Cornitcher, MacKimmie, Schupbach, Stainback 1 Continuity and Change of the United States in the Nineteenth Century A Social Studies Resource Unit for K-6 Students Submitted as Partial Requirement for CRIN E05 or EDUC 405 Elementary and Middle Social Studies Curriculum and Instruction Professor Gail McEachron The College of William and Mary Fall 2011 Prepared By: Rob Schupbach (rlschupbach.wmwikis.net), Ebony Cornitcher, Holly Stainback (hnstainback.wmwikis.net), and Annie MacKimmie (akmackimmie.wmwikis.net) Historical Narrative: All………………………………………………2 Lesson One: Annie MacKimmie…………………………………….10 Lesson Two: Rob Schupbach………………………………………..15 Lesson Three: Ebony Cornitcher ……………………………….….19 Lesson Four: Holly Stainback…………………………………...…..24 Artifact One: Rob Schupbach ………………………………..……..31 Artifact Two: Holly Stainback………………………………………35 Artifact Three: Annie MacKimmie…………………………………39 Artifact Four: Ebony Cornitcher…………………………………...42 Assessments: All……………………………………………………..45 References…………………………………………………………….47 Appendix…………………………………………………………...…50 Expenses………………………………………………………………54
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Cornitcher, MacKimmie, Schupbach, Stainback
1
Continuity and Change of the United States in the Nineteenth Century
A Social Studies Resource Unit for K-6 Students
Submitted as Partial Requirement for CRIN E05 or EDUC 405
Elementary and Middle Social Studies Curriculum and Instruction
Professor Gail McEachron
The College of William and Mary
Fall 2011
Prepared By: Rob Schupbach (rlschupbach.wmwikis.net), Ebony Cornitcher,
Holly Stainback (hnstainback.wmwikis.net), and Annie MacKimmie
(akmackimmie.wmwikis.net)
Historical Narrative: All………………………………………………2
Lesson One: Annie MacKimmie…………………………………….10
Lesson Two: Rob Schupbach………………………………………..15
Lesson Three: Ebony Cornitcher ……………………………….….19
Lesson Four: Holly Stainback…………………………………...…..24
Artifact One: Rob Schupbach ………………………………..……..31
Artifact Two: Holly Stainback………………………………………35
Artifact Three: Annie MacKimmie…………………………………39
Artifact Four: Ebony Cornitcher…………………………………...42
Assessments: All……………………………………………………..45
References…………………………………………………………….47
Appendix…………………………………………………………...…50
Expenses………………………………………………………………54
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Continuity and Change of the United States in the Nineteenth Century
A Social Studies Resource Unit for K-6 Students
Introduction
This teaching unit explores the expansion, reform, and turmoil that dominated during the
growth of the young United States of America during the years 1800 to 1861. Many significant
changes and noteworthy events occurred in the United State during the first half of the
Nineteenth century. This time period is filled with conflict and struggle as America begins to
find its place in the world. Often overlooked in the United States history curriculum, the
significance of this time period is the westward expansion, the reforms that were made that lead
up to the United States Civil War, and the effects of the Industrial Revolution. A thorough
understanding of this time period also includes the exploring the pioneering spirit of Americans.
An influx of immigrants, struggles to uphold the ideals laid forth in the U.S. Constitution, and
fast evolving technology are also highlighted throughout this unit. This teaching unit is far
reaching in scope and includes an examination of marginalized groups, such as Native
Americans, African-Americans, and women. This teaching unit addresses the Virginia Stands of
Learning USI.1, USI.2, and USI.8, with a main focus on the expansion and reform during the
first sixty years of the Nineteenth century. A complete list of Virginia Standards of Learning, and
national NCSS and NCHS standards that are focused on in this unit can be found in Appendix A.
Key Ideas and Events
Between 1803 and 1853, the size of the United States tripled due to purchasing land and
warfare (Klobuchar, 2006). In 1803, President Thomas Jefferson bought a large parcel of land
from the French. This was known as the Louisiana Purchase. With the purchase of this land, the
United States would be extended to include all territory from Canada all the way south to the
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Gulf of Mexico, and from the Mississippi River west to the Rocky Mountains. In 1804,
President Jefferson sent a team of explorers to explore the newly acquired land. This team was
lead by Meriwether Lewis and William Clark. The expedition began in May 1804 in St. Louis,
Missouri. In November 1805, the team reached the Pacific Ocean. Along the way, the team
drew maps, formed relationships with the Native American groups they encountered, and made
scientific observations. The Lewis and Clark expedition was important for several reasons. The
team gathered valuable scientific knowledge, documented the land and resources, and set the
stage for the westward settlement that was to come (Klobuchar, 2006). The Louisiana Purchase
doubled the size of the United States and allowed the U.S. to become a world power (Jaffe,
2002).
Settlers moved west for many reasons. Some wanted to own their own land and start
fresh in an untamed land with lots of open space. Others wanted to start farms and create a better
life for themselves (Klobuchar, 2006). Others wanted to strike it rich during the gold rush
(Monroe, 2002). Some, like the Native Americans, were forcibly removed (Salas, 2003). Yet
others, including the Mormons, were in search of religious freedom (Isaacs, 1998).
As the United States expanded, settlers demanded more and more land. However, the
land was occupied by Native Americans. In May 1830, Congressed passed the Indian Removal
Act. This new law required all Native Americans, including Cherokee, Choctaw, Creek,
Chickasaw, and Seminole, to move west onto a parcel of land called the Indian Territory in order
to make room for the settlers. The Indian Territory is now present day Oklahoma. Many of the
Native Americans left, but the Cherokee refused to leave. In October 1838, the Cherokee were
gathered up and forcibly removed. They arrived in the Indian Territory in March 1839. This
forced removal was extremely hard on the Native Americans. They were not properly equipped
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for their 1,000 mile journey through the snow. They did not have proper clothing, shelter, or
food. Thousands of Native Americans died on the journey, which became known as the Trail of
Tears (Salas, 2003).
As the U.S. spread westward, the desire for land became insatiable. Settlers had no
problem forcing Native American off their land, a result of pure greed. An idea emerged that
convinced people that this greed was tolerable: “Manifest Destiny”. This idea, put forth in 1845
by John L. O’Sullivan, said that it was our God-given right and duty to take the land and do with
it as we wished. This idea spread like wildfire and became the mindset of most Americans
(Hakim, 1994).
America was in need of faster and more efficient ways of transportation as its population
increased. In 1807, Robert Fulton invented the steamboat, which could carry goods as well as
passengers. In 1816, DeWitt Clinton began building the Erie Canal. It opened eight years later,
providing a waterway connection from the Great Lakes to the Atlantic Ocean, as well as
providing transportation for goods and passengers. In 1830, Peter Cooper built the steam
locomotive. It could carry large loads over large distances, travel much faster than canal boats
and steamboats, and tracks could be built anywhere and used anytime. By 1850, railroads were
America’s most important means of transportation, and by 1860, America ceased using canals
for transporting large amounts of goods (Isaacs, 1998). Technology also bolstered the economy.
In 1793, Eli Whitney invented the cotton gin to solve the problem of removing a large amount of
cotton seeds in a short amount of time. Unintentionally, this invention encouraged slavery. With
the invention of the cotton gin, people saw that money could be made. Everyone wanted to plant
large amounts of cotton and needed slaves to plant and harvest the new cash crop. This
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invention bolstered the economy, turned the South into a land of cotton, and thus kept the South
rural (Hakim, 1993).
Starting in 1803, British ships began seizing U.S. seamen from U.S. ships and impressing
them into the British Royal Navy. As settlers moved west, they began facing problems with
Britain inland as well. Native Americans, angry at being forced off their lands, made allies with
the British in Canada, who supplied them with rifles to use against the Americans. In June 0f
1812, when the U.S. could stand it no more, war was declared on Great Britain, starting the War
of 1812. Despite the name, the war lasted until February of 1815. The U.S. victory was
important; it forced Great Britain to recognize the United States as an independent nation and
achieved real independence for our country. It also paved the way for the U.S. to become a
major nation and leading world power (Childress, 2004).
The area that was to become Texas was under the control of Mexico. As settlers moved
west, they wanted to settle in this territory. Mexico allowed some settlers to come and settle
there, but more and more began to pour into the area. Upset, Mexico posed taxes and
immigration policies onto the American settlers. The settlers did not like this and wished Texas
to become part of the U.S. Antonio Lopez de Santa Anna, the ruler of Mexico, lead his army to
San Antonio, where a group of American rebels had taken refuge in the Alamo, a fortified
mission. In March, 1836, the Mexican army had wiped out the rebels at the Alamo. Texan
leaders issued the Texas Declaration of Independence during the fight at the Alamo. In
retaliation for the massacre at the Alamo, U.S. General Sam Houston confronted Santa Anna’s
troops near present day Houston, Texas, and was victorious. Texas won its independence from
Mexico in April 1836. It existed as the Republic of Texas until December of 1845, when it was
admitted to the Union as the 28th state (Fradin, 2007).
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Both the U.S. and Great Britain Claimed the Oregon Territory. In a treaty signed in
1846, the two nations decided to split the territory on the 49th parallel; Great Britain would
receive the land above the parallel, while the U.S. received the land below the parallel. Oregon
became the 33rd
state in 1859 (Hakim, 1994). The area that was to become California was also
under the control of Mexico. The U.S. wanted access to the Pacific Ocean and offered to buy
California from Mexico in 1845. Mexico refused, and angered by loosing Texas that same
year, lashed out at the U.S., attacking the U.S. army in Texas. The U.S. declared war on Mexico
in May of 1846, starting the Mexican War. The next year the U.S. army entered Mexico City,
and a peace treaty was signed in February, 1848. As a result of the treaty, the U.S. bought
California, which became the 31st state in September of 1850 (Monroe, 2002).
In January 1848, gold was discovered in California by a carpenter named James
Marshall. The word began to spread slowly, but as more and more gold was discovered, people
started to believe what they were hearing. It took nearly a year for word of the discovery to
reach the world and for people to start believing the supposed rumors, but slowly but surely
“gold fever” had spread across the nation. By this time, it was much too late in the season for
travel, and travelers had to wait until spring. And in the spring of ’49, the California gold rush
began (Monroe, 2002). Tens of thousands of prospectors flocked to California, each hoping to
make it rich. Between 1848 and 1850, only two years, California’s population jumped from
15,000 to 100,000 (Isaacs, 1998). By 1856, most of the gold had been mined and the gold rush
ended (Monroe, 2002).
Men, Women, Youth & Children
In 1803, Lewis and Clark were the first explorers to go westward and discover the
unknown land that settlers always wondered about ("1800s-1830s: Indian Wars,” 2008). A
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Native American woman named Sacajawea, had an influential role in their exploration. Legend
has it that she was a guide to the explorers and helped guide them to the Pacific Ocean. However,
some also say that she was less of a guide and more of a wise counselor along the journey. Either
way, Lewis and Clark would not have been able to make it across the country without the help of
this one woman and her bravery during their voyage. She was only brought along because her
husband joined the team as a guide and Sacajawea accompanied the men because they believed
she could be a translator to other Native Americans along the way ("Sacajawea”).
During the War of 1812, a Cherokee man named Sequoyah fought alongside of Andrew
Jackson and played a key role in the communication of the troops. The Cherokee soldiers could
not write letters home because the Cherokee language lacked a written language. Sequoyah
worked to create a written language for the Cherokee Nation and it became its official language
as well as the “the first written language of Native Americans in North America” ("Era 4”).
Native Americans were seen as a disruption to the Westward Expansion that the United
States saw as their destiny. There were five Native American tribes that were considered to be
civilized enough to stay on the land and remain in communication with the settlers. These five
tribes were: the Cherokees, the Creeks, the Choctaws, the Chickasaws, and the Seminoles and
lived in the areas of Tennessee, Georgia, Alabama, Mississippi, and Florida. Some of the tribes
tried to bargain with the settlers by adopting, “Anglo-American practices such as large-scale
farming, Western education, and slave-holding” ("Indian removal,”). In 1830, President Andrew
Jackson ordered all Native Americans off land east of the Mississippi to move westward so that
the land could be open for settlers to open new cotton plantations. The Cherokee nation called
their journey to “Indian Territory” in Oklahoma the “Trail of Tears” because more than a quarter
of the 15, 000 Native Americans died along the way ("Indian removal,”).
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John L’ O Sullivan coined the term Manifest Destiny which is the belief that it is
America’s right to expand and conquer the land that predestined for the country by God.
However, Native Americans live by a different belief system that completed conflicted with this
idea of Manifest Destiny. Native Americans do not believe in ownership of land because it is a
natural entity. They believe that the land is here to help one sustain and live but, only as a help to
the people; land is not meant to be conquered. The beliefs of the Native Americans were not seen
as important to Americans and the idea of manifest destiny was the spear head to the growth of
the nation ("Ideas and Movements”).
African Americans were also dealing with discrimination and prejudice during the time
of the Westward Expansion because of the debate over whether or not the new territories would
be free or slave states. Dred Scott is one man who brought about legislation dealing with the
slavery in the west. Dred Scott, “a slave who had lived in the free state of Illinois and the free
territory of Wisconsin before moving back to the slave state of Missouri, had appealed to the
Supreme Court in hopes of being granted his freedom” ("Africans in America" ). In 1857, the
case against Dred Scott declared the Missouri Compromise of 1820 unconstitutional making
slavery legal in all territories of the country including the west. This was a big court decision
because it stated that blacks were not citizens and therefore, had no rights in America ("Dred
Scott's Fight”).
Closing and Legacy
Looking at the continuity and change of the United States in the Nineteenth Century
gives 5th grade students the opportunity to explore and relive history. In addition, students will be
able to construct their own, new understanding of different cultures especially the Native
Americans and the “Trail of Tears”. The students will learn about key figures from all different
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backgrounds and cultures such as Lewis and Clark and Sacajawea. In addition, students will
learn how the heroic endeavors of our past fought for our country and have forever shaped our
nation. Until this lesson many students will probably have never heard or understood our nations
history in regards to western expansion and our relations to Native Americans. This unit will
prompt class discussion, in depth thinking, and a deeper understanding and appreciation for
where our country is today. Also this unit will reveal that America has made mistakes and poor
decisions, but through studying history our country can learn from our mistakes and move
forward. By learning about the past disputes and expansion, students will be grasp a deeper
understanding of the American history. Through this unit students will attain an enriched and
culturally developed view and understanding of America’s past, present, and future.
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Lesson # 1: Mapping and Charting The Lewis and Clark Expedition
Prepared by Annie MacKimmie
Audience: 3rd
Grade, whole group, 20 students
Standards: History and Social Science Standards of Learning in Virginia 3.5 The student will develop map skills by:
b) using the equator and prime meridian to identify the Northern, Southern,
Eastern, and Western Hemispheres; e) locating specific places, using a simple letter-number grid system.
Materials/Time/Space: pencils, colored pencils, tape, 4 pieces of computer paper, projector, access to the
internet, 1 globe, picture of the World (available at http://www.worldpress.org/map.cfm), overhead projector slide entitled The Louisiana Purchase-1803 (available in Lewis & Clark (2003).), 20 copies of
Chart and Mapping Guided Practice, 20 copies of Mapping The Lewis and Clark Expedition, Lewis &
Clark (Hazen, W.A. (2003).); One hour of instructional time; typical classroom space; typical class size (20 students)
Lesson Description:
Anticipatory Set:
Briefly introduce Lewis and Clark (see content). Ask the students if they remember the cardinal directions. Review the cardinal directions: north, south, east, and west (see content). Write north, south,
east, and west on the four pieces of computer paper and tape them to the appropriate corresponding walls.
For this game, call out a cardinal direction and have the students run to that specific side of the classroom. Play the cardinal direction game.
Objectives and Purpose:
1. Students will be introduced to Lewis and Clark and their Expedition across America.
2. Given an alphanumeric chart, students will be able chart the Lewis and Clark Expedition.
3. Given a world map, students will be able to identify the equator and the prime meridian.
Input/Modeling:
Project the World Atlas map (available at http://www.worldpress.org/map.cfm) onto the board. Label the cardinal directions and explain the equator and prime meridian. Explain and define the concept of
alphanumeric grid system (see content). As well as demonstrating this on the board, pass the globe around
to each student so they can see the equator, prime meridian, and grid on the globe. Finally, give an overview to the students about the remainder of the lesson of mapping.
Checking for Understanding:
Project a map of the world onto the board (world map available at http://www.worldpress.org /map.cfm). Break the students into five groups. Ask the students if they can identify the equator and prime meridian.
Walk around to each group and check their understanding.
Pass out Charting and Mapping Guided Practice worksheet to each student. Explain the directions and
the specific alphanumeric grid. Explain and demonstrate the process of finding a location given the alphanumeric grid system. Then, demonstrate finding a letter using the alphanumeric coordinates. Relate
the guided practice back to locating places on a map. Show the first two problems on the projector and
then ask the students to attempt to complete the remainder of the worksheet in pairs. As the students work
on the guided practice, walk around to be available to help students and answer questions.
Independent Practice:
Give Mapping The Lewis and Clark Expedition worksheet out to each student. Clearly explain the
directions to the students. Remind students that this is an independent activity and that they will have
ample amount of time to complete it, so do not rush.
Closing:
Once the students have completed the worksheet, collect them and go over the correct answers. Using the
projector to demonstrate the mapping coordinate locations with the alphanumeric grid system activity and
successfully map the expedition. Project the overhead entitled, The Louisiana Purchase-1803 (see Lewis
& Clark text). This overhead accurately maps the Lewis and Clark Expedition. Briefly explain the vast accomplishment this trek was for America. Inform students we will continue to explore this topic. Finally,
pass out a 4x6 index card to each student. Place the multiple-choice question on the projector. Have the
students answer the multiple choice question and write at least three sentences about what they learned and what they liked or did not like about the map skills activity.
Assessment:
Formative Evaluation: Walk around classroom during the guided and independent practice mapping
activities to check for understanding and participation
Summative Evaluation: Check and grade the Mapping The Lewis and Clark Expedition worksheet, and
index card exit slip. The three sentences are not grades and only for teacher reference. Provide a grade
and feedback to the students as soon as possible.
Background Information/ Content:
In 1803, Thomas Jefferson appointed Lewis and Clark to lead an expedition to explore the west.
Jefferson sent the expedition in hopes of finding the Pacific Ocean. After a trying, exhausting, cold, and
exciting year and a half, the Lewis and Clark Expedition finally found the Pacific Ocean. This journey and exploration is a huge mark in United States history.
The cardinal directions are north, south, east, and west. North is aligned with the North Pole and south is aligned in relation to the South Pole. The terms east and west are derived from Latin terns run
perpendicular to north and south. The equator is an imaginary line drawn horizontally between the North
and South Pole. The prime meridian is a vertical, imaginary line that connects the North and South Pole
and passes through Greenwich, England and many other cities and countries. The world is on a grid system that enables people to locate specific places on a map. These coordinates are used to determine
exact geographic locations. The grid map is a similar to a big, extended tic-tac-toe board and consists of
many horizontal and vertical lines. The alphanumeric grid will use letters and numbers to chart the Lewis and Clark Expedition.
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Multiple Choice Question:
1. The equator is a horizontal imaginary line that divides the world into the Northern and Southern Hemispheres
b horizontal imaginary line that divides the world into Eastern and Western Hemispheres c vertical imaginary line that divides the world into Eastern and Western Hemispheres
d vertical imaginary line that divides the world into the Northern and Southern Hemispheres
Answer: a. horizontal imaginary line that divides the world into the Northern and Southern Hemispheres
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Lesson Plan #2: “O say!”: Can you see and hear “The Star-Spangled Banner”?
Prepared by: Rob Schupbach Grade Level: 1st
Time: 1 hour Space: Whole Group (25 students)
Materials Required: Computer, video projector, 25 copies of the lyrics to “The Star-Spangled
Banner,” a large print of A View of the Bombardment of Fort McHenry by J. Bower, an
American flag, a 1915 recording of “The Star-Spangled Banner” as sung by Margaret Woodrow
Wilson (http://en.wikipedia.org/wiki/File:Star-spangled_banner_002.ogg), YouTube video of
Whitney Houston singing the National Anthem (http://youtu.be/wupsPg5H6aE), YouTube video
of karaoke version of “The Star-Spangled Banner” (http://youtu.be/z8Rf7beku_4), 25 sheets of
blank, white computer paper, colored pencils, crayons
Standards: (see Appendix A for a complete summary)
Virginia Standards of Learning
1.11 The student will recognize the symbols and traditional practices that honor and foster
patriotism in the United State
National Council for the Social Studies Standards
2. Time, Continuity, and Change: Studying the past makes it possible for us to understand
the human story across time. Objectives:
1. After viewing the painting A View of the Bombardment of Fort McHenry by J. Bower,
students will interpret the artist’s purpose and articulate their personal reaction to the work.
2. Given the lyrics to “The Star-Spangled Banner” and watching several versions of the
performance of our National Anthem, students will draw a picture of the Battle at Fort McHenry.
Resources:
National Endowment of the Humanities. (2010). O, say, can you see what The Star-Spangled
Banner means? Retrieved October 14, 2011, from http://edsitement.neh.gov/lesson-
Read an example of a journal entry to the students (in Content) then give them the handout with
instructions to do their own. The paper should be “aged” before writing.
Closure: If time allows, have students transfer their drafts to the dried sheets of paper that they
have aged after the draft has been approved by the teacher.
Assessment:
Formative - Students’ participation during the introduction and
Summative - Students should write at least two journal entries or one long journal entry and will
be assessed on their inclusion of facts about the Trail of Tears as well as their ability to
empathize with the character they are portraying.
Background Information/Content:
Introduction story:
You are sitting in your room when you hear a hard knock at the door. When your parents
open the door, a group of men enter and say that you must leave your home. If you refuse, you
will be dragged out anyway. It is freezing cold but, you and your family grab what you can and
leave your home with no clear destination. (Open eyes). How does this make you feel?
Andrew Jackson was elected into office in 1828. This election is very prominent because
it produced the divide of political parties we have today; the Democrats and the Republicans.
Jackson received a lot of support from the country because people could relate to him. His
political platform was based on the fact that he helped fight the Native Americans in previous
battles. Andrew Jackson, along with many other Americans, wanted the removal of Native
Americans. Since the discovery of new land, explorers wanted to move westward and settle
down with their families and gold miners wanted the opportunity to dig for gold in hopes of
becoming rich. The only thing stopping them was the habitation of the Native Americans.
“In 1830 the Congress of the United States passed the ‘Indian Removal Act.’...President Jackson
quickly signed the bill into law. The Cherokees attempted to fight removal legally by challenging
the removal laws in the Supreme Court and by establishing an independent Cherokee Nation.”
These efforts were eventually not recognized and in, “1838 – Seven thousand federal
troops…were dispatched to the Cherokee Nation. Without warning, the troops broke down doors
and drug people away to stockades. Those that moved too slowly were prodded with bayonets.
In October, the Cherokees were herded into wooden stockades with no food, water, blankets, or
sanitation. Most of them were barefoot and had no coats or blankets, yet they were forced to
cross rivers in sub-zero weather.”
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Example of journal entry:
"I saw the helpless Cherokees arrested and dragged from their homes, and driven at the
bayonet point into the stockades. And in the chill of a drizzling rain on an October morning I saw
them loaded like cattle or sheep into six hundred and forty-five wagons and started toward the
west....On the morning of November the 17th we encountered a terrific sleet and snow storm
with freezing temperatures and from that day until we reached the end of the fateful journey on
March the 26th 1839, the sufferings of the Cherokees were awful. The trail of the exiles was a
trail of death. They had to sleep in the wagons and on the ground without fire. And I have known
as many as twenty-two of them to die in one night of pneumonia due to ill treatment, cold and
exposure..."
Private John G. Burnett, Captain Abraham McClellan's Company, 2nd
Regiment, 2nd Brigade, Mounted Infantry, Cherokee Indian Removal, 1838-39
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Biographical Journal
How to Make a Diary/Journal
Step 1: Fold your paper in half.
Step 2: Place paper in coffee until it is completely covered.
Step 3: Fold and stack the dry pages after they have dried.
Step 4: Cover the outside of the pages with a brown paper bag that is a little bigger than the other
paper.
Step 5: Hole punch the paper (including the brown paper bag) and bind together with string.
Step 6: Adjust the size, by cutting the pages again. Make sure the pages are about the same size.
For this assignment, you are going to be a Native American of the Cherokee tribe. Write
at least two journal entries first person point of view of a character of your choice. You will write
about your experience during your journey of the Trail of Tears. This is your personal diary so
make sure you write as though you are the person.
Things to think about:
-Who are you traveling with?
-What have you brought with you?
-How do you feel as you travel?
-What is the date?
After your draft has been approved by the teacher, you will be able to write your entry onto your
final sheet of aged journal paper.
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Multiple Choice Question
What is the document that forced Native Americans to move further west in 1830?
A. the Trail of Tears
B. the Indian Removal Act
C. the Treaty of Ghent
D. the Indian Westward Expansion Act
Answer:
B. the Indian Removal Act
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Lesson #4- On the “Trail of Tears” Prepared by Holly Stainback Purpose: Students will understand through conducting research that conflicts regarding land use
and personal rights persist in modern Virginia between Native American tribes and the
state/national government.
Grade Level/Time/Space: 6th Grade, 4 one-hour sessions, whole group and individual (about 20 students)
VA SOL Standards: USI.1 The student will demonstrate skills for historical and geographical
analysis and responsible citizenship, including the ability to a.) identify and interpret primary and
secondary source documents to increase understanding of events and life in United States history
to 1865, d.) interpret ideas and events from different historical perspectives; evaluate and discuss
issues orally and in writing, i.) identify the costs and benefits of specific choices made, including
the consequences, both intended and unintended, of the decisions and how people and nations
responded to positive and negative incentives.
NCSS Standards: 1. Culture Through experience, observation, and reflection, students will
identify elements of culture as well as similarities and differences among cultural groups across
time and place. 2. Time, Continuity, and Change Studying the past makes it possible for us to
understand the human story across time. Knowledge and understanding of the past enable us to
analyze the causes and consequences of events and developments, and to place these in the
context of the institutions, values and beliefs of the periods in which they took place.
Objectives: 1. Given a primary source document and background information, students will
generate questions, hypotheses, and conduct research pertaining to the Trail of Tears. 2. Student
will share their research findings with the class through an oral presentation.
Resources: Excerpts from “John Burnett’s Story of the Trail of Tears” (Enclosed), Website
databases : Cherokee Nation website and The Native American Rights Fund website (see
bibliography), map of the Trail of Tears (see bibliography), copies of the Indian Removal Act
1830 and The Indian Civil Rights Act (see bibliography), books about the Trail of Tears (see
bibliography), Internet-equipped computers for student use, Guided research worksheet
(enclosed).
Procedure: Introduction: (Day 1) Catalyst: Read aloud the excerpt from John Burnett’s Story of the
Trail of Tears, his account of his actions and observations during the removal of Cherokees.
Divide students into groups of 4-5 to discuss this information, and generate questions. In whole
group, model formation of research questions with students, asking for groups to volunteer their
best questions. Distribute guided research worksheets. Student-generated questions: Individually,
students will choose their best research questions and make a hypothesis. Allow students to begin
their research. Content Focus: (Day 1-3) Independent research time. Put books and printed articles
in a central location. Students may also use the bookmarked websites on the computer. Students
must consult at least 3 different kinds of sources. For each source, they will document the
resource information on the guided research worksheet. At the end of Day 2, ask the students for
input as to what other kinds of information they think they need to continue their research. Have
these materials ready for the next day. Closure: (Day 4) Student presentations- students will
present their research findings to the class. Students will not read a prepared written response,
but will instead explain their question, highlight any unusual sources or findings, and share
further questions that they found during their research. A brief discussion after each presentation
Cornitcher, MacKimmie, Schupbach, Stainback
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to clarify student opinions and questions will occur. Collect each student’s research question and
answer and publish them in a study guide document to be distributed to the entire class.
Evaluation/Assessment: Formative: Student engagement in discussion, effort during research
process. Summative: Complete research worksheet using three different sources; oral presentation
thorough, concise, and shows understanding of research process
Essay Question: What was the Indian Removal Act of 1830? (2 points). Which President
approved this Act? (1 point). Describe the “Trail of Tears” (3 points). Give one reason why
Native Americans died on the Trail of Tears (1 point). Name 3 of the 5 “Civilized Tribes” (3
points). Name 2 things you learned through your research (2 points). Total: 12 points
Background Information: As the United States expanded, settlers demanded more and more
land. However, the land was occupied by Native Americans. In May 1830, Congressed passed
the Indian Removal Act. This new law required all Native Americans, including Cherokee,
Choctaw, Creek, Chickasaw, and Seminole, to move west onto a parcel of land called the Indian
Territory in order to make room for the settlers. The Indian Territory is now present day
Oklahoma. Many of the Native Americans left, but the Cherokee refused to leave. In October
1838, the Cherokee were gathered up and forcibly removed. They arrived in the Indian Territory
in March 1839. This forced removal was extremely hard on the Native Americans. They were
not properly equipped for their 1,000 mile journey through the snow. They did not have proper
clothing, shelter, or food. Thousands of Native Americans died on the journey, which became
known as the Trail of Tears (Salas, 2003).
Native Americans were seen as a disruption to the Westward Expansion that the United
States saw as their destiny. There were five Native American tribes that were considered to be
civilized enough to stay on the land and remain in communication with the settlers. These five
tribes were: the Cherokees, the Creeks, the Choctaws, the Chickasaws, and the Seminoles and
lived in the areas of Tennessee, Georgia, Alabama, Mississippi, and Florida. Some of the tribes
tried to bargain with the settlers by adopting, “Anglo-American practices such as large-scale
farming, Western education, and slave-holding” ("Indian removal,”). In 1830, President Andrew
Jackson ordered all Native Americans off land east of the Mississippi to move westward so that
the land could be open for settlers to open new cotton plantations. The Cherokee nation called
their journey to “Indian Territory” in Oklahoma the “Trail of Tears” because more than a quarter
of the 15, 000 Native Americans died along the way ("Indian removal,”). John L’ O Sullivan coined the term Manifest Destiny which is the belief that it is
America’s right to expand and conquer the land that predestined for the country by God.
However, Native Americans live by a different belief system that completed conflicted with this
idea of Manifest Destiny. Native Americans do not believe in ownership of land because it is a
natural entity. They believe that the land is here to help one sustain and live but, only as a help to
the people; land is not meant to be conquered. The beliefs of the Native Americans were not seen
as important to Americans and the idea of manifest destiny was the spear head to the growth of
the nation ("Ideas and Movements”).
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26
Bibliography:
About North Georgia. (2006). Map of the Trail of Tears. Retrieved from
http://ngeorgia.com/history/trailoftearsmap.html
Burnett, John. (1890). John Burnett’s Story of the Trail of Tears. Retrieved from
Original Journals of the Lewis and Clark Expedition
(Unpublished Document – Primary Activity)--Prepared by Annie MacKimmie
Prior to this activity, students would be introduced to the Lewis and Clark Expedition. The
students would have an overview of the journey and understand the purpose and goal for the
expedition.
Background Information: Lewis and Clark were appointed by President Jefferson to lead an
expedition west and hopefully find the Pacific Ocean. They began their journey in May 1804, in
St Louis Missouri. In late October 1804, The Lewis and Clark Expedition built a fort named Fort
Mandan in order to prepare and survive their first winter on the excursion. During their first
winter at Fort Mandan, the team had good relations with the Indian tribes and began to trade their
goods and skills for food in order to survive the frigid winter. Through Lewis and Clark’s
unedited journals we are able to understand and read an accurate documentation of the travels
and journeys.
Student Activities:
Whole Group: As a whole group, read through the first page of Chapter VI of Lewis and Clark’s
journal. Discuss the ideas of the weather and hardships and hardships the team encountered. Re-
read the last paragraph of the text. Ask the students if they understand the text. If they do,
precede by explaining the importance of trading between the team and the Indian tribes. If the
students cannot comprehend the text, explain the last paragraph and talk about the idea of
trading. Ask the students why Lewis and Clark traded with the Indians. If the discussion does not
naturally flow, ask prompting questions to lead the conversation. Break students into two groups.
Give each student in group one three index cards with pictures of food on them. Give each
student in the second group three index cards with various pictures of weapons, shelter, and
animals. Have the two groups trade the index cards in order to get the two groups a variety and
mix of food, weapons, shelter, and animals.
Small Group: In small groups of three to four students, discuss the game and what they learned
about trading. Students create their own, personal journals using cardboard for the bindings and
paper for the inside. Teachers will model this project and help the students if needed.
Independent: Draw a picture illustrating Lewis and Clarke’s trading with the Mandan Indians.
Write the date at the top right-hand corner of the paper to mark the first entry of the student
journal.
Assessment:
1. The Lewis and Clarke Expedition traded their goods and skills with the Indians to get:
a. shelter
b. weapons
c. corn
d. animals
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40
Artifact #3 :
Original Journals of the Lewis and Clark Expedition
(Unpublished Document – Intermediate Activity)--Prepared by Annie MacKimmie
Prior to this activity, students would be introduced to the Lewis and Clark Expedition. The
students would have an overview of the journey and understand the purpose and goal for the
expedition.
Background Information: Lewis and Clark were appointed by President Jefferson to lead an
expedition west and hopefully find the Pacific Ocean. They began their journey in May 1804, in
St Louis Missouri. In late October 1804, The Lewis and Clark Expedition built a fort named Fort
Mandan in order to prepare and survive their first winter on the excursion. During their first
winter at Fort Mandan, the team had good relations with the Indian tribes and began to trade their
goods and skills for food in order to survive the frigid winter. Through Lewis and Clark’s
unedited journals we are able to understand and read an accurate documentation of the travels
and journeys.
Student Activities:
Whole Group: As a whole group, read through the first page of Chapter VI of Lewis and Clark’s
journal. Discuss the ideas of the weather and hardships the team encountered. Re-read the last
paragraph of the text. Ask the students if they understand the text. If they do, precede by
explaining the importance of trading between the team and the Indian tribes. If the students
cannot comprehend the text, explain the last paragraph and talk about the idea of trading. Ask the
students why Lewis and Clark traded with the Indians. If the discussion does not naturally flow,
ask prompting questions to lead the conversation. Break students into two groups. Give each
student in group one three index cards with pictures of food on them. Give each student in the
second group three index cards with various pictures of weapons, shelter, and animals. Have the
two trade the index cards in order to get the two groups a variety and mix of food, weapons,
shelter, and animals.
Small Group: In small groups of three to four students, read through the excerpt from the Lewis
and Clark Journal. As a group, write a summary of the journal entry in your own words. Since
the journal was written in the early 1800s, some of the vocabulary can be hard to comprehend.
Finally, in the small groups, students create their own, personal journals using cardboard for the
bindings and paper for the inside.
Independent: As the first entry in the personal journals, students write a paragraph what they
learned about trading during Lewis and Clark’s journey. If they would like, students can link
trading in their lives today. Write the date at the top right-hand corner of the paper to mark the
first entry of the student journal.
Intermediate Assessment:
1. At Fort Mandan the Lewis and Clark Expedition traded:
a. Their corn for the Indian’s tools
b. Their blacksmith mending skills for the Indian’s corn
c. Their shelter for the Indian’s clothing
d. Their horses for the Indian’s weapons
Cornitcher, MacKimmie, Schupbach, Stainback
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Cornitcher, MacKimmie, Schupbach, Stainback
42
Artifact #4: Interview with Dayton Duncan
Primary Level (K-3)
Background: The Public Broadcasting Service (PBS) created a four-hour documentary called
“Lewis and Clark: The Journey of the Corps of Discovery,” using interviews of key scholars who
are well researched on the expedition of these two men. “The film attained the second-highest
ratings (following The Civil War) in the history of PBS and won a Western Heritage award from
the National Cowboy Hall of Fame, a Spur Award from the Western Writers of America, and a
CINE Golden Eagle, as well as many other honors.” One of the interviews is with Dayton
Duncan, the “writer and co-producer of ‘Lewis and Clark’ and co-author of the film’s companion
book.” He is also the author of Out West: An American Journey along the Lewis and Clark Trail,
“in which he retraced the historic expedition route.”
Whole group: A brief introduction to the Lewis and Clark trip westward will be given then, the
class will read the first part of Dayton Duncan’s interview and discuss the purpose of Lewis and
Clark’s expedition as well as how these men were chosen to take this journey. The class will also
discuss how the men prepared for the trip including what they took with them.
Small group: Students will work in groups of 3-4 and go through the middle part of the
interview given to them in order to discover what kinds of animals and new land Lewis and
Clark found on their journey. Students will have access to resources in order to look up any
animals or places they may not be familiar with. Answers will be shared at the end and students
will express how they would feel if they had to explore an unknown land.
Independent: The students will write a 3-5 sentence paragraph describing how they would
prepare for a trip if they had to take this journey. What kinds of tools would they include? Who
would they bring with them? What are the three most important possessions that they could not
leave behind? Students should draw illustrations of the things they bring with them as well.
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43
Intermediate Level (4-6)
Background: The Public Broadcasting Service (PBS) created a four-hour documentary called
“Lewis and Clark: The Journey of the Corps of Discovery,” using interviews of key scholars who
are well researched on the expedition of these two men. “The film attained the second-highest
ratings (following The Civil War) in the history of PBS and won a Western Heritage award from
the National Cowboy Hall of Fame, a Spur Award from the Western Writers of America, and a
CINE Golden Eagle, as well as many other honors.” One of the interviews is with Dayton
Duncan, the “writer and co-producer of ‘Lewis and Clark’ and co-author of the film’s companion
book.” He is also the author of Out West: An American Journey along the Lewis and Clark Trail,
“in which he retraced the historic expedition route.”
Whole group: A brief introduction to the Lewis and Clark trip westward will be given then, the
class will read the first part of Dayton Duncan’s interview and discuss the purpose of Lewis and
Clark’s expedition as well as how these men were chosen to take this journey.
Small group: Students will work in pairs in order to retrace the Lewis and Clark expedition as
Dayton Duncan has done. Students will be given a student atlas book as well as access to the
internet and books, in which they can find the landmarks given in the interview and map out the
expedition. Each pair will create a map and share with the entire class at the end of the period.
Independent: Students will write a 4-paragraph essay addressing the contributions of Native
Americans and other minority groups during the Lewis and Clark expedition. Students should
specifically write about York, the African American slave, and Sacajawea, the Native American
woman who were both very influential in the success of the trip.
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Multiple Choice Questions
Primary:
1. Fill in the blank: The two men sent by President ______ who took an expedition
westward were ______.
A. Thomas Jefferson; York and Sacajawea
B. Thomas Jefferson; Lewis and Clark
C. Benjamin Franklin; Lewis and Clark
D. Benjamin Franklin; York and Sacajawea
Intermediate:
2. Who was the Native American woman who assisted the group along the Lewis and Clark
expedition?
A. Sacajawea
B. York
C. Charbonneau D. Lemhi
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45
Name__________________________
Pre-Post Test
Read each question below and circle the best answer: 1. The equator is:
a. a horizontal imaginary line that divides the world into the Northern and Southern
Hemispheres
b. a horizontal imaginary line that divides the world into Eastern and Western Hemispheres
b. a vertical imaginary line that divides the world into Eastern and Western Hemispheres c. a vertical imaginary line that divides the world into the Northern and Southern Hemispheres
2. Who wrote the words to “The Star-Spangled Banner”?
d. Wilson Scott Francis
e. Robert Francis Lockhart
f. Francis Scott Key
g. Abraham Lincoln
3. What U.S. state did the Gold Rush of 1849 take place?
a. San Francisco
b. North Dakota
c. South Dakota d. California
4. Which country sold the Louisiana Territory to the U.S.?
a. Mexico b. France
c. Canada
d. England
5. The Lewis and Clarke Expedition traded their goods and skills with the Indians to get:
a. shelter
a. weapons
b. corn
c. animals
6. Fill in the blank: The two men sent by President ____________ who took an expedition westward
were ___________.
a. Thomas Jefferson; York and Sacajawea
b. Thomas Jefferson; Lewis and Clark
c. Benjamin Franklin; Lewis and Clark
d. Benjamin Franklin; York and Sacajawea
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Name__________________________
Intermediate Pre-Post Test
Assessment #2
Read each question below and circle the best answer: 1. What is the document that forced Native Americans to move further west in 1830?
A. the Trail of Tears
B. the Indian Removal Act
C. the Treaty of Ghent D. the Indian Westward Expansion Act
2. Where was panning for gold, or placer mining, first used?
A. ancient Greece B. ancient Romania
C. ancient Rome
D. California
3. Which of the following people did not physically sign the Louisiana Purchase?
A. James Monroe B. Thomas Jefferson
C. Robert Livingston
D. Marquis de Barbé-Marbois
4. At Fort Mandan the Lewis and Clarke Expedition traded
A. Their corn for the Indian’s tools
B. Their blacksmith mending skills for the Indian’s corn
C. Their shelter for the Indian’s clothing
D. Their horses for the Indian’s weapons
5. Who was the Native American woman who assisted the group along the Lewis and Clark
expedition?
A. Sacajawea
B. York
C. Charbonneau D. Lemhi
Answer the question below in essay form. Respond in complete sentences.
6. What was the Indian Removal Act of 1830? (2 points). Which President approved this Act? (1
point). Describe the “Trail of Tears” (3 points). Give one reason why Native Americans died on the Trail of Tears (1 point). Name 3 of the 5 “Civilized Tribes” (3 points). Name 2 things you
learned through your research (2 points). Total: 12 points
Cornitcher, MacKimmie, Schupbach, Stainback
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References
1800s-1830s: Indian wars, westward expansion. (2008, May 05). Retrieved from
US Postal Service. Louisiana Purchase Commemorative Postage Stamp. (1953). Retrieved October 16, 2011, from http://en.wikipedia.org/wiki/File:Louisana_Purchase_1953_Issue-3c.jpg
Virginia Department of Education. (2010). The standards & SOL-Based instructional