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Goal:
Students
research the important events that were taking place during
the major expeditions and make presentations on how they may
have influenced the expeditionary teams.
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Grade
Level:
7-12
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Objectives:
Identify and use different documents and sources for research
Put
events into context of world or national events
Identify
ways that events are influenced and don't operate in isolation
Report
on events that influenced the Transit expeditions
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Subject
Area or Standard:
History
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Materials
Needed:
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Websites:
Chasing
Venus
Smithsonian Institution Libraries Online Exhibition, March
2004 to January 2005, http://www.sil.si.edu/exhibitions/Chasing-Venus.htm
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Resources:
Chasing
Venus
Smithsonian Institution Libraries Exhibition, March 2004
to January 2005, Smithsonian Institution Libraries Gallery,
National Museum of American History, Washington, DC
The
Expeditions
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1761
Cape of Good Hope: Mason and Dixon
St Helena: Maskelyne (1761)
Rodrigues Island: Pingre
Tobolsk, Siberia: Chappe
St. John's, Newfoundland: Winthrop
1769
Tahiti: Cook
Pondicherry, India: Le Gentil
Cabo San Lucas, Mexico: Chappe
North Cape, Norway: Bayley
Haiti: Pingre
Hudson Bay, Canada: Dymond
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1874
Vladivostok: US and Russia
Japan: US and France
China: US, Germany and France
Kerguelen Island, US, Britain and Germany
Tasmania: US
New Zealand: US and Britain
Chatham Island: US
Mauritius: Britain and Germany
Iran: Germany and Russia
Eqypt: Britain, Russia
Hawaii: Britain
Rodrigues Island: Britain
St. Paul's Island: France
Campbell Island: France
Calcutta, India: Italy
Tashkent: Russia
Reunion Island: Netherlands
1882
South Africa: US and Britain
Santa Cruz, Argentina: US
Santiago, Chile: US
Algeria: France
South Georgia: Germany
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Procedures:
1.
Students use the site http://www.ourtimelines.com/
or some other source.
2. Use fictitious name and dates that will cover the period
of one of the transits, e.g., 1750 to 1780, and enter the
name and dates at the site. They then can recover various
events that happened during that time period.
3. Look for events that are listed just before and during
the year of the transit.
4. Then decide if any of them might have affected one of
the expeditions. A look at the period from 1750 to 1780,
for example, shows a British war in India. How would that
have affected any of the expeditions?
5. Students make a presentation to class with an accompanying
timeline.
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Alternatives:
http://www.sbrowning.com/whowhatwhen/index.php3
Students create a timeline of important events that happened
during their own lifetime.
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