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Topic: Indian Removal Act
Adapted by: Dr. Jennifer L. Bell
Original Lesson Submitted by: University of Houston (Texas)
(http://www.digitalhistory.uh.edu/historyonline/lesson_pl.cfm)
Grade Level: Middle School (6 – 8) or High School (9-12)
Content Areas Addressed: Social Studies, English, Graphic Arts, Journalism
(Ideally, the lesson would be implemented jointly in the English and Social Students classes.)
Rationale for Using this Lesson:
Typically, students learn about the Indian Removal Act from the white man’s point of
view. This lesson allows them to investigate the event from the various stakeholders’ points of
views. In addition to the various viewpoints, the lesson differentiates by ability (different levels
of Bloom’s taxonomy), interest (choice board and dinner menu), and socioeconomic status
(researching content and creating the newspaper).
Background Information:
Beginning at the turn of the 19th
century, a growing nation wanted to expand, which was
a belief summarized in the phrase - Manifest Destiny. As the nation expanded into the lower
southern states, the land-hungry white settlers encountered the Cherokee, Creek, Choctaw,
Chickasaw, and Seminole Indian nations, who were referred to as the “Five Civilized Tribes”.
In 1814, Major General Andrew Jackson, commanded a military troops that defeated the
Creek Indians in southern Georgia and central Alabama, which resulted in a loss of 22 million
acres of land from the Creeks. In 1818, Jackson invaded Spanish Florida where the Seminoles
resided. Later, the federal government fought against the Seminoles in the Seminole Wars (from
1835 until 1842). Jackson was instrumental in negotiating many treaties, but these treaties were
violated.
More specifically to the Southeast region of the United States, the Cherokee Indians
resisted the removal from their native lands. They formed a two-house representative
government with a constitution. In addition, they learned the English language, created a written
language (i.e., Cherokee alphabet), and adopted the Christian religion. Despite the Cherokees
assimilating to the white culture, Georgia insisted that the federal government remove the
Cherokees from their native lands.
Created for educational purposes only!
Example of a culturally responsive lesson plan
Page 1 of 18
The Indian Removal Act was signed into law by President Andrew Jackson, who was a
notable Indian fighter, in 1830. The legislation exchanged all of the unsettled land east of the
Mississippi River for the unsettled land west of the Mississippi River. Some Indian tribes moved;
other resisted the move - most notably, the Cherokee Indians of Georgia. With the discovery of
gold and this new legislation, The Cherokee Nation filed a suit with the US Supreme Court. In
Cherokee Nation v. Georgia (1831), Chief Justice John Marshall ruled Georgia laws applied to
the Cherokee Nation and the Nation was “dependent”. One year later, in the case Worcester v.
Georgia (1832), the US Supreme Court ruled the Cherokees were entitled to legal protection by
the federal government, they had a “distinct community,” and they were capable of making
treaties.
Despite the Court ruling, Georgia confiscated the Cherokee lands. The forced removal of
more than 14,000 Indians became known as the “Tragic Trail of Tear” (from fall 1838 until
winter 1839) because approximately 4, 000 Indians died from hunger, exposure, and disease
while marching from Georgia to Oklahoma (approximately 1,200 miles). In the 10 years after the
passage of the Indian Removal Act, more than 70,000 Indians were relocated to the west of the
Mississippi River. (Source: TeachHSHistory.org)
Learning Objective:
The student will analyze and evaluate conditions, actions, and motivations that contributed to the
Indian Removal Act.
Time Required:
5 to 6 days depending on instruction time available
Standards: National Standards: 1b, 2e, 5a, 6a, 6c, 6f, 6j, 9a, 10c;
National Educational Technology Standards: 2, 4, 7, 8
Materials:
Indian Removal: Student Navigation Sheet
Parts of Newspaper Article Graphic Organizer
Front Page Newspaper Article Graphic Organizer
Descriptive Newspaper Article Graphic Organizer
“Reporting the News” Student Choice Board
Writing Rubric
Page 2 of 18
Inverted Pyramid Diagram
Level 1 Rubric
Publishing a Newspaper about the Indian Removal Act Experience Dinner Menu
Creating and Publishing a Newspaper Rubric
Format for Letter to the Editor Graphic Organizer
Persuasive Letter Rubric
Letter to the Editor Peer Review Questions Handout
The following items may vary depending on access to resources:
17 by 11 paper
8½ by 11 paper
Markers
Colored pencils
Rulers
Scissors
Glue
Tape
Writing pens
Computer Lab
Printer
Scanner
Internet Connection
Microsoft Word
“Newspapers” (available from Teacher Created Resources)
Activity Procedures:
Day 1
1. Distribute the “Indian Removal: Student Navigation Sheet.”
2. After discussing the assignment, allow the students to research the various stakeholders
and events of the Indian Removal Act in the computer lab or classroom.
3. Move around the room to assist the students.
4. If the student does not finish, he or she must complete the research for homework.
Page 3 of 18
Day 2
5. Distribute the “Parts of a Newspaper Article Graphic Organizer,” “Front Page Newspaper
Article Graphic Organizer,” “Descriptive Newspaper Article Graphic Organizer,” and
“’Reporting the News’ Student Choice Board,” and “Writing Rubric”.
6. After discussing the assignment using the “Inverted Pyramid” diagram, and parts of a
newspaper article, allow the students to continue their research and to complete the
Choice Board Activity.
7. Move around the room to assist the students.
8. If the student does not finish, he or she must complete the writing for homework.
Day 3
9. Distribute the “Level 1 Rubric.”
10. After discussing the assignment, allow the students to pair or assign them a partner to
peer evaluate their written assignments.
11. Students should edit their written assignments and submit them to the teacher for
evaluation with “Writing Rubric”.
12. Move around the room to assists the student groups.
Day 4
13. Distribute the “Publishing a Newspaper about the Indian Removal Act Experience Dinner
Menu,” and “Creating and Publishing a Newspaper Rubric.”
14. After discussing the assignment, allow the students to pair or assign them a partner to
create and publish their newspaper in a computer lab or in the classroom. If needed, they
may work in groups of three.
15. Move around the room to assists the student groups.
16. If students does not finish, he may work on the newspaper assignment for homework.
Day 5
17. Distribute the “Format for Letter to the Editor Graphic Organizer,” and “Persuasive
Letter Rubric.”
18. After discussing the Letter to the Editor assignment, students should write their letter
with at least 200 words in length.
19. If needed, allow the students to finish their newspaper in a computer lab or in the
classroom.
Page 4 of 18
Day 6
20. Distribute the “Letter to the Editor Peer Review Questions”.
21. After discussing the assignment, allow the students to pair or assign them a partner to
peer evaluate their written assignments.
22. Students should edit their written assignments and submit the Letter to the Editor to the
teacher for evaluation with “Persuasive Letter Rubric”.
Evaluations/Assessments:
Each student will complete at least 3 of the 9 activities on the Student Choice Board.
Assignment will be evaluated using the “Writing Rubric”.
Each student will write a letter to the editor about the Indian Removal Act and/or the
Trail of Tears. It should be at least 200 words in length. Assignment will be evaluated
using the “Persuasive Letter Rubric.”
Each group of students will create and publish a newspaper from the historical period
based on their research about the Indian Removal Act and/or the Tragic Trail of Tears.
Assignment will be evaluated using the “Creating and Publishing a Newspaper Rubric.”
Modifications:
Decrease requirements for the Choice Board Activity or Publishing a Newspaper
Activity.
Adjust the rubric scales.
Print the materials needed for the researching component.
Use ReadWriteThink Letter Generator to write the Letter to the Editor
(www.readwritethink.org/files/resources/interactives/letter_generator/).
Page 5 of 18
Indian Removal: Student Navigation Sheet (Day 1)
Directions: Here are some things to keep in mind when doing your research about the removal of Native
Americans from the eastern area of the United States. The following guidelines will help the student in
his/her research about Indian removal.
1. Begin your research by looking up the Indian Removal Act of 1830. Examine territorial maps.
http://www.teachushistory.org/indian-removal/resources
2. Examine President Andrew Jackson’s role in this act. Read his first and second speech to
Congress concerning the passing of this act. What do you think were Jackson’s motives for
wanting the Native Americans to be removed from their land? Do you agree with his reasons?
Write down quotations from his speeches to use in your editorial article. Put yourself in Andrew
Jackson’s position. Would you have been for or against removal?
http://www.synaptic.bc.ca/ejournal/jackson.htm
3. Identify the tribes that were relocated. More importantly, identify the tribes that resisted
relocation. http://www.pbs.org/wgbh/aia/part4/4p2959.html
4. Look for exact numbers and figures in order to incorporate into your essay. The more factual
information you have the better your argument will be.
5. Examine the Trail of Tears. What was it? Who was involved? Why is it important in the
understanding of Indian removal from US territories? Again, examine which tribes were
relocated, which resisted, what happened to them, and statistics relating to the Trail of Tears.
Give details on what happened to these tribes that were forcefully relocated.
Additional sites:
http://www.studyworld.com/indian_removal_act_of_1830.htm (Historical overview)
http://www.emayzine.com/lectures/chronolo.htm (Chronology of events)
http://nationalhumanitiescenter.org/tserve/nattrans/ntecoindian/essays/indianremoval.htm (Effects
of removal on the Indians)
http://www.catawba.k12.nc.us/techtrac/plus/taylor/who's%20who.htm (Major players)
http://www.loc.gov/rr/program/bib/ourdocs/Indian.html (Primary documents about removal
available from Library of Congress)
http://www.state.gov/r/pa/ho/time/dwe/16338.htm (US Department of State)
Page 6 of 18
Created by Susan T. at East Buchanan Community Schools, Winthrop, IA, using Inspiration® software
Retrieved from www.east-buc.k12.ia.us/Ins/00-01/7/Newspaper1.GIF
Page 7 of 18
Lead Sentence
Headline
Who? How?What? When? Where? Why?
List three less important details.
List one of the least important details.
Page 8 of 18
Lead Sentence
Headline
See Hear Smell Taste Touch
List three less important details.
List one of the least important details.
Page 9 of 18
“Reporting the News” Student Choice Board (Day 2)
Directions: Based on your individual research and this time period in U.S. History,
1. You must complete the center block.
2. Choose 2 other blocks that form a straight line with the center block (i.e., vertical,
horizontal, or diagonal).
Create a crossword puzzle
with at least 15 appropriate
terms
Write a newspaper article
about the local community.
Write an article for the
Lifestyles Section.
Write a newspaper article for
the Business Section.
Write a feature (front page)
newspaper article about a
national event.
Announcements Section with
at least three announcements
(i.e., celebrations, parties,
community events, grand
openings, movie schedule,
births, or deaths)
Create a Classified Section
with at least 5 classified
advertisements (i.e.,
employment, sales/rental of
real estate, sales/rental of
equipment)
Design a Weather Forecast
Section with at least a five-day
local weather forecast
Write a newspaper article for
the Sports Section.
Page 10 of 18
Writing Rubric Author’s Name Title of Piece
1 Does Not
Meet
2 Partially Meets
3 Does Not Fully
Meet
4
Meets
5 More Than Meets
6
Exceeds CONTENT/IDEAS Writing is
extremely limited in communicating knowledge, with no central theme.
Writing is limited in communicating knowledge. Length is not adequate for development.
Writing does not clearly communicate knowledge. The reader is left with questions.
Writes related, quality paragraphs, with little or no details.
Writing is purposeful and focused. Piece contains some details.
Writing is confident and clearly focused. It holds the reader’s attention. Relevant details enrich writing.
ORGANIZATION Writing is disorganized and underdeveloped with no transitions or closure.
Writing is brief and underdeveloped with very weak transitions and closure.
Writing is confused and loosely organized. Transitions are weak and closure is ineffective.
Uses correct writing format. Incorporates a coherent closure.
Writing includes a strong beginning, middle, and end, with some transitions and good closure.
Writing includes a strong, beginning, middle, and end with clear transitions and a focused closure.
VOCABULARY/ WORD CHOICE
Careless or inaccurate word choice, which obscures meaning.
Language is trite, vague or flat.
Shows some use of varied word choice.
Uses a variety of word choice to make writing interesting.
Purposeful use of word choice.
Effective and engaging use of word choice.
VOICE Writer’s voice/ point of view shows no sense of audience.
Writer’s voice/ point of view shows little sense of audience.
Writer’s voice/ point of view shows that sense of audience is vague.
Writer uses voice/point of view. Writes with the understanding of a specific audience.
Writer has strong voice/ point of view. Writing engages the audience.
Writes with a distinct, unique voice/point of view. Writing is skillfully adapted to the audience.
SENTENCE FLUENCY Frequent run-ons or fragments, with no variety in sentence structure.
Many run-ons or fragments. Little variety in sentence structure.
Some run-ons or fragments. Limited variety in sentence structure.
Uses simple compound, and complex, sentences.
Frequent and varied sentence structure.
Consistent variety of sentence structure throughout.
CONVENTIONS Parts of speech show lack of agreement. Frequent errors in mechanics. Little or no evidence of spelling strategies.
Inconsistent agreement between parts of speech. Many errors in mechanics. Limited evidence of spelling strategies.
Occasional errors between parts of speech. Some errors in mechanics. Some evidence of spelling strategies.
Maintains agreement between parts of speech. Few errors in mechanics. Applies basic grade level spelling.
Consistent agreement between parts of speech. Uses correct punctuation, capitalization, etc. Consistent use of spelling strategies.
Uses consistent agreement between parts of speech. No errors in mechanics. Creative and effective use of spelling strategies.
Page 11 of 18
Page 12 of 18
© 2003 Edwin Ellis
Capitalization
Level 1 Rubric
Author name _______________________________ Date_____________
SCORE = Number of "YES” boxes checked. Mastery = 10
Student (self)Teacher Peer
LEVEL 1
BEGINNING Check the first few sentences to see if …YES NO
The author tells what the essay will be about.
Punctuation The end of each sentence is punctuated.
Sentences Each sentence is complete.
First word in every sentence is capitalized
Spelling All words are spelled correctlyYES NO
WHOLE THING Check the whole essay to make sure it is free of thesekinds of errors . . .
MIDDLE
YES NO
Who
What
When
Where
How or Why
Check the essay to see if theauthor included information about . . .
YES NO
See
Hear
Taste
Smell
Touch
Check the essay to see if theauthor described whatsomeone might …
Descriptive Narrative (Story)
ENDING Check the last few sentences to see if …
The author makes a conclusion about the topic-OR-
The author tells what happened at the end of the story
YES NO
Beginning includes something to interest the readerinterest
Page 13 of 18
Publishing a Newspaper about the Indian Removal Act Experience Dinner Menu (Day 4)
Directions: In groups of two or three, create and publish a newspaper using the articles and other
written material from the Student Choice Board Activity and additional components.
Appetizer (Everyone must participate.)
Newspaper must have the following components that are appropriate for this time period:
Appropriate and readable fonts
Creative newspaper name with volume, date, and price
Names for all editors
Front page/feature article
Local news article
Graphic or photograph
Letter to the Editor
Entrée
Use one of the following methods to create and publish your newspaper:
www.buildanewspaper.com (layout templates cost from $3.99 to $16.00)
“Newspapers” (set of fifteen 11” by 17” newspaper templates costs $7.99) from Teacher
Created Resources (www.teachercreated.com)
ReadWriteThink Printing Press
(http://interactives.mped.org/view_interactive.aspx?id=110&title=:)
11” by 17” and 8½” by 11” paper along with pens, markers, scissors, rulers, glue, tape,
and/or colored pencils
“Newsletter” template in Microsoft Word
Side Dishes (Select at least two of the items listed below.)
Add a Crossword Puzzle Section*.
Add a Business Section*.
Add a Lifestyle Section*.
Add a Classified Section*.
Add an Announcement Section*.
Add a Local Weather Section*.
*See minimum requirements for each section on the Student Choice Board.
Dessert (Optional - Select at least one of the items listed below.)
Add a comic strip or cartoon.
Add an advice column.
Write an article about an interview with a notation figure from this time period.
Page 14 of 18
Name: ___________________________________
Creating and Publishing a Newspaper Rubric
Category 5 points 4 points 3 points 2 points 1 point Your Points
Overall
Presentation
The project
is well
organized,
holds the
attention of
the audience,
and is very
interesting.
Project is
well
organized
and is
interesting.
Majority of
project is
organized
and has some
interesting
facts.
Majority of
project does
not flow very
well Interest
level is
random.
Project does
not flow at
all, is poorly
presented
and is
incomplete.
Required
Components
All
components
were
included.
5
components
were
included.
4
components
were
included.
3
components
were
included.
Less than
half of the
components
were
included.
Text
Information
Listed facts
are accurate.
Sources are
cited
correctly.
Majority of
the text is
accurate.
Sources are
cited
correctly.
Uses an
adequate
amount of
text. Facts
are accurate.
Facts are
inaccurate.
Missing
information.
Mechanics
Project is
well written,
and grammar
and
punctuation
are used
correctly.
Grammar
and
punctuation
are used
correctly.
Needs a bit
of revising or
editing.
Readability
was difficult.
No evidence
of editing or
revising.
Grammar
and
punctuation
are misused.
Readability
was weak.
Neatness/
Effort
Exemplary
work
Assignment
was neat and
attractive.
Assignment
was not
visually
appealing.
Assignment
was
incomplete.
Assignment
was
incomplete
and messy.
TOTAL
Comments:
Page 15 of 18
Format for Letter to the Editor
Retrieved from Benchmarks of Historical Thinking (www.histori.ca/benchmarks/lesson/344)
Your address (2-3 lines)
Date (1 line)
Address of recipient of letter (3-5 lines)
Dear Editor:
*Identify
yourself.
*State purpose
(2-3 sentences).
*Topic sentence
about why this
issue is
significant.
*Supporting
details based on
facts.
*Concluding
sentence.
*Conclusion
with your
opinion based
on the facts.
Sincerely,
Your signature
Your name typed
Page 16 of 18
Persuasive Letter Rubric
4 3 2 1Goal/Thesis Strongly and clearly
states a personal opinion. Clearly identifies the issue.
Clearly states a personal opinion. Some references to the issue.
Personal opinion is not clearly stated. Little or no references to the issue.
Personal opinion is not easily understood. Has no reference to the issue.
Reasons and Support Three or more excellent points are made with good support. It is evident the writer put much thought and research into this assignment.
Three or more points are made with support, but the arguments are somewhat weak in places. The writer doesn’t persuade completely.
Two points made; shows some preparation, but weak arguments.
Preparation is weak; arguments are weak or missing; and less than three points are made.
Conclusion Summarizes personal opinion in a strong concluding statement.
Summarizes personal opinion in a concluding statement.
Concluding statement is a weak summary of personal opinion.
Concluding statement makes no reference to personal opinion.
Organization Sentences and paragraphs are complete, well written, and varied.
Sentence and paragraph structure is generally correct.
Sentence and paragraph structure is inconsistent.
Little or no evidence of sentence or paragraph structure.
Word Choice/Tone Choice of words that are clear, descriptive, and accurate. Maintains consistent persuasive tone throughout letter.
Adequate choice of words that are clear and descriptive. Demonstrates a persuasive tone in parts of the letter.
Choice of some words that are clear and descriptive. Lacks consistent persuasive tone.
Language and tone of letter is unclear and lacks description.
Mechanics and Grammar
Contains few, if any punctuation, spelling, or grammatical errors.
Contains several errors in punctuation, spelling, or grammar that do not interfere with meaning.
Contains many punctuation, spelling, and/or grammatical errors that interfere with meaning.
Contains many punctuation, spelling, and/or grammatical errors that make the piece illegible.
Page 17 of 18
Letter to the Editor Peer Review Questions 1. Does the letter begin with a salutation and end with a signature block?
2. What article is the letter writer discussing? Is the article named in the first sentence or paragraph?
3. In the first paragraph, what main reason does the letter writer give for responding to the article? What position is the letter writer taking on the issue?
4. What specific points does the letter writer use to support the position taken in the letter?
5. How does the letter conclude? Is the conclusion appropriate for the letter?
6. What advice would you give the author of this letter?
7. What did you like the most about this letter? Why?
Page 18 of 18