Grades K-2 Lesson Plan - Trails of Tears

Map 6 Main Page

Core Map: T. J. J. Wiggins, "Map of the Extreme Southern Portion of Oklahoma showing all 'Claims' filed upon, & by Whom," (1890). Newberry Library call number: Graff 5426 (Printable PDF version of the Core Map)

Resources related to Map 6.
Curator's Notes for Map 6.

Overview
In this lesson students will discover that the Indian Territory was comprised of many Indian tribes originating from many different locations. On a bulletin board display students will connect information about Indian tribes with the Indian Territory and will examine similarities and differences between the two largest culture groups in the Indian Territory: the southeast woodland and the plains tribes.

Objectives
By the end of this lesson students are expected to:

1. identify original homeland regions of Indian tribes in the Indian Territory
2. distinguish between the Indian tribes in the Indian Territory

Key Terms
migration, Trail of Tears

Materials
Indian Territory detail from the core map--view a single printable page or view the Flash version, classroom atlases or map of U.S., large U.S. map (for bulletin board display), index cards (for tribal names), yarn, The Original Location of Oklahoma Indian Tribes handout

Time
Two - three 1/2 hour classes

Preparation
This lesson requires students to add information to a bulletin board display. The final display is then used for discussion. Title the bulletin board "Trails of Tears." Place a large U. S. map in the upper left corner of the bulletin board. Prepare name cards for each tribe.

Getting Started

1. Point out and say the different Indian tribe names. Explain that during the 1800s, as more European Americans wanted land, many Indians were forced to leave their homes and move to a region called the Indian Territory. It took many years for some tribes to travel to the new land, and it was a very difficult for them. When a portion of the Cherokee nation moved to the Indian Territory, so many people died along the way, that it is called the Trail of Tears. It was a very sad time. Other similar trips are sometimes also called trails of tears because of the sadness and losses the Native Americans suffered. Later the Indian Territory became the State of Oklahoma. Have a student locate Oklahoma on a U.S. map.

2. Click on one of the Native American tribal names on the Indian Territory detail from the core map. Show students that a pop-up window has the names of the states where that tribe lived before they were moved to the Indian Territory.

Developing the Lesson

1. Students will work in pairs during assigned computer time. Assign each pair one or two of the tribes listed on the Indian Territory detail of the core map. (Please note that that there are 28 tribes identified on the map. Adjust the size of the groups as need to insure that there is no duplication.) Give a copy of The Original Location of Oklahoma Tribes handout to each group.

2. One student will click on the names of their assigned tribe on the map, revealing a pop-up window identifying the state(s) where the tribe lived before moving to Indian Territory, as demonstrated to them in Getting Started step 2. The other student will color the state(s) identified in the pop-up window on the map in the handout. The students will work together to write out the names of the state(s) on the appropriate lines in the handout.

3. As each pair completes their handout, help them locate the original site and Oklahoma on the classroom bulletin board map. Using a name card for their tribe and yarn, students should connect the original location of the tribe to its new location on the map.

4. When the bulletin board is complete, have each pair tell about their tribe's journey.

5. As a class, discuss the patterns seen on the map and bulletin board:
   • Where did most of the tribes originate? (More are from the plains region, but point out that the first tribes moved to the Indian Territory were from the woodlands.)
   • From what areas was there little or no migration? (Southwest, Northwest, Inter-montane)
   • Why was migration predominantly from the east and then the north? (Europeans, who arrived first along the east coast of North America, wanted the land, so the Indians were removed from it.)
   • Why are the yarn trails called "trails of tears?" (Many Indians suffered hardships and many lives were lost as groups were moved.)

Evaluation
For 4 points, the student participates in group work, doing the assigned tasks accurately and cooperatively. Student reports accurate information to the class and participates in the class discussion with good comprehension of all information.

For 3 points, the student participates in group work, doing the assigned tasks accurately and cooperatively. Student reports information to the class and contributes to the class discussion.

For 2 points, the student participates in group work, doing the assigned tasks accurately and cooperatively. Student participates in the class discussion.

For 1 point, the student writes/tells a story about Indians but does not include information about migration. Student participates in group work, but may be inaccurate and/or uncooperative. Students listens during class discussion.

Extensions

1. Discuss the difference between the cultures of Indians living in the woodland and on the plains. Compare the woodland and plains cultures in a Venn diagram. Assess how well they may have cooperated in the Indian Territory.
2. Have older/more advanced students research their tribe to discover more cultural information to include on their bulletin board sheet (see Resources).
3. Have students create a classroom alphabet book about North American tribes. Each student should find out information about one tribe and create a page that includes: tribe name, original homeland, picture(s), clothing, transportation mode, food, methods of getting food, lifestyle. Compile completed pages into a book.
4. Ask each student to imagine he/she is a child from the tribe researched. Review the map with them, reminding them that these trips were a forced migration. Have each student write or tape record a story. It should include what their original home was like, what it was like to travel on the trail to the Indian Territory, and what it was like to live in the Indian Territory.