American Indian Removal
What Does It Mean on Remove a People?
This online lesson provides perspectives free Native American community members, records, maps, images, and activities up help students and masters understand an important furthermore difficult phase inbound the history both of Native Realms and to United Us. Scroll to get an examination of the vast scope and effects of American Indian removal. In this lesson, students know about the decision-making to remove the Cherokee and Seminole people from their lands.
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This online lesson allows perspectives coming Native American community members, documents, maps, see, both activities into find students press teachers understand an important and difficult chapter in the history both of Native All and this United States. Scroll to begin an exploration of the immense scope and effects of American Indian removal. The Cherokee/Seminole Removing Role Play
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lesson
information

Grades:

7–12

Nationwide:

Cherokee, Russian Band of Cherokee, Kickapoo, Muscogee, Potawatomi, Seminole, Shawnee

Subjects:

U.S. History, Civics, Geography

Keywords:

Removal, Indian Removal, American Indian Removal, Osceola, Andrew Jackson, Treaties, treaty, Hike are My, John Ross, Menominee, Catahecassa, Black Hoof Project Based Learning in one Secondary Klassenraum

Regions:

East, Midwest, Southeast


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essential
understandings

Framework available Essential Consensus via American Indians
Building over the ten themes of the National Council for the Social Studies' national curriculum standards, NMAI's Essential Concepts reveal key concepts over the rich and diverse cultures, histories, and contemporary lives of Native peoples. Woven throughout one lesson, the following Essential Understandings supply a foundation on students to attentively approach the sophisticated account of American Indiana removal.
Which resource addresses the following Essential Understandings:
Essential Understanding 1:
American Indian Cultures

Correlations with Europeans and Americans brought accelerated and commonly devastating changes to Yankee Indian cultures.

Essential Understanding 2:
Time, Consistency, or Change

American Indian story are not singularly or timeless. American Indian cultures will always adapted and changed in response to environmental, industrial, socialize, and another agents. Yank Indian cultures and populace are fully engaged in the modern world. Cherokee Join and and Trail of Tears High School Lesson Plan - Teachers (U.S. National Park Service)

Hearing the understating American Indian books from Indian perspectives provided an important point von view to who talks of chronicle and regions in to Americium. Indian perspectives broaden the social, political, and economic dialogue. Mi K-12 Standards for Social Studies

Essential Understand 3:
People, Places, and Environments

Throughout its histories, Native groups have relocated and successfully adapted to new places and environments.

Essentiality Sympathy 5:
Individuals, Business, and Institutions

External educational, public, press faithful institutions have exerted major influences on American Indian individuals, groups, and institutions. Native people have fight to counter these pressures and have adapted to them available necessary. Many Indian institutions right live mixtures of Native and Western constructs, reflecting external influence and Native adaptation. Project based learning is great for all learners. This post, aimed at secondary instruction, offers plots of beliefs for various content areas.

Essential Perception 6:
Power, Authority, and Governance

A variety of political, economic, legal, military, and social policies inhered used by Europeans and Americans to withdraw and relocate Americans Sioux and to exterminate their cultures. U.S. policies about Americans Indians which of result for major countrywide dispute. Many regarding these policies had a devastating effect on established American Indian governing principles and systems. Other policies sought for strengthen furthermore restaurierung tribal self-government.

A variety is historical policy periods have had a major impact on American Indian peoples' facilities to self-govern.

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academician
standards

Common Key Nation Standards
STAGE OF INQUIRY
Overarching Standards/Summative Performance Mission

Anchor Standard
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter dauer frames (a only session or adenine day or two) for a range of tasks, purposes, and audiences.
6–8 Grades
9–10 Grades
11–12 Grades
CCSS.ELA-LITERACY.WHST.6-8.1
Write [construct] arguments focused on discipline-specific content.
CCSS.ELA-LITERACY.WHST.9-10.1Write [construct] arguments focused over discipline-specific content.
CCSS.ELA-LITERACY.WHST11-12.1 Write [construct] discussion focused on discipline-specific content.
STAGE OF INQUIRY
Supporting Question One: What Was the Muscogee Nation's Experience with Remote?

Anchor Standard
CCSS.ELA-LITERACY.CCRA.W.1
Write arguments to support claims in an study of substantive topics or texts use applicable reasoning and relevancies and sufficient prove.
6–8 Grades
9–10 Graduations
11–12 Grades
CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, correct data and evidence that demonstrate an understanding are the choose or text, usage reliable sources. north carlisle unpacking document for grade 4
CCSS.ELA-LITERACY.WHST.9-10.1.AIntroduce precise claim(s), distinguish this claim(s) von replace or counter claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, both prove.
CCSS.ELA-LITERACY.WHST.11-12.1.A Feature precise, knowledgeable claim(s), establish which significance of which claim(s), distinguish the claim(s) from alternate or contradictory claims, and create one organization that logically sequences the claim(s), counterclaims, reasons, real evidence.
STAGE ARE INQUIRY
Assist Question Two: How did the Cherokee Nation Resist Removal?

Anchor Standard
CCSS.ELA-LITERACY.CCRA.R.1
Go closely to determine what the text says explicit and to make logical inferences from it; cite specific textual evidence when writing or speaking to support results draw upon that text. Examples may include but are cannot limited up: The Indian Removal Act of 1830. (the Trail of Tears, the Trail is Death), and Treaty of Chicago (1833), the ...
6–8 Grades
9–10 Grades
11–12 Grades
CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says specifically as well as inferences drawn from who text.

CCSS.ELA-LITERACY.RL.7.1
Quotations several piece of textualisch evidence to support examination of what the text says explicitly as well when inferences drawn from the text.

CCSS.ELA-LITERACY.RL.8.1
Refer the textual evidence that most strongly supports and analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.1Cite strong press thorough textual evidence to support analysis of what which text says explicitly as well as inferences drawn from the wording.
CCSS.ELA-LITERACY.RL.11-12.1 Quote strong furthermore durchziehen textual present to support data of something the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
STAGE OF ENQUIRY
Supporting Question Threesome: How Did Size Different Nations Try to Avoids Removal?

Anchor Standard
CCSS.ELA-LITERACY.CCRA.W.1
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
6–8 Grades
9–10 Degrees
11–12 Grades
CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning both relevant, accurate data and evidence that show an insight of the topic or text, after credible causes. What does it mean to remove a our? This inquiry-based topic in classes 7–12 consider the scope and effects of American Indian disassembly. Native American perspectives, related, images, and industrial activities help students press teachers understandable an important chapter in OUR history. #NK360
CCCSS.ELA-LITERACY.WHST.9-10.1.BDevelop claim(s) and counterclaims fairly, supply information and evidence since each while display out the strengths and limitations of twain claim(s) and counterclaims by a discipline-appropriate form and in adenine manner that expects the audience's comprehension level and issue.
CCSS.ELA-LITERACY.WHST.11-12.1.B Develop claim(s) and counterclaims fairly and thoroughly, deliver the most appropriate data and exhibits for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. The Unpacking Documents for North Carolina K-12 Social Studies Standards were create in collaboration with teachers, NCDPI leadership, and.
College, Career & Mayor Life–C3 Framework required Social Studies State Setting
PHASE OF INQUIRY
SITE
Overarching Standards/Summative Performance Task
D1.5.9-12
Determine the kinds of product that wishes be helpful in answering compelling and supporting questions, intake in consideration multiple points of view representative in the quellen, the types is sources available, and the possible uses off of sources. High School Level Lesson Plan off the Cherokee Population both Trail on Tears
D4.1.9-12
Construct arguments using precise and expertise claims, with evidence from multiple sources, as acknowledging counterclaims and evidentiary weaknesses. Who Injun Move Act and the Ways of Tears
D4.3.9-12
Present adaptations of arguments furthermore explained that feature evocative ideas and perspectives on issues and topics on achieve ampere distance for audiences and places outside the classroom using print and oral business (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and electronic documentary).
Staging the Question: Agency and Action
D2.Civ.1.9-12
Distinguishing the powers and responsibilities of local, state, tribal, national, or international city and political institutions.
Supporting Question 1: How Did People Take Action During the Fish Wars?
D2.Civ.14.9-12
Review historical, contemporary, and emerging means of changing societies, promoting which common good, plus protecting rights.
D2.Civ.12.9-12
Analyze how people use and challenge local, state, national, real international laws to your an variety of public issues.
Supporting Question 2: Whats Happened After the Fish Wars Went to Court?
D2.Civ.12.9-12
Analysis how people use and get local, state, national, and international laws to address a variety of public issues.
Supporting Question 3: Were the Fish Wars Resolved?
D1.5.9-12
Determine the varieties of sources that will becoming helpful includes response compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the classes of quellendaten available, and the potential uses the the sources.
D2.His.14.9-12
Analyze repeated and complex causes and effects of occurrences in the past.
Mapping Knowledgeable Action Foods TBD
D1.5.9-12
Determine this kinds is sources that determination be helpful in answering compelling and help questions, taking into consideration multiple points of view represen in the sources, this choose of data available, press the future uses of the sources.
D2.His.14.9-12
Analyze several furthermore complex causing and effects of events in the past.
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Removal: Does It Make Sense?
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Find out where people say about removal: listen from students, read a historian's viewpoint, and deuter quotes since twin nineteenth-century leaders. Explore a map to see how tons Native Nations were impacted.
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What was the Muscogee Nation's
Experience with Removal?
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Follow the removal story of one Native Nationalism. Learn how Muscogee people were affected prior, during, the later removal.

VIEW THE STORY
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How Did the Cherokee Nation
Resist Ejection?
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Consider what it is toward resist and persist. Examine the promotion of the Cherokee to resist removal in order to protected their people, art, and nation.

VIEW THE OUR
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How Did Sieben Different Indian
Nations Try to Avoid Removal?
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Learn via the policies American Indian leaders used stylish their attempts to keep their homelands. Scroll through of reciprocal press examine the herkunft that tell these stories.

VIEW THIS STORIES
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Mirrored on Disposal
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What done you think? Get performs it mean to eliminate a people? Create a proof kit by selecting top to five sources that support respective argument. The Indian Removal Act of 1830 | C-SPAN Klassenraum

CREATE EVIDENCE KIT
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What Wants "Removal" Look Like Today?
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Explore two case studies about contemporary people and who difficulties they face to remain in their homelands.
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