Lesson by Erik Bloch
Essay by Joseph Bruchac (Nulhegan Abenaki)
Grade Level: 7–12
Number of Class Periods: 5
Primary Themes: Government and Civics, American Indian History
About This Lesson Plan Unit
The five lessons in this unit explore several moments when Indigenous people and government representatives sought to communicate with each other and about each other. Students will read and view several primary sources—engravings, a report, a speech transcript, and a message to Congress—and two secondary sources—a scholarly essay and panels from a National Park Service exhibition, investigating a sample of communications and miscommunications that preceded the Trail of Tears. The teacher will assess students’ understanding through an essay, speech, or multimedia presentation.
Lesson Plan Authors: Erik Bloch
Historical Background Essay by: Joseph Bruchac, Nulhegan Abenaki
Additional Information About This Unit
Common Core State Standards
Common Core State Standards
CCSS.ELA-Literacy.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
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.RH.9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-Literacy.RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Essential Questions
Essential Questions
What strategies did Indigenous peoples and the US government use to communicate with each other?
How did the US government explain its expansion into land held by Indigenous peoples?
How did Indigenous peoples respond to US government and military expansion into their territories?
What promises did the US government make to Indigenous peoples?
What was the impact of US expansion on Indigenous peoples?
Documents
Documents
“Native American History: An Overview” by Joseph Bruchac (Nulhegan Abenaki), PhD
“Major General Rogers” by an unknown artist, ca. 1770–1785
Tecumseh’s Speech to Gov. William Henry Harrison, August 20, 1810
“Genl. Harrison & Tecumseh” by John Reuben Chapin (artist) and William Ridgway (engraver), 1878
Excerpts from a Report from Thomas Glascock to Andrew Jackson, April 30, 1818
President Jackson’s Message to Congress “On Indian Removal,” December 6, 1830