SEMINOLE COUNTY GOVERNMENT
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CONTACT INFORMATION

Steve Waring 
Parks and Recreation
Manager
845 Lake Markham Road
Sanford, FL  32771
407-665-2180

Responsible for Sylvan Lake Park, Red Bug Lake Park, Sanlando Park, Seminole County Softball Complex and Soldiers Creek Park

Rick Durr
Greenways and Natural Lands
Manager
845 Lake Markham Road
Sanford, FL  32771
407-665-2180

Responsible for all Natural Lands, Streetscapes, Trails, Boat Ramps and Passive Parks

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Parks and Preservation


History Seekers, Subject Listing, Grades 6,7,8

Welcome to History Seekers!
History Seekers is a collaboration between the Museum of Seminole County History and the Seminole County School Board.


Activities Key: Classroom = Green; Museum Visit = Red; Online = Blue

Native Americans Seminoles (Creek, Cherokee, Black)
    Indian doll collection
    Gourds
    • Create a dance rattle from a gourd. Decorate with authentic patterns
    • FCAT: Most societies use readily available natural resources for many purposes. Think about how the Seminoles used gourds in their daily lives. Now write an essay explaining how the gourd had multiple purposes.
    • Gourd fact sheet available at the Museum.
    • Print the gourd fact sheet from the Museum's website.

    Chief Osceola
    • Re-enact the final capture of Chief Osceola and his imprisonment at Fort Moultrie, South Carolina. Bonus: Identify the connection with Seminole County for the people involved in the capture of Chief Osceola.
    • Visit the Museum for information on Osceola.

    Culture
Activities Key: Classroom = Green; Museum Visit = Red; Online = Blue

Forts and Early Settlements
    • Choose a Seminole County fort and build a model of it.
    • Visit the Museum for information on Seminole County forts.

    Fort Mellon, Mellonville and Sanford
    • Make a map showing the development of Sanford from 1836 – 1883, i.e., from the building of Camp Monroe to the annexation of Mellonville.
    • Create a diary describing a day in the life of a teenager living in a fort, using one of the forts listed below.
    • Fort Mellon
    • Fort Reid (Sanford)
    • Fort Lane (Geneva)
    • Fort Christmas (Orange County)
    • Visit the Museum for information on Fort Mellon.
    • Visit Fort Christmas Historical Park website.
Activities Key: Classroom = Green; Museum Visit = Red; Online = Blue

Steamboats and Railroads
    Steamboats
    • Create a steamboat Captain’s “Log” describing a journey along one of Florida’s rivers, focusing on Seminole County rivers, which include the Big Econlockhatchee, the Little Econlockhatchee, the Big Wekiva and Little Wekiva. Sources of information can be found through reference books at the Museum and books at the Library on steamboats.
    • Visit the Museum for information on steamboats and Florida’s rivers.
    • Illustrate a 19th century steamboat and label all the parts.

    Railroads
    • Construct a map tracing major railroad routes in Florida.
    • Visit the Museum to see maps of Florida's railroads.
    • The Seminole Trail is on an old rail bed. While walking the trail, take frequent pictures of possible landmarks. Accompany photos with a written narrative.
    • Visit Seminole County Trails and Greenways website.

    Henry Plant
    • Draw a map of Florida. Add Henry Plant’s rail lines.
    • Perform a first person impression of Henry Plant.
    • Visit the Museum to see a map of the Plant System and for information on Henry Plant.
    • Illustrate an early steam engine and label all the parts

    Henry Flagler
    • Using information you find either in the library or on the Internet, analyze the difference in business strategies between railroad magnates Henry Plant and Henry Flagler.
    • Discuss Henry Flagler's promotion of tourism in Florida.
Activities Key: Classroom = Green; Museum Visit = Red; Online = Blue

Agriculture
    • Create a menu for a local eatery to highlight early forms of agriculture in Seminole County between 1886 - 1970, e.g., beef, celery, citrus or fish. Include recipes for the dishes on the menu.
    • Compile a Florida cookbook with recipes using agricultural products common to Seminole County. Identify which ingredients were commonly found in Seminole County before 1970.
    • Choose a profession below in agriculture common to Seminole County at some time in its history. Compile a list of at least 15 skills and other characteristics that describe a member of this profession. Orally present this list to the class beginning each sentence with "I" (e.g., I make traditional pottery, I am a warrior, I am a hunter = A Florida Indian). Include visuals to illustrate your chosen profession. After your presentation, allow the class to guess your profession.
    • Citrus
    • Cattle
    • Turpentine
    • Celery
    • Fishing
    • Ferns
    • Visit the Museum for information on the cattle, citrus, fern, fishing and turpentine industries.
    • Get the recipe for celery pie from staff at the Museum. Find out who created the recipe and what motivated her to create it.
    • Make a celery pie to share with your class. Share the history of the recipe as you serve your pie.
Activities Key: Classroom = Green; Museum Visit = Red; Online = Blue

Demographic Changes
    • Assign groups to research a specific time period and people group in Seminole County. Each group will assemble a time capsule with artifacts and documents representing their group and time.
    • Choose a demographic group that moved to Seminole County at some time in its history. Compile a list of at least 15 traditions, characteristics and unique motivations for moving to Seminole County that describe a member of this group. Orally present this list to the class beginning each sentence with "I" " (e.g., I make traditional pottery, I am a warrior, I am a hunter = A Florida Indian). After your presentation, allow the class to guess your people group.

    Southern Migration - Post Civil War
    • Assume that after the Civil War, you have decided to move from your home in another state to Central Florida. Write a letter to family or friends left behind describing your reasons for moving, giving a description of your life in Florida and encouraging others to follow.

    European
    • Swedes and Henry Sanford: You are an advertisement executive working for Henry Sanford. Make an advertisement to entice people to come from Sweden to live and work in Sanford
    • German: Assume that you are a German immigrant who moved to Florida in the 1800's. Write a letter to family /friends left behind describing your reasons for moving, a description of your life in Florida, and encouraging others to follow.
Activities Key: Classroom = Green; Museum Visit = Red; Online = Blue

African Americans
    Communities
    • Pick one of the cities below and write about a local black community within that city.
    • Sanford
    • Oviedo/Chuluota/Slavia
    • Altamonte/Longwood
    • Geneva
    • Visit the Museum for information on African American communities in Seminole County.

    Culture

    Churches
    • Write and perform, either individually or in a group, a skit portraying African American life in Seminole County during the 1920’s from the perspective of Zora Neale Hurston. Hint: Zora’s father, Rev. John Hurston, was the pastor of Zion Hope Baptist Church in Sanford.
    • Visit the Museum for information on churches in Seminole County.

    Schools
Activities Key: Classroom = Green; Museum Visit = Red; Online = Blue

Urbanization
    Current Cities / Towns / Communities
    • Create a quilt depicting your own family history.
    • Make an illustrated time line of the development of Sanford from building Camp Monroe until the present day. Include the dates that each community was established and annexed into Sanford. Variation: Assign student groups to create timelines of each community that ultimately became part of Sanford. Assemble all the timelines to create a master timeline for the city of Sanford.
    • Make a scrapbook of at least 5 cities or lakes in Seminole County. Each page must include a picture or illustration of the lake or a government building within the city. If possible, describe how the city got its name.
    • Make a travel brochure for any city in Seminole County. Include the history of the city, current government officials, points of interest, historical markers, historical sites, significant businesses, etc. when possible.
    • Visit the Museum for information on cities, citizens, historical markers and lakes in Seminole County.

    Settlements Time Passed By
    • Draw a map depicting a Seminole County city’s development from 1870 to the present. Color code the multiple communities that were/are associated with that city.
    • Visit the Museum for information on cities in Seminole County.
Activities Key: Classroom = Green; Museum Visit = Red; Online = Blue

Education
    • Conduct an interview with someone who attended a Seminole County school before 1970 about their school experience. The interview should consist of at least 20 questions about the school facilities, daily routine, student population, subjects taught, extra-curricular activities, etc. Compile the information gleaned from your interview into an expository essay describing school life in their time period. Alternative: Make a T-Chart comparing and contrasting school life from then and now.
    • The oak tree at the southeast corner of Sanford Middle School’s campus has been standing there since the property belonged to Dr. Seth French. Write a history of the property and the buildings or institutions that have occupied this piece of land since 1880 from the perspective of the tree.
Activities Key: Classroom = Green; Museum Visit = Red; Online = Blue

Yesterday and Today
    • Assign student groups a date in history, post 1880. The students will then research local and national periodicals for that date and present a local newscast on the events occurring for that date. Option: can be videotaped ahead and presented via TV.
    • Visit the Museum and examine copies of either the Sanford Herald or the Florida Times Union at the Museum and choose an article of interest. Report on the article in the format of a current event, e.g., who, what, where, when, why; summarize; etc.
    • Visit the Museum and examine copies of either the Sanford Herald or the Florida Times Union at the Museum focusing on the advertisements. Choose a particular item or service that is advertised in an early copy and track it over the course of at least 10 years. Report on the items advertised uses, advantages, price, and prominence. In addition, note the manufacturers, their competition and distinctions.
    • Visit the Museum and examine copies of either the Sanford Herald or the Florida Times Union at the Museum focusing on the advertisements. Choose a particular item or service that is advertised in an early copy and track it over the course of at least 10 years. Make an illustrated time line showing the progression of this item or service. Note changes in price, style, features, etc.
Activities Key: Classroom = Green; Museum Visit = Red; Online = Blue

Miscellaneous
    • Choose a time period in Seminole County history to profile the clothing styles. Cut out a paper figure or draw on poster paper. Plan whether it will be a common or a wealthy man, woman, or child. Dress the paper figure in paper clothes that show the many layers worn. Include a hat and shoes. Label the back of each clothing piece with its name. Draw a figure on poster paper and label each piece of clothing using colored pencils, markers, cloth etc.
    • Cut out a paper figure or draw/illustrate an historical figure from Seminole County. Use paper clothes or draw the person from a photo depicting the clothes worn during that time frame. Include a hat and shoes (if appropriate). Label the back of each clothing piece or label drawn diagram describing the person and what they are wearing.
    • Make a period musical instrument and demonstrate its use to the class.
    • Perform a Florida folk song for the class, using instrument or voice. Option: create your own Florida folk song and perform for the class.
    • Choose an historical figure from Seminole County history. Introduce this figure to the class as if she/he is an honored guest in the class. Remember, you are honoring this person; therefore, you will put a positive slant on all your information (e.g., Ladies and gentleman, I'd like to introduce a military officer of great distinction ... He is the hero who ended the murderous rampage of the heathen chief Osceola and made our homes safe again = General Jesup).
    • Choose a person from the 1930 census records of Seminole County (available at the Museum on microfilm or online census) and follow that family back through the 1880 census. Create a family tree going back at least 4 generations (bonus points for additional generations). Write a 2 page biography of the family noting occupations common to the family, migration, race, and sizes of family.
    • Obtain a copy of the "Museum of Seminole County History Scavenger Hunt" from the Museum. Walk through the Museum to find the answers.


Created by The Museum of Seminole County History on 09/09/2004.