Lesson/Activity
Directions for submitting:
Complete the template and save as content_standard_lesson title (ex. Math_6.NS.2_divisionfun). Then email this to: (elementary), (middle school), or (high school)
Name of Activity: Trail of Tears
Submitted by: Michael Williams
Standard:(What students need to know?)
AH1.H.3.4AH1.H.3,
AH1.H.4.1
Learning Target:
AH1.H.3.4Ican analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., mercantilism, Revolutionary era taxation, National Bank, taxes, tariffs, territorial expansion, Economic “Panics”, Civil War).
Criteria for Success:
I will Understand the factors that led to exploration, settlement, movement, and expansion and their impact on United States development over time.
AH1.H.4
I will Analyze how conflict and compromise have shaped politics, economics and culture in the United States.
Estimated Time:
2-3 Days
Materials and Technology/Websites:
Analyze the painting Trail of Tears from the
perspective a Cherokee tribe member, a US
official, a white farmer in Georgia, a Supreme
Court justice
Description of Activity:(How will students learn it?)
Writing prompt, for each stop on TOT. Trail of Tears Assignment
1.Georgia
a.Writing Prompt #1— How has being forced to leave your land effect you? , Also how were you feeling about the soldiers moving your family? What were the soldiers’ reactions when they came in contact with you?
2.Missouri
a.Writing Prompt #2-- How has the trail of tears changed your perspective of the u.s. government? How have you had to adapt?
3. Tennessee
a.Writing Prompt #3—are you upset about what you have to do now that you had to leave your home? How will this affect the Cherokee population? (be specific EX.)
4. Gym
a.Writing Prompt #4—how have you dealt with the death of your immediate family? How have you dealt with adapting to the weather?
Description of Assessment:(How will we know they learned it?)
(Examples: Teacher observation, Exit Cards, Student Created, Chapter Test, A.C.E)
1. Students will travel around the school on the trail of tears.
2. Students will veiw short Youtube clip about Trail of Tears.
3.Students will take guided notes on unit
4. Students will make signs to wear during TOT
5. Students will research and read several primary source documents, from the persepective of John Marshall and the Cherokee Indians.
6. Students will document their TOT by at each stop document their movement andfollow the specific writing prompt.
Each person will be given a Cherokee name.
1. Blue Moon
2 Morning Star
3. Hickory
4. Four Feet
5. Bald Eagle
6. U.S. Soldier
7. Fast Running Horse
8. Blowing Breeze
9. Acorn
10. Very Quiet Cricket
11. Sweet Maize
12. U.S. Soldier
13. Chief Firefly
14. Mountain Bear
15. Howling Wolf
16. U.S. Soldier
17. Old Mountain Bear
18. Walking Deer
19. Red Berries
20. Tall Oak
21. U.S. Soldier
22. Rainbow Fish
23. Grouchy Ladybug
24. Hungry Caterpillar
25. Brown Bear
26. Purring Kitten
27. Very Busy Spider
28. Sneaky Python
29. Crafty Tulip
30. Furry Pheasant
31. Timely Tortoise
32. Fallen Ferret
33. Smiley Snail
Intervention/ Remediation: (What will we do if the students don’tlearn it?)
Homework, Study Island, tutoring after school, more primary source research
Enrichment: (What will you do if they already know it?)
Help students to better understand questions. More advanced role in TOT.Review ESS vocab. study guide to go along with lesson, create their own ppt to detail expansion.
C&I 2012