investigating Information for teachers education investigating historic sites: sites

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1 Fort George is one of Europe s most significant and impressive forts. Built in the wake of the Jacobite Rising of 1745 as a Highland army base, it is still occupied by the military today. This tour brings its history to life. investigating Information for teachers education

2 2 Timeline 1745 Charles Edward Stuart arrives in Scotland; start of the fifth and final Jacobite Rising February 1746 Jacobites destroy British army garrison in Inverness the first Fort George April 1746 Jacobites defeated at Battle of Culloden 1747 New chief garrison planned for British army in Scotland at Ardersier: the new Fort George 1747 Building begins at Fort George 1769 Fort George completed From late 1700s Fort used as recruitment and training base by Highland regiments 1860 Fort George refortified on seaward side against French invasion threat 1881 Fort George becomes the depot for the Seaforth Highlanders First World War: Fort George used as base 1942 Fort George becomes training centre for conscripts and volunteers 1943 Training for D day landings takes place at Fort George 1940s and 50s National Service recruits trained at Fort George 1964 Fort George ceases to be depot for Seaforth Highlanders million spent on upgrading and modernising Fort George 2007 The Black Watch 3rd Battalion of the Royal Regiment of Scotland based at Fort George Historical background In the wake of their victory at the Battle of Culloden in 1746, the British army wanted to guarantee there would be no more rebellions in Scotland. Military garrisons linked by military roads were established across the Highlands, at places such as Corgarff and Braemar castles. Their existing garrison in Inverness, the first Fort George, had been destroyed by the Jacobites. A replacement was needed and, taking advantage of an empty site near Ardersier, a new state of the art Fort George was designed by Lieutenant General William Skinner. Named after King George II, the fort sits on a promontory and is defended on three sides by the waters of the Moray Firth. The landward side is protected by mighty earthworks, ditches and ramparts. The spacious fort has accommodation for around 2,000 men as well as storerooms, brewery, bakery, bomb-proof magazine, chapel and prison. It took over 20 years to build and cost nearly 200,000 more than the Gross National Product for Scotland in It was completed in 1769, by which time the Jacobite threat had receded. Soon, however, the fort became a recruiting and training base for the Highland regiments of the British army. Many soldiers of the British Empire began their careers here at Fort Misery. From 1881 unti 1964 it was the regimental depot of the Seaforth Highlanders. A plaque over the main gate commemorates the 8,432 men of the Seaforths who died in the First World War. In the Second World War Fort George was a training base for volunteers and conscripts from all corners of the United Kingdom. From 1943 it played a significant role in rehearsals for the D-Day landings that took place in the Moray Firth. Concrete replicas of the German gun emplacements of the Atlantic Wall were constructed and destroyed; landing craft were tested on the beaches between Fort George and Nairn. After 1944 it became a training centre again for regular and National Service recruits, who served in conflict zones such as Korea, Suez and Cyprus. Fort George is still an active military base today, and the 3rd Battalion, Royal Regiment of Scotland the Black Watch is currently based there.

3 3 Supporting learning and teaching A visit to Fort George is particularly suitable for teachers working on a classroom study of The Jacobites. Although built after the Jacobite rising of , the fort provides a good source of evidence about life in a Redcoat military garrison at that time. However, the fort also played an important role in the Second World War and its continuing use as an army garrison brings that period vividly to life. Our tour points out locations where various activities took place during the war, and in a few cases there is visual evidence dating from that time. These elements are highlighted for easy reference and can be skipped if not relevant. A visit, and use of the supporting materials, will help pupils to develop in the four capacities of Curriculum for Excellence. It will: develop successful learners by challenging pupils to consider how life has changed for people and will help them to think critically about evidence and arrive at their own conclusions. Concrete evidence will reinforce learning. develop confident individuals through pupils learning about aspects of their community s past, developing an understanding of social changes, establishing some of their own values and communicating their views on different historical and social issues develop responsible citizens by encouraging pupils to have greater respect for their own historic and built environment develop effective contributors by broadening pupils knowledge and understanding through investigative, creative and critical thinking Integrating the tour with classroom studies Before the visit Most of the activities are suitable for pupils in the upper primary/lower secondary stages. Look at photographs of Fort George see or www. historicscotlandimages.gov.uk or www. undiscoveredscotland.co.uk Help pupils formulate research questions to investigate on-site. If possible, involve them in the booking procedure. If focusing on the Jacobite Risings, make sure pupils have a grasp of the key events of before their visit. If your focus is the Second World War, remind pupils that Fort George was built as a military base nearly 200 years before the Second World War. Help them to see that although its use as an army base remained the same, many aspects of military life were different. The fort played a significant role in preparing men for the D-Day landings of 1944, as the shore around Fort George is similar to that of northern France. Pupils will gain more from their visit if they understand a little about this beforehand. Help pupils gain a clearer grasp of the time scale by making a timeline with them. Count back the centuries then mark on key events in the history of the fort and surrounding area. This could be added to after the visit. Discuss with pupils all the activities which would have gone on in a military base sleeping, eating, drilling, patrolling. Pupils could research these topics to prepare for the visit. Familiarise pupils with some of the terminology of the fort and fort life as this makes discussion on-site easier. Useful words include: artillery, infantry, rations, magazine, ravelin, parade ground, barracks, bastion, glacis, casemates, garrison, ramparts, drill. Pupils could produce a class illustrated dictionary to explain these terms. Working on-site When exploring the fort, encourage pupils to look critically at what they see and to make and test theories based on physical evidence. Starting points could include: What materials were used to build the fort? Why were these materials chosen? Do you think the fort has always looked like this? Can you see anywhere it has been altered? Why might it have been changed? What evidence is there of everyday life for the soldiers at the fort? Pupils can record evidence by taking notes, sketching, taking photographs, recording impressions into a tape recorder. The Historic Scotland website contains resources to help with work on-site. These include an Evidence Record and a My Impressions Record. Suggestions for follow-up work Following the visit, pupils can pool their findings to create a record of the fort and the lives of the people who lived and worked there. This could form the basis for a range of presentation activities, for example: a guide book or promotional leaflet a slide show, with commentary, of their visit imaginative writing based on the lives of the inhabitants of the fort drama sketches showing life in the fort through the ages Note: Fort George is still a working, active military garrison and you are likely to see serving soldiers during your visit. For this reason, some areas of the fort are not accessible to the public.

4 4 Key tour locations Our tour takes in ten locations: Introduction outside the fort 1 Ravelin 2 Principal bridge and gate 3 Parade ground, guardroom and Black Hole or prison 4 Grand magazine 5 Historic barrack rooms 6 Barrack square 7 Provision stores 8 Stables and well 9 Chapel 10 Point battery Tour notes: Fort George, army base Our suggested tour route (see plan on page 5) focuses on life at Fort George at the time of the Redcoats, soon after it was built. We also make reference where possible to how the fort was used in the Second World War for teachers studying this topic with their classes. This information is highlighted in the official guidebook and also in the audio tours, available on-site. If you wish, you can get a leaflet with a more detailed map of the fort from the ticket office at the guardhouse. Please note however that our tour does not use the same numbers for points of interest. Ideally, split your class into groups of 8 10, to allow maximum participation. Please note that the fort is large and it may take some time to walk between locations; the ramparts are over a kilometre long! Whatever the weather, the fort is likely to be windy so please encourage your pupils to dress warmly. Background information on each location is provided in this resource. It is written in simple language so that it can be read out to pupils if desired. Also included are suggested questions for discussion in the form of teacher prompts, together with desired pupil responses to the questions. Information relating to the Second World War is highlighted so that it can be easily referred to or omitted, depending on the focus of your visit. After the tour If you have time after the tour, you may wish to visit the following: Regimental Museum. This contains many objects and photographs relating to the former Queen s Own Highlanders (Seaforth and Camerons) regiments. On the top floor landing are a few objects relating to the first years of the fort a razor, a penny from the reign of George II, a watch and chain, an inkbottle, etc. If your interest is in the Second World War, there are many artefacts connected with campaigns from this time. Two small exhibitions in rooms in the north casemates. One features an audiovisual presentation showing life in the fort in the past and today, using both re-enactors and contemporary soldiers. The other shows graphic panels illustrating life at the fort in the past. A pre-visit will help you decide if these are suitable for your pupils.

5 5 Plan of Fort George showing tour locations Illustration by Stephen Conlin 1 Ravelin 2 Principal bridge and gate 3 Parade ground, guardroom and Black Hole or prison 4 Grand magazine 5 Historic barrack rooms 6 Barrack square 7 Provision stores 8 Stables and well 9 Chapel 10 Point battery

6 6 The Jacobites were supporters of King James VII and II, who was forced off the throne in 1689 to live abroad. They were called Jacobites after the Latin word for James Jacobus. The Jacobites wanted to restore King James s family the Stuarts to the throne of Britain again. Prince Charles was King James s grandson Introduction: Outside the fort, on the grass anywhere next to the car park Information for teachers. This can be read to pupils. Let s go back in time 250 years. It s the middle of the 1700s. The British army has just had a bad scare. Prince Charles Edward Stuart, also known as Bonnie Prince Charlie, turned up in Scotland in 1745 and raised his own army. His supporters were called Jacobites. They wanted to claim back the thrones of Scotland, England and Ireland for the exiled Stuart family and they nearly succeeded. The British army were sometimes known as the Redcoats because of their red tunics. They were beaten several times by Prince Charles and his army of Jacobites, who managed to get to within 100 miles of London. But eventually the British army crushed the Jacobites at the Battle of Culloden, about 8 miles from here, in After Culloden, the Redcoats wanted to make sure that there would never be another rebellion like the Jacobite rising. They wanted to frighten people into behaving. They set up forts across Scotland where the army could be based, and built roads between them to make it easier to move soldiers from one place to another. The biggest fort of all was this one Fort George, named after King George II. For years it was the biggest, grandest fort in all of Europe. It took more than 20 years to build and was finally completed in It cost a huge amount of money to build more than 20 million in today s money and more than the whole of Scotland earned in a year in those days! By the time it was finished, Scotland was peaceful. There were no more Jacobite risings. The fort was never attacked. Fort George has been used as a military base ever since and there are still soldiers based here today. In the Second World War Fort George was used as a training camp. Thousands of new recruits came here from all over Britain for six weeks of basic training before they went off to fight. It was also where they practised for particular events, such as the D-Day landings in France.

7 7 They thought very carefully about where to build the fort. Why do you think they chose this place? Surrounded by sea on three sides good defences Quite flat easy to build on In those days it was easier to transport people and building materials by sea than by land. Close to Inverness the capital of the Highlands even in those days Why do you think the army was willing to spend so much money on Fort George? They were really scared that the Jacobites might rebel again. They wanted to show how powerful they were with a big, flashy fort. As we walk from the car park through to the ticket office, look all around you. How would you feel if you were visiting the fort 250 years ago? Probably very nervous, intimidated Flat land on a promontory, surrounded by sea on three sides, made this the ideal location on which to build the fort. x Walk up the path, over a bridge and through a tunnel to arrive at the ticket office. Check in here with the site manager. Then turn around and follow the slope up towards the car park to stand on the triangular point of the ravelin (Location 1).

8 8 In the Second World War, the guardhouse here was the start of the daily chocolate run. Although sweets were rationed, the church in Ardersier sold 48 bars of chocolate every day which were off the ration. The race started from here: the men charged off down the road and the first 48 came back munching chocolate! Location 1: Ravelin Information for teachers. This can be read to pupils. This part of the fort is called the ravelin. From here you can see all the ways that the fort is defended and you would have got a good view of anyone about to attack you! The grassy slope which stretches away is called the glacis. It was designed to soak up the power of enemy cannon balls if the enemy was firing at the fort from a distance away. The earth of the glacis would absorb the force of the cannon ball and keep the stone buildings safe. In the Second World War The view from here would have looked very different. They were so short of space that they built wooden huts on the glacis for the new recruits to live in. They were not expecting to be attacked from the ground any more. The ravelin How many different obstacles can you see to stop the enemy attacking? Have a look at one of the cannons. Whose initials can you see on it? Do you think the cannons were designed to be moved? Do you think this mattered? Where do you think the lookouts would stand? Why do you think they are round? Go and stand in the lookout towers and see what you can see! Do you think the British army expected that the Jacobites would attack from the land or from the sea? Narrow path zigzags so enemy wouldn t be able to see where they were going. High walls around the path enemy would feel trapped if they got too close Wooden fence made out of spiked poles Cannons could fire at the enemy from further away. Ditch could be filled with water to stop enemy crossing. Narrow bridge could be hauled up. GR = Georgius Rex = King George They look pretty solid difficult to move. It would be a problem if you wanted to fire at something which was not directly in the line of cannon fire. In the little pepperpot towers So that lookouts could see in lots of different directions From the land very heavily defended x Return from the glacis back down the slope past the guardhouse. Go and stand on the bridge (Location 2).

9 9 Like many building projects today, Fort George cost far more than expected. Its estimated cost was 92,673, 19 shillings and 1 penny but in fact it cost nearly 200,000 more than double! Location 2: Principal bridge and gate Information for teachers. This can be read to pupils. Inside the fort there are still more defences! Even if you managed to get this far, there were still lots of ways that the army would have stopped you getting any further. If the fort was attacked, this ditch could be filled with icy sea water. In the Second World War This ditch was used as a place to practise shooting. They put a huge target at one end and there are still bullet holes in the wall! Later on there was a tennis court here. How would the army have defended this bridge? It s a drawbridge; part of it could be hauled up to stop people crossing. Look along the ditch. Can you see how they would have flooded the ditch? How many lookout towers can you see? How many cannons can you see pointing at us as we cross the bridge? Gates visible at the end could be opened to let sea water pour in. five eight What do you think the builders did with the earth they dug out to make the ditch? Used it to build the ravelin and other defences. The main bridge leading into the fort The coat of arms of King George II above the main gate Look at the coat of arms above the principal gate. It is the coat of arms of King George II. Look for: the lion of Scotland the three lions of England the harp of Ireland another symbol of Scotland another symbol of England Why are there all these signs of England, Scotland and Ireland here? You can also see the shield of Hanover, the part of Germany that King George s family came from, in the bottom right of the circle. Look for the white horse. How else is this gateway decorated? As you go through the gateway, look for how they would have kept people out. top left quarter of central circle top left quarter of central circle bottom left quarter of central circle thistle bottom right outside circle rose bottom left outside circle To show this is a place for the British army made up of people from these countries Different colours of stone around the arch Thick studded outer door, another door, huge bolts x Continue across the bridge and go through the stone gateway into the parade ground (Location 3).

10 10 The stone to build Fort George came across the Moray Firth from the Black Isle, the wood came from local forests, the ironwork came from Edinburgh and the tools came mostly from Inverness. It must have been good business for Scotland! Location 3: Parade ground, guardroom and Black Hole or prison Information for teachers. This can be read to pupils. We re now inside the fort itself finally! Does it feel like you expected? Inside the high walls the fort was like a separate village. When it was first built, the fort was home to around 2,000 soldiers. This included the permanent staff of the fort, from the fort governor to the baker, the gunners, whose job it was to man the cannons and other guns, and about 1,600 ordinary soldiers and officers. Within these walls the Redcoat soldiers slept, ate and trained and this still happens today. The fort had its own brewery for making beer, bakery for making bread, chapel for worshipping and even prison for people who broke the rules of the fort. The grassy area is called the parade ground. This was where official displays took place and where soldiers might be awarded medals. It was also where officers played cricket and where the soldiers children enjoyed playing. The parade ground is protected by high walls. Built into the walls are lots of small rooms, known as casemates. These were bomb-proof storage cellars which could be used as emergency barracks if the fort was bombed or under cannon fire. In the Second World War The casemates were all used as accommodation for new recruits to the army and to carry out medical inspections. Look over the grass to the buildings. These are where the most important people in the fort lived: the fort governor and other staff officers, and the artillery men, who were in charge of the cannons. Where do you think the governor lived? Where do you think the artillery men lived? In one of the grander houses at either end were where the people in charge lived. In the part in the centre. Looking across the parade ground to the governor s and officers quarters and the building where the artillery men lived x On the left of the archway turn into the guardroom. This room is the main room for the guards. They would check everyone who came in or out of the fort a bit like security guards today. When the fort was built, there used to be wooden sleeping platforms for the guards who were not on duty. The beds you can see now were added in the late 1800s, and can be folded up.

11 11 The guards had long guns called muskets. At the end of the musket was a long, sharp knife blade, called a bayonet. Can you see where the guards would keep their muskets when they weren t using them? Wooden rack by window for holding muskets The scratch marks on the stone were caused by guards sharpening their bayonets. As you leave this room, look on either side of the door on the outside. Bored guards used to stand here. They used to sharpen their bayonets as they stood here. Can you see scratch marks on the stone? Are there any guards at the fort today? Keep your eyes open! Scratch marks visible by the door Pupils own responses x Come out of the guardroom and into the parade ground. Before doing so, on the other side of the arch step into the prison room known as the Black Hole. Look around the room. Are there any windows? What would it be like if the door was closed? What do you think this room was used for? No windows and no light when the door is closed Used as a prison One poor prisoner carved a message into the wall. Have a look at it and see if you can find: A prisoner s message the man s name what he did wrong how long he had to be in prison David Abernethy He was drunk while on guard duty! 60 days x Walk up the middle of the parade ground. Walk between the two blocks of buildings. Then turn left. Follow the signs to the grand magazine through a small doorway in a wall. Go through this and then stop before entering the magazine (Location 4).

12 12 The rifles were officially called Land Pattern Muskets but everyone called it a Brown Bess! Guns were often given girls names. Location 4: Grand magazine Information for teachers. This can be read to pupils. This building has a strange name. It s called a magazine. This was where the supplies of gunpowder for the fort were kept. During the war with the Jacobites, a government army fort near Loch Ness was blown up when the Jacobites fired a cannon at the magazine. The designers of Fort George wanted to make sure that this wouldn t happen again. In the Second World War The grassy area all around the magazine was planted with vegetables to feed the new recruits at the fort. Look around you at the high walls round the magazine. Why do you think it s on its own, separated from the rest of the buildings of the fort? So that if it caught fire or blew up, the rest of the fort would still be safe. The magazine x Go into the magazine. Information for teachers. This can be read to pupils. Here you can see copies of the big barrels of gunpowder that used to be stored here. The soldiers used gunpowder to fire their muskets and the cannons. The designers wanted to make sure that nothing in this building would create a spark which might start a fire so nothing in the building is made of iron. If you look at the floor, you can see that instead of nails, they used wooden pegs. The soldiers who worked here had to change into special clothing with no iron buckles or buttons, just in case they caused a spark too. There used to be tanks of water kept nearby in case anything caught fire by mistake. Also in this room you can see displays of equipment used by the soldiers who used to work at Fort George and a large scale model of the fort. Barrels of gunpowder were stored in the magazine. Today this room is lit with electric light. How would it have been lit when it was first built? Why might this have been a risk? Some metal is used in the building but not iron. The only metal allowed was bronze, which doesn t spark. Look for any part of the building which is made of metal inside or out. This is bronze. Probably with a candle or oil lamp. Could have started a fire very easily. Ventilation covers, door sheeting made of greenish bronze

13 13 Look at the musket at the front of the display. Can you see the bayonet the sharp blade which was attached to the end of the musket? The musket was used for firing at people from a distance. How do you think the bayonet was used? For stabbing people at close distance Look out too for the little twists of gunpowder, folded into paper cylinders. Muskets in the Seafield collection notice the sharp bayonet blades. Model of the fort Can you see how the soldier carried these? Why do you think they were carried in such a strong bag? Guns weren t the only weapons carried by soldiers in those days. Look in the display cases for other weapons. How were these weapons used? What does this tell us about how battles were fought in those days? Look for the drum. Read the label to find out two reasons why the drum was used in the army. The model shows what Fort George looks like from above. Can you see where we came in? Can you see where we are now? Why do you think this was a good place to build the fort? Can you see the harbour of the fort? What do you think this might have been used for? In a special holder in a leather bag. To keep the gunpowder dry if it got wet, it would be useless. Swords, pikes long sharp sticks Fighting people near you, not far away Battles involved hand-to-hand fighting. The drum gave signals for soldiers to do things on the battlefield like a referee s whistle. The drum beat out the time for whipping if someone was being punished. (Help pupils follow the route taken by the group.) Can easily see that the fort is surrounded on three sides by the sea makes it easier to defend. Unloading building materials and men x Leave the grand magazine. Go back through the door in the wall. Enter a door signed Historic Barrack Rooms in the block opposite (Location 5).

14 14 A Redcoat soldier received only a shilling a week pay. From this he had to pay for his food, equipment and clothing. Location 5: Historic barrack rooms Background information for teachers. This can be read to pupils. Room 1: Barracks room 1780 This is a soldiers room from 1780, not long after the fort was built. This was where eight soldiers lived, washed, cooked, ate and slept. Some soldiers were married and brought their wives and families with them. Some wives lived inside the fort, others set up home outside. Children at the fort were often in trouble for breaking windows, playing ball games in the barracks, or interfering with the cannons. In the Second World War If you were based in one of these rooms in the Second World War, you were lucky many men lived in very basic sheds outside the main fort. One man remembers waking up to find that his glass of water beside his bunk had frozen overnight! Other men remember being splashed by waves while waiting in the breakfast queue! Private John Anderson s barrack room, 1780 This room was for eight men. How many beds are there in the room? So where did they all sleep? The men had to do their own cooking. They collected their rations of food every day from the provision store, and cooked it here. Can you see where they cooked it? Can you see a tap or basin here? How do you think the soldiers washed? There were only four toilet blocks, called latrines, for all the soldiers and all the officers when the fort was first built! One soldier out of every hundred men was allowed to have his wife with him in the barracks. He and his wife were allowed a little private space. Can you see where this was? Do you think he had any children? What do you think the man at the table is doing? Would you have liked to live like this? Why do you think men joined the army in those days? Four They had to share beds. Over the fire No Had to collect water from the fort well and then wash using a bucket. Behind the blanket hung up in one corner of the room Can see a cradle. Cleaning or repairing his musket Pupils own responses It was a regular job; chance for adventure; desperation. Each soldier had a row of pegs above his bed on which to hang his kit. The other two historic rooms date from 1813 and The first shows an officer s room, the second a soldiers barracks. These are not explored in detail here, but pupils could compare the barracks room of 1868 with that of 1780, and could talk about the differences in luxury between the barracks room and the officer s room. x Leave the historic barrack rooms by the other door to emerge into the barrack square (Location 6).

15 15 Redcoat soldiers spent a lot of time drilling: practising marching and using the rifles. They followed a strict daily routine: 0500 Get out of bed to do chores 0600 Drill Location 6: Barrack square Background information for teachers. This can be read to pupils. This is the barrack square. This was where the soldiers were trained in marching, and in using their muskets and bayonets. The soldiers barrack rooms were all around. The men in charge of them were called officers. They lived here too, but in grander rooms. In the Second World War The corners of the buildings were all painted white so that people could see where they were going during the blackout. If you look carefully, you can still see traces of the white paint Breakfast 1000 More drill 1200 Dinner 1400 More drill 1600 Tea Can you work out which the officers rooms were? Look for the dates when these buildings were finished. They were in the rooms with the bigger windows and 1763 The barrack square A corner painted white so that it could be seen during the blackout x Walk through the gap in the buildings. Continue between two more blocks, past the Seaforths regimental institute on your right, then stop before an arch with a clock (Location 7).

16 16 Some soldiers were so unhappy at Fort George that they called it Fort Misery! Would you have liked it here, do you think? Location 7: Provision stores Background information for teachers. This can be read to pupils. We ve just walked past the ordnance stores where all the bullets and cannonballs were stored. The buildings in front of us now were the stores where all the food for the soldiers was kept enough food and drink for about 2,000 men! On the left was a bakery. Bread was baked here every day in three huge ovens. The baker lived in the house at the left-hand end. Oats and grain for making bread were kept on the first floor. On the right was the brewery. Beer was brewed for the soldiers and was often safer to drink than water! All the rest of the food for the soldiers was kept in the storerooms between the bakery and the brewery. It was handed out to soldiers every day as rations. They didn t get much: o o o 1½ lb of bread (about the size of loaf today) 1lb meat about as much as six sausages which included the weight of any bones 2 pints of beer about 1 litre The soldiers cooked this food themselves and often made a thin meat stew. If they could get any vegetables or other food locally, they added that to the stew. In the Second World War This was where the new recruits were kitted out with their uniforms and rifles. There was also a gym hall where they trained, on the left side of the old ordnance store building and a prison. The building on the right was turned into a prison later. What clues are there to show this? You can see bars on the window. It s still used as a detention centre today a kind of prison for soldiers. The arch leading to the stables block x Walk through the arch and turn immediately left to the stables block (Location 8).

17 17 At various times animals other than horses were kept at the fort. Beagles were kept for hunting and pigs for meat. A pig called Charlie even won a trophy for Best Boar at Nairn Show in Many regiments had dogs as mascots. When they died, they were buried at the fort. Their graves (not accessible) are beside the north rampart. Location 8: Stables and well Background information for teachers. This can be read to pupils. When the fort was first built, the fastest way of travelling by land was by horse. These stables were probably used for horses for the baker and brewer and would have pulled wagons carrying grain for making bread and beer. Outside the stables is the fort well, the source of water for all the fort s needs. What different things do you think the army used horses for? Carrying messages or letters to other forts Carrying soldiers quickly from one place to another Pulling carts with supplies Pulling cannon Look for: All are obvious. places for the horses food and water a chain to tie up the horses where the saddles and other pieces of equipment were kept the drain so that the horses stables could be washed out This well was the source of water for the fort. Think of all the things this water would have been used for when the fort was first built. Cooking, washing, cleaning, drinking The stables The well x Continue to the chapel (Location 9). Before entering, remind pupils that the chapel is still used as a place of worship and that some visitors go there to pray. Remind them of appropriate behaviour.

18 18 Location 9: Chapel The chapel was the very last building to be completed at Fort George. Until then the Redcoat soldiers had to go to the church at Kirkton of Ardersier for their compulsory Sunday church service. Background information for teachers. This can be read to pupils. This building has been the fort chapel for nearly 250 years. This was where the soldiers used to come to pray to God and still do. Ordinary soldiers used to sit in the middle section. Officers and their families sat upstairs in the galleries. The flags you can see hanging up were all carried at battles by regiments of soldiers based at the fort. The pulpit is where the minister stands to preach. It s unusual, because it has three layers it s a triple-decker. The top layer is for the minister, the reader stands in the middle section to read from the Bible, and a person called the precentor stood in the bottom section and led the singing. When the chapel was not being used for services, it was used as a schoolroom for the children of officers and soldiers right up to The children used to sit on three rows of benches under the galleries, and the floor space in the middle was used for the teacher or for games. A big map of the world hung from the gallery. In the Second World War The chapel One soldier stationed here during the war remembers how they were taught to make a kind of home-made bomb called a Molotov Cocktail. To find out if it worked, one of the commanders threw his at the wall behind the chapel where, to everyone s amazement, it went off with a bang and a flash. In 2004, bullets and the remains of hand grenades were found in this area. Look at the stained glass window behind the altar at the end of the chapel. Look for something particularly Scottish in the top right-hand window. At the beginning of our tour we saw a gun with the name of the king on it. High up above the pulpit, look for the name of the next king written in Latin. Can you work out the date that the chapel was built? It is written in Roman numbers. Why do you think chapels are specially important to soldiers? Look at the wall behind the chapel. See if you can spot where the girls and boys toilets used to be. Angel playing the bagpipes Georgius III = King George III MDCCLXVI = 1766 Risk of death in everything they do; want to pray for God s help or thank God Small blocked-up doorways One stained glass window in the chapel shows an angel playing the bagpipes. x Walk up the grassy ramp either side of the chapel to reach the Point battery (Location 10).! Please warn pupils of the sheer, unfenced drop between the battery and the chapel area.

19 19 Location 10: Point battery The Redcoat soldiers used to fish for salmon off this point. Today, if it s calm, you might be lucky enough to see bottlenose dolphins from the Point battery. Some people have even seen minke whales! Background information for teachers. This can be read to pupils. We are now high up on the ramparts, at the tip of Fort George. Although the fort was built mainly against an attack from the land, later on they were also worried that they might be attacked from the sea. From here the fort could control the water between here and the north shore of the Moray Firth. They could stop enemy ships coming further up the Firth. In the Second World War If you looked along the coast here during the war, you would have seen wooden posts all along the shore, to make it harder for enemy ships or gliders to land. In 1943 and 1944 the coast was used to practise for the D-Day landings in France a major attack against the Nazis by Britain and her Allies from the sea. Men practised attacking and destroying copies of German gun posts built here and men were even killed in accidents with landing craft. There was an obstacle course set up on the ramparts for training the soldiers. The sheds by the harbour were used to keep pigs in. The pigs ate scraps of leftover food and later on became food themselves! The fort was well protected by ramparts and cannons. How is the fort defended against attacks from the sea? Look at the cannon at one of the corners. How is it different from the cannon we looked at first? Look at the walls. How are they different from the walls of the barracks buildings and the chapel? The bricks were all made here at Fort George in special kilns. Cannons facing out to sea High, thick, strong ramparts above sea level It can be moved around a bit to focus on a particular target. Made of brick rather than stone x Unless it is very windy, walk all the way along the southern rampart, past the grand magazine. You can peer over the wall to see down into the old harbour. This cannon can be moved around to focus on a target. Continue walking along the rampart to the Prince of Wales bastion and then down the slope back into the parade ground. Our tour is now finished.

20 20 FAQs Q What is the minimum number of adults required for supervision? A 1 adult to 10 pupils. Q Is it possible to have a guided tour? A There is a programme of facilitated events and activities, but no guided tours are available. Q Is there disabled access? A Most of Fort George is on one level and is accessible to wheelchair users. Access to the ramparts is via steep ramps. Q Are there lunch facilities? A Pupils can picnic outside or can use the education room by arrangement. Q Where are the toilets? A There are toilets in the centre of Fort George. Q Do you carry out risk assessments on behalf of schools? A Risk assessment of the site is the responsibility of the teacher in charge of the group. Hazard information sheets available on the Historic Scotland website provide information that can help teachers prepare their risk assessments. Q Is there a shop? A There is a shop in the ticket office in the ravelin that sells postcards, guidebooks and souvenirs. Visiting Fort George Historic Scotland Education Unit For information about school visits, activities and resources for teachers visit Location: Ardersier, off the A96, 6 miles west of Nairn, 11 miles north-east of Inverness. Pre-visits: We strongly recommend that teachers make a free visit to familiarise themselves with the site and to make a risk assessment before bringing school parties. Booking a visit: Phone to book a visit, discuss your needs and confirm opening times. Cost: Admission is free to a range of educational groups including school parties. More information about free visits can be found on the Historic Scotland website. There may be a charge for special activities. Activities at Fort George: Special activities for schools are often organised at Fort George. Details can be found on the Historic Scotland website or call /8736. Parking: Large visitor car park. Health and safety: Please note: Pupils should be supervised at all times as there are sheer drops from the ramparts which are not fenced. As part of our commitment to Green Tourism, we ask that all litter be disposed of back at school. Additional resources For teachers Iain MacIvor; revised Doreen Grove Fort George, Historic Scotland 2006 Official guidebook, giving further details about the site. Historic Scotland Education Investigating the Jacobite Risings, Historic Scotland 2009 Lots of background on the Risings and suggestions for class activities. Chris Tabraham and Doreen Grove Fortress Scotland and the Jacobites, Batsford 1995 Useful book exploring the roads and forts built in response to the Risings. Christopher Duffy The 45, Phoenix 2007 Readable account of events of 1745 and Stuart Reid British Redcoat , Osprey 1997 Thorough guide to Redcoat army life. nairn/fortgeorge Good historical overview. For pupils Terry Deary Bloody Scotland, Scholastic 1998; Scoular Anderson 1745 and all that, Birlinn 2001 Provocative and informative. Gordon Jarvie The Clans, NMS Publishing 2005 Useful guide to the clan system. Antony Kamm The Jacobites, HMSO/ NMS 1995 Colourful guide to the Jacobite Risings. Acknowledgements Author: Elspeth Mackay Series editor: Sue Mitchell Copy editor: Jackie Henrie Image credits: All images Crown copyright Historic Scotland unless otherwise credited Layout and production: The House With thanks to: Chris Tabraham Historic Scotland 2011