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Summary and Objective
Students will understand the political, economic, and social factors leading to the Indian Removal Act ot 1830. Students will also gain a deeper understanding of the Trail of Tears, as well as Cherokee culture.
Teaching Plan
Step 1.
Students should read the section of their history text concerning Jackson, the Cherokee, and Indian removal to provide an overview.
Step 2.
Students read "The Road to War" and "Indian Removal" at http://www.americanpresident.org/ , as well as "The Battle of Horseshoe Bend" at http://www.nps.gov/hobe/home/parkhistory.htm for Jackson's background and motivations for his dealings with Native Americans. Answer the following questions: What tribes were allied with Jackson at Horseshoe bend? Was Jackson prejudiced against Native Americans? Do you think his opinions would have been viewd as prejudice in 19th century America?
Step 3.
Explore the link below to the Library of Congress' primary documents relating to Indian removal, as well as http://www.pbs.org/wgbh/aia/part4/4p2959.html Answer the following questions: Based on his Congressional addresses, what was Jackson's opinion of Indians? What was his rationale for relocating the Southern tribes? Where were they being moved to? What tribes, other than the Cherokee, were affected by the Indian Removal Act of 1830? What tribe, though eventually defeated, proved most resistant to forced relocation?
Step 4.
View the front page of Greenfield Gazette & Franklin Herald at the link below. According to this article, what were some local people doing for the Cherokee? How did they feel about the situation of the Cherokee?
Step 5.
Teachers reproduce "Samuel's Memory" from http://cherokeehistory.com/samuel.html
Have the class read it aloud. How does it make them feel? Can they put themselves in Samuel's shoes? Explore what life was like on the Trail of Tears at http://www.rosecity.net/tears/
Step 6.
View the Cherokee language at the link below. Explore the other links, and answer the following: Who was Seqoyah and what did he do for the Cherokee? If time allows, do the online Cherokee lessons at http://www.powersource.com/cocinc/language
Step 7.
View the Cherokee syllabary while listening to Ms. Huckabee recite it, repeating after her. Fold an 8 1/2 x 11 sheet of paper in half the long way. Have students neatly print their name in English on the top half, and write their name in Cherokee on the bottom. Below the Cherokee font, they should include the phoenetic sound. (Note: Some English sounds are not part of Cherokee. Adjustments, exceptions, and educated guesses will have to be made with some names.)
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