ࡱ> dfcU@ &bjbj e\\\8L$*pR r ~ *******$-,R.B2*;@@;;2*RG*; *; *p(h) -\F( *]*0*(.W. ).)`PtT2*2*  Teachers Notes  These activities provide an in-depth study of David Livingstone and the role of explorers, adventurers and missionaries in creating the British Empire. It links to the key stage 3 Unit 14 The British Empire scheme of work. Please refer to the curriculum map for learning objectives. Students should already have an understanding of British society in the nineteenth century. Sensitivities The content and activities in this theme require students to express personal views and opinions. This can only be done in an environment where students feel secure enough to discuss their own attitudes and values. You may want to draw up a set of class rules with the students where the values of listening to each others views can be established. You should also be aware of your own values and attitudes and the extent to which you influence students behaviour. You also need to be aware of the language that you and the students are using to discuss sensitive issues. Does everyone have a shared understanding of concepts such as imperialism, empire and exploration? Activity One Key question Who were the Victorian explorers and what motivated them? Resources Factsheet: Overview Exploration in Mid-Victorian Britain for teachers Activity sheet: What motivated David Livingstone? Factsheet: Why did David Livingstone go to Africa? Gallery image: Imperial Federation Map of the World Gallery image Life and explorations of David Livingstone Tasks Use the map of the British Empire in 1886 to show what message was suggested to the British people about Empire. Why is Britannia sitting on top of the world? What do the people round the map represent? Africa is still not coloured pink, by 1900 it was carved up between the European powers. One of the first explorers to go to Africa was David Livingstone. What part did he play in building the empire? Start with source,  HYPERLINK "http://www.unlockingthearchives.rgs.org/themes/encounters/gallery/resource/?id=306" Life and Explorations of David Livingstone, project onto a whiteboard or print out for students to look at in groups. This is the frontispiece of the book, Life and Explorations of David Livingstone, published in 1878. Ask the students the following questions what are the pictures in the source? Where do they think the source is from? When was it made and where? Who is in the picture? What do the book and map suggest? Where did Livingstone explore and why did he go? Establish the main reasons for Livingstones motives for knowledge about Africa, missionary work and anti-slavery. Why was the book published and what does it suggest about the public interest in explorers? Do we know what the Africans thought of Livingstone? The fact sheet Why did David Livingstone go to Africa? gives some background information. The activity sheet looks at different sources from Livingstone. They can be used by each student or split between students. The activity can be downloaded and saved so students can find out the meanings of words in the glossary. Activity Two Key question Who was David Livingstone? Resources Factsheet: Fact File David Livingstone Activity sheet: Map of southern Africa Gallery image:  HYPERLINK "http://www.unlockingthearchives.rgs.org/themes/encounters/gallery/resource/?id=305" David Livingstone portrait Tasks Give students the fact file of David Livingstone to read. This can be downloaded and saved so students can look at the hyperlinks to the images in the gallery. The map on the activity sheet shows Livingstones main journeys. Can they label each one with the information on the fact file? Activity Three Key question How did Livingstones journeys get told to the public? Resources Factsheet: The story of the Zambezi expedition Activity sheet: What went wrong? Gallery Images: Livingstones  HYPERLINK "http://www.unlockingthearchives.rgs.org/themes/encounters/gallery/resource/?id=304" sextant,  HYPERLINK "http://www.unlockingthearchives.rgs.org/themes/encounters/gallery/resource/?id=303" compass, steamer ship and  HYPERLINK "http://www.unlockingthearchives.rgs.org/themes/encounters/gallery/resource/?id=302" Rapids image Tasks Read through the story and ask the students to answer the questions. Expeditions meant lots of supplies from the local people and many who travelled with Livingstone providing local knowledge. This story can be used to show how stories get retold; facts get forgotten, exaggerated and interpreted. The hyperlinked images can be shown to help the group remember. Split the class into number ones, twos and threes. Read the story to all the number ones. Isolate the number threes and get the number ones to retell the story to the number twos. Allow the number threes back to their groups and get the number twos to tell them the story. The number ones could add anything that they thought the number twos had missed out. Get some of the number threes to tell the story to the whole class. What things did most of them remember? How did they remember the things they did? Had the story changed? Have things been forgotten or added? Explain that many of the people in Britain read about Livingstone in the newspapers, and some bought his books. Livingstone also kept records of his journeys and paintings were made, but as they are retold, stories get edited or embellished. Whos told a story that made them out to be a hero? Activity Four Key question Who were the Africans who travelled with Livingstone? Resources Fact File: James Chuma Fact File: Abdullah Susi Activity Sheet: How do we know their story? Gallery Images:  HYPERLINK "http://www.unlockingthearchives.rgs.org/themes/encounters/gallery/resource/?id=300" Agnes and Tom Livingstone, Abdullah Susi, James Chuma and Horace Waller at Newstead Abbey Tasks Start with the group photograph and project onto a whiteboard or print out for students to look at in groups. This is one of a series of photographs taken in June 1874 at Newstead Abbey when Horace Waller was editing the Last Journals of David Livingstone. He is shown with Livingstone's maps and field notebooks. Livingstone's son and daughter are also shown as well as Abdullah Susi and James Chuma who brought Livingstone's body to the coast and travelled with him for many years. It was their accounts that Waller used to construct his scenes ofLivingstone's death. What seems to be the relationship between the people? Is there anyone who is shown as more important? Can the students identify all the people? Explain when and where it was taken. Give out the source sheet what do they tell us about Chuma and Susi and their relationship with Livingstone? What did they do? What was their story? They are described as faithful servants, do they think the photo show them as faithful servants? Give out the fact files they received medals from the RGS for their geographical knowledge and for bringing Livingstones body to the coast. They spent many years travelling with him. Compare their fact files with David Livingstones and give them the activity sheet to complete. What things dont we know? Why arent their stories well known and what does it tell us about African exploration? Activity Five Key question How would you tell David Livingstones story? Resources Factsheet: Reputation source sheet Activity Sheet: Storyboard Tasks Use the factsheet to discuss how Livingstones reputation has changed over time. How did the Victorians view him? How is he viewed today? What are myths and how were they created? How important was he in creating the British empire? How important are heroes? Who are heroes today? Which sources would they select to show the explorers life and why? Go through the instructions on the Storyboard sheet. Students can work in pairs and present back to the class.    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