Grade 3 History Chapter 9 | Practice

Grade 3 History Chapter 9: Practice and Independent Check

Student lessons | Practice | Teacher guide | Grade 3

Read each lesson first. Download the fillable workbook and save a private copy in a compatible PDF reader, or print this page. Complete Day 5 independently.

Day 1: People Were Already Here

1. Who lived in the Southeast before European expeditions arrived?
2. Name one feature of community life that existed before the expeditions.
3. Why is it misleading to say the expedition began the region’s history?
4. What could a map include to show more than one perspective?

Day 2: An Expedition and Its Goals

1. In what year did the expedition land in Florida?
2. Name one goal of Spanish leaders described here.
3. Did Indigenous communities have their own leaders and goals?
4. Why should a map show uncertainty where the exact route is disputed?

Day 3: Mabila and Resistance

1. What town is named in the lesson?
2. Who led the Indigenous resistance described by the Alabama archives?
3. In what year did the fighting occur?
4. Name one effect of the fighting without using graphic details.

Day 4: Reading Sources and Perspectives

1. Name two kinds of evidence that can help historians study encounters.
2. Why does the author’s perspective matter?
3. What two details about a source can a reader check?
4. How should a map present a location scholars have not established?

Day 5: Independent Evidence Check

Source notes: Source A: Alabama’s state archives identifies Mabila, Tascalusa, and resistance in 1540. Source B: The National Park Service says the expedition’s route through parts of Alabama is disputed. These are brief notes, not complete accounts.

1. Which source names the place and leader?
2. What year does Source A give for resistance at Mabila?
3. What does Source B say is uncertain?
4. Why do these two short notes not tell the whole story of every community?