Using Textual Evidences to Gather Perspectives about The Trail of Tears

15 teachers like this lesson
Print Lesson


SWBAT determine point of view and analyze how conflicting evidence or viewpoints impact the mood of a text.

Big Idea

It’s Written All Over Your Face: Emotional Responses to the Trail of Tears

Bell ringer: Need a Definition

5 minutes

What’s my perspective on the Trail of Tears? At the start of this lesson, students have been learning about the Trail of Tears through lessons in Social Studies class, a novel, and informational text. With information overload about the Cherokee Indian Removal, time has come for students to express their emotions about this historical event.

It is time to hook students! Students will answer the following prompt in their notebooks

 In your own words, what does perspective mean?

The denotation of the word “perspective” is a particular attitude or point of view regarding something. Possible answers I expect to hear from students include new look on life, view point about something, ranges of opinion or scope of things, etc

Students can look at the connotations of the word and use the associations of view, attitude, outlook, and sight to define how they will express their reaction to the Trail of Tears. It is important that students understand perspective so that it can bring their opinions about the Trail of Tears to alive.

Building Knowledge about the Trail of Tears

10 minutes

There are many ways that students will begin to formulate a perspective about the Trail of Tears. In this The Trail of Tears - Robert Lindneux image students will look to the left, right, and middle of the photo to develop a list of emotions that are provoked by the still image. As students work, I will walk around the room to see what similarities and differences are seen among students' responses in their notebooks. This quick glance will allow me to call on certain students to share how they felt about the historical event of the photo.

Possible emotions students may record include sadness, compassion, sympathy, etc. I don't allow students time to share why certain emotions were chosen in this activity because I want students to interact with other resources to develop their lasting perspective of the Trail of Tears before they share.

Independent Practice: Recording My Perspectives

30 minutes

Students will work in groups to develop their final perspective on the Trail of Tears. In order to gain more information about this historic event, the following articles will be given for students to read: Gen. Scott's Address to IndiansMap of Trail,and Historical Background for Trail of Tears. While reading primary and secondary information, students will work through the length and challenging vocabulary to comprehend the claims of each speaker. I will serve as support for students who have questions about the information presented in each document.

It is important that students fill out the What, When, Where and Why organizer as they are reading each document. Because students are looking at longer lengths of text, the graphic organizer will serve as a visual to help students organize the most essential points in each document.

The final product that groups will develop is a perspective poster on their view of The Trail of Tears. Students will have one class period to read over the material and complete the graphic organizer. On the second day of class, students will follow the Poster Template to create a poster to present to their peers. Watch the Trail of Tears Perspective Poster to see how posters can be made by student groups in the classroom.

What's Next?

2 minutes

Students will spend the next day of class presenting their posters. A Perspective Poster On Trail of Tears - Rubric is used to grade the project and presentation given by the group member on their poster. I will spend this time going over the expectations of the presentation and what will be required on the poster.