Trail of Tears

CAPSTONE ASSIGNMENT: Students write an essay demonstrating their understanding of the Indian Removal Act and the Trail of Tears.

The Trail of Tears refers to the forceful relocation and eventual movement of the Native American communities from the Southeastern regions of the U.S. as a result of the enactment of the Indian Removal Act in the year 1830. Students will write an essay discussing the forced removal of Native Americans called the Trail of Tears?

1. How did the concept of land ownership differ on Cherokee land from white settlers’ lands?

2. Why was it more difficult for Native Americans to move from their traditional homelands than for many other Americans who regularly moved west looking for opportunity? Did the Cherokees have any particular or special ties with their homelands that discouraged their removal? What were these ties?

3. The conflict between Chief Justice Marshall and Andrew Jackson over Worcester v Georgia and its enforcement illustrates one of the unique characteristics (separation of powers) about the structure of the federal government in the U.S. What is that characteristic and how does this court case exemplify it?

4. Where was the Cherokee Nation located and how did the physical environment (particularly land) play a role in the clash between Cherokee and European Americans?

5. What is the legacy of the Trail of Tears? How can this event serve as a lesson to present-day Americans? Do you see contemporary parallels between land use, acquisition, and the removal of inhabitants?

6. Could another removal of an ethnic group happen in the present-day United States? What about another country? Is this the only time an ethnic group has been forced out of their homes? ”

Assessment/rubric(s):

· 90-100 (Target “A” Grade): Student demonstrates excellent knowledge gained from research on the topic by successfully answering 5 out of 5 questions; identifies key topics/themes including rationale of the federal government, survival/loss of life, sovereignty, Andrew Jackson, ancestral memory, John Ross, the Georgia legislature, Worchester v. Georgia, and the Indian Removal Act; adds substantially to the overall discussion. The essay strongly and clearly states an informed opinion; clearly identifies the issue; provides 3 or more strong details, reasons and/or examples in support of the opinion; chooses words that are clear, descriptive and accurate; maintains consistent persuasive tone throughout essay; uses sentences and paragraphs which are complete, well written and varied; summarizes opinion in a strong concluding statement; and contains few, if any punctuation, spelling or grammatical errors.

· 80-89 (Above Average “B” Grade): Student demonstrates above average knowledge gained from research on the topic by successfully answering by effectively answering 4 out of 5 questions; identifies key topics/themes including—rationale of the federal government, survival/loss of life, sovereignty, Andrew Jackson, ancestral memory, John Ross, the Georgia legislature, Worchester v. Georgia, and the Indian Removal Act; adds satisfactorily to the overall discussion. Clearly states an informed; gives some references to the issue; provides 2 details, reasons and/or examples in support of the opinion; adequately chooses words that are clear and descriptive; demonstrates a persuasive tone in parts of the letter; sentence and paragraph structure is generally correct; summarizes opinion in a concluding statement; contains errors in punctuation, spelling or grammar that do not interfere with meaning.

· 70-79 (Acceptable “C” Grade): Student demonstrates average knowledge gained from research on the topic by successfully answering by effectively answering 3 out of 5 questions; identifies a few of the topics/themes including—rationale of the federal government, survival/loss of life, sovereignty, Andrew Jackson, ancestral memory, John Ross, the Georgia legislature, Worchester v. Georgia, and the Indian Removal Act; does not significantly add to the discussion. Opinion is not clearly stated; little or no references to the issue; provides at least 1 item of detail, a reason and/or an example, in support of the opinion; chooses some words that are clear and descriptive; lacks consistent persuasive tone; sentence and paragraph structure is inconsistent; concluding statement is a weak summary of personal opinion; contains many punctuation, spelling and/or grammatical errors that interfere with meaning

· 0-69 (Unacceptable “D”-“F” Grade): Student demonstrates below average knowledge gained from research on the topic by answering 2 (or less) out of 5 questions; unable to identify any topics/themes including—rationale of the federal government, survival/loss of life, sovereignty, Andrew Jackson, ancestral memory, John Ross, the Georgia legislature, Worchester v. Georgia, and the Indian Removal Act. Opinion is not easily understood with no reference to the issue; provides little or no support of the opinion; language and tone of letter is unclear and lacks description; little or no evidence of sentence or paragraph structure; concluding statement makes no reference to personal opinion; contains many punctuation, spelling and/or grammatical errors that make the piece illegible. This includes students who did not complete the essay assignment.

Do not put the questions in the essay. Respond to a thesis developed by you. CITE YOUR SOURCES.