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Theme Unit For Advanced Social Studies Methods -

Native American Removal From Georgia

| Lesson Plans | Unit Information

Welcome to my unit for ED635!

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.

Letter to the President Guidelines and Rubric