expectations: - kingsheathboys.co.uk · web [email protected]. ms vigers....
TRANSCRIPT
Year 8
Victorian London
Week Four - 22nd to 26th JuneTheories of Evolution
Expectations: If you do not understand a word or idea use a dictionary or the internet to find the answer You should spend at least 15 minutes on every planning or extended writing task You must self-assess every lesson using the success criteria. If you run out of space in the booklet you can use more lined paper or type up your answers. Challenge activities at the back are to extend your learning of the play. Completing them
well (alongside or after your booklet) may mean you are rewarded with purple stamps
Remember- if you need help, email your teacher.
Staff name Staff emailMs Povey [email protected] Pattinson [email protected] Bradley- Davies [email protected] Vigers [email protected] Ms Quinn [email protected] Ms Kirk [email protected] Mr Bagha [email protected]
Lesson 1 Learning outcomes:
To understand structure To identify structural features To evaluate structural features
In 1859 Charles Darwin published The Origin of Species. This book became famous for introducing the Theory of Evolution to the public. Many people saw it as an attack on religion, because the book made it impossible to believe that God created the world in seven days.
Darwin put forward the theory that all life, including humans, has evolved from more primitive forms. A lot felt they had to choose between the two. And many believed that science had become dangerous and was meddling in matters whichonly God had control over.
Task 1: After reading the information above about the scientist, Charles Darwin, imagine a world without science and complete the table below with some different views on this idea:
Tick box when achieved
Task 2: Complete the table below explaining the effect of each of the structural features listed can have on the reader:
Structural feature Effect on the readerLong sentencesShort sentencesPunctuationListingRepetitionParagraphing
Progress check:
Structural feature Effect on the readerLong sentences Enables a writer to develop a point and give
examples.Short sentences Emphasises the importance of key information.Punctuation Helps organise ideas.Listing Emphasises a point by giving a range of examples.Repetition To ensure key ideas are embedded.Paragraphing To organise and separate key ideas.
Task 3: Read this extract from Darwin’s book then give each paragraph a subheading and answer the questions in the boxes after each paragraph.
On the Origin of Species Charles Darwin Extract from Chapter 6
In ‘The Origin of Species’ Darwin argues that over millions of years, all plants and animals change through ‘natural selection’ based on their habitat where features that make a create strong get passed on to its children whilst features that make a creature weak means the creature die and not have children. Over time the species will get stronger and more successful.
It has been asked by the opponents of such views as I hold, how, for instance, a land carnivorous animal could have been converted into one with aquatic habits; for how could the animal in its transitional state have subsisted? It would be easy to show that within the same group carnivorous animals exist having every intermediate grade between truly aquatic and strictly terrestrial habits; and as each exists by a struggle for life, it is clear that each is well adapted in its habits to its place in nature. Look at the Mustela vison of North America, which has webbed feet and which resembles an otter in its fur, short legs, and form of tail; during summer this animal dives for and preys on fish, but during the long winter it leaves the frozen waters, and preys like other polecats on mice and land animals. If a different case had been taken, and it had been asked how an insectivorous quadruped could possibly have been converted into a flying bat, the question would have been far more difficult, and I could have given no answer. Yet I think such difficulties have very little weight.
Here, as on other occasions, I lie under a heavy disadvantage, for out of the many striking cases which I have collected, I can give only one or two instances of transitional habits and structures in closely allied species of the same genus; and of diversified habits, either constant or occasional, in the same species. And it seems to me that nothing less than a long list of such cases is sufficient to lessen the difficulty in any particular case like that of the bat.
Darwin has used lots of very long sentences in this paragraph – why? What does it make the reader think about him?
What makes this paragraph different from the other paragraphs? Look at the point he is making in it compared with the rest of the extract.
What is the impact of using a shorter paragraph here?
Subheading:
Subheading:
Subheading:
Look at the family of squirrels; here we have the finest gradation from animals with their tails only slightly flattened, and from others, as Sir J. Richardson has remarked, with the posterior part of their bodies rather wide and with the skin on their flanks rather full, to the so-called flying squirrels; and flying squirrels have their limbs and even the base of the tail united by a broad expanse of skin, which serves as a parachute and allows them to glide through the air to an astonishing distance from tree to tree. We cannot doubt that each structure is of use to each kind of squirrel in its own country, by enabling it to escape birds or beasts of prey, or to collect food more quickly, or, as there is reason to believe, by lessening the danger from occasional falls. But it does not follow from this fact that the structure of each squirrel is the best that it is possible to conceive under all natural conditions. Let the climate and vegetation change, let other competing rodents or new beasts of prey immigrate, or old ones become modified, and all analogy would lead us to believe that some at least of the squirrels would decrease in numbers or become exterminated, unless they also became modified and improved in structure in a corresponding manner. Therefore, I can see no difficulty, more especially under changing conditions of life, in the continued preservation of individuals with fuller and fuller flankmembranes, each modification being useful, each being propagated, until by the accumulated effects of this process of natural selection, a perfect so-called flying squirrel was produced.
Task 4: reciprocal reading – complete the grid below to see how much you have learned from this extract and what else you need to understand and work on.
Predict what this text will be about – Write down what words/ ideas you don’t understand
Deductions- what doesn’t the text explicitly (obviously) tell us but we can work out?
What doesn’t the text tell us but we can work out from knowledge and experience?
Darwin has used commas to create lists in this paragraph – why?
How does listing make the reader feel about Darwin’s discoveries?
What questions do we have about the use of language/ structure?
Summarise the text (give a short round-up of what it is about)
What is actually going on in the text?
Challenge task: Read the information about another text written at this time then answer the questions underneath it.
‘The Water Babies’ was written by Charles Kingsley in support of Darwin’s ‘Origin of Species’. The text was extremely popular in its day due to its concern with Christian redemption and child labour.
Charles Kinsley- The Water Babies SynopsisThe protagonist is Tom, a young chimney sweep, who falls into a river after encountering an upper-class girl named Ellie and being chased out of her house. There he drowns and is transformed into a "water-baby", as he is told by a caddisfly—an insect that sheds its skin—and begins his moral education. The story is thematically concerned with Christian redemption, though Kingsley also uses the book to argue that England treats its poor badly, and to question child labour, among other themes.
Tom embarks on a series of adventures and lessons, and enjoys the community of other water-babies once he proves himself a moral creature. The major spiritual leaders in his new world are the fairies Mrs. Doasyouwouldbedoneby (a reference to the Golden Rule), Mrs. Bedonebyasyoudid, and Mother Carey. Weekly, Tom is allowed the company of Ellie, who became a water-baby after he did.
Grimes, his old master, drowns as well, and in his final adventure, Tom travels to the end of the world to attempt to help the man where he is being punished for his misdeeds. Tom helps Grimes to find repentance, and Grimes will be given a second chance if he can successfully perform a final penance. By proving his willingness to do things he does not like,
if they are the right things to do, Tom earns himself a return to human form, and becomes "a great man of science" who "can plan railways, and steam-engines, and electric telegraphs, and rifled guns, and so forth". He and Ellie are united, although the book states that they never marry (claiming that in fairy tales, no one beneath the rank of prince and princess ever marries).
Now try and answer these questions:
Tricky: Tom gets to return to human form by the end of the book, how do you think Victorian society would have reacted to this?
Trickier: How do you think this text supports Darwin’s theory of evolution?
Trickiest: What comment do you think this text makes about Victorian Society?
Lesson 2Learning outcomes:
To understand key ideas To analyse key ideas To evaluate key ideas
Task 1: Read this letter by Mr Sedgwick to Darwin - some of the words in this letter are archaic (meaning old fashioned). Translate the archaic language into standard modern English.Tip: Look up the highlighted words for their definitions.
Tick box when achieved
Task 2: Answer the questions in the boxes on Sedgwick’s use of structure to emphasise his views.
From Adam Sedgwick 24 November 18591
Cambridge
Nov.24 1859
My dear Darwin,
I write to thank you for your work on the origin of Species. It came, I think, in the latter part of last week; but it may have come a few days sooner, & been overlooked among my book parcels, which often remain unopened when I am lazy, or busy with any work before me. So soon as I opened it I began to read it, & I finished it, after many interruptions, on Tuesday. […]
I do not state this to fill space (though’ I believe that Nature does abhor a vacuum); but to prove that my reply & my thanks are sent to you by the earliest leisure I have; though this is but a very contracted opportunity.— If I did not think you a good tempered & truth loving man I should not tell you that, (spite of the great knowledge; store of facts; capital views of the correlations of the various parts of organic nature; admirable hints about the diffusions, thro’ wide regions, of nearly related organic beings; &c &c) I have read your book with more pain than pleasure. Parts of it I admired greatly; parts I laughed at till my sides were almost sore; other parts I read with absolute sorrow; because I think them utterly false & grievously mischievous—5 You have deserted—after a start in that tram-road of all solid physical truth—the true method of induction—& started up a machinery as wild I think as Bishop Wilkin’s locomotive that was to sail with us to the Moon.6 Many of your wide conclusions are based upon assumptions which can neither be proved nor disproved. Why then express them in the language & arrangements of philosophical induction?
How does Sedgewick make his views on Darwin’s book very clear to the reader?
How has Sedgwick used hyphens/dashes effectively in the paragraph?
Word/phrase Standard EnglishNature does abhor a vacuum
utterly false & grievously mischievous
; &c &c
prophesy of things not yet in the womb of time
As to your grand principle—natural selection—what is it but a secondary consequence of supposed, or known, primary facts. Development is a better word because more close to the cause of the fact. For you do not deny causation. I call (in the abstract) causation the will of God: & I can prove that He acts for the good of His creatures. He also acts by laws which we can study & comprehend— Acting by law, & under what is called final cause, comprehends, I think, your whole principle. You write of “natural selection” as if it were done consciously by the selecting agent. Tic but a consequence of the presupposed development, & the subsequent battle for life. —
This view of nature you have stated admirably; though’ admitted by all naturalists & denied by no one of common sense. We all admit development as a fact of history; but how came it about? Here, in language, & still more in logic, we are point blank at issue— There is a moral or metaphysical part of nature as well as a physical A man who denies this is deep in the mire of folly Tis the crown & glory of organic science that it does thro’ final cause , link material to moral; & yet does not allow us to mingle them in our first conception of laws, & our classification of such laws whether we consider one side of nature or the other— You have ignored this link; &, if I do not mistake your meaning, you have done your best in one or two pregnant cases to break it. Were it possible (which thank God it is not) to break it, humanity in my mind, would suffer a damage that might brutalize it—& sink the human race into a lower grade of degradation than any into which it has fallen since its written records tell us of its history. Take the case of the bee cells. If your development produced the successive modification of the bee & its cells (which no mortal can prove) final cause would stand good as the directing cause under which the successive generations acted & gradually improved— Passages in your book, like that to which I have alluded (& there are others almost as bad) greatly shocked my moral taste. I think in speculating upon organic descent, you over state the evidence of geology; & that you under state it while you are talking of the broken links of your natural pedigree: but my paper is nearly done, & I must go to my lecture room—
Lastly then, I greatly dislike the concluding chapter—not as a summary—for in that light it appears good—but I dislike it from the tone of triumphant confidence in which you appeal to the rising generation (in a tone I condemned in the author of the Vestiges), & prophesy of things not yet in the womb of time; nor, (if we are to trust the accumulated experience of human sense & the inferences of its logic) ever likely to be found anywhere but in the fertile womb of man’s imagination.—
And now to say a word about a son of a monkey & an old friend of yours. I am better, far better than I was last year. I have been lecturing three days a week (formerly I gave six a week) without much fatigue but I find, by the loss of activity & memory, & of all productive powers, that my bodily frame is sinking slowly towards the earth.8But I have visions of the future. They are as much a part of myself as my stomach & my heart; & tho visions are to have their antitype in solid fruition of what is
What does the highlighted sentence above tell us about Sedgwick’s beliefs?
How has Sedgwick used brackets effectively in his paragraph?
best & greatest But on one condition only—that I humbly accept God’s revelation of himself both in His works & in His word; & do my best to act in conformity with that knowledge which He only can give me, & He only can sustain me in doing If you & I do all this we shall meet in heaven
I have written in a hurry & in a spirit of brotherly love. Therefore, forgive any sentence you happen to dislike; & believe me, spite of our disagreement in some points of the deepest moral interest, your true-hearted old friend
A. Sedgwick.
Task 3: Complete a Reciprocal Reading of the extract by completing the grid.
When you get to the words you don’t know, write them down and then definethem using an online dictionary
Predict what this text will be about Clarify what words/ ideas you don’t understand
Deductions- what doesn’t the text explicitly tell us but we can work out?
What doesn’t the text tell us but we can work out from knowledge and experience?
What questions do we have about the use of language/ structure?
Summarise the text
What is the impact of using this short sentence in the middle of the paragraph?
What is actually going on in the text?
Task 4: How does Sedgewick present his opinion of Darwin? Success criteria:PEEZEPEEZEL (if you’re going for the challenge)Multiple interpretations Layers of meaningZoom in on specific words
Sentence stems to help:
Sedgewick’s opinion of Darwin is….
This is evident when….
This implies that he thinks/feels…
The use of the word…..
Lesson 3Learning outcomes:
To compare key ideas To analyse key ideas To evaluate the comparison of key ideas
The word synthesis means the combination of components or elements to form a connected whole. The aim of today’s lesson is to bring together your thoughts about both of the sources we have read into one text.
Task 1: Complete a Venn-diagram that compares the two sources you have looked at the last two lessons and how they present evolution.
Origin of Species (Source A) Letter from Adam Sedgwick (Source B)
Tick box when achieved
Progress check
In Source B, Sedgwick also
Presents himself as an expert by
Discussing how busy he is educating educating people. There is
evidence of this in the quote
“ but my paper is nearly done, & I must go to my lecture room— I must go to my lecture room”
suggesting he is showcasing his
expertise. The use of the word
“lecture room” makes the reader
Think he is knowledgeable an
and his knowledge be
trusted.
Task 2: Another way to compare texts/sources is using the coat hanger synthesis.
Step 1- Focus on a similarity in both sourcesStep 2- Explain that focus in source AStep 3- use a comparison connective - however/similarlyStep 4- Explain that focus in source B
In Source A Darwin presents himself as an expert. There is evidence of this in the quote, “It has been asked by the opponents of such views as I hold, how, for instance, a land carnivorous animal could have been converted into one with aquatic habits; for how could the animal in its transitional state have subsisted?” The use of the word “opponents” suggests he has rivals he must defend himself against, almost as if they were fighting. This makes the reader feel he has authority on the matter.
Both make
us think they
are experts.
Task 3: Write up your completed notes on the hanger into a PEEZE paragraph.
Use the success criteria below to self-assess and give yourself a WWW and EBI.
Use the sentence starters on the synthesis hanger to get you started.
Challenge activities: Discover more about Darwin at the following websites:
Darwin Time Line http://www.aboutdarwin.com/timeline/time_01.html Information http://www.bbc.co.uk/history/historic_figures/darwin_charles.shtml Search for Charles Darwin in various reference centres for example at http://www.britannica.com/
In Source A, Darwin believes …. This suggests….
This makes the reader feel… because...
In Source B, Sedgwick believes …. . This suggests….
This makes the reader feel… because...
Both sources …..
Or just use a search engine to find out for yourself.
Lesson 4Learning outcomes:
To identify key ideas in a text To use persuasive features in a letter To evaluate using the success criteria
In Victorian times, some prominent people used some of the ideas presented by Darwin in his book to manipulate people into thinking that, like animals, only the fittest should survive and some people were less able to make their own decisions and choices and could therefore be treated with less respect and humanity (known as social Darwinism); this impacted negatively on those transported to be slaves, as well as on the working classes in Britain who were treated as lesser beings, incapable of bettering themselves and condemned to live in slums with no opportunities to progress and at the mercy of their employers.
Task 1: Based on the texts you have read over the last three weeks, create a mind-map of the negatives of the way working class people and the colonies were treated in Victorian times:
Tick box when achieved
Working classes
People in the colonies
Task 2: Read the text below, then answer the questions that follow it.
Social Darwinism and the White Man’s Burden
Background
During the Age of Imperialism (1800 – 1945) European nations invaded and colonized Africa and parts of Asia. From 1500 to 1800, Western Europe messed up in North and South America – their armies were not strong enough, they wasted resources fighting against each other, and their colonists (Whites in North America, Creoles in South America, and slaves in Haiti) rebelled and declared independence. When these European nations (France, Great Britain, Portugal, Germany, The Netherlands, Belgium, and Italy) colonized Africa, the Pacific Islands, and Asia, they were not going to make the same mistake.
The problem is that during the 1800s, many citizens of the mother countries believed that colonizing foreign lands was cruel, so these mother countries had to justify their imperialism – God, gold, and glory wasn’t enough anymore.
So the governments and intellectuals of these mother countries developed two ideas: “Social Darwinism” - also called intellectual racism - was used to explain why poor people, Africans and Pacific Islanders, and Native Americans were not as successful as rich, white Europeans, and the “White Man’s Burden” was used to explain the solution to this problem for Africa and the Pacific Islands.
The Englishman Cecil Rhodes was one of the most successful imperialists in British history. He started the diamond company De Beers, was Prime Minister of the Cape Colony (later it became South Africa), and the country named Rhodesia (now it’s Zimbabwe) was named after him. As far as colonising Africa goes, he was the most famous coloniser.
1. How long did the Age of Imperialism last?
2. Who ‘messed-up’ in North and South America?
3. List the 3 reasons they failed:
4. What were the views of a lot of the citizens about colonisation?
5. What was the name of Cecil Rhodes’ company?
6. What is the name of the Cape Colony today?
Task 3: Cecil Rhodes has returned from South Africa to negotiate the sale of diamonds to a new jewellery store in London. On his way out of his office, he is faced with a mob of protesters holding up signs saying he is a thief, a killer, and that he will go to Hell. He then asks the protesters to stop yelling at him so he can explain himself and why he colonizes poor countries in Africa.
Imagine you are able to travel back in time and write a letter to Mr Rhodes telling him about the impact slavery and colonization has had on our lives in 2020 and what you suggest he should do instead to improve the lives of the people rather than using them for financial gain.
Your letter must be at least 15 sentences long. Use DAFOREST Use a variety of long and short sentences for impact. You must explain the impact slavery has had on the people of today –
include some anecdotes (true stories) and emotive language to emphasise you points.
You then need to prove that there is an alternative way to approach working with other countries that benefits the majority of people, not the minority
Finally, explain how your solution to this issue is based on valuable knowledge that only you have.
Aim to use some of this ambitious vocabulary in your letter – look them up if you are not sure what they mean:
exploitation manipulation damaging inhumane
respectful destructive irreparable alternative
honesty supportive equality guidance
potential patience division trust
Write your letter below:
Check your letter against the success criteria: Your letter must be at least 15 sentences long. Use DAFOREST Use a variety of long and short sentences for impact. Explain the impact slavery has had on the people of today - include some
anecdotes (true stories) and emotive language to emphasise you points. You then need to prove that there is an alternative way to approach working
with other countries that benefits the majority of people, not the minority Finally, explain how your solution to this issue is based on valuable knowledge
that only you have. WWW: EBI:
Dear Mr Rhodes,
I am here to give you an important message from the future, so please listen carefully.