Teaching American History: Westward Expansion
Mary Dennehy
Spring 2006
Photo Courtesy of: http://www.lewis-clark.org/content/content-article.asp?ArticleID=2589
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Teaching American History: Westward Expansion
Mary Dennehy
Spring 2006
Class: United States History: Colonization to Civil War
Grade Level: 10
Ability Level: Honors
Massachusetts Frameworks Standards:
• USI.16 Describe the evolution of the role of the federal government, including
public services, taxation, economic policy, foreign policy, and common
defense. (H, C)
• USI.24 Describe the election of 1828, the importance of Jacksonian democracy, and
Jackson’s actions as President. (H)
o the spoils system
o Jackson’s veto of the National Bank
o Jackson’s policy of Indian Removal
Topic: The Role of the American Federal Government in Native American History
Statement of Purpose: This lesson will cover the impact that federal policy had on the
Native American populations. It addresses the many ways that the relationship between
the federal government and the Native Americans impacted American history.
Learning Objectives:
Students will be able to:
• Identify the major policies and acts of the federal government concerning Native Americans
• Students will be able identify the major congressional acts from the 19th century concerning
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Native Americans.
Students will be able to analyze these individual acts and policies in the context of a long term
relationship between the two groups.
Students will be able to use this information in a creative writing assignment.
Students will be able to explain the significance of American policy with Native Americans
and connect it to the geography of resettlement.
Students will be able identify the Native American Tribes before European contact, the routes
of the Trail of Tears, and the location of Indian Reservations today.
Students will be map information from one map to a blank outline map.
Students will be able to analyze the class information and organize it on a timeline.
Students will be able identify the major policies and acts of the federal government
concerning Native Americans.
Students will be able to analyze artwork and connect it to historical context.
Students will be able to read and analyze primary source documents.
Students will be able to interpret information from primary sources and discuss them in small
groups and as a larger class unit.
Students will be able to connect ideas from primary sources to current issues and events.
Total Time: Three 50 minute classes, one 90 minute class
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Class 1: 50 minutes
Relationship between the Native Americans and the Federal Government
Activity:
Opening Journal Question (10 minutes): Students will spend the first 7-10 minutes
responding to a question that will get her/him thinking about the big picture topic of
native populations and conquest.
ƒ What would happen if large groups of people from a foreign
country came into your town and slowly changed the local
politics, businesses, and town culture?
ƒ How would you and your family feel if your town was quickly
changed and there was very little that could be done to preserve
the old ways?
Notes and Lecture (35 minutes):
ƒ Lecture and notes will be given regarding this topic (see
attached).
ƒ Many of these notes are review from previous sections. By
arranging them in the context of the relationship between
Native Americans and the federal government, students can see
the long term effects of federal policy.
Wrap-up (5 minutes):
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2 minute drill: a fast paced review game
• I ask questions about information that we covered that
day to review the material.
Assign Homework: Students are to write a letter from a Native
American to the American government concerning one of the
policies from today’s class. They are then to write a response
from the federal government to that Native American.
Objectives:
• Students will be able to explain the several policies of the American
government that were discussed in today’s class.
• Students will be able identify the major congressional acts from the 19th
century concerning Native Americans.
• Students will be able to analyze these individual acts and policies in the
context of a long term relationship between the two groups.
• Students will be able to use this information in a creative writing assignment.
Assessment:
• Students will produce two writing assignments.
• Students will produce class notes that will be part of their notebook grade.
• Students will engage in class discussion.
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Native Americans and the Federal Government
in the 19th Century
Review: Colonial American History
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There was conflict between Europeans and Native Americans from the time
the first Europeans came to the Americas
o Jamestown vs. the Powhatan Tribe
o Massachusetts Bay Colony vs. the Pequot and Wampanoag Tribes
o Pennsylvania and a good relationship with the Delaware Tribe
As the colonies became more economically successful and populated, Native
Americans were pushed further and further west
The French and Indian War
o France and Britain fought over control of North America and both
sides enlisted the help of Native Americans.
o When William Pitt and the British received help from the Iroquois,
they were able to defeat the French
o This prompted further conflict between the Ottawa Tribe and the
British because when the French lost the war, they lost control of the
Ohio River Valley where they had lived.
ƒ The British weakened the tribe by giving them small-pox
infected blankets. This weakened them to the point of being
forced into a treaty: The Proclamation of 1763
• Established a line that the colonists could not pass so
the Native Americans could have all of the western
lands.
• This Proclamation line was almost immediately broken
After the Revolution: Early American Federal Policy on Native
Americans
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Treaty of Paris: Ended the American Revolution
o Britain ceded its claim to lands west of the Appalachians (indicating
that they never followed the Proclamation of 1763) but did not remove
many of their forts or people
o Native Americans were excluded from the Treaty of Paris negotiations
and most refused to follow its provisions
The Little Turtle Tribe (Miami Confederacy) defeated the American military
for lands on the Ohio River in 1790 and 1791
The Americans, led by “Mad Anthony” Wayne defeated the Native
Americans in 1794 at the Battle of Fallen Timbers and established an
American fort in the area.
Jefferson Purchases the Louisiana Purchase in 1803
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o Americans officially breaks the Proclamation line of 1763 (that had
not been followed in the first place) by claiming American ownership
of that land
Indian Removal Act was put into place by the Jackson administration in 1830
o Federal funds would be used to negotiate treaties that would force
Native Americans to move west
o The federal negotiators would only recognize leaders who were open
to negotiations even if they were not the leaders selected by the Native
Americans
o Several Native Tribes were forced to move from their lands in the east
to lands in the west
Trail of Tears
o Groups of 1,000 Native Americans were sent from their ancestral
lands to new lands in the west due to the negotiations in 1830
o The trip was long, hard, and dangerous. The Cherokee lost a quarter
of their people on the way.
Homestead Act (1862)
o Congress passed this act to give western lands to Americans who
wanted to settle in the west
o To clear these lands, the government needed to relocate thousands of
Native Americans into reservations
Completion of the Transcontinental Railroad (1868)
o The Railroad went right through Native American lands and resulted
in even more Native Americans being relocated to reservations
1871 – Congress declares it will no longer negotiate treaties with the Native
Americans
o This is extremely significant because it solidifies the control the
federal government holds over the Native American populations today.
Dawes Act (1887)
o Congressed aimed to “Americanize” Native Americans by breaking up
reservations and giving lots to individual Native Americans
ƒ The idea of land ownership differed between Americans and
Native Americans. Most Native American tribes believed that
the tribe owned communal land (individuals did not own land).
ƒ This difference in culture was a major reason for conflict
between Americans (who value the individual’s right to own
land) and Native Americans.
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Class 2: 90 Minutes
Geography of Native American Movement and Reduction
Opening Journal Questions (20 minutes):
ƒ Why is it ironic that the American government has policies on
the Native Americans?
ƒ Who is making the decisions, Americans or Native Americans?
ƒ Please list three examples to support your answer.
ƒ Why is land quality important to a group of people?
Core Activity (65 minutes):
• The students will use three blank outline maps of the United States to produce
three maps (see attached).
o The first will display the original Native American tribes before
European Contact.
o The second will be a map of the Trail of Tears.
o The third will be a map of the Indian Reservations today.
• By doing these three maps, students will get a sense of the diminishing
existence of Native Americans and will connect that to the policies of the
federal government that were previously discussed in class.
Wrap-Up (5 minutes):
• Assign Homework: Students are to complete their maps if they were not able
to do so in the class period.
• Two minute drill.
Objectives:
• Students will be able to explain the significance of American policy with
Native Americans and connect it to the geography of resettlement.
• Students will be able identify the Native American Tribes before European
contact, the routes of the Trail of Tears, and the location of Indian
Reservations today.
• Students will be map information from one map to a blank outline map.
Assessment:
• Students will produce a journal entry.
• Students will produce three maps.
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Tribes of the Indian Nations Map:
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http://www.nativeamericans.com/tribe_map_1.jpg
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Trail of Tears Map:
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http://homepage.univie.ac.at/kurt.mayer/graphics/TrailTearsl.jpg
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Native American Reservations Today:
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http://www.csulb.edu/projects/ais/nae/chapter_5/001_002_5.50.jpg
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Blank Outline Map:
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http://www.lib.utexas.edu/maps/united_states/usa_blank.jpg
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Class 3: 50 Minutes
Timeline of Federal Policies and Artwork
Opening Journal Question (10 minutes): Students will spend the first 7-10 minutes
responding to a question that will get her/him thinking about the idea of government and
its roll in the lives of the people:
• How does government positively impact you life? How does it negatively
impact your life?
• Why is government needed? What would happen without it?
• How did government impact the Native Americans?
Time-Line Activity (20 minutes)
• The students will create a time line of federal policies and Native Americans
(see attached).
Activity (15 minutes):
• View Pictures from the Trail of Tears (See Attached)
o These Pictures will be shown in PowerPoint form
o We will discuss each picture with the following discussion questions:
ƒ What is this picture of?
ƒ Who do you think might have painted it?
ƒ What is the artist trying to portray?
ƒ What does this have to do with the policy we have talked
about?
Wrap-up (5 minutes):
• Assign Homework: Students are to finish their timelines if they did not
complete them in class. They are also to write a one paragraph response to
one of the pictures viewed in class.
• 2 Minute Drill
Objectives:
• Students will be able to analyze the class information and organize it on a
timeline.
• Students will be able identify the major policies and acts of the federal
government concerning Native Americans.
• Students will be able to analyze artwork and connect it to historical context.
Assessment:
• Students will produce a timeline of federal policies.
• Students will produce a paragraph in response to historical artwork.
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Time Line Activity
Please create a timeline with the following events:
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Proclamation of 1763
Treaty of Paris
Battle at Fallen Timbers
Louisiana Purchase
Indian Removal Act
Trail of Tears
Homestead Act
Transcontinental Railroad
Congress will no longer negotiate treaties with Native Americans
Dawes Act
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http://www.maxdstandley.com/giclees/i/tot.jpg
http://www.lasc.be/history/images/trail-of-tears.jpg
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http://www.americaremembers.com/Products/CTOTTRI/CTOTTRI_pic.jpg
http://www.historystateparks.com/images/photos/asp_history_img_trail_of_tears.jpg
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http://www.wtv-zone.com/SpiritSister/Files/na2/A_trail_of_tears.gif
http://www.nativeamericans.com/tears.jpg
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Class 4: 50 Minutes
Primary Sources
Opening Journal Question (10 minutes): Students will spend the first 15 minutes
responding to questions of historiography.
• What is a primary source?
• What is a secondary source?
• In what different ways are both valuable?
Primary Sources and Discussion Questions (30 minutes):
• Students will read three short primary source documents (see attached)
o Indian Commissioner Thomas L. McKenney Explains Removal (1828)
o Speckled Snake’s (Cherokee) Reply to President Jackson (1830)
o Cherokee Editor Elias Boudinot Opposes Removal (1828)
• Small Group Discussion Questions
o Who is the author? What is his perspective?
o Summarize the sources? What are the main arguments?
o Of the three articles, which do you find most persuasive?
o Name three events in American history during this time that may have
impacted these authors.
o These articles present a conflict. What conflicts in today’s society
compare to this?
o In what ways does the Indian Removal Act impact American today?
Week Wrap-Up (10 minutes):
• After the small groups are finished reading the articles and discussing the
questions, we will address some of their ideas as a bigger group.
• We will also wrap-up and review the week’s activities and themes.
Objectives:
• Students will be able to read and analyze primary source documents.
• Students will be able to interpret information from primary sources and
discuss them in small groups and as a larger class unit.
• Students will be able to connect ideas from primary sources to current issues
and events.
Assessment:
• Students will produce a journal entry
• Students will participate in a discussion of class material
• Students will answer questions after reading a primary source document
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References
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Primary Sources:
o Indian Commissioner Thomas L. McKenney Explains Removal (1828)
IN: Hurtado and Iverson; Major Problems in American Indian History
(Boston: Houghton Mifflin, 2001) pg. 203-204.
o Speckled Snake’s (Cherokee) Reply to President Jackson (1830) IN:
Hurtado and Iverson; Major Problems in American Indian History
(Boston: Houghton Mifflin, 2001) pg. 204.
o Cherokee Editor Elias Boudinot Opposes Removal (1828) IN:
Hurtado and Iverson; Major Problems in American Indian History
(Boston: Houghton Mifflin, 2001) pg. 204-205.
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Secondary Sources:
o Danzer, Klor de Alva, Krieger, Wilson, and Woloch. The Americans:
Student Textbook. (IL, Evanston: McDougal Littell Inc. 2003).
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Internet Research
o “Blank United States Map”
http://www.lib.utexas.edu/maps/united_states/usa_blank.jpg
o “Native American Reservations Map”
http://www.csulb.edu/projects/ais/nae/chapter_5/001_002_5.50.jpg
o “State Park Image”
http://www.americaremembers.com/Products/CTOTTRI/CTOTTRI_pi
c.jpg
o “Tears” Image http://www.nativeamericans.com/tears.jpg
o “Trail of Tears Image” http://www.maxdstandley.com/giclees/i/tot.jpg
o “Trail of Tears Image” 1 http://www.lasc.be/history/images/trail-oftears.jpg
o “Trail of Tears” Image http://www.wtvzone.com/SpiritSister/Files/na2/A_trail_of_tears.gif
o “Trail of Tears Image”
http://www.historystateparks.com/images/photos/asp_history_img_trai
l_of_tears.jpg
o “Trail of Tears Map”
http://homepage.univie.ac.at/kurt.mayer/graphics/TrailTearsl.jpg
o “Tribes of the Indian Nation”
http://www.nativeamericans.com/tribe_map_1.jpg
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