2. Analyze the Learners
▪ The students are 10th graders at a local public
school.The classroom consists of 20 students, 14
girls and 6 boys ranging between the ages of 14-
16. Of those students, 17 are Caucasian, 2 are
African-American, and 1 is Asian. One of the
students has Legg-Calve-Perthes disease and will
be out of class Monday due to a doctor’s
appointment.These students use technology on a
daily basis and love to give their input during class
time.
3. Main Objective
▪ My students will identify the main issues surrounding
the Indian Removal Act; characteristics of the Cherokee
Nation, the events surrounding the court cases
between the Cherokee Nation and Georgia; what we
can learn from these events; and compare these events
to things happening in today’s news by: examining
primary source documents, storytelling, a podcast,
roleplaying onTwitter, Zello with a Cherokee Indian,
posting blogs to a classroom blog, photo analysis, and
creating bots with 90% accuracy by the end of the
week.
4. Day by Day Breakdown
▪ Monday – Students learn about Andrew Jackson and the Indian RemovalAct while
being introduced to the classroom blog in the computer lab.The student will make
aTwitter for an assigned character that will be used onThursday.The student that
will be absent can catchup by listening to a podcast on the lesson.
▪ Tuesday – Students will go over the Cherokee Nation by using Zello to talk to a
Cherokee Indian and analyzing a Photoshop photo. Students will have to post to
the blog.
▪ Wednesday – Students will go over the Cherokee Nation v. Georgia trial through
storytelling and discussion. Students will also have to post to the blog.
▪ Thursday – Students will go over theWorcester v. Georgia trial and sum up the
lesson by roleplaying onTwitter.The students will make posters to advertise their
arts and bots project. Students will also have to post to the blog.
▪ Friday – Students will discuss what we can learn from these events and similar
events happening in today’s news. Students will also be presenting their bots and
posting their last blog entry.
5. Throughout the week!
▪ The students will be posting to a class blog throughout the week.
▪ All of the material will be accessible on aWikispace Classroom.
▪ Parents will be able to view what their children are learning by joining
a Private Facebook group.
▪ The students will also be working on their Arts and Bots throughout
the week and will present them on Friday.
6. Use of Technology
▪ PowerPoint
▪ YouTube and Storytelling
▪ Podcast
▪ Wikispaces
▪ Photoshop
▪ Posters
▪ Zello
▪ Twitter
▪ Facebook
▪ Slideshare
▪ Arts and Bots
▪ Blogger
▪ Computer Lab
7. Works Cited
▪ A Brief History of theTrail ofTears (n.d.). Retrieved from
http://www.cherokee.org/AboutTheNation/History/TrailofTears/ABriefHistoryoftheTrailofTears.aspx
▪ Cherokee Nation v.Georgia (n.d.). Retrieved from https://www.law.cornell.edu/supremecourt/text/30/1
▪ Friedman,Thomas L. (2003). Straddling the Fence [Video file]. Retrieved from http://www.hulu.com/watch/449283
▪ IndianTreaties and the Removal Act of 1830 (n.d.). Retrieved from https://history.state.gov/milestones/1830-
1860/indian-treaties
▪ Manifest Destiny (n.d.). Retrieved from http://www.history.com/topics/manifest-destiny
▪ PresidentJackson's Message to Congress on Indian Removal (n.d.). [PDF file]. Retrieved from
http://www.nps.gov/museum/tmc/manz/handouts/andrew_jackson_annual_message.pdf
▪ Primary Documents in American History (n.d.). Retrieved from https://www.loc.gov/rr/program/bib/ourdocs/Indian.html
▪ We Shall Remain. (2014, 16 May). We Shall Remain [Video file]. Retrieved from
https://www.youtube.com/watch?v=S8o0heHXQF8
▪ Worcester v.Georgia (n.d.). Retrieved from https://www.law.cornell.edu/supremecourt/text/31/515
