Students examine Indigenous resistance and the Treaty of New Echota. Then, they trace the Trail of Tears, where forced removal caused great hardship, but Native nations rebuilt communities, preserving culture and survival as a lasting legacy.
Students examine Indigenous resistance and the Treaty of New Echota. Then, they trace the Trail of Tears, where forced removal caused great hardship, but Native nations rebuilt communities, preserving culture and survival as a lasting legacy.
Students are introduced to key vocabulary and the overall focus on Indian Removal and the Trail of Tears. They read a short overview of U.S. policies toward Indigenous nations and examine a four-event timeline about the Indian Removal Act, Cherokee sovereignty, the Treaty of New Echota, and forced removal in 1838. Students then propose and submit original titles for the timeline. Next, they view a map showing the routes of the Trail of Tears and read a brief description of how government policies and treaties forced Indigenous nations from their homelands, outlining the lesson objectives.
Teacher MovesPresent the lesson overview, define key vocabulary, and review the objectives so students understand the focus on resistance, removal, and survival. After students share timeline titles, highlight how the events show both resistance and the progression toward removal, using an exemplar such as “The Road to Cherokee Removal.” Emphasize that resistance existed but removal still advanced, and preview that later scenes will explore why this happened and its impacts before unlocking the next scene.
Students read background text about how treaties in the 1830s were used to remove Indigenous nations and how some were signed under pressure by small groups. They explore the website Native Knowledge 360: Resistance and watch the video Original Treaty of New Echota unveiled to investigate the controversy, divisions, and government use of the treaty to justify Cherokee removal. Using this information, they complete a causes-and-effects graphic organizer showing why the Treaty of New Echota was signed and how it led to forced removal on the Trail of Tears.
Teacher MovesClarify that embedded website videos are optional supports and, if time is limited, direct students to prioritize the linked video. After students complete the organizer, review their entries to ensure they capture both the pressured nature of the treaty and its devastating consequences. Emphasize that the treaty was not approved by the majority of the Cherokee Nation yet was accepted by the U.S. government to justify removal. Prompt deeper thinking with questions about why the government accepted a treaty signed by a small group and what this reveals about power and fairness, then organize students into small groups before moving on.
Students read The Trail of Tears: A Journey of Loss and Survival to understand the stages of forced removal, including departure, the journey, and life in Indian Territory. They then complete a drag-and-drop activity matching descriptions to the correct stages of the Trail of Tears to show major events and outcomes. Next, they reread the title of the text, reflect on what it suggests about both loss and survival, and respond to a discussion-wall prompt explaining their interpretation with at least two supporting details from the reading. After posting, they comment on classmates’ responses with additional ideas or questions.
Teacher MovesFrame the reading as a way to see how removal policies played out in people’s lives. After the drag-and-drop, highlight how viewing the Trail of Tears as a sequence (beginning, middle, aftermath) clarifies its impact on Native nations. During the discussion-wall activity, guide students to notice how the text illustrates both death, disease, and displacement and the rebuilding of towns, governments, and traditions in Indian Territory. Connect these experiences back to Andrew Jackson’s Indian Removal policies and his image as the “common man’s” president, asking students to consider whether the treatment of Native nations aligns with his promises. Use questions to help students evaluate what the Trail of Tears reveals about Jackson’s commitment to representing “the people.”
Students read The Seminole Wars to explore how the Seminole Nation resisted removal in Florida. They complete a concept map titled “Seminole Resistance,” identifying different forms of resistance such as military tactics, alliances, and persistence in remaining on their land. Students then respond on a discussion wall to a prompt asking for one example of how the United States tried to force the Seminole from Florida and how that example connects to Jackson’s goals for Indian removal.
Teacher MovesExplain that this optional extension deepens understanding of resistance within the broader story of Indian Removal. After students complete the concept map, emphasize the variety of Seminole resistance strategies, including protecting their homeland in battle, sheltering enslaved people seeking freedom, and remaining in Florida despite pressure. When reviewing discussion responses, ensure students clearly link U.S. military and policy actions against the Seminole to Jackson’s larger goal of pushing Native nations west of the Mississippi. Highlight how the government used both treaties and force to pursue removal despite ongoing resistance.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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