Lesson Plan-- Trail of Tears
Write opinion pieces on topics or texts, supporting a point of view with reasons. W3.1
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Introduce the topic or text they are writing about, state an opinion, and create an organizational
structure that lists reasons. W3.1.a
Provide reasons that support the opinion. W3.1.b
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion
and reasons. W3.1.c
Provide a concluding statement or section. W3.1.d
With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)W3.4
With guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, and editing. (Editing for conventions should demonstrate command of
Language standards 1-3 up to and including grade 3) W 3.5
With guidance and support from adults, use technology to produce and publish writing (using
keyboarding skills) as well as to interact and collaborate with others. W3.6
Conduct short research projects that build knowledge about a topic.W3.7
Recall information from experiences or gather information from print and digital sources;
take brief notes on sources and sort evidence into provided categories. W.3.8
Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers. RI3.1
Distinguish their own point of view from that of the author of a text. RI 3.6
Use information gained from illustrations (e.g., maps, photographs) and the words in a
text to demonstrate understanding of the text (e.g., where, when, why, and how key
events occur). RI 3.7
Compare and contrast the most important points and key details presented in two texts
on the same topic. RI 3.9
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others' ideas and
expressing their own clearly. SL3.1
Come to discussions prepared having read or studied required material; explicitly draw on
that preparation and other information known about the topic to explore ideas under
discussion. SL 3.1A
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening
to others with care, speaking one at a time about the topics and texts under discussion).
SL.3.1.B
Ask questions to check understanding of information presented, stay on topic, and link their
comments to the remarks of others. SL.3.1.C
Explain their own ideas and understanding in light of the discussion. SL.3.1.D
Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.2
Ask and answer questions about information from a speaker, offering appropriate
elaboration and detail. SL.3.3
Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace. SL.3.4
Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific
expectations.) SL.3.6
Measure and estimate liquid volumes and masses of objects using standard units of grams
(g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word
problems involving masses or volumes that are given in the same units, e.g., by using
drawings (such as a beaker with a measurement scale) to represent the problem. MD.2
 Strategies to incorporate during informational writing.
 Excellence in Writing: Note-taking strategy which uses 3 key words and
symbols while reading an informational text.
 Step-Up to Writing organizer: Use Greens (topic/conclusion paragraphs),
yellows (details, reasons, facts), and reds (examples) to compose a 5
paragraph informational essay
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Read and discuss Yonder Mountain from Journeys text. After completing Yonder
Mountain, introduce the historical Trail of Tears (Teacher 228-229 from
Journeys).
Show Brain Pop video, PowerPoint, and several google images to show realistic
photographs and build background about the Trail of Tears.
Provide different literary sources about the Trail of Tears and Cherokee Indians.
(These will be used throughout this unit.)
Create Cherokee name tags. Each student will choose an Indian name for
themselves that was common during the Trail of Tears time period.
Provide Cherokee symbols for student to decorate their name tag.
Watch video on Trail of Tears and have students start a week-long journal writing
from the point of view of an Indian on the trail.
o Journal writing - Replay the segment about the Cherokee being forced to
leave their homes (11:52). Date the journal (May 26, 1838). The students
write a journal entry and pretend they are one of the Cherokee people
being forced to leave their home. They could also include a prediction
about what may happen to themselves and their families. (Journal - Quad
C / Creating Cherokee Character & Story )
o Journal writing- Replay the segment about being in the prison camps
(12:57), write about being in the prison camp.
o Journal Writing-Replay the segment about walking on the trail
(15:38).Journal date-December 1838. Write about experiences they had on
the trail (loved ones dying).
o Journal Writing-Replay the segment about the hardships on the trail
(hunger, weather, etc.), write about hardships.
(Make journals to look like animal hide by crumpling up brown paper for the
cover.)
Split class into two groups for a debate. Each team will create an anchor chart.
One team will take the opinion that The Indians Should Stay and the other on why
The Indians Should Go. After coming up with their reasons pair the students from
each team and facilitated a debate.
After the debate, each student can then choose a side and write
a persuasive letter to Andrew Jackson about how they feel about the Indian
Removal Act.
Students read poems about the Trail of Tears and write their own “sister poem” to
add to their year-long poetry book.
Students trace their foot on construction paper and illustrate one fact about the
Trail of Tears and add things that represented themselves. Put these in the hall
following each other like a trail, to represent all the individual people that made
up the Trail of Tears.
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Do a class brain map on Cherokee Indians, including all facts the students already
knew or learned throughout the study of the Trail of Tears.
Tell students that a museum called and would like a memorial designed to
represent the Cherokee Nation and the injustice of the Trail of Tears. Give each
student a recipe for salt dough. Have them work in groups to measure, mix, and
create their salt dough. As a team, they will create a bubble map of ideas for their
memorial. After they decide on their design, they will draw a blue print of their
idea. Give each team a piece of cardboard, where they began creating and shaping
their memorial.
Standards Checklist
Resources:
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The Trail of Tears mini books.
Trail of Tears Brain Pop Jr brain pop Jr. video
Brain Pop hard quiz easy quiz
United Streaming
Me on the map me on the map circles.
Read Show Me Missouri
Map skills directions worksheet
Compass Rose compass points(day 3)
Native Americans Land native american land worksheet
Native Americans Region Map to color regions color map
Using the Government paragraph do note taking to list support for
their opinion that the Indians should relocate
Use the Indian Paragraph to do note taking for support of their opinion
that the Indians should stay
Have a debate between
TrailofTearsMiniBookandComprehensionQuiz.pdf
Misc.Resources