La Florida Teacher Packet

7/27/2019 La Florida Teacher Packet

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Dear Teacher,

Thank you for scheduling aHistory on the Goprogram with the History Center. La Floridawas created to help meet the needs of you, the teacher.

This packet was designed to assist you as you continue to teach the subject of Florida pioneers toyour students and to better prepare the students for our visit.

IMPORTANT: To enhance the programs educational experience, please read the Before Our

Visit section of this packet prior to our arrival.

If you have further questions or concerns, please feel free to contact the educational staff at the

History Center at 407-836-8580 or [email protected].

We look forward to seeing you!

Sincerely,

The History Center
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Before our Visit

IMPORTANT NOTE

Please prepare your students for the LA Florida History Theatre production. This engaging

production gives students a chance to hear an account about Ponce De Leons voyage toFlorida.life on the Florida frontier. William and Mary Prescott are composite characters, but

they accurately represent an average Cracker family living in Florida during the late 1800s andearly 1900s.

The History Center would like to encourage you, the teacher, to regard this visit as an excellentteaching opportunity. Remember, your excitement and interest is contagious! You are

encouraged to utilize these curriculum materials to enhance your students experience. You will

find both research materials and activity suggestions that provide you with tools to engage your

students in learning about Floridas Cracker pioneers.

If you should have any questions regarding the program, Cracker pioneers, or suggestedactivities, please contact the History Center Education Department at 407-836-8580 or e-mail

[email protected].
mailto:[email protected]:[email protected]:[email protected]


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Educational Standards and Objectives

Instructional GoalAt the end of this instructional unit, students will be able to identify and discuss effects of thefirst contact between Europeans and Indigenous groups in Florida.

Terminal Learning GoalAfter learning of the expeditions to the New World and settlement in Florida, students are ableto discussion the impact of European settlement on the Indigenous people of Florida and itsnatural geography.

Performance Objectives1. Given a grade- appropriate map, students will determine track the journey of the first

group of people to settle in Florida and locate which group(s) of people were native to

Florida, after instructed to do so.

2. After watching a play of the First Contact, students will discuss how the Europeans andFlorida natives interacted with each other and re-create the story of the First Contact based

on student interpretation

3. Given instruction, students will identify the cause(s) for European destinations in Floridathat established the first contact.

State StandardsFIRST GRADE

SS.1.G.1.1 SS.1.G.1.3 SS.1.G.1.5 SS.1.A.2.1 SS.1.A.2.1 SS.1.E.1.4 SS.1.C.1.2

SECOND GRADE

SS.2.A.2.1 SS.2.G.1.3 SS.2.A.2.5 SS.2.A.2.3

THIRD GRADESS.3.G.1.3 SS.3.G.2.1 SS.3.G.2.2 SS.3.G.2.3 SS.3.G.4.4 SS.3.E.1.3

FOURTH GRADESS.4.A.1.1 SS.4.A.1.2 SS.4.A.6.3 SS.4.G.1.1 SS.4.A.3.1 SS.4.A.1.2 SS.4.A.3.2

FIFTH GRADESS.5.A.3.1 SS.5.G.1.2 SS.5.A.3.1 SS.5.A.3.3 SS.5.E.2.1


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Pre-VisitLesson


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Viva Florida 500: First Encounter, Day 1

Subject(s): Social StudiesGrade(s): 1-5

Objectives

Performance Objective4. Given a grade- appropriate map, students will determine track the journey of the first

group of people to settle in Florida and locate which group(s) of people were native toFlorida, after instructed to do so.

Subordinate Objective

1.1.Given a lecture and instruction, students will recall the names of the first Europeans tocontact Florida and the local indigenous tribes.

1.2.Given a map of 15th century Florida and writing utensils, students will locate whereindigenous tribes lived in Florida during first contact

1.3.Given a map of 15th century Florida and writing utensils, students will locate where thefirst Europeans landed in Florida

Entry Level Objective

Given a oral instruction students will sit quietly and focus their attention on the instructor Given a writing utensil students will write legibly Given an age-appropriate map students will locate target areas on a map

Standards

Subordinate StandardFIRST GRADESS.1.G.1.1: Use physical and political/cultural maps to locate places in Florida.SS.1.G.1.3: Construct a basic map using key elements including cardinal directions and mapsymbols.SS.1.G.1.5: Locate on maps and globes the student's local community, Florida, the AtlanticOcean, and the Gulf of Mexico.

SECOND GRADESS.2.A.2.1: Recognize that Native Americans were the first inhabitants in North America.

SS.2.G.1.3: Label on a map or globe the continents, oceans, Equator, Prime Meridian, Northand South Pole.

THIRD GRADESS.3.G.1.3: Label the continents and oceans on a world map.SS.3.G.2.1: Label the countries and commonwealths in North America (Canada, United States,Mexico) and in the Caribbean (Puerto Rico, Cuba, Bahamas, Dominican Republic, Haiti,Jamaica).


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SS.3.G.2.2: Identify the five regions of the United States.SS.3.G.2.3: Label the states in each of the five regions of the United States.

FOURTH GRADESS.4.A.1.1: Analyze primary and secondary resources to identify significant individuals andevents throughout Florida history.SS.4.A.1.2: Synthesize information related to Florida history through print and electronicmedia.SS.4.A.6.3: Describe the contributions of significant individuals to Florida.SS.4.G.1.1: Identify physical features of Florida.

FIFTH GRADESS.5.A.3.1: Describe technological developments that shaped European exploration.SS.5.G.1.2: Use latitude and longitude to locate places.

Brief Description

For the lecture, give a history of the age of exploration/discovery beginning in the 1400s.Include information on why exploration began in the leading countries, and theeconomic/political climate of the time.This lesson will serve as the introduction to exploration and Ponce De Leons discovery ofFlorida. Note Ponce De Leons voyage with Christopher Columbus and his final voyage. Theprimary focus should remain on Ponce De Leons voyage of1513.The assessment for this lesson is included. Students are assessed based on their ability tocomplete all tasks associated Ponce De Leons journey of 1513 in the mapping activity.

Materials Needed

Map of United States and Caribbean Coloring Utensils (crayons, markers, colored pencils, etc) Writing utensil White Paper (Fifth Grade Only) Map Handout (Included) Ruler (Fifth Grade Only)

Assessment

First-second grade (Connect the Dots, Individual)

Give each student the map handout of Florida and the Caribbean islands. Provided a map of theWestern Hemisphere, students will locate and label The Atlantic Ocean, Gulf of Mexico, andFlorida. Also on this map, students will label identify Ponce De Leons journey of 1513.Students are required to color the ocean and land.

Third-fourth grade (Fill-in the Blank, Individual)Give each student the map handout of Florida and the Caribbean islands. Provided a map of theWestern Hemisphere, students will locate and label The Atlantic Ocean, Gulf of Mexico,


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Puerto Rico, Hispaniola, The Bahamas and Florida. Also on this map, students will draw PonceDe Leons journey of 1513. Coloring of the map is encouraged.

Fifth grade (Student-Created, Group)Students will draw a map of Ponce De Leons journey to Florida. Map needs to include Florida,Gulf of Mexico, Atlantic Ocean, The Bahamas, Cuba, Puerto Rico, Hispaniola, Tropic of Cancerand Caribbean Ocean. Coloring is suggested.

Instructions5. Using a sheet of white paper, map the journey of Ponce De Leon in 1513.6. Lay the paper horizontally (landscape, long-ways).7. On the side edge, using a ruler, measure longitude coordinates from 30 degrees- 15degrees

in increments of 5 (demonstrate on the board if necessary). On the long edge, measurelatitude coordinates from 90 degrees-65 degrees in increments of 5.

8. Map the following places based on the coordinates provided. The center of the landmassesshould be the coordinate point.(draw example on the board if necessary) *coordinates are notexact

a. Florida (28N, 81W)b. Puerto Rico (18N, 65W)c. Hispaniola (19N, 71W)d. The Bahamas (24N, 77W)e. Cuba (22N, 79.5W)

9. Map the Tropic of Cancer (South of Florida and North of the Bahamas)10.Label the Atlantic Ocean, Gulf of Mexico and Caribbean Ocean11.Draw Ponce De Leons journey of 1513

Source:

http://www.scriptageologica.nl/s/scripta/images/vol09/nr138/09138a04fig1.jpghttp://www.scriptageologica.nl/s/scripta/images/vol09/nr138/09138a04fig1.jpghttp://www.yourchildlearns.com/online-atlas/images/map-of-cuba.gif
http://www.scriptageologica.nl/s/scripta/images/vol09/nr138/09138a04fig1.jpghttp://www.scriptageologica.nl/s/scripta/images/vol09/nr138/09138a04fig1.jpghttp://www.scriptageologica.nl/s/scripta/images/vol09/nr138/09138a04fig1.jpghttp://www.scriptageologica.nl/s/scripta/images/vol09/nr138/09138a04fig1.jpghttp://www.yourchildlearns.com/online-atlas/images/map-of-cuba.gifhttp://www.yourchildlearns.com/online-atlas/images/map-of-cuba.gifhttp://www.yourchildlearns.com/online-atlas/images/map-of-cuba.gifhttp://www.scriptageologica.nl/s/scripta/images/vol09/nr138/09138a04fig1.jpghttp://www.scriptageologica.nl/s/scripta/images/vol09/nr138/09138a04fig1.jpg


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Mapping Rubric

3 2 1

Locating correctpaths/routes

Student successfullylocated and labeled

the correct route ofPonce De Leon toFlorida.

Student wassomewhat successful

in locating andlabeling the rou ofPonce De Leon toFlorida withexception of a fewtarget points.

Student was not successful inlocating and labeling the

majority of the target points onthe route of Ponce De Leon.

Landscapes andLandforms correctlylabeled

Student successfullylocated and labeledFlorida, Gulf ofMexico, AtlanticOcean and various

islands of theCaribbean.

Student wassomewhat successfulin locating andlabeling but may havemissed or mislabeled

Florida, Gulf ofMexico, AtlanticOcean or any of thevarious islands in theCaribbean.

Student did not successfullylocate and correctly label themajority of the islands in theCaribbean, Florida, Gulf ofMexico, or the Atlantic Ocean.

People and placesproperly labeled

Student successfullylocated and labeledPonce De Leon andNative Americantribes in Florida.

Student may not havesuccessfully labeledPonce De Leon andmislabeled or notlabeled NativeAmerican tribes inFlorida.

Student did not successfullylabel Ponce De Leon or NativeAmerican tribes in Florida.

Uses of propermaterials

Student used maphandout, coloringutensils and writingutensils to completeassignment.

Student used maphandout but may nothave used coloringutensils or writingutensils to completeassignment.

Student did not use coloring orwriting utensils to completehandout assignment.

Neatness

Student work islegible and organized,paper is unwrinkledand not torn, andcolors are tidy.

Student work issomewhat legible andorganized, paper maybe wrinkled or torn,and paper may not be

colored.

Student work is illegible, paperis torn and/or wrinkled, andpaper is not colored.


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During theVisit Lesson


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Subject(s): Social Studies

Grade(s): 1-5

Objectives

Objective3. After watching a play of the First Contact, students will discuss how the Europeans and

Florida natives interacted with each other and re-create the story of the First Contact basedon student interpretation


3.1.After listening to the play, students receive instruction to describe the ability of theEuropeans to communicate with the native Floridians.

3.2.When prompted by the instructor students will decide who was leader of each group ofpeople and how they expressed power

3.3.When prompted by the instructor, students will explain why the Europeans came toFlorida and the response of the Indigenous People

3.4.When prompted by the instructor students will describe how the agreement processbetween the Europeans and Native Floridians.

3.5.Given a sheet of paper and coloring utensils, students will sketch their account of theFirst Contact with Ponce de Leon based on the facts given in class.


Given target words and definitions students will apply the terms to a specific situation

Given a oral instruction students will sit quietly and focus their attention on the instructorGiven a question student will repeat part of the question and give a reaction in their responsewhen called upon

Standards

Standard

Subordinate Standard

FIRST GRADE

SS.1.A.2.1: Understand history tells the story of people and events of other times and places.SS.1.E.1.4: Distinguish people as buyers, sellers, and producers of goods and services.SS.1.C.1.2: Give examples of people who have the power and authority to make and enforcerules and laws in the school and community.

SECOND GRADESS.2.A.2.3: Describe the impact of immigrants on the Native Americans.


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THIRD GRADESS.3.G.4.4: Identify contributions from various ethnic groups to the United States.SS.3.E.1.3: Recognize that buyers and sellers interact to exchange goods and services throughthe use of trade or money.

FOURTH GRADESS.4.A.3.2: Describe causes and effects of European colonization on the Native American tribesof Florida.

FIFTH GRADESS.5.A.3.3: Describe interactions among Native Americans, Africans, English, French, Dutch,and Spanish for control of North America.SS.5.E.2.1: Recognize the positive and negative effects of voluntary trade among NativeAmericans, European explorers, and colonists.

Brief Description

This lesson is the conclusion of the discovery Florida. Students will witness a play provided bythe History Center and discuss the events immediately following the presentation. Studentswill then use the information synthesized and knowledge gained throughout the unit ofinstruction to create their interpretation of the discovery of Florida.

Materials Needed Coloring Utensils (crayons, markers, colored pencils, etc) Writing utensil White Paper/Construction Paper

AssessmentFIRST,SECOND AND THIRD GRADE

1. Each student will receive a sheet of white paper2. Hold the paper horizontally and vertically to create 4 even blocks (8 if back is included)3. On the bottom left number the blocks from 1-4 (or 8) starting on the left side, top row

of the paper (ex. Top row: 1,2 bottom row 3-4, flip top row 5-6, bottom row 7-8)4. Starting with block 1, students will draw their interpretations of Ponce De Leons

discovery of Florida.5. Coloring is required6. It is not required for students to use all eight squares.

Key Concepts

Ship Arrival to Florida Meeting with Native Americans Inquiry about gold Naming Florida Ponce De Leons injury Return to Cuba


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FOURTH AND FIFTH GRADE1. Have students form groups of 3-5 people.2. On a sheet of paper, students with plan out with the group the events of the First

Contact from the journey to the meeting and ending with Ponce De Leons departure.3. Each person will receive a sheet of white paper to draw his or her portion of the story.

Students may use the front and back of the paper. The paper must include a 1-2sentence description of the scene.

4. After the completion of the storyboard, the groups have the option of acting out theirinterpretation or presenting it to the class.

Key Concepts

Ship Arrival to Florida Meeting with Native Americans Inquiry about gold Naming Florida

Ponce De Leons injury Return to Cuba


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Re-enactment Rubric/Story-Telling Rubric3 2 1

Major Characters

Student successfullyincluded all of the

major characters thatcontributed to theFirst Contact Voyage.

Student successfullyincluded some of the

major characters thatcontributed to FirstContact Voyage.

Student did notinclude more of than

one of the majorcharacters thatcontributed to theFirst Contact Voyage.

Communication

Student successfullyillustrated the processand difficulties ofcommunicationbetween explorerPonce De Leon andthe Native Americans.

Student wassomewhat success inillustrating thecommunicationprocess anddifficulties betweenexplorer Ponce De

Leon and the NativeAmericans.

Student did notsuccessfully includeany illustration of thecommunicationprocess anddifficulties betweenexplorer Ponce De

Leon and the NativeAmericans.

Historical facts andsituations

Student successfullyillustrated historicalfacts, dialogue andevents that took placeduring the time of theFirst Contact

Student wassomewhat successfulin illustratinghistorical facts,dialogue and eventsof the First Contact

Student was notsuccessful inillustrating thehistorical facts,dialogues and eventsthat took place duringthe First Contact

Uses of propermaterials

Student used coloringutensils to illustratetheir account of theFirst Contact onwhite paper.

Student used whitepaper to illustratetheir account of theFirst Contact but maynot have usedcoloring utensils

Student did not usecoloring or whitepaper to illustrateFirst Contact.

Neatness

Student work islegible and organized,paper is unwrinkledand not torn, andcolors are tidy.

Student work issomewhat legible andorganized, paper maybe wrinkled or torn,and paper may not be

colored.

Student work isillegible, paper is tornand/or wrinkled, andpaper is not colored.


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Post-visit

Lesson


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Subject(s): Social Studies

Grade(s): 1-5

Objectives

Objective2. Given a brief history of the 15th century, students will study vocabulary and terms related

to exploration the discovery of America to build a model ship.


2.1.Given selected images and information, students will review terms related toexploration and their contributions to history in the discovery of America.

2.2.Given age appropriate reading and writing activities, students will discover the reasonsfor European travel to America.

2.3.Given instruction, students will build a model ship of the Spanish explorers in the 15thand 16th century.


Given a oral instruction students will sit quietly and focus their attention on the instructor Given a writing utensil students will write legibly Given an image, students will read level-appropriate material

Given scissors, students will be able cut safely in a straight line.

Standards

Standard

Subordinate Standard

FIRST GRADESS.1.A.2.1: Understand history tells the story of people and events of other times and places.

SECOND GRADE

SS.2.A.2.5: Identify reasons people came to the United States throughout history.

FOURTH GRADESS.4.A.3.1: Identify explorers who came to Florida and the motivations for their expeditions.SS.4.A.1.2: Synthesize information related to Florida history through print and electronicmedia.

FIFTH GRADE


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SS.5.A.3.1: Describe technological developments that shaped European exploration..

Brief Description:

Materials Needed:Explorer Ship (See Handout)

Milk Cartons (Cardboard)

Assessment:

First and Second (Word Search, Individual)

The word search introduces the last names of explorers of the New World (America).Explorers may or may not been discussed in class. Word search may be difficult for some Firstgrade students (See alternative assignment).

First Grade Alternative (Florida Flags, Individual)

This alternative assignment is included for the teachers judgment if he or she feels the pre-determined assignment is too difficult. This assignment can serve as an assessment forassociation (images and function) as well as, understanding that Florida has been governed mymany different countries.

Third (Early Explorers, Individual)

A reading comprehension assignment in which students will read a given passage and answerquestions based on the passage.Suggested use: Complete the six questions with students. Include vocabulary in instructionwhere appropriate. Have students read the passages individually and answer the questionswhen complete.

Fourth and Fifth (Ponce De Leon, Individual)

A reading comprehension assignment in which students will read a given passage and answerquestions based on the passage. This Worksheet is modeled after the FCAT but it does notfollow the individual reading level of each student (worksheet is based on state standards ofreading comprehension).

All Grades (Ship Activity)

This hands-on activity is included to break up the current routine and provided students with aphysical replica of explorer ships in the 1500s.

Source:http://www.teachervision.fen.com/columbus-day/printable/51905.htmlhttp://www.teachervision.fen.com/explorers/printable/6863.htmlhttp://printables.familyeducation.com/explorers/printable/51908.html
http://www.teachervision.fen.com/columbus-day/printable/51905.htmlhttp://www.teachervision.fen.com/columbus-day/printable/51905.htmlhttp://www.teachervision.fen.com/explorers/printable/6863.htmlhttp://www.teachervision.fen.com/explorers/printable/6863.htmlhttp://printables.familyeducation.com/explorers/printable/51908.htmlhttp://printables.familyeducation.com/explorers/printable/51908.htmlhttp://printables.familyeducation.com/explorers/printable/51908.htmlhttp://www.teachervision.fen.com/explorers/printable/6863.htmlhttp://www.teachervision.fen.com/columbus-day/printable/51905.html


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Handout Check-sheet Yes No CommentsDid student write their name of theirpaper?

Did student complete all tasks on theassignment?

Did student have mistakes on theassignment?

Did student miss any major concepts?

Did student miss any secondary concepts?


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Resources foryour Classroom


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