Florida State History | Florida Becomes a U.S. Territory Readers Theater Script | Grades 3-5

Overview

Travel back with Joel and Amanda as they explore how Florida became a U.S. territory. Students witness the Adams–Onís Treaty negotiations between John Quincy Adams and Luis de Onís, then experience the “change of flags” ceremonies in St. Augustine and Pensacola.

Meet Andrew Jackson as Florida’s first territorial governor, learn why Tallahassee became the capital, and discover how Florida became the 27th state. The script highlights negotiation, geography, opportunity, and consequences in a clear, student-friendly way.

Perfect For

• Florida history units and standards-based instruction
• Social studies literacy blocks (RI skills in context)
• Readers Theater performances and fluency practice
• Small-group reading, discussion, and collaboration

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What’s Included

(a single PDF with links to Google Docs/Slides, if print format is preferred you can download from your Google Drive to word/pdf/ppt/etc)

• Student Script: Editable, ~10 pages, ~2100 words, 10 scenes, casting breakdown, student intro (DOCX/PDF/Google Doc).
• Teacher Guide: Editable, ~12 pages, lesson tips, main ideas, answer keys, standards, casting with lexical levels (DOCX/PDF/Google Doc).
• Student Worksheet: Editable, ~20 slides, vocabulary (10 terms), short-answer (10), challenge (5), optional extensions (5) (Google Slides/PPTX).
• Self-Graded Exit Quiz: 20 multiple-choice questions (Google Forms).

Teacher’s Script Summary

1. A Map That Points to the Treaty: Joel and Amanda time-travel to meet Adams and Onís as Florida’s future is debated.
2. The Treaty Table: Adams and Onís sign an agreement that includes Florida, claims, and payments for claims.
3. “Ratified” Means It’s Official: The treaty is approved, becomes effective, and Florida’s transfer is set in motion.
4. The Flag Comes Down in St. Augustine: Students witness the change of flags ceremony and hear mixed feelings from residents and newcomers.
5. Pensacola and a New Governor: Pensacola changes flags, and Andrew Jackson arrives as territorial governor and divides Florida into counties.
6. New Laws, Old Tensions: Systems change, and a dispute over records shows how power shifts affect decisions.
7. Newcomers, Neighbors, and the Seminoles: More settlers arrive, and a Seminole observer explains growing pressure and conflict over land.
8. Choosing a Capital: Tallahassee: Leaders choose a central capital because travel between coasts is difficult.
9. From Territory to State: Florida grows and becomes the 27th state, with Tallahassee as the capital.
10. Lessons From a Changing Flag: Joel and Amanda reflect on how treaties, geography, and power changes affect real people.

Standards Addressed

Florida State Standards

• Florida SS.4.A.3.9: Students explain how Florida became a U.S. territory through the Adams–Onís Treaty and the transfer (e.g., SAQ 1–4, Quiz Q 1–6).
• Florida SS.4.A.3.1: Students identify motivations for U.S. actions connected to border conflict and strategic control (e.g., SAQ 2, SAQ 6, Quiz Q 5, Quiz Q 14).
• Florida SS.4.A.2.4: Students describe how European control and leadership changes affected Florida’s development (e.g., SAQ 4, SAQ 8, Quiz Q 7–10).

CCSS

• RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
• RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
• RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
• RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
• RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
• RI.4.3: 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.
• RF.4.4: Read with sufficient accuracy and fluency to support comprehension.
• SL.4.4: Report on a topic or text in an organized manner, using appropriate facts and relevant details; speak clearly at an understandable pace.
• L.4.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

CCRA

• CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence.
• CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas.
• CCRA.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
• CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately.
• CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations.
• CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues and word parts.