Let's face it - pirates are cool and fun! With recent popular culture, though, it gets harder to separate the fact from the fiction. In this DBQ young teens are challenged to read primary sources and draw their own conclusions about what a pirate (or privateer!) may have faced in their life, compared to the everyday colonial-era person.
We explore the definitions of pirate, privateer and buccaneer, where they hung out, and why the life - although dangerous! - was lucrative and free.
(I noticed there were other ship's articles available in Teachers Pay Teachers, so I used a different one - the code described by Oexmelin in 1678.)
There are a few multiple choice questions with an answer key. The short essay questions' answer key gives suggestions for grading depending on how you choose to weight citations versus writing style.
This is in Word format, so you can easily add whatever pictures you like!
NCSS Standards supported:
II. Time, Continuity, & Change. c. compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past; d. identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others;
e. demonstrate an understanding that people in different times and places view the world differently; .
III. People, Places, & Environments. a. construct and use mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape.
IV. Individual Development & Identity. e. identify and describe ways family, groups, and community influence the individual’s daily life and personal choices.
V. Individuals, Groups, & Institutions. c. identify examples of institutions and describe the interactions of people with institutions.
VII. Production, Distribution, & Consumption. d. give examples of the various institutions that make up economic systems such as families, workers, banks, labor unions, government agencies, small businesses, and large corporations; e. describe how we depend upon workers with specialized jobs and the ways in which they contribute to the productions and exchange of goods and services.
IX. Global Connections. b. give examples of conflict, cooperation, and interdependence among individuals, groups, and nations; e. examine the relationships and tensions between personal wants and needs and various global concerns, such as use of imported oil, land use, and environmental protection.