Timucua meets Spanish Armada
- Grade Level:
- Fourth Grade
- American Indian History and Culture, Archaeology, Colonial History, Hispanic or Latino American History and Culture, History, Mathematics, Reading
- Lesson could be broken up into two 45 minute sessions or each activity can be done separately.
- Group Size:
- Up to 24
OverviewThis lesson is designed to give students a better understanding of the Timucua people, their relationship with Spaniards and the need of historical documents in addition to archeology. Lesson can be used as the second lesson, following Archeology: Digging into the Castillo
The students will understand the importance of historical documents, how they are used to decipher history. Students will practice using historical documents, comparing and contrasting between documents. Students will also practice converting units in both metric and customary systems.
The French and Spanish were competing to claim Florida as their territory. It was the immediate business of Pedro Menendez’s to frustrated settlements of the French Huguenots discover by Ponce de Leon. He was to convert the native Timucua to Catholicism by establishing missions and take over Florida for the Crown of Spain. In addition, control of Florida and the establishment of St.Augustine played an important role to protect the treasure fleets coming from Cuba, riding the Gulf Stream back to Spain.
Teacher notes also listed on Understanding Historical Documents sheet.
Introduction Activity 1 (15 minutes): Show students the picture from Understanding Historical Documents. Have student's journal what they can inferfrom this picture. Are their inferences correct? What do they notice about the Timucua compared to the French soldier? See teacher note on document
In this engraving Chief Atore is showing Laudonniere how much respect his people show to the French monument. Note: The Timucua were not giants,though they look like it here. The engraving prompts us to compare a 5'5'' French explorer with a possibly 6- foot-tall chief, whose hair is decorated andtied atop his head. De Bry wants you to think the Timucua are giants. Leads into Point of View… What is the author's point of view? Does this picture show abias towards the Timucua? When reading historical documents such as Spanish journals or memoirs, historians have to take to account the bias and point of viewthat it was written in.
Read over the document Understanding Historical Documents with students oruse information during discussion of picture.
Activity 2 (45 minutes): Students will read the document: The First Account of the Timucua by Pedro Menendez, These excerpts, although same account, were taken from the two different sources listed below. After students finish they are to create a Venn diagram or chart, comparing and contrasting the two accounts. What are the similarities between the two accounts of the meeting with the Timucua? What are the differences? Venn diagram worksheet included in resources.
After Venn diagram is completed, teacher to lead discussion about similarities and differences. Students are to complete a journal entry from the view point of the Timucua, meeting the Spanish for the first time when they landed in St. Augustine. How did you feel? What were you thinking? What did you see?
Bibliography for Document
Barrientos, Bartolome. Pedro Menendez de Aviles Founder of Florida. Gainesville: University of FloridaPress, 1965.
Meras, de Solis. Pedro Menendez De Aviles. Gainesville: University of Florida Press, 1964.
(Suggested time for reading 20 minutes reading to compare and contrast, 15 minute discussion. Teacher to decide to either to read as a whole group activity or students may read independently. Students may fill out Venn diagram with a partner or independently. 10 minute journal entry assessment)
Activity 3 (30 minutes): Use the Timucua tribes and Towns: Converting Distance Worksheet. Students will learn what a Spanish league in comparison to both Metric and Customary conversions. Students will convert the distances from St. Augustine and Timucua towns or Spanish Missions. Conversion tables are provided on the worksheet.
Teachers can use Venn Diagram Worksheet to assess compare and contrast skill. Journal entry may be used to assess student’s understanding of point of view. The Timucua Tribes and Towns Converting Distance Worksheet may be used as an assessment for converting distance for measurement of customary and metric units as well as multiplying with a decimal.
To teach students about the importance of historical documents, understanding primary sources and the Timucua people native to Northern Florida. This lesson uses primary sources of Pedro Menendez’s first accounts with the Timucua. By analyzing these accounts, students will better understand the Timucua culture and the need to build the Castillo de San Marcos.
This lesson could be used as a follow up lesson to the Archeology lesson.
Common Core Standards:
W1 Write opinion pieces on topics or texts, supporting a point of view with
Key Ideas and Details:
RI 1 Quoting accurately from text when explaining what the text says and when
drawing inferences from text.
RI 2 Determine main idea from text and how it is supported by key details.
Craft and Structure:
RI 4 Determine the meaning of general academic and domain-specific words and
phrases in the text.
RI 5 Compare and contrast overall structure of events, ideas, concepts or
information in two or more texts.
RI 6 Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
Social Studies NGSSS
SS.4.A.1.1 Use primary and secondary sources to identify significant
individuals and events throughout Florida history.
SS.4.A.1.2 Synthesize information related to Florida history through
print and electronic media.
SS.4.A.2.1 Compare Native American tribes in Florida
SS.4.A.3.2 describe causes and effects of European colonization’s on the
Native American tribes of Florida.
SS.4.A.3.3 Identify the significance of St. Augustine as the oldest
permanent European settlement in the United States.
SS.4.A. 3.4 Explain the purpose of daily life on the mission.
SS.4.A.3.7 Identify nations that controlled Florida (France, Spain,
England) before it became a US territory.
SS.5.A.1.1 Use primary and secondary sources to understand history
SS.5.A.2.2 Identify Native American tribes from different geographic
SS.5.A.2.3 Compare cultural aspects of Native American tribes from
different geographic regions of North America.
SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates
and routes of travel, accomplishments) the European explorers.
SS.5.A.3.3 Describe interactions among Native Americans in the struggle
for North American. Particularly Africans, English, French, Dutch and
Spanish for control of North America.
SS.5.A.4.1 Identify reasons for colonial settlement.
VocabularyFrom Readings: Armada, Adelantado, harquebusiers, missions, Spanish league
Important People: Rene Laudonniere, Pedro Menendez de Aviles, Timucua, Solis de Meras, Jean Ribaut, Huguenots