Trail of Tears Teacher Resources
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Imagine being forced to walk from Florida to Oklahoma. Imagine being forced to walk from Florida to Oklahoma in the winter. Imagine being forced to walk from Florida to Oklahoma with everyone in your village, including the old and the sick. Class members listen to a podcast about the Trail of Tears as they take a 25 minute walk. Returning to the classroom, participants discuss their post-walk feelings and their responses to the podcast. Complete directions for the activity, discussion questions, a vocabulary list, and a comprehension quiz are included in the resource.
Private John G. Burnett was one of the American soldiers involved in the forced removal of the Cherokee from their lands in the south to Oklahoma. His account of this experience, “A Soldier Recalls the Trail of Tears” provides the text for a Paideia seminar. Scripted directions for the activity, as well as discussion questions, are included in the packet. A link to the Paideia Seminar: Active Thinking through Dialogue is provided for those unfamiliar with this approach.
Students investigate the history of the Cherokee Indians by viewing videos. In this Native American history lesson, students view several video documentaries about the Cherokee Indians and the atrocities committed against them by the early settlers. Students trace the historic Trail of Tears on a U.S. map.
Students examine U.S. History by reading a nonfiction book in class. In this Native American lesson, students read the book Trail of Tears and identify different Native American tribes, their characteristics, and their geographic location. Students define Native American vocabulary terms and answer reading comprehension questions.
Students examine executive power. In this Indian Removal lesson, students listen to their instructor present a lecture regarding the "Trail of Tears". Students respond to discussion questions regarding the lecture.
Students order the events that led to the Trail of Tears. In this Cherokee Indian lesson plan, students research various websites. Students create a timeline of events recording after viewing a video segment. Students are evaluated for comprehension of the media they have seen.
Learners discuss and research the Trail of Tears. In this Native American history unit, students read stories about and research information about the Cherokee Indians and the Trail of Tears. Learners work in literature circles and listen to guest speakers.
Students examine the reason for removal of the Cherokee and other Indian nations. They map the water route of the Trail of Tears from its origination in the east and through the Arkansas River Valley to Indian Territory.
Fifth graders trace the development and expansion of the US while studying the Trail of Tears. They examine the political factors and analyze the impact the Indian Removal Act had upon a society. They present a case for or against the Indian Removal Act.
Learners become familiar with the reasons that the settlers wanted the land, the broken treaties, and the Indian Removal Act leading to the Trail of Tears. This is done with activities, examining Web sites, and watching video clips.
Eleventh graders use timelines, primary sources and the Internet to research the removal of Cherokee Indians from their land the subsequent Trail of Tears march. They use their findings to stage and participate in a mock trial.
Young scholars create a poster and a collage about the Trail of Tears. In this Trail of Tears lesson plan, students get into groups and create a poster and collage about the event, and provide a concluding statement about their opinions on the event.
Students examine the many times in U.S. History in which a group of people were displaced. As a class, they discuss the differences between immigration, deportation, resettlement and internment. Using the internet, they research the Trail of Tears, the internment of Japanese-Americans and the deportation of Mexicans. They present their findings to the class with a visual aid.
Seventh graders study the Trail of Tears. In this American History lesson, 7th graders analyze various resources. Students create various journal entries on specific topics.
Fifth graders are introduced to the removal of Native Americans along the Trail of Tears. In groups, they examine the political factors that caused this removal and its effect on society. To end the lesson, they discuss various ways to deal with grief and loss.
Fourth graders investigate the time of the Trail of Tears. They use this to practice persuasive writing skills by writing to the U.S. government. They take the parts of the Cherokee people. They write a paragraph about their feelings.
Learners create a journal entry written from the perspective of a Cherokee, a soldier, or a person involved in the Trail of Tears.
Young scholars investigate the Trail of Tears. In this United States history lesson, students identify the reason for removing the Cherokee Nation and role play a modern day situation similar to the Indian Removal Act. Young scholars reflect their feelings in their journals.
Students investigate U.S. history by reading American Indian stories. In this Cherokee Indian lesson, students identify the cruelty inflicted towards Native Americans by the European settlers and the "trail of tears" that were left. Students utilize Microsoft Word to write an essay response to the governmental theft of the Cherokee land.
Native American displacement, deportation of Mexican Americans, and Japanese internment are the focus of this history resource. It includes learning objectives, a materials list, key terms, related sources of information, an anticipatory activity, and the main activity. Class members consider what it's like to relocate before moving into strategically formed groups. They then research these events in US history and review the key terms. After collecting their information, individuals create a presentation appropriate to their skill level. Suggestions for differentiated projects are included.