1. 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

2. 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

3. 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

4. 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

5. 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.

6. 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

7. 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

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

9. 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

10. 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

11. 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

12. 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

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

14. Lesson Review
Page 39

15. Make a poster of a longhouse in class using rubric

16. Worksheet pages 13-14 for review