Chapter 5

What Happened to Cherokees, Seminoles,

and Western Tribes During Removals?

Content Standard 1: The student will describe the state’s geography and the historic foundations laid by Native American, European, and American cultures.

1.4Compare and contrast cultural perspectives of Native Americans and European Americans regarding land ownership and trading practices.

Content Standard 2: The student will evaluate the major political and economic events that transformed the land and its people prior to statehood.

2.3Integrate visual and textual evidence to explain the reasons for and trace the migrations of Native American peoples including the Five Tribes into present-day Oklahoma, the Indian Removal Act of 1830, and tribal resistance to the forced relocations.

2.4 Summarize the impact of the Civil War and Reconstruction Treaties on Native American peoples, territories, and tribal sovereignty including the

a)Required enrollment of the Freedmen,

b)Second Indian Removal and the role of the Buffalo Soldiers,

c)Significance of the Massacre at the Washita,

d)Reasons for the reservation system, and

e)Establishment of the western military posts of Fort Sill, Fort Supply, and Fort Reno.

2.5Cite specific visual and textual evidence to assess the impact of the cattle and coal mining industries on the location of railroad lines, transportation routes, and the development of communities.

Day 1: Introduce Chapter 5 with Power Point slide of 5 Civilized Tribes.Refer class to the Trail of Tears Spotlight, after Chapter 2.Read about the Cherokees, pages 95 through most of page 98.

Discuss questions 1-3 from end of chapter.

Assignworkbook page 15.

Day 2: Read about the removal of the Seminoles, from bottom of page 98 through most of page 103.

Discuss questions 4-7 from end of chapter.

Assignworkbook page 15, section III or use it tomorrow for review. Also look ahead at the Writing Assignment on the next page.

Day 3: Show Power Point slides of Cherokee House and Seminole House. Show portraits of Ridge, Ross, Boudinot and Osceola; have students name their roles.Readabout western tribes, pages 103-105.

Discuss questions 8-10 from end of chapter.

Assignworkbook sections IV through VI. Refer class to maps in both chapters 4 and 5 for section V, and remind them to finish the key (box). In section VI, students write letters to a newspaper editor.

Review in class for the chapter test, use Crossword for review, or assign review for homework.

Day 4: Administer chapter test. Supervise Internet research on two topics: tribal enrollment of Freedmen, and the founding of Fort Sill, Fort Supply, and Fort Reno.(See Standard 2.4 above).

Optional activities: Assign crossword puzzle or word Search. Add major events to classroom timeline. Assign Internet research and compare findings from different sites. Read Spotlight on Missionaries, Alice Mary Robertson, or Autograph Rock.

Internet research

(contains Teacher Guide)

and ...wiki/Geronimo

Related readings

Michael Burgan,The Trail of Tears(Minneapolis, MN: Compass Point Books. 2001)

Robert J. Conley, The Peace Chief: a Novel of the Real People.(New York: St. Martin’s Press, 1998)

Virginia Driving Hawk Sneve, The Cherokees. (New York: Holiday, 1996)

Jeremiah Evarts, Cherokee Removal: the “William Penn” Essays and Other Writings(Knoxville, TN:

University of Tennessee Press, 1981)

James Mooney,Myths of the Cherokee and Sacred Formulas of the Cherokees(Fairview, NC: Bright

Mountain Books, 1992)

Daniel F Littlefield,Africans and Seminoles: From Removal to Emancipation (Jackson, Mississippi: University Press of Mississippi, 2001)

Jane F.Lancaster, Removal Aftershock: The Seminoles’ Struggles to Survive in the West, 1836-

1866 (Knoxville: University of Tennessee Press, 1994)

Bill Lund and Tom Gallaher, The Seminole Indians (Mankato, Minnesota: Bridgestone

Books, 1997)

Great Western Indian Fights Lincoln, Nebraska University of Nebraska Press, 1960)

Patricia Willis,Danger Along the Ohio(New York: Clarion.1997)

IbleAnn Rinaldi,The Second Bend in the River(New York: Scholastic, 1997)

Videos

Cherokee Culture 1500-1820(Tulsa, Oklahoma: Chief Production. 1996)

Cherokee: Indians of North America(Wynnewood, PA: Schlessinger Video Production, 1993)

“REMOVALS” CROSSWORD PUZZLE

ACROSS

1.Whites wanted Indians to move west of the ______River.

6.In the west Chickasaws submitted to ______government.

8.Chickasaws and Cherokees both succeeded in ______.

9.Federal ______aided in taking Indian lands for whites.

10.The ______family helped move their neighbors to the west.

12.The Cherokee alphabet was called a ______.

13.This children’s disease killed many ______.

14.______developed the Cherokee method of writing.

15.In the Treaty of ______, Choctaws agreed to sell part of western land to Chickasaws.

16. Like whites, many Indians purchased ______to do their labor.

DOWN

1.Chickasaws were very successful in the ______business.

2.Chickasaws were paid in ______.

3.Whites thought Indians were ______.

4.Chickasaws ceded their lands in the Treaty of ______in 1832.

5.______was a missionary arrested for refusing to take a loyalty oath.

7.Federal factories were ______posts.

9.The ______turned to old customs for comfort and to the mixed bloods for leadership.

  1. Another missionary arrested for not taking an oath.

Word Search: THE SEMINOLES

In the following letter-jumble find the words which complete the statements below. Circle or draw a line through those words and fill in the blanks on the corresponding questions. Words may be vertical, horizontal, or diagonal, but all will be top-to-bottom and/or left-to-right.

ASDFSTUARTJKLCONFEDERACYKLMNPQWERR

WORTHXZNMHRUIPLMNYTREWQYUIOPMNBVCX

OILGEXUETOPMQWTRIOPGADSQEVERGLADES

NYLEVERGLMAEDWATHOKLASHAPIWUHOMIPS

XGADSDENXPILLOTSPREAKMAYSVINTELUME

TENNCESMISAMIOSCEOLAMIOFARLAKIPWQX

YOUTJAKLMOMICANOPYJUMYTERWXWITTIPI

JKUYBATINNOPITTHZXEUEMATHLAAPOKLAC

EPAYNESLANDINGASDFGHMJKLAEIYOUABCL

SWATEGALMINFALCORJACLPIMEGRSAKLIGI

UMINISTRAKINKLPUMELIKJEMOULTRIEKUN

PHITCHCOCKUYTREWGFDSALKRJHGVBNCBEC

GREATSEMINOLEWARTYIPARLMIETYGFECIH

  1. A group of several tribes united together, such as Creeks, ______.
  2. The first person to call the Oconees “Seminoles” was British Agent John ______.
  3. American commissioners and former slave owners went into Seminole country to look for ______.
  4. The Seminoles lived in a swampland today known as the ______.
  5. The first treaty with the Seminoles was the Treaty of Camp ______.
  6. Colonel James ______met with the Seminoles in 1832.
  7. A treaty was signed in 1832 at ______.
  8. Chief ______said his mark was forged to sign the treaty.
  9. Chief Charley ______said he was forced to sign the treaty.
  10. Indian Agent Wiley ______tried to oust Seminole leaders who were against removal to the west.
  11. ______, who was not a chief, led the Seminoles in a war with white soldiers who wanted to remove the tribe.
  12. This was the Second Seminole War, also known as the ______.
  13. ______was another Seminole leader who stood against removal and who met with whites to talk peace.
  14. Captain Ethan Allen ______believed the Seminoles really wanted peace and he met with them to discuss terms.
  15. Colonel ______attacked the Seminoles in the peace talks.
  16. Brigadier General Thomas ______was sent to Florida to end the Seminole wars.
  17. Colonel William J. ______was sent to Florida to subdue the Seminoles.
  18. ______was the most formidable leader of the Seminoles.

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