Ahoy Maties: Be Ye Pirate or Privateer Lisa Fallin and Nora Morton

SPED 6402

March 15. 2010

I Catchy Unit Title: Ahoy MatieslBe Ye Pirate or Privateer?

Partners' Names: Lisa Fallin and Nora Morton

I Lesson 1 with Catchy Title

Pirates: Myths vs. Facts

Summary: Students will compare real pirate life to Hollywood myths. They will learn several of the dangers. faced by pirates throughout hislOry. Students will see how Hollywood perspectives are different from real life.

Lesson 2 with Calchy Title

Essential Questions: \lVhat afe some of the dangers faced by pirates of yesteryear?

What impact has Hollywood had on perspectives of historical pirates and how have Ihese , perspectives continued to influence how piracy is viewed today?

Malerials: Laptops. pirate game handout. pirate prize, vocabulary handout. indexcards. pens or pencils, highlighters, Peter Pan movie, TV, DVD pl.ayer, dry erase board, marker, eraser, fact strips,2nd set of fact strips, poster board with pirate name and picture on it. glue.

Summary: We will focus on tfle difference between pirates and pnvatsers, St.udents wHi review the historical privateers from Monday's lesson. We will introduce the students to modem day pirates and let them compare/contrast the two. Students will see Ihe economic gain involved with piracy and know that p.iracy is still a problem in loday's world. Students will see a different perspective as privateers are seen as heroes to their country.

Essential Questions: HOWDOES PIRACY AFFECT SOMALIA?

HOW ARE MODERN-DAY PIRATES LIKE H1STORICAL PRIVATEERS?

Somalian Pirates:

Privateers or ~ Pirates?

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Materials: Handouts for ·One grai n of tuna". paper, pencils, poster board of privateers thai were made on Monday, jeopardy game, dry erase board, markers, eraser .. laptops.

Lesson 3wilh I Summary: Student will read different websites to learn about the breakdown of the Somalian
Catchy Title government. They will read resullsof2 world conferences that have been held recently 10 see what
government officials are dOing 10 solve piracy. Finally they will visit the International Maritime
Sound Solutions Organizati.on's website and view actual pirate reports and see what the organization is saying to
>. to Modern-<lay deter sailors from pirateattacka. Students wiJlthen create an original solution 10 piracy in Somalia.
m Piracy
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[! ESSENTIAL QUESTIONS: WHAT SOLUTIONS EXIST TO PHEVENT PIHACY IN SOMALIA 7
I::
"0 WHAT ARE POSSIBLE WAYS THAT SAILORS CAN DEAL WITH PIRACY UNTIL A SOLUTliON TO
~ PIRACY CAN BE FOUND?
Materials: Laptops, dry erase board, markers, eraser.
Lesson 4 with Summary: Students will produce a fined product 10 share their solutions to piracy with anti-piracy
Catchy Title groups and maritime agencies. Students will share their solutions to their parents til rough craft,
video, and blog,.
Noble Heroes or
>. Greedy Villains: Essential Questions: WHAT SOLUTIONS WILL YOU PRESENT TO MARITIME ORGANIZA TION$
III Has your
~ AND ANTI·PIRACY GROUPS?
... perspective WHICH AGENCY OR MARITIME ORGANIZATION DID YOU CHOOSE TO PRESENT SOLUTIONS?
:;l .
s: changed?
f- WHY?
Materials: Felt, scissors, glue,. pencils, pens, markers, laptops. "Equations of Attack" handout,
J - Ahoy Maties!

Be Ye Pirate or Privateer?

What do you call a person who never bathes, doesn't wear shoes, and eats bug

infested food? A pirate. of course. But ~forget the handsome young men, sailing the

seven seas. digging up hidd n treasure. Forget the fat, jolly storybook captain and his

cheeky parrot with an eyepatch" (Deary, 2006, p. 5-6) because this paper will separate

the myths from the facts, destroy the romanticized Hollywood version of pirates and

replace it with the horrible truths that are indeed prevalent in the life of a pirate. In

addition, this paper will educate about modern day pirates and finally, il will provide a

realistic perspective.

For starters, the childhood fairytale Peter Pan gives youths their first look at pirates.

The pirates in that story had a parrot, wore eye patches, had wooden-legs, and made

their victims walk the plank. Which of these things were actually common to pirates of

long ago? The parrot, the eye patches, and wooden-legs were true In fact. parrots were

captured by pirates and either kept as pets or sold for money. Parrots from South

America could be sold for a lot of money in Europe. Monkeys were also either kept as

pets or sold in Europe. Eye patches and wooden-legs were also realities of pirate life.

"Cannon shots would mange legs and smash faces" (Deary, 2006, p.B). Wood was

abundant on ships and was often used to make men who had lost their legs walk easier.

Since medicine was in shari supply on ships, gangrene would eventually set in and put

a pirale out of his misery. However, there was no plank walking. Pirates generally did

not like to waste their time and shooting victims was much faster. Pirates would then

chop up their enemies and feed them to the sharks (Deary, 2006).

The second most common misconception about pirates is that they stole gold and [ewersand would bury them as in the children's adventure 'Treasure lsland", Well, again, it's half true. Pirates called their stolen goods "booty", and the best booty was gold. However, pirates rarely found a trading Ship filled with gold. Occasionally they would come across Spanish silver dollars, which were called "pieces of eight", but most of the jewell)' came from the passengers on the ships they robbed. Pirates were much more interested in stealing the things they needed or could get the most money for selhng.l.Nine, maps, medicine, and fish were hal commodities that the pirates needed (Deary, 2006). They also stole guns, swords, and daggers from the crew of the ships that they had captured. A captured ship sometimes became the pirate's new ship, if il was bigger and better. If not, it was sunk or soldan land, but the pirates still could use the sails and ropes from it (Osborne & Osborne, 2001). Cloth, sugar, tobacco, spices, slaves, and sometimes cettie were merchandise that could make a pirate good money (Deary, 2006). In addition to picking, up wine, fish, and cattle, pirates often brought hens along on their long sea journeys. They were useful for eggs and meat. When on islands, they often ate snakes and monkeys, but if they just wanted a bedtime snack, pirates ate "hardtack". Hardtack is a stale biscuit that was usually filled with maggots, because the pirates lacked good food storage. The pirates ate these at night so they would not have to see the bugs (Osborne & Osborne, 2001) Therefore it is easy to see wily pirates did not bury any of their treasure .. Pirates always split the booty evenly, except thai the captain, quartermaster, and the ship's doctor usually got a little more. Treasure was never buried because each pirate would spend his part as soon as he gal back on land (Osborne & Osborne, 2001).

Furthermore, Hollywood does not show viewers that there were usually more rats on a ship than men. Rats were everywhere and chewed on everything. They chewed the ropes, wood, and even the pirates themselves. Pirates would often have rat hunts. One captain reported killing 4,000 rats on one journey from Europe to South America (Deary, 20(6). The truth is pirates led miserable lives. They spent long boring days at sea, ale rotten food, caught tenrible diseases, and died in sea battles and shipwrecks. They lived their lives in fear of being caught and if they were caught, they were sentenced to death, usually hanged (Osborne & Osborne, 2001).

In the 1720s, the Golden Age of Piracy had come to an end and in 1856 many oountries signed an agreement to no longer use privateers. Privateers were pirates who worked for the government. They had permission, usually from the king or queen, to attack ships that belonged to another country, usually an enemy country. Government documents called "Letters of Marque" gave privateers permission to attack and steal. The stolen treasure was usually handed over to Ihe king or queen that hired the privateer, Furthermore, Ihe invention of steamships, used by many navies. temporarily put an end to piracy. The pirates' small, sailing vessels were no match for the large, fast ships (Osbome& Osborne, 2001).

However piracy did not end forever. Inventions were made that would make faster, more brutal pirates. Inventions that would create the modern day pirate' Modern day pirates have resurfaced with "Terminator-style tactics" (Sector, 2005). Modem day pirates use heavy-duty firepower, such as automatic weapons, mortars, and rocketpropelled grenades. They communicate with cell phones and other high-tech gadgets

equipment (Powell, 2009). In 2005, pirates tried to attack the Carnival-cruise ship Seabourn Spirit, but were out-navigated by the ship's captain. This was the first attack on a cruise snip in more than a decade (Sector, 2005).

More recently, Somalian pirates captured 20 American hostages on a cargo ship, the Maersk Alabama. That attack was the sixth vessel captured In one week! Usually when pirates capture a crew, they will receive a hefty ransom (Weiner, 2009). Pirates work in "gangs" and go after different targets. Some choose yachts, merchant vessels, or barges. Sometimes they simply hijack the ship for the cargo, while others will kidnap the crew and hold them for ransom (Sector, 2005). In 2008,40 ships were captured

and ransoms were paid ranging from $500,000 10 $2 million (Zijlma, n.d]. The Intemational Maritime Organization increases thai number to 44 ships being captured

by pirates, but 135 actual pirate attacks. They also report that 600 seafarers were kidnapped and held for ransom that year (International, 2009). As 2008 ended, pirates made at least $80 million in ransom money. Ransoms usually average around $120,000 a ship (Powell, 2009). In Somalia, the average income for most families is $600 per year; however, a Somalian pirate can eam between $10,000 and $80,000 per 'lear. For example, a German freighter was released for $800,000; a Dutch cargo ship brought in $700,000; a Dutch-owned icebreaker was exchanged for $1.6 million; and the French luxury yacht Le Ponant was freed for $2 million (Bedford, 2008). This type of money is unheard of in Somalia which is why most pirates often live a life of luxury. Pirates have luxurious cars, big houses, and can buy increasingly more sophisticated weapons. They lend money to accountants, businessmen, and to any corrupt government agency that is supposed to be Irylng to stop them (Zijlma, n.d.). Consequently, piracy has become

an organiz.ed crime. Pirates take advantage of the lack of government involvement; as with Brazil, which has no Coast Guard or the equivalent Moreover, in Somalia there is no central government, therefore there is no law against what the Somalian pirates are doing (Jones, 2009). In fact, pirates do not see themselves as bad guys. Most see themselves as a kind of coast guard patrolling their seas. When Somalia's government fell apart in 1991, there was no one patrolling its tuna-rich waters. The modem day Somalian pirates confronted the illegal fishing boats that plundered their coastline and demanded that the commercial fisherman pay a lax (Zijlma, n.d.). In fact, the United Nations reported that Somalia was losing up to $100 million per year due illegal fishing (Bedford, 2008). Due to this success, the vigilantes turned greedy and became pirates (Zijlma, n.d.). Furthermore, the loot and money the pirates stole have brought growth to the port towns. Piracy has improved the economy around Eyl, a port city in Somalia. Their abundance of cash brings in commerce, The pirates also give ransom money to local elders and nave promised to build better schools and roads in Somalia (powell, 2009)

Nevertheless, there are several ways to end Somali piracy. Obviously the first step would be to establish a safer and more stable Somalian government (Zijlma, n.d.). Secondly, pirates could be imprisoned, but they usually are not. It is often hard to find translators and witnesses to testify against them so they are usually not detained. In addition, many countries do not want to lake on the expense of imprisoning pirates so they just let them go. As a matter of fact, the "Reports on piracy and armed robbery" on the International Maritime Organization's website shows that most robberies go unreported (International, 2009). It is also thought that some of the employees working

at the world headquarters of shipbroking and insurance in London may be on the pirates' payroll. According to Megan Jones' article ~ en Shocking Facts About ModernDay Pirates", "It is thought that at least one of the known pirate groups has "consultants" in London sending information to the pirates thai include the layout of the ships, cargo, and routes" (Jones, 2009). With pirates having access 10 this kind of information, it is no wonder that pirates can carefully plan their attacks so well. Until then, ships could have armed escorts, but the costs would be massive. Cheaper alternatives include keeping in contact with the International Maritime Bureau and different maritime agencies, reviewing security plans, and mapping out new sailing routes often (Danger, 2005).

In conclusion, various points of view about pirates have existed for thousands of years. Many of these perspectives come from myths and the romanticized Hollywood versions shown in movies and television. Other views come from the actual pirates' lives. These two views are contrasting and contradicting. The reality of a pirate lifestyle would be more than most of us would want to experience either as the pirate or the victim of a pirate attack.

More has to be done to solve the problem of piracy today in order for a real solution to exist. Stronger and more stable governments. reliable witnesses, cost-effective prisons, non-corrupt leaders, escorts for ships, and better communication between worldwide intelligence organizations can begin to end piracy forever. However, piracy will continue until the need for

economic growth and financial stabHlty ceases to exist in these countries and new inexpensIve methods to stop pirates are developed (Sector, 2005).

A perspective is the way that one sees things or one's point of view in relation to an issue or situation in Ihe individual's life Perspectives vary according' to one's place in society. life and history. The people who were pirates in the past and even those pirates of today have diverse perspectives on the role of piracy.

In our unit about pirates, we first look at the perspectives offact versus reality. The lives and deaths of pirates are often made to be romantic, lighthearted and entertaining The real life of pirates is less exciting but just as dangerous as some of the portrayals in movies and books. Modern day pirates have ways of communicating that the ones in the past did not have. However, the same gcreed for possessions and a better life motivated people to become pirates in the past and today.

Next. pirates and privateers worked in the same waters. Some privateers became pirates when governments no longer needed their services or when the men got tired of giving all of (heir loot to the government. Countries made privateers give their booty to the government. These men and women risked all to give the government everything they had taken from other ships and people.

Later in the unit, we take a look at the perspectives of real pirates such as Blackbeard. Black Bart Roberts, Sam Bellamy, Anne Bonny, Mary Read and Galico Jack and even the Somalia pirates. We will look at and discuss which views these famous pirates held. Some of Ihese people were pirates and others were privateers. Blackbeard happened to be both during the course of his life.

Finally, students will be expected to give their perspective of how these pirates were noble men helping their governments or greedy pirates steal.ing for theirown financial gain. Students will have to explain and defend their perspective through Ihe use of a blog and an Xtranormal video.

Unit Goals:

1. The learner will compare the real pirate life versus Hollywood's myths and analyze how piracy has changed over time.

2. The learner will incorporate his/her perspective into a blog that can be sent to a Maritime Bureau Organization.

3. The leamer will create an xtranormal movie advising solutions andfor alternatives to stop piracy in Somalia.

Unit Objectives:

As a result of the unit, the student will know:

1. Several of the dangers faced by pirates throughout history.

2. Different viewpoints about the life of historical and modern-day pirates.

3. The importance of privateering and how reminisce of it are still going on today in Somalia.

4. How th current problem of piracy has impacted sea Iravel & commerce.

As a result of this unit, the students will understand that:

1. A pirate's life was not any1hing like portrayed in the movies (esp, Captain Jack Sparrow)

2. Privateers and Somalian pirates turned to piracy because of economic gain.

3. Piracy is still a problem today.

As a result of this unit, the students will be able to:

1. Create a blog giving correct information out about the lives of historical pirates.

2. Invent an original idea that will slop piracy in Somalia.

3. Design an xtranormal movie (0 express their perspective on Somalian piracy.

Points to Ponder

1, Piracy is a historical rather than modern-day problem,

2. Pirates are involved in piracy to benefit themselves,

3. Some governments in the world encourage piracy.

4. Piracy can benefit a nation's economy.

5. Somalian pirates can be stopped by multiple countries and agencies working together.

Content Outline

Ahoy Maties! Be Ye Pirate or Privateer?

Nora Morton and Lisa Fallin

I. Myths vs. facts

A. Parrots and Monkeys

1. Captured by pirates, usually from South America

2. Kept as pets

3. Sold in Europe

B. Eye-patches and WOoden-legs

1. Cannon shots would mange legs and smash faces

2. Wood was abundant on ships

3. Medicine was in short supply on ships

4. Gangrene resulted from leg injuries C. Plank Walking

1. Never happened. except in movies 2, Shooting was faster

D. Buried Treasure

1. Pirates rarely found gold

2. Jewelry only came from passengers

3. Pirates slole things they could use for life on the sea a Wine

b. Maps

c. Medicine

d. Fish

e. Guns

f. Swords

g. Daggers

h. Ships i Sails j. Ropes

4. Pirates stole things they could sell a. Cloth

b Sugar

c. Tobacco

d. Spices

e. Slaves f. Cattle

5. Pirate loot was divided evenly among the crew

6. Treasure was never buried

7. Money was spent as fast as il was made

E. Life at Sea

1. Rats

2. Long, boring days

3. Rotten food

4. Diseases

5. Ship battles/ship wrecks 6 Fear of being caught

7. Sentenced to death

II. Golden Age of Piracy Pirates - (Powerpoint Information)

A. Blackbeard

1. Edward Teach

2. Most famous pirate

3. In bailie, would braid rope into his hair and set it on fire.

a. People were afraid of him by his looks alone.

b. No record of him ever killing anyone. 4, Only a pirate for 2 years

5, Virginia governor sent navy to kill him 6. Ship found off the coast of NC

B. Sir Henry Morgan

1, Privateer for England

2. Attacked Spanish ships for King Charles

3. Knigh1ed in England for such brutality done to Spanish

4. Became governor of Jamaica

5. Died of boredom in Jamaica after giving up a life of piracy

C. Black Bart

1. Bartholomew Roberts

2. Most successful pirate

a. Captured over 400 ships

b. Made over 50,000,000 pounds in loot

3. Was a regular sailor until his ship was captured by pirates

4. He later became captain of that same ship,

5, He never drank and never attacked a ship on Sunday.

a. He liked to have a clear head.

b. He would preach to his crew on Sundays. 6. Killed by a cannon blast by an English war ship D. Calico Jack

1. John Rackham

a, Pirate Captain

b. Got his name from wearing colorful cloths called calico

c. Name has been used in movies like "Cutthroat Island" and "Pirates of the Caribbean"

2. FeU in love with Anne Bonny E. Anne Bonny

1. Fell in love with Calico Jack when he visited her island

2. Dressed as a man and joined Calico Jack's pirate crew

F. Mary Read

1. Mary's mother made her dress as a man so she could get work.

2. She joined the French army.

3. Calico Jack captured her ship.

4. When she saw Anne Bonny she revealed she was a girl.

5. She and Anne Bonny became best friends.

6_ They fought harder than any man on his ship.

7. They both were sent to prison when Calico Jack's ship was captured.

G. Sir Francis Drake

1_ English privateer

2. First Englishman to sail around the world

3. Knighted by Queen Elizabeth I

4. Considered a hero by England for his harshness towards the Spanish

5. Was known as the Sea Dog for Queen Elizabeth

H_ Captain Kidd

1. William Kidd

2_ New York sea captain hired by the King of England as a privateer 3 Betrayed the king and became a pirate instead

4. Was put on trial, found guilty, and hanged

5. May have been the only pirate to bury his treasure so that he wouldn't gel caught

I. ong Ben

1. Henry Avery

2. Was a sailor in the British navy 3_ Hired as a privateer

4_ Was tired of handing over all the loot so he became a pirate

5. Was the only pirate to capture a ship loaded with diamonds and

treasure

a. Made over $400 million in today's money

b. Retired rich

C. Died in poverty IILModern day pirates

A. High tech pirates

1. Use heavy-duty firepower to stop ships & scare tactics for kidnapping a automatic weapons

b. mortars

c. rocket-propelled grenades

2. Gadgets to help keep In contact with ships and their locations

a. cell phones and satellite phones

b. speedboats

c. GPS

B. Somalian pirates and reasons for piracy 1. capture crews for ransom

a. ransoms can range fram $500,000 to 2 million

b. average pirate can earn $10,000 - $80,000 paryr.

2. capture yachts, merchant vessels, or barges

a. German freighter - $800,000

b. Dutch cargo ship - S700,OOO

c. Danish icebreaker - $1.6 million

d. French yacht - $2 million

3. Luxurious lifestyle

a. expensive cars

b. big houses

c. sophisticated weapons 4. Are protecting their coastline

a. Somalia losing $100 million per yr. to Illegal fisherman

b. preventing toxic waste dumping

C. Solutions

1. Establish a Somalian government

a. Somalia has not had a central government since 1991

b. They also do not have a Coast Guard Equivalent 2. Stop Corruption

a. Somalian pirates payoff many govemment officials

b. may have connections 10 inside organiz.ations

3. Imprison pirates

a. Find translators and witnesses

b. Find money to pay for Iheir imprisonment

c. All pirate attacks be reported (refer to imo's piracy reports on www.imo.org

4. Armed escorts

a. shared responsibility from various navies

b. travel togettler D. Cheaper alternatives

1. Close contact with International Maritime Organization (www.imo.org)

a. From IMO website - advice articles

b. From IMO website - best management practices

c. From Imo website - reports on piracy and robberies

2. Join Maritime and Anti-piracy Groups (Groups students can contact) a. One Earth Future

h. Global Solutions

c. Academic Council on the UN System

d. American Society of International Law

e. National Association of Maritime Organizations

2. Constantly review and know a ship's security plans

3. Map out new sailing routes often

Many solutions exist to solve the problems with pira.cy of today. Many of these solutions are very expensive such as forming a more stable government in Somalia, Imprisoning

pi. rates and having armed escorts for all ships and vessels in are,as that face pirate attacks. Cheaper alternatives are also available to solve :problems associated with piracy. Students will explore these a.ltematives and solutions during the AIG Ca'mp. Students will use various types of technology to present possible solutions to piracy.

On Day 1, we will allow student. to use a blDg to raise awareness about piracy problems in our time. Students will use the examples from the lives of the Golden Age plra.tes and apply them to the lives of modem .pirates. We will facilitate these blogs through bJogetery.com .. Students will begin to use the information obtained and presented from these blogs to complete a final product using Xtranormal.com,

On Day 2, students will use Xtranormal to creal.e 8. movie to demonstrate possible solutions to the problems of pira.cytoday. Students will choose settings, music and wlki Rva.tal'S to use in their movies.

O.n Days 3 and 4 students w.il.1 finalize their blDg and video movies. They will hayethem ready for presentation to parents, business interest groups and maritime organizations via the web on Day 4. On Day 3, students will look at the different maritime organiz.at.ions and business interest groups. Students will discuss the purpose of these groups and which group it would be most beneficial to sen.d the podcast. These groups incl.ude United ,Nations Convention on the Law of the Sea, Seacoast Utility Autho,Mty, Presidential Special Initiati.ve and One Earth Future. T

On Day 4,students will make any nna.1 adjustments and changes to the blog and video that will be presented to the chosen group. In addition, students will make any needed changes to the movies that were created using Xtranormal,Both the movie and the blDg will be presented to parents during the share time .• The ,blog' Inc'luding, the video will be sent to the chosen group or groups via the web, The blogs created can also be sent to Teacher tube for other elementary teachers to use with their students in regular classrooms.

In conclusion, students at the AIG Camp will create and present blogs and a video movie to share the problems involving piracy. Students will present their final technology products on Day 4 to parents. The students will present the podeaat to the special maritime and business Interest groups via the web.

Resources

Bloqetery. (2010). Retrieved from http://www.blogetery.com Teacherlube. (2010). Retrieved from http://wwwteachertube.com. xtranonnal. (2010). Retrieved from http://wwwxlranormal.com/

Students will create a blog on our class' hlog page pirares.blcgctcry.com giving correct information a out the Ii es of historicul pirates. They must usc one of the pirates [rom Lilt: bubble ucti vi ly liS P,I1"1 of their evidence.

Rubie tor Blogs

Student knows how to create a blog ne se ce

Student Incorporated theme of perspective into blog ne se ce Student used a pirate they learned about in blog ne se ce Student came up their with own original fact ne se ce Student incorporated a Hollywood myth ne se ce

ne = not evident

se = somewhat evident ce = clearly evident

D, Content

IDUllln!' I he comeru yilt! will teach)

I. Myths vs facts - taught through Peter Pan movie A Parrots and Monkeys

1 Captured by pirates, usualtv from South

America

2 Kep1 as pets

3, Sold in Europe

B. Eye-patches and wooden-legs

1, Cannon shots would mange legs and smash

faces

2. Wood was abundant on ships

3. Medicine was in short supply on ships

4. Gangrene r suited from leg injuries C, Plank Walkillg

1 Never happened. except in moves 2. Shooting vas faster

O. Buried Treasure - laugh as treasure map actlvity 1 Pirates rarely found gold

2. Jewelry only came from passenqers

3. Pirates stole Lhings they could use for life on

a. Wine

b. Maps

c. Medicine d Fish

e. G ns

f. Sworos g Daggers h. Ships

i_ Sails

j, Ropes

4 Pirates stole 1I1ings they could sell a, Cloth

b Sugar

c_ Tobacco d Spices E_ Slaves

f, Cattle

5. Pirate loot was divided evenly among the crew 6_ Treasure was never buried

7. Money was spent as last as il was made

E, Life at Sea

1. Rats

2_ Long, boring days 3_ Rotten food

4. Diseases

5. Ship battles/ship wrecks 6_ Fear of being caught

7 Sentenced to death

II. Golden Age of Piracy Pirates - taught as poster board act.

A. Blackbeard

1. Edward Teach

2. Mosl famous pirate

3. In battle. wo Id braid rope into his hair and set

it on fire,

a, People were afraid of him by his looks alone. b No record of him ever killing anyone.

4. Only a pirate or 2 years

5. Virginia governor sent navy to ill him

6. Ship found off the coast of NC

8. Sir Henry Morgan

1 Privateer for England

2, Attacked Spanish ships for King Charles

3, Knig~lled in England for such brutality done to

Spanish

4. Became governor of Jamaica

5, Died of ooredom i Jamaica after giving up a

life of piracy

C. Black Bart

1 Bartholomew Roberts 2_ Most successful pirate

a. Captured over 400 ships

b. Made over 50,000,000 pounds in 001 3. Was a regular sailor until his ship was captured by pirates

4. He later became captain of tha same ship.

5. He never drank or attacked a ship on Sunday, instead 11e would preach to his crew.

6. Killed by a cannon blast by an English war

ship

D Calico Jack

t. John Rackharn

a. Pirate Captain

b. Got his name from wearing colorful

cloths called calico

c. Name has been used in movies like "CuHllroat Island" and "Pirates of the Caribbean"

2. Fellin love with Anne Bonny E. Anne Bonny

1. Fell in love With Calico Jack when he visited

her island

2. Dressed as a man and joined Calico Jack's

pirate crew.

F. Mary Read

1 Mary's mother made her dress as a man so

she could get work

2. She Joined the French army.

3 Calico Jack captured her ship.

4. Wilen she saw Anne Bonny she revealed she

was a girl.

5. She and Anne Bonny became best friends

6. They fought harder than any man on his ship

7. They bot were sent to pnson when Calico Jack's ship was captured

G Sir Francis Drake

1. English privateer

2. First Englishman to sail around the world

3. Knig ted by Queen Elizabeth I

4. Considered a hero by England for his hars ness towards the Spanish

5. Was known as the Sea Dog for Queen

Elizabeth

I L Captain Kidd

1. William Kidd

2. New York sea captain hired by the King of E gland as a privateer

3. Betrayed the king and became a pirate

instead

treasure so that he wouldn't get caught I. Long Ben

, Henry Avery

2 Was a sailor in the British navy 3 Hired as a privateer

4 Was tired of handing over all tne loot so he became a pirate

5. Was the only pirate to capture a ship loaded with diamonds and treasure

a Made over $400 million in todays

money

b. Retired rich

c. Died in poverty

E. Huok

[Describe how you wi II !;I'~b student,' ancnrion.j

Mrs. Monon and Mrs, Fallin will be dressed in "Pirute Ullin:" and we will use as many pirate phrases lIS possible 10 greel and introduce OlU'SeiVCS, Then we will pllly::t pirate game with the pirate words to see who (;;111 guess the meaning with the correct wor-d.

I. Instruction:

(1 ell. step-by-step. whui you \'111 du.)

lutr.: U ., ;lIn - I' Y a shun \ oca ulary i.uching game III 'we how Ill' n:- pirate terms the studcm- can correctly llk:lllCI' lhe camper who ,IIIS\o\ ~I',' the most COI'l'C'(;: wi II win u pi I ute pi i /c. See handout lor quiz .uul dclmi lions.

Alter th III question game, we will give the Pirate lossary handout to the students, Then we wi II let them pair ip to create a skit using as many pir 1C' words from the lu dout us possible. They will have :: minutes 10 prepare their skits, Their skit will b an introduction of themselves. For example. I will say. "Ahoy me hearties, welcome 11\ me crew! Blimey! Ye sure are a good looking bunch of lad lind lassies. N quarter! We must pillage through these 1;1ds and myths until we arc shipshape, 'hivcr me lirners' id J hear someone say the)' wer ' II privateer? A ROSlin? Or just Brethren of the Coast?

Y o.ho.ho, tell me about yesclf?

A ncr Ill<.' inrroducrions, \\'1: \I ill ,nol.\ II <hurt dip trom Disneys Peter Pun ~" \\ ~ 1;00fl puint uut lhc facts in the S";;;I1~ and the one myth iu thm sccuexThis will CO\I.'I' Ouiline Content LA,· C), We \,,111 watch Sl:1.'11C J () Never Lund.' •. /\ Pirate s l.i le" UIHI "CellI: n The I'ell (11' the Plank,

r~ t: ror .: L'I :t:-.s. I eachers drew a I r ensure rr.ap 011 1 he beard. The rna p i ~ rea.ly the c l:lsSTO,"Il1, r:\ ~I'y\\ here the students lind (1[1 X 1\(1 111<~

U'ClSUrc rm p there will n hidden r.l·1 in that III .ation of th

classroom, :\~ the sllldt:lIl~ lillJ the hidden facts. lhe) II ill read them aloud ~harillg the information with the other campers. The facts will come from the informational sheets. (This wi II l'101'1,;, Cnnleiu Outline 1.1), I',j,

Afterward, W' will pass oUI:I ut ble rnups, bILl! bubble \\ ill h ve .1 famous pirate's name In h. l.ikr <I K ""'I. c1m11, each student will

write \\ hal they already J.Jll1W nb.rut 111e pirate, 1\ Ih'r they have lime 10 ',\ 'iie'. we w ill n-t lhcm share their racts with the rhcr campers, j will e 1l1ilkillg.J 111OlS1el bubble chart on poster paper, When all studellts 1\,1\ e I eponed. I II ill tell them the facts that I want them 10 "nll\ about each pirate and they can write them on their bubble l:harl.(This will cover Conteru Outline [I).

Next. I will write each pirates nume nn the board and draw a circle around II. There wil! abo Ill' ~(1111~ 2',; and some stars in circles. The :: ~Illlld~ 101' duuhlc yOU! poinrs. The SIal' will stand flU' free throw rile camper- will have slick~ hall', When I en 111111 OJ pll;J;C', name, each camper will throw their ~ rr ~ hall to the ulrtc',;1 pirate'< circle, nlt'~ \\'1,1 'l',Ire I puint 11'11,,:;1' ball lands in the .orrcct circle. The 1:<H11Jh:r, \\ II playas tCJ.I1lS. l he team with the most poirns will \oI.!I1 ,I pnzc.

Final I y. the students wi II gel started on their blogs The students will need (0 incorporate their perspective on pi racy in their blog. Their hlng wrll Icll huv, Ill' ifihci: perspective otpirates has changed based upon the dangers and hre'l~ lc of the historical pirate. I ht': \1 1111t',,:! hl includc u: kJS\ ,me' pirate ,II' privateer tr .. lfll Ihl' bubble .n:til;ty. If they choose a privateer. they will nce.l [(I expl.iiu how a pirate differs lrorn II privateer. They \.:,111 incorporate l lol ywood characters into theu bl'lg und give out correct information if J lollywood hus distorted it, Finally they should tell how Hollywood has made un impact I'll perspectives <..)1' hi-toricul pirates und l'(lllllllel1l (III how piracy i-, 11"lk ... d un b~ 11,)11, \\lInd today.

Pirate Vocabulary Game

__ 1. Ahoy a. the bottom of the sea

2. Buccaneer b. a non-sailor

3. Bucko c. standard pirate excuse for leaving no

survivors

4. CuLiass d. papers granting you a privateer

___ 5. Davy Jones' locker e. a general term for the Carribbean pirate

6, Dead men tell no tales f. a curved sword, weapon

__ 7, Godspeed g. the ptrates' skull-and-crossbones flag

__ 8. Jolly Roger h. familiar term,friend

9. Landlubber i. hello

__ 10. Letters of Marque j. goodbye, good luck

Pirate Vocabulary Game Answer Key

_1_ 1. Ahoy

a. the bottom of the sea

__ E_ 2. Buccaneer

b. a non-sailor

H 3. Bucko

c. standard pirate excuse for leaving no survivors

d. papers gr<Jnting you a privateer

_F_ 4. Cutlass

__ A_ 5. Davy Jones' locker

e. a general term for the Carrlbbean pirate

C 6. Dead men tell no tales f. a curved sword, weapon

_J_ 7. Godspeed

g .. the pirates' skull-and-crossbones Flag

G 8. Jolly Roger

. familiar term.frlend

_B_ 9. Landlubber

i. hello

D 10, Letters of Marque

j. goodbye, good luck

Pir-ate Glossary

To start with, of course, SUY "YI:" ror you, "me" for my or mine, and don't skimp on the "ahoy' lind "arrrrr!"

Addled -- Mad. insane

Aft -- Shott for "after." Toward the rear of the shi p-

Ahoy -- "Hello!'

Avast: -- "Hey!" Could be used as "Stop that!" or "\1,1'110 goes there?"

Bcgad ~ -- By God I

Belay -- Stop that. "Belay that talk! ,.

Belaying pin -- A short wooden rod lO which a !>hip', rigging is secured. A common improvised weapon aboard II sailing ship, because they're everywhere, they're easily picked up, and they arc the righl size and weight to be used as clubs,

Bilge! -- N onscnsc, or foolish talk, The bilges 0 r J sh ip lire the lowest parts, ins ide the hull along the keel. They fill with Slinking bilgewuler -- or just "bilge.'

Black Spnt -- To "place the Black Spot" 011 another pirate is to sentence him to death. to warn hi In he is marked for death, or somet imes j US1 to accuse him of a seri ou s crime b.' III re utile, pirates,

R1ag~ard -- "Blackguard.' An insult,

Blimey! _. An exclamation of surprise.

Booty -- Loot

Bosun -- Boatswain: a petty officer.

HOWS]lI"it -- The slanted spar at a ship's prow,

Breth ren of the C 0;1 s t -- The C ari bbcan b uccanccrs called themselves by this name in the 1640- I MO period. During this lime, they actually Iorrned II son of [r.ueruity, and did not (usually) fight each othe r or e-ven s leal from each othc r·. After 1 G So.. a new genera tion of pirates appeared, who did not trust each other .. , with good reason.

Briny deep -- TIle ocean. Probably no pirate iu all history ever- used this phrase, but don't let that stop you, especi ally if you can roll the R i 11 "bri ny"!

Buccaneer -- A general term for the Caribbean pirates.

Bucko -- Familiar term. "Me bucku" - "my friend,"

Cap'n -- Short lor "cuptain.'

Chandler, or shill-elm ndler -- see Siltier.

Chantey -- A sailor's work song. Also spelled "shantey" or "shanty."

Chase -- The ship being pursued, "The chase is making full sail, sir" =' "The ship we're dner is guing as fast a, she can."

Chest -- Trad hional treasure container

Cursuir -- ,1\ more romantic term for pirate. Gut still a pirate.

Crow' ~ nest -- A small platform, sometimes enclosed. near the top uf a mast, where a lookout could have a better view when watching lor sails or fill' land.

Cutlass -- A curved sword, like a saber but heavier. Traditional pirate weapon. Has only nne cutting edge; mal' OJ' may not have a useful point,

Davy Jones' locker -- The bottom of the SI:'U

Dead I i gh Is -- Eyes. "0 se yer deadli ghts, matey!"

Dead men tell no tales -- Standard pirate excuse for leaving no survivors.

n ug -- !\ I'll il d insul t, perhaps even a friendl y one,

Doubloon -- A Spanish. gold coin. At different times, it was worth either 4 or 16 silver [JI:'SlIS, IIr "pi eces of ei ght."

Fair winds! -- Goodbye, good luck '.

Feed the tis h -- \1,; hat you do when you me lhro wn i nto the sea, dead 1'1' al i ve.

Gangway: -- "Get out of my way!"

Godspeed! -- Goodbye, good luck!

Grub-- rood.

Gun -- A cannon.

Fore. or forrard -- Toward the front end of the ship,

Hands -- The ";1'1'1 of a ship; ail rs.

Handsomely -- Quickly, "llandsorncly now, men!" - "1-1 uny up! I

Read -- The toilet facilities aboard a modern ship. This will do for modem piratical talk, The toilet facilities aboard an ACTUAL pirate ~hir do not bear thinking about.

Jack Ketch -- The hangman. To dance with Jack Kelch is to hang,

.Iack Tar. or tar -- A s iI r.

JOUybOll1 -- /1 sillali hut happy craft. perhaps even one which is (1 Hille dinghy.

Jolly Roger - TIle pirate ' skull-and-crossbones Ilag. lt was an invitation to surrender, with the implication that those who surrendered would he treated well, A red nag indicated "no quarter,"

Lad, lass, lussie -- ,1\ way III address someone younger than you

Landlubber or just lubber -- A non-sailor.

Leiters of Marque -- PlIPI:I'l'> issued by a national gOVC111 rent during wartime, entitling [I privately owned ship 10 raid enemy commerce, or even attack enemy warships. F,ilrly letters of reprisal were issued L merchant to make it legal for them III counrer-rai J pirates! A ship bearing such letters, and 0 crating within their limns, is 11 (I rivutee r rather than a pirate ... that is, a legal combatunt ral her 111;111 a criminal and murderer, TIle probl em is that letters of marque aren't always honored, even by the government that issued them. Captain Kidd had letters or marque: his OW11 country hanged him anyway.

ights -- Lungs. A in.1I1;: 1I11ghi threaten 111 "have sorneone's light and liver."

Line - A rope in lise as part tl c snip's rigging, or as a lowing line. When a rope is just coiled up on deck. no! yet being used lor anything, it's all right to ";<111 it ;( roue,

Lookout -- Somcon posted to keep watch on 1 c orizon f r thcr hi ps or signs ofland.

Maroon -- A lairl y common punishment Ior violation or iI pi rill!.: "h i p's articles, or offending her crew, lhe victim W:I~ lel'l I1II ,I deserted coast (or', ofcourse, all island) with little in the I .... ay of supplies. That way, 110 one could say that the unlucky pirate bad actually been ki lIed by his former brethren,

Me -- A piratical way 10 5 _ "m)'."

Me hearties -- Typical way r r a pirate leader to address hi' crew.

Matey -- A piratical way IL) address someone in a cheerful, i r nut necessarily friendly, fashion.

No quarter! -- Surrender will not be accepted

On the Account -- The piraticul lilu. A mall who went "on the account" was turning pirate.

Piece of eight - A Spanish silver coin \ orth one peso or 8 reale« II was sometimes literally cut int eight pieces, each worth nile I eal.

Pillage -- To raid, rob, and sack a target ashore.

Pirate -- A seagoing robber urul murderer. Contrast with privateer .

• 'uurl deck -- The highest deck at the aft end of a large ship. Smuller ships don't have a poop: the highest part aft is the quarterdecl •.

Port -- (1) ,\ seaport. (2) The left side of the ship when you arc facing toward her prow.

Poxy, poxed -- Diseased, Us d as an insult.

Privateer -- A ship bearing Idlers 'If marque ( .'1.). or one of her crew, or her captain. '1 hus, she ~II Wily attack an enemy ship. and only in time of war. but docs so us a represenrat i ve ,II' hei country, A privateer is theor .tically a law-abiding combatant, and en! it led to he treated as an honorable prisoner if captured,

Prow -- 'I he "nose" DI the shi p.

Reef -- (I J An underwater obstruction of rock or coral which CUll (ear the bottom out of a ship. (2) To reef sails is lO shorten them. I. iug them partially up, either La 510\ the snip or to keep II strong \\ md from pulling 1100 much strain on the masts.

'ail bo! -- "1 sec a ship!" The sail. f course, is the first part or n shi visible llyn the hOI i ZI1I1.

Snit, uhl sliit -- An experienced seaman,

CUppCI"S -- Openings along the edges of a ship's deck that allow wuter IlIl deck to druiu hack t the sea rather than collect in!;!. III I he bi Iges. "Scupper that!" is an e. pression of anger or Jeri 'ion

. curvy -- (1) A deficiency disease which of len afflicted sailors; it wa caused by lack of viunuiu C.

,'{'II dug -- An experienced seaman.

hanty -- Another spclling f r "chantey" - a sea song.

Shurl. bait -- (1) Your foes, who life ub lIlt tn feed the fish (q.v.). (2) A worthlcxs or lazy sailor; a lubber who is no lise aboard ship

Shipshape -- Wcll-urgani zed, und r control, finished.

'hiver me Ii mhurxl>- An expression of surprise or strong ernul ion.

Sink me! -- ;\11 expression of surprise.

Smartly -- Quickly. "Smartly there. men!" = "Hurry up!"

Spyglass -- A telescope.

tarboard -- The right side otthe ship when you are facing tov ard h r pr w,

Sutler -- A rnercluuu ill 11011, selling the various things that a hip needed lur supplies and repai rs.

Swab (noun I -- t\ disrespectful term fur ... seaman. "Man that SUIl, ye cowardly swabs!'

Swab (verb) -- rn clean something, Being put to "swabbing the decks" would be OJ low-le el punishment for a disobedient pirate.

Swag _0 Lo 1,

Wllik the IlhHII, - A piratical execution. The victim. usually blindfolded or with huund hands or both. is forced I walk along a plank laid over me ship's side. 10 fall into the water below. Except this seems to be a total invention: it first appeared in 19Ih-l:t:lllury fiction. long after the great days of piracy.

Weigh anchor .- To haul the anchor up: more generally, to leave port.

Yo-ho-ho -- A very piratical thing to '<ly. whether it actually means anything J' n t.

~-----

Information Sheet for Day 1 Pir;;:lte fact vs. Hollywood fiction

Pirates

• f\r1ost real-life pirates led miserable lives. They spent long boring days at sea, never took baths, ate rotten food, caught terrible diseases, and died in sea battles and ship wrecks. Pirates were outlaws. They lived in fear of being caught and punished for their crimes. They were most likely sentenced to death. Pirates were usually hanged ..

• Pirates often died of scurvy or gangrene. Medicine was in short supply on ships.

• There were usually more rats on a ship than men. Rats chewed ropes, wood, and even the pirates themselves. Pirates often had rat hunts. One captain reported killing 4,000 rats on one journevl

Privateers

• A special kind of pirate was called a privateer. Privateers worked for their country. They had permission to attack ships that belonged to their cou ntry's ene my. Privateers took treasu re from the shi p they attacked and qa ve it back to thei r ki n 9 or queen. To thei r own cou ntry f privateers were seen as heroes, but to the country that the ship belonged to, they were just pirates.

• Government documents called "Letters of r-tarque" granted permission to privateers to attack other ships,

FOOd

• Pirates carried hens on board to use for eg9s. Occasionally, they might even have cattle on boa rd.

• They took dried meat and stale biscuits called hardtack.

• Pirates ate hardtack at night so they couldn't see the bugs (maggots) inside.

• Pirates ate a lot of fish,

• If on an island, they also ate snakes and monkeys.

Treasure

• Treasure was called booty. The best booty was gold.

• Silver was second best. Silver coins were called pieces of eight. That was because each coin was worth eight Spanish "reales", That would be about $23 today. There was never any ship sailing that was filled with gold and silver. Therefore, pirates usually stole other valuables. Things that were considered valuable were things the pirates could eat or use for life on a ship.

• Tobacco, spices, cloth, slaves, cattle, and sugar could be sold when

they reached land.

• Jewelry, guns, swords, and daggers were stolen from the crew.

• Sails and ropes were stolen to repair their own ships.

• Food, water and other drinks, and medicine were kept and used for themselves.

• Maps were also hot commodities.

• If the ship they conquered was bigger and better than their current ship, they often kept the captured ship as their new ship. The captured crew could either join them or die. If the ship was smaller or not as

n ice as thei r curren t ship, it wa s sun k or sold.

• All crew members got an equal share in the booty.

• The captain, quartermaster, and if the ship had a doctor, usually got a little more.

• Pirates never buried their treasure. Instead they spent everything they made as soon as they reached land. Therefore you will never find any hidden buried treasure, unless you are diving at the bottom of the sea.

• The Queen Anne's Revenge, Blackbeard's ship, was found off the coast of NC.

The end of the Golden Age of Piracy

• The invention of steamships put a temporary end to piracy. These ships were used by the navy and were much too fast for a pirate's small sailing vessel.

, Countries signed an agreement to quit using privateers.

Sir Henry "'lOY(IAn

LESSON PLAN 2

I. DEFINE THE CONTENT

LESSON OBJECTIVE

STUDENTS WILL LOOK AT THE PROBLEMS OF MODERN-DAY PIRACY AND ANALYZE THEM WITH SIMILARITIES OF HISTORICAL PRIVATEERS

II. PREPLANNIN.G: BEGIN WITH THE END IN MIND

~-------------,------

STUDENTS WILL KNOW THAT:

A. WHAT IS WOR H KNOWING?

(THINK ABOUT THE CONTENT YOU HAVE SELECTED.VVHA IS IMPORTANT fOR STUDENTS TO KNOW?)

1. PRIVATEERS WORK FOR THEIR COUNTRIES TO BRING IN REVENUES.

2. SOMALIAN PIRATES SEE THEMSELVES AS

PRIVATEERS.

3. PIRACY CONTINUES TO BE A PROBLEM IN 2010.

4. PIRACY HELPS THE INCOME OF SOMALIA.

5. PIRACY IMPACTS THE COUNTRY OF SOMALIA LIKE PRIVA TEERI NG AFFECTED THE COUNTRIES OF HISTORICAL PIRATES.

STUDENTS WILL BE ABLE TO:

1. KNOW THAT MODERN-DAY PIRATES ARE LIKE HISTOR ICAl PRIVATEERS

2. BLOG ABOUT PROBLEMS OF MODERN-DAY PIRACY 3, DESIGN AN XTRANORMALVIDEO TO EXPRESS THEIR PERSPECTIVE ON SOMALIAN PIRACY

4. ADD THEIR VIDEOS TO BlOGS

B.VVHAT IS IMPORTANT FOR STUDENTS TO KNOW AND OO? (DEFINE WHAT STUDENTS SHOULD BE ABLE TO DO AS A RESULT Of YOUR LESSON.)

c. VVHAT ARE THE STUDENTS WILL UNDERSTAND THAT:

ENDURING I 1. PIRACY IS STILL A PROBLEM TODAY

UNDERSTANDINGS THAT 2. PRIVATEERS AND SOMALIAN PIRATES TURNED TO

STUDENTS SHOULD lAKE AWAY FROM THE LESSON? (DEFINE THE BIG IDEAS.)

PIRACY BECAUSE OF ECONOMIC GAIN

3. PRIVATEERING IS IMPORTANT AN 0 THAT REMNANTS ARE STILL GOING ON TODAY IN SOMALIA

D. CONTENT: I.

(OUTLINE THE CONTENT YOU WILL TEACH)

III. PLANNING

--------~---------

HOW DOES PIRACY AFFECT SOMALIA?

f-B. ESSENTIAL

QUESTIONS:

(ONE OVERARCHING AND ONE OR MORE TOPICAL)

f.-

C. ASSESSMENT:

(PERFORMANCE TASK)

HOW ARE MODERN·DAY PIRATES LIKE HISTORICAL PRIVATEERS?

STUDENTS WILL CREATE AN XTRANORMAL VIDEO SHOWING THEIR PERSPECnVE OF MODERN-DAY PIRACY VS. HISTORICAL PIRATES OR PRIVATEERS.

STUDENTS WILL ADD THEIR VIDEOS TO THEIR BLOGS.

RUBRIC FORXTRANORMAL VIDEO ASSESSMENT PERSPECTIVE OF MODERN DAY PIRACY IS GIVEN:

PRIVATEER PERSPECTIVE IS DEMONSTRA ED:

SUPPORT AND EXPLANATIONS OF PERSPECTIVES ARE GIVEN:

STUDENTS RESPOND TO PERSPECnVES OF OTHER STUDENTS:

VIDEO IS ADDED TO BLOG:

0- NOT EVIDENT

1- SOMEWHAT EVIDENT 2- CLEARLY EVIDENT

DEFINITION OF A PRIVATEER

II. MODERN -DAY PIRATES

A. HIGH-TECH PIRATES USE

1. HEAVY-DUTY FIREPO\NER TO STOP SHIPS AND SCARE TACTICS FOR KIDNAPPING

A. AUTOMA IC WEAPONS

8. MORTARS

C. ROCKET-PROPELLED GRENADES

I

.1 2. GADGETS TO HELp KEEP IN CONTACT
WITH SHIPS AND THEIR LOCATIONS
A.CELL PHONES AND SATELLITE PHONES
B. SPEEDBOATS
C.GPS
B. SOMALIAN PIRATES AND REASONS FOR
PIRACY
1. CAPTURE CREWS FOR RANSOM
A. RANSOMS CAN RANGE FROM $500,000
TO $2MILUON
B. AVERAGE PIRATE CAN EARN $10,000-
$80,000 PER YEAR
C. AVERAGE INCOME FOR SOMALIAN PER
YEAR
2_ CAPTURE YACHTS, MERCHANT VESSELS
OR BARGES
A GERMAN FREIGHTER- $800,000
B. DUTCH CARGO SHIP-$700,OOO
C_ DANISH ICEBREAKER-$1.6 MILLION
D. FRENCH YACHT- $2 MILLION
3_ LUXURIOUS LIFESTYLES OF PIRATES
A EXPENSIVE CARS
B. BIG HOUSES
C. SOPHISTICATED WEAPONS
4. SOMAlI PIRATES ARE PROTECTING THEIR
COASTLINES
A_ SOMAUA LOSING $100 MILLION PER
YEAR TO ILLEGAL FISHERMEN
B. PREVENTING TOXIC WASTE DUMPING
5. SOMAlIAN PIRATES RETIRE
A_ LOSING INCOME TO COUNTRY
B_ FEAR OF IMPRISONMENT
E_HooK: WE WILL BEGIN THE LESSON WITH A GAME CALLED "ONE
(DESCRIBE HOW YOU POUND OF TUNA." THIS GAME WILL SHOW HOW THE
WILL GRAB STUDENTS' ECONOMY BENEFITS FROM THE FISHING INDUSTRY IN
ATIENTION.) SOMALIA. THIS GAME IS ADAPTED FROM ~A GRAIN OF
RICE" FROM THE ILLUMINATIONS_NCTM_ORG WEBSITE.
HANDOUTS ARE INCLUDED.
--
F. INSTRUCTION: YOU CAN G TO OUR BLOG BY GOING TO :

LlSA1234,BLOGETERY,COM/201 OI03/10/HELLO-WORLD,

(TE L, STEP-BY-STEP, WE WILL USE DIRECT INSTRUCTION AS WELL AS

WHAT YOU WILL DO.) INTERACTIVE INSTRUCTION THROUGH VIDEO, GAMES AND BLOGGING (BlOGETERY_COM) _ WE WlllAlSO USE THE WEBSITE XTRANORMALCOM TO CREATE A VIDEO TO ALLOW STUDENTS TO OFFER THEIR PERSPECTIVES OF PIRACY. STUDENTS WilL USE AN EXAMPLE VIDEO CREATED BY US TO MAKE THEIR VIDEO ON XTRANORMAL.COM

FIRST, WE WILL PLAY "A POUND OF TUNAD FOR 10-15 MINUTES_ THIS WILL HELP TO EXPLAIN AND DEMONSTRATE WHY UNA IS SO IMPORTANT TO SOMALIA'S ECONOMY.

THEN, WE WILL REVIEW HISTORICAL PRIVATEERS FROM LESSON 1 AND INTRODUCE MODERN-DAY PIRATES USING A JEOPARDY GAME. THIS SHOULD TAKE 10 MINUTES.

AFTER A FEW MORE M IN UTES WITH DIRECT INSTRUCTION, STUDENTS Will BEGIN TO ANAL YlE AND CONTRAST THE SIMILARITIES AND DIFFERENCES OF PRIVATEERS AND MODERN-DAY PIRATES_ THEY WILL DO THIS USING A MULTI-FLOW MAP.

NEXT, STUDENTS WILL VIEW AN EXAMP E VIDEO CREATED BY US TO VIEW A PERSPECTIVE OF A MODERN DAY PIRATE AT XTRANORMAL.COM. AFTER VIEWING OUR VIDEO. STUDENTS WILL FOLLOW THE INSTRUCTIONS ON THE XTRANORMAl SITE 0 CREATE THEIR VIDEO JUSTIFYING THE PERP CTIVES OF MODERN-DAY PIRACY VERSUS PRIVATEERS. THIS WILL TAKE MOSTOF OUR TIME FOR TODAY.

LAST, STUDENTS WILL ADD THEIR VIDEOS TO THE BLOG THAT WAS STARTED IN LESSON 1_IF TIME IS SHORT, WE WILL ADD THE VIDEO TO THE BLOG ON WEDNESDAY.

RUBRIC FOR XTRANORMAL VIDEO ASSESSMENT PERSPECTIVE OF MODERN DAY PIRACY IS GIVEN:

PRIVA EER PERSPECTIVE IS DEMONSTRATED:

SUPPORT AND EXPLANATIONS OF PERSPECTIVES ARE GIVEN:

STUDENTS RESPOND TO PERSPECTIVES OF OTHER STUDENTS:

VIDEO IS ADDED TO BLOG:

0- NOT EVIDENT

1- SOMEWHAT EVIDENT 2- CLEARLY EVIDENT

One Pound of Tuna By Nora Morton

Not so long ago in Somalia, there lived a guerilla leader who believed that he

was intelligent and capable of earning money only by stealing from others Every year he kept the profits from selling tuna to himself instead of sharing them with his village. He even kept the profits when the villagers were starving and had little other means of economic gain. A village girl named Bahari comes up with an outstanding idea, Bahari does something brave and wise for the guerilla leader and he lets her have her choice of a prize. Bahari asks for one pound of tuna, doubled every day for thirty days, Through the wonderful power of doubling, one pound of luna becomes more than one billion pounds of tuna. Bahari teaches the guerilla leader a lesson about earning money fairly intsead of turning to piracy for economic gain.

Note: In today's market the 81uefin tuna is worth about $45.00 per pound, Due to problems with piracy, governments have put a ban on the amount oftuna that can be captured. With this ban. the prices rise due 10 the greater demand for tuna.

One Pound ofTunal

Dayl OayZ Day) Day4 OayS
1 1 Total ~fl:er 5 days
Lbs of tuna Lbs of tuna t.bs of tuna l.bs of tuna l.bs of tuna I
!
Oayfi Day? O<w8 Day<> DavID I
Total ~ftcr I 0 I
512 dclV5 I
Lhs of tune tbs ot tuoe Lbs of tuna l.bs of tuna tbs of tuna
oevn Dayll Dayn Day14 Dayts I
I otzIl after 15 I
, days
tbs of tuna Lbs uf tuna tbs of tuna tbs of tuna lbs of tuna
DavllJ Dayl7 DaylS Dayl9 Day20 Total after 20
131,072 days
tbs of tuna Lbs of tuna Lbs of tuna Lbs of tuna tbs of tuna
I
I
Day21 Day22 Day23 DaV24 lJay15 I Total after 25
days
Lbs of tuna i Lbs of tuna Lbs of tuna Lbs of tuna Lbs of tuna I
I
Day25 IJ,'y27 OiIy2R Day29 Day30 Total a ft€r 30
Lbs (If tuna Los of tuna Lbs Df tuna lbs of tuna, lbs of tuna days
-- -- -- Activity Sheet for One Pound of Tuna

N~ _

In the story One Pound of Tuna by Nora Morton, the main charncier Bahari tncks the guerilla leader into giving tuna to the village. Use the slOty to answer the ouestions below.

1. Estimate how many pounds of tuna you think Bahari will have at the end of 30 days.

2. Use the chart on the other sheet to record the pounds of tuna Bahari would receive each day.

3. If the story continued and you know how many pounds of luna Bahari receives on Day 30. how can you determine how many pounds of tuna she would receive on Day 31?

How can you determine how many pounds of tuna she would receive on Day 35? .... Day 40?

If you know how many grains of rice she receives 0 n a certain day. how can you determine how many pounds of tuna she will receive 2 days later? ... 10 days later?

4. Write a sentence that describes how many Ibs of tuna Bahari receives daily.

5. Write a sentence tnat describes the total number of pounds of tuna Bahari will receive through a certain number of days.

6. Write each of these sentences from 4 and 5 using an equation with only numbers and symbols.

7. Be able to expla in to others haw you came up with your eq uations. Be willing to change your equations if they do not match up with the values in the table.

LESSON PLAN 3

I. DEFINE THE CONTENT

LESSON OBJECTIVE: STUDENTS WILL DETERMINE SOLUTIONS TO DEAL WITH PIRACY PROBLEMS IN SOMALIA.

II. PREPLANNING: BEGIN WITH THE END IN MIND
STUDENTS WILL KNOW THAT:
A. WHAT IS WORTH' 1 SOLUTIONS EXIST TO SOLVE PI RACY. STUDENTS NEED
KNOWING?
(TH.INK ABOUT THE TO KNOW THAT THERE ARE SOLUTIONS BUT NO SiNGLE
COUNTRY \'':ANI S TO BEAR THE EXPENSE OF THE POSSIBLE
CONTENT YOU HAVE SOLUTIONS.
SELECTED. WHAT IS 2 SOLUTIONS ARE COSTL Y IN TIME AND MON EY.
IMPORT ANT FOR
STUDENTS TO STUDENTS NEED TO KNOW CHANGE TAKES SEVERf\l YEARS AND
KNOW?) IS VERY EXPENSIVE. THE COSTLY SOLUTIONS HAVE TO
OUTVVEIGH THE COSTS OF PUTIING UP WITH PIRACY.
B. WHAT IS STUDENTS WILL BE ABLE TO :
IMPORTANT FOR
STUDENTS TO KNOW 1. DETERMINE POSSIBLE SOLUTIONS TO PIRACY
AND DO? 2. ADO TO THEIR BLOG PAGE A MOVIE WITH THESE
(DEFINE WHAT SOLUTIONS
STUDENTS SHOULD 3. INVENT AN ORIG.INAL IDEA TO SOLVE PIRACY IN
BE ABLE TO DO AS A SOMALIA. SI ULJENTS WILL HAVE TO USE THEIR HIGHER ORDER
RESULT OF YOUR THINKING SKILLS.
LESSON.)
STUDENTS WILL UNDERSTAND THAT:
C. WHAT ARE THE 1. PIRACY CAN BE PREVENTED. STUDENTS NEED TO THINK
OF ·,'JAYS ROBBERY IS PREVENTED IN THEIR ure I',ND APPLY
ENDURING THESE SKILLS TO ROBBt::RY AT SEA.
UN DERSTAN.DINGS
: THAT STUDENTS 2 SOLUTIONS MUST HELP WITH ECONOMIC GRO\NTH
SHOULD TAKE AWAY
FROM THE LESSON? IN SOMALIA AND THE CREATION OF A CENTRAL
(DEFINE THE BIG GOVERNMENT. STUDENTS MUST REALIZE THE INTERACTION
IDEAS.) BETJVEEN THE ECONOMIC SITUATION AND TH[ GOVERNMENT.
THEY MUST UN DE RST.lIND THtlT UNTil SOMAUA ESTABLISHES A
CENTRAL GOVERNMENT, NO CHANGES WilL TAKE PLACE. III. PI..ANNING
B. ESSENTIAL WHAT SOLUTIONS EXISTTO PREVENT PIRACY IN SOMALIA?
QUESTIONS: WHAT ARE POSSIBLE WAYS THAT SAl LOR.S CAN DEAL
(ONE OVERARCHING WITH PIRACY UNTIL A SOLUTION TO PIRACY CAN BE
AND ONE OR MORE FOUND?
TOPICAL.)
C. ASSESSMENT: STUDENTS WILL ADD TO THE IR BLOG PAGE A MOVIE TO
(PERFORMANCE SHARE POSSIBLE SOLUTIONS TO PIRACY.
TASK)
C. Solutions
1. Establish a Somalian govemment
a Somalia has not had a central government
since 1991
b. They also do not have a Coast Guard Equivalent
2. Stop Corruption
a. Somalian pirates payoff many government
D. CONTENT: officials
b. may have connections to inside organizations
(OUTLINE THE 3. Imprison pirates
CONTENT YOU WILL a Find translators and witnesses
TEACH) b. Find money 10 pay for their imprisonment
c. All pirate attacks be reported (refer to irno's
piracy reports on www.imo.org)
4. Armed escorts
a. shared responsibility from various navies
b. travel together
HAVE STUDENTS LOG ON TO OUR BLOG PAGE 'JVHERE THEY WILL FIND
THIS LINK:
E. HOOK: HTTP://LlVESHOTS. BLOGS. FOXNEVVS. C OMI20 10/04/0 1/PIRATES-
(DESCRIBE HOW YOU ATIACK-U-S-BATTLESHIP/?TEST=LATESTN'EWS \'oJHENWATCHING
WIL.LGRAB C,£I.MP ERS "'''''1 LL BE TH IN KING "HOW PI RA I ES CAN OJ E S I OPI-'::'01". THEN
STUDENTS' THEY CAN REA,D ABO UT THE RECENT SOMALI P I RATE A TT AC K ON THE US
ATTENTIO~.) BATTLESHIP BASED OUT OF NORFOLK,VA. (IF A MORE RECENT ATTACK
OCCURS BETWEEN NOW AND CAMP ·\',E WILL USE THAT STORY
INSTEAD.)
WE 'NILL TEll STUDENTS THAT SOMALIA DOES NOT HAVE A CENT'<AL
F.INSTRUCTION: G DIJERNM ENT AND HA.S NOT SINCE 1991. THEN 'NE WILL RE/I.D II
(TELL, STEP-BY- PRINTCD ARTICLE FROM lH]; WEBSITE:
STEP, WHAT YOU WILL HTTP://FROMTHEOLD.COM/sOMALIA-PIRATES-OR-VOLUNTEER-C OAST-
DO.) GUARD-Of-SO MALIAN-OCEAN
THIS ARTICLE DOES A GOOD JOB or EXPLAINING THE SOMALI SILJE OF PIRACY, IT A,LSO BREAKS DO'NN WHY THE SOMALI GOVERNMEN I LJIDN'l LAST Vl::RY LONG AFTER IT WAS eSTABLISHED. WE WILL NOT TELL STUDENTS THAT THE ONLY WAY TO STOP PIRACY IN SOMALIA FORVER IS TO ESTABLISH A CENTRAL GOVERNMENT.

THEN WE V1}ILL INFORM STUDENTS THAT ON DEC, 10-11, 2008 AN NTERNATIONAL CONFERENCE WAS HELD TO STOP PIRACY IN SOMALIA, THE REPORTS FROM rHIS CONFI;'RENCE HAVE NOT BEEN PUBLISHED YET BUT 'J'JE DO KNOW THAT THERE IS NOW A COAST GUARD IN SOMALIA ,Il,ND PIRATES ARE NOW BEING TRIED. IN ADDITION THERE WAS AI SO A CONFERENCE IN 2009 IN WASHINGTON, DC TO ADDRESS THESE SAME ISSUES, I HAVERECEIVEll-'A WORKSHOP REPORT FROM ONE EARTH FUTURE THAT HAS MANY HAN~OUTS FOR THE CAMPERS TO LOOK AT. THFY ONLY r,qAILED ME ONE COPY, BUT CAr,1PERS CAN READ AND PASS IT BEC,~USE THERE ARE 7 PAMPHLETS TO LOOK AT,

FINALLY WE INI L L GO THE TH E I NTE RNA TID NAL MA RITIME ORGAN lZATION WEBS ITE, VWWJ.I MO, ORG, T'NO CAMPER S WI L L LOOK AT piRACY REPORTS AND REPORT BACK TO 'I HI: CL,ASS ON HOW MANY .ATTACKS GO UNREPORTED TO OFFICIALS. WE WilL SEE IF TilE NLJrJIBER OF REPORTS HAS INCREASED SINCE THE PIP-ATES I;,P-E NOW BEING TRIED. WHILE THEY ARE DOING THin, THE OTHER nNO STUDENTS WILL BRO\/'JSE THROUGH "THE BEST MANA,Gt::MENT PRACTICES TO DETER PIRACY IN THE GULF OF AYDEN AND OFF THE COAST OF SOMALIA DEVELOPED BY THE I NO USTR v". T HIS ARTICLE IS ,ALSO 0 N THE IMO WEB S lIE. 1 HEY TOO INI LL REp ORT BACK TO THE C LAS S AROUT WHAT TH EY LFAR NFrJ. AFTFR BROWSING WE INILl BEGIN BRAINSTORMING ABOUT POSSIBLE SOLUTIONS. S I UDENTS ','IILL THEN BEGIN ADDING TO THEIR BLDG WE ARE NOT GOING TO TELL THE STUDENTS THE SOLUTIONS, BUT JUST LEAD THFM TO THE PLACES WHERE THEY CAN BE FOUND. HOPEFULLY IT \/'JILL SPARK SOME I'-JEWIDEAS THAT ARE ~lOT LISTED IN THE PRINTED MATi::RlfI,L.

Rubie for Solutions to Piracy Movie

Student knows how to se xtranormal movie maker Student incorporated theme of perspective in movie Student used a solution they read about in website Student came up his/her with own original solution Solution dealt with economic growth in Somalia Solution dealt with establishing a central government in Somalia

ne = not evident

se ::: somewhat evident ce = clearly evident

ne se ce
ne se ce
ne se ce
ne se ce
ne sa ce
ne se ce about L'112 fads.. But here is it bsneve it nr nat) So the lo-:al~ j~cid"d "nOll~h " f'MLlgh thoe\' took tnetr 115 ni ng boats. nc '" e patroll: no the seas (3,hIIlY ,,""~y pee pie ,,,110 are durnpioq stuff iI i Id dernandinq 'tax" trcrn t:-'~5:P' fisl~ ing.

I think it's L. r Il~c,;Ii~s~;r .... ror them to be so violent but '/Jh;:'lt would YOLl de if it 'Ilas yOllr counrrv> 'Ves, there are rebets and robbers mere too who are just DI~i 1 ,hi~v~" ur the ocean, fQI mstence the 1jl1'2S that tCQk. the oil rig, t""l~Y whF:' ~12' -otme rs

Hut here i, where the problem lie, the Bntisr r avv has send ships. oVSf" to Lake ;"dr€ of t 18 IPir ete' problem. WhiCh ;Ji rBte'5-~ I am prett't" sure n .. ev won't eaten .nc real crilil nals b .rt rather It''e ex-Iisherrnai d lid U .ev wov'd beal -he b-urtt IOf it. \AlI~o ts realtv to blarnt"'7 Whp.n I started this nrtlclc [\'I,'i]S outracec that some:hlr.g 'like this cou lc -l(olPDtm.

'JIu'ho is eli-Iii] e nmrqh to dump nuclear WiJS::C il :hl:: ~CC.:ln~

A. r"1')"w a'1 ' ieW al 1 can tr Ink is hc:,W can this vtclous cycle euc The flrst wo ij country sc -ews the little peor1f' thf' n whe n the utle people wont to take buck, IC ~y ceco me criminal"

[ founrl Itm m~p of reported all" cks 'rom tile pirates tile red lin. is 5Jnalia's border "1ur~ U·~11 hdlr off lilt attacks take

P ace lr It ~ nd tt-,en most of" them take pl;;:e on, t hf'! I r-rnan accon ,ide not the Gulf 01 i'.den where shlps mUSI D351 to £ at :" the rf.;!~L vf the ~oI....:edn" .. h·...! L.an click on th€ jn:l~g; ~~'_ full sc e. R_em~lr I~e-r tn s .• s just rnv t;; kif': on things. 1 do not condone

1..' oience ju~t 1 do not trll nk it's; fa.ir- that rtchar countrles can st-tp er d destroy the! r sea end they cannot retali3':'f' tr snme

.... ~f~y _

lliI.Ill\i

New Prever G.Jide Dls:Ai'>'e~, Pra:r-. Tra ... ~t:-vi \"l'i'liI'.ilo'!ln:}:!I.O-ij

Masters in D_iolo_~_~Gt

E: a rn a Masters in Di pI'Jmacy On in a at Ncrwi r;h Llniversit:r

·~.Nol"I'i';l.[dUlOi;:;lo;irn'l;)'

E!lopd Pr9U~lII.Q~.

H, Jgh Downs H8p,:,r15 Arter~' d ~ari n Q secret ~rom Ncoel C-"l.~ V\I~rlri~

fly Chaac loire 0

7C1Y, nft punushec Ir.?l:l Antare Comoare tran Fi~glll:s . Save

II .. m TrR\,PI "~IR C~'VT1

Share

JJ'r' wa+zaupapor+ (1~~ 'lrL~rifip..rl; I '_";(.'Il ?n~'i fl"::'-I '=: 1Ci1 1(,

It is always ,cod to read about tile ott-er ,Ide of a srorv, lUke you rl-:1 :-Ir.t conrtnne ',tinlf:"n('(" but '5u.-vfval 1'5 ~ baSIC human b-ait, th"u~h I hava re." It 15 only a small 'k cr SO"" li;m" c'ovc rle.ci(i'L?d to tflke- LI j pi r~Ly

Japi=l-lt!~!:! r.~hing ship

IuVhy cestrov our hlstorv

Y~rI ~n

F,," full sclar 'Eclif.'S'< 1C 10 & IOr'i£~st of

r~ dlenni J en

Etv ~:"'ldlllL:'~d in marl'~' countres

U mrll on tilers of Oil In Gulf ol Me;.; co oil "rll'l

GJif of ~,;.:I(;:II lilt most d(llnIlJri:t.J~ piece 01 ocean in toe ",odd

WhAt woulo r1a ppcn w,llen ~lelson 1"-'Q=nd2Ia dies? GrccnpciJcc i,,:ur.(i~Late5 ·o(an.1:E:ln t-I.I nA f :to:hlng ;JeLl r

If the ANC wins ·....,itl. a fair 'v.ote

W n', woulc someone Aft;mt La come to SO·_I::-h. {..,friC8

Page 2 of 4

) [)O'i-20 10 'From"TheOld. ilil Rigl1~ Reserl.,,'ed. j\l~l~rial ma"J' n·~t be pLblished or recrcdcced in ani r"-:'rm

AdvertjsG ~ ~ ~ e__Q.l~ term!;> QfSenlic.e

pi:5claLmer CQmment pollcy

httpv/frorntheold, com/s omal ia -piratcs-or- vo lu ntccr-coast-guard- 0 f-s 0 mal ian ... , 5/23/201 0

Page 30[4

t)y pai~y (nOI v-ernlli!oQll v· .... ~:I, .L09·:oI!. :.= OJ ]!.

Thanks; tor t-ie oomme -ir, ~n:i ~'es it is onl'y a small ervcunt cf sornauans "' ... 'no have taken UI,.: 1;lrdcy mainl")" b;!.:.Q..Jse they are a peece lovl-iq people Just :Ii ke tli:' ? fT1 hr. hw~,;r,~ rhr.: eve r:.·::la'~ people o'e ~~nlle pen ole wh~ j ust want W live but t here are these who are 'strong' 50 lll~y overpower the 11 eas;I, And the U1:tU alwavs qat more r ews cove -aqe -::hc'ln the good

Jy h .... II~llilw· < fil~1 lIprif;pd) 1'1\1, ?D[iLil-04-] I) I_:. 51

.rm. the Imi;lge savs the red line delrn I,.::. tre 200 ndulir.:.~ n-Ile risk zone That's n:j':' qu,i:1'!' the same as. the Somnl oorc cr.

#hict- I de .Jet runs rio;; r.t up to the coastline uf "IZ,= i 1102 n. It's 11C cotnc'denc e, then, th~t most ':"h~ 8ttl~ .. "'i hnpr~"'l 'althil1 this high risk zone

bv Djj)IZV (no\" 'l.loE:lif1ed) 1"11 I, roy :1[<:; lLI 1~l

OOD5 SiYr-ry [ rrusuncerstccc that, ::hul::-: for (.orrcc:i1~ ["""Ie .:)

l)'1 RoC!Ii'POF:. (nat verl1'led:- Si:'I:, '(~j~.HJ~ - ra Ci\J :_~ ~

Pe:J ::ile will dn anvrh Ir·~ to survive, Interesting take on th lig:;/ e;.r::·-ecl.~lly seeing as t!--18 ist world ~llullt~i~::. have pta Ili!!:. to invece ;:'.friL~ and t.Elk~ the- ~~m="l"ninLJ r~sourf:f'_::;; t-tat ';"h~·~ h~,,~r,'t taken yet.

-:y AnQIIVInOU1i (net 'l.'E!rd·ierj~ Il··I}! :.i.u_'j 0'3 ::::~, .n ~-:I

.".lsCi remembc- how much somoue ~I,]S been exploited over ~enr~rCltiQn~ Lv ue ::;UIJ~r -pcwer s. Dur in~. tlie cole il'Ji'Jr :'.meri('fl: 19':-ll~ qIIS.<:j.t~ .JS.P.r.I Snmiillr'l ro ~ IJ r ... '~y aachotha-s ii3VY a ct I '.,I ltles. Once the cold war ~I HJe(~ Ame-ican and Rus-sian !!I"TrI'S ·J/ere Ie-ft 'Nith Som,al"li9 find no st-one r~Cvcrnmcllt as It was bouahr anc used by the US enc R'.lSoS.I.;i. The veccum of euthority 'IJa5 th~r" f" lied by

1,,''::: rlous wartorcs one: of the most notortouc ' ... m~ PI·~ d ld

wliu Llre us t r leer to krl I in 1992 but fa.ileJ t~1 n blv. J·r(]nif:C!olty they .... 1~foP. fi-g:ht·lng [lgr'lln~t S:J 'IIcl.~s Jsin.g Amertcau Wi;:.;II.lOIll>. After 18 US t..h:::·dLh~ U H:r; IdL New

\,,1,1 ith tlo-IF' grrJV'1itl-] Is flmir: threat in t<1nO Amp.r~t.n are

fund in-g Etr.iu[Xln In;:UP5 rn the area LQ nrcnttcr -r::lIHJ de-plete 1 g;lamic tlindamPtlrnllst'5. They nOI/lJ tuml tt-e ve-ry war lore, tl1ey tried to defeat In the 90'" rt nas bee n proveo that Ed'no oran tr-ouo s ersd the ~ocal police h.<'l'Lf~ corn rnmcc tt"OU$(J nc s o·f in- r. urna in acre r.clu::l tr g thousands :]f l.ap~5 and ~·i"OU p murc ers , these oraaruzetlons are In nlac:e ~~ protect JD,:nls! rJo investlqaucr cau L~ l:dr rieu '.JU L because I r I L i~ proven thnt :I:::thiopic n t'-(HI ps hrWI5': ccmrr- itrF.t: .=:Ms "'[I,=;I nst

humar lt arusu r y hts AlIleril:.:(:!i car not legal~' Fu nd tha ,r c.=!mpall]n Ir, S01'?lli.a There-ror'e Somalis are trapped In the ,t,te ,0 the US can monttor fu ndamcntoust '!!ho bepen due to tvr-anilY rrcm t!1r2 ;.!reaL puwers , A~ fOJ LlI~

http:// fro mt h eold. corn/ sOITHIli a- pi Fa tc s- Of- vol untccr-coast- guard-o f· som a1 ian., 5./23/20 1 0

Page 4 of 4

pIracy It 15 ve» ::Ol1vvllflt:,J t Fo'" mejor energy r,,"-,~,"1'Inlll:~~S fur oil sccplles to ". t1-e"~e1ert ~oross rne ,"ulf Qf Alden "S It """P' n I PrlCC; ~ Igh. Me we meant tu iJ"lI~v~ U- at Somalia pirdt~~ ill ~I"'jall crafts can ncero e1! 1'~1i .,H'HBV oil rlgj c r erms ~hjrr me ru . I he r-IG~or ccrp-oratlo'5 havs rj huge sta-e In this Dlrd~VI The ph ates r evle: .... e tl'"dr ra-isom, prices fem~Ul h'Oh ~'d major rnsurance can be rial-Ed

hu p:// [rom th eo 1 d.corn/soma lia- pi ra tc s-or-v 0 I un tee r-ecast - guard-of-scm a I i an.; 5/23/20 10

LESSON PLAN 4

I. DEFINE THE CONTENT

LESSON OBJECTIVE: STUDENTS WILL SHARE SOLUTIONS TO PIRACY WITH ANTIPIRACY GROUPS AND MARITIME GROUPS.

11. PREPLANNING: BEGIN WITH THE END IN MIND

1--------- I STUDENTS WILL KNow THAT: ---------1

1. ORGANIZATIONS EXIST TO HELP PREVENT PIRACY

2. THESE ORGANIZATIONS CAN BE CONTACTED WITH NEWSOLunONS OR ALTERNATIVES TO SOLVE PIRACY

3. MORE SOLUTIONS MUST BE DEVELOPED TO STOP PIRACY BECAUSE OF THE IMPACT PIRACY HAS ON THE GLOBAL ECONOMIES OF TODAY

A. WHAT IS WORTH KNOWING?

(THINK ABOUT THE CONTENT YOU HAVE SELECTED. WHAT IS IMPORTANT FOR STUDENTS TO KNOw?)

B. WHAT IS IMPORTANT FOR STUDENTS TO KNOW AND DO?

(DEFINE WHAT STUDENTS SHOULD BE ABLE TO DO AS A RESULT Of YOUR LESSON.)

STUDENTS WILL BE ABLE TO:

1. CONTACT ORGAN IZA TIONS THAT SUPPORT ENDING PIRACY

2. SEND SUGGESTIONS TO THESE GROUPS THROUGH BLDG OR E-MAIL

3 WORK TOGETHER WITH ANTI-PIRACY AGENCIES TO DEVELOP FUTURE SOLUTIONS TO SOLVE GLOBAL PIRACY PROBLEMS

STUDENTS WILL UN ERSTANDTI-IAT:

1. COUNTRIES AND ORGANIZA liONS AROUND THE WORLD MUST WORK TOGETHER TO SOLVE PROBLEMS OF PIRACY ON A GLOBAL LEVEL

2.WE MUST ALL WORK TOGETHER TO CONTRIBUTE SOLUTIONS TO PIRACY

-

]

f--B. ESSENTIAL

QUESTIONS:

(ONE OVERARCHING AND ONE OR MORE TOPICA L)

C. ASSESSMEHT: (PeRFORMANCE TASK)

III. PLANNING

------------~------

I WHAT SOLUTIONS WILL YOU PRESENT TO MARITIME

ORGANIZA IONS AND ANTI-PIRACY GROUPS?

WHICH AGENCY OR MARITIME ORGANIZATION DID YOU CHOOSE TO PRESENT SOLUTIONS? WHY?

-------1

STUDENTS WILL ADD TO THEIR BLOG A VIDEO TO SHARE POSSIBLE SOLUTIONS WITH MARITME ORGANIZATIONS AND ANTI-PIRACY GROUPS.

D. CONTENT:

(OUTLINE THE CONTENT YOU WILL TEACHI

RUBRIC FOR SOLUTIONS VIDEO 0- NOT EVIDENT

1- SOMEWHAT EVIDENT 2- CLEARLY EVIDENT

TWO OR MORE SOLUTIONS ARE GIVEN:

EXPLANATION OF SOLUTIONS IS GIVEN:

VIDEO IS EDITED AND ADDEO ON BLOG :

STUDENT RESPONDS TO OTHER CLASSMATES ABOUT THEIR SOLUTIONS:

SOLUTIONS ARE SENT/PRESENTED TO THE GROUP/AGENCY

D, CHEAPER ALTERNATIVES TO KNOWN SOLUTIONS

1. CLOSE CONTACT WITH INTERNATIONAL MARITIME ORGANIZATION

A_ ADVICE FROM INTERNATIONAL MARITIME

ORGANIZATIONS

B. BEST PRACTICES FOR SHIPS

A. CONSTANTLY REVIEW AND KNOWA SHIP'S SECURITY PLANS TO USE WHEN ENCOUNTERING PIRATES

B. MAP OUT NEW SAILING ROUTES OFTEN SO ROUTES CAN BE CHANGED TO AVOID PIRATE A ACKS

I C_ REPORTS ON PIRACY AND ARMED
ROBBERIES
A. MANY PIRATE ATIACKS ,
B. VERY FEW ATIACKS AND ROBBERIES
WERE REPORTED TO THE OFFICIALS
2. MARITIME AND ANTI~PIRACY GROUPS
A_ONE EARTH FUTURE
B_ GLOBAL SOLUTIONS
C_ ACADEMIC COUNCIL ON THE UN SYSTEM
D .. NATI,oNALASSOCIATION OF MARITIME
ORGANIZATIONS
E_ AMERICAN SOCIETY OF INTERNI\TIONAL
LAW
I
E. HOOK: STUDENTS W1LL VIEW VARIOUS PIRATE FLAGS USED
(OESCRIBE HOW YOU WILL : BY PIRATES_
GRAB STUDENTS'
ATTENTION.) STUDENTS WILL CREATE A PIRATE SHIP FLAG TO
, DEMONSTRATE THE SOLUTIONS TO PIRACY USING
DIFFERENT SYMBOLS. THESE SYMBOLS WILL BE
, CHOSEN BY THE STUDENTS AND COULD INCLUDE BUT
ARE NOT LIMITED TO: A PEACE SYMBOL, A TUNA OR
FISH, SMALLER SHIPS, JAIL BARS,ETC.
STUDENTS WILL CHOOSE AND USE THESE SYMBOLS
TO EXPLAIN THEIR SOLUTIONS IN AN ILLUSTRATIVE
WAY_ THIS W1LL ASSIST THEM IN FINALIZING THEIR
I , SOLUTIONS, WHICH W1LL BE INCLUDED IN THE VIDEOS
FOR THE BLOG. ,
i'
F.IHSTRUCTION: WE WILL USE DIRECT INSTRUCTION AND INTERACTIVE
(TELL, STEP~BY-STEP, INSTRUCTION TO HELP STUDENTS INVENT POSSIBLE
WHA r YOU ILL DO. ) SOLUTIONS TO PIRACY STUDENTS W1LL CONTINUE TO
ADD TO THEIR VIDEOS AND BLOGS. STUDENTS WILL
CONTACT THE ANTI~PIRACY AND MARITIME AGENCIES
DURING AND AFTER CAMP WITH THESE SOLUTIONS
AND SUGGESTIONS.
WE WILL BEGIN W1TH THE FLAG ACTIVITY AS OUR
HOOK. STUDENTS WILL BE GIVEN NEEDED SUPPLIES
I TO CREATE A FLAG INCORPORATING SOLUTIONS TO
PIRACY. THIS SHOULD TAKE ABOUT 10 MINUTES_ AFTER THE FLAG ACTIVITY, WE WILL LOOK AT THE INFORMATION PROVIDED FROM THE INTERNATIONAL MARITIME ORGANIZATION AND DETERMINE TWO NEW SOLUTIONS OR ALTERNATIVE SOLUTIONS TO ADD TO OUR XTRANORMALVIDEO. THIS SHOULD TAKE 10-15 MINUTES.

NEXT, STUDENTS WILL GO INTO XTRANORMALCOM AND ADD TO AN 0 EDIT USING THEIR SOLUTIONS TO PIRACY. AFTER THE VIDEOS ARE COMPLETED, THEY WILL BE ADDED TO THE BLOG AND SENT TO AN AGENCY OR GROUP CHOSEN BY THE STUDENT THROUGH AN E-MAIL, BLDG OR POSSIBLY THROUGH A SKYPE SESSION. THIS WILL TAKE MOST OF OUR TIME FOR TODAY. STUDENTS W1L FINISH UP ALL PRODUCTS AND HAVE THEM REAOY FOR DISPLAY TO PARENTS AND TO SEND TO THE GROUP OR AGENCY THAT THEY HAVE CHOSEN ATTHE END OF CAMP.

AS AN EXTENSION ACTIVITY TO BE USED AT HOME OR IF THERE IS EXTRA TIME. STUDENTS MAY PLAY EQUATIONS OF ATTACK FROM THE ILLUMINATIONS.NCTM.ORG WEBSITE. THIS WILL GIVE THE STUDENTS AN IDEA OF HOW SHIPS ARE ATTACKED QUICKLY AND APPLY MATHEMATICS AT THE SAME TIME.

RUBRIC FOR SOLUTIONS VIDEO 0- NOT EVIDENT

1- SOMEWHAT EVIDENT 2· CLEARLY EVIDENT

TWO OR MORE SOLUTIONS ARE GIVEN. EXPLANATION OF SOLUTIONS IS GIVEN:

VIDEO IS EDITED AND ADDED ON BLOG :

STUDENT RESPONDS TO OTHER CLASSMATES ABOUT THEIR SOLUTIONS:

SOLUTIONS ARE SENT/PRESENTED TO THE GROUP/AGENCY

Illuminations: EqunJicms uf Attack

Page I of 4

Equations of Attack

Students will plot points on a roordinale grid III represent ships before playing a graphing equations game with a partner. Points along the j-axis represent cannons and ~10f'ICS are chosen randomly III deternune the line and equation of MIncks. "Indents will use their math skills and strategy to sink their opponent' hips and win [he game. Aller the game, an algebraic approach to the game is invcsrigated.

Learning Ohjeclive~ Student, will:

• Plot and name points on a ceordinate grid u ing COITCCl coordinate pairs

• Graph lilies given slope and e-interccpt

• Practice writing cquarions given ~lupe and j-intercept

• Determine algebraically if a point lies on aline

1\'IH. eria Is

• Colored pencils or markers

• Coins nr counters

• Scissors

• L1UJliolh ,.1" '\ .. do. ' (lI,il\ "h.·~l

• " !(I~ ( aT,]' "I \ 11.\ "I ~el

In tructional Pluo

lelt students that they will be playing It ~rrnlf,:gy game in which they must sink their opponent's ships To win the gJ1Jn~ students will need to use their knowledge of graphing nnd linear equations.

Break the class up into pairs. Depending on me nbiliry ICI,t:b ul your ssudems, you may choose 10 allow them 10 pick their uwn partners or s parate them into pre-determined pairs that are matched for mathematical abrlity. Drstribute the l:quali<m, "r '\ In, " activity sheet, ~i<'l'~ 'arc.;, activsty sheet 2 different-colored pencils, 11 coin, and scissors tu ea 11 pair of students. ote: lf your class is jllSI beginning to explore linear equations. you may wish to create your own ~el or slope cards with only

integers (e.g., 2 and -3) and unit fractions (c.g., 1/4, but not J!~. Likewise, 10 challenge more advanced students. consider including decimnl slopes (e.g., 1.5).

~ F<]Iwl i,,, , ,,' \ HitCh Ani. 1[\ ShWI

Read through the questions and game rule with students. You may also want to go through nn example of the game on the board before students bc.'gin. Om1N n ~hiJ1 al (1,5) and one at (2,7).lcll students TO assu me that you drew a slopecanl w ith H value 00, and Ih31 you have the odd-n limbered can n on s. Ask s I udents IV II ich call non wo u I d be the best to use g i ven the 10l:!I tion 0 f the sh ips on d th e

lope. Show students LilaL if you choose 1 11' your cannon IDeation. the line yuu tin",' intersects laud ink,') the ship at (:,7).

Since students will have rn write rhe equar ions for their lines IJr attack, you may wish (0 write the equation for til is line on the board:

y=3x+ J

If students struggle with the example, you mAy choose to do another cxnrnple or IWO. Since the

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Illuminations: Equations of Attack

player has the odd-numbered cannons. the other p ssible lines of auack would be:

• y = Jx 3

• y-1x-5 "y;a3xI-7 .y;1\"19

J f some sllJdcnts in your class seem to understand '" hilc orhers cnnrinue to struggle, have a student '" ho understands come to the hoard and draw the line or attack to determine whether either of rhe

two ships is sunk.

In general. the equations will be:

,II = (slopc).r + (cannon posirion)

However, try nnt ro share Ihi~ with students. They should discover this pattern nnrl its meaning on their own.

Playiug the <';ame

Have students start by cutting out and stacking the slope cards face down A ~

tudents move on to ploning their bhil' ' walk around and make sure they ploi them correctly. They may try 10 en lor in blocks or choose locauuns between points rather than at the lattice points. You 11111)1 choose to check the game boards (ship am] cannon locations) bef ... re students start, to ensure the des i red results.

In play ing the game, students hould use their color 10 draw their line on the gam e hoard, from their cannon a u d u 'il1g the correct lope. 10 see if the line inrcrsects any of [heir OPP()[J~[lI'~ ships. 1)0 not correct students if they draw their lines incorrectly th is should come up in the second half of the lesson when they use algebra 10 lisure out the paths of the cannonballs H(lwever, if you 1I01il."1: a large number of students drawing lines incorrectly, you mil)' choose to pause play and do another example or two on the board. Encvurage students ro u e vocabulary words, such as slop lIIul ~-imercepl, and 10 name the points as (.<. v) coordinate pllir.<_ As students are playing their games, remmd them to list their equations in Question I. Student pairs can share an activity sheet or record their answers separutely,

Oi§cussillj( the Algebra

When all ,tu,ltmL. have played several rounds, stop the play 10 ask a lew questions:

• 110w flo you choose which Df",OUT cannons l(J use?

[An s we rs may vary, bu I srud c n IS m ny r:I lscuss [Ire d i fferern slopes. I r the s I upe is a negative, ihey may ~hU<J~~ a cannon that is higher on they-axis, and vice versa. Students may also discuss the location of 1 hci r opponent's ~h ips.]

• 'all you tell that your equation will sink a ship before you graph it? How?

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I llu m i nati ons: E4 uations of A I lac k

{Yes, bul nul aU students may realize tlo"" at this poim.]

Use the second qucsri m above as 3 segue into havrng students answer the remaining questions on the 111'1 j" 11 \' ..,h~~I. A ller all students have had su tficlcm t irnc to answer Ihe questions. !o;lI over tnern as a class,

Through discu sinn in their pairs and as a class, students should be nblc.l0 answer Question ·1, HII,' easiest way Lv find the answer without grnphinA is In substirute the coordinate pan of the opponent's s hips into the eq U31 ion,

If ,_ll1rlenL~ have trouble corning up with thi traiegy 8.'Ik them ",hOI the randy mean ill a liuear equation, It is often surprising how few students know the answer lo this question. Each (x,Y) pair thai is 3 solution of the I!qU31iuIl represents a point on the line. You COil use the prior example with ships at (l,S) and [2. 71. lope = 3, and cnnnnn (y-inrercept) = I, to sh IJW what happens when you substitute in the 2 dlffcren; points:

equation: ,Y = J.r , I

plug ill: (1.5)

plug in: (2,7)

51.,,1+1

7l32-1

51.3+1

776+1

Since the point does not make the equntion true,

Since lit" pouu does make the equation true,

I_ I ,5] is nOI a point on the line.

l2,7) is a point on the line,

The ship is nul sunk.

The ~hip is sunk.

()u~slillns for Student

• Is there a ship placement that is totally .'IRf(~ from the cannons? If su. where'! If not. why?

[The ans ... er to tile question depends on the slope cord, students are given, For example, if all the possible slopes are positive, tnen uoue of the points along the .r-ax is can ever be hit.]

• Do you prefer to find if the ships are sunk by graphing Or b) U IIlg algebraic substitution?

[Answers will vary, Discuss with students {he pros and cons ol'both methods, For example, graphing is quicker fur most students, so they might find the urne it takes to find a solution using algebra [0 be n con.]

ANs~sNlIleD t Optjo ns

I. Students could write a 3otOI')' about their 'hipG. explaining how III r;nll "" equation of auack gi v en their cannon's location, 101"'. and the enemy ship locati n.

2. Collect the .'1U.,II"11' of '>'11.3"" activity sheer from students. lind grade them for accuracy and com plercncss.

J. Gi"e students a new location for an enemy ship and a slope. Ask them whar cannon localion they would choose nnd why. Then ask them to state the equation ofthe line that the}' would use Lv sink the ship.

Extensions

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Illuminati us: I::qualions of !\nack

rage:1 of 4

I. This activit)' could lead into an investigation ulhow the slope of a line determines the direction. Have studerns investig.ate the strengths and weaknesses nf certain kinds of slope, 111 th e game. For example. very large slopes have limited use because they cross very few lattice points in he fiT<;! quadrant,

2. Students could investigate finding the cqumion, f arrack by pi uing ships and cannons on G eo mete r' s Sketchpad (or 3 sim i lar goorneLr) program), havi ng til e pro gram fi nd the equations, and then looking fQT panerns.

3. Students could play on a game board rhnt uses all 4 quadrants, and negative .v-values for cannon locari ons. A sk students lu compare the strategies they used when only pi aying in the first quadrant with IJ1e new strategies they develop for [llaying in all 1 quadra nts ,

4. Add a rule about limited cannon range. Fur example, "Cannonballs can only travel; unhs ncross the game board." This introduce di ance into the game. Students can again first pia)' usmg trial and error. CUI out paper S1rlf'l\ five unirs long LO help ~Iudents at first. After a few rounds of piny, have students investigate elutions using the distance formula or the Pythagorean theorem.

Teacher Reflection

• Were students able to play the gamc with the given instructionsv lf not, how could y u better explain the game before they start?

• Did students have difficulty writing the coordinate pairs for their ships'! How could you provide instrucrlon for Ihis?

• Were students able to write the equations of the lines? How could yuu better scaflold thrs

skill?

• Did students understand how to graph using the. slope cards nnrl cannon IDeations'.'

• Did students come up with their own strmegies for the game, Uf' did they need intervention?

• Did smdems wnrk well in pairs? Huw would you pair students differently next tim ?

NCTM Standard and i':Jpectntinn.

I. Use symbolic algebra to represent situmirms and LO solve problems, especially those that involve linear relationships.

2. Identify functions as linear or nonlinear And contrast their properties lrun: tables, g phs. or

cqnmions.

This lesson Wa5 prepared by Katie Hendricks n,

(j(J

NCTM

Thinkfinity.org

~

verlzon

~ .. TlOtlA~ 'OIJN(t~ OF T["'CHEIt~ OF .... THE .... TlU>

More and Better MaLhemalics for All Students

02000·2010 National Council olTeachers f Mathematics Use of this Web site consrirutes acceptance of.he r~,.,m nf I I,e

The I\ational ('.nuneil nf Teachers of Maihemaiics is a public voice of mathematics education, providing vision, leadership, and professioual d~"elopm.""t to support teachers in ensuring rnarhemnries learning of' the highest quality for all students. The views expressed or implied, unless o Iller", i e Doted. shou Id no! be interpreted as offlclul positions of the COUII';l.

http://i lluminations.nctm.org/Lesson DelaiLasp~? I D-L 782

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Equations of Attack

Questions

I. As you play the game, write equarior», for each otyour lines thai sunk your opponent's ships,

2. If you did nOI ink all of your opp ment's ships, write equutums that would sink the shi ps I hat arc still afloat.

N,\ME _

J. Explain the str tegy you used for choosing your cannons. 1)0 you think your strategy is the best possible ..,lmlegy'1 Why?

4. Explain how you could tell Lilal )0 om equation would -iuk all enemy ship without graphing,

H.I ILWMINfl. TIONS ()2006 N~ti,,"al CUUl1<:i1 vi T"",\J1~r>; III Math .. naucs

_. '" '"""""" ..... htIp:lf.u!Jminatio.,. ndm "'lI

Rules of the Game

I. Flip H coin tn del rmine who gets 10 place thc firs! ship and gets 10 choo« .... nether he/she

gels the even or odd cannons.

2. Each player should choose one color to represent his/her fleet. One player (decided by the coin toss) places the first ship hy drawing a large dot on the hoard. Then. the other player places the second ship. Continue placing ships until each player has live ships nn the board. ole: hips can only be placed at lattice points (where both the x- and j-coordinares are integers). For example, )'OU can place a ship at (4.5), but you can't place a ship at (4.5,5) ur

l4.5+). Also. ships cannot be placed along they-axis.

3. Each player will have rive cannons !llong lhe j-uxi . .,. One player will have all the even cannons (0. . 4, fl, ll). and the other player will have the odd cannons ( I, \, 5, 7, Q), as determined by the initial coin IOS5. Mark your cannons with X's using your color.

4. It's lime to play! The player with the even cannons goes first, Draw 3. slope card from the lace-down deck, Choose any (1 r your five C3r1ll011S 10 shoot from, Draw a line from the cannon you chose in the direction determined by your slope. lfyou hit un opponent ship (or more than one). the ship is sunk!

5. Play alternates until all of one player's ships are sunk. The first player to sink all opponcm ships is the winner:

Game Board
C)
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7 +
il
5 -=! t
I
4
3
2 'T
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Slope Cards

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Cut out the c cards and stack them face down for your game of equations of Attack.

I 2
1 2 3 4 5 --
5
-1 -2 -3 -4 -5 I
--
3
I 3 5 1 2 1
- - - _ - --
2 2 2 3 3 4
4 5 1 3 5 1
- - - - - --
3 3 4 4 4 5
1 2 3 4 I 1
- - - - -- -
5 5 5 5 2 5
J 5 1 2 4 L
-- -- -- -- -- -
2 2 3 3 3 4
I---
5 I 3 5 1 1
-- -- -- -- -_ -
3 4 4 4 5 J
2 ') 4 2
J 0
-- -_ -- 0 -
5 5 5 5 11;);>008 Nat""'" I CO<onCiI "I 1 eache,,; of Mathematics http://illl,mln(lfions.n(;!m.o''ll