ALEX Lesson Plan


Historic Indian Tribes of Alabama

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

  This lesson provided by:  
Author:Brenda Hale
System: Wilcox County
School: J E Hobbs Elementary School
  General Lesson Information  
Lesson Plan ID: 12824


Historic Indian Tribes of Alabama


This lesson will focus on researching, analyzing, and comparing the culture of four Indian tribes from Alabama's history. The rich culture of the Cherokee, Creek, Chickasaw, and Choctaw Indian tribes contributed to the rich history of Alabama. Collaborative research in small groups will culminate in presenting knowledge with a variety of visual and oral presentations.

 Associated Standards and Objectives 
Content Standard(s):
TC2 (3-5)
5. Practice safe use of technology systems and applications.
Examples: protecting personal information online, avoiding inappropriate sites, exiting inappropriate sites
TC2 (3-5)
6. Describe social and ethical behaviors related to technology use.
Examples: social—developing positive attitudes for using technology collaboratively
ethical—citing sources of text and digital content, avoiding plagiarism, avoiding manipulation of others' work without permission
  • Describing the global nature of the Internet
  • Following local acceptable-use policies regarding technology
  • Identifying intrusive applications, including worms, viruses, spyware, and pop-up advertisements
  • TC2 (3-5)
    8. Collect information from a variety of digital sources.
    Examples: online libraries, multimedia dictionaries
  • Using technology tools to organize information
  • Demonstrating efficient Internet search strategies
  • Example: keyword search
  • Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
  • TC2 (3-5)
    9. Use technology tools to organize, interpret, and display data.
    Examples: spreadsheets, databases, electronic graphing tools
    SS2010 (3) Geographic and Historical Studies: People, Places, and Regions
    13. Describe prehistoric and historic American Indian cultures, governments, and economics in Alabama. (Alabama)
    Examples: prehistoric—Paleo-Indian, Archaic, Woodland, Mississippian
    historic—Choctaw, Chickasaw, Cherokee, Creek (Alabama)
  • Identifying roles of archaeologists and paleontologists
  • Local/National Standards:


    Primary Learning Objective(s):

    Students will research and classify the Indian cultures in Alabama's history.
    Students will create graphic organizers to compare and contrast the cultures of Alabama's historic Indians.
    Students will present timelines indicating major events and accomplishments of each tribe.

    Additional Learning Objective(s):

     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

    Clear folders for reports, Alabama: Its History and Geography textbook, markers, posters, colored pencils and student-made Alabama fact booklets and posters, overhead projector w/transparencies, TV/VCR

    Technology Resources Needed:

    Computers with Internet access, printer


    The teacher will need to find and preview a Native Americans of Alabama video and bookmark age- and content-appropriate websites.
    Students will need to be familiar with graphic organizers and basic Internet use.

    1.)Day 1: Introduce to the class the four historic Indian tribes to be discussed and researched during the week. Students will watch a video of these Indian tribes of Alabama. Divide the class into four groups and assign each a tribe to research by having them draw a tribe name at random from an envelope.

    2.)Day 2: Groups will silently read from their Alabama: Its History and Georgaphy textbooks about their tribe's contribution, tradition, custom, dress and social life. After reading, groups will draw pictures of some aspect of their tribe. Important information about the tribe's history will be collected for oral presentations.

    3.)Day 3: In class computer use - Students will work to find websites providing information in preparation for the "Show and Tell" oral presentation. (Internet searching is often difficult for young students. The teacher should closely guide this step providing recommended search terms if needed. Also, previsited websites that the teacher can recommend should also be available.)

    4.)(The teacher should have websites previously bookmarked.) The following suggested search engines for student and teacher research may be used.
    Smithsonian Institution
    Alabama Virtual Library

    5.)Day 4: Groups will organize their information in presentation form using timelines, graphic organizers, charts and posters for the "Show and Tell" presentation on Day 5. Each student in the group will be responsible for bringing at least one thing their Indian tribe contributed to our state. Students will then create a 2-page poster spread.
    (Create a Timeline in MS Excel)
    Simple directions for creating a timeline.

    (Index of Graphic Organizers)
    This site contains a matrix of graphic organizers.

    7.)Day 5: Students will present their findings to the rest of the class using graphic organizers, timeline of the era and pictures of the tribes during a 5-minute oral presentation.


    Assessment Strategies

    Students will be assessed using a rubric. A suggested one may be found at




    Students may be provided extra preparation time and assistance if they are having difficulties obtaining facts or searching the Web.

    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.