BOOK GUIDES
5E Project-Based Learning Activities
2. The Cherokee World Before Removal Engage: Pose the question: What does a healthy community need to thrive? Chart responses. Explore: Analyze primary sources or visuals showing Cherokee council meetings, homes, and agriculture before removal. Explain: Review Cherokee governance, matrilineal society, and interactions with European settlers. Elaborate: Students create a social media profile for a fictional Cherokee youth before removal, including daily life, roles, and values. Evaluate: Exit ticket: Describe three aspects of Cherokee society before removal that show strength and organization. 3. Cherokee Removal Engage: Show a map of the Trail of Tears and ask: What emotions do you associate with this journey? Explore: Read excerpts from first-person accounts or historical documents about the removal. Explain: Discuss the political, legal, and human aspects of the Trail of Tears, including Cherokee resistance. Elaborate: Students create a memorial project (poem, art piece, storyboard) to honor those who experienced removal. Evaluate: Short essay: How did the Trail of Tears affect the Cherokee Nation’s identity and future? 4. Rebuilding in Indian Territory Engage: Ask: How do communities rebuild after trauma? Explore: Examine Cherokee constitutional documents, school blueprints, or political structures established post-removal. Explain: Describe how the Cherokee reestablished their government and education systems. Elaborate: Simulate a council meeting debating how to prioritize rebuilding (e.g., schools, government, cultural preservation). Evaluate: Students complete a reflection: What does rebuilding look like, and why is it an act of resilience? 5. Allotment and Statehood Engage: Show a land allotment map and ask: How does dividing land change community power? Explore: Review primary sources about the Dawes Act and statehood debates. Explain: Discuss the impact of allotment on Cherokee sovereignty and land base. Elaborate: Hold a classroom debate: Was allotment a fair or harmful policy for Native nations? Evaluate: Students write a position paper using evidence from the lesson.
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