​rethink.

Overview:

            This lesson will introduce why the Native Americans moved to the West by discussing the Indian Removal Act. The students will learn about why many Southern Americans, including President Andrew Jackson, and many members of Congress wanted to the Native Americans to relocate. They will also learn about why the opponent of the Removal Act believed the Native Americans had a right to stay. The class will read a book about the Removal Act and then research together and independently about the Removal Act.

 

Preparation:

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

2. http://lincoln.lib.niu.edu/teachers/lesson5-cherokee.html

3. Trail of Tears by Joseph Bruchac

4. Paper

5. Pencils

6. Access to a computer

 

Student Objectives:

1. Students will be able to read primary and secondary sources and record their findings

2. Students will be able to explain what they learned to other classmates

3. Students will be able to consider two perspectives to a controversy

4. Students will be able to put into words their decision on a controversial issue

 

Standards:

1. 8.1.4.B: Distinguish between fact and opinion from multiple points of view, and primary sources as related to historical events.

2. 8.3.4.B: Locate historical documents, artifacts, and places critical to United States history.

3. 8.3.4.D: Distinguish between conflict and cooperation among groups and organization that impacted the history and development of the United States.

o   Ethnicity and race

o   Working conditions

o   Immigration

o   Military conflict

o   Economic stability

1. 1.6.4.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions.

2. 1.5.4.A: Write with a clear focus, identifying topic, task, and audience.

3. 5.3.4.F: Explain how different perspectives can lead to conflict.

 

Instruction:

1. The class will begin with a discussion about Native Americans.

   1. What does the class know about Native Americans?

   2. Are they different from us? If so, how?

   3. Where are they from?

   4. Where did they live before?

2. After the discussion, the teacher will read the beginning of Trail of Tears by Joseph Bruchac which discusses the Indian Removal Act

   1. The teacher will tell the students that next class they will learn about what happened after the Removal Act was passed

3. The class will explore the Library of Congresses’ page on the Indian Removal Act, which has Primary Documents together

4. Each student will be given a worksheet to record what they learn

   1. One page for the supporters of the act and one page for opponents of the act

5. The class will be split into groups of five to continue to research

   1. Each group will be given primary or secondary sources from the perspective of President Jackson, the Cherokee Nation, and opponents and supporters in Congress with an outline to help the children understand the texts easier

   2. Half the class will research from the perspective of supporters of the act and record their findings, the other half will research opponents of the act and record their findings

6. Then a group from the opponents will pair up with a group from the supporters and explain to each other what they learned

   1. The students will record this on their worksheets

7. Once the students have considered both sides of the decision they will each write a letter to President Andrew Jackson either agreeing or disagreeing with his decision to sign the Indian Removal Act