Virtual QAR activities
From WolfWikis
These instructional sketches were developed by students in ECI 525, Contemporary Approaches in Teaching of Social Studies Fall 2008. The articles linked below are presented using a common Virual QAR pedagogical framework.
Survey Dog Scavenger Hunt - Tammy Young
Blackbeard in our town? - Sarah Lindsey
Virtual blockade - Nick Miller
Preparing for the voyage - Meghan Petrie (incomplete)
Following the paper trail - Rebecca Gwynne
Diver Down: Searching for the QAR - Adam Faulkner
Bobby Mack
Pedagogical research on Virtual Queen Anne’s Revenge
1. Historical background or context of the activities
When Blackbeard returned to the coast after looting the seas he often returned with precious goods from exotic regions of the world. These goods included silks, gold, diamonds, jewelry, rum, wine and gunpowder. On the coast of North Carolina these goods could be traded and sold at very high values. People living in a coastal city were fortunate enough to get a glimpse of Blackbeard’s treasure and bargain with him to acquire some of these treasures.
2. Related North Carolina standard Course of Study objectives
Students can identify what regions produced the goods that Blackbeard returned with and the market value of these goods.
Assess Blackbeard’s relationship with the coastal communities. Develop a comprehension of how port cities operate and their geographical significance.
3. Specific learning objectives for students related to your instructional plans
Analyze the relationship between pirates and the coastal communities and how commerce benefited both citizens living in the communities and Blackbeard’s crew.
Relate the bargaining of pirate times to the markets in today’s world where negotiating takes place. What are the similarities and differences?
Predict what items and goods fluctuate in value in current economic markets
Label and locate Bath, North Carolina along with other major east coast port cities on a map.
4. Prior knowledge expected of students when beginning the activities
Students should have some basic background information on pirating in general. The lesson will include in depth information on Blackbeard and his significance to North Carolina. The students should also have some basic knowledge of trade and bartering. This lesson is designed for an eleventh grade United States History course and the knowledge that students gained from their ninth grade civic and economics course will be adequate for the economic aspect of the assignment. Students participating in this activity will also need a basic understanding of maps and how to locate places of significance.
5. A brief overview of the activities
Students will do some historical research in order to determine what the market values of goods were during Blackbeard’s era. These goods will include gold, diamonds, gun powder, rum, and spices. The class will be divided into five groups and each group will have to research their precious item to determine its value in American during the early 1700s. After each group agrees upon a monetary value for their item they will enter the Virtual Queen Anne’s Revenge World and bargain and trade items with other member of the class and virtual world members. The students will also need to be familiar with navigating the virtual world and the coastal region of Bath, North Carolina.
6. A description of any adaptations or changes that would need to be made to the existing QAR online world
Interaction among virtual world members would need to be more advanced and the exchange of goods and money would need revised. Also creating an auction type system for the virtual world would be pertinent to the era and this assignment.
7. A detailed description of the activities students would complete in the project
Write a research paper on the origin, background, and significance of chosen item to be traded in the Virtual Queen Anne’s Revenge World.
Navigate the Virtual Queen Anne’s Revenge World and trade items based on values with other classmates.
8. A description of the teacher’s role in the activities
The teacher would introduce the topic to the students; this would mainly be an overview of Blackbeard and his significance to North Carolina. After the initial introduction to Blackbeard is complete students will be placed in groups to research where their particular item originated from and its value in the coastal communities and colonies in general. The teacher will provide the students with some resources and guidance when they begin their historical research. Most students will not be familiar with Second Life or the Virtual Queen Anne’s Revenge World so the teacher will need to walk the students through how to navigate the online world.
9. A plan for assessing students’ learning
Most of the academic work will take place during the student research. Students will be assessed on how timely and efficient they work as a group. The majority of their grade will come from a research paper written on the origin, background and significance of their item that can be traded in the Queen Anne’s Virtual World.