Presentation on theme: "Click on Pictures to Activate Content Links. DAY 1 What will you be able to do after today’s lesson? Describe what your life would have been like as a."— Presentation transcript:
DAY 1 What will you be able to do after today’s lesson? Describe what your life would have been like as a Paleo-Indian Describe what your life would have been like as an Archaic Indian Explain how archaeologists study and interpret the past Let’s Look at pages 12-13 in our textbook Let’s Look at page 14 in our textbook Let’s Look at page 15 in our textbook *What did you learn about the Paleo and Archaic Indians… Let’s take some notes ASSIGNMENT: WORKBOOK PAGE 4 Intro Video: One State Many Nations
DAY 2 What will you be able to do after today’s lesson? Describe what life was like for the Adena and the Hopewell, including how they were alike and how they were different Describe what life was like for the Late Woodland and Fort Ancient peoples Let’s Look at the following pages in our textbook: Adena: Pages 20-21 Hopewell: Page 21 Late Woodland/Fort Ancient Pages 22-25 *What did you learn about the Adena, Hopewell, and Fort Ancient… Let’s take some notes ASSIGNMENT: WORKBOOK PAGE 6
DAY 3 Let’s Review What We Learned About Ohio’s Prehistoric Indians: (DVD: Ohio Stories Program #1 Ohio Indians and Native Americans) As we watch the video, think about the clues that were left behind. Remember… Prehistoric Indians left NO WRITTEN RECORD, so everything we know about them is based solely on the things they left behind. Can you compare the lives of the Eastern Woodland Indians to the Late Woodland people? If we had no written history, what would our artifacts say about us?
DAY 4 LET’S REVIEW A Special Thank You to Ms. Susan Finelli for so generously sharing her Jeopardy PowerPoint with us ASSIGNMENT: Ch. 1 Lesson Tests, Lessons 2 & 3 (Open Book) WITH A PARTNER: Read “Prehistoric Trade” (Reading A-Z Booklet)
DAY 5 TEST DAY Fill-In, Multiple Choice, Short Answer, and Extended Response What You Need to Know: Definitions: region, tributary, mounds, adapt Describe what life was like for the Paleo-Indians, Archaic Indians, Eastern Woodland (Adena/Hopewell), Late Woodland, and the Fort Ancient… including information about the food they ate, the homes they lived in, the artifacts they left behind, what their daily life was like Use a timeline to answer questions about each group Explain how life changed from the time of the Paleo-Indians to the time of the Woodland Indians (at least 3 facts for each) What details support this main idea: “The Archaic Indians found new ways to use the rich land and resources they found in present-day Ohio.” Explain how tools (like the atlatl and the axe) affected the lives of those that used them
DAY 6 What will you be able to do after today’s lesson? *Create a timeline with evenly spaced intervals, including centuries/decades Materials Needed: Empty Paper Towel Roll5 ft. Section of PaperMarker ScissorsYardstickPencil Directions: 1.Fold your paper in half 2.Use your ruler and a marker to draw a dark line down the middle of the paper 3.Line up your ruler along your marker line and make a series of small lines perpendicular to your long line for each inch 4.Count 5 lines in and make that perpendicular line darker with the marker. Label it 1500; Count 10 lines, make the tenth line darker and label it 1600. 5.Make a Title at the top: _________’s Ohio History Timeline 6.Make a key at the bottom: 10 Years= 1 Decade; 100 Years= 1 Century
DAY 7 What will you be able to do after today’s lesson? Describe the impact the earliest European Explorers had on the Native Indians Explain how the Haudenosaunee (who joined together to form the Iroquois Confederacy) and the Algonquians are alike and how they are different Describe what life was like for the historic Indians of Ohio, including the Ottawa, Wyandot, Mingo, Shawnee, and Delaware Let’s Look at the following pages in our textbook: French Arrival: Pages 36-37 Historic Indians: Pages 38-41 *Can you explain the impact Samuel de Champlain and La Salle had on North America? *Can you identify all of the tribes that were part of the Iroquois Confederacy? ASSIGNMENT: WORKBOOK PAGE 9
DAY 8 Let’s Review What We Have Learned: First, let’s update our timeline: 1.When did the first Explorers Come to North America? 2.When did the French Claim New France? 3.When did the Haudenosaunee Arrive in Ohio country? 4.When did the Huron Arrive in Ohio Country? How much do you remember? 1.Who was the first European believed to have seen the Ohio River? 2.Why did the French build trading posts? 3.Which Native American group built wigwams? 4.What was the Iroquois Confederacy? 5.Why did the Haudenosaunee come to the Ohio Country? Let’s finish our review by watching the last part of our video- Ohio Stories: Ohio Indians and Native Americans (Historic Indians)
DAY 9 What will you be able to do after today’s lesson? Explain how the expansion of European settlements impacted the American Indians living in Ohio Let’s look at the following pages in our textbook Pages 44-45Page 46-47 Pages 48-49 *How did the fur trade develop in the Ohio country? *What role did the British play in the fur trade? ASSIGNMENT: WORKBOOK PAGE 11
DAY 10 Let’s Review What We Have Learned: First, Let’s Update our Timeline: 1.When did Memeskia set-up a trading post at Pickawillany? 2.When was the Ohio Company Formed? 3.When did Celeron de Blainville order the British to leave? How much do you remember? 1.Who wanted to control the fur trade in the Ohio Country? 2.Which Native American tribes were a part of the Iroquois Confederacy? 3.What was the main purpose of the Ohio Company? 4.What were the two reasons the American Indians from the east moved to the Ohio Country? 5.Who ordered the British to leave by burying lead plates? Small Groups: Review your handouts, workbook pages, and textbook
DAY 11 What will you be able to do after today’s lesson Explain how the expansion of European settlements continued to impact the American Indians living in Ohio Let’s look at the following pages in our textbook: Pages 54-55Pages 56-57Pages 58-59 One Final Thought… Will the colonists be happy funding the war? *Why was Pontiac angry with the British following the French and Indian War? What did he do to get the British to leave? ASSIGNMENT: WORKBOOK PAGE 12
DAY 12 LET’S REVIEW A Special Thank You to Ms. Susan Finelli for so generously sharing her Jeopardy PowerPoint with us Small Groups: Add the following to your timeline: 1754 French and Indian War; 1763 Proclamation of 1763; 1776 Declaration of Independence; 1783 Revolutionary War Ends. Then, review for the test using your handouts, workbook pages, and textbook.
DAY 13 TEST DAY Matching, Multiple Choice, Short Answer, and Extended Response What You Need to Know: Definitions for Vocabulary Words Who was Samuel de Champlain… What country was he from? Where did he explore? Who was La Salle… What country was he from? Where did he explore? Who were the Haudenosaunee… What was the other name they went by? What tribes were part of their confederacy? What were their homes like? Why did they come to the Ohio country? Who moved to avoid them? Who were the Algonquians… What were their homes like? How were they similar to the Haudenosaunee? How were they different?
DAY 13, Continued What you need to know, continued: The French and the British both wanted to trade with the American Indians… Who did the British send to survey the land? Who was the first French Explorer to trade with the Indians? Who did the French send to order the British to leave? Why was the Fur Trade important to the French? To the British? To the Indians? What was the Ohio Company? What was significant about Pickawillany? Why did the American Indians become allies with the French and not the British colonists? Why did Pontiac lead a rebellion against the British? What 3 significant things led to the Proclamation of 1763? Who agreed to give up land in the Treaty of Paris? Which group disagreed with the Proclamation of 1763?