Grade 4_Conflict Over Florida_Updated

Curriculum Guide for Trunk ___ - Conflict over Florida
Introduction (Front Page) of Teacher’s Guide
Hello and welcome to the Teacher’s Guide for Conflict over Florida! In this manual, you will
find lesson plans and guidelines for a complete unit on Conflict over Florida. Also included in
this manual are consumables, such as worksheets, graphic organizers, and rubrics. You are
encouraged to make copies of these pages for use in your classroom, but we do ask you do not
consume the originals. Included in the trunk are 5 one hour social studies lesson plans that
incorporate Common Core English Language Arts standards. There is also one stand-alone
language arts lesson and an extra craft activity at the end.
The major topics covered in this unit are:
 Explorers who came to Florida and their motivations
 Causes and effects of European colonization on the Native American tribes of Florida
 Significance of St. Augustine and Spanish influences on Florida
 Nations that controlled Florida (England, France, Spain)
Standards
NGSSS Social Studies:
 SS.4.A.1.1: Analyze primary and secondary resources 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.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.3.3: 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 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, England) that controlled Florida before it
became a United States territory.
Daily Lesson Plans
Below are a series of one hour lesson plans. How you plan to use the trunk will determine which
lesson plans you will use.
 If you are planning to use the trunk for one hour of social studies instruction on one day, it is
recommended you use the Hour 1A lesson plan.
 If you plan to use the trunk for a week long social studies unit, it is recommended you begin
with the Hour 1B lesson plan and progress numerically through the lessons from there.

Hour 1A – General Overview of the Conflict over Florida
Standards:
media.
 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.9.1: Utilize timelines to sequence key events in Florida history.
 SS.4.A.2.1: Compare Native American tribes in Florida.
Learning Goals:
 The fourth grade student will be able to identify the three nations that controlled Florida
before it became a U.S. territory.
 The fourth grade student will be able to create a timeline and have an understanding of the
events from 1500-1821.
 The fourth grade student will be able to identify explorers who came to Florida and the
motivations for their expeditions.
 The fourth grade student will be able to list the causes and effects of European colonization
on the Native American tribes of Florida.
 The fourth grade student will be able to identify the significance of St. Augustine as the
oldest permanent European settlement in the United States.
Assessment Tools:
KWL Chart
Florida Timeline
Sentence Strips
Puzzle Worksheet
Materials/Equipment:
Trunk Inventory Checklist
Lesson outline
Introduction: 5 minutes
Class Timeline: 15 minutes
Sentence Strips: 20 minutes
Puzzle: 10-15 minutes
Conclusion: 5-10 minutes

Instructional Procedures:
Introduction/Hook –
To begin the lesson, the students should create a KWL Chart. The teacher should explain that
this unit will cover the “Conflict over Florida” at the time of exploration. This will include
learning about the explorers from Britain, France, and Spain, the many Native American tribes in
Florida, and St. Augustine, the first permanent European settlement. The students should then
spend 5 minutes filling out the first two columns of their KWL Chart.
Timeline –
For the next 15 minutes, the students will all participate in a class activity. Together, the class
will create a timeline of events in Florida from 1500 to 1821, by placing the yellow Timeline
Cards provided in the correct order on the board, and then discuss them as a class. First, the
teacher should draw a line across the board and label the year 1500 at the beginning of the line,
and the year 1821 at the end of the line. The teacher should put the Timeline Cards into a hat or
bowl and have each student randomly select one card, until all cards have been picked. Taking
turns in groups of 4 or 5, the students should place their card(s) on the board where they believe
it belongs. After all the cards are in the correct order, the class should spend a few minutes
discussing them. The teacher should go over the following events by asking the students to find
them on the board:
 The explorers and the country they were from
 Who gave Florida its name
 When the first permanent settlement was established
 Fort Mose
 Where the Seminole Indians were from
 Fort Caroline
 Beginning and end of the American Revolution
 Florida’s first governor
 The different periods of Spanish or British rule
Native Americans –
After the cards have been taken off the board and put away, the teacher should split the class into
ten small groups, or pairs. Each group will receive a summary about one Native American tribe
(found in the consumables). The group should read the summary about their tribe, and then
create one or two sentence strips that reflect on one of the cause and effects of the European
exploration for that tribe. The teacher should instruct the students to write their names on the
back of their sentence strips so they can be given a grade. When the group has finished their
sentence strip, one student from the group should tape the sentence strip on the board. After all
groups have completed this task, each group should share what they learned about their Native
American tribe.
St. Augustine and Mission San Luis –
This section will cover the first permanent European settlement, St. Augustine, and the largest
Spanish mission in Florida, Mission San Luis. The teacher can introduce the subject by telling

the students a few facts about St. Augustine that the students will need to know to complete the
following activities. Some of these include:
 St. Augustine is the oldest permanent European settlement in the United States.
 Don Pedro Menendez de Aviles is the founder of St. Augustine.
 The largest Spanish mission in Florida is Mission San Luis.
 St. Augustine was attacked in 1586 by Sir Francis Drake, a British explorer.
 The Timucuan Indians lived in and around St. Augustine before the European arrived.
The teacher should then break the students up into 4 different groups. Each group should be
given a Puzzle Board, and the Puzzle Pieces that go along with it (found in the box). The teacher
should then hand each group one worksheet (found in the consumables) and either pick or let the
groups pick one person in their group to record all of the answers on the worksheet. The students
should read the directions on the worksheet and complete the puzzle, using the next 10 to 15
minutes. After all the groups have completed their puzzle, the class should go over the questions
and answers together, and then put all of the puzzle pieces away.
Closure:
If there is any free time left, the students can take some time to explore the physical items in the
box. There are the Native American artifacts and Timucuan Drawings, pictures from St.
Augustine’s early years, and two pieces of Coquina, the material used to build the famous
Castillo de San Marcos in St. Augustine.
Consumables:
Native American Descriptions
Timeline Cards
Puzzle Worksheet
Puzzle Pieces
Hour 1B – European Interest in Florida
Standards:
media.
 LACC.4.RI.3.9: Integrate information from two texts on the same topic in order to write or
speak about the subject knowledgeably.
 LACC.4.RI.3.7: 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.
 SS.4.A.9.1: Utilize timelines to sequence key events in Florida history.
Learning Goals:

 The fourth grade student will be able to identify the three nations that controlled Florida
before it became a U.S. territory.
 The fourth grade student will be able to synthesize information from multiple sources and
create a timeline of major events in Florida history from 1500 – 1821.
Assessment Tools:
Student-created timeline
KWL Chart
Lesson outline
Student timeline creation: 30 minutes
Review of timelines: 15 minutes
Conclusion: 10 minutes
To begin, the teacher should give each student a KWL chart. The students will fill in what they
already know about the discovery of Florida and exploration by early Europeans. After
reviewing their KWL charts with their partner or table-mates, the students will get into their
teacher-chosen groups of three to four students.
Using the websites below, the students will read the timelines and fill in the blanks on their
worksheet. Then each student should go through the timelines/websites and highlight, or indicate
in some way, which events correspond to one of the three countries involved in the conflict over
Florida. For example, Pensacola was established by the Spanish, so that box should be
highlighted in yellow to indicate the Spanish, or Jean Ribault who established a French colony,
should be highlighted in blue to represent the French.
Websites: http://www.floridamemory.com/exhibits/timeline/
http://www.flheritage.com/preservation/comprehensive/chap7.cfm#1700
Although the students are working in groups, each student will be responsible for writing down
the events on their own worksheet. These worksheets will be a study guide for the end of unit
assessment.
After the students have had time to work in groups and complete their timeline, the class will
discuss the correct answers and corresponding countries. The teacher should include a brief
explanation of the First Spanish Period (1565-1763), the British Period (1763-1783), and the
Second Spanish Period (1783-1821), since that may not be clear to the students. This will help
promote healthy discussion.

Closure:
After the timelines have been completed and discussed with the class, the students should take 5
to 10 minutes to complete their KWL chart by adding anything new that they learned while
doing the timeline.
Consumables:
Timeline Worksheet
Hour 2 – Explorers of Florida
Standards:
 SS.4.A.3.1: Identify explorers who came to Florida and the motivations for their expeditions.
 LACC.4.SL.2.4: 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.
 LACC.4.RI.1.3: 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.
 LACC.4.RI.2.5: Describe the overall structure (e.g. chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Learning Goals:
 The fourth grade student will be able to identify explorers who came to Florida and the
motivations for their expeditions.
 The fourth grade student will write an oral presentation on an explorer, including important
facts about the explorer’s life and motivations.
Assessment Tools:
Student rubric
Lesson outline
Reading/Writing: 20 minutes
Presenting: 25 minutes
To introduce the subject, the teacher will ask the students to name any European explorers they
have already learned about and an interesting fact about that explorer.

In the consumables, the names of the explorers have been written in ready to cut lists. List one
should be used if the teacher plans to group the students before they choose their explorers. List
two should be used if the teacher would like the groups to be random. To decide which explorer
they will have, one student from each group will choose a name out of a hat.
The teacher will hand each group a packet (found in the consumables) that contains a brief
summary about all of the explorers. The students will find their explorer in the packet and have
10-15 minutes to read that section. Together in their groups, the students should decide what
information to include in their presentation, and take 5-10 minutes to write those facts down in
paragraph form. Even though the students are working in groups, each student should write on
their own paper a short paragraph about their explorer to turn into the teacher to be graded. The
students should include these facts in their paper and presentation: the explorer’s name, the time
period, their home country, what areas they explored or settlements they established, any
problems they faced, whether or not the settlement was a success, and the explorer’s historical
significance.
Closure:
To close the lesson, each group should present a few facts about their explorer to the class.
Consumables:
Explorer List
Explorer Summaries Packet
Explorer Presentation Rubric
Hour 3 – Interaction between Native Americans and Europeans in Florida
Standards:
 SS.4.A.3.2: Describe causes and effects of European colonization on the Native American
tribes of Florida.
 SS.4.A.3.8: Explain how the Seminole tribe formed and the purpose for their migration.
 SS.4.A.2.1: Compare Native American tribes in Florida.
 SS.4.G.1.1: Identify physical features of Florida.
 SS.4.G.1.2: Locate and label cultural features on a Florida map.
 SS.4.G.1.4: Interpret political and physical maps using map elements (title, compass rose,
cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).
Learning Goals:
 The fourth grade student will be able to list the causes and effects of European colonization
on the Native American tribes of Florida.
 The fourth grade student will be able to locate the different regions where various Native
American tribes lived at the time of European exploration.
Assessment Tools:
Map of Native American Tribes

T-Chart
Sentence Strips
Lesson outline
Map: 10 minutes
Sentence Strips: 20 minutes
Exploring Artifacts: 10 minutes
To begin, explain that this lesson will discuss the Native American tribes in Florida, where they
lived, and how their interaction with the Europeans affected their lives. The teacher should
instruct the students to make a T-chart. The left side should be labeled “Predictions” and the
right “Conclusions”. On the “Predictions” side of the T-chart, the students should list all of the
ways they think the European exploration affected the Native Americans. They will complete
this chart at the end of the lesson.
The teacher should give all of the students a blank map worksheet. Using their textbooks, the
website listed below, the books provided in the box, or any other available sources, the students
should complete the blank map of Florida. The students should write the number that
corresponds to the tribe in the correct blank provided. They can do this with partners, or
individually. The teacher should hold a brief discussion of the map in order to confirm that all
students have labeled their map correctly.
Website: http://www.ocls.info/Virtual/galleries/history/native_americans.asp#jeaga
After completing the map activity, the teacher should split the class into ten small groups, or
pairs. Each group will receive a summary about one Native American tribe (found in the
consumables). The group should read the summary about their tribe, and then create one or two
sentence strips that reflect on one of the cause and effects of the European exploration for that
tribe. When the group has finished their sentence strip, one student from the group should tape
the sentence strip on the board. After all groups have completed this task, each group should
share what they learned about their Native American tribe.
Once every group has had a chance to share something about their tribe, the students can now
take about 10 minutes to explore the Native American artifacts that are in the box labeled
“Artifact Box.” The laminated sheet called “Timucuan Indian Midden Mound Treasures” lists all
of the different items the students will find in the box. Along with these, there are also pages of
“Classroom Interpretation of Timucua Drawings” provided for the students to look at and read.

Make sure to read the explanation on the back of the first page to the students before handing out
the pages.
Closure:
At the end of class, the students should take 5-10 minutes to complete their T-Chart by listing all
of the things they learned about Florida’s Native Americans.
Consumables:
Map of Florida Worksheet
Native American Tribes Summaries
Hour 4 – St. Augustine & Spanish Influence in Florida
Standards:
 LACC.4.W.1.3: Write narratives to develop real or imagined experiences or events using
effective technique, description details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the
responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events
precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
Learning Goals:
 The fourth grade student will be able to identify the significance of St. Augustine as the
oldest permanent European settlement in the United States.
 The fourth grade student will be able to explain the purpose of the San Luis de Talimali
mission, as well as how daily life was conducted.
Assessment Tools:
Puzzle Worksheet
Written Assignment
Lesson outline

Writing Assignment: 25 minutes
Puzzle: 15 minutes
This section will cover the first permanent European settlement, St. Augustine, and the largest
Spanish mission in Florida, Mission San Luis. The teacher can introduce the subject by telling
the students a few facts about St. Augustine that the students will need to know to complete the
following activities. Some of these include:
 St. Augustine is the oldest permanent European settlement in the United States.
 Don Pedro Menendez de Aviles is the founder of St. Augustine.
 The largest Spanish mission in Florida is Mission San Luis.
 St. Augustine was attacked in 1586 by Sir Francis Drake, a British explorer.
 The Timucuan Indians lived in and around St. Augustine before the European arrived.
For the first activity, the students are going to write a paragraph or two about life in St.
Augustine. First, the students will have a chance to look at pictures or artist’s renditions that
show St. Augustine during its early years. By observing the pictures, the students should be able
to get an idea of what the town was like during colonial America and the 19th century. The
pictures should be passed around the class so that each student has a chance to look carefully at
each picture. The teacher should encourage the students to take notes as they look at the pictures.
Using the next 15-20 minutes, the students should write a paragraph or two describing what they
think life was like when St. Augustine was first being established. After they have completed
their writings, the papers should be turned into the teacher for a grade.
The teacher should then break the students up into 4 groups. Each group should be given a
Puzzle Board, and the Puzzle Pieces that go along with it (found in the box). The teacher should
then hand each group one worksheet (found in the consumables) and either pick or let the groups
pick one person in their group to record all of the answers on the worksheet. The students should
read the directions on the worksheet and complete the puzzle, using the next 20 minutes. After
completing the puzzle and turning in their worksheets, the students should take apart the puzzles
and put them away.
Closure:
To complete the lesson, the teacher should ask the students to tell the class one thing that they
learned about St. Augustine, Florida.
Consumables:
Puzzle Worksheet
Puzzle Pieces
St. Augustine Pictures
Hour 5 – Review & Assessment

The teacher can review for the quiz in whatever manner he or she sees fit.
The quiz consists of:
 10 Multiple Choice Questions, 1 point each
 3 Short Answer questions, 3 points each
 10 Native American Tribe Map, 1 point each
 Total of 29 points
Answers to multiple choice:
1. B
2. C
3. A
4. C
5. D
6. B
7. A
8. C
9. B
10. D
Language Arts Lesson
Standards:
 LA.4.2.2.2: The student will use information from the text to answer questions related to
explicitly stated main ideas or relevant details.
 LACC.4.RI.1.1: Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
 LACC.4.RI.1.2: Determine the main idea of a text and explain how it is supported by key
details; summarize the text.
 LACC.4.RI.1.3: 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.
 LACC.4.RF.3.3: Know and apply grade-level phonics and word analysis skills in
decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multi-syllabic words in context and out of context.
 LACC.4.SL.1.1: 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.
a. Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore
ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions to clarify or follow up on information, and
make comments that contribute to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in
light of the discussion.
 LACC.4.SL.1.2: Paraphrase portions of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally.
In the consumables, there are two sheets titled “Maytime” and “The Rules and Instructions…”
These are both primary sources that cover some of St. Augustine’s history. These excerpts are
meant to be used in a class discussion. The teacher can read aloud the passages to the class and
ask the students to explain, or the teacher can ask the students to read each passage aloud and
conduct a class discussion. Either way, the students should be able to understand the meaning of
each passage and interpret small facts about life in St. Augustine.
Extra Fun!
Native American Beading Craft
This section can be done during Hour 3 or during any free time.
For this craft, the students will be making a beaded bracelet in one of two patterns, either a
flower pattern or a more traditional Native American pattern. The kits for this project are
provided in the box. Prior to starting this project, the teacher should take all of the pre-cut pieces
of yarn and either tape or glue the ends so that the beads will slide on easily.
Flower Bracelet:
 The kit should contain black yarn or cord, pink pony beads, orange pony beads, and black
pony beads.
 The teacher should hand each student a piece of yarn, 26 pink beads, 26 orange beads,
and 14 black beads.
 Row 1: Slide 3 orange beads onto the yarn and into the middle.
 Row 2: Using the yarn on the left, slide 1 orange bead, 2 black beads, 1 orange bead onto
the yarn, but do not slide them to the center. Then take the piece of yarn on the right and
string it through the 4 beads in the opposite direction. Pull snug.
 Row 3: Using the yarn on the left, string 3 orange beads onto the yarn. Then take the
piece of yarn on the right and string it through the 3 beads in the opposite direction. Pull
snug. You have now completed a flower!
 Repeat rows 1, 2, and 3, alternating colors until you have 6 flowers.

 Once you have made 6 flowers, bring the two sides together by sliding each end of the
yarn through the first row of beads, in opposite directions.
 Slide 3 beads on each end and then tie a knot about 2-3 inches away from the bracelet.
You may have to tie 2 or 3 knots to prevent the beads from sliding off the ends.
 Now you have made an adjustable pony bead flower bracelet!
Helpful Pictures:
Native American Bracelet:
 The kit should contain black yarn or cord, black pony beads, red pony beads, orange pony
beads, and yellow pony beads.
 The teacher should hand each student a piece of black yarn or cord, 33 black pony beads,
22 red pony beads, 14 orange pony beads, and 6 yellow pony beads.
 Row 1: Slide 1 black bead into the middle of the yarn.
 Row 2: Slide 1 black bead onto the left side of the yarn, but do not slide it to the middle.
Then take the right side of the yarn and string it through the bead from the opposite side.
 Row 3: Slide 1 black bead, 1 red bead, 1 black bead onto the left side of the yarn. String
the right side through all 3 beads, in the opposite direction. Pull snug.
 Row 4: Repeat row 3.
 Row 5: Slide 1 black bead, 1 red bead, 1 orange bead, 1 red bead, 1 black bead onto the
left side of the yarn. String the right side through all 5 beads, in the opposite direction.
Pull snug.
 Row 7: Slide 1 black bead, 1 red bead, 1 orange bead, 1 yellow bead, 1 orange bead, 1
red bead, 1 black bead onto the left side of the yarn. String the right side through all 3
beads, in the opposite direction. Pull snug.
 At this point, you have completed the pattern. If the bracelet is too small to wrap around
your wrist, repeat row 2 a few more times using the extra black beads until it fits.
 Bring the two sides together by sliding each end of the yarn through the first bead in
opposite directions.

 String 1 red, 1 orange, and 1 yellow bead on each side. Tie a knot on each end, about 2-3
inches away from the bracelet. You may have to tie 2 or 3 knots to prevent the beads
from slide off the end.
 You have now completed your Native American bracelet!
Resources/Sites Used
http://www.floridamemory.com/exhibits/timeline/
http://www.flheritage.com/preservation/comprehensive/chap7.cfm#1700
http://teachingflorida.org/article/european-exploration
http://fcit.usf.edu/florida/lessons/lessons.htm
http://www.cpalms.org/Public/PreviewCourse/Preview/1731
http://en.wikipedia.org/wiki/Trist%C3%A1n_de_Luna_y_Arellano
http://www.ocls.info/Virtual/galleries/history/native_americans.asp
http://www.keyshistory.org/seminolespage1.html
http://en.wikipedia.org/wiki/Mayaimi
http://www.ancientnative.org/ais.php
http://www.floridiannature.com/FloridaNativeAmericans%20%284%29.htm
http://en.wikipedia.org/wiki/Potano
http://ufdc.ufl.edu/UF00025123/00001/6j
http://www.oldcity.com/history-and-culture.php
http://www.staugustinegovernment.com/visitors/nations-oldest-city.cfm
http://staugustine.com/history/nations-oldest-city
http://www.missionsanluis.org/research/history10.cfm
http://www.unf.edu/floridahistoryonline/Projects/Proj-B-P.html
http://nationalhumanitiescenter.org/tserve/nattrans/ntuseland/essays/threeworlds.htm
http://ufdc.ufl.edu/teachers/sources
http://ufdc.ufl.edu/UF00067350/00001/pdf
http://ufdc.ufl.edu/UF00025123/00001/1j
St. Augustine Pictures
http://drbronsontours.com/
http://ufdc.ufl.edu/usach/all/brief
http://teachingflorida.org/article/st-augustine-1565-1763
http://www.americaslibrary.gov/jb/colonial/jb_colonial_augustin_3.html
http://www.sanluisrey.org/museum/historic-features/
http://www.nps.gov/history/nr/travel/American_Latino_Heritage/San_Luis_Rey_Mission_Church.html
http://www.oldcity.com/attractions.php#
http://photos.staugustine.com/mycapture/folder.asp?event=1302923&CategoryID=22627&ListSubAlbu
ms=0&thisPage=3
http://www.staugustinehistoricalsociety.org/about.html
http://www.staugustinelighthouse.org/LAMP/Historical_Research/a-brief-historical-overview
http://www.southernspaces.org/2012/st-augustines-slave-market-visual-history
http://www.accessible-archives.com/2012/03/a-timeline-of-old-saint-augustine/
http://americasbesthistory.com/abh-staugustine.html
http://www.blogstaugustinelighthouse.org/blog/events/

http://www.staugustinetours.net/?event=offer.detail&offerId=13176
http://www.staugustinegovernment.com/the-city/featured-stories-archive/7_06/441-yrs-celebrate.cfm
http://positivelystaugustine.com/2011/02/12/st-augustine-fl/the-colonial-spanish-quarter-museum/

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