Skills development in the study of history

Skills development in the study of history The Atlantic slave trade exemplar Analysing and applying The approaches contained within these materials are for exemplification purposes only. Practitioners should adapt these to suit the needs of their learners. Practitioners should refer to SQA documentation at all times. Practitioners are encouraged to share good practice by contacting Education Scotland through customer services.

The Atlantic slave trade exemplar National 3 – Higher • This exemplar should be read in conjunction with Section 1: Introductory advice and guidance. • These examples are adaptable and will help to stimulate further development of approaches to learning and teaching. • None of the presentations included in this support are designed to be used with learners in their current form. The presentations provide advice, guidance and exemplars for practitioners to reflect on in their own planning for learning and teaching, and if used should be adapted to suit the learners and setting.

The Atlantic slave trade exemplar National 3 – Higher • Practitioners should always refer to the relevant SQA documentation when creating materials so as to include material for all relevant skills and knowledge. • As the approaches are transferable across the study of any historical unit due to the focus on the pathways to develop skills, this could be an opportunity for practitioners to share their skills with other practitioners in the delivery of history by leading CPD sessions for colleagues. • Practitioners could also use this opportunity to share and develop skills in interdisciplinary and intersector contexts, eg through Glow Meets etc.

Recording information • There are a number of traditional ways to record the information, such as jotters, diary entries, posters, postcards, collages etc. • Where possible ICT can support the recording of information for most of the following activities in a number of new, interesting and exciting ways: • Blogs – Glowblogs offer an excellent way to record information. The learners could take turns updating the blog with information or they could each run their own blog. Wordpress may be an option for those without access to Glow. • Podcasts – Podcasts provide learners with a platform that can reach thousands. They can aid the development of literacy skills and provide feedback from people outwith the school environment. Audacity is an excellent piece of software for this purpose.

Recording information • Emodo profile – This secure social networking site for practitioners and learners offers a familiar-looking site for learners to update. Practitioners could ask learners to pretend to be someone highlighting the journey of a slave over a period of weeks. • Emails – Collaborating with another school, learners can exchange emails with details about the information they have learned. Different schools could research the story of different slaves and exchange their results at the end of every week, including interesting facts or stories about the slave’s journey etc. • Powerpoint, Prezi and smartboard presentations – Learners will be familiar with PowerPoint. Creating their own requires planning and an understanding of the sequence of their information.

Recording information Twitter – Practitioners may wish to explore the idea of learners writing in the style of a tweet. Twitter’s 140-character limit presents a challenge for learners. It is a good method for summarising learning. Practitioners should exercise professional judgement prior to engaging with any social media platform. Video – Learners can film themselves role-playing a scene, as news reporters, characters from the period of study, modern historians evaluating the past etc. Talking heads – Learners can record themselves acting as the talking head of a character, answering questions about the period they lived in. Infographics – Infographics are also worth exploring. Piktochart is one of many online web applications that allows learners to create infographics easily.

Recording information Video games – There are now many games that offer a level of creativity in exploring new ways to record information. Little Big Planet provides creative opportunities for interactive information presentation, and some excellent examples can be found on video-sharing websites. Minecraft – This is another creative platform for learners to use to interact with history. It has been used by practitioners to build medieval villages (after lesson planning) and could be used to build plantations, a slave galley, recreations of the buildings the tobacco lords built and other scenes from the period. Photographs – Digital cameras have made it easy to quickly take photos, and they offer a great opportunity for recording evidence in the classroom (and outside).

List of activities • Group or pair discussion • Fish diagram • Discussion questions with a report • Collage • Conversion • Perfect answer • Filling in the gaps • Paraphrasing • Summarising • Thinking skills grid • Skimming • Scanning • Sequencing • Odd one out • Exchanging viewpoints • Jigsaw

Group or pair discussion:stimulus questions Overview This activity encourages learners to think about questions that may lead to a particular answer and share them with their peers. It has the potential to challenge learners, who may think creatively about possible alternative questions, and encourages thinking about different interpretations and understandings within the support of a peer group. Skills Remembering Understanding Applying

Group or pair discussion:stimulus questions • How it works • Learners are given high-level open questions. • Learners are encouraged to think of as many answers as possible. • Learners then share their answers with their peers. • Learners can discuss, with their peers, the answers they have come up with and justify how they arrived at a particular answer.

Group or pair discussion:stimulus questions eg Questions Do you think racism increased or decreased with the widespread use of slavery? What were the humanitarian concerns over slavery? Why was widespread support for abolition of slavery slow in materialising? To what extent did religion play a part in the development of the slave trade? How did the trade affect Africa as a continent?

Group or pair discussion:stimulus questions Recording information If practitioners maintain a Twitter account for learning and teaching purposes, they may wish to tweet learner responses. This could be one possible way to record information from this activity. Discussion around the questions could be recorded as a podcast.

Fish diagram Overview This activity encourages learners to think about the causes of questions. This offers learners the opportunity to investigate the reasons we have particular questions and offer alternative answers/approaches. It has the potential to challenge learners, who may think creatively about possible alternative questions, and encourages thinking about different interpretations and understandings. Skills Remembering Understanding Applying Creativity

Fish diagram • How it works • Learners use the fish diagram to add their reasons in the Reason 1–4 boxes along the fins. • They then fill in any additional information about these reasons in the lines leading to the centre, for example they could write ‘racist attitudes’ along the fins and then explain why people fear death on the Details lines.

Fish diagram Reason 1 Racist attitudes Reason 2 Shortage of labour SlaveTrade Reason 3 Religious motivations Reason 4 Active participation of Africans What were the reasons behind the growth of the slave trade? eg Believed Africans were inferior to Whites Labour needed for New World development Native Indians poor slaves; criminals had finite contracts eg David Hume Darwin also used Christians believed Africans were heathens Slave ‘factories’ set up African tribes raided inland for slaves (to profit) Felt Africans needed 'saving'

Fish diagram Recording information This activity could be recorded on a PowerPoint, a smartboard, a poster, a whiteboard or in a general paint program.

Discussion questions with a report Overview This activity encourages learners to think about questions that may lead to a particular answer, share them with their peers and create a report for others to learn from. It has the potential to challenge learners, who may think creatively about possible alternative questions, and encourages thinking about different interpretations and understandings within the support of a peer group, with the ultimate focus being on the report. Skills Remembering Understanding Applying Creating

Discussion questions with a report • How it works • Learners are given a series of leading questions which enable them to develop their understanding of a topic from simple observations to more high-level questioning and hopefully reflective learning. • Learners produce a draft report for the class.

Discussion questions with a report • Consider the following questions, discuss your ideas with a partner/group and use this information to draft a report. • Why did certain goods became more popular as a result of the slave trade? • Who benefitted from the trading of these goods? • In what ways did the sales of tobacco and sugar change Scotland? • Draft a report on the question: • 'From 1707 to 1766 fewer than 30 direct slave voyages left Scotland, therefore the economic impact of the slave trade on Scotland was minimal.' How accurate is this view? eg

Discussion questions with a report eg • Consider the following questions, discuss your ideas with a partner/group and use this information to draft a report. • How did one race of people come to believe that it was right to enslave another and to profit from their unpaid labour? • What effects did creating a racial slave system have on those who owned slaves? • Why did those who were enslaved rarely use violence to resist their oppression? • In what ways did slaves attempt to create families and their own cultures and societies in the face of such violent oppression? • Draft a report on the question: • What led many in British society to conclude that the slave trade was wrong?

Discussion questions with a report • Extension/alternative ideas • Learners could create their own questions for discussing a wider topic, pinpointing areas that need to be studied to fully answer the question. These could be put to their peers. • Learners could also, on completion of an essay, work backwards to provide the questions that they had to answer to reach their conclusions.

Discussion questions with a report Recording information Using a Twitter-style 140-character limit to summarise answers to the initial questions can be effective, as can recording the discussion on tape or video. The report can be written and posted on a blog for learners to view each others’ different writing techniques and standards.

Source analysis with a report Overview This activity encourages learners to think about questions that relate to sources, share them with their peers and create a report for others to learn from. It has the potential to challenge learners, who may think creatively about possible alternative questions, and encourages thinking about different interpretations and understandings within the support of a peer group with the ultimate focus being on the report. Skills Remembering Understanding Applying Creating

Source analysis with a report • How it works • Learners are given a source to examine. • They are then given a series of leading questions which enable them to develop their viewpoints on the source from simple observations to more high-level questioning and hopefully reflective learning. • Sources should be differentiated for the different levels of ability in the class. • Learners produce a draft report for the class.

Source analysis with a report Source A is a passage drawn from Jean Barbot, Barbot on Guinea: The Writings of Jean Barbot on West Africa 1678-1712. (This source was chosen by Simon Newman, Professor of American Studies at the University of Glasgow.) 'Among the Moors are persons engaged in various occupations, those at the coasts being mostly merchants, fishermen, goldsmiths, canoe-men, house-builders, salt-makers, roofers, farmers, potters, porters, etc. Each is engaged in his occupation in order to gain a livelihood and even to become rich, since nowadays, having studied us Europeans, they are as ambitious and greedy as formerly they were simple and content with the necessities of life, not even being acquainted with the use of clothes. Of all their occupations, that of the merchant is the most honourable. The agents and merchants usually come out to the ships in small, neat canoes paddled by two Moors, they themselves sitting in the middle on a little wooden stool and having beside [each of] them a cutlass, a pipe and a small reed basket to contain whatever they buy on the ship... Those who buy on their own account do not usually sell the goods again until the ships have left, in order to make more gain. They also make much profit on the goods they buy for others, since they hand over the goods to them at a much higher price than they gave for them, or else they hand over short weight... These Moorish merchants do not trade only in gold but also in slaves, whom they bring to the ships in fairly large numbers when there are wars. But in peacetime, as was the case on the whole Gold Coast in 1682, there is little trade in these and they are very dear... Hardly ever is ivory traded, because such ivory as they have there comes from far inland or from Quaqua or Congo, and because they use it for trumpets, bracelets, and other things they make and use, which means that ivory is dear there. Hardly any wax is available, since they employ it to make candles (whose use they have known for some time).' eg

Source questions with a report eg What is this source describing? When was it written? Why do you think Jean Barbot wrote this book? What is Jean Barbot’s attitude towards Africans on the West Coast? How economically important is slavery for the average trader on the West Coast?

Source analysis with a report Source B is a passage drawn from William Smith, A New Voyage to Guinea: Describing The Customs, Manners, Soil, Climate, Habits, Buildings, Education, Manual Arts, Agriculture, Trade, Employments, Langauges, Ranks of Distinction, Habitations, Diversions, Marriages, and whatever else is memorable among the Inhabitants, 1745.(This source was chosen by Simon Newman, Professor of American Studies at the University of Glasgow.) 'The Negroe Town of Cape Coast [British trading headquarters] is very large and populous. The Inhabitants, tho’ Pagans, are a very civiliz’d Sort of People, for which they are beholding to their frequent Conversation with the Europeans. They are of a warlike Disposition, tho’ in time of Peace, their chief Employment is fishing, at which they are very dexterous, especially with a Cast-Net, wherewith they take all Sorts of Surface Fish, nor are they less acquainted with the Hook and Line for the Ground Fish. It is very pleasant to see a Fleet, consisting of Eighty or a Hundred Canoes, going out a Fishing from Cape Coast in a Morning, and returning in from Sea well freighted in the Evening, which may be seen every day during the dry Seasons, except Tuesday which is their Fittish Day, or Day of Rest. They frequently venture abroad in the Rains, tho’ they are sometimes drove in again, at the approach of a Turnadoe, before they have been two Hours abroad’. The Grand Caboceroe [powerful intermediary between Europeans and local people] of this Town, is a Christian, nam’d Thomas Osiat. He was carried when young to Ireland, where his Master dying, left him in Care with a Widow, whome Name was Pennington, who kept the Crown or Faulcon Tavern near the Change in Cork. She took Care of his Education, and had him baptiz’d by the Reverend Dr. Maul, now Lord Bishop of Cloyne. After having obtain’d his Freedom, in this Manner, he in Time return’d home to Cape Coast, where he now lives in very great Grandeur, and is of the utmost Service to the English, both for the carrying on their Trade in the Inland Country, and preserving Peace with all the neighbouring Powers, especially the Town of Elmina...' eg

Source questions with a report eg What is this source describing? When was it written? Why do you think William Smith has written this book? What is William Smith’s opinion of the Africans he describes? What bearing, if any, does Smith’s religion have on his account? How does Smith’s account compare with Barbot’s?

Source questions with a report • Extension/alternative ideas • Learners could create their own questions for discussion beyond the sources, pinpointing areas that need to be explored further to fully answer the question. • Different sources could be presented to different groups and instead of a report, learners could create a presentation on the source to the other groups.

Source questions with a report Recording information Recording the discussion on tape or video can be effective. The report could be written and posted on a blog for learners to view each others’ different writing techniques and standards. If the learners are creating a presentation instead of a report, using PowerPoint or Prezi may be a good way to record the information.

Collage Overview This activity asks learners to represent their views on an issue or concept in a visual, creative and engaging way. It encourages learners not only to communicate effectively, but also to develop their interpretation skills in considering other people’s work. Skills Understanding Applying Analysing

Collage • How it works • Each group is given a relevant word, idea, issue or concept that they must represent using a range of provided materials. Such materials might include magazines, newspapers, sticky shapes, coloured card and paper, marker pens, scissors, glue and pens. • Groups must discuss what their key term/concept means and record how they decide to represent this, with supporting reasons. • The practitioner may wish to establish certain criteria for the collages in order to add a challenge aspect to the activity (this is an opportunity to involve learners in creating success criteria and for practitioners to ensure differentiation is effectively planned into learning so that all learners are fully involved, engaged and challenged).

Collage • How it works • Learners are given a time limit to complete the task. • Groups can present their work to others or groups can navigate around the room to consider the work of each group. • Each group should discuss and take notes on the work of others. Discussion can take place about what each group felt the other groups were trying to represent and how they interpreted this.

Resistance Active resistance Unhappy Running away Damaging property eg Wants change Mental Physical Passive resistance Working slowly Arson

Collage Recording information Presenting the collage as a poster is the best traditional method for this activity, but allowing a group to create a poster on a computer is also a good approach. Little Big Planet could also be used as a way of creating collages.

Conversion Overview Being able to take information and convert it into another format demonstrates understanding and also develops analytical skills. This activity engages learners with source material from the area of study. It also provides learners with an opportunity to make a choice about how they want to develop their understanding. Skills Applying Analysing Evaluating Creating

Conversion • How it works • Learners are presented with an event, source or idea. • Practitioners should ensure that the presented material is explained and that learners have the opportunity to discuss or ask questions about it. • Learners are then given options about how they would like to convert the presented information.

Conversion • Groups select from any of the following (found in Olaudah Equiano’s autobiography) • Being taken from his home The Middle Passage • Life as a slave On being freed • Groups convert your chosen text into a new format, which they will present to the class. Possibilities include: • a mind map a storyboard a play • a creative story a diary entry a comic stripa poem a flow diagram a song • Groups: • explain/perform their piece to the whole class • explain which source they chose and why • explain the conversion it has gone through: why did they choose to present it in this form, what are the key elements of the text and how have they expressed and emphasised these? eg

Conversion Recording information The method of recording depends mainly on the way the learner converts the data. Needless to say most, if not all, of the recording suggestions would work here.

Perfect answer Overview This activity helps the learners to work as a group to develop 'perfect' answers to a question. It involves peer learning and the sharing of the learners’ knowledge on the subject. Skills Understanding Applying Evaluating

Perfect answer How it works Learners work in groups. Numbered questions are placed around the room. Each member of the group is given a number. In numerical order, learners take it in turns to go and find a question (these must be answered in numerical order: learner 1 finds question 1, then learner 2 finds question 2 and so on). Once the learner has found the question they return to the group and tell everyone what it is. The group develop as detailed an answer as possible. The learner who found the question takes the ‘perfect’ answer to the practitioner. The practitioner can accept the answer, ask for an expansion or give a ‘clue’ to take back to the group to discuss and find the ‘perfect’ answer. The process is then repeated until the group has provided the ‘perfect’ answer. The next learner then goes and finds the next question and the process begins again.

Perfect answer Importance of slave trade toBritish economy Question 1 In what ways did profits from the slave trade shape cities like Glasgow and Liverpool? eg Question 3 Why were tropical crops and the profits they provided important to the British economy? Question 2 To what extent did the slave trade affect Britain’s maritime industry? Question 4 Who profited from the slave trade and how did they maximise profits?

Perfect answer Recording information Blogs could be used to record the perfect answers, although they could also be recorded on tape. A poster provides an alternative way of recording the answers.

Filling in the gaps Overview This activity requires the learner to understand context and vocabulary in order to identify the correct words or type of words that belong in the deleted parts of a text. Words are deleted from a passage according to a word-count formula or various other criteria, eg all adjectives, all words that have a particular letter pattern. The passage is presented to learners, who insert the correct words in the gaps as they read to construct appropriate meaning from the text. Skills Understanding Applying Analysing

Filling in the gaps How it works 1. Words are deleted from a passage according to a word-count formula or various other criteria, eg all adjectives, all words that have a particular letter pattern. 2. The passage is presented to learners, who insert correct words in the gaps as they read to construct appropriate meaning from the text. 3. The missing words can be presented in a separate box, but for higher levels it is more constructive for the learners to come up with the words themselves.

Filling in the gaps The American Revolution had a _______ effect on trade, and tobacco investors _______. However, many _______ Glaswegians had _______ into trade with the West Indies, importing _______ and making rum, and by the end of the 18th century Glasgow had become Britain’s biggest _______ of sugar. Glasgow _______ as the second city of the British Empire during the 19th century, _______ wealth from heavy engineering, shipbuilding and _______ _______. This period saw _______ growth in the city’s population and _______ size and it was _______ this era that Victorian Glasgow was _______. eg

Filling in the gaps • Extension/alternative ideas • Learners could be challenged to come up with their own ‘fill in the gaps’ passages for other learners to complete.

Filling in the gaps Recording information This works well in jotters and on blogs, or practitioners could tweet learners’ interpretation of the missing words. Practitioners are also encouraged to explore Glow Blogs and Glow Wikis.

Paraphrasing Overview Paraphrasing involves the learner putting a passage from source material into his/her own words. This activity requires the learner to understand context and have an accurate comprehension of the text. Skills Understanding Applying Analysing

Paraphrasing How it works 1.Learners should use alternative wording to the author’s throughout the paraphrase. 2. Explain that it is important that learners use their own words but they should make it clear that they are presenting someone else’s ideas, eg According to Professor Tom Devine... 3. It is important that learners cite their sources.

Skills development in the study of history