An Educational Lesson Plan for United States History
Contributed by the Journey Through Hallowed Ground

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»	Overview
»	Lesson
»	Summary
»	Standards of Learning
»	References
»	Additional Reading

Grade: Middle School, 5-8
Lesson Time: 2 class periods

Overview:
The purpose of this lesson is to place students in the footsteps of President James Monroe in 1818 as he dealt with the negative impact of westward expansion. Monroe is tired of fighting and hopes for a peaceful resolution between white farmers and the Chickasaw tribe in Tennessee. The student goal is to represent one of these parties as they work toward a peaceful resolution. In order to accomplish this task, students must first learn the fine art of negotiation.           

Lesson

Objectives: Students will:

• Understand the goals for a successful negotiation.
• Identify geographic features and territories on a period map of the United States.
• Work in cooperative groups to analyze primary sources documents. Then, use data from these pieces to to propose informed solutions to historical problems.
• Develop and execute a strategy for a successful negotiation.  

Topics Covered: Negotiation skills; westward movement of the American population; relocation of the Chickasaws west of the Mississippi River

Time Period: 1818

Essential Questions:

1. What factors determine a successful negotiation?
2. Is it ever possible for two distinct cultures to coexist peacefully?
3. When evaluating the results from the 1818 negotiation between the
   Chickasaw and the U.S., would you describe the negotiation as
   successful?
4. How is negotiation related to problem solving?

Field Trips: This lesson can stand alone or serve as a perfect introduction to a visit to Ash Lawn – Highland, James Monroe’s home in Charlottesville, VA. See our Field Trip Guide for more information on site visits.

Materials:

For the student

Negotiate

A Summary of the U.S. Government and Chickasaw Positions

Student Guide – When Civilizations Collide

For the teacher

Treaty with the Chickasaw: 1818

Negotiation Assistance  

Lesson Outline

1. The negotiation process.
	a.	Distribute the Negotiate Handout.
	b.	Discuss the art of negotiation with the entire class.
	c.	Create a mock problem (i.e. There is one snickers bar and two student volunteers both want it. Negotiate a solution for each of the three standard outcomes: win/win, win/lose, and lose/lose.)
2. Monroe’s Cabinet vs. the Chickasaws
	a.	Ask each student to read the handout, A Summary of the U.S. Government and Chickasaw Positions, a collection of primary sources that “set the stage” for treaty negotiations. Explain any confusing language when necessary.
	b.	Brief Discussion: What are the important points for each side?
3. What would you do?
	a.	Divide the class into small groups for this simulation and assign each group one of two roles; they will either play the role of a Chickasaw Chief or a leading member of James Monroe’s cabinet. The teacher will play the role of President James Monroe. The primary goal for negotiators is to find a peaceful resolution to the conflict.
	b.	Give each group a copy of A Student Guide - When Civilizations Collide
		1.	Begin by identifying the following on the U.S. Map
			a.	Mississippi River
			b.	Area of land in dispute (Use information from smaller map showing disputed rivers and territories to create an inset on the larger map and provide context.)
		2.	Ask students to review the remaining maps and charts in the guide. Answer any questions.
		3.	Direct students to work as a team to compile their talking points for the negotiation. (Form is included in packet.) * If students need help, use the suggestions in Negotiation Assistance for Chickasaw Indians and Monroe’s Cabinet.
		4.	Negotiate the Peace Treaty by pairing one Chickasaw team with one team representing Monroe’s cabinet. Teams are directed to create a treaty that solves the land and river disputes. Successful treaties must be agreed upon by both sides. (Form is included in their guide.) Screen for success using the following criteria Students: ________ demonstrated a clear strategy ________ communicated a desired outcome ________ compromised as needed ________ understood the needs of the other party
		5.	Share treaties with class.
		6.	Discuss the relationship between leadership, negotiation and problem solving

Summary and Conclusion:

Learn the historical outcome by reviewing the Treaty with the Chickasaw: 1818 (primary document) with your class. Give each team “bonus points” if elements of their treaty match the actual treaty negotiated in 1818. If time permits, read the Refusal of the Chickasaws and Choctaws to Cede Their Lands in Mississippi 1826 (a primary document).

Discuss with your class the Chickasaw viewpoint eight years after the 1818 Treaty when they are now being asked to leave Mississippi.

Extensions:

The Encyclopedia of Oklahoma History and Culture web site published by the Oklahoma Historical Society and digitized by the Oklahoma State University Library Electronic Publishing Center has a summary of the Chickasaw tribe’s history from 1818 to today.

Standards of Learning Connections (SOL's)

USI.2d
The student will use maps, globes, photographs, pictures, or tables to

d. recognize key geographic features on maps, diagrams, and/or photographs.

USI.3c
The student will demonstrate knowledge of how early cultures developed in North America by

c. describing how the American Indians used the resources in their environment

USI.4b
The student will demonstrate knowledge of European exploration in North America and West Africa by

b. describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict with emphasis on the American Indian concept of land.

USI.8b
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

b. identifying the geographic and economic factors that influenced the westward movement of settlers.

References

Primary documents:

• Avalon Project: Documents in Law, History, and Diplomacy, the Lillian Goldman Library, Yale Law School, New Haven, CT.
     Treaty With the Chickasaw: 1818
     Refusal of the Chickasaws and Choctaws to Cede Their Lands in Mississippi: 1826
• Ash Lawn – Highland Education Department.
• Encyclopedia of Oklahoma History and Culture.

Additional Reading

Hart, Gary. James Monroe. The American Presidents. New York: Henry Holt and Company, LLC, 2005.

Santella, Andrew. James Monroe: America’s 5th President. Encyclopedia of Presidents, Second Series. New York: Scholastic Children’s Press, 2003.

Cunningham, Noble, Jr. The Presidency of James Monroe. Lawrence, Kansas: University Press of Kansas, 1996.

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