Gilder Lehrman: The Trail of Tears

Rights and Responsibilities

Display the question:

"Should a government be allowed to force people to leave their homes if the government believes it is in the public interest?"

Students write a brief response.

Co-Use Activity

Students discuss their answers with a partner and identify one argument for and one argument against forced relocation.

Historical Background

Provide a brief overview:

• Indian Removal Act of 1830
• President Andrew Jackson
• Cherokee Nation
• Trail of Tears
• Westward expansion

Introduce the Essential Question.

Vocabulary

• Sovereignty
• Removal
• Treaty
• Relocation
• Supreme Court
• Constitution
• Indigenous

Co-Use Activity

Partners match vocabulary terms with definitions and examples.

Primary Source Investigation

Divide students into pairs.

Assign excerpts from:

• Andrew Jackson's First Annual Message to Congress
• Indian Removal Act (1830)
• Andrew Jackson's Letter to the Cherokee (1835)

Students identify:

1. Jackson's reasons for removal.
2. Promises made to the Cherokee.
3. Responsibilities assigned to the President.

Co-Use Activity
Student A reads the document aloud.

Student B records evidence.

Partners switch roles with each document.

Trail of Tears Evidence Teams

Create teams of 3–4 students.

Assign each team one source:

Team 1
Andrew Jackson's First Inaugural Address

Team 2
Indian Removal Act

Team 3
Cherokee Nation v. Georgia and Worcester v. Georgia

Team 4
Andrew Jackson's Letter to the Cherokee

Team 5
Robert Lindneux's Trail of Tears Painting

Team 6
John Ross's Letter to Martin Van Buren

Teams answer:

1. What is the source saying?
2. What evidence does it provide?
3. Does it support or challenge removal?
4. How does it help answer the Essential Question?

Team Reports
Each team presents a 2-minute summary to the class.

Evidence-Based Exit Ticket
Students answer:

1. What was one reason Jackson gave for removal?
2. What did the Supreme Court decide in Worcester v. Georgia?
3. What evidence suggests the Cherokee were harmed by removal?
4. Did the removal violate the principles of the Declaration of Independence? Explain using evidence.

Success Criteria

Students can:

✓ Explain the purpose of the Indian Removal Act.

✓ Analyze primary sources.

✓ Cite evidence to support conclusions.

✓ Connect historical events to constitutional principles.

Co-Use Activity
Partners review each other's responses and identify supporting evidence.

Historical Debate

Students choose one position:

Position A: The removal was justified based on government policy and national interests.

Position B: The removal violated the rights and principles expressed in the Declaration of Independence.

Students use evidence from the lesson to support their position.

Co-Use Activity
Partners prepare a brief statement and share it with another pair.