005 - Southampton to Cape Town

Debatable Question:

What is the best route to take holiday makers from Southampton to Cape Town in the 1930s?




Activity One - To fly from Southampton to Cape Town


In 1923 the British government set up a committee to develop a viable form of air transport to develop British external air services. In practice this meant the merger of existing fleets of planes to develop the Imperial Airways Limited in 1924. With the merger Imperial Airways Limited inherited 1760 miles of air space but more was need to link Britain with her Empire. 

Imperial Airlines - A newsreel History



  1. Your first task is to develop a historical account of the development of Imperial Airways. You will need to consider the following things:
      • What is Imperial Airways?
      • Why was it developed?
      • What services did the airline provide?
      • How did the airline change?

Presentation

      • 500 word limit
      • Extended piece of writing
      • Bibliography is needed

Recommended Websites

How will I be assessed?

Criterion A: Knowing and Understanding

Achievement level

Level descriptor

T

S

0

The student does not reach a standard described by any of the descriptors below.




1–2

ii.  demonstrates basic knowledge and understanding of content and concepts through limited descriptions and/or examples.




3–4

ii.  demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and examples.




5–6

ii.  demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples.




7–8

ii.  demonstrates detailed knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples.







Activity Two - Devising a Route from Southampton to Cape Town


The year is 1937 and you are a route planner for Imperial Airlines. You have been asked to devise a route between Southampton, UK and Cape Town, South Africa. 

Southampton Flying Docks
Taken From: http://www.davidstjohn.co.uk/royalpier.html


Flying Docks Cape Town

Points to Consider


  • The flying boats can travel no more than 1200km before it needs to refuel.
  • They have a speed of about 300kmph.
  • The flying boats did not have a radar and therefore can not fly at night.
  • 5 crew and 17 passengers could fit in the aeroplane.
  • The first month you will fly is October.
  • You are linking the British Empire - which countries are 'friendly'?



Investigating

Before you start this activity there are a few things that you should think about e.g. what question are you trying to answer? Where are you going to get your information from? What maps should you use? Complete a paper copy of the 'Investigation' sheet below.

Investigation - Southampton to Cape Town 
Developed in collaboration with www.geographyalltheway.com

Southampton to Cape Town - Investigating




ArcGIS - Online Mapping Tool

What to use
      • We will be using ArcGIS as it has a measurement tool.
      • Details of how to sign in and use ArcGIS can be found in the googledoc below. (firstname.surname and then the password is Nations2016) If you change the password, change it to your school one so that you will remember it.
      • The worksheet also runs you through the basics of how to use ArcGIS as this may be the first time you have used it. Make sure you complete all the tasks before you start planning your route.

An Introduction to ArcGIS Online



What to submit

      • Your 'Investigating' double sided A3 sheet.
      • You will submit the arcGIS storymap link with the route in order of where you stop.
      • A route card on arcGIS storymap journal that includes:
          • the start and end point of each leg of the journey, 
          • the distance travelled, 
          • the time it takes to travel 
          • the times you land
          • what is being done at each stop
          • justification for stopping at each point
      • As you will have to stop at different places on route to refuel or to stay overnight, you will also need to prepare an itinerary of what you would do at each stopping point. Remember in 1937 the journey was part of the holiday! Think about the presentation of this - images are good to encourage people to travel and to illustrate your thoughts.

How will I be assessed?

Criterion A: Knowing and Understanding

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.


1–2

ii.  demonstrates basic knowledge and understanding of content and concept through limited descriptions and/or examples.


3–4

ii.  demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and examples.


5–6

ii.  demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples.


ii.  demonstrates detailed knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples.


Criterion B: Investigating

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.


1–2

i.   identifies a research question that is clear, focused and relevant

ii.  formulates a limited action plan or does not follow a plan

iii. collects and records limited or sometimes irrelevant information

iv. with guidance, reflects on the research process and results in a limited way.



3–4

i.   formulates/chooses a research question that is clear and focused and describes its relevance

ii.  formulates and occasionally follows a partial action plan to investigate a research question

iii. uses a method(s) to collect and records some relevant information

iv. with guidance, reflects on the research process and results.



5–6

i.   formulates/chooses a clear and focused research question and describes its relevance in detail

ii.  formulates and mostly follows a sufficiently developed action plan to investigate a research question

iii. uses methods to collect and record appropriate relevant information

iv. with guidance, evaluates on the research process and results.



7–8

i.   formulates/chooses a clear and focused research question and explains its relevance

ii.  formulates and effectively follows a consistent action plan to investigate a research question

iii. uses methods to collect and record appropriate and varied relevant information

iv. with guidance, provides a detailed evaluation on the research process and results.


Criterion C: Communicating

Achievement level

Level descriptor

T

S

0

The student does not reach a standard described by any of the descriptors below.




1–2

i.   communicates information and ideas in a style that is not always clear

ii.  organizes information and ideas in a limited way

iii. lists sources of information inconsistently.




3–4

i.   communicates information and ideas in a style that is somewhat clear

ii.  somewhat organizes information and ideas

iii. creates an adequate reference list and sometimes cites sources.




5–6

i.   communicates information and ideas in a style that is mostly appropriate to the audience and purpose

ii.  mostly structures information and ideas according to the task instructions

iii. creates an adequate reference list and usually cites sources.




7–8

i.   communicates information and ideas in a style that is completely appropriate to the audience and purpose

ii.  structures information and ideas completely according to the task instructions

iii. creates a complete reference list and always cites sources.