Dear Teacher, Thank you for scheduling a History on the Go program with the History Center.

La Florida was 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 to your 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 e-mail educationprograms@ocfl.net. We look forward to seeing you!

Sincerely, The History Center

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 to Florida.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 and early 1900s. The History Center would like to encourage you, the teacher, to regard this visit as an excellent teaching 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 suggested activities, please contact the History Center Education Department at 407-836-8580 or e-mail educationprograms@ocfl.net.

Educational Standards and Objectives

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

Terminal Learning Goal

After learning of the expeditions to the New World and settlement in Florida, students are able to discussion the impact of European settlement on the Indigenous people of Florida and its natural geography.

Performance Objectives
1. 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 and Florida 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 Florida that established the first contact.

State Standards
SS.1.G.1.1 SS.1.G.1.3 SS.1.G.1.5

FIRST GRADE
SS.1.A.2.1

SS.1.A.2.1

SS.1.E.1.4

SS.1.C.1.2

SS.2.A.2.1 SS.3.G.1.3 SS.3.G.2.1

SS.2.G.1.3

SECOND GRADE THIRD GRADE

SS.2.A.2.5 SS.3.G.4.4

SS.2.A.2.3 SS.3.E.1.3

SS.3.G.2.2

SS.3.G.2.3

SS.4.A.1.1

SS.4.A.1.2

SS.4.A.6.3

FOURTH GRADE
SS.4.G.1.1

SS.4.A.3.1

SS.4.A.1.2

SS.4.A.3.2

SS.5.A.3.1

SS.5.G.1.2

FIFTH GRADE
SS.5.A.3.1

SS.5.A.3.3

SS.5.E.2.1

Pre-Visit Lesson

Viva Florida 500: First Encounter, Day 1

Subject(s): Social Studies
Grade(s): 1-5

Objectives
Performance Objective
4. 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.
Subordinate Objective

1.1. Given a lecture and instruction, students will recall the names of the first Europeans to contact Florida and the local indigenous tribes. 1.2. Given a map of 15th century Florida and writing utensils, students will locate where indigenous tribes lived in Florida during first contact 1.3. Given a map of 15th century Florida and writing utensils, students will locate where the first 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 Standard
FIRST GRADE SS.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 map symbols. SS.1.G.1.5: Locate on maps and globes the student's local community, Florida, the Atlantic Ocean, and the Gulf of Mexico. SECOND GRADE SS.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, North and South Pole. THIRD GRADE SS.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).

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 GRADE SS.4.A.1.1: Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. SS.4.A.1.2: Synthesize information related to Florida history through print and electronic media. SS.4.A.6.3: Describe the contributions of significant individuals to Florida. SS.4.G.1.1: Identify physical features of Florida. FIFTH GRADE SS.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 the economic/political climate of the time. This lesson will serve as the introduction to exploration and Ponce De Leons discovery of Florida. Note Ponce De Leons voyage with Christopher Columbus and his final voyage. The primary focus should remain on Ponce De Leons voyage of 1513. The assessment for this lesson is included. Students are assessed based on their ability to complete 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 the Western Hemisphere, students will locate and label The Atlantic Ocean, Gulf of Mexico, and Florida. 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 the Western Hemisphere, students will locate and label The Atlantic Ocean, Gulf of Mexico,

Puerto Rico, Hispaniola, The Bahamas and Florida. Also on this map, students will draw Ponce De 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 Cancer and Caribbean Ocean. Coloring is suggested. Instructions 5. 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, measure latitude coordinates from 90 degrees-65 degrees in increments of 5. 8. Map the following places based on the coordinates provided. The center of the landmasses should be the coordinate point.(draw example on the board if necessary) *coordinates are not exact 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 Ocean 11. Draw Ponce De Leons journey of 1513

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

Mapping Rubric
3 Student successfully located and labeled the correct route of Ponce De Leon to Florida. 2 Student was somewhat successful in locating and labeling the rou of Ponce De Leon to Florida with exception of a few target points. Student was somewhat successful in locating and labeling but may have missed or mislabeled Florida, Gulf of Mexico, Atlantic Ocean or any of the various islands in the Caribbean. Student may not have successfully labeled Ponce De Leon and mislabeled or not labeled Native American tribes in Florida. Student used map handout but may not have used coloring utensils or writing utensils to complete assignment. Student work is somewhat legible and organized, paper may be wrinkled or torn, and paper may not be colored. 1 Student was not successful in locating and labeling the majority of the target points on the route of Ponce De Leon.

Locating correct paths/routes

Landscapes and Landforms correctly labeled

Student successfully located and labeled Florida, Gulf of Mexico, Atlantic Ocean and various islands of the Caribbean.

Student did not successfully locate and correctly label the majority of the islands in the Caribbean, Florida, Gulf of Mexico, or the Atlantic Ocean.

People and places properly labeled

Student successfully located and labeled Ponce De Leon and Native American tribes in Florida. Student used map handout, coloring utensils and writing utensils to complete assignment. Student work is legible and organized, paper is unwrinkled and not torn, and colors are tidy.

Student did not successfully label Ponce De Leon or Native American tribes in Florida.

Uses of proper materials

Student did not use coloring or writing utensils to complete handout assignment.

Neatness

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

During the Visit Lesson

Viva Florida 500: First Encounter, Day 2

Subject(s): Social Studies
Grade(s): 1-5

Objectives
Objective
3. 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 based on student interpretation
Subordinate Objective

3.1. After listening to the play, students receive instruction to describe the ability of the Europeans to communicate with the native Floridians. 3.2. When prompted by the instructor students will decide who was leader of each group of people and how they expressed power 3.3. When prompted by the instructor, students will explain why the Europeans came to Florida and the response of the Indigenous People 3.4. When prompted by the instructor students will describe how the agreement process between the Europeans and Native Floridians. 3.5. Given a sheet of paper and coloring utensils, students will sketch their account of the First Contact with Ponce de Leon based on the facts given in class. Entry Level Objective 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 instructor Given a question student will repeat part of the question and give a reaction in their response when 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 enforce rules and laws in the school and community. SECOND GRADE SS.2.A.2.3: Describe the impact of immigrants on the Native Americans.

THIRD GRADE SS.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 through the use of trade or money. FOURTH GRADE SS.4.A.3.2: Describe causes and effects of European colonization on the Native American tribes of Florida. FIFTH GRADE SS.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 Native Americans, European explorers, and colonists.

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

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

Assessment
FIRST, SECOND AND THIRD GRADE 1. Each student will receive a sheet of white paper 2. 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 required 6. 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

FOURTH AND FIFTH GRADE 1. 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 1-2 sentence description of the scene. 4. After the completion of the storyboard, the groups have the option of acting out their interpretation 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

Re-enactment Rubric/Story-Telling Rubric

3 Student successfully included all of the major characters that contributed to the First Contact Voyage. Student successfully illustrated the process and difficulties of communication between explorer Ponce De Leon and the Native Americans. 2 Student successfully included some of the major characters that contributed to First Contact Voyage. Student was somewhat success in illustrating the communication process and difficulties between explorer Ponce De Leon and the Native Americans. Student was somewhat successful in illustrating historical facts, dialogue and events of the First Contact Student used white paper to illustrate their account of the First Contact but may not have used coloring utensils Student work is somewhat legible and organized, paper may be wrinkled or torn, and paper may not be colored. 1 Student did not include more of than one of the major characters that contributed to the First Contact Voyage. Student did not successfully include any illustration of the communication process and difficulties between explorer Ponce De Leon and the Native Americans. Student was not successful in illustrating the historical facts, dialogues and events that took place during the First Contact Student did not use coloring or white paper to illustrate First Contact.

Major Characters

Communication

Historical facts and situations

Student successfully illustrated historical facts, dialogue and events that took place during the time of the First Contact Student used coloring utensils to illustrate their account of the First Contact on white paper. Student work is legible and organized, paper is unwrinkled and not torn, and colors are tidy.

Uses of proper materials

Neatness

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

Post-visit Lesson

Viva Florida 500: First Encounter, Day 3

Subject(s): Social Studies
Grade(s): 1-5

Objectives
Objective
2. 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.
Subordinate Objective

2.1. Given selected images and information, students will review terms related to exploration and their contributions to history in the discovery of America. 2.2. Given age appropriate reading and writing activities, students will discover the reasons for European travel to America. 2.3. Given instruction, students will build a model ship of the Spanish explorers in the 15th and 16th century. 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 image, students will read level-appropriate material Given scissors, students will be able cut safely in a straight line.

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. SECOND GRADE SS.2.A.2.5: Identify reasons people came to the United States throughout history. FOURTH GRADE SS.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 electronic media. FIFTH GRADE

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 First grade 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 predetermined assignment is too difficult. This assignment can serve as an assessment for association (images and function) as well as, understanding that Florida has been governed my many different countries.
Third (Early Explorers, Individual)

A reading comprehension assignment in which students will read a given passage and answer questions based on the passage. Suggested use: Complete the six questions with students. Include vocabulary in instruction where appropriate. Have students read the passages individually and answer the questions when complete.
Fourth and Fifth (Ponce De Leon, Individual)

A reading comprehension assignment in which students will read a given passage and answer questions based on the passage. This Worksheet is modeled after the FCAT but it does not follow the individual reading level of each student (worksheet is based on state standards of reading comprehension).
All Grades (Ship Activity)

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

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

Handout Check-sheet
Did student write their name of their paper? Did student complete all tasks on the assignment? Did student have mistakes on the assignment? Did student miss any major concepts? Did student miss any secondary concepts?

Yes No

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