Students make observations about an 1870 U.S. census map, which explicitly does not count American Indians. Then they learn about the Five Civilized Tribes and create a concept map. Next they explain the Trail of Tears. Finally they watch a video about the Cherokee alphabet and research an interesting fact about one of the tribes.
Students are introduced to key vocabulary and an overview of how resistance, treaties, and removal policies led to the Trail of Tears and reshaped Native nations. They read a short description of U.S. policies toward Indigenous peoples and examine a brief timeline of events from the Indian Removal Act through the forced removal of the Cherokee. Students then propose and submit titles for the timeline to a shared class list. They view a map showing the routes of the Trail of Tears and read the lesson objectives and framing text about forced removal, hardship, and Native survival.
Teacher MovesPresent the lesson overview and vocabulary, then guide students through the timeline. After students share their titles, emphasize that the timeline shows both resistance to removal and the events that led to it, noting that resistance was real but removal still moved forward. Use an exemplar title such as “The Road to Cherokee Removal” to clarify the focus, and preview that upcoming scenes will explain why removal happened and what its impacts were.
Students read background text about how treaties were used in the 1830s to remove Indigenous nations and create divisions within Native communities. They explore the website Native Knowledge 360: Resistance and watch the video Original Treaty of New Echota unveiled to investigate the controversy surrounding the Treaty of New Echota. Using this information, they complete a two-column graphic organizer to identify causes and effects of the treaty, including pressures to cede land, internal divisions among the Cherokee, government promises, and the eventual forced removal on the Trail of Tears.
Teacher MovesClarify that the focus is on how the Treaty of New Echota created conditions for Cherokee removal and that embedded website videos are optional extensions. After students complete the organizer, review their identified causes and effects, stressing that the treaty was not signed by the majority of the Cherokee Nation yet was used by the U.S. government to justify forced relocation. Emphasize the devastating outcome—its direct connection to the Trail of Tears—and extend discussion with questions about why the U.S. accepted a treaty signed by a small group and what this reveals about power and fairness.
Students read The Trail of Tears: A Journey of Loss and Survival to learn how forced removal unfolded and how Native nations experienced both profound loss and ongoing survival. They complete a drag-and-drop activity matching descriptions to stages of the Trail of Tears to show its sequence and outcomes. Next, they reread the title of the text and respond to a discussion-wall prompt explaining what the title means, supporting their ideas with at least two details or examples from the reading. They then comment on classmates’ posts with additional ideas or questions.
Teacher MovesFrame the scene as an examination of the Trail of Tears as both devastation and survival. After the drag-and-drop, highlight how viewing the Trail of Tears as a sequence (beginning, middle, aftermath) deepens understanding of the impact of forced removal. During the discussion-wall activity, underscore that the title reflects both loss (death, disease, displacement) and survival (rebuilding 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, prompting students to consider whether Native nations’ experiences align with his promises. Use the question “What does the Trail of Tears reveal about whether Jackson’s policies stayed true to his promises to represent the common man?” to extend thinking.
Students read The Seminole Wars to explore how the Seminole Nation resisted removal in Florida and how the U.S. government responded. They view an image and caption of Seminole Chief Osceola, then complete a concept map showing different forms of Seminole resistance, such as military tactics, alliances with escaped enslaved people, battlefield successes, and remaining in Florida despite removal efforts. Finally, they respond on a discussion wall to identify one example of how the United States tried to force the Seminole from Florida and explain how that example connects to Jackson’s broader goals for Indian removal.
Teacher MovesExplain that this optional extension deepens understanding by applying ideas about removal and resistance to the Seminole Wars. After students complete the concept map, highlight the multiple forms of Seminole resistance—from fighting and surprise attacks to sheltering enslaved people and remaining in Florida—and connect these actions to the larger story of Indian Removal and U.S. reliance on force. When reviewing discussion responses, ensure students clearly link their chosen example of U.S. actions to Jackson’s goal of pushing Native nations west of the Mississippi through treaties and military power, noting how efforts against the Seminole fit this broader pattern.
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.
©2026 Exploros. All rights reserved.