Nicole Framiglio Direct Instruction Lesson Plan Template Social Studies Grade Level/Subject: Central Focus: The Trail

of Tears th 5 / Social Studies Essential Standard/Common Core Objective: 5.c.1.1: Analyze the change in leadership, cultures and everyday Date submitted: Date taught: life of American Indian groups before and after European exploration. Daily Lesson Objective: Students will be able to write a journal entry, as if they were Cherokees, about the Trail of Tears by including 4 out of 5 of the main details presented during the lesson (who was involved, what the Trail of Tears was, where did the journey start and finish, when or the year and why they left). 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): Communicate Language Function: Summarize Essential Vocabulary: Cherokee, assimilation Syntax: types of sentences- declarative Discourse: journalistic Prior Knowledge: Native Americans , Manifest Destiny

Activity

Description of Activities and Setting Already covered manifest destiny how America was expanding. Make the connection that before they expanded west they first expanded on the eastern America (map). As a result they forced the native Americans out of their land (particularly the Cherokee). Talk a little bit about the Native American culture before European settlers came over (appreciation for the land, equal gender roles, value of storytelling/oral traditions, dances and songs, medicines, etc.). No need to get too in-depth, just make the point that they had a different culture. Use a picture of the Trail of Tears (from the text book). (Put up page 1 of SMART Board presentation to display the picture) Have the students make inferences and observations to what they picture may be about.

Time

1. Focus and Review

5 Min

Nicole Framiglio

(Page 2) Today we are going to learn about the Cherokee, and their journey on the Trail of Tears.

2. Statement of Objective for Student

30 sec.

3. Teacher Input

Talk about how the white settlers were expanding and taking over more land. Talk about how their rationale for invading Native American land was because the white settlers believed them to be savages (wild, unruly) and there for decided that leaving land to them would be the same as leaving it to the wild. Note that it was due to cultural differences and the white settlers desires to claim more land. (Page 3) Display a map of the U.S. from the 1830s. Explain that the green circle shows territory where the Cherokee people lived before the 1830s. Then circle, in a different color, where the Cherokee actually lived during the 1830s.

10 min

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The Cherokee were not the only ones affected by the white settlers, the Choctaws, Creeks, Chickasaws, and Seminoles were all groups that were getting removed from their homelands. The United States illegally took their land, mostly by force. Sometimes they would by the land from the Native Americans, but that was not without persuasion. Explain that in addition to the white settlers simply wanting more land, they also wanted gold. In 1829, gold was found in Georgia, and more and more white settlers started to make their way into the Cherokee land. In order to coexist with the white settlers, the Cherokee attempted to adopt the ways of the settlers, but that did not work. A written language was even created by a Cherokee man named Sequoyah. Still, the United States wanted the Cherokees removed. (Page 4) (1830) The President, Andrew Jackson even wanted the Cherokees out. The Indian Removal Act of 1830. He knew the Cherokees were being treated unfairly, but he did nothing to stop it. They were even being attacked. Afraid of losing land, a small group of Cherokees signed a treaty with the United States saying that ALL the Cherokees would move to Oklahoma by 1838. Many of these people that signed the treaty were killed by other Cherokees because they were seen as traitors. Sure enough, in 1838, 16,000 Cherokees left their home by force. (Remove the shade from page 4 to display the map)

Nicole Framiglio

4. Guided Practice

Explain the map and the pathways taken by the Cherokee. Emphasize that 16,000 people when on the trail, which was a couple hundred miles. Note that some of them traveled by water for part of the journey. Emphasize the weather they Cherokee faced on this journey (rain, heat, cold, snow, etc.) as well as illnesses. The young and the old died first on this journey. 4,000 died on this journey. For the ones that did make it to Oklahoma, they continued with their traditions and settled down. (Page 5) Next, as a class, put up a chart on the SMART Board. Have the class help fill in the chart by asking the students the questions in the left column.

5 min

Nicole Framiglio

5. Independent Practice 6. Assessment Methods of all objectives/skills: 7. Closure

Should say something along the lines of: Who- Cherokee, Native Americans, Andrew Jackson, White/US Settlers What- Trail of Tears, Indian Removal Act, White Settlers expanding, Gold Where- Mostly Georgia to Oklahoma When- Indian Removal Act in 1830 and Trail of Tears in 1838 Why- White Settlers wanting more land; wanting land with gold Have the students, using proper grammar, write a journal entry (as if they were Cherokees) summarizing events leading to the Trail of Tears and the journey itself. The summary must include the five Ws from the chart made during guided practice. Non Mastery Partial Mastery Full Mastery 0-1 Ws included 2-3 Ws included 4-5 ws included Quickly summarize how the Cherokee and other Native Americans were treated unfairly and were kicked out of their land by the U.S. Settlers and forced to Oklahoma along the trail of tears. Open the floor for questions.

10 min

2 min

8. Assessment Results of all objectives/skills: Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations: Provide a print out of the 5 Ws chart.

Nicole Framiglio Materials/Technology:

(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.)

SMART Board References: http://www.loc.gov/rr/program/bib/ourdocs/Indian.html http://lcweb2.loc.gov/cgi-bin/query/D?hlaw:1:./temp/~ammem_GIE5:: http://www.pbs.org/indiancountry/history/trail.html http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter16/interactive_maps.html#expulsion http://www.pbs.org/wgbh/aia/part4/4h1567b.html http://cherokeenational.blogspot.com/2010/12/cherokee-removal-act-of-1830.html Reflection on lesson: