Overview the Cherokee of North Carolina

Home , Junaluska, Sequoyah, Trail of Tears, Tsali

Week 1 – Overview The Cherokee of North Carolina

Week one of this twoweek unit will focus on the Cherokee of Western North Carolina. Throughout the course of the first week, students will learn about the different aspects of the Cherokee Nation and how it relates to their own state of North Carolina. On DAY ONE of the first week, the students will be introduced to a general overview of the Cherokee in North Carolina. They will learn about important historical events that are related to the North Carolina Cherokee, and they will strive to understand the chronology of these events. On DAY TWO of the first week, the students will learn, more in depth about the Cherokee and their daily lives. They will learn about the ways that the villages were run and that the Cherokee were the “Indians of the mountains”. The students will become familiar with the transition between peaceful relations between the Cherokee and the settlers and hostile relations between the two groups. Students will learn a song that will help them to remember the general information about the Cherokee in North Carolina. On DAYS THREE and FOUR of the first week, the students will focus on the events leading up to and during the Trail of Tears. Students will strive to understand the feelings of the Cherokee, and will attempt to put themselves in their shoes. Students will use music in order to feel the emotions of the Cherokee people, and students will write in various points of view pertaining to the Trail of Tears. On DAY FIVE of the first week, students will learn what the Cherokee of North Carolina are doing today. They will learn about Cherokee, North Carolina and the people who live there now. The students will also create a project using the informational knowledge they gain about the Cherokee today.

Vocabulary List – Week One Alphabetical

1. Ceremony – a celebration that honors an event.

2. Cherokee – The Native American tribe most commonly associated with the Smoky Mountain region of Western North Carolina.

3. Confederation – A government made up of smaller groups that work for the same goals.

4. Democracy – A government run by the people. The people come together to make decisions.

5. Settlers – The non‐native European people that made their homes on the “frontier” of North America.

6. Stockade – Prison‐like detention areas where Cherokee people were placed before and during the Trail of Tears.

7. Syllabary – A set of written symbols that represent syllables. This is what the Cherokee alphabet that Sequoyah created was.

8. Tourist – Someone who goes to a particular area in order to immerse himself or herself in the culture and daily lifestyle. Cherokee, North Carolina is home to many tourists.

9. Treaty – An agreement between two people or two groups of people. The Cherokee had trade treaties with the settlers.

4th Grade Social Studies Lesson – Introduction to Cherokee in North Carolina

Subject Area: Social Studies Name: Alysha Christian

Grade: 4th Date: Lesson 1

Essential Question: The learner will exhibit an understanding of the general impact of the Cherokee tribe in North Carolina, and will be able to sequence important events pertaining to the Cherokee in the state of North Carolina.

NCSCOS Social Studies Goal 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Objective(s): • 2.01 Locate and describe American Indians in North Carolina, past and present. NCSCOS Social Studies Goal 3: The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people’s ideas. Objective(s): • 3.02 Identify people, symbols, events, and documents associated with North Carolina’s history.

NCSCOS English Language Arts Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. • 2.03 Read a variety of texts, including o nonfiction

Time: 45minutes ‐ 1hour

Prerequisite skills/ Focus and Review: I will provide a brief introduction to the unit by discussing the books that I have been reading with the students for my Author’s Craft mini lessons. I will remind them that the author of the books we’ve read is a Native American, and that both of the pieces of literature that we looked at were based on Cherokee legends. I will tell the students, that while there were smaller tribes known to inhabit areas of North Carolina, the most prominent, and well‐known tribe was the Cherokee. I will show the students where Cherokee, North Carolina is on a map, and I will tell the students that the Cherokee populated this location in the past as well as the present.

Materials: • Map of North Carolina • “Cherokee of NC” by Alysha Christian • Virtual Fieldtrip – “Cherokee of North Carolina” • “Travel Log” for each student • Timeline Cards (timeline worksheet for each student)

Guided Practice: First, I will sit on the floor with the students in the middle of the classroom and perform a Read Aloud. I will read to them the book that I wrote for my Children’s Literature course. The book is entitled “The Cherokee of NC” and it briefly chronicles the life of the Cherokee people throughout North Carolina’s history. I will ask the students questions throughout the book to make sure that they are paying attention. Some questions might include… • Why do you think that the settlers were friendly toward the Cherokee when they first arrived? • Why do you think it was important for Sequoyah to develop a written language for the Cherokee? • How do you think you would have felt if you were forced to walk the Trail of Tears?

The Read Aloud will act as a brief pre‐cursor to the Virtual Field Trip to follow.

Teacher Input: After the Read Aloud, I will then move onto the presentation of the Virtual Fieldtrip. The Virtual Fieldtrip will take the class on a trip back in time, and we will travel sequentially through some of the important events in Cherokee past. The students will be provided with a “Travel Log” that they will have to fill out along the “journey”, and this log will help them with the final activity for the lesson.

Independent Practice/ Assessment: To reinforce everything that was presented in both the read aloud book, and the Virtual Fieldtrip, the students will be divided into three smaller groups. Each group will receive a pack of timeline cards. Each pack will have the same 5 important events, and the students will have to order them correctly. I will tell the students that they may use their “Travel Logs” from the Virtual Fieldtrip to help them if they cannot remember. If the cards are ordered in the correct sequence, the letters on the back of each card will spell out a word that describes the Cherokee people (SMART, BRAVE, EAGER). I will tell the students that these terms will start to make more sense to them throughout the course of the unit. There will be a short, timeline worksheet that will supplement the timeline cards, and this is what will be collected for assessment (rubric attached). Early Finisher: If the groups finish the timeline activity before time has commenced

4 I will ask the students to discuss the word that their timeline cards spell. I will tell them to take out a sheet of paper and come up with at least four reasons why that word describes the Cherokee (as far as what they know up to this point). After this, they can choose a Native American book from the classroom library to look at as a group until there is no time left.

Modifications for Unique Learner: The use of cooperative groups is wonderful for my unique learner. Because Raphael is so unbelievably nervous to speak up in large groups, hopefully cooperative learning groups will help him throughout this unit. He is an extremely intelligent student, but is very self‐conscious when it comes to sharing his ideas. By allowing students to work in smaller groups, hopefully he will gradually become more confident in sharing his thoughts with his peers.

Name: Date: Travel Log

1. What is the name of the famous Native American tribe from the western part of North Carolina?

2. In 1540, the Spanish explorer first set foot on Cherokee territory.

• It is said that the explorers brought many different that killed many of the Cherokee.

3. From 15401750’s, how was the relationship between the Cherokee and the settlers?

The Cherokee taught the settlers how to do these two things…

1. (hint: bow and arrow)

2. (hint: the “Three Sisters”)

4. Starting in the 1750’s, armed conflicts started to arise between the Cherokee and the settlers. What historic war resulted from conflicts between the Native Americans and the settlers of the North American frontier in 1754?

5. In 1821, the Cherokee named finally finished his work on the Cherokee alphabet. The Cherokee were the first and only Native American tribe to develop a written language.

6. Sadly, in 1838, President ordered the forced removal of the North Carolina Cherokee across the Mississippi into Oklahoma. Many people died on this long journey so it became known as what?

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11 Rubric for Timeline Assessment Identify Identify Sequence important important chronologically people events the important Additional Student pertaining pertaining events notes to the to the pertaining to Cherokee Cherokee the Cherokee in in NC in NC NC Raphael Rachel Tyler Tania Keomany Luis Caleb Kevon Tyrone (TJ) Mukarrama Natwaun Cameron Anthony Aliya Pierrah Trinity Nyresha Alessa Kiera Darius Pany

√+ Demonstrates thorough understanding (can thoroughly relate the objective to his or her own understanding of the content).

√ Demonstrates an adequate understanding (understands the concept, but cannot thoroughly express this understanding in his or her own words).

√‐ Demonstrates little understanding (does not understand the content well enough to express the understanding of the objective in his or her own words).

0 Demonstrates no understanding of the content areas set forth in the objective.

4th Grade Social Studies Lesson – The Early People of the Mountains

Subject Area: Social Studies Name: Alysha Christian

Grade: 4th Date: Lesson 2

Essential Question: The learner will use what they have learned about the Cherokee over the past two days and show me what they know by writing (and possibly drawing) it out for me.

NCSCOS Social Studies Goal 1: The learner will apply the five themes of geography to North Carolina and its people. Objective(s): • 1.05 Evaluate ways the people of North Carolina used, modified, and adapted to the physical environment. NCSCOS Social Studies Goal 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Objective(s): • 2.01 Locate and describe American Indians in North Carolina, past and present.

Time: 45minutes ‐ 1hour

Prerequisite skills/ Focus and Review: I will first remind the student of the book that I read to them yesterday, and I will ask them to think back to the Virtual Field Trip that we took back in time. I will tell the students that we will be learning a little bit more about the specifics of the Cherokee who were known as the “people of the mountains”.

Materials:

• Poster for KWL Chart • Harcourt North Carolina 4th Grade Social Studies Book (pg. 46‐48) • “Cherokee Way” song sheets (for each student) • CD with background music (Gilligan’s Island Theme)

Guided Practice: First we will make a KWL chart as a class in order to reinforce what we learned yesterday. I will first ask for examples from the students, of things that we know. After we have come up with a decent list, I will then ask students to share some ideas for what they would like to know. After this students will be permitted to select a partner and go “Out and About” somewhere in the classroom. With their partner, students will read through page 46‐48 of their social studies textbook. They will make note of any facts that they did not know before they read the text and we will discuss these facts as a class after I feel that most of the groups have had time to complete the task.

Teacher Input: For this portion of the lesson I will tell the students that they have learned a lot so far about the Cherokee. I will tell them that through the course of this week and next we will be learning some more specific aspects about the Cherokee in North Carolina, but in order to help them remember some of the important general information, I will share a song that I wrote with them. First we will just read through the words of my song entitled “Cherokee Way.” I will say a line and they will repeat after me. When we have gone through the song in this manner I will explain to them that I wrote the words in order to fit into the theme song of one of my favorite TV shows, Gilligan’s Island. Many of the students will not know the song so I will sing it to them first with the music. After I do this, I will turn the music back on again and have them try and sing along.

Independent Practice/ Assessment: Because this lesson concludes the two‐day introduction of the Cherokee, I want to see what the students know so far, and gauge what I need to change over the course of the next few days in order to ensure that

14 students understand what I am teaching to them. During this time I will formatively assess the students by allowing the students to “Show What You Know”. I will allow the students to go out and about and find a place where they can work individually and quietly. I will turn on some Cherokee flute music, and I will tell them that they need to write at least 6 detailed facts about what they know about the Cherokee. I will allow them to draw pictures to supplement their ideas, but I will make it clear that they are not permitted to simply draw pictures. I will then collect their work when they are finished. Early Finisher: Students can, if they finish the “Show What You Know” assessment before time has commenced, color the pictures that they have chosen to draw in order to supplement their written information. Students can also always choose to read on of the Native American related books from the classroom library if they choose. Both coloring and reading are activities that will not distract the other students from completing their assessment.

Modifications for Unique Learner: By allowing students to draw pictures to supplement their “Show What You Know” work, students like Raphael can have an extra outlet to express their knowledge. Also, by giving an individual assessment, that he knows only himself and the teacher will see, may allow him to be more confident in sharing his ideas. He does no have to worry about being “wrong” in front of his peers.

15 “Cherokee Way” To the theme from Gilligan’s Island Lyrics written by: Alysha Christian

Just sit right back and you’ll hear a tale, A tale of a famous tribe. They were people of the mountain range, Whom now I will describe.

The name that they were given then, Is now called Cherokee. They taught the settlers many things, And were peaceful as can be.

Then things started getting rough, And soon that led to war, And battles started breaking out, In 1754, In 1754.

The man they called Sequoyah, Then realized what they lacked, An alphabet, A way for them, To communicate far and wide. A way to read, a way to write, Here in North Caroline.

In 1838 you see, Jackson took a stand. He believed that all the Cherokee, Should move from off their land.

He forced them then to caravan, Through rain, sleet, snow and hail. It took the natives many months, To walk that dreadful Trail.

So many people lost and dead, No way to calm their fears. It was just what they say it was, A mournful Trail of Tears.

But the Cherokee are strong you see, And still live here today. They’re proud to share their history, That’s just the Cherokee Way!

16 Rubric for “Show What You Know” Assessment Information Provides at given proves least 6 detailed comprehension Student facts about the of materials Additional notes Cherokee read and heard Raphael Rachel Tyler Tania Keomany Luis Caleb Kevon Tyrone (TJ) Mukarrama Natwaun Cameron Anthony Aliya Pierrah Trinity Nyresha Alessa Kiera Darius Pany

√+ Demonstrates thorough understanding (can thoroughly relate the objective to his or her own understanding of the content).

√ Demonstrates an adequate understanding (understands the concept, but cannot thoroughly express this understanding in his or her own words).

√‐ Demonstrates little understanding (does not understand the content well enough to express the understanding of the objective in his or her own words).

0 Demonstrates no understanding of the content areas set forth in the objective.

17 4th Grade Social Studies Lesson – Trail of Tears Subject Area: Social Studies Name: Alysha Christian

Grade: 4th Date: Lesson 3

Essential Question: The learner will read and listen to various points of view pertaining to the Trail of Tears. They learner will use what they read and hear in order to write their own narrative from a point of view of their own choosing.

NCSCOS English Language Arts Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Objective(s): • 2.02 Interact with text before, during, and after reading, listening, and viewing by: o setting a purpose using prior knowledge and text information. o making predictions. o formulating questions. o locating relevant information. o making connections with previous experiences, information, and ideas. • 2.03 Read a variety of texts, including: o fiction (legends, novels, folklore, science fiction) o nonfiction (autobiographies, informational books, diaries, journals). • 2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text. NCSCOS English Language Arts Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. Objective(s): • 4.07 Compose fiction, nonfiction, poetry, and drama using self‐selected and assigned topics and forms. • 4.09 Produce work that follows the conventions of particular genres.

Time: 45minutes ‐ 1hour

Prerequisite skills/ Focus and Review: I will provide a brief introduction to the lesson by discussing how we briefly spoke about the Trail of Tears during our Virtual Field Trip on the first day of the unit. I will show the students a twenty‐ dollar bill and ask them how it relates to the Trail of Tears. I will ask the class why it became known as the Trail of Tears.

18 Materials:

• “On the Long Trail Home” by Elisabeth J. Stewart • 5 Quotation Sheets • Quotation Worksheets • Writer’s Notebooks

Guided Practice: First, the students will be divided into five cooperative groups. Each group will be given a quotation by someone who observed the cruelty of the Trail of Tears. The students will read the quote together and each individually fill out their own worksheet. They can work together to develop the answers except for the last question on the worksheet, which asks for individual student opinions. I will explain to the students before they work in groups that the last question is to be answered on their own. Early Finisher: Each student will be given a packet complete with all of the quotes, if groups finish early they can read through the other quotes together and discuss them until it is time to move onto the next part of the lesson. When the groups are finished we will come together as a class and I will give students the opportunity to share their opinion questions with the class.

Teacher Input: For the next portion of the lesson, I will read the first chapter from Elisabeth J. Stewart’s historical fiction novel “On the Long Trail Home”. I will first read the description of the novel to the class because it explains that this book is the author’s interpretation of a story about her own great‐grandmother and her escape from the Trail of Tears. After the description, I will read to the students just the first chapter of the book which is the main character’s (Meli) description of daily experiences while walking the Trail. I will ask students questions like, • How would you feel if you were Meli? • Do you know any other instances in history where people were treated like the Cherokee? • What do you think will happen to Meli throughout the course of this book?

Independent Practice/ Assessment: After reading from Stewart’s book I will tell the students that they will need to use the information from the book, as well as the

19 quotation activity in order to write their own journal entry in their Writer’s Notebooks. I will tell the students to write a diary entry from a different point of view than their own. They could choose to write from a Cherokee point of view, a soldier’s point of view, a bystander’s point of view; they could even choose to write from an animal’s point of view if they choose to do so.

Modifications for Unique Learner (Coteaching strategy): For this lesson I will ask the ESOL teacher if she can work with me and the ESOL students in my classroom. I will ask her to not only help Raphael, but also be available to aid the other ESOL students in my class. For the quotations activity I will ask her to lead one of the small groups, which will be comprised of the three ESOL students in the class, and maybe one other student who could benefit from an educator’s assistance for this activity. She will be able to read the quote as well as direct discussion about the quote. She will aid the students in completing the worksheet. For the Writer’s Notebook portion of this lesson, I will allow the ESOL students to sit with her and ask her for guidance if they need it. Writing from another point of view is tough for any child because it is often easiest to simply write how they feel personally. For someone like Raphael, who has enough trouble sharing his own feelings most of the time, writing from another point of view may be especially tough for him. With the assistance of the ESOL teacher, Raphael, as well as the other ESOL students, may be able to benefit more from my lesson.

John G Burnett, a soldier who participated in the Removal wrote,

Men working in fields were arrested and driven into stockades. Women were dragged from their homes, by soldiers whose language they did not understand. Children were separated from their parents and driven into stockades with the sky for a blanket and the earth for a pillow. The old and infirm were prodded with bayonets to hasten them to the stockades. In one home, death had come during the night, a sad faced little child had died and was lying on a bear skin couch and some women were preparing the little boy for burial. All were arrested and driven out, leaving the dead child in the cabin. I don’t know who buried the body.

In another home was a frail mother, apparently a widow and three small children, one just a baby. When told that she must go, the mother gathered the children at her feet, prayed a humble prayer in her native tongue, patted the old family dog on the head, told the faithful creature goodbye, with a baby strapped on her back and leading a child with each hand, started on her exile. But the task was too great for the frail mother. A stroke of heart failure relieved her suffering. She sunk and died with her baby on her back, and her other two children clinging to her hands”

A traveler from Maine wrote,

“Aging females, apparently nearly ready to drop into the grave, were traveling with heavy burdens attached to their backs – on frozen ground with no covering for their feet except what nature had given them. We learned from the inhabitants of the road where the Indians passed that they buried fourteen or fifteen at each

stopping place.”

A guard wrote,

“I fought through the War (Civil War), and I saw men shot to pieces and slaughtered by the thousands, but the Cherokee Removal was the cruelest work I

ever knew.”

"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, 183839

“We, the great mass of the people think only of the love we have for our land, we do love the land where we were brought up. We will never let our hold to this land go, to let it go it will be like throwing away our mother that gave us birth.”

Letter from Aitooweyah to John Ross, Principal Chief of the Cherokees.

25 Name: Date:

Quotations Worksheet

1. From what point of view was this quote written?

2. What specific details let you know that this person is talking about the Trail of Tears?

ANSWER ON YOUR OWN! 3. How does this quote make you feel?

26 Rubric for Diary Entry Assessment Entry is Details are told from a Point of ones that different view stays pertain to Additional Student point of consistent what has been notes view than throughout learned about the the entry Trail of Tears student’s Raphael Rachel Tyler Tania Keomany Luis Caleb Kevon Tyrone (TJ) Mukarrama Natwaun Cameron Anthony Aliya Pierrah Trinity Nyresha Alessa Kiera Darius Pany

√+ Demonstrates thorough understanding (can thoroughly relate the objective to his or her own understanding of the content).

√ Demonstrates an adequate understanding (understands the concept, but cannot thoroughly express this understanding in his or her own words).

√‐ Demonstrates little understanding (does not understand the content well enough to express the understanding of the objective in his or her own words).

0 Demonstrates no understanding of the content areas set forth in the objective.

27 4th Grade Social Studies Lesson – Trail of Tears (Conclusion)

Subject Area: Social Studies Name: Alysha Christian

Grade: 4th Date: Lesson 4

Essential Question: The learner will utilize what they know about listening to music in order to relate various songs to the Trail of Tears. They will use this music as a model to write their own song or poem about the Trail of Tears.

NCSCOS English Language Arts Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Objective(s): • 2.02 Interact with the text before, during, and after reading, listening, and viewing by: o setting a purpose using prior knowledge and text information. o making predictions. o formulating questions. o locating relevant information. o making connections with previous experiences, information, and ideas. • 2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text. NCSCOS English Language Arts Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. Objective(s): • 3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical and evaluative processes by: o analyzing the authors’ word choice and context NCSCOS English Language Arts Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. Objective(s): • 4.07 Compose fiction, nonfiction, poetry, and drama using self‐selected and assigned topics and forms. • 4.09 Produce work that follows the conventions of particular genres (song/poem).

NCSCOS Music Goal 6: The learner will listen to, analyze, and describe music. Objective(s): • 6.07 Show respect while listening to and analyzing music.

28 NCSCOS Music Goal 7: The learner will evaluate music and music performances. • 7.02 Explain personal reactions to specific musical works and styles using appropriate music terminology. NCSCOS Music Goal 8: The learner will understand relationships between music, the other arts, and content areas outside the arts. • 8.02 Identify ways, which the principles and subject matter of other content areas taught in the school, are related to those of music.

Time: 45minutes ‐ 1hour

Prerequisite skills/ Focus and Review: I will provide a brief introduction to the lesson by discussing what the class learned yesterday about the Trail of Tears. I will ask the students questions like: • Who was it that signed into law, The Indian Removal Act? • What happened during the Trail of Tears? • Why was it called the Trail of Tears?

Materials: • 4 CD Player/Boom boxes • Lyric sheets for each listening station • Trail of Tears music worksheet • Writer’s Notebook (each student)

Guided Practice: First, I will explain to the students that they will be divided into four cooperative groups. Each group will travel to a listening station that has been set up in the four corners of the room. The volume will be set on each of the boom boxes, and I will tell the students that they are not to change the volume level (this will ensure that the noise level does not get too loud). Each group will have a different song to listen too and they will be asked to fill out the worksheet that goes along with their song. I will explain to the students that all four songs (each group will only listen to one) are by a different artist but are all entitled “Trail of Tears”. Each group will be provided with a CD case for their song that will describe a little bit about their artist and the musical genre. The students will use this information to complete their worksheets as a collaborative group. Early Finisher: If groups complete the worksheet before other groups have had the time to finish, I will provide each student with the lyrics to all of the songs, so they can read through them and discuss them as a group.

29 Teacher Input: After the groups have completed their worksheets we will gather again as an entire class. I will have each group present their findings from the worksheet to the entire class. They will share the name of their artist and what genre music they perform. They will also share a little bit about the lyrics to their song (if there was lyrics), what their song sounded like, and how it made them feel. They will also explain how they feel that their song relates to the Trail of Tears. After this, I will explain to the students that sometimes people chose to share their ideas about a certain event or feeling in the form of a song. I will tell them that songs are just another way of writing poetry. I will share with the students, my own poem about the Trail of Tears, explaining that I tried to imagine what I would be feeling if I were a Cherokee forced to leave my home.

Independent Practice/ Assessment: Students will be given an opportunity to write their own song/poem about the Trail of Tears in their Writer’s Notebook. They can choose to write from the point of view of a Cherokee actually traveling the Trail of Tears, or they can simply write about what they know about the Trail of Tears. I will conference with the students during Writer’s workshop over the next few days to assess the students’ ability to meet ELA objective 4.07 when writing their poem/song. The song worksheets will also be collected, and I will assess their ability to connect the song lyrics and or music to what they know about the Trail of Tears.

Modifications for Unique Learner: Because Raphael has a difficult time sharing lots of times, smaller group work will be beneficial for him. He may not feel as hesitant to speak up in a smaller group setting as he would in an entire class setting. I will also be sure to place Raphael in one of the groups where the song has lyrics. Because Raphael has a heightened sense of vocabulary, listening to and evaluating one of the songs with lyrics will most likely be a little easier for him. If I placed him in the group where the song was strictly instrumental and answers to the worksheet are solely based on interpretation of the music, Raphael may become lost or unwilling to contribute for fear of being “wrong”.

30 “Trail of Tears” By: Billy Ray Cyrus

Too many broken promises Too many Trail of Tears Too many times you were left cold For oh so many years

Too many times you walked away And was made to feel ashamed And though you only tried to give You were often blamed

How can this world be so dark So unfair and so untrue How did the cards of life Fold right on top of you

God in Heaven, hear my prayer If you are still above Send the children hopes and dreams And lots and lots of love For this I only ask of you To conquer all their fears And let them soar like eagles Across the Trail of Tears

Found at: http://www.cowboylyrics.com/lyrics/cyrusbillyray/trailoftears5791.html

31 “The Trail of Tears” By: John Denver

No more beautiful moons may we spend on our land In the north, the scarlet council talks of war And the long knives have massacred the tribe and burned corn We're not welcome in our homeland anymore

There will be a trail of tears There will be a trail of pain And Jackson will have the Mississippi and the twenty dollar bill But for us the trail is all that will remain

No more songs of the hunters on the buffalo plain No more smoke from sacred fires touch these hills And the numbers of the people grow fewer every mile And our children will not learn the Great Spirit's ways

There will be a trail of tears There will be a trail of pain And Jackson will have the Mississippi and the twenty dollar bill But for us the trail is all that will remain

On the streets of rapid City On the road to Wounded Knee There is whiskey for forgetting everything But the old ones say there may be time learning from each other The way that it had once been meant to be

There is still a trail of tears There is still a trail of pain And Jackson has got the Mississippi and the twenty dollar bill But for us the trail of tears remains And Jackson has got the Mississippi and the twenty dollar bill But how long will the trail of tears remain

Found at: http://www.sing365.com/music/Lyric.nsf/TrailofTearslyricsJohn Denver/8667CA23A9AD777648256885000EDEF7

32 “The Trail of Tears” By: Eric Johnson

Take me from these earth bound chains I must find it once again The meaning of equality

We will never hide in shame But forever guard the flame Burning for eternity

Hundreds of nights Oh, my body cries A trail of tears

Promises sometimes don't keep Freedom, put to sleep, and now I know

Written with the words you tell Stories, a lesson in life from long ago

Hundreds of nights Oh, my body cries A trail of tears

Hold on, hold dear The time is near When you'll know why The spirit flies

Hundreds of nights Oh, my body cries A trail of tears

Children carried on your back Driven through the wind and cold How have you become so few

But in the end, oh, I will see Your spiritual liberty Forever to be with you

Found at: http://www.lyricsfreak.com/e/eric+johnson/trail+of+tears_20325937.html

C O U N T R

DVD # Y Billy Ray Cyrus# X of X

PoP John Denver

R O c K

Eric Johnson’s

New Age

35 Name: Date:

Trail of Tears – Music Worksheet

Song:

Artist:

Genre:

How does this song remind you of what you learned about the Trail of Tears?

Copy three specific examples from the song lyrics that remind you about what you learned about the Trail of Tears:

How do the lyrics (choice of words) of this song make you feel?

How does the music of this song make you feel?

36 Rubric for Song/Poem Assessment Song worksheet is filled out and Produced provides specific examples of written work Student events and that follows Additional notes emotions conventions pertaining to Trail of poem/song of Tears Raphael Rachel Tyler Tania Keomany Luis Caleb Kevon Tyrone (TJ) Mukarrama Natwaun Cameron Anthony Aliya Pierrah Trinity Nyresha Alessa Kiera Darius Pany

√+ Demonstrates thorough understanding (can thoroughly relate the objective to his or her own understanding of the content).

√ Demonstrates an adequate understanding (understands the concept, but cannot thoroughly express this understanding in his or her own words).

√‐ Demonstrates little understanding (does not understand the content well enough to express the understanding of the objective in his or her own words).

0 Demonstrates no understanding of the content areas set forth in the objective.

37 4th Grade Social Studies Lesson – The Cherokee Today

Subject Area: Social Studies Name: Alysha Christian

Grade: 4th Date: Lesson 5

Essential Question: The learner will read part of an article from a local magazine and will work with others to understand the entire article. The learner will then use their knowledge to make a creative product that exhibits not only a thorough understanding of the content but also proper written conventions and creative skills.

NCSCOS English Language Arts Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Objective(s): • 2.02 Interact with text before, during, and after reading, listening, and viewing by: o locating relevant information. o making connections with previous experiences, information, and ideas. • 2.03 Read a variety of texts, including: o fiction (legends, novels, folklore, science fiction) o nonfiction (autobiographies, informational books, diaries, journals). NCSCOS English Language Arts Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. Objective(s): • 4.07 Compose fiction, nonfiction, poetry, and drama using self‐selected and assigned topics and forms. • 4.09 Produce work that follows the conventions of particular genres. NCSCOS English Language Arts Goal 5: The learner will apply grammar and language conventions to communicate effectively. Objective(s): • 5.01 Use correct capitalization and punctuation • 5.02 Demonstrate understanding in speaking and writing by appropriate usage of:

38 o pronouns. o subject/verb agreement. o verb tense consistency. o subject consistency.

Time: 45minutes ‐ 1hour

Prerequisite skills/ Focus and Review: I will provide a brief introduction to the lesson by discussing how there are still many Cherokee who live in the Mountains in Western North Carolina. I will explain to students that there is now a town called Cherokee, North Carolina, and it is a place that attracts many tourists. I will explain to the students that today we will be learning about Cherokee, NC, and what the members of the tribe do there today.

Materials:

• “Cherokee” from Our State (divided into 8 sections) • Introduction and closing section of article for teacher • 6 sections of article for student jigsaw • jigsaw fact sheet • Construction paper • Crayons and colored pencils

Guided Practice: First, I will read the introduction to the Our State article to the students. We will discuss the Qualla Boundary and I will explain to the students that this is the reservation on which some of the Cherokee now live. I will explain that while many Cherokee live in this tourist region, it is not like the traditional Cherokee “village” of which many often think. While the mountains are still the backdrop to the land of the Cherokee, they are now provided with all the same modern conveniences as everyone else.

Teacher Input: For this portion of the lesson I will tell the students that they will be originally grouped in 3 groups of 7. I will relate this to what we have already learned about the Cherokee and I will tell them that while we are all members of the same tribe, these three groups will be their individual “clans”. When I tell the students to go to their clans, they will find a place in the room where they can make their “village”. When they are in their villages, I will number the students from one to six (there will be an extra student in each clan). I will show the student where

39 each number is to go, and at this location there will be a section of the article from Our State. At each article location there will be either three or four students. I will tell the class that they are to take turns reading their article and then they will work together to fill our their jigsaw fact sheet. When I see that all six groups are finished I will tell the students to go back to their original clans. In their clans I will tell them to pretend like they are doing their Author’s Circle, and each student will take turns sharing the content of their fact sheet. This will allow all of the students to know all of the important facts from the entire article.

Independent Practice/ Assessment: After completion of the jigsaw I will read the conclusion of the article to the entire class. I will also explain to the students that they are to make either an advertisement poster, or a travel brochure for Cherokee, North Carolina. The students will have to use the information that they learned from the jigsaw activity to make and decorate their poster and I will provide them with a rubric (see attached) so they know exactly what I am expecting from them. I will inform the students that they can focus on a particular area of Cherokee, such as the casino or the food, or they can focus on the town as a whole. Early Finisher: If students finish their project before the instructional time is finished I will provide each student with a copy of the entire article from the “Our Stat” magazine and they can read silently until the time has commenced.

Modifications for Unique Learner: For this lesson I will make sure that Raphael is placed in one of the jigsaw breakout groups where there is four people instead of only three. This will provide him with some extra assistance if he needs it. I will also make sure that his breakout group will be reading the article section about local cuisine because that is the shortest section and the most straightforward. This will ensure that Raphael does not become overwhelmed by the assignment. I am also giving the class a choice as to whether or not they want to make an advertisement or a poster for their assessment piece. Giving students like Raphael choices sometimes makes them feel less self‐conscious knowing that they are not fastened to one specific method.

40 TEACHER READS (at beginning)

Cherokee By Michael Graff

In the Great Smoky Mountains, a story of survival, endurance, and identity unfolds through the Eastern Band of the Cherokee Indians.

This is what you see: On the edge of the town of Cherokee sits a grown man in a costume. He’s wearing a full headdress of red, orange, and white feathers. He’s sitting in front of a tepee, waving at passing cars and smiling so big his eyes squint.

“Y’all want a picture?” he asks, smiling.

He’s one of the chiefs on the corners. For two days, you’ve ignored the chiefs on the corners. For two days, you’ve been here searching for the real Cherokee. You’ve turned up your nose to every kitschy shop, every sign that says something like “Wigwam Motel,” and every joker with a plastic tomahawk. You’ve talked to people who know the real story, the people in the museum, the people at the arts and crafts shop, the woodcarvers, and the storytellers.

He wears the headdress not to be phony, but because it’s what visitors have wanted for years. They didn’t want to know that real Cherokee people lived in real homes with real foundations. They wanted their Indians in tepees. Ernest wears the headdress not because he’s a fraud, but because he knows his customer. He’s a businessman. And he’s good at it.

“If I stood out here with no feathers on, it ain’t going to do much good,” Ernest tells you.

And that’s when you realize something: Ernest got you. For two days, you’ve searched for the real Cherokee by dismissing one of its most authentic members. For two days, you’ve been doing the same thing your forefathers had done since the Revolution: You came up with your own idea of how a real Cherokee should act, and you were so sure of it, you wanted to tell him.

When you come here, you ask a question you’d never ask in another town.

“Are you a member of the tribe?”

You’d never ask that in Raleigh or Charlotte. You’d never walk up to someone in Durham and ask him to specify his race and origin. But you ask it here, in a place where, yes, there’s a pretty good chance the person you’re talking to is a member of the tribe.

“Every day,” says Davy Arch, one of 9,000 enrolled members living here on the Qualla Boundary. “I’m asked that every day.”

The Casino

You ride into town on a Monday. That’s how they’d say it in the movies. And there’d be a sunrise somewhere, maybe some tumbleweed. But that’s not what you see today. What you see today is the hotel and casino. Big and flashy.

It’s all anyone sees when they drive into Cherokee on U.S. Highway 19. It’s 15 stories tall, and it pops out of a spot of land where Arch grew up. You walk through the place. You hear the sounds, like you’re in a giant video game, with fake change falling and numbers spinning. It’s truly a casino. You’ve been in town five minutes, and you wonder, nose up, how could they build a casino on such sacred ground?

Then you meet Leeann Bridges. She’s a member of the tribe. She’s short, blond, and has a tattoo of her son Owen’s name on her arm. She’s the vice president of marketing for Harrah’s Cherokee Hotel and Casino. She loves the casino, and she loves the Cherokee Indians more. Listening to her, you start to realize there’s more to this casino, more to this town, more than you can see.

Bridges moved away from home after high school, earned an anthropology degree from Western Carolina University and later an M.B.A. from Meredith College. She came back because of the casino and hotel. It’s her job to promote Harrah’s. But she talks mostly about what the place means to the tribe.

When the casino opened in 1997, Swain County was the poorest county in North Carolina. Now, it’s up to 90th out of 100. Now, Cherokee tribe members who want to go to college can have their room and board paid for. Now, every tribal member receives a dividend check every six months.

All of it is thanks to the casino.

The Cherokee Indians have a rich story. It doesn’t start with slot machines. And it doesn’t end with slot machines. But at this point in that history, slot machines are paying their way from poverty to prosperity. Slot machines are the biggest piece of the most recent history of the Eastern Band of the Cherokee Indians, whether you consider slot machines traditional or not.

“We have a middle class here that we’ve never had before,” Bridges says. “Growing up here, we just didn’t have a whole lot. It’s nice to know that my son will have a place to work here if he wants.”

Local Cuisine

At Paul’s Restaurant on Tsali Boulevard, the waitress sets down a plate filled with something called an Indian taco. It’s made with fry bread, beans, lettuce, cheese, chili, tomatoes, and onions. It is sweet and delicious, and it’s Paul’s hottest lunch item, and there’s no way you can eat it all.

But it has nothing to do with Cherokee. It’s a Southwestern meal. Navajo.

The waitress, she has black hair with squiggly curls. You’ll see her again, at another restaurant, the next morning. It’s a small town; you remember faces.

In a way, that’s all it is, a small town in the mountains. Cherokee has 13,000 permanent residents, a couple of roads, a casino, a few restaurants, a few motels, and an entrance to the Great Smoky Mountains National Park.

That’s how most people first noticed Cherokee. When the park was built in 1934, Cherokee became the place at the end of the last real road of civilization, before the vacation in the mountains. People would drive through Cherokee, look at the kitschy signs and take a picture with a chief on the corner. But many never cared to ask any questions. They assumed, saw tepees and tomahawks, and then they went camping.

The Museum

“The museum is the easternmost end of the Trail of Tears,” says Dr. Barbara Duncan, the education director for the Museum of the Cherokee Indian. “But, we believe the Trail of Tears started on every doorstep.” Your feet move a little when she says that. Duncan is not a member of the tribe. She’s a scholar with a degree from the University of Pennsylvania and an absolute passion for the Cherokee.

The museum documents the 11,000 years of history of the Cherokee tribe, as well as it’s possible to document 11,000 years of anything. There are stone spear points from the Paleo Period and medicine pipes from the Woodland Period and pottery pieces from the Mississippian Period. There’s a movie that explains how, in Cherokee mythology, a big buzzard came through flapping his wings: Each down-flap made an ocean, and each up- flap made a mountain range.

There’s even a three-dimensional projection of a medicine man. And there’s a replica living room from a replica residence of the Cherokee Indians from the 1800s. It looks like a replica living room from a replica residence of anybody who lived during the 1800s. It’s a home.

It’s all part of the narrative. The museum has undergone major renovations since Ken Blankenship — a member of the tribe and a Vietnam War veteran — took over as executive director in 1985. In 1998, Blankenship led an overhaul of the exhibits, taking advice from people at Disney.

“When I came in 1985, the exhibits were early Wal-Mart,” Blankenship says. “You didn’t know any more about a Cherokee than you did when you came in. … Everything has to tell a story.”

And that means including it all, even the parts you don’t want to see.

In the museum, it’s labeled “Contact and Colonies.” You can’t reduce it to two words, though.

In the 1700s, the Cherokee occupied land from the Ohio River to what is now Georgia. They became trading partners with the British. Cherokee chiefs even visited kings in England. These were good times, safe times, for the Cherokee. When the British lost the Revolutionary War, however, the Cherokee became victims of the new people in power.

The United States government first told the Cherokee to assimilate, to adopt American ways. The tribe tried. A man named Sequoyah came up with a written language, 85 characters deep, and every member of the tribe learned it within a few months.

In the War of 1812, the Cherokee came to the aid of the Americans. In the Battle of Horseshoe Bend in 1814, one legendary Cherokee warrior, Junaluska, saved the life of one legendary American general, Andrew Jackson.

It wasn’t enough. Sixteen years later, Jackson was president and signed the Indian Removal Act, which led to the Trail of Tears. In 1838, when most of the Cherokee tribe refused to leave the land behind, United States troops moved in and forcibly removed 15,000 people. They went into the homes — like the one you see in the exhibit, the one anyone could’ve lived in during the 1800s — and pulled men, women, and children right from dinner tables. And then they marched them from North Carolina to Oklahoma. Along the way, 4,000 Cherokee Indians died.

The easternmost end of all of that was right here at this spot, at the museum.

Your feet move a little again.

“There have been so many efforts to get rid of the people and take them out of their homes,” Duncan says. “The fact that they are still here, really, is incredible.”

The actors are circling counterclockwise. And they’re smiling. They do this every night. And they’re still smiling. Genuinely.

It’s well into the night at the Mountainside Theatre, and this is the final dance of the show. You’re about the six-millionth person to see Unto These Hills, which opened in 1948 and is now the second-longest-running outdoor drama in the United States.

It’s the museum, acted out. The story starts in the early 1800s, when your forefathers came along. A young man plays Sequoyah and develops the language. Others play Junaluska and Andrew Jackson. Another plays a man named Tsali, who agreed to be killed to allow some of his fellow tribe members to remain on their homeland during the Removal. The sounds of blank shots firing make you jump, thanks to the updated sound system.

This is where the museum’s story comes to life. Most of the actors are current members of the tribe, pouring their hearts into the performance, every night, same as the members before them have done for 62 years.

Then there’s the final dance. And they’re circling counterclockwise. And they’re smiling.

The kid behind the counter at Qualla Arts and Crafts has his mouth full. You say hello anyway, walking past him, figuring you’d get a nod and never see him again.

But he throws up his index finger, telling you to hang on. Wearing a University of North Carolina at Greensboro T-shirt, he finishes the last bites of his breakfast, and he swallows. Then he gets out what he wanted to say to you. “Hello, sir.”

That’s it. He just wanted to say hello back.

It shouldn’t come as a surprise that a person in this town — where tourism is the most important industry — would be polite. But coming from an 18-year-old, it does.

Jacob George is a member of the tribe. He graduated from Swain County High School in May, and at the ceremony, he hung a feather in place of his tassel. His mother told him it was a tradition.

Just the other day, he tells you, an old lady told him that on the first big spring rain, the thunder wakes the snakes. Also, if you’re swimming during a storm, the thunder will hold you under. He listens to every story. And he remembers them. He knows traditions die with generations, unless they’re passed down.

“If it’s lost, there’s no going back,” George says. “It will be too late. We need to know about this stuff.”

Davy Arch walks onto the deck at the Oconaluftee Indian Village and begins to direct the actors. The village, a replica Cherokee village from 1760, features a trail that travels past woodworkers, basket weavers, finger weavers, and arrow makers. It feels real.

The actors are about to attack the village — with the visitors in it — as they do every Tuesday at noon.

Arch is the assistant manager. If there’s one person you need to talk to about Cherokee traditions, everybody’s told you, it’s Arch.

When he’s not managing the village, he’s seven miles outside of town, on an 80-acre farm his grandfather once owned and later passed down to him. From his house, he can see Waterrock Knob, one of the highest peaks on the Blue Ridge Parkway.

Also a master woodcarver, Arch spent two years living outside of Cherokee, in Morehead City, where he taught at Carteret Community College. Like so many people from Cherokee, he had to get back here. There’s something about these hills — a calmness that extends deep into every member of the Cherokee tribe.

“If you’re raised here, it’s just part of your soul,” Arch says. “It’s a combination of the setting and the culture, and an attitude toward life.”

You see that. Nobody ever yells here. The Cherokee people, despite all the reasons they have to be angry, are absolutely at peace. You see that. But here’s what you don’t see.

When Arch talks to you, he’s looking around you. Not rudely or shyly. He’s looking at the trees and the animals and the insects. In the evenings, he listens for the bird calls — when they start singing, he knows there’s exactly an hour left before nightfall. Certain frogs indicate a shift in the weather.

He believes it. He knows it. It’s in him.

He also shares this with you: Cherokee people believe in seven directions. There are the four cardinal directions — north, south, east, and west. There’s the center. And there’s above and below.

In dances, the upper world is symbolized by counterclockwise dancing.

It’s why the actors, the ones you watched in Unto These Hills, were smiling.

The woman with gray and black hair tied in a bun is the one you’ve been waiting to talk to all week. If there’s one person you need to talk to about Cherokee traditions, everybody’s told you, it’s Marie Junaluska.

She’s a member of the tribe.

She’s also involved with the North Carolina Arts Council. She also sits on the Eastern Band of the Cherokee Indians Tribal Council as an interpreter, typing up the minutes on a computer with an English-to-Cherokee program. She’s also a grandmother of seven. She’s also helped with the advancement of the Kituwah Academy, an immersion school where children are speaking Cherokee from early childhood — a school developed to help make sure that language doesn’t die, after generations and generations of tribal members were told they could not speak it. She’s also helping with adult programs that teach the language and traditions. She’s also one of the key promoters of the message: “We are still here.” It’s a statement of fact, softly defiant, completely true.

Yes, she’s a member of the tribe, but like so many people here, she’s so much more.

Today, she stands in the back room of the Little Princess Restaurant. “Let’s sit back here,” she says. “There’s more privacy. A little quieter.”

For the next two hours, over a plate of bean bread, fat back, and fried chicken, she uncoils her story.

Her great-grandmother’s grandfather was Tsali, the Cherokee who gave up his life to save his fellow tribe members.

Her parents went to the boarding schools, where students were punished for speaking the Cherokee language or practicing Cherokee traditions. But her mom didn’t waver; when she finished school, she still brought the traditions to her children, including Junaluska.

They grew up in the hills, Junaluska and her siblings, and they learned how to live with only a few stores. When they cut plants one season, they made sure they’d grow back the next. They also did things that all kids do, play with slingshots and such. But they were as Cherokee as Cherokee can be.

Their grandfather was a medicine man. Junaluska and her siblings would watch as he went into the woods, found plants and herbs, came back, mixed them together, and, with a traditional prayer, helped heal earaches, toothaches, and cuts. He could even heal pain one might feel from a family member’s death, Junaluska says.

She and her siblings would watch, learn, and carry the Cherokee traditions with them into adulthood. One of those siblings is a man named Ernest — the chief on the corner you’ve been ignoring since you got here. Junaluska has no problems with Ernest’s job. In

48 fact, she once worked in one of the places that sold tomahawks.

“It’s a living,” she says.

Then, Junaluska — with her voice never shaking, showing that calmness that runs through these hills — teaches you the most valuable Cherokee tradition.

“What’s in here,” Junaluska says, lightly wiping her hand down her face and chest, “is what’s real.”

TEACHER READS (at end)

Here’s what you see: a member of the tribe. Ernest is about to pack up for the day. It’s time to get back home to his life without the costume, the life on his farm, the traditional life.

He has hay to cut, he tells you.

You ask him if he ever tells his customers that his character is not authentic. “Whenever they ask,” he says. “I do tell ’em it’s Western-style. But the kids, they just want the picture.”

Just then, a man, a woman, and their young son walk up. The father has on a bright-green shirt that reads, “Lucky’s Irish.” Maybe he’s Irish, all the way here in Cherokee. Maybe he’s promoting his heritage. Maybe he just likes green.

It’s hard to tell just by looking at the shirt.

Either way, there on a corner in the town of Cherokee, you see a young boy in a baseball cap and a grown man in an Irish shirt sitting on either side of a grown man in a costume. All of them are smiling. And mom snaps the picture.

50 Rubric for Brochure or Advertisement

0 1 2 3

There are 5 or There are 3 or There are 1 or There are no Conventions more spelling 4 spelling and two spelling spelling and and or or grammar and or or grammar grammar errors grammar errors errors errors

There are no There are 1 or There are 3 or There are 5 or facts provided 2 facts that 4 facts that more facts Content on the project show show that show that show understanding understanding understanding understanding of todayʼs of todayʼs of todayʼs of todayʼs material material material material

There is no There is some There is color There is color color or color but no and pictures, and pictures, Creativity pictures, and pictures, and and and presentation presentation presentation presentation is sloppy or is sloppy or is a little is creative and unreadable unreadable sloppy neat

8-9 = Great Job! 6-7 = Good 0-5 = Needs some work

51 Week 2 – Overview Cherokee Storytelling Week two of this twoweek unit will focus on the art of Cherokee storytelling. Throughout the course of the second week, students will learn about the different aspects of the Cherokee storytelling and how those same aspects can be utilized in their own writing. On DAY ONE of the second week, the students will be introduced to the general concepts of storytelling. They will learn about oral tradition and how it relates to the Cherokee. Students will be asked to predict the outcome of a Cherokee legend based on what they already learned about legend structure in a previous Author’s Craft lesson. Students will work together in order to develop ideas for their own group legend. On DAY TWO I will share with the students, another Cherokee legend in the form of a children’s book. Students will then start formulating their own ideas for their own individual Native American legends. On DAYS THREE and FOUR of the second week, the students will continue to develop their legends and move further along in the writing process. On day three, I will encourage students to reread, revise and edit their myths, and I will suggest that they use word reference materials in order to use words that may make their legend more interesting. On day four, the entire class will travel to the computer lab, and each student will create a ToonDoo (like the one I included in my PowerPoint on the first day of week two) that tells their myth. On DAY FIVE of the second week, we will have a class powwow where the students will be able to share their legends with the class. We will all sit in a giant circle and each student will be able to share their story!

52 Vocabulary List – Week Two Alphabetical

1. Awi ‐ Cherokee word for deer.

2. Dagasi– Cherokee word for terrapin (turtle)

3. Editing – The fourth step in the Writing Process when a writer goes through their piece and makes sure that every sentence, phrase, and word is as strong as it can be.

4. Oral Tradition – When someone passes down verbally a story, tale, or memory from generation to generation.

5. Powwow – A gathering of Native American people.

6. Prewriting – The first step in the Writing Process where a writer’s ideas first appear on paper.

7. Publishing – The fifth and last step of the Writing Process, when a writer’s work is at it’s best and ready to be made to share with others.

8. Revising – The third step in the Writing Process when a writer makes the big changes in their work. These changes usually have to deal with content.

9. Tawodi – Cherokee word for hawk.

10. Tlameha – Cherokee word for bat.

11. Wahaya – Cherokee word for wolf.

12. Wohali – Cherokee word for eagle.

13. Yona – Cherokee word for bear.

53 4th Grade Social Studies Lesson – Oral Tradition and Cherokee Storytelling

Subject Area: Social Studies Name: Alysha Christian

Grade: 4th Date: Lesson 6

Essential Question: The learner will understand that the Cherokee culture hinges greatly on oral tradition and storytelling. The learner will understand what a legend is, and will be able to realize how oral tradition can relate to their own stories. The learner will be able to work collaboratively in order to write a legend of their own.

NCSCOS English Language Arts Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Objective(s): • 2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: o plot. o theme. o main idea and supporting details. o author's choice of words. o mood. o author's use of figurative language. • 2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text. NCSCOS English Language Arts Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. Objective(s): • 4.07 Compose fiction, nonfiction, poetry, and drama using self‐selected and assigned topics and forms. • 4.09 Produce work that follows the conventions of particular genres.

Time: 45minutes ‐ 1hour

Prerequisite skills/ Focus and Review: I will provide a brief introduction to the lesson by discussing the books that I have been reading with the students for my Author’s Craft mini lessons. I will tell them that although they have been books that we have been reading, the stories in the books have not always been written. I will explain to the students that the Cherokee stories that we have read have been

54 around for centuries and centuries, but before they were written down on paper, they were passed down through something known as oral tradition.

Materials:

• Storytelling and Oral Tradition PowerPoint • “Cherokee Nation: Native American Flute Music” CD/ CD Player • “Long‐Ago Stories of the Eastern Cherokee” by Llyod Arneach • 5 Story Bags (each containing 5 objects) • Story Worksheet (for each student)

Guided Practice: First, I will present the Storytelling and Oral Tradition PowerPoint to the class. Throughout the presentation, we will discuss as a class, what oral tradition actually is and how it relates to Cherokee legend. In the PowerPoint, I have included a ToonDoo that I have created to go along with the traditional Cherokee legend about “The Ballgame Between the Birds and the Animals”. I will read the Toondoo to the students, which tells only half of the legend. At the end, I will ask the students to remember what they know about Native American legends (from what we have already covered during the previous Author’s Craft lessons) and predict what will happen in the remainder of the myth.

Teacher Input: After the reading of the ToonDoo from the PowerPoint, I will then move onto the interactive storytelling portion of the lesson. I will gather the students on the floor, telling them that we are going to have a “Powwow”. I will explain to the students that in order to be a great storyteller, one must really immerse themselves in the story that they are telling, and the storyteller must be excited to tell their story in order for the audience to be excited about hearing it (this is when I will put on my Native American attire). I will tell the students that instead of reading them the story of “The Ballgame Between the Birds and the Animals”, I am going to tell them the story just like a Cherokee Indian might tell the young members of his tribe. I will turn on the CD of Native American flute music in the background in order to set the mood, and I will tell the story with as much enthusiasm as possible. I will continually ask for student participation throughout the telling of the story. After the conclusion of the story, I will tell the students that

55 once again, they will be working on their own stories, but this time they will be working in small groups. I will share with the students, a personalized inspirational message from a real Cherokee Storyteller from the book “Long‐Ago Stories of the Eastern Cherokee”, and I will explain the significance behind the message.

Independent Practice/ Assessment: To reinforce everything that has been discussed through the Author’s Craft lessons (Native American legends tell how something has come to be), and what has been taught through the storytelling and oral tradition PowerPoint (even Native American legends have certain parts), the students will be divided into five cooperative groups. The students will be expected to work together in order to come up with their own group story. So that there are not issues with students in the same group wanting to write about different topics, I will provide each group with a “Story Bag” filled with five objects. The job of each group will be to utilize all of the objects in the bag in order to come up with their own Cherokee story. I will remind them to keep the traditional conventions of Native American legends in mind, and each student will need to fill out a story worksheet, which will make sure that each groups’ legend has all the required parts of a story. Each story worksheet will include a vocabulary list with traditional Cherokee names for animals and objects. The students can use these words if they wish in order to make their legends more authentic. The story worksheets will be collected and assessed in order to see if the students included all aspects of a story, and followed the general framework of a Native American legend. Early Finisher: If students complete the story bag activity early, I will provide each student with a Cherokee Legends book that they can read until the instructional time commences. They will be able to decorate their books on their own time.

Modifications for Unique Learner: For the group work for this lesson, I divided the students into 5 smaller groups. Hopefully Raphael’s group of only four people will allow him to be comfortable sharing his ideas. He has been placed in a group with Rachel who is a very bright student. She knows how to take the lead and act as

56 a facilitator of a group. This will hopefully keep Raphael on task and maybe Rachel can encourage him to open up a bit.

57 Rubric for Story Bag Worksheet Assessment

Used items Includes in the bag to Followed characters, Additional make Student inferences conventions setting, notes about what of a Cherokee problem and (Participation legend could legend main idea observations) be about Raphael Rachel Tyler Tania Keomany Luis Caleb Kevon Tyrone (TJ) Mukarrama Natwaun Cameron Anthony Aliya Pierrah Trinity Nyresha Alessa Kiera Darius Pany √+ Demonstrates thorough understanding (can thoroughly relate the objective to his or her own understanding of the content).

√ Demonstrates an adequate understanding (understands the concept, but cannot thoroughly express this understanding in his or her own words).

√‐ Demonstrates little understanding (does not understand the content well enough to express the understanding of the objective in his or her own words).

0 Demonstrates no understanding of the content areas set forth in the objective.

Group Members:

Story Bags Activity

The CHARACTERS are:

What is the SETTING?

The PROBLEM is:

What is the MAIN IDEA?

61 Cherokee Character Names

Yona – Bear Wohali – Eagle Tawodi – Hawk Awi – Deer Tlameha – Bat Dagasi – Terrapin (Turtle) Wahaya – Wolf

Cherokee Character Names

Yona – Bear Wohali – Eagle Tawodi – Hawk Awi – Deer Tlameha – Bat Dagasi – Terrapin (Turtle) Wahaya – Wolf

62 Legend “Story Starters” ! ! !"#$%&'"&()*$#+,"$%&+"#$-(&.$#+,"$%/&&()*0$$1("%&$%'#$-./)$#+,"$%&+"#$ ! &'2/%$34'5/6$ ! ! ! "#$#!%$#!&'(#!#)%(*+#&!

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63 4th Grade Social Studies Lesson – The Writing Process (Getting Started)

Subject Area: Social Studies Name: Alysha Christian

Grade: 4th Date: Lesson 7

Essential Question: The learner will use what they already know about the conventions of a Cherokee legend to compose their own legend. The learner will also adhere to the steps of the Writing Process when writing their legend.

NCSCOS English Language Arts Goal 1: The learner will apply enabling strategies and skills to read and write. Objective(s): • 1.04 Increase reading and writing vocabulary through: o writing process elements. o examining the author’s craft. NCSCOS English Language Arts Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Objective(s): • 2.02 Interact with text before, during, and after reading, listening, and viewing by: o locating relevant information. o making connections with previous experiences, information, and ideas. • 2.03 Read a variety of texts, including: o fiction (legends, novels, folklore, science fiction) o nonfiction (autobiographies, informational books, diaries, journals). NCSCOS English Language Arts Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. Objective(s): • 4.07 Compose fiction, nonfiction, poetry, and drama using self‐selected and assigned topics and forms. • 4.09 Produce work that follows the conventions of particular genres.

Time: 45minutes ‐ 1hour

Prerequisite skills/ Focus and Review: I will provide a brief introduction to the lesson by discussing how we are going to continue to work with Cherokee

64 storytelling and legends. I will inform the students that they will each individually be starting to write their own legends today after we discuss the Writing Process.

Materials:

• “The Story of the Milky Way” by Joseph Bruchac

Guided Practice: First, I will read to the students the book “The Story of the Milky Way” by Joseph Bruchac. We have discussed Bruchac and his writing style before (Author’s Craft lessons), so the students should be very familiar with him by this point. After I read the story, I will ask the students how this book was similar to the other two stories that we read by him.

Teacher Input: For this portion of the lesson I will go over the definitions of each of the steps of the Writing Process (listed in the vocabulary list at the beginning of this week’s section). I will go into greater detail about each step and I will explain to the students that a good writer cannot simply write what is in his or her head and be finished with their product. Writing is indeed a process, a process that must be followed in order for a wonderful product to be the result. I will show the students the Glog that I have created to describe the steps of the Writing Process. I will have the students make a foldable with a sheet of paper (folded hot dog style) and cut 5 flaps. As I explain the steps to the students by sharing my Glog, they will write the name of each step on the front flap, and then underneath the flap they will write a brief definition. I will also provide the students with the URL for the Glog so that they can access it at home if they wish, and use some of the links in order to practice their skills. http://alyshachristian.edu.glogster.com/the‐writing‐process/

Independent Practice/ Assessment: I will remind the students that Cherokee legends usually take on the form of a creation story. They usually tell how something came to be. I will ask the students to think back to the practice that they have had already with writing ideas for legends, or legends with a group, and I will

65 ask them to apply this knowledge to writing their own individual legends. Students will be asked to follow the Writing Process step by step as they go out and about to write. I will turn on some Cherokee flute music for inspiration, and I will assess whether or not the students are following the writing process by taking a clipboard and checklist around the room and briefly conferencing with each student. Early Finisher: I do not expect any students to complete the entire Writing Process during the lesson time today because it is simply that…a process. If however, a student had already had some prewriting done for the purposes of a legend and finishes early, I will make available to the class, the children’s books that we have already read as a class. Students who may finish early can choose one to reread independently.

Modifications for Unique Learner: For the teacher input portion of this lesson, I am focusing on the vocabulary words for this week, which pertain to the Writing Process. Because Raphael is so incredibly intelligent when it comes to recalling vocabulary, this portion of the lesson may just bring out the best in him. If I as questions based on the definitions of each process, I am hoping that Raphael will be willing to share answers with the class, because vocabulary is something with which he should realize he can be comfortable. It just seems to come so easily to him.

Writing Process Checklist

Adhering Adhering to to the the Student steps of conventions Additional notes the of a legend Writing in Process composing (EQ) fiction (4.07 &4.09) Raphael Rachel Tyler Tania Keomany Luis Caleb Kevon Tyrone (TJ) Mukarrama Natwaun Cameron Anthony Aliya Pierrah Trinity Nyresha Alessa Kiera Darius Pany

I will simply write yes or no in the columns that assess the objectives. The first column assesses part of the EQ, while the second column assesses ELA objectives 4.07 and 4.09. This will help me to see if there is something that is not clear to a majority of the students and if I have to re‐teach anything.

67 4th Grade Social Studies Lesson – The Writing Process (Revising and Editing)

Subject Area: Social Studies Name: Alysha Christian

Grade: 4th Date: Lesson 8

Essential Question: The learner will continue to use the Writing Process in order to perfect their Native American legends.

NCSCOS English Language Arts Goal 1: The learner will apply enabling strategies and skills to read and write. Objective(s): • 1.04 Increase reading and writing vocabulary through: o writing process elements. o examining the author’s craft. • 1.05 Use word reference materials to identify and comprehend unknown words. NCSCOS English Language Arts Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. Objective(s): • 4.07 Compose fiction, nonfiction, poetry, and drama using self‐selected and assigned topics and forms. • 4.09 Produce work that follows the conventions of particular genres.

Time: 45minutes ‐ 1hour

Prerequisite skills/ Focus and Review: I will provide a brief introduction to the lesson by telling the students that they will be continuing to write their legends that they started yesterday. I will remind them to strive to adhere to the Writing Process. I will also show the students the Camtasia e‐book that I created for my own legend that I told them briefly about in the second Author’s Craft lesson that I did with them before the unit.

Materials: • Writing Conference Log/ Individual Student Conference Notes (assessment) • Dictionaries • Thesauruses • Camtasia e‐book “How the Goldendoodle Came to Be”

68 Guided Practice: First, I will tell the students that today they should be concentrating on revising and editing their legends. I will remind the students that this might mean rereading their work a few different times. I will remind the students that revising comes first and sometimes that means changing some of the “meat” of their stories. If something is not working out, it is okay to delete that part and try something different in its place. I will tell the students that after the content seems to be locked in place, they can focus on editing the spelling and grammatical errors. I will encourage the use of dictionaries in order to check spelling, and thesauruses in order to “beef” up their stories a little bit. Early Finisher: If students finish early I want them to start developing ideas for illustrations for their legend. I will inform the students that they will be publishing their legends using a computer tomorrow, so clipart will be available. Students who finish their legends early can either sketch their illustrations or make a list of what types of clipart they will need to search for.

Teacher Input/Assessment: For this portion of the lesson I will be providing feedback to students on an individual basis. I will make it my goal to conference with every student for a short amount of time, to see where he or she is at, and to give him or her brief direction if they are in need of it. I will use my writing conference log in order to formatively assess whether or not the students are using the Writing Process in order to make their stories the best that they can be and to determine if I should cover the Writing Process again in the future.

Modifications for Unique Learner: Realizing that I may not have time to conference with everyone today, I will make it my priority to conference with Raphael first today. I need to make sure that he is on task so that he does not fall behind on this assignment, for I oftentimes see him in a daze when I allow the students to go “out and about” to write.

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

found at: http://www.kbumreading.com/booklist.html

70 4th Grade Social Studies Lesson – The Writing Process (Publishing Cartoon)

Subject Area: Social Studies Name: Alysha Christian

Grade: 4th Date: Lesson 9

Essential Question: The learner will continue to use the Writing Process in order to publish their Native American legend.

NCSCOS Computer/Technology Skills Goal 1: The learner will understand important issues of technology‐based society and will exhibit ethical behavior in the use of computer and other technologies. Objective(s): • 1.11 Identify and discuss the use of multimedia tools to report content area information.

Time: 45minutes ‐ 1hour

Prerequisite skills/ Focus and Review: I will provide a brief introduction to the lesson by telling the students that they will be continuing to write their legends that they revised and edited yesterday. I will remind them to strive to adhere to the Writing Process.

71 Materials:

• Computer Lab • Computer for each student

Teacher Input/Guided Practice: First, I will make sure that every student is able to get onto the ToonDoo website. I will help students to login on an account that I have already created. I will show students the different features of the program on the computer screen that is being projected in the front of the room. Instead of using Microsoft Word to publish their stories, I will shoe the students how they can create a cartoon. I will show the students the example that I created for the PowerPoint that they saw on Monday during the lesson.

Independent Practice/Assessment: For this portion of the lesson the students will be on their own, completing their legends and creating their cartoons. I will be around if anyone needs my assistance, and as I am monitoring the room I will also be scanning each students’ progress, looking for any problems. If I see that a student is on task and where they need to be, I will simply place a star by their name on my checklist from yesterday. I will also look at that checklist from yesterday to see if the students are working on the skills that I mentioned they could work on. Early Finisher: If students finish creating their ToonDoo before the class time has commenced, I will instruct them to create a ToonDoo for one of the legends that we read in class.

Modifications for Unique Learner: I will have Raphael sit in the front of the classroom so that during the time I am instructing the students on how to use ToonDoo, I can monitor him and make sure that he is following along.

72 4th Grade Social Studies Lesson – Classroom Powwow

Subject Area: Social Studies Name: Alysha Christian

Grade: 4th Date: Lesson 10

Essential Question: The learner will share their legend with the rest of the class during the powwow. The learner will keep in mind the characteristics of Cherokee storytelling, making sure that they are engaging their audience as they tell their story.

Time: 45minutes ‐ 1hour

Prerequisite skills/ Focus and Review: I will provide a brief introduction to the lesson by telling the students that they will be the storytellers today. I will remind them of the Cherokee story that I told to them during the lesson on Monday, and how I dressed the part and became a storyteller. I was enthusiastic about the story and used my voice in order to signify change and emotion in the story.

Materials:

• CD (Cherokee flute music in the background)

Teacher Input/Guided Practice: First, I will model to the students, where I want them to be as they are telling their stories. I will show them that they can stand in the center of the circle and make sure to rotate around while they’re telling their

73 story, or they can stand just outside the circle. I will show them that they can use movement to emphasize parts in their story to make it more interesting to the listeners. I will finally tell the students that I will be taking some notes as they tell their story. The notes will focus on the content of the story, and not so much the student’s performance of their story. These notes will be used later to calculate a score for the legend portion of the summative assessment.

Independent Practice/Assessment: Students will tell their legend just like they have learned that the Cherokee do. I will not allow the students to read word for word off of their cartoon or from their Writer’s Notebook…they are to tell their legend. Notes will be taken about the content and structure of their story and these notes will be used later in calculating a portion of the summative assessment score. Early Finisher: If the class finishes the presentations of the stories before the class time has commenced I will tell the story of my own myth about “How the Goldendoodle Came to be”. This is an idea for a legend that I briefly mention in one of the Author’s Craft lessons, which acted as a precursor to this unit.

Modifications for Unique Learner: It would not be fair for me to allow Raphael to read off of his cartoon or from his notebook, so I will not permit him to do this. I will however, be willing to prompt him if he freezes like he tends to do when he is asked to share. I will ask him questions like “What happens next?” and “Why did that character choose to do that?”