American Indian Removal
What Does It Mean to Remove a People?
This online lesson provides perspectives from Native American community members, documents, maps, images, and activities to help students and teachers understand an important and difficult chapter in the history both of Native Nations and the United States. Scroll to begin an exploration of the vast scope and effects of American Indian removal.
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This online lesson provides perspectives from Native American community members, documents, maps, images, and activities to help students and teachers understand an important and difficult chapter in the history both of Native Nations and the United States. Scroll to begin an exploration of the vast scope and effects of American Indian removal.
Close

lesson
information

Grades:

7–12

Nations:

Cherokee, Eastern Band of Cherokee, Kickapoo, Muscogee, Potawatomi, Seminole, Shawnee

Subjects:

U.S. History, Civics, Geography

Keywords:

Removal, Indian Removal, American Indian Removal, Osceola, Andrew Jackson, Treaties, treaty, Trail of Tears, John Ross, Menominee, Catahecassa, Black Hoof

Regions:

East, Midwest, Southeast


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essential
understandings

Framework for Essential Understandings about American Indians
Building on the ten themes of the National Council for the Social Studies' national curriculum standards, NMAI's Essential Understandings reveal key concepts about the rich and diverse cultures, histories, and contemporary lives of Native peoples. Woven throughout the lesson, the following Essential Understandings provide a foundation for students to thoughtfully approach the complex story of American Indian removal.
This resource addresses the following Essential Understandings:
Essential Understanding 1:
American Indian Cultures

Interactions with Europeans and Americans brought accelerated and often devastating changes to American Indian cultures.

Essential Understanding 2:
Time, Continuity, and Change

American Indian history is not singular or timeless. American Indian cultures have always adapted and changed in response to environmental, economic, social, and other factors. American Indian cultures and people are fully engaged in the modern world.

Hearing and understanding American Indian history from Indian perspectives provides an important point of view to the discussions of history and cultures in the Americas. Indian perspectives expand the social, political, and economic dialogue.

Essential Understanding 3:
People, Places, and Environments

Throughout their histories, Native groups have relocated and successfully adapted to new places and environments.

Essential Understanding 5:
Individuals, Groups, and Institutions

External educational, governmental, and religious institutions have exerted major influences on American Indian individuals, groups, and institutions. Native people have fought to counter these pressures and have adapted to them when necessary. Many Native institutions today are mixtures of Native and Western constructs, reflecting external influence and Native adaptation.

Essential Understanding 6:
Power, Authority, and Governance

A variety of political, economic, legal, military, and social policies were used by Europeans and Americans to remove and relocate American Indians and to destroy their cultures. U.S. policies regarding American Indians were the result of major national debate. Many of these policies had a devastating effect on established American Indian governing principles and systems. Other policies sought to strengthen and restore tribal self-government.

A variety of historical policy periods have had a major impact on American Indian peoples' abilities to self-govern.

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academic
standards

Common Core State Standards
STAGE OF INQUIRY
Overarching Standards/Summative Performance Task

Anchor Standard
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
6–8 Grades
9–10 Grades
11–12 Grades
CCSS.ELA-LITERACY.WHST.6-8.1
Write [construct] arguments focused on discipline-specific content.
CCSS.ELA-LITERACY.WHST.9-10.1Write [construct] arguments focused on discipline-specific content.
CCSS.ELA-LITERACY.WHST11-12.1 Write [construct] arguments focused on discipline-specific content.
STAGE OF INQUIRY
Supporting Question One: What Was the Muscogee Nation's Experience with Removal?

Anchor Standard
CCSS.ELA-LITERACY.CCRA.W.1
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
6–8 Grades
9–10 Grades
11–12 Grades
CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCSS.ELA-LITERACY.WHST.9-10.1.AIntroduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.WHST.11-12.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
STAGE OF INQUIRY
Supporting Question Two: How did the Cherokee Nation Resist Removal?

Anchor Standard
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
6–8 Grades
9–10 Grades
11–12 Grades
CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
STAGE OF INQUIRY
Supporting Question Three: How Did Six Different Nations Try to Avoid Removal?

Anchor Standard
CCSS.ELA-LITERACY.CCRA.W.1
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
6–8 Grades
9–10 Grades
11–12 Grades
CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCCSS.ELA-LITERACY.WHST.9-10.1.BDevelop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.
CCSS.ELA-LITERACY.WHST.11-12.1.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
College, Career & Civic Life–C3 Framework for Social Studies State Standards
STAGE OF INQUIRY
STANDARDS
Overarching Standards/Summative Performance Task
D1.5.9-12
Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
D4.1.9-12
Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
D4.3.9-12
Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
Staging the Question: Agency and Action
D2.Civ.1.9-12
Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.
Supporting Question 1: How Did People Take Action During the Fish Wars?
D2.Civ.14.9-12
Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
D2.Civ.12.9-12
Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
Supporting Question 2: What Happened After the Fish Wars Went to Court?
D2.Civ.12.9-12
Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
Supporting Question 3: Were the Fish Wars Resolved?
D1.5.9-12
Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
D2.His.14.9-12
Analyze multiple and complex causes and effects of events in the past.
Mapping Informed Action Foods TBD
D1.5.9-12
Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
D2.His.14.9-12
Analyze multiple and complex causes and effects of events in the past.
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Removal: Does It Make Sense?
Open Close Instructions
Find out what people say about removal: hear from students, read a historian's viewpoint, and interpret quotes from two nineteenth-century leaders. Explore a map to see how many Native Nations were impacted.
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What was the Muscogee Nation's
Experience with Removal?
Open Close Instructions
Follow the removal story of one Native Nation. Learn how Muscogee people were affected before, during, and after removal.

VIEW THE STORY
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How Did the Cherokee Nation
Resist Removal?
Open Close Instructions
Consider what it means to resist and persist. Examine the actions of the Cherokee to resist removal in order to protect their people, culture, and nation.

VIEW THE STORY
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How Did Six Different Native
Nations Try to Avoid Removal?
Open CloseInstructions
Learn about the strategies American Indian leaders used in their attempts to keep their homelands. Scroll through the interactive and examine the sources that tell these stories.

VIEW THE STORIES
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Reflecting on Removal
open close Instructions
What do you think? What does it mean to remove a people? Create an evidence kit by selecting up to five sources that support your argument.

CREATE EVIDENCE KIT
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What Does "Removal" Look Like Today?
open close Instructions
Explore two case studies about contemporary people and the challenges they face to remain in their homelands.
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