic B 2. Supporting detail for Subtopic B Unit 16: Settling New Frontiers - Page 2
3 Start by arranging your note cards into logical groups to help you decide the most important things for your paper. You may find that there are note cards that don t fit into any category of your paper, and it s okay to eliminate some of them. You should include as many topics as you need to cover to complete your explanation of your colony. Examples of outlines, including an example of an outline for this research book can be found in the Formats and Models section of the website. Grammar Read the notes on Pattern 3, beginning on page 3. Complete the corresponding exercises on the Artios Home Companion website. G r a m m a r N o t e s f o r U n i t 16 U s e d b y p e r m i s s i o n : w w w. a n a l y t i c a l g r a m m a r. c o m Pattern 3 In this unit we re going to learn a new sentence pattern. We re also going to learn a neat trick that will really help you with your diagramming. The trick is called undecorating the sentence! UNDECORATING THE SENTENCE: If you think about it, the words that go on the diagram baseline are the really important words. If you didn t have these words, you wouldn t have a sentence! So these words are definitely NOT the decoration on the sentence. Now think about the modifiers in a sentence, the articles, adjectives, adverbs, and prepositional phrases. Even if you take the words out of the sentence, there s still a sentence there. It s just not as interesting, is it? So here s the trick: mark all the parts of speech in the sentence, and put parentheses around the prepositional phrases. Then in your mind remove all the modifiers or undecorate the sentence. After you have done that, the words left over are the words that go on the baseline! Try it with some of the sentences you did in Unit #7. Isn t that neat? ABOUT PATTERN 3: To learn about this new pattern, you must learn about a new job called the INDIRECT OBJECT. This pattern is called Noun-Verb-Noun-Noun (N-V-N-N). It consists of four main parts IN THIS ORDER: the subject (N), an action verb (V), an indirect object (N), and a direct object (N). All four of these things could have modifiers, but there will be no other nouns or verbs in the sentence. Look at this example: PN AV PRO ART N PP N M o m g a v e m e a d o l l a r ( f o r c a n d y ). If you undecorate this sentence, what would be left? Mom gave me dollar Those words - IN THAT ORDER - show you what the baseline should look like: Unit 16: Settling New Frontiers - Page 3
4 REMEMBER: The words in a pattern 3 sentence will ALWAYS come in the same order: SUBJECT ACTION VERB INDIRECT OBJECT DIRECT OBJECT. What would you do if you saw a sentence like this? ADV AV PRO ART N P l e a s e w r i t e m e a l e t t e r. If you undecorate this sentence (take out all the modifiers), what would you have left? write me letter Here we have a verb followed by two nouns (even though one is a pronoun, you still can think of it as a noun)! Now what do we have here? I ll bet you guessed it! This is a request or command sentence with an understood you as the subject. The diagram would look like this: Unit 16: Settling New Frontiers - Page 4
5 L e s s o n O n e H i s t o r y O v e r v i e w a n d A s s i g n m e n t s General James Robertson and Governor John Sevier James Robertson of North Carolina and John Sevier of Virginia emigrated across the mountains to the western wilderness. They settled on the Watauga River, and that settlement, with others made later, grew into the state of Tennessee, of which John Sevier became the first governor - D. H. Montgomery Reading and Assignments Read the article: General James Robertson and Governor John Sevier, pages 6-7. After reading the article, summarize the story you read by either: Retelling it out loud to your teacher or parent. OR Completing an appropriate notebook page. Either way, be sure to include the answers to the discussion questions and an overview of key people, dates, and events in your summary. Be sure to visit for additional resources. Key People Governor John Sevier Daniel Boone James Robertson Discussion Questions 1. What was the name of Daniel Boone s friend from North Carolina? 2. Describe Governor Tryon. 3. What happened on the Alamance River? 4. Where did Robertson and others go? 5. Where did they settle? 6. Why did they like their new location area better? 7. Describe John Sevier. 8. What did John Sevier and James Robertson do? 9. What did George Washington do for Robertson? Unit 16: Settling New Frontiers - Page 5
6 10. What state grew out of the Watauga settlement? 11. What did Sevier become? 12. Where is Sevier s monument? Adapted from the book:* The Beginner s American History by David Henry Montgomery General James Robertson ( ) and Governor John Sevier ( ) Who James Robertson was; Governor Tryon; the battle of Alamance When Daniel Boone first went to Kentucky, (1769) he had a friend named James Robertson, in North Carolina who was, like himself, a mighty hunter. The British governor of North Carolina at that time was William Tryon. He lived in a palace built with money which he had forced the people to give him. They hated him so for his greed and cruelty that they nicknamed him the Great Wolf of North Carolina. At last, many of the settlers vowed they would not give the governor another penny. When he sent tax collectors to get money, they drove them back, and they flogged one of the governor s friends with a rawhide till he had to run for his life. The governor then collected some soldiers and marched against the people in the west. A battle was fought near the Alamance River. The governor had the most men and had cannon besides, so he gained the day. He took seven of the people prisoners and hanged them. They all died bravely, as men do who die for liberty. Robertson with His Party Crossing the Mountains on Their Way to Tennessee James Robertson leaves North Carolina and goes west After the battle of Alamance, James Robertson and his family made up their minds that they would not live any longer where Governor Tryon ruled. They resolved to go across the mountains into the western wilderness. Sixteen other families joined Robertson s and went with them. It was a long, hard journey, for they had to climb rocks and find their way through deep, tangled woods. The men went ahead with their axes and their guns; then the older children followed, driving the cows; last of all came the women with the little children, with beds, pots, and kettles packed on the backs of horses. Unit 16: Settling New Frontiers - Page 6
7 The emigrants settle on the Watauga River in Tennessee When the little party had crossed the mountains into what is now the state of Tennessee, they found a delightful valley. Through this valley there ran a stream of clear sparkling water called the Watauga River; the air of the valley was sweet with the smell of wild crab apples. On the banks of that stream the emigrants built their new homes. Their houses were simply rough log huts, but they were clean and comfortable. When the settlers put up these cabins, they chopped down every tree near them, which was big enough for a native to hide behind. They knew they might have to fight the natives; but they d rather do that than be robbed by tax collectors. In the wilderness Governor Tryon could not reach them they were free; free as the deer and the squirrels were: that one thought made them contented and happy. Washington made James Robertson General Robertson, in honor of what he had done for his country. Out of this settlement on the Watauga River grew the state of Tennessee. A monument in honor of John Sevier stands in Nashville, a city founded by his friend Robertson. Sevier became the first governor of the new state. Summary James Robertson of North Carolina, and John Sevier of Virginia emigrated across the mountains to the western wilderness. They settled on the Watauga River, and that settlement, with others made later, grew into the state of Tennessee, of which John Sevier became the first governor. John Sevier goes to settle at Watauga; what he and Robertson did The year after this little settlement was made, another colonist named John Sevier came from Virginia to Watauga, as the area was then called. He and Robertson soon became fast friends for one brave man can always see something to respect and like in another brave man. Robertson and Sevier hunted together and worked together. After a while they called a meeting of the settlers and agreed on some excellent laws, so that everything in the log village might be done decently and in order; for although these people lived in the woods, they had no notion of living like natives or wild beasts. In course of time, President Monument for Sevier Unit 16: Settling New Frontiers - Page 7
8 L e s s o n T w o H i s t o r y O v e r v i e w a n d A s s i g n m e nts General George Rogers Clark During the Revolutionary War George Rogers Clark of Virginia, with a small number of men, captured Fort Kaskaskia in Illinois, and Fort Vincennes in Indiana. Clark drove out the British from that part of the country, and when peace was made, we kept the west that is, the country as far as the Mississippi River as part of the United States. Had it not been for him and his brave men, we might not have got it... - D. H. Montgomery Reading and Assignments Key People General George Rogers Clark General George Rogers Clark Daniel Boone Patrick Henry Read the article: General George Rogers Clark, pages Define each vocabulary word in the context of the reading and put the word and its definition in the vocabulary section of your notebook. After reading the article, summarize the story you read by either: Retelling it out loud to your teacher or parent. OR Completing an appropriate notebook page. Either way, be sure to include the answers to the discussion questions and an overview of key people, dates, and events in your summary. Be sure to visit for additional resources. Vocabulary hoist Discussion Questions 1. What did the British have in the west? 2. Where were three of those forts? 3. Who hired the Native Americans to fight? 4. How did they fight? 5. What did most of the people in England think about this? Unit 16: Settling New Frontiers - Page 8
9 6. Describe George III. 7. What friend did Daniel Boone have in Virginia? 8. What did Clark undertake to do? 9. How far off was Fort Vincennes? 10. Describe the first part of the march. 11. What lands did they encounter? 12. Describe how the men waded through the rivers. 13. How did Clark save the lives of some of the men? 14. Did Clark successfully take the fort? 15. What did the Americans get possession of by this victory? 16. What happened at the end of the Revolutionary War? 17. What did Clark say? 18. What is said of the grave at Louisville, Kentucky? 19. What did Clark get for us? Adapted from the book: The Beginner s American History by David Henry Montgomery General George Rogers Clark ( ) The Forts at Detroit, Kaskaskia, and Vincennes, with the line of Clark s march The British in the west; their forts; hiring Natives to fight the settlers While Washington was fighting the battles of the Revolution in the east, the British in the west were not sitting still. They had a number of forts in the Wilderness, as that part of the country was then called. One of these forts was at Detroit, in what is now Michigan; another was at Vincennes, in what is now Indiana; a third fort was at Kaskaskia, in what is now Illinois. Colonel Hamilton, the British commander at Detroit, was determined to drive the American settlers out of the west. At the beginning of the Revolution, the Americans resolved to hire Native Americans to fight for them, but the British found they could hire them better than we could, and so they got their help. The natives did their work in a terribly cruel way. Generally they did not come out and do battle openly, but they crept up secretly by night and attacked the farmers homes. Unit 16: Settling New Frontiers - Page 9
10 They killed and scalped the settlers in the west, burned their log cabins, and carried off the women and children prisoners. The greater part of the people in England hated this sort of war. They begged the king not to hire the Native Americans to do these horrible deeds of murder and destruction. George the Third was not a bad-hearted man; but he was very set in his way, and he had fully made up his mind to conquer the American rebels, as he called them, even if he had to get the natives to help him do it. George Rogers Clark gets help from Virginia and starts to attack Fort Kaskaskia Daniel Boone had a friend in Virginia named George Rogers Clark, who believed he could take the British forts in the west and drive out the British from all that part of the country. Virginia then owned most of the Wilderness. For this reason, Clark went to Patrick Henry, governor of Virginia, and asked for help. The governor liked the plan, and let Clark have money to hire men to go with him and try to take Fort Kaskaskia to begin with. Clark started in the spring of 1778 with about a hundred and fifty men. They built boats just above Pittsburg and floated down the Ohio River, a distance of over nine hundred miles. Then they landed in what is now Illinois, and set out for Fort Kaskaskia. The march to Fort Kaskaskia; how a dance ended It was a hundred miles to the fort, and half of the way the men had to find their way through thick woods full of underbrush, briers, and vines. The British, thinking the fort perfectly safe from attack, had left it in the care of a French officer. Clark and his band reached Kaskaskia at night. They found no one to stop them. The soldiers in the fort were having a dance, and the Americans could hear the merry music of a violin and the laughing voices of girls. Clark left his men just outside the fort, and, finding a door open, he walked in. He reached the room where the fun was going on, and stopping there, he stood leaning against the doorpost and looking on. The room was lighted with torches, and the light of one of the torches happened to fall full on Clark s face. A Native American sitting on the floor caught sight of him; he sprang to his feet and gave a terrific warwhoop. The dancers stopped as though they had been shot, the women screamed and the men ran to the door to get their guns. Clark did not move, but said quietly, Go on. Only remember you are dancing now under Virginia, and not under Great Britain. The next moment the Americans rushed in, and Clark and his Long Knives, as the Natives called his men, gained full possession of the fort. Clark Looking on at the Dance How Fort Vincennes was taken; how the British got it back again; what Francis Vigo did Clark wanted next to march against Fort Vincennes, but he had not men enough. There was a French Catholic priest at Kaskaskia, and Clark s kindness to him Unit 16: Settling New Frontiers - Page 10
11 had made him our friend. He said, I will go to Vincennes for you, and I will tell the French, who hold the fort for the British, that the Americans are their real friends, and that in this war they are in the right. He went. The French listened to him then hauled down the British flag and ran up the American flag in its place. The next year the British, led by Colonel Hamilton of Detroit, won the fort back again. When Clark heard of it he said, Either I must take Hamilton, or Hamilton will take me. Just then Francis Vigo, a trader at St. Louis, came to see Clark at Kaskaskia. Hamilton had held Vigo as a prisoner, so he knew all about Fort Vincennes. Vigo said to Clark, Hamilton has only about eighty soldiers. You can take the fort, and I will lend you all the money you need to pay your men what you owe them. Clark s march to Fort Vincennes; the Drowned Lands Clark, with about two hundred men, started for Vincennes. The distance was nearly a hundred and fifty miles. The first week everything went on pretty well. It was in the month of February, the weather was cold and it rained a good deal, but the men did not mind that. They would get wet through during the day; but at night they built roaring log fires, gathered round them, roasted their buffalo meat or venison, smoked their pipes, told jolly stories, and sang jolly songs. But the next week they got to a branch of the Wabash River. Then they found that the constant rains had raised the streams so that they had overflowed their banks; the whole country was under water three or four feet deep. This flooded country was called the Drowned Lands : by the time Clark and his men had crossed them, they were nearly drowned themselves. Wading on to victory For about a week the Americans had to wade in ice-cold water, sometimes waist deep, sometimes nearly up to their chins. While wading, the men were obliged to hold their guns and powder horns above their heads to keep them dry. Now and then a man would stub his toe against a root or a stone and would go sprawling headfirst into the water. When he came up, puffing and blowing from such a dive, he was lucky if he still had his gun. For two days no one could get anything to eat; but hungry, wet, and cold, they kept moving slowly on. The last part of the march was the worst of all. They were now near the fort, but they still had to wade through a sheet of water four miles across. Clark took the lead and plunged in. The rest, shivering, followed. A few looked as though their strength and courage had given out. Clark saw this, and calling to Captain Bowman, one of the bravest of his officers he ordered him to kill the first man who refused to go forward. At last, with numbed hands and chattering teeth, all got across, but some of them were so weak and blue with cold they could not take another step but fell flat on their faces in the mud. These men were so nearly dead that no fire seemed to warm Unit 16: Settling New Frontiers - Page 11
12 them. Clark ordered two strong men to lift each of these poor fellows up, hold him between them by the arms, and run him up and down until he began to get warm. By doing this, he saved everyone. Clark takes the fort; what we got by his victory; his grave After a long and desperate fight, Clark took Fort Vincennes and hoisted the Stars and Stripes over it in triumph. The British never got it back again. Most of the Native Americans were now glad to make peace, and promised to behave themselves. came to an end, the British did not want to give us any part of America beyond the thirteen states on the Atlantic coast. But we said the whole west clear to the Mississippi is ours; we fought for it, we took it, we hoisted our flag over its forts, and we mean to keep it. We did keep it. There is a grass-grown grave in a burial-ground in Louisville, Kentucky, which has a small headstone marked with the letters G. R. C., and nothing more; that is the grave of General George Rogers Clark, the man who did more than anyone else to get the west for us or what was called the west a hundred years ago. Clark s Grave By Clark s victory, the Americans got possession of the whole western wilderness up to Detroit. When the Revolutionary War Summary During the Revolutionary War, General George Rogers Clark of Virginia, with a small number of men, captured Fort Kaskaskia in Illinois and Fort Vincennes in Indiana. Clark drove out the British from that part of the country; and when peace was made, we kept the west that is, the country as far as the Mississippi River as part of the United States. Had it not been for him and his brave men, we might not have got it. Unit 16: Settling New Frontiers - Page 12
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Mumbet By Heidi Wojtas Dreamscape Productions created a production of Mumbet s Declaration of Independence, a book written by Gretchen Woelfe. The teacher can either show the video or read the book. It
Developing a Life of Faith Lesson 9 Prayer and Gratitude Aim: * to learn to develop a heart of gratitude through prayer * to learn to express gratitude each day Materials * The Lord s Prayer (Matthew 6:
Lesson Plan Central Historical Question: What happened at the? Materials: Textbook excerpt on the Overhead of Document A: Barker Document Copies of Barker Document Overhead of Document B: Mulliken Document
Vikings A Reading A Z Level T Leveled Book Word Count: 1,358 LEVELED BOOK T Vikings Written by William Houseman Illustrated by Maria Voris T W Z Visit www.readinga-z.com for thousands of books and materials.
Territorial Utah and The Utah War Chapter 9 Nativists Many Americans alarmed at growing number of immigrants Nativists want America for the Americans Preserve country for native-born white citizens Favored
TREASURE ISLAND Author - Robert Louis Stevenson Adapted for The Ten Minute Tutor by: Debra Treloar BOOK ONE THE OLD BUCCANEER CHAPTER 1. THE OLD SEA-DOG AT THE ADMIRAL BENBOW Mr. Trelawney, Dr. Livesey,
TEXAS REVOLUTION The War Begins! By 1835, many Texans were upset with the Mexican government because of Santa Anna s actions Fearing trouble, Mexican general Domingo de Ugartechea, ordered the people of
Jesus Loves Everyone, and We Love Jesus Jesus Loves Everyone, and We Love Jesus Lesson 7 Bible Point Jesus Loves Everyone Bible Verse Jesus loves us (adapted from John 3:16). Growing Closer to Jesus Children
GOOD NEWS CLUB AGENDA THANKSGIVING The First Thanksgiving WEEK OF: MAIN THRUST: You should thank God for what He has done for you. TO DO AS THE CHILDREN ARRIVE: 1. Greet the children; make them feel welcome.
DEVELOPING FUTURE THE Children s Lesson Helps 2015 Thank Offering for the World Evangelism Fund Future generations will hear about the wonders of the Lord. Psalm 22:30b, NLT 2015 Stewardship Ministries
TARIKH (History) Book 1 Lesson 1 Nabi Adam ( a) Long long ago, there was no earth, no sky, no sun or moon. Then Allāh decided to make a beautiful world. Allāh just said, Be! and there was the earth and
November 1, 2015 Bible Passage: Joshua 1 6 (Jericho) God Is Faithful REMEMBER VERSE Let the one who boasts boast about this: that they have the understanding to know me, that I am the LORD, who exercises
A PILE OF STONES Joshua 4:1-24 MAY 25, 2014 MEMORIAL DAY Brad Walston 1 April, 1863, Columbus Mississippi: Five years before Union General John A. Logan declared the day an occasion to decorate the graves
POLISH LEGENDS The Legend of Cracow Dragon The Legend of the White Polish Eagle The legend of Janosik - The Polish Robin Hood The Dragon of Cracow Long ago in Poland s early history, On the River Vistula,
1 Natalie W. Bell February 19, 2017 You Want Me To Do What? Matthew 5:38-48 Matthew 5:38-48: "You have heard that it was said, "An eye for an eye and a tooth for a tooth.' 39 But I say to you, Do not resist
Everyday Heroes Benjamin Carson, M.D. Benjamin, is this your report card? my mother asked as she picked up the folded white card from the table. Uh, yeah, I said, trying to sound unconcerned. Too ashamed
May 12,13 Dan. 6:1-24,Gen 37:12-36; Ps 40:1-3 PIT DWELLERS Some people, especially farmers and those who live close to rivers that flood have been in the pits lately. Rain, mud, rising waters, flooding
The Language of Literature: American Literature Mid-Year Test Directions: Read the short essay below. Then answer the questions that follow. from The Crisis, Number 1 Thomas Paine These are the times that
0 This book is the vision of Nahum from Elkosh. This is the sad message about the city of Nineveh. a The Lord Is Angry at Nineveh The Lord is a jealous God. The Lord punishes the guilty, and he is very
T h e A r t i o s H o m e C o m p a n i o n S e r i e s Unit 27: Renewed Expansion T e a c h e r O v e r v i e w The expansion of the United States led to the involvement of some very colorful characters
Episode 20 Scripture Stories CHAPTERS 32 33 Captain Moroni, Book of Mormon Stories [BEGIN MUSIC: Scripture Power] Because I want to be like the Savior, and I can, I m reading His instructions, I m following
Defining and Settling Louisiana H1092 Activity Introduction Hey there, I d like to welcome you to today s lesson Defining and Settling Louisiana! It s gonna expand your mind for sure! Video 1 Introduction
The American Revolution Timeline Cards ISBN: 978-1-68380-024-8 Subject Matter Expert J. Chris Arndt, PhD, Department of History, James Madison University Illustration and Photo Credits Title Scott Hammond
Text: Colossians 3:15-17 Introduction Most of you know that I enjoy cooking, and one of my favorite dishes to make is chili. As we head into Fall, and the weather gets a bit cooler, a hearty bowl of chili
Who Built Stonehenge? By History.com, adapted by Newsela staff on 08.22.17 Word Count 1,044 Level 1220L Stonehenge is one of the most famous places in the world. How it got there and what it was used for
Praise Jesus! Samson Asks God to Restore His Strength Lesson 11 Bible Point God hears us when we pray. Bible Verse The earnest prayer of a righteous person has great power and produces wonderful results
17 November 2011 voaspecialenglish.com A Novel Set in Hurricane Katrina Wins National Book Award AP Award winners, from left, Stephen Greenblatt for nonfiction, Thanhha Lai for young people's literature,