Lesson plan template

LESSON PLAN TEMPLATE

cultural, and economic development of the world.

which are critical to world history.

• 
  Belief systems and religions
  
• 
  Commerce and industry
  
• 
  Technology
  
• 
  Politics and government
  
• 
  Physical and human geography
  
• 
  Social organizations
  

have influenced the growth and development of the world.

• 
  Ethnicity and race
  
• 
  Working conditions
  
• 
  Immigration
  
• 
  Military conflict
  
• 
  Economic stability
  

1. 
   Students will develop an understanding of the Indian Removal Act by using multiple
   

2. 
   Students will draw a conclusion and defend their position on the Indian Removal Act.
   

Indian Removal Act

“Trail of Tears”

Solemnly

Subsistence

Benevolent

Consummation

Pecuniary

Historical Background for Teachers / Research Narrative

The Indian Removal Act

Andrew Jackson first came to the attention of America as the General who led American forces at the Battle for New Orleans during the War of 1812. This victory solidified his identify as an American hero. He would continue his military career past this war and also help America gain Florida from Spain.

As President, Andrew Jackson was the first of the elected Presidents to be widely chosen by popular vote and to also not be from a founding family. During his term, he sought to act as the direct representative of the common man who had helped place him in office. In 1824, some state political factions rallied around Jackson; by 1828 enough had joined "Old Hickory" to win numerous state elections and control of the Federal administration in Washington. The rise of Jackson to power also ushered in a new age of political parties: Jacksonian Democrats & Whigs. The Whig party developed specifically as an opposition party to Jackson, meaning there was one party rule for a while.

During his time in office, Jackson, unlike previous Presidents, did not defer to Congress in policy-making, but used his power of the veto and his party leadership to assume command. The greatest party battle centered around the Second Bank of the United States, a private corporation but virtually a Government-sponsored monopoly. When Jackson appeared hostile toward it, the Bank threw its power against him. Jackson would win this battle when he vetoed the second charter of the national bank.

Despite this victory over the national bank, Jackson had other problems to face. Sectional division in the Untied States was growing. South Carolina was angry over the tariffs placed on imported goods and tried to nullify this law passed by the federal government. In response, Jackson ordered armed forces to Charleston. Violence seemed imminent until the government negotiated a compromise: tariffs were lowered and South Carolina dropped the nullification issue.

With the Louisiana Purchase of 1803, thoughts of Native American removal became a very real possibility for the policy makers of the U.S. government. It appeared that the Purchase had given the government endless amounts of land, more than could ever possibly be put to use. President Thomas Jefferson initiated discussion over whether portions of this land could be used to solve what some viewed as the "Indian problem"—Native Americans were occupying land that many European Americans believed could be put to better use. Jefferson proposed that unincorporated land west of the Mississippi River be exchanged for the more sought-after land occupied by Native Americans in the east. Debates over the removal of Native Americans grew more intense as the nineteenth century progressed and culminated in the passage of the 1830 Indian Removal Act (4 Stat. 411).

In the act Congress authorized President Andrew Jackson to begin the process of removal. Allocated $500,000, Jackson vigorously pursued his plan and in 1835 was able to announce that removal was complete or near completion. The majority of Native Americans had been removed to regions west of the Mississippi. The Indian Removal Act stood at the intersection of numerous debates among European Americans over the fate of American Indians.

Sources:

Appleby, et al. “Jacksonian America.” American Vision. Columbus: McGraw/Glencoe, 2010. pg 222-229.

“The Age of Jackson.” U.S. History: Pre-Columbian to the New Millennium. 20 September 2011. www.ushistory.org/us/24.asp

“Andrew Jackson.” The Whitehouse.gov. 20 September 2011. www.whitehouse.gov/about/presidents/andrewjackson

“Unit 6: The Early Republic.” Cicero: History Beyond the Textbook. 17 September 2011. http://www2.cicerohistory.com/Cicero/navigate/uc/uid6.do

Instructional Prodedures and Activities

1. 
   Bellringer: Collins Writing. In 5+ lines describe what you think the relationship was like between Native American tribes and the American government in the early to mid- 1800’s. How did you come to this conclusion?
   

2. 
   Introduce the Indian Removal Act. Have students complete ARTIST graphic organizer.
   

3. Geography Application

• 
  On a map of the United States have students identify Georgia, Mississippi River, Oklahoma Territory.
  
• 
  Discuss distance and means of travel used during that time period.
  

4. Multiple Perspectives

• 
  Use the Indian Removal Act document to complete center grey box
  
• 
  Source 1: President Jackson (speech). Have students analyze and answer questions on this perspective individually or groups.
  
• 
  Source 2: Jeremiah Evart (pdf). Have students analyze and answer questions on this perspective individually or groups.
  
• 
  Ask students to draw a conclusion about the Indian Removal Act, and have be able to defend their position.
  

5. Written reflection/writing assignment

• 
  Checking for understanding throughout lesson
  
• 
  Evaluate responses to “think/pair/share: discussions during the lesson
  
• 
  Student completion of ARTIST graphic organizer
  

• 
  Based on the information provided and discussed in class, students will be assigned a stance to take on the Indian Removal Act (for removal, against removal, or native perspective). Information from the class resources should be used to help create the assignment. Students will then create an advertisement for their point of view that will include:
  

• 
  Title: Slogan that gets their point across
  
• 
  Visual: An image that helps sell their message
  
• 
  Message: Three points that support their point of view and explain what should be done
  
• 
  Warning: One big “what if” statement that explains what will happen if your actions are not
  

Elizabeth Segraves, Williamsport Area School District, Williamsport Area High School

David Heller, Williamsport Area School District, Williamsport Area High School

Beth Baker, Muncy School District, Muncy Junior-Senior High School