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;