From Crisis to Hope: How Our Colony Found Its Heart at Fort Mose
"Mrs. Zema, this feels like a really important decision."
This observation came from Sarah, usually our quietest committee member, as the Town Planning Committee prepared to present their proposal about welcoming escaped slaves to our colony. After navigating Drake's devastating attack and the rising tensions with our Timucua neighbors, my fourth graders were about to face a choice that would define who their St. Augustine truly wanted to be.
What started as survival mode after the pirate raid had evolved into something deeper: a test of their colony's values when everything was on the line.
Where We Left Off: A Colony Under Pressure
After Drake's devastating attack and Friday's rising Timucua tensions, our colony was facing challenges on multiple fronts.
Monday's Labor Day break gave everyone time to process the intensity of surviving both Drake's raid and the growing tensions with their Timucua neighbors. When we returned Tuesday, students were still talking about how hard it was getting to keep everyone happy.
Tuesday's primary source work with Chief Miguel's letter had opened their eyes to the long-term consequences of colonial policies. The Timucua tensions weren't going away, and the students were beginning to understand that relationships with Native peoples required constant attention and genuine respect.
A New Petition Changes Everything
Thursday brought us to Spring 1738—nearly 175 years after our founding—and a scenario that would test every value the class had developed about their colony.
As I read the El Explorador newspaper aloud, you could hear a pin drop:
"Escaped Slaves Request Freedom and Land: A group of escaped slaves from British colonies to the north has reached Florida. They request freedom and permission to settle under Spanish protection."
The room was completely silent. Then Carlos raised his hand with excitement: "Mrs. Zema, did Spain really do this? They really let people be free?"
The Committees Face Their Values
For the first time all year, I watched the committees grapple with a decision that wasn't just about survival—it was about what kind of community they wanted to build.
The Military Committee was worried about making the British mad. Alex said: "What if the British get really angry at us for helping them?" But Miguel jumped in: "Hey, they could help us fight! They were brave enough to run away and come here."
The Town Planning Committee couldn't decide at first. Marcus said: "But we don't have enough houses and food already." Then Zoe got excited: "Wait, wait! If they're free, they can grow their own food and help us instead of us helping them!"
The Religious Committee knew right away what they wanted to do. Sophia said: "We have to help them! God wants us to help people who need freedom."
The Decision That Defined Us
When the committees presented their proposals, something beautiful happened. Each committee found a way to say yes:
Military: "Let's help them build their own little fort!"
Town Planning: "We'll give them land and help them build houses"
Religious: "We'll have a big welcome party so they know they belong here"
The class had to choose only two actions, and after a quick vote, they picked the Military and Town Planning proposals. They wanted to help build Fort Mose and give the families land and homes.
A Historic Morale Boost
When I revealed that they had taken 2 helpful actions and Fort Mose was established, our morale jumped up significantly—the first positive shift since the Drake attack and Timucua tensions.
But more importantly, you could see the kids felt different about their colony. Riley, who had asked "are we going to die?" after Drake's attack, now said: "This feels like we're making something really good."
The Real History Moment
As we debriefed, I shared that Fort Mose was absolutely real—the first legally free black settlement in what would become the United States. The Spanish government in 1738 made exactly the same choice my students had made.
Emma got really excited: "So our colony was different from the mean British ones?"
Jordan asked: "Did the real Fort Mose people help fight the bad guys?"
Carlos answered before I could: "Yeah! They were Spanish now. It was their home too!"
What This Revealed About My Students
Watching my students choose to establish Fort Mose revealed something profound about how simulation learning develops empathy and moral reasoning:
They understood that survival isn't enough—communities need values
They saw that diversity can be strength rather than just challenge
They grasped that historical choices shape identity in lasting ways
They experienced how moral leadership often requires courage and risk
Looking Forward
As we wrapped up Thursday's session, students were already asking what challenges Fort Mose would face, whether the British would retaliate, and how the Timucua would respond to this new development.
But I could see they were asking these questions from a different place now. They weren't just trying to keep their colony alive—they were invested in what kind of place their St. Augustine would become.
The shift from survival mode to building a community of values happened gradually, then all at once. And it happened because my students faced a real moral choice and discovered what they truly believed.
Ready to help your students experience the moral complexity of historical decision-making? Discover how the MindSpark Education simulation curricula create moments where values and strategy intersect in authentic historical contexts.
