Three Perspectives on Native American Removal and Westward Expansion

Teaser

Check out this lesson on arguments surrounding the 1830 forced removal of the Cherokee peoples from their homeland.

lesson_image
Description

In small groups students study the arguments for and against the forced removal of the Cherokee peoples from their homeland in the 1830s.

Article Body

The two features that we like best about this lesson are the interesting primary source materials and the framework that is provided for group work related to the texts. The readings are presented as a packet of letters, documents, stories, and speeches that have been edited to make them easier for students to read. The group guidelines establish clearly defined roles within the groups. These roles compel students to look at specific features of the texts like source, context, and audience. Thus the group-work guidelines make it easier for students to see what they need to pay attention to when looking at primary sources.

The focus questions for each document which are provided at the end of the document package are also helpful. These questions help to ensure that students understand the documents, but teachers will likely want to add additional questions to meet their specific learning objectives.

The two lessons in this unit use the same basic packet of 10 readings, but neither lesson provides detailed instructions about how the materials should be used. Teachers are encouraged to select readings and questions to meet the needs of their students. Finally while neither lesson requires writing, there are a variety of opportunities to insert meaningful writing tasks into the lessons, particularly in the final assessment of the second lesson.

Topic
Native American Removal; Manifest Destiny; Antebellum South
Time Estimate
1-2 class sessions
flexibility_scale
2
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

No Background information is provided for teachers but not for students.

Rubric_Content_Read_Write

No The lesson requires close reading of documents, but little to no writing. We recommend that teachers use the guiding and focus questions to create their own writing assignments.

Rubric_Analytical_Construct_Interpretations

Yes The Audience, Connector, and Time Researcher roles in the group task require students to search documents for evidence and interpret the significance of what they read.

Rubric_Analytical_Close_Reading_Sourcing

Yes Only limited information about where resources come from can be found in the edited documents. Fuller information about the sources can be found in the Resources section of the unit.

Rubric_Scaffolding_Appropriate

Yes The lesson is flexible to meet the needs of a wide range of students.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes Tasks within the group-work structure are arranged in order of difficulty—teachers can select the appropriate level of challenge for their students. No support is provided to structure student note-taking on group presentations, however.

Rubric_Structure_Assessment

Yes We recommend the suggested assessment activity where students respond in writing to one or both of the initial guiding questions. No explicit assessment criteria are provided.

Rubric_Structure_Realistic

No Very few directions are provided. Teachers need to select among the materials to meet the needs of their own students and classrooms.

Rubric_Structure_Learning_Goals

Yes The learning objectives are clearly stated, but teachers will likely want to focus on just one or two of the four objectives.

Abraham Lincoln

Teaser

This lesson leads students to see how Lincoln's life in Springfield influenced important national issues.

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Description

Students analyze Abraham Lincoln's adult life in Springfield, Illinois, and its influence on his political thinking.

Article Body

This lesson provides an opportunity for students to see how Lincoln's home and life in Springfield influenced the way he thought about the important issues of the time. Students answer questions about photographs and maps to develop a context for thinking about documents related to Lincoln and the Civil War. An engaging set of vintage photographs and maps shows Lincoln's world and helps students better understand the spirit of the times. But the real strength of this lesson is in the excellent text resources and accompanying questions provided for students. We especially like the carefully excerpted passages from key speeches by Abraham Lincoln that are provided in the readings section of the resources. We suggest that teachers use this excellent set of materials to design their own final writing assignment. We would love to see something that has students make explicit their understanding of how Lincoln's political ideas were influenced by the place and time in which he lived and died. Students could use evidence from both the visual and print media they have studied to write an essay on this topic. Another approach would be to assign separate essays relating to specific texts such as Lincoln's Farewell Address to Springfield. The suggested activities, listed in the Putting it All Together section of the lesson plan, unfortunately do not focus on helping students do this kind of synthesis.

Topic
Abraham Lincoln, U.S. Civil War
Time Estimate
1-2 class sessions
flexibility_scale
3
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Rubric_Content_Accurate_Scholarship

The supplementary resources for teachers are excellent.

Rubric_Content_Historical_Background

Yes Background readings are provided for students.

Rubric_Content_Read_Write

Yes Students read primary and secondary sources and answer questions about them. Teachers can be selective about which questions to feature. We recommend requiring written answers.

Rubric_Analytical_Construct_Interpretations

Yes Guided questions are included to help students analyze the resource materials. We particularly like the questions that ask students to compare different sources to create their answer. However, the lesson lacks a culminating activity that requires students to interpret and synthesize the set of materials. Teachers will need to devise a task that requires this.

Rubric_Analytical_Close_Reading_Sourcing

Yes The lesson uses a variety of sources. However, students may need reminders to pay close attention to the date and location of the source's origin as there are no explicit questions that help them do so.

Rubric_Scaffolding_Appropriate

Yes Students at lower skill levels may require additional guidance from the teacher.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes Significant portions of texts are excerpted or highlighted to make reading easier. In addition a structured photo analysis worksheet is provided to help students learn to interpret visual evidence.

Rubric_Structure_Assessment

No No assessment strategies or criteria are included.

Rubric_Structure_Realistic

Yes Directions are clear and the materials are suitable for all classrooms. Specific instructions on how to use historic sites to teach history are provided.

Rubric_Structure_Learning_Goals

No Several different learning goals are attainable with these materials. We suggest that teachers make use of the strong visual component in this lesson to highlight how non-textual sources of evidence can help us understand how Lincoln developed and expressed his political ideas.

Lewis and Clark: Same Place, Different Perspectives

Teaser

How geography influenced interactions among Lewis, Clark, & Native Americans.

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Description

In small groups, students analyze short excerpts from primary sources and secondary information that describe an encounter between the Lewis and Clark expedition and a Native American tribe. They share their analysis with the class and consider how varied locations influenced the ways in which the explorers and the various Native tribes interacted.

Article Body

Encouraging students to work collaboratively in groups, this lesson asks students to think and write about history from multiple viewpoints. The primary source excerpts, primarily from the expedition members’ journals, are a bit challenging, but they are brief and informative. Short expository passages describe different Native American groups and their encounter with the expedition. The absence of primary documents from the Native American perspective provides an opportunity to discuss what sources of information make up the historical record.

Additionally, and maybe more importantly, the lesson engages students in geographic analysis. Using geographic indicators, students must locate each encounter at a specific site on expedition maps. Students consider the varied physical environments that Lewis and Clark encountered and how these connect to cultural variations between the Native American tribes whom they met. This lesson pays special attention to the differences between Native American cultures, countering a common student belief that all Indians lived alike.

We like the closing activity where each group reports back to the whole class before a large group discussion on the similarities and differences between the encounters. The suggested assessment asks students to write about one of the encounters from the perspective of Sacagawea, Lewis and Clark’s Native American guide, or York, a slave on the expedition. Unless this lesson is taught in conjunction with the film or other rich resources providing additional background information, this assessment seems ill-suited as students likely need more background to complete these essays successfully.

Topic
Lewis and Clark Expedition
Time Estimate
1 class period
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes Uses primary sources from the Lewis and Clark expedition.

Rubric_Content_Historical_Background
No We recommend that teachers include additional background information.
Rubric_Content_Read_Write

Yes Students read about environments, resources, and daily life in different places and write about how and why people from different groups perceived events differently.

Rubric_Analytical_Construct_Interpretations

Yes Students' historical and geographic analysis skills are fostered through interpretation of primary and informational texts and maps.

Rubric_Analytical_Close_Reading_Sourcing

Yes Students must read documents and maps closely in order to compare different perspectives.

Rubric_Scaffolding_Appropriate

Yes Some of the document prose is challenging, but grouping students by mixed ability can help address comprehension issues.

Rubric_Scaffolding_Supports_Historical_Thinking

No Teachers may need to create scaffolding questions to guide their students during group work.

Rubric_Structure_Assessment

No Assessment is vague. Teachers may wish to design their own assessments that involve students in viewing the expedition from multiple viewpoints or considering how location influences cultural variation.

Rubric_Structure_Realistic

Yes The directions are clear and all of the materials available on the web are easily reproducible for classroom use

Rubric_Structure_Learning_Goals

Yes Activities require students to examine an event from multiple viewpoints. Students also have the opportunity to see how geography influenced both Native American groups and the expedition members .

A Look at Slavery through Posters and Broadsides

Teaser

How to identify the author, audience, date, and message of historical posters.

lesson_image
Description

Using historic posters, this lesson engages students in analyzing primary sources by identifying their author, intended audience, date, and message.

Article Body

This well-planned lesson, which uses posters on slavery and abolition, teaches students to ask important questions as they read a primary source. First, the teacher models the task by analyzing a representative poster in front of the classroom. In small groups, students then analyze additional posters, locating such information as author, audience, purpose, and message. They use this information to consider the attitudes towards slavery that the posters convey.

One strength of the lesson is that the primary sources are given in two formats: students receive historically evocative reproductions of the original posters along with easy-to-read typed transcriptions. Some teachers may choose to highlight important text, particularly for beginning readers; other teachers will want to leave it up to students to locate and identify this crucial information.

This lesson appears in the December 2004 issue of History Now, a quarterly journal of the Gilder Lehrman Institute of American History.

Topic
Slavery and Abolition
Time Estimate
1 day
flexibility_scale
2
Rubric_Content_Accurate_Scholarship

Yes Lesson is accurate and up-to-date.

Rubric_Content_Historical_Background

No The lesson plan's Teacher Resources section includes links to information about historical context. It's up to teachers, however, to decide how much background students will need.

Rubric_Content_Read_Write

Yes In class, all students read, and one student per group records information on a Poster Inquiry Sheet. In the suggested homework assignment, students each write a news story about their assigned poster.

Rubric_Analytical_Construct_Interpretations

Yes The Poster Inquiry Sheet provides students with a method for identifying and interpreting historical facts.

Rubric_Analytical_Close_Reading_Sourcing

Yes During the modeling and the group work, students learn and practice how to read primary sources.

Rubric_Scaffolding_Appropriate

Yes Some language in the posters may be difficult, but teachers can choose to highlight sections of text to reduce the amount or difficulty of necessary reading.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes The teacher's modeling step provides a helpful scaffold, as does the Poster Inquiry Sheet.

Rubric_Structure_Assessment

No Although the lesson plan does not include an assessment rubric, teachers can check in with small groups to assess student learning.

Rubric_Structure_Realistic

Yes The modeling provided in Steps One, Two, and Three is pedagogically useful. However, reading every single poster before the class may be excessively time-consuming. Teachers may want to discuss just one poster and then go around the classroom to check in with small groups as needed.

Rubric_Structure_Learning_Goals

Yes The lesson plan helps students to learn about slavery and abolition while providing a method for analyzing primary sources.

Samuel J. May Anti-Slavery Collection

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Annotation

This is one of the richest collections of anti-slavery and Civil War materials in the world. Reverend Samuel J. May, an American abolitionist, donated his collection of anti-slavery materials to the Cornell Library in 1870. Following May's lead, other abolitionists in the U.S. and Great Britain contributed materials. The collection now consists of more than 10,000 pamphlets, leaflets, broadsides, local anti-slavery society newsletters, sermons, essays, and arguments for and against slavery. Materials date from 1704 to 1942 and cover slavery in the United States and the West Indies, the slave trade, and emancipation. More than 300,000 pages are available for full-text searching. Accompanying the documents are eight links to other collections.

Wright American Fiction, 1851-1875

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Annotation

An ambitious attempt to digitize 19th-century American fiction as listed in Lyle Wright's bibliography, American Fiction, 1815–1875, this collection of texts is a work-in-progress. At present, the website offers close to 3,000 texts by 1,456 authors. These include the well known, such as Louisa May Alcott and Mark Twain as well as hundreds of less well-known authors. Topics include slavery, reform, education, politics, love, children, and war. Close to 800 have been fully edited and SGML-encoded so that users may access chapter and story divisions through table of content hyperlinks. The remaining texts can be read either as facsimiles of original pages or in unedited transcriptions. The ability to perform single word and phrase searches on all material in the database—whether fully encoded or not—is powerful.

Primary Documents in American History

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Annotation

Thirty-five of the most important documents in the early history of the United States are presented here, accompanied by ample contextualization from the Library of Congress's vast collections. In addition to the "founding documents," the collection includes George Washington's Commission as Commander in Chief (1775), the Federalist Papers (1787–1788), the Alien and Sedition Acts (1798), the Louisiana Purchase (1803), the Missouri Compromise (1820), the Indian Removal Act (1830), Dred Scott v. Sandford (1857) case, the Emancipation Proclamation (1863), and the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution. Each document is annotated and accompanied by a related primary source image. Links to American Memory collections and Library of Congress Exhibitions containing additional contextual documents and other secondary source interpretations are also provided, as are links to external websites and a selected bibliography.

Rivers, Edens, Empires: Lewis and Clark and the Revealing of America

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Annotation

Thomas Jefferson outlined three motivating factors in his instructions to Lewis and Clark: a search for navigable rivers to span the continent; a quest for Edenic beauty and riches; and the competitive desire to acquire a continental empire. These 180 documents and artifacts interpret 19th-century westward exploration from this perspective. The range of materials is striking. In addition to maps, plans, and charts, the site offers images (sketches, watercolors, etchings, and engravings), texts (letters, diaries, speeches, newspapers, and books), and tools (surveying and medical instruments, cooking utensils, armaments). The exhibit opens with an examination of the "imperial mentality" common to Virginia's aristocratic class in the late 18th century and then focuses on the Lewis and Clark journey. It ends with the subsequent expeditions of Zebulon Pike, Stephen H. Long, Charles Wilkes, John Charles Fremont, and the mid-19th century transcontinental railroad plan that supplanted the search for a water route.

Slaves and the Courts, 1740-1860

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Annotation

More than 100 published materials on legal aspects of slavery are available on this website. These include 8,700 pages of court decisions and arguments, reports, proceedings, journals, and a letter. Most of the pamphlets and books pertain to American cases in the 19th century. Additional documents address the slave trade, slave codes, the Fugitive Slave Law, and slave insurrections as well as presenting courtroom proceedings from famous trials such as the 18th-century Somerset v. Stewart case in England, the Amistad case, the Denmark Vesey conspiracy trial, and trials of noted abolitionists John Brown and William Lloyd Garrison. A special presentation discusses the slave code in the District of Columbia. Searchable by keyword, subject, author, and title, this site is valuable for studying legal history, African American history, and 19th-century American history.

Dred Scott Case

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Annotation

The Dred Scott case began in 1846 when slaves Dred and Harriet Scott sued for their freedom, basing their argument on the fact that they had lived in non-slave territories for a number of years. The case ended with the landmark U.S. Supreme Court decision of 1857 that not only denied Scott both citizenship and the right to sue in federal court, but ruled that he never had been free and that Congress did not have the right to prohibit slavery in the territories. The decision sparked increased sectional tensions in the years leading to the Civil War. Facsimiles and transcriptions of 85 legal documents relating to the Dred Scott case are provided on this website. The site also provides a chronology and links to 301 Freedom Suits—legal petitions for freedom filed by or on behalf of slaves—in St. Louis courts from 1814 to 1860.