Post on 15-Feb-2018
transcript
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
Teaching with Primary Sources
Illinois State University
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)
Teaching with Primary Sources
Illinois State University
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
Teaching with Primary Sources
Illinois State University
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.
Teaching with Primary Sources
Illinois State University
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.
Teaching with Primary Sources
Illinois State University
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
Teaching with Primary Sources
Illinois State University
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
Teaching with Primary Sources
Illinois State University
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
http://memory.loc.gov/award/iencurt/cp05/cp05012v.jpg
Ogalala war-party (The North American Indian)
http://memory.loc.gov/award/iencurt/cp03/cp03002v.jpg
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
http://memory.loc.gov/cgi-
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]
http://memory.loc.gov/cgi-
bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+n001533))
Teaching with Primary Sources
Illinois State University
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
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
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
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/
immigration/native_american_map.html
Teaching with Primary Sources
Illinois State University
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
Teaching with Primary Sources
Illinois State University
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.
Teaching with Primary Sources
Illinois State University
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.
Teaching with Primary Sources
Illinois State University
Handouts Back to �avigation Bar
Written Document Analysis
Teaching with Primary Sources
Illinois State University
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?
Teaching with Primary Sources
Illinois State University
�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……
Teaching with Primary Sources
Illinois State University
Venn Diagram
Letter __________________ Letter __________________
Teaching with Primary Sources
Illinois State University
Teaching with Primary Sources
Illinois State University