TalesandTrailsofBetrayal:America’sIndianRemovalPolicies
“TheAmericanshavehardshoes,andifwepermitthemtoestablishthatpost,theywilltreaduponourtoes.”
~WolfsFriend,Chickasaw
“Ifoughtthroughthecivilwarandhaveseenmenshottopiecesandslaughteredbythousands,buttheCherokeeremoval
wasthecruelestworkIeverknew.”~JohnBurnett,USArmy
Overview
StudentswillexamineAmerica’sIndianremovalpolicies,includingtheeventsleadinguptothepassageof
AndrewJackson’sIndianRemovalActandtheeffectthishadonNativeAmericans.Throughclassdiscussion,
aninteractivePowerPointpresentation,andtheexaminationofprimarysourcedocumentsfromthe1830s,
studentswillgainanunderstandingofthepoliticalstrategies,perspectives,cultureclashes,andhistorical
consequencesofthistimeperiod.Additionally,studentswillexploretheimpactofforcedremovalduringthe
TrailofTearsthroughartexamination,artcreation,andcreativewriting.
Grade
8
NorthCarolinaEssentialStandards
• 8.H.1.1-Constructcharts,graphs,andhistoricalnarrativestoexplainparticulareventsorissues.
• 8.H.1.2-Summarizetheliteralmeaningofhistoricaldocumentsinordertoestablishcontext.
• 8.H.1.3-Useprimaryandsecondarysourcestointerpretvarioushistoricalperspectives.
• 8.H.1.4-Usehistoricalinquirytoevaluatethevalidityofsourcesusedtoconstructhistoricalnarratives
(e.g.formulatehistoricalquestions,gatherdatafromavarietyofsources,evaluateandinterpretdataand
supportinterpretationswithhistoricalevidence).
• 8.H.1.5-Analyzetherelationshipbetweenhistoricalcontextanddecision-making.
• 8.H.2.1-Explaintheimpactofeconomic,political,social,andmilitaryconflicts(e.g.war,slavery,states’
rightsandcitizenshipandimmigrationpolicies)onthedevelopmentofNorthCarolinaandtheUnited
States.
• 8.H.2.2-Summarizehowleadershipandcitizenactions(e.g.thefoundingfathers,theRegulators,the
GreensboroFour,andparticipantsoftheWilmingtonRaceRiots,1898)influencedtheoutcomeofkey
conflictsinNorthCarolinaandtheUnitedStates
• 8.H.2.3-Summarizetheroleofdebate,compromise,andnegotiationduringsignificantperiodsinthe
historyofNorthCarolinaandtheUnitedStates.
• 8.H.3.1-ExplainhowmigrationandimmigrationcontributedtothedevelopmentofNorthCarolinaand
theUnitedStatesfromcolonizationtocontemporarytimes(e.g.westwardmovement,Africanslavery,
TrailofTears,theGreatMigrationandEllisandAngelIsland).
EssentialQuestions
• WhatwerethevaryingperspectivesconcerningNativeAmericansduringthebeginningyearsofthe
EuropeansettlementofAmerica?
• InwhatwaysdidAmerica’sIndianremovalpoliciesevolvethroughoutthe1800s?
• WhatpoliticalstrategiesdidAndrewJackson’sadministrationemployintheirquestforNativeAmerican
land?
• WhatwastheIndianRemovalActof1830andhowdiditaffectNativeAmericans?
• HowdidtheTrailofTearshaveanimpactontheCherokeeandotherNativeAmericans?
• HowdidNativeAmericanssuchasJunaluskaandTsalireacttoAmerica’spoliciesconcerningNative
Americans?
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Materials
• Copiesoftheattached5images;teachersshouldassigneachstudentoneofthefiveimages,ideallywith
anequalnumberofeachimagebeingdistributedamongsttheclass
• “America’sIndianRemovalPolicies”PowerPointavailableintheDatabaseofK-12Resources(inPDF
format)
o ToviewthisPDFasaprojectablepresentation,savethefile,click“View”inthetopmenubarofthe
file,andselect“FullScreenMode”
o TorequestaneditablePPTversionofthispresentation,[email protected]
• “Samuel’sMemory,”storyattached
• Artsupplies(paper,markers,oldmagazines,glue,etc.)
• ExaminingPrimarySources–ReadingGroupRoles,attached
• InstructionsforExaminingPrimarySourcesRegardingIndianRemoval,attached
• PrimarySourcesRegardingIndianRemoval,11documentsattached
• CulminatingActivity,attached
Duration
Two60+minuteperiods
Preparation
StudentsshouldhaveabasicunderstandingofNativeAmericanhistoryandculture.
Procedure
Day1
ForcedFromYourHome
1. Asawarm-up,askstudentstoconsidertheword“home”andtocompletethefollowingpromptonpaper:
• Tome,homeis…
Asstudentsconsiderthisquestion,askthefollowingtospurfurtherthinking:
• Whatfeelings,thoughts,andimagescometomindwhenyouthinkofhome?
• Whereishomeforyou?
• Isthehomethatyouareenvisioningthephysicalplacewhereyoucurrentlyresideordoessomething
elsecometomind?
2. Next,askstudentstosharetheirthoughtsandthenask:
• Howwouldyoufeelifyouweresuddenlyforcedtoleaveyourhomepermanently?Whatitemswould
youtakewithyouifyouwereonlyallowedtotakewhatyoucouldcarry?
• Whatwouldbemostupsettingaboutallthatyouwouldhavetoleavebehind?
• Whataresomehistoricaleventsinwhichpeoplewereforcedtoleavetheirhomes?(Studentsmay
noteeventssuchastheHolocaust,JapaneseInternmentCamps,TrailofTears,etc.)
AnOverviewofAmerica’sIndianRemovalPoliciesandtheCulminatingTrailofTears
3. Next,distributeoneoftheattached5imagestoeachstudent(ideally,distributeanevenamountofeach
imageamongsttheclass.)Tellstudentstostudytheimagegiventothemandtoanswerthefollowing
questions(availableonslide2ofthePowerPointforprojection):
• Whatdoyousee?Whatfirststandsouttoyouinthisimage?
• Whattimeperioddoyouthinkisrepresentedandwhy?
• Whatappearstobehappening?Whatevidencemakesyouthinkthis?
• Lookcloselyattheimageoncemore.Whatcanyoupointoutthatmostpeoplemaynotnoticeupon
viewingthisart?
• Ifyouweretogivethisartatitle,whatwouldyoucallitandwhy?
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4. Afterapproximately5minutes,askstudentstoformgroupsof5inwhicheachgroupmemberhasa
differentimage.(Sinceitislikelythenumberofstudentswillnotbeanevenmultipleof5,agroupcan
have4studentsandthusexamineonelessimage,orsixstudentsandhaveoneimagerepeated.)Onceall
studentshaveformedtheirgroupsoffive,tellstudentstotaketurnsshowingtheirimagetotheirgroup
membersandsummarizingtheirthoughtsabouttheimage.Aftereachstudenthasshared,students
shouldthendiscussthefollowingasagroup(questionsareavailableonslide3ofthePowerPoint):
• Inwhatwaysaretheseimagessimilar?Inwhatwaysaretheseimagesdifferent?
• Howmightalloftheseimagesconnecttooneanother?Iftheywereallpartofthesamepainting,what
storymightthepaintingtell?
• Whatwouldyoutitlethepaintingcontainingalloftheseimages?
5. Aftergroupshavehadsufficienttimetodiscuss,askvolunteersfromthevariousgroupstosummarize
theirconversation,notingwhatstorytheyfeeltheimageswouldtelltogether.Projectslide4andlet
studentssilentlyobservethepaintingforafewmoments,allowingthemtofindtheirimagewithinthe
largerpainting.Askstudentstocommentonwhattheynowbelievemaybethestoryofthepainting.Also
discusswhetherornottheirthoughtsregardingthestoryofthepaintingastheyseeitnowissimilaror
differentfromhowtheyimagineditwhenviewingtheirfiveexcerptsfromtheimage.(Teacherscanalso
usethisasawaytodiscusshowwecanoftenformopinionswithouthavingalloftheinformationneeded,
orhowwemakeassumptionswithouthavingallofthepiecesofastory.)
6. Finally,letstudentsknowthatthispaintingbyMaxStandleyistitled“TheTrailofTears.”Askstudentsto
sharewhattheyalreadyknowaboutthe“TrailofTears”andmoveontoslide5foranhistoricaloverview.
Afterprovidingtheoverview,remindstudentsoftheirwarm-upandaskthemwhethertheycanimagine
beingforciblyremovedfromtheirhome.
7. LetstudentsknowthattheywillbeexploringtheperiodofIndianremovalinAmerica,whichresultedin
theTrailofTears,intoday’slesson,butexplainthattofullyunderstandtheimpactoftheIndianRemoval
Act,itisfirstimportanttounderstandthehistoryofNorthAmerica’slandandsomeofthepoliciesthat
occurredbefore1830.Moveontoslide6andfurtherreview/discuss:
• WhowerethefirstpeoplelivingonthecontinentofNorthAmerica?
• Thinkbacktothecolonialhistoryyouhavestudied.WhensettlersfromEuropefirstcamehere,who
didtheyencounteralongtheEastCoast?AsthosesettlersdecidedtomaketheirhomesalongtheEast
CoastofNorthAmerica,ontowhoselanddidtheymove?
• HowdidNativeAmericanviewsregardinglanddifferfromEuropeanviews?
• HowdidNativeAmericansreceiveEuropeansettlers?(Somewelcomedthemandassistedthe
colonists,arguablysharingskillsthathelpedthemsurvive;othersresentedtheinvasion.)
• Astheyearspassed,thecoloniesgrewandprogressedintostates.HowdoesthismapofAmericain
1830comparetothemapofAmericatoday?
• Theareasshadedinorangewerethestatesthatexistedasof1830.Again,asthepopulationofnonNativesincreased,howdidthisimpacttheNativeAmericanpopulationswhohadbeenherefirst?
8. Moveontoslide7andtellstudentsthatyouwanttogobackinhistoryabitmore,tothepresidencyof
ThomasJefferson.ExplaintostudentsthatduringthepresidencyofThomasJefferson(1801-1809),
America'spolicywasto“allow”NativeAmericanstoremaineastoftheMississippiaslongastheybecame
“assimilated”or"civilized."Jefferson’soriginalplanwastoguidetheNativestowardsadoptingasedentary
agriculturallifestyle;hisexpectationwasthatbyassimilatingthemintoanagriculturallifestyle,theywould
becomeeconomicallydependentontradewithwhiteAmericans,andwouldtherebybewillingtogiveup
landthattheywouldotherwisenotpartwithinexchangefortradegoods.Discuss:
• WhatisyouropinionofJefferson’spolicy?Wasitfairorunfairandwhy?
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•
•
•
DoyoufeelthattheNativesshouldhavebeenexpectedtoassimilatetothewhitecultureandwayof
life?Whyorwhynot?
WhydidJeffersonwantNativestoadapttoanagriculturallifestyle?Wasitatrick,inyouropinion?
Ultimately,whatdoesitseemlikeJefferson’smotivewas?Basedonthelittlebityou’vejustlearned
regardingtheIndianRemovalActthusfar,howwillweseethissamedesireforlandillustrated30
yearslaterduringJackson’spresidency?
9. Projectslide8andaskastudentvolunteertodramaticallyreadtheletterexcerpt,writtenbyJeffersonin
1803.(Printacopyoftheslidetoprovidetothereader.)Afterwards,discussstudentthoughtsonthe
letter:
• Basedonthisexcerpt,howwouldyoudescribeournation’sthirdpresidentandwhy?
• WhoseinterestswasJeffersonlookingoutfor?Howdoesthismakeyoufeel?
• WhydidJeffersonwantto“cultivatethelove”oftheNatives?
• WhatdoesJeffersonsayregardingfear?
• IfyouwereaNativeAmericanwhofoundoutaboutthecontentofthisletterin1803,howwouldyou
feel?Whatwouldyoudo?Whatwouldbethepotentialconsequencesofsuchpotentialactions?
10. Moveontoslide9anddiscussthenotionofland“exchange”withNatives,inwhichNativeswouldgiveup
theirlandalongtheEastCoastandmoveto“equal”or“comparable”landoutwest.Askstudentsto
consider:
• Imaginethatsomeonecametoyouandsaidthattheywantyourhome,andifyouagreetoleaveyour
homeandmoveallofyourstuffout,theywillgiveyouan“equalorcomparable”homesomewhere
else.Whatwouldyousay?(Makesurestudentsnotethatgettinga“better”homeisn’tpartofthe
deal;theywillonlyreceivean“equalorcomparable”home,sowhatwouldthepointofmoving
be...Likewise,thereisnocompensationforthehassleofmoving,leavingyourneighbors,etc.)
• IsthereanycompellingreasonthataNativeAmericanwouldagreetothis?(Perhapstogetawayfrom
settlers.)
• Whatisatreaty?Whatdoyouthinkmakesforaneffectivetreaty?Givenwhatwehavediscussedthus
far,doyouthinkthetreatiesbetweentheUSgovernmentandtheNativeAmericanswereeffective?
Explain.
11. AskastudenttoreadtheexcerptfromtheTreatyofCherokeeAgencyonslide10anddiscuss:
• Basedonthisexcerpt,howwouldyoudescribetheintentionsoftheUnitedStates?Givenwhatyou
knowabouttheactionsoftheUS,doesthetoneandlanguageofthistreatymatchthereality?
• WhyisitironicthattheUSgovernmentisgrantingpermissiontotheCherokeeto“remain”or
“remove?”
12. Moveontoslide11andafterwardsask:
• WhydoyouthinktheUnitedStatesengagedintreatieswiththeCherokee?Iftheendresultwastobe
removal,inyouropinion,whydidtheyevenbotherwithtreatiessuchasthis?
13. Slides12-14dealwiththe“civilizing”ofNativeAmericans.Uponreachingslide13,askastudentvolunteer
toreadtheexcerptfromtheCherokeeConstitutionanddiscuss:
• HowdoesthiscomparetothePreambleoftheUSConstitution?
• WhatdothesimilaritiesofthesetwopreamblestellusabouttheimpactofsettlersandtheAmerican
governmentontheCherokee?
• WhatdoesthistellusregardingthevaluesoftheCherokeepeople?
14. Whenreachingslide14,againaskastudentvolunteertoreadtheexcerptanddiscuss:
• Accordingtothepassage,whatwasthegoalofthewhitemissionarieswhoweresenttoworkwith
NativeAmericansbyWashington?
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Intheviewofthewhitesettlers,whatdoyouthinkitmeanttobe“civilized?”Whydoyouthink
WashingtonandwhitesettlersassumedthatNativeAmericanswerenot“civilized?”
• Whatisyouropinionofthesettlers’goalto“civilize”theNativeAmericans?
• Imaginethatyouloveplayingbasketball.Imaginesomeonewalksontothecourtthatyou’veplayedon
yourwholelife,snatchesyourballaway,criticizesyouandtellsyouyou’vebeenplayingwrongthis
wholetime,andtriestoforceyoutoplayanentirelynewway.Howwouldyoufeel?
• Consideringtheworkofwhitemissionaries,whatroledidtheythinkreligionplayedinbeing
“civilized?”DidtheCherokeehavetheirownreligionbeforethearrivalofsuchmissionaries?Whydo
youthinktheirreligionwasdisregarded?
• AccordingtoChiefRidge,whydotheNativeAmericansliveinfear?
• WhatdirepredictiondoesChiefRidgemake?
15. Slides15-20addressthefinalstepsinJackson’sIndianremovalpolicies,withafocusontheTrailofTears.
Aftergoingoverslide15,discuss:
• Whatlawweretriballandsoriginallyunder?Whydidthestategovernmentswanttriballandstofall
undertheirlawsandjurisdiction,ratherthantribesmaintainingtheirownlaws?
• HowdoyouimagineNativeAmericanswouldfeelaboutbeingforcedtofollowthelawsofthe
invadingAmericans,ratherthanthelawstheyhadalwaysfollowed?
16. AskastudentvolunteertodramaticallyreadthepassagefromJackson’sFirstAnnualAddresstoCongress
onslide16.Discuss:
• AccordingtoJackson,whatishavinganegativeimpactonNativepopulations?
• WhatmessageandimpressionofhimselfisPresidentJacksonattemptingtoconvey?Whatparticular
partsofthetextillustratethis?
• IfthispassageisallthatyouhadeverreadorknewaboutPresidentJacksonandhisadministration’s
policiestowardsNativeAmericans,howwouldyouviewhim/hispolicies?
• WhatdoyouthinkisJackson’sultimatepoliticalgoalinthisaddress?
• GivenwhatyouknowaboutAmerica’spoliciestowardsNativeAmericansthusfar,describethe
“nationalcharacter”weexhibited.
17. Movethroughslide17and18.Onceagain,askastudentvolunteertodramaticallyreadthepassageon
slide18anddiscuss:
• WhatisthetoneofthismessagefromtheCherokeeCouncilinresponsetotheAmericangovernment?
• Whatemotionscanbe“readbetweenthelines?”HowdoyouimaginetheCherokeearefeeling?
18. Onslide19,askastudentvolunteertoreadChiefJohnRoss’sexcerptatthebottom.Discuss:
• WhoandwhatisChiefRossreferringtowhenheaddresses“audaciouspracticesofunprincipled
men?”Doyouthinkhischaracterizationisafairone?Whyorwhynot?
19. Finally,asareviewandasameanstogivestudentsavisualandspatialunderstandingofIndianremoval,
projectanddiscussthemaponslide20.
ExploringtheEffectofRemovalonNativeswithSamuel’sMemory
20. Next,handoutandinstructstudentstoreadtheattachedstory,“Samuel’sMemory.”Explaintostudents
thateventually,theCherokeeNationwasforcedtogiveupitslandseastoftheMississippiRiverforan
areainpresent-dayOklahoma.“Samuel’sMemory”isastoryrecountingwhatthisremovalprocesswas
likealongthehardjourneythatbecameknownas“TheTrailofTears.”
Tellstudentsthatafterreadingthestory,theyshouldconsiderallofthefactsandperspectivesregarding
theIndianRemovalActandtheTrailofTearsthattheyhavelearnedaboutthroughoutclass.Instructthem
tovisualizethisperiodofhistoryandcreatetheirownartisticrepresentationoftheIndianRemovalAct
•
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and/ortheTrailofTears,anditsimpactontheNorthCarolinaCherokeelivinginthe1800s.Clarifyyour
expectationsoftheartworkassigned(i.e.itcanbeliteralorabstract;itcanbecreatedinmediumssuchas
painting,drawing,collage;etc.)andprovideartsuppliesforstudentuse.Studentsshouldcompletetheir
artforhomeworkandbepreparedtodiscussthestoryandsharetheirartthenexttimeclassmeets.
Day2
21.
22.
23.
24.
IndianRemoval&TrailofTearsArtWalk
Asstudentsenterclass,handthemtapeorapushpinandinstructthemtodisplaytheirartwork
somewhereintheroom.(TeachersmayalsowanttoprovideanumberedPost-Itnoteforeachstudentto
hangbesidetheirart,sothatduringdiscussionstudentscanrefertothevariouspiecesofartbynumber.)
Forthefirst5-10minutesofclass,allowstudentstotravelaroundtheroom,viewingtheirclassmates’
workthendiscuss:
• Whatdoyouseeinyourclassmates’artwork?
• Whatdoyouthinkishappeningorbeingrepresented?
• Whatemotionsand/ormessagesareconveyed?
• HowdoesthispaintingconnecttothemesoftheIndianRemovalActand/ortheTrailofTearsthatwe
discussedinourlastclass?
• Ofallofyourclassmates’art,whichimageismoststrikingtoyouandwhy?
• Whichpieceofartdoyouseeconnectionstothestory“Samuel’sMemory”inandwhy?
Furthertheconversationbydiscussing“Samuel’sMemory:”
• HowwouldyoucharacterizeSamuel?
• Inyouropinion,whatisthemostdifficultexperienceSamuelendured?
• HowwouldyoufeelifyouwereSamuel,andyouandyourfamilywereforcedtoevacuateyourhome?
• WhyisSamuelbittertowards“whitepeople?”
• IfyoucouldsaysomethingtoSamueltoeasehispainorlessenhisangerandhate,whatwouldyou
say?
• IfyouwereaUSsoldierin1830orderedtoevacuatetheCherokee,howwouldyourealistically
respond?
• WhydoyouthinkAndrewJacksonsignedtheIndianRemovalActintolaw?
• Whatchoices/optionsdidtheCherokeehaveinrespondingtothismistreatment?What
choices/optionsdidsettlerswhowerealsoagainstsuchmistreatmenthave?
ExploringPrimarySourcesRegardingIndianRemoval
Next,tellstudentsthattheyaregoingtobefurtherexploringAmerica’shistoryofIndianremoval.Divide
studentsintogroupsoffiveandprovideeachstudentwithoneoftheattached“ReadingGroupRolesfor
ExploringPrimarySources.”Also,giveeachstudentthe“InstructionsforExaminingPrimarySources
RegardingIndianRemoval”handout.Distributeoneoftheattachedelevenprimarysourcestoeachgroup,
sothatallstudentsinagroupworkonthesamedocument.(Basedonthesizeofyourclassroom,teachers
caneitherselectparticulardocumentsfromtheelevenprovidedtouse,orassigneachgrouptwo
documents.)
Explaintostudentsthatthedocumentprovidedtothemisanactualdocumentwritteninthe1830sthat
addressesIndianremovalinsomeway.Tellstudentsthattheirjob,asagroup,istocarefullystudy,
analyze,andreflectuponthisdocument,andtobepreparedtoteachtheothergroupsaboutthe
documentanditscontent.Goovertheinstructionswithstudentsandgivethemapproximately15-20
minutestoworkontheirdocument.Teachersshouldcirculateamonggroupstoensuretheyarefocused
andontherighttrackwiththeirinterpretations.
Onceallgroupshavediscussedtheirdocument,reviewyourexpectationforrespectfulaudiencemembers
andhaveeachpresentersummarizetheirgroup’sdocumentanddiscussionwiththeremainderofclass.
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Makesureeachpresenteralsosharesaquoteorexcerptfromthedocumentaspartoftheirpresentation.
Allowtheremainderofclasstoposeclarifyingquestions;teachersshouldalsoposeadditionaldiscussion
questionsforeachdocumentasnecessary.
Ø Optionalalternative:Ratherthanhavingeachgrouppresenttotheentireclass,studentscanbeinstructed
to“jigsaw,”sothatnewgroupsarere-formedwithonepersonrepresentingeachexcerptineverygroup.
(Teacherswhoplantousethisoptionshouldcopytheexcerptsondifferentcolorsofpaper;thus,inthis
step,eachnewgroupmemberwillhaveadifferentcolorofpaper.)Oncestudentsaresettledintheirnew
groups,haveeachmembertake3-4minutestoteachtheirnewgroupmembersabouttheirdocument.
25. Onceallgroupshavepresented,discuss:
• Ultimately,howwouldyoudescribeAmerica’spoliciesregardingNativeAmericans?
• HowmuchdidyoualreadyknowaboutthesepoliciesandtheTrailofTearspriortothislesson?Are
youshockedbyanythingthatyouhavelearned?Whyorwhynot?
• ArethereanyothereventsinUnitedStates’orothercountries’historythatcomparetotheseevents?
Explain.
• HowdoyouthinkthisperiodofhistoryaffectedNativeAmericanlifeandcultureoverthesubsequent
years?Cantheeffectsstillbeseentoday?Explain.HowdidthisperiodofhistoryaffectAmerican
progress?Explain.
• HowdoyouthinkNativeAmericanscopedwiththesepolicies?(SomehidinthemountainsofNorth
Carolina,somefoughtwithwordsandothersfoughtwithweapons,someorganized,etc.)What
reasonsdoyouthinkledNativestomakeeachofthesedifferentchoices?
• Howdoyouimagineyouwouldhavehandledthissituation?(Allowstudentstosharetheirthoughts,
butthendiscusshowitiseasyforustositinthesafetyofourmodernclassroomandclaimwewould
havefoughtback,riskedourlives,etc.Inactuality,wereweinthatsituationwithourfamiliesin
danger,wehavenoideahowwewouldactuallyhavebehavedanditislikewisedifficultto
comprehendthemagnitudeofthebraveryandperseveranceNativeAmericansexhibited.)
EffectsofAmericasIndianRemovalPolicies
26. Returntothe“America’sIndianRemovalPolicies”PowerPointandgothroughslide21-27.Theseslides
addresstheeffectsofIndianremovalandtheTrailofTearsonNativeAmericans,aswellashowNative
Americansresponded.Pointstodiscuss:
Slide21:
• OutofeverythingtheCherokeeendured,whatdoyouthinkwouldhavebeenmostdifficultandwhy?
(i.e.thefearoflosingyourhome,themomentwhenyouwereforcedfromyourhome,beingheldin
stockades,marchingthroughextremecold,etc.)
Slide23:(AskastudenttodramaticallyreadthewordsofJohnBurnettbeforeposingthediscussion
questions.)
• WhatmessageisJohnBurnetttryingtoconvey?
• WhodoeshesaywilljudgewhattookplaceontheTrailofTears?
• Hereweare–thehistoriansofafutureday.Whoshouldweteachaboutthishistoryandwhy?Howdo
youthinkwecouldbesthonorthosewholosttheirlives?
Slide26:
• HowdoyouthinkJunaluskafeltbeingignoredbyAndrewJackson,whoselifehehadsavedyearsago?
• WhatdoyouthinkmotivatedhimtoattempttoleadanescapefromOklahoma?
• WhydoyouthinkJunaluskawalkedallthewaybacktoNorthCarolina?
Slide27:
• HowwouldyoudescribeTsali?Whydoyouthinkheisconsideredahero?
• Whydoyouthinkhewasassassinated?
• Overall,howwouldyoucharacterizetheCherokeewhowereabletosurvivetheTrailofTears
(whetherescaping,resettlinginOklahoma,fighting,etc.)?
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CulminatingActivity:WriteaDiary,Letter,Speech,orDialogueonIndianRemoval
27. Asaculminatingactivity,givestudentstheattachedassignmentsheetandinstructthemtochooseoneof
thefouroptions(writingadiary,letter,speech,ordialogueconcerningIndianremoval)fortheir
assignment.Gooverthefouroptionsandletstudentsknowthattheywillsharetheirfinalproductwith
theclass(orinsmallgroups).Iftimepermits,allowstudentstobeginbrainstormingandwritinginclass,
duringwhichtimeteachersshouldcirculatearoundtheroomtoensurestudentsareontrackwith
appropriateideas.Encouragecreativity,butmakesurestudentsadheretothefacts.Respectfullycorrect
anystereotypesthatmaysurface.
Letstudentsknowwhentheirfinalproductsaredueandremindthemthattheywillbeexpectedto
presenttheirfinalproducttoclassmates.
28. Oncestudentsarereadytopresent,reviewtheexpectationsforrespectfulaudiencemembersandplace
studentsintogroupsofapproximately6(ensureanystudentswhocompletedthedialogueareassignedto
thesamegroupastheirpartner).Studentsshouldeachtaketurnssharingtheirwritingwiththeirgroup.
Aftereachstudentpresents,theremainderofthegroupshouldofferpositivefeedback(“WhatI
liked/WhatIlearned…”).Teacherscanoptionallyhaveeachgroupcollectivelyselectwhichpieceofwriting
wasmostdramatic,meaningful,creative,etc.;thatstudentorpaircanthenpresenttothewholeclass.
29. Oncestudentsaredonesharingandofferingfeedbacktooneanother,debriefasaclass:
• Whatwasmostinterestingaboutwhatyouheardinyourclassmates’writings?
• Basedonwhatyouheard,howwouldyoucharacterizeAndrewJackson?NativeAmericans?
• Whatisthevalueinhearingallofthevoicesandperspectivesregardingacontroversialsituation(i.e.
whyhearfromtheNatives,thesettlers,thegovernment,etc.)?
• WhyisstudyingtheperspectivesoftheNativeAmericansimportantforunderstandingdemocracyand
ourhistory?WhyisitalsoimportanttostudytheperspectivesandactionsoftheUSgovernment,even
ifitisn’thistorytobeproudof?
• CouldsomethingliketheIndianRemovalActbeissuedinoursocietytoday?Whyorwhynot?What
responsibilitiesdowehavetoensurerightsforallpeople?
• WhyisitimportanttostudylegislationsuchastheIndianRemovalActandhistoricaloccurrencessuch
astheTrailofTearstoday?
• HowdoyouthinkIndianremovaleffectedhistoryandwhy?
AdditionalActivities
• “ThisLandisOurs:”ThislessonplanbyTeachingToleranceaddressesIndianresistancethroughoutthe18th
and19thcenturies.ItandadditionallessonplansregardingIndianremoval,theTrailofTears,etc.are
availableat:http://www.tolerance.org/activity/land-ours
• “IndianBoardingSchools–CivilizingtheNativeSpirit:”Thislessonplanutilizesprimarysourcesfromthe
LibraryofCongress(photographs,letters,reports,interviews,andotherprimarydocuments)toteach
abouttheforcedacculturationofAmericanIndiansthroughgovernment-runboardingschools.Itis
availableathttp://memory.loc.gov/learn/lessons/01/indian/overview.html.
• “CherokeeRemovalandtheTrailofTears:”ThissectionofNCLEARN’sdigitaltextbookprovidesreadings,
primarysources,discussionquestions,lessonplanideas,andmoreat
http://www.learnnc.org/lp/editions/nchist-newnation/10.0
• HavestudentsresearchNorthCarolinaCherokeefurther,examininggovernmentalpoliciestowards
Nativessincethe1800stothepresent.Allowstudentstopresenttheirfindingstotheclass.
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ExaminingPrimarySources–ReadingGroupRoles
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Samuel’sMemory
ItisSpring.Theleavesareonthetrees.Iamplayingwithmyfriendswhenwhitemeninuniformsrideupto
ourhome.Mymothercallsme.Icantellbyhervoicethatsomethingiswrong.Someofthemenrideoff.My
mothertellsmetogathermythings,butthemendon'tallowustimetogetanything.Theyenterourhome
andbeginknockingoverpotteryandlookingintoeverything.MymotherandIaretakenbyseveralmento
wheretheirhorsesareandareheldthereatgunpoint.Themenwhorodeoffreturnwithmyfather,Elijah.
Theyhavetakenhisrifleandheiswalkingtowardus.
Icanfeelhisangerandfrustration.Thereisnothinghecando.FrommymotherIfeelfear.Iamfilledwith
fear,too.Whatisgoingon?Iwasjustplaying,butnowmyfamilyandmyfriends'familiesaregathered
togetherandtoldtowalkatthepointofabayonet.Wewalkalongways.Mymotherdoesnotletmegetfar
fromher.Myfatheriswalkingbytheothermen,talkinginlow,angrytones.Thesoldierslookweary,as
thoughthey'dratherbeanywhereelsebuthere.
Theyleadustoastockade.Theyherdusintothispenlikewearecattle.Noonewasgiventimetogatherany
possessions.Thenightsarestillcoldinthemountainsandwedonothaveenoughblanketstogoaround.My
motherholdsmeatnighttokeepmewarm.ThatistheonlytimeIfeelsafe.Ifeelherpullmetohertightly.I
feelherwarmbreathinmyhair.IfeelhersoftnessasIfallasleepatnight.
Asthedayspass,moreandmoreofourpeopleareherdedintothestockade.Iseeothermembersofmyclan.
Wechildrentrytoplay,buttheeldersaroundusareanxiousandwedonotknowwhattothink.Ioftensitand
watchtheothersaroundme.Iobservetheguards.Itrynottothinkaboutmyhunger.Iamcold.
Severalmonthshavepassedandstillweareinthestockades.Myfatherlookstired.Hetalkswiththeother
men,butnooneseemstoknowwhattodoorwhatisgoingtohappen.Wehearthatwhitemenhavemoved
intoourhomesandarefarmingourfields.Whatwillhappentous?WearetomarchwesttojointheWestern
Cherokees.Idon'twanttoleavethesemountains.
Mymother,myauntsandunclestakemeasideoneday."Yourfatherdiedlastnight,"theytellme.Mymother
andmyfather'sclanmembersarecrying,butIdonotunderstandwhatthismeans.Isawhimyesterday.He
wassick,butstillalive.Itdoesn'tseemreal.Nothingseemsreal.Idon'tknowwhatanyofthismeans.Itseems
likeyesterday,Iwasplayingwithmyfriends.
ItisnowFall.ItseemslikeforeversinceIwasclean.Thestockadeisnothingbutmud.Inthemorningitisstiff
withfrost.Bymid-afternoon,itissoftandweareallcoveredinit.Thesoldierssuddenlytellusweareto
followthem.Weareledoutofthestockade.Theguardsallhavegunsandarewatchingusclosely.Wewalk.
Mymotherkeepsmeclosetoher.Iamallowedtowalkwithmyuncleoranaunt,occasionally.
Wewalkacrossthefrozenearth.Nothingseemsrightanymore.Thecoldseepsthroughmyclothes.IwishI
hadmyblanket.IrememberlastwinterIhadablanket,whenIwaswarm.Idon'tfeellikeI'lleverbewarm
again.Iremembermyfather'ssmile.Itseemslikesolongago.
Wewalkedformanydays.Idon'tknowhowlongithasbeensinceweleftourhome,butthemountainsare
behindus.Eachday,westartwalkingalittlelater.Theyburythedeadinshallowgraves,becausethegroundis
frozen.Aswewalkpastwhitetowns,thewhitescomeouttowatchuspass.Nowordsarespokentothem.No
wordsaresaidtous.Still,Iwishtheywouldstopstaring.IwishitwerethemwalkinginthismiseryandIwere
watchingthem.Itisbecauseofthemthatwearewalking.Idon'tunderstandwhy,butIknowthatmuch.They
madeusleaveourhomes.Theymadeuswalktothisnewplaceweareheadinginthemiddleofwinter.Ido
notlikethesepeople.Still,theystareatmeasIwalkpast.
11
Wecometoabigriver,biggerthanIhaveeverseenbefore.Itisflowingwithice.Thesoldiersarenothappy.
Wesetupcampandwait.Weareallcoldandthesnowandiceseemtohoundus,claimingourpeopleoneby
one.Northisthecolorofblue,defeatandtrouble.Fromthereachillwindblowsforusaswewaitbyafrozen
river.Wewaittodie.
Mymotheriscoughingnow.Shelooksworn.Herhandsandfaceareburninghot.Myauntsandunclestryto
takecareofme,soshecangetbetter.Idon'twanttoleaveheralone.Ijustwanttositwithher.Iwantherto
strokemyhair,likesheusedtodo.Myauntstrytogetmetosleepbythem,butatnight,Icreeptoherside.
Shecoughsanditwracksherwholebody.Whenshefeelsmebyherside,sheopensherblanketandletsme
in.Inestleagainstherfeverishbody.Icanmakeitanotherday,Iknow,becausesheishere.
WhenIwenttosleeplastnight,mymotherwashotandcoughingworsethanusual.WhenIwokeup,shewas
cold.Itriedtowakeherup,butshelaythere.Thesoftwarmthsheoncewas,sheisnomore.Ikepttouching
her,ashottearsstreamdownmyface.Shecouldn'tleaveme.Shewouldn'tleaveme.
Ihearmyselfcallhername,softly,thenlouder.Shedoesnotanswer.Myauntandunclecomeovertometo
seewhatiswrong.Myauntlooksatmymother.Myunclepullsmefromher.Myauntbeginstowail.Iwill
neverforgetthatwail.Ididnotunderstandwhenmyfatherdied.Mymother'sdeathIdonotunderstand,butI
suddenlyknowthatIamalone.Myclanwilltakecareofme,butIwillbeforeverdeniedherwarmth,thesoft
fingersinmyhair,hergentlebreathasweslept.Iamalone.Iwanttocry.Iwanttoscreaminrage.Icando
nothing.
Weburyherinashallowgravebytheroad.Iwillneverforgetthatlonesomehillofstonethatisherfinalbed,
asitfadesfrommysight.Itreadsoftlybymyuncle,myhandinhis.Iwalkwithmyheadturned,watchingthat
smallhillasitfadesfrommysight.Thesoldiersmakeuscontinuewalking.Myuncletalkstome,tryingto
comfortme.Iwalkinloneliness.
Iknowwhatitistohate.Ihatethosewhitesoldierswhotookusfromourhome.Ihatethesoldierswhomake
uskeepwalkingthroughthesnowandicetowardthisnewhomethatnoneofuseverwanted.Ihatethe
peoplewhokilledmyfatherandmother.
Ihatethewhitepeoplewholinedtheroadsintheirwoolenclothesthatkeptthemwarm,watchinguspass.
NoneofthosewhitepeopleareheretosaytheyaresorrythatIamalone.Noneofthemcareaboutmeormy
people.Alltheyeversawwasthecolorofourskin.AllIseeisthecoloroftheirsandIhatethem.
Source:http://www.wwnorton.com/college/history/foner2/contents/common/documents/ch10_1838_1_transcript.htm
12
ExaminingPrimarySources–ReadingGroupRoles
Facilitator
Yourjobistoleadthediscussiononthereadingprovidedtoyourgroup.Posediscussionquestionsto
thegroupandensurethateveryvoiceisheard(includingyourown).Makesurethegroupstays
focusedonthetaskassigned.
Whileensuringeveryoneelseparticipatesinthediscussion,youshouldalsoprovideyourthoughts.
Makesureyoulistentoyourothergroupmembersandaddontotheirideaswheneverpossible.
Poseanyofyourownquestionsthatcometomindaswell.
Recorder
Yourjobistotakenotesduringthediscussionyourgrouphasregardingthereadingassignedtoyou.
Makesureyouwritedownafinalanswertoeachdiscussionquestion.YouwillassistthePresenterin
preparinghis/hernotesforthesummaryhe/sheprovidestotheothergroups.
Youshouldalsoparticipateinthediscussionbyprovidingyourthoughtstothequestionsposed
regardingthereadingassignedtoyourgroup.Makesureyoulistentoyourothergroupmembersand
addontotheirideaswheneverpossible.Poseanyofyourownquestionsthatcometomindaswell.
TaskManager
Yourjobistomonitorthetimeasyourgroupworksandtoprovidetimewarnings(i.e.“10minutes
left,”“5minutesleft,”etc.)toyourgroup.Makesurethatyourgroupequallydividesitstimeamong
thequestionsandtasks,whileensuringallaspectsoftheassignmentarecompletedbeforetimeis
up.Ifanysuppliesareneeded,youareresponsibleforgettingthemandensuringtheyarereturned.
Also,assisttheFacilitatorinensuringeveryoneinthegroupparticipatesandstaysontrack.
Youshouldalsoparticipateinthediscussionbyprovidingyourthoughtstothequestionsposed
regardingthereadingassignedtoyourgroup.Makesureyoulistentoyourothergroupmembersand
addontotheirideaswheneverpossible.Poseanyofyourownquestionsthatcometomindaswell.
13
Presenter
Yourjobistosummarizeyourgroup’sdiscussionfortheremainderofclassoncetimeisup.Make
sureyoudothisinawaythatteachestheothergroupsaboutthereadingassignedtoyourgroup.Be
preparedtospeakinaclear,concisemanner.TheRecordercanhelpyouinpreparingandwritingthe
summarytobepresented.
Youshouldalsoparticipateinthediscussionbyprovidingyourthoughtstothequestionsposed
regardingthereadingassignedtoyourgroup.Makesureyoulistentoyourothergroupmembersand
addontotheirideaswheneverpossible.Poseanyofyourownquestionsthatcometomindaswell.
Q&A-er
Yourjobistokeeptrackofanyquestionsthatyourgroupmembersposethroughoutthediscussion.
Wheneverpossible,assistinfindingtheanswerstothesequestions.(Forexample,youmayneedto
lookupawordinthedictionary,orconsultyourtextbookforfurtherinformationonatopic.)Ifthe
groupneedstheteacher’sassistance,youareresponsibleforcommunicatingthegroup’squestions
orneedstotheteacher.Also,afterthePresentersummarizesyourgroup’sreadinganddiscussion
withtheremainderofclass,youareresponsibleforansweringanyclarifyingquestionsothergroups
mayhaveofyourgroup.
Youshouldalsoparticipateinthediscussionbyprovidingyourthoughtstothequestionsposed
regardingthereadingassignedtoyourgroup.Makesureyoulistentoyourothergroupmembersand
addontotheirideaswheneverpossible.Poseanyofyourownquestionsthatcometomindaswell.
14
InstructionsforExaminingPrimarySourcesRegardingIndianRemoval
1. GroupUp:Arrangeyourgroupsothatyouareinacirclesothateveryonecanseeandeffectively
communicatewitheveryoneelse.
2. Skim:First,silentlyskimthedocumentprovidedtoyou.Doesanythingpopoutfirst?(i.e.doyou
seeanycluesastowhatthedocumentmaybeabout;isthereanythingthatcatchesyour
attentionorthatyoufindinterestingorconfusing?;etc.)
3. Read:Together,carefullyreadthroughthedocumentprovidedtoyou.Thelanguagemaybe
confusingtoyou,orseemdifficulttounderstand.Takeyourtimeandrereadasneeded.Asyou
read,markthetext:
o Circleanywordsthatareunfamiliartoyou.
o Underlineanypartsofthedocumentthatyouthinkaremostimportantorthatstickoutto
you.
o Ifyouareconfusedbyanypartofthedocument,writeaquestionmarkbythatlineorsection.
Youcanalsowriteoutquestionsonthetext.
o Ifanythingsurprisesyouorevokesastrongemotionalresponsefromyou,youcanwritean
exclamationmarkbythelineorsection.
o Ifaparticularthoughtpopsinyourheadthatconnectstothereading,writeitinthemargins.
4. Discuss:The“Facilitator”willleadyourgroupindiscussingthefollowingquestions.Youcanalso
raiseyourownquestionsfordiscussion.
o Whatpartsofthistextdidyouunderlineasmostimportantorinterestingandwhy?
o WhatdoesthisdocumenttellusregardingAmerica’sIndianRemovalpoliciesinthe1830s?
o Whatemotionsorfeelingsareevidentinthisdocument?Or,whatemotionsorfeelingswould
ithavearousedinNatives,governmentofficials,and/orEuropeansettlers?
o Whatisthepurposeofthisdocument?Whatevidenceinthetextmakesyouthinkthis?
o Predictwhatimpactyouthinkthisdocument,orthesubjectmatteritaddresses,willhaveon
NativeAmericansandontheEuropean/Americansettlers.
o Basedonthisdocument,whowouldbeimpactedbyAmerica’sIndianremovalpoliciesandin
whatways?
o Imagineyouarelivinginthe1830sandyoucomeacrossthisdocument.Howwouldyoufeel
aboutitandwhy?
o Asyoureadthisdocument,whatimagescametomind?Ifyouweregoingtocreateapainting
basedonthisdocumentorthesubjectitaddresses,whatmightyourpaintingcontainorlook
likeandwhy?
5. PreparetoPresent:Eachgroupinclasshasreadadifferentdocument.Inordertoteachthe
remainderofclassaboutthedocumentyourgroupreadanddiscussed,assistthePresenterin
preparingtosummarizethetextandyourdiscussion/opinionsregardingthetextforthe
remainderofclass.Inaddition,chooseatleast3-5sentencesofthetextthatyouthinkaremost
importantthatthePresenterwillreadtotheclassduringhis/herpresentation.
6. ExtraTime?Ifyourgrouphastimeleftaftercompletingalloftheabovesteps,eachofyoushould
returntothequestionposedabove:Ifyouweregoingtocreateapaintingbasedonthis
documentorthesubjectitaddresses,whatmightyourpaintingcontainorlooklikeandwhy?
Reconsiderthisquestion,thenasindividuals,createyourownpieceofartthatinsomeway
representsorsymbolizesthedocumentyouread.TheTaskManagerwillretrievetheartsupplies
youneedfromtheteacher.
15
PrimarySource1
CHEROKEEPHOENIX
Wednesday,February4,1829
Volume1No.47
Page2Col.3a-4a
WeunderstandupongoodauthoritythatourfrontierneighboursinGeorgiaaremovinginfastand
settlingon
thelandsbelongingtotheCherokees.Rightorwrongtheyaredeterminedtotakethecountry.
Attemptsofthiskindhavebeenmadeheretofore,butwithoutanysuccess,fortheintercourselawof
theUnited
Stateshasbeeninvariablyexecuted.WhetherthePresidentwillagainusethemilitaryforcetooust
theseintrudersasthelawprovides,wearenotabletosay.Thelawisexplicit,andwehope,forthe
honoroftheGeneralGovernment,itwillbefaithfullyexecuted.Itisasfollows:
Sec.5.Andbeitfurtherenacted,Thatifanysuchcitizenorotherperson,shallmakea
settlementonanylandsbelonging,orsecured,orgranted,bytreatywiththeUnitedStates,to
anyIndiantribe,orshallsurvey,orattempttosurvey,suchlands,ordesignateanyofthe
boundaries,bymarkingtreesorotherwise,suchoffendershallforfeitasumnotexceeding
onethousanddollars,andsufferimprisonment,notexceedingtwelvemonths.Anditshall,
moreover,belawfulforthePresidentoftheUnitedStatestotakesuchmeasures,andto
employsuchmilitaryforce,ashemayjudgenecessary,toremovefromlands,belonging,or
securedbytreatyasaforesaid,toanyIndiantribe,anysuchcitizen,orotherperson,whohas
madeorshallhereaftermake,orattempttomake,asettlementthereon.
Thereisonefactconnectedwiththisaffair,whichwethinkpropertomention.Whenknown,inthe
viewofevery
honestandliberalman,itoughttoredoundtothecreditoftheCherokees.Itisthis.Inallcasesof
intrusions,whenwhitemenhavebehavedinaprovokingmanner,andwiththegreatestdegreeof
impudence,theCherokeeshavenever,toourknowledge,resortedtoforciblemeasures,buthave
peaceablyretired,andhavepatientlywaitedfortheinterferenceoftheUnitedStates,andthe
executionoftheabovesection.Doesnotthisshowthattheyarefaithfultothetreatycontracts,and
thattheyexpectthelikefaithfulnessfromtheUnitedStates.Wehopethattheywillnotnowbe
disappointed.
Thequoted“Sec.5”isanexcerptfromtheActtoRegulateTradeandIntercoursewiththeIndianTribes,andtoPreserve
PeaceontheFrontiers,May19,1796
16
PrimarySource2
ExcerptfromJohnRoss’sLettertoCongress,1829
TotheHonorabletheSenateandHouseofRepresentativesoftheUnitedStatesofAmerica,inCongress
assembled:
We,theundersigned,RepresentativesoftheCherokeeNation,begleavetopresentbeforeyourhonorable
bodiesasubjectofthedeepestinteresttoournation,asinvolvingthemostsacredrightsandprivilegesofthe
CherokeePeople.TheLegislatureofGeorgia,duringitslatestsession,passedanacttoaddalargeportionof
ourterritorytothatState,andtoextendherjurisdictionoverthesame,declaring"alllawsandusages,made
andenforcedinsaidTerritorybytheIndians,tobenullandvoidafterthefirstofJune,1830.NoIndian,or
descendentofanIndian,tobeacompetentwitness,orapartytoanysuittowhichawhitemanisparty."
Thisactinvolvesaquestionofgreatmagnitudeandofseriousimport,andwhichcallsforthedeliberationand
decisionofCongress.Itisaquestionuponwhichthesalvationandhappinessorthemiseryanddestructionof
anationdepends,thereforeitshouldnotbetrifledwith.TheanxioussolicitudeofGeorgiatoobtainourlands
throughtheUnitedStatesbytreatywasknowntous,andafterhavingaccommodatedherdesires(withthatof
otherStatesborderingonourterritory)byrepeatedcessionoflands,untilnomorecanbereasonablespared,
itwasnotconceived,muchlessbelieved,thataState,proudofLiberty,andtenaciousoftherightsofman,
wouldcondescendtohaveplacedherselfbeforetheworldintheimposingattitudeofausurperofmost
sacredrightsandprivilegesofaweak,defenseless,andinnocentnationofpeople,whoareinperfectpeace
withtheUnitedStates,andtowhomthefaithoftheUnitedSatesissolemnlypledgedtoprotectanddefend
themagainsttheencroachmentsoftheircitizens.
InacknowledgmentfortheprotectionoftheUnitedStatesandtheconsiderationofguaranteeingtoour
nationforeverthesecurityofourlands&c.,theCherokeeNationcededbytreatyalargetractofcountrytothe
UnitedStates,andstipulatedthatthesaidCherokeeNation"willnotholdanytreatywithanyforeignpower,
individualState,orwithindividualsofanyState."Thesestipulationsonourparthavebeenfaithfullyobserved,
andevershallbe.
TherightofregulatingourownInternalaffairs,isarightwhichwehaveinheritedfromtheAuthorofour
existence,whichwehavealwaysexercised,andhaveneversurrendered…
Itiswithpainanddeepregretwehavewitnessedthevariousplanswhichhavebeendevisedwithinafew
yearspastbysomeoftheofficersoftheGeneralGovernment,andthemeasureadoptedbyCongressin
conformitytotheseplans,withtheviewofeffectingtheremovalofournationbeyondtheMississippi,forthe
purpose,ashasbeenexpressed,topromoteourinterestandpermanenthappiness,andsaveusfromthe
impendingfatewhichhassweptothersintooblivion.Withoutpresumingindoubtthesincerityandgood
intentionsoftheadvocatesofthisplan,weasthedescendantsoftheIndianrace,andpossessingboththe
feelingsoftheIndianandthewhiteman,cannotbutbelievethatthissystemtoperpetuateourhappiness,is
visionary,andthattheanticipatedblessingscanneverberealized…
WecannotadmitthatGeorgiahastherighttoextendherjurisdictionoverourterritory,noraretheCherokee
peoplepreparedtosubmittoherpersecutingedict.Wewouldthereforerespectfullyandsolemnlyprotest,in
behalfoftheCherokeeNation,beforeyourhonorablebodies,againsttheextensionofthelawsofGeorgia
overanypartofourTerritory,andappealtotheUnitedStates'Governmentforjusticeandprotection...
Inbehalf,andundertheauthorityoftheCherokeeNation,thisprotestandmemorialisrespectfullysubmitted.
WASHINGTONCITYFeb.7,1829.
PrintedintheCherokeePhoenixandIndians'Advocate-Wednesday,June17,1829
17
PrimarySource3
AndrewJackson’sSecondStateoftheUnionAddress
December6,1830
ItgivesmepleasuretoannouncetoCongressthatthebenevolentpolicyoftheGovernment,steadily
pursuedfornearly30years,inrelationtotheremovaloftheIndiansbeyondthewhitesettlementsis
approachingtoahappyconsummation.Twoimportanttribeshaveacceptedtheprovisionmadefor
theirremovalatthelastsessionofCongress,anditisbelievedthattheirexamplewillinducethe
remainingtribesalsotoseekthesameobviousadvantage…
ItwillseparatetheIndiansfromimmediatecontactwithsettlementsofwhites;…undertheprotection
oftheGovernmentandthroughtheinfluenceofgoodcounsels,tocastofftheirsavagehabitsand
becomeaninteresting,civilized,andChristiancommunity…
Towardtheaboriginesofthecountrynoonecanindulgeamorefriendlyfeelingthanmyself,or
wouldgofurtherinattemptingtoreclaimthemfromtheirwanderinghabitsandmakethemahappy,
prosperouspeople…
Thepresentpolicyofthegovernmentisbutacontinuationofthesameprogressivechangebya
milderprocess.ThetribeswhichoccupiedthecountriesnowconstitutingtheEasternStateswere
annihilatedorhavemeltedawaytomakeroomforthewhites.Thewavesofpopulationand
civilizationarerollingwestward,andwenow
proposetoacquirethecountriesoccupiedbytheredmanoftheSouthandWestbyafairexchange,
and,attheexpenseoftheUnitedStates,tosendthemtoalandwheretheirexistencemaybe
prolongedandperhapsmadeperpetual….
Doubtlessitwillbepainfultoleavethegravesoftheirfathers;butwhatdotheymorethanour
ancestorsdidorthanourchildrenarenowdoing?Tobettertheirconditioninanunknownlandour
forefathersleftallthatwasdearinearthlyobjects…DoesHumanityweepatthesepainfulseparations
fromeverything,animateandinanimate,withwhichtheyounghearthasbecomeentwined?Far
fromit.Itisratherasourceofjoythatourcountryaffordsscopewhereouryoungpopulationmay
rangeunconstrainedinbodyorinmind,developingthepowerandfacultiesofmanintheirhighest
perfection….CanitbecruelinthisGovernmentwhen,byeventswhichitcannotcontrol,theIndianis
madediscontentedinhisancienthometopurchasehislands,togivehimanewandextensive
territory,topaytheexpenseofhisremoval,andsupporthimayearinhisnewabode?Howmany
thousandsofourownpeoplewouldgladlyembracetheopportunityofremovingtotheWestonsuch
conditions!IftheoffersmadetotheIndianswereextendedtothem,theywouldbehailedwith
gratitudeandjoy…Rightlyconsidered,thepolicyoftheGeneralGovernmenttowardtheredmanis
notonlyliberal,butgenerous…Governmentkindlyoffershimanewhome,andproposestopaythe
wholeexpenseofhisremovalandsettlement…Itis,therefore,adutywhichthisgovernmentowesto
thenewStatestoextinguishassoonaspossibletheIndiantitletoalllandswhichCongress
themselveshaveincludedwithintheirlimits.WhenthisisdonethedutiesofGeneralGovernmentin
relationtotheStatesandtheIndianswithintheirlimitsareatanend…
18
PrimarySource4
ExcerptfromSpeechinCongressfromSenatorTheodoreFrelinghuysen,1830
God,inhisprovidence,plantedthesetribesonthisWesterncontinent,sofarasweknow,before
GreatBritainherselfhadapoliticalexistence.Ibelieve,sir,itisnotnowseriouslydeniedthatthe
Indiansaremen,endowedwithkindredfacultiesandpowerswithourselves;thattheyhaveaplacein
humansympathy,andarejustlyentitledtoashareinthecommonbountiesofabenignant
Providence.And,withthisconceded,Iaskinwhatcodeofthelawofnations,orbywhatprocessof
abstractdeduction,theirrightshavebeenextinguished?...
Severalyearsago,officialreportstoCongressstatedtheamountofIndiangrantstotheUnitedStates
toexceedtwohundredandfourteenmillionsofacres....TheconfidingIndianlistenedtoour
professionsoffriendship:wecalledhimbrother,andhebelievedus.Millionsaftermillionshehas
yieldedtoourimportunity,untilwehaveacquiredmorethancanbecultivatedincenturies—andyet
wecravemore.WehavecrowdedthetribesuponafewmiserableacresonourSouthernfrontier:it
isallthatislefttothemoftheironceboundlessforests:andstill,likethehorse-leech,ourinsatiated
cupiditycries,give!give!...
Ourancestorsfoundthesepeople,farremovedfromthecommotionsofEurope,exercisingallthe
rightsandenjoyingtheprivileges,offreeandindependentsovereignsofthisnewworld.Theywere
notawildandlawlesshordeofbanditti,butlivedundertherestraintsofgovernment,patriarchalin
itscharacter,andenergeticinitsinfluence.Theyhadchiefs,headmen,andcouncils....
[TheIndian]openedthehandofhisbountywiderandwider.Byandby,conditionsarechanged.His
peoplemeltaway,hislandsareconstantlycoveted;millionsaftermillionsareceded.TheIndian
bearsitallmeekly;hecomplains,indeed,aswellhemay;butsufferson:andnowhefindsthatthis
neighbor,whomhiskindnesshadnourished,hasspreadanadversetitleoverthelastremainsofhis
patrimony,barelyadequatetohiswants,andturnsuponhim,andsays,“Away!Wecannotendure
yousonearus!Theseforestsandrivers,thesegrovesofyourfathers,thesefiresidesandhunting
grounds,areoursbytherightofpower,andtheforceofnumbers.”Sir,leteverytreatybeblotted
fromourrecords,andinthejudgmentofnaturalandunchangeabletruthandjustice,I
ask,whoistheinjured,andwhoistheaggressor?...
EveryadministrationofthisGovernment,fromPresidentWashington’s,have,withlikesolemnities
andstipulations,heldtreatieswiththeCherokees;treaties,too,byalmostallofwhichweobtained
furtheracquisitionsoftheirterritory.Yes,sir,wheneverweapproachedtheminthelanguageof
friendshipandkindness,wetouchedthechordthatwontheirconfidence;andnow,whentheyhave
nothingleftwithwhichtosatisfyourcravings,weproposetoannuleverytreaty—togainsayour
word—and,byviolenceandperfidy,drivetheIndianfromhishome....
HowcanweeverdisputethesovereignrightoftheCherokeestoremaineastoftheMississippi,when
itwasinrelationtothatverylocationthatwepromisedourpatronage,aid,andgoodneighborhood?
...Howwerethesepeopletoremain,ifnotastheythenexisted,andaswethenacknowledgedthem
tobe,adistinctandseparatecommunity,governedbytheirownpeculiarlawsandcustoms?Wecan
neverdenytheseprinciples,whilefairdealingretainsanyholdofourconduct....
19
PrimarySource5
DocumentExcerptfromReportSentbyNorthCarolina’sGovernorSwaintotheUSCongress
23dCongress,1stSession.[Doc.No.71.]Ho.ofReps.
NORTHCAROLINA—CherokeeIndiansReportandResolutionofaJointCommitteeoftheLegislatureofNorth
Carolina,relativetotheCherokeeIndians.
January27,1834.
TheUnitedStates,acknowledgingtherightsofNorthCarolina,andyieldingtoherjustclaims,attempted,by
thetreatiesof1817and1819,withtheCherokeetribeofIndians,toextinguishtheirtitletoallthelandWithin
thelimitsofthisState.Thisattemptprovingabortive,byamistakeindescribingtheterritoryintendedtobe
surrenderedbytheIndians,thelanguageofthetreatiesleaveslittledoubtoftheintentionofthecontracting
partiestoextinguishtheIndiantitletoallthelandswithinthisState,buttheapplicationofatechnicalrule
producesthedifficulty.ThetreatiesstipulatethattheCherokeesshallsurrenderalltheirlandslyingwithinthe
limitsofNorthCarolina,andthenunfortunatelysetforththesupposedmetesandboundsoftheterritory
intendedtobesurrendered.Inthesemetesandboundsthereisagreatmistake;theformeriscalledageneral,
thelatteraparticulardescription;anditissaidthattheparticularcontrolsandrestrainsthegeneral
description.ThelandsintheoccupancyoftheCherokees,notembracedbythesemetesandbounds,and
withinthelimitsofNorthCarolina,areofgreatextentandvalue.Thistractofcountry,fromthemostaccurate
informationnowtobeobtained,includesnearlymillionofacresofland,andisestimatedtobeworthfour
hundredthousanddollars,andisoccupiedbyalmosttwenty-fivehundredIndians.Theextinguishmentofthe
Indiantitletothisdistrictofcountry,andtheremovalofthisunfortunateracebeyondtheMississippi,isof
momentousimportancetotheinterestofthisState.Thefertilityofthesoil,theextentandvalueofterritory,
aresufficientinducementstourgetheextinguishmentoftheIndiantitle,especiallyaswethinkwehavejust
claimsontheGeneralGovernment.Thesearenottheonlyinducements.Theredmenarenotwithinthepales
ofcivilization;theyarenotundertherestraintsofmorality,northeinfluenceofreligion,andtheyarealways
disagreeableanddangerousneighborstoacivilizedpeople.Theproximityofthoseredmentoourwhite
population,subjectsthelattertodepredationsandannoyances,andisasourceofperpetualandmutual
irritation.Itisbelievedthisunfortunateraceofbeingsmighteasily,atthepresent,fromthepolicypursued
towardsthembytherespectiveStatesinwhichtheirpossessionsaresituate,beinducedtoexchangetheir
landsinthisStateforterritorybeyondtheMississippi,whithersomanyoftheirbrethrenhavealreadygone.
Inadditiontoalltheseconsiderations,therightofNorthCarolinatohavethistitleextinguishedbythe
GeneralGovernment,isstrengthenedbythepolicywhichhasbeenpursuedtowardstheCherokeesbythe
StatesofGeorgia,Tennessee,andAlabama.Theyhavebeendriven,orarenowflyingfromthatportionoftheir
landslyingwithinthelimitsoftheseStates,andtakerefugewithinourborders,wheretheyarepermittedto
preservetheirownpeculiarlawsandusages.Theeffectofthispolicywillbetotransfertheirentirepopulation
toourterritory,untilanexhaustedsoilwillcompelthemtoseekanotherhome.
TheGeneralAssemblysubmitittothejusticeorCongresstodeterminewhetherthecontinuedliberalityof
NorthCarolinatothisunfortunateraceshallbethusrewarded.Letitberecollectedthattheregionofcountry
inArkansas,onwhichthoseCherokeeswhohaveremovedarenowsettled,wasonceaportionorthisState,
andthattheresultofthelegislationofCongress,andoftheparticularStatesinterested,hasbeen,andwillbe,
toremovetoitalltheIndiansbutthoseinhabitingherterritory.ShallthatStatealone,whichfurnishedan
asylumforthereliefofall,bedeniedthebenefitsflowingfromherownliberality?
20
PrimarySource6
ExcerptsfromAndrewJackson’sAnnualMessagestoCongress
ThirdAnnualMessagetoCongress,December6,1831
"Itispleasingtoreflectthatresultssobeneficial,notonlytotheStatesimmediatelyconcerned,buttothe
harmonyoftheUnion,willhavebeenaccomplishedbymeasuresequallyadvantageoustotheIndians.What
thenativesavagesbecomewhensurroundedbyadensepopulationandbymixingwiththewhitesmaybe
seeninthemiserableremnantsofafewEasterntribes,deprivedofpoliticalandcivilrights,forbiddentomake
contracts,andsubjectedtoguardians,draggingoutawretchedexistence,withoutexcitement,withouthope,
andalmostwithoutthought."
FourthAnnualMessagetoCongress,December4,1832
"Afteraharassingwarfare,prolongedbythenatureofthecountryandbythedifficultyofprocuring
subsistence,theIndianswereentirelydefeated,andthedisaffectedbanddispersedordestroyed.Theresult
hasbeencreditabletothetroopsengagedintheservice.SevereasisthelessontotheIndians,itwasrendered
necessarybytheirunprovokedaggressions,anditistobehopedthatitsimpressionwillbepermanentand
salutary."--AndrewJackson
FifthAnnualMessagetoCongress,December3,1833
"Myoriginalconvictionsuponthissubjecthavebeenconfirmedbythecourseofeventsforseveralyears,and
experienceiseverydayaddingtotheirstrength.Thatthosetribescannotexistsurroundedbyoursettlements
andincontinualcontactwithourcitizensiscertain.Theyhaveneithertheintelligence,theindustry,themoral
habits,northedesireofimprovementwhichareessentialtoanyfavorablechangeintheircondition.
Establishedinthemidstofanotherandasuperiorrace,andwithoutappreciatingthecausesoftheirinferiority
orseekingtocontrolthem,theymustnecessarilyyieldtotheforceofcircumstancesanderelongdisappear."-AndrewJackson
SixthAnnualMessagetoCongress,December1,1834
"IregretthattheCherokeeseastoftheMississippihavenotyetdeterminedasacommunitytoremove.How
longthepersonalcauseswhichhaveheretoforeretardedthatultimatelyinevitablemeasurewillcontinueto
operateIamunabletoconjecture.Itiscertain,however,thatdelaywillbringwithitaccumulatedevilswhich
willrendertheirconditionmoreandmoreunpleasant.Theexperienceofeveryyearaddstotheconviction
thatemigration,andthatalone,canpreservefromdestructiontheremnantofthetribesyetlivingamongst
us."--AndrewJackson
SeventhAnnualMessagetoCongress,December7,1835
"Theextraordinaryreceiptsfromthesalesofthepubliclandsinviteyoutoconsiderwhatimprovementsthe
landsystem,andparticularlytheconditionoftheGeneralLandOffice,mayrequire.Atthetimethisinstitution
wasorganized,nearaquartercenturyago,itwouldprobablyhavebeenthoughtextravaganttoanticipatefor
thisperiodsuchanadditiontoitsbusinessashasbeenproducedbythevastincreaseofthosesalesduringthe
pastandpresentyears.Itmayalsobeobservedthatsincetheyear1812thelandofficesandsurveyingdistricts
havebeengreatlymultiplied,andthatnumerouslegislativeenactmentsfromyeartoyearsincethattimehave
imposedagreatamountofnewandadditionaldutiesuponthatoffice,whilethewantofatimelyapplication
offorcecommensuratewiththecareandlaborrequiredhascausedtheincreasingembarrassmentof
accumulatedarrearsinthedifferentbranchesoftheestablishment."--AndrewJackson
EighthAnnualMessagetoCongress,December5,1836
"Thenationalpolicy,foundedalikeininterestandinhumanity,solongandsosteadilypursuedbythis
GovernmentfortheremovaloftheIndiantribesoriginallysettledonthissideoftheMississippitotheWestof
thatriver,maybesaidtohavebeenconsummatedbytheconclusionofthelatetreatywiththeCherokees."--
AndrewJackson
21
PrimarySource7
“TotheCherokeeTribeofIndians”
WrittenbyAndrewJacksonin1835
MYFRIENDS:Ihavelongviewedyourconditionwithgreatinterest.FormanyyearsIhavebeen
acquaintedwithyourpeople,andunderallvarietyofcircumstances,inpeaceandwar…Listentome,
therefore,asyourfathershavelistened,whileIcommunicatetoyoumysentimentsonthecritical
stateofyouraffairs.
Youarenowplacedinthemidstofawhitepopulation…andyouarenowsubjecttothesamelaws
whichgoverntheothercitizensofGeorgiaandAlabama…Thegamehasdisappearedamongyou,and
youmustdependuponagricultureandthemechanicartsforsupport….How,underthese
circumstancescanyouliveinthecountryyounowoccupy?Yourconditionmustbecomeworse&
worse,andyouwillultimatelydisappear,assomanytribeshavedonebeforeyou.
OfallthisIwarnedyourpeople,…IthenadvisedthemtosellouttheirpossessionsEastofthe
Mississippiandtoremovetothecountrywestofthatriver…Yourfarmswouldhavebeenopenand
cultivated,comfortablehouseswouldhavebeenerected,themeansofsubsistenceabundantand
youwouldhavebeengovernedbyyourowncustomsandlaws,andremovedfromtheeffectsofa
whitepopulation.Whereyounoware,youareencompassedbyevils,moralandphysical,&theseare
fearfullyincreasing…
Ihavenomotive,…todeceiveyou…Itellyouthatyoucannotremainwhereyounoware…Youhave
butoneremedywithinyourreach.Andthatis,toremovetothewestandjoinyourcountrymen,who
arealreadyestablishedthere.Andthesooneryoudothis,thesooneryoucancommenceyourcareer
ofimprovementandprosperity…Why,then,shouldanyhonestmanamongyouobjecttoremoval?
TheUnitedStateshaveassignedtoyouafertileandextensivecountry,withaveryfineclimate
adaptedtoyourhabits,andwithalltheothernaturaladvantageswhichyououghttodesireor
expect…
Thechoicenowisbeforeyou…Ascertainasthesunshinestoguideyouinyourpath,socertainisit
thatyoucannotdrivebackthelawsofGeorgiafromamongyou…Lookattheconditionofthe
Creeks…theiryoungmenarecommittingdepredationsuponthepropertyofourcitizens,andare
sheddingtheirblood.Thiscannotandwillnotbeallowed.Punishmentwillfollow,…Youryoungmen
willcommitthesameacts,andthesameconsequencesmustensue…Lookatyourconditionasitnow
is,andthenconsiderwhatitwillbeifyoufollow
theadviceIgiveyou.
22
PrimarySource8
MemorialandProtestoftheCherokeeNation,1836
…theUnitedStatessolemnlyguaranteedtosaidnationsalltheirlandsnotceded,andpledgedthe
faithofthegovernment,that"allwhitepeoplewhohaveintruded,ormayhereafterintrude,onthelands
reservedfortheCherokees,shallberemovedbytheUnitedStates,andproceededagainst,accordingtothe
provisionsoftheact,passed30thMarch,1802,"entitled"Anacttoregulatetradeandintercoursewiththe
Indiantribes,andtopreservepeaceonthefrontiers."TheCherokeeswerehappyandprosperousundera
scrupulousobservanceoftreatystipulationsbythegovernmentoftheUnitedStates,...taughttothinkandfeel
astheAmericancitizen,…theywere…tobecomestrangersandwanderersinthelandoftheirfathers,forcedto
returntothesavagelife,andtoseekanewhomeinthewildsofthefarwest,andthatwithouttheirconsent.
AninstrumentpurportingtobeatreatywiththeCherokeepeople,hasrecentlybeenmadepublicbythe
PresidentoftheUnitedStates,thatwillhavesuchanoperation,ifcarriedintoeffect.Thisinstrument,…is
fraudulent,falseuponitsface,madebyunauthorizedindividuals,withoutthesanction,andagainstthe
wishes,ofthegreatbodyoftheCherokeepeople…
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NativeAmericanVoices–ColonelWebb(Choctaw)
Brother,whenyouwereyoung,wewerestrong;wefoughtbyyourside;butourarmsarenowbroken.
Youhavegrownlarge;mypeoplehavebecomesmall.Brother,myvoiceisweak;youcanscarcelyhearme;itis
nottheshoutofawarrior,butthewailofaninfant.Ihavelostitinmourningoverthemisfortunesofmy
people.Thesearetheirgraves,andinthoseagedpinestheghostsofthedeparted.Theirashesarehere,and
wehavebeenlefttoprotectthem.Ourwarriorsarenearlyallgonetothefarcountrywest;buthereareour
dead.Shallwegotoo,andgivetheirbonestothewolves?…Everywarriorthatyouseeherewasopposedto
theTreaty.Ifthedeadcouldhavebeencounted,itcouldneverhavebeenmade…Theirtearscameintherain
drops,andtheirvoicesinthewailingwinds,butthepalefacedknewitnot,andourlandwastakenaway.
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NativeAmericanVoices–SpeckledSnake(Creek)
Whenhefirstcameoverthewidewaters,hewasbutalittleman,andworearedcoat…The
Muscogeesgavethewhitemanland,andkindledhimafire,thathemightwarmhimself…Butwhenthewhite
manhadwarmedhimselfbeforetheIndian’sfire,andfilledhimselfwiththeirhominy,hebecameverylarge.
Withastephebestrodethemountains,andhisfeetcoveredtheplainsandthevalleys.Hishandsgraspedthe
easternandthewesternsea…ThenhebecameourGreatFather.Helovedhisredchildren,andhesaid,“Geta
littlefurther,leastItreadonthee.”WithonefoothepushedtheredmanovertheOconee,andwiththeother
hetrampleddownthegravesofhisfathers,andtheforests[where]hehadsolonghuntedthedeer.Butour
GreatFatherstilllovedhisredchildren,andhesoonmadethemanothertalk.Hesaid,“Getalittlefurther;you
aretoonearme.”ButthereweresomebadmenamongtheMuscogeesthen,astherearenow.Theylingered
aroundthegravesoftheirancestors,tilltheywerecrushedbeneaththeheavytreadofourGreatFather…Yet
hecontinuedtolovehisredchildren;andwhenhefoundthemtooslowinmoving,hesenthisgreatguns
beforehimtosweephispath.
Brothers!Ihavelistenedtoagreatmanytalksfromourgreatfather.Buttheyalwaysbeganandendedinthis
–“Getalittlefurther;youaretoonearme.” 23
PrimarySource9
Gen.WinfieldScott'sAddresstotheCherokeeNation-May10,1838
Cherokees!ThePresidentoftheUnitedStateshassentmewithapowerfularmy,tocauseyou,in
obediencetothetreatyof1835[theTreatyofNewEchota],tojointhatpartofyourpeoplewhohave
alreadyestablishedinprosperityontheothersideoftheMississippi.Unhappily,thetwoyearswhich
wereallowedforthepurpose,youhavesufferedtopassawaywithoutfollowing,andwithoutmaking
anypreparationtofollow;andnow,orbythetimethatthissolemnaddressshallreachyourdistant
settlements,theemigrationmustbecommencedinhaste,butIhopewithoutdisorder.Ihaveno
power,bygrantingafartherdelay,tocorrecttheerrorthatyouhavecommitted.Thefullmoonof
Mayisalreadyonthewane;andbeforeanothershallhavepassedaway,everyCherokeeman,
womanandchildinthosestatesmustbeinmotiontojointheirbrethreninthefarWest.
Myfriends!ThisisnosuddendeterminationonthepartofthePresident,whomyouandImustnow
obey.Bythetreaty,theemigrationwastohavebeencompletedonorbeforethe23rdofthismonth;
andthePresidenthasconstantlykeptyouwarned,duringthetwoyearsallowed,throughallhis
officersandagentsinthiscountry,thatthetreatywouldbeenforced.
Iamcometocarryoutthatdetermination.Mytroopsalreadyoccupymanypositionsinthecountry
thatyouaretoabandon,andthousandsandthousandsareapproachingfromeveryquarter,to
renderresistanceandescapealikehopeless.Allthosetroops,regularandmilitia,areyourfriends.
Receivethemandconfideinthemassuch.Obeythemwhentheytellyouthatyourcanremainno
longerinthiscountry.Soldiersareaskind-heartedasbrave,andthedesireofeveryoneofusisto
executeourpainfuldutyinmercy.WearecommandedbythePresidenttoacttowardsyouinthat
spirit,andmuchisalsothewishofthewholepeopleofAmerica.
Chiefs,head-menandwarriors!Willyouthen,byresistance,compelustoresorttoarms?Godforbid!
Orwillyou,byflight,seektohidyourselvesinmountainsandforests,andthusobligeustohuntyou
down?Rememberthat,inpursuit,itmaybeimpossibletoavoidconflicts.Thebloodofthewhite
manorthebloodoftheredmanmaybespilt,and,ifspilt,howeveraccidentally,itmaybeimpossible
forthediscreetandhumaneamongyou,oramongus,topreventageneralwarandcarnage.Thinkof
this,myCherokeebrethren!Iamanoldwarrior,andhavebeenpresentatmanyasceneofslaughter,
butspareme,Ibeseechyou,thehorrorofwitnessingthedestructionoftheCherokees.
Donot,Iinviteyou,evenwaitforthecloseapproachofthetroops;butmakesuchpreparationsfor
emigrationasyoucanandhastentothisplace,toRoss'sLandingortoGunter'sLanding,whereyou
allwillbereceivedinkindnessbyofficersselectedforthepurpose.Youwillfindfoodforalland
clothingforthedestituteateitherofthoseplaces,andthenceatyoureaseandincomfortbe
transportedtoyournewhomes,accordingtothetermsofthetreaty.
Thisistheaddressofawarriortowarriors.MayhisentreatiesbykindlyreceivedandmaytheGodof
bothprospertheAmericansandCherokeesandpreservethemlonginpeaceandfriendshipwith
eachother!
24
PrimarySource10
NativeAmericanVoices,UnknownCherokee
…newscomethatCherokeewillhavetoleaveandgotonewland…soonbigprisonpensisbuiltand
allCherokeeswhatwon’tgetupandleaveisputinpens…Seventhousandsoldiermenwithcannons
andmusketsguardtheCherokees…Longtimewetravelonwaytonewland.Peoplefeel
bad…Womencryandmakesadwails.Childrencryandmanymencry,andalllooksadlikewhen
friendsdie,buttheysaynothingandjustputheadsdownandkeepongotowardwest.Manydays
passandpeopledieverymuch…PeoplesometimessayIlooklikeIneversmile…butnomanhaslaugh
afterhe’smarchedoverlongtrail…mostoftimeIamkeepthinkingofOldNationandwonderhowbig
mountainnowlooksinspringtime,andhowtheboysandyoungmenusedtoswiminbigriver…and
thentherecomebeforepictureofmarch…andthenmyheartfeelheavyandsad.Maybesomedaywe
willunderstandwhyCherokeeshadtosuffer…
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NativeAmericanVoices,JohnRoss(Cherokee)
ButIamstillinthemidstofeffortstoprevailontheUnitedStatesGovernmenttoturnaside,asfaras
maynowbepossible,theruintheyarebringinguponmynativeCountry;yes,Gentlemen,theruin–
andforwhat?Havewedoneanywrong?Wearenotchargedwithany.WehaveaCountrywhich
otherscovet.Thisistheonlyoffensewehaveeveryyetbeenchargedwith.
…Wehavebeenmadetodrinkofthebittercupofhumiliation;treatedlikedogs;ourlives,our
liberties,thesportoftheWhiteman;ourcountryandthegravesofourFatherstornfromus,incruel
successionuntil…wefindourselvesfugitives,vagrants,andstrangersinourowncountry…
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NativeAmericanVoices–Chinnebey(Creek)
…our…reasonforsendingthispetitionistheonewhichtroublesourmindsthemost…Wecannot
thinkofouragedpeopleandchildrentakingsolongajourneyintheheatofsummer,without
weeping–wefeelcertainthatshouldweremoveinthisseasonoftheyear,manyofthosewelove,
asthewhitemanloveshisparents,andchildren,wouldfalltothehandsofdeath,andthebonesbe
leftfarfromthebonesoftheirbrethren.Sir,willyounotpityus!O,pityus,relieveusfromour
troublesandletusgofreeinthecoolseasonoftheyeartothewest;andtheGreatSpiritwillreward
youforyourkindness,tothosewhomallwhitemenabuse.
PrimarySource11
JohnBurnett’sStoryoftheTrailofTears
25
WrittenbyaprivatewhoservedduringtheCherokeeremovalin1890
Children:Thisismybirthday,December11,1890,Iameightyyearsoldtoday…Oftenspendingweeks
atatimeinthesolitarywildernesswithnocompanionsbutmyrifle,huntingknife,…
OntheselonghuntingtripsImetandbecameacquaintedwithmanyoftheCherokeeIndians,hunting
withthembydayandsleepingaroundtheircampfiresbynight.Ilearnedtospeaktheirlanguage,
andtheytaughtmetheartsoftrailingandbuildingtrapsandsnares…
TheremovalofCherokeeIndiansfromtheirlifelonghomesintheyearof1838foundmeayoung
manintheprimeoflifeandaPrivatesoldierintheAmericanArmy…(I)witnessedtheexecutionof
themostbrutalorderintheHistoryofAmericanWarfare.IsawthehelplessCherokeesarrestedand
draggedfromtheirhomes,anddriven
atthebayonetpoint…Isawthemloadedlikecattleorsheepintosixhundredandforty-fivewagons
andstartedtowardthewest.
Onecanneverforgetthesadnessandsolemnityofthatmorning…Manyofthesehelplesspeopledid
nothaveblanketsandmanyofthemhadbeendrivenfromhomebarefooted.
OnthemorningofNovemberthe17thweencounteredaterrificsleetandsnowstormwithfreezing
temperaturesandfromthatdayuntilwereachedtheendofthefatefuljourneyonMarchthe26th,
1839,thesufferingsoftheCherokeeswereawful.Thetrailoftheexileswasatrailofdeath.Theyhad
tosleepinthewagonsandonthegroundwithoutfire.AndIhaveknownasmanyastwenty-twoof
themtodieinonenightofpneumoniaduetoilltreatment,cold,andexposure.Amongthisnumber
wasthebeautifulChristianwifeofChiefJohnRoss.Thisnobleheartedwomandiedamartyrto
childhood,givingheronlyblanketfortheprotectionofasickchild.Sherodethinlycladthrougha
blindingsleetandsnowstorm,developedpneumoniaanddiedinthestillhoursofableakwinter
night,withherheadrestingonLieutenantGreggssaddleblanket…
ThelongpainfuljourneytothewestendedMarch26th,1839,withfour-thousandsilentgraves
reachingfromthefoothillsoftheSmokyMountainstowhatisknownasIndianterritoryintheWest.
AndcovetousnessonthepartofthewhiteracewasthecauseofallthattheCherokeeshadto
suffer….
ChiefJunaluskawaspersonallyacquaintedwithPresidentAndrewJackson…ChiefJohnRosssent
JunaluskaasanenvoytopleadwithPresidentJacksonforprotectionforhispeople,butJackson’s
mannerwascoldandindifferenttowardtheruggedsonoftheforestwhohadsavedhislife…The
doomoftheCherokeewassealed.
Washington,D.C.,haddecreedthattheymustbedrivenWestandtheirlandsgiventothewhite
man,…
However,murderismurderwhethercommittedbythevillainskulkinginthedarkorbyuniformed
mensteppingtothestrainsofmartialmusic….
TalesandTrailsofBetrayal:America’sIndianRemovalPolicies
CulminatingActivity
26
Chooseoneofthefollowingoptionstocomplete:
• TrailofTearsDiary
AssumethepersonaofaCherokeewhoisforcedtotraveltheTrailofTearsandwriteathree
entrydiaryregardingyourexperiences:
o EntryOne–Explainwhoyouareandwhatlifeislikebeforeyouleave;detailhowyouare
feelingregardingtherumorsofIndianremoval
o EntryTwo–Sharedetailsduringremoval(i.e.strugglesduringthetrip,beingheldin
stockades,experiencesofyourselfandothersthroughouttheTrailofTears,etc.)
o EntryThree–Detailsyourimpressionswhenyouarriveinthewesternterritoryassignedto
yourtribe
Beasdetailedaspossible.Includetheemotionsyouexperiencethroughout,theencountersyou
have,thesightsyousee,etc.
• LettertoPresidentJackson
AssumethepersonaofanAmericanlivinginthe1830swhoisagainstIndianremoval,orassume
thepersonaofaCherokeelivinginGeorgiawhodoesnotwanttoleavehis/herhome.Writea
lettertoPresidentAndrewJacksoninthischaracter,explainingwhytheCherokeeIndiansshould
nothavetomovetoOklahoma.Yourlettershouldbeatleastfiveparagraphslong,withan
introductoryparagraphtocaptureJackson’sattention,threedetailparagraphsthatnotethree
differentpersuasiveargumentsastowhyIndianremovaliswrong/shouldnottakeplace,anda
concludingparagraphstatingexactlywhatyouwanttohavehappen.
• SpeechBeforeCongress
ImaginethatyouareamemberofCongressin1830.TodayisthedaythatCongresswillvoteon
whetherornottopasstheIndianRemovalAct.Prepareapersuasivespeechthatyougivetoyour
fellowrepresentativesinwhichyouattempttoconvincethemtonotpasstheAct.Yourspeech
shouldbeapproximatelyonepagelongand1-2minuteswhenspoken.
• PartnerDialogue
Withapartner,youwillwriteatwo-persondialogue.Oneofyouwilltakeontheperspectiveof
AndrewJacksonandtheotherwillportrayeitherJunaluskaorTsali.Basedontheopposing
perspectivesofthesemen,constructarealisticdialoguethattheycouldhavelikelyshared.
Consider:Whatmighttheydiscusswhenfacetoface?Whatmighttheywantfromoneanother?
Whatwouldtheyaskeachotherandhowwouldtheyrespondandreacttosuchrequests?What
mighteachmansaytotryandconvincetheotherofhisbeliefs?
Yourdialogueshouldbeapproximatelyonepagelongandtwoormoreminuteswhenspoken.Be
preparedtoperformyourdialogueinfrontofyourclassmates.
27