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hepople' Lesson Plans
La Gente de San Agustin/The people of Saint Augustine
Prepared by Isabel Castro
Intended Grade: Middle School
Subject Areas: Spanish and Social Studies
Correlation with National Standards: [unspecified]
Students will demonstrate understanding in Spanish of the different groups of
people that made up colonial Saint Augustine society.
In previous lessons students will have:
located Spain, the provinces and major Spanish cities on a map of
Europe, preferably one from the 1600's.
traced Christopher Columbus' route to the Bahamas
located Florida on a map of North America
discussed the voyage of Ponce de Le6n
traced the route of Pedro Menendez from Spain to St. Augustine
Approximate Time Required: [unspecified]
Materials Required: [unspecified]
?Quienes son la gene de San Agustin? /Who are the people of Saint
List the names of the different groups of people who live in Saint Augustine.
Pictures of a Spanish soldier, Spaniards (men, women, and children),
priests, native Timucuans, and African slaves.
Spanish/English dictionary and/or online translator
Mujeres y ninfos
Introduce vocabulary by showing pictures of the different groups of people.
Students can pick from a bag and show the teacher the picture.
Students respond to teacher commands to:
point to a picture when you say the vocabulary word
EJ EM PLO: ?Cuales el esclavo africano ?.
say the name of the students who has the picture.
EJEMP LO:?Quien tiene el soldado?
Tell what picture a particular student is holding?
E J E M P LO : ?Maria tiene el hombre o la mujer?
give the picture to another student
E J E M P L: Pasa el indigena 6 Roberto.
Tell which person did not come with Melendez.
EJ E M P LO:?Cual de las personas no vino con Pedro Men6ndez de
The teacher can use this opportunity to review other vocabulary the students
have learned such as introductions, clothing items, colors, personality traits,
etc., by having them describe the picture.
?Como es la vida de un soldado? /What's a soldier's life like?
Collect the pictures by asking for them one by one. Single out the picture of
the soldier and tell the class his name (Francisco de la Rua) and that he is a
captain in the army. Students should be able to recognize the cognate
El soldado se llama Francisco de la Rua. El es un capit6n.
Ask students if he is an indigena? Or an esclavo? Does he have a
wife (esposa)? Is she an indigena?
Have students access the Florida Museum of Natural History's Virtual Saint
Augustine Exhibit: at http://www.flmnh.ufl.edu/staugustine/intro.htm. Then
go to "Timeline."
The students will work in groups to research the answers to the following
questions about an aspect of the daily life of a soldado.
(This site is extensive, so each group should use the suggestions provided for their answers.)
Where does he work?
What does he get paid?
Create a poster that includes a picture of where he works and a budget
for the year.
Unit 2 Florida on Trial (Disasters & Rebuilding section) and
Unit 3 The Criollo Connection (Life & Death in the 1600's
section) (for the cost of living in the 17th century.)
Tell about his family.
Write a letter in Spanish from his point of view to his family.
Unit 3 The Criollo Connection, people, absent wife
What does his home look like on the outside?
On the inside?
Use a shoebox and create a diorama of the soldier's house.
Unit 2 Florida on Trial (Disasters & Rebuilding and Life on the
Remote Frontier, view images)
What are the foods that he eats?
Do they come from Spain or the New World?
Plant seeds of a New World food in a Styrofoam cup. Find pictures of
Old World foods and glue them to a paper plate.
Unit 2 Florida on Trial (Life on the Remote Frontier, view
Create a rubric to assess each group's presentation in the areas of language
accuracy, creativity, and level of information.
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