1. The Trail of Tears A PowerQuest for 4th Grade By: Jaye Ellen Parks Lakeshore Elementary School

2. TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO What would you do if you, all of your family, all of your friends-your entire community, were forced to abandon your homes and walk halfway across the country to live in a strange land?

3. TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO "I saw the helpless Cherokees arrested and dragged from their homes, and driven at the bayonet point into the stockades. And in the chill of a drizzling rain on an October morning I saw them loaded like cattle or sheep into six hundred and forty-five wagons and started toward the west....On the morning of November the 17th we encountered a terrific sleet and snow storm with freezing temperatures and from that day until we reached the end of the fateful journey on March the 26th 1839, the sufferings of the Cherokees were awful. The trail of the exiles was a trail of death. They had to sleep in the wagons and on the ground without fire. And I have known as many as twenty-two of them to die in one night of pneumonia due to ill treatment, cold and exposure..." -Private John G. Burnett Captain Abraham McClellan's Company, 2nd Regiment, 2nd Brigade, Mounted Infantry Cherokee Indian Removal 1838-39

4. TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Study Guide

5. TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Choose two activities to complete. Click on the activity for instructions. Write a letter to a friend describing what it is like on the Trail of Tears. Write an editorial for the Cherokee Phoenix newspaper about Andrew Jackson’s actions toward the tribe. Write an acrostic poem about the Trail of TearsWrite an acrostic poem about the Trail of Tears. Create a character who is part of the Trail of Tears who will talk to the class about his/her life. Draw a map of the Trail of Tears, including both land and water routes, and include information about each stop. Draw an historically correct picture of a Cherokee from the time of the Trail of Tears. Compare and contrast the differences between Chief John Ross and John Ridge, using a Venn diagram. Create a PowerPoint presentation about the Cherokee removal forts. Create a timeline of Cherokee Trail of Tears.

6. TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Letter Read Trail of TearsTrail of Tears Read “Samuel’s Memory”, the story of a nine year old on the Trail of Tears.Samuel’s Memory Write a letter to a friend about your experience on the Trail of Tears. Include salutation and details such as: –Food –Transportation –How you are treated by the soldiers –Health of you and your family –One additional interesting fact Return to Activities

7. TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Editorial Read “Trail of Tears”Trail of Tears” Read “Cherokee Nation Journalism Featured In New Exhibition”“Cherokee Nation Journalism Featured In New Exhibition” Read “Junaluska”Junaluska You are writing an editorial for the Cherokee Phoenix newspaper in 1840. An editorial is an opinion. Imagine how a Cherokee writer would feel about Andrew Jackson and support it with facts. Your opinion article must include information about: – Junaluska –Trail of Tears Return to Activities

8. TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Acrostic Poem t__________ R_________ A_________ I__________ L _________ O_________ F _________ T__________ E__________ A__________ R__________ S__________ Return to Activities

9. TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Timeline Read “Trail of Tears”Trail of Tears” Read “Timeline”Timeline Create a visual timeline of the of Cherokee Trail of Tears starting in 1838, ending in 1839 and using your own words. Use Read Think Write’s timeline generator. Use visuals to illustrate your timeline. timeline generator Return to Activities

10. TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Resources http://cherokeehistory.com/index.html http://www.cherokeemuseum.org/html/collections_tot.html http://www.powersource.com/nation/dates.html http://www.pbs.org/indiancountry/history/oral1.html http://www.nps.gov/trte/historyculture/index.htm http://www.thewritework.com/special-service.php

11. TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Evaluation It is very important that the learners know how their work will be assessed and whether there will be individual or group marks, grades, or levels. The 'Evaluation' section should describe the evaluation criteria needed to determine how well the learner (or group of learners) has done. Correlates with Evaluation component. (Big6 Step 6) Rubric

12. TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Evaluation Rubric* Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Objective 1 Description of the characteristics of a beginning level performance Description of the characteristics of a level of performance progressing toward mastery Description of the characteristics that demonstrate mastery of the objective Description of characteristics reflecting the highest level of performance Objective 2 Description of the characteristics of a beginning level performance Description of the characteristics of a level of performance progressing toward mastery Description of the characteristics that demonstrate mastery of the objective Description of characteristics reflecting the highest level of performance Objective 3 Description of the characteristics of a beginning level performance Description of the characteristics of a level of performance progressing toward mastery Description of the characteristics that demonstrate mastery of the objective Description of characteristics reflecting the highest level of performance Objective 4 Description of the characteristics of a beginning level performance Description of the characteristics of a level of performance progressing toward mastery Description of the characteristics that demonstrate mastery of the objective Description of characteristics reflecting the highest level of performance *For more information on how to create multimedia evaluative rubrics, go to the RubiStar website. http://rubistar.4teachers.org/index.phphttp://rubistar.4teachers.org/index.php

13. TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Conclusion The 'PowerQuest Conclusion' section brings the PowerQuest to a close and should encourage learners to reflect on what they have achieved. Summarize what the learners will have accomplished or learned by completing this activity. You might think about including some thought provoking open questions to encourage them to extend their thinking. Synthesis component (organize and present) (Big6 Step 5)

14. TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Teacher The teacher’s page is an optional page which you can add to your PowerQuest. You can use this page to give other teachers or tutors information on how to deploy the PowerQuest with a group of learners.