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2 Map Trackers Second Grade Curriculum Program This project was funded in part by the Pinellas County Arts Council. This project has been financed in part with Historical Museums Grants-in-Aid Program assistance provided by the Bureau of Historical Museums, Division of Historical Resources, Florida Department of State, Secretary of State. Special thanks to the Pinellas County Schools and the following educators who contributed to the production of this project: Suzanne Byers, Teacher, Ponce de Leon Elementary Cheryl Engelschall, Multicultural Liaison/Teacher on Assignment Pat Jones, Teacher, Mildred Helms Elementary Jan Rouse, Associate Superintendent, Curriculum and Instruction (retired) Harry Brown, Associate Superintendent, Curriculum and Instruction Randy Lightfoot, Supervisor, K-12 Social Studies Irene Seybold, Teacher, Cross Bayou Elementary Antonette Wilson, Teacher, Ridgecrest Elementary Photograph credits: Florida Archives; Library of Congress, Prints & Photographs Division, FSA-OWI Collection; A Study of Railway Transportation for Primary and Intermediate Grades, Association of American Railroads, 1942; and Heritage Village Archives and Library. Heritage Village th Street North, Largo, FL

3 Table of Contents Map Trackers Introduction Teacher led activity Museum education staff led activities Teachers packet CD navigation A Historical Perspective The people of Pinellas and what brought them here From countryside to cities to suburbs Two-Hour Field Trip Outline and Activity Rotation Caboose and Fire Truck Activity First Stop: Sing a Railroad Rhyme Second Stop: Belleview Fire Truck Bucket Brigade Third Stop: Here Today and Gone Tomorrow Extension Activities Union Academy School Activity A Little Class in the Village Extension Activities Mercantile Garage Activity The Wheels on the Car Go Round and Round Extension Activities

4 Map Trackers Introduction Thank you for selecting Heritage Village as your second grade field trip, Map Trackers: Neighborhood Adventures. This program, created by teachers for teachers, will deliver a unique way to involve your class in getting a real sense and feel for how neighborhoods of the past have changed over time. It is designed to connect both the Pinellas County Social Studies Program and Sunshine State Standards. Students will have the opportunity to experience activities that bring to life some of the differences and similarities of people, places and things changing through the years. This CD also contains more information for each of the activity rotation areas and extension activities. The extension activities can be used or adapted for your classroom before or after your field trip to Heritage Village. You will be experiencing five areas at Heritage Village. One experience is teacher-led. Teacher-Led Activity The Caboose and Fire Truck Transportation has always been important in how people, places and things come together within a community. Students will go inside a real caboose to experience many of its functions and the duties of the railroad crew. You will then guide them on a mini tour to the fire truck and participate in a water bucket brigade activity. On the return to the caboose, they will pass by the Lowe House and Lowe Barn to see a house built by the son of a sailor who settled in the early coastal community of Anona in the late 1800s. Printing these pages This pdf opens in full screen view. Press your escape key to reveal the menu bar. Additionally, Ctrl+P (windows) or Apple+P (mac) will take you directly to the print window. Museum Education Staff-Led Activities Union Academy School Your students will experience how schools in the community have changed over time. They will identify and use objects from the 1940s while completing some lessons at a school from the 1940s. They will work on a project together and record their experience though art and writing. The students will also experience recess and games of the 1940s. Mercantile Garage A great place to experience how people, places and things have changed over time. The students will visit a 1920s filling/service station. In smaller groups, they will role play the many activities that used to occur in service stations of long ago. Safety Harbor Church Students will celebrate the field trip with a brief group discussion of what they remember seeing and doing. Then if time permits, they will sing along to some tunes related to the main activities they experienced. CD Navigation By clicking on one of the main topics from the table of contents page (previous page), other pages will provide details about your field and classroom experience. Within the activity pages, you will also see the related Sunshine State Standards listed for each activity and some suggested classroom extension activities. Consider this a travel book to plan your journey. It will enrich your trip but the trip on its own is a meaningful experience. Many of the main Sunshine State Standards can be accomplished by experiencing the activities on the day of your visit to Heritage Village. If you should encounter any problems along the way, please let us know by calling

5 A Historical Perspective The people of Pinellas and what brought them here The peninsula now known as Pinellas has historically attracted diverse groups of people: Tocobaga Indians, Spanish explorers in search of treasure, Cubans who established fishing camps, and by mid 19th century, the first pioneers. These few early settlers had to be hardy and persistent as the Pinellas peninsula at that time was extremely remote and travel was hazardous and difficult. Farming and maritime life sustained the Pinellas pioneers, and water was their main link with civilization elsewhere in Florida; therefore, the first communities in Pinellas were located on sites conducive to agriculture and on sheltered coastal areas convenient to boats. The major cities including Tarpon Springs, Dunedin, Clearwater and St. Petersburg, developed around a railroad that arrived in 1887, becoming the first easily traveled overland route to Pinellas. Prior to the arrival of the Orange Belt Railroad, little of the peninsula s interior was accessible or desirable for settlement. Towns were isolated from one another and even small distances seemed great during that early period of development. As described by W. L. Straub in History of Pinellas County, When it is said far apart on a peninsula only four to fifteen miles wide, it should be remembered that, in addition to the forests, the land was generally covered with densely growing bushes, shrubs, and small trees jammed with tall grass that made a jungle difficult to penetrate, with streams of water everywhere. There were no roads and little use to them if there had been. So a mile or half a mile between neighbors was a long way. Bridge construction beginning in the early 1900s connected the mainland to the barrier islands, and beachfront property became increasingly attractive to developers, investors, and tourists. When demand exceeded supply, new fill land was created, and commercial and residential development proceeded rapidly. The interior regions of the peninsula began developing as population pressures expanded the urban fringe areas and as accessibility and services to these areas were improved. From countryside to cities to suburbs In terms of land area, Pinellas County, with 280 square miles, is the second smallest county in the state. Its small land area and large population have made Pinellas County by far the most densely populated and the most intensely developed county in Florida. At present, Pinellas County has more than 3,000 persons per square mile. This density is more than three times that of the state s second most densely populated county, Broward. The rapid development and urbanization which have occurred in the last few decades have had a dramatic effect on the land and the lifestyle within Pinellas County. One of the major consequences of urban development has been the obvious disappearance of undeveloped or vacant land. As recently as 1952, developed acreage in Pinellas County accounted for only 14 percent of all land. In 1990, development covered more than 81 percent of the county.

6 The story of Pinellas County s growth is evident, among other places, on a modern day street map. The earliest roads often followed irregular, somewhat meandering routes to connect the county s scattered settlements. Existing examples are Clearwater-Largo Road and Tampa Road. The sites of early towns are apparent in the compact grid pattern formed by their streets as can be seen in St. Petersburg s downtown and its older neighborhoods along Central Avenue as well as in downtown Clearwater and downtown Dunedin. The street grid, for centuries the traditional form of city design, was especially common in 19th century America because it was quick and easy to lay out and it provided convenient access to all properties. Streets that used a grid pattern remained in favor well into the 20th century, but blocks and home lots became noticeably larger as the automobile eliminated people s need to live in compact neighborhoods near the central downtown. Such larger, longer blocks can be seen in Clearwater east of Missouri Avenue. Not only did the auto allow for more expansive development, it also allowed for the decentralization of commerce and industry. No longer did business need to be in the downtown core. Locations along major roadways, with maximum traffic exposure and access, were often preferable. A contemporary version of the downtown does exist, however, in the shopping mall. Indeed, the mall has virtually taken over most of the functions of the traditional downtown, providing a variety of goods and services in an enclosed, climate-controlled main street for pedestrians. In the decades after World War II, residential developments moved away from the grid pattern toward subdivisions with curving streets, cul-de-sacs and few connections with the surrounding road network. This reduced traffic in residential areas but it greatly restricted access and funneled huge volumes of cars onto major roads. Most residential developments built in Pinellas County since 1970, mainly in the northern end of the county, have followed this pattern. While such physical evolution has occurred in cities all over the country, it has had an especially profound effect in Pinellas County where the vast majority of development has taken place since the war. Since the 1880s as Pinellas County was growing and changing, towns within it began to incorporate. As of the 1990 census, the county contained 24 municipalities which ranged in size from 60 (Belleair Shore) to 238,629 (St. Petersburg). Unincorporated Pinellas County had 259,247 residents. The number of incorporated areas in Pinellas County is remarkable in comparison to neighboring Hillsborough County which contains only three municipalities. This is largely attributable to the different economies that drove the growth of each county. Hillsborough developed primarily around its Tampa port a necessarily centralized source of economic activity. Development in Pinellas County, on the other hand, was mainly based on tourism and agriculture, industries that didn t require such a concentrated economic center. Small towns along rail lines, major roads and beaches could support themselves economically. As history has shown, a number of these towns also chose to govern themselves. The above excerpt is from the 1995 booklet, Pinellas County Historical Background, prepared by the Pinellas County Planning Department with assistance provided by Heritage Village.

7 Map Trackers Two-Hour Field Trip Outline and Activity Rotation Introduction: Heritage Village staff greets and welcomes classes at the Safety Harbor Church. Teachers and chaperones receive activity rotation and maps. Activity Rotation: Union Academy Mercantile Garage Caboose and Fire Truck (Teacher-Led) Summary: Safety Harbor Church discussion of activities and sing-along. Gift shop and return to buses.

8 Just to Pass the Time Away First Stop: Sing a Railroad Rhyme in the Caboose Kitchen I ve Been Working on the Railroad, Copyrighted, 1936, by Calumet Music Co., Chicago, IL I ve been workin on the railroad, All the live long day. I ve been workin on the railroad, Just to pass the time away. Don t you hear the whistle blowing? Rise up so early in the morn. Don t you hear the captain shouting Dinah, blow your horn? Dinah, won t you blow, Dinah, won t you blow, Dinah, won t you blow your horn? Dinah, won t you blow, Dinah, won t you blow, Dinah, won t you blow your horn? Someone s in the kitchen with Dinah. Someone s in the kitchen, I know. Someone s in the kitchen with Dinah Strumming on the old banjo. Fee, fie, fiddle-e-i-o. Fee, fie, fiddle-e-i-o-o-o-o. Fee, fie, fiddle-e-i-o. Strumming on the old banjo. Instrumental music can be found at: Teacher-Led Activity: Please read the following information before your visit. A map and other easy instructions will be provided by museum staff on the day of your visit. All Aboard! Get on track to Village life as you and your students climb aboard the big red caboose. Once inside you will pick up your signal gear and lead your student train on a journey of fun stops designed to let them Stop, Look and Listen. After your song and a look at the train workers home away from home, have your students take their places in the banner train located on the outside of the caboose, blow your whistle and follow your map tracks to the next stop at the fire truck. On the way, let them know about a time before their grandparents were born and before the automobile (late 1800s) when people and products moved from town to town by train, boats and horse carts.

9 Second Stop: The Belleview Fire Truck Bucket Brigade Third and Final Stop: Here Today and Gone Tomorrow It s time to get back on their train and head back to the caboose. On the way back, be sure to have your train go by the 1912 Lowe Barn (just across from the fire truck) to get a glimpse of how Pinellas County has changed from being predominantly agricultural before World War II to what it is today. Is there a new house or building in their neighborhood? They will also pass by the Lowe House which was built in 1888 by the son of a sea captain who settled along the coast where many who first came to this part of Florida built their neighborhoods. Pull your train up to fire house. To announce their arrival, let each student have one try on sounding the bell alarm. Now it s time to form your fire brigade. Outside the firehouse you will find your bucket brigade practice course. Students form a line from the water tub to the fire board. Student closest to water tub dips a small bucket into the tub and passes the water bucket to the next student to pass down the line until the student nearest the fire throws the water through the target and brings the bucket to the end of the line to fill and pass. There are three buckets so it should not take too long for everyone to have had a chance to throw the water onto the fire. Now they have all become good citizens by training to be neighborhood volunteer firefighters. Once you arrive back at the caboose, ask your students to name some of the jobs that people do in their neighborhood police, firefighters, bus drivers, grocery store proprietors, school teachers, painters, builders, etc. Ask what your students would like to do when they grow up. SS.A The student compares everyday life in different places and times and understands that people, places and things change over time. SS.A The student understands broad categories of time and calendar time. Pinellas County Basic Skills The student will understand how people, places and things have changed over time.

10 Extension Activities Before or After the Visit: Educational and Fun Web Sites: unitsofstudy/trains/activities.htm ffacesissues/occup.htm Flagman s Color Signal Flags Craft: Make flags using construction paper. Glue them onto chopsticks or glue them onto straws. Red Stop White Go Green Go Slowly Caution! Have your students take turns in leading the class around the classroom using their flags and everyone singing the railroad song. Flagman s Duties: In the days before radios when the train stopped, the flagman would have to walk a half mile or more behind the train to warn approaching trains of the stopped train ahead. He would use flags, flares or lanterns to signal the danger. The flagman would have to listen for signals from his engineer blowing the train whistle to know when to return. Many flagmen were accidentally left behind sometimes. Over 28 different signals existed that were used to tell the engineer when to stop, start, apply brakes or pick up a car. Engineers used whistle signals to communicate, and each train had to have a distinctive sound from one another. Up until recent times, a flagman stationed at the rear of the train was an absolute necessity. A final note on the flagman s role before two-way radio communications: when the train was ready to proceed, the engineer gave a certain whistle signal to call back the flagman. Remember, the flagman and engineer could be a mile or more apart and could not talk to each other. In his absence, the flagman needed to light a timed fuse to warn approaching trains and then hustle back to the caboose. Cabooses and flagmen have been eliminated in today s mainline railroad by electronic end of train devices that send out a message to warn off a following train.

11 A Little Class in the Village More than a lesson, your students will get a slice of life as they discover similarities and differences in classroom activities of the past to the present. In the 1940s during harvest months, many children had to leave their classroom studies to work with the family in the groves, farms, ranches or on the docks located all over Pinellas County. It wasn t all work though. Their 1940s teacher (museum education staff) will lead your students through some fun classroom projects and playground games that will put history in their hands. Each student will receive a Heritage Village activity book cover. It will have activities for them to complete that day and some for later. Vocabulary of the day writing words that describe many of the 1940s primary and secondary resources they will be touching and using. Students will also compare letter formation of the alphabet used in the 1940s to that of today. Can I sew? Can I iron? Who will sweep the floor? Will Spot run? Can we play and learn together? Students explore readers and school materials of the past. Story time. SS.A. 1.1 The student compares everyday life in different places and times and understands that people, places and things change over time. LA.B The student drafts and revises simple sentences and passages, stories, letters and simple explanations that express ideas clearly; show an awareness of topic and audience; have a beginning, middle and ending; effectively use common words; have supporting detail; and are in legible printing. LA.B The student uses knowledge and experience to tell about experiences and purposes. LA.C The student listens for a variety of informational purpose, including curiosity, pleasure, getting directions, performing tasks, solving problems and following rules. Pinellas County Basic Skills The student will understand how people, places and things have changed over time. Create a picture and write of their Union Academy experience. Recess! Games in the school yard.

12 Extension Activities Before or After the Visit: Book List: All Around Town, illustrated by Helen Stone; text by Phyllis McGinley Juanita, by Leo Politi An American ABC, by Maud & Miska Petersham Emily s 1st 100 Days of School, by Rosemary Wells I Spy School Days, by Jean Marzol If you were a student in the 1940s, what would your class look like? Design your own alphabet. (Change the letter formations) Design a report card for the activities you experienced at Heritage Village (see example below). Welcome to the Village Recess Caboose/Fire Truck Doodlebug Garage Your Teacher A B C D F

13 The Wheels on the Car Go Round and Round Ding Ding Fill er up! This is a great place for your students to do several service station activities while they learn by doing different jobs at a garage of the 1920s. How did the attendant get paid? How were customers rewarded? We ll look at some of the tools of the trade and talk about the modes of transportation used in the past. After a tour of the garage, it s time for everyone to give the Village Model T Doodlebug the full service treatment: cleaning windshield, cleaning headlights and taillights, cleaning mirror, checking the air in the tires and making sure the horn works! Oh, and kids don t forget to get your Doodlebug map to plan your next visit to other Pinellas County neighborhoods. Y all come back now ya hear! LA.C The student listens for a variety of informational purposes, including curiosity, pleasure, getting directions, performing tasks, solving problems and following rules. SS.D The student understands the basic concepts of markets and exchanges. SS.B The student knows the modes of transportation used to move people, products and ideas from place to place, their importance and their advantages and disadvantages. Pinellas County Basic Skills The student understands the world depends on each other for the exchange of goods and services. 10

14 Extension Activities Before or After the Visit: Vocabulary Words: barter goods boat horse buggy need car neighborhood consumer past gas plane price service tire train transportation truck Follow up questions for students about transportation of the past and today: What kinds of transportation did you observe at Heritage Village? What kinds of transportation do you have in your neighborhood/town? List many types of transportation. How do you think transportation has changed over time? Background Information Web Addresses: This is also part of the U.S. Mint web site. Along with student friendly activities there are also teacher materials to use in class. This is an inflation calculator. You just need to input the price of an item for the year you are studying and then the year you want the data converted to and the calculator will do the math for you. SS.A The student compares everyday life in different places and times and understands that people, places and things change over time. Pinellas County Basic Skill The student will understand how people and places and things have changed over time. 11