I.
Identify
the topic for your unit/TITLE
Removal of
the Creeks and Cherokees from Georgia
II. Long Range Scope and Sequence -
What you will teach and the order in which you will teach the concepts.
First
I will teach about the important people of the Creek and Cherokee nations of the late 1700’s and the early 1800’s,
then the Dahlonega Gold Rush, then Worcester v. Georgia, then finally the
Trail of Tears in this Unit.
Describe how this fits into your curriculum and the
III. Rational
The rational of this unit is for students
to learn about what led up to and what took place during the removal of the Creeks and Cherokees from Georgia.
a. Describe how this makes "real world" connections
Through out the unit, there are connections to language arts, math, art as well as
other subjects. Students will also make real world connections to the lives of
people on the Trail of Tears through real stories and journal entries.
b. Explain how the topic fits the socials
studies curriculum for the grade in which you are planning the unit
This unit fits into the social studies curriculum for 8th grade Georgia History as it fulfills the GPS standard
SS8H5d: d. Analyze the events that led to the removal of Creeks and Cherokees; include
the roles of Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlonega Gold Rush, Worcester v. Georgia,
Andrew Jackson, John Marshall, and the Trail of Tears
c. Identify the NCSS theme and describe the benefits to your students
The NCSS theme for this unit is Time, Continuity, and Change and the benefits to my students is it provides students
with opportunities to investigate and analyze multiple historical viewpoints. It
will allow students to gain an understanding of how the change over time has affected Native Americans in Georgia.
IV. Identify all resources for materials
a. On-line
http://ngeorgia.com/history/nghisttt.html
http://www.42explore2.com/trailoftears.htm
http://www.nps.gov/fosm/historyculture/storiestrailoftears.htm
http://www.sequoyahmuseum.org
http://www.powersource.com/cocinc/history/trail.htm
http://www.kidskonnect.com/content/view/282/27/
http://www.cherokee.org
http://www.ngeorgia.com/parks/dahlonega.html
http://www.mcdougallittell.com/ml/state.htm?state=GA&discipline=soc&resource=02&html=state_ga_ss_history_links.html
b. Eric
ERIC
#: ED377993 - Remember My Name. The Council for Indian Education Series by
Sara Banks
ERIC #: ED428917 The Vision of Sequoyah: A Bibliographic Essay. By Elaine
Wagner
c. Free materials
http://my.hrw.com/nsmedia/intgos/html/igo.htm for free graphic organizer that can be used in this unit.
classroom.jc-schools.net/SS-units/presentations/Trail-Tears.ppt for a free PowerPoint presentation on the Trail of Tears.
d. Children's trade books
The Journal
of Jesse Smoke: A Cherokee Boy, The Trail Of Tears,1838 by Joseph Bruchac
Life On The Trail Of Tears by Laura Fischer
Trail of Tears by Joseph Bruchac
Soft Rain:
A Story of the Cherokee Trail of Tears by Cornelia Cornelissen
The Trail of Tears:
The Story of the Cherokee Removal by Dan Elish, James Haskins, Milton Meltzer, and Lila Perl
The Trail of Tears by Michael Burgan
Life on
the Trail of Tears by Laura Fischer
Nellie the Brave: The
Cherokee Trail of Tears by Veda Boyd Jones
e. Identify other materials that might support your unit,, e.g. music, art, etc. Include abstracts for all of
the materials
http://www.pbs.org/wgbh/aia/part4/4h1567b.html - a painting of life on the Trail of Tears and it could be used
for students to compare what they thought the Trail of Tears was to what it really was.
http://gotpoetry.com/Poems/l_op=viewpoems/lid=31901.html – a poem about the Trail of Tears and life on it. This poem
could be used to introduce students to life on the Trail of Tears and used as a guide to write their own poem about the Trail
of Tears.
V. Integrated lesson plans: prepared to meet the lesson plan guidelines (or those guidelines required
in your district) Include 5 lessons
See other page.
VI. Compose a vocabulary list, including a clear definition in words appropriate for your students.
abate - to lower
authorities - a group that has
power
agent - a person who acts on someone’s
behalf
devastate - to cause damage
epidemic - fast spreading disease that is usually deadly
evict - to officially remove
by force
Alexander McGillivray – 1750-1793- was a leader of the Creeks who worked
to establish a Creek national identity
William McIntosh – 1778-1825 - a Creek chief who supported the United States
in its effort to obtain a Creek territory.
Sequoyah- was a Cherokee
who developed the written Cherokee language.
John Ross – 1790-1866 – a Cherokee chief who fought against
the taking of Native Americans’ lands.
Dahlonega Gold Rush – A gold rush in 1829 in Dahlonega, Georgia on
Native American land.
Worcester v. Georgia- a U.S. Supreme Court case that said the Cherokee Nation had its own distinct sovereign powers and right
to govern themselves.
Andrew Jackson – A president of the US from 1829-1837 who was in favor of removal of Native Americans from the South.
John Marshall – was the Chief Justice of the United Stated who ruled
in the Worcester v. Georgia case.
Trail of Tears – was the forced relocation of Native Americans from
their lands to the West from 1831 to 1839.
VII. Summative assessment of the UNIT outcomes with supporting Rubric
As a summative assessment students will complete a performance assessment. The performance assessment is a letter to President Andrew Jackson on their opinion of the Native American
removal from Georgia and the causes and
effects of it. See attached assignment sheet and rubric.
