Preparation: The students will prepare for the lesson by reading the
section of the textbook about the Cherokee removal. (Jackson, Stakes,
Hepburn, & Hepburn pp. 125-152).
2. Review: The teacher will guide the students through a discussion
of the textbook reading.
The goal of the discussion is to have the students generate the key
players, places, events, and perspectives that provide the background
information for the activities. The teacher serves as facilitator
by asking questions and listing answers on the board. Although the
discussion should begin broadly, over time categories or themes should
be shaped by prompting the students to consider logical groupings.
In this way the students are to build a knowledge base to serve as
a foundation for the activities. The teacher should review the information
to be sure that the students have identified all of the key textbook
terms. If all key terms have not been identified, more specific prompting
may be required and students should refer to the textbook.
3. Resource Exploration: The students will pair up together on a computer
and explore selected resources that
represent a variety of perspectives on the subject.
4. Document Analysis: Working in pairs for discussion purposes, each
student will complete document analysis worksheets on any of the primary
source or historic newspaper documents using the National
Archives Document Analysis worksheet.
5. Reflection Activity: Each pair of students will then choose two
different players from the list below for discussion. They will identify
the key ideas surrounding the topic of the Cherokee removal from these
different points of view. A worksheet prompts them to consider the
impact that the removal would have on this person, why they might
be in favor or not in favor, and what arguments that they might make
to support their position. (Download Reflection
Missionary in a Cherokee village
Project: Students will then choose one of the following activities.
While it is important to provide them with a choice, the teacher may
choose to offer only two alternatives of those listed below.
Students may form two teams to hold a debate. Determine by tossing
a coin which team will be for and which will be against the removal
of the Cherokees. As part of a planning discussion, each team will
prepare points in favor of their position as well as points that they
might need to counter the opposition’s arguments. Each team
member will record their own copy these points for use in the debate
to turn in for a grade. The teams will have a final argument in front
of the class. Each team member will make at least one point and counterpoint.
The class will review the debates and select a winner by listing and
scoring the points and counter-points that each side made. (Download
Debate Score Sheet )
Individual students may write a short 3-5 paragraph newspaper editorial
for either the Cherokee Phoenix or the Milledgeville Southern Recorder
(the newspaper published in the then state capitol in the 1830’s).
They must identify their point of view, audience, and opposition.
They should make three points appropriate for that point of view and
one counter-point to the opposition’s position.
Individual students may develop a drawing, painting, or collage of
a flag representing the point of view of one of the seven figures
listed above. The flag should visually represent their identity, their
role in the issue, and their point of view. The student will present
the flag to the class and explain how the flag represents these components.
Two students may choose opposing points of view and negotiate and
draft a treaty that outlines how these can be resolved. The treaty
should contain one concession for each side and at least three points