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Overview the Cherokee of North Carolina 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. 1 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. 2 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) 3 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. 5 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? 6 ! "#$%&#'%!()*+,-%%.! ! ! ! ! ! /////////! /////////! /////////! /////////! /////////! ! ! ! ! ! & !"#!"#!"$!%&'!(")%*+',! !"$%!"#!%&'!#"-$".")/$)'! !"$%!"#!%&'!#"-$".")/$)'! !"#!"#!"$!%&'!(")%*+',! !"$%!"#!%&'!#"-$".")/$)'! ! 0.!%&"#!(")%*+'6!/$3!&07! 0.!%&"#!(")%*+'6!/$3!&07! & 0.!%&"#!(")%*+'6!/$3!&07! ! 30'#!"%!+'8/%'!%0!%&'! 30'#!"%!+'8/%'!%0!%&'! & 30'#!"%!+'8/%'!%0!%&'! ! 1&'+02'',! 1&'+02'',! & 1&'+02'',! ! ! ! & ! ! ! ! & ! ! ! ! & ! !"$%!"#!%&'!#"-$".")/$)'! ! ! !"$%!"#!%&'!#"-$".")/$)'!
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