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Day One:
Warm-up Activity:
Distribute Frayer model for vocabulary building. Have
students define the word “assimilate” and
complete worksheet. Debrief in order to ascertain students’
comprehension of the word.
Procedure:
- Have students break up into mixed-ability groups
of six.
- Distribute each primary document listed in the "Materials"
section to all of the groups, with one student in
the group given responsibility for a particular document.
After the students have had time to read their documents,
ask them to analyze the documents using a SOAPS format
(Source, Occasion, Audience, Purpose and Surprises)
with the student who was given a particular document
leading the discussion as the expert on that source.
Alternatively, you can ask an entire group to analyze
one document and using the “jigsaw” approach,
subsequently regroup students to discuss and analyze
other documents.
- After ensuring that students have a good understanding
of their sources, distribute the comparison worksheets
and ask each student to take notes as the student
“expert” shares information.
Homework Assignment:
Have students write out one question on something
that they either did not understand or want more information
on and tell them to be ready to share the question with
their group on Day 2.
Day Two:
- Students will continue to work on their Comparison
Worksheets until all the documents have been discussed.
- Each student will be given ten minutes to write
down a one- or two-paragraph entry that summarizes
the treatment of Native Americans during this period.
Students will be asked to share their summary with
their group members.
- If there is enough time, groups will choose their
best summaries to share with the class.
Summary/Closure:
Distribute copies of the Indian Removal Act to all students.
Highlight key factors that explain the removal policy.
Instruct the students that they will be given an opportunity
to vote on passage of this bill. Have students vote on
whether to pass this bill or reject it.
Application:
Have students respond to one of the following
quotes:
- “We hold these truths to be self-evident,
that all men are created equal.”
- “[[We hold these truths to be self-evident]…that
they [all men] are endowed by their Creator with certain
unalienable Rights, that among these are Life, Liberty
and the pursuit of Happiness”
Have students answer the following questions:
1. Did the leaders of the Early Republic follow the
guidelines established by the Northwest Ordinance?
2. Did the policies of these early leaders reflect the
goals of the Declaration of Independence? Cite examples
from the documents.
3. Based on your knowledge of current events, can you
connect the type of treatment given to Native Americans
to your life and with events happening around you today?
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