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Pirates:
Queen Anne's Revenge
Anita
Hardesty
Beaufort Middle School
April 15, 2002
Subjects
included in this Lesson Plan:
Social
Studies, Technology, and ELA
Brief
Description:
All
8th grade students will participate in the
nation-wide distance learning sessions of Blackbeard, the
Pirate, Queen Anne’s Revenge DIVELIVE on October 1-5, 2001.
Approximate
time required:
One Week, October 1-5, 2001
Standard
Course of Study Goals and Objectives:
Social Studies:
1.4
Trace changes in the movement of people, goods, and ideas at
different periods throughout North Carolina history.
3.2 Analyze the influence
of various groups on colonial life in America.
3.3
Identify and assess the role of prominent colonial figures.
Technology:
1.3
Investigate occupations dependent on technology
3.1
Select and use technology tools to collect, analyze, and
display data.
3.9 Conduct online research and evaluate the information found
as to the validity, appropriateness, content, and usefulness.
Teacher's
Lesson Goals/Objectives:
The students will explore the benefits of computing technology to
occupations like archaeologists, oceanographers, salvage
experts and historians.
NOTE: The students participated in the nationwide distance
learning sessions of Queen Anne’s Revenge DIVELIVE from
October 1-5, 2001. The
students explored and analyzed the occupations involved from
this event. The
students wrote and emailed questions that were not answered
during the videoconference.
Materials/Resources
Needed:
- Computer
with camera,
microphone and speakers
- Computer
connected to a projection system and Internet
- Screen
- Scrap
paper
- Internet
Access
- Web Sites
Pre
Activities:
- Vocabulary,
time line of historical events relating to pirate
activity, movement, chemical names and symbols;
predominant winds, ocean currents and coastal waters.
- Prominent
colonial figures during this time are identified and their
roles in this period of NC History.
- Students
were given exercises/activities using print and non-print
material to acquire the background knowledge.
- As
they
conduct online research, students evaluate the information
found as to the validity, appropriateness, content, and
usefulness.
Activities:
-
Students participated
in a “real-time” interactive videoconference via the
Internet with archaeologists, historians and
oceanographers that were undertaking to salvage the wreck
of Blackbeard’s ship “ Queen Anne’s Revenge.”
-
The leader of the
study explained to students on site at the salvage
processing plant how the artifacts were retrieved and
restored.
-
Other
archaeologists and oceanographers were interviewed and the
following questions were asked:
-
What chemicals were used to restore artifacts and
why?
-
How
long does the restoration process take?
-
Do you
like your job? What’s
interesting about it?
-
How
long have you been working on this project?
-
What
types of technology do you use?
-
Was
there any problems using the technology at sea?
-
At what
depth and pressure is the Queen Anne?
-
When was the
“Queen Anne” sunk?
-
Would
you trace some of Blackbeard's movements of goods for
us?
-
Who
were some of the prominent colonial figures during the
time of Blackbeard?
-
What
were
their roles in Blackbeard success and demise?
Closure:
Participate in the “Queen Anne’s Revenge” Internet project
called "DiveLive".
Assessment:
-
Social Studies teacher creates tests that cover
objectives 1.4, 3.2, 3.3.
-
Students
create a list of occupations they learned about and the
name at least one benefit technology played for each
occupation.
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