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Social Studies Lesson Plan Template

Group Members/Group Name: _Helena Hawn, Meredith Price, Jamie Jensen, Coral Ortiz____
Thematic Unit Theme/Title/Grade Level: Native Americans/Cherokee Indians/2nd Grade__ __
Group Wiki space address: http://nativeamericantribes-sse.weebly.com
Daily Lesson Plan Day/Title: Day 3 Cherokee Indians_____
Lesson Length (ie. 30 minutes): 45 minutes
Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!

NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

Archaeologists suggest that people arrived in tribes to America, at least 15,000 years ago. Tribes of Native Americans spread
across the land, depending on nature for food and shelter. Elementary students should begin to understand the different
migrations of tribes and how environments shaped their cultures.

The student will understand and recount key details of the Cherokee lifestyle by completing a graphic organizer.
The student will understand, describe, and respond to how the Cherokee Indians felt during the Trail of Tears by
writing a journal entry from a Cherokee native point of view.
The student will describe how Cherokee Indians responded to major events and challenges by writing a journal
entry from a Cherokee native point of view.

NCSS Theme: People, places, and environment Social studies programs should include experiences that provide for the
study of people, places, and environments.
1. Compare and contrast different stories about past events from similar cultures, identifying how they contribute to our
understanding of history.
2. Demonstrate an understanding of different people, their cultures, and environments.
SS.2.A.2.1: Recognize that Native Americans were the first inhabitants in North America.
SS.2.A.2.2: Compare the cultures of Native American tribes from various geographic regions of the United States.
SS.2.A.2.3: Describe the impact of immigrants on the Native Americans.
LAFS.2.SL.1.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through
other media.
LAFS.2.SL.2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
LAFS.2.RL.1.3: Describe how characters in a story respond to major events and challenges.
LAFS.2.RL.3.7: Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template


Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

Anticipatory Set:
As students come into classroom: Students will come into the classroom and see three different statements about Cherokee
Indians. They will copy each one down on a sheet of paper and draw a small line before and next to the end of each piece of
information (one line on the left, one on the right). After they have written them down, they will be asked to write a T or an
F on the line on the left side of the page indicating whether they think the statement is true or false (Accommodation).
Students will be given roughly 5-7 minutes to complete this activity and should not discuss their answers with other students.
This anticipatory guide will be completed after the story is read.
Instructional Input & Procedures
1. Read the book, If You Lived With The Cherokee by Peter & Connie Roop, (Accommodation) to the class once they
have completed their anticipatory activity. Throughout the reading of this book, stop to show the students the
illustrations and check for comprehension by asking questions regarding the text. For example: How did you get
your name? What was your village like? Did you go to school? Once the reading is complete, give students 23 minutes to discuss the story with their tables.
2. Review the statements made in the anticipatory guide and the initial answers given by students. What were some of
the reasons they picked true? False? Now that they have heard the story, do they still agree with the same answers
they put down before? Give students a minute or two to fill out the right side of their anticipation guide with postreading answers. Review the post-reading answers given and discuss why true or false was correct for each one.
3. Book summary/Background information for teachers:
This book provides answers to questions about everyday life among the Cherokees from 1740 to 1838. It also
describes the Trail of Tears: the forced exodus of the Cherokees from Tennessee to Indian Territory in the
Southwest.
The Cherokee people suffered even before the Trail of Tears. Seventy-five percent of the population died from
diseases introduced by the party of the Spanish explorer DeSoto in 1540. Smallpox epidemics in the 1700s killed
half of the population at that time. Today, over 300,000 Americans identify themselves as Cherokee. Of these, about
15,000 are full-blooded Cherokee. By some measures, the Cherokee people represent the largest Native American
group today.
4. Now that students have an understanding of what it was like to grow up in a Cherokee tribe and where they lived,
they will complete a graphic organizer (Accommodation) will all of the necessary information. The information
used to complete this activity will include what the Cherokee ate, where they lived (region and types of
villages/structures), transportation, arts and crafts, clothing, etc. Students will be given time to complete the graphic
organizer and may talk quietly with their tables about the activity while doing so.
5. Ask students if they have heard of or know what the Trail of Tears is by show of hands. Ask if anyone can explain in
their own words what they think it is or what they think it might be if they do not already know. Share the Trail of
Tears video from PBS with the students (http://www.pbslearningmedia.org/resource/akh10.socst.ush.exp.trail/trailof-tears/). (Accommodation) [Have The Trail of Tears book by Joseph Bruchac available in the classroom library
for reference.] Once it is over, have students discuss with their tables about what they just viewed and listened to in
that video. Discussion can be prompted with questions such as: How did that video make you feel? Do you agree
with how things happened? Reconvene after several minutes and switch from table discussion to whole group
discussion. During whole group discussion, make sure at least one student from each group shares what they
discussed while writing down what they had to say. (Have them describe the emotions the Cherokees must be
feeling).
6. Now that the students have a bigger understanding of not just Cherokee culture, but its history and important events
that occurred. Students will be asked to create a journal entry from the point of view of a Cherokee Indian. They are
Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

7.

to put themselves in the place of an Indian living a completely normal life, until they are pushed out of their home
by the American government and forced to travel on the Trail of Tears. Students will be encouraged to use one or
more of the emotions listed on the board to make the journal entry as realistic as possible.
Background information:
In the early years of the United States, settlers migrating westward coveted Cherokee Indian lands, which were
located primarily in northwest Georgia. For European Americans, land ownership meant individual control over a
precise parcel of land, to use for settlement and economic development. Because Cherokee lands were primarily
within the boundaries of Georgia, the state believed it could claim this territory for its citizens. The Indian notion of
land ownership was more communal, giving the whole tribe the right to use the resources of their traditional lands, a
right passed through generations. The Cherokee had been living on these lands for centuries, and they, too, deeply
felt a right to the land.
Many Cherokee had accepted the changed conditions in which they lived, embracing the American economic
system of private property. Some became plantation owners, growing cotton or tobacco, and even using slave labor.
Others became storeowners or operated ferries. In 1821, a Cherokee man named Sequoyah created a written system
for the Cherokee language, and within a very short time, a majority of the Cherokee people were literate. By 1828
they began publication of The Cherokee Phoenix, a newspaper written in both Cherokee and English. The Cherokee
also wrote a constitution in 1827, patterned after the United States Constitution, including legislative, executive, and
judicial branches. In addition, they took steps to have some of their young men educated in schools run by European
Americans. By adapting to American ways, the Cherokee thought they would have a stronger right to their ancestral
lands. In 1830, about 18,000 Cherokee lived on tribal lands.
That same year, however, the U.S. Congress sided with the Georgians and passed a measure called the Indian
Removal Act. The act authorized the president to negotiate with Indian tribes to move them to lands west of the
Mississippi River. The tribes would get title over these in exchange for their original lands east of the Mississippi.
Andrew Jackson, a wealthy frontiersman from neighboring Tennessee who was elected President in 1828, supported
Indian removal.
The Cherokee, under the leadership of Principal Chief John Ross, refused the land exchange offered them by
Jackson and the American government. The state of Georgia responded by passing laws designed to make the
Cherokee so miserable that they would willingly leave. But the Cherokee Nation filed a court case against Georgia,
asking the U.S. Supreme Court to guarantee their right to their ancestral lands.
In 1831, the Court ruled that the Cherokee and other Native Americans should be categorized as domestic
dependent nations. As wards of the federal government, they were prohibited from bringing cases before U.S.
courts. However, the following year the Supreme Court changed its opinion in another case involving the Cherokee
Nation. The new opinion guaranteed the security of Cherokee lands and prohibited anyone from entering those lands
without permission of the Cherokee. The Cherokee thought they had won their battle.
President Jackson, however, refused to implement the Court's order. In December 1835, while Cherokee leaders
were in Washington, D.C. meeting with Jackson, federal government negotiators got a minority of the Cherokee
nation (known as the Treaty Party) to sign the Treaty of New Echota, in which the Cherokee accepted removal in
return for five million dollars. About 2,000 Indians voluntarily moved west. When the Cherokee leaders returned
home, they vowed to defy the treaty, and began organizing their people against it.
Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template


In June 1838, the U.S. Army ordered the roundup of the 16,000 remaining Cherokee and held them in stockades
while soldiers and settlers looted the Cherokee's land and homes. Then the Army forced the Cherokee to march from
Georgia to what is now Oklahoma. For many, the journey lasted through the following winter, during which they
had to endure cold and snowy conditions and inadequate food, shelter, and health care. Four thousand Cherokee
died on the walk west. It took years of hard work for the Cherokee Nation to rise from the ashes of their relocation
experience.
8.

Resources/Materials

For an informal, quick check of their knowledge, the students will be given an exit slip to complete before leaving
class. The question is: What caused the white settlers and government to want the Cherokees land in in the Smoky
Mountains? Students are not expected to know the exact answer to this question, but should be able to infer an
answer based on the information they obtained that day in class.

Books/Digital Resources:
American Experience. (2009). Trail of tears. Retrieved June 14, 2015, from
http://www.pbslearningmedia.org/resource/akh10.socst.ush.exp.trail/trail-of-tears/
Bruchac, J., & Magnuson, D. (1999). The Trail of Tears. New York: Random House.
Florida Department of Education. (2013). Next Generation Sunshine State Standards Retrieved (2015, June 14), from
http://www.cpalms.org/Public/search/Standard
If You Lived With the Cherokee. (1998). Retrieved June 14, 2015, from
http://teacher.scholastic.com/reading/bestpractices/guidedreading/sampleq.pdf
Lewis, O. (1998). Cherokee Indian Fact Sheet. Retrieved June 14, 2015, from http://www.bigorrin.org/cherokee_kids.htm
Roop, P., & Roop, C. (1998). If you lived with the Cherokee. New York: Scholastic.
Materials:
Graphic organizer
Social Studies Notebooks/Journals
Trail of Tears video
The Trail of Tears book by Joseph Bruchac
If You Lived With The Cherokee book by Peter & Connie Roop
Blank notebook paper
Anticipatory guide statements

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template


Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Unit Pre-Assessment:
10 question pretest questions taken from http://www.ducksters.com/history/native_americans_questions.php
Unit Post-Assessment:
Students will complete 2 of the options below:
Picture sort - Students will have to show their understanding of the differences and similarities of the Navajo and
Cherokee tribes by completing a picture sort on a Venn diagram.
Biocube - Students will complete a biocube about a famous Native American from the Cherokee or Navajo tribes.
Necessary information will include: persons name, when and where they lived, major events in their lives,
descriptive characteristics, why they were important, and challenges they overcame. Along with this information,
they will include a picture of this important person on the final side of the cube.
Diorama - Students will create a diorama of either a Cherokee or Navajo village. This assignment will be brought of
the students attention on the first day of the unit, allowing them to work on it throughout the week. The diorama
must contain the correct items that correspond with the specific tribe, such as examples of food, clothing, housing,
living environment, weapons, and activities (arts and crafts, pottery, etc.). Points will be deducted for missing item
categories.
Daily Lesson Plan Assessment: formative throughout the lesson
Informal discussions
Graphic organizer
Journal/diary entry
Anticipation guide True or False statements
Exit slip - What caused the white settlers and government to want the Cherokees land in in the Smoky
Mountains?

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.

ESOL; Students with Learning Differences: graphic organizers, printed materials, book with illustrations, video with sound
and subtitles/closed captioning, TREAD (Tell, Read, Explain, Ask/Answer, Discuss)
Gifted/Talented: video with sound and subtitles/closed captioning, opportunity to explore many points of view during lesson
and discussions, opportunity for independent projects, flexible grouping (if needed)

These accommodations and/or


modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Additional Comments and


Notes

Have the students pick a question from the table of contents in the book If You Lived With The Cherokee by Peter &
Connie Roop and write a summary/create an illustration that corresponds

Modified 5/15 Van De Mark from document created by L. Spaulding

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