Post-Visit Lesson 1
Grade Levels: 1–2
3–5
6–8
Tracing Our Steps
Sunshine State Standards
OVERVIEW
This lesson will reinforce the information the students were exposed to during their visit to Mission San Luis. It
focuses on Florida’s Spanish and Apalachee heritage, emphasizes the story of early Spanish exploration, and touches
on Florida’s current demography. This activity increases student’s awareness of Florida’s early Spanish exploration,
cartography, and geography.
GOALS
•
The student will be introduced to the naval routes of early Spanish explorers.
•
The student will understand the significance and consequence of early European exploration.
•
The student will become aware that their community has important historical roots.
Course of Study
The following activity has been designed for grades 1–8. It correlates with the Sunshine State Standards and enhances skills assessed through FCAT, specifically for grades 3, 4, and 5. Preparation
Make copies of handouts. Read A Teacher Guide.
Procedure
Grades 1–2 Students are given a copy of a 17th century map of Florida and questions that require drawing
conclusions based upon the information presented during the visit to Mission San Luis.
Grades 3–5
Students are given a copy of a 17th century map of Florida. They read the explanation and answer
questions that involve locating places on the map and drawing conclusions presented during the
visit to Mission San Luis.
Grades 6–8 Students are given copies of the maps and the included handout. After reviewing the maps, they
create their own map of Florida and the Caribbean (La Florida y el Caribe). After the map is
complete, they trace a series of land and naval routes relevant to Spanish exploration.
Post-Visit Lesson 1 — Overview
Post-Visit Lesson 1
Grade Levels: 1–2
Student Handout
17th Century Map of La Florida
Think & Match:
1. The year the Spanish and Apalachees left the mission
a. Mission San Luis
The native people who lived in Tallahassee
c. St. Augustine 2. The first Europeans in Florida
4. The name of the mission in Tallahassee
3. 5. Another important Spanish city in Florida
b. The Spanish
d. The Apalachee Indians
e. 1704
Apply:
6. Trace over El Camino Real (the Royal Road that went from St. Augustine through
Mission San Luis)
7. Draw a star where you think Tallahassee is today.
Post-Visit Lesson 1 — Student Handout
Post-Visit Lesson 1
Grade Levels: 3–5
Student Handout
PAGE 1
17th Century Map of La Florida
This is a map of Florida drawn in 1630. As you can see, it is quite different from the map of
Florida we recognize today. On your own, see if you can identify the Florida Peninsula, the Gulf
of Mexico, and Cuba. Then look at this map and answer the questions on the next page.
Post-Visit Lesson 1 — Student Handout
Post-Visit Lesson 1
Grade Levels: 3–5
Student Handout
PAGE 2
Tracing Our Steps
Think & Apply:
1) Where is Florida on this map? circle it
2) Where is Mission San Luis on the map? draw a star
3) San Luis was the western capital of the Spanish Missions in Florida. Today what do we call
this area? City of
4) The ships that brought Spanish goods to Mission San Luis came from Cuba. Draw a line
from Cuba to Mission San Luis.
5) Why did the Spanish build missions on Apalachee land?
Post-Visit Lesson 1 — Student Handout
Post-Visit Lesson 1
Grade Levels: 6–8
Student Handout
PAGE 1
Tracing Our Steps
The Apalachee Province and the First Europeans to Reach America
As Hernando de Soto’s forces crossed the Aucilla River in 1539 into the land of the
Apalachee, fierce warriors with “skin painted all over with red ochre and with their heads
full of multicolored feathers” attempted to block their advance. All along the trails de Soto
had followed since his landing in Tampa Bay, he and his men had heard “many praises and
wonders” about this province as “a very large one with an abundance of maize and warriors
who would riddle them with arrows, butcher them, burn and destroy them.” Eleven years
earlier, natives in Tampa Bay told another Spanish expedition that they would find gold in
Apalachee along with other things that the Spaniards valued. The tales of gold and silver
and of a large province proved untrue, but the soldiers did find an abundance of maize and
other foods along with fierce unrelenting opposition, which burned the name Apalachee
into their memories.
From: The Apalachee Indians and Mission San Luis, Hann and McEwan.
Map Maker Enrichment:
Study the maps that are included in this lesson. Notice how the maps of the 17th century differ
from those created today. What modern technology allows us to see the exact geography of the
earth today? Pretend you are a 17th century cartographer who has been invited to join de Soto
and his men. Draw a map of “La Florida y el Caribe” (Florida and the Caribbean) and include
the following places and features:
• Florida
• Atlantic Ocean
• St. Augustine
• Ochlocknee River • Aucilla River
• Apalachee (modern day Tallahassee)
• Gulf of Mexico
• Cuba
• Tampa
• St. Marks
•Mission San Luis (approximately)
Trace a route from Tampa to the Apalachee area.
Trace the route the Spanish took from St. Augustine to Mission San Luis (El Camino Real).
Trace a route from Mission San Luis to St. Marks.
Trace a route from St. Marks to Cuba.
Post-Visit Lesson 1 — Student Handout
Post-Visit Lesson 1
Grade Levels: 6–8
Student Handout
PAGE 2
Tracing Our Steps
Jacques Lemoyne, 1564
Post-Visit Lesson 1 — Student Handout
Post-Visit Lesson 1
Grade Levels: 6–8
Student Handout
PAGE 3
Tracing Our Steps
Cornielle Wytfliet, 1592
Post-Visit Lesson 1 — Student Handout
Post-Visit Lesson 1
Grade Levels: 6–8
Student Handout
PAGE 4
Tracing Our Steps
Johannes de Laet 1630
Post-Visit Lesson 1 — Student Handout
Post-Visit Lesson 1
Grade Levels: 6–8
Student Handout
PAGE 5
Tracing Our Steps
Johannes de Laet 1630
Post-Visit Lesson 1 — Student Handout
Post-Visit Lesson 1
Grade Levels: 6–8
Student Handout
PAGE 6
Tracing Our Steps
Modern 21st Century
Post-Visit Lesson 1 — Student Handout
10
Sunshine State Standards
Post-Visit Lesson 1
Completion of Post-Visit Lesson 1 meets benchmarks found in:
Grades 1–2
• Social Studies
Time, Continuity,
and Change/History
People, Places, and
Environments/
Geography
Grades 3–5
• Language Arts
Reading
•
Social Studies
Time, Continuity,
and Change/History
People, Places,
and Environments/
Geography
Grades 6–8
• Language Arts
Reading
•
Mathematics
Geometry and
Spatial Sense
•
Social Studies
Time, Continuity,
and Change/History
People, Places, and
Environments/
Geography
•
Visual Arts
Skills & Techniques
SS.A.1.1 — The student understands historical chronology and the historical
perspective.
SS.A.4.1 — The student understands U.S. history to 1880.
SS.B.1.1 — The student understands the world in spatial terms.
SS.B.2.1 — The student understands the interactions of people and the
physical environment.
LA.A.1.2 — The student uses the reading process effectively.
SS.A.1.2 — The student understands historical chronology and the historical
perspective.
SS.A.6.2 — The student understands the history of Florida and its people.
SS.B.1.2 — The student understands the world in spatial terms.
SS.B.2.2 — The student understands the interactions of people and the
physical environment.
LA.A.1.3 — The student uses the reading process effectively.
MA.C.1.3 — The student describes, draws, identifies and analyzes
two- and three-dimensional shapes.
SS.A.1.3 — The student understands historical chronology and the historical
perspective.
SS.A.6.3 — The student understands the history of Florida and its people.
SS.B.1.3 — The student understands the world in spatial terms.
SS.B.2.3 — The student understands the interactions of people and the
physical environment.
VA.A.1.3 — The student understands and applies media, techniques, and
processes.
Sunshine State Standards — Post-Visit Lesson 1