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 - 14

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 join together to reach a shared goal

Cause Effect Europeans wanted riches Europeans wanted shorter trade routes Europeans wanted religious freedom Europeans wanted new lands Europeans sailed across the Atlantic Ocean to North America

French Haudenosaunee 1500’s – came for riches and shorter Trade route to Asia 1600’s – Samuel de Champlain Went to Canada Claimed it for France Called it New France 1600’s – Rene Robert Cavelier, sieur de La Salle First European to see Ohio River 1669 – left New France to explore Went as far as Kentucky Traveled to Great Lakes area !682 – went to Gulf of Mexico Named Louisiana after King Louis XIV French mostly traveled on rivers and lakes by canoes and boats Known as the Iroquois Did not believe anyone could own the land Lived in Longhouses Very powerful Formed Iroquois Confederacy 1600’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 escape

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.

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 B

Step 2: Read Samuel de Champlain – Secondary Source Read Samuel de Champlain with a partner Identify most interesting section to you Write your name and the title of the section on a post it note Be prepared to identify main idea and details from that section Compare article to nonfiction primary source

Step 3: Read History Matters Primary Source Samuel de Champlain C:\Users\JMENG\Desktop\Samuel de Champlain Primary Source.docx

Compare and contrast likeness and differences Step 4: Compare and Contrast primary and secondary sources-Complete Guiding Questions Graphic Organizer Review both sources Compare and contrast likeness and differences Answer questions in Graphic Organizer C:\Users\JMENG\Desktop\Researching a Historical Narrative.docx

Step 5: Writing Workshop Read Writing Workshop Narrative Essay Historical Narrative together Review the steps Review the Rubric file:///C:/Users/JMENG/Desktop/Historical%20Narrative.pdf

Step 6: Choose a Point of View Choose a point of view to write from: Wife/Huron/Iroquois/Friend C:\Users\JMENG\Desktop\Point of View Choice Page Historic Narrative.docx

Step 7: Write Historical Narrative Review the steps to writing a narrative Review writing rubric Review the Guiding Questions Graphic Organizer Use Samuel de Champlain book and primary source if needed Create Historical Narrative

Algonquians Lived in northeast Did not believe anyone owned the land Farmed, hunted, traded Wigwams

Lesson Review Page 39

Make a poster of a longhouse in class using rubric

Worksheet pages 13-14 for review