Resources for Teachers
VIDEO TOURS of Mission San Luis
ASK-A-VILLAGER Virtual Program
Your class also has the opportunity to ask a 17th-century villager some questions! To accompany your virtual video journey to Mission San Luis, we are offering a unique activity called Ask a Villager.
- Have your class watch one or all of the tour videos of Mission San Luis.
-- The Apalachee and the Council House
-- Spanish Families and the Spanish House
-- The Friars and the Church
-- The Friary and the Cocina
-- Soldiers and the Fort
-- The Blacksmith
- Think of up to 7 questions to ask a villager about life in the 17th century at San Luis. (Suggested topics: how villagers did daily tasks, what they ate, what their jobs were, etc..) You can make this a team-building project by asking your students to work together to pick the 7 most important questions they want to ask the villager.
- Once your class has chosen the questions, email us at [email protected] to let us know you are taking part in the Ask-a-Villager Program. We will send you a link to a short questionnaire to complete and send back to us.
- When we have received your class’ questions, we will record a video of a villager answering all your questions!
(Please allow two weeks for video completion).
(Note: Custom tour videos will be produced in the order in which the surveys/questions are received and will be limited by staff workload. We will do the best we can to accommodate as many requests as possible.)
Teacher's Guide, Lesson plans, Vocabulary, and other resources by grade level
Whether used to enhance your visit to Mission San Luis or to enrich your current curriculum, our education department has developed lesson plans and provide other tools to help you navigate Florida history and meet the Next Generation Sunshine State Standards in and out of the classroom. Click on the links below to find lesson plans and other grade specific resources.
Mission San Luis is a proud member of the Community Classroom Consortium (CCC):
The CCC is a coalition of more than 30 cultural, scientific, natural history, and civic organizations in north Florida and South Georgia. One of their signature programs is providing grants to area teachers.
Next Generation Sunshine State Standards:
- SS.3.E.1.1: Give examples of how scarcity results in trade.
- SS.3.E.1.3: Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money.
- SS.3.G.4.2: Identify the cultures that have settled the United States, Canada, Mexico, and the Caribbean.
- LA.22.214.171.124: The student will use new vocabulary that is introduced and taught directly.
- SS.4.A.3.1: Identify explorers who came to Florida and the motivations for their expeditions.
- SS.4.A.3.2: Describe causes and effects of European colonization on the Native American tribes of Florida.
- SS.4.A.3.4: Explain the purpose of and daily life on missions (San Luis de Talimali in present-day Tallahassee).
- SS.4.A.3.6: Identify the effects of Spanish rule in Florida. SS.4.A.3.7: Identify nations (Spain, France, and England) that controlled Florida before it became a United States territory.
- LA.126.96.36.199: The student will use new vocabulary that is introduced and taught directly.
- LA.188.8.131.52: The student will listen attentively to speakers and takes notes as needed to ensure accuracy of information.
- LA.184.108.40.206: The student will ask questions of speaker, using appropriate tone and eye contact.
- SS.5.A.3.1: Describe technological developments that shaped European exploration.
- 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, Africans, English, French, Dutch, and Spanish for control of North America.
- SS.5.A.4.1: Identify the economic, political and socio-cultural motivation for colonial settlement.
- LA.220.127.116.11: The student will use new vocabulary that is introduced and taught directly.
- FL.D.2.2: The student recognizes that cultures have different patterns of interaction and applies this knowledge to his or her own culture.
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