the debate, as they will need to understand the present their sailor/slave other group’s experience. experience. You could begin by asking, would you (as The questions should help to “what a sailor/slave) have feared on the journey?”. begin and continue the Encourage the students to consider that activity, and can be used as conditions were poor for both groups. prompts if discussion dries up. Additional: You introduce the roles of the Captain By the end, students should and/or slave guardians. This would allow the appreciate the complex students to further appreciate the complexities nature of slave ship society of life on board a slave ship. and the experience of both sailors and slaves on-board. Plenary 10 minutes – Game’ This activity is ‘Diamond designed to Students will remain in their Slaves/Sailors groups and consolidate the compete to be the first team to successfully cross the information that board. students have learnt during the lesson. It Each diamond requires a student to correctly answer the is intended to be fun question associated with it. If they are correct, the team and to use can choose another connecting diamond and attempt competition to another question. encourage all members of the class Example of the to take part. The questions are designed to cover all the elements of the lesson (source use, interpretation, discussion) and each group will be required to answer questions concerning Example questions: the side’ of the ‘other debate, thus they Who was Alexander Falconbridge? need to have paid What were the sailors afraid of? attention to both What weather conditions did the ships face? sides during the How long did the journey take? previous exercise. How much space did each slave have to live in? How healthy were those on board? The questions could What were the slaves afraid of? easily be adapted to Name a way in which people on board could die. cover previous areas Who was on board a ship during the Middle of study, such as Passage? West African culture,
the debate, as they will need to understand the other group’s experience. You could begin by asking, “what would you (as a sailor/slave) have feared on the journey?”. Encourage the students to consider that conditions were poor for both groups. Additional: You introduce the roles of the Captain and/or slave guardians. This would allow the students to further appreciate the complexities of life on board a slave ship. present their sailor/slave experience. The questions should help to begin and continue the activity, and can be used as prompts if discussion dries up. By the end, students should appreciate the complex nature of slave ship society and the experience of both sailors and slaves on-board. Plenary – 10 minutes ‘Diamond Game’ Students will remain in their Slaves/Sailors groups and compete to be the first team to successfully cross the board. Each diamond requires a student to correctly answer the question associated with it. If they are correct, the team can choose another connecting diamond and attempt another question. Example of the Example questions: Who was Alexander Falconbridge? What were the sailors afraid of? What weather conditions did the ships face? How long did the journey take? How much space did each slave have to live in? How healthy were those on board? What were the slaves afraid of? Name a way in which people on board could die. Who was on board a ship during the Middle Passage? This activity is designed to consolidate the information that students have learnt during the lesson. It is intended to be fun and to use competition to encourage all members of the class to take part. The questions are designed to cover all the elements of the lesson (source use, interpretation, discussion) and each group will be required to answer questions concerning the ‘other side’ of the debate, thus they need to have paid attention to both sides during the previous exercise. The questions could easily be adapted to cover previous areas of study, such as West African culture,