MC/Gen: Exercise 4- Social Studies
Directions In this prompt, the teacher will demonstrate an ability to use content and pedagogical knowledge of social studies/history to identify and interpret social studies/history information within the given graphic and describe and justify an activity to make real-world connections for student learning. Characteristics: - A thorough, detailed, and accurate identification and interpretation of social studies/history information within the given graphic. - Accurate identification of a cause and effect relationship pertaining to information in the given graphic. - Accurate identification of a specific historic event related to the cause and effect relationship. - Identification of an appropriate real-world connection for students that is related to the information embedded in the given graphic. - A thorough and detailed description of a developmentally appropriate learning experience/activity that enhances student understanding of the real-world connection identified including a description of what the students would be doing in the learning experience. - A sound rationale as to how the learning experience/activity makes real-world connections for student understanding of the related information. The Cherokee Trail of Tears Timeline 1838 February: 15,665 people of the Cherokee Nation memorialize congress protesting the Treaty of New Echola. March: Outraged American citizens throughout the country memorialize congress on behalf of the Cherokee. April: Congress tables memorials protesting Cherokee removal. Federal troops ordered to prepare for roundup. May: Cherokee roundup begins May 23, 1838. Southeast suffers worst drought in recorded history. Tsali escapes roundup and returns to North Carolina. June: First group of Cherokees driven west under Federal guard. Further removal aborted because of drought and "sickly season." July: Over 13,000 Cherokees imprisoned in military stockades awaiting break in drought. Approximately 1500 die in confinement. August: In Aquohee stockade Cherokee chiefs meet in council, reaffirming the sovereignty of the Cherokee Nation. John Ross becomes superintendent of the removal. September: Drought breaks: Cherokee prepare to embark on forced exodus to Indian Territory in Oklahoma. Ross wins additional funds for food and clothing. October: For most Cherokee, the "Trail of Tears" begins. November: Thirteen contingents of Cherokees cross Tennessee, Kentucky and Illinois. First groups reach the Mississippi River, where there crossing is held up by river ice flows. December: Contingent led by Chief Jesse Bushyhead camps near present day Trail of Tears Park. John Ross leaves Cherokee homeland with last group: carrying the records and laws of the Cherokee Nation. 5000 Cherokees trapped east of the Mississippi by harsh winter; many die. 1839 January: First overland contingents arrives at Fort Gibson. Ross party of sick and infirm travel from Kentucky by riverboat. February: Chief Ross's wife, Quati, dies near Little Rock, Arkansas on February 1, 1839. March: Last group headed by Ross, reaches Oklahoma. More than 3000 Cherokee die on Trail of Tears, 1600 in stockades and about the same number en route. 800 more die in 1839 in Oklahoma. April: Cherokees build houses, clear land, plant and begin to rebuild their nation. May: Western Cherokee invite new arrivals to meet to establish a united Cherokee government. June: Old Treaty Part leaders attempt to foil reunification negotiations between Ross and Sequoyah. Treaty Party leaders John Ridge, Major Ridge and Elias Boudinot assassinated. July: Cherokee Act of Union brings together the eastern and western Cherokee Nations on July 12, 1839. August: Stand Watie, Brother of Boudinot, pledges revenge for deaths of party leaders. September: Cherokee constitution adopted on September 6, 1839. Tahlequah established as capital of the Cherokee
Prompts 1. What was the cause of the Cherokee leaving their land during the U.S. westward expansion? 2. Give at least 2 effects this had on the United States at that time. 3. Explain an activity you would use to teach this lesson to a group of 6th grade students to help them make a real-world connection. 4. Give at least 2 resources you would use for this activity and explain why they would be useful.
Created by
Patrick Ledesma
, 2007
Prompts from
National Board for Professional Teaching Standards
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