Lesson Plan: Colloquium IV "Expansion and Reform: 1801-1860"

H. W. Owens

Hattiesburg, Mississippi

UNIT IN WHICH THE LESSON WILL/COULD BE INCLUDED:

Territorial Mississippi/Early Mississippi Statehood

MISSISSIPPI CURRICULUM FRAMEWORK COMPETENCIES:

1e. Analyze the historical significance of key events in our state’s development.

3a. Trace the effects of migration to the state.

3c. Compare various people who have had an influence on Mississippi history.

3d. Analyze the significance of key events in our state’s history.

3e. Analyze the ways Mississippians have resolved conflict and adapted to change.

ESSENTIAL QUESTIONS

What does the historical evidence show about how the philosophies of Thomas Jefferson and Andrew Jackson affected the Indians in Mississippi?

ESSENTIAL HISTORICAL CONTENT OF LESSON

People:
Thomas Jefferson
Andrew Jackson

Events:
Treaty of Fort Adams
Treaty of Hoe Buckintoopa
Treaty of Mount Dexter
Treaty of Doak’s Stand
Treaty of Dancing Rabbit Creek
Treaty of Pontotoc

Places:
Mississippi

Key dates:
1801
1803
1805
1820
1830
1832

HISTORICAL CONCEPTS AND THEMES:

Values, beliefs, political ideas, and institutions; conflict and cooperation; civilization, cultural diffusion, and interaction.

HISTORICAL SKILLS/PROCESS:

Analyzing primary sources; evaluating primary sources from Internet sources; explaining cause and effect

TEACHER RESOURCES

Web sites used for this lesson:

http://www.flash.net/~kma/treaty.htm

http://www.synaptic.bc.ca/ejournal/jackson.htm

http://etext.lib.virginia.edu/jefferson/

Book:

Discovering Mississippi, by Skates, Sansing, and Wells, Chapter 11. (Any textbook discussing the Indian Cessions may be used.)

STUDENT RESOURCES:

Web sites:

http://www.flash.net/~kma/treaty.htm

http://www.synaptic.bc.ca/ejournal/jackson.htm

http://etext.lib.virginia.edu/jefferson/

Book:

Discovering Mississippi, by Skates, Sansing, and Wells, Chapter 11.

INSTRUCTIONAL ACTIVITIES

Introduction: Nothing in history happens in a vacuum. This, of course, includes the provisions of the treaties negotiated with the Indians in Mississippi. This lesson will help students understand this when they compare the written opinions of Thomas Jefferson and Andrew Jackson (and, by extension, the prevailing public opinion of their times) with the elements of the Indian treaties. In addition, the lesson will have students gain experience in gathering information from various documents for a summative essay.

Directions: This lesson can be used three ways - in classrooms with Internet access students may access the sites and gather the quotes directly from the Internet. In classrooms without adequate web access excerpts from the documents may be printed and copied for the students to use. Alternatively, if computers are available but not Internet access, a hypertext version of the lesson is available so that the documents can be accessed without the Internet. Also, as demanded by the composition of the class(es) or other modifying factors, the lesson may be used as group work, as individual work, or made available on a web site for remote access.

Using the documents provided (or found on the Internet), answer the following questions. You will then be asked to prepare an essay using the information you have uncovered.

1. When was Thomas Jefferson president? What were Jefferson’s views on negotiating for land with the Indians?
2. When was Andrew Jackson president? What were Jackson’s views on negotiating for land with the Indians?
3. Read each of the treaties (Treaty of Fort Adams, Treaty of Hoe Buckintoopa, Treaty of Mount Dexter, Treaty of Doak’s Stand, Treaty of Dancing Rabbit Creek, Treaty of Pontotoc). What did the Americans trade for land in each case?
4. What American was involved in the negotiating the Treaty of Doak’s Stand?

The Essay Question: Demonstrate how American tactics in negotiating with the Indians of Mississippi changed between 1801 and 1832. Include in your answer direct quotes and actual treaty provisions. [This question could be modified to include analysis or any other skill that meets the level of the class.]

Evaluation: Generate a scoring rubric for the essay question that will fit the abilities of your students.