This toolkit will examine the forced exodus of the Cherokee peoples in 1838 and 1839 from their southeastern homes to Indian territory in Oklahoma.  We will examine events leading up to the "Trail of Tears", specifically the Indian Removal Act of 1830 and U. S. Policy under the presidency of Andrew Jackson.  We will examine perspectives from different points of view and examine legal documents pertinent to this removal.  Students will use computer technology to do research on the "Trail of Tears" and search for primary source documents.  

Grade Level:	Grade 8
Creator:	Sharon Bell, Harshman Middle School, Indianapolis
Topic:	Social Studies: Native American Removal and Territorial Conflict; Trail of Tears
Geographic Area:	Southeastern United States
Time Period:	1830-1839
Duration:	10 days
Academic Standards:	Social Studies 8.1.15, 8.1.18, 8.1.20, 8.1.24, 8.1.27, 8.1.30, 8.3.6, 8.5.3

Standards Tapestry Files

Click on the images below for actual size

 

Assessment Rationale

Changes can have both positive and negative effects on people and society.  By using the following learning activities, we can address group and individual student learning styles.  Students will learn by research, analyzing, discussion and reflection.

Standards	8.1.3	8.1.15	8.1.18	8.1.20	8.1.24	8.1.27	8.1.29	8.1.30	8.3.9	8.5.3
Research Guide					X			X
Discussion Questions Sheet						X		X
Analyzing Primary Sources Understanding by Design					X
Diary of the Journey									X	X
Vocabulary Worksheet	X
Map									X
Quotes					X
Photograph Analysis						X
Analyzing Political Cartoons - Making a Cartoon						X		X
Assessment - Reflective Essay			X		X

Instructional Plan

Goals: 
1.    Students will identify the sources of conflict between American settlers and the Cherokee nation.
2.    Students will describe events leading up to the forced relocation of the Cherokees in 1838-1839.
3.    Students will evaluate the effects of the relocation.
4.    Students will research and analyze primary and secondary source documents.    
5.    Students will interpret the past within a historical context by researching, reading and analyzing primary source documents.         Students will use primary sources to document attitudes concerning American Indians during Jackson's presidency. 

Skills:
1.     Students will enhance their computer technology skills by conducting online research.
2.     Students will learn how to analyze historical evidence.
3.     Students will read and interpret maps.
4.     Students will gain skills on reading for perspective. 

Instructional Day-	Description
Day 1-	Introduction to unit 'Trail of Tears" forced move of the Cherokee Indians.  Using computer or overhead presentations, give an introduction to the unit.  Discuss Andrew Jackson and his policy on Indian removal.  This introduction should include a picture of Andrew Jackson.  Discuss his presidency as well as westward movement in the 1830s.  Using textbook or other sources, describe and explore what the term "Trail of Tears" refers to in American History.  Distribute vocabulary sheet.
Day 2-	Research in computer lab   Students use research guide to discover some basic information.
Day 3-	Distribute sheet titled Discussion Questions.  Have students get into groups of 4/5 and using the information gathered during research, answer the discussion questions.  Students will then report their findings to the class.
Day 4-	Research in computer lab.  Instruct students to find a copy of the Indian Removal Act of 1830.  Students should go to National Archieves, Cherokee Nation and the Library of Congress and the Georgia Encyclopedia.  Have students read the act and discuss its importance with a partner.  Distribute: Primary Source Document Guide
Day 5-	Maping the Trail of Tears.  Give students a copy of the Trail of Tears Map  2 and have students complete the accompanying worksheet.   Discuss various routes for Native American Removal.
Day 6-	Discussion and vocabulary quiz.
Day 7-	Have students read the witness account of the removal from the native american perspective and the quote from the solider who was a part of the removal.  Students will answer the accompanying questions.
Day 8-	Diary Journal:  Assignment:  Students will pretend they are either (a) A Cherokee Indian being removed or (B) A white settler for the removal or (c) a solider.  Students are to write an account of what happened with the Cherokee removal.   This describe several weeks of the journey.
Day -9	Cartoon Analysis Worksheet. Give students a copy of a cartoon representing views of Native Americans in the 1800s.  Have students analyze and complete worksheet.  Review and discuss.
Day- 10	Assessment - Reflective Essay.  In 500 words or less, students will write a essay on Native American Removal from their homelands.  Sample questions that can be addressed within the essay are:  1.  Who  were the peoples involved in the removals. 2. What were their actions 3.  What was the major motivating force for Native American removal 3.  How did governmental decisions/policies affect Native Americans and white settlers. 4. Evaluate the role that the culture of the 1800s played into the removal of Native Americans.  5.  How did laws and procedures developed in the United States in the 1800s help to define the relationship between government and Native Americans.  6.  How did the federal government view the indigenous peoples.  Essays should be typewritten, double space.

Instructional Plan Files

• SCORE Research Report Rubric
• Map 2 Cherokee Removal
  
• Discussion Questions
• Cartoon Analysis Worksheet
• Cartoon
  
• John Burnett, Witness to Removal
  
• Primary Source Document Guide
• Vocabulary Quiz
• Quote Document

 

 

Humanities-rich Resources

Type (book link, etc.)	Name	URL (if any)	Annotation (can include description and notes on how to use.
Link	Cherokee Nation	http://www.cherokee.org/	This web site includes infromation specific to the Cherokee removal as well as documents that will be used in this toolkit.
Link	Library of Congress	http://www.loc.gov/	It is also the largest library in the world, with more than 130 million items.The collections include more than 29 million books and other printed materials, 12 million photographs, 4.8 million maps, and 58 million manuscripts
Link	National Archives	http://www.archives.gov/	This web site contains a online catalog and nation-wide facilities to research records and historical materials.
Link	Trail of Tears Online Map	http://www.rosecity.net/tears/trail/map.html	The web site contains a online map that students can use to trace the trail that the Cherokees took on their journey.
Link	Georgia History	http://ngeorgia.com/history/	The web site gives specific information about the Cherokee nation and the Trail of Tears.
Link	National Park Service	http://www.nps.gov/index.html	This web site contains extensive information on Native American Indian Routes
Link	Georgia Encyclopedia	http://www.georgiaencyclopedia.org	Georgia History
Link	Eiteljorg	http://www.eiteljorg.org/	Museum of American Indians and Western Art in Indianapolis, Indiana
Link	Smithsonian Institute	http://americanhistory.si.edu/militaryhistory/	Major General Winfield Scott's 1838 Address to theCherokee
Link	Cherokee Nation	http://www.cherokee.org/Culture/	How Cherokees Reacted to Lovely's Purchase
Link	Indian Treaties	http://digital.library.ok-state.edu/kappler/	Copies of treaties
Book	Indian Removal	Indian Removal: The- Emigration of the Five Civilized Tribes.  Forman, Grant  Norman Uni-versity of Oklahoma Press, 1939.	The book contains a extensive amount of information on Native American removal.
Book	Timelines of Native American History	Author:  Susan Haz-en-Hammond	We will be using two quotes from the book.  One from the perspective of a General and one from a Cherokee Indian.
Link	Sequoyah Research Center American Native Press Archives	Sequoyah Research Center	This site include narratives of Native Americans who were part of the removal.

 

Teacher Inquiry Kiosk

• Native American History