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Set sail during the Golden Age of Piracy to learn about the reality of pirates. Students will be introduced to the stereotypical concepts of pirates and discuss where images of hooks, peg legs and eye patches originated. By examining such pirates as Edward Teach, otherwise known as Blackbeard, Captain Kidd and Calico Jack, students will learn about the lives of real pirates. Female pirates Mary Read and Anne Bonny are also introduced along with many of the popular weapons used by these “rogues of the seas.” This program is a perfect complement to the reading of Treasure Island or the study of the early colonial period. Older students will also learn about modern day pirates.

Program Rating

   based on 44 evaluation(s).

About This Program

Cost

Point to Point: $125.00
Point to Point Premium: $125.00
By Request: $125.00
By Request Premium: $125.00



Length

45 minutes - 1 hour


Target Audience

Education: Grade(s) 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 University Public Library: Library Patrons

Minimum participants:

no minimum

Maximum participants:

30


Primary Disciplines

Social Studies/History


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, etc...)
Zoom



Booking Information

Please book at least 2 weeks in advance.

Sorry, this program is not currently available. To inquire about future availability, please contact The Mariners' Museum

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Please cancel as soon as you know you must. At least a week in advance would be preferable.

About This Provider

Content Provider logo

 

The Mariners' Museum

Newport News, VA
United States

The Mariners’ Museum is located in Newport News, Virginia, but our educational reach extends far beyond our physical doors. Just as Man has used the sea to journey around the world for thousands of years, The Mariners’ now uses Interactive Videoconferencing to offer programming to schools across the country and around the globe.
The Mariners' Museum, one of the largest and most comprehensive maritime history museums in the world, houses a treasure trove of more than 35,000 items inspired by human experiences with the sea.

Contact:
Harriet Smith
hsmith@marinersmuseum.org
7575917743

Program Details

Format

1. This program begins with a description of what pirates really looked like.
2. We then discuss the history of piracy from its beginnings.
3. A discussion of the Golden Age of Piracy will begin, including stories of famous pirates like Blackbeard and Captain Kidd.
4. Students will learn about pirate flags and what the symbols on them meant to sailors.
5. Then, students will get to see traditional pirate weapons.

*This whole program will be a very interactive conversation between the students and a museum educator.

Objectives

Students will examine their preconceived notions about piracy, and be able to separate the myths from the reality.

Students will understand the historical conditions that led people to turn to piracy.

Students will compare pirates of the Golden Age of Piracy to pirates in the modern day.

Standards Alignment

National Standards

NSS-G.K-12.1 THE WORLD IN SPATIAL TERMS

As a result of activities in grades K-12, all students should
Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.
Understand how to use mental maps to organize information about people, places, and environments in a spatial context.
Understand how to analyze the spatial organization of people, places, and environments on Earth's surface.


NSS-G.K-12.4 HUMAN SYSTEMS

As a result of their activities in grades K-12, all students should

Understand the characteristics, distribution, and migration of human populations on Earth's surface.
Understand the patterns and networks of economic interdependence on Earth's surface.
Understand the processes,patterns, and functions of human settlement.
Understand how the forces of cooperation and conflict among people influence the division and control of Earth's surface.

NSS-USH.K-4.2 THE HISTORY OF STUDENTS' OWN STATE OR REGION

Understands the people, events, problems, and ideas that were significant in creating the history of their state (Especially Virginia, North Carolina)

NSS-USH.K-4.3 THE HISTORY OF THE UNITED STATES: DEMOCRATIC PRINCIPLES AND VALUES AND THE PEOPLE FROM MANY CULTURES WHO CONTRIBUTED TO ITS CULTURAL, ECONOMIC, AND POLITICAL HERITAGE

Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage

NSS-USH.5-12.2 ERA 2: COLONIZATION AND SETTLEMENT (1585-1763)


Understands why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control of North America and the Caribbean
Understands how political, religious, and social institutions emerged in the English colonies
Understands how the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the Americas

NSS-WH.5-12.6 ERA 6: THE EMERGENCE OF THE FIRST GLOBAL AGE, 1450-1770

The student in grades 5-12 should understand

how the transoceanic interlinking of all major regions of the world from 1450 to 1600 led to global transformations.
how European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750.
how large territorial empires dominated much of Eurasia between the 16th and 18th centuries.
economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas,1500-1750.
transformations in Asian societies in the era of European expansion.
major global trends from 1450 to 1770.

State Standards

Virginia

Geography 2.5 The student will develop map skills by
a) locating the equator, the seven continents, and the four oceans on maps and globes;
b) locating selected rivers (James River, Mississippi River, Rio Grande), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States.

VS.4 The student will demonstrate knowledge of life in the Virginia colony by
a) explaining the importance of agriculture and its influence on the institution of slavery;
b) describing how European (English, Scotch-Irish, German) immigrants, Africans, and American Indians (First Americans) influenced the cultural landscape and changed the relationship between the Virginia colony and England;
c) explaining how geography influenced the relocation of Virginia?s capital from Jamestown to Williamsburg to Richmond;
d) describing how money, barter, and credit were used.

USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by
a) describing the religious and economic events and conditions that led to the colonization of America;
b) comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment;
c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, indentured servants, and slaves;