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The removal of the Cherokee Indians: This lesson allows students to assess the influence of the Trail of Tears. Students will read a brief history of the Cherokee Indians, past and present. They will watch the Unto These Hills video and read excerpts from Native Americans and government officials during the Indian Removal. Students will write an essay supporting or opposing the Indian Removal Act.; Format: lesson plan (grade 9–12 Social Studies); By Amy Oxendine.

Routes of Indian Removal: Map showing land and water routes taken by Cherokee, Chickasaw, Choctaw, Creek, and Seminole Indians during removal to Oklahoma, 1838–1839.; Format: image/map

The legend of Tsali: In North Carolina in the New Nation, page 10.9; The story of a Cherokee man who resisted removal and founded the Eastern Band of Cherokee Indians. Includes historical commentary.; Format: legend

North Carolina in the New Nation: Primary sources and readings explore North Carolina in the early national period (1790–1836). Topics include the development of state government and political parties, agriculture, the Great Revival, education, the gold rush, the growth of slavery, Cherokee Removal, and battles over internal improvements and reform.; Format: book (multiple pages)

The Indian Removal Act of 1830: In North Carolina in the New Nation, page 10.5; Act of Congress, passed in 1830, authorizing President Andrew Jackson to transfer Eastern Indian tribes to the territories west of the Mississippi River. Includes historical commentary.; Format: legislation; Commentary and sidebar notes by Kathryn Walbert, L. Maren Wood, and David Walbert.

Cherokee County Historical Museum: Students can see artifacts, books, papers, photographs, and other materials significant to the history, culture, and heritage of Cherokee County, NC.; Format: article/field trip opportunity

Chief John Ross protests the Treaty of New Echota: In North Carolina in the New Nation, page 10.7; In this 1836 letter, Cherokee Chief John Ross urges Congress not to ratify the Treaty of New Echota, in which a small group of Cherokee men claiming to represent the Nation agreed to removal. Includes historical commentary.; Format: letter; Commentary and sidebar notes by Kathryn Walbert and L. Maren Wood.

Walking the Trail of Tears: Students will read accounts and experience what happened on the Trail of Tears. They will discuss the causes of removal, explore the trail and understand the effects it had on the Cherokee.; Format: lesson plan (grade 4–5 Social Studies); By Marsha Davis.

A walk of betrayal: The Trail of Tears: In this lesson plan for fourth and fifth grades, 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.; Format: lesson plan (grade 4–5 Social Studies); By Mary Towles.

Andrew Jackson calls for Indian removal: In North Carolina in the New Nation, page 10.3; Excerpt from President Andrew Jackson's first inaugural address, 1829, in which he argued that American Indians should be removed west of the Mississippi. Includes historical commentary.; Format: speech; Commentary and sidebar notes by Kathryn Walbert and L. Maren Wood.

American Indians: A guide to some of the best resources for teaching about American Indians, including lesson plans, articles, websites, and field trip opportunities.; Format: bibliography/help

A soldier recalls the Trail of Tears: In North Carolina in the New Nation, page 10.8; In this letter to his children, written on his eightieth birthday, Private John G. Burnett tells the story of the removal of the Cherokee to the West. Includes historical commentary.; Format: letter

Federal recognition for Lumbee Indians: In Teaching about North Carolina American Indians, page 3.7; Introduction North Carolina recognizes the Lumbee Indian Tribe; however, Federal recognition has not been given. Why? What are the criteria for recognition? What are the reasons for and against Lumbee recognition? This lesson uses a teacher-made debate...; Format: lesson plan (grade 8–12 Social Studies); By Linda Tabor.

Cherokee lore and traditions: In Teaching about North Carolina American Indians, page 4.3; Length 9 Weeks Class Length: 45 minutes - Meets daily Learning outcomes Promotes life-long learning: appreciation of different cultures. Provides hands-on activities: making masks. Integrates with EOG testing: reading....; Format: lesson plan (grade 6 English Language Arts and Social Studies); By Patricia Lancaster.

Cherokee clans: In Teaching about North Carolina American Indians, page 4.1; Introduction Hollywood movies have not accurately portrayed American Indians who lived in North Carolina. By researching and role playing the seven clans of the Cherokee, the false stereotypes will be replaced with factual knowledge and understanding....; Format: lesson plan (grade 4 Social Studies); By Linda Tabor.

The Albany Plan of Union: In Colonial North Carolina, page 8.4; Transcription of a plan adopted by representatives of seven colonies in 1754 to place the British North American colonies under a more centralized government. Although never carried out, it was the first important plan to conceive of the colonies as a collective whole united under one government.; Format: constitution

The French and Indian War: In Colonial North Carolina, page 8.1; The French and Indian War was the North American conflict that was part of a larger imperial conflict between Great Britain and France known as the Seven Years' War. The French and Indian War began in 1754 and ended with the Treaty of Paris in 1763. The war provided Great Britain enormous territorial gains in North America, but disputes over subsequent frontier policy and paying the war’s expenses led to colonial discontent, and ultimately to the American revolution.; Format: article

The Cherokee and the Trail of Tears: In North Carolina in the New Nation, page 10.1; 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.; Format: article

Site robbers: In Intrigue of the Past, page 5.6; Students will use an interview with a Native American to write a newspaper article or letter that expresses concern about robbing archaeological sites.; Format: lesson plan (grade 4 English Language Arts and Social Studies)

Cherokee Nation v. the State of Georgia, 1831: In North Carolina in the New Nation, page 10.6; When Georgia tried to subject the Cherokee to state law, they sued the state in federal court. The Supreme Court ruled against them in 1831, in this decision written by Chief Justice John Marshall. Includes historical commentary.; Format: court decision; Commentary and sidebar notes by L. Maren Wood and David Walbert.

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