K-12 Teaching and Learning From the UNC School of Education


LEARN NC is no longer supported by the UNC School of Education and has been permanently archived. On February 1st, 2018, you will only be able to access these resources through the Internet Archive’s Wayback Machine. We recommend that you print or download resources you may need before February 1st, 2018, after which, you will have to follow these instructions in order to access those resources.

Narrow your search

Resources tagged with Cherokee Indians are also tagged with these keywords. Select one to narrow your search or to find interdisciplinary resources.

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/primary source
Commentary and sidebar notes by Kathryn Walbert and L. Maren Wood.
Boundary between North Carolina and the Cherokee Nation, 1767
In Revolutionary North Carolina, page 4.2
1767 agreement between Governor William Tryon and Cherokee Indians in regard to boundary between colonial settlement and Cherokee lands. Includes historical commentary.
Format: document/primary source
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
Cherokee clans
In Teaching about North Carolina American Indians, page 3.1
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 Cherokee language and syllabary
In North Carolina in the New Nation, page 10.2
In the early nineteenth century, a Cherokee silversmith named Sequoyah invented a syllabary, or syllabic alphabet, for the Cherokee language. Within a few years, books and newspapers were printed in Cherokee, and by 1830, as many as 90 percent of Cherokee were literate in their own language. This article includes audio recordings of spoken Cherokee.
Format: article
Cherokee language recordings
In Teaching about North Carolina American Indians, page 3.4
While many North Carolina students have heard languages from some parts of the world spoken in the context of their daily lives – Spanish, French, or Chinese, for example – they may not have heard American Indian languages and, as a result, do not know...
Format: bibliography/teacher's guide
By Myrtle Driver, Kevin Norris, and Kathryn Walbert.
Cherokee leaders speak
In Revolutionary North Carolina, page 4.5
Exceprts of speeches of Cherokee leaders protesting white encroachment on their lands during the American Revolution.
Format: speech/primary source
Cherokee lore and traditions
In Teaching about North Carolina American Indians, page 3.3
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 and 8 English Language Arts and Social Studies)
By Patricia Lancaster.
Cherokee mission schools
In North Carolina in the New Nation, page 5.8
Description of Spring Place, a Moravian mission to the Cherokee that operated from 1801 to 1833. Describes the education received by Cherokee boys and girls for the purpose of "civilizing" them. Includes historical commentary.
Format: book/primary source
Cherokee women
In Prehistory, contact, and the Lost Colony, page 2.8
In North Carolina History: A Sampler, page 2.2
Before the arrival of Europeans in North America, women enjoyed a major role in the family life, economy, and government of the Cherokee Indians. Cherokee society was organized according to a matrilineal kinship system, and women were the heads of households. Women also did most of the farming and had a voice in government.
Format: article/primary source
By Theda Perdue.
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/primary source
Commentary and sidebar notes by Kathryn Walbert and L. Maren Wood.
Colonial North Carolina
Colonial North Carolina from the establishment of the Carolina in 1663 to the eve of the American Revolution in 1763. Compares the original vision for the colony with the way it actually developed. Covers the people who settled North Carolina; the growth of institutions, trade, and slavery; the impact of colonization on American Indians; and significant events such as Culpeper's Rebellion, the Tuscarora War, and the French and Indian Wars.
Format: book (multiple pages)
Comparing creation stories
In Two worlds: Educator's guide, page 1.5
In this activity, students compare creation stories from three peoples -- Cherokee, European, and West African -- that met in colonial North Carolina.
Format: lesson plan (grade 8–12 English Language Arts and Social Studies)
By Pauline S. Johnson.
"The difference is about our land": Cherokees and Catawbas
In Revolutionary North Carolina, page 4.1
During the American Revolution, American Indians living in North Carolina had to choose whether to support England or the colonists. While different groups of Indians made different decisions, most made their choices based on how they thought they could best protect their lands.
Format: article
By Jim L. Sumner.
Fort Dobbs and the French and Indian War in North Carolina
In Colonial North Carolina, page 8.2
During the French and Indian War (1754–1763), North Carolina settlers fought the Cherokee, sent troops to fight in the North, and built Fort Dobbs in Rowan County to defend the frontier.
Format: article
How the wildcat caught the gobbler
A Cherokee myth recorded in the late nineteenth century.
Format: article
By James Mooney.
How the world was made
In Prehistory, contact, and the Lost Colony, page 1.3
This Cherokee creation story, written down in the 1800s, describes how the earth was created from soft mud "when all was water."
By James Mooney.
Intrigue of the Past
Lesson plans and essays for teachers and students explore North Carolina's past before European contact. Designed for grades four through eight, the web edition of this book covers fundamental concepts, processes, and issues of archaeology, and describes the peoples and cultures of the Paleoindian, Archaic, Woodland, and Mississippian periods.
Format: book (multiple pages)
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/primary source
Maintaining balance: The religious world of the Cherokees
In Prehistory, contact, and the Lost Colony, page 2.7
In the 1880s, Cherokee elders in the North Carolina mountains allowed a white man named James Mooney to observe and record information about their culture. The Cherokee myths that Mooney gathered and wrote down in English help explain the world of the Cherokees. These myths show that, for the Cherokees, the world was primarily a relationship of proper balance.
Format: article/primary source
By Karen Raley.