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