Samuel's Story
Bibliography
Rutledge, Michael J. (1995). Samuel’s Memory. In Forgiveness in the Age of Forgetfulness. Retrieved October 28, 2013 from http://www.coe.uga.edu/epltt/cc_example/module3/source3.html
Rutledge, Michael J. (1995). Samuel’s Memory. In Forgiveness in the Age of Forgetfulness. Retrieved October 28, 2013 from http://www.coe.uga.edu/epltt/cc_example/module3/source3.html
Target Audience
8th grade
8th grade
Academic Vocabulary
Stockade: an enclosure or pen made with posts and stakes
Clan: a group of people of a common decent; a family
Wail: to express deep sorrow for; to cry
Stockade: an enclosure or pen made with posts and stakes
Clan: a group of people of a common decent; a family
Wail: to express deep sorrow for; to cry
Genre
Historical non-fiction
Historical non-fiction
Summary
Samuel’s Memory is a true story of a 9-year-old Cherokee Indian boy, and his journey on the Trail of Tears. It starts from the time the soldiers enter his home, and ends with the death of his mother on the journey. Samuel describes his hate for white people and how they only saw the color of his skin. Samuel’s great-great grandson, Michael Rutledge, re-tells the story in his paper, Forgiveness in the Age of Forgetfulness.
Samuel’s Memory is a true story of a 9-year-old Cherokee Indian boy, and his journey on the Trail of Tears. It starts from the time the soldiers enter his home, and ends with the death of his mother on the journey. Samuel describes his hate for white people and how they only saw the color of his skin. Samuel’s great-great grandson, Michael Rutledge, re-tells the story in his paper, Forgiveness in the Age of Forgetfulness.
Literary Concepts
Imagery, prediction, setting, narrator, tone
Imagery, prediction, setting, narrator, tone
Activity
A great instructional activity for this story would be to use this as an integration of a social studies lesson about the Cherokee Indians. It could be read to students as a set, as a way to show the difference between primary and secondary sources, or used as an assessment prompt.
A great instructional activity for this story would be to use this as an integration of a social studies lesson about the Cherokee Indians. It could be read to students as a set, as a way to show the difference between primary and secondary sources, or used as an assessment prompt.
Assessment
Read “Samuels Memory”, a primary source document describing the Trail of Tears experience from the viewpoint of a 9-year-old boy, to model the type of characterization expected in his or her journal entry. Students will complete a journal entry as a Cherokee Indian on the Trail of Tears, including details about the traveling conditions and his or her feelings about the journey. Allow students to share with the class. As students are sharing, I will use accountable talk strategies such as: identifying descriptive words and details used in their journal entries, “This is important because”, and “What I hear you saying is…”
Read “Samuels Memory”, a primary source document describing the Trail of Tears experience from the viewpoint of a 9-year-old boy, to model the type of characterization expected in his or her journal entry. Students will complete a journal entry as a Cherokee Indian on the Trail of Tears, including details about the traveling conditions and his or her feelings about the journey. Allow students to share with the class. As students are sharing, I will use accountable talk strategies such as: identifying descriptive words and details used in their journal entries, “This is important because”, and “What I hear you saying is…”
Integration
History: The story definitely integrates history. It is a true account of a Cherokee boy and his journey on the Trail of Tears. It is a great story to show students what it really was like on this journey, rather than just having them read about the Trail of Tears in a textbook.
Geography: The story can integrate geography. Students could use a map to label and follow the Trail of Tears.
History: The story definitely integrates history. It is a true account of a Cherokee boy and his journey on the Trail of Tears. It is a great story to show students what it really was like on this journey, rather than just having them read about the Trail of Tears in a textbook.
Geography: The story can integrate geography. Students could use a map to label and follow the Trail of Tears.