topic: indian removal act adapted by - bugforteachers responsive lesson... · grade level: middle...

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

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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

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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.

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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.”


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.

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Day 6

20. Distribute the “Letter to the Editor Peer Review Questions”.


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/).

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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)

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http://www.teachushistory.org/indian-removal/resources

http://www.synaptic.bc.ca/ejournal/jackson.htm

http://www.pbs.org/wgbh/aia/part4/4p2959.html

http://www.studyworld.com/indian_removal_act_of_1830.htm

http://www.emayzine.com/lectures/chronolo.htm

http://nationalhumanitiescenter.org/tserve/nattrans/ntecoindian/essays/indianremoval.htm

http://www.catawba.k12.nc.us/techtrac/plus/taylor/who's%20who.htm

http://www.loc.gov/rr/program/bib/ourdocs/Indian.html

http://www.state.gov/r/pa/ho/time/dwe/16338.htm

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

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Lead Sentence

Headline

Who? How?What? When? Where? Why?

List three less important details.

List one of the least important details.

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Lead Sentence

Headline

See Hear Smell Taste Touch

List three less important details.

List one of the least important details.

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“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.

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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.

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© 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

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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.

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http://www.buildanewspaper.com/

http://www.teachercreated.com/

http://interactives.mped.org/view_interactive.aspx?id=110&title

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:

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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

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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.

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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?

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topic: indian removal act adapted by - bugforteachers responsive lesson... · grade level: middle...

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