FIRST read Resource B: Section 1, which deals with the history of the jewel to 1830, in the voice of the diamond – it has been characterised as vain and unsympathetic.

Note: when coming out of role as the voice of the jewel the reader should make sure there is a clear difference in tone between their teacher’s voice and that of the jewel. Any pauses for discussion should not digress from the main story line.

PAUSE & DISCUSS details with pupils (as and when necessary) during and after reading each section of the story, going back over particular dates and events to ensure that they understand the narrative. Key dates could be written up to form a timeline and parallels drawn with other historical periods during which an empire expanded, for example the Roman Empire. Where Sikhism has already been studied in Religious Education reference could be made to prior learning about it and artefacts could be displayed. Contrasts could be drawn between the climates of Britain and Punjab, especially if South Asia has been studied in Geography.

AFTER reading Resource B: Section 1 split the class into small groups.

GIVE each group a large piece of paper with a graph drawn on it. On the horizontal axis mark the following dates:

• 1830
• 1852
• 1857
• 1902

On the vertical axis mark ‘Very Powerful’ at the top and ‘Very Weak’ at the bottom.

ASK each group, within a set time limit, to place a cross on the graph for how powerful or how weak they think the British sounded in 1830.

THEN ASK them to do the same for Sikhs. If necessary refer to the slides to reinforce details about the power of the British and Ranjit Singh at the time.

ASK groups to present their graphs to the class in the term, probing pupil reasoning as to the relative position of their crosses. Then continue the story from Resource B: Section 2, which takes the narrative on to 1852.

REPEAT the previous activity in small groups to judge the extent of British and Sikh power for the year 1852 and, in addition, ask pupils to join at the crosses across the graph. Part of the discussion will then focus not only on the distance between the British and Sikh crosses but also the comparison in positions of relative power between 1830 and 1852.