This document outlines an 8th-grade lesson plan exploring the changing definitions of citizenship in U.S. history, particularly through the lens of the Indian Removal Act and its impact on Native Americans during the Age of Jackson. It includes various teaching strategies, primary sources, and activities designed to engage students in analyzing historical texts and artworks to understand the complexities surrounding citizenship and rights in early American society. The lesson emphasizes that while rights expanded for white males, they were systematically restricted for Native Americans during this period.

1. Teaching American History Grant:
Changing Definitions of Citizenship in United States History, 2006-2010
American Democracy in Word and Deed, 2009-2014
A collaborative partnership between Mt. Diablo Unified School District
teachers of grades 4, 5, 8, and 11, in conjunction with the University
of California, Berkeley History-Social Science Project
Investigating the Indian Removal Act
through Multiple Sources:
An historical inquiry- based lesson that analyzes art and
speeches by President Andrew Jackson & Chief Black Hawk
8th Grade Multi-day Lesson
California Council for History Education
Sacramento, California
March 5, 2011
Will Gregory, 8th Grade Teacher, Sequoia Middle School, Mt. Diablo Unified
Emily Richards, 8th Grade Teacher, Glenbrook Middle School, Mt. Diablo Unified
Lauren Weaver, Mt. Diablo Unified Teaching American History Grant Coordinator
To access an electronic version of this lesson and others, please visit the grant website: http://tah4all.org/

2. MDUSD/UCB H-SSP
8th Grade Lesson: “Jackson’s Indian Removal”
Developed by: Sue Kunich, Will Gregory, Emily Richards, Lauren Weaver, Phyllis Goldsmith
Teaching American History Grant Focus Question:
How did definitions of citizenship change from the 17th century to the 20th century?
8th Grade Year-long Focus Questions:
How did federalism shape the roles of the national and state governments?
How did the rights of citizens expand and contract during the 18th and 19th centuries?
Unit Focus:
Unit 3: The New Republic; Chapter 9: The Age of Jackson; Section 3: Indian Removal
Unit Focus Question:
In its early years as a republic, how did the United States tackle the social, economic, and political
effects of its growth?
Lesson Focus Question:
How were Native Americans affected by Jacksonian Democracy?
Lesson Working Thesis:
During the Age of Jackson, individual rights for white males expanded, yet at the same time, Jackson’s
policies limited the rights of non-whites, including Native Americans.
Reading Strategies:
• President Jackson Speech on Indian Removal, Annual Message to Congress, Dec. 8, 1829
o Class discussion
• Chief Black Hawk’s Surrender Speech ~ 1832
o Cause & Effect Chart
o Pronouns
o Figurative Speech
• The Trail of Tears painting 1942 painted by Robert Lindneux
o Analyzing a Primary Source
Writing Strategies:
• Analytical Paragraph interpreting The Trail of Tears art piece
• Summative Paragraph synthesizing information from all sources
Suggested Amount of Time:
4-5 days
Textbook:
Deverell, William and White, Deborah Gray. United States History: Independence to 1914. Orlando,
Florida: Holt, Rinehart and Winston., 2006, Chapter 9:(The Age of Jackson; Section 3), pp 294–297.

3. Other Resources:
Primary sources
o President Andrew Jackson, Excerpt of December 8, 1829 “Annual Message to Congress.”
Francis Paul Prucha, Documents in United States Indian Policy, Second Edition, Expanded
(Lincoln: University of Nebraska Press, 1990), 47-48.
o Surrender Speech by Chief Black Hawk ~ 1832
o Holt, Rinehart and Winston, Chapter Resource File, The Age of Jackson, 12-13.
o The Trail of Tears, painted by Robert Lindneux, 1942.
o Optional Comparison Image: Display engraving from a textbook “Indian emigration” circa 1850.
Context of the lesson in the unit:
This lesson will come ¾ of the way through Unit 3: The New Republic and is the final lesson in Chapter
9: The Age of Jackson.
Concept of citizenship embedded in the lesson:
Students will understand that expanded rights for some white males do not apply to Native Americans
since they did not have the same rights of citizenship.
Lesson Teacher Procedures:
A. Introduction
1. Review “Jacksonian Democracy” and Chapter 9, Section 3 “Indian Removal,” from text, below.
Indian Removal Act ~ Passage Selection from textbook, pages 294-295
“Native Americans had long lived in settlements stretching from Georgia to Mississippi.
However, President Jackson and other political leaders wanted to open this land to settlement by
American farmers. Under pressure from Jackson, Congress passed the Indian Removal Act in
1830, authorizing the removal of Native Americans who lived east of the Mississippi River to
lands in the West.
Congress then established the Indian Territory- U.S. land in what is now Oklahoma
where Native Americans were moved to…
The Choctaw were the first Indians sent to Indian Territory. The Mississippi legislature
forced the Choctaw leaders to sign a treaty giving up more than 7.5 million acres of their land in
Mississippi. The Choctaw moved to the Indian Territory during a disastrous winter trip. Federal
officials in charge of the move did not provide enough food or supplies to the Choctaw, most of
whom were on foot. About one-fourth of the Choctaw died of cold, disease, or starvation during
the trip.”
B. Reading Strategy #1-President Jackson’s Address to Congress [in-class activity]
1. Distribute copies of Jackson’s December 1829 Message to Congress (p.8)
2. Teacher introduces speech by explaining the context of the source and reminding students of the
main components of the source (or) teacher asks guiding questions of students to solicit answers. Main
components of the source to discuss with students: a) who is speaking, b) who is the audience, c) when
was the speech, d) what’s the title of the speech, e) what do we know about President Jackson’s
interactions with Native Americans, etc.
3. Have students read the Jackson’s December 1829 Message to Congress (p.8) aloud in small groups.
4. Teacher uses questions in the gray boxes to guide students to discuss with a partner or with the
whole class different aspects of the speech.

4. 5. Teacher guides whole class discussion to deconstruct the main ideas of the speech.
C. Reading Strategy #2- Chief Black Hawk’s Surrender Speech
TEACHER NOTE: There are 3 different activities below that use the same primary source. Teachers can
decide which of the three academic literacy strategy worksheets would best suit the students’ needs in their
classroom.
WORKSHEET #1 -CAUSE & EFFECT-Black Hawk Speech- [in-class activity or homework]
1. Distribute Chief Black Hawk’s Surrender Speech (1832) (p9)
2. Teacher reads speech aloud to the class as students follow along
3. Distribute Cause & Effect. Handout (p.10; teacher key, p11)
4. Explain how the chart works, and model response for the first row of boxes.
5. Students complete handout in same partner groups while teacher roves around the classroom monitoring
progress and assisting where necessary.
6. Review students responses as a class on the overhead projector to reinforce visually
7. Discuss content questions to highlight Native American perspective to Indian Removal.
WORKSHEET #2 –PRONOUNS-Black Hawk Speech- [in-class activity]
1. Pass out the Black Hawk Surrender Speech/ pronoun worksheet (p12, teacher key, p13)
2. Review Black Hawk’s life as discussed in prior lessons.
3. Next the teacher leads a close reading of the speech leaving out essential words and having the students
say those words out loud as a class.
a. Once reading is completed again ask clarifying questions.
b. Be sure to point out to the students the frequency of pronouns as well as the shift from 1st person
to 3rd person. Don’t give them answer yet just get them to start thinking about it. EX: Do you
talk about yourself using your first name? If I am talking about myself, would I say: I went to the
store yesterday? Or, would I say: Ms. Richards went to the store yesterday?
4. Move onto the pronoun box on the worksheet. First have the students define what a pronoun is. Then
move onto listing all the different types of pronouns, 1st, 2nd, and 3rd. Put the list up on the board and
have the students copy the list onto their worksheets.
5. Next have them go through and circle, box and underline all the pronouns they find in the speech (This
will only take 2-3 minutes).
6. Then, go over the blank pronoun boxes at the bottom of the worksheet. Talk with the students about
what they are supposed to do. Tell them the hint: If they are unsure who the pronoun refers to, they can
replace the pronoun with the proper name/ proper noun to see if it makes sense and if they were right.
[EX: Samantha and Joseph left school to go home and as they (who? Samantha and Joseph) walked home, he
(Who? Joseph) remembered he (Who? Joseph) forgot his (Who? Joseph) gym clothes in Ms. Richards class so he
(Who? Joseph) returned to get them.]
7. As a class, complete the “You” and “Your” boxes since the proper noun that refers to “You” and “Your”
changes in paragraph one and two. This will help the students when they fill out the rest of the pronoun
worksheet on their own.
8. Have the students fill out the remaining pronoun boxes on their own while the teacher monitors the
room helping students and checking for understanding.
9. At the end of the day’s lesson, go over all the pronoun boxes so that the student can check their answers
against the key.

5. 10.When done, ask students to draw a line where the speech changes from 1st person to 3rd person. Ask the
students why they think Black Hawk starts to talk about himself in the 3rd person. This discussion is a
great way to lead into the Metaphor Speech Activity.
WORKSHEET #3 –FIGURATIVE LANGUAGE-Black Hawk Speech- [in-class activity or homework]
1. Pass out the Black Hawk Speech (p14) & student metaphor worksheet. (pp15-16, teacher key pp17-18)
2. Tell students that today they will be looking at the language of the speech, focusing on figurative
language.
3. Have the students define figurative language and the terms metaphor and simile.
4. Talk about Black Hawk’s manner of speaking. Discuss with students how a person’s upbringing and
culture affects the way they speak. i.e. Do people from Texas sound the same as people from Ca?
5. Have the students read the speech using a variety of reading methods (pairs, cloze reading, etc).
a. Then go back and define the bolded academic vocabulary words.
6. As a class, re-read the speech paragraph by paragraph and highlight on the copy of the speech all the
figurative language phrases from the Metaphor worksheet.
7. Complete the Metaphor worksheet. Re-read aloud as a class the first paragraph and stop at the end to
discuss the meaning of the paragraph. Go through each metaphor in paragraph #1, having the students
determine the actual meaning of the metaphor as well as what increased meaning the metaphor gives to
the speech. Also share with the students that there might be more than one interpretation and that is
okay. Part of literature is the variety of meaning we get from it.
a. [Teacher Note: I did this in a variety of ways: I had the students think pair-share their answers,
move around to share each metaphor with a new partner, whole class, small group. I would vary
it every few metaphors so that the momentum of the lesson does not fall.]
8. When moving onto column three about why the metaphor was added read aloud the metaphor and actual
meaning of one of the parts of the speech. Then ask the students: What sounds better and would catch
their interest more, the metaphor or the actual meaning?
9. Move onto having the student come up, in pairs, groups etc, rationale for each metaphor explaining why
Black Hawk would have picked that writing instead of the actual meaning.
10. Again share out as a class helping to focus the conversation and add in clarity for the students.
D. Trail of Tears Map [in-class activity or homework]
1. Pass out the blank map to each student (p19, teacher key/student sample, p20)
2. Have the students take out their text books (Deverell, William and White, Deborah Gray. United
States History: Independence to 1914. Orlando, Florida: Holt, Rinehart and Winston., 2006, and turn
to pages 298-299.) [Teacher note: You could also use another map from another source but the
book is the best I have found]
3. Have students recreate the Trail of Tears map onto their maps. They need to show: a) each of the
five tribes’ original homeland, b) the trail taken to the new land, and c) eventual relocation site in the
Oklahoma/Indian Territory.
4. The students will need colored pencils to complete this assignment.
E. Reading a Primary Source- Trail of Tears Art Analysis [in-class activity]
TEACHER NOTE: There are 2 different worksheets for art analysis; one is highly detailed and the other is
simplified. Also, while the activity focuses on the “Trail of Tears” painting by Robert Lindneux, there is an
optional comparison engraving from a textbook called “Indian emigration,” circa 1850. (p21)

6. 1. Display Trail of Tears image and/or handout copies of image. (p.21, top image, p22 full size)
a. Show picture, and one line caption: Trail of Tears by Robert Lindneux in 1942
2. Distribute Analyzing an Source worksheet (pp23-24,or shortened version, p29 teacher key, pp 26-27)
3. Teacher reviews Who, When, Where sections with class and models completion of the top sections.
4. Take to the students about art. Explain that they should first focus on what they see looking at the art
piece. Then, they can start to interpret or make meaning of what they see. Also point out that art pieces
have multiple interpretations because people see, feel, and think different things about art. Encourage
them to take chances interpreting the art and support them so they get into it.
5. Teacher clarifies instructions of the “Object” section. Guide students to take 2 minutes to write down all
that they see in the “Description of Source, What I see” column. Remind them that seeing is just writing
down literally what your eyes see and is different than what you brain thinks about. They should not be
writing down emotion, etc here.
a. Share out: some T-P-S (Think Pair Share), then whole class
6. Next move on the “Definitions~ What do the objects and images mean?”/ “It tells me…” column. In
this column, students need to take what they wrote down in the “Description/ I see” column and explain
what each thing tells them
a. EX: The frown might tell you they are sad or upset about something
b. EX: The wagon full of belongings might tell you they are moving for good, taking everything
they own
c. Again have them share with a partner or with the class
7. Students complete remainder of sheet in groups while teacher monitors progress.
8. Clarify What & How & Why Section to ensure student understanding
9. Have students complete Basic Writing –One Source scaffolded writing template.(p.25, teacher key, p.
28)
10. Teacher provides assistance and clarification to groups or whole class as necessary.
F. Writing Strategy: Summative Paragraph [in-class or homework]
1. Pass out the structured: Summative Paragraph on Jackson’s Indian Removal Policy.(p 30, teacher
sample, p 31)
2. Go over the requirements of the paragraph. Explain to the students that they will be using all of the
material learned this lesson to help complete their paragraph. [Teacher Note: This paragraph
synthesizes the whole unit and shows how all the singular day components come together to form a
larger and more complete understanding of Indian Removal.]
3. Once you have explained the paragraph assignment and answered all students’ questions, have the
students write their paragraphs while the teacher monitors the class and ask for questions.
a. I have my students write this on their own (with the paragraph outline frame provided) so that I
can see if they understood and synthesized the unit as a whole with the all the parts properly
intertwined to completely tell the story of Indian removal.
b. [Teacher Note: Possible Modifications]
i. You could modify this by writing it as a whole class
ii. You could provide the paragraph question and have them write the paragraph without
the sentence stems or outline frame.
4. Teacher can discuss how interpretations of historical events may change over time.
History-Social Science Content Standards:

7. 8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and
the challenges they faced.
1. Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy,
and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal,
opposition to the Supreme Court).
Historical and Social Sciences Analysis Skills:
Chronological and Spatial Thinking
1. Students explain how major events are related to one another in time.
3. Students use a variety of maps and documents to identify physical and cultural features of
neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and
disintegration of empires, and the growth of economic systems.
Research, Evidence, and Point of View
4. Students assess the credibility of primary and secondary sources and draw sound conclusions from them.
5. Students detect the different historical points of view on historical events and determine the context in
which the historical statements were made (the questions asked, sources used, author's perspectives).
Historical Interpretation
1. Students explain the central issues and problems from the past, placing people and events in a matrix of
time and place.
2. Students understand and distinguish cause, effect, sequence, and correlation in historical events,
including the long-and short-term causal relations. .
3. Students recognize that interpretations of history are subject to change as new information is uncovered.
Reading/Language Arts Content Standards:
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect the essential ideas,
arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.
1.0 Writing Strategies
1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities,
comparisons, and similar devices.
2.0 Writing Applications
2.4b. Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts
and opinion.
2.0 Speaking Applications (Genres and Their Characteristics)
2.1b. Reveal the significance of, and the subject's attitude about, the incident, event, or situation.

8. President Jackson on Indian Removal, December 8, 1829
The executive branch of the federal government was firmly committed to the removal of the eastern tribes to the region west of the
Mississippi by President Andrew Jackson. In his First Annual Message to Congress in December 1829, President Jackson set forth his
views.
…A portion, however, of the Southern tribes, having mingled much with the whites and made some progress in
the arts of civilized life, have lately attempted to erect an independent government within the limits of Georgia
and Alabama. These States, claiming to be the only sovereigns within their territories, extended their laws over
the Indians, which induced the latter to call upon the United States for protection.
Question: What have the tribes attempted to
Under these circumstances the question presented was whether the General Government had a right to sustain
those people in their pretensions. The Constitution declares that “no new State shall be formed or erected
within the jurisdiction of any other State” without the consent of its legislature.
Question: Whose consent is needed to allow the tribes set up an independent government?
… I informed the Indians inhabiting parts of Georgia and Alabama that their attempt to establish an
independent government would not be countenanced by the Executive of the United States, and advised them
to emigrate beyond the Mississippi or submit to the laws of those States.
…Surrounded by the whites with their arts of civilization, which by destroying the resources of the savage
doom him to weakness and decay, the fate of the Mohegan, the Narragansett, and the Delaware is fast
overtaking the Choctaw, the Cherokee, and the Creek. …this fate surely awaits them if they remain within the
limits of the States… Humanity and national honor demand that every effort should be made to avert so great a
calamity.
Questions: What is the calamity? Is Jackson’s statement sincere?
…As a means of effecting this end, I suggest for your consideration the propriety of setting apart an ample
district west of the Mississippi…to be guaranteed to the Indian tribes as long as they shall occupy it, each tribe
having a distinct control over the portion designated for its use.
Vocabulary Lesson Questions:
sovereigns supreme authority
1. What do the Indians’ want?
pretensions claims
jurisdiction the power, right, or authority to 2. Does Jackson agree with what the Indians want?
interpret and apply the law
3. What does Jackson think is in the Indians’
countenanced approved best interest?
calamity a state of deep distress or misery 4. Do you think Jackson has a strong argument?
caused by major misfortune or loss Source:
President Andrew Jackson, Excerpt of December 8, 1829 “Annual Message to
propriety conformity to what is socially Congress.” Francis Paul Prucha, Documents in United States Indian Policy, Second
acceptable Edition, Expanded (Lincoln: University of Nebraska Press, 1990), 47-48.

9. Black Hawk's Surrender Speech, 1832
In 1830, Congress passed the Indian Removal Act and Native Americans were resettled in the West. In 1832 a
band of Sauk and Fox Indians tried to reoccupy the lands they had once held in the Illinois and Wisconsin
territories. The attempt failed and Chief Black Hawk was forced to surrender. The following is an excerpt of his
surrender speech. Holt, Rinehart and Winston, Chapter Resource File, The Age of Jackson, 12-13
You have taken me prisoner with all my warriors. I am much grieved, for I expected, if I did not defeat you, to
hold out much longer, and give you more trouble before I surrendered. I tried hard to bring you into ambush,
but your last general understands Indian fighting. The first one was not so wise. When I saw that I could not
beat you by Indian fighting, I determined to rush on you, and fight you face to face. I fought hard. But your
guns were well aimed. The bullets flew like birds in the air, and whizzed by our ears like the wind through the
trees in the winter. My warriors fell around me; it began to look dismal. I saw my evil day at hand. The sun rose
dim on us in the morning, and at night it sunk in a dark cloud, and looked like a ball of fire. That was the last
sun that shone on Black Hawk. His heart is dead, and no longer beats quick in his bosom. He is now a prisoner
to the white men; they will do with him as they wish. But he can stand torture, and is not afraid of death. He is
no coward. Black Hawk is an Indian.
He has done nothing for which an Indian ought to be ashamed. He has fought for his countrymen, the squaws
and papooses, against white men, who came, year after year, to cheat them and take away their lands. You know
the cause of our making war. It is known to all white men. They ought to be ashamed of it. The white men
despise the Indians, and drive them from their homes. But the Indians are not deceitful. The white men speak
bad of the Indian, and look at him spitefully. But the Indian does not tell lies; Indians do not steal…
…We looked up to the Great Spirit. We went to our great father. We were encouraged. His great council gave
us fair words and big promises, but we got no satisfaction. Things were growing worse. There were no deer in
the forest. The oppossum and beaver were fled; the springs were drying up, and our squaws and papooses
without victuals [food or other provisions] to keep them from starving; we called a great council and built a
large fire. The spirit of our fathers arose and spoke to us to avenge our wrongs or die....
Farewell, my nation. Black Hawk tried to save you, and avenge your wrongs. He drank the blood of some of the
whites. He has been taken prisoner, and his plans are stopped. He can do no more. He is near his end. His sun is
setting, and he will rise no more. Farewell to Black Hawk.

10. NAME __________________________________
Black Hawk Surrender Speech
Cause and Effect Worksheet
Cause Effect
[Because] I could not beat you by I determined to rush on you and fight you face
Indian fighting to face.
[Because] your guns were well
aimed
The white men __________________ Our making war
_________________________ homes.
The white men __________________
_______________________spitefully.
[Bonus: Not necessarily in the No deer in the forest. Oppossum and beaver
speech – what caused these effects?] were fled; the springs were drying up; our
squaws and papooses … starving
[Because] Black Hawk tried to save
you , and he has been taken
prisoner and his plans are stopped
Content Questions: Why does Black Hawk’s tribe fight?
What has his tribe lost when he surrenders?

11. Cause and Effect Teacher Key Black Hawk Surrender Speech
Cause Effect
[Because] I could not beat you I determined to rush on you and
by Indian fighting fight you face to face.
[Because] your guns were well My warriors fell around me; it
aimed began to look dismal.
His heart is dead
He is now a prisoner to the white
men.
The white men despise the Indians Our making war
and drive them from their homes.
The white men speak bad of the
Indian and look at him spitefully.
[Bonus: Not necessarily in the No deer in the forest. Oppossum
speech – what caused these effects?] and beaver were fled; the springs
were drying up; our squaws and
The white man’s civilization is papooses … starving
pushing them out
[Because] Black Hawk tried to save His sun is setting, and he will rise
you … and he has been taken no more.
prisoner and his plans are stopped
He can do no more Farewell to Black Hawk
Content Questions:
Why does Black Hawk’s tribe fight?
They’re being driven from their homes, and their way of life is
being threatened
What has his tribe lost when he surrenders?
They have lost their land, the right to live on it, their culture.

12. Black Hawk's Surrender Speech, 1832 NAME________________________________
In 1830, Congress passed the Indian Removal Act and Native Americans were resettled in the West. In 1832 a
band of Sauk and Fox Indians tried to reoccupy the lands they had once held in the Illinois and Wisconsin
territories. The attempt failed and Chief Black Hawk was forced to surrender. The following is an excerpt of his
surrender speech. Holt, Rinehart and Winston, Chapter Resource File, The Age of Jackson, 12-13
You have taken me prisoner with all my warriors. I am much grieved. I expected, if I did not defeat you,
to hold out much longer, and give you more trouble before I surrendered. I tried hard to bring you into ambush,
but your last general understands Indian fighting. The first one was not so wise. When I saw that I could not
beat you by Indian fighting, I determined to rush on you, and fight you face to face. I fought hard, but your guns
were well aimed. The bullets flew like birds in the air, and whizzed by our ears like the wind through the trees
in the winter. My warriors fell around me; it began to look dismal. I saw my evil day at hand. The sun rose dim
on us in the morning, and at night it sunk in a dark cloud, and was a ball of fire. That was the last sun that shone
on Black Hawk. His heart is dead, and no longer beats quick in his bosom. He is now a prisoner to the white
men; they will do with him as they wish. But he can stand torture, and is not afraid of death. He is no coward.
Black Hawk is an Indian.
Farewell, my nation. Black Hawk tried to save you, and avenge your wrongs. He drank the blood of
some of the whites. He has been taken prisoner, and his plans are stopped. He can do no more. He is near his
end. His sun is setting, and he will rise no more. Farewell to Black Hawk.
Pronoun Deconstruction Activity
What is a Pronoun? _______________________________________________________________________
1st person: _______________________________________________________________________________
2nd person: ______________________________________________________________________________
3rd person: _______________________________________________________________________________
Directions: Circle all the first person pronouns, Underline all the second person pronouns, Box all the
third person pronouns. Then, fill in the chart below by listing the proper noun that refers to each pronoun.
I My Me
Paragraph 1:
You
Paragraph 2:
Your They He His/Him

13. Paragraph 1:
Paragraph 2:
TEACHER KEY Black Hawk's Surrender Speech, 1832
In 1830, Congress passed the Indian Removal Act and Native Americans were resettled in the West. In 1832 a
band of Sauk and Fox Indians tried to reoccupy the lands they had once held in the Illinois and Wisconsin
territories. The attempt failed and Chief Black Hawk was forced to surrender. The following is an excerpt of his
surrender speech. Holt, Rinehart and Winston, Chapter Resource File, The Age of Jackson, 12-13
You have taken me prisoner with all my warriors. I am much grieved. I expected, if I did not defeat you, to hold
out much longer, and give you more trouble before I surrendered. I tried hard to bring you into ambush, but
your last general understands Indian fighting. The first one was not so wise. When I saw that I could not beat
you by Indian fighting, I determined to rush on you, and fight you face to face. I fought hard, but your guns
were well aimed. The bullets flew like birds in the air, and whizzed by our ears like the wind through the trees
in the winter. My warriors fell around me; it began to look dismal. I saw my evil day at hand. The sun rose dim
on us in the morning, and at night it sunk in a dark cloud, and was a ball of fire. That was the last sun that shone
on Black Hawk. His heart is dead, and no longer beats quick in his bosom. He is now a prisoner to the white
men; they will do with him as they wish. But he can stand torture, and is not afraid of death. He is no coward.
Black Hawk is an Indian.
Farewell, my nation. Black Hawk tried to save you, and avenge your wrongs. He drank the blood of some of the
whites. He has been taken prisoner, and his plans are stopped. He can do no more. He is near his end. His sun is
setting, and he will rise no more. Farewell to Black Hawk.
What is a Pronoun? A word (or words)
Pronoun Deconstruction Chart that are in place of a proper noun [people,
places or things]
1. Circle all the first person pronouns
2. Underline all the second person pronouns 1st me my I, mine, (Plural Us, We, Our)
3. Box all the third person pronouns. Once you have read the
passage over AND circles, underlines, or boxed all the 2nd you, your/s
pronouns the complete the chart below.
3rd he, she, his, her, him, they, their, them
In the chart you will find all the pronouns that you should have underlined. Under each pronoun, list the proper
noun that refers to the corresponding pronoun.
You I My Me

14. Paragraph 1: Army, White Black Hawk Other Indians from the Black Hawk
Man, U.S. Government Saux and Fox Indians
Paragraph 2: fellow Indians
Your They He His
Paragraph 1: Army, White Army, White Man, U.S. Black Hawk Black Hawk
Man, U.S. Government Government
Paragraph 2: fellow Indians
Black Hawk's Surrender Speech, 1832
In 1830, Congress passed the Indian Removal Act and Native Americans were resettled in the West. In 1832 a
band of Sauk and Fox Indians tried to reoccupy the lands they had once held in the Illinois and Wisconsin
territories. The attempt failed and Chief Black Hawk was forced to surrender. The following is an excerpt of his
surrender speech. Holt, Rinehart and Winston, Chapter Resource File, The Age of Jackson, 12-13
You have taken me prisoner with all my warriors. I am much grieved, for I expected, if I did not defeat you, to
hold out much longer, and give you more trouble before I surrendered. I tried hard to bring you into ambush,
but your last general understands Indian fighting. The first one was not so wise. When I saw that I could not
beat you by Indian fighting, I determined to rush on you, and fight you face to face. I fought hard. But your
guns were well aimed. The bullets flew like birds in the air, and whizzed by our ears like the wind through the
trees in the winter. My warriors fell around me; it began to look dismal. I saw my evil day at hand. The sun
rose dim on us in the morning, and at night it sunk in a dark cloud, and was a ball of fire. That was the last sun
that shone on Black Hawk. His heart is dead, and no longer beats quick in his bosom. He is now a prisoner to
the white men; they will do with him as they wish. But he can stand torture, and is not afraid of death. He is no
coward. Black Hawk is an Indian.
He has done nothing for which an Indian ought to be ashamed. He has fought for his countrymen, the squaws
and papooses, against white men, who came, year after year, to cheat them and take away their lands. You know
the cause of our making war. It is known to all white men. They ought to be ashamed of it. The white men
despise the Indians, and drive them from their homes. But the Indians are not deceitful. The white men speak
bad of the Indian, and look at him spitefully. But the Indian does not tell lies; Indians do not steal…
…We looked up to the Great Spirit. We went to our great father. We were encouraged. His great council gave
us fair words and big promises, but we got no satisfaction. Things were growing worse. There were no deer in
the forest. The oppossum and beaver were fled; the springs were drying up, and our squaws and papooses
without victuals [food or other provisions] to keep them from starving; we called a great council and built a
large fire. The spirit of our fathers arose and spoke to us to avenge our wrongs or die....

15. Farewell, my nation. Black Hawk tried to save you, and avenge your wrongs. He drank the blood of some of the
whites. He has been taken prisoner, and his plans are stopped. He can do no more. He is near his end. His sun is
setting, and he will rise no more. Farewell to Black Hawk.
* Bolded words are Academic Literacy words to go over & Highlighted phrases are the identified figurative language
phrases on the student worksheet.
NAME____________________________________
Figurative Language in Black Hawk’s Speech
Listed below are all the metaphors listed in Black Hawks’ speech. Re-read the speech, focusing on each
highlighted phrase. We will then, as a class, write down the actual meaning of the first few figurative language
phrases. Then, you will finish the rest of the “actual meaning” column on your own. We will come back as a
class and do the same with the additional impact column.
1.
What additional impact does
Figurative Language Actual meaning
(Simile, Metaphor, Manner of Speaking) the metaphor give to the
reader?
Bullets flew like birds in the air
2.
[Bullets]whizzed by our ears like
the wind through trees in the winter
3.
[The sunset] was a ball of fire …
the last that shone on Black Hawk
4.
5.

16. His heart is dead
[His heart]No longer beats in his
bosom
Figurative Language Actual meaning
(Simile, Metaphor, Manner of Speaking)
6.
We looked up to the Great Spirit
7. The spirit of our fathers spoke to us
8. [Black Hawk] drank the blood of
some of the whites
9. [Black Hawk’s] sun is setting and
will rise no more
Lesson Question: How does Black Hawk feel about his defeat by the U.S. troops?
Lesson Question Answer:
When the Sauk Nation was defeated by the U.S. troops, Black Hawk feels ______________________________
_________________________________________________________________________________________.

17. This feeling is exhibited in his surrender speech when he says_______________________________________
(insert a direct quote from the speech here)
This quote tells the reader that_________________________________________________________________
(explain the significance or meaning of the quote)
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_
In conclusion, Black Hawk was_____________________________________________ when ______________
(use word/s to describe Black Hawk’s feelings about capture)
________________________ _________________________________________________________________
_________________________________________________________________________________________
TEACHER KEY
Figurative Language in Black Hawk’s Speech
[Teacher note: Some of the phrases used by Black Hawk are not similes or metaphors but they were chosen because
they demonstrates the manner of speaking from a Native American perspective. This provides a chance to discuss
Native American culture & beliefs ]
Figurative Language Actual meaning What additional impact does
(Simile, Metaphor, Manner of Speaking) the metaphor give to the
reader?

18. Flew fast and high
Bullets flew like birds in the air Everywhere like a flock of birds
Going very fast
Close enough to see them Better more visual description
Lots of them small, hard to see -Reader can picture setting easier
-visualize events more precisely
-imagine how the bullets going by
your ears will sound
[Bullets]Whizzed by our ears like Were fast, not many of us hit. Loud
-able to more accurately put self
the wind through trees in the winter since no leaves to muffle the sounds
Whistling sound in Black Hawk’s position
Hear the wind rich by as the bullets
went by
Right by Black Hawk; so come he
could hear them
So many so close
In winter a tree’s leave fall down so
the bullets were falling down like
leaves
[The sunset] was a ball of fire.. the Last time to have freedom and enjoy -Sounds more interesting
last that shone on Black Hawk life -Shows emotion not just facts
Lost friend and lands -adds drama to the story
Lost power and chief
-gives a sense of loss
His time of power is over
His heart is dead -Freedom and Indian life over
-sad and disappointed in capture
-can no longer do what he wants -Clearly shows his overwhelming
-no more fight in him sadness
-shows his lack of purpose
[His heart]No longer beats in his -no longer himself now that
bosom captured
-sees himself as dead since a captive
of the white man
-lost all hope
-does not feel any emotion any more
Figurative Language Actual meaning What additional impact does
(Simile, Metaphor, Manner of Speaking) the metaphor give to the
reader?

19. We looked up to the Great Spirit -Talking to ancestors Tells about the Native American
-Praying to ancestors culture
- Asking ancestors for a miracle
Practiced their religion
differently than white men.
The spirit of our fathers spoke to us -message from ancestors
-asked for help from ancestors
[Black Hawk] drank the blood of -Killed soldiers in the militia -Powerful shows intensity
some of the whites and was proud -Shows savagery
-members of the state militia -Add dramatic effect
meant nothing to him -Dramatic way to explain actual
events
-Shows how much he hates the
white man
[Black Hawk’s] sun is setting and -Spirit is dying -adds interest to outcome
will rise no more -will never be an Indian chief -adds to the feelings Black Hawk
again had
-emotions are dead
-nothing to live for
-last days of freedom
How does Black Hawk feel about his defeat by the U.S. troops?
When the Sauk Nation was defeated by the U.S. troops, Black Hawk feels that although he fought
hard it was of no use and he was ultimately defeated by the white man. This feeling is
exhibited in his surrender speech when he says, “He has been taken prisoner, and his plans are
stopped. He can do no more.” This quote tells the reader that there will be no more attempts by
the Native Americans to regain their land. The whites have won the war and Black Hawk
has lost badly. In conclusion Black Hawk was angry and despondent when his tribe’s land was
taken and he was captured by the “white man.”

21. Student Sample

22. The Trail of Tears, painted by Robert Lindneux in 1942
[In 1838 and 1839, as part of Andrew Jackson's Indian removal policy, the Cherokee nation was forced to
give up its lands east of the Mississippi River and to migrate to an area in present-day Oklahoma. The
Cherokee people called this journey the "Trail of Tears," because of its devastating effects. The migrants
faced hunger, disease, and exhaustion on the forced march. Over 4,000 out of 15,000 of the Cherokees
died.
This picture, The Trail of Tears, was painted by Robert Lindneux in 1942. It commemorates the suffering
of the Cherokee people under forced removal. If any depictions of the "Trail of Tears" were created at the
time of the march, they have not survived] http://www.pbs.org/wgbh/aia/part4/4h1567b.htm

23. The Trail of Tears, painted by Robert Lindneux in 1942
http://www.britannica.com/EBchecked/topic-art/298760/12008/The-Trail-of-Tears-oil-on-canvas-by-Robert-Lindneux
[By opening the link above, you can zoom in on a specific area of the painting to better showcase its details]
[In 1838 and 1839, as part of Andrew Jackson's Indian removal policy, the Cherokee nation was forced to give up its lands east of the Mississippi River and to migrate
to an area in present-day Oklahoma. The Cherokee people called this journey the "Trail of Tears," because of its devastating effects. The migrants faced hunger,
disease, and exhaustion on the forced march. Over 4,000 out of 15,000 of the Cherokees died.

24. ANALYZING A SOURCE – STUDENT VERSION NAME________________
Title of Source: _________________The Trail of Tears
WHAT & HOW
WHAT: Message HOW: Evidence Questions
Inferences/Conclusions about what the source says Specific Evidence from Source that supports the About the Specific Evidence from Source
or insight it gives. inferred message AND/OR about the inferred message
What don’t you understand about this
What is the purpose of the artist? What do you see in the painting to convince you artwork? What would you ask the artist?
What might the historical viewpoint be? of the message?
OBJECT
Title/Genre: What type of source?
Description of Source Definitions Questions on the event:
Reflection
What I see, hear, touch What do the objects and images in the painting aboutwould this event affect their culture?
How the objects, words, etc
Images, People, Objects, Activities/Actions, Words, mean?
Phrases, Facts, Numbers

25. WHY: Analysis of Lesson Question: How were Native Americans affected by Indian Removal?
How does this source relate to the question?

26. BASIC WRITING – ONE SOURCE -- Student Version NAME____________________
Introducing the source: OBJECT: Name, title of source WHO: Author, other people, the world
_________________________________ shows that ______________________________________
(name, title of source) (WHO? Author, other people)
WHAT: MESSAGE regarding a person, place, event, idea
thought/did/had ___________________________________________________________________
(WHAT? message regarding a person, place, event, idea)
HOW: SPECIFIC EVIDENCE in primary source – quotes, statistics, images, that proves message
because ___________________________________________________________________________
(SPECIFIC EVIDENCE in primary source – quotes, statistics, images, etc)
WHY: ANALYSIS How does this source explain how Native Americans were affected by Indian Removal?
This source ________________________________________________________________________
(relates to/answers the writing question)
because ___________________________________________________________________________
(explanation of how primary source evidence connects/answers the question)

27. ANALYZING A SOURCE – TEACHER KEY
Title of Source: “The Trail of Tears”
WHAT & HOW
WHAT: Message HOW: Evidence Questions
Inferences/Conclusions about what the source Specific Evidence from Source that supports About the Specific Evidence from
says or insight it gives. the inferred message Source AND/OR about the inferred
message
What is the purpose of the artist? What do you see in the painting to convince What don’t you understand about this
What might the historical viewpoint be? you of the message? artwork? What would you ask the
artist?
OBJECT you
Makes feel bad for the Facial expressions
Title/Genre: Painting
Cherokee Foreboding scenery and images
Even the animals look sad
Description of Source Definitions Questions on the event:
Reflection
What I see, hear, touch What do the objects and images in the painting aboutwould this event affect their
How the objects, words, etc
Images, People, Objects, Activities/Actions, Words, mean? culture?
Phrases, Facts, Numbers
Soldiers on horseback Government force Why is the Cherokee man
Somber looking Cherokee Unhappiness carrying a gun?
Covered wagons Permanent move
Old people, young children, animals Vulnerable (to weather, disease,
Winter clothing hunger)
Dark sky
Guns, some carried by Cherokee
WHY: Analysis of Lesson Question: How were Native Americans affected by Indian Removal?

28. How does this source relate to the question?
The painting shows the suffering that many Native Americans felt as a result of Indian Removal Polices carried out in the Age of Jackson.

29. BASIC WRITING – ONE SOURCE Teacher Key
Introducing the source: OBJECT: Name, title of source WHO: Author, other people, the world
The Trail of Tears painting shows that Robert Lindneux
(name, title of source) (WHO? Author, other people)
Visual Analysis Worksheet
thought
I see …. that the Cherokee nation suffered greatly under forced removal
It tells me ….. I wonder …..
(WHAT? message regarding a person, place, event, idea)
WHAT: MESSAGE regarding a person, place, event, idea
HOW: SPECIFIC EVIDENCE in primary source – quotes, statistics, images, that proves message
because of the unhappy facial expressions and foreboding scenery and images he paints.
(SPECIFIC EVIDENCE in primary source – quotes, statistics, images, etc)
This source relates to Native Americans losing rights during the Age of Jackson
(relates to/answers the writing question)
because it shows how the Cherokee were moved against their will and lost their property rights.
(explanation of how primary source evidence connects/answers the question)
WHY: ANALYSIS How does this source explain how Native Americans were affected by Indian Removal?
ANALYZING ART Name: ___________________________
Title of Image: _____________________________ Artist: ___________________________________
Media: ____________________________________ Date of work: ______________________________
WHY: Analysis

30. This painting tells me that …
Writing about art
_________________________________ shows that _____________________________________
(Name, title of image) (WHO? Artist)
thought _________________________________________________________________________
(WHAT? message regarding event)
________________________________________________________________________________
because ________________________________________________________________________
(details of the image)
________________________________________________________________________________
NAME______________________________
Summative paragraph for Jackson’s Indian Removal Lesson
Question: How were Native Americans affected by Jacksonian Democracy?
Although Jacksonian Democracy __________________________
(Name a positive effect)
_________________________________________________, it did not /it took away
____________________________________________________________________ .
(Name a negative effect)
During his 1829 Address to Congress, Jackson’s justification for Indian
Removal was ________________________________________________ .

31. In Chief Black Hawk’s Surrender Speech, he ________________________
(Explain his feelings about relocation.)
_____________________________________________________________.
The Trails of Tears image ________________________________________
(Explain what it conveys and why it’s important)
_____________________________________________________.
Therefore, Jacksonian Democracy _______________________________
(Summarize how Native Americans were affected.)
___________________________________________________________
________________________________________________.
KEY: Teacher Sample Paragraph
Have students re-write in proper paragraph format.
Summative paragraph for Jackson’s Indian Removal Lesson
Question: How were Native Americans affected by Jacksonian Democracy?
Although Jacksonian Democracy _increased the opportunities for the
(Name a positive effect)
common man to participate in government, it did not /it took away
land, power, and autonomy from the Native Americans, especially the
(Name a negative effect)
Sauk and Choctow tribes.
During his 1829 Address to Congress, Jackson’s justification for Indian
Removal was to set aside a separate place for the Indians to live where

32. they can keep their culture and identity.
In Chief Black Hawk’s Surrender Speech, he was angered the Sauk nation lost
(Explain his feelings about relocation.)
their land and felt he let down his people for being unable to regain it.
The Trails of Tears image from 1942 is a visual interpretation of the
(Explain what it conveys and why it’s important)
disastrous displacement of the Native Americans of the southeast. It
shows sad Native Americans who were forced to move with all their
belongings against their will to a new and smaller homeland.
Therefore, Jacksonian Democracy was a negative experience for the Native
(Summarize how Native Americans were affected.)
Americans.