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America's Swamp: The Historical Everglades Lesson Plan Create d by Rebecca Fitzsimmons May Mann Jennings and the Everglades http://ufdc.ufl.edu/UF00091225/00001/11x P http://ufdc.ufl.edu/UF00091225/00001/12x Grade 4: This lesson will begin by te aching students about the Everglades and include history related to the formation of the Everglades National Park. The role of May Mann Jennings and the Florida Federation of Women's Clubs in forming the Royal Palm State Park will be discussed. This will l ead to a study of Jennings' role as an influential citizen, and to a study of other influential Florida women. Objectives: Students will: Gain an understanding of how civic leaders can make important social changes. Learn about May Mann Jennings and her i mpact on the establishment of the Royal Palm State Park. Create a biographical timeline of an important Florida historical figure Learn about the Everglades ecosystem and associated issues Time and Resources: 6 forty minute classes Computers with Intern et access Library materials Everglades book by Jean Craighead George Everglades Forever: Restoring America's Great Wetland book by Trish Marx Colored pencils or markers 18 x 24 Poster board or paper
America's Swamp: The Historical Everglades Lesson Plan Create d by Rebecca Fitzsimmons Sunshine State Standards (grade 4) Social Studies: Am erican History, Standard 1: Historical Inquiry and Analysis o SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. o SS.4.A.1.2 Synthesize information related to Florida history through print and electronic media. American History, Standard 9: Chronological Thinking o SS.4.A.9.1 Utilize timelines to sequence key events in Florida history. Geography, Standard 1: The World in Spatial Terms o SS.4.G.1.1 Identify physical features of Florida. Civics and Government, Standard 2: Civic and Political Participation o SS.4.C.2.2 Identify ways citizens work together to influence government and help solve community and state problems. Language Arts: Reading Process, Standard 7: Reading Comprehension The student uses a variety of strategies to comprehend grade level text. o LA.184.108.40.206 The student will identify the authors purpose (e.g., to inform, entertain, explain) in text and how an author's perspective influences text o LA.220.127.116.11 The student will dete rmine explicit ideas and information in grade level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasing Writing Process, Standard 1: Prewritin g The student will use prewriting strategies to generate ideas and formulate a plan. o LA.18.104.22.168 The student will prewrite by organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing tha t prioritizes ideas and addresses the main idea and logical sequence. Writing Process, Standard 5: Publishing The student will write a final product for the intended audience. o LA.22.214.171.124 The student will use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate o LA.126.96.36.199 The student will share the writing with the intended audience.
America's Swamp: The Historical Everglades Lesson Plan Create d by Rebecca Fitzsimmons Communication, Standard 2: Listening and Speaking The student effectively applies listening and speaking strategie s. o LA.188.8.131.52 The student will listen to information presented orally and show an understanding of key points o LA.184.108.40.206 The student will share the writing with the intended audience. The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion. Brief Note About May Mann Jennings: May Mann Jennings (1872 1963) was a political activist and champion of beautification and conservation, among other causes. She was married to Governor William Sherman Jennings, who, while in office from 1901 to 1905, led efforts to drain and reclaim Everglades lands for economic development Improvement Fund under Governor Napoleon B. Broward. s in clearing the natural ecosystem, Jennings worked to get a royal palm hammock in Paradise Key designated as a state park during her 1914 to 1917 Clubs. After the area was established as Royal Palm State Park in 1915 she continued work with the Federation to beautify and improve the park. This work conserved a small piece of the Everglades for public use and spearheaded a tourism drive to the area, which was not seen as a contrast to her husband drainage and reclamation efforts. Rather, the park was something of a complement to other types of Everglades development undertaken at the time. May Mann Jennings was a powerful force in early twentieth century conservation, an interest shared by many State Park and eventually went on to help with the establishment of the larger Everglades National Park. Her exhaustive the Royal Palm State Park is evident in her correspondence, particularly of June and July, 1916. Her letters indicate numerous meetings to plan and resolve issues related to building a lodge to house overnight visitors, constructing a road through the park that would bypass some large and valuable trees, and the potential construction of a bird sanctuary and botanical garden. This correspondence showcases the dedication and management of this protected area. http://ufdc.ufl.edu/UF00091239/00001/8x
America's Swamp: The Historical Everglades Lesson Plan Create d by Rebecca Fitzsimmons Vocabulary: May Mann Jennings Everglades Primary source Secondary source Royal Palm State Park Biography Activities: KWL: In order to prepar e students for learning about the Everglades and related subjects and to encourage active reading and building on existing knowledge, use a KWL chart to record student reactions to the topic. Ask students what they already know about the Everglades and rec ord their reactions on an overhead or white board. Then, ask them what they would like to know about this topic and record those reactions. Finally, return to the chart once the reading and discussion has been completed and ask students to detail what they have learned about the Everglades. Related Literature: Read the illustrated book Everglades by Jean Craighead George. This book is a fictional tale about a Native American storyteller recounting the history, beauty, and destruction of the Everglades to h is five young boat passengers. This reading will give students an understanding of the basic Everglades ecosystem and issues that have plagued this area. Have several students take turns reading aloud to the class. Book: Everglades by Jean Craighead Georg e, illustrated by Wendell Minor, published in 1997 by HarperCollins, ISBN: 0064461947 Read the book Everglades Forever: Restoring America's Great Wetland by Trish Marx. This book contains a photo essay and related text that showcases history and environme ntal aspects of the Everglades. It depicts the studies of a fifth grade class in Homestead, Florida, and will give students information about the Everglades while exposing them to students of a similar age enjoying studying and learning about this topic. Book: Everglades Forever: Restoring America's Great Wetland by Trish Marx, illustrated by Cindy Karp, published in 2004 by Lee & Low Books, ISBN: 1584301643 Choose one book or read both, depending on time allowances. If the class reads both books, hold a short discussion comparing the two. Ask students to identify the differences between fiction and non fiction. Then ask them to consider the message in each text and to share what the author intended audiences to learn. Ask them to identify how actual fact s can be incorporated into a fictional story, and to give examples from the George text. Discuss the use of photographs and drawings within literature and ask the students which types of illustrations they feel are better for fiction or non fiction resourc es, or whether they can convey the same messages; have them explain their ideas about this. Biographical Study: Explain to students that many important people have been involved in efforts to conserve the Everglades and to create a national park. Tell the m that they will be studying a woman named May Mann Jennings who lead efforts by the park area that preserved a portion of what would eventually become the Everglades National Park. To begin, explain to stud ents that a primary source is a document that was created during the time being studied, such as a letter, interview, or diary, and provides information from a person that witnessed a particular time period or event. A secondary source is a document that i nterprets and explains information taken from primary sources; examples include textbooks, encyclopedia articles, and
America's Swamp: The Historical Everglades Lesson Plan Create d by Rebecca Fitzsimmons biographies about the lives of famous people. Point out how both types of resources give us important information when studying the life o f a particular person. Next, use documents from the May Mann Jennings collection within the University of Florida Digital Collections ( http://ufdc.ufl.edu/jmann ) as an activist and leader of the Some documents should be summarized to provide students with background information about Jennings. Ask students to create a timeline of he related events as the information is presented. Then, have students share their timelines with a partner and fill in any gaps. Timeline of selected events in Jennings' life: 1872 Born, April 25th 1874 Moved to Crystal River, FL 1889 Graduated from St. J oseph Convent in St. Augustine (valedictorian) 1891 Married William Sherman Jennings 1901 1905 First Lady of Florida 1914 1917 President of Florida Federation of Women's Clubs 1916 Royal Palm State Park was dedicated, November 23 rd 1917 1919 State Chairma n of Conservation for Florida Federation of Women's Clubs 1918 1920 Florida Director and Vice President of General Federation of Women's Clubs 1931 Honorary degree, Doctor of Law from Stetson University 1946 Appointed to Everglades National Park Commission 1963 Died, April 24th Suggested documents include : http://ufdc.ufl.edu/UF00091227/00001/31x activities, not dated ( ings Papers) http://ufdc.ufl.edu/UF00091227/00001/1x presenting Jennin June 1924 ( Document from the biennial convention of the General detailing vities, and accomplishments. Includes a timeline of club related service. http://ufdc.ufl.edu/UF00091227/00001/25x : Jacksonville Journal article, dated October 6, 1957 Mann Jennings Papers) Newspaper article by Jayne Brumley titled, Various Honors Have Enriched Life of Mrs. W. S. Jennings. This article details the many accomplishments of "one of Jacksonville's most outstanding citizens."
America's Swamp: The Historical Everglades Lesson Plan Create d by Rebecca Fitzsimmons http://ufdc.ufl.edu/UF00091183/00001/1x : Document granting Royal Palm State Park to the apers) Clubs for care and management. http://ufdc.ufl.edu/UF00091227/00001/22x : The General Federation C lubwoman article, dated Royal Palms State Park. http://ufdc.ufl.edu/UF00091227/00001/36x : Certificate appointing May Mann Jennings to the Everglades National Park Commission, dated April 22, 1946 Jennings Papers) Everglades National Park Commission. Ask students to share their thoughts about what made Jennings an important pers on. Ask them to think about why she might have decided to work toward the creation of Royal Palm State Park. Encourage them to think about the books they read about the Everglades when they answer this question and, if necessary, prompt them to think about their reactions to the beauty and destruction of the ecosystem and how they might react. Biographical Timelines: After studying the life and accomplishments of May Mann Jennings and creating a timeline of events, students will be prepared to research and create their own illustrated book, made into a film or TV show, or created in some other format. Explain that they will be creating a biographical t imeline that tells the story of an important Florida woman who has somehow shaped history. Review how students can use books and the Internet to search for information on their chosen subject and remind them to write down where they found information that they will use. Download the Biography Book Report Graphic Organizer from: http://teacher.scholastic.com/lessonplans/pdf/feb05_unit/BiographyChart.pdf Explain that s tudents will be using a graphic organizer to take notes during their research. Go over the handout and make sure they understand the five categories they need to complete: important characteristics reasons person is famous important contributions, experi ences that make this person important, things you admire about this person
America's Swamp: The Historical Everglades Lesson Plan Create d by Rebecca Fitzsimmons Explain that these notes will help them to write an informative paragraph about their chosen figure. Additionally, remind the students that they will also need to write down import ant events and dates from Suggested list of notable Florida women: May Mann Jennings, activist and civic leader Marjory Stoneman Douglas, activist and author Marjorie Kinnan Rawlings, author Zora Neale H urston, author and anthropologist Jacqueline Cochran, pilot Harriet Beecher Stowe, author Beth Johnson, state legislator Ruth Law, pilot Mary McLeod Bethune, civil rights leader and educator Marjorie Harris Carr, environmental activist Once students have c hosen a notable figure they should conduct research during class (and as homework if needed). Once they have completed their research they will create a timeline poster using an 18 x 24 sheet of paper or poster board. This timeline should: Include at least significant accomplishments, as appropriate. Include a paragraph explaining why the student feels this figure is important. have at least 5 drawings depicting significant event s along the timeline. showcase attention to details such as a good layout; dates and events that have been carefully appears on the poster; and so forth. H ave students draw their timeline on smaller paper before creating a large version on the poster board. Have them use colored pencils or markers to illustrate the timeline. This process can be completed in class over one or two periods or can be completed a s homework. Display the finished posters around the classroom. Have each student give a short presentation to the class explaining three events that illustrate why their historical figure is important and memorable or how they contributed something positiv e to society.
America's Swamp: The Historical Everglades Lesson Plan Create d by Rebecca Fitzsimmons Web Resources: A Guide to the May Mann Jennings Papers: Brief biographical description and finding aid for the collection from Smathers Libraries http://web.uflib.ufl.e du/spec/pkyonge/JenningsMayMann.htm Reclaiming the Everglades: Brief Biography of May Mann Jennings from the Everglades Digital Library http://everglades.fiu.edu/reclaim/bios/jenningsmm.h tm Smathers Library Special Collections Department http://ufdc.ufl.edu/swamp Everglades Digital Library: Digital library proje ct of the Everglades Information Network that provides access to a number of collections related to the Everglades http://everglades.fiu.edu/ Images of Women's History in Florida: Listing of some notable women with accompanying photographs from the Florida Memory Project, State Library and Archives of Florida http://floridamemory.com/photographiccollection/photo_exhibits/wom en/
America's Swamp: The Historical Everglades Lesson Plan Create d by Rebecca Fitzsimmons KWL: Everglades What do I Know? What do I want to know? What did I learn?