Tryals of Major Stede Bonnet and Other Pirates
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Blackbeardblackbeard Dominoesdominoes Starterstarter
BlackbeardBlackbeard DominoesDOMINOES StarterStarter BEFORE READING Activity pages 18–19 1 a treasure READING CHECK b ship b F (He tells him ‘You can be one of my crew’.) c pirate c T Key d pistol d F (The Spanish crew fight well.) e governor e F (Blackbeard puts the Spanish on a small island.) f sword f T Activity Key 2 a pirate g F (Blackbeard’s pirates cannot go into Charleston because b ships they will be captured and killed there.) c governor…governor WORD WORK d sword…pistol b fever e treasure c doctor 3 Open answers. d medicine e firing Activity pages 6–7 f small READING CHECK g jump b Hornigold h sword c Hornigold i pistol d Teach…Hornigold GUESS WHAT e the Mary Anne’s lookout Encourage students to guess but do not tell them the answers f Teach now. They will find out as they read that the answers are: g Teach…the French captain a and d h Louis Arot…Teach WORD WORK Activity pages 24–25 1 b ship READING CHECK c cabin b Charleston d gold c Governor of South Carolina e gun d medicine f pirate e Charleston 2 b war f Three days c starboard g happy d crew h go home e fight i North f aboard j King George g attack h captures WORD WORK GUESS WHAT b surrender c chest Encourage students to guess but do not tell them the answers d abandoned now. They will find out as they read that the answers are: e sugar a 1,2 f sending b 1,3 g pardon c 1,3 h letter d 2,3 GUESS WHAT Activity pages 12–13 Encourage students to guess but do not tell them the answers now. -
Table of Contents
Table of Contents Welcome from the Dais ……………………………………………………………………… 1 Introduction …………………………………………………………………………………… 2 Background Information ……………………………………………………………………… 3 The Golden Age of Piracy ……………………………………………………………… 3 A Pirate’s Life for Me …………………………………………………………………… 4 The True Pirates ………………………………………………………………………… 4 Pirate Values …………………………………………………………………………… 5 A History of Nassau ……………………………………………………………………… 5 Woodes Rogers ………………………………………………………………………… 8 Outline of Topics ……………………………………………………………………………… 9 Topic One: Fortification of Nassau …………………………………………………… 9 Topic Two: Expulsion of the British Threat …………………………………………… 9 Topic Three: Ensuring the Future of Piracy in the Caribbean ………………………… 10 Character Guides …………………………………………………………………………… 11 Committee Mechanics ……………………………………………………………………… 16 Bibliography ………………………………………………………………………………… 18 1 Welcome from the Dais Dear delegates, My name is Elizabeth Bobbitt, and it is my pleasure to be serving as your director for The Republic of Pirates committee. In this committee, we will be looking at the Golden Age of Piracy, a period of history that has captured the imaginations of writers and filmmakers for decades. People have long been enthralled by the swashbuckling tales of pirates, their fame multiplied by famous books and movies such as Treasure Island, Pirates of the Caribbean, and Peter Pan. But more often than not, these portrayals have been misrepresentations, leading to a multitude of inaccuracies regarding pirates and their lifestyle. This committee seeks to change this. In the late 1710s, nearly all pirates in the Caribbean operated out of the town of Nassau, on the Bahamian island of New Providence. From there, they ravaged shipping lanes and terrorized the Caribbean’s law-abiding citizens, striking fear even into the hearts of the world’s most powerful empires. Eventually, the British had enough, and sent a man to rectify the situation — Woodes Rogers. In just a short while, Rogers was able to oust most of the pirates from Nassau, converting it back into a lawful British colony. -
Media Piracy in Emerging Economies
MEDIA PIRACY IN EMERGING ECONOMIES Edited by Joe Karaganis Media Piracy in Emerging Economies can be found online at http://piracy.ssrc.org. © 2011 Social Science Research Council All rights reserved. Published by the Social Science Research Council Printed in the United States of America References to Internet websites (URLs) were accurate at the time of writing. Neither the author nor the Social Science Research Council is responsible for URLs that may have expired or changed since the manuscript was prepared. Designed by Rosten Woo Maps by Mark Swindle Cover photo: AFP/Getty Images Library of Congress Cataloging-in-Publication Data Media Piracy in Emerging Economies ISBN 978-0-98412574-6 1.Information society—Social aspects. 2.Intellectual Property. 3.International business enterprises—Political activity. 4.Blackmarket. I. Social Science Research Council SOCIAL SCIENCE RESEARCH COUNCIL • MEDIA PIRACY IN EMERGING ECONOMIES SOCIAL SCIENCE RESEARCH COUNCIL • MEDIA PIRACY IN EMERGING ECONOMIES Media Piracy in Emerging Economies is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. To view a copy of this license, visit http://creativecommons. org/licenses/by-nc-sa/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. SOCIAL SCIENCE RESEARCH COUNCIL • MEDIA PIRACY IN EMERGING ECONOMIES SOCIAL SCIENCE RESEARCH COUNCIL • MEDIA PIRACY IN EMERGING ECONOMIES Partnering Organizations The Social Science Research Council New York, NY, USA The Overmundo Institute Rio de Janeiro, Brazil The Center for Technology and Society Getulio Vargas Foundation Rio de Janeiro, Brazil Sarai The Centre for the Study of Developing Societies Delhi, India The Alternative Law Forum Bangalore, India The Association for Progressive Communications Johannesburg, South Africa The Centre for Independent Social Research St. -
Colonial Office
PU1LIC il",;·-;.'H> O' .L';E L0l1(lo11, En;' II C,l,);r\L ")F'I...;-;;: Am-.~~c'1: ,f St::1tc; 1. 117"), 1'- i\")riL, rli' ...'1,11. Lor d Dnr-rrou Lb ::0 j n"I' '. ':!'Cc') 1J). kilJ l mcn t i.on of Col.• 1;lC1.c'·\n I.:; pr oj c r l: '11 r-ti z;' L; n r erj i ncn t nmon; SC'Jti'3h irnrd,~r'l.,t·, in llo r t h C'1.r~fO.n"l "I_~' L775, 3 rh~'t 4hit(lh',ll.. Dnr t mout h to (Jt~" (c oy), r i c f l~-t;tr.r rer;ardinr. Lo y-i i i o t IC01.i.n; ill t h : IIJ"1("~ o t l Lcmo n t c ;!' 80· tel. (-3 ). 177S, '(~hY, Boston. G" ~c to Dar t moubl, l-j_,," ;c 1.1 ont 0.1 Co]. J'i "1C 1oan '::;1H' 0 j C ct. 80, I 3. I- :L 1775, 12 June, Boston. GLlCC to Dnr t raou Ll; , 31'i':!f "("ire ic o to Hnc10an. ~ O· 11-. \ - i ') . 1775, 2l~ July. Boo t on . GLlGC to Dar bmou tn . Gov o r-nor r: r t i.n and loyalist feel inG in North carol,i~O. Is: I - =:L ,- NNI ln t i () . 1775, "lG Hay, Bcr-u . l r n to GaGe (ropy). Situ,'3tion in Nor t h Ca r o'l i ria [e ncl.os od Vii I:h n')o,'r J. -
The Queen's Report Update from the Queen Anne's Revenge Shipwreck Project Volume 1, Number 1, February 2001
The Queen's Report Update from the Queen Anne's Revenge Shipwreck Project Volume 1, Number 1, February 2001 Exploring Blackbeard's Cannon - Cannon C-4 measures five feet, six inches long, weighs 763 pounds, and is the third of five recovered so far from the wreck of Queen Anne's Revenge (QAR) It came up on October 12, 1998 with a four-pound cast iron shot ball stuck in its throat. Divers brought it up early because it was a different size from the others, and had interesting elements attached to it. From some angles, it appeared to be a big lizard with a funny looking rod and ring sticking out of one end. The four-pound shot was sandwiched in the bore between two wads of cordage, a typical practice for early 18th century ships' cannon. Cordage consisted of heavy towing rope, lines, or fiber from a ship's rigging. The outer wad held the shot in place while the ship was at sea, and the inner wad was used to create a seal between gunpowder charge and shot. Project Conservator Wayne Lusardi, found stitched paper powder cartridge in the bore. In short, C-4 was armed and ready to fire when the ship went down. Kim Eslinger is a QAR intern and a graduate student in Maritime Studies at East Carolina University. Her task is to remove artifacts that may be in the "interesting elements", or concretion, a heavy layer of debris, mostly sand and shells, bonded by a lengthy rusting process. Careful separation of its contents has so far yielded a tiny gold-plated silver spangle, glass fragments, pig bones, nails, and musket parts. -
Are We a Bunch of Robin Hoods?” Filesharing As a Folk Tradition of Resistance Benjamin Staple
Document generated on 09/27/2021 8:47 a.m. Ethnologies “Are We a Bunch of Robin Hoods?” Filesharing as a Folk Tradition of Resistance Benjamin Staple Crime and Folklore Article abstract Crime et folklore On the edge of the digital frontier, far from the oceans of their maritime Volume 41, Number 1, 2019 namesakes, pirate communities flourish. Called outlaws and thieves, these file-sharers practice a vernacular tradition of digital piracy in the face of URI: https://id.erudit.org/iderudit/1069852ar overwhelming state power. Based on ethnographic fieldwork conducted with DOI: https://doi.org/10.7202/1069852ar Warez Scene cracking groups and the Kickass Torrents community, this article locates piracy discourse as a site of contested identity. For file-sharers who embrace it, the pirate identity is a discursively-constructed composite that See table of contents enables users to draw upon (and create) outlaw folk hero traditions to express themselves and affect small-scale change in the world around them. This article argues that pirate culture is more nuanced than popularly depicted and Publisher(s) that, through traditional practice, piracy is a vernacular performance of resistance. Association Canadienne d’Ethnologie et de Folklore ISSN 1481-5974 (print) 1708-0401 (digital) Explore this journal Cite this article Staple, B. (2019). “Are We a Bunch of Robin Hoods?”: Filesharing as a Folk Tradition of Resistance. Ethnologies, 41(1), 197–224. https://doi.org/10.7202/1069852ar Tous droits réservés © Ethnologies, Université Laval, 2020 This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. -
Blackbeard: a Fierce Pirate Sopris West Six Minute Solutions #313
Curriculum-Based Measurement: Maze Passage: Examiner Copy Student/Classroom: _____________________ Examiner: ____________ Assessment Date: _______ Blackbeard: A Fierce Pirate Sopris West Six Minute Solutions #313 Blackbeard was one of the most hated pirates of all time. He became a pirate around 1713. He (is) thought to have come from England. (His) real name was Edward Teach. He (had) a long, black beard that covered (most) of his face. He braided his (long), black beard and tied the braids (with) hemp. He also put hemp in (his) hair. Then he would light the (hemp) during battles. Blackbeard looked like his (face) was circled with fire. Many people (were) afraid of Blackbeard. When they saw (him) coming, they would give him what (he) wanted. Then Blackbeard would let them (sail) away. If people tried to fight (Blackbeard), he would kill them. Even Blackbeard's (own) men were afraid of him. Blackbeard (spent) a lot of time off the (coast) of Virginia and the Carolinas in 1717 (and) 1718. His ship was called Queen Anne's (Revenge). Blackbeard stole ships and held people (for) ransom. One day his ship ran (aground) near Cape Fear. The governor of (North) Carolina pardoned Blackbeard. But Blackbeard would (not) stop his pirate ways. Blackbeard had (captured) more than 40 ships as a pirate. (He) had caused the death of hundreds (of) people. Finally, the governor sent a (ship) to arrest Blackbeard. Ther was a (huge), bloody battle. Blackbeard put up a (big) fight but was killed. He died (with) 5 bullets and more than 20 stab wounds (in) his body. -
The Pirates' Who's Who, by Philip Gosse 1
The Pirates' Who's Who, by Philip Gosse 1 The Pirates' Who's Who, by Philip Gosse The Project Gutenberg EBook of The Pirates' Who's Who, by Philip Gosse This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: The Pirates' Who's Who Giving Particulars Of The Lives and Deaths Of The Pirates And Buccaneers Author: Philip Gosse Release Date: October 17, 2006 [EBook #19564] Language: English Character set encoding: ISO-8859-1 *** START OF THIS PROJECT GUTENBERG EBOOK THE PIRATES' WHO'S WHO *** Produced by Suzanne Shell, Christine D. and the Online Distributed Proofreading Team at http://www.pgdp.net Transcriber's note. Many of the names in this book (even outside quoted passages) are inconsistently spelt. I have chosen to retain the original spelling treating these as author error rather than typographical carelessness. THE PIRATES' The Pirates' Who's Who, by Philip Gosse 2 WHO'S WHO Giving Particulars of the Lives & Deaths of the Pirates & Buccaneers BY PHILIP GOSSE ILLUSTRATED BURT FRANKLIN: RESEARCH & SOURCE WORKS SERIES 119 Essays in History, Economics & Social Science 51 BURT FRANKLIN NEW YORK Published by BURT FRANKLIN 235 East 44th St., New York 10017 Originally Published: 1924 Printed in the U.S.A. Library of Congress Catalog Card No.: 68-56594 Burt Franklin: Research & Source Works Series 119 Essays in History, Economics & Social Science -
Personnages Marins Historiques Importants
PERSONNAGES MARINS HISTORIQUES IMPORTANTS Années Pays Nom Vie Commentaires d'activité d'origine Nicholas Alvel Début 1603 Angleterre Actif dans la mer Ionienne. XVIIe siècle Pedro Menéndez de 1519-1574 1565 Espagne Amiral espagnol et chasseur de pirates, de Avilés est connu Avilés pour la destruction de l'établissement français de Fort Caroline en 1565. Samuel Axe Début 1629-1645 Angleterre Corsaire anglais au service des Hollandais, Axe a servi les XVIIe siècle Anglais pendant la révolte des gueux contre les Habsbourgs. Sir Andrew Barton 1466-1511 Jusqu'en Écosse Bien que servant sous une lettre de marque écossaise, il est 1511 souvent considéré comme un pirate par les Anglais et les Portugais. Abraham Blauvelt Mort en 1663 1640-1663 Pays-Bas Un des derniers corsaires hollandais du milieu du XVIIe siècle, Blauvelt a cartographié une grande partie de l'Amérique du Sud. Nathaniel Butler Né en 1578 1639 Angleterre Malgré une infructueuse carrière de corsaire, Butler devint gouverneur colonial des Bermudes. Jan de Bouff Début 1602 Pays-Bas Corsaire dunkerquois au service des Habsbourgs durant la XVIIe siècle révolte des gueux. John Callis (Calles) 1558-1587? 1574-1587 Angleterre Pirate gallois actif la long des côtes Sud du Pays de Galles. Hendrik (Enrique) 1581-1643 1600, Pays-Bas Corsaire qui combattit les Habsbourgs durant la révolte des Brower 1643 gueux, il captura la ville de Castro au Chili et l'a conserva pendant deux mois[3]. Thomas Cavendish 1560-1592 1587-1592 Angleterre Pirate ayant attaqué de nombreuses villes et navires espagnols du Nouveau Monde[4],[5],[6],[7],[8]. -
The Golden Age of Piracy Slideshow
Golden Age of Piracy Golden Age of Piracy Buccaneering Age: 1650s - 1714 Buccaneers were early Privateers up to the end of the War of Spanish Succession Bases: Jamaica and Tortuga – Morgan, Kidd, Dampier THE GOLDEN AGE: 1715 to 1725 Leftovers from the war with no employment The age of history’s most famous pirates What makes it a Golden Age? 1. A time when democratic rebels thieves assumed sea power (through denial of the sea) over the four largest naval powers in the world - Britain, France, Spain, Netherlands 2. A true democracy • The only pure democracy in the Western World at the time • Captains are elected at a council of war • All had equal representation • Some ships went through 13 capts in 2 yrs • Capt had authority only in time of battle • Crews voted on where the ship went and what it did • Crews shared profit equally • Real social & political revolutionaries Pirate or Privateer? •Privateers were licensed by a government in times of war to attack and enemy’s commercial shipping – the license was called a Letter of Marque •The crew/owner kept a portion of what they captured, the government also got a share •Best way to make war at sea with a limited naval force •With a Letter of Marque you couldn’t be hanged as a pirate Letter of Marque for William Dampier in the St. George October 13, 1702 The National Archives of the UK http://www.nationalarchives.gov.uk/pathways/blackhisto ry/journeys/voyage_html/docs/marque_stgeorge.htm (Transcript in Slide 57) The end of the War of Spanish Succession = the end of Privateering • Since 1701 -
Literature of the Low Countries
Literature of the Low Countries A Short History of Dutch Literature in the Netherlands and Belgium Reinder P. Meijer bron Reinder P. Meijer, Literature of the Low Countries. A short history of Dutch literature in the Netherlands and Belgium. Martinus Nijhoff, The Hague / Boston 1978 Zie voor verantwoording: http://www.dbnl.org/tekst/meij019lite01_01/colofon.htm © 2006 dbnl / erven Reinder P. Meijer ii For Edith Reinder P. Meijer, Literature of the Low Countries vii Preface In any definition of terms, Dutch literature must be taken to mean all literature written in Dutch, thus excluding literature in Frisian, even though Friesland is part of the Kingdom of the Netherlands, in the same way as literature in Welsh would be excluded from a history of English literature. Similarly, literature in Afrikaans (South African Dutch) falls outside the scope of this book, as Afrikaans from the moment of its birth out of seventeenth-century Dutch grew up independently and must be regarded as a language in its own right. Dutch literature, then, is the literature written in Dutch as spoken in the Kingdom of the Netherlands and the so-called Flemish part of the Kingdom of Belgium, that is the area north of the linguistic frontier which runs east-west through Belgium passing slightly south of Brussels. For the modern period this definition is clear anough, but for former times it needs some explanation. What do we mean, for example, when we use the term ‘Dutch’ for the medieval period? In the Middle Ages there was no standard Dutch language, and when the term ‘Dutch’ is used in a medieval context it is a kind of collective word indicating a number of different but closely related Frankish dialects. -
Pirates of the Carolinas!
Pirates of the Carolinas! Standards Addressed: Social Studies 3-2.6: Summarize the contributions of settlers in South Carolina under the Lords Proprietors and the Royal Colonial government, including the English from Barbados and other groups who made up the diverse population of early South Carolina English Language Arts 3-1.7: Create responses to literary texts through a variety of methods such as writing, creative dramatics, and the visual and performing arts. Performing and Visual Arts II-Acting: Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes. Objective: 1. Students will create a newspaper article that summarizes the story of either Stede Bonnet or Blackbeard, and their interaction with the city of Charleston. Materials: • “Stede Bonnet, The ‘Gentleman’ Pirate: A Play on the High Seas” • “Blackbeard: The life of a Pirate” • “Pirate ‘Arrgh!-ticle’” • “Pirate Vocabulary Extension Activity” • “Pirate Vocabulary” • The South Carolina Adventure: Problems with Pirates, pages 92-93. Procedures: 1. Begin the lesson by having a short class discussion on pirates. Using a K-W-L chart, ask the students to tell what they know about pirates; record their answers on the chart. 2. Have students read the handout “Stede Bonnet, The ‘Gentleman’ Pirate: A Play on the High Seas” as a class. Assign each of the students a part to read. Do the same with the play “Blackbeard: The Life of a Pirate.” 3. Have students create a newspaper article or story, using the “Pirate ‘Arrgh!-ticle’” form, that tells the story of either Stede Bonnet or Blackbeard and what he did in Charleston.