View from Wolf Creek
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Grade Level:
Fourth Grade-Sixth Grade
Subject:
Biology: Animals, Biology: Plants, Language Arts, Social Studies
Duration:
3 Hours
Group Size:
Up to 36
Setting:
indoors or outdoors
National/State Standards:
Social Studies: 3.4 3.6 3.7 3.11 4.2 4.3
Science: 3.10 4.5 5.9 6.7
English: 4.7 4.8

Overview

The students will gain understanding of the plants and trees handled by American Indians. The students will be given a sheet with GPS coordinates on it, and then will go to that location and sketch what they find at that coordinate. After they find the coordinates the students will view a power point on some of the plants and trees on the trail. The Students will learn about plants in the park area and how American Indians used them.

Objective(s)

Students will gain an understanding about the Trail of Tears

Students will identify plants and trees used by American Indians

Students will use a GPS to locate coordinates



Background

The Trail of Tears National Historic Trail

Tens of thousands of American Indians were taken from their homes, rounded up and relocated to Indian Territory (Oklahoma). They were taken from Georgia, North Carolina, Alabama, Tennessee, Mississippi and Florida.Some walked as far as eight hundred miles. Many succumbed to the harsh conditions along the gruesome trail.

In 1800 there were more than eight thousand Cherokees living in the Southeastern United States. They prospered by farming, gathering, trading and hunting. They enjoyed playing games and had their own rituals and beliefs. The five largest groups of tribes were the Choctaw, Chickasaw, Creek, Cherokee and Seminole. The Choctaw were located in central and southern Mississippi and western Alabama. The Chickasaw lived in northern Mississippi and parts of Alabama, Tennessee and Kentucky. The Creek occupied eastern Alabama. The Cherokee lived in Northeast Alabama,Northwest Georgia, Southwest North Carolina and Southeast Tennessee. The Seminole lived the Florida Panhandle. By the 1700s these cultures traded for European goods such as pots, dishes, cloth, blankets, horses, metal tools and guns. European customs and dress were adopted by the American Indians and mixed with their own culture. Some leaders of the Cherokee practiced plantation agriculture and even acquired black slaves.

Sequoyah known as George Guess developed a tribal syllabary. It had 85 symbols representing all the sounds of the Cherokee language. It was used by the first American Indian newspaper. The paper was called the "Cherokee Phoenix." The Cherokee also developed a written constitution. Friction occurred between full blooded Cherokee Indians and mixed bloods. Some full blooded Cherokee Indians resisted contact with the white population. They did not want to make any accommodations. Sometimes these outbreaks turned violent.

 After the War of 1812 many settlers wanted the rich farmland east of the Appalachians which was perfect for growing cotton. For many years a great number white people including Thomas Jefferson wanted the American Indians to be moved west. State officials increased pressure on American Indians to give up their land to the White settlers. When Andrew Jackson was elected in 1828 congress gave him a Removal Act. This Removal act was granted in 1830. American Indians were then forced to leave their homeland.

Elliott West, Trail of Tears Western Publisher National Parks Association p1-4

Fort Payne

According to undocumented local tradition, Fort Payne was named after John G. Payne. It was built as a temporary fort in 1838 for the removal of the Cherokees in 1838. This internment camp was built to hold the Cherokees during the removal process.Other removal forts in Alabama include nearby Fort Likens, Fort Lovell, and Fort Turkeytown.  Removal forts were built to hold American Indians temporarily, during May and June. Many of the Cherokees from outside of Alabama had to stay the entire summer in the internment camps. The living conditions were terrible. The Cherokees stayed in Fort Payne until General Winfield Scott sent orders for groups to leave.

Rozema, Vicki. Footsteps of the Cherokees. John F Blair Publisher, 1995

 

 



Materials

Power point on plant and tree uses

Title

The uses of plants and trees to American Indians

Summary

The power point explains some of the uses of plants and trees to American Indians

Applicable Subjects

Science

Social Studies

Language Arts

Technology



Procedure

The students will do a Quick Write as follows

The teacher will introduce the phrase "Trail of Tears"

The students will copy the concept onto an index card

The students will be given two minutes to write whatever comes into their mind about the concept.

After time is called, students will volunteer to share their thoughts on the subject.

The students will watch the Trail of Tears DVD from the National Park service. (23 minutes)

The students will discuss the movie and after watching it they will do a 321 activity as follows:

They will get with a partner and write three important details from the movie.

They will write two connections and one question they still have. They will then share with each other.

The students will walk to JSU trail and go to the historic cabin.

The teacher will ask the question "What would it have felt like to have been taken from your familiar home and forced to move 800 miles to a foreign location?

What things would they have needed for their journey?

The teacher will relate it back to things that the American Indians might have used from the forest such as trees and plants.

The students will be given a sheet of paper with coordinates on it. The paper will have a space for the student to sketch what they find at the coordinates. The teacher will show the students how to work the GPS. The students will then go to the JSU field school trail and look for their plant and tree coordinates.

The students will go back to the classroom and watch the power point to see if they can identify what they sketched and learn about some of the uses of the plants and trees.

Assessment

The teacher will assess learning by observation and what the students identify on the GPS search worksheet.



Park Connections

This lesson plan relates to the Trail of Tears roundup routes through the park and the plants growing in the park that were used by the cultures that lived there.



Extensions

The student will research ways that specific trees and plants are used for today and write a report.

The students will research myths and tales that American Indians told about plants.

The students will walk on a different trail and write down coordinates of plants they observe.

Additional Resources

National Audubon Society Field Guide to North American Trees,

Dr.Jaroslav Kresanek. Healing Plants, New York, Arco 1982.

Micael J.Caduto and Joseph Bruchac Keepers of the Earth,Golden, CO, Fulcrum 1988.

Dan Moerman Native American Ethnobotany, https://herb.umd.umich.edu/