Geography Integrated Lesson Plan Title: Were all men created equal; read “The Trail of Tears.”Subjects: Geography, Social Studies, Language, Math, ScienceDuration of lesson: 11 class periodsTeacher: Mrs. Newcome

PURPOSE/OVERVIEW

It is important to tease a student’s mind and create the need for more. It is only by teaching outside of the box and the textbooks that students will seek answers. The teacher has to bait the hook with enough to get the students interested and then let them find the answers and share.

ESSENTIAL OR GUIDING QUESTION:

What was the motivation behind the “Trail of Tears,” who was affected, and do its consequences still exist today?

VOCABULARY:

Policy reservationsIndian Removal PolicyJohn RossRemoval Forts

WEST VIRGINIA CONTENT STANDARDS

SS.O.5.1.4 evaluate the importance of citizens having and supporting common democratic values and principles expressed in the nation’s core documents.SS.O.5.3.2 apply the concept of supply and demand to specific historic and current economic situations in the United States (e.g., slavery, oil and gas).

GEOGRAPHY STANDARDS

SS.O.5.4.1 interpret and draw conclusions from United States maps (e.g., special purpose maps, graphs, charts, tables, timelines). SS.O.5.4.3 locate, identify and compare the major rivers, landforms, natural resources, climate regions, major soil regions and deserts of the United States and use a variety of maps to analyze the frequency or lack of urban areas within these regions.SS.O.5.4.5 examine the role of geography in the history of the United States expansion by correlating the conditions of the environment to cultural patterns and the westward movement and settlement to the location of natural resources and physical geography conditions.

21ST CENTURY LEARNING SKILLS AND TECHNOLOGY TOOLS

21C.O.5-8.1.LS.3 Student presents thoughts, ideas, and conceptual understanding efficiently, accurately and in a compelling manner and enhances the oral or written presentation through the use of technolo21C.O.5-8.2.LS.1 Student engages in a critical thinking process that supports synthesis and conducts evaluations by applying comprehensive criteria.21C.O.5-8.3.LS.1 Student manages emotions and behaviors, engages in collaborative work assignments requiring compromise, and demonstrates flexibility by assuming different roles and responsibilities within various team structures.21C.O.5-8.3.LS.6 Student maintains focus on larger project goal, frames appropriate questions, reflects on possible courses of action and their likely consequences, develops and initiates a plan of action with appropriate smaller objectives and benchmarks, and submits the completed project when due.

MATERIALS: (include resources)

http://www.merceronline.com/Native/native04.htm Trail of Tears song and historical infohttp://www.nps.gov/history/nr/twhp/wwwlps/lessons/118trail/118facts1.htm Determining the Facts: The Cherokee Nation in the 1820shttp://news.nationalgeographic.com/news/bigphotos/81466842.html Cherokee Cabinhttp://www.pbs.org/indiancountry/history/trail.htmlhttp://www.powersource.com/cherokee/history.html Brief History of the Trail of Tearshttp://www.ourdocuments.gov/doc.php?doc=25&page=transcript Jackson’s Indian Removal Act Transcripthttp://ngeorgia.com/history/cherokeeforts.htmlhttp://www.gilderlehrman.org/historynow/12_2009/lp4.php excellent resources and activitieshttp://www.quia.com/jq/15748.html (five themes of geography quiz)maps, pencils, folders, Five Themes of Geography definitions

MAP INTEGRATION:

Blank Physical map of the United Stateshttp://www.eduplace.com/ss/maps/pdf/usphys.pdfusphys.pdf

PROCEDURE: (include activity sheets)

Day 1- 3 40-45 minute periods

Preparation: Teacher may want students to build a historical book about the “Trail of Tears,” and what they learn from the unit or lessons. Provide students with a folder to keep all supplied materials. Collect folder on a daily basis being sure the daily lesson is included or choose a student to collect and place in an area of teachers choosing. At the end of the lessons/unit provide students with a sheet of manila oaktag, and have students draw a picture of their idea of the “Trail of Tears,” in the middle of the sheet of oaktag. Students put a title across the top, and their name, class, date and teacher in the bottom right-hand corner.

Complete I Know Chart with students using the following questions; upon completion, instruct students to place it neatly into their folder. http://www.superteacherworksheets.com/graphic-organizers/kwl-lines.pdf

1. Do you believe that all people are and were created equal?2. Ask what the Trail of Tears was and who was involved?3. In what region did the incident take place?4. What are the five themes of geography?5. Were the five themes of geography involved and if they were relate them to the incident.6. Why did the Trail of Tears happen and who was involved?7. Name the tribes involved with the “Trail of Tears.”8. Go over the five themes of geography with students and provide them a copy to place in their

folders for their booklet. Five Themes of Geography definitions.docx9. Show this PowerPoint relating to the five themes of geography and have students complete the

activity at the end of the presentation. Teacher will need graphic organizers, pictures from different magazines or have students draw their pictures. Directions are in the graphic organizer on the PowerPoint. 1-1a NOTES.ppt

10. Using a whiteboard or smartboard or a projection device with a computer, complete the five themes of geography quiz with the students. Divide students into two groups with each group earning a number of points for each correct answer and the same being subtracted for missed answers. The winning team can have a teacher designated reward. (You may want to use this as a grade.)http://www.quia.com/jq/15748.html (five themes of geography quiz)

11. All materials go into folders for booklets.12. Assign Worksheet 1 –Trail of Tears

Day 4 - 40-45 minute period

Preparation: Teacher may want to peruse Teaching with Historical Pictures and excellent way to introduce the “Trail of Tears.” Also using the picture of John Ross and removing his title would be an excellent way to see if students can recognize Ross as an Indian. Ask why they had difficulty making the decision the differences between the white man and Indians. Discuss man’s perception of how Indians were portrayed by facial features and clothing. Ask students what type of homes did the Indian live in, and then show them the picture of a Cherokee cabin. http://kirbytd.tripod.com/totimgsindex.html (pictures of the Trail of Tears but from two different perspectives)http://www.legendsofamerica.com/na-trailtears.html (picture of John Ross, Cherokee Chief)http://www.nps.gov/history/nr/twhp/photoana.htm (teaching with photographs)http://news.nationalgeographic.com/news/bigphotos/81466842.html Cherokee Cabin

Day 5-6 - 3 40-45 minute periods

Preparation: Teacher will give a brief history about the “Trail of Tears” to their students, and at this point begin to introduce the history and timeline of the incident by incorporating the following sites. This site is a PowerPoint consisting of several themes relating to the “Trail of Tears.” The teacher may or may not want to show all of the parts so a suggestion is to preview the site and the PowerPoint to make their choices. The teacher may want to discuss the ideas and themes learned from each segment, which means, this will extend the learning periods. Provide students with a Blank Physical Map of the United States and as a state is named relating to Native American movement, they are to label the state(s) that the Indians traveled through on their walk to Oklahoma.http://www.merceronline.com/Native/native04.htm usphys.pdf

1. Instruct students to use their social studies texts and assign a particular US map that displays a mileage scale.

2. Provide students with a ruler, string, and a calculator to figure the mileage that the Indians were required to walk on the Trail of Tears.

Day 7 40-45 minute periodPreparation: Teacher will provide students with

1. J:\The Trail of Tears Story.docx story and worksheet to complete as seatwork assignment. (20 minutes)

2. Instruct students to use the information that has been provided and recreate the “Trail of Tears” from Georgia to Oklahoma by using a red marker, crayon, or colored pencil. (15 minutes)

3. Compare students trail to the map. (10 minutes) Trail of Tears map.docx

Day 8 - 9 - 40-45 minute periodsPreparation: Teacher will begin by using the materials to help students understand and conceive different concepts of the Trail of Tears. The transcript of President Jackson will help students understand the different views of the Indian Removal Act. The teacher may make copies of each of following documents and group students together to work on factual information to present it to their peers. Each student in the group will have to participate. Divide the groups even smaller and analyze what each group gathered from the materials.http://www.ourdocuments.gov/doc.php?doc=25&page=transcript Transcript of President Andrew Jackson's Message to Congress 'On Indian Removal' (1830)http://www.pbs.org/indiancountry/history/trail.html (John Ross)http://www.powersource.com/cherokee/history.html Brief History of the Trail of Tears

1. Provide discussion time with each group participating.2. Go over all vocabulary with students.

Day 10–11 40-45 minute periodsPreparation: These periods will be used for closure. Teacher will instruct students to use their text or other sources to label the rivers on the physical map provided previously.

1. Students will complete all assignments.2. Complete writing assessment.3. Design the cover for their booklet that must relate to the “Trail of Tears.”4. Place all materials neatly in the booklet the way they were completed.5. Turn in for a grade.

CONCLUSION/SUMMARY

Upon completion of this unit, students should be able to discuss and understand the effects that the movement of the Indians on the “Trail of Tears” had then and now.

ASSESSMENT (include assessment)

Assessment will be taken from the Five Themes of Geography quiz.The materials in the finished booklet.Graded writing assessment for accuracy, neatness, and correct grammar and sentence structure.Class participation

Five Themes of Geography Definitions

Location - Where is it?

Absolute: A location can be absolute (specific) as in coordinates of a map using longitude and latitude

Relative: A location can be relative - examples: next door, nearby, a short drive, down the road a ways. Or, it can be in the same general location as another location - example: next to the post office

Place 

A place is an area that is defined by everything in it. All places have features that give them personality and distinguish them from other places. 

If you refer to your school as a place, then that place would include walls, windows, gym, cafeteria, classrooms, people, clothing, books, maps, mops, brooms, hallways, mice (if you have them) and everything else in the school, including the languages spoken.

Region   - A region is an area that is defined by certain similar characteristics. Those unifying or similar characteristics can be physical, natural, human, or cultural. 

Movement - Movement refers to the way people, products, information and ideas move from one place to another. This can be local such as how did you get to school today, or it can be global such as how did humans get to North America? 

Human-Environment Interaction   - Human-environment interaction looks at the relationships between people and their environment; how people adapt to the environment and how they change it. 

How do people depend on the environment? (Example: In ancient times, the annual flooding of the Nile River produced good soil for growing crops.)

How to people adapt to the environment? (Example: The ancient Egyptians rebuilt their homes each year, after the annual flooding. As time went on, they built their homes above the flood plain.) 

How do people modify the environment? (Example: The ancient Egyptians built irrigation ditches to help water the crops. In modern times, Egypt built a dam to control the flood waters of the Nile River.) 

Worksheet 1 Trail of Tears

Name: __________________________ Date: _______________ Subject: Social Studies/Geography

1. During the forced removal, how many Indians were removed? _________________________

2. What mountain range were the Indians removed from? ________________________________

3. What is the difference between a mountain range and a mountain chain?

______________________________________________________________________________

______________________________________________________________________________

4. Approximately how many Indians died during the removal? _____________________________

5. What discovery led to the removal of the Indians? _____________________________________

6. How many presidents were involved with the Indian Removal? ________

7. Name the Presidents involved.

______________________________________________________________________________

______________________________________________________________________________

8. How were the Indians transported during the Indian Removal Act?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

The Trail of Tears   

     The European settlers had been steadily setting up towns, cities, and homesteads since the 1600s. As the years went by, more and more Europeans came to the United States. The land became increasingly crowded and the Native Americans were pushed further and further across the continent. Many Cherokees had settled into the Appalachian Mountains of Georgia and the Carolinas by the 1800s. Finally, that land also became desirable to the early settlers, and by 1802 president Thomas Jefferson was supporting the idea of removing all Indians from that area.      President Andrew Jackson signed the Indian Removal Act in 1832. This act was quite controversial and two famous lawyers of that day, Daniel Webster and Henry Clay, took the question to the courts. They actually won the court case and it was decided that Indians could hold title to the land. Many elected officials worked very hard to try to remove Native Americans from the land even though the court had decided in the Indians' favor. Finally in 1835, a reluctant council of Cherokees signed the Treaty of New Echota. This was a document causing them to give up all right to any land east of the Mississippi River. In return, they were to receive money, tools, livestock, and general supplies. This treaty became the basis for the "Trail of Tears".      Many Cherokees were gathered and held in camps, while others were placed in stockades that were built for animals. Though as many as 3,000 Cherokees were sent to different boats and moved to other areas, 14,000 were kept in prison-like camps until the middle of the winter of 1838-1839. Then, in the coldest part of winter, they were forced to march 1,200 miles from Georgia to Oklahoma. They were not really prepared for this tough and difficult journey. The number of deaths caused by that march was tragic. More than 4,000 Cherokees died. The very young and very old were especially affected. They had not been given food, clothing or good water and so under such harsh conditions, many were lost. Whenever the Cherokees speak of this time in their history, they call it "Nunna-da-ul-tsun-yi". In their language that means "The Place Where They Cried." How very devastating and painful it must have been for them to see their own loved ones, old people and little babies dying daily because they weren't strong enough to walk across a large portion of the United States. It truly was a "Trail of Tears."

Name: ___________________________ Date: _________________ Social Studies/Geography

After reading the story answer the following questions accurately.

1. What states were the Cherokees living in when the first treaty was signed?  

2. Which President first considered moving all Indians westward?

3  

. According to the Treaty of Echota, where could the Cherokees not live? Use your social studies book and draw a picture and label the state where they were to live in this area.

4  

. What does the Cherokee word "Nunna-da-ul-tsun-yi" mean?

5  

. What conditions did the Cherokees on the Trail Of Tears have to endure?

6  

. Who were the two lawyers who supported Indian rights?

7  

. Did the Native Americans have a legal right to own land prior to the treaty of Echota?

8  

. What, in your opinion, would have been the best answer to this conflict?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

 

Name _____________________________ Date ___________________

Trail of TearsDo you feel the Cherokees were treated fairly by the government? Why do you think the government did this to the Indian peoples?

 

6+1 Trait Writing Model : The Trail of TearsTeacher Name:

Student Name:     ________________________________________

CATEGORY 4 3 2 1 Introduction (Organization)

The introduction is inviting, states the main topic and previews the structure of the paper.

The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.

The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.

There is no clear introduction of the main topic or structure of the paper.

Accuracy of Facts (Content)

All supportive facts are reported accurately.

Almost all supportive facts are reported accurately.

Most supportive facts are reported accurately.

NO facts are reported OR most are inaccurately reported.

Sentence Length (Sentence Fluency)

Every paragraph has sentences that vary in length.

Almost all paragraphs have sentences that vary in length.

Some sentences vary in length.

Sentences rarely vary in length.

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that distract the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.

Sequencing (Organization)

Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.

Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.

Some details are not in a logical or expected order, and this distracts the reader.

Many details are not in a logical or expected order. There is little sense that the writing is organized.

Sources (Content)

All sources used for quotes and facts are credible and cited correctly.

All sources used for quotes and facts are credible and most are cited correctly.

Most sources used for quotes and facts are credible and cited correctly.

Many sources used for quotes and facts are less than credible (suspect) and/or are not cited correctly.

Graphic Organizer Name: _______________________ Date: _______________________

Region

Location

Movement

Place

Human and environment interaction