Unit Rational
Trail of Tears
Math and Sciences Curriculum Design - SCED 7305
Social Studies and Math
Dana Steele
This unit for eighth and ninth grade students will utilize the concept of thematic
curriculum design in order to achieve an interdisciplinary approach to understanding the Trail of
Tears in U.S. history. Multiple disciplines, such as Social Studies and Math, will be integrated to
achieve an interdisciplinary curriculum approach that will maximize student potential for
understanding the major themes and ideas associated with the Trail of Tears. Beyond simply
exposing students to the core subject-matter, this unit will employ any prior knowledge in any of
the disciplines in order to create a more constructivist approach to learning and comprehension.
Students will reflect upon, critically analyze, and evaluate historical concepts. They will analyze
the data and formulate it into functioning graphs that can be compared with modern day maps
and measures.
This unit will incorporate several activities for students to participate in cooperative
learning and discovery. In using these disciplines, students will discover ways to relate to and
recreate the experiences felt by Americans and Native Americans in the late 1830s. Moreover,
this unit calls for successful implementation of technologies such as mapping and graphing
software and distance traveled measuring devices, such as pedometers, as well as many other
computer-based activities to research primary and secondary sources for completion of the
lessons. Using the mathematical information available, students will also develop their own
charts of distance traveled by the Native Americans in the Trail of Tears as well as comparative
relations to actual student daily travels. This unit not only integrates multiple disciplines, but
challenges students constructively to strengthen their social, abstract-thinking, numerical, and
creative skills.
Throughout the implementation of this unit, parental involvement is widely encouraged
to support and enhance student performances. Parents will have the opportunity to work with
their child to foster research and design of projects associated with the individual lessons.
Parents can help their child with any extra-curricular and after school activities that may be
necessary to complete any of the assignments. Parental involvement tells students that what they
are doing is important and that they want them to succeed in their task at hand. Whenever
parents, teachers, and students work together, academic and behavioral achievement is at its
greatest. Moreover, many of the ideas and concepts associated with this unit will cause students
to analyze the community they live in and hopefully instill a need for active citizenship.
The goal of this unit is to improve student familiarity and awareness of the Trail of Tears
in U.S. history as well as apply interdisciplinary concepts to real world examples. By involving
multiple disciplines, teachers, parents, and other students, this unit will effectively strengthen
student skills in cooperative learning and social interactions. It is important for students to learn
from the past in order to prepare for the future. This unit not only excels in that task, but goes
farther in challenging students to use technologies, resources, and critical thinking skills to
improve on their existing abilities in other academic areas, such as Social Studies and Math. All
lesson plans are designed to maximize student growth, involve parents, and are supported by the
Arkansas Frameworks set forth by the Arkansas Department of Education.
Trail of Tears – 5 Lessons
Math and Sciences Curriculum Design - SCED 7305
Social Studies and Math
Dana Steele
Thematic Unit: This is an interdisciplinary approach to understanding the Trail of Tears in U.S.
history. This set of lessons is all part of a cross-curriculum unit discussing Trail of Tears and the
movie “A Spring Day”. All disciplines and lessons are designed to be taught concurrently, but
may be taught individually if so desired. The subjects include in this unit are Social Studies and
Math.
Lesson 1
Title: Trail of Tears a reflection
Subject Area: Social Studies
Grade level: 8th or 9th
Arkansas Frameworks:
H.6.8.2 Compare Historical events on a timeline to discover correlations
H.6.8.38 Examine causes and consequences of genocide and ethnic cleansing
E.7.8.1 Analyze changing wants and needs of people over time
E.7.8.2 Analyze the impact of present choices on future consequences
Objectives: Students will be able to use the knowledge gained by viewing a movie titled “A
Spring Day” to discuss the Trail of Tears.
Timeframe: 1 class period (60 minutes or 90 minutes)
Materials: Movie “A Spring Day”. A TV/DVD player will be required for the showing of the
movie.
Procedure:
1) Show the movie “A Spring Day”
2) Open the floor to discussions about the concepts shown in the movie
Extensions:
1) Have the class reflect on the displacement of the people as well as the loss of life during
this displacement process. Have them evaluate if this could be considered ethnic
cleansing or genocide of some sort.
2) Have the class reflect on how this displacement changed the wants and needs of the
Native Americans.
3) Let them compare this displacement to any other such displacement that has happened in
history on a timeline of events.
4) Have them consider distances traveled today by car and have them think about traveling
this on foot.
Evaluation: Students should be evaluated on the interconnecting of ideas during the class
discussion. Class participation will be the main method of evaluation in this lesson.
Lesson 2
Title: Trail of Tears a mapping
Subject Area: Social Studies
Grade level: 8th or 9th
Arkansas Frameworks:
G.1.8.3 Construct specialized maps using data
G.1.8.4 Locate specific places on maps and globes using grid points
E.7.8.1 Analyze changing wants and needs of people over time
Objectives: Students will use technology to map the route taken by the Native American’s in the
Trail of Tears.
Timeframe: 1 class period (60 minutes or 90 minutes)
Materials: This lesson will require internet searches on the part of the students. The students will
actively locate the route taken by the Native American’s and chart that on a modern day map.
Procedure:
1) Have the students search the internet for examples of routes taken by the Native
American’s in the Trail of Tears
2) Have the students retrace the routes on a modern day map.
Extensions:
1) Have the students reflect of the distance traveled by the Native American’s in their
journey.
2) Have the class think of how modern day people would get from point to point on the map
today.
3) Have them list all methods of modern day society.
4) Once that is finished, have them list all the methods available to the Native American’s in
the 1830’s.
5) Have them consider the wants and needs of the Native Americans during this journey.
Evaluation: Students should be evaluated on the mapping of routes taken by the Native
American’s in the Trail of Tears. Students that initiate searches and produce complete maps
show an understanding of the basic requirements.
Lesson 3
Title: Trail of Tears - distance estimation
Subject Area: Math
Grade level: 8th or 9th
Arkansas Frameworks:
G.1.8.3 Construct specialized maps using data
G.1.8.4 Locate specific places on maps and globes using grid points
M.12.8.2 Describe and apply equivalent measures using a variety of units within the same
system of measurement
M.13.8.3 Apply proportional reasoning to solve problems involving indirect measurements, scale
drawings or rates
Objectives: Students will be able to estimate the distance from point to point of the route taken
by the Native American’s in the Trail of Tears.
Timeframe: 1 class period (60 minutes or 90 minutes)
Materials: This lesson will require the map created in Lesson 2. The students will actively use
this map to locate the route taken by the Native American’s and distance estimate points on the
modern day map. This will also require internet services or software packages that will estimate
drive time and distance between locations.
Procedure:
1) Have students expand on Lesson 2 by using technology to estimate distance between
points on the map.
2) Once the distances have been estimated, the students can convert that to modern day
drive time.
Extensions:
1) In Lesson 2, the class reflected on how modern day people would get from point to point
on the map today.
2) Have them reflect on time required to travel the distances by modern style of travel
compared to time required to travel by 1830 style of travel.
Evaluation: Students should be evaluated on the distance estimation and the drive time
calculation. Students can accurately calculate distances using the internet or software packages
show an understanding of the basic requirements.
Lesson 4
Title: Trail of Tears – A study in conversion units
Subject Area: Math
Grade level: 8th or 9th
Arkansas Frameworks:
M.12.8.2 Describe and apply equivalent measures using a variety of units within the same
system of measurement
DAP .14.8.3 interpret or solve real world problems using data from charts
Objectives: Student will be able to convert lengths of foot to mile and process examples of such
conversions.
Timeframe: 1 class period (60 minutes or 90 minutes)
Materials: A small field trip to the foot ball field will be required as well as conversion charts for
distance scales.
Procedure:
1) Have students consider the measurement of the football field in yards then in feet. A
small field trip to the foot ball field might be helpful to break the classroom activity and
to supply visual aid, but will not be required.
2) Once they have figured out the number of yards in a football field, have them convert
yards to feet.
3) Once the students have converted yards to feet, have then convert feet to miles.
Extensions:
1) In Lesson 3, the class estimated the distance that Native American’s traveled in the Trail
of Tears.
2) Have them do a conversion from miles traveled in that lesson to feet.
Evaluation: Students should be evaluated on the ability to understand and participate in the
conversion discussions. Students can accurately calculate conversions show an understanding of
the basic requirements.
Lesson 5
Title: Trail of Tears – A study walking in their steps
Subject Area: Math
Grade level: 8th or 9th
Arkansas Frameworks:
M.12.8.2 Describe and apply equivalent measures using a variety of units within the same
system of measurement
DAP .14.8.3 interpret or solve real world problems using data from charts
A.7.8.1 Use, with and without technology, graphs of real life situations to describe the
relationships and analyze change including graphs of change and graphs of accumulation
NO.3.8.2 Solve, with and without appropriate technology, multi-step problems using a variety of
methods and tools
Objectives: Student’s will be able to convert actual distance traveled by their daily averages to
the total distance traveled in the Trail of Tears
Timeframe: 6 class period (5 classes at 5 minutes or 10 minutes and one class period at 60
minutes or 90 minutes)
Materials: Students will be required to wear a Pedometer and keep a log.
Procedure:
1) Have students wear a pedometer for 5 complete days.
2) The students should keep a log each day of the number of feet walked on the prior day.
3) After the 5th day, the student should take an average of the total walked per day.
4) Have the students graph their change in the number of feet walked each day and consider
the weeks accumulation of feet walked.
5) Have the students do a reverse conversion from feet to yards and estimate how many
football fields they walk a day
Extensions:
1) Have the students consider how many feet were traveled by the Native American’s in the
trail of tears.
2) Have the students figure up how long they would take to travel the same distance using
their average daily travel rate.
3) Then have the students reflect on the amount of time the Native American’s were forced
to travel the same distance in.
Evaluation: Students should be evaluated on the ability to keep a running log of feet per day
and on their ability to take a daily average. Students can accurately keep a log and take averages
show an understanding of the basic requirements.