Microsoft Word Viewer - The Indian Removal Act - Education Extras

Teaching with Primary Sources

Illinois State University

The Indian Removal Act and the Consequences of Expansion on �ative Americans

Gail Ashburn

South Lake High School

American Horse - Ogalala (The North American Indian; v.03) Seattle : Original photogravure produced in Boston by John Andrew & Son, E.S. Curtis, 1908

http://hdl.loc.gov/loc.award/iencurt.cp03033

Disparity in American Ideals and Reality of Native Americans

Overview/ Materials/Historical Background/LOC Resources/Standards/

Procedures/Evaluation/Rubric/Handouts/Extension

Overview In 1830 the Indian Removal Act was passed requiring the Cherokee to be moved from

Georgia to reservations to allow for the discovery and mining of gold. The Native Americans were forced

to move and integrate into American Society. Back to �avigation Bar

Objectives Students will:

• Read and analyze primary and secondary source documents

for the Library of Congress Website and the National

Archives Website

• Investigate and compare period photographs

• Determine and summarize the consequences for Native

Americans

Recommended time frame 4 days (50 Minute Lessons)

Grade level 8th grade

Curriculum fit US History

Materials Anticipation Guide, Exit Tickets

Primary Source Document Analysis Worksheets

Pencil

Copies of Primary Source Documents or Computer with internet

access

Standards Back to �avigation Bar �ational History Standards

United States Era 4 Expansion and Reform

Standard 1: United States territorial expansion between 1801

and 1861, and how it affected relations with external powers and

Native Americans

to



Common Core Reading Standards

Michigan Grade Level Content Expectations

RI 8.1Cite the textual evidence that most strongly supports an

analysis of what the text says explicitly as well as inferences

drawn from the text.

RI 8.2 Determine a central idea of a text and analyze its

development over the course of the text, including its

relationship to supporting ideas; provide an objective summary

of the text.

RI 8.6 Determine an author’s point of view or purpose in a text

and analyze how the author acknowledges and responds to

conflicting evidence or viewpoints.

MI.U4 Strand/Standard Category

Integrated United States History-U.S. History and Geography

(USHG) Era 4-Expansion and Reform (1792-1861)

U.4.2 Standard

Regional and Economic Growth: Describe and analyze the

nature and impact of the territorial, demographic, and economic

growth in the first three decades of the new nation using maps,

charts, and other evidence.

8 – U4.2.3 Westward Expansion Explain the expansion, conquest, and settlement of the West

through the Louisiana Purchase, the removal of American

Indians (Trail of Tears) from their native lands,

the growth of a system of commercial agriculture, the Mexican-

American War, and the idea of Manifest Destiny. (E2.1)

(National Geography Standard 6, p. 154)

8-U4.2.4 Consequences of Expansion Develop an argument based on evidence about the positive and

negative consequences of territorial and economic expansion on

American Indians the institution of slavery, and the relations

between free and slaveholding states. (C2

MI.U6 Strand/Standard Category

Integrated United States History - U.S. History and Geography (USHG) Era 6

- The Development of an Industrial, Urban, and Global United States (1870-

1930)



Procedures Back to �avigation Bar Anticipation Guide Handouts

Andrew Jackson

Digital ID: (b&w film copy neg. of cropped image)

cph 3c17120 http://hdl.loc.gov/loc.pnp/cph.3c17120

Reproduction Number: LC-USZ62-117120 (b&w film copy neg. of cropped image) Repository: Library of

Congress Prints and Photographs Division

Washington, D.C. 20540 USA

Andrew Jackson speech to 21st

Congress about Indian Removal

http://memory.loc.gov/cgi-

bin/ampage?collId=llrd&fileName=

010/llrd010.db&recNum=438

Andrew Jackson on Indian Removal

http://www.ourdocuments.gov/doc.php?

doc=25&page=transcript

Day One:

• (5 Minutes) Teacher will split the students into two sides.

Then tell one half of the students that they will be leaving

the class for the rest of the year. Please pack up their things,

and to only take what belongs to them and they will be paid

for their desk by you. Do not entertain student’s question,

continue to respond with the following statement: 1)It is in

your best interest or 2) the decision has already been made.

Allow the students to become uneasy before asking them to

return to their seats.

• (5 minutes) Instruct the students to take their seats. Record

their feelings about being told they were leaving you class or

their feelings that others were being forced to leave.

• (30 Minutes) Give students the primary source document-

Andrew Jackson on Indian Removal and the Primary Source

Worksheet

http://www.archives.gov/education/lessons/worksheets/docu

ment.html

1. Students will need to read the right hand side of the

page first and then the next page o the document.

You could also print out the transcript from the

�ational Archives link.

2. Students may need additional instruction in using

primary source documents and evaluating them

• (10 Minutes) Conclude lesson by asking students to

respond to Andrew Jackson’s statements to Congress

using the bottom of the Anticipation Guide



John Ross, as Cherokee chief, had to lead his people on the

"Trail of Tears"

CREDIT: “John Ross, a Cherokee chief.” Prints and

Photographs Division, Library of Congress. Reproduction Number LC-USZC4-3156.

Our Hearts are Sickened”: Letter from

Chief John Ross of the Cherokee,

Georgia, 1836

http://historymatters.gmu.edu/d/6598/

Memorial from the ladies of

Steubenville, Ohio, protesting Indian

removal

2/15/1830

Records of the U.S. House of

Representatives

Archival Research Catalog (ARC) ID:

306633

http://docsteach.org/documents/306633/

detail?mode=browse&menu=closed&er

a%5B%5D=expansion-and-

reform&page=5

Memorial of the Cherokees, written in

both English and Cherokee

2/15/1830

Records of the U.S. House of

Day Two:

• (35 Minutes) Students should be split into pairs; each

pair of students will be given two of three different

letters. Two are letters to the editor and one is a letter

from Chief John Ross of the Cherokee Nation. The

students will use the letters to analyze the opinions of

people during the time of the Indian removal. Students

can access these documents online following the links or

may be printed ahead of time. Students will use the

Written document Analysis Worksheet to build a more

clear understanding of the different points of view

http://www.archives.gov/education/lessons/worksheets/d

ocument.html

.

• (10 Minutes) Students will use a Venn Diagram to

compare and contrast the two different letters. Venn

Diagram can be found in Handouts

• (5 Minutes) Students will complete an exit ticket

explaining what they have learned.



Representatives

Archival Research Catalog (ARC) ID:

306680

http://docsteach.org/documents/306680/

detail?mode=browse&menu=closed&er

a%5B%5D=expansion-and-

reform&page=5

Day Three:

This lesson requires preparation time. The students will be

going on a gallery walk and viewing several examples of �ative

Americans in photographs. Some of the photographs are

examples of the lives and lifestyle of �ative Americans prior to

their removal, others are after their removal. The photographs

will need to be printed and placed in different areas of the

classroom or on an overhead projector/document camera.

Please use the links provided in the Primary Resources Section

below.

1. (5 Minutes) Teacher will show the students the

interactive online presentation of Native American land

http://www.loc.gov/teachers/classroommaterials/presentationsa

ndactivities/presentations/immigration/native_american_map.ht

ml

2. (30 Minutes) Students will use the Photograph Analysis

Worksheet for the photographs, so they will need several

copies. It can either be found in the handouts sections or

by following the link below.

http://www.archives.gov/education/lessons/worksheets/p

hoto.html

3. (15 Minutes) Teacher will facilitate a class discussion

about the posted photographs. Students should be able to

discuss their analysis worksheets. Ask students to

identify the consequences of removal of the Native

Americans.

Day Four: (50 Minutes) Assessment

Students will write a letter to the editor describing the treatment

of the Native Americans and the differences in their lives after

removal to the Indian Territory. Students should be instructed to

focus on one photograph from the previous lesson. Have the

photographs available for the students should they need.

Students should be given a copy of the rubric provided.



Evaluation Back to �avigation Bar This learning experience will be evaluated daily and using the

letter to the editor as a final assessment. The letter to the editor

will be evaluated using the rubric below. Rubric

Extension Back to �avigation Bar

Students can evaluate the report of Indian Schools, using this

information the students can compare and contrast the

differences in the Indian Schools and public school today.

Report of Indian Schools 1887

http://www.loc.gov/teachers/classroommaterials/primarysources

ets/assimilation/pdf/report2.pdf



Historical Background Back to �avigation Bar

In 1830, the Congress of the United States passes the Indian Removal Act. This

Congressional Act led to the historic “Trail of Tears” forever changing the lives of

thousands of Native Americans.

Several sources are listed for additional information:

http://www.americaslibrary.gov/jb/nation/jb_nation_tears_1.html

Destroying Native American Culture

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/

immigration/alt/native_american.html

http://docsteach.org/documents/search?mode=browse&menu=open&era%5B%5D=expan

sion-and-reform&page=2

Major Ridge, Cherokee Chief

http://myloc.gov/Exhibitions/creatingtheus/DeclarationofIndependence/FoundedonaSetof

Beliefs/ExhibitObjects/MajorRidgeCherokeeChief.aspx

Trail of Tears explanation

http://www.americaslibrary.gov/es/ky/es_ky_powwow_1.html



Primary Resources from the Library of Congress Back to �avigation Bar

Photographs

American Horse - Ogalala (The North American Indian; v.03) Seattle : Original

photogravure produced in Boston by John Andrew & Son, E.S. Curtis, 1908

http://memory.loc.gov/award/iencurt/cp03/cp03033v.jpg

Acoma water girls (The North American Indian; v.16)

http://hdl.loc.gov/loc.award/iencurt.cp16030

Announcement – Arikara


Ogalala war-party (The North American Indian)


Nez Perce men, posed before transport to the Indian Territories, probably taken in

Montana,1877

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/westward/pdf/nezperc

e.pdf

Ta-Her-Ye-Qua-Hip or Horse-Backs Camp. No-Co-Nie. Comanches

http://www.loc.gov/pictures/resource/cph.3b01742/

Cherokee payments(?). Several men seated around table counting coins; large group of

Native Americans stand in background

http://www.loc.gov/pictures/resource/cph.3c11280/

Chiricahua Apaches four months after arriving at Carlisle

http://cdm15330.contentdm.oclc.org/u?/p15330coll22,36690

Group of Native Americans sitting and gesturing in front of a teepee in an auditorium].

Chicago Daily News, Inc., photographer Cite as: DN-0080479, Chicago Daily News

negatives collection, Chicago History Museum


bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+n080479))

Native Americans sitting in a circle, some playing drums].Chicago Daily News, Inc.,

photographer.CREATED/PUBLISHED[ca. 1903 Sept. 29]


bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+n001533))



Other Links

Andrew Jackson on Indian Removal

http://www.ourdocuments.gov/doc.php?doc=25&page=transcript

James G. Blunt to Abraham Lincoln, Wednesday, August 13, 1862 (Introduces John

Ross) From James G. Blunt to Abraham Lincoln, August 13, 1862

In the Field. Fort Scott. Aug. 13th 1862

http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d1762800))

Destroying Native American Culture


immigration/alt/native_american.html

http://docsteach.org/documents/search?mode=browse&menu=open&era%5B%5D=expan

sion-and-reform&page=2

Major Ridge, Cherokee Chief

http://myloc.gov/Exhibitions/creatingtheus/DeclarationofIndependence/FoundedonaSetof

Beliefs/ExhibitObjects/MajorRidgeCherokeeChief.aspx

Trail of Tears explanation

http://www.americaslibrary.gov/es/ky/es_ky_powwow_1.html

Our Hearts are Sickened”: Letter from Chief John Ross of the Cherokee, Georgia, 1836

http://historymatters.gmu.edu/d/6598/

Memorial from the ladies of Steubenville, Ohio, protesting Indian removal

2/15/1830 Records of the U.S. House of Representatives

Archival Research Catalog (ARC) ID: 306633

http://docsteach.org/documents/306633/detail?mode=browse&menu=closed&era%5B%5

D=expansion-and-reform&page=5

Memorial of the Cherokees, written in both English and Cherokee 2/15/1830

Records of the U.S. House of Representatives

Archival Research Catalog (ARC) ID: 306680

http://docsteach.org/documents/306680/detail?mode=browse&menu=closed&era%5B%5

D=expansion-and-reform&page=5

Map of Indian Territory-Diminishing lands


immigration/native_american_map.html



Report of Indian Schools 1887

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/assimilation/pdf/repor

t2.pdf

Photo Analysis Worksheet, National Archives

http://www.archives.gov/education/lessons/worksheets/photo.html

Document Analysis Worksheet

http://www.archives.gov/education/lessons/worksheets/document.html



Rubric Back to �avigation Bar

Letters to the Editor (Writing Applications)

CATEGORY 4- Excellent

3- At or Above

Average 2- At or Below Average

1-

Needs significant improvements

Address

audience

needs

Stated purpose

and context in a

clear and

efficient manner.

Well organized.

Purpose was fairly

clear, but could

have been better

organized.

Purpose was somewhat

organized, but not very

clear. It took more than

one reading to figure out

what the letter was

about.

The letter seemed to be a

collection of unrelated sentences.

It was very difficult to figure out

what the letter was about.

Follow

conventional

style

Writer makes no

errors in

grammar or

spelling.

Writer makes 1-2

errors in grammar

and/or spelling.

Writer makes 3-4 errors

in grammar and/or

spelling.

Writer makes more than 4 errors

in grammar and/or spelling.

Include

appropriate

facts and

details

The letter

contains at least

5 appropriate

facts or details

gained from

research about

the topic.

The letter contains

only 4 appropriate

facts or details

gained from

research about the

topic.

The letter contains only

3 appropriate facts or

details gained from

research about the topic.

The letter contains 1 or no

appropriate facts or details gained

from research about the topic.

Exclude

extraneous

details and

incon-

sistencies

Irrelevant or

unrelated details

were excluded

and there were

no

inconsistencies.

One extraneous

detail or

inconsistency

appeared.

There were 2 extraneous

details and/or

inconsistencies.

There were 3 or more extraneous

details and/or inconsistencies.

Closure The writer

provided a sense

of closure to the

letter.

The writer was

somewhat clear in

providing closure

to the letter.

The writer was rather

unclear about providing

closure to the letter.

The writer did not provide closure

to the letter.



Sentence and

Paragraphs

Sentences and

paragraphs are

complete, well-

constructed and

of varied

structure. Has

originality.

All sentences are

complete and well-

constructed (no

fragments or run-

ons). Paragraphing

is generally done

well.

Most sentences are

complete and well-

constructed.

Paragraphing needs

some work.

Too many sentence fragments or

run-on sentences OR paragraphing

needs lots of work.

Format Complies with

all the

requirements of

a business letter.

Missing one

requirement of the

business letter.

Missing one or more

requirements of the

business letter.

Not in compliance with business

letter format at all.



Handouts Back to �avigation Bar

Written Document Analysis



Anticipation Guide

1. How did you feel when you found out you had to leave the classroom or when

your classmates had to leave the classroom?

2. What could you door your classmates do to change your teacher’s mind about the

move?

3. Do you feel that you would have been fairly compensated for your desk? Was it

fair the way the students were chosen to leave?

Indian Removal Bill and Andrew Jackson’s beliefs

1. Describe Andrew Jackson’s beliefs about Native Americans. Explain why this

is what you think he believed?

2. If you were a member of Congress what questions would you have for

Andrew Jackson?



�AME____________________

EXIT TICKET

1. The most important thing that I learned today was…

2. A question I have about the topic today is……

�AME____________________

EXIT TICKET

1. The most important thing that I learned today was…

2. A question I have about the topic today is……



Venn Diagram

Letter __________________ Letter __________________

Microsoft Word Viewer - The Indian Removal Act - Education Extras

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