Explorers played an important part in the making of the British Empire, spreading British influence and expanding Brtish territories all over the globe . But what was their exact mission and what is their legacy ?
Task : In groups , study the documents about some well-known British adventurers and explorer to present them to the rest of the class.
Your presentation must include a PPT with a map, a short biography ( key events) of the person, a enlightening summary of the major political events of the period, an analysis of the document(s) given and the aims of their mission as well as its impact ( legacy) .
NB : guidelines are meant to help you focus on the gist of the documents but shouldn't be followed blindly.What matters is that your oral presentation is clear.
Task : In groups , study the documents about some well-known British adventurers and explorer to present them to the rest of the class.
Your presentation must include a PPT with a map, a short biography ( key events) of the person, a enlightening summary of the major political events of the period, an analysis of the document(s) given and the aims of their mission as well as its impact ( legacy) .
NB : guidelines are meant to help you focus on the gist of the documents but shouldn't be followed blindly.What matters is that your oral presentation is clear.
Mapping the World,
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Captain Cook
https://www.bl.uk/the-voyages-of-captain-james-cook/articles/the-first-voyage-of-james-cook https://www.cookmuseumwhitby.co.uk/the-museum/our-collections/paintings-and-prints/the-south-seas/ |
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Lewis and Clark
Read Lewis and Clark 's biographies to learn more about them : lewisclark.net/biography.
Then turn to the documents about Jefferson and the Louisiana purchase to fully understand the historical context . www.monticello.org/thomas-jefferson/louisiana-lewis-clark/the-louisiana-purchase/ or teacher.scholastic.com/activities/lewis_clark/purchase.htm
Read their mission letter and explain what was expected from them.
Afterwards, read the following page about their legacy : oceanexplorer.noaa.gov/explorations/lewis_clark01/background/history/history.html or browse : www.lewis-clark.org/channel/111
NB : You can use the photos underneath to help you present your work to the class
Play with Lewis and Clark : www.pbs.org/lewisandclark/into/index.html
Then turn to the documents about Jefferson and the Louisiana purchase to fully understand the historical context . www.monticello.org/thomas-jefferson/louisiana-lewis-clark/the-louisiana-purchase/ or teacher.scholastic.com/activities/lewis_clark/purchase.htm
Read their mission letter and explain what was expected from them.
Afterwards, read the following page about their legacy : oceanexplorer.noaa.gov/explorations/lewis_clark01/background/history/history.html or browse : www.lewis-clark.org/channel/111
NB : You can use the photos underneath to help you present your work to the class
Play with Lewis and Clark : www.pbs.org/lewisandclark/into/index.html
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Faith and Mysticism
John Muir
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John Muir's itinary : www.highsierratrails.com/jmt/jmt_trail_map.html
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David Livingstone
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Extra material : livingstoneonline.org/life-and-times |
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Adventurers
Mary Kingsley
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T.E. Lawrence
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KURDISTAN—The mountainous Kurdish-speaking region that occupies portions of Turkey, Iraq, Iran, and Syria. Even the Romans (according to Gibbon) recognized the Kurds as fiercely independent.
NORTHERN TRIBAL AREA—Largely a Sunni Arab domain, encompassing the towns, small cities, and deserts of western Iraq and eastern Syria and Jordan. SOUTHERN TRIBAL AREA—Also largely a Sunni Arab domain, encompassing the Saudi heartland. Its brand of Islam is the fundamentalist Wahhabi strain. THE CRESCENT—On the one hand, ethnically Arab, like the people to the west; on the other hand, religiously Shia, like the people to the east. This arc of territory straddles portions of Iran, Iraq, and Saudi Arabia, and contains at least 20 percent of the world’s proven oil reserves. EMIRATES—The existing small, oil-rich Sunni sheikhdoms. These Persian Gulf enclaves, which unlike Saudi Arabia have a long mercantile tradition, form a natural collective—more like one another than like anyone else. PERSIA—Occupying the Iranian heartland, the Persians have constituted a coherent and powerful cultural bloc since antiquity. The predominant religious tradition is Shia Islam. AZERBAIJAN—A Turkic region to the east of Kurdistan, including a mountainous chunk of northwestern Iran. Ethnically and linguistically distinct from Persia, though with long-standing cultural ties, and sharing an adherence to Shia Islam. BALUCHISTAN—The non-Farsi-speaking and largely Sunni Baluchis occupy an impoverished and increasingly restive region that sprawls across eastern Iran and western Pakistan. ARABIA FELIX—A name from ancient times for Arabia’s southwestern corner. A mixed Sunni and Shia population, highly independent, defined primarily by the mountain environment in which most people live. OMAN—This sultanate has been autonomous and distinct for 250 years. The people are mainly Arab, but their Ibadhi form of Islam distinguishes them from mainstream Shias and Sunnis. HEJAZ—The urbanized and mercantile Arabian coastal strip along the Red Sea. For a decade during the early 20th century it was an independent kingdom. LOWER EGYPT—The Nile Delta region to the north, with its cities and commerce—Egypt’s center of gravity. UPPER EGYPT—Village-oriented and rural, but also clinging to the Nile’s thin ribbon. WESTERN TRIBAL AREAS—The desert to the east and west of the Nile Valley is an Arab domain closer in character to the tribal societies across the Red Sea than to the civilization of the Nile Valley. ISRAEL—The Jewish homeland, with an Arab minority of 20 percent. THE LEVANT—Encompassing parts of northern Israel, all of Lebanon, and portions of coastal Syria, this is the most cosmopolitan terrain in the Middle East, comprising Maronite Christians, Roman Catholics, Sunni Muslims, Shia Muslims, and Druze, as well as a host of other small communities. TETRAPOLIS—This heavily urbanized Arab strip takes in four major cities: Aleppo, in the north; Damascus and Amman; and Gaza, in the south. The mental orientation is less to the east than to the Mediterranean world, as it has been since ancient times. Gaza was the terminus of the Spice Route. CONTESTED AREAS—Places that must be considered independently include Baghdad, Kirkuk, and Jerusalem. A complex mixture of ethnic and religious factors prevent these places from fitting conceptually into any neighboring entity. UNCONTESTED AREA—The Empty Quarter, uninhabited. |
Scientists
Alexander Fleming
- Read Alexander Fleming's biography : www.britannica.com/biography/Alexander-Fleming or www.nobelprize.org/prizes/medicine/1945/fleming/biographical/
- Listen to the podcast to learn more about the discovery of Penicillin: www.chemistryworld.com/podcasts/penicillin/3005904.article and the difficulties encountered. Make sure you define what an antibiotic is and what's its purpose.
- Read the document underneath the role played by historical events in the discovery.
- Talk about Fleming's legacy ( you can use illustrations from the brochure)
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J.D. Watson
Read Watson's biography : www.nobelprize.org/prizes/medicine/1962/watson/biographical/
Listen to the podcast to learn more about DNA : www.chemistryworld.com/podcasts/dna/3005761.article
Read the review of Watson's book to get a better understanding of the historical context surrounding his discovery : www.theguardian.com/science/2012/jan/20/double-helix-james-watson-review
Listen to the Guardian video to
Listen to the podcast to learn more about DNA : www.chemistryworld.com/podcasts/dna/3005761.article
Read the review of Watson's book to get a better understanding of the historical context surrounding his discovery : www.theguardian.com/science/2012/jan/20/double-helix-james-watson-review
Listen to the Guardian video to
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Task
Use the notes you have taken while your classmates presented their findings to create a Venn Diagram or a mental map showing why all these people can be regarded as explorers.
Extra material : www.britishempire.me.uk/-makers-of-the-british-empire.html