teacher resource book d
TRANSCRIPT
Teacher Resource Book D
British Antarctic Expedition
1910-1913
Captain R F Scott 13 April 1911
H Ponting Photograph
Pennell Collection
Canterbury Museum
HOW TO USE THE EDUCATION RESOURCES
Antarctica, Robert Falcon Scott, and the historical debate about his Terra Nova
expedition, as well as his scientific endeavours, all intersect in this exhibition,
Scott’s Last Expedition.
A wide variety of activities for students working at level 2 - 5 are offered in the
resources.
Resource Kit A is designed to provide a general introduction to Scott and the
Terra Nova expedition and includes focus questions to get you started.
Resource Kit B focuses on Antarctica, the planning of the Terra Nova expedi-
tion and the setting up of base camp at Cape Evans.
Resource Kit C turns to the scientific endeavours that were carried out by
Scott and his men and what scientists are doing on the Ice today.
Resource Kit D examines the journey to the South Pole and the subsequent
death of Scott and the Polar party.
These activities can be used for pre-visit, post-visit, revision, or as stand alone
activities in the classroom. Teachers may freely adapt the activities to suit the
needs of the their own students. Many of the activities have associated web
links to other resource material. All websites are correct at the time of publica-
tion.
Many thanks to the Australian National Maritime Museum who developed all of
these activities for Scott’s Last Expedition.
RESOURCE KIT D
Historical Inquiry
The journey to the South Pole
The last camp
The death of Scott and Polar Party
Reflections
Exhibition Sub-themes
RESOURCE KIT A
RESOURCE KIT B
Timeline Activity
Geography and Mapping
Mapping
Landscape and Fauna
Glaciology
Climate Change
Animals in Antarctica
Identifying Animals
Food Web
Introducing Antarctica
RESOURCE KIT C
Clothing
Food
Medical Issues
Science and Geography
Antarctic Ecosystem
Adaptation
Penguins and sponges - a
comparison
Scientific Data Collection
Fossils
Geological Wall Chart
Documentation
The Dry Valleys
Dry Valleys and Life on Mars
Planning the Terra Nova expedition
Base Camp at Cape Evans
Science and Human Endeavour
Exhibition Overview
CURRICULUM LINKS
SOCIAL SCIENCES:
Students will gain
knowledge, skills, and
experience to:
SOCIAL STUDIES
LEVEL 2:
Understand how people make choices to meet their needs and wants
Understand how places influence people and people influence places
Understand how cultural practices reflect and express people’s cus-
toms, traditions and, values
Understand how people make significant contributions to New Zealand
society
LEVEL 3:
Understand how people view and use places differently
Understand how people make decisions about access to and use of
resources
Understand how people remember and record the past in different ways
LEVEL 4:
Understand the ways in which leadership of groups is acquired and
exercised have consequences for communities and societies
Understand how people pass on and sustain culture and heritage for
different reasons and that this has consequences for people
Understand how exploration and innovation create opportunities and
challenges for people, places and environments
Understand that events have causes and effects
Understand how formal and informal groups make decisions that impact
on communities
Understand how people participate individually and collectively in re-
sponse to community challenges
LEVEL 5:
Understand that people move between places and how this has conse-
quences for the people and the places
Understand how people’s management of resources impacts on envi-
ronmental and social sustainability
Understand how the ideas and actions of people in the past have had a
significant impact on people’s lives
ICONS
Icons are used next to activities to indicate skills being
addressed.
Think carefully about the question and what you want to say in
reply.
Discuss something with a friend, within a group or with your
teacher.
Write a response in the space provided. This could be following
discussion.
Perform mathematical calculations.
Read some information.
Look at some visual material.
Research an issue.
This is an interactive activity.
Make something.
GLOSSARY
Antarctic bottom water The coldest and densest water mass in the ocean. Formed in
particular places in Antarctica when surface water cools and
becomes more dense and so sinks to the ocean floor.
Anthropologist Anthropologists examine, analyse, report on and compare differ-
ent communities and how they grow, develop and interact.
Avalanche A fall or slide of a large mass of snow and ice which has de-
tached from where it rested.
Biologist Biologists study humans, plants, animals and the environments in
which they live.
Calve When the ice from a glacier reaches a body of water, it may
break off and form an iceberg. This is known as calving.
Desert An area where precipitation is low and evaporation is high creat-
ing very little moisture in the air. Antarctica is a “white desert”.
Ecosystem A system formed by the interactions of the living organisms
(plants, animals and humans) and physical elements of the
environment.
Environment The total physical and biotic features and influences surrounding
a place or organism.
Geographical issues Areas of concern that arise due to changes in environments and
which can be in spatial and ecological dimensions.
Geologist Geologists study the solid and liquid matter that constitutes the
Earth as well as the processes and history that have shaped it.
Glaciers Glaciers are snow, compressed over many years, which thicken
into ice masses. They are like rivers of ice and move slowly.
Habitat The environment in which an organism lives: the land and re-
sources (food and shelter) required to support an organism.
Hypothesis A predictive statement which can be tested using a range of
methods: most often associated with experimental procedure.
Ice floe A large, flat, sheet of sea ice that has broken off contact with the
coast where it was formed and is floating in open water.
Ice sheet A large, thick mass of ice that covers the land beneath it and is
greater than 50,000 square kilometres. Ice sheets cover Antarc-
tica.
Ice shelf A large flat sheet of ice that is attached to land along one side
and floats in the ocean. Formed where a glacier or ice shelf has
reached the water and kept flowing.
Iceberg A massive piece of floating ice that has calved off a glacier or ice
shelf. Icebergs occur in lakes and the ocean and can be the size
of islands or small countries. Only about 10% of its mass is above
the surface of the water.
Ice tongue A mass of ice projecting from a glacier into the sea. It is still fixed
to and forms a part of the larger glacier.
Inuit The Inuit is a group of culturally similar indigenous peoples
inhabiting the Arctic regions.
Investigation Systematic inquiry.
Physical environment Includes water, air, living things, sunlight and natural features of
the earth’s environment .
Phytoplankton (Plant plankton) Microscopic plant organisms which grow and live
in the upper layers of the ocean and form the basis of the marine
food web.
Primary materials (History) Original material written, composed, constructed at the time that
is being studied and about the topic that is being studied.
Primary materials (Science) Original material collected by the author. It includes measure-
ments, survey responses, photographs, digital images, maps and
sketches.
Secondary sources
(History)
Material written, composed, constructed after the event being
studied; not first-hand knowledge.
Secondary sources
(Science)
A range of forms of information and data that have resulted from
the investigations of other people, including graphs, diagrams
and images.
South Pole The southern-most point on the surface of the Earth where the
Earth’s axis of rotation intersects.
Validity of first hand data The extent to which the processes and resultant data measure
what was intended.
Zooplankton (Animal plankton) Microscopic animal organisms, such as tiny
crustaceans and fish larvae, that drift in bodies of water. Zoo-
plankton cannot produce their own food so are consumers.
THE ACTIVITY - AN HISTORICAL INQUIRY
For many years after his death, Scott's status as tragic hero was
unchallenged and few questions were asked about the causes of
the disaster which overcame his Polar party. In the
final quarter of the 20th century the expedition came under closer
scrutiny and more critical views were expressed about its
organisation and management. The degree of Scott's personal
culpability remains a matter of controversy among commentators.
This unit focuses extensively on students using source material
and further historical inquiry to develop an opinion about the role
of Robert Falcon Scott in the death of the Polar party.
Overview of the Inquiry
Fact Sheet
Expert Groups
Scott and Amundsen
Bringing it all together
A. Fact Sheet
Go To:
www.nmm.ac.uk
www.spri.cam.ac.uk/
Develop a brief fact sheet on Robert Falcon Scott’s Terra
Nova expedition 1910-1913. This research will give students
background information and set the scene for their inquiry.
Part A:
Part B:
Part C:
Part D:
B. Expert Groups
Form students into six expert groups:
1. Scott, Shackleton and Amundsen
2. Food and nutrition
3. Transport: dogs, ponies and sledges
4. Health and weather
5. Clothing
6. Criticisms of Scott at the time
Each group follows the instructions on the next page as well as
their own group information sheet.
British Antarctic Expedition
1910-1913
Midwinter’s day tree
22 June 1911
Pennell Collection
Canterbury Museum
1975.289.98
Instructions for All Expert Groups
Students are to read the information provided for their particular
expert group, complete further research using the sites provided
and discuss the importance of each aspect in the context of their
research about Scott in Part A.
Complete a group map showing all the places mentioned in your
readings.
Additional sites to use :
www.south-pole.com/p0000090.htm
www.coolantarctica.com/Antarctica%20fact%20file/History/
Robert%20Falcon%20Scott2.htm
www.nmm.ac.uk/explore/sea-and-ships/in-depth/race-to-south-
pole/the-race-to-the-south-pole
www.rmg.co.uk/
Map - www.worldatlas.com/webimage/countrys/polar/
anaroutl.htm
Expert Group 1.
Scott, Shackleton and Amundsen
On 13 September 1909, Scott announced: "The main object of
the expedition is to reach the South Pole and secure for the Brit-
ish Empire the honour of that achievement".
Ref: www.south-pole.com/p0000090.htm
Ernest Shackleton announced on 12 February 1907 that he was
planning to lead an expedition to the South Pole. He had already
raised £30,000 and was also asking the Royal Geological Society
(RGS) for help. The RGS felt caught in the middle which led to a
huge rift between Scott and Shackleton that was never to be
closed.
Ref: www.south-pole.com/p0000090.htm
9 September 1910...a telegram from Amundsen saying "Beg
leave inform you proceeding Antarctic. Amundsen". Scott was
clearly troubled by this announcement. Amundsen was heavily in
debt and knew if there was any chance to repay his debtors, a
spectacular triumph would be needed.
Ref: www.south-pole.com/p0000090.htm
“Any attempt to race Amundsen doesn't appear the sort of thing
one is out for...You can rely on my not saying or doing anything
foolish, only I'm afraid you must be prepared for finding our ven-
ture much belittled. After all, it is the work that counts, not the ap-
plause that follows.”
Ref: (Scott to his wife Kathleen) www.south-pole.com/
p0000090.htm
British Antarctic Expedition
1910-1913
Captain R F Scott
13 April 1911
H G Ponting Photograph
Pennell Collection
Canterbury Museum
1975.289.29
Expert Group 2.
Food and Nutrition
Depots were made at regular intervals of roughly 70 miles, each
containing food and fuel for a week for the returning parties.
Ref: www.south-pole.com/p0000090.htm
Scott laid depots on the southern route early in the year, although
his motor sledges failed and his ponies suffered. They had
started their depot-laying journey with eight ponies; some got
caught on ice floes and had to be put down as they could not be
rescued. They got back to Hut Point with only two ponies. This
had dire consequences for his return journey from the Pole as the
main One Ton Depot (79°28½'S ) was not as far south as in-
tended.
Ref: www.south-pole.com/p0000090.htm;
www.nmm.ac.uk/explore/sea-and-ships/in-depth/race-to-south-
pole/the-race-to-the-south-pole
A sledging diet of the early 20th century usually included pemmi-
can – dried powdered beef mixed with beef fat to make some-
thing like a biscuit. Amundsen added vegetables and oatmeal to
his. Another staple was biscuits designed to provide concentrated
nourishment. Amundsen’s biscuits were also rich in Vitamin B
whereas Scott’s contained bicarb which lowered the vitamin
content. Chocolate gave short energy bursts but had side effects
such as constipation.
Ref: www.nmm.ac.uk
Beauvais pemmican tin
ca1910
Canterbury Museum
19XX.4.3470
Expert Group 3.
Transport: dogs, ponies, sledges
Scott planned to use the sledges to motor across the Barrier as
far as possible, establishing provision depots along the way. The
ponies would then take over and haul the sledges to the foot of
the glacier. Scott felt that the animals would not be able to make
it up the glacier but would be a good source of fresh meat upon
their return from the Pole. The South Pole party would man haul
their sledges.
Ref: www.south-pole.com/p0000090.htm
It was from Safety Camp that they would make their final push to
the Pole. Doubts about the ponies came as they sank into the
soft snow and floundered – one went lame. The lone set of snow-
shoes was attached to "Weary Willie" with astounding results so
Meares and Wilson headed back to Cape Evans for the others.
Unable to get through, they returned to Safety Camp "shoeless".
Ref: www.south-pole.com/p0000090.htm
Shackleton’s Nimrod expedition (1907-1909) had used 19 ponies
but only four had survived. Their use had been unsuccessful.
Ref: www.coolantarctica.com/Antarctica%20fact%20file/History/
Robert%20Falcon%20Scott2.htm
Dogs, plenty of dogs, well-trained dogs were impressive. As
much attention was given to the dogs as the men on Amundsen’s
vessel Fram. A false deck had been built above the real one to
protect the dogs in stormy seas, an awning had been erected to
protect them from the sun, and their diet was a carefully balanced
mixture of dried fish, pemmican and lard.
Ref: www.south-pole.com/p0000090.htm
Scott wrote, "In my mind no journey ever made with dogs can
approach the height of that fine conception which is realised
when a party of men goes forth to face hardships, dangers, and
difficulties with their own unaided efforts, and by days and weeks
of hard physical labour succeed in solving some problem of the
great unknown. Surely in this case the conquest is more nobly
and splendidly won".
Ref: www.south-pole.com/p0000090.htm
Ski boots attributed to Robert
Falcon Scott ca 1909
Canterbury Museum
1980.219.1
Expert Group 4.
Health and Weather
Scott wrote on 3 December 1901 "Our luck in weather is
preposterous...the conditions simply horrible". The weather that
season was particularly bad, extreme cold interspersed with
warmer than usual blizzards that melted the snow and made
everything wet and travelling impossible.
Ref: www.coolantarctica.com/Antarctica%20fact%20file/History/
Robert%20Falcon%20Scott2.htm
The wet, warm blizzard kept them confined to their tents for the
next four days. If they had not lost these four days they would
have reached One Ton Depot ahead of the blizzard that kept
them pinned at their last camp.
Ref: www.south-pole.com/p0000090.htm
17 January was "....a horrible day..." , a strong headwind and
temperatures of -30°C giving three of them frostbite.
Ref: www.coolantarctica.com/Antarctica%20fact%20file/History/
Robert%20Falcon%20Scott2.htm
Frostbite, optical illusions, hunger, blistered skin . . . melted ice in
the clothing and sleeping bags which left them soaking wet.
Ref: Walker Chapman (1964) The Loneliest Continent NY
Graphic Society Publisher Ltd, Greenwich, Connecticut
Oates’ feet were severely frostbitten. He was weaker than the
others which delayed their progress – they needed to cover nine
miles (14 km) a day in order to reach each of the food and fuel
depots which only held a week’s supplies. On 16 March 1912
having further deteriorated, he said to his companions “I am just
going outside and may be some time.” They all knew he was sac-
rificing himself.
Watch:
Crazy McMurdo Weather @ www.youtube.com/watch?
v=9dFh1Bhl2Es&NR=1
The Weather and its Role in Captain Robert F. Scott and his
Companions’ Deaths.
www.pnas.org/content/96/23/13012.short
Expert Group 5.
Clothing
The British team’s ski boots were bought ‘off the peg’ and did not
fit their skis. They also took finnesko boots (reindeer hide) for
sledging and everyday use. The Norwegians wore enormous
heavy-duty leather ski boots which clipped into their skis, and
they kept refining their boots throughout their expeditions.
Ref: www.nmm.ac.uk
Good headgear was imperative to reduce heat loss and frostbite
especially the ears. Hoods on jackets were a common feature
though Scott’s team sometimes had the hood separate to the
jacket. The British managed to avoid frostbite in the face except
in extreme conditions. The Norwegians wore two jackets, one of
Burberry gabardine, the other fur.
Ref: www.nmm.ac.uk
While the British opted for the thick but few layers method of clothing in wools and gabardines, the Norwegians favoured Inuit styles and had items made to special requirements. Both favoured fur mittens with a couple of pairs of woollen gloves underneath and lots of pairs of woollen socks. Ref: www.nmm.ac.uk
2006.9.1
Woollen balaclava worn by
Cherry Garrard to Cape Crozier
ca 1910
The Wolsey Canter-
bury Museum 2006.9.1
Expert Group 6.
Criticism of Scott at the time
"In my mind no journey ever made with dogs can approach the
height of that fine conception which is realised when a party of
men goes forth to face hardships, dangers, and difficulties with
their own unaided efforts and by days and weeks of hard physical
labour succeed in solving some problem of the great unknown.
Surely in this case the conquest is more nobly and splendidly
won.” Scott.
Ref: www.coolantarctica.com/Antarctica%20fact%20file/History/
Robert%20Falcon%20Scott2.htm
At the last moment, he added a fifth man, Henry 'Birdie' Bowers,
to his man-hauling Polar party. . . . This created significant
difficulties in managing the rations and fuel.
Ref: www.nmm.ac.uk/explore/sea-and-ships/in-depth/race-to-
south-pole/the-race-to-the-south-pole
“It appears that with all our resources there is little margin, and a
few accidents or a spell of bad weather would not only bring
failure but very likely disaster.” George Simpson, meteorologist,
Terra Nova.
Ref: www.nmm.ac.uk/explore/sea-and-ships/in-depth/race-to-
south-pole/the-race-to-the-south-pole
C. Scott and Amundsen
1. Amundsen’s focus was on being the first man to reach the
South Pole. How might such a competitive focus lead to
success?
2. What role do the personalities of Amundsen and Scott and
their choice of crew members play in un/successfully reach-
ing the Pole and returning alive?
3. Amundsen, being Norwegian, was at an immediate
advantage compared to Scott and his team because of his
experience in cold climates and knowledge gained from the
Inuit. Discuss.
Go To:
www.bbc.co.uk/history/british/britain_wwone/
south_approaches_01.shtml
Additional Reading: Go To:
www.amnh.org/exhibitions/past-exhibitions/race-to-the-end
-of-the-earth
Huntford, R (1979, reissued 1993) Scott and
Amundsen (also published as The Last Place on Earth,
1984), was newly critical in its examination of Scott’s plan-
ning, judgment, and leadership on his fatal Antarctic expe-
dition.
Flynn, S Different Approaches to Antarctic Exploration
found at www.bbc.co.uk/history/british/britain_wwone/
south_approaches_01.shtml
D. Bringing it all together – communicating your understand-
ing of history
Provided information about Scott.
Introduced students to specific aspects of the Terra Nova
expedition that laid the foundations for the controversy
surrounding the death of Scott and his four companions. The map
helps to put distances into perspective.
Examined specific differences between Scott’s expedition and
Amundsen’s.
Conduct a parliamentary debate: ‘Scott was responsible for the
death of his party’.
Part A:
Part B:
Part C:
Each expert group reports on their findings.
Construct a class mind map, chart or complete a
graphic organizer using the information reported
upon.
Discuss whether the goal of reaching the South Pole
first was more important than the lives of the animals
and people.
Discuss the role of Scott in the failure of the party to
return alive.
REFERENCE SITES:
www.bbc.co.uk/history
www.rmg.co.uk
www.spri.cam.ac.uk/
www.south-pole.com/p0000090.htm
www.coolantarctica.com/Antarctica%20fact%20file/History/
Robert%20Falcon%20Scott2.htm
raceforthepole.com/journals/
www.rmg.co.uk/explore/sea-and-ships/in-depth/race-to-south-
pole/the-race-to-the-south-pole
www.antarcticconnection.com/shopcontent.asap?type=weather-index
"Scott's Terra Nova Hut" Bonniebzdok's photos around McMurdo,
Antarctica www.youtube.com/watch?v=yScPnHaRP5k – photos
in funky form by someone who visited the hut.
Books:
Cherry-Garrard, A (1922) The Worst Journey in the World
www.gutenberg.org
Huntford, Roland (1979, reissued 1993) Scott and Amundsen
(also published as The Last Place on Earth, 1984)
Preston, D (1997) A First Rate Tragedy Constable, London