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Directions for Use Level 1: For each student, print out a copy of slides and make into a book. Read the book aloud with the students. Use maps and other references to provide clarification for the students about the material covered. When the students are familiar with information, provide them with the accompanying worksheets to further reinforce their understanding of Samuel de Champlain. Discuss the role of an Explorer. What does an explorer do? Level 2: For each student, print out a copy of slides 2-8 and make into a book. Read the book aloud with the students. Use maps and other references to provide clarification for the students about the material covered. When the students are familiar with information, provide them with the accompanying materials to further reinforce their understanding of Samuel de Champlain and the role of an explorer. Select activities that most closely match the skill level of the student. Have students participate in an activity where they act as an explorer. Suggestion: Have a purpose for the explorer, e.g. find a new way to the cafeteria. Have the students try to find a new way. Tell what things they discovered along the way. “What did you find?” You could have them go a way that does not lead there. E.g. locked doors, etc., but what did they find instead? This gives an example of roleplaying the role of an explorer for additional understanding. Make sure the activity is discussed in relation to the explorer being discussed. Level 3: Present the narrated slide show (slides 2-8) to the students allowing them to use switches to advance the slide show. Use maps and other references to provide clarification for the students about the material covered. When the students are familiar with information, provide them with the accompanying materials to further reinforce their understanding of Samuel de Champlain and the vocabulary introduced in the story. Select activities that most closely match the skill level of the student. Have students participate in an activity where they act as an explorer. Suggestion: Have a purpose for the explorer, e.g. find a new way to the cafeteria. Have the students try to find a new way. Tell what things they discovered along the way. “What did you find?” You could have them go a way that does not lead there. E.g. locked doors, etc., but what did they find instead? This gives an example of roleplaying the role of an explorer for additional understanding. Make sure the activity is discussed in relation to the explorer being discussed. Example of a pre-requisite activity: In context of this activity, students can work on increasing vocabulary. Textured or object cues can be used along with symbols if needed to represent some of the things the explorer found. For example, a ribbon could represent a river, a damp sponge could represent a lake, small building shaped objects could represent the town. Ask students, what did Champlain find? Give choices with distractors as well as the desired response. Additional Activities could be developed substituting information regarding different explorers mentioned in the standards, but using the same format as this powerpoint.
Samuel de Champlain:French Explorer Georgia Performance Standard SSWH10 SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa and Asia. Elements: a. Explain the roles of explorers and conquistadors, including Zheng He, Vasco DaGama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain. Glenda Carlson Paulding County School District And Kayse Harshaw, Georgia Dept. of Ed June 2009
Jules Verne was from France. He wrote Journey to the Center of the Earth, which is about three men going to explore an area that has not been explored before. Samuel de Champlain was a French explorer. Just like Alex , the professor , and Hans , he went to learn about new places. Let’s join him in his discovery.
Samuel de Champlain sailed to North America in 1603 and traveled the St. Lawrence River. He went as far as Cape Cod in Massachusetts to the south and Lake Huron to the west.
Settlement of a town, Quebec Quebec In 1608, he led a group of colonists to settle the town of Quebec as a fur-trading center. Only nine colonists survived the first bitter winter in Quebec, but more settlers arrived the following summer.
Lake Champlain was named for Samuel de Champlain. The ports of Burlington, Vermont, Port Henry, New York, and Plattsburg, New York are not used much today except by small boats but they were very important many years ago.
Governor of Quebec Champlain headed the Quebec settlement for years. He became the governor of Quebec in 1633.
Samuel de Champlain died from a stroke on Dec. 25, 1635. He is buried in Quebec.
Samuel de Champlain is remembered as the Father of New France. He helped settle the colony of Quebec which remained under the control of France for many years. Today, the people of Quebec still speak French.
References • Symbols from BoardMaker by Mayer-Johnson. • Images from : • Enchantedlearning.com • Wikipedia.org
