Blackbeard’s Pirate Ship

The Queen Anne’s Revenge

English: Queen Anne's Revenge, the flagship of...

English: Queen Anne’s Revenge, the flagship of Blackbeard the Pirate. This picture is taken from File:Edward Teach Commonly Call’d Black Beard (bw).jpg (Photo credit: Wikipedia)

Blackbeard‘s famous ship, The Queen Anne’s Revenge, was originally a cargo ship used to carry slaves. As such it was fast and well armed. When Blackbeard captured the vessel it was named La Concord ( it was French ). Blackbeard realised it’s potential. It was relatively new, only five years old. Its timbers were sound and its speed meant that it would be ideal to give chase and outrun most other ships. He therefore decided to take it over and make it his flag ship.

Before becoming a pirate Blackbeard had been a privateer on the side of England attacking French ships during the conflict known as Queen Anne’s War. It is thought he chose the name of his new flag ship as a reference to those times.

The Queen Anne’s Revenge ran aground on a reef off the coast of North Carolina and had to be abandoned by Blackbeard and his pirate crew. The ship sank and was lost without trace. Its exact location was not recorded.

The wreck of the Queen Anne’s Revenge was eventually discovered by marine archeologists.

This You Tube video tells the story of the ship and the endeavours of the salvagers to uncover it’s secrets.

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Seaside Stories KS1

Albert and the Lion

One of the best known seaside stories has to be Albert and the Lion. My father used to recite this to me as a child. He learnt it when he was a boy by listening to it on the radio ( before the days of television ).

The story is about the Ramsbottom family who go to Blackpool on holiday and pay a visit to the zoo. Whilst there Albert is fascinated by an old lion called Wallace and annoys him by prodding him with his “stick with the horses head handle”. The lion reacts by pulling Albert in the cage and swallowing him whole. Not satisfied with an apology from the zoo keeper the Ramsbottoms march off to the police station to see what can be done.

The poem was written by Marriott Edgar in 1932 and made famous by Stanley Holloway. Here are the words:

 

There’s a famous seaside place called Blackpool,

Blackpool promenade, Lancashire.

Blackpool promenade, Lancashire. (Photo credit: Wikipedia)

That’s noted for fresh air and fun,

And Mr and Mrs Ramsbottom

Went there with young Albert their son.

 

A grand little lad was young Albert,

All dressed in his best quite a swell

With his stick with an ‘orse’s ‘ead ‘andle

The finest that Woolworth’s could sell.

 

They didn’t think much of the Ocean:

The waves were all fiddlin’ and small,

There was no wrecks and nobody drownded,

In fact, nothing to laugh at at all.

 

So seeking for further amusement,

They paid and went into the zoo,

Where they’s Lions and Tigers and Camels,

And old ale and sandwiches too.

 

There was one great big lion called Wallace

His nose were all covered in scars –

He lay in a somnolent posture,

With the side of his face on the bars.

 

Now Albert had heard about lions,

How they was ferocious and wild –

To see Wallace lying so peaceful,

Well, it didn’t seem right to the child.

 

So straightway the brave little feller,

not showing a morsel of fear,

took his stick with his ‘orse’s ‘ead ‘andle

And pushed it in Wallace’s ear.

 

You could see that the lion didn’t like it,

For giving a kind of a roll,

He pulled Albert in the cage with ‘im,

And swallowed the little lad ‘ole.

 

The Pa, who had seen the occurrence,

And didn’t know what to do next,

Said ‘Mother! Yon Lion’s ‘et Albert’,

And Mother said “Well I am vexed!”

 

Then Mr and Mrs Ramsbottom –

Quite rightly, when all’s said and done –

Complained to the Animal Keeper,

That the Lion had eaten their son.

 

The keeper was quite nice about it,

He said “What a nasty mishap.

Are you sure it’s your boy he’s eaten?”

Pa said “Am I sure? There’s his cap!”

 

The manager had to be sent for.

He came and he said “What’s to do?”

Pa said “Yon Lion’s ‘et Albert,

And ‘im in his Sunday clothes too.”

 

Then Mother said , “Rights right young feller,

I think it’s a shame and a sin,

For a Lion to go and eat Albert,

And after we paid to come in.”

 

The manager wanted no trouble,

He took out his purse right away,

Saying “How much to settle the matter?”

And Pa said “What do you usually pay?”

 

But Mother had turned a bit awkward

When she thought where her Albert had gone,

She said “No! someone’s got to be summonsed”

So that was decided upon.

 

Then off they went to the Police Station,

In front of the Magistrate chap.

They told him what happened to Albert,

And proved it by showing his cap.

 

The Magistrate gave his opinion

That no one was really to blame

And he hoped the Ramsbottoms

Would have further sons to their name.

 

At that Mother got proper blazing,

‘And thank you sir, kindly, said she.

“What spend all our lives raising children

To feed ruddy Lions? Not me!”

 

Book a Seaside Day for your school. Ideal for KS1 but can be adapted for KS2.

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The Best Pirate Day Ever!

Inspirational Pirate Experience

QEGS Pirate Ship

QEGS Pirate Ship

I visit many schools all over the UK with my Pirate Workshop Day and I am always impressed by the effort that teachers put into making their pirate topic interesting and exciting for the children. I have seen all manner of wonderful classroom displays and role play areas on my travels.

One of the best and most inspiring Pirate Days I have had the pleasure to be involved in came on a visit to Queen Elizabeth Grammar School, Wakefield. What a day it was! I had been booked to work with 80 KS1 boys ( ages 5 – 6 years ). As I arrived at Centenary House there was pirate bunting and wanted posters all round the playground and pirate music playing over the school pa system. All of the teachers and children were in pirate costume, even the catering staff had dressed up to be part of the fun.

The boys joined in enthusiastically in my pirate lesson and the response to the puppet show was fantastic…the noise as was ear shattering as they joined in and interacted with the puppets.

Lunch time was amazing. I watched as the teachers led the boys in a pirate march, to music, round the playground before they all sat down in the sunshine to enjoy a special pirate lunch.

The highlight of the day was the launching of a brilliant pirate ship which the school handy man had made from scrap timber and plywood. The boys had painted it and decorated it with props they had made in class. The children sat in front of the ship and then Captain Gray ( head teacher ) made a rousing speech with lots of pirate vocabulary and appropriate shaking of fists and brandishing of cutlasses. She then brought out one of the boys out whose parents had researched the family tree and discovered that a distant ancestor had been a pirate who served with Captain Hornigold. How interesting! Next one of the teachers was given a dressing down by the captain for disobeying orders and had to be punished…much to the delight of all. It was a fantastic impromptu pantomime and the children absolutely loved it.

We finished off the day making pirate puppets which the children proudly took home with them at the end of the afternoon.

What an amazing day. Well done QEGS!

Book a Pirate Workshop Day for your school.

Pirate Workshop for your School

 

 

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Pirates, Pirates Everywhere!

Why was there a golden age of piracy?

It's a painting which shows a pirate ship atta...

It’s a painting which shows a pirate ship attacking a merchants’s ship. (Photo credit: Wikipedia)

The so called golden age of piracy occurred between 1700 and 1725. This was the period when the plague of pirates was at its worst particularly in the Caribbean Sea. However piracy was common on the high seas throughout the seventeenth and eighteenth centuries.

Here is a brief summary of the factors which lead to the dramatic rise in the number of pirate crews.

  • When the European powers were not at war their fleets were reduced in size which lead to many out of work sailors. These men had been trained to fight and were ideal pirate material and could easily be recruited.
  • European navies used privateers to harass the merchant ships of their enemies. These privately owned fighting ships were issued with letters of marque ( a licence ) to allow them to legitimately attack enemy merchant ships. In between wars some privateers continued their lucrative business as pirates.
  • As new worlds were discovered and colonies established in far away lands maritime trade increased. Large numbers of merchant ships were needed to trade with the colonies carrying valuable cargoes to and from Europe. This meant rich pickings for those prepared to break the law by plundering traffic on the seaways.
  • As new colonies were established there was very little protection in terms of military or naval presence. The far flung corners of empire were vulnerable to attack and to begin with pirates could roam freely without too much danger to themselves.
  • Life in the merchant navy was harsh. Ordinary sailors were overworked and under paid. They were often badly treated by their captains and discipline was strict. Life as a pirate was much easier and the rewards could be huge as pirates shared out their booty equally. Piracy offered an easier way of life and potentially a chance to get rich quick. A disgruntled merchant crew could mutiny, overthrow their captain and turn pirate.
  • Often when merchant ships ware captured the crew were given the chance to join the pirates and many voluntarily did so. Others were forced. Merchant ships provided a good source of manpower for pirate captains. It helped them increase the size of their crews and become more powerful.
  • As Spain explored and colonized South America they discovered the treasures of the Aztecs and the Incas. These civilizations were conquered and their vast wealth was stolen. Spanish treasure ships periodically set sail to carry gold and silver back to Spain. Initially these ships traveled alone or with a small escort and could easily be attacked. Soon they were formed into heavily guarded convoys which provided safety. It was still possible for a ship to become separated from the convoy, perhaps by being blown off course during a storm. Such a ship would be a pirates dream come true, the equivalent of winning the lottery today perhaps.
  • The booming slave trade was also a tempting target for pirates. A ship full of slaves could be worth a small fortune as the pirates could sell the slaves to the highest bidder. Although slavers were usually faster vessels they were not likely to be heavily armed and as the pirates knew where the slavers picked up their cargoes ( on the coast of Africa ) and where they were headed, it was not too difficult to intercept them. The slave trade was therefore also a factor which influenced the increase of piracy as many pirates  profited from it.

Eventually as the colonies became more established they improved  their own defences. They organized forces to protect themselves from pirate attack and also to hunt down the pirates and to destroy their safe havens. Governments were increasingly under pressure to protect trade and so naval forces were allocated to hunt down the pirates too. Over time there were less places for the pirates to hide and more and more risk of capture with the ultimate prospect of ending up dangling from the end of a rope.

Thus the “Golden Age Of Piracy” was over.

Book a pirate workshop day for your school.

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Number Tricks For Maths Fun

Playing with numbers can be fun!

Magic Maths

Magic Maths

With a little imagination it’s easy to add some excitement to a maths lesson. Children love learning tricks and so showing them a trick that they can easily learn which requires some simple maths is a great way to get them practicing their numeracy skills and having fun at the same time.

In this trick the performer successfully predicts the answer to a sum using a set of numbers freely chosen by a spectator.

Example

The performer invites a spectator to assist him.

The performer writes down a number on a slip of paper, folds it up and has another person look after it but gives instructions that the number must not be revealed until asked.

The performer hands the spectator a sheet of paper and a pen and asks him to think of any three consecutive numbers and write them down. He then asks them to reverse the same three numbers and do a subtraction sum taking the smallest from the largest.

When the spectator has worked out the answer the person holding the other slip of paper is asked to unfold it and reveal the number written down by the performer.

Both numbers are the same. Performer bows.

Round of applause!

How it works

If you write down any three consecutive numbers, reverse the same three numbers and do a subtraction the answer will always be 198. ( or -198 if they have taken the largest from the smallest ).

You can do the same trick with any four consecutive numbers and the answer will always be 3087.

Explain to your children how the trick works and then have them practice taking turns to be the performer. Use both three and four number versions.

Book a Maths Workshop for your school.

 

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The Truth About Pirates

What were pirates really like?

Pirates of the silver screen are very different from the real pirates who roamed the seas in the sixteenth and seventeenth centuries. The notion that pirates were romantic rogues with stripey shirts, eye patches and parrots is far from the truth. In reality most pirates were ruthless criminals.

In this You Tube video a pirate expert explains the truth behind the myth.

[youtube ]1xgO4yHNbTg[/youtube]

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Understanding Counting Systems

Counting in different bases

As we humans have ten fingers we learn to count in tens ( base 10 ).  If we had three fingers on each hand we would count using base 6. The table below shows how counting in base 10 compares to counting in other bases.

The column down the left hand side are the decimal numbers 1 to 10. The numbers in the table are how they would be written in the different bases from base 2 to base 9.

 

[table id=2 /]

Examples

English: Counting Hand 3

We use base ten ( decimal ) because we have ten fingers.

In Base 5, twenty is written as 40 because we are counting in groups of five. There are no units, so the right hand digit is zero, but there are four lots of five so the left hand digit is four. So the notation for twenty in Base 5 is 40.

In Base 3, seventeen is written as 122 because we are counting in groups of three. There are two units, so the right hand unit is two, there are two lots of three so the next digit is two and there is one group of nine so the left hand digit is one. So the notation for seventeen in Base 3 is 122.

 

Notation

The table below shows the number sequence for counting in base 2 to base 5.  When writing the numbers down the units are on the right, numbers groups increasing to the left.

In the decimal system this notation would be:

Thousands       Hundreds     Tens    Units

 

[table id=3 /]

 

If we look at base 5 above. The first digit on the right is units. The next digit represents groups of five ( 1 x 5 ), then groups of twenty five ( 5 x 5 ), then groups of one hundred and twenty fives ( 5 x 25 ) and finally groups of six hundred and twenty fives ( 5 x 125 ) and so on.

 

Example

If we want to convert 493 to base 5 we could do it this way:

493 / 125 = 3 remainder 118

118 / 25 = 4 remainder 18

18 / 5 = 3 remainder 3

3 units.

Therefore the answer is 3433.

Check the working out.

3 x 125 = 375

4 x 25 = 100

3 x 5 = 15

3

375 + 100 + 15 + 3 = 493

 

Book a Magic Maths Workshop for your school.

Related articles

  • How to convert Decimal to Octal (Base 10 to Base 8)
  • Complex Bases
  • How to Convert Decimal to Hexadecimal (Base 8 to Base 16)
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Classroom Number Tricks

Magic Maths

Maths Workshop

Maths Workshop

Here is an exercise you could incorporate into a maths lesson to add interest and fire up the children’s imaginations. Tell your class you are going to teach them a magic trick using numbers.

Number trick : using the number 8

You will need calculators and a white board. This is the number sequence we will be using:

1 x 8 + 1 = 9

12 x 8 + 2 = 98

123 x 8 + 3 = 987

1234 x 8 + 4 = 9876

12345 x 8 + 5 = 98765

123456 x 8 + 6 = 987654

1234567 x 8 + 7 = 9876543

12345678 x 8 + 8 = 98765432

123456789 x 8 + 9 = 987654321

 

To explore how the trick works start by writing down the first two calculations:

1 x 8 + 1 =

12 x 8 + 2 =

but don’t show the answers yet.

Let the children work out the number sequence and have them tell you what the next row will be.

 

Keep going until you have this:

1 x 8 + 1 =

12 x 8 + 2 =

123 x 8 + 3 =

1234 x 8 + 4 =

12345 x 8 + 5 =

123456 x 8 + 6 =

1234567 x 8 + 7 =

12345678 x 8 + 8 =

123456789 x 8 + 9 =

 

Now let the children use their calculators to find the answer to the last two sums. When they have done so, write them down and be sure to keep the digits vertically aligned.

1 x 8 + 1 =

12 x 8 + 2 =

123 x 8 + 3 =

1234 x 8 + 4 =

12345 x 8 + 5 =

123456 x 8 + 6 =

1234567 x 8 + 7 =

12345678 x 8 + 8 = 98765432

123456789 x 8 + 9 = 987654321

Ask if they can see a pattern.

Ask how many numbers are in each answer.

Now have them write down what they think the remaining answers will be and then check them on their calculators.

 

Using their newly acquired knowledge the children are now ready to become classroom magicians. Here is how you can turn the trick into your own amazing maths magic show.

 

Performance

Choose a child to be the magician.

The magician declares that he / she has amazing maths skills and can predict the answers of difficult sums using his / her extraordinary powers.

The magician picks a member of the audience and gives them a calculator. Next she asks them to pick a number sequence beginning with 123. It can be any sequence up to the number nine ie 123456789. Then the spectator is asked to multiply by 8 and finally add x ( where x is the last number in the sequence ).

Example: If the spectator chose 1234 the the magician tells them to multiply be eight and add four ( x  =  4 )

The magician then declares the answer to the amazement of all. ( He / she simply counts down from nine ie if x was six the answer would be 987654 ) and takes a bow.

Big round of applause!

 

Book a Magic Maths Workshop for your school. Find out more by going to Maths Workshop Day.

 

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Magic Maths

Make Maths Exciting!calculations

Maths Workshop Day is all about having fun with numbers.  Each child becomes a Mathemagician learning how to do fab magic tricks and stunts which apparently require incredible mathematical ability, telepathy, super fast reflexes or special powers. Maths lessons will never be the same again!

Action centred learning

The Magic Maths workshop includes plenty of hands on, have a go activity. Playing cards, dice, string, match sticks, coins, paper, card and other everyday objects are used as props for counting and measuring. The children are therefore using their hands as well as their heads thus learning by doing.

Improving concentration

As with any new knowledge or skill, learning and performing number magic requires concentration. Although most of the tricks are  fairly straightforward it is essential to concentrate in order to avoid mistakes. Practicing the tricks helps to improve concentration.

Problem solving

Encouraging children to apply their intelligence and think is an essential part of the learning process. Magic is fascinating and most children are keen to try and work out how a magical effect is achieved. In the Magic Maths Workshop the children have a go at “problem solving” before the mystery is explained.

Mental maths

A Mathemagician has to be able to do quick calculations in his / her head. Pulling out a pocket calculator in the middle of a demonstration of maths genius is not an option! The workshop therefore encourages kids to practice their mental maths as part of a fun activity.

Building confidence

Once a trick has been mastered it must be performed. A performance can be one to one or in front of a group. Encouraging children to perform the tricks can help to build their self confidence.

Learning from mistakes

Helping children to understand that failing is part of the learning process is a valuable lesson in school and in life generally. In Magic Maths if the trick will not work it is because a mistake has been made. The workshop teaches the children to think through the process, identify the mistake and then to take care and try again.

Cross curricular

There is also scope to link the workshop to other subjects such as creative writing, history or science. Notes are provided for teachers with ideas on how this can be achieved.

Book a Magic Maths Workshop

For more information about Maths Workshop Day visit the Jolly Good Workshops for Schools web site.