Along the Trail of Tears

A part of history is often forgotten when teaching younger students. This is the relocation of the Cherokee Indians when the white settlers wanted their property. The US Government moved whole groups of Indians under harsh conditions. This trip became known as the Trail of Tears. Using this as a background students will explore and experiment with persuasive writing as they try to express the position of Cherokee leaders.

A lesson plan for grades 4–5 English Language Arts and Social Studies

By Glenda Bullard

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• The Cherokee and the Trail of Tears In 1836, years of increasing tension between Cherokees in the southeastern U.S. and white settlers eager to encroach on Cherokee land culminated in the Treaty of New Echota, which called for the forcible removal of Cherokees to the western Indian Territory. Two years later, federal troops and state militias enforced the treaty, sending large groups of Indians west with inadequate supplies. Many died along the way. The forced removal of the Indians from their land has become known as the Trail of Tears.

Related pages

• North Carolina Cherokee Indians: The Trail of Tears: In this two week unit, students will study the Cherokee by participating in literature circles, learning about Native American story telling, writing a letter to Andrew Jackson to protest against the Creek War, and more.
• A walk of betrayal: The Trail of Tears: In this lesson plan for fourth and fifth grade students will read various resources and watch videos about the Cherokee. They will trace the history of the Cherokee, discuss the outcomes of the impact of the white man, and determine how that intrusion led the Cherokee to the Trail of Tears. The students will examine the survival of the Cherokee and explore their accomplishments into the 21st century.
• Native American music: Two North Carolina tribes: In this lesson plan, students will listen to songs from two North Carolina tribes. Students will learn about the music through listening, analyzing, singing, moving, and playing instruments.

Related topics

• Learn more about American Indians, American history, Cherokee Indians, North Carolina, Trail of Tears, United States, history, language arts, persuasion, read-alouds, social studies, and writing.

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Learning outcomes

Students will:

• learn about the harsh conditions the American Indians faced during relocation.
• learn how to use persuasive writing.

Teacher planning

Time required for lesson

2 weeks

Materials/resources

• Variety of literature relating to Cherokee Indians and Trail of Tears
• Map of United States
• Overhead of persuasive writing samples
• Paper and pencil

Technology resources

• Overhead
• Computer
• Microsoft Word (with Thesaurus feature)

Pre-activities

Tell students how some people write and talk using the same words all the time. Instead of using vivid words they use the same “dead” words.

Read Steven Kellogg’s Chicken Little. Explain how he used other words instead of “said”. Reread story. Tell students to listen for word that means “said.” Stop and record them.

Activities

1. Discuss how the Cherokee were made to leave their home and how harsh the conditions were during the trip.
2. Talk about the dead words the class threw away.
3. Talk about words of persuasion. Tell the children how we use persuasion to get someone to do something.
4. Explain how you can use persuasive writing as a tool to communicate point of view.
5. Tell students they are to assume the role of a Cherokee Indian leader during time of Trail of Tears. Write paragraph to persuade United States Government to allow you to stay on your land.
6. Use map to trace the the route of the Trail of Tears.
7. Think-Pair-Share. Pose question “How would you feel if someone came in your home and told you to take your stuff and move?”
8. Each pair will publish a draft using Microsoft Word. Use grammar check to check work and the thesaurus feature to replaced “dead” words.

Assessment

The student:

• used precise original words.
• reduced use of “dead” words.
• used available technology to assist in writing.

Supplemental information

Comments

I am an American Indian. I feel this period of time is important to all Americans. I am also a teacher of exceptional children. Lessons have to be adapted for my students to understand and enjoy them.