Cherokee Indians and Trail of Tears

Learning outcomes

Students will:

• learn about the harsh conditions the American Indians faced during relocation.
• learn how to use persuasive writing.

Teacher planning

Time required for lesson

2 weeks

Materials/resources

• Variety of literature relating to Cherokee Indians and Trail of Tears
• Map of United States
• Overhead of persuasive writing samples
• Paper and pencil

Technology resources

• Overhead
• Computer
• Microsoft Word (with Thesaurus feature)

Pre-activities

Tell students how some people write and talk using the same words all the time. Instead of using vivid words they use the same “dead” words.

Read Steven Kellogg’s Chicken Little. Explain how he used other words instead of “said”. Reread story. Tell students to listen for word that means “said.” Stop and record them.

Activities

1. Discuss how the Cherokee were made to leave their home and how harsh the conditions were during the trip.
2. Talk about the dead words the class threw away.
3. Talk about words of persuasion. Tell the children how we use persuasion to get someone to do something.
4. Explain how you can use persuasive writing as a tool to communicate point of view.
5. Tell students they are to assume the role of a Cherokee Indian leader during time of Trail of Tears. Write paragraph to persuade United States Government to allow you to stay on your land.
6. Use map to trace the the route of the Trail of Tears.
7. Think-Pair-Share. Pose question “How would you feel if someone came in your home and told you to take your stuff and move?”
8. Each pair will publish a draft using Microsoft Word. Use grammar check to check work and the thesaurus feature to replaced “dead%rdquo; words.

Assessment

The student:

• used precise original words.
• reduced use of “dead” words.
• used available technology to assist in writing.

Supplemental information

Comments

I am an American Indian. I feel this period of time is important to all Americans. I am also a teacher of exceptional children. Lessons have to be adapted for my students to understand and enjoy them.

By Glenda Bullard