Teachers:

Subject:
Brandy Reed
SS-Trail of Tears 5th Grade
Common Core State Standard:
Arizona Social Studies Standard: PO 1. Describe the following events of 19th
century presidency of: d. Andrew Jackson Nationalism and Sectionalism; Trail of
Tears
ELA Standard:
HI-8: responding to social conversations by rephrasing and repeating information,
asking questions, offering advice, sharing ones experiences, and expressing ones
thoughts.
Objective (Explicit):

Students will be able to demonstrate an understanding of the Trail of Tears by

reading a script and acting out a brief historical summary and participating in a
class discussion.

Evidence of Mastery (Measurable):

Students will show evidence of mastery by sharing their point of views through a
question and answer student discussion. Each student will also contribute to the Point
of View collage by adding one descriptive word.
Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will be able to use prior knowledge and recap their new learning to
complete closing activity.
Students will be able to form their own opinions and draw from contextual
evidence for support.

Students will be able to listen and discuss others views about the Trail of Tears.
Key vocabulary:
Materials:

Trail of Tears
Cherokees
Territory
Andrew Jackson
Settlers
Supreme Court

Students will be provided with a

short summary of the Trail of Tears
that will act as their script.
(https://www.teachervision.com/tv/pr
intables/TCR/1557346070_4749.pdf)
OR a shortened version with fewer
characters that provides more time
for discussion.

Whiteboard and marker

Opening (state objectives, connect to previous learning, and make relevant

to real life)

Teacher will begin lesson by asking students, How would you feel if people who did
not speak your language or know where you were going forced you out of your home?
Teacher will call on several students to hear their responses and discuss their answers.
Teacher will relate their feelings to the Trail of Tears and recall on how the Cherokees
must have felt.
Teacher Will:

Instructional Input

Teacher will handout article to

every student.
Teacher will explain that the
students will be acting out a
summary of the Trail of Tears to
deepen their understanding.
Teacher will ask for volunteers to
play the following roles:
Cherokees, Settlers, President
Andrew Jackson, & Court Group.
Teacher then assigns any
remaining parts to ensure every
student is a participant.
Teacher will give students five
minutes to read the summary.

Student Will:

Students will actively listen to

directions given.
Students will read summary.
Students will volunteer to play roles.
Students will accept parts that are
assigned by teacher.
Students will take five minutes to
read the summary.

Co-Teaching Strategy
N/A

Guided Practice

Differentiation Strategy
N/A
Teacher Will:

Teacher will have students come

to the front of the class.
Teacher will be the narrator and
read the script as the students
portray the story.
Teacher will encourage

Student Will:

Students will come to the front of

the class.
Students will act out their parts as
the teacher reads the summary.
Students will stay engaged and
participate fully as the activity

confidence and enthusiasm as

her students participate.
Co-Teaching Strategy
N/A

occurs.

Differentiation Strategy
Teacher may have students who are shy or have learning disabilities that limit
participation. Teacher will make accommodations accordingly. If student cannot
play a part teacher will have student follow along as the summary is read out loud.
Teacher Will:

Independent Practice

Teacher will have students form

a circle and facilitate a student
discussion.
Teacher will ask students a
series of questions and allow
sufficient time for students to
respond to one another.
Teacher will ask questions about
Trail of Tears.
Some examples include:

Student Will:

Students will form a circle.

Students will listen to the questions
the teacher asks and then
participate in discussion.
Students will share their point of
views and listen respectfully to one
another.

What would you have done if

you were
a Cherokee at this time in
history?
What would you have done if
you were
a part of the military and had
to escort
the Cherokees off of their
lands?
Do you think President
Jackson should
have done anything
different?
Co-Teaching Strategy
N/A
Differentiation Strategy
N/A

Closing/Student Reflection/Real-life connections:

Teacher will conclude activity by drawing the words Cherokee on one side of
the whiteboard and Military on the other.
Teacher will have every student write one word that expresses the point of view
of both groups of people, creating a collage.
Teacher will point out the differences between the groups.
Teacher will end lesson by sharing thoughts about empathy and caring for others
in todays world.
Teacher will share quote- Empathy is not simply a matter of trying to imagine
what others have been through, but having the will to muster enough courage to
do something about it. In a way, empathy is predicated upon hope. Cornel
West
Teacher will inspire students to stand up for what is right and to look out for
others in this world.