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8 th Grade PowerQuest North Middle/Statesville Middle Cathy Lindenberger Pam Parks Sharon Gibson.

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Presentation on theme: "8 th Grade PowerQuest North Middle/Statesville Middle Cathy Lindenberger Pam Parks Sharon Gibson."— Presentation transcript:

1 8 th Grade PowerQuest North Middle/Statesville Middle Cathy Lindenberger Pam Parks Sharon Gibson

2 INTRO TASK RESOURCES PROCESS EVALUATION CONCLUSION TEACHER NCSCOS CREDITS QUESTION Essential Question Question… What impact did privates have on the social, economic, government, and growth of the North Carolina Colony ? Click the Intro flag to begin your adventure and discover the answer to this important question in North Carolina history!

3 INTRO TASK RESOURCES PROCESS EVALUATION CONCLUSION TEACHER NCSCOS CREDITS QUESTION  Ahoy! Did you know that pirates- real life pirates- called the Outer Banks of North Carolina home in the early days of our Colony? Individuals are still searching the coves and beaches of our coast, known as the Graveyard of the Atlantic for the wreckage and lost treasure of these adventurous men and women of the seas.  One of the most famous pirates of all time was a man named Edward Teach, better known as Blackbeard. Blackbeard lived in Bath, the very first town in North Carolina. Introduction

4 INTRO TASK RESOURCES PROCESS EVALUATION CONCLUSION TEACHER NCSCOS CREDITS QUESTION Task Social StudiesLanguage Arts  Create a PowerPoint using the information you have gathered in the process steps.  Create a timeline of pirate activity in Colonial North Carolina.  Create a Scavenger Hunt using the links provided in this PowerQuest.  Write a letter home to your parents describing a pirate’s life.  Create a newspaper including articles about pirate activities and lifestyles using Publisher.  Create a pirate dramatization and present to class. NOW---- ON TO YOUR GREAT PIRATE ADVENTURE! You will use completed activity sheets and notes on information gained to complete the final projects below. Follow your teacher’s instructions as to which projects are required.

5 INTRO TASK RESOURCES PROCESS EVALUATION CONCLUSION TEACHER NCSCOS CREDITS QUESTION Process Each adventurer will begin the Pirate PowerQuest by opening the links below to print each activity sheet. As you continue through the PowerQuest complete the activity sheets using the linked resources. You may also include other facts on your sheets as you learn about pirates and gain an understanding of the life of a pirate in North Carolina Colonial times.  As you sail into your PowerQuest adventure, complete the Word Splash to allow you to “talk the talk” of a pirate.Word Splash  Then choose two out of the four featured pirates to research. Complete a Pirate Treasure Hunt on each pirate.Pirate Treasure Hunt  Complete the Double Bubble Map about your two pirates to show their similarities and differences.Double Bubble Map

6 INTRO TASK RESOURCES PROCESS EVALUATION CONCLUSION TEACHER NCSCOS CREDITS QUESTION Resources  When? Pirates have been around since the time of the Vikings. Trading and stealing goods from both “good” guys and “bad” guys. Some of the most famous pirates sailed the oceans of the world, including off the coast of North Carolina around 200 to 300 years ago.coast of North Carolina  Where ? Pirates spent most of their lives on a pirate ship. One of the most famous pirates of all time was Blackbeard. His ghostly ship, the Queen Anne’s Revenge, was almost as famous as Blackbeard himself.pirate ship Queen Anne’s Revenge  What do all the different flags mean? Each pirate ship had its own flag. Making it easy to recognize its captain.flag

7 INTRO TASK RESOURCES PROCESS EVALUATION CONCLUSION TEACHER NCSCOS CREDITS QUESTION Resources Who? Many honest sailors left their hard lives to become privateers - PIRATES. Pirates came from all over the world. Both men and a few women lived the dangerous life of a pirate. Why? Some pirates began their careers by working directly for their king or queen robbing enemy ships during wartime. Others became pirates to earn easy money. What was a Pirates’ daily life like? Most people think that a pirates’ life was all fun, but it was very hard and dangerous! Each pirates had a set of jobs. Their food was no picnic! Yucky salted meat with crackers made up most meals. But they did have fun!jobsfoodfun What did they wear? Pirates’ clothing varied based on their position on the ship.Pirates’ clothing

8 INTRO TASK RESOURCES PROCESS EVALUATION CONCLUSION TEACHER NCSCOS CREDITS QUESTION BLACKBEARD Meeting Blackbeard was one of the scariest experience of a lifetime. He got his name from his Blackbeard- that he often set on fire. Blackbeard lived his adult life in the NC colonial town of Bath. His ship, Queen Anne’s Revenge was almost as famous as Blackbeard himself. Blackbeard - MARY READ The daughter of an English sailor, Mary grew up dreaming of the open sea. One of the most famous women pirates of all times, she lived her pirate life dressed as a man.Mary famous women pirates ANNE BONNY Growing up in the Carolina colony as the daughter of Irish immigrants, Anne stayed in trouble due to her awful temper. She fell in love with a young sailor, James Bonny, and joined him on the open seas as Anne Bonny. Anne Anne Bonny STEDE BONNET Captain Bonnet was very different from most other pirates. He came from a very rich back- ground. Bonnet was known as the “gentleman pirate”.Bonnetgentleman pirate He had a complete library on his ship for his crew to use. Pick Two Pirates

9 INTRO TASK RESOURCES PROCESS EVALUATION CONCLUSION TEACHER NCSCOS CREDITS QUESTION  Activity sheets will be graded and included in your final project grade.  Project assignments will be graded using the following rubrics: Evaluation PowerPoint RubricLetter Writing Rubric Timeline RubricNewspaper Scavenger HuntDramatization

10 INTRO TASK RESOURCES PROCESS EVALUATION CONCLUSION TEACHER NCSCOS CREDITS QUESTION  We have explored the effects pirates had on Colonial North Carolina. Pirates made life on the outer banks of our state an daily and dangerous adventure, both for the residents of the early colony and for the pirates themselves.  Pirates directly effected the economics by providing European products at an affordable price to the colonist.  Pirate activity scared away potential residents to our North Carolina coast, limiting its growth.  So Mate’s we have completed this adventure in our study of Pirates of Colonial North Carolina. But never forget– Pirates are still all around us….. Conclusion

11 INTRO TASK RESOURCES PROCESS EVALUATION CONCLUSION TEACHER NCSCOS CREDITS QUESTION This PowerQuest is meant to be used as a collaboration unit between the 8 th grade Social Studies, Language Arts, and Media Coordinator. Don’t be a modern pirate! Follow all copyright laws. Fair Use Policy This multimedia presentation has been prepared under the fair use exemption of the U.S. Copyright Law and is restricted from further use. Teacher

12 INTRO TASK RESOURCES PROCESS EVALUATION CONCLUSION TEACHER NCSCOS CREDITS QUESTION Social Studies  Objective 1.05 Describe the factors that led to the founding and settlement of the American colonies including religious persecution, economic opportunity, adventure, and forced migration.  Objective 1.06 Identify geographic and political reasons for the creation of a distinct North Carolina colony and evaluate the effects on the government and economics of the colony. Standard Course of Study

13 INTRO TASK RESOURCES PROCESS EVALUATION CONCLUSION TEACHER NCSCOS CREDITS QUESTION Computer Competency  Objective 2.06 Select an justify use of appropriate collaborative tools to survey, collect, share, and communicate information in content areas. Strand - Telecommunications/Internet  Objective 3.01 Select and use a variety of technology tools to collect, analyze, and present information. Strand - Societal/Ethical Issues Standard Course of Study

14 INTRO TASK RESOURCES PROCESS EVALUATION CONCLUSION TEACHER NCSCOS CREDITS QUESTION Language Arts  Objective 1.02 Analyze expressive materials that are read, heard, and viewed by: monitoring comprehension for understanding of what is read, heard, and/or viewed. reviewing the characteristics of expressive works. determining the importance of literary effects on the reader/viewer/listener. making connections between works, self and related topics. drawing inferences. generating a learning log or journal. maintaining an annotated list of works that are read or viewed, including personal reactions. taking an active role in and/or leading formal/informal book/media talks.  Objective 2.01 Analyze and evaluate informational materials that are read, heard, and/or viewed by: monitoring comprehension for understanding of what is read, heard and/or viewed. recognizing the characteristics of informational materials. summarizing information. determining the importance of information. making connections to related topics/information. drawing inferences. generating questions. extending ideas. Standard Course of Study

15 INTRO TASK RESOURCES PROCESS EVALUATION CONCLUSION TEACHER NCSCOS CREDITS QUESTION Bibliography


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