Lake County Schools
4th Grade Social
Studies
Curriculum Map
Required Instruction for Social Studies
Grade 4
The Florida Legislature has mandated certain instructional initiatives by specific legislation. These mandates are not assigned to particular grade
levels or subject areas, but are intended for broad implementation. Compliance should be appropriate to the developmental level of students and
should fit reasonably within the frameworks of specific courses. The following list contains the required instructional mandates that apply to
Social Studies classes. Some of these requirements [such as F.S. 1003.42 (2)(d)] may be implemented in every public school classroom. Others
may fit precisely into one or more specific courses. The highlighted items are the ones most likely to be addressed, in full or in part, in Grade 5.
This does not imply, however, that non-highlighted items cannot be addressed as appropriate.
The 2003 Florida Statutes, Title XLVIII, Public Education, Chapter 1003, Course of Study and Instructional Aids, 1003.42 required
instruction states:
(1) Each district school board shall provide all courses required for high school graduation and appropriate instruction designed to ensure that
students meet State Board of Education adopted standards in the following subject areas: reading and other language arts, mathematics,
science, social studies, foreign languages, health and physical education, and the arts.
(2) Members of the instructional staff of the public schools, subject to the rules of the State Board of Education and the district school board,
shall teach efficiently and faithfully, using the books and materials required, following the prescribed courses of study, and employing
approved methods of instruction, the following:
(a) The content of the Declaration of Independence and how it forms the philosophical foundation of our government.
(b) The arguments in support of adopting our republican form of government, as they are embodied in the most important of the
Federalist Papers.
(c) The essentials of the United States Constitution and how it provides the structure of our government.
(d) Flag education, including proper flag display and flag salute.
(e) The elements of civil government, including the primary functions of and interrelationships between the Federal Government, the
state, and its counties, municipalities, school districts, and special districts.
(f) The history of the Holocaust (1933-1945), the systematic, planned annihilation of European Jews and other groups by Nazi
Germany, a watershed event in the history of humanity, to be taught in a manner that leads to an investigation of human behavior,
an understanding of the ramifications of prejudice, racism, and stereotyping, and an examination of what it means to be a
responsible and respectful person, for the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing
and protecting democratic values and institutions.
(g) The history of African Americans, including the history of African peoples before the political conflicts that led to the
development of slavery, the passage to America, the enslavement experience, abolition, and the contributions of African
Americans to society.
(k) The history of the state.
(o) The study of Hispanic contributions to the United States.
(p) The study of women’s contributions to the United States.
(q) A character-development program in the elementary schools, similar to Character First or Character Counts, which is secular in
nature and stresses such character qualities as attentiveness, patience, and initiative. Beginning in school year 2004-2005, the
character-development program shall be required in kindergarten through grade 12. Each district school board shall develop or
adopt a curriculum for the character-development program that shall be submitted to the department for approval. The characterdevelopment curriculum shall stress the qualities of patriotism, responsibility, citizenship, kindness, respect, honesty, self-control,
tolerance, and cooperation.
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3
(r) In order to encourage patriotism, the sacrifices that veterans have made in serving our country and protecting democratic values
worldwide. Such instruction must occur on or before Veterans’ Day and Memorial Day. Members of the instructional staff are
encouraged to use the assistance of local veterans when practicable.
1003.421 Recitation of the Declaration of Independence.-(1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country
was founded, the last full week of classes in September shall be recognized in public schools as Celebrate Freedom Week.
Celebrate Freedom Week must include at least 3 hours of appropriate instructions in each social studies class, as determined by
each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration of
Independence.
(2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of
September, public school principals and teachers shall conduct an oral recitation by students of the following words of the
Declaration of Independence: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by
their creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these
rights, governments are instituted among men, deriving their just powers from the consent of the governed.”
(3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty.
(4) Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence.
The Florida Statutes may be viewed online at http://flsenate.gov/statutes.
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4
Social Studies Skills and Concepts Matrix
K-12
This Social Studies Skills and Concepts Matrix is designed to demonstrate to the classroom teacher the vertical alignment of essential skills and
concepts LCS students are expected to master at various stages throughout their PreK-12 education. It is constructed so that teachers can clearly
determine the introduction, development, mastery, and reinforcement stages of selected Social Studies and Language Arts skills and concepts in order to
facilitate achievement in the Social Studies. This matrix is not intended to be used as a checklist; rather, it is intended for teachers to reference throughout
the school year to ease the planning process. It will also ensure uniform acquisition of these skills and concepts by students across the district, as each
skill/concept is included in the Social Studies Curriculum, Instruction, and Assessment Alignment.
The Social Studies Skills and Concepts Matrix encompasses four categories: Geography Skills and Concepts, Research Skills and Concepts,
Social Studies Skills and Concepts, and Civic Awareness Concepts. Specific skills and concepts are listed, as well as the introduction, development,
mastery, and reinforcement stages at each grade level. The mastery level for each skill/concept has been bolded in order to signify its importance at the
specified grade level. The Introduction Benchmark denotes the corresponding Social Studies or Language Arts developmental-level benchmark to each
skill/concept introduced.
For easy reference, the table of standards and benchmarks uses an identification system that mirrors the structure of the standards organization.
Subject:
The two letters in the first slot identify the subject area, such as SS for Social Studies, LA for Language Arts, etc.
Strand:
The letter in the second slot identifies a strand, such as History; Geography; Civics and Government; Economics; Reading; Writing;
Listening, Viewing, and Speaking, etc.
Standard:
The number in the third slot identifies the general standard under the strand.
Level:
The number in the fourth slot identifies the developmental level:
● 1 = grades PreK-2
● 2 = grades 3-5
● 3 = grades 6-8
● 4 = grades 9-12
Benchmark: The number in the fifth slot is the benchmark under the grade cluster within the standard.
SS.A.1.1.1
Strand:
Subject Area:
SS Social Studies
LA Language Arts
Examples History
Geography
Reading
Writing
Level:
Standard
Number
1:
2:
3:
4:
PreK-2
3-5
6-8
9-12
Benchmark
Number
Social Studies Skills and Concepts Matrix
K-12
GEOGRAPHY SKILLS AND CONCEPTS
Skills and Concepts
Globe and maps are models of Earth, countries, states, etc.
Location of home address, city, state, county, and country
Relative location (near, far, up, down, over, under)
Cardinal directions
Equator
Continents
Countries of North America (U.S., Canada, Mexico)
Four oceans
Landforms, water bodies
State capital of Florida
Washington, D.C., location
Hemispheres
Identify map types: physical, political
Intermediate directions (NE, NW, SE, SW)
Latitude/longitude
Map parts: title, scale, grid, legend, compass rose
Prime Meridian, International Dateline
Thematic maps (population, precipitation, vegetation, etc.)
Name and location of 50 states
Time zones
Tropic of Cancer/Tropic of Capricorn
U.S. regions
Global regions: climate, vegetation, economic, etc.
Map projections
I = Introduce
D = Develop
M = Mastery
K
8
9
10 11 12
D M R R R R R R
D D D M R R R R
D D M R R R R R
I D M R R R R R
I D M R R R R R
I D D M R R R
I D D D D M R
I D D M R R R
I D D D D D D
I D M R R R R
I D D M R R R
I D D M R R
I D D M R R
I D D M R R
I D D D M R
I D D M R R
I D D M R R
I D D D D M
I D M R
I D D D
I D M R
I D D M
I D D
I D D
R = Reinforce
R
R
R
R
R
R
R
R
D
R
R
R
R
R
R
R
R
R
R
D
R
R
D
D
R R
R R
R R
R R
R R
R R
R R
R R
M R
R R
R R
R R
R R
R R
R R
R R
R R
R R
R R
D M
R R
R R
M R
M R
I
I
I
1
2
3
4
5
6
7
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
Introduction
Benchmark
SS.B.1.1.2
SS.B.1.1.1
SS.B.1.1.1
SS.B.1.1.2
SS.B.1.1.1
SS.B.1.1.2
SS.B.1.1.2
SS.B.1.1.2
SS.B.1.1.2
SS.B.1.1.1
SS.B.1.1.1
SS.B.1.2.1
SS.B.1.2.1
SS.B.1.2.1
SS.B.1.2.1
SS.B.1.2.1
SS.B.1.2.1
SS.B.1.2.1
SS.B.1.1.1
SS.B.1.2.1
SS.B.1.2.1
SS.B.1.2.2
SS.B.2.2.4
SS.B.1.3.1
RESEARCH SKILLS AND CONCEPTS
Skills and Concepts
Identify fact and opinion
Provides supporting details of answer from text
Media skills – student knows how to find materials in the
media center
Search engines – student can use an internet search engine
to research
Identify and use dictionary, encyclopedia, almanac, atlas
Oral history – interviewing skills
Check validity of information from research/text
Identify strong vs. weak arguments
Identify and use articles, periodicals, journals
I = Introduce
D = Develop
M = Mastery
K
1
I
I
2
D
D
3
D
D
4
D
D
5
D
D
6
D
D
7
D
D
8
M
D
9
R
D
10
R
M
11
R
R
12
R
R
Introduction
Benchmark
LA.A.2.2.6
LA.A.2.1.1
I
D
D
D
D
D
M
R
R
R
R
LA.A.2.1.5
I
I
D
D
D
D
I
D
D
D
I
I
D
D
D
D
D
M
M
D
D
D
R
R
D
M
D
I
R
R
D
R
D
D
R
R
M
R
D
M
R
R
R
R
M
R
LA.B.2.2.4
LA.B.2.1.5
LA.C.1.1.3
LA.A.2.1.4
LA.A.2.3.8
LA.A.2.4.6
R = Reinforce
SOCIAL STUDIES SKILLS AND CONCEPTS
Skills and Concepts
Charts/graphs/photo analysis
Compare and contrast/point of view
Cause/effect
Create timelines – chronological order
Analyze current events
Identify, analyze and use primary/secondary sources
Political cartoons
Create timelines using a scale
I = Introduce
D = Develop
M = Mastery
K
1
I
2
D
I
3
D
D
I
I
4
D
D
D
D
I
I
5
D
D
D
D
D
D
I
6
D
D
D
D
D
D
D
I
7 8 9
D D D
D D D
D D D
D M R
D D D
D M R
D D D
D D D
10 11 12
M R R
M R R
M R R
R R R
D M R
R R R
D M R
M R R
Introduction
Benchmark
LA.A.1.1.2
LA.A.2.2.7
SS.A.1.2.1
SS.A.1.2.3
SS.A.1.2.2
SS.A.1.2.2
SS.A.1.3.1
R = Reinforce
DRAFT
7
CIVIC AWARENESS CONCEPTS
Skills and Concepts
Concept of voting
Declaration of Independence
Identify Abraham Lincoln
Identify George Washington as first President of the U.S.A.
Martin Luther King was an influential leader of the Civil Rights
Movement of the 20th century
Patriotic holidays and symbols that represent America
U.S.A. is a nation of immigrants
Citizens have the right and responsibility to participate in the
government
Our government is headed by the President
Our state is headed by the Governor
Global/American concept of servitude
Government officials are elected by the people
America won independence from England in the American Revolution
U.S.A. fought for independence from England
I = Introduce
D = Develop
M = Mastery
K
I
I
I
I
1
D
D
D
D
2 3 4 5 6
D D D M R
D D D D D
D D D D D
D M R R R
7 8
R R
D M
D M
R R
9
R
R
R
R
Introduction
10 11 12 Benchmark
R R R
SS.C.2.1.3
R R R
SS.A.4.1.2
R R R
SS.A.4.1.2
R R R
SS.A.4.1.3
I
I
I
D
D
D
D
D
D
D
D
D
D D D
D D D
D M R
D
D
R
D
D
R
D
D
R
D
D
R
M
M
R
R
R
R
SS.A.5.1.3
SS.A.4.1.2
SS.A.5.1.2
I
I
I
D
D
D
I
I
D D D
D M R
D D D
D D D
D D D
I D
I D
D
R
D
D
D
D
D
D D
R R
M R
M R
M R
M R
M R
D
R
R
R
R
R
R
M
R
R
R
R
R
R
R
R
R
R
R
R
R
SS.C.2.1.3
SS.A.4.1.1
SS.A.4.1.1
SS.A.1.2.1
SS.C1.2.1
SS.A.4.2.3
SS.A.4.2.3
R = Reinforce
DRAFT
8
Fourth Grade Core Areas - Integrated Pacing Guide
Language Arts
Math
YEAR AT A GLANCE
Reading
Science
Social Studies
First
Nine
Weeks
Second
Nine
Weeks
Third
Nine
Weeks
Fourth
Nine
Weeks
DRAFT
9
Fourth Grade Electives - Integrated Pacing Guide
Physical Education
YEAR AT A GLANCE
Music
Art
First
Nine
Weeks
Second
Nine
Weeks
Third
Nine
Weeks
Fourth
Nine
Weeks
DRAFT
10
Fourth Grade Social Studies - Pacing Guide
First 9 weeks
Second 9 weeks
Third 9 weeks
Fourth 9 weeks
Indigenous Tribes
Explorations
Time of Growth and Strife
New Waves of Change
The Calusa: “The Shell
Indians”
The Timucua
The Tocobaga Indians
of Tampa
The Tequesta Indians
of Biscayne Bay
The Apalachee of
Northwest Florida
Required Instruction:
Document Based Question (DBQ)
Persuasive Essay Topic
Should the United States Drill for
Oil in Alaska’s Wilderness?
Note: this contemporary topic
was chosen to further class
discussion about offshore drilling
in Florida and the current crisis in
the Gulf of Mexico.
Ponce de Leon: Florida’s
First Spanish Explorer
The Misadventures of
Panfilo de Narvaez and
Nunez de Cadeza de
Vaca
Hernando de Soto Arrives
and Explores Florida
Settlement of Florida
Jean Ribault Claims Florida
for France
Pedro Menendez de Aviles
Claims Florida for Spain
Sir Francis Drake
African Americans Settle in
Fort Mose
Transfer of Florida
The Seminole Wars
Florida’s Role in the Civil
War: “Supplier of the
Confederacy”
Reconstruction
Required Instruction:
Document Based Question (DBQ)
Persuasive Essay Topic
Required Instruction:
Document Based Question (DBQ)
Persuasive Essay Topic
What was Harriet Tubman’s Greatest
Achievement?
Alternative DBQ: Seminole Indian
War available January 2011
Required Instruction:
Document Based Question (DBQ)
Persuasive Essay Topic
What Made Cesar Chavez an
Effective Leader?
Florida’s Economy Booms
Growth of Florida’s Railroads
Spanish-American War for
Cuba’s Independence
Florida’s land Boom
Dark Years of Depression and War
Great Depression and the
New Deal
Florida During World War II
Modern Florida
Cape Canaveral: Launch
Pad to the Stars
Civil Rights Movement in
Florida
Required Instruction:
Document Based Question (DBQ)
Persuasive Essay Topic
What Caused the Dust Bowl?
Alternative DBQ: St. Augustine
available November 2010
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11
Indigenous Tribes
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will locate and analyze physical, economic, and cultural characteristics of indigenous tribes of Florida:
(a) Calusa- “The Shell Indians”
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
Where in Florida did the
The Calusa lived on the sandy shores
SS.4.A.2.1 Compare Native
Calusa live?
of the southwest coast of Florida and
American tribes (Apalachee,
controlled most of south Florida.
Calusa, Tequesta, Timucua,
They built their homes on stilts and
Tocobaga) in Florida.
How did the geography of
wove Palmetto leaves to fashion roofs,
their environment affect how
but they didn’t construct any walls.
SS.4.A.3.2 Describe causes and
the Calusa met their basic
Unlike other Florida Indian tribes, the effects of European colonization
needs?
Calusa did not farm. They fished for
on the Native American tribes of
food on the coast, bays, rivers, and
Florida.
waterways. The Calusa are
Why were the Calusa known
considered to be the first “shell
as Shell Indians?
collectors.” They used the shells for
tools, utensils, jewelry, and ornaments
for their shrines. Shell spears were
How did we learn about the
made for fishing and hunting. Shells
lifestyle of the Calusa?
were discarded into huge heaps. Shell
mounds can still be found today in
many parts of southern Florida.
What happened to the Calusa?
Living and surviving on the coast
caused the tribesmen to become great
sailors. They traveled by dugout
canoes, which were made from
hollowed-out cypress logs about 15
feet long.
The Calusa tribe died out in the late
1800s. Enemy Indian tribes from
Georgia and South Carolina began
raiding the Calusa territory. Many
Calusa were captured and sold as
slaves. Diseases such as smallpox
DRAFT
12
Indigenous Tribes
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will locate and analyze physical, economic, and cultural characteristics of indigenous tribes of Florida:
(a) Calusa- “The Shell Indians”
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
and measles were brought into the
area by the Spanish and French
explorers, and these diseases wiped
out entire villages of Calusa. It is
believed that the few remaining
Calusa left for Cuba when the Spanish
turned Florida over to the British in
1763.
Terms to Know
Calusa
waterways
archeologists
tribes
fashion
artifacts
salvaging
marauding
hollowed-out
explorers
mound
fierce
DRAFT
13
Indigenous Tribes
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will locate and analyze physical, economic, and cultural characteristics of indigenous tribes of Florida:
(b) Timucua
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
Where in Florida did the
The Timucua settled in central and
SS.4.A.2.1 Compare Native
Timucua live?
northeastern Florida. In Timucuan
American tribes (Apalachee,
villages, there were usually two kinds Calusa, Tequesta, Timucua,
of houses. A long house was built
Tocobaga) in Florida.
Describe life in a Timucuan
using poles for the frame, bark for the
village.
walls, and branches from palmetto
SS.4.A.3.2 Describe causes and
palm trees for the roof. The other type effects of European colonization
of home was round and covered with
on the Native American tribes of
How did the Timucua provide leaves of palm trees.
Florida.
for their basic needs?
The Timucua were known to have
SS.4.A.3.4 Explain the purpose
more permanent villages then the
of and daily life on missions (San
What happened to the
other tribes. They were skilled hunters Luis de Talimali in present-day
Timucuan Tribe?
and fishermen. They used a fishing
Tallahassee).
trap called a weir, which was a wood
fence that stretched across a stream or SS.4.A.3.8 Explain how the
river to catch fish. Once the fish
Seminole tribe formed and the
swam over the fence in high tide, the
purpose for their migration.
weir caught them as the tide went out.
As farmers, they harvested maize,
beans, squash, pumpkins, and melons.
From 1649 to 1656 the population of
the Timucuan tribe began to diminish.
Known for being a peaceful tribe, they
would fight back when necessary.
War with the English and other Indian
tribes decreased their numbers. A
series of epidemics, also struck them,
a major one being smallpox. Those
who survived this disease may have
later joined the Seminole tribe.
DRAFT
14
Indigenous Tribes
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will locate and analyze physical, economic, and cultural characteristics of indigenous tribes of Florida:
(b) Timucua
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
Terms to Know
Timucan
permanent
harvested
central
maize
shaman
diminish
weir
epidemics
DRAFT
15
Indigenous Tribes
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will locate and analyze physical, economic, and cultural characteristics of indigenous tribes of Florida:
(c) Tocabaga Indians of Tampa Bay
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
Where in Florida did the
The Tocobaga Indians lived in small
SS.4.A.2.1 Compare Native
Tocobaga Indians live?
villages at the northern end of Tampa
American tribes (Apalachee,
Bay from 900 to the 1500s. Each
Calusa, Tequesta, Timucua,
village was situated around a public
Tocobaga) in Florida.
Describe the Tocobaga’s use
area that was used as a meeting place.
of mounds and middens.
Houses were generally round and built SS.4.A.3.2 Describe causes and
with wooden poles holding up a roof
effects of European colonization
of palm thatches.
on the Native American tribes of
How did the geography of
Florida.
their environment affect how
The Tocobaga Indians built mounds
the Tocobaga provided for
within their villages. The chief’s
their basic needs?
home and the tribe’s temple were each
built on a mound. Burial mounds
were also built outside the main
Describe tools developed by
village.
the Tocobaga.
Middens were garbage heaps located
next to kitchens, which were formed
What happened to the
when shells were discarded after
Tocobaga?
meals.
Because of their proximity to both the
bay and freshwater streams, the
Tocobaga fished and gathered
shellfish as their primary source of
food. They also hunted and gathered
berries, nuts and fruits.
The Tocobaga developed many tools
for hunting, cooking and eating.
Examples are the adz and the atlatl.
Disease and violence brought to the
DRAFT
16
Indigenous Tribes
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will locate and analyze physical, economic, and cultural characteristics of indigenous tribes of Florida:
(c) Tocabaga Indians of Tampa Bay
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
Tocobaga by the Spanish caused the
tribe to become extinct by the 1620s.
Terms to Know
Tocabaga
proximity
atlatl
discarded
mitten
adz
mound
artifacts
supplement
DRAFT
17
Indigenous Tribes
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will locate and analyze physical, economic, and cultural characteristics of indigenous tribes of Florida:
(d) Tequesta Indians of Biscayne Bay
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
Where in Florida did the
The Tequesta were a small, peaceful,
SS.4.A.2.1 Compare Native
Tequesta live?
tribe who settled near Biscayne Bay
American tribes (Apalachee,
near present-day Miami. They were
Calusa, Tequesta, Timucua,
hunters and gatherers who relied
Tocobaga) in Florida.
How did the geography of
mainly on fish, shellfish, nuts and
their environment affect how
berries for food. They also fished and SS.4.A.3.2 Describe causes and
the Tequesta Indians met their collected clams, conches, oysters and
effects of European colonization
basic needs?
turtle eggs. Food sources were not
on the Native American tribes of
plentiful along the southern coast, so
Florida.
the Tequesta never became a large or
What happened to the
powerful tribe compared to the
Tequesta Indians?
Calusa.
The Tequesta used shells and sharks
teeth for a variety of tools, including
hammers, chisels, fishhooks, drinking
cups, and spearheads.
The Tequesta numbered about 800,
but they started to die out as a result of
settlement battles, slavery, and
disease. By the 1800s, the Tequesta
tribe had only a few survivors.
Terms to Know
Tequesta
gatherers
sea cow
delicacy
prominent
chisel
DRAFT
18
Indigenous Tribes
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will locate and analyze physical, economic, and cultural characteristics of indigenous tribes of Florida:
(e) Apalachee of Northwest Florida
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
Where in Florida did the
The Apalachees were a group of
SS.4.A.2.1 Compare Native
Apalachee live?
faming Indians who lived in northwest American tribes (Apalachee,
Florida from at least A.D. 1000. They Calusa, Tequesta, Timucua,
were regarded by other Florida
Tocobaga) in Florida.
Describe the characteristics of Indians as being an advanced, wealthy
the Apalachee culture that
and fierce tribe.
SS.4.A.3.2 Describe causes and
caused them to be considered
effects of European colonization
an advanced Indian
Prior to European contact, there were
on the Native American tribes of
civilization.
probably at least 50,000-60,000
Florida.
Apalachees. They farmed, hunted and
gathered the foods they needed.
SS.4.A.3.4 Explain the purpose
Describe the life of the
of and daily life on missions (San
Apalachee people.
They built large ceremonial mounds,
Luis de Talimali in present-day
many of which had structures on top,
Tallahassee).
the largest of which is believed to
How did the arrival of the
have been the chief’s house.
Spanish explorers affect the
Apalachee?
Battles with European expeditions and
epidemics brought about a loss of
faith in traditional customs and
What happened to the
leadership, resulting in at least 5,000
Apalachee?
Apalachees converting to Catholicism
between 1633 and 1635.
San Luis, became one of the first
missions established in the Apalachee
Province.
As a result of a series of devastating
attacks on Spanish Florida by the
British and their Creek Indian allies,
Mission San Luis was burned and
abandoned on July 31, 1704. Those
DRAFT
19
Indigenous Tribes
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will locate and analyze physical, economic, and cultural characteristics of indigenous tribes of Florida:
(e) Apalachee of Northwest Florida
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
who were not killed or enslaved
migrated north in to Creek territory.
Others moved east to St. Augustine
with the Spaniards or temporarily
relocated in Timucua Province before
eventually resettling in St. Augustine.
Most of the Apalachees from mission
San Luis moved westward in 1704,
accepting an offer to live in Frenchcontrolled Mobile. In 1763, most
relocated to Rapides Parish in
Louisiana where there descendants
still reside to this day.
Terms to Know
Apalachee
ochre
scarce
relocated
scalp
ambush
loincloth
rituals
contagious
vital
culture
missionaries
Tallahassee
Catholicism
DRAFT
20
Explorations
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate knowledge of the explorations of Florida by
(a) identifying Ponce de Leon’s route and exploration of Florida and the surrounding areas.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Why did Ponce de Leon sail
Don Juan Ponce de Leon was the first SS.4.A.3.1 Identify explorers
to Florida?
Spanish explorer to arrive in Florida.
who came to Florida and the
In 1493, Ponce de Leon sailed with
motivations for their expeditions.
(e.g., Ponce de Leon, Juan Garrido,
Christopher Columbus on his second
Esteban Dorantes).
Explain why Ponce de Leon
voyage to the Americas. He and his
called this land La Florida.
family settled in Hispaniola where he
SS.4.A.3.2 Describe causes and
became a military commander and
effects of European colonization
was appointed deputy governor.
on the Native American tribes of
What was Ponce de Leon’s
response upon meeting the
In 1506, he discovered a nearby island Florida.
Calusa?
named Borinquen where he found
SS.4.A.3.6 Identify the effects of
large deposits of gold. After leaving,
he was sent back by the king of Spain Spanish rule in Florida. (e.g.,
names of cities, agriculture, weapons).
What happened to the colony to explore and colonize the island,
established during Ponce de
which is now known as Puerto Rico.
SS.4.A.3.7 Identify nations
Leon’s last trip to Florida?
After serving as governor for two
(Spain, France, England) that
years, the king replaced him with
controlled Florida before it
Columbus’ son.
became a United States territory.
Ponce de Leon sailed north through
the Bahamas, heading towards Florida SS.4.A.9.1 Utilize timelines to
sequence key events in Florida
in search of new lands and treasures.
history.
He had also heard of a mythical
fountain of youth. He never found
gold of the mythical fountain. In
1513, he landed on Florida’s east
coast near present-da7 St. Augustine
and called the land la Florida or “place
of flowers”. He continued his
explorations down the east coast of
Florida and along the keys to an island
he named the Dry Tortugas because of
DRAFT
Assessment
21
Explorations
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate knowledge of the explorations of Florida by
(a) identifying Ponce de Leon’s route and exploration of Florida and the surrounding areas.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
the lack of fresh water and the
abundance of turtles on the island.
Assessment
After sailing up the west coast of
Florida and encountering the
unfriendly Calusaat their village at
Mound Key, the explorers fled the
area and returned to Puerto Rico.
In 1521, Ponce de Leon returned to
Florida to again build a colony
between Charlotte Harbor and Estero
Bay. As they went inland to find fresh
water, the Calusa ambushed them.
Ponce de Leon was shot in the thigh
by an arrow and was seriously
wounded. The settlers abandoned
their settlement and sailed back to
Cuba. As a result of his wound,
Ponce de Leon died in Cuba at the age
of 61.
Terms to Know
Conquistador
Currents
Voyage
Colonize
Mythical
Abandon
Encounter
DRAFT
22
Explorations
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate knowledge of the explorations of Florida by
(b) identifying the route that Narvaez and de Vaca sailed and the mishaps that occurred during their explorations of
Florida.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
Identify the route Narvaez and Panfilo de Narvaez arrived near
SS.4.A.3.1 Identify explorers
de Vaca sailed.
Tampa bay with a large army from
who came to Florida and the
Spain on April 14, 1528. The Spanish motivations for their expeditions.
government had given him permission (e.g., Ponce de Leon, Juan Garrido,
Esteban Dorantes).
What mishaps occurred
to settle and rule the land along the
during Narvaez’s and de
Gulf Coast from Northern Mexico to
SS.4.A.3.2 Describe causes and
Vaca’s explorations of
the Florida peninsula, and as far
effects of European colonization
Florida.
inland as he was able to control.
When he landed, he took 300 soldiers on the Native American tribes of
and 40 horses to explore the interior of Florida.
the state.
SS.4.A.3.6 Identify the effects of
Spanish rule in Florida. (e.g.,
After becoming separated from the
names of cities, agriculture, weapons).
explorers and searching for almost a
year, the ships carrying food and
SS.4.A.3.7 Identify nations
supplies returned to Spain. Stranded,
(Spain, France, England) that
Narvaez, along with his treasurer and
provost marshal, Nunez de Cabeza de controlled Florida before it
became a United States territory.
Vala, led the men northward up the
peninsula to the chiefdom of the
SS.4.A.9.1 Utilize timelines to
Apalachee near present day
sequence key events in Florida
Tallahassee.
history.
After facing hostility and violence
from the Apalachee and weak and ill
from lack of rations, Narvaez led his
men to a bay on the Gulf (present day
St. Marks). There they built five
barges and sailed towards a Spanish
settlement in Mexico in September of
1528. A violent storm caused the
DRAFT
23
Explorations
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate knowledge of the explorations of Florida by
(b) identifying the route that Narvaez and de Vaca sailed and the mishaps that occurred during their explorations of
Florida.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
barges to capsize, killing many men.
Fewer than 100 men finally made it to
an island off the coast of Texas.
Narvaez did not survive, and by
spring, de Vaca and the few men who
were still alive set off to walk to
Mexico City. Seven years later, four
of them, including de Vaca, finally
arrived there.
The story of Narvaez’s journey was
read by Hernando De Soto, who was
about to make his first journed to
Florida.
Terms to Know
peninsula
fragile
harbor
capsize
rations
viceroy
barges
DRAFT
24
Explorations
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate knowledge of the explorations of Florida by
(c) identifying the route that Hernando de Soto sailed and how his expedition was different from other explorers.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
Why did Hernanco de Soto
Hernando de Soto was given the title
SS.4.A.3.1 Identify explorers
travel to Florida?
Governor of Cuba by the king of
who came to Florida and the
Spain, Carlos V, in 1536. He was also motivations for their expeditions.
(e.g., Ponce de Leon, Juan Garrido,
given “La Florida,” the area
Esteban Dorantes).
Identify the route that de Soto previously given to Panfilo de
sailed.
Narvaez. De Soto had spent his
SS.4.A.3.2 Describe causes and
fortune recruiting, arming and
transporting his own army to his home effects of European colonization
on the Native American tribes of
How was de Soto’s expedition base of Cuba. When he left Spain in
Florida.
different from those of other
1538, he was heavily in debt, but
explorers?
believed that he would regain his
SS.4.A.3.4 Explain the purpose
fortune by finding gold in “La
of and daily life on missions (San
Florida”.
Luis de Talimali in present-day
Tallahassee).
Guides were sent ahead to locate and
chart a course for the army. The
expedition of soldiers, priests, women, SS.4.A.3.6 Identify the effects of
Spanish rule in Florida. (e.g.,
horses. Mules, war dogs, and pigs
th
made landfall on May 25 1539 in the names of cities, agriculture, weapons).
Tampa Bay area.
SS.4.A.3.7 Identify nations
(Spain, France, England) that
A cavalry patrol found a Spanish
controlled Florida before it
survivor from an earlier expedition,
became a United States territory.
Juan Ortiz. He had been living as an
Indian and was able to communicate
SS.4.A.9.1 Utilize timelines to
in Spanish and many native
languages. He was able to function as sequence key events in Florida
history.
a guide as well.
The march inland took them through
the vicinity of Zephyrhills and
Lumberton to the Alafa River and into
DRAFT
25
Explorations
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate knowledge of the explorations of Florida by
(c) identifying the route that Hernando de Soto sailed and how his expedition was different from other explorers.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
the Cove of the WIthlacoochee River.
On July 29th they occupied the
Timucuan village of Ocali (near
present-day Ocala). De Sotol left the
main army and led a small group
through present day Levy and Alachua
counties.
De Soto violated the king’s ordinance
to treat natives well and convert them
to Catholicism. He enslaved,
mutilated, and executed the natives,
often with no provocation.
The Spaniards continued to travel
west to the River of Deer (Suwannee
River), eventually coming to Anhaica,
the main town of the Apalachee.
From here, he eventually explored
Georgia, North and South Carolina,
Tennessee, and Alabama. By the
early 1540s, he headed across the
Mississippi River to look for gold and
silver in what is now Arkansas. In
1542, he became ill and died of a
fever.
Terms to Know
governor
currents
expeditions
wetland
DRAFT
26
Explorations
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate knowledge of the explorations of Florida by
(c) identifying the route that Hernando de Soto sailed and how his expedition was different from other explorers.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
debt
bogs
vessel
cavalry
mutilated
executed
provocation
DRAFT
27
Settlement of Florida
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate knowledge of the settlement of Florida by
(a) identifying the expeditions of French explorers Ribault and Laudonniere.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Why was Jean Ribault sent to In 1562, Jean Ribault was sent from
SS.4.A.3.1 Identify explorers
Florida?
France to Florida in order to explore
who came to Florida and the
the area and begin a new colony. His motivations for their expeditions.
(e.g., Ponce de Leon, Juan Garrido,
lieutenant was Rene de Laudonniere.
Describe the route Ribault
Ribault landed near St. Augustine and Esteban Dorantes).
followed.
sailed further north to the St. John’s
SS.4.A.3.2 Describe causes and
River. Afterwards he sailed north to
effects of European colonization
South Carolina where the Huguenots
What happened to Ribault
built a fort and named it Charlesort, in on the Native American tribes of
when he returned to Europe?
honor of their king. Supplies began to Florida.
Why?
run low, so Ribault sailed back to
SS.4.A.3.3 Identify the
France to gather more.
significance of St. Augustine as
the oldest permanent
Describe Laudonniere’s
Religious conflict in France made in
expedition.
impossible for Ribault to raise money European settlement in the
United States.
for supplies so he went to Queen
Elizabeth of England for help. She
SS.4.A.3.6 Identify the effects of
What was Ribault’s purpose
had him arrested for establishing a
Spanish rule in Florida. (e.g.,
in returning to Florida?
French colony in Spanish Territory.
names of cities, agriculture, weapons).
He was put in a London prison.
Rene de Laudonniere was sent to
rescue Charlesfort in South Carolina.
After building Fort Caroline,
Laudonniere set out to explore the
interior of this new territory. Supplies
ran short and some colonists lost their
belief in Laudonniere’s leadership.
Most colonists left for France.
After being released from prison,
Ribault was sent back to America with
DRAFT
Assessment
SS.4.A.3.7 Identify nations
(Spain, France, England) that
controlled Florida before it
became a United States territory.
SS.4.A.4.2 Describe pioneer life
in Florida. (e.g., role of men,
women, children, Florida
Crackers, Black Seminoles).
SS.4.A.9.1 Utilize timelines to
sequence key events in Florida
28
Settlement of Florida
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate knowledge of the settlement of Florida by
(a) identifying the expeditions of French explorers Ribault and Laudonniere.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
500 soldiers. Meanwhile, a Spanish
history.
explorer, Pedro Menendez de Aviles
arrived in Florida to drive out the
French. He built a fort at St.
Augustine and prepared for battle.
Assessment
Ribault and his men were defeated
and killed by Menendez and 500 of
his men. Laudonniere was wounded
but managed to escape to France
where he documented the events,
finally dying in 1582.
No further French settlements were
established in Florida.
Terms to Know
fort
interior
documented
monument
prosper
dismay
conflict
pirates
establish
Huguenots
artisans
dwindle
DRAFT
29
Settlement of Florida
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate knowledge of the settlement of Florida by
(b) identifying how Menendez helped to establish Spanish missions in Florida.
(c) identifying how St. Augustine was established by Pedro Menendez.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Why was Menedez sent to
Spaniard, Pedro Menendez de Aviles, SS.4.A.3.1 Identify explorers
Florida?
along with 2,000 soldiers and their
who came to Florida and the
families, were sent to drive out the
motivations for their expeditions.
(e.g., Ponce de Leon, Juan Garrido,
French colonists in Florida. After
Esteban Dorantes).
What was Menendez’s role in attempting to sail up the St. Johns
establishing St. Augustine?
River to Fort Caroline, Menendez
SS.4.A.3.2 Describe causes and
discovered French ships blocking the
effects of European colonization
mouth of the river. He withdrew and
How did Menendez help
sailed to a smaller harbor south of Fort on the Native American tribes of
Florida.
establish missions in Florida? Caroline. He set up a camp here,
calling it St. Augustine. With the help
SS.4.A.3.3 Identify the
of Timucuan Indians and his 800
surviving people, he built a fort. This significance of St. Augustine as
became the first permanent settlement the oldest permanent
in the United States. He then claimed European settlement in the
United States.
all the land for Spain.
The Spanish were soon able to defeat
the French, killing most of the soldiers
and released Catholics, the women,
and the children. Menendez renamed
French Fort Caroline, calling it San
Mateo.
Menendez established outposts at
Matanzas and up and down the
Atlantic coast to make sure that
Florida stayed under Spain’s control.
He helped the Spanish control Florida
for many years.
DRAFT
Assessment
SS.4.A.3.6 Identify the effects of
Spanish rule in Florida. (e.g.,
names of cities, agriculture, weapons).
SS.4.A.3.7 Identify nations
(Spain, France, England) that
controlled Florida before it
became a United States territory.
SS.4.A.9.1 Utilize timelines to
sequence key events in Florida
history.
30
Settlement of Florida
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate knowledge of the settlement of Florida by
(b) identifying how Menendez helped to establish Spanish missions in Florida.
(c) identifying how St. Augustine was established by Pedro Menendez.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Menendez signed a treat with the
Calusa Indians to trade gold for food
and other supplies his troops needed
to survive. He was a staunch Roman
Catholic and worked to convert native
Americans to the Catholic faith. He
brought priests from Spain to work as
missionaries in Florida. This led to
the period of Spanish missions in
Florida history. Menendez returned to
Spain to collect more settlers, but died
on September 17, 1574, before he
could return to Florida.
Assessment
Terms to Know
commissioned
mantanzas
outposts
treaty
staunch
convert
DRAFT
31
Settlement of Florida
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate knowledge of the settlement of Florida by
(d) identifying Sir Francis Drake and his various exploits .
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Why was Sir Francis Drake
Sir Francis Drake was a soldier and
SS.4.A.3.1 Identify explorers
sent to Florida?
explorer sent from England in 1585 to who came to Florida and the
attack Spanish settlements. He sailed motivations for their expeditions.
(e.g., Ponce de Leon, Juan Garrido,
to America with 40 ships and more
Esteban Dorantes).
What happened when Drake
than 2,000 soldiers. He attacked the
arrived in St. Augustine?
Spanish ports of the Dominican
SS.4.A.3.2 Describe causes and
Republic and Cartagena, Columbia.
effects of European colonization
Then, he sailed north in search of
on the Native American tribes of
more Spanish settlements to conquer.
Florida.
Drake sailed up the Florida east coast
SS.4.A.3.3 Identify the
to St. Augustine where he attacked,
significance of St. Augustine as
causing major damage to the fort and
the oldest permanent
surrounding area. He did not burn a
neighboring Timucuan village because European settlement in the
United States.
he thought that the native Floridians
might later help the British settle the
SS.4.A.3.6 Identify the effects of
fort.
Spanish rule in Florida. (e.g.,
names of cities, agriculture, weapons).
Many of the Spanish settlers fled to
the woods and escaped the soldiers.
SS.4.A.3.7 Identify nations
When Drake and his crew sailed
away, they returned to the ruins of St. (Spain, France, England) that
controlled Florida before it
Augustine and began to rebuild Fort
became a United States territory.
Castillo de san Marcos, which still
stands today.
SS.4.A.9.1 Utilize timelines to
Sir Francis Drake returned to England, sequence key events in Florida
history.
married and lived outside of London.
Aboard one of his ships, the Defiance,
he picked up a tropical disease, died,
and was buried at sea.
DRAFT
Assessment
32
Settlement of Florida
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate knowledge of the settlement of Florida by
(d) identifying Sir Francis Drake and his various exploits .
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
Terms to Know
cache
vulnerable
knighted
perseverance
landmark
estate
DRAFT
33
Settlement of Florida
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate knowledge of the settlement of Florida by
(e) explaining how the first African Americans came to Florida and
(f) identifying Fort Mose as the first free African American settlement in America.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
When and how did the first
The first African Americans came to
SS.4.A.3.3 Identify the
African Americans come to
Florida in the late 1500s. The
significance of St. Augustine as
Florida?
Europeans brought them from Africa. the oldest permanent
Most were enslaved in the British
European settlement in the
colonies, but there were some free
United States.
Why was Fort Mose settled?
Africans who settled in St. Augustine.
SS.4.A.3.5 Identify the
In 1693, the King of Spain, wanting to significance of Fort Mose as the
Where is Ft. Mose located
weaken England’s rule in the New
first free African community in
relative to St. Augustine?
World, decreed that slaves who ran
the United States.
away from the British colonies would
be free if they converted to
SS.4.A.3.6 Identify the effects of
Catholicism and declared loyalty to
Spanish rule in Florida. (e.g.,
Spain. Many slaves escaped to
names of cities, agriculture, weapons).
freedom. Large numbers of them
helped the Spanish settlers build the
SS.4.A.3.7 Identify nations
Castillo de San Marcos.
(Spain, France, England) that
controlled Florida before it
In 1738, the governor of Florida,
became a United States territory.
Manuel Montiano, decided to set up a
SS.4.A.3.8 Explain how the
separate town for the free Africans.
The town was built two miles north of Seminole tribe formed and the
purpose for their migration.
St. Augustine in a salty marsh so that
it could act as a military outpost for
SS.4.A.4.2 Describe pioneer life
the St. Augustine. It was named Fort
in Florida. (e.g., role of men,
Mose after the Indian name for that
women, children, Florida
area.
Crackers, Black Seminoles).
The 100 African Americans who
SS.4.A.9.1 Utilize timelines to
settled in Fort Mose raised food for
sequence key events in Florida
themselves and other settlers in St.
history.
DRAFT
Assessment
34
Settlement of Florida
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate knowledge of the settlement of Florida by
(e) explaining how the first African Americans came to Florida and
(f) identifying Fort Mose as the first free African American settlement in America.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Augustine.
Assessment
In 1740, the Fort Mose militia and
Spanish soldiers defended St.
Augustine and the surrounding area
when James Oglethorpe attacked
them. Most of Fort Mose was
destroyed, but a second Fort Mose
was built. After the British gained
control of Florida in 1763, the
inhabitants of Fort Mose, along with
most of the Spanish settlers, fled to
Cuba.
Fort Mose was the first free African
American settlement in America.
Today it is a National Historical
landmark of the Florida Black
Heritage Trail.
Terms to Know
enslaved
decreed
marsh
militia
inhabitants
DRAFT
35
Time of Growth and Strife
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will identify periods of growth and periods of strife in Florida history by
(a) describing the differences between east Florida and West Florida;
(b) explaining the results of the American Revolution; and
(c) outlining the transfer of the control of Florida from 1763 to 1821.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
What are the differences
In 1763, the signing of the Treaty of
SS.4.A.3.3 Identify the
between East Florida and
Paris that ended the French and Indian significance of St. Augustine as
West Florida?
War gave control of Florida to the
the oldest permanent
British. The British then divided
European settlement in the
Florida into two territories: East
United States.
How was Florida affected by
Florida and west Florida. This time is
the American Revolution?
known as the British Period.
SS.4.A.3.6 Identify the effects of
Spanish rule in Florida. (e.g.,
The Capital of East Florida was St.
names of cities, agriculture, weapons).
Describe the transfer of
Augustine. East Florida had fertile
Florida control from 1763and was excellent for farming. Land
SS.4.A.3.7 Identify nations
1821.
grants were offered to British settlers
(Spain, France, England) that
who would come to farm and defend
controlled Florida before it
the new British territory.
became a United States territory.
The first governor of East France was
James Grant who did more to increase
the population of East Florida than
anyone else.
Pensacola was the capital of West
Florida. Here there were thick pine
trees and sand. It was not good for
farming and did not grow in
population as much as East Florida.
British rule of Florida did not last
long. When colonists north of Florida
grew tired of British rule, they decided
to fight for their independence and
DRAFT
Assessment
SS.4.A.3.9 Explain how Florida
(Adams-Onis Treaty) became a
U.S. territory.
SS.4.A.4.2 Describe pioneer life
in Florida. (e.g., role of men,
women, children, Florida
Crackers, Black Seminoles).
SS.4.A.9.1 Utilize timelines to
sequence key events in Florida
history.
36
Time of Growth and Strife
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will identify periods of growth and periods of strife in Florida history by
(a) describing the differences between east Florida and West Florida;
(b) explaining the results of the American Revolution; and
(c) outlining the transfer of the control of Florida from 1763 to 1821.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
began a war called the American
Revolution. Florida did not have
problems with the British and
remained loyal to Britain. Most of the
war took place north of Florida,
though Florida did suffer occasional
raids. In 1779, Spain took advantage
of Britain’s preoccupation with the
colonies and invaded West Florida.
By the end of the American
Revolution, Spain had regained
control of Florida.
Assessment
With Britain’s loss of the thirteen
colonies, she had little interest in
keeping Florida. Florida was still
isolated from the original colonies and
did not produce big profits for Britain.
Although Spain regained Florida, its
rule was short. The United States now
wanted control of Florida and in 1821
was successful in purchasing Florida
from Spain. Florida became a
territory of the United States.
DRAFT
37
Time of Growth and Strife
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will identify periods of growth and periods of strife in Florida history by
(a) describing the differences between east Florida and West Florida;
(b) explaining the results of the American Revolution; and
(c) outlining the transfer of the control of Florida from 1763 to 1821.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Terms to Know
fertile
Loyalists
plantations
majority
independence
preoccupation
Patriots
isolated
profits
DRAFT
Assessment
38
Time of Growth and Strife
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will identify periods of growth and periods of strife in Florida history by
(d) explaining the Seminole Wars, their events, and treaties; and
(e) explaining the steps Florida took in order to become a state.
Essential Questions
What were the causes of the
First Seminole Wars?
What were the results of the
First Seminole Wars?
Explain the events and results
of the Second Seminole Wars.
Who was Osceola and what
were his contributions to the
Seminole Wars/
What steps did Florida take to
become a state?
Essential Content & Understanding
Following the war of 1812 between
the U.S. and Britain, American slave
owners came to Florida in search of
runaway African slaves and Indians.
These Indians, the Seminole, and the
runaway slaves had been trading
weapons with the British throughout
the early 1800s and supported the
British during the War of 1812. From
1817 to 1818, the US army invaded
Spanish Florida and fought the
Seminole and their African American
allies in battles known as the First
Seminole War.
American Andrew Jackson brought an
army of about 3,000 men to attack the
Seminole and Spanish forts. Spain
finally negotiated a treaty with the
U.S. in 1819 (the Adams-Onis
Treaty). This treaty gave Florida to
the U.S. and nullified the debt Spain
owed to the United States. Florida
now belonged to the United States.
Essential Skills and Benchmarks
SS.4.A.3.7 Identify nations
(Spain, France, England) that
controlled Florida before it
became a United States territory.
Assessment
SS.4.A.3.8 Explain how the
Seminole tribe formed and the
purpose for their migration.
SS.4.A.3.10 Identify the causes
and effects of the Seminole
Wars.
SS.4.A.4.2 Describe pioneer life
in Florida. (e.g., role of men,
women, children, Florida
Crackers, Black Seminoles).
SS.4.A.9.1 Utilize timelines to
sequence key events in Florida
history.
Andrew Jackson was responsible for
setting up Florida’s government and
divided Florida into four counties.
After getting the government up and
running, Jackson left Florida,
DRAFT
39
Time of Growth and Strife
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will identify periods of growth and periods of strife in Florida history by
(d) explaining the Seminole Wars, their events, and treaties; and
(e) explaining the steps Florida took in order to become a state.
Essential Questions
Essential Content & Understanding
empowering William Pope DuVal to
lead as Florida’s governor.
Essential Skills and Benchmarks
Assessment
Settlers were invading Tallahassee, a
Seminole settlement. In the Treaty of
Moultrie Creek, the Seminole gave up
their land and moved south. They
were given a reservation south of
present-day Ocala. The reservation
did not suit their needs.
In 1829 Andrew Jackson became
President of the United States and
worked to pass the Indian Removal
Act. It became law in 1830. Its
purpose was to move all the Indians to
lands west of the Mississippi River.
Even after signing an agreement to
move, the Seminole Indians refused to
leave. A warrior named Osceola led
the Seminole in surprise attacks
against the Americans. The U.S. sent
many troops into Florida to defeat the
Seminole and was successful in
pushing them further and further south
into the wilderness. Osceola was
captured and died in prison in 1838.
Following his death the Seminole
began to decline. Many were killed,
others captured and relocated out
DRAFT
40
Time of Growth and Strife
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will identify periods of growth and periods of strife in Florida history by
(d) explaining the Seminole Wars, their events, and treaties; and
(e) explaining the steps Florida took in order to become a state.
Essential Questions
Essential Content & Understanding
west. On August 14, 1842, the Second
Seminole war officially ended.
Essential Skills and Benchmarks
Assessment
Florida continued to take steps to
become a state throughout the
confrontations with the Seminole. In
1838, Florida held a convention to
write a constitution. The U.S.
Congress would not approve Florida
as a state because it wanted to join as
a slave state. Florida was finally
admitted as a state on March 3, 1845.
The few remaining Seminole
periodically fought the Americans
again from 1855-1858. After the final
confrontation, the handful of Seminole
still remaining withdrew to the
Everglades rather than surrender.
Some still live there today.
Terms to Know
allies
empowered
confrontations
reservation
negotiated
relocated
nullified
persuaded
DRAFT
41
Time of Growth and Strife
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will identify periods of growth and periods of strife in Florida history by
(f) understanding how Florida played a vital war in the Civil War and contributed to the Confederate Army.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
What role did Florida play in
Once Florida became a state, settlers
SS.4.A.4.1 Explain the effects of
the Civil War?
began to move there. The state’s
technological advances on
economy was based on cattle and
Florida. (e.g., steam
crops. Slavery was practiced in
engine, railroads, steamboats,
How did Florida contribute to Florida, though not all African
roadways, bridges).
the Confederate Army?
Americans in Florida were slaves.
SS.4.A.4.2 Describe pioneer life
On January 10, 1861, Florida joined
in Florida. (e.g., role of men,
other southern states in seceding from women, children, Florida
the Union. The seceding states
Crackers, Black Seminoles).
formed a new government, the
Confederate States of America. Soon, SS.4.A.5.1 Describe Florida's
the Civil War began.
involvement (secession,
blockades of ports, the
The majority of the battles were
battles of Ft. Pickens, Olustee,
fought in other states, but two major
Ft. Brooke, Natural Bridge, food
battles and several smaller skirmishes supply) in the Civil War.
took place in Florida. People in
Florida who worked on farms and
SS.4.A.9.1 Utilize timelines to
plantations raised crops and cattle to
sequence key events in Florida
send to the troops. The Union sent
history.
ships to blockade or occupy Florida
ports to prohibit the shipment of these
necessary goods.
About 16,000 Floridians fought in the
war. Most were in the Confederacy,
but approximately 2000 joined the
Union army.
On February 20, 1864, the largest
Civil War battle in Florida occurred
DRAFT
42
Time of Growth and Strife
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will identify periods of growth and periods of strife in Florida history by
(f) understanding how Florida played a vital war in the Civil War and contributed to the Confederate Army.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
near Lake City. It was called the
Battle of Olustee. It was a victory for
the Confederacy, but did not help win
the war.
Florida officially surrendered April
26, 1865.
Civil War battles and Troops in
Florida:
Fort Pickens
The Tampa Incident
The Battle of Olustee
The Battle of Natural Bridge
The “Cow Cavalry”
Terms to Know
rural
drafted
abolish
bonded
documented
disembarked
skirmishes
retreated
secede
DRAFT
43
Time of Growth and Strife
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will identify periods of growth and periods of strife in Florida history by
(g) describing the period of Reconstruction; and
(h) describing the concept of sharecropping.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
When did the Reconstruction
Following the Civil War, there was a
SS.4.A.4.1 Explain the effects of
period occur?
period of rebuilding known as “The
technological advances on
Reconstruction.” The states that had
Florida. (e.g., steam engine,
fought so hard against each other
railroads, steamboats, roadways,
Explain what happened
realized that they needed to reunite,
bridges).
during Reconstruction.
but this was difficult to do.
SS.4.A.5.2 Summarize
With slavery now ended, plantation
challenges Floridians faced
What was sharecropping?
owners now found themselves without during Reconstruction. (e.g.,
workers. Freed slaves had no land or
sharecropping, segregation).
jobs to sustain them. Most slaves
What were the Black Codes?
were uneducated and lacked skills.
SS.4.A.9.1 Utilize timelines to
Often they returned to the plantations
sequence key events in Florida
to work for pay. However, the
history.
plantation owners often lacked money
to pay salaries.
Assessment
Sharecropping was a solution to both
problems. With sharecropping, freed
slaves paid the plantation owner rent
on a portion of property by giving the
owner a share of the crops grown on
the land. The owner provided
housing, materials, and machinery.
The practice of sharecropping
sustained the plantation owners far
better than it sustained the freed
slaves.
The southern states passed laws called
“Black Codes” which oppressed the
DRAFT
44
Time of Growth and Strife
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will identify periods of growth and periods of strife in Florida history by
(g) describing the period of Reconstruction; and
(h) describing the concept of sharecropping.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
former slaves. President Andrew
Johnson reinstated military rule in the
south until states wrote new
constitutions outlawing these codes.
Florida met the requirements and
rejoined the U.S. on July 25, 1868.
Assessment
Since Florida had not suffered major
damage during the Civil War, the state
was able to supply materials such as
lumber to other states for rebuilding.
An extensive railroad system was built
to transport materials. This opened up
many areas of Florida for further
development.Many people began to
travel through Florida, enjoying the
warmth and beauty. Hotels were
built to house visitors.
Terms to Know
Reconstruction
distressed
sharecropping
reunite
sustain
portion
uncertainty
lacked
relied
salaries
reinstated
DRAFT
45
New Waves of Change
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will understand the changes that occurred from the late 1800’s and early 1900’s by:
(a) showing how each significant business or industry impacted Florida’s growth.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Explain why massive
In the late 1800s, resort areas were
SS.4.A.4.1 Explain the effects of
numbers of immigrants came
developed throughout the state of
technological advances on
to Florida after the Civil War. Florida. It became a haven for those
Florida. (e.g., steam engine,
who were in need of a vacation and a
railroads, steamboats, roadways,
place to recuperate from illnesses.
bridges).
How did immigrants
Because of the state’s warm weather
contribute to Florida’s history and mild winters, it began attracting a SS.4.A.6.1 Describe the
following the Civil War?
variety of people, including the rich
economic development of
and famous such as Thomas Edison
Florida's major industries.
and Henry Ford.
(e.g., timber, citrus, cattle,
What is specialization and
tourism, phosphate, cigar).
how did it affect the goods
The citrus industry became important
and services produced in
during this time. Because the state
SS.4.A.6.2 Summarize
Florida?
had a railway system to transport fruit contributions immigrant groups
to other states, the citrus industry
made to Florida. (e.g.,
became a staple of Florida’s economy. language, food, customs).
In 1894, two freezes destroyed crops
in the northern and central parts of the SS.4.A.6.3 Describe the
state, so citrus growers developed
contributions of significant
frost-resistant fruit so that the citrus
individuals to Florida. (e.g.,
industry could be revived.
Henry Flagler, Henry Plant, Lue
Gim Gong, Vincente Martinez
The abundance of natural resources
Ybor, Julia Tuttle, Mary McLeod
also caused a prevalence of cattle
Bethune, Thomas Alva Edison,
ranches, forest products, and
James Weldon Johnson,
phosphate rock mining. In Key West
Marjorie Kinnan Rawlings, John
and Tampa Bay, cigar making became Gorrie)
a major business. Ybor City, in
Tampa, became a capital for cigar
SS.4.A.9.1 Utilize timelines to
making.
sequence key events in Florida
history.
DRAFT
Assessment
46
New Waves of Change
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will understand the changes that occurred from the late 1800’s and early 1900’s by:
(a) showing how each significant business or industry impacted Florida’s growth.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
The success of many different kinds
of businesses made Florida more and
more popular. Growth continued and
Florida became a very important
economic place.
Assessment
Terms to Know
resort
staple
haven
boomed
recuperate
Crackers
turpentine
DRAFT
47
New Waves of Change
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will understand the changes that occurred from the late 1800’s and early 1900’s by:
(b) explaining how Florida’s railroad system began;
(c) naming those people responsible for building Florida’s railroads;
(d) explaining why the railroads were built in Florida.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
How did the Florida railroad
Following Reconstruction, Florida
SS.4.A.4.1 Explain the effects of
system begin?
rejoined the United States, but many
technological advances on
Floridians felt cut off from the rest of
Florida. (e.g., steam
the country. Florida had few roads
engine, railroads, steamboats,
Identify the people
and needed to build more railroads.
roadways, bridges).
responsible for building
However, the state was in debt from
Florida’s railroads and the
the Civil War and had no finances
SS.4.A.8.4 Explain how tourism
role they played.
with which to expand.
affects Florida's economy and
growth.
Northern businessmen such as
Why were railroads built in
Hamilton Disston saw investment
SS.4.A.9.1 Utilize timelines to
Florida?
opportunities in Florida. He purchased sequence key events in Florida
4 million acres of land from Orlando
history.
to Laek Okeechobee for 25 cents per
acre and helped get Florida out of
SS.4.E.1.1 Identify entrepreneurs
debt.
from various social and ethnic
backgrounds who have
A year later, Henry B. Plant began
influenced Florida and local
building railroads throughout the state, economy. (e.g. Henry Flager,
also connecting Florida’s railways to
Walt Disney, Ed Ball, Alfred
Georgia and opening the way for
Dupont, Julia Tuttle, Vincente
interstate trade and travel. He also
Martinez Ybor).
built hotels and owned and operated
steamboats.
Assessment
William Chipley built railroads that
linked the Panhandle region with the
rest of Florida.
Henry Flagler settled in St. Augustine
DRAFT
48
New Waves of Change
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will understand the changes that occurred from the late 1800’s and early 1900’s by:
(b) explaining how Florida’s railroad system began;
(c) naming those people responsible for building Florida’s railroads;
(d) explaining why the railroads were built in Florida.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
and built the Ponce de Leon Hotel,
which was the most luxurious of its
time. To encourage people to visit, he
built railroads to help connect St.
Augustine and Daytona Beach to
railways that could bring guests all the
way from New York. He also
developed the resort town of Palm
Beach and connected it by railroads.
Assessment
Terms to Know
finances
interstate
expand
entrepreneur
acre
luxurious
investment
DRAFT
49
New Waves of Change
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will understand the changes that occurred from the late 1800’s and early 1900’s by:
(e) explaining why the United States joined in the fight for Cuba’s independence (Spanish-American War);
(f) identifying the key players in the Cuban revolution; and
(g) explaining how Florida played an important military role in the war.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
Why did the United States
By the end of the 1800s, Spain had
SS.4.A.4.1 Explain the effects of
join in the fight for Cuba’s
lost all of its New World colonies
technological advances on
independence (Spanishexcept Cuba and Puerto Rico. Many
Florida. (e.g., steam engine,
American War)?
Cubans did not wish to be under
railroads, steamboats, roadways,
Spanish rule, so they fled to the
bridges).
Florida and other parts of the U.S.
Who were the key players in
They still remained loyal to Cuba.
SS.4.A.6.4 Describe effects of
the Cuban revolution and
Jose Marti, a Cuban writer living in
the Spanish American War on
what roles did they play?
New York, came to Tampa to gain
Florida. (e.g., Rough Riders,
supporters to help Cuba fight for its
cigar industry).
independence. He was the leader of
How did Florida play an
the revolution, but was killed when he SS.4.A.9.1 Utilize timelines to
important military role during went back to Cuba to fight in it.
sequence key events in Florida
the Spanish-American War?
Tomas Estrada Palma became the new history.
leader and later the President of Cuba.
The U.S. had millions of dollars
invested in Cuban businesses, traded
goods with Cuba, and many U.S.
citizens lived there, so the U.S.
watched with interest.
In 1898, the U.S. assisted in the war to
protect its citizens and businesses in
Cuba (Spanish-American War). The
U.S. declared, the Maine, exploded
and sank on Feb. 15, 1898 while
visiting Havana, Cuba. No one really
knows what caused the Maine to
explode, but the U.S. blamed Spain.
DRAFT
50
New Waves of Change
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will understand the changes that occurred from the late 1800’s and early 1900’s by:
(e) explaining why the United States joined in the fight for Cuba’s independence (Spanish-American War);
(f) identifying the key players in the Cuban revolution; and
(g) explaining how Florida played an important military role in the war.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
Thousands of U.S. troops fought in
Cuba. The first major battle, however,
was fought halfway around the world
in the harbor of Manila, in the
Philippine Islands, which was ruled by
Spain. The U.S. fleet led by
Commodore George Dewey, defeated
the Spanish fleet there.
Theodore Roosevelt and his Rough
Riders went to Cuba to help fight.
The Rough Riders were a group of
cowboys and college athletes.
Roosevelt later became governor of
New York and then president of the
United States.
The Spanish-American War lasted
only a few months and was over when
Spain signed a peace treaty giving the
U.S. control of Cuba, Puerto Rico, the
Philippine Islands, and Guam.Cuba
became an independent country rather
that a U.S. territory.
Terms to Know
supporters
revolution
residence
fleet
DRAFT
51
New Waves of Change
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will understand the changes that occurred from the late 1800’s and early 1900’s by:
(h) listing the causes of Florida’s land boom; and
(i) listing some reasons why Florida’s land boom came to an end.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
What were the causes of
Following World War I, large
SS.4.A.4.1 Explain the effects of
Florida’s land boom
numbers of Americans finally had the technological advances on
following World War I
time and money to travel to Florida
Florida. (e.g., steam engine,
(1920s)?
and to invest in real estate. Unlike
railroads, steamboats, roadways,
visitors of the past, these newer
bridges).
arrivals wanted homes and land rather
When and why did Florida’s
than resorts and hotels.
SS.4.A.7.1 Describe the causes
land boom come to an end?
and effects of the 1920's Florida
Land speculators bought land at cheap land boom and bust.
prices and sold at a large profit. Most
of these investors never set foot in the SS.4.A.7.2 Summarize
state. Instead, they hired young,
challenges Floridians faced
ambitious men and women to stand in during the Great Depression.
the hot sun to show land to
prospective buyers and accept a
SS.4.A.8.4 Explain how tourism
“binder” on the sale. Sometimes the
affects Florida's economy and
buyers didn’t have enough money to
growth.
pay for the land; instead they had just
enough money for the binder. They
SS.4.A.9.1 Utilize timelines to
were depending on the prices to
sequence key events in Florida
continually rise.
history.
To get people to come to Florida and
invest in real estate, the Florida
Legislature passed laws that
prohibited state income and
inheritance taxes. Horse and dog
racing also grew in Florida to attract
rich gamblers. Railways continued to
expand.
DRAFT
Assessment
SS.4.E.1.1 Identify entrepreneurs
from various social and ethnic
backgrounds who have
influenced Florida and local
economy. (e.g. Henry Flager,
Walt Disney, Ed Ball, Alfred
Dupont, Julia Tuttle, Vincente
Martinez Ybor).
52
New Waves of Change
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will understand the changes that occurred from the late 1800’s and early 1900’s by:
(h) listing the causes of Florida’s land boom; and
(i) listing some reasons why Florida’s land boom came to an end.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
It was during this time that many
vacation spots were created and some
of our most popular cities were
developed: Davis Island, Naples,
Marco Island, Miami Beach.
Assessment
However the demand for housing was
so high costs soared. Americans who
had migrated to Florida could no
longer afford to live here, and
newspapers started advising people
not to move to Florida.
Railroads could not keep up with the
need to transport building materials to
Florida and started refusing
shipments. Development slowed, land
prices stopped rising and there were
no buyers for the land that speculators
were trying to sell.
An unusually cold winter in 1925
followed by an extremely hot summer,
as well as a series of freezes and
hurricanes, cast doubt on the state’s
reputation as “heaven on earth.”
Florida entered a Florida Depression
four years before the 1929 stock
market crash that put the whole
country into the Great Depression.
DRAFT
53
New Waves of Change
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will understand the changes that occurred from the late 1800’s and early 1900’s by:
(h) listing the causes of Florida’s land boom; and
(i) listing some reasons why Florida’s land boom came to an end.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
Terms to Know
pensions
gamblers
profit
sword
indispensable
fringe benefits
destination
inflated
momentum
perspective
reputation
DRAFT
54
Dark Years of Depression and War
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate an understanding of the effects of the Great Depression and World War II on Florida by:
(a) identifying the causes of the Great Depression; and
(b) naming programs created by the New Deal.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
What were the causes of the
Severe hurricanes damaged large
SS.4.A.4.1 Explain the effects of
Great Depression?
portions of south Florida as the 1920s technological advances on
came to an end. An outbreak of the
Florida. (e.g., steam
Mediterranean fruit fly in a grapefruit engine, railroads, steamboats,
What was the New Deal and
grove near Orlando spread rapidly
roadways, bridges).
who established it?
across the state, killing most of the
citrus crop and resulting in a
SS.4.A.9.1 Utilize timelines to
quarantine of all remaining citrus.
sequence key events in Florida
What programs were created
These catastrophes added to the
history.
by the New Deal?
burden already placed on Florida by
the previous wars.
SS.4.G.1.3 Explain how weather
impacts Florida. (e.g.,
The “Great Depression” began when
hurricanes, thunderstorms,
the stock markets fell in 1929 (Great
drought, mild climate).
Stock Market Crash of 1929).
In 1931 the Florida Legislature
created a State Racing Commission
which legalized betting at both horse
and dog racing tracks and at all Jai
Alai frontons. Taxes paid to the states
from the betting aided the State.
Banks closed their doors during the
depression. Families lost all their
money. Families couldn’t afford a
place to live or food to eat. They
couldn’t buy goods and services,
which meant most businesses had to
close. Over 12 million people across
the U.S. were unemployed at the peak
DRAFT
55
Dark Years of Depression and War
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate an understanding of the effects of the Great Depression and World War II on Florida by:
(a) identifying the causes of the Great Depression; and
(b) naming programs created by the New Deal.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
of the depression. In Florida, there
were over 90,000 people affected by
the depression.
The federal government gave help to
people by providing financial aid
called relief. Tourism helped Florida a
little. Florida State Police were
stationed at Florida’s border to turn
people away if they did not have
enough money or a job to support
them while they were in the state.
In 1933, Franklin D. Roosevelt
initiated the “New Deal”, a plan to get
people back on their feet. Programs
included in the plan were the Civilian
Conservation Corps and the Works
Progress Administration. By the end
on the 1930s, the U.S. was beginning
to come out of the depression. People
were once again able to find jobs and
take care of their families.
Terms to Know
outbreak
preserves
quarantine
redevelop
imposed
depression
legalized
DRAFT
56
Dark Years of Depression and War
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate an understanding of the effects of the Great Depression and World War II on Florida by:
(c) explaining why America entered World War II;
(d) listing some reasons why Florida was ideal for building military bases;
(e) discussing some of the events that took place in Florida during the war; and
(f) describing the economic growth Florida experienced during and after World War II.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
Why did America enter World In 1940, Florida was still the leastSS.4.A.4.1 Explain the effects of
War II?
populated southern state, but World
technological advances on
War II changed this statistic.
Florida. (e.g., steam engine,
railroads, steamboats, roadways,
Why was Florida ideal for
The U.S. entered World War II the
bridges).
building military bases?
day following the December 7, 1940
Japanese attack on Pearl Harbor.
SS.4.A.8.1 Identify Florida's role
in the Civil Rights Movement.
Describe the events that took
The warm climate in Florida made it
(e.g., Tallahassee Bus Boycotts,
place in Florida during World the perfect place to build military
civil disobedience).
War II.
bases and train soldiers. Florida soon
had 172 military installations, the two SS.4.A.8.2 Describe how and
largest being Camp Blanding in Starke why immigration impacts Florida
Describe the economic
and the Jacksonville Naval Air
today.
growth Florida experienced
Station.
during and after World War
SS.4.A.9.1 Utilize timelines to
II.
German U-Boats sank over 24 ships
sequence key events in Florida
off Florida’s Atlantic and Gulf Coasts. history.
In late February 1942, German
submarines attacked four merchant
ships off the east coast near Cape
Canaveral. German spies were able to
come on shore at Ponte Vedra, but
were captured before they could blow
up Florida’s railroad lines and stop the
shipment of war supplies.
World War Ii provided the greatest
economic growth in American history.
DRAFT
57
Dark Years of Depression and War
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate an understanding of the effects of the Great Depression and World War II on Florida by:
(c) explaining why America entered World War II;
(d) listing some reasons why Florida was ideal for building military bases;
(e) discussing some of the events that took place in Florida during the war; and
(f) describing the economic growth Florida experienced during and after World War II.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
War contracts helped to rebuild
Florida’s manufacturing, agricultural
and tourism businesses. With the
rebuilding of industry, many jobs
were available, but most men were off
fighting in the war. Women began
taking over men’s jobs, working in
shipyards, welding shops, and military
bases. They helped run the agriculture
industry and volunteered as nurses,
fire fighters, and even police officers.
Florida’s citrus industry thrived and
Florida became the top state in the
country for the first time in 1942-43,
surpassing California.
During the War, people had to cut
back on food and all supplies that they
bought. Everything was in short
supply.
America and its allies eventually won
the war in 1945, but at a tragic cost.
Over 400,000 Americans (3000
Floridians) were killed. These men
and women are remembered each year
on Veteran’s Day (November 11)
DRAFT
58
Dark Years of Depression and War
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will demonstrate an understanding of the effects of the Great Depression and World War II on Florida by:
(c) explaining why America entered World War II;
(d) listing some reasons why Florida was ideal for building military bases;
(e) discussing some of the events that took place in Florida during the war; and
(f) describing the economic growth Florida experienced during and after World War II.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
The 1940s ended with America,
particularly Florida, moving into
prosperous times.
Terms to Know
statistic
convoys
quaint
vacant
premium
attic
installations
welding
allies
makeshift
bonds
sacrifice
merchant
patented
prosperous
DRAFT
59
Modern Florida
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will be able to describe modern Florida by:
(a) identifying the geographic and climatic characteristics of Florida that made it the best location for the space program;
(b) describing how the space program affected the economy and growth of the eastern coast of Florida;
(c) explaining how NASA was created;
(d) stating how the space program has affected the people of Florida; and
(e) explaining the process of growth that the space program undertook.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
What geographic and climatic The U.S. Air Force acquired the land
SS.4.A.4.1 Explain the effects of
characteristics of Florida
at Cape Canaveral in the 1940s and in technological advances on
make it the best location for
late 1950, opened a missile testing
Florida. (e.g., steam
the space program?
station there. The location was perfect engine, railroads, steamboats,
because:
roadways, bridges).
it was isolated and would not
How did the space program
SS.4.A.8.3 Describe the effect of
threaten humans
affect the economy and
the climate was temperate year the United States space program
growth of the eastern coast of
on Florida's economy and
round and provided a great
Florida?
growth.
many launching opportunities
it was on the coast and had
SS.4.A.8.4 Explain how tourism
access to tracking stations in
How was NASA created?
affects Florida's economy and
the Caribbean.
growth.
Beginning on July 24, 1950 and
How has the space program
SS.4.A.9.1 Utilize timelines to
throughout the next decade, rockets
affected the people of
sequence key events in Florida
were launched in an effort to keep up
Florida?
history.
with the Soviet Union’s space
program.
SS.4.G.1.2 Locate and label
Explain the process of growth The Cape Canaveral space program
cultural features on a Florida
the space program took.
brought business to Florida and began map. (e.g., state capital, major
cities, tourist attractions).
to boost the economy. In 1958, the
National Aeronautics and Space
Administration, NASA, was created to SS.4.E.1.2 Explain Florida's role
in the national and international
conduct space operations. NASA
economy and conditions that
employed mostly civilians.
attract businesses to the state.
DRAFT
60
Modern Florida
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will be able to describe modern Florida by:
(a) identifying the geographic and climatic characteristics of Florida that made it the best location for the space program;
(b) describing how the space program affected the economy and growth of the eastern coast of Florida;
(c) explaining how NASA was created;
(d) stating how the space program has affected the people of Florida; and
(e) explaining the process of growth that the space program undertook.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
On February 20, 1962, Jon Glenn
(e.g., tourism, agriculture,
became the first American to go into
phosphate, space industry).
orbit.
When President Kennedy was
assassinated in 1963, the Cape’s name
was changed to Cape Kennedy, but
was later changed back to Cape
Canaveral. However, the complex
was renamed the Kennedy Space
Center.
The Gemini Program began and larger
spacecraft that could hold two
astronauts were built. Docking with
other spacecrafts, extended lengths of
space flights, and space walks were
initiated.
On July 20, 1969, the Apollo Program
resulted in Neil Armstrong stepping
onto the surface of the moon and
saying, “That’s one small step for
man, one giant leap for mankind.”
Visits to the moon continued.
The space shuttle program began in
the 70s and flourished in the 80s.
DRAFT
61
Modern Florida
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will be able to describe modern Florida by:
(a) identifying the geographic and climatic characteristics of Florida that made it the best location for the space program;
(b) describing how the space program affected the economy and growth of the eastern coast of Florida;
(c) explaining how NASA was created;
(d) stating how the space program has affected the people of Florida; and
(e) explaining the process of growth that the space program undertook.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
Watching space shuttle launches at the
Cape and outside homes across
Florida, became a favored activity.
The entire state suffered on Jan. 28,
1986 when the Challenger space
shuttle exploded and killed all seven
members of the crew, including
teacher Christa McAuliffe, the first
civilian astronaut.
Florida remains closely associated
with NASA and the space program.
Terms to Know
Corrientes
isolated
decade
orbit
associated
inhabited
climate
budding
assassinated
vastness
confrontation
temperate
DRAFT
62
Modern Florida
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will be able to describe modern Florida by:
(a) identifying the geographic and climatic characteristics of Florida that made it the best location for the space program;
(b) describing how the space program affected the economy and growth of the eastern coast of Florida;
(c) explaining how NASA was created;
(d) stating how the space program has affected the people of Florida; and
(e) explaining the process of growth that the space program undertook.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Assessment
chartered
development
Canaveral
launching
civilians
flourished
DRAFT
63
Modern Florida
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will be able to describe impacts on modern Florida by:
(f) determining the amount of time it took for black Floridians to achieve equal rights;
(g) naming important leaders in the Civil Rights Movement in Florida;
(h) explaining the importance of equal rights for all people;
(i) describing the impact that the Civil Rights Movement had on the economic growth of Florida; and
(j) identifying the injustices caused by segregation.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
How long did it take for black The Civil Rights Movement began
SS.4.A.8.1 Identify Florida's role
Floridians to achieve equal
when black Americans were not
in the Civil Rights Movement.
rights?
treated with the same fairness and
(e.g., Tallahassee Bus Boycotts,
equality as white Americans. This is
civil disobedience).
called discrimination. Segregation
Name the important leaders in forced blacks and whites to attend
SS.4.A.8.2 Describe how and
the Civil Rights Movement in different schools and the quality of
why immigration impacts Florida
Florida.
education was not as good for black
today.
children. This led to the
developments of their own schools by SS.4.A.9.1 Utilize timelines to
Why is equal rights for all
African Americans (Daytona Literacy sequence key events in Florida
people important?
and Industrial Training School for
history.
Negro Girls started by Marty McLeod
Bethune).
What impact did the Civil
Rights Movement have on the The NAACP (National Association
economic growth of Florida?
for the Advancement of Colored
People was formed in 1909 to fight for
equal rights and the end of racial
Explain the injustices caused
discrimination.
by segregation.
In the 1940s, the NAACP in Florida
started a campaign called the “Double
V”; victory against racism overseas
and against racism at home.
Assessment
After the war ended, Florida
lawmakers created the Minimum
DRAFT
64
Modern Florida
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will be able to describe impacts on modern Florida by:
(f) determining the amount of time it took for black Floridians to achieve equal rights;
(g) naming important leaders in the Civil Rights Movement in Florida;
(h) explaining the importance of equal rights for all people;
(i) describing the impact that the Civil Rights Movement had on the economic growth of Florida; and
(j) identifying the injustices caused by segregation.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Foundations Program to strengthen
the education system in Florida and to
upgrade black schools in Florida so
that the federal courts would not
accuse Florida of having an unfair,
unequal public education system.
Assessment
The Ku Klux Klan, a group of white
men who resented the changes and did
not want blacks to have equal rights,
lashed out at blacks. African
Americans who complained or spoke
out about unfair wages or work
conditions were sometimes jailed.
In 1950 members of the Ku Klux Klan
killed Harry T Moore and his wife
because of their development of an
NAACP chapter in Brevard County
and their campaign to register blacks
to vote in Florida. Although an
investigation uncovered a network of
local officials, police and Klan
members who were suppressing the
rights of blacks, no legal action was
taken and Moore’s killers were never
brought to trial.
DRAFT
65
Modern Florida
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will be able to describe impacts on modern Florida by:
(f) determining the amount of time it took for black Floridians to achieve equal rights;
(g) naming important leaders in the Civil Rights Movement in Florida;
(h) explaining the importance of equal rights for all people;
(i) describing the impact that the Civil Rights Movement had on the economic growth of Florida; and
(j) identifying the injustices caused by segregation.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
In 1954 the Supreme Court decided to
end school segregation. The entire
African American community
boycotted when two black women
(1956) were arrested in Tallahassee
for sitting in the front seats of a bus.
Assessment
Dr. Martin Luther King, Jr. visited
Florida in 1964, advocating organized
groups to march in protest. One of
these marches took place in St.
Augustine. More marches followed.
Finally, the U.S. passed a law called
the Civil Rights Act of 1964, which
outlawed segregation.
The advances of the Civil Rights
movement also influenced the
Seminole Indians and the Hispanic
community to work for equal rights.
Women also pushed to win equal
rights with men.
When Floridians are not treated with
fairness and equality they use the legal
process. The courts resolve the issue
and ensure civil rights as Americans.
DRAFT
66
Modern Florida
Fourth Grade Social Studies – Curriculum Map
Objective of Learning
The student will be able to describe impacts on modern Florida by:
(f) determining the amount of time it took for black Floridians to achieve equal rights;
(g) naming important leaders in the Civil Rights Movement in Florida;
(h) explaining the importance of equal rights for all people;
(i) describing the impact that the Civil Rights Movement had on the economic growth of Florida; and
(j) identifying the injustices caused by segregation.
Essential Questions
Essential Content & Understanding
Essential Skills and Benchmarks
Terms to Know
equality
boycott
discrimination
advocated
segregation
integration
racist
wages
racism
mobilized
DRAFT
Assessment
67