St. Augustine

1. St. Augustine How it impacted Florida’s history 4th Grade Teachers: Kelly Prince, Lauren Mills, Tabatha Kierstead

2. Five Day Action Plan • Day 1: Kelly Prince – Spanish explorer Ponce de Leon and the finding of Florida • Day 2: Kelly Prince – Spanish influence on Florida and its Native people • Day 3: Lauren Mills – Fort Mose • Day 4: Tabatha Kierstead – Famous historical sites in St. Augustine • Day 5: Field Trip to St. Augustine– All teachers will contribute ideas!

3. Monday – Ponce de Leon Students will…. • Understand the effects of Ponce de Leon to Florida’s history • Understand the influence of Spanish culture to Florida history • Understand the voyage of Ponce de Leon and the challenges he and his crew had faced during their time at sea • Understand the concept of the “Fountain of Youth” and the reasoning behind Ponce de Leon’s travels

4. Monday – Where’s Leon Trace Ponce de Leon’s travels through the Caribbean.

5. Tuesday – The city that was never conquered Students will… • Understand the Spanish influence in Florida history • Discover different Native American tribes before and during Spanish arrival • Understand the cause and effects of European colonization on the Native American tribes in Florida • Understand the importance of Saint Augustine in Florida history

6. Tuesday – Jeopardy! Florida History Jeopardy!

7. Wednesday – Why Fort Mose? Students will… • Take notes on the contributions made by free and enslaved Africans to the establishment of the Spanish colony of Florida • Create a timeline detailing contributions of free and enslaved Africans to colonial Florida from the 1500’s to 1784 • Compare and contrast Spanish attitudes toward slavery and Africans with attitudes of the British, who controlled Florida from 1763 – 1784 • Understand the significance of Fort Mose in the history of Florida

8. Wednesday - Timeline Timeline Information Sheet 1) Use your notes you created to fill in the missing information on this sheet. 2) Write the letter of each entry on your timeline with the appropriate year. 3) Draw and color a symbol for each entry that represents that entry A. 501- Spanish settlers bring _______________ slaves to the New World. B. 1513-Free Africans Juan Garrido and Juan Gonzalez de Leon accompany __________ ___ _______ in his exploration of La Florida. C. 1526- First enslaved Africans brought to North America by Lucas Vazquez de Allyon’s Expedition; established settlement of San Miguel de Gualdape in present-day ____________; this is the first European settlement in the geographic United States. D. 1528- Panfilo Narvaez attempts to settle area near ___________ ______ with 600 people, including slaves. Lack of supplies and hurricanes doom venture. E. 1536- Four survivors of the doomed Tampa Bay settlement end up in ____________ _________ after walking through wilderness for eight years. Estevanico, an African slave, ensures their survival by learning to communicate with natives along the way. F. 1539- ____________ ___ _______ explores Florida and much of the present-day southeastern United States with the aid of free and enslaved Africans. G. 1565- ___ __________________, the oldest permanent city in the USA, established by Spain. It is home to over 600 people, including 50 African slaves. Some of these slaves immediately escape into the surrounding wilderness. H. 1683- Spanish government in Florida grants freedom to all runaway slaves from ____________ colonies to the north if slaves agree to convert to Roman Catholicism. I. 1683-1738- Hundreds of slaves from ______________ and the ________________ escape to Florida as a result of Spanish government’s decision. J. 1738- Francisco Menendez, an escaped slave from the Carolinas, agrees to help defend Florida from the British in exchange for freedom. Establishes _______ ________, the first free black settlement in the present-day USA, two miles north of St. Augustine. K. 1740- ____________ invaders capture Fort Mose; blacks and Spaniards recapture it a few months later. L. 1763- Spain trades Florida to _______________ in exchange for Havana, Cuba, which Spain had lost during the Seven Year’s War; as a result, large rice and indigo plantations pop up along the St. John’s River in East Florida; thousands of slaves are imported from Africa or brought south from other colonies.

9. Thursday – Historical Sites Students will… • Work in jigsaw groups to become experts on particular historical sites related to St. Augustine • Have a better understanding of the historical purpose of particular sites in St. Augustine • Gain knowledge in collaborative groups as well as develop their oral presentation and listening skills • Gain experience in compiling information to become knowledgeable on historical sites in St. Augustine

10. Thursday – Jig Saw groups Students will first meet with their numbered groups (1, 2, 3, or 4). Once they have become experts on their particular historic site they will meet with their letter groups (a, b, c, or d).

11. Field Trip Friday • Students will arrive in St. Augustine at approximately 10:00am. • Teachers, chaperones, and students will begin their tour of St. Augustine with a guide from the Historic Tours of America. • The tour will begin with a detailed exploration of the Castillo de San Marcos • Next students will be taken to the Fountain of Youth and enjoy their lunch in the park, picnic style. • After lunch, students will explore the Oldest School House as well as the Old Jail. • Lastly, the students will enjoy an Old Town Trolley Tour to see and learn about other points of interest in St. Augustine.