KidZone Maritime History
Supply Ships (Wellermen)

Introduction:

Supply ships, known as Wellermen, played a crucial role in the whaling industry by delivering essential supplies such as sugar, tea, and rum to whalers at sea. These supplies were vital for sustaining the crew during their long and arduous voyages. The arrival of a Wellerman was eagerly anticipated by the sailors, as it provided not only much-needed provisions but also a significant morale boost.

Historical Context:

In the 18th and 19th centuries, whaling voyages could last several months to years, with crews often finding themselves far from home and resupply points. Wellermen were equipped to meet these needs by transporting goods from ports to the whaling ships scattered across the oceans. The goods included not only food and drink but also tools, clothing, and other necessities required for the daily operations on board a whaling ship.

The Role of Sugar, Tea, and Rum in Whaling and Maritime Trade

While sugar, tea, and rum were certainly essential for maintaining the morale and health of sailors, they were also significant commodities in the broader context of maritime trade.

Sugar:

• Commodity Trade:
  • Sugar was a highly valued commodity in Europe and was integral to the transatlantic trade routes.
  • It was produced primarily in the Caribbean colonies using enslaved labor and then transported to Europe and North America.
• Uses on Ships:
  • On ships, sugar was used to sweeten food and beverages, making long voyages more bearable.
  • It also had some preserving qualities and was used in making jams and other preserved foods for long journeys.

Tea:

• Global Trade:
  • Tea was a major commodity in global trade, especially between China, India, and Europe.
  • The British East India Company and other trading companies played significant roles in importing tea to Europe.
• Cultural Importance:
  • Drinking tea was a cultural practice that brought a sense of normalcy and comfort to sailors far from home.
  • It was a daily ritual that provided a break and a social activity for the crew.

Rum:

• Economic Value:
  • Rum was a byproduct of the sugar industry in the Caribbean and became a valuable commodity in its own right.
  • It was widely traded and used as a form of currency in many parts of the world.
• Onboard Use:
  • Onboard ships, rum was diluted to make grog, which helped to keep water supplies drinkable and boosted sailors' morale.
  • It was also used medicinally and as a reward for hard work, playing a role in maintaining discipline among the crew.

Significance as Commodities:

• Trade and Economy:
  • These goods were not just important for sailors but were critical to the economies of many countries involved in maritime trade.
  • The trade of sugar, tea, and rum helped to fuel the economies of colonial powers and their colonies.
• Colonial and Maritime Policies:
  • The demand for these commodities drove colonial expansion and influenced maritime policies.
  • They were central to the triangular trade system, which included the exchange of goods between Europe, Africa, and the Americas.

Supply Ship Simulation

Objective:

To understand the logistics and importance of supply ships in the whaling industry and the challenges involved in delivering essential supplies to whalers at sea.

Materials:

• Various classroom items to represent supplies (e.g., sugar packets, tea bags, small tools, pieces of cloth for clothing, water bottles for rum, etc.)
• Large boxes or containers to represent "ships"
• Role-play name tags for "whalers" and "Wellermen"
• Clipboards, paper, and pencils for making lists
• Obstacles to simulate the challenges (e.g., chairs, desks, ropes to create narrow passages)
• Timer or stopwatch
• Dice or a deck of cards with different events written on them (e.g., calm seas, storm, sea monster, taxes from the king, pirates)
• A "Game Master" (teacher or student) to control the events

Instructions:

1. Preparation:

   • Divide the classroom into two distinct areas: one representing the whaling ship and the other representing the port.
   • Scatter the supplies in the port area.
   • Arrange obstacles between the port and the whaling ship to simulate rough seas and other challenges.

2. Assign Roles:

   • Divide the students into two groups: whalers and Wellermen.
   • Give each student a role-play name tag identifying their group.

3. List of Supplies:

   • Whalers:
     • Without communicating with the Wellermen, the whalers create a list of supplies they need on the whaling ship (e.g., food items, tools, clothing).
     • Provide clipboards, paper, and pencils for this task.
     • Roll a dice to determine the quantity of each item needed.
   • Wellermen:
     • Simultaneously, the Wellermen create a list of supplies they will carry on their first trip, without knowing the whalers' needs.
     • Roll a dice to determine the quantity of each item they can carry.
     • They must plan multiple trips since they can't carry everything at once.

4. Transporting Supplies:

   • The Wellermen's task is to transport the listed supplies from the port to the whaling ship.
   • They must navigate through the obstacles, which represent challenges such as rough seas, narrow passages, and potential hazards.

5. Game Master Events:

   • Assign a student or teacher as the Game Master.
   • The Game Master will periodically roll a dice or pick a card to determine the event that affects the Wellermen.
   • Possible events could include:
     • Calm Seas: No additional obstacles. The Wellermen can proceed without extra challenges.
     • Storm: Add more obstacles or make existing ones harder to navigate.
     • Giant Sea Monster: The Wellermen must freeze in place for a specified time or navigate an additional, specific obstacle.
     • Taxes from the King: The Wellermen must leave some supplies behind as "taxes."
     • Pirates: One Wellerman is "captured" and must be freed by a teammate before continuing.

6. Challenge Simulation:

   • Use a timer to add pressure, simulating the urgency of delivering supplies before running out of time.
   • Create specific rules for navigating obstacles (e.g., only one Wellerman can pass through a narrow passage at a time, some obstacles might require two students to work together to move a larger item).
   • Whalers and Wellermen cannot communicate directly; they must rely on the dice rolls to determine what supplies are brought and what is needed.

7. Receiving Supplies:

   • Whalers at the ship must check off items on their list as they are received.
   • If any supplies are missing or damaged (e.g., dropped or mishandled during transport), they must note this and determine how it affects their operations.
   • After each trip, the whalers adjust their list based on new needs, rolling the dice to determine quantities.

8. Multiple Trips and Role Switching:

   • The Wellermen must make multiple trips to deliver supplies.
   • Each trip, the dice are rolled again to determine new quantities of supplies the Wellermen carry and new needs for the whalers.
   • After a set number of trips or a designated time period (e.g., 10 minutes), the groups switch roles. The Wellermen become whalers, and the whalers become Wellermen.
   • Repeat the process to ensure all students experience both roles.

9. Debrief and Discussion:

   • Once all supplies are delivered (or the time runs out), gather the students to discuss the activity.
   • Ask the whalers to share what supplies they received and what was missing or damaged.
   • Discuss the challenges faced by the Wellermen during transport. What made it difficult? How did they overcome obstacles?
   • Emphasize the importance of each supply item and how it supported the whalers' daily life and work.
   • Reflect on the real historical challenges Wellermen and whalers faced and compare them to the simulation.

Ensuring Challenges Come Across:

• Use a timer to create urgency and simulate the limited time frame Wellermen had to deliver supplies.
• Set up physical obstacles that require coordination and teamwork to navigate, highlighting the difficulty of transporting supplies across rough seas.
• Create rules that simulate real-life restrictions (e.g., only carrying a certain number of items at once, dealing with "damaged" supplies if they are dropped).
• Assign a Game Master to introduce random events, adding unpredictability and realism to the simulation.
• Ensure the lack of communication between whalers and Wellermen emphasizes the unpredictability and difficulty of supply logistics.

Conclusion:

Through this simulation, students will gain a hands-on understanding of the logistical challenges involved in supplying whalers at sea. They will appreciate the critical role of Wellermen and the interconnectedness of maritime life, learning how essential supplies and teamwork were to the success and survival of whaling expeditions. The addition of the Game Master and random events will help illustrate the unpredictable nature of life at sea and the importance of adaptability and resilience. Role switching ensures that all students experience the challenges and responsibilities of both roles, fostering a deeper understanding of the whaling industry's complexities.

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