anderson schler aig unit template 2015

Buccaneers, Beware! A Day in the Life of Blackbeard and his BrigadeHolly Anderson & Shannon Schler Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

http://buccaneersbeware.weebly.com/

All Hands on DeckShiver Me TimbersBlow the Man DownDead Man Tells No Tale

Ahoy, matey! Can you overcome disease, famine, and loss to become a member of Queen Annes Revenge? If youre up for the challenge, come aboard and experience the life of a crewmember under the command of Blackbeard, one of historys most famous pirates. Did you know that piracy still exists today? Use your knowledge gained from the past to persuade others PERSPECTIVE about modern day piracy!

How do opposing standpoints on history mold moral understanding?Why is studying the history of Blackbeard essential to shaping the views of admirable citizenship?

Holly AndersonShannon SchlerSPED 6402 Spring 2015East Carolina University

CONTENT RESEARCH PAPER

A huge man with fiery eyes and a booming voice, he was fond of a scarlet cloak, and went into battle with lighted, slow-burning cannon fuses tucked into his hair, and six pistols slung across his chest (Bourne, 2006, p. 153). This powerful description portrays the famous pirate Blackbeard. Prior to acquiring this nickname, he would have been most commonly known as Edward Teach, but he has also been called Thatch, Thach, Tach, Tash, and even Drummond because his real name is unknown (Butler, 2000, p. 20). Although Teach only reigned for two years from 1716-1718, he was one of the most dreaded pirates to ever live, and his name is still widely known today for this terrorizing reign (Kirkpatrick, n.d.). It is unknown where Edward Teach called home or when he was exactly born, but historians know that he was British, most likely born before 1690 (Kirkpatrick, n.d.). When Teach was a young seaman, the Queen Annes War was going on from 1702-1714. During that time, Teach was hired as an English privateer; his main purpose in the war effort was to attack, rob, and seize enemy vessels (Miller, 1999). Edward Teach was allowed to keep the stolen goods that he pilfered from French and Spanish ships by order of Queen Anne herself (Kirkpatrick, n.d.). Through the duration of the war, he learned many skills that benefitted his next profession since he was out of a job when the war ended in 1714. Acquiring the skills to qualify as an experienced sea robber, Teach decided to join a group of Caribbean pirates in 1716 (Kirkpatrick, n.d.). Among this group of pirates was Benjamin Hornigold, a very successful pirate during this time (Bourne, 2006). Hornigold became a mentor to Teach, helping him learn the ins and outs of becoming a pirate. Edward Teach, acquiring the nickname Blackbeard, had quickly risen through the ranks among the other pirates due to his boldness and courage, and eventually became Hornigolds right-hand man (Bourne, 2006).Even though Blackbeards reign was short-lived, he was known to overtake any ship that crossed his path. However, there were some acts that seemed to show his brutality and terror more than others. One of Blackbeards earliest overthrows was soon after he joined with Hornigold in 1716. The two pirates captured a large French vessel that was bringing slaves, cocoa, copper, and more than 20 pounds of gold dust from Africa to the West Indies (Butler, 2000, p. 20). This French crew was weakened by sickness and quickly surrendered; Blackbeard renamed this ship Queen Annes Revenge, which is now known as his most famous ship (Butler, 2000). It has been speculated that the name of this ship was meant as an insult to King George I, Queen Annes successor (Butler, 2000). Another famous voyage that was headed by Blackbeard was the blockade of the coast of Charleston, South Carolina. Disease was spreading quickly during this time, and Blackbeard and his crew needed medicine (Butler, 2000). For an entire week, four of Blackbeards ships blocked the port, taking loot and hostages aboard the ship. These hostages were locked in a hold in the ship and would not be released until the medicine was delivered to Blackbeard and his crew (Kirkpatrick, n.d.). As the deadline for the medicine quickly approached, the townspeople of Charleston were able to gather the chest filled with medical remedies. Blackbeard released the prisoners, but not before taking all prisoners jewelry and clothing (Kirkpatrick, n.d.).According to David Moore, an archeologist for North Carolinas Maritime Museum in Beaufort, it is estimated that Blackbeard at one time had three or four hundred men and four ships under command in the Atlantic Ocean. Moore states that, These men spent most of their time sailing up and down the Atlantic Coast stealing anything of value from other ships (personal communication, January 28, 2015). Moore went on to explain that around one hundred fifty men would be living on the ship at a time and that the crew would work together to bring in and capture new ships. Whenever a new ship was stolen, the crew was often asked if they would like to join Blackbeards crew (D. Moore, personal communication, January 28, 2015). During Blackbeards two-year reign he and his crew terrorized the ships of the Atlantic ocean. He began his acts of piracy under the apprenticeship of Captain Benjamin Hornigold in 1716. After capturing other ships together, the two captured a merchant ship outside of St. Vincent (Butcher, 2012). Butcher (2012) states, This ship was La Concorde, a French guineaman that contained a wealthy cargo of gold dust, coins, plate, jewelry, and other merchandise. Soon after this capture Hornigold decided to retire and therefore gave Blackbeard the La Concorde and its crew. This was the first crew under Blackbeards control. Teach soon after renamed the vessel The Queen Anne's Revenge (Lee, 2000; Moore, 1997). When the La Concorde was acquired in March of 1717, the muster rolls indicated that seventy to eighty crewmembers were present aboard the ship. Butcher (2012) states that these men were assigned to a number of tasks on the ship, with positions that included captains, mariner officers, skilled craftsmen, seamen, surgeons, and clergy and were paid according to their rank aboard the ship. Monthly pay ranged from 5 livres to 100 livres, with the cabin boys receiving the least and the captain garnering the most pay (Moore & Daniel, 2001). Many of these crewmembers were allowed to return to their homeports, although some were not so lucky. Some members such as the pilot, the caulker, the second cook, and the gunsmiths were forced to join as pirates according to Butcher (2012).Eventually news traveled to Alexander Spotswood, the governor of Virginia, concerning the attacks on ships. Spotswood spent weeks planning the capture of Blackbeard and eventually sent two small ships commanded by Lieutenant Robert Maynard of the Royal Navy to Ocracoke (Kirkpatrick, n.d.). Maynard and his ships took place waiting to ambush Blackbeard the next morning. Blackbeard and his crew noticed the ships and both parties began preparing for battle. The next day a battle ensued. The details of the battle are uncertain, but Konstam, 2007 states that Maynard kept many of his crewmates inside the boat anticipating the pirates eventually coming aboard. Blackbeard and his crew were surprised by this maneuver and so the two groups began to battle across the ship. Maynard and Blackbeard were taking many shots at each other and the battle ended with Blackbeards defeat (Konstam, 2007). Blackbeards corpse was thrown into the inlet while his head was suspended from Maynard's ship (Konstam, 2007). After the battle, the remaining crewmembers of Blackbeards army were taken to Williamsburg, Virginia where they were jailed for piracy. Eventually they were put to trial, found guilty, and hung for their actions (Konstam, 2007).Thousands of artifacts from Queen Annes Revenge have been unveiled from the site, while much more is still left waiting in the ocean. David Moore states, One of the first items that came up from the site was a bell. Part of the inscription on the bell was the date, 1705. This was a very exciting find because it dates the site (personal communication, January 28, 2015). Many types of ammunition were recovered from the QAR wreck site. Some personal firearms were found, but not many considering the crewmembers most likely took their possessions with them. In addition to the ammunition and firearms, many plates, bowls, cups and utensils were found. These utensils were made of pewter and ceramics and were determined to be from various parts of the world. The only gold found was over 2,000 gold flakes that were found close to the stern of the boat (QAR Online, 2014). Even though Blackbeard is long gone, his legacy lives on. Even over the few years Blackbeard spent pillaging the Atlantic Coast, he became one of the most famous pirates of all time. The myths and legends of Blackbeard are slowly being brought to the surface thanks to the work of archaeologists. The excavation of his famous ship, Queen Annes Revenge, allows people from all over the opportunity to experience a glimpse of what it would have been like to live in the time period of Blackbeard. His short mark on history has made a lasting impact, especially for North Carolina.

ReferencesBourne, J.K. (2006). Blackbeard lives. National Geographic, 210, 146-150,153,155,157,159-161,164. Retrieved from http://search.proquest.com.jproxy.lib.ecu.edu/docview/200931792?accountid=10639 Butcher, E. (2012). Sailing on the edge: A world-systems analysis of pirates and privateers in the Atlantic and Caribbean in the seventeenth and eighteenth centuries. Senior Independent Study Theses. Paper 15.Butler, L. S. (2000). Blackbeard's revenge. American History, 35, 18-24. Retrieved from http://search.proquest.com.jproxy.lib.ecu.edu/docview/224068778?accountid=10639Kirkpatrick, J. (n.d.). Blackbeard: Pirate terror at sea. Retrieved from http://www.nationalgeographic.com/pirates/bbeard.html Konstam, A. (2007). Blackbeard: America's most notorious pirate. Hoboken, NJ: Wiley.Lee, R.E. (1976). Blackbeard the pirate: A reappraisal of his life and times. Winston-Salem, NC: J.F. Blair.Miller, A. (1999). Blackbeard the pirate. Junior Scholastic, 102, 18-20. Retrieved from http://search.proquest.com.jproxy.lib.ecu.edu/docview/202821631?accountid=10639Moore, D.D. & Daniel, M. (2001). Blackbeard's capture of the nantaise slave ship la concorde: A brief analysis of the documentary evidence. Tributaries, 11, 14-31.Moore, D.D. (1997). Blackbeard the pirate: Historical background and the beaufort inlet shipwrecks. Tributaries, 7, 31-39. QAR Online. (2014). A treasure trove of artifacts. Retrieved from http://www.qaronline.org/Conservation/Artifacts.aspx

CONNECTION TO THE THEME

A perspective is defined as, a particular attitude or way of regarding something; a point of view. Therefore, your perspective is the opinion you have on a particular topic. These opinions become molded based on what you know. The more education a person is able to gain on a particular topic, the more defined his or her perspective becomes. Unfortunately, perspectives may become skewed by receiving misinformation, so people must make the conscious decision to take facts into consideration. Our students will be asked to determine their perspective on morality issues concerning piracy. Their ideals and thoughts should change throughout the week based on the knowledge that students gain. Children gain moral beliefs based on parents and family, social groups, and many other influences. These morals give children perspectives on what is right and what is wrong. Adding knowledge to our students beliefs and ideals will help to mold their perspectives on piracy and its consequences.Video DiaryOne activity that is going to carry throughout our unit is the video diary. On Monday, each student will take the role of a crew member among Blackbeards ship. We originally thought each student could write a travelers log, but we decided to modernize it with the use of technology. At the end of each day, the students will record a segment that will serve as a video diary through the perspective of their character. They will have a different focus each day, and it will reflect issues that they could have encountered as if they were living their daily lives on the sea as a pirate. The goal for this project is to create a simulation for the students while also requiring them to use higher-level thinking skills and creativity. We will expect them to use what they learned each day about the topic and then transpose that information into thoughts through their characters perspective. DebateAnother activity that will incorporate the theme of perspective is through a debate. On the day that we discuss Blackbeards death, students will be asked to take into consideration everything they have learned thus far concerning piracy. Students will be asked to ponder the question, Are pirates inherently good or evil? Students will be given a T-chart in which they are to list the good and evil characteristics of pirates. Once they have made their list and we have discussed their answers, the students will be asked to split into two sides. The rules of a fair debate will be reviewed before beginning the debate. As students present their facts they will also be able to give their perspective on this topic. Not only will each student have their own perspective about this topic, he or she will need to come together with the other students that have chosen the same side. This will require the students to bring their perspectives together in order to create solid arguments to present to the members that hold the opposite perspective on the topic. Ethics DiscussionStudents will have opportunities to display their thoughts and opinions on the morality of piracy during many ethics discussions. During camp, students will ponder if Blackbeard deserved the fate he met. Students will discover that Blackbeard actually was given a terrible reputation that he did not actually live up to. According to David Moore, One of the more interesting bits of information about the pirate that I've found is that despite his notorious and blood-thirsty reputation, there is no historical evidence to support that BB or any of his crew ever killed anyone. Students will determine and voice their perspective on Blackbeard and the severity of his sentence of death.Underwater ExcavationOn the final day of camp, students will be able to get up close and personal with artifacts from Blackbeards ship, The Queen Annes Revenge. Christine Brin, an expert from the North Carolina Maritime Museum, will visit our class to inform the students on the excavation of the ship. During her visit, she will introduce students to some of the most important artifacts found on site. Christine will also explain the importance of underwater archaeologists. Students will gain a new perspective on this career and its significance to maintaining history.After Ms. Brins presentation, the students will get their chance to try a hand at underwater excavating. Students will need to use a tool to excavate artifacts from underwater just like real life archaeologists have to do. Students will be asked to think about the importance of unearthing history, especially from an archaeologists perspective.

TECHNOLOGY INTEGRATION

PlickersTo establish some pre existing knowledge that the students have on the first day of camp, we will be using Plickers to ask students five questions based on Blackbeard. Plickers is an interactive tool that only requires one device. Each student is given a unique code that will already be printed out for him or her. The answer choices are placed on the sides of the code, and whichever way the student holds it, the device registers which answer was chosen. One of the teachers will scan the room for the answers, and they pop up in real time on the Smartboard so students can see what answer choices have been selected. Once all students have answered, the teachers will reveal the correct answer and there will be some brief discussion about each question. Video DiaryFor our unit, one of the ways we are going to incorporate technology is through the use of a daily video diary. Each student will be put in a simulation as a crewmember that was under Blackbeards reign. At the end of each day, the students will have to record a video diary segment through the perspective of their crewmember. Each day there will be a topic to respond to that corresponds to the information and challenges that they encounter each day. Students will be assessed using a rubric so they will know what is expected of them. They should use true facts and information that they have learned about pirates and the time period, while also creatively embellishing the interpretation of their character. We originally thought of having students complete a written travelers log, but we decided to modernize it through the use of technology. Students will each have an iPod touch to video themselves each day. They will be using an app called My Video Diary 8.0. This app allows students to easily record a video, add text, and select a theme for their diary. We will string the video diaries together and add them to the camp website in order to be one of the final projects for the week; this way parents will be able to watch all the video diaries together easily. Prezi Presentation/Newspaper ArticleDuring the lesson where students learn about Blackbeards final battle and death, a Prezi presentation has been created to present the information to the students. Instead of having the teachers deliver this information, students will be matched up with a partner to read through this information themselves. As they encounter this information, students will also be creating a newspaper article about the information they have learned. The template for the newspaper is on Google Docs, so that students can easily edit it and add their own information. The article should be front page story, something short, yet still capturing the main events and ideas that were on the Prezi. Students will work on pairs on this activity, so only one newspaper will be turned in for each group. Students will work on laptops in order to view the Prezi and create the newspaper article easily. Interactive Smartboard LessonsThroughout the week students will be introduced to information concerning different aspects of Blackbeards life through interactive Smartboard lessons. Students will experience different pirate songs each day as they enter the room. Each day the song will relate to the theme for the day. Once students are settled in and ready to begin the lesson, teachers will use the Smartboard to relay the information for each days lesson. Some lessons require students to interact directly with the board. For one activity, students will need to fire cannonballs at a ship to determine the correct answer to questions regarding Blackbeard. Students will receive immediate feedback on their answers from the Smartboard. If their answer is correct, the cannonball will hit the ship. If the answer is incorrect, the cannonball will land in the water. Throughout the duration of the camp, the Smartboard will be a useful tool for students and teachers.Noteapp

While the teachers are reviewing valuable information concerning the different famous piracies of Blackbeard, students will be recording notes on a web-based program called Noteapp. Noteapp takes recording notes to a whole new level. Noteapp is a large corkboard where students can place their favorite facts learned from the Smartboard lesson on a sticky note. Noteapp allows students to collaborate by everyone sharing on the same board. Once the URL is shared, everyone can participate and see the changes all in real-time. Students may also add more than just their post it notes. Students can also attach PDFs, documents, and even pictures. Sticky notes may also be colored coded so that teachers can easily see who is participating in the note taking. Once students have recorded their facts, the teachers will pull up the Noteapp board and discuss valid points.

Chatterpix

For the lesson where we discuss Blackbeards piracies and command, we will have the students respond through an interactive picture. Students will use the app, Chatterpix, to make Blackbeard come to life. After learning the content for the day and generating notes through Noteapp, students will create dialogue for Blackbeard based on the information they thought was most interesting. The way the app works is students take a picture, mark where the mouth is, and record a message up to thirty seconds long. This message is then generated to make it look as if the picture is talking itself. A rubric will be used to assess students work. Students projects will be uploaded to the camp website. Photo Scavenger Hunt

Students will participate in a photo scavenger hunt while at camp, but they will be doing it in a whole new way with the help of an app called GooseChase. Teachers will set up the scavenger hunt beforehand by loading ten Blackbeard related questions into the program. Teachers will also load a clue and a picture with each question. Around the school will be ten envelopes containing the hidden answer to the question. Students will be given an iPod touch and will be split into partners. Once the questions and hunt are set up, students will be ready to play! Students will log onto the app and ask to join the game. As soon as students join the game they can immediately see the first question, as well as the hint and the picture as to where the first answer is hidden. Students will rush to find their first answer using these clues. Once they find it, they will use their iPod touch to snap a picture of them with the answer. When they have recorded the answer, they can immediately see their points go up! They can also look through the news feed within the app to see what their classmates have found so far. A time limit can also be set for the hunt, so we will give students 15 minutes to try and find as many clues as possible. Once the time is up, students will return to the classroom where we will check answers and discuss the information. Pictures from the scavenger hunt will also be uploaded to our class website.

CONTENT OUTLINE

I. Blackbeards Early Years/Pirate ApprenticeshipA. Origin1. Most likely British2. Born before 16903. Real name: Edward Teacha. Last name unknown. Last name also known as Thatch, Thach, Tach, Tash, Drummondb. Nickname acquired in 1716 because of his terrorizing actsB. Early Career1. Hired as an English privateer during 1702-1714 a. Occurred during Queen Annes Warb. Allowed to keep stolen goods per Queen Annec. Out of a job when the war ended in 17142. Joined Caribbean pirates in 1716a. Met Benjamin Hornigold-captainb. Became his mentorc. Eventually became Hornigolds right hand manII. Famous piraciesA. Queen Annes Revenge1. Overtaken in March, 17172. Large French vessel going from Africa to West Indiesa. Originally called La Concordeb. Original crew weakened by sickness; easily surrenderedc. Captured outside of St. Vincent 3. Renamed Queen Annes Revengea. Name was supposed to insult King Georgeb. King George was Queen Annes successorB. Charleston, South Carolina 1. Disease spread quickly on Blackbeards ship--crew needed medicine2. Blockaded Charlestons port for a weeka. Took loot and hostagesb. Hostages would be killed if medicine wasnt delivered3. Medicine was delivered to the shipa. Hostages were releasedb. Blackbeard first stole their clothes and jewelry III. Under the Reign of BlackbeardA. Crewmembers1. 300-400 total men2. 150 men living on any given ship3. Jobsa. Captains, mariner officers, skilled craftsmen, seamen, surgeons, and clergyb. Most important job was the navigatorc. Monthly pay ranged from 5 livres to 100 livres i. Cabin boys received the leastii. The captain garnered the most payB. Blackbeards Command1. Overtaking shipsa. Captives were asked to join Blackbeards crewb. If they refused, they could go back to home courtc. Some members such as the pilot, the caulker, the second cook, and the gunsmiths were forced to join as pirates2. Blackbeard never actually killed anyone3. Showmanship for battlea. 6 pistols strapped across his chestb. Put lit cannon fuses in his beardc. Wore a scarlet cloakC. Ships1. Four ships total2. Queen Annes Revenge was Blackbeards most famous ship

IV. Final Battle/DeathA. Blackbeard vs. Alexander Spotswood1. Governor of Virginia2. Planned capture of Blackbearda. Sent 2 small shipsb. Ships commanded by Robert Maynard of the Royal Navy3. Ships sent to Ocracoke, North Carolina B. The Battle1. Ships ambushed Blackbeard2. Blackbeard thought he defeated Royal Navy ships3. Blackbeard went on board to claim victorya. Hidden Navy soldiers came out from inside the shipb. Maynard and Navy attacked BlackbeardC. Blackbeards Death 1. Maynard shot Blackbeard and killed him2. His body was thrown into the sea3. Decapitated head was suspended from Maynards ship

V. Queen Annes Revenge ExcavationA. Excavation1. Discovered in 1995; excavation began in 19972. Found in Beaufort inlet B. Discovered artifacts1. By 2007, of wreck was fully excavated2. Over 1600 artifacts have been found so far3. First artifact was a bell from the shipa. Made of bronzeb. 1705 was inscribed on artifactc. Gave archaeologists a date when Blackbeard existed 4. Most recent artifacts were cannons found in 2013

LESSON #1All Hands on Deck I. DEFINE OBJECTIVES AND CONTENT

LESSON OBJECTIVEStudents will discover facts about Blackbeard by interacting in a technology driven scavenger hunt. Students will use the information gained after instruction to create a video diary from their perspective as first day pirate.

POINT TO PONDERThe higher you move up in your career, the happier you are.

ESSENTIAL QUESTIONHow does career hierarchy affect self worth?

CONTENTOutline the content you will teach in this lesson.I. Blackbeards Early Years/Pirate ApprenticeshipA. Origin1. Most likely British2. Born before 16903. Real name: Edward Teacha. Last name unknown. Last name also known as Thatch, Thach, Tach, Tash, Drummondb. Nickname acquired in 1716 because of his terrorizing actsB. Early Career1. Hired as an English privateer during 1702-1714a. Occurred during Queen Annes Warb. Allowed to keep stolen goods per Queen Annec. Out of a job when the war ended in 17142. Joined Caribbean pirates in 1716a. Met Benjamin Hornigold-captainb. Became his mentorc. Eventually became Hornigolds right hand manII. Under the Reign of BlackbeardA. Crewmembers1. 300-400 total men2. 150 men living on any given ship3. Jobsa. Captains, mariner officers, skilled craftsmen, seamen, surgeons, and clergyb. Most important job was the navigatorc. Monthly pay ranged from 5 livres to 100 livresi. Cabin boys received the least ii. The captain garnered the most pay

II. PRE-PLANNING

What will students UNDERSTAND as a result of this lesson? How does this connect to the Essential Question?Students will understand the history of Blackbeard as they learn about his background and origin. During todays lesson students will also learn about his early career as a privateer. Lastly students will learn about the crewmembers and workings of a pirate ship. This information will be very important due to them needing to know how to gain ranks during the week. Understanding the career hierarchy will be valuable as well when considering the essential question.

What will students be able to DO as a result of this lesson? Students will be able to navigate using a scavenger hunt to find specific information. Students will discuss struggles of climbing the pirate ranks through video diary technology.

III. PLANNING

HOOKDescribe how you will grab students attention at the beginning of the lesson.BE CREATIVE.TIME: 10 minutes Teachers will be dressed as pirates and will pretend to be the ship captains. Students will be immediately immersed in the simulation as they are ordered to complete lower level pirate tasks such as running gun powder, mopping the deck, manning the rigs. Pirate decorations will be around the room and Yo Ho will be playing in the background, welcoming students to truly become part of the simulation. As students enter the room, they will be recruited as pirates. Students will be given an envelope containing information about their pirate. Packets will include a form where students will create their own pirate name, and job description (rank), pay, and boat location will already be pre selected.

INSTRUCTIONExplain Step-by-step what you will do in this lesson. Be explicit about ties to Points to Ponder, Essential Question, and Interactions here. Include ALL support and teaching materials with your unit.TIME: 40 minutes Teachers and students will introduce themselves. After the introductions, students will be asked questions through Plickers to see what they already know about Blackbeard (to establish pre existing/ background knowledge) Plickers Questions 1. True or false: Pirates treasure chests were full of gold and jewels. 2. What animal guarded Blackbeards treasure? 3. True or false: Blackbeard steered the pirate ship. 4. What was the name of Blackbeards famous ship? 5. True or false: Was Blackbeard considered the most feared pirate? Students will watch the Video Clip (2:57) http://www.history.com/videos/queen-annes-revenge#queen-annes-revenge Questions: 1.) Why is Blackbeard is an icon of piracy? 2.) How many pirates were under his command at one time? 3.) How does investigating a ship wreck help scientists learn more about history? 4.) What was odd about the cannons that were found?

Students will gain insight on all aspects of Blackbeard from this educational video from the History Channel. This clip covers the background of Blackbeard all the way up to the excavation of the Queen Annes Revenge.

Teachers will introduce Pirates of the Carolinas to the students.

Overview: The object of the game is to become the greatest pirate by the end of the week. Students will earn plastic, gold coins through various challenges and answering questions to fight their way through piracys ranks. Throughout the week, they will have the opportunity to buy new boats, overtake another players boats, overtake cities, or purchase fate cards, which could either result in a positive or negative result once they reach a certain ranking, which is described below.

Game pieces/Board : The board game will be on a tri-fold board, and the game board will be a map. As students progress through the game, they will be earning game pieces that will be boats, which will be placed on thumb tacks. Boats will be laminated pieces of paper with velcro name plate attachments.

Ranks: All students will begin with their game piece on the main boat, Perspective. Students will begin at the lowest rank (which is indicated in their envelope). Once students gain 15 coins they can gain a boat. (Students will be given a new cut out boat) Once theyve gained 20 coins, they can overtake someone elses ship and make it their own. Once theyve gained 25 coins students will become a captain and are able to overtake cities. 0 Coins Swabbie Powder Monkey Cabin Boy Rigger 10 Coins Mate 15 Coins Sailing Master (allowed to gain a boat) 20 Coins Quarter Master (allowed to overtake another ship) 25 coins Ship Captain (allowed to overtake cities)

Fate Cards: Students may decide to purchase fate cards throughout the week. These cards contain different positive and negative fates. Examples:o The plague-get rid of your shipo You get to win a ship

Pirate Store: IF a student loses their ship they will need to buy a new one. Students may purchase: Pirate Store 10 coins= to buy a new ship 10 coins = to buy a fate card 15 coins = to buy a city 10 coins = to buy someone elses boat

Challenge: Photo Scavenger Content HuntStudents will get in teams of two and be given an Ipod touch. They will use the app GooseChase, which is a way to generate picture scavenger hunts. Questions will be loaded on to the app about Blackbeard, and the answers will be found throughout the building. Students will take pictures of the answers they found to document evidence. The next clue will be a picture and a question to find the next answer. The app keeps track of team rankings and a time limit can be set. Teachers will give students 15 minutes to answer as many questions as they can in the time frame. Students will then come back to the room and we will go over the answers and discuss them through a SmartBoard activity. Students will earn coins based on the scavenger hunts rankings. The pictures and set-up will need to be taken on Sunday before camp because we will not know the exact layout until we are given our classroom. We plan on putting two clues in each of the following locations: gym, cafeteria, outside, library, hallways. The clue to find the next answer will be the corresponding picture of the location. The questions that students will answer are found below in the assessment and materials section.

Link to the GooseChase app:https://www.youtube.com/watch?v=Mn5WvG023CM

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials.TIME: 20 minutes Video diary #1At the conclusion of each day, students will create a video diary segment through the perspective of their pirate character using an app called My Video Diary 8.0. They will each have their own IPod touch to film themselves. A rubric will be provided to assess the video diaries of each student. Students should demonstrate insightful interpretation of their character supported through a discerning use of facts learned from instruction. The length of each video should be one to two minutes. The question that students will be asked to answer is what are the trials and tribulations of moving up in the ranks?

As students finish, they can count their coins earned for the day and participate in the Pirates of the Carolinas board game.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALSInsert ALL materials here including Assessments and Instructional Materials.Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been submitted for this lesson.

Plickers Questions1. True or false: Pirates treasure chests were full of gold and jewels.2. What animal guarded Blackbeards treasure?3. True or false: Blackbeard steered the pirate ship.4. What was the name of Blackbeards famous ship?5. True or false: Was Blackbeard considered the most feared pirate?

Scavenger Hunt Questions1. What was Blackbeards real name?2. When was Blackbeard nicknamed? Why?3. Where was Blackbeard most likely from?4. When was Blackbeard born?5. Who was Blackbeards mentor?6. When was he hired as a privateer?7. How many crewmembers were under Blackbeards reign?8. How many pirates were on a ship at one time?9. What are some of the jobs on a pirate ship?10. What was the most important job on a pirate ship?

Letter for 1st day:

Video Diary Rubric:

Criteria

20 - 17

Highly developed use of structure and vocabulary with a perceptive awareness of purpose, context and audience Insightful interpretation of character supported through a discerning use of facts gained from instruction. Excellent manipulation of tone, pace and clarity.

16 - 13

Developed use of structure and vocabulary with an sustained awareness of purpose, context and audience Interpretation of character substantiated through an appropriate selection of textual evidence Purposeful use of tone, pace and clarity.

12 - 9

Sound use of structure and vocabulary with an awareness of purpose, context and audience Analysis of character supported with reference to the instruction. Appropriate tone, pace and clarity.

8 - 5

Basic awareness of purpose, context and audience Description of character supported with some reference to the instruction. Mostly appropriate tone, pace and clarity.

4 - 0

Limited awareness of purpose, context and audience Description of character supported with limited reference to the instruction. Problematic use of tone and/or pace and/or clarity.

Board Game Materials

LESSON #2Shiver Me Timbers I. DEFINE OBJECTIVES AND CONTENT

LESSON OBJECTIVEStudents will gain an understanding of Blackbeards career by looking closely at his famous piracies and his forms of intimidation. Students will also get an inside look at life on a pirate ship by investigating the smells and materials used everyday.

POINT TO PONDERIf you want to control someone, all you have to do is to make them feel afraid. Paulo Coelho

ESSENTIAL QUESTIONWhy was Blackbeard named one of the most feared pirates if he never killed anyone?

CONTENTOutline the content you will teach in this lesson.I. Famous piraciesA.Queen Annes Revenge1. Overtaken in March, 17172. Large French vessel going from Africa to West Indiesa. Originally called La Concordeb. Original crew weakened by sickness; easily surrenderedc. Captured outside of St. Vincent3. Renamed Queen Annes Revengea. Name was supposed to insult King Georgeb. King George was Queen Annes successorB. Charleston, South Carolina1. Disease spread quickly on Blackbeards ship--crew needed medicine2. Blockaded Charlestons port for a weeka. Took loot and hostagesb. Hostages would be killed if medicine wasnt delivered3. Medicine was delivered to the shipa. Hostages were releasedb. Blackbeard first stole their clothes and jewelry

Blackbeards Command1. Overtaking shipsa. Captives were asked to join Blackbeards crewb. If they refused, they could go back to home courtc. Some members such as the pilot, the caulker, the second cook, and the gunsmiths were forced to join as pirates2. Blackbeard never actually killed anyone3. Showmanship for battlea. 6 pistols strapped across his chestb. Put lit cannon fuses in his beardc. Wore a scarlet cloakC. Ships1. Four ships total2. Queen Annes Revenge was Blackbeards most famous ship

II. PRE-PLANNING

What will students UNDERSTAND as a result of this lesson? How does this connect to the Essential Question?At the conclusion of this lesson, students will learn about some of Blackbeards famous piracies, such as Queen Annes Revenge and Charleston, South Carolina. Students will also demonstrate knowledge about the materials needed on a pirate ship and Blackbeards intimidation tactics, which will tie into why Blackbeard was one of the most feared pirates even though he never killed anyone.

What will students be able to DO as a result of this lesson? Create a Chatterpix that demonstrates understanding of elements of Blackbeards piracies. Students will discuss threats of intimidation and showmanship through video diary technology.

III. PLANNING

HOOKDescribe how you will grab students attention at the beginning of the lesson.BE CREATIVE.TIME: 10 minutesSmells of a pirate ship: Can you detect these smells that were common aboard a pirate ship? (Have smells in bottles, and let students guess...tar pine, sulfur, coffee, spices). Reveal reasons for each smell.Tar Pine was used to hold pirates hair back from whipping in the wind, Sulfur is used to show the smell of gunpowder, coffee is used to show that pirates often drank coffee and sold it as good, and lastly spices are used to show the goods that pirates often stole and sold.

INSTRUCTIONExplain Step-by-step what you will do in this lesson. Be explicit about ties to Points to Ponder, Essential Question, and Interactions here. Include ALL support and teaching materials with your unit.TIME: 30 minutes

Students will be presented with information about Blackbeards piracies and command through an interactive Smartboard Lesson.

As students gain information they will record their favorite or most interesting facts on a web based program called noteapps.com. Through Noteapps.com students can type out their facts on a post it note and place it on the class board. After the conclusion over the lesson, we will have a discussion about the sticky notes that were posted and offer direction about which facts would be best to transfer to the project.

Challenge: Students will play Pirate Life. The objective of the game is to successfully complete as many treasure chests as possible. Each student will start out with various cards that could contain blankets, cloak, medicine, weapons, tar pine, sulfur, coffee, spices. They will have to obtain all cards in order to make a complete set. Since students will have different cards, they will have to trade and barter with other students to achieve what they need. There will be bonus question opportunities throughout the game where students can answer a question about the days content. If they answer correctly, they will earn a bonus card. There will also be times of hardship or challenges that pirates would commonly face, and students will have to respond to these hardships by giving in some of their cards. After the time is up, we will see who made the most treasure chests, and that person will earn coins for winning the challenge.

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials.TIME: 30 minutes

Blackbeard ChatterpixStudents will use the app, Chatterpix, to make Blackbeard come to life. Students will choose a picture of Blackbeard and record their message. After learning the content for the day and generating notes through noteapp.com, students will create dialogue for Blackbeard based on the information they thought was most interesting. A rubric will be used to assess students work. Students projects will be uploaded to the camp website.

Video diary #2Topic of the day: Today you have finally met the famous Blackbeard! How did you feel? What surprised you? Were you intimidated?




Chatterpix pictures for students to choose from:

ChatterPix Rubric:

Category(4) Excellent(3) Good(2) Almost(1) Not Yet

AttractivenessThe ChatterPix video is visually pleasing and appropriate.

The ChatterPix video looks okay and is appropriate.

The ChatterPix video looks, cluttered, busy, messy, or is somewhat inappropriate.

The ChatterPix video is cluttered, messy, confusing, and inappropriate.

VoiceInformation about Blackbeard is shared with confidence and excitement. The speaker is easy to understand.

Information about Blackbeard is shared with some confidence and excitement. The speaker is easy to understand.Information about Blackbeard is shared but with little confidence or excitement. The speaker is sometimes difficult to understand.

Information about Blackbeard is shared but with no confidence or excitement. The speaker is often difficult to understand.

Content-AccuracyThe ChatterPix video has all of the required information and contains lots of details.

The ChatterPix video has all of the required information.

The ChatterPix video is missing some required information or contains 1 or 2 factual errors.

The ChatterPix video is missing most of the required information and contains several factual errors.

Pirate Life Cards

Blanket

Cloak

Medicine

Weapons

Pine Tar

Sulfur

Coffee

Spices

LESSON #3Blow the Man DownI. DEFINE OBJECTIVES AND CONTENT

LESSON OBJECTIVEStudents will gain an understanding of the final days of Blackbeard by using information gained to make a front-page newspaper article about Blackbeards death. After considering information learned about Blackbeard, students will conduct a classroom debate about the morality of pirates.

POINT TO PONDERMorality is in the eye of the beholder.

ESSENTIAL QUESTIONWhy are pirates portrayed as evil?

CONTENTOutline the content you will teach in this lesson.I. Final Battle/DeathA. Blackbeard vs. Alexander Spotswood1. Governor of Virginia2. Planned capture of Blackbearda. Sent 2 small shipsb. Ships commanded by Robert Maynard of the Royal Navy3. Ships sent to Ocracoke, North CarolinaB. The Battle1. Ships ambushed Blackbeard2. Blackbeard thought he defeated Royal Navy ships3. Blackbeard went on board to claim victorya. Hidden Navy soldiers came out from inside the shipb. Maynard and Navy attacked BlackbeardC. Blackbeards Death1. Maynard shot Blackbeard and killed him2. His body was thrown into the sea3. Decapitated head was suspended from Maynards ship

II. PRE-PLANNING

What will students UNDERSTAND as a result of this lesson? How does this connect to the Essential Question?Students will demonstrate knowledge about Blackbeards final battle, and how Blackbeard died. Students will know the importance of Alexander Spotswood and his involvement, along with the locations battle. Students will discuss why pirates are perceived as evil beings.

What will students be able to DO as a result of this lesson? Students will use the information gained from learning about Blackbeards defeat to develop a perspective for the debate Students will need to take into account everything theyve learned so far to determine their feelings on the morality of being a pirate through video diary technology.

III. PLANNING

HOOKDescribe how you will grab students attention at the beginning of the lesson.BE CREATIVE.TIME: 10 minutes

Blow the Man Down song playing as students walk in.http://nurseryrhymescollections.com/lyrics/blow-the-man-down.html

Walk the plank game: A large wooden plank will be placed in the middle of the room. Students will be asked to stand on the plank. Questions below will be asked; if a student gets it wrong they must jump off the plank. If they get it correct they can return to safety and will be given a golden coin. This is a fun activity to review the information learned about Blackbeard thus far.

1. What was Blackbeard's real name?2. Blackbeard's teacher and hero was?3. List four (4) weapons Blackbeard and other Pirates used.4. Describe the flag flown over Blackbeard's ship.5. Was Blackbeard's flag a typical Pirate flag, with skull and crossbones?6. Where was Blackbeard's Hideout?7. What might Blackbeard's treasure contain, name at least two (2) and where would be the most likely to find the treasure today?


Instruction: Teachers will create a Prezi (https://prezi.com/gq_g1rsiindi/blow-the-man-down/?utm_campaign=share&utm_medium=copy)that discusses Blackbeards final battle and death. Students will work in partners to go through this information and create a front page, short newspaper article using the information. The newspaper template is editable through Google Docs (link is listed below).

Challenge: Debate: Are pirates inherently good or evil?Primary Resources: http://libguides.ecu.edu/c.php?g=17332&p=96824 Challenge students to think critically as they engage in discussions about pirates as good or evil. Ask them to consider the following: Do they experience more evil or good in people? Is that evil or good a true representation of human nature? What do their own experiences support? Were the pirates right in stealing from the government?

Then, have students analyze one another's positions, break down the question, and begin to discriminate. Each student should take notes on a T-chart with the headings good and evil at the top of the page. As group discussions ensue, have students write ideas and facts that support each point of view under the appropriate heading.

Once the students have sufficient information filled out on the t chart, ask them to choose a side. When students have decided on their sides they must discuss their argument and perspective with their group. Teachers will explain the rules of a fair debate. When students are ready, each side will choose a representative to present their perspective. Each side will have the chance to speak 3 times with 2 minutes each time. Students will be graded on a rubric. Teachers will discuss and choose the winning side; the winning side of the argument earn coins for their win.

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials.TIME: 15 minutes

**The debate will also be considered their assessment, as well as their daily challenge.**

Video diary #3Topic of the day: Personal morality. How do you feel about your actions as a pirate?


DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NOASSESSMENT AND INSTRUCTIONAL MATERIALS

Prezi presentation: https://prezi.com/gq_g1rsiindi/blow-the-man-down/?utm_campaign=share&utm_medium=copy

Newspaper template: https://docs.google.com/a/pamlicoschools.org/document/d/1fvu-yJo1k3obhBdXUS1bXQOlLKdpwnEpuoT8JziuZsw/edit

Debate Rubric:http://www.readwritethink.org/files/resources/lesson_images/lesson819/rubric2.pdf

Debate T-Chart

LESSON #4Dead Man Tells No TaleI. DEFINE OBJECTIVES AND CONTENT

LESSON OBJECTIVEStudents will meet Christine Brin, an expert with the North Carolina Maritime Museum. During her visit, students will learn about Blackbeard as well as the artifacts that have been unearthed during excavations.

POINT TO PONDERThose who dont know history are destined to repeat it.-Edmund Burke

ESSENTIAL QUESTIONWhat is the purpose of studying the past?

CONTENTOutline the content you will teach in this lesson.I. Queen Annes Revenge ExcavationA. Excavation1. Discovered in 1995; excavation began in 19972. Found in Beaufort inletB. Discovered artifacts1. By 2007, of wreck was fully excavated2. Over 1600 artifacts have been found so far3. First artifact was a bell from the shipa. Made of bronzeb. 1705 was inscribed on artifactc. Gave archaeologists a date when Blackbeard existed4. Most recent artifacts were cannons found in 2013

II. PRE-PLANNING

What will students UNDERSTAND as a result of this lesson? How does this connect to the Essential Question?Students will learn about the excavation of the QAR. Important artifacts and their uses will be discussed. Students will also understand the importance of underwater archaeology and simulate what it would be like to unearth artifacts themselves. Students will also develop an understanding about why recovering history is important and how it affects our society.

What will students be able to DO as a result of this lesson? Students will identify and discuss artifacts that pirates used and their importance Students will discuss what necessary tools are needed aboard a pirate ship using video diary technology

III. PLANNING

HOOKDescribe how you will grab students attention at the beginning of the lesson.BE CREATIVE.TIME: 10 minutes

Students will be given pirate excavation kits. The pirate kit will come as a hard casing of sand around pirate treasure. Students will be given tools and will have to excavate the hidden treasure. Doing this activity will show students how scientists dig up and clean historical objects.


Students will watch this video about the Queen Annes Revenge excavation to gain an understanding of excavating a pirate ship. (8:00):https://www.youtube.com/watch?v=RJfU_bplRJU

1. Where did Blackbeard operate his ships?2. When he reached the height of his career, how many ships did he have?3. What are some of the artifacts that were found?4. When was the wreck discovered?5. What is the problem with the wreck?6. How does the magnetic map help scientists?

Introduce expert: Christine Brin works at the NC Maritime Museum in Beaufort, NC. She will talk to the students about what it was really like to be a pirate. She reveals truths about common pirate myths and explains what pirates really went through. Brin will bring a travelling trunk and discuss artifacts with the students about what they think it is and what it was used for. She then discusses the actual purpose for each artifact.

As students finish, they can count their coins earned for the day and participate in the Pirates of the Carolinas board game. This will be the final day for the board game. Once students have had a chance to participate, we will determine each students net worth. Students will be rewarded coins depending on how many ships and conquered land they earned throughout the week. These amounts will be determined based on the worth of each. The student with the highest coin value will be awarded the title of Captain of the Carolinas, and will be rewarded with a prize worthy of a pirate! (hat, model ship)

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials.TIME: 15 minutesVideo diary #4Topic of the day: What tools are needed on a pirate ship?All video diaries will be strung together and uploaded to the camp website.



Recording sheet to use with Christine Brin:

Blackbeards Queen Annes RevengeWhat is it? Name: Date: Class:

After artifacts are recovered from the site of Queen Annes Revenge the artifacts are cleaned and prepared to be put on display at the North Carolina Maritime Museum in Beaufort.

Before displaying the artifacts archeologists and historians must first study the artifact and try to figure out what the item is and what it was used for.

DIRECTIONS: As a group or on your own look at each of the items supplied and see if you can identify what they are and what they were used for.

Artifact #1: Describe the artifact (size, color, weight, etc.) What do you think this artifact is? What do you think it was used for?





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anderson schler aig unit template 2015

Documents

life of blackbeard

nickname blackbeard

famous pirates

group of pirates

famous pirate blackbeard

command of blackbeard

dreaded pirates

man downdead man