Hunt For Underwater Treasures Unit Suit and Thomas Revisions

HUNT FOR UNDERWATER TREASURES
Lesson #1 Hidden Beneath the Waves Lesson #2 History in Your Hands Lesson #3 Hunt for Blackbeards Treasure Lesson #4 Treasures of the Past
Ever wondered what happened to the treasures that get lost in a shipwreck? Come explore underwater archaeology and learn all about it. Throughout the four days you will learn about Blackbeard's Queen Annes Revenge and how underwater archaeology unlocks keys to the past. You will learn about the system of preserving artifacts and develop your own opinion about if the artifacts discovered are truly from the Queen Annes Revenge shipwreck off the coast of North Carolina.
Melinda Suit and Melissa Thomas SPED 6402 Spring 2012 East Carolina University March 19, 2012

MELINDA SUIT AND MELISSA THOMAS
CONTENT RESEARCH PAPER Underwater Archaeology: Queen Annes Revenge
History has so many unanswered questions. Archaeology, the in depth study of objects left behind, can lend answers to those unanswered questions about a societys cultural experiences, behavior, and way of life of those who lived many years before our time. Underwater archaeology is the study of material remains left behind beneath the waves of water. Underwater archaeology has a significant impact to understanding the history of cultures from the past.
There are two types of underwater archaeology. Shallow water underwater archaeology is limited to areas that can be researched through scuba-based gear. Shallow waters are defined as less than 50 meters, which only covers 2% of the ocean floor, leaving a vast majority of the ocean floor unchartered (Foley et al., 2009). Deep water underwater archaeology takes place in waters with depths more than 50 meters and is typically better for preserving artifacts because there are fewer disturbances from surface waves (Foley et al., 2009). Deep water exploration is more favorable for encountering new discoveries of artifacts; however its costs are quite extensive. Shipwrecks are the primary source for the recovery of underwater artifacts. To access a shipwreck, marine archeologists form partnerships with ocean scientists and engineers to use equipment and technology that would aid in the recovery of artifacts (Foley et al., 2009).
When an artifact is recovered through an underwater archaeology exploration, it is imperative that the objects new environment must be made identical to the environment from which it came. This process is called preventive conservation (Memet, 2008). The newly
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discovered artifact has to go through a process of stabilization, from which salts and other chemicals are removed to decrease the likelihood of degradation. Conservation is of upmost importance in the restoration lab because the goal is to uncover the artifacts original surface, identify markings that will provide answers to questions of the past (Memet, 2008). According to Memet (2008), during this process deterioration is accelerated by the amount of dissolved oxygen which is also known as the driving force behind corrosion. Once the artifact is stable, the artifact is involved in an extensive cleaning process. Depending on the hardness, thickness of the calcium concretions, the cleaning process may be mechanical, chemical or a combination of electrochemical (Memet, 2008). Finally, the artifact is prepared for long term conservation in a controlled drying process that restores the object to its near original state and is recognizable (Memet, 2008).
There are several obstacles that are problematic for the recovery of artifacts by marine archeologists. One obstacle is the cost of the operation expenses, mostly due to sophisticated technology needed during the recovery operation. Research vessels with the most up to date positioning technology can cost from $40,000 to $100,000 per day to operate (Foley et al., 2009). Solutions to such obstacles are on the rise through the use of free swimming robotic AUVs and fast running AUVs that will eventually deploy from the shore, eliminating the need and cost of a research vessel altogether (Foley et al., 2009).
Explorations of shipwrecks occur all around the world by marine archeologists. The possibility of encountering artifacts hidden beneath the waves for centuries is a compelling reason for shipwreck exploration. One of the most famous shipwrecks currently being explored is the infamous pirate, Blackbeards Queen Annes Revenge.
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Edward Teach, who is also known as Blackbeard, worked for the government during his early years. He was a privateer meaning that he legally took over enemy ships and took what valuables were located on those ships. However, around 1716 Blackbeard became tired of working for the government so he became a pirate (Weintrauh, 2002). The first major known ship that Blackbeard captured with the help of Benjamin Hornigold as a pirate is the La Concorde. This was a French slave ship that had three masts and it was captured in the Caribbean. Once Blackbeard took over the ship he renamed it Queen Annes Revenge (A Brief History of Blackbeard & Queen Annes Revenge, 2001). As the years went on Blackbeard took control of three more ships, one of them being the Adventure. This ship at the time was under the control of David Herriot but Blackbeard forced him to join his crew. Before the Adventure Blackbeard had captured the ship La Concorde which was under the control of Captain Dosset. From this ship Blackbeard got four crewmen to voluntarily join his crew and he forced ten crewmen to join (A Brief History of Blackbeard & Queen Annes Revenge, 2001). Using Queen Annes Revenge and the three other ships that he captured Blackbeard blocked the port of Charleston, South Carolina in May 1718 (Tucker, 2011). By doing this Blackbeard prevented ships from going in and out of South Carolina until he got what he wanted. All Blackbeard wanted was a chest full of medicine that would help his crew get over the diseases they had caught. The governor gave Blackbeard the chest of medicine and the hostages that Blackbeard held were released without being harmed (Weintrauh, 2002). After leaving South Carolina, Blackbeard went up the coast to North Carolina which is where Queen Annes Revenge was sunk. Most experts believe that Blackbeard did not sink his ship on purpose but was simply caught on the sandbanks located at the inlet of Beaufort.
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However, other experts believe that Blackbeard did sink his ship on purpose because he wanted to decrease the number of crewmembers (Tucker, 2011). Either way Queen Annes Revenge along with the Adventure were sunk at Beaufort inlet which is where marine archeologists believe they have found the shipwreck site of Queen Annes Revenge. Marine archeologists have been working since 1996 to figure out if this is the true located on the Queen Annes Revenge. This shipwreck was found by Mike Daniel who is the president of the Marine Research Institute. He discovered the ship using a device that measures the magnetic field. The device is called a magnetometer and detects the metal that is located on the oceans floor such as cannons that are left from shipwrecks (Gray, 1998). Over the last few years marine archaeologists have been finding evidence at this shipwreck site that support the idea of this ship being the Queen Annes Revenge. The evidence they have deals with the size of the ship, artifacts that have been discovered and the location that the ship was found at. The size of the ship matches the description that experts have found for the Queen Annes Revenge which involves three large masts (Tucker, 2011). The location of the ship correlates with the historical documentation of where Queen Annes Revenge sunk at. One of the historical documentations includes a letter from David Herriot, captain of the Adventure, who stated the said Thatchs ship Queen Annes Revenge run aground off the Bar of TopsailInlet. which is located at Beaufort Inlet (A Brief History of Blackbeard & Queen Annes Revenge, 2001). The artifacts that have been discovered include a Spanish bronze bell dated 1709, a pewter plate and platter, a musket and cannon balls, and the brass barrel of a blunderbuss, a 1700s sawed-off shot gun (Gray, 1998). These artifacts have been discovered in several different ways which includes diving and vacuuming the oceans floor. Vacuuming the oceans
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floor involves a device called an induction dredge which can suck up anything located about a foot under the sand (Gray, 1998). The reason these artifacts correlate with Queen Annes Revenge is because they do not date after the ship sunk in 1718. Also, some of the artifacts have been inscribed with the symbol fleurs-de-lis which is tied to France (Tucker, 2011). This supports the idea of it being the shipwreck of Queen Annes Revenge since it used to be a French slave ship. It will take years to figure out if this is truly the shipwreck of Queen Annes Revenge because of the process the artifacts have to go through. In order to protect the artifacts they have to be submerged into an electrolysis tank which will reverse the decomposition of the artifacts (Gray, 1998). This is dangerous because the artifacts are bridle and can easily be messed up. Richard Lawrence, who is a marine archaeologist, predicts that as scientist dig deeper into the sand, they might find artifacts made of wood and other natural materials that are in better shape (Gray, 1998) In order for this to be done it will take years and a great deal of money because of the recovery process and protection of the artifacts. It is important that marine archeologists and other personnel keep working on finding more artifacts and details about Queen Annes Revenge. This will not only help answer questions about Blackbeard and the Queen Annes Revenge but also about what is was like to be a pirate (Gray, 1998).
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References A Brief History of Blackbeard & Queen Annes Revenge. (2001, February). Retrieved January 17, 2012, from http://www.qaronline.org/History/search.htm. Foley, B., Dellaporta, K., Sakellariou, D., Bingham, B., Camilli, R., Eustice, R., & Theodoulou, T. (2009). The 2005 Chios ancient shipwreck survey: New methods for underwater archaeology. Hesperia, 78(2), 269-305. doi:10.2972 Gray, D. (1998). Blackbeard has resurfaced! Current Science, 83- (13), 8. Memet, J. (2008). Conservation of underwater cultural heritage: Characteristics and new technologies. Museum International, 60, 42-49. doi: 10.1111/j.1468-0033.2008.00664.x Tucker, A. (2011). Blackbeards treasure?. Smithsonian, 41(11), 14. Weintrauh, A. (2002). Blackbeard: Eighteenth-century pirate of the Spanish Main and Carolina coast. New York, NY: The Rosen Publishing Group, Inc.
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CONNECTION TO THE THEME
Systems can be described as interlocking and interdependent ideas, but when joined together, have the ability to accomplish a goal or task. A system has to have guidelines that you always have to follow. It takes more than one party to make everything run smoothly within the system. Within a system the different parties have to communicate and work together. If one party fails to communicate then everything could take a turn for the worse. Underwater archaeology is the study of artifacts that have been submerged under water for an extended period. Artifacts are recovered in a systematic way because of the sensitivity of the preservation. To preserve artifacts you would have to follow certain guidelines to properly secure artifacts through a system. By communicating and working together the different parties involved in the research are able to make sure everything runs smoothly. If one of these parties made a mistake and did not tell anyone, then they could destroy the whole project. By joining the ideas and jobs of all parties involved, we are able to accomplish the goal of discovering if this shipwreck is the Queen Annes Revenge.
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TECHNOLOGY INTEGRATION There are many types of advanced technology integrated into the unit Hunt for Underwater Treasures. By integrating technology into the unit, the students will be able to learn the material and also learn about different forms of technology. Examples of technology are the creation of an informational website site using Sites.Google.com, creating a public service announcement using Windows Movie Maker, and conducting an interview through the use of Skype to East Carolinas Conservation Lab regarding the Queen Annes Revenge.
The authentic product students will plan for is the creation of an informational website. Using Sites.Google.com, students will work together to create informational text regarding underwater archaeology and how it relates to the discoveries of artifacts thought to be from the famous pirate, Blackbeards Queen Annes Revenge. The final product will be the creation of a Public Service Announcement to be shared with local museums using Windows Movie Maker.
The public service announcement and informational website is intended to have two authentic which will be those who are following the recovery expedition by East Carolina University of the artifacts thought to be from Queen Annes Revenge and also people that visit the North Carolina Maritime Museum.
Students will start creating the informational website at the beginning on the week using Google Sites as the creator. There will be one account preset up for the students to use. On the first day, students will get instructed on the basics of how to create and use a Google website (Google Sites). They will be taught how to add text, pictures and website links. They will also learn how to add pages to the website so material can be easy to find. The students will learn
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about these features by viewing the website on the SmartBoard as an instructor is going over it. The instructors will demonstrate how to add pages and items into the website. Then the students will be given the chance to experiment with the website in pairs on a laptop. They will be adding a webpage to the website that covers the material from the first day. Before they start adding material they will have to decide on a title for the website. Each day they will have to decide as a group on the title of the webpage they are adding to. Each day the students working together will type the new information they want to add to the informational website on a typewith.me document. This will allow all of the students to see what each of them are contributing to the informational website. The instructors will also have a laptop opened to this typewith.me document to see what students want to add. The instructors can ask questions to help lead the students to new or different information that should be on the informational website. At the end of the day, the instructors will go through the typewith.me document that the students created and tie all of information together. They will make sure that no information is put onto the webpage more than once. After the instructors check the information they will then add everything to the google.site. The next day, the instructors will present the webpage to the students and allow them to add or change anything to it. Towards the end of the week the students will be creating a public service announcement asking people to give more funding to research about Queen Annes Revenge. The public service announcement will also be used to inform people about the most current research and finding associated with the Queen Annes Revenge. The students will be introduced to this idea on the third day which is when they will start creating their script for the public service announcement. They will be writing the script using typewith.me as a whole group. The instructors will have one laptop hooked up to the Smartboard for all the students to see but students will also have their
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own laptops. The students will take turns sharing their ideas and adding them to the document that is being projected onto the board. On the last day, the students will create their public service announcement using Window Movie Maker. The public service announcement will be pictures that the students find on the internet with a voice over of their script. The students will record their voiceovers using microphones and Audacity. After the students are finished with their voiceovers they will use Windows Movie Maker to create the public service announcement. They will also be able to add music as a background for the voices, as transitions for beginning or end (Windows Live Essentials). Once again the laptop that all of the students are using will be hooked up to the SmartBoard. The students will decide together as a group what transitions, music, etc. to add to the public service announcements. The instructors will first explain how to add the transitions, music, and introduction before they allow the students to start working on the laptop. After the students have created their public service announcement the instructors will put the video onto the information website the students have been creating. The instructors will share the website address with the students, parents, East Carolinas Conservation Lab and the North Carolina Maritime Museum.
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References Google Sites. (n.d.) Retrieved February 22, 2012, from sites.google.com. Typewith.me. (n.d.) Retrieved March 16, 2012 from typewith.me.com Windows Live Essentials: Movie Maker. (2012) Retrieve February 22, 2012, from http://explore.live.com/windows-live-essentials-movie-maker-get-started.
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CONTENT OUTLINE Hunt for Underwater Treasures Outline I. Underwater archaeology A. Two types of underwater archaeology 1. Shallow water a. Depths less than 50 meters b. only covers 2% of ocean floor 2. Deep water archaeology a. Depths more than 50 meters b. Better for preserving artifacts c. Increase of cost for exploration B. Shipwrecks 1. Primary source of underwater artifacts a. Deep water exploration b. Partnerships with ocean scientists and engineers 2. Recovery a. Technology and equipment b. Expenses create obstacles II. Preservation of recovered artifacts A. Preventive conservation 1. New environment is identical from which it came 2. Process of stabilization a. salts and other chemicals are removed b. decrease likelihood of degradation B. Restoration 1. Goal is to uncover original surface of artifact 2. Identify markings to provide history of artifact C. Extensive cleaning process 1. Artifact must be stable 2. Depends on hardness, thickness of calcium concretions 3. Mechanical, chemical or combination of both 4. Return artifact to recognizable state III. Blackbeard A. Real name: Edward Teach B. Privateer (Early Years) 1. Legally took over enemy ships 2. Took valuables from those ships C. Pirate (around 1716) 1. Capture ships illegally
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2. La Concorde a. First known ship he took over b. Benjamin Hornigold helped c. French ship d. Captured in Caribbean e. Changed name in Queen Annes Revenge IV. Queen Annes Revenge A. Charleston, South Carolina 1. Blocked their port a. Prevented ships from going in b. Prevented ships from going out 2. May 1718 3. Chest of medicine a. Asked governor for b. Needed because crew had diseases 4. Hostages a. Held until he got the chest of medicine b. No one was harmed B. Inlet of Beaufort, North Carolina 1. Where the ship sunk 2. Reasons why it sunk a. Wanted to decrease number of crewmembers b. Caught on the sandbanks C. Mike Daniel 1. Found the shipwreck 2. President of the Marine Research Institute 3. Discovered using magnetometer a. Measures the magnetic field b. Detects metal that is located on ocean floor V. Evidence this is the correct shipwreck site A. Ship size 1. Matches description 2. Three large masts B. Artifacts 1. Induction dredge a. Vacuuming the oceans floor b. Sucks up anything located about a food in the sane 2. Not dated after 1718 3. Some are inscribed with fleur-de-lis a. Tied to France
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b. Use to be a French slave ship 4. Examples a. Pewter plate and platter b. Musket c. Cannon balls 5. Protecting Evidence a. Electrolysis tank b. Reverse decomposition c. Artifacts are bridle C. Location 1. Matches historical documentations 2. David Herriot a. Said it ran aground off the Bar of Topsail-Inlet b. Located at Beaufort Inlet
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LESSON #1 Hidden Beneath the Waves I. DEFINE THE CONTENT LESSON OBJECTIVE POINT TO PONDER The learner will understand the complexity involved with the recovery of artifacts with a greater understanding of system of underwater archaeology. Underwater archaeology provides a snapshot into the past.
Comment [BH1]: Nicely done!
II. PREPLANNING: BEING WITH THE END IN MIND After the lesson, Students will KNOW that there are different types of underwater What 3 items are archaeology. worth knowing? (Think about the Students will KNOW that recovered artifacts have a system of content you have preservation. selected. What is important for Students will KNOW that obstacles make recovery missions very students to difficult. KNOW?) After the lesson, Students should be able to describe the two types of underwater archaeology. Students should be able to identify sample artifacts based on markings. Students should be able to create possible alternatives for recovery missions to reduce and/or eliminate obstacles.
What 3 items are important for students to be able to DO? (Define what students should be able to DO as a result of your lesson.)
Comment [BH2]: Nice job here. The DOING is entirely evident.
What are the enduring understandings that students should take away from the lesson? (Define the BIG Ideas.)
After the lesson, Students will UNDERSTAND that underwater archaeology holds the key to many unanswered questions from history. Students will UNDERSTAND that the system of preservation is vital for the long term preservation of artifact. Students will UNDERSTAND the analysis of an artifact.
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ESSENTIAL QUESTION (One overarching lesson question) ASSESSMENT (Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials.
III. PLANNING What is underwater archaeology?
Comment [BH3]: Hmm this really lacks complexity. This is me being picky. But I think you can do better here.
Create an informational webpage of underwater archaeology system. At least 3-5 underwater archaeology terms should be integrated into webpage to demonstrate understanding of terminology. The authentic product students will plan for is the creation of an informational website. Using Sites.Google.com and typewith.me, students will work together to create informational text regarding underwater archaeology and how it relates to the discoveries of artifacts. Students will participate in discussion questions at the end of lesson and be able to give justification for responses. Students will be introduced to underwater archaeology vocabulary. (in Lesson 1 folder)
Comment [BH4]: YES. Thank your for identifying what you are looking for on the page.
CONTENT Outline the
I. Underwater archaeology A. Two types of underwater archaeology
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content you will teach in this lesson.
1. Shallow water a. Depths less than 50 meters b. only covers 2% of ocean floor 2. Deep water archaeology a. Depths more than 50 meters b. Better for preserving artifacts c. Increase of cost for exploration B. Shipwrecks 1. Primary source of underwater artifacts a. Deep water exploration b. Partnerships with ocean scientists and engineers 2. Recovery a. Technology and equipment b. Expenses create obstacles The classroom is transformed into shipwreck for a simulation of what an underwater archaeologists job is. Video clip of underwater dive courtesy of The Museum of Underwater Archaeology. (in Lesson 1 folder)
Comment [BH5]: Which video are you using? I see three listed there. Also, you should frame exactly how you will use these video clips. What will you say? How will you follow up or promote discussion?
HOOK Describe how you will grab students attention at the beginning of the lesson. Be CREATIVE. INSTRUCTION Explain Step-bystep what you will do in this lesson. Include ALL support and teaching materials with your unit.
As students enter, a section of the classroom will be set up to simulate a shipwreck. 1. Students will view a clip of an underwater archaeology dive to introduce what underwater archaeology is. 2. Introduce the class to the shipwreck site. Explain that they are to imagine they are underwater archaeologists, diving down to investigate and document a shipwreck by mapping their discoveries. Here is a possible scenario to give students: It is the year 2196. As a team of underwater archaeologists, you have just located what you believe to be a historic shipwreck. The mysterious wreck lies about ten miles off shore in very deep water. A team has already mapped the outline of the vessel, and it is your job to investigate the artifacts within the hull. 3. Divide students into groups of two or three and give each group a Simulated Ship Hull Worksheet (in Lesson 1 folder). Have each group assign roles to each member. The dive leader will be responsible for leading the group, keeping everyone safe on the dive, and making sure everyone in the group cooperates. The artist will make sketches of the site and the artifacts. Some groups may need to have two artists. The notetaker will label the drawings and write down any important information about the site.
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4. Have each group take turns diving down to investigate the shipwreck site. Instruct groups to take detailed notes on what they find and make sketches of all the artifacts. Remind them not to touch or move any artifacts while at the site. Give each group about ten minutes to complete their observations. 5. After all groups have visited the site and completed their individual assignments, keep them in their groups and allow them to discuss their findings and answer the following (and other similar) questions: What was the ship used for? What was it carrying? How old is the ship? When did it sink? What different activities took place in different parts of the ship? Can you make any hypotheses about the objects found on board? What clues allow you identify the passengers (males? females? children?) aboard when the ship sank? 6. Discuss findings and possible answers. 7. Display chart of questions. Students will generate answers on sticky notes and upon discussions, research on websites provided:
What kinds of people or organizations are involved with
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underwater archaeology? What issues do underwater archaeologists have to think about when they continue their research in the field? What do archaeologists do with the artifacts they find? What kinds of objects are found? Who do you think was using these objects?
(in Lesson 1 folder) 8. Introduce the informational webpage and its purpose.
Comment [BH6]: Nice use of a simulation in this lesson. Great level of detail. This is exactly what we are looking for. Comment [BH7]: I am not sure what you mean by this. Please explain. Also, you should provide some closure for the lesson.
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LESSON #2 Holding History in Your Hands I. DEFINE THE CONTENT Students will learn the process, system and technique at work in reduction, a method that marine archeologists use to restore underwater artifacts. Students will examine a variety of artifacts. Preservation of an artifact is a precise system.
LESSON OBJECTIVE POINT TO PONDER
II. PREPLANNING: BEING WITH THE END IN MIND After the lesson, What 3 items are Students will KNOW that there is a system in artifact preservation. worth knowing? (Think about the Students will KNOW that material remains give clues to historical content you have events. selected. What is important for Students will KNOW and understand specific terminology used in students to underwater archaeology and the preservation of an artifact. KNOW?) What 3 items are important for students to be able to DO? (Define what students should be able to DO as a result of your lesson.) After the lesson, Students should be able to describe the system of preservation of a recovered artifact. Students should be able to explore the technologies used in searching sites. Students should be able to examine artifacts for cultural information. After the lesson, Students will UNDERSTAND that the system involved in conducting an underwater archaeological project. Students will UNDERSTAND that materials remaining contain information about the people associated with it. Students will UNDERSTAND that artifact removal without archaeological control destroys information from a site.
Formatted: Font: (Default) Arial
What are the enduring understandings that students should take away from the lesson? (Define the BIG Ideas.)
ESSENTIAL QUESTION
III. PLANNING What happens to an artifact once it iss recovered?
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(One overarching lesson question) ASSESSMENT (Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials.
Continue working on informational webpage relating to underwater archaeology systems. Using Sites.Google.com and typewith.me students will work together to create informational text regarding underwater archaeology and how it relates to the discoveries of artifacts. Students continue to demonstrate understanding with underwater archaeology vocabulary and incorporate a minimum of 3-5 vocabulary words in informational website. (in Lesson 2 folder) Students will verbally describe the process of reduction. Students will describe the system of preservation in one component of the informational website with using at least 3 details from todays lesson. In order to make sure students included everything on the informational website, we will use the checklist in the appendix of support materials section to check their work. II. Preservation of recovered artifacts A. Preventive conservation 1. New environment is identical from which it came 2. Process of stabilization a. salts and other chemicals are removed b. decrease likelihood of degradation B. Restoration 1. Goal is to uncover original surface of artifact 2. Identify markings to provide history of artifact C. Extensive cleaning process 1. Artifact must be stable 2. Depends on hardness, thickness of calcium concretions 3. Mechanical, chemical or combination of both 4. Return artifact to recognizable state
Comment [BH8]: NICE!
CONTENT Outline the content you will teach in this lesson.
HOOK Describe how you will grab students attention at the beginning of the lesson. Be CREATIVE.
View video of artifacts recovered from Queen Annes Revenge that describes system of preservation. From Ocean Floor to Museum Door http://news.ncdcr.gov/2011/04/12/queen-annes-revenge-fromocean-floor-to-museum-door/
Comment [BH9]: This is a great video for your unit. I would like a few more details about how you will introduce this video or use it to steer discussion. A video by itself does not make a hook.
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INSTRUCTION Explain Step-bystep what you will do in this lesson. Include ALL support and teaching materials with your unit.
1. View the video of artifacts. 2. Distribute several corroded pennies and use this as a comparison as a corroded artifact. Read reduction explanation. 3. Have groups retrieve cup of water. Allow each group to measure and pour baking soda into their cup. 4. Students are to mix baking soda with spoon. Have them wrap their penny LOOSELY in aluminum foil, and drop into cup. 5. Leave for 1 hour. Return at the end of the lesson. 6. Tell the students that today they will learn about the processes involved in carrying out an underwater archaeology project, and will have the chance to think like an archaeologist. 7. Tell the students they have found many valuable clues as to where the shipwreck might be. The second step of an archaeological project is to use these clues to narrow down an area to search in. A variety of technologies are used to search for these shipwrecks. Some techniques that might be used include magnetometers, which measure iron deposits left on the sea floor. Ask the students what metal objects they might find on a shipwreck that a magnetometer could detect (anchor, cannon, propeller, etc.). Other technology includes sidescan sonar, which helps to see the shape of materials on the seabed. Explain that sidescan sonar bounces sound waves off objects on the ocean floor, and then a computer translates those sound waves into a picture. Use the towfish video and PowerPoint sidescan slide show and ask the students if they recognize the shapes there (in Lesson 2 folder). 8. Tell the students that since we are underwater archaeologists, we use special tools to help us work underwater. Ask them what equipment they think we might use (SCUBA gear, air tank, etc.). 9. Show them the photography video to see a diver hovering over a site. Tell them scuba gear is used because it helps to hover above the site underwater and helps accurately record and investigate the site. (in Lesson 2 folder) 10. Show the students how archaeologists use Mylar to actually write notes underwater. Fill a tub with tap water and give each student a piece of Mylar and a pencil to write their name or other message underwater. 11. Tell the students to get into groups (no more than 3 - 4 per group) and that you are going to give each group an artifact. Students will have three minutes to look at the artifact, and then each group will tell the class their observations about the artifact its color, material, possible uses, or anything else they notice. After each group has had a chance to give their physical descriptions of the objects tell them you can give them an important piece of information: the context in which the item was found. (Artifact analysis in Lesson 2 folder) 12. All groups examine the Chinese coin. From observations,
Comment [BH10]: All right, this is dangerously close to plagiarism. I would really like to see some more modifications to the lesson rather than copying and pasting from http://www.uri.edu/artsci/his/mua/documents/ Lesson%20Plan.pdf It is fine to use other materials for inspiration, but do not lift them exactly from another location.
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interpret the time period and translation to determine more information about artifact. Have students refer to the Emperor translation guide. (in Lesson 2 folder) 12. Revisit the corroded penny after 1 hour. Record observations and conclusions. 13. Discuss how the process of reduction preserved the penny to its original state.
Comment [BH11]: Provide some closure. Also you need to explain how you are incorporating the creation of the website and use of the two tools that you have previously mentioned.
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LESSON #3 Hunt For Blackbeards Treasure I. DEFINE THE CONTENT After going over what is taking place at the ECU Queen Annes Revenge lab, students will work on creating a script for a public service announcement. There is a chance that the shipwreck researchers are looking at is not the shipwreck site of Queen Annes Revenge.
II. PREPLANNING: BEING WITH THE END IN MIND After the lesson, Students will KNOW that Blackbeard was in charge of Queen What 3 items are Annes Revenge. worth knowing? (Think about the Students will KNOW that the Queen Annes Revenge shipwreck content you have site off of North Carolina may not be the true site of the shipwreck. selected. What is important for Students will KNOW that in order for research to continue about students to Blackbeard and Queen Annes Revenge money will need to be KNOW?) funded to the programs. What 3 items are important for students to be able to DO? (Define what students should be able to DO as a result of your lesson.) What are the enduring understandings that students should take away from the lesson? (Define the BIG Ideas.) After the lesson, Students should be able to explain the basics of Blackbeards life. Students should be able to identify reasons why this could or could not be the true site of Queen Annes Revenge. Students should be able to give reasons why the project related to Queen Annes Revenge should still be funded. After the lesson, Students will UNDERSTAND that Blackbeard was a pirate and involved with Queen Annes Revenge. Students will UNDERSTAND that ECU is working on figuring out if this is truly the site of Queen Annes Revenge. Students will UNDERSTAND that in order for search on Queen Annes Revenge to continue more money will need to be funded to the organizations.
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ESSENTIAL QUESTION (One overarching lesson question) ASSESSMENT (Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials. CONTENT Outline the content you will teach in this lesson.
III. PLANNING What is happening at the shipwreck site that scientist believes to be the Queen Annes Revenge?
The students will add more details to the informational webpage that was started on day one. They will add information about Blackbeard and Queen Annes Revenge. In order to make sure all of the students understand the information that Wendy presented the students will be required to add one new piece of information to the website. The students will also be assessed on the script that they started for the public service announcement. The script will be used to inform the public about Blackbeard and also asking them for money. We will be looking to see that the students use information they have learned and their own judgment about Queen Annes Revenge.
I. Blackbeard A. Real name: Edward Teach B. Privateer (Early Years) 1. Legally took over enemy ships 2. Took valuables from those ships C. Pirate (around 1716) 1. Capture ships illegally 2. La Concorde a. First known ship he took over b. Benjamin Hornigold helped c. French ship d. Captured in Caribbean e. Changed name in Queen Annes Revenge II. Queen Annes Revenge A. Charleston, South Carolina 1. Blocked their port a. Prevented ships from going in b. Prevented ships from going out 2. May 1718 3. Chest of medicine a. Asked governor for b. Needed because crew had diseases 4. Hostages a. Held until he got the chest of medicine b. No one was harmed B. Inlet of Beaufort, North Carolina 1. Where the ship sunk
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2. Reasons why it sunk a. Wanted to decrease number of crewmembers b. Caught on the sandbanks C. Mike Daniel 1. Found the shipwreck 2. President of the Marine Research Institute 3. Discovered using magnetometer a. Measures the magnetic field b. Detects metal that is located on ocean floor
We will tell the students to close their eyes and imagine that they are a scientist. They are working in a lab that has valuable artifacts in it. Each artifact could lead the public to know what really happened in 1718 when Blackbeard was in charge of the Queen Annes Revenge. We will have the students open their eyes and show them the table that has artifacts that could be within the lab. We will give them time to look over the table. We will then start to play some pirate music (Skull and Crossbones) and tell them to imagine that Blackbeard just step foot into the lab they are working at. We will have them open their eyes and ask them the question What do you think Blackbeard would have to say about the shipwreck and all the research that is going on? 1. After discussing how Blackbeard would react and have to say, we will explain to the students that a person from the Queen Annes Revenge lab at ECU is coming to speak to them.
INSTRUCTION Explain Step-bystep what you will do in this lesson. Include ALL 2. We will explain to the students that the lady coming to talk to support and them is part of the system that makes up the research that is taking teaching materials place around the shipwreck. with your unit. 3. We will ask the students how they think she is part of a system. After they answer the question, we will explain that she is part of the system because without her help the artifacts could be in danger of getting damaged. She also makes sure that communication takes place between researchers and the public. We will have them think about how without her how we would not be able to find out what is going on within the ECU QAR lab.
4. We will show the students the information that we added to the webpage. This information is from the typewith.me document that they created in lesson two. We will give the students 10 minutes to look over the webpage and write down anything they want to add or change on a piece of paper. 5. After viewing the website, we will give the students about five
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minutes to come up with questions that they have for Wendy (the lady from the ECU QAR Lab). 6. Wendy will then present her presentation to the students. 7. Once Wendy finishes, we will explain to the students that we want to become part of the QAR research system. Our part in the system is going to be to educate the public about what is going on at the shipwreck site and also try to raise more money for research. In order to do this we are going to create a public service announcement. We will show the students the public service announcement that is located at http://saloproductions.com/publicservice-announcements/psa-samples.php. 8. After showing them the video we will explain to them that in our public service announcement we want to educate the public about what is happening with the Queen Annes Revenge and why is it important. In order to create a public service announcement we need to come up with a script that we can read to go with pictures and background music. We will tell them that today we are going to start working on the script and tomorrow we will put it together with pictures that the find on the internet. 9. Students will start working on the script together using the typewith.me webpage document. 10. Ten minutes before this session is over we will have the students go back to the website document on typewith.me and add one new piece of information they think is important for the public to know about. We will encourage them to add something about what Wendy talked about that relates to Blackbeard and the ECU QAR lab.
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LESSON #4 Treasures of the Past I. DEFINE THE CONTENT After looking viewing information about artifacts that could be found at a shipwreck site, students will finish the information website and public service announcement with 100% accuracy. You are now part of underwater archeology system that is involved with the Queen Annes Revenge research project.
II. PREPLANNING: BEING WITH THE END IN MIND After the lesson, What 3 items are Students will KNOW that there are three supporting factors to this worth knowing? being the true shipwreck site of Queen Annes Revenge. (Think about the content you have Students will KNOW that they need to become involved in helping selected. What is this project continue. important for students to Students will KNOW that this project is important because it is KNOW?) helping society learn about its history. What 3 items are important for students to be able to DO? (Define what students should be able to DO as a result of your lesson.) What are the enduring understandings that students should take away from the lesson? (Define the BIG Ideas.) After the lesson, Students should be able to give several reasons that support this being the true shipwreck site of Queen Annes Revenge. Students should be able to provide information about why the public should know about Blackbeard and this project. Students should be able to give reasons about why this project should continue to be funded. After the lesson, Students will UNDERSTAND that there is a very good chance this is truly the shipwreck site of Queen Annes Revenge. Students will UNDERSTAND that the public needs to be aware of the research that is going on. Students will UNDERSTAND that funding is needed in order for research to continue on this project.
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ESSENTIAL QUESTION (One overarching lesson question) ASSESSMENT (Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials.
III. PLANNING How can we raise public awareness in order to keep public interest in Blackbeards Queen Annes Revenge and to help fund this project? The students will add additional information to the informational website they have been working on all week. They will also be adding pictures to the webpage, along with the public service announcement video that they create. To make sure that all students are participating we will require each student to add two new facts about why this could or could not be the true shipwreck site of Queen Annes Revenge. The students will also be assessed on the public service announcement. Each student will have to provide at least one picture for the video and also say at least two lines within the video. The public service announcement will be used to inform the public about Blackbeard and also asking them for money. We will be looking to see that the students use information they have learned and their own judgment about Queen Annes Revenge. In order to make sure students included everything on the informational website and in the public service announcement we will use the checklist in the appendix of support materials section to check their work.
CONTENT Outline the content you will teach in this lesson.
I.
Ship size A. Matches description B. Three large masts II. Artifacts A. Induction dredge 1. Vacuuming the oceans floor 2. Sucks up anything located about a food in the sane B. Not dated after 1718 C. Some are inscribed with fleur-de-lis 1. Tied to France 2. Use to be a French slave ship D. Examples 1. Pewter plate and platter 2. Musket 3. Cannon balls 4. Protecting Evidence a. Electrolysis tank b. Reverse decomposition
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c. Artifacts are bridle III. Location A. Matches historical documentations B. David Herriot 1. Said it ran aground off the Bar of Topsail-Inlet 2. Located at Beaufort Inlet
INSTRUCTION Explain Step-bystep what you will do in this lesson. Include ALL support and teaching materials 2. We will then show the students the new information that was with your unit. added to the informational website from yesterdays discussion.
We will have the traveling trunk of Pirates from the NC Maritime Museum located on a table for the students to look at. We will give them time to explore/touch/feel the different items that could be on a pirate ship. As they are doing this we will have pirate music playing in the background from the soundtrack of Pirates and the Caribbean. We are doing this to get the students thinking and feeling like a pirate. 1. After viewing the artifacts we will discuss with the students what they think about them. We will then discuss with the students some actual artifacts that were found at the shipwreck site. The artifacts that we will show the students can be found on the PowerPoint located in the lesson 4 folder.
3. We will tell the students that today we have to finish the website and make is friendly to the public. We will tell them in order to do this we need to change the font and add pictures. However, first we need to check over the information that is on the website and also add new information about the artifacts. We will give the students 10 minutes to look over the information and add one new piece of information about the artifacts. 4. After the students look at the information on the website, we will ask them how they think we are part of the system that makes up the research about QAR. We will get them thinking about we are the part of the system that is educating the public and raising money to fund the program. We will then give the students 5 minutes to add this information to the website. (All we are doing when we are creating the website is adding the information the students wrote up on the typewith.me site. They are using this site so that more than one student can be on it and also because we do not want duplicate information located on the website. The students will be in charge of changing the font color, adding pictures.)
Comment [G12]: This seems to be clearly thought out in your heads, but I am having difficulty fully understanding the creation process. So are students writing the text of the site with typewith.me and then you are adding it to the Google Site? Why not have them create the site?
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5. We will then explain to the students how to chance the fonts color, size and type. We will also show them how to add pictures to the website and how to find pictures on the internet to add. We will also show the students how to change the layout of the webpages. After we demonstrate how to do these things we will allow the students to work together to make changes to the format of the website. To start off with the website will be plain except for the text that we added from the typewith.me site. It will be the students responsibility to change the website and come up with a fun, easy to use site. 6. We will show the students the slideshow about the artifacts that have been found at the shipwreck site. We will explain how these items shows there is a good chance this is truly Queen Annes Revenge. (in Lesson 4 folder) 7. We will have chart paper that has the questionDo you think this is the true shipwreck site of Queen Annes Revenge? Why or why not? We will give each student one sticky note to use to answer this question. 8. We will then discuss the information responses that the students gave. 9. We will now give the students 15 minutes to come up with new information to add to the website about the artifacts that have been found. Each student will have to come up with two facts and they will place them in the typewith.me webpage document. 6. We will give the students some time to collaborate about how the website should look. 7. After formatting and decorating the website, the students will continue to work on the script for the public service announcement. They will also be locating pictures from the internet that can be used in the public service announcement. The pictures can involve Blackbeard, the shipwreck site, scuba divers and other things that relate to the topic. 8. After locating enough pictures and finalizing the script, the students will start to put together the public service announcement with the voiceovers. They will also be adding the title page and music to the public service announcement. They will work on putting the public service announcement together and making the decisions as a group. (There will be one laptop hooked up to the SmartBoard. This is the laptop that the students will use to create the public service announcement. The reason for this is so that all of the students can see what is happening and be part of the decision making process.)
Comment [BH13]: You are really trying to do a great deal of things on this last day. Putting the PSA together is going to take more time than you think. Plan accordingly. There should really be time to start storyboarding the PSA on day Three at the latest. Think about how they can do this collaboratively with the greatest efficiency possible.
Comment [BH14]: I am not sure where your connection to the theme is. Also, you should really provide some closure on this last day.
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9. After finishing the public service announcement, we will explain to the students that it will be located on the website and also be sent to the ECU QAR Lab and to the NC Maritime museum (where treasure chest is from). We will tell the students the reason we are sending it there is because we know they can help get the video out to educate the public. We will tell the students that this is part of a system because a system is when people collaborating together for the same reason. We are collaborating with these other places in order to educate the public. The part we are contributing to the system would be the public service announcement the information website.
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I like the authenticity of the activities and the assessments/final products. Who knows what our kids can do to help keep the QAR project going?! APPENDIX OF SUPPORT MATERIALS Holding History in Your Hand kit provided by The Museum of Underwater Archaeology http://www.archaeologychannel.org/content/video/queenanne.html www.blackbeardlives.com/day4/clues.shtml From Ocean Floor to Museum Door http://news.ncdcr.gov/2011/04/12/queen-annes-revenge-from-ocean-floor-to-museumdoor www.qaronline.org http://thunderbay.noaa.gov/pdfs/preservetreasures.pdf Traveling Trunk provided by NC Maritime Museum www.wisconsinhistory.org/shipwrecks/kids
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Informational Website Checklist Yes Information about Underwater Archeology At least 3-5 underwater archaeology terms are used appropriately Information about Blackbeard Information about Queen Annes Revenge Information about the artifacts found Description of the system of preservation Information about being part of the system Their opinion about whether this is Queen Annes Revenge Their opinion about more money being needed At least one picture on every webpage It is colorful and creative. No
Public Service Announcement Checklist Yes There are pictures showing Blackbeard, Queen Annes Revenge, the artifacts and underwater archeology. Voiceovers explain about what is going on with Blackbeard and the shipwreck site. Voiceovers explain that more money is needed for this project to continue. Voiceovers explain why this project is important. Music is added Title page and credits Transitions
No
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Hunt For Underwater Treasures Unit Suit and Thomas Revisions

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HUNT FOR UNDERWATER TREASURES