Primary Source Set Florida: Selected Library of Congress Primary Sources
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View of the city of Tallahassee. State capital of Florida, county seat of Leon county, 1885 -
A young oyster fisher [?] Others smaller employed in busy season. Apalachicola, Fla. Randsey Summerford says he starts out at 4 A.M. one day, is out all night in the little oyster boat and back next day some time. Gets a share of the proceeds. Said he was 16 years old and been at it 4 years. Lives in Georgia and is here 6 months a year. Location: Apalachicola, Florida. -
1936 slave narrative - A centenarian. Towns, Luke Jacksonville, Florida -
Let the Deal Go Down 1939 Zora Neale Hurston -
Roosevelt's Rough Riders. A charge full of cowboy enthusiasm by Troop 'I,'' the famous regiment, at Tampa, before its departure for the front--Biograph picture catalogue -
Fort Marion National Monument, St. Augustine, Florida -
Florida forever! / by L. A. Bennett. -
The prairie dog sickened at the sting of the hornet or a diplomatic puppet exhibiting his deceptions -
Yellow fever and the national board of health. From the Pensacola Advance, March 10th, 1880. [Pensacola 1880]. -
A sponge diver ready for action--Tarpon Springs, Fla. 1926 -
Atlantic Coastline Railroad Station, 1402 Sligh Boulevard, Orlando, Orange County -
Supreme court of the U. States. January term, 1834. The United States vs. Antonop Huertas. Appeal from the Superior court of East Florida ... R. K. Call, for appelant. [Washington, D. C. 1834].
The resources in this primary source set are intended for classroom use. If your use will be beyond a single classroom, please review the copyright and fair use guidelines.
Teacher’s Guide
To help your students analyze these primary sources, get a graphic organizer and guides: Analysis Tool and Guides
Florida, called the "Sunshine State," joined the Union in 1845. The primary sources in this set document key moments in the state’s story, and provide opportunities for students to explore that rich history further.
Use the question sets and analysis tool to deepen student engagement and thinking about these compelling, imperfect objects. Select questions such as:
Or extend student learning by asking them to write a caption for the item, imagine what happened an hour before or after what the item portrays, or expand a textbook or other secondary account of history to include the item.
These primary sources can raise further questions about the time, place, or events from which they emerged, and can prompt students to further investigation of the state’s history.