Tocobaga Indians of Tampa Bay

The Tocobaga Indians of Tampa Bay 4th Grade Lesson Plan A Publication of The St. Petersburg Museum of History

Tocobaga Fishing by Hermann Trappman

NTS

Table of Contents PAGE Teaching about the Tocobaga Indians

3 Map of Florida Contact Period Indian Nations 4 Who were the Tocobaga Indians?

5 Estuaries: What are they?

6 Spanish Conquistadors Meet the Tocobaga 7 The Tocobaga INDIANS and other Native People of the Americas 9 Lesson 1: Estuaries 11 Lesson 2: Tocobaga Indian Life 13 Lesson 3: Tocobaga Interdependence on the Estuary 14 Lesson 4: The Tocobaga Indians and the Tampa Bay Estuary 15 Lesson 5: The Conquistadors and the Tocobaga 17 Lesson 6: Why Live Here?

18 Lesson 7: Tocobaga Tools 19 Lesson 8: Native American Pottery Making 23 Lesson 9: The Tocobaga and other Native People of the Americas 24 Lesson 10: Tocobaga Indian Scavenger Hunt 25 Vocabulary 26 Places to Visit 26

The Tocobaga Indians of Tampa Bay Š2011 A publication of the St. Petersburg Museum in partnership with First Florida Frontiers.

Written by Elizabeth Neily Conceptual drawings and reproduction tools by Hermann Trappman Photos by Elizabeth Neily Illustrations and photographs Š Neily Trappman Studio. All Rights Reserved.

This project has been paid for in part by a grant from the Community Foundation of Tampa Bay and the Florida Humanities Council -2-

TEACHING ABOUT THE TOCOBAGA INDIANS

TIME POSTS

COURSE OF STUDY Grade 4 — U.S. Florida History and Geography

2000s—United States goes to war with Iraq and Afghanistan.

OBJECTIVES 1. To introduce students to the Tocobaga Indians of Tampa Bay.

1990s—The Internet links people all over the planet.

2. To introduce students to how the Tocobaga used the estuaries as the basis for survival.

1980s—Personal computers start to become popular.

3. To introduce the kinds of technology developed by the Tocobaga.

1950s—Students’ grandparents are children or young adults.

4. To introduce students to the Spanish Conquistadors

1900—Cars invented.

1845—Florida is admitted to statehood.

5. To introduce students to American Indian cultures.

1819—Florida is purchased from Spain, and becomes a Territory of the United States.

SUGGESTED READINGS

1710—Last mention of Tocobaga people as an independent culture in historical accounts.

Brown, Robin C. 1994, Florida’s First People Pineapple Press, Sarasota.

1702—Seminole Indians begin to arrive in Florida.

2004, The Crafts of Florida’s First People, Pineapple Press, Sarasota.

1567—Pedro Menéndez visits Tampa Bay and meets with Cacique Tocobaga. He establishes a small colony of Spanish priests and soldiers at Tocobaga.

I. Mac Perry 1993, Indian Mounds You Can Visit Great Outdoors Publishing

1539—Hernando De Soto leads Spanish expedition into La Florida.

Weitzel, Kelley G. 2003, The Indians of Florida.

University Press of Florida, Gainesville.

1528­—Pánfilo de Narváez leads Spanish expedition into La Florida.

1513—Spanish explorer Juan Ponce de Leon gives Florida its name.

700—Safety Harbor Period begins.

-3-

Map of Florida Contact Period Indian Nations

-4-

Who Were the Tocobaga Indians?

At the center of their community was a mound that served as a place of prayer.

It rose above the rest and was the place where Tocobaga members would go to seek answers to guide them. Their honored men and women (the Spanish called them "caciques") were considered to be wise and greatly experienced.

The Tocobaga were an intelligent people who depended upon the natural resources of the esturary. They were careful to recycle the things they used. For example, after eating the meat of shellfish, the shells would be cleaned and made into tools or added to mounds, called "middens." Lightning whelks were turned into axes, hammers, and hoes.

Heavy clam shells became weights to hold

The Tocobaga Indians lived in the region which is known today as Tampa Bay. The Safety Harbor Cultural Period, of which they were a part, extended as far south as Charlotte Harbor and as far north as Cyrstal River. It is believed that their culture began to emerge in this area beginning sometime around 700 A.D. They built their homes in cities which featured temple mounds, using recycled seashells.

The shells imbedded in the ground, stopped erosion from rainwater during storms. They built their villages near the water so they were able to use its natural resources to get their food, tools, and supplies. Their houses were made from trees and palm fronds and they had open sides to allow for the movement of air during the hot, muggy summers.

The Mound Builders. The picture shows how Tocoaga men and women carried baskets filled with shells to the top of the mound they are building using a tumpline. Courtesy of Hermann Trappman

-5-

down their nets, called "weirs," to gather fish.

Some shells were made into jewelry.

The Evidence Two things besides shells, tell archaeologists if Tocobaga lived at a certain site. First tiny arrowheads, called projectile points, are part of the evidence that identifies the Safety Harbor Period. These points are only about an inch to 1½ inches long and are made from a stone called chert. During that period, the Tocobaga were moving away from using stone points for hunting.

In experiments it was discovered that if the clay is allowed to sit for awhile, bacteria acts on the clay to make it stronger. Another experiment revealed that a fine fiber such as cattail fuzz made the body of the clay strong.

Because of these innovations, the sides of pots found in pre-contact archaeology sites went from being over 1/4 inch thick to 3/16 inch thick.

In most Native American nations, it is women who developed the tradition of making pottery. It is most likely that the Tocobaga women created the finely made and beautifully decorated pottery here as well.

Pinellas Point artifact measures 7/8 of an inch Tall.

The second thing that tells archaeologists that it is a Safety Harbor Period site are broken pieces of pottery, called sherds. The clays found in Florida is not very good. If used directly from the ground the clay makes poor quality pots that will break easily. So how did the Tocobaga perfect the process to make the finely made pottery with beautiful designs have been found at archaeological sites around Pinellas County?

Reproduction made by Marty Haythorn of Ancient Hands.

Samples of Safety Harbor Period pottery -6-

Estuaries: What are they?

An estuary is the place where a river The estuary also serves an important role meets the ocean. The fresh water and salt in the environment. As the water from the water meet and the result is an ecosystem higher ground passes through the wetlands of the estuary on its way to the ocean, it carries which has many different kinds of habitats. In the estuary, there are freshwater areas and with it the sediments and nutrients that it has salt water wetlands. There are beaches and picked up along the way. This run-off water also carries many pollutants which are filtered mud or sand flats. There may be rocky shores out in the sandy areas located there. or mangrove forests.

Because it is has many varieties of plants These different environments are perfect homes for various kinds of animals. Birds, fish, and soil, the estuary serves as a barrier between the land and the ocean. When crabs and lobsters, marine mammals, clams, a storm approaches, the estuary absorbs and reptiles are just some of the animals that flood waters and storm surges that occur, can be found there. All of the food they need, protecting the surrounding environment. The either lives or grows in the estuary. The many estuary also helps to prevent erosion and animals and plants work together within the estuary’s food web. keep the coastline stable.

The resources and natural beauty that Estuaries serve a very important purpose: estuaries possess often make them popular the survival of many species depend upon locations where coastal communities are them. More than 10,000 different species of animals live, feed and reproduce there. developed. Because the Tampa Bay area For example, birds that migrate often use has attracted millions of people to live here over the past 100 years and the result estuaries as a spot to stop and rest along their journey. Because an estuary is protected has been an imbalance in the ecosystem.

Changes that have occurred include the loss from the harsh conditions of the ocean and the hazards of the rivers, fish and shellfish of natural habitats, pollution, and changes in the landforms. use the waters of the estuaries as a place to lay their eggs. Many young fish and shellfish When the prehistoric Indian tribe known as the Tocobaga lived here, they depended begin their lives in the estuary. on the estuary for their livelihood. For thousands of years before the first Europeans arrived, the Tocobaga made Safety Harbor their home. They built their homes here and fished and hunted along the shores. The riches the esturary provided enriched their lives and provided them with everything they needed to grow into a strong and vibrant community.

Historical re-enactor, Turtle Woman, stands in front of the thatched roof council house she built.

-7-

Spanish Conquistadors meet the Tocobaga Narváez Expedition

De Soto Expediton A few years later, in May 1539, Hernando De Soto led an expedition into what the Spaniards called the “Bay of Tocobaga.” In the the town where they landed were two mounds surrounded by seven or eight houses. Just as with Narvaez, the town had been abandoned by terrified Indians. De Soto ordered most the homes distroyed and the forest around the town cleared the “space of a crossbow-shot,” so they could have a clear view should the Indians try to attack them.

De Soto, too, had to deal with hostile Tocobaga after he had taken over their towns and enslaved their people to carry their supplies.

One of De Soto’s chroniclers described a wooden bird with guilded eyes mounted on top of the roof of a temple on one of the mounds. The eyes were probably made from mother of pearl. The Spanish also found pearls in the village which the Tocobaga and other southeastern people wore as braclets and necklaces. They described the amazing strength the Tocobaga men possessed and marveled at their ability to easily draw their very strong long bows.

Garcilasco de la Vega, in describing the Hernando De Soto expedition, wrote that Indian men wore breechcloths of multicolored deerskin. He also wrote this about the Tocobaga: “Instead of cloaks, they wore robes that fastened at the neck and extended to the middle of the legs. Some are made of very fine martin fur and smell of musk, whereas others are made of hide and small skins of such animals as bucks, roes, stags, bears, lions, and various species of cats. These skins they dress to utmost perfection, preparing a hide of a bearskin without removing the hair. Thus it remains soft and smooth, and can be worn as a cloak or can serve at night on their beds.

In the early 1500s, the first Europeans swept into Florida to begin their exploration of the waterways of Tampa Bay. What they found were well-established cities featuring large temple mounds and council houses where the business of the tribe was conducted. According to chronicler Álvar Núñez Cabeza de Vaca, who arrived in Florida in 1528 with the expedition lead by Adelantado Pánfilo de Narváez, the council house could hold over 300 people. At the center of town there was a ballcourt where ball games were played.

When they first arrived at an island, at the mouth of the bay, the conquistadors traded beads and trinkets they had brought from Spain with the Tocobaga, for fish and a few pieces of venison. The next day they sailed into what is thought to be Boca Ceiga Bay where they found a large Tocobaga city which had been abandoned by the natives during the night. As the Spaniards explored the buildings of this deserted town, they discovered a gold bell caught up in a fishing net. These explorers were greedy. They had come for gold. They stayed hoping to find more.

When Narváez demanded that the Tocobaga Indians turn over their gold to him, they had none to give. He ordered some of them tortured and killed. He took Tocobaga men prisoners and forced them to guide his army along the coast of Florida, finally reaching where St. Marks is today. Along the way the army looked for towns where they could find food and anything valuable they could steal.

Cabeza de Vaca describes meeting an Indian wearing a painted robe of deer-hide accompanied by others playing cane flutes.

Soon these soldiers of fortune would discover that it was not gold they needed, but food for many of them died of starvation.

-8-

“They permit their hair to grow, wearing it up in a large knot on the head. As an adornment, they use a thick skein of thread, of whatever color they wish, which encircles the head and falls over the forehead. In the ends of the skein they tie two half-knots, so that each end hangs over a separate temple down to the bottoms of the ears. The women dress in deerskin, keeping their body modestly covered.

“The weapon which the Indians commonly carry is the bow and arrow. It is true that they do possess and are skillful in the use of weapons such as pikes, lances, [atlatl] darts, slings, clubs, sticks and the like. Yet with all their various types of arms, they generally employ only the bow and arrow, because it is more dressy and ornamental for those who carry it.

“The bows are of the same height as the men who carry them, and since the natives of Florida are generally tall, their’s are more than two yards in length and are thick in proportion. They make them of oak and other different woods, which are strong and heavy. Thus they are difficult to bend that no Spaniard, regardless of how much he persists, was able to draw a bowstring back as far as his face. The Indians, on the other hand, because of their skill and constant use of this weapon, drew back the cord with great ease, even to the back of the ear; and they make very fierce and frightful shots.

“The bowstrings are made with thongs of deerskin. Taking a strip two fingers wide from the top of the tail to the head of the deer, the Indians after first removing the hair, wet and twist this strip firmly. Tying one end to the branch of a tree, they suspend the other end with a weight of one hundred or one hundred and twenty pounds and leave it thus until it becomes like one of the heavy cords.

“In order to shoot with safety, so that they trim that arm on the inner side with a half bracer of heavy feathers, in this was protecting it from the wrist to the elbow.

This bracer is secured with a deerskin thong which encircles the arm seven or eight times at the place where the bowstring quivers with the greatest force.”

Menéndez Expedition On a dark moonless night, in 1567, Pedro Menéndez de Avilés, slipped into Tampa Bay at the head of six brigantines. He had been appointed governor of Florida by the Spanish court in Seville.

The vessels drifted past Weedon Island like silent shadows. An Indian guide in the lead ship helps the Spanish navigate the treacherous shallows of the Bay. Menendez signals that the gun ports be opened and the cannons rolled out into place. Blinking into the darkness, the crews of the ships carry out his order as quietly as possible. The ships drift on toward their destination, the primary city on Florida’s Central Gulf Coast.

Tampa Bay has already experienced the Panfilo de Narváez expedition in 1528 and the De Soto Entrada in 1539. These shores had seen the murder of Fray Luis Cancer de Barbastro in 1549 in an early bid to set up a mission system here. Tension whispered through the wispy leaves of the sabal palms and across the inky ripples of the bay.

In the still darkness of early morning, the crew lowers the ships’ anchors. Like a threatening storm, they had crept closer and closer to the sleeping city. In the graying light of dawn, Menendez sent a shallop, a ship’s boat, toward shore to announce his arrival.

The waking city of Tocobaga exploded in panic. The town crier, sounding the alert on a horse conch trumpet, rushed among the houses. People grabbed what belongings they could and fled into the still dark forests. Mothers tried to calm crying babies.

Men urged their wives on, protecting them -9-

as best they could from the terror they knew lay ahead.

But Menéndez had come in peace.

Once he knew his people were safely away, the honored man, Tocobaga, went up to the temple to pray for his people. Menéndez found him there and the two men talked. It was agreed that Menéndez could leave soldiers behind. Under orders to keep the peace, the soldiers built a fort from palm fronds and lumber, but once their leader left, they began to make demands that the Indians should feed them. Finaly concerned for the welfare of their people, the Indians killed the soldiers and the fort was abandoned.

Velasco Expedition When Juan Lopez de Velasco visited Tampa Bay in 1575, he mentions the abandoned fort at Tocobaga. He describes Tampa Bay and mentions that “there is a great mullet fishery in it, which they fish for with nets as in Spain.”

Sometime in the late 1600’s the Tocobagas seemed to have abandoned their cities in Tampa Bay for a new home on the Wacissa River, where they obtained contracts to transport goods from Mission San Luis to St. Augustine.

By the 1720s the Tocobagas begin to disappear altogether from the records.

They may have been killed off or captured by raiding enemy tribes. Many died of European diseases and the violence brought by the Spanish conquistadors. It is thought that some may have moved to Cuba with other Florida Indians. Whatever happened, all we are left with is the legacy of a scattering of mounds where they once worshipped and buried their dead, a few projectile points and pottery chards scattered across the land. This soil absorbed their blood, sweat and tears. Their laughter that rang out along these shores has been silenced.

The Tocobaga Indians and other Native People of the Americas The indigenous peoples of North and much of their culture and in some ways conCentral America are thought to have arrived tinue to live very much like the Tocobaga here more than 16,000 years ago, having lived here in Florida hundreds of years ago. descended from people who lived in Siberia. Since that time, they have diversified into Languages hundreds of distinct nations and bands. Let’s Before Columbus arrived, the Native taking a look at what sets some of those people of North, Central, and South America groups apart. spoke more than 1,000 different languages.

Southwest Native Americans live in what Most Native cultures preserved their tradiis now Arizona, New Mexico, Southern Colotions orally, but a few had written languages rado and the northern part of Mexico. The as well. Although attempts were made by climate in these regions is extremely dry. colonizers and missionaries to destroy NaWater was hard to come by so it was used tive language, more than 700 Native lanvery carefully. Some Southwest Indian tribes guages are still spoken today. Preserving are the Apache, Hopi, Navajo and Zuni. and revitalizing Native languages are issues The Kuna Yala live on islands of the San that many people are becoming concerned Blas Archepelago off the Atlantic coast of about.

Panama. They have been able to preserve -10-

Indians Live in Tipis Historically, Native people lived in many kinds of dwellings, including tipis, which were favored by nomadic hunting tribes such as the Plains peoples. But Native Americans in other parts of North America also lived in chickees, igloos, pueblos, hogans, and longhouses, among other types of dwellings. In some instances, people’s houses are organizaed to reflect clan or kinship systems and family relationships. Although most Natives today live in modern houses, many still use traditional building techniques in their cultural or spiritual lives, in much the same way that they would have in the past.

Native Americans wear feather headdresses, moccasins and buckskin clothes American Indians dressed appropriately for the climate in which they lived. In warm climates like Florida they chose to wear very little clothing during the warm months of the year, such as breechclouts made of a woven material.However,during cooler winter months they wore heavier deerskins and even furs. Frank Hamilton Cushing discovered an archaeological site in north Pinellas where an honored woman had been buried.

She had been wearing a dress made of a woven twill fabric decorated with pearls and copper ornaments.

Many Native people incorporated elements of their cultures into their clothing styles, Tribal and ceremonial dress are worn during important events or ceremonies styles, colors, and designs of clothing and ornaments signify age, status, region, or spirituality to people who understand and recognize what they are looking at. Accoutrements such as feathers, jewelry, or headdresses also have special significance. All Native people wore clothing for practical reasons to suit their environment where they live. Modern Native people wear clothing much like most Americans.

You act like a bunch of wild Indians!”

This phrase might be offensive to Native Americans: “ A phrase such as this implies that Native American people are wild or savage, without manners, and uncivilized.

People sometimes unknowingly use stereotypes and hurtful language when talking about Native Americans. Some books use loaded words. The Spanish chroniclers often refered to the Native people they met as savages or to a Native war victory as a massacre, while not describing the killing of Natives as a massacre.

Today, the terms squaw, papoose, and redskin are commonly used by people, but not by Native people, who consider them derogatory. Other phrases further instill misguided understandings. The Spanish often called the masks and carvings of the Native People as “idols,” believing they worshiped these objects, when in reality they were symbols of power and respect. When someone says “low man on the totem pole,” they may not realize that totem poles tell important stories and the bottom figure is often the most important one (and usually not a man).

Using the term “Indian giver” implies that Indian people are dishonest or thieves.

It was not until the mid-20th century that countries in North America began to try to correct some of the wrongs done to Native peoples, by supporting Native languages and cultures. In spite of all these challenges, Native cultures and traditions survive to this day. There are more than 30 million Native Americans living in the Western Hemisphere. In the United States, there are more than 562 federally recognized tribes. There may even be someone in your class who is Native American.

-11-

LESSON 1 Estuaries Objectives: • Students will be able to identify the characteristics of an estuary.

• Students will be able to compare and contrast the estuary to a different ecosystem.

• Students will suggest ways people can help protect estuaries using a visual project.

Materials: 1. Articles: Estuaries, What Are They?

2. Worksheet: What We Know About the Estuaries?

3. Highlighters 4. 7 pieces of chart or construction paper 5. Index cards with the following questions written, one on each card: • What are the characteristics of estuaries?

• What plant and animal life is found in estuaries?

• What is the purpose of an estuary?

• How does the estuary work to help the environment?

• How does the estuary help protect the coastline?

• Why are estuaries popular places to live?

• What groups of people have lived in local estuaries?

Websites: • http://www.epa.gov/owow/oceans/factsheets/fact5.html” • http://www.epa.gov/owow/estuaries/kids • http://estuaries.gov • http://www.swfwmd.com • http://www.aquariumteacher.com/kids. htm

Suggested Activities: 1. Begin by handing out the worksheet: What We Know About the Estuaries?

2. Assign each group a different question to answer using the index cards.

3. Have the students read the article: Estuaries, What Are They? aloud to their group, taking turns and looking for the information that supports the answer to their question. Have them highlight the answers in their article. Give each group a piece of construction or chart paper to write their question and answer on it. Tell them they will be taking turns answering the questions for the total group and giving them the chance to copy the information onto their worksheets.

4. Discuss and summarize the information provided by each group to ensure students understand the importance of estuaries for people living in the area, both in ancient times and today.

Extension Activities: 1. Have students read in their science books or other resources about a different ecosystem. Have them complete venn diagrams showing the similarities and differences between the estuary and the ecosystem they read about.

2. Have students create a brochure using a piece of construction paper which is tri-folded.

Students should include each question as a subheading and the information they found that answers each question in the brochure.

They should then add illustrations. Students can bring in brochures they have at home to use as classroom examples.

Sunshine State Standards Benchmarks: SS.4.A.1.1, SS.4.A.1.2, SS.4.A.2.1, V A . 4 . H . 1 .3 , V A .4 .O.3 .1 , L A .4 .1 .5 .1 , LA.4.1.5.2, LA.4.6.1.1, LA.4.6.4.1, LA.4.6.4.2 -12-

Three kinds of cordage made from native plants include: 1. Adam’s Needle called “silk grass” by early explorers. It has beautiful white blossoms in May. The stock can also be used for making a fire stick for a bow-drill. The roots can be used as a kind of antiseptic soap. It’s sharp needle-like leaves can be stripped down to make a fine cordage.

2. Sabal Palm, the newest fronds are used to make cordage and to weave mats and baskets. However, you must be careful not to cut out the apical growth from the center of the tree or it will die. Sabal palm leaves can also be used for roofing material such as the thatched roof on page 14.

3. Spanish Moss, harvest the black inner core from the dead epiphite.

1

2

1

1

2

3

3 -13-

LESSON 2: Tocobaga Indian Life Objectives: 1. Students will be able to identify the characteristics and contributions of the Tocobaga Indians.

2. Students will compare and contrast the life of a Tocobaga child to their own.

3. Students will utilize materials presently found in the estuary to create objects the Tocobaga might have used.

Materials: 1. Articles: Who Were the Tocobagas?

and Spanish Conquistadors Meet

the Tocobagas.

2. Index cards 3. Paper and pencil for story writing Websites: About the Tocobaga Indians of Tampa Bay • http://www.sptimes.com/2004/01/19/Floridian/History_under_foot.shtml • http://www.floridafrontier.com/Mound_ Builders.html • http://www.floridafrontier.com/Tocobaga_Market.html Sunshine State Standards Benchmarks: SS.4.A.1.1, SS.4.A.1.2, SS.4.A.2.1, SC.4.E.6.3, SC.4.E.6.6, SC.4.L.16.3, LA.4.1.5.1, LA.4.1.5.2, LA.4.6.1.1, LA.4.6.4.1, LA.4.6.4.2 Suggested Activity 1: 1. Begin by reading the articles and other information from the websites provided. This can be read aloud or silently by students.

2. Ask the question, “How were the Tocobaga like us?” on the board. Ask the students to work in groups to think of answers. Have them come to the board to record their answers.

3. Guide the discussion to get students to think about what the daily life of a Toco-

baga child may have been like. Ask them to think about the similarities and differences between that child and themselves.

4. Have the students work in teams to write a short story about their visit back in time to a Tocobaga village and ask them to write about their day with an imaginary Tocobaga friend. Share their stories.

Suggested Activity 2: 1. Have the students bring in various items from home such as shells, sticks, string, vine, twigs, and stones. Tell them that they will work in teams to construct tools like the ones the Tocobagas may have used.

2. Ask groups to write on an index card the name of the tool, what materials were used to make it, and how it is used. Allow groups time to share. Ask questions about the difficulty they had in constructing the item, how useful it would be, and whether or not they think it would work well.

Extention Activity 1: 1. Have students write a reader’s theater version of their story of their life with a Tocobaga child. Remind them to include information about how they use and depend on the estuary. Tell them to include dialogue and allow them the opportunity to perform their play.

Extention Activity 2: 1. Give each child a paper bag. Have them write their name and the words, “Tocobaga Treasures” on the outside of the bag, 2. Tell them to discover objects like feathers, shells, and other things the Tocobaga may have found in their environment and to store them inside their box.

-14-

LESSON 3: Tocobaga Indians Interdependence on the Estuary Objective: Students will be able to summarize the importance of estuaries to the Tocobaga Indian nation and illustrate it for sharing with others.

Materials: 1. Articles: Estuaries, What Are They?

Who Were the Tocobaga? and Spanish Conquistadors

Meet the Tocobaga.

2. Construction paper and coloring pencils or crayons.

3. Student work and website information from Lessons 1 and 2 would be useful when doing this project.

Sunshine State Standards Benchmarks: SS.4.A.1.1, SS.4.A.1.2, SS.4.A.2.1, SC.4.E.6.3, SC.4.E.6.6, SC.4.L.16.3, LA.4.1.5.1, LA.4.1.5.2, LA.4.6.1.1, LA.4.6.4.1, LA.4.6.4.2

Suggested Activity: 1. Students will create a poster which connects the Tocobaga to the estuary.

2. Direct the students to make a poster that has a web on it which shows the Tocobaga in the center. Have them draw outer circles to show the resources of the estuary and how they were used. For example: the food, the clothes, the tools, transportation, housing. Ask the students to include labels and captions under each circle in order to illustrate the pictures within.

3. Display the students’ work and have them share their discoveries.

-15-

LESSON 4: The Tocobaga and the Tampa Bay Estuary Objectives: 1. The students will be able to critically think about where Tocobaga Indians may have lived within the Tampa Bay area.

2. The students will be able to draw a map of a village based upon historical knowledge.

Materials: 1. Articles and information from previous lessons.

2. Map of Pinellas County 3. Photocopies of blank map of Tampa Bay. Sunshine State Standards Benchmarks: SS.4.A.1.1, SS.4.A.1.2, SS.4.A.2.1, SC.4.E.6.3, SC.4.E.6.6, SC.4.L.16.3, LA.4.1.5.1, LA.4.1.5.2, LA.4.6.1.1, LA.4.6.4.1, LA.4.6.4.2

Suggested Activities: 1. Display a map of Pinellas County to show students where modern day cities are located.

2. Ask the students why people may have choosen to settle here.

3. Have students draw on the map places where Tocobaga cities may have been located.

4. Ask students to use this as a guide to create their own map of a Tocobaga village.

5. Have them use what they know about estuaries and label as many places and structures as they can. Have students share what they have created.

-16-

Map of Tampa Bay Area

-17-

LESSON 5: The Conquistadors and the Tocobaga Objective: Students will be able to explain the effects of the Spanish Exploration of Florida on the Tocobaga Indians.

Materials: 1. Article:

Spanish Conquistadors Meet the Tocobagas.

Websites: About the Tocobaga Indians of Tampa Bay • http://www.sptimes.com/2004/01/19/Floridian/History_under_foot.shtml • http://www.nps.gov/deso/index.htm Sunshine State Standards Benchmarks: SS.4A.1.1, SS.4.A.1.2, SS.4.A.3.1, LA.4.1.5.1, LA.4.1.5.2, LA.4.6.1.1, LA.4.6.4.1, LA.4.6.4.2 Suggested Activities: 1. Read the article, Spanish Conquistadors Meet the Tocobaga.

2. Discuss the results of these Spanish explorers and have the students create a T-chart with a plus and delta at the top. Students will then be asked to work in small groups to fill in their charts.

1. Share with the group and discuss the problems that the Tocobaga faced when strangers arrived.

2. Ask students to share what options they think the Tocobaga may have had.

3. Ask students to imagine that they were the Spanish and try to explain what their thoughts might have been about the Tocobaga.

4. Put students in groups of 3-5. Have them select a Spanish Explorer from this list: • Panfilo de Narváez • Hernando de Soto • Pedro Menéndez 5. Have the students conduct additional research using the websites provided, encyclopedias, the internet, or other resources about these men. Have them report back to the class about the information they find.

6. Tell the students they will be writing an opinion paper about the Spanish Explorers and the Tocobaga. Ask them to pick a side, the Tocobaga or the Spanish Explorers. Then ask them to write a paragraph which explains the group’s feelings and point of view about the other group. Ask them to provide evidence. Share with their groups.

-18-

LESSON 6: Why Live Here?

Objective: Students will understand why the Tocobaga people chose to build their cities on the shores of Tampa Bay and why Spanish did not understand what the area had to offer.

Method: Students will investigate the resources of Tampa Bay through standard reference sources.

Materials: 1. Articles: Who were the Tocobagas?

Spanish Conquistadors

Meet the Tocobaga.

2. Pencil and paper.

3. Large map of Tampa Bay area.

Sunshine State Standards Benchmarks: SS.4A.1.1, SS.4.A.1.2 Website: http://www.ChooseMyPlate.gov/ http://hernando.fnpschapters.org/pdfs/edibles.pdf http://www.nbbd.com/godo/ef/edibles/index. html http://www.nps.gov/deso/naturescience/animals.htm

Suggested Activity: 1. Explain the general purpose of the assignment, which is to explore how the Tocobaga Indians used the estuary as their “grocery and building supply store.�

2. Divide the class into small working groups.

3. As they read, ask them to write down the kinds of food that were available to the Tocobagas.

4. Based on the list of food, ask each group to prepare a menu for a week based on the types of foods available to the Tocobaga people. Remind them that an open fire was used to cook the food and that there was no refrigeration.

5. How did theTocobaga use other resources from the estuary? What did they use for clothing, tools, weapons, and building materials?

6. Once the research project is underway, have the teams schedule reporting sessions in order to keep everyone aware of their progress and resources.

Encourage diversity in their research methods including using nature guides, recipe books, internet sources and interviews with archaeologists, biologists, and cooks.

-19-

LESSON 7: Tocobaga Tools Objective: Students will understand how the Tocobagas recycled materials from their environment to make useful tools.

Materials: 1. DVD: Art of Hermann Trappman 2. Photocopies of page 20 to hand out to each student or place page on an overhead projector.

3. Tocobaga Tool Kit 4. Pencil and paper Sunshine State Standards Benchmarks: SS.4.A.1.1, SS.4.A.1.2, SS.4.A.2.1 Website: http://www.youtube.com/user/LivingHistorySchool

Suggested Activity: 1. Have students watch how some tools are made by watching demonstrations on the DVD and explore how tools are made on the Living History School website.

2. Divide the class into working groups to study the tools in the kit. Give each group paper and pencils.

3. Ask students to explain, “What is a tool?�

4. Hand each group a tool to identify. Ask them to write a brief explanation of how they think the tool is used.

5. After 5 minutes, have them pass the tools to another group. Continue the exercise until all the groups have had a chance to study each tool.

6. Write the list of tools on the board or use an overhead projector. Ask the students to compare how close they came to identifying their tools. Ask each group to report on their findings. Ask each group if they can name modern tools similar to these tools.

Key to Tocobaga Tools on Page 21 1. Shell Axe or Hammer

8. Bone Needle

2. Basket

9. Pottery Paddles

3. Shell Net Gauge

4. Bone Fish Hook and Deer Bone Knuckle

10. Net Bag 11. Shell Spoon 12. Pinellas Pot

5. Pinellas Point 6. Stone Knife

13. Bow Drill Fire Starting Kit

7. Bone Pin -20-

Tocobaga Tools 1

2 3

4 5 10

6

7

11

8 9

12

13

-21-

How to Hold an Atlalt

How to Hold a Bow Drill

Put the two pieces of the atlatl dart together.

Hold the atlatl just like you would hold a baseball with your first two fingers in the slots and your thumb and forth and fith fingers resting on the sides.

Insert the hooked end of the atlatl into the fletched (feathered) end of the dart. Your fingers should not touch the dart.

-22-

LESSON 8: Native American Pottery Making Ojective: Students will explore how Native American potters created their pottery.

Materials: Clay Pottery Paddles Damp Cloth Tooth Picks Water Websites: Making traditional pottery http://www.youtube.com/watch?v=Br7t2k5f KnQ&feature=player_embedded#at=52 Firing Pottery http://www.youtube.com/watch?v=wq69yJVi 1Zk&feature=related http://www.youtube.com/watch?v=J01DINn nNC4&feature=related Sunshine State Standards Benchmarks: SS.4.A.1.1, SS.4.A.1.2, SS.4.A.2.1 VA.4.C.3.1; VA.4.C.3.2; VA.4.C.3.3; VA.4.S.1.1; VA.4.S.1.2; VA.4.S.1.3; VA.4.S.1.4; VA.4.S.2.1; VA.4.S.2.1; VA.4.S.3.1; VA.4.S.3.2: VA.4.S.3.3; VA.4.S.3.4; VA.4.O.1.1; VA.4.O.1.2; VA.4.O.2.1; VA.4.O.3.1; VA.4.H.1.1; VA.4.H.1.3; VA.4.H.1.4; VA.4.H.2.1; VA.4.H.2.2; VA.4.H.2.3; VA.4.H.3.1; VA.4.F.1.1; VA.4.F.1.2; VA.4.F.3.2 VA.4.F.3.3.

Suggested Activity: 1. Introduce the lesson by discussing the history of Native American pottery in Florida.

Show students the reproduction Safety Harbor pot and the pottery paddle and pictures on page 5.

2. Show the students the videos demonstrating how the pottery is made and fired.

3. Making the coils: a. Squeeze a lump of clay into a smooth, even “rope,” or coil, about seven inches long.

b. Place your hands in the center of the coil, moving them out as you roll the clay. c. Roll several coils, join the two ends of each to form circles, then put them aside and cover with a damp cloth.

4. Making the base: a. Flatten a lump of clay into an evenly thick slab, using your hands. b. Cut out a round piece from the flattened slab.

5. Attaching the coils: a. Attach the first coil onto the base by putting your thumb on the inside of the coil and pulling the clay into the base. b. Attach additional coils using your thumb on the inside and other fingers on the outside; gently push each coil into the clay below it.

6. Finishing the surface: a. Carefully smooth the outside and inside of the pot with wet hands or a wet sponge so that you don’t see the coils anymore. b. Decorate your pot while it is still wet.

You can add shapes (effigies) make designs using the toothpicks, or slap the sides use the pottery paddle (check stamped).

7. Drying the pot: a. Trim away excess clay from the base. b. Set your pot in a safe, dry spot so that it can thoroughly dry.

NOTE FOR TEACHER: Clay is available from pottery and art supply houses and usually comes in plastic bags. The pots do not need to be fired after drying; however, they will be much more durable if fired.

-23-

Lesson 9: The Tocobaga Indians and other Native People of the Americas Objective: 1. Students will learn to identify the similarities and differences betweens Native American cultures.

2. Students will learn how the environment of a specific region influences decisions about lifestyle.

3. Ask the students to discuss why certain expressions we use can be hurtful.

Materials: 1. People of Pinellas slideshow 2. Pencils and papeer 3. Crayons or Colored Pencils

2. Have students research in the library and on the internet the various styles of houses, transportation and foods used by different Native American Nations. They should be able to answer questions about what it was about the environment, available resources and culture that led to their building design, method transportation or choice of foods.

Websites: http://www.nmai.si.edu/ http://www.archives.gov/research/nativeamericans/ http://www.flmnh.ufl.edu/canoes/ Sunshine State Standards Benchmarks: SS.4.A.1.1, SS.4.A.1.2, SS.4.A.2.1, VA.4.H.1.3, VA.4.O.3.1, VA.4.S.1.1, VA.4.S.1.1, HE.1.B.2.2, HE.4.B.2.3, HE.4.C.1.2 LA.4.1.5.1, LA.4.1.5.2, LA.4.6.1.1, LA.4.6.4.1, LA.4.6.4.2 Suggested Activity 1: 1. Read the article: The Tocobaga and other Native People of the Americas and watch People of Pinellas slide show.

2. Explain the general purpose of the assignment, which is to discuss what makes Indian Nations different from each other and how are they similar?

Suggested Activity 2: 1. Divide the class into small working groups and assign each group different American Indian Nation to prepare a report on.

3. Have students draw a picture of their house, means of transport, or food choices.

4. They should answer questions such as: • Why it looks the way it does?

• What materials were used to build it?

• Who shares it?

• What kinds of furnishings does your building have?

• What kinds of food is available in your environment?

• How is it gathered - hunting, fishing, growing?

• How is the food prepared?

• What do your people most revere?

-24-

Lesson 10: Tocobaga Indian Scavenger Hunt Objective: 1. Students will learn to identify objects used by the Tocobaga Indians at the St. Petersburg Museum of History.

Materials: 1. People of Pinellas slideshow 2. Cards with list of items to be discovered provided by the museum.

3. Pencils and paper Sunshine State Standards Benchmarks: SS.4.A.1.1, SS.4.A.2.1 Suggested Activity 1: 1. Prior to leaving the school on a field trip to the museum read and discuss the articles: Who Were the Tocobagas” and Spanish Conquistadors Meet the Tocobagas.”

2. Explain the general purpose of the assignment, to find objects in the museum’s Tocobaga Indian exhibit that relate to the Tocobaga Indians.

3. Form the students into teams of two or three and hand each team a card and pencil.

4. As the students explore the exhibit they should be able to find at least 10 objects.

They should also right down what they think the object was used for, ie. dugout canoe used for trasportation and fishing.

5. After about 15 minutes have students return to the group where they can share their discoveries with their classmates.

-25-

VOCABULARY adelantado - Spanish word for governor. artifact - an object produced or shaped by human craft, especially a tool, a weapon, or an ornament of archaeological or historical interest. cacique - an honored man or woman holding a leadership role in their community. conquistador - military leader of the Spanish conquest of the New World in the 16th century. The word can mean any daring adventurer. culture - the way of life of a group of people passed on from one generation to the next by learning and by experience. Includes government, religion, and material culture such as tools, weapons, clothing, etc. lightning whelk - a tropical, spiral shell, the whorls of which overlap each other.

projectile point - a pointed implement (usually made of chipped stone) that was attached to the end of an atlatl dart or an arrow sometimes called an arrowhead. pueblo - the Spanish term for a permanent village or community was used by 16th-century Spanish explorers for villages that they discovered. shallop - a small open boat fitted with oars or sails, or both, and used primarily in shallow waters. sherd - a piece of broken pottery, especially one found in an archaeological dig. totem - an animal, plant, or natural object serving among certain tribal or traditional peoples as the emblem of a clan or family and sometimes revered as its founder, ancestor, or guardian; b. a representation of such an object; c. A social group having a common affiliation to such an object.

kitchen midden - a mound containing sea shells, animal bones, and other refuse that indicates the site of a human settlement.

tool - an implement, especially one held in the hand and used to carry out a particular function.

platform mound - a flat-topped mound of earth built of shell built as a platform where the cacique lived.

tumpline - a strap slung across the forehead or the chest to support a load carried on the back. “Tump� is derived from the southern New England Algonquian word, mattump.

Places to Visit ST. PETERSBURG MUSEUM

OF HISTORY 335 2nd Ave NE St. Petersburg, FL 33701 (727) 894-1052 http://www.spmoh.org SAFETY HARBOR MUSEUM OF

REGIONAL HISTORY 329 Bayshore Blvd.

Safety Harbor, FL 34965 (727) 726-1668 www.safetyharbormuseum.org UPPER TAMPA BAY PARK 8001 Double Branch Rd., Oldsmar, FL 34677 (813) 855-1765 www.hillsboroughcounty.org/parks

SAFETY HARBOR MOUND

at PHILIPPE PARK 2525 PHILIPPE PKWY., SAFETY HARBOR, FL 34695 (727) 669-1947 http://www.pinellascounty.org/park/11_ Philippe.htm WEEDON ISLAND PRESERVE CULTURAL & NATURAL HISTORY CENTER 1800 Weedon Island Drive St. Petersburg , FL (727) 453-6500 http://www.weedonislandcenter.org

-26-

“TOCOBAGA” Lesson Plan and Activities Agreement ST. PETERSBURG MUSEUM IN A BOX REPLACEMENT COSTS

RETURNED:

YES

NO

Stone Knife in Leather Case $ 75 ____ ____ Deer Bone Fish Hook $ 35 ____ ____ Atlatl (Throwing Stick) $ 75 ____ ____ 2-Piece Dart $ 45 ____ ____ Pinellas Projectile Point $ 5 ____ ____ Deer Bone Pins/Needles in Leather Case $ 50 ____ ____ Bow Drill (fire making kit) in Case $ 80 ____ ____ Fishing Net $ 5 ____ ____ Shell Net Gauge $ 35 ____ ____ Pottery Paddle $ 35 ____ ____ Pottery from Ancient hands $ 60 ____ ____ Basket (Made in Panama) $ 20 ____ ____ Books/CDs/DVDs The Crafts of Florida’s First People by Robin C. Brown $ 9 ____ ____ CD of PowerPoint, Lesson Plan and Script $ 15 ____ ____ DVD - Art of Hermann Trappman $ 16 ____ ____ De Soto National Memorial Junior Ranger Book - Shipping Cost

____ ____ Note: All graphics on the Tocobaga PowerPoint are copyrighted by the artist Hermann Trappman and Neily Trappman Studio. They may not be reproduced unless licensed by a studio representative.

Date Checked Out: ___/___/______

Date Returned: ___/___/______

Name of School:____________________________________________________________________ Contact Person:________________________________________Title ________________________ Address: _______________________________________ City: __________________ Zip:________ Phone: ____________________ Cell: ___________________ Email:__________________________ Grade ____4 and/or ____ 5 No. of Students Served: ________Visiting Presenter? ____Yes ____No If yes, what date? ___/___/______

Time(s): ______________

Fee(s): ____________

By signing this agreement, __________________________________________agrees to return the Name of Borrower St. Petersburg Museum in a Box in good condition and to replace any missing or broken pieces.

Box returned in good condition: ____Yes ____No Approved by: _________________________ St. Petersburg Museum Representative