Anderson Schler AIG Unit Template 2015

Buccaneers, Beware!
A Day in the Life of Blackbeard and his Brigade

http://buccaneersbeware.weebly.com/
All Hands on Deck

Shiver Me Timbers
Blow the Man Down
Dead Man Tells No Tale
Ahoy, matey! Can you overcome disease, famine, and loss to become a
member of Queen Annes Revenge? If youre up for the challenge, come
aboard and experience the life of a crewmember under the command of
Blackbeard, one of historys most famous pirates. Did you know that piracy
still exists today? Use your knowledge gained from the past to persuade
others PERSPECTIVE about modern day piracy!
How do opposing standpoints on history mold moral understanding?

Why is studying the history of Blackbeard essential to shaping the views of admirable
citizenship?
Holly Anderson
Shannon Schler
SPED 6402 Spring 2015
East Carolina University
CONTENT RESEARCH PAPER
Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

Holly Anderson & Shannon Schler
A huge man with fiery eyes and a booming voice, he was fond of a scarlet cloak,
and went into battle with lighted, slow-burning cannon fuses tucked into his hair, and six
pistols slung across his chest (Bourne, 2006, p. 153). This powerful description
portrays the famous pirate Blackbeard. Prior to acquiring this nickname, he would have
been most commonly known as Edward Teach, but he has also been called Thatch,
Thach, Tach, Tash, and even Drummond because his real name is unknown (Butler,
2000, p. 20). Although Teach only reigned for two years from 1716-1718, he was one of
the most dreaded pirates to ever live, and his name is still widely known today for this
terrorizing reign (Kirkpatrick, n.d.).
It is unknown where Edward Teach called home or when he was exactly born,
but historians know that he was British, most likely born before 1690 (Kirkpatrick, n.d.).
When Teach was a young seaman, the Queen Annes War was going on from 17021714. During that time, Teach was hired as an English privateer; his main purpose in the
war effort was to attack, rob, and seize enemy vessels (Miller, 1999). Edward Teach was
allowed to keep the stolen goods that he pilfered from French and Spanish ships by
order of Queen Anne herself (Kirkpatrick, n.d.). Through the duration of the war, he
learned many skills that benefitted his next profession since he was out of a job when
the war ended in 1714. Acquiring the skills to qualify as an experienced sea robber,
Teach decided to join a group of Caribbean pirates in 1716 (Kirkpatrick, n.d.). Among
this group of pirates was Benjamin Hornigold, a very successful pirate during this time
(Bourne, 2006). Hornigold became a mentor to Teach, helping him learn the ins and
outs of becoming a pirate. Edward Teach, acquiring the nickname Blackbeard, had
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quickly risen through the ranks among the other pirates due to his boldness and
courage, and eventually became Hornigolds right-hand man (Bourne, 2006).
Even though Blackbeards reign was short-lived, he was known to overtake any
ship that crossed his path. However, there were some acts that seemed to show his
brutality and terror more than others. One of Blackbeards earliest overthrows was soon
after he joined with Hornigold in 1716. The two pirates captured a large French vessel
that was bringing slaves, cocoa, copper, and more than 20 pounds of gold dust from
Africa to the West Indies (Butler, 2000, p. 20). This French crew was weakened by
sickness and quickly surrendered; Blackbeard renamed this ship Queen Annes
Revenge, which is now known as his most famous ship (Butler, 2000). It has been
speculated that the name of this ship was meant as an insult to King George I, Queen
Annes successor (Butler, 2000). Another famous voyage that was headed by
Blackbeard was the blockade of the coast of Charleston, South Carolina. Disease was
spreading quickly during this time, and Blackbeard and his crew needed medicine
(Butler, 2000). For an entire week, four of Blackbeards ships blocked the port, taking
loot and hostages aboard the ship. These hostages were locked in a hold in the ship
and would not be released until the medicine was delivered to Blackbeard and his crew
(Kirkpatrick, n.d.). As the deadline for the medicine quickly approached, the
townspeople of Charleston were able to gather the chest filled with medical remedies.
Blackbeard released the prisoners, but not before taking all prisoners jewelry and
clothing (Kirkpatrick, n.d.).
According to David Moore, an archeologist for North Carolinas Maritime Museum
in Beaufort, it is estimated that Blackbeard at one time had three or four hundred men
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and four ships under command in the Atlantic Ocean. Moore states that, These men
spent most of their time sailing up and down the Atlantic Coast stealing anything of
value from other ships (personal communication, January 28, 2015). Moore went on to
explain that around one hundred fifty men would be living on the ship at a time and that
the crew would work together to bring in and capture new ships. Whenever a new ship
was stolen, the crew was often asked if they would like to join Blackbeards crew (D.
Moore, personal communication, January 28, 2015).
During Blackbeards two-year reign he and his crew terrorized the ships of the
Atlantic ocean. He began his acts of piracy under the apprenticeship of Captain
Benjamin Hornigold in 1716. After capturing other ships together, the two captured a
merchant ship outside of St. Vincent (Butcher, 2012). Butcher (2012) states, This ship
was La Concorde, a French guineaman that contained a wealthy cargo of gold dust,
coins, plate, jewelry, and other merchandise. Soon after this capture Hornigold decided
to retire and therefore gave Blackbeard the La Concorde and its crew. This was the first
crew under Blackbeards control. Teach soon after renamed the vessel The Queen
Anne's Revenge (Lee, 2000; Moore, 1997).
When the La Concorde was acquired in March of 1717, the muster rolls indicated
that seventy to eighty crewmembers were present aboard the ship. Butcher (2012)
states that these men were assigned to a number of tasks on the ship, with positions
that included captains, mariner officers, skilled craftsmen, seamen, surgeons, and
clergy and were paid according to their rank aboard the ship. Monthly pay ranged from
5 livres to 100 livres, with the cabin boys receiving the least and the captain garnering
the most pay (Moore & Daniel, 2001). Many of these crewmembers were allowed to
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return to their homeports, although some were not so lucky. Some members such as
the pilot, the caulker, the second cook, and the gunsmiths were forced to join as pirates
according to Butcher (2012).
Eventually news traveled to Alexander Spotswood, the governor of Virginia,
concerning the attacks on ships. Spotswood spent weeks planning the capture of
Blackbeard and eventually sent two small ships commanded by Lieutenant Robert
Maynard of the Royal Navy to Ocracoke (Kirkpatrick, n.d.). Maynard and his ships took
place waiting to ambush Blackbeard the next morning. Blackbeard and his crew noticed
the ships and both parties began preparing for battle. The next day a battle ensued. The
details of the battle are uncertain, but Konstam, 2007 states that Maynard kept many of
his crewmates inside the boat anticipating the pirates eventually coming aboard.
Blackbeard and his crew were surprised by this maneuver and so the two groups began
to battle across the ship. Maynard and Blackbeard were taking many shots at each
other and the battle ended with Blackbeards defeat (Konstam, 2007). Blackbeards
corpse was thrown into the inlet while his head was suspended from Maynard's ship
(Konstam, 2007). After the battle, the remaining crewmembers of Blackbeards army
were taken to Williamsburg, Virginia where they were jailed for piracy. Eventually they
were put to trial, found guilty, and hung for their actions (Konstam, 2007).
Thousands of artifacts from Queen Annes Revenge have been unveiled from the
site, while much more is still left waiting in the ocean. David Moore states, One of the
first items that came up from the site was a bell. Part of the inscription on the bell was
the date, 1705. This was a very exciting find because it dates the site (personal
communication, January 28, 2015). Many types of ammunition were recovered from the
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QAR wreck site. Some personal firearms were found, but not many considering the
crewmembers most likely took their possessions with them. In addition to the
ammunition and firearms, many plates, bowls, cups and utensils were found. These
utensils were made of pewter and ceramics and were determined to be from various
parts of the world. The only gold found was over 2,000 gold flakes that were found close
to the stern of the boat (QAR Online, 2014).
Even though Blackbeard is long gone, his legacy lives on. Even over the few
years Blackbeard spent pillaging the Atlantic Coast, he became one of the most famous
pirates of all time. The myths and legends of Blackbeard are slowly being brought to the
surface thanks to the work of archaeologists. The excavation of his famous ship, Queen
Annes Revenge, allows people from all over the opportunity to experience a glimpse of
what it would have been like to live in the time period of Blackbeard. His short mark on
history has made a lasting impact, especially for North Carolina.
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References
Bourne, J.K. (2006). Blackbeard lives. National Geographic, 210, 146150,153,155,157,159-161,164. Retrieved from
http://search.proquest.com.jproxy.lib.ecu.edu/docview/200931792?
accountid=10639
Butcher, E. (2012). Sailing on the edge: A world-systems analysis of pirates and
privateers in the Atlantic and Caribbean in the seventeenth and eighteenth
centuries. Senior Independent Study Theses. Paper 15.
Butler, L. S. (2000). Blackbeard's revenge. American History, 35, 18-24. Retrieved from
accountid=10639
Kirkpatrick, J. (n.d.). Blackbeard: Pirate terror at sea. Retrieved from
http://www.nationalgeographic.com/pirates/bbeard.html
Konstam, A. (2007). Blackbeard: America's most notorious pirate. Hoboken, NJ: Wiley.
Lee, R.E. (1976). Blackbeard the pirate: A reappraisal of his life and times. WinstonSalem, NC: J.F. Blair.
Miller, A. (1999). Blackbeard the pirate. Junior Scholastic, 102, 18-20. Retrieved from
accountid=10639
Moore, D.D. & Daniel, M. (2001). Blackbeard's capture of the nantaise slave ship la
concorde: A brief analysis of the documentary evidence. Tributaries, 11, 14-31.
Moore, D.D. (1997). Blackbeard the pirate: Historical background and the beaufort inlet
shipwrecks. Tributaries, 7, 31-39.
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QAR Online. (2014). A treasure trove of artifacts. Retrieved from

http://www.qaronline.org/Conservation/Artifacts.aspx
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CONNECTION TO THE THEME

A perspective is defined as, a particular attitude or way of regarding something;
a point of view. Therefore, your perspective is the opinion you have on a particular
topic. These opinions become molded based on what you know. The more education a
person is able to gain on a particular topic, the more defined his or her perspective
becomes. Unfortunately, perspectives may become skewed by receiving
misinformation, so people must make the conscious decision to take facts into
consideration.
Our students will be asked to determine their perspective on morality issues
concerning piracy. Their ideals and thoughts should change throughout the week based
on the knowledge that students gain. Children gain moral beliefs based on parents and
family, social groups, and many other influences. These morals give children
perspectives on what is right and what is wrong. Adding knowledge to our students
beliefs and ideals will help to mold their perspectives on piracy and its consequences.
Video Diary
One activity that is going to carry throughout our unit is the video diary. On
Monday, each student will take the role of a crew member among Blackbeards ship. We
originally thought each student could write a travelers log, but we decided to modernize
it with the use of technology. At the end of each day, the students will record a segment
that will serve as a video diary through the perspective of their character. They will have
a different focus each day, and it will reflect issues that they could have encountered as
if they were living their daily lives on the sea as a pirate. The goal for this project is to
create a simulation for the students while also requiring them to use higher-level
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thinking skills and creativity. We will expect them to use what they learned each day
about the topic and then transpose that information into thoughts through their
characters perspective.
Debate
Another activity that will incorporate the theme of perspective is through a
debate. On the day that we discuss Blackbeards death, students will be asked to take
into consideration everything they have learned thus far concerning piracy. Students will
be asked to ponder the question, Are pirates inherently good or evil? Students will be
given a T-chart in which they are to list the good and evil characteristics of pirates. Once
they have made their list and we have discussed their answers, the students will be
asked to split into two sides. The rules of a fair debate will be reviewed before beginning
the debate. As students present their facts they will also be able to give their
perspective on this topic. Not only will each student have their own perspective about
this topic, he or she will need to come together with the other students that have chosen
the same side. This will require the students to bring their perspectives together in order
to create solid arguments to present to the members that hold the opposite perspective
on the topic.
Ethics Discussion
Students will have opportunities to display their thoughts and opinions on the
morality of piracy during many ethics discussions. During camp, students will ponder if
Blackbeard deserved the fate he met. Students will discover that Blackbeard actually
was given a terrible reputation that he did not actually live up to. According to David
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Moore, One of the more interesting bits of information about the pirate that I've found is
that despite his notorious and blood-thirsty reputation, there is no historical evidence to
support that BB or any of his crew ever killed anyone. Students will determine and
voice their perspective on Blackbeard and the severity of his sentence of death.
Underwater Excavation
On the final day of camp, students will be able to get up close and personal with
artifacts from Blackbeards ship, The Queen Annes Revenge. Christine Brin, an expert
from the North Carolina Maritime Museum, will visit our class to inform the students on
the excavation of the ship. During her visit, she will introduce students to some of the
most important artifacts found on site. Christine will also explain the importance of
underwater archaeologists. Students will gain a new perspective on this career and its
significance to maintaining history.
After Ms. Brins presentation, the students will get their chance to try a hand at
underwater excavating. Students will need to use a tool to excavate artifacts from
underwater just like real life archaeologists have to do. Students will be asked to think
about the importance of unearthing history, especially from an archaeologists
perspective.
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TECHNOLOGY INTEGRATION
Plickers
To establish some pre existing knowledge that the students have on the first day
of camp, we will be using Plickers to ask students five questions based on Blackbeard.
Plickers is an interactive tool that only requires one device. Each student is given a
unique code that will already be printed out for him or her. The answer choices are
placed on the sides of the code, and whichever way the student holds it, the device
registers which answer was chosen. One of the teachers will scan the room for the
answers, and they pop up in real time on the Smartboard so students can see what
answer choices have been selected. Once all students have answered, the teachers will
reveal the correct answer and there will be some brief discussion about each question.
Video Diary
For our unit, one of the ways we are going to incorporate technology is through
the use of a daily video diary. Each student will be put in a simulation as a crewmember
that was under Blackbeards reign. At the end of each day, the students will have to
record a video diary segment through the perspective of their crewmember. Each day
there will be a topic to respond to that corresponds to the information and challenges
that they encounter each day. Students will be assessed using a rubric so they will know
what is expected of them. They should use true facts and information that they have
learned about pirates and the time period, while also creatively embellishing the
interpretation of their character.
We originally thought of having students complete a written travelers log, but we
decided to modernize it through the use of technology. Students will each have an iPod
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touch to video themselves each day. They will be using an app called My Video Diary
8.0. This app allows students to easily record a video, add text, and select a theme for
their diary. We will string the video diaries together and add them to the camp website in
order to be one of the final projects for the week; this way parents will be able to watch
all the video diaries together easily.
Prezi Presentation/Newspaper Article
During the lesson where students learn about Blackbeards final battle and death,
a Prezi presentation has been created to present the information to the students.
Instead of having the teachers deliver this information, students will be matched up with
a partner to read through this information themselves. As they encounter this
information, students will also be creating a newspaper article about the information
they have learned. The template for the newspaper is on Google Docs, so that students
can easily edit it and add their own information. The article should be front page story,
something short, yet still capturing the main events and ideas that were on the Prezi.
Students will work on pairs on this activity, so only one newspaper will be turned in for
each group. Students will work on laptops in order to view the Prezi and create the
newspaper article easily.
Interactive Smartboard Lessons
Throughout the week students will be introduced to information concerning
different aspects of Blackbeards life through interactive Smartboard lessons. Students
will experience different pirate songs each day as they enter the room. Each day the
song will relate to the theme for the day. Once students are settled in and ready to begin
the lesson, teachers will use the Smartboard to relay the information for each days
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lesson. Some lessons require students to interact directly with the board. For one
activity, students will need to fire cannonballs at a ship to determine the correct answer
to questions regarding Blackbeard. Students will receive immediate feedback on their
answers from the Smartboard. If their answer is correct, the cannonball will hit the ship.
If the answer is incorrect, the cannonball will land in the water. Throughout the duration
of the camp, the Smartboard will be a useful tool for students and teachers.
Noteapp
While the teachers are reviewing valuable information concerning the different
famous piracies of Blackbeard, students will be recording notes on a web-based
program called Noteapp. Noteapp takes recording notes to a whole new level. Noteapp
is a large corkboard where students can place their favorite facts learned from the
Smartboard lesson on a sticky note. Noteapp allows students to collaborate by
everyone sharing on the same board. Once the URL is shared, everyone can participate
and see the changes all in real-time. Students may also add more than just their post it
notes. Students can also attach PDFs, documents, and even pictures. Sticky notes
may also be colored coded so that teachers can easily see who is participating in the
note taking. Once students have recorded their facts, the teachers will pull up the
Noteapp board and discuss valid points.
Chatterpix
For the lesson where we discuss Blackbeards piracies and command, we will
have the students respond through an interactive picture. Students will use the app,
Chatterpix, to make Blackbeard come to life. After learning the content for the day and
generating notes through Noteapp, students will create dialogue for Blackbeard based on
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the information they thought was most interesting. The way the app works is students take a
picture, mark where the mouth is, and record a message up to thirty seconds long. This
message is then generated to make it look as if the picture is talking itself. A rubric will be
used to assess students work. Students projects will be uploaded to the camp website.
Photo Scavenger Hunt

Students will participate in a photo scavenger hunt while at camp, but they will be
doing it in a whole new way with the help of an app called GooseChase. Teachers will
set up the scavenger hunt beforehand by loading ten Blackbeard related questions into
the program. Teachers will also load a clue and a picture with each question. Around the
school will be ten envelopes containing the hidden answer to the question. Students will
be given an iPod touch and will be split into partners. Once the questions and hunt are
set up, students will be ready to play!
Students will log onto the app and ask to join the game. As soon as students join
the game they can immediately see the first question, as well as the hint and the picture
as to where the first answer is hidden. Students will rush to find their first answer using
these clues. Once they find it, they will use their iPod touch to snap a picture of them
with the answer. When they have recorded the answer, they can immediately see their
points go up! They can also look through the news feed within the app to see what their
classmates have found so far. A time limit can also be set for the hunt, so we will give
students 15 minutes to try and find as many clues as possible. Once the time is up,
students will return to the classroom where we will check answers and discuss the
information. Pictures from the scavenger hunt will also be uploaded to our class
website.
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CONTENT OUTLINE
I.
II.
III.
Blackbeards Early Years/Pirate Apprenticeship

A. Origin
1. Most likely British
2. Born before 1690
3. Real name: Edward Teach
a. Last name unknown. Last name also known as Thatch, Thach,
Tach, Tash, Drummond
b. Nickname acquired in 1716 because of his terrorizing acts
B. Early Career
1. Hired as an English privateer during 1702-1714
a. Occurred during Queen Annes War
b. Allowed to keep stolen goods per Queen Anne
c. Out of a job when the war ended in 1714
2. Joined Caribbean pirates in 1716
a. Met Benjamin Hornigold-captain
b. Became his mentor
c. Eventually became Hornigolds right hand man
Famous piracies
A. Queen Annes Revenge
1. Overtaken in March, 1717
2. Large French vessel going from Africa to West Indies
a. Originally called La Concorde
b. Original crew weakened by sickness; easily surrendered
c. Captured outside of St. Vincent
3. Renamed Queen Annes Revenge
a. Name was supposed to insult King George
b. King George was Queen Annes successor
B. Charleston, South Carolina
1. Disease spread quickly on Blackbeards ship--crew needed medicine
2. Blockaded Charlestons port for a week
a. Took loot and hostages
b. Hostages would be killed if medicine wasnt delivered
3. Medicine was delivered to the ship
a. Hostages were released
b. Blackbeard first stole their clothes and jewelry
Under the Reign of Blackbeard
A. Crewmembers
1. 300-400 total men
2. 150 men living on any given ship
3. Jobs
a. Captains, mariner officers, skilled craftsmen, seamen,
surgeons, and clergy
b. Most important job was the navigator
c. Monthly pay ranged from 5 livres to 100 livres
i.
Cabin boys received the least
ii.
The captain garnered the most pay
B. Blackbeards Command
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1. Overtaking ships
a. Captives were asked to join Blackbeards crew
b. If they refused, they could go back to home court
c. Some members such as the pilot, the caulker, the second cook,
and the gunsmiths were forced to join as pirates
2. Blackbeard never actually killed anyone
3. Showmanship for battle
a. 6 pistols strapped across his chest
b. Put lit cannon fuses in his beard
c. Wore a scarlet cloak
C. Ships
1. Four ships total
2. Queen Annes Revenge was Blackbeards most famous ship
IV.
Final Battle/Death
A. Blackbeard vs. Alexander Spotswood
1. Governor of Virginia
2. Planned capture of Blackbeard
a. Sent 2 small ships
b. Ships commanded by Robert Maynard of the Royal Navy
3. Ships sent to Ocracoke, North Carolina
B. The Battle
1. Ships ambushed Blackbeard
2. Blackbeard thought he defeated Royal Navy ships
3. Blackbeard went on board to claim victory
a. Hidden Navy soldiers came out from inside the ship
b. Maynard and Navy attacked Blackbeard
C. Blackbeards Death
1. Maynard shot Blackbeard and killed him
2. His body was thrown into the sea
3. Decapitated head was suspended from Maynards ship
V.
Queen Annes Revenge Excavation

A. Excavation
1. Discovered in 1995; excavation began in 1997
2. Found in Beaufort inlet
B. Discovered artifacts
1. By 2007, of wreck was fully excavated
2. Over 1600 artifacts have been found so far
3. First artifact was a bell from the ship
a. Made of bronze
b. 1705 was inscribed on artifact
c. Gave archaeologists a date when Blackbeard existed
4. Most recent artifacts were cannons found in 2013
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LESSON #1
All Hands on Deck
I. DEFINE OBJECTIVES AND CONTENT
LESSON OBJECTIVE
Students will discover facts about Blackbeard by interacting

in a technology driven scavenger hunt. Students will use
the information gained after instruction to create a video
diary from their perspective as first day pirate.
POINT TO PONDER
The higher you move up in your career, the happier you

are.
ESSENTIAL QUESTION
How does career hierarchy affect self worth?
CONTENT
I.
Outline the content you will

teach in this lesson.
A.
Origin
1.
Most likely British
2.
Born before 1690
3.
Real name: Edward Teach
Blackbeards Early Years/Pirate Apprenticeship
a. Last name unknown. Last name also known as Thatch,

Thach, Tach, Tash, Drummond
b. Nickname acquired in 1716 because of his terrorizing
acts
B.
Early Career
1.
Hired as an English privateer during 1702-1714
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a.
Occurred during Queen Annes War
b.
Allowed to keep stolen goods per Queen Anne
c.
Out of a job when the war ended in 1714
2.
Joined Caribbean pirates in 1716
a.
Met Benjamin Hornigold-captain
b.
Became his mentor
c.
Eventually became Hornigolds right hand man
II.
Under the Reign of Blackbeard
A.
Crewmembers
1.
300-400 total men
2.
150 men living on any given ship
3.
Jobs
a. Captains, mariner officers, skilled craftsmen, seamen,

surgeons, and clergy
b.
Most important job was the navigator
c.
Monthly pay ranged from 5 livres to 100 livres
i.
Cabin boys received the least
ii.
The captain garnered the most pay
II. PRE-PLANNING
What will students

UNDERSTAND as a result
of this lesson? How does
this connect to the
Essential Question?
Students will understand the history of Blackbeard as they

learn about his background and origin. During todays
lesson students will also learn about his early career as a
privateer. Lastly students will learn about the crewmembers
and workings of a pirate ship. This information will be very
important due to them needing to know how to gain ranks
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during the week. Understanding the career hierarchy will be

valuable as well when considering the essential question.
What will students be able
to DO as a result of this
lesson?
Students will be able to navigate using a scavenger

hunt to find specific information.
Students will discuss struggles of climbing the pirate

ranks through video diary technology.
III. PLANNING
HOOK
Describe how you will
grab students attention
at the beginning of the
lesson.
TIME: 10 minutes
Teachers will be dressed as pirates and will pretend to

be the ship captains. Students will be immediately
immersed in the simulation as they are ordered to
complete lower level pirate tasks such as running gun
powder, mopping the deck, manning the rigs.
Pirate decorations will be around the room and Yo Ho

will be playing in the background, welcoming students to
truly become part of the simulation.
As students enter the room, they will be recruited as

pirates. Students will be given an envelope containing
information about their pirate. Packets will include a form
where students will create their own pirate name, and
job description (rank), pay, and boat location will already
be pre selected.
BE CREATIVE.
INSTRUCTION
Explain Step-by-step
what you will do in this
lesson. Be explicit
about ties to Points to
Ponder, Essential
Question, and
Interactions here.
TIME: 40 minutes
Teachers and students will introduce themselves.
After the introductions, students will be asked questions

through Plickers to see what they already know about
Blackbeard (to establish pre existing/ background
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Include ALL support

and teaching materials
with your unit.
knowledge)
o Plickers Questions
o 1. True or false: Pirates treasure chests were
full of gold and jewels.
o 2.
What animal guarded Blackbeards treasure?
o 3. True or false: Blackbeard steered the pirate

ship.
o 4. What was the name of Blackbeards famous
ship?
o 5. True or false: Was Blackbeard considered
the most feared pirate?
Students will watch the Video Clip (2:57)

http://www.history.com/videos/queen-annesrevenge#queen-annes-revenge
Questions:
o 1.) Why is Blackbeard is an icon of piracy?
o 2.) How many pirates were under his command
at one time?
o 3.) How does investigating a ship wreck help
scientists learn more about history?
o 4.) What was odd about the cannons that were
found?
Students will gain insight on all aspects of Blackbeard

from this educational video from the History Channel.
This clip covers the background of Blackbeard all the
way up to the excavation of the Queen Annes Revenge.
Teachers will introduce Pirates of the Carolinas to the
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students.
Overview: The object of the game is to become the greatest

pirate by the end of the week. Students will earn plastic, gold
coins through various challenges and answering questions to
fight their way through piracys ranks. Throughout the week,
they will have the opportunity to buy new boats, overtake
another players boats, overtake cities, or purchase fate
cards, which could either result in a positive or negative result
once they reach a certain ranking, which is described below.
Game pieces/Board : The board game will be on a tri-fold

board, and the game board will be a map. As students progress
through the game, they will be earning game pieces that will be
boats, which will be placed on thumb tacks. Boats will be
laminated pieces of paper with velcro name plate attachments.
Ranks: All students will begin with their game piece on the main
boat, Perspective. Students will begin at the lowest rank
(which is indicated in their envelope). Once students gain 15
coins they can gain a boat. (Students will be given a new cut
out boat) Once theyve gained 20 coins, they can overtake
someone elses ship and make it their own. Once theyve
gained 25 coins students will become a captain and are able to
overtake cities.
0 Coins
o Swabbie
o Powder Monkey
o Cabin Boy
o Rigger
10 Coins
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o Mate
15 Coins
o Sailing Master (allowed to gain a boat)
20 Coins
o Quarter Master (allowed to overtake another
ship)
25 coins
o Ship Captain (allowed to overtake cities)
Fate Cards: Students may decide to purchase fate cards

throughout the week. These cards contain different positive and
negative fates. Examples:
o The plague-get rid of your ship
o You get to win a ship
Pirate Store: IF a student loses their ship they will need to buy a
new one. Students may purchase:
Pirate Store
o 10 coins= to buy a new ship
o 10 coins = to buy a fate card
o 15 coins = to buy a city
o 10 coins = to buy someone elses boat
Challenge: Photo Scavenger Content Hunt
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Students will get in teams of two and be given an Ipod touch.

They will use the app GooseChase, which is a way to generate
picture scavenger hunts. Questions will be loaded on to the app
about Blackbeard, and the answers will be found throughout the
building. Students will take pictures of the answers they found
to document evidence. The next clue will be a picture and a
question to find the next answer. The app keeps track of team
rankings and a time limit can be set. Teachers will give students
15 minutes to answer as many questions as they can in the
time frame. Students will then come back to the room and we
will go over the answers and discuss them through a
SmartBoard activity. Students will earn coins based on the
scavenger hunts rankings. The pictures and set-up will need to
be taken on Sunday before camp because we will not know the
exact layout until we are given our classroom. We plan on
putting two clues in each of the following locations: gym,
cafeteria, outside, library, hallways. The clue to find the next
answer will be the corresponding picture of the location. The
questions that students will answer are found below in the
assessment and materials section.
Link to the GooseChase app:

https://www.youtube.com/watch?v=Mn5WvG023CM
ASSESSMENT
TIME: 20 minutes
(Performance Task)
What will the students
DO to demonstrate that
they have mastered the
content? Be specific
and include actual
assessment with unit
materials.
Video diary #1
At the conclusion of each day, students will create a video diary
segment through the perspective of their pirate character using
an app called My Video Diary 8.0. They will each have their
own IPod touch to film themselves. A rubric will be provided to
assess the video diaries of each student. Students should
demonstrate insightful interpretation of their character
supported through a discerning use of facts learned from
instruction. The length of each video should be one to two
minutes.
The question that students will be asked to answer is what are
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the trials and tribulations of moving up in the ranks?

As students finish, they can count their coins earned for the day
and participate in the Pirates of the Carolinas board game.
DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE?
YES OR NO
ASSESSMENT AND INSTRUCTIONAL MATERIALS

Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.
Plickers Questions
1. True or false: Pirates treasure chests were full of gold and jewels.
2. What animal guarded Blackbeards treasure?
3. True or false: Blackbeard steered the pirate ship.
4. What was the name of Blackbeards famous ship?
5. True or false: Was Blackbeard considered the most feared pirate?
Scavenger Hunt Questions

1. What was Blackbeards real name?
2. When was Blackbeard nicknamed? Why?
3. Where was Blackbeard most likely from?
4. When was Blackbeard born?
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5. Who was Blackbeards mentor?

6. When was he hired as a privateer?
7. How many crewmembers were under Blackbeards reign?
8. How many pirates were on a ship at one time?
9. What are some of the jobs on a pirate ship?
10. What was the most important job on a pirate ship?
Letter for 1st day:
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Video Diary Rubric:
Criteria
20 - 17
Highly developed use of structure and vocabulary with a perceptive

awareness of purpose, context and audience
Insightful interpretation of character supported through a discerning
use of facts gained from instruction.
16 - 13
Excellent manipulation of tone, pace and clarity.
Developed use of structure and vocabulary with an sustained

awareness of purpose, context and audience
Interpretation of character substantiated through an appropriate
selection of textual evidence
Purposeful use of tone, pace and clarity.
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12 - 9
8-5
Sound use of structure and vocabulary with an awareness of purpose,

context and audience
Analysis of character supported with reference to the instruction.
Appropriate tone, pace and clarity.
Basic awareness of purpose, context and audience
Description of character supported with some reference to the

instruction.
4-0
Mostly appropriate tone, pace and clarity.
Limited awareness of purpose, context and audience
Description of character supported with limited reference to the

instruction.
Problematic use of tone and/or pace and/or clarity.
Board Game Materials
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LESSON #2
Shiver Me Timbers
LESSON OBJECTIVE
Students will gain an understanding of Blackbeards career

by looking closely at his famous piracies and his forms of
intimidation. Students will also get an inside look at life on
a pirate ship by investigating the smells and materials used
everyday.
POINT TO PONDER
If you want to control someone, all you have to do is to

make them feel afraid. Paulo Coelho
ESSENTIAL QUESTION
Why was Blackbeard named one of the most feared pirates

if he never killed anyone?
CONTENT
I.
Famous piracies

A.
Queen Annes Revenge
1.
Overtaken in March, 1717
2.
Large French vessel going from Africa to West
Indies
a.
Originally called La Concorde
b.
Original crew weakened by sickness; easily
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surrendered
c.
Captured outside of St. Vincent
3.
Renamed Queen Annes Revenge
a.
Name was supposed to insult King George
b.
King George was Queen Annes successor
B.
Charleston, South Carolina
1. Disease spread quickly on Blackbeards ship--crew

needed medicine
2.
Blockaded Charlestons port for a week
a.
Took loot and hostages
b.
Hostages would be killed if medicine wasnt delivered
3.
Medicine was delivered to the ship
a.
Hostages were released
b.
Blackbeard first stole their clothes and jewelry
Blackbeards Command
1.
Overtaking ships
a.
Captives were asked to join Blackbeards crew
b.
If they refused, they could go back to home court
c. Some members such as the pilot, the caulker, the

second cook, and the gunsmiths were forced to join as
pirates
2.
Blackbeard never actually killed anyone
3.
Showmanship for battle
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a.
6 pistols strapped across his chest
b.
Put lit cannon fuses in his beard
c.
Wore a scarlet cloak
C.
Ships
1.
Four ships total
2. Queen Annes Revenge was Blackbeards most

famous ship
II. PRE-PLANNING
What will students

this connect to the Essential
Question?

lesson?
At the conclusion of this lesson, students will learn about

some of Blackbeards famous piracies, such as Queen
Annes Revenge and Charleston, South Carolina. Students
will also demonstrate knowledge about the materials
needed on a pirate ship and Blackbeards intimidation
tactics, which will tie into why Blackbeard was one of the
most feared pirates even though he never killed anyone.
Create a Chatterpix that demonstrates

understanding of elements of Blackbeards piracies.
Students will discuss threats of intimidation and

showmanship through video diary technology.
III. PLANNING
HOOK
TIME: 10 minutes
Describe how you will grab students

attention at the beginning of the
lesson.
Smells of a pirate ship: Can you detect these

smells that were common aboard a pirate ship?
(Have smells in bottles, and let students
guess...tar pine, sulfur, coffee, spices). Reveal
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BE CREATIVE.
reasons for each smell.

Tar Pine was used to hold pirates hair back from
whipping in the wind, Sulfur is used to show the
smell of gunpowder, coffee is used to show that
pirates often drank coffee and sold it as good, and
lastly spices are used to show the goods that
pirates often stole and sold.
INSTRUCTION
Explain Step-by-step what you will
do in this lesson. Be explicit about
ties to Points to Ponder, Essential
Question, and Interactions here.
Include ALL support and teaching
materials with your unit.
TIME: 30 minutes
Students will be presented with information about

Blackbeards piracies and command through an
interactive Smartboard Lesson.
As students gain information they will record their

favorite or most interesting facts on a web based
program called noteapps.com. Through
Noteapps.com students can type out their facts on
a post it note and place it on the class board.
After the conclusion over the lesson, we will have
a discussion about the sticky notes that were
posted and offer direction about which facts would
be best to transfer to the project.
Challenge: Students will play Pirate Life. The

objective of the game is to successfully complete
as many treasure chests as possible. Each
student will start out with various cards that could
contain blankets, cloak, medicine, weapons, tar
pine, sulfur, coffee, spices. They will have to
obtain all cards in order to make a complete set.
Since students will have different cards, they will
have to trade and barter with other students to
achieve what they need. There will be bonus
question opportunities throughout the game
where students can answer a question about the
days content. If they answer correctly, they will
earn a bonus card. There will also be times of
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hardship or challenges that pirates would

commonly face, and students will have to respond
to these hardships by giving in some of their
cards. After the time is up, we will see who made
the most treasure chests, and that person will earn
coins for winning the challenge.
ASSESSMENT
TIME: 30 minutes
(Performance Task) What will the

students DO to demonstrate that
they have mastered the content? Be
specific and include actual
assessment with unit materials.
Blackbeard Chatterpix
Students will use the app, Chatterpix, to make
Blackbeard come to life. Students will choose a
picture of Blackbeard and record their message.
After learning the content for the day and
generating notes through noteapp.com, students
will create dialogue for Blackbeard based on the
information they thought was most interesting. A
rubric will be used to assess students work.
Students projects will be uploaded to the camp
website.
Video diary #2
Topic of the day: Today you have finally met the
famous Blackbeard! How did you feel? What
surprised you? Were you intimidated?
As students finish, they can count their coins

earned for the day and participate in the Pirates
of the Carolinas board game.

YES OR NO
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Chatterpix pictures for students to choose from:
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ChatterPix Rubric:
Category
(4) Excellent
(3) Good
(2) Almost
(1) Not Yet
The ChatterPix
video is visually
pleasing and
appropriate.
The ChatterPix
video looks
okay and is
appropriate.
The ChatterPix
video looks,
cluttered, busy,
messy, or is
somewhat
inappropriate.
The ChatterPix
video is
cluttered,
messy,
confusing, and
inappropriate.
Information
about
Blackbeard is
shared with
confidence and
excitement.
The speaker is
easy to
understand.
Information
about
Blackbeard is
shared with
some
confidence and
excitement.
The speaker is
easy to
understand.
Information
about
Blackbeard is
shared but with
little confidence
or excitement.
The speaker is
sometimes
difficult to
understand.
Information
about
Blackbeard is
shared but with
no confidence
or excitement.
The speaker is
often difficult to
understand.
The ChatterPix
video has all of
the required
The ChatterPix
video has all of
the required
The ChatterPix
video is
missing some
The ChatterPix
video is missing
most of the
Attractiveness
Voice
ContentAccuracy
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information and
contains lots of
details.
information.
required
information or
contains 1 or 2
factual errors.
required
information and
contains
several factual
errors.
Pirate Life Cards
Blanket
Medicine
Cloak
Weapons
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Pine Tar
Coffee
Sulfur
Spices
LESSON #3
Blow the Man Down
LESSON OBJECTIVE
POINT TO PONDER
Students will gain an understanding of the final days of

Blackbeard by using information gained to make a frontpage newspaper article about Blackbeards death. After
considering information learned about Blackbeard,
students will conduct a classroom debate about the
morality of pirates.
Morality is in the eye of the beholder.
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Why are pirates portrayed as evil?

ESSENTIAL QUESTION
CONTENT
I.

A. Blackbeard vs. Alexander Spotswood
Final Battle/Death
1. Governor of Virginia
2. Planned capture of Blackbeard
a. Sent 2 small ships
b. Ships commanded by Robert Maynard of the Royal
Navy
3. Ships sent to Ocracoke, North Carolina
B. The Battle
1. Ships ambushed Blackbeard
2. Blackbeard thought he defeated Royal Navy ships
3. Blackbeard went on board to claim victory
a. Hidden Navy soldiers came out from inside the ship
b. Maynard and Navy attacked Blackbeard
C. Blackbeards Death
1. Maynard shot Blackbeard and killed him
2. His body was thrown into the sea
3. Decapitated head was suspended from Maynards
ship
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II. PRE-PLANNING
What will students

UNDERSTAND as a result of
this lesson? How does this
connect to the Essential
Question?
What will students be able to

DO as a result of this
lesson?
Students will demonstrate knowledge about Blackbeards

final battle, and how Blackbeard died. Students will know
the importance of Alexander Spotswood and his
involvement, along with the locations battle. Students will
discuss why pirates are perceived as evil beings.
Students will use the information gained from

learning about Blackbeards defeat to develop a
perspective for the debate
Students will need to take into account everything

theyve learned so far to determine their feelings on
the morality of being a pirate through video diary
technology.
III. PLANNING
HOOK
lesson.
BE CREATIVE.
TIME: 10 minutes
Blow the Man Down song playing as students walk in.

http://nurseryrhymescollections.com/lyrics/blow-the-mandown.html
Walk the plank game: A large wooden plank will be placed in
the middle of the room. Students will be asked to stand on the
plank. Questions below will be asked; if a student gets it wrong
they must jump off the plank. If they get it correct they can
return to safety and will be given a golden coin. This is a fun
activity to review the information learned about Blackbeard
thus far.
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1. What was Blackbeard's real name?
2. Blackbeard's teacher and hero was?
3. List four (4) weapons Blackbeard and other Pirates used.
4. Describe the flag flown over Blackbeard's ship.
5. Was Blackbeard's flag a typical Pirate flag, with skull and
crossbones?
6. Where was Blackbeard's Hideout?
7. What might Blackbeard's treasure contain, name at least two (2) and
where would be the most likely to find the treasure today?
INSTRUCTION
lesson. Be explicit about
ties to Points to Ponder,
Essential Question, and
Interactions here.
Include ALL support and
teaching materials with
your unit.
TIME: 45 minutes
Instruction: Teachers will create a Prezi

(https://prezi.com/gq_g1rsiindi/blow-the-man-down/?
utm_campaign=share&utm_medium=copy)
that discusses Blackbeards final battle and death. Students
will work in partners to go through this information and create a
front page, short newspaper article using the information. The
newspaper template is editable through Google Docs (link is
listed below).
Challenge: Debate: Are pirates inherently good or evil?

Primary Resources: http://libguides.ecu.edu/c.php?
g=17332&p=96824
Challenge students to think critically as they engage in
discussions about pirates as good or evil. Ask them to consider
the following: Do they experience more evil or good in people?
Is that evil or good a true representation of human nature?
What do their own experiences support? Were the pirates right
in stealing from the government?
Then, have students analyze one another's positions, break

down the question, and begin to discriminate. Each student
should take notes on a T-chart with the headings good and evil
at the top of the page. As group discussions ensue, have
students write ideas and facts that support each point of view
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under the appropriate heading.

Once the students have sufficient information filled out on the t
chart, ask them to choose a side. When students have decided
on their sides they must discuss their argument and
perspective with their group. Teachers will explain the rules of
a fair debate. When students are ready, each side will choose
a representative to present their perspective. Each side will
have the chance to speak 3 times with 2 minutes each time.
Students will be graded on a rubric. Teachers will discuss and
choose the winning side; the winning side of the argument earn
coins for their win.
ASSESSMENT
TIME: 15 minutes
(Performance Task)
DO to demonstrate that **The debate will also be considered their assessment, as well
they have mastered the as their daily challenge.**
content? Be specific and
include actual
materials.
Video diary #3
Topic of the day: Personal morality. How do you feel about your
actions as a pirate?
As students finish, they can count their coins earned for the
day and participate in the Pirates of the Carolinas board
game.

YES OR NO
Prezi presentation:
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https://prezi.com/gq_g1rsiindi/blow-the-man-down/?
utm_campaign=share&utm_medium=copy
Newspaper template:
https://docs.google.com/a/pamlicoschools.org/document/d/1fvuyJo1k3obhBdXUS1bXQOlLKdpwnEpuoT8JziuZsw/edit
Debate Rubric:
http://www.readwritethink.org/files/resources/lesson_images/lesson819/rubric2.pdf
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Debate T-Chart
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LESSON #4
Dead Man Tells No Tale
LESSON OBJECTIVE
Students will meet Christine Brin, an expert with the North

Carolina Maritime Museum. During her visit, students will
learn about Blackbeard as well as the artifacts that have
been unearthed during excavations.
POINT TO PONDER
Those who dont know history are destined to repeat it.

-Edmund Burke
ESSENTIAL QUESTION
What is the purpose of studying the past?
CONTENT
I.

A.
Excavation
1.
Discovered in 1995; excavation began in 1997
2.
Found in Beaufort inlet
B.
Discovered artifacts
1.
By 2007, of wreck was fully excavated
2.
Over 1600 artifacts have been found so far
3.
First artifact was a bell from the ship
a.
Made of bronze
Queen Annes Revenge Excavation
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b.
1705 was inscribed on artifact
c.
Gave archaeologists a date when Blackbeard existed
4.
Most recent artifacts were cannons found in 2013
II. PRE-PLANNING
What will students

this connect to the Essential
Question?

lesson?
Students will learn about the excavation of the QAR.

Important artifacts and their uses will be discussed.
Students will also understand the importance of
underwater archaeology and simulate what it would be like
to unearth artifacts themselves. Students will also develop
an understanding about why recovering history is important
and how it affects our society.
Students will identify and discuss artifacts that

pirates used and their importance
Students will discuss what necessary tools are

needed aboard a pirate ship using video diary
technology
III. PLANNING
TIME: 10 minutes
HOOK
lesson.
Students will be given pirate excavation kits. The pirate kit will
come as a hard casing of sand around pirate treasure. Students
will be given tools and will have to excavate the hidden treasure.
Doing this activity will show students how scientists dig up and
clean historical objects.
BE CREATIVE.
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INSTRUCTION
lesson. Be explicit about
ties to Points to Ponder,
Essential Question, and
Interactions here. Include
ALL support and
teaching materials with
your unit.
TIME: 45 minutes
Students will watch this video about the Queen Annes Revenge
excavation to gain an understanding of excavating a pirate ship.
(8:00):
https://www.youtube.com/watch?v=RJfU_bplRJU
1. Where did Blackbeard operate his ships?

2. When he reached the height of his career, how many
ships did he have?
3. What are some of the artifacts that were found?
4. When was the wreck discovered?
5. What is the problem with the wreck?
6. How does the magnetic map help scientists?
Introduce expert: Christine Brin works at the NC Maritime

Museum in Beaufort, NC. She will talk to the students about
what it was really like to be a pirate. She reveals truths about
common pirate myths and explains what pirates really went
through. Brin will bring a travelling trunk and discuss artifacts
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with the students about what they think it is and what it was
used for. She then discusses the actual purpose for each
artifact.
As students finish, they can count their coins earned for the day
and participate in the Pirates of the Carolinas board game.
This will be the final day for the board game. Once students
have had a chance to participate, we will determine each
students net worth. Students will be rewarded coins depending
on how many ships and conquered land they earned throughout
the week. These amounts will be determined based on the
worth of each. The student with the highest coin value will be
awarded the title of Captain of the Carolinas, and will be
rewarded with a prize worthy of a pirate! (hat, model ship)
ASSESSMENT
TIME: 15 minutes
(Performance Task)
DO to demonstrate that
they have mastered the
content? Be specific and
include actual
materials.
Video diary #4
Topic of the day: What tools are needed on a pirate ship?
All video diaries will be strung together and uploaded to the
camp website.

YES OR NO

Recording sheet to use with Christine Brin:

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Blackbeards Queen Annes Revenge

What is it?
Name:
Date:
Class:
After artifacts are recovered from the site of Queen Annes Revenge the
artifacts are cleaned and prepared to be put on display at the North Carolina
Maritime Museum in Beaufort.
Before displaying the artifacts archeologists and historians must first study
the artifact and try to figure out what the item is and what it was used for.
DIRECTIONS: As a group or on your own look at each of the items supplied
and see if you can identify what they are and what they were used for.
Artifact #1:
Describe the artifact (size, color, weight, etc.)
What do you think this artifact is?
What do you think it was used for?
Artifact #2:
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Artifact #3:
Artifact #4:
Artifact #5:
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Page 58 of 58

Anderson Schler AIG Unit Template 2015

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Anderson Schler AIG Unit Template 2015

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Buccaneers, Beware!

A Day in the Life of Blackbeard and his Brigade

All Hands on Deck

How do opposing standpoints on history mold moral understanding?

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

QAR Online. (2014). A treasure trove of artifacts. Retrieved from

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

CONNECTION TO THE THEME

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

Photo Scavenger Hunt

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

Blackbeards Early Years/Pirate Apprenticeship

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

Queen Annes Revenge Excavation

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

I. DEFINE OBJECTIVES AND CONTENT

Students will discover facts about Blackbeard by interacting

The higher you move up in your career, the happier you

How does career hierarchy affect self worth?

Outline the content you will

Most likely British

Born before 1690

Real name: Edward Teach

Blackbeards Early Years/Pirate Apprenticeship

a. Last name unknown. Last name also known as Thatch,

Hired as an English privateer during 1702-1714

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

Occurred during Queen Annes War

Allowed to keep stolen goods per Queen Anne

Out of a job when the war ended in 1714

Joined Caribbean pirates in 1716

Met Benjamin Hornigold-captain

Became his mentor

Eventually became Hornigolds right hand man

Under the Reign of Blackbeard

300-400 total men

150 men living on any given ship

a. Captains, mariner officers, skilled craftsmen, seamen,

Most important job was the navigator

Monthly pay ranged from 5 livres to 100 livres

Cabin boys received the least

The captain garnered the most pay

What will students

Students will understand the history of Blackbeard as they

Buccaneers, Beware! A Day in the Life of Blackbeard and his Brigade

during the week. Understanding the career hierarchy will be

Students will be able to navigate using a scavenger

Students will discuss struggles of climbing the pirate

Teachers will be dressed as pirates and will pretend to

Pirate decorations will be around the room and Yo Ho

As students enter the room, they will be recruited as

Teachers and students will introduce themselves.

After the introductions, students will be asked questions