Lesson 1
Lesson Plan:
Important people
of the Creek and Cherokees nations of the late 1700s and early 1800s. Alexander
McGillivray, William McIntosh, Sequoyah, John Ross
Goal: The goal of this lesson is to introduce the lives of Alexander McGillivray, William
McIntosh, Sequoyah, and John Ross and for students to learn why these people are of historical
importance and for what students are about to beginning to study.
NCSS Theme: Time, Continuity, and Change
Performance Expectation: Students are expected to gain knowledge and understanding of the lives of Alexander McGillivray, William McIntosh, Sequoyah, and John Ross and become an expert
on the life of one of these people and teach their fellow classmates about their person.
State standard: The following is the state standard for this lesson:
SS8H5 The student will explain
significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840. 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
Curriculum Connection: Language Arts
Grade Level 8th
Time: 60 mins
Instructional Method: Discovery (Inquiry)
OBJECTIVE: Students will create a presentation on their person with at least 85% accuracy. (Synethesis)
MATERIALS:
Biographies, worksheet,
rubric, teacher computer with LCD projector, BrainPop access,
PROCEDURE:
Beginning, middle, and step-by-step details
1) The teacher
will tell students that today our goal is to learn about some of the important people of the Creek and Cherokees nations of the late 1700s and early 1800s, Alexander McGillivray, William
McIntosh, Sequoyah, John Ross.
2) Then the teacher will tell
the students that before we learn about these people, we are going to review what we already know about Native American tribes. Ask students if they want to share what they already know about Native American tribes.
Call on students to share their answers.
3) Then the teacher will show
the BrainPop on American Indians on the LCD projector.
4) After the video, ask students
what tribes lived in Georgia. Call on students to give their answers.
5) Then tell students that they
are going to begin research on certain important people of the Creek and Cherokees nations of the late 1700s and early 1800s
and then they are going to teach their classmates what they learn.
6) Divide students into groups
of 4. Give each group the name of their person, the biography of that person,
and the rubric.
7) After groups have finished,
count off 1, 2, 3, 4, 1,2,3,4, and so on going from group to group until every student has a number. Then have all of the ones go together, all of twos go together, etc.
8) Then tell students to go around
to one another and share their information to teach their classmates about their person.
As students are doing this, the teacher is walking about and grading students based on the rubric.
9) Once everyone is done, ask students if there was anything that they found surprising today or what was
the most interesting thing that they learn. Call on students to give their answers
and collect worksheets.
Assessment:
Students will be
graded based on the rubric for their presentation.
Scoring Rubric:
See Important people of the
Creek and Cherokees nations of the late 1700s and early 1800s worksheet and rubric
ADAPTATIONS/EXTENSIONS: Adjustment Plan – As an adjustment for this lesson, I would give students an
easier reading level biography or have students have a partner in each new group so that two people are presenting the information
about the person. Enhancement Plan – As an enhancement plan for this
lesson, I would have students compare and contrast the lives of two people that they learned about today.
Important People of the Creek and Cherokees Nations Worksheet
Important People of the Creek and Cherokee Nations - late1700s and early 1800s Rubric
Biographies
Lesson 2
Lesson Plan:
Dahlonega Gold Rush
Goal: The goal of
this lesson is for students to not only get an understanding of the Dahlonega Gold Rush but to lay the foundation for learning
about the Trail of Tears.
NCSS Theme: Time, Continuity, and Change
Performance Expectation: Students are expected to gain knowledge and understanding of the Dahlonega Gold Rush
and its effects and create a PowerPoint presentation.
State standard: The following is the state standard for this lesson:
SS8H5 The student will explain
significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840. 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
Curriculum Connection: Math
Grade Level 8th
Time: 90 mins
Instructional Method: Discovery (Inquiry)
OBJECTIVE: Students will create a PowerPoint presentation on the Dahlonega Gold Rush with 85% accuracy. (Synethesis)
MATERIALS:
Map of Georgia, computers, PowerPoint, internet access,
projector
PROCEDURE: Beginning, middle, and step-by-step details
1) The teacher
will ask students if they ever heard of a gold rush happening and if so, where and when. The teacher will call on students
to share their answers.
2) Then the teacher
will tell students what a gold rush is and tell students that if a gold rush happens somewhere, it impacts that area in many
ways. The teacher will ask students if they have any guesses on the impacts of
a gold rush. The teacher will call on students to give their guesses and record
their answers on the board.
3) If not said
before by a student, tell students that there was a big gold rush that happened here in Dahlonega, Georgia in the 1829. Ask students if
they know where Dahlonega and can find it on a map of Georgia. Have a student show the class where Dahlonega is.
4) Then tell the class that they
will be researching and creating a PowerPoint they will share with the class on the Dahlonega Gold Rush.
5) Divide students
into groups of three and give them the Dahlonega Gold Rush Sheet and Rubric. The teacher will review the requirements with the class and ask if there are any questions
with what they are expected to do. If there are not any questions, have students
begin their PowerPoint
6) The teacher will help groups
as needed.
7) Groups will present their
PowerPoint presentation to the class using the LCD projector.
8) After all groups have presented
their PowerPoint presentations, the teacher will ask the class who would like to name three things that they have learned
about the Dahlonega Gold Rush and all students to give their answers.
Assessment:
Students will be
graded based on the rubric for their PowerPoint.
Scoring Rubric:
See Dahlonega Gold Rush Activity Sheet
and Rubric
ADAPTATIONS/EXTENSIONS: Adjustment
Plan – Students would already know how to use PowerPoint but I would review how to create a presentation for students
that need it. I would adjust this lesson for ELL students by printing off the
websites and underlining words that they might have trouble with. That way ELL
students would know what words might be confusing and be able to write on it. Enhancement
Plan – As an enhancement and enrichment for this lesson, I would have students compare the Dahlonega
Gold Rush to the California Gold Rush of 1849.
Dahlonega Gold Rush Activity Sheet and Rubric
Lesson 3
Lesson Plan:
Worcester
v. Georgia
Goal: The goal of this lesson is for students to learn about the Worcester v. Georgia trial and connect this
court case with growing tension with Native Americans living in Georgia.
NCSS Theme: Time, Continuity, and Change
Performance Expectation: Students are expected to gain knowledge and understanding of the Worcester v. Georgia trial and students will see that
tensions with Native Americans are increasing and the reasons for this increase.
State standard: The following is the state standard for this lesson:
SS8H5 The student will explain
significant factors that affected the development of Georgia as part of
the growth of the United States between
1789 and 1840. 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
Curriculum Connection: Art
Grade Level 8th
Time: 90 mins
Instructional Method: Discovery (Inquiry)
OBJECTIVE: Students will complete the worksheet with at least 85% accuracy. (Comprehension).
Students will defend
a point of the Worcester v. Georgia trial with at least 85% accuracy. (Evaluation)
MATERIALS:
Articles, worksheet,
rubric, markers, poster board
PROCEDURE: Beginning, middle, and step-by-step details
1) The teacher
will ask students if anyone would like to share some of the effects of the Dahlonega Gold Rush. Call on students to give
their answers and if not mention by students, lead the discussion towards the impacts of the Gold Rush on Native Americans
and the tensions it created.
2) Tell students
that we are going to learning about something else that caused tension between Native Americans and the other residents of
Georgia in the 1800s by looking at a famous
court case called Worcester v. Georgia
3) Ask students
if they know anything from just the title of the court case. Call on students
to give their answers. Lead students to say that the case involves the state
of Georgia and someone named Worcester.
4) Then ask students
if they have any guesses on what the case might be about since we already know that it has something to do with Native Americans.
4) Tell students
that today they will be researching the case and answering questions about the case and then they will decide which side they
would be in favor of and then create a poster supporting their side.
5) Pass out worksheets
and rubric. Go over the rubric with the class.
6) Divide students
into groups of three and pass out articles about the case, markers, and poster board and tell students to begin.
7) After students are finished, have students present their posters to the class and then collect worksheets
and posters.
8) The teacher
will tell students that based on the Dahlonega Gold Rush and now the Worcester
v. Georgia, what do you think will happen next? Any ideas? Call on students to give their
answers.
9)
Then tell students that tomorrow we are going to be learning about what did happen next because of this tension and it is
called Trail of Tears.
Assessment:
Students will be
graded based on the rubric for their worksheet and poster.
Scoring Rubric:
See Poster rubric
ADAPTATIONS/EXTENSIONS: Adjustment Plan – As an adjustment for this lesson,
I would make sure that certain ELL students write their posters in their native language, which I would have translated, and
then they would have to try to write they were saying on the back of the poster in English.
I would also shorten the number of requirements for the poster and the reading to key points.
Enhancement Plan
– As an enhancement plan for this lesson, I would have students do a mock trial for this case and then vote as a class
on what our decision would be.
Worcester Worksheet
Worcester v. Georgia Poster Rubric
Worcester Readings
Lesson 4
Lesson Plan:
Trail of Tears
Goal: The goal of this lesson is for students to understand what life was
like on the Trail of Tears for Native Americans.
NCSS Theme: Time, Continuity, and Change
Performance Expectation: Students are expected to gain knowledge and understanding of the Trail of Tears and its
effects and create a newspaper article.
State Standard: The following is the state standard for this lesson:
SS8H5 The student will explain
significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840. 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
Curriculum Connection: Math and Language Arts
Grade Level 8th
Time: 2 Days - 200 mins
Instructional Method: Discovery (Inquiry)
OBJECTIVE: Students will create a newspaper article on the Trail of Tears with 85% accuracy. (Synethesis)
MATERIALS:
Computers, The Tree That owns Itself and Other Adventure Tales From out of the Past, Publisher, Article worksheet and rubric, readings, LCD, internet
PROCEDURE: Beginning, middle, and step-by-step details
1) The teacher will ask students to close their eyes and imagine that someone forced them and their family
to move to a new place far from where they live, leaving all possessions behind. Think
about how you would feel. Give students a couple of minutes to think about it
and then have students open their eyes and share their feelings if they would like.
2) Tell students that this in what happen to the Native American people in Georgia and other states 1838 in something called the Trail of Tears. Say that
today we are going to be learning about the Trail of Tears.
3) The teacher
will read to students “Cherokee Tears” from the book The Tree That
owns Itself and Other Adventure Tales From out of the Past.
4) The teacher
will ask students how the story makes them feel? What did you like about the story?
How did hearing about the Ross family make you feel?
5) Then the teacher
will ask students if they think that they know any reason that lead to the Trail of Tears happening. Call on students to give their answers. Make sure the Dahlonega
Gold Rush and Worcester v. Georgia are talked about.
6) Tell students
that today with a partner they are going to research more about the Trail of Tears and then prepare an article for John Payne’s
newspaper about the Trail of Tears in Microsoft Publisher.
7) Have students
select a partner and pass out readings, worksheet, and rubric. Go over rubric with students.
8) Have students
begin their work.
9) Once they have
prepared their articles, have students read their articles and discuss with the class how the Trail of Tears made them feel
and what we can learn from it.
10) Using the LCD
projector, show students the painting of what life was like on the Trail at http://www.ngeorgia.com/history/nghisttt.html and ask students what they see in the picture, and if this was how they imagine the Trail of Tears being and
how it compares to what they already learned about the Trail of Tears.
11) Collect students’
article.
Assessment:
Students will be
graded based on the rubric for their newspaper article.
Scoring Rubric:
See attached newspaper rubric.
ADAPTATIONS/EXTENSIONS: Adjustment
Plan – For certain students I would shorten this reading and add definitions to the hard words in the reading. I would have ELL students who have trouble to instead of writing an article to write
seven key points of the Trail of Tears. Enhancement Plan – As an enhancement and enrichment for this lesson, I would
have students put their articles together with graphics and create a newspaper that I would print off and post.
Trail of Tears Newspaper Article Worksheet
Trail of Tears Rubric
Trail of Tears Reading
Lesson 5
Lesson Plan:
Timeline Of Native American Removal From Georgia
Goal: The goal of this lesson is for
students to understand more about the removal of the Native Americans from Georgia and the Trail Of Tears.
NCSS Theme: Time, Continuity, and Change
Performance Expectation: Students are expected to gain knowledge and understanding of Native American removal
from Georgia and the Trail of Tears and
create a 3-D timeline of it.
State Standard: The following is the state standard for this lesson:
SS8H5 The
student will explain significant factors that affected the development of Georgia
as part of the growth of the United States
between 1789 and 1840. 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
Curriculum Connection: Math and Language Arts
Grade Level 8th
Time: 100 mins
Instructional Method: Discovery (Inquiry)
OBJECTIVE: Students will create a 3-D timeline on the Native American removal from Georgia and the Trail of Tears with 85% accuracy. (Synethesis)
MATERIALS:
Computers, Timeline worksheet and rubric, markers, different colored paper, scissors, glue
PROCEDURE: Beginning, middle,
and step-by-step details
1) The teacher will ask students what was the most interesting thing that they learned about the Trail of
Tears from the last class. Call on students to give their answers. Ask students to describe the hardship that Native Americans faced on the Trail of Tears and what their
life was like. Ask students what they feel is the saddest part of the Trail of
Tears. Call on students to give your answers.
2) Tell students
that today we are going to be creating a 3-D timeline on the removal of the Creek
and Cherokee from Georgia. On your timeline, you must include at least 15 key events or days that led up to or was a part of the removal. You must include at least one entry of all of the following people or events: Alexander
McGillivray, William McIntosh, Sequoyah, John Ross, Dahlonega Gold Rush, Worcester v. Georgia, Andrew Jackson, John
Marshall, and the Trail of Tears.
3) Tell students
that they need to have at least four 3-D objects on their timelines, such as a cut out of a person or a symbol of an event.
4) Divide students
into groups of two and pass out rubric. Go over rubric with students and answer
any questions that they have with the assignment. Tell students that they may
use their past assignments, readings, or the internet to come up with their events and ideas for their 3-D pictures.
5) Pass out paper, scissors, glue, and markers to each group.
6) Once everyone
is done, have each group present their timelines and then discuss common events in students’ different timelines and
unique features of the different timelines.
Assessment:
Students will be
graded based on the rubric for their timeline.
Scoring Rubric:
See attached newspaper rubric.
ADAPTATIONS/EXTENSIONS: Adjustment
Plan – For an adjustment of this lesson, I would have the events already written for students but mixed up and students
would have to sort them into chronicalic order and then add their own images. Enhancement Plan – As an enhancement
and enrichment for this lesson, I would place a timeline around the room and give each group two events that they must figure
out where those events would go on the timeline and then we would go over the timeline and see if everyone was correct.
Timeline Of Native American Removal From Georgia Rubric
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