Created for educational purposes only!
Example of a culturally responsive lesson plan
Topic: Indian Removal Act
Adapted by: Dr. Jennifer L. Bell
Original Lesson Submitted by: University of Houston (Texas)
(http://www.digitalhistory.uh.edu/historyonline/lesson_pl.cfm)
Grade Level: Middle School (6 – 8) or High School (9-12)
Content Areas Addressed: Social Studies, English, Graphic Arts, Journalism
(Ideally, the lesson would be implemented jointly in the English and Social Students classes.)
Rationale for Using this Lesson:
Typically, students learn about the Indian Removal Act from the white man’s point of
view. This lesson allows them to investigate the event from the various stakeholders’ points of
views. In addition to the various viewpoints, the lesson differentiates by ability (different levels
of Bloom’s taxonomy), interest (choice board and dinner menu), and socioeconomic status
(researching content and creating the newspaper).
Background Information:
Beginning at the turn of the 19th century, a growing nation wanted to expand, which was
a belief summarized in the phrase - Manifest Destiny. As the nation expanded into the lower
southern states, the land-hungry white settlers encountered the Cherokee, Creek, Choctaw,
Chickasaw, and Seminole Indian nations, who were referred to as the “Five Civilized Tribes”.
In 1814, Major General Andrew Jackson, commanded a military troops that defeated the
Creek Indians in southern Georgia and central Alabama, which resulted in a loss of 22 million
acres of land from the Creeks. In 1818, Jackson invaded Spanish Florida where the Seminoles
resided. Later, the federal government fought against the Seminoles in the Seminole Wars (from
1835 until 1842). Jackson was instrumental in negotiating many treaties, but these treaties were
violated.
More specifically to the Southeast region of the United States, the Cherokee Indians
resisted the removal from their native lands. They formed a two-house representative
government with a constitution. In addition, they learned the English language, created a written
language (i.e., Cherokee alphabet), and adopted the Christian religion. Despite the Cherokees
assimilating to the white culture, Georgia insisted that the federal government remove the
Cherokees from their native lands.
Page 1 of 18
The Indian Removal Act was signed into law by President Andrew Jackson, who was a
notable Indian fighter, in 1830. The legislation exchanged all of the unsettled land east of the
Mississippi River for the unsettled land west of the Mississippi River. Some Indian tribes moved;
other resisted the move - most notably, the Cherokee Indians of Georgia. With the discovery of
gold and this new legislation, The Cherokee Nation filed a suit with the US Supreme Court. In
Cherokee Nation v. Georgia (1831), Chief Justice John Marshall ruled Georgia laws applied to
the Cherokee Nation and the Nation was “dependent”. One year later, in the case Worcester v.
Georgia (1832), the US Supreme Court ruled the Cherokees were entitled to legal protection by
the federal government, they had a “distinct community,” and they were capable of making
treaties.
Despite the Court ruling, Georgia confiscated the Cherokee lands. The forced removal of
more than 14,000 Indians became known as the “Tragic Trail of Tear” (from fall 1838 until
winter 1839) because approximately 4, 000 Indians died from hunger, exposure, and disease
while marching from Georgia to Oklahoma (approximately 1,200 miles). In the 10 years after the
passage of the Indian Removal Act, more than 70,000 Indians were relocated to the west of the
Mississippi River. (Source: TeachHSHistory.org)
Learning Objective:
The student will analyze and evaluate conditions, actions, and motivations that contributed to the
Indian Removal Act.
Time Required:
5 to 6 days depending on instruction time available
Standards: National Standards: 1b, 2e, 5a, 6a, 6c, 6f, 6j, 9a, 10c;
National Educational Technology Standards: 2, 4, 7, 8
Materials:

Indian Removal: Student Navigation Sheet

Parts of Newspaper Article Graphic Organizer

Front Page Newspaper Article Graphic Organizer

Descriptive Newspaper Article Graphic Organizer

“Reporting the News” Student Choice Board

Writing Rubric
Page 2 of 18

Inverted Pyramid Diagram

Level 1 Rubric

Publishing a Newspaper about the Indian Removal Act Experience Dinner Menu

Creating and Publishing a Newspaper Rubric

Format for Letter to the Editor Graphic Organizer

Persuasive Letter Rubric

Letter to the Editor Peer Review Questions Handout
The following items may vary depending on access to resources:

17 by 11 paper

8½ by 11 paper

Markers

Colored pencils

Rulers

Scissors

Glue

Tape

Writing pens

Computer Lab

Printer

Scanner

Internet Connection

Microsoft Word

“Newspapers” (available from Teacher Created Resources)
Activity Procedures:
Day 1
1. Distribute the “Indian Removal: Student Navigation Sheet.”
2. After discussing the assignment, allow the students to research the various stakeholders
and events of the Indian Removal Act in the computer lab or classroom.
3. Move around the room to assist the students.
4. If the student does not finish, he or she must complete the research for homework.
Page 3 of 18
Day 2
5. Distribute the “Parts of a Newspaper Article Graphic Organizer,” “Front Page Newspaper
Article Graphic Organizer,” “Descriptive Newspaper Article Graphic Organizer,” and
“’Reporting the News’ Student Choice Board,” and “Writing Rubric”.
6. After discussing the assignment using the “Inverted Pyramid” diagram, and parts of a
newspaper article, allow the students to continue their research and to complete the
Choice Board Activity.
7. Move around the room to assist the students.
8. If the student does not finish, he or she must complete the writing for homework.
Day 3
9. Distribute the “Level 1 Rubric.”
10. After discussing the assignment, allow the students to pair or assign them a partner to
peer evaluate their written assignments.
11. Students should edit their written assignments and submit them to the teacher for
evaluation with “Writing Rubric”.
12. Move around the room to assists the student groups.
Day 4
13. Distribute the “Publishing a Newspaper about the Indian Removal Act Experience Dinner
Menu,” and “Creating and Publishing a Newspaper Rubric.”
14. After discussing the assignment, allow the students to pair or assign them a partner to
create and publish their newspaper in a computer lab or in the classroom. If needed, they
may work in groups of three.
15. Move around the room to assists the student groups.
16. If students does not finish, he may work on the newspaper assignment for homework.
Day 5
17. Distribute the “Format for Letter to the Editor Graphic Organizer,” and “Persuasive
Letter Rubric.”
18. After discussing the Letter to the Editor assignment, students should write their letter
with at least 200 words in length.
19. If needed, allow the students to finish their newspaper in a computer lab or in the
classroom.
Page 4 of 18
Day 6
20. Distribute the “Letter to the Editor Peer Review Questions”.
21. After discussing the assignment, allow the students to pair or assign them a partner to
peer evaluate their written assignments.
22. Students should edit their written assignments and submit the Letter to the Editor to the
teacher for evaluation with “Persuasive Letter Rubric”.
Evaluations/Assessments:

Each student will complete at least 3 of the 9 activities on the Student Choice Board.
Assignment will be evaluated using the “Writing Rubric”.

Each student will write a letter to the editor about the Indian Removal Act and/or the
Trail of Tears. It should be at least 200 words in length. Assignment will be evaluated
using the “Persuasive Letter Rubric.”

Each group of students will create and publish a newspaper from the historical period
based on their research about the Indian Removal Act and/or the Tragic Trail of Tears.
Assignment will be evaluated using the “Creating and Publishing a Newspaper Rubric.”
Modifications:

Decrease requirements for the Choice Board Activity or Publishing a Newspaper
Activity.

Adjust the rubric scales.

Print the materials needed for the researching component.

Use ReadWriteThink Letter Generator to write the Letter to the Editor
(www.readwritethink.org/files/resources/interactives/letter_generator/).
Page 5 of 18
Indian Removal: Student Navigation Sheet (Day 1)
Directions: Here are some things to keep in mind when doing your research about the removal of Native
Americans from the eastern area of the United States. The following guidelines will help the student in
his/her research about Indian removal.
1. Begin your research by looking up the Indian Removal Act of 1830. Examine territorial maps.
http://www.teachushistory.org/indian-removal/resources
2. Examine President Andrew Jackson’s role in this act. Read his first and second speech to
Congress concerning the passing of this act. What do you think were Jackson’s motives for
wanting the Native Americans to be removed from their land? Do you agree with his reasons?
Write down quotations from his speeches to use in your editorial article. Put yourself in Andrew
Jackson’s position. Would you have been for or against removal?
http://www.synaptic.bc.ca/ejournal/jackson.htm
3. Identify the tribes that were relocated. More importantly, identify the tribes that resisted
relocation. http://www.pbs.org/wgbh/aia/part4/4p2959.html
4. Look for exact numbers and figures in order to incorporate into your essay. The more factual
information you have the better your argument will be.
5. Examine the Trail of Tears. What was it? Who was involved? Why is it important in the
understanding of Indian removal from US territories? Again, examine which tribes were
relocated, which resisted, what happened to them, and statistics relating to the Trail of Tears.
Give details on what happened to these tribes that were forcefully relocated.
Additional sites:

http://www.studyworld.com/indian_removal_act_of_1830.htm (Historical overview)

http://www.emayzine.com/lectures/chronolo.htm (Chronology of events)

http://nationalhumanitiescenter.org/tserve/nattrans/ntecoindian/essays/indianremoval.htm (Effects
of removal on the Indians)

http://www.catawba.k12.nc.us/techtrac/plus/taylor/who's%20who.htm (Major players)

http://www.loc.gov/rr/program/bib/ourdocs/Indian.html (Primary documents about removal
available from Library of Congress)

http://www.state.gov/r/pa/ho/time/dwe/16338.htm (US Department of State)
Page 6 of 18
Created by Susan T. at East Buchanan Community Schools, Winthrop, IA, using Inspiration® software
Retrieved from www.east-buc.k12.ia.us/Ins/00-01/7/Newspaper1.GIF
Page 7 of 18
Headline
Lead Sentence
Who?
What?
When?
Where?
Why?
List three less important details.
List one of the least important details.
Page 8 of 18
How?
Headline
Lead Sentence
See
Hear
Smell
Taste
List three less important details.
List one of the least important details.
Page 9 of 18
Touch
“Reporting the News” Student Choice Board (Day 2)
Directions: Based on your individual research and this time period in U.S. History,
1. You must complete the center block.
2. Choose 2 other blocks that form a straight line with the center block (i.e., vertical,
horizontal, or diagonal).
Create a crossword puzzle
with at least 15 appropriate
terms
Write a newspaper article
Write an article for the
about the local community.
Lifestyles Section.
Announcements Section with
Write a newspaper article for
the Business Section.
Write a feature (front page)
newspaper article about a
national event.
at least three announcements
(i.e., celebrations, parties,
community events, grand
openings, movie schedule,
births, or deaths)
Create a Classified Section
with at least 5 classified
advertisements (i.e.,
employment, sales/rental of
real estate, sales/rental of
Design a Weather Forecast
Section with at least a five-day
local weather forecast
equipment)
Page 10 of 18
Write a newspaper article for
the Sports Section.
Writing Rubric
Title of Piece
Author’s Name
1
Does Not
Meet
Writing is
extremely limited
in communicating
knowledge, with
no central theme.
Writing is limited
in communicating
knowledge. Length
is not adequate for
development.
ORGANIZATION
Writing is
disorganized and
underdeveloped
with no transitions
or closure.
Writing is brief and
underdeveloped
with very weak
transitions and
closure.
VOCABULARY/
WORD CHOICE
Careless or
inaccurate word
choice, which
obscures meaning.
Writer’s voice/
point of view
shows no sense of
audience.
Language is trite,
vague or flat.
Writer’s voice/
point of view
shows little sense
of audience.
Writer’s voice/
point of view
shows that sense
of audience is
vague.
Frequent run-ons
or fragments, with
no variety in
sentence
structure.
Parts of speech
show lack of
agreement.
Frequent errors in
mechanics. Little
or no evidence of
spelling strategies.
Many run-ons or
fragments. Little
variety in sentence
structure.
Some run-ons or
fragments.
Limited variety in
sentence
structure.
Occasional errors
between parts of
speech. Some
errors in
mechanics. Some
evidence of
spelling strategies.
CONTENT/IDEAS
Page 11 of 18
VOICE
SENTENCE FLUENCY
CONVENTIONS
2
Partially Meets
Inconsistent
agreement
between parts of
speech. Many
errors in
mechanics. Limited
evidence of
spelling strategies.
3
Does Not Fully
Meet
Writing does not
clearly
communicate
knowledge. The
reader is left with
questions.
Writing is confused
and loosely
organized.
Transitions are
weak and closure
is ineffective.
Shows some use
of varied word
choice.
4
Meets
Writes related,
quality
paragraphs, with
little or no details.
Uses correct
writing format.
Incorporates a
coherent closure.
Uses a variety of
word choice to
make writing
interesting.
Writer uses
voice/point of
view. Writes with
the understanding
of a specific
audience.
Uses simple
compound, and
complex,
sentences.
Maintains
agreement
between parts of
speech. Few
errors in
mechanics. Applies
basic grade level
spelling.
5
More Than Meets
Writing is
purposeful and
focused. Piece
contains some
details.
Writing includes a
strong beginning,
middle, and end,
with some
transitions and
good closure.
Purposeful use of
word choice.
Writer has strong
voice/ point of
view. Writing
engages the
audience.
Frequent and
varied sentence
structure.
Consistent
agreement
between parts of
speech. Uses
correct
punctuation,
capitalization, etc.
Consistent use of
spelling strategies.
6
Exceeds
Writing is confident
and clearly
focused. It holds
the reader’s
attention.
Relevant details
enrich writing.
Writing includes a
strong, beginning,
middle, and end
with clear
transitions and a
focused closure.
Effective and
engaging use of
word choice.
Writes with a
distinct, unique
voice/point of
view. Writing is
skillfully adapted
to the audience.
Consistent variety
of sentence
structure
throughout.
Uses consistent
agreement
between parts of
speech. No errors
in mechanics.
Creative and
effective use of
spelling strategies.
Page 12 of 18
LEVEL 1
Teacher
Peer
Student (self)
Level 1 Rubric
SCORE = Number of "YES” boxes checked.
BEGINNING
YES
Author name _______________________________ Date_____________
Mastery = 10
Check the first few sentences to see if …
NO
The author tells what the essay will be about.
Beginning includes something to interest the reader
interest
MIDDLE
Descriptive
Narrative (Story)
Check the essay to see if the
author described what
someone might …
Check the essay to see if the
author included
information about . . .
YES
NO
ENDING
YES
NO
YES
NO
See
Who
Hear
What
Taste
When
Smell
Where
Touch
How or Why
Check the last few sentences to see if …
The author makes a conclusion about the topic
-OR-
The author tells what happened at the end of the story
WHOLE THING
Check the whole essay to make sure it is free of these
kinds of errors . . .
YES
Spelling
Capitalization
Punctuation
Sentences
NO
All words are spelled correctly
First word in every sentence is capitalized
The end of each sentence is punctuated.
Each sentence is complete.
© 2003 Edwin Ellis
Page 13 of 18
Publishing a Newspaper about the Indian Removal Act Experience Dinner Menu (Day 4)
Directions: In groups of two or three, create and publish a newspaper using the articles and other
written material from the Student Choice Board Activity and additional components.
Appetizer (Everyone must participate.)
Newspaper must have the following components that are appropriate for this time period:
 Appropriate and readable fonts
 Creative newspaper name with volume, date, and price
 Names for all editors
 Front page/feature article
 Local news article
 Graphic or photograph
 Letter to the Editor
Entrée
Use one of the following methods to create and publish your newspaper:
 www.buildanewspaper.com (layout templates cost from $3.99 to $16.00)
 “Newspapers” (set of fifteen 11” by 17” newspaper templates costs $7.99) from Teacher
Created Resources (www.teachercreated.com)
 ReadWriteThink Printing Press
(http://interactives.mped.org/view_interactive.aspx?id=110&title=:)
 11” by 17” and 8½” by 11” paper along with pens, markers, scissors, rulers, glue, tape,
and/or colored pencils
 “Newsletter” template in Microsoft Word









Side Dishes (Select at least two of the items listed below.)
Add a Crossword Puzzle Section*.
Add a Business Section*.
Add a Lifestyle Section*.
Add a Classified Section*.
Add an Announcement Section*.
Add a Local Weather Section*.
*See minimum requirements for each section on the Student Choice Board.
Dessert (Optional - Select at least one of the items listed below.)
Add a comic strip or cartoon.
Add an advice column.
Write an article about an interview with a notation figure from this time period.
Page 14 of 18
Name: ___________________________________
Creating and Publishing a Newspaper Rubric
Category
5 points
4 points
3 points
2 points
The project
is well
Majority of Majority of
Project is
organized,
project is project does
well
holds
the
organized
not flow very
Overall
organized
Presentation attention of
and has some well Interest
and is
the audience,
interesting
level is
interesting.
and is very
facts.
random.
interesting.
1 point
Project does
not flow at
all, is poorly
presented
and is
incomplete.
Less than
All
5
4
3
half of the
components components components components
Required
components
Components
were
were
were
were
were
included.
included.
included.
included.
included.
Majority of
Listed facts
Uses an
the text is
are accurate.
adequate
accurate.
Facts are
Missing
Text
Sources
are
amount
of
Information
Sources are
inaccurate. information.
cited
text. Facts
cited
correctly.
are accurate.
correctly.
Project is
Grammar
well written, Grammar Needs a bit
and
and grammar
and
of revising or No evidence
punctuation
Mechanics
and
punctuation
editing.
of editing or
are misused.
punctuation
are used
Readability
revising.
Readability
are used
correctly. was difficult.
was weak.
correctly.
Assignment
Assignment
Assignment
Assignment
Exemplary
was not
was
Neatness/
was neat and
was
Effort
work
visually
incomplete
attractive.
incomplete.
appealing.
and messy.
TOTAL
Comments:
Page 15 of 18
Your Points
Format for Letter to the Editor
Your address (2-3 lines)
Date (1 line)
Address of recipient of letter (3-5 lines)
Dear Editor:
*Identify
yourself.
*State purpose
(2-3 sentences).
*Topic sentence
about why this
issue is
significant.
*Supporting
details based on
facts.
*Concluding
sentence.
*Conclusion
with your
opinion based
on the facts.
Sincerely,
Your signature
Your name typed
Retrieved from Benchmarks of Historical Thinking (www.histori.ca/benchmarks/lesson/344)
Page 16 of 18
Persuasive Letter Rubric
4
Strongly and clearly
states a personal
opinion. Clearly
identifies the issue.
3
Clearly states a
personal opinion.
Some references to
the issue.
Reasons and Support
Three or more
excellent points are
made with good
support. It is evident
the writer put much
thought and research
into this assignment.
Conclusion
Summarizes personal
opinion in a strong
concluding
statement.
Sentences and
paragraphs are
complete, well
written, and varied.
Choice of words that
are clear, descriptive,
and accurate.
Maintains consistent
persuasive tone
throughout letter.
Contains few, if any
punctuation, spelling,
or grammatical
errors.
Three or more points
are made with
support, but the
arguments are
somewhat weak in
places. The writer
doesn’t persuade
completely.
Summarizes personal
opinion in a
concluding
statement.
Sentence and
paragraph structure
is generally correct.
Goal/Thesis
Page 17 of 18
Organization
Word Choice/Tone
Mechanics and
Grammar
Adequate choice of
words that are clear
and descriptive.
Demonstrates a
persuasive tone in
parts of the letter.
Contains several
errors in punctuation,
spelling, or grammar
that do not interfere
with meaning.
2
Personal opinion is
not clearly stated.
Little or no
references to the
issue.
Two points made;
shows some
preparation, but
weak arguments.
1
Personal opinion is
not easily
understood. Has no
reference to the
issue.
Preparation is weak;
arguments are weak
or missing; and less
than three points are
made.
Concluding statement
is a weak summary
of personal opinion.
Concluding statement
makes no reference
to personal opinion.
Sentence and
paragraph structure
is inconsistent.
Little or no evidence
of sentence or
paragraph structure.
Choice of some words
that are clear and
descriptive. Lacks
consistent persuasive
tone.
Language and tone of
letter is unclear and
lacks description.
Contains many
punctuation, spelling,
and/or grammatical
errors that interfere
with meaning.
Contains many
punctuation, spelling,
and/or grammatical
errors that make the
piece illegible.
Letter to the Editor Peer Review Questions
1. Does the letter begin with a salutation and end with a signature block?
2. What article is the letter writer discussing? Is the article named in the first sentence
or paragraph?
3. In the first paragraph, what main reason does the letter writer give for responding to
the article? What position is the letter writer taking on the issue?
4. What specific points does the letter writer use to support the position taken in the
letter?
5. How does the letter conclude? Is the conclusion appropriate for the letter?
6. What advice would you give the author of this letter?
7. What did you like the most about this letter? Why?
Page 18 of 18