Chapter 2 Europeans Come to Ohio Lesson 1 New Groups Objectives Preview and Predict Lesson 1 by looking at headings subheadings pictures Define Vocabulary in the notebook Complete note taking and the Reading Skill from page 36 ID: 566953
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Slide1
Unit 2 Exploration and Settlement
Chapter 2 Europeans Come to Ohio
Lesson 1 New Groups
Objectives:
Preview and Predict Lesson 1 by looking at headings, subheadings, pictures
Define Vocabulary in the notebook
Complete note taking and the Reading Skill from page 36
Lesson Review page 39
Make a poster of a Longhouse
Work sheet pages 13 - 14Slide2
Vocabulary Page 36
Expedition - journey taken for a special
reason
Colony - settlement ruled by a distance
country
Wigwam - round shelter made of bark,
animal hides, or woven mats
Alliance – a group of people who jointogether to reach a shared goal Slide3
Cause
Effect
Europeans wanted riches
Europeans wanted shorter trade
r
outes
Europeans wanted religious freedom
Europeans wanted new lands
Europeans sailed across the Atlantic Ocean to North AmericaSlide4
French
Haudenosaunee
1500’s – came for riches and shorter
Trade route to Asia
1600’s – Samuel de Champlain
Went to Canada
Claimed it for FranceCalled it New France
1600’s – Rene Robert Cavelier, sieur de La SalleFirst European to see Ohio River
1669 – left New France to exploreWent as far as KentuckyTraveled to Great Lakes area
!682 – went to Gulf of MexicoNamed Louisiana after King Louis XIVFrench mostly traveled on rivers and lakes by canoes and boats
Known as the IroquoisDid not believe anyone could own the landLived in LonghousesVery powerfulFormed Iroquois Confederacy1600’s came to Ohio Country
Did not settle came to hunt
Fur traders
1700’s owned land in the east
Indians moved west to Ohio to escapeSlide5
PROJECT OBJECTIVE
(HISTORIC NARRATIVE)
We will classify and organize information we gathered from primary and secondary sources about Samuel de Champlain to create historical narratives.Slide6
Step 1: Determine the differences between primary and secondary sources
Read page 100 in Social Studies text book
Determine type of resource for passage A and BSlide7
Step 2: Read Samuel de Champlain – Secondary Source
Read Samuel de Champlain with a partner
Identify most interesting section to youWrite your name and the title of the section on a post it noteBe prepared to identify main idea and details from that section
Compare article to nonfiction primary sourceSlide8
Step 3: Read History Matters
Primary Source Samuel de Champlain
C:\Users\JMENG\Desktop\Samuel de Champlain Primary Source.docxSlide9
Step 4: Compare and Contrast primary and secondary sources-Complete Guiding Questions Graphic Organizer
Review both sources
Compare and contrast likeness and differencesAnswer questions in Graphic OrganizerC:\Users\JMENG\Desktop\Researching a Historical Narrative.docxSlide10
Step 5: Writing Workshop
Read Writing Workshop Narrative Essay Historical Narrative together
Review the stepsReview the Rubricfile:///C:/
Users/JMENG/Desktop/Historical%20Narrative.pdfSlide11
Step 6: Choose a Point of View
Choose a point of view to write from:
Wife/Huron/Iroquois/FriendC:\Users\JMENG\Desktop\Point of View Choice Page Historic Narrative.docxSlide12
Step 7: Write Historical Narrative
Review the steps to writing a narrative
Review writing rubricReview the Guiding Questions Graphic OrganizerUse Samuel de Champlain book and primary source if neededCreate Historical NarrativeSlide13
Algonquians
Lived in northeast
Did not believe anyone owned the landFarmed, hunted, traded
WigwamsSlide14
Lesson Review
Page 39 Slide15
Make a poster of a longhouse in class using rubricSlide16
Worksheet pages 13-14 for review