Teaching
American History
For All
A series of lessons incorporating literacy strategies for
Mt Diablo Unified School District
5th, 8th, and 11th grade teachers,
in partnership with
University Of California, Berkeley
History-Social Science Project
8th Grade Lesson: Jackson’s Indian Removal
Sue Kunich, MDUSD 8th Grade Teacher Leader
Will Gregory, MDUSD 8th Grade Teacher Leader
Candace Chen, UCB History Graduate Student
Lauren Weaver, MDUSD Grant Coordinator
Teaching American History for All
MDUSD/UCB H-SSP
8th Grade Lesson: “Jackson’s Indian Removal”
Developed by: Sue Kunich & Will Gregory
Teaching American History Grant Focus Question:
How did definitions of citizenship change from the 17th century to the 20th century?
8th Grade Year-long Focus Questions:
How did federalism shape the roles of the national and state governments?
How did the rights of citizens expand and contract during the 18th and 19th centuries?
Unit Focus:
Unit 3: The New Republic; Chapter 9: The Age of Jackson; Section 3: Indian Removal
Unit Focus Question:
How did the United States solve social, political, and economic challenges as the nation grew?
OR
In its early years as a republic, how did the United States tackle the social, economic, and political
effects of its growth?
Unit Working Thesis:
The political success of Jefferson and the Democratic-Republicans led the nation through a huge
expansion of The Louisiana Purchase, The Oregon Trail, and acquisition of the Southwest from Mexico.
The economy became more industrialized, and independent of Great Britain, a trend that was increased
with the War of 1812. With this expansion came contact and conflicts.
Lesson Focus Question:
How were Native Americans affected by Jacksonian Democracy?
Lesson Working Thesis:
During the Age of Jackson, individual rights for white males expanded, yet at the same time,
Jackson’s policies limited the rights of non-whites, including Native Americans.
Reading Strategy:
Sentence level deconstruction of primary source
President Jackson on Indian Removal, Dec. 8, 1829 (Message to Congress)
Passage-level reading strategy of primary source using Cause & Effect Chart
Chief Black Hawk’s Surrender Speech ~ 1832
Writing Strategy:
Analyzing A Source Worksheet to interpret The Trail of Tears 1942 painted by Robert
Lindneux
2
Suggested Amount of Time:
2 class periods or 90 minutes
Textbook:
Deverell, William and White, Deborah Gray. United States History: Independence to 1914.
Orlando, Florida: Holt, Rinehart and Winston., 2006, Chapter 9:(The Age of Jackson; Section 3),
pp 294–297.
Other Resources:
Primary source(s)
President Andrew Jackson, Excerpt of December 8, 1829 “Annual Message to Congress.” Francis
Paul Prucha, Documents in United States Indian Policy, Second Edition, Expanded (Lincoln:
University of Nebraska Press, 1990), 47-48.
Surrender Speech by Chief Black Hawk ~ 1832
Holt, Rinehart and Winston, Chapter Resource File, The Age of Jackson, 12-13.
Context of the lesson in the unit:
This lesson will come ¾ of the way through Unit 3: The New Republic and is the final lesson in
Chapter 9 : The Age of Jackson.
Concept of citizenship embedded in the lesson:
Students will understand that expanded rights for some white males does not apply to Native
Americans since they did not have the same rights of citizenship.
Lesson Procedure:
1. Introduction
1. After review of Chapter 9 Section 3 “Indian Removal” (and Jacksonian Democracy) distribute
copies of Jackson’s December 1829 Message to Congress & Sentence Level Deconstruction
Handout.
2. Reading Strategy #1
1. Teacher will demonstrate to the class how to deconstruct the first sentence, using the teacher key
to guide student responses.
2. Group or pair students to complete the graphic organizer on their own. Teacher floats around
classroom offering help and guidance where necessary.
3. Review and clarify conclusions and questions as a class, paying particular attention to interests of
the Indians versus the interests of the states and the Executive, and how Jackson defends his
response.
4. Review answers to lesson questions to reinforce these themes.
3. Reading Strategy #2
1. Distribute Chief Black Hawk’s Surrender Speech (1832)
3
2.
3.
4.
5.
Teacher reads speech aloud to the class as students follow along
Distribute Cause & Effect. Handout
Explain how the chart works, and model response for the first row of boxes.
Students complete handout in same partner groups while teacher roves around the classroom
monitoring progress and assisting where necessary.
6. Review students responses as a class on the overhead projector to reinforce visually
7. Discuss content questions to highlight Native American perspective to Indian Removal.
5.
Writing Strategy
1. Display Trail of Tears image and/or handout copies of image.
a. Show picture, and one line caption only.
2. Distribute Analyzing an Source worksheet
3. Teacher reviews Who, When, Where sections with class and models completion of the top
sections.
4. Teacher clarifies instructions of the Object section to class
5. Students complete in groups while teacher monitors progress.
6. Clarify What & How & Why Section to ensure student understanding
7. Let students complete in groups.
8. Have students complete Basic Writing –One Source scaffolded writing template.
9. Teacher provides assistance and clarification to groups or whole class as necessary.
10. Incorporate all 3 sources/exercises into a concluding discussion about how Native Americans were
affected by Jacksonian Democracy.
11. Optional Comparison Image: Display engraving from a textbook “Indian emigration” circa 1850
12. Discuss how interpretations of historical events may change over time.
History-Social Science Content Standards:
8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s
and the challenges they faced.
1. Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian
democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy
of Indian removal, opposition to the Supreme Court).
Historical and Social Sciences Analysis Skills:
Chronological and Spatial Thinking
1. Students explain how major events are related to one another in time.
3. Students use a variety of maps and documents to identify physical and cultural features of
neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion
and disintegration of empires, and the growth of economic systems.
4
Research, Evidence, and Point of View
4.
5.
Students assess the credibility of primary and secondary sources and draw sound conclusions from
them.
Students detect the different historical points of view on historical events and determine the
context in which the historical statements were made (the questions asked, sources used, author's
perspectives).
Historical Interpretation
1. Students explain the central issues and problems from the past, placing people and events in a
matrix of time and place.
2. Students understand and distinguish cause, effect, sequence, and correlation in historical events,
including the long-and short-term causal relations. .
3. Students recognize that interpretations of history are subject to change as new information is
uncovered.
Reading/Language Arts Content Standards:
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect the essential
ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and
purpose.
1.0 Writing Strategies
1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities,
comparisons, and similar devices.
2.0 Writing Applications
2.4b. Present detailed evidence, examples, and reasoning to support arguments, differentiating between
facts and opinion.
2.0 Speaking Applications (Genres and Their Characteristics)
2.1b. Reveal the significance of, and the subject's attitude about, the incident, event, or situation.
5
President Jackson on Indian Removal
December 8, 1829
The executive branch of the federal government was firmly committed to the removal of the eastern tribes
to the region west of the Mississippi by President Andrew Jackson. In his First Annual Message to
Congress in December 1829 he set forth his views.
…A portion, however, of the Southern tribes, having mingled much with the whites and made some
progress in the arts of civilized life, have lately attempted to erect an independent government within the
limits of Georgia and Alabama. These States, claiming to be the only sovereigns within their territories,
extended their laws over the Indians, which induced the latter to call upon the United States for protection.
Under these circumstances the question presented was whether the General Government had a
right to sustain those people in their pretensions. The Constitution declares that “no new State shall be
formed or erected within the jurisdiction of any other State” without the consent of its legislature.
… I informed the Indians inhabiting parts of Georgia and Alabama that their attempt to establish
an independent government would not be countenanced by the Executive of the United States, and advised
them to emigrate beyond the Mississippi or submit to the laws of those States.
…Surrounded by the whites with their arts of civilization, which by destroying the resources of the savage
doom him to weakness and decay, the fate of the Mohegan, the Narragansett, and the Delaware is fast
overtaking the Choctaw, the Cherokee, and the Creek. …this fate surely awaits them if they remain
within the limits of the States… Humanity and national honor demand that every effort should be made to
avert so great a calamity.
…As a means of effecting this end, I suggest for your consideration the propriety of setting apart
an ample district west of the Mississippi…to be guaranteed to the Indian tribes as long as they shall
occupy it, each tribe having a distinct control over the portion designated for its use.
Source:
President Andrew Jackson, Excerpt of December 8, 1829 “Annual Message to Congress.” Francis
Paul Prucha, Documents in United States Indian Policy, Second Edition, Expanded (Lincoln:
University of Nebraska Press, 1990), 47-48.
Vocabulary
sovereigns
pretensions
jurisdiction
actuated
countenanced
calamity
propriety
supreme authority
claims
the power, right, or authority to interpret and apply the law
moved to action
approved
a state of deep distress or misery caused by major misfortune or loss
conformity to what is socially acceptable
6
TEACHER KEY
Lesson Question:
Time marker /
connector words
Who (subject)
Participants
And
A portion of the
Southern tribes
[these tribes]
Which
Under these
circumstances
That
How were Native Americans affected by Jacksonian Democracy?
Action words
(verbs / verb
phrases)
having mingled
Who, What, Where
Message
made
some progress in the arts of
civilized life,
an independent government
within the limits of Georgia
and Alabama.
the only sovereigns within
their territories,
their laws over the Indians,
the latter [the Indians]
the United States for
protection.
[these tribes]
have lately
attempted to erect
These States
claiming to be
[these states]
[these states]
extended
induced
to call upon
the question
presented
was
The Constitution
declares
I
informed
their attempt to
establish an
independent
government
would not be
countenanced
Questions or conclusions –
What connections can you
make from this information?
much with the whites
whether the General
Government had a right to
sustain those people in their
pretensions.
that “no new State shall be
formed or erected within the
jurisdiction of any other
State” without the consent of
its legislature.
the Indians inhabiting parts
of Georgia and Alabama
by the Executive of the
United States.
What have the tribes attempted
to do?
What type of progress might
have been made?
How did the states respond to
what the Indians did?
Who did the Indians ask for
help?
A new state within a state can
only be formed if the
lawmakers in the state
approve.
Y/N: Does Jackson approve of
the Indians’ attempt to set up
an independent gov’t?
And
[Jackson]
advised
Surrounded by
the whites with
their arts of
civilization, which
by destroying
If
As a means of
effecting this end,
the fate of the
Mohegan, the
Narragansett, and
the Delaware
… this fate
they
Humanity and
national honor
I
Lesson Questions:
Why is the “savage” doomed
to weakness and decay?
What do you think the fate of
the Mohegan, Narragansett and
the Delaware was?
doom
is fast overtaking
him to weakness and decay
the Choctow, the Cherokee,
and the Creek.
surely awaits
remain
demand
them
Within the limits of the State.
that every effort should be
What is the calamity?
made to avert so great a
Is Jackson’s statement sincere?
calamity.
the propriety of setting apart What does Jackson suggest?
an ample district West of the
Mississippi
to the Indian tribes as long as
they shall occupy it,
the portion designated for its
use.
suggest for your
consideration
to be guaranteed
each tribe
them to emigrate beyond the
Mississippi or submit to the
laws of those States.
the resources of the savage
having a distinct
control over
1. What do the Indians’ want?
The Federal Gov’t to protect their independent gov’t within Georgia
2. Does Jackson agree with what the Indians want?
No
3. What does Jackson think is in the Indians’ best interest?
Moving them so that they won’t be doomed to weakness and decay.
4. Do you think Jackson has a strong argument?
8
NAME _________________________
STUDENT VERSION A Lesson Question: How were Native Americans affected by Jacksonian Democracy?
Time marker /
Who (subject)
Action words
Who, What, Where
Questions or conclusions –
connector words
Participants
(verbs / verb
Message
What connections can you
phrases)
make from this information?
A portion of the
having mingled
much with the whites
Southern tribes
What have the tribes attempted
to do?
and
[these tribes]
made
some progress in the arts of
civilized life,
What type of progress might
[these tribes]
have lately
an independent government
have been made?
attempted to erect within the limits of Georgia
and Alabama.
These States
the only sovereigns within
their territories,
[these states]
extended
their laws over the Indians,
which
[these states]
the latter [the Indians]
to call upon
the question
presented
was
The Constitution
informed
that
their attempt to
establish an
independent
government
would not be
countenanced
whether the General
Government had a right to
______________
___________ __________
in their pretensions.
that “no new State shall be
formed or erected within the
jurisdiction of any other
State” without the consent of
its legislature.
and
[Jackson]
advised
Surrounded by
the whites with
their arts of
civilization, which
by destroying
doom
the fate of the
Mohegan, the
Narragansett, and
the Delaware
if
As a means of
effecting this end,
they
I
is fast overtaking
the Choctow, the Cherokee,
and the Creek.
surely awaits
remain
them
demand
that every effort should be
made to avert so great a
calamity.
suggest for your
consideration
to be guaranteed
each tribe
Lesson Questions:
having a distinct
control over
1. What do the Indians want?
to the Indian tribes as long as
they shall occupy it
the portion designated for its
use.
2. Does Jackson agree with what the Indians want?
3. What does Jackson think is in the Indians’ best interest?
4. Do you think Jackson has a strong argument?
10
STUDENT VERSION B
Lesson Question:
Time marker /
connector words
Who (subject)
Participants
and
A portion of the
Southern tribes
[these tribes]
[these tribes]
These States
which
Under these
circumstances
[these states]
[these states]
the question
presented
The Constitution
I
that
their attempt to
establish an
independent
government
NAME _________________________
How were Native Americans affected by Jacksonian Democracy?
Action words
(verbs / verb
phrases)
Who, What, Where
Message
Questions or conclusions –
What connections can you
make from this information?
much with the whites
some progress in the arts of
civilized life,
an independent government
within the limits of Georgia
and Alabama.
the only sovereigns within
their territories,
their laws over the Indians,
the latter [the Indians]
the United States for
protection.
whether the General
Government had a right to
sustain those people in their
pretensions.
that “no new State shall be
formed or erected within the
jurisdiction of any other
State” without the consent of
its legislature.
the Indians inhabiting parts
of Georgia and Alabama
by the Executive of the
United States.
What have the tribes attempted
to do?
What type of progress might
have been made?
How did the states respond to
what the Indians did?
Who did the Indians ask for
help?
A new state within a state can
only be formed if the
lawmakers in the state
approve.
Y/N: Does Jackson approve of
the Indians’ attempt to set up
an independent gov’t?
11
and
[Jackson]
Surrounded by
the whites with
their arts of
civilization, which
If
As a means of
effecting this end,
the fate of the
Mohegan, the
Narragansett, and
the Delaware
… this fate
they
Humanity and
national honor
I
each tribe
Lesson Questions:
them to emigrate beyond the
Mississippi or submit to the
laws of those States.
the resources of the savage
him to weakness and decay
the Choctow, the Cherokee,
and the Creek.
Why is the “savage” doomed
to weakness and decay?
What do you think the fate of
the Mohegan, Narragansett and
the Delaware was?
them
Within the limits of the State.
that every effort should be
What is the calamity?
made to avert so great a
Is Jackson’s statement sincere?
calamity.
the propriety of setting apart What does Jackson suggest?
an ample district West of the
Mississippi
to the Indian tribes as long as
they shall occupy it,
the portion designated for its
use.
1. What do the Indians’ want?
2. Does Jackson agree with what the Indians want?
3. What does Jackson think is in the Indians’ best interest?
4. Do you think Jackson has a strong argument?
12
Black Hawk's Surrender Speech, 1832
In 1830, Congress passed the Indian Removal Act and Native Americans were resettled in the West. In
1832 a band of Sauk and Fox Indians tried to reoccupy the lands they had once held in the Illinois and
Wisconsin territories. The attempt failed and Chief Black Hawk was forced to surrender. The following is
an excerpt of his surrender speech. Holt, Rinehart and Winston, Chapter Resource File, The Age of Jackson, 12-13
You have taken me prisoner with all my warriors. I am much grieved, for I expected, if I did not defeat
you, to hold out much longer, and give you more trouble before I surrendered. I tried hard to bring you
into ambush, but your last general understands Indian fighting. The first one was not so wise. When I saw
that I could not beat you by Indian fighting, I determined to rush on you, and fight you face to face. I
fought hard. But your guns were well aimed. The bullets flew like birds in the air, and whizzed by our
ears like the wind through the trees in the winter. My warriors fell around me; it began to look dismal. I
saw my evil day at hand. The sun rose dim on us in the morning, and at night it sunk in a dark cloud, and
looked like a ball of fire. That was the last sun that shone on Black Hawk. His heart is dead, and no longer
beats quick in his bosom. He is now a prisoner to the white men; they will do with him as they wish. But
he can stand torture, and is not afraid of death. He is no coward. Black Hawk is an Indian.
He has done nothing for which an Indian ought to be ashamed. He has fought for his countrymen, the
squaws and papooses, against white men, who came, year after year, to cheat them and take away their
lands. You know the cause of our making war. It is known to all white men. They ought to be ashamed of
it. The white men despise the Indians, and drive them from their homes. But the Indians are not deceitful.
The white men speak bad of the Indian, and look at him spitefully. But the Indian does not tell lies;
Indians do not steal…
…We looked up to the Great Spirit. We went to our great father. We were encouraged. His great council
gave us fair words and big promises, but we got no satisfaction. Things were growing worse. There were
no deer in the forest. The oppossum and beaver were fled; the springs were drying up, and our squaws and
papooses without victuals [food or other provisions] to keep them from starving; we called a great council
and built a large fire. The spirit of our fathers arose and spoke to us to avenge our wrongs or die....
Farewell, my nation. Black Hawk tried to save you, and avenge your wrongs. He drank the blood of some
of the whites. He has been taken prisoner, and his plans are stopped. He can do no more. He is near his
end. His sun is setting, and he will rise no more. Farewell to Black Hawk.
Cause and Effect
Teacher Key
Black Hawk Surrender Speech
Cause
[Because]
I could not beat you
by Indian fighting
Effect
I determined to rush on you and
fight you face to face.
[Because]
aimed
My warriors fell around me; it began
to look dismal.
your guns were well
His heart is dead
He is now a prisoner to the white
men.
The white men despise the Indians
and drive them from their homes.
The white men speak bad of the
Indian and look at him spitefully.
[Bonus: Not necessarily in the
speech – what caused these effects?]
The white man’s civilization is
pushing them out
[Because] Black Hawk tried to save
you … and he has been taken
prisoner and his plans are stopped
He can do no more
Our making war
No deer in the forest. Oppossum
and beaver were fled; the springs
were drying up; our squaws and
papooses … starving
His sun is setting, and he will rise no
more.
Farewell to Black Hawk
Content Questions:
Why does Black Hawk’s tribe fight?
They’re being driven from their homes, and their way of life is being threatened
What has his tribe lost when he surrenders?
They have lost their land, the right to live on it, their culture.
NAME __________________
Black Hawk Surrender Speech
Cause and Effect
Student Version
Cause
Effect
[Because]
I could not beat you I determined to rush on you and
by Indian fighting
fight you face to face.
[Because]
aimed
your guns were well
The white men __________________
Our making war
_________________________ homes.
The white men __________________
_______________________spitefully.
[Bonus: Not necessarily in the
speech – what caused these effects?]
No deer in the forest. Oppossum
and beaver were fled; the springs
were drying up; our squaws and
papooses … starving
[Because] Black Hawk tried to save
you , and he has been taken
prisoner and his plans are stopped
Content Questions: Why does Black Hawk’s tribe fight?
What has his tribe lost when he surrenders?
The Trail of Tears, painted by Robert Lindneux in 1942
[In 1838 and 1839, as part of Andrew Jackson's Indian removal policy, the Cherokee nation was forced to
give up its lands east of the Mississippi River and to migrate to an area in present-day Oklahoma. The
Cherokee people called this journey the "Trail of Tears," because of its devastating effects. The migrants
faced hunger, disease, and exhaustion on the forced march. Over 4,000 out of 15,000 of the Cherokees
died.
This picture, The Trail of Tears, was painted by Robert Lindneux in 1942. It commemorates the suffering
of the Cherokee people under forced removal. If any depictions of the "Trail of Tears" were created at the
time of the march, they have not survived] http://www.pbs.org/wgbh/aia/part4/4h1567b.htm
ANALYZING A SOURCE – STUDENT VERSION
NAME________________
Title of Source: _________________The Trail of Tears
WHO
Author: Background, sex, race, social class,
education; What is his/her perspective?
WHEN & WHERE
Place and Time: Where and When was it published?
Historical Context: What was going on during this event or era/period?
Audience: Who is the intended audience?
OBJECT
Title/Genre: What type of source?
Description of Source
What I see, hear, touch
Images, People, Objects, Activities/Actions,
Words, Phrases, Facts, Numbers
Definitions
What do the objects and images in the
painting mean?
Questions
about the objects, words, etc
WHAT & HOW
WHAT: Message
Inferences/Conclusions about what the source
says or insight it gives.
HOW: Evidence
Specific Evidence from Source that
supports the inferred message
What is the purpose of the artist?
What might the historical viewpoint be?
What do you see in the painting to
convince you of the message?
Questions
About the Specific Evidence from
Source AND/OR about the inferred
message
What don’t you understand about
this artwork? What would you ask
the artist?
Reflection on the event:
How would this event affect their
culture?
WHY: Analysis of Lesson Question: How were Native Americans affected by Jacksonian Democracy?
How does this source relate to the question? What thesis would it answer?
The painting shows the suffering that many Native Americans felt as a result of Indian Removal Polices carried out in the Age of
Jackson.
How did Jackson’s Indian policies limit the rights of Native Americans.
BASIC WRITING – ONE SOURCE -- Student Version
NAME____________________
Introducing the source: OBJECT: Name, title of source WHO: Author, other people, the world
_________________________________ shows that ______________________________________
(name, title of source)
(WHO? Author, other people)
WHAT: MESSAGE regarding a person, place, event, idea
thought/did/had ___________________________________________________________________
(WHAT? message regarding a person, place, event, idea)
HOW: SPECIFIC EVIDENCE in primary source – quotes, statistics, images, that proves message
because ___________________________________________________________________________
(SPECIFIC EVIDENCE in primary source – quotes, statistics, images, etc)
WHY: ANALYSIS relates the primary source back to thesis
This source ________________________________________________________________________
(relates to/answers the writing question)
because ___________________________________________________________________________
(explanation of how primary source evidence connects/answers the question)
ANALYZING A SOURCE – TEACHER KEY
Title of Source: _________________The Trail of Tears
WHO
Author: Robert Lindneux, French sounding name?
WHEN & WHERE
Place and Time: 1942
Historical Context: U.S. involvement in World War II
Audience: Possible answers include students, Native
Americans, art collectors, American society
OBJECT
Title/Genre: Painting
Description of Source
What I see, hear, touch
Images, People, Objects, Activities/Actions,
Words, Phrases, Facts, Numbers
Definitions
What do the objects and images in the
painting mean?
Questions
about the objects, words, etc
Soldiers on horseback
Somber looking Cherokee
Covered wagons
Old people, young children, animals
Winter clothing
Dark sky
Guns, some carried by Cherokee
Government force
Unhappiness
Permanent move
Vulnerable (to weather, disease, hunger)
Why is the Cherokee man carrying a
gun?
WHAT & HOW
WHAT: Message
Inferences/Conclusions about what the source
says or insight it gives.
HOW: Evidence
Specific Evidence from Source that
supports the inferred message
What is the purpose of the artist?
What might the historical viewpoint be?
What do you see in the painting to
convince you of the message?
Makes you feel bad for the Cherokee
Facial expressions
Foreboding scenery and images
Even the animals are sad
Questions
About the Specific Evidence from
Source AND/OR about the inferred
message
What don’t you understand about
this artwork? What would you ask
the artist?
Reflection on the event:
How would this event affect their
culture?
WHY: Analysis of Lesson Question: How were Native Americans affected by Jacksonian Democracy?
How does this source relate to the question? What thesis would it answer?
The painting shows the suffering that many Native Americans felt as a result of Indian Removal Polices carried out in the Age of
Jackson.
How did Jackson’s Indian policies limit the rights of Native Americans.
BASIC WRITING – ONE SOURCE Teacher Key
Introducing the source: OBJECT: Name, title of source WHO: Author, other people, the world
The Trail of Tears painting
(name, title of source)
shows that
Robert Lindneux
(WHO? Author, other people)
WHAT: MESSAGE regarding a person, place, event, idea
Thought
that the Cherokee nation suffered greatly under forced removal
(WHAT? message regarding a person, place, event, idea)
HOW: SPECIFIC EVIDENCE in primary source – quotes, statistics, images, that proves message
because of the unhappy facial expressions and foreboding scenery and images he paints.
(SPECIFIC EVIDENCE in primary source – quotes, statistics, images, etc)
WHY: ANALYSIS relates the primary source back to thesis
This source
relates to Native Americans losing rights during the Age of Jackson
(relates to/answers the writing question)
because it shows how the Cherokee were moved against their will and lost their property
rights.
(explanation of how primary source evidence connects/answers the question)