Alabama Social Studies SS24.3.9b

Social Studies3rd GradeIndigenous Alabama and European Exploration

The Standard

SS24.3.9
Explain reasons for European expeditions and the establishment of early settlements and colonies in North America during the sixteenth and seventeenth centuries.
Describe key parts of Hernando de Soto’s expedition through Alabama and explain its effects on Alabama’s Indigenous peoples.

2024 Alabama Course of Study: Social Studies

Teacher's field guide

What This Standard Means

What Students Need to Do

Students describe how de Soto's group traveled through Alabama in 1540 seeking riches and demanding food and guides. They explain what happened at Mabila and how the violence harmed Indigenous communities.

What Mastery Looks Like

A student can put the visit to Coosa, the meeting with leader Tascalusa, and the fighting at Mabila in order. They can explain that people died, Mabila burned, and families lost homes.

Common Misconceptions

Some students think de Soto found an empty Alabama or that every Indigenous community responded to his group the same way. Others think Indigenous people disappeared after the battle at Mabila.

How to Assess It

On an exit ticket, have students order these events: visit to Coosa, meeting with Tascalusa, battle at Mabila. Ask them to write one effect of the battle on Indigenous people.

Lesson moves

Ways to Teach It

  1. Give pairs an Alabama map with an approximate route; have them place Coosa, Tascalusa, and Mabila event cards in order.

  2. Give students a fact card stating that Mabila burned and people died; ask, 'How would these events affect families living there?'

  3. Play a card sort: students match 'searched for gold,' 'demanded food,' and 'Mabila burned' to motives, actions, or effects.

  4. Find Atmore on an Alabama map, then use the Poarch Band of Creek Indians' website to find one fact about the community today.

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Printable SS24.3.9b Worksheet

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