DAY 2
Homework: Complete the reflection and summary part of the Cornell Notes taken today.
- Warm Up (5 mins): Ticket in the door - Students write one thing they remember from yesterday or one question they have from yesterday's class. The teacher collects and processes tickets with class.
- Lecture (20 mins): The teacher briefly reviews that there were three perspectives for how white Americans and American Indians should coexist during this time. The teacher should introduce and discuss that the perspectives of assimilation/ "civilization" policies promoted by Thomas Jefferson, removal policies that were promoted by Andrew Jackson, and recognized sovereignty as promoted by Chief John Ross and the Cherokee Nation. The teacher will also discuss the Cherokee Syllabary, Cherokee Nation vs. The State of Georgia (1831), and Trail of Tears. Then the teacher poses the compelling question "How did Jefferson's policies of Indian assimilation , Jackson's policies of Indian removal, and the Cherokee's declaration of sovereignty contrast and compare?" Students should take notes using the Cornell Notes format during the lecture. Students should be familiar with Cornell Notes format as it is a standard practice in the class.
- Inquiry Activities (5 mins.): The teacher divides the class into small discussion groups and assigns each group member a role: facilitator to lead group discussion, recorder to write about group discussions, word sleuth to help identify and define difficult words, and reporter to report out to the class. The teacher discusses the directions and gives a brief overview of the documents the students will read and engage with.
- (20 mins.) The teacher hands out the documents "Andrew Jackson calls for Indian removal State of the Union address, 1829" and "Thomas Jefferson’s Indian Policy 18 January 1803". The teacher also hands out a comparison/ contrast graphic organizer to each group. The students read both text, discuss them and complete the comparison/contrast graphic organizer. When all groups have completed this task, the teacher processes it with the class and the reporters report out.
- (10 mins.) Then the teacher hands out a copy of "The Cherokee Constitution of 1827" to each group member. The groups then reads and the recorder annotates the text noting questions they may have, reflections, highlighting unknown words, and noting evidence to support sovereignty of the Cherokee tribe. When all groups have completed this task, the teacher processes it with the class and the reporters report out.
- Extension Activity: Each group member writes an individual list of arguments in support of each perspective and rates the argument on a scale of 1-3 (1 being very weak and 3 being very strong)
Homework: Complete the reflection and summary part of the Cornell Notes taken today.