GRADE: 4
Blended Lives
Lesson 2
Preserving Our Legacy
The Historic Capitol
Learning Goal:
The students will be able to explain the significance of the historic Capitol of Florida and the branches of
government it housed.
Materials and Resources needed for all Core Activities:
1.
2.
3.
4.
5.
Pencils/ Pens/colored pencils
Copies of the Capitol pictures
Comic strips
Copies of the Capitol pictures (courtesy of the Florida Memory Project)
Copies of the Old Capitol Map
Suggested Teaching Time: 30-60 minutes
1. Explain to the students that they will be taking a field trip to the Florida Historic Capitol
Museum and the Riley House Museum. Also explain that they will be reviewing some of the
material that will be covered at the two museums but that we want to study how preserving
our history is so vital to our community the government to make society better.
2. Potential hook exercise: (Whole group) Show photos of the old and new Capitol buildings
(perhaps zoom in with Google Earth) and ask students to identify what the buildings are,
where they are, why there are two, who works there etc...
3. Show this 4 minute video about the Capitol
https://www.youtube.com/watch?v=ecSOVwiu070
4. Give students the images of Florida’s Capitol building through time and ask them to
collaborate and place them in sequential order.
5. Once the students are done teacher should place all students around the line of pictures and
correct any mistakes.
ALL LESSONS AND ACTIVITIES CAN BE EDITED FOR YOUR CLASSROOM AND CAN SERVE AS SOCIAL
STUDIES BENCHMARK CORRELATION
6. While viewing the images as a class ask questions to illicit the ultimate goal of having
students understand that as the state grew the government (i.e. Capitol building) had to
expand over time.
a. What do you notice? (differences, architectural changes, image quality, etc)
b. What changes over time do you notice?
c. Why does it get bigger? (state is growing therefore gov’t)
7.
Have student complete the “About Our Government” de coding worksheet and/or the Maze
activity (The Florida Senate Handbook for Kids)
8. Reflection question: Who or What does the Historic Capitol symbolize? (ticket out the door
that will connect to the lesson 3 which is the preservation of both Riley House and Capitol)
9. Extension: Using their worksheet, conversations, pictures, etc. students will then create an
illustrated story complete with characters if possible (Governor, legislator, & Supreme Court
judge) explaining the historic capitol’s purpose and history as best as they can. It is always
best to show an example/non example. Extension: It would be great if the final scene of
their comic should be a character explaining why the historic capitol is a symbol for Florida.
Extension Activities:
Use the Capital museum map to have students identify historically important rooms and imagine what
historically events/ decisions took place there.
Social Studies
SS.4.A.1.1
SS.4.A.1.2
SS.4.A.8.4
SS.4.A.9.1
SS.4.C.1.1
SS.4.C.2.1
SS.4.C.2.2
SS.4.FL.2.5
Language Arts
LAFS.4.RL.1.1
LAFS.4.RI.1.2
LAFS.4.RI.1.3
Analyze primary and secondary resources to identify significant individuals and events throughout Florida history.
Synthesize information related to Florida history through print and electronic media.
Explain how tourism affects Florida's economy and growth.
Utilize timelines to sequence key events in Florida history.
Describe how Florida's constitution protects the rights of citizens and provides for the structure, function, and purposes
of state government.
Discuss public issues in Florida that impact the daily lives of its citizens.
Identify ways citizens work together to influence government and help solve community and state problems.
Explain that costs are things that a decision maker gives up; benefits are things that a decision maker gains. Make an
informed decision by comparing the costs and benefits of spending alternatives.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from text.
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what
happened and why, based on specific information in the text.
ALL LESSONS AND ACTIVITIES CAN BE EDITED FOR YOUR CLASSROOM AND CAN SERVE AS SOCIAL
STUDIES BENCHMARK CORRELATION
LAFS.4.RI.2.4
LAFS.4.RI.3.7
LAFS.4.RF.3.3
LAFS.4.RF.4.4
LAFS.4.W.1.2
LAFS.4.W.3.7
LAFS.4.W.3.9
LAFS.4.W.4.10
LAFS.4.SL.1.1
LAFS.4.SL.1.2
LAFS.4.SL.2.4
LAFS.4.SL.2.6
LAFS.4.L.1.1
LAFS.4.L.2.3
LAFS.4.L.3.4
LAFS.4.L.3.5
LAFS.4.L.3.6
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a
grade 4 topic or subject area.
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) and explain how the information contributes to an
understanding of the text in which it appears.
Know and apply grade-level phonics and word analysis skills in decoding words.
Read with sufficient accuracy and fluency to support comprehension.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable
pace.
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where
informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task
and situation.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4
reading and content, choosing flexibly from a range of strategies.
Demonstrate understanding of word relationships, and nuances in word meanings.
Acquire and use accurately general academic and domain-specific words and phrases as found in grade level
appropriate texts, including those that signal precise actions, emotions, or states of being (e.g., wildlife,
conservation, and endangered when discussing animal preservation).
ALL LESSONS AND ACTIVITIES CAN BE EDITED FOR YOUR CLASSROOM AND CAN SERVE AS SOCIAL
STUDIES BENCHMARK CORRELATION
ALL LESSONS AND ACTIVITIES CAN BE EDITED FOR YOUR CLASSROOM AND CAN SERVE AS SOCIAL
STUDIES BENCHMARK CORRELATION
ALL LESSONS AND ACTIVITIES CAN BE EDITED FOR YOUR CLASSROOM AND CAN SERVE AS SOCIAL
STUDIES BENCHMARK CORRELATION
ALL LESSONS AND ACTIVITIES CAN BE EDITED FOR YOUR CLASSROOM AND CAN SERVE AS SOCIAL
STUDIES BENCHMARK CORRELATION
ALL LESSONS AND ACTIVITIES CAN BE EDITED FOR YOUR CLASSROOM AND CAN SERVE AS SOCIAL
STUDIES BENCHMARK CORRELATION
ALL LESSONS AND ACTIVITIES CAN BE EDITED FOR YOUR CLASSROOM AND CAN SERVE AS SOCIAL
STUDIES BENCHMARK CORRELATION
ALL LESSONS AND ACTIVITIES CAN BE EDITED FOR YOUR CLASSROOM AND CAN SERVE AS SOCIAL
STUDIES BENCHMARK CORRELATION