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Kiernan, Jan; Brewer, WarrenAntarctica: Teaching and Learning about. A Teacher'sGuide.Curriculum Development Centre, Canberra

(Australia).ISBN-0-642-53196-X8751p.; Photographs may not reproduce clearly.Marketing Officer, Curriculum Services, Department ofEducation and the Arts, 71 Letitia Street, NorthHobart, Tasmania, Australia 7000.Guides Classroom Use Teaching Guides (ForTeacher) (052)

MF01/PC03 Plus Postage.Area Studies; Curriculum Development; ElementarySecondary Education; Foreign Countries;*Instructional Materials; *International EducationalExchange; International Programs; LearningActivities; Resource Materials; Social Studies;Teaching Guides; *Teaching Methods

IDENTIFIERS *Antarctica; Global Education

ABSTRACTIn 1980 the members of the Pacific Circle Consortium

(Australia, New Zealand, the United States, Japan, and Canada)considered a proposal from the Tasmanian Education Department for aproject to develop a curriculum framework and teaching materialsabout the Antarctic. The outcome was the Antarctic Project conductedjointly by Australia and New Zealand with participation from Tasmaniaand the Curriculum Development Center of Canberra, Australia. Thisdocument provides background on the Antarctic Project and developmentof the materials, explaining the Project's "resource-led" approachand its conceptual base. A resource-led approach implies that thematerials are not a course of study, but are designed to be capableof incorporation into classroom situations and to stimulate studentsinterest and awareness of the Antarctic. Among the concepts thatoccur throughout the materials are challenge, survival, anddependence. The materials developed under the Antarctic Project arediscussed in detail and include both teacher materials such as"Antarctica: Discovery & Exploration" and student materials such as"The Adventures of Salik the Husky." Practical suggestions forclassroom approaches to teaching about the Antarctic are givenincluding sections on preparatory learning and examples of threeapproaches: a cross-curricular approach for younger learners, a 2- to4-week modular approach for middle grades, and an approach forsecondary students involving teaching the materials within a socialsciences curriculum or as a unified short course. A copy of theAntarctic Treaty, a bibliography and resource list, including filmsand other visuals, and a simple outline map of Antarctica that can bereproduced for classroom use also are included. Numerous photographsillustrate the text. (DB)

U.S. DEPARTMENT Of EDUCATIONOnce ot Eaucat,onal Research and tmotoua,

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Teaching and Learningabout

ANTARCTICA TEACHER'S GUIDE

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Curriculum

Australia

AcknowledgementsThe publishers wish to thank the followingpeople who are principal authors of the booksin the Antarctic Project series. in Tasmania:Frederick Bond, Malcolm Freedman, TossGascoigne, Noel Hargraves, Noel Kemp, NilsLied, Karen Philipps, Patrick Quay, PhilipWelch, Melissa Yaxley and Murray Yaxley. InNew Zealand: Margaret Bradshaw, GrahamCamfield, Roger Chapman, Annette Fowler,David Harrowfield, Nick Major and GeoffOrmandy.It would be impossible to thank all the peoplewho gave so generously of their time andadvice. They include scientists, expeditioners,teachers and historians from both sides of theTasman, who helped administer the projectand to research, write and assemble thematerials, gave technical and historical advice,and supplied photographs and drawings manyof which have never been previously published.In particular, we are grateful to: Patricia Adams,Ian Allison, F Auburn, P Barrett, Martin Betts,John Boyd, J Bradshaw, Vicki Buchanan, GCaimduff, E Colhoun, Peter Collett, BrendanDoran, Paul Fennell, R H Findlay, DavidFrancis, D H Green, Peter Harper, Ros Holgate,Andrew Jackson, J Jenkin, Gavin Johnstone,George Knox, Phillip Law, P Lynch, JohnLewthwaite, Sheila Lewthwaite, L M Mulcahy,David O'Leary, W D Parkinson, J Peterson.Marjorie Pollock, David Rounsevell, JennyScott, Bernard Shanahan, Peter Shaughnessy,Bernie Sorensen, Sue Stallman, R B Thomson,Ian Toohill, A Tunnicliffe, J E Wapstra, C BWard, R M Warnecke and Graham Wilson.The staff of the Antarctic Division of theCommonwealth Department of Science, King-ston, Tasmania and the Antarctic Division ofthe New Zealand Department of Scientific andIndustrial Research, Christchurch, have playeda particularly important facilitating and advisoryrole. Generous assistance was also given bystaff of the Tasmanian Museum and ArtGallery, the National Parks and Wildlife Serviceof Tasmania and the University of Tasmania;and Canterbury Museum and CanterburyUniversity, Christchurch. Teachers and staff ofthe Education Departments of Tasmania,Queensland and New Zealand helped greatlywith the trialling of the materials.Many organisations, publishers, authors andphotographers gave their permission to reprinttext excerpts, diagrams and illustrations. Theyare too many to list here. Detailed acknow-ledgements appear in each of the AntarcticProject books. The publishers extend theirgrateful thanks to all concerned.

The publishers wish to thank also those individuals,schools and other institutions, that provided photo-graphic material for this book. In particular BrianBest, John Lewthwaite and the Antarctic Division ofthe New Zealand Department of Scientific and In-dustrial Research, Christchurch.

2

This guide was written by Jan Kiernan andWarren Brewer of the Tasmanian EducationDepartment.Published In 1987 byThe Curriculum Development CentrePO Box 34Woden ACT 2606© Commonwealth of Australia 1987ISBN 0 642 53196 X

Editor. Chris VeningDesign: Garth Morley

The Antarctic Project was co-ordinated byMurray Yaxley of the Tasmanian Department ofEducationChristchurch co-ordinator: Bede CooperWellington co-ordinator: Harvey McQueenCanberra co-ordinators: Marguerite Wells

Pamela HewittChris Vening

Hobart co-ordinator: Jan Kieman

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-40.4_011

Contents

5 introduction: about this book7 Antarctica: a unique opportunity for learning

9 Developing the learning materials13 A resourceled approach15 A conceptual base17 Developing competencies19 The Antarctic Project materials

Teacher reference materialsStudent materials

31 Using the Antarctic Project materialsIntroducing AntarcticaExample classroom approaches

Preparatory learningExample 1: A cross-curriculum

approach for youngerlearners

Example 2: A modular approach formiddle grades

Example 3: A unitised short coursefor secondary students

42 Appendix: The Antarctic Treaty44 Bibliography and resources

Introduction: about this book

"Teaching and Learning About Antarctica"provides background on the Antarctic P-..ojectand development of the materials, explainingthe Project's "resource-led" approach and itsconceptual base. It lists the materials in detail,and gives practical suggestions for classroomapproaches to teaching about Antarctica.These include sections on preparatory learningand examples of three approaches: a cross-curriculum approach for younger learners, atwo to four-week modular approach for middlegrades and an approach tailored for secondarystudents within a social sciences curriculumor as a unitised short course.Also included is a copy of the Antarctic Treaty,a bibliography and resource list, and a simpleoutline map of Antarctica which can bereproduced for classroom use. In the Taylor Dry Valley.

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Antarctica: unique opportu tityfor learning

"This last great continent lures the adventurers,fascinates the enquirer and humbles themall".Antarctica is one of the few remaining frontiers.The environment and the human activityassociated with it provides perspectives thatare distinctly different. This creates specialopportunities for learning.There are many reasons for studying Antarc-tica. It is a key element in the world's climate.Some of the secrets of the earth's past arelocked beneath its icecap. it has a fascinatingphysical environment and a unique and fragileecosystem. It is a frontier of scientific researchand technological development.Antarctica is unique and its history is animportant and dramatic story of discovery andexploration. This story is sometimes inspiring,sometimes tragic, but it has much to teach usabout how people react under extreme con-ditions and how they can live with each otherand their environment.

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Deveiopina the learning materials: aninternational perspective

In 1980 the Pacific Circle Consortium (whosemembers are Australia, New Zealand, theUnited States, Japan and Canada) considereda proposal from the Tasmanian EducationDepartment, supported by the CurriculumDevelopment Centre, for a project to develop acurriculum framework and teaching materialsabout the Antarctic. The Pacific Circle coun-tries seek to improve teaching about thePacific Ocean and the people and countrieswho border it.The Tasmanian proposal outlined the need fordevelopment of material on Antarctica and theSouthern Ocean. The proposal was acceptedand the outcome was a joint Australia-NewZealand project with participation from Tas-mania, New Zealand and the CDC.

The Pacific Circle Consortium believes t`educational materials are most valuable whendeveloped jointly, reflecting interests, issuesand concerns that extend beyond nationalboundaries. For New Zealand and Australia,Antarctica is the Near South. Both countries(along with two other Pacific Circle members,Japan and the United States) are originalsignatories to the Antarctic Treaty. In thattreaty, the nations recognised that it was in theinterest of all the human race that Antarcticashould forever be used only for peacefulpurposes, and that freedom and internationalco-operation in scientific work in Antarcticawould contribute to science and the progressof humanity.

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Murray Yaxley of the Tasmanian EducationDepartment was appointed project officer andbegan the task of finding out what was currentlyavailable. From the beginning of the project. itwas recognised that teacher involvement wascentral to the success of the venture and thatteacher-made prototype ideas and materialswould feature prominently. Teacher groupswere formed in Tasmania and New Zealandand the assistance of people with field exper-ience in th- region was actively sought. TheAntarctic i isions of government on bothsides of the Tasman were very co-operativeand provided up-to-date information unavail-able elsewhere: Technical advice and photo-graphs were freely given by university depart-ments, libraries, museums, administrators andexpeditioners.A study of the literature suggested that therewere four major areas which came within theambit of the Antarctic Project: social sciences,concerned with the history and geography ofthe area and the complex organisational andpolitical considerations involved in the uniqueAntarctic community; marine sciences, thenature of the vast Southern Ocean and the lifewithin it and the use of these resources; earthsciences. dealing with the features of the greatsouthern and and ice mass: and technology,which plays a central role in humankind'sability to survive in and manage the resourcesof the region.

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Trialling was undertaken by schools in Hobart,Christchurch and Brisbane. Teachers andstudents offered plenty of constructive criticismbut, more importantly, found the whole topicfascinating. The trial materials were thenrevised, re-designed and published in moduleform, keeping unit costs to schools reasonableand allowing flexibility in classroom use.The members of the Pacific Circle recognisethat the conservation and protection of thepristine Antarctic environment is vital. Thewise international use end management ofAntarctic resources will present many chall-enges that the world community will have toface and overcome. It is hoped that studentsand teachers will gain greater understanding,as well as enjoyment, as a result of studyingthese materials. For the sake of the future ofthe whole world, the children of the Pacificmust understand Antarctica, its problems andits importance.

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A resource-leci approach

The Antarctic Project materials are not acourse of study; nor do they provide acompleteresource for the study of Antarctica. Thefascination of Antarctica is that we are stilllearning about it. Consequently the incompleteand still emerging knowledge of this areaencouraged the Project's developers to adopta resource-led approach.The Antarctic Project materials bring togetheraccounts of phenomena, people, events, crea-tures and circumstances that:

are capable of translation into classroomsituations;

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earth's surface;stimulate interest and curiosity in theAntarctic environment;

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encourage support for the principles of theAntarctic Treaty

in a flexible package around which teacherscan design appropriate learning sequences.Attention has been paid to making an effectivematch between the characteristics of students,the conceptual nature of the material itself andthe anticipated school contexts in which lea m-ing will take place.The range of materials produced is extensive,from storybooks for lower primary grades toscience-orientated modules for senior sec-ondary students.The materials can contribute indirectly tochildren's leamin9 as an occasional reference,a private study or reading for interest" material.They can also contribute directly to curriculumunits or modules prepared by teachers inschools. They can supplement establishedcourses of study in the social sciences, thesciences and the humanities.

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A conceptual base

Despite the diversity in the subject emphasisand the sophistication of the Antarctic Projectmaterials, inter-related ideas and conceptsoccur throughout them.Challenge: The mysteries of the Antarctic

have challenged people inmany ways. The drives toexplore the unknown, to pushoneself to the limit, to be thefirst, the fastest commonthroughout history - are abun-dantly evident in Antarctica.A cluster of related conceptsinclude mystery, adventure,reward, discovery, fame, hero-ism, leadership, courage, endur-ance, determination and know-ledge.

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Survival: The harsh Antarctic environ-ment is a continual threat tothe survival of all living things.People have had to leam newways to cope with the myriadof problems that frequentlyconfront them.Concepts such as adaptation,migration, seasonality, pre-paredness, planning, transportand technological innovationform a related cluster.

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Developing competencies

A recent development in curriculum thinkingis the identification and teaching of corn-petencies that are common to all areas ofleaming. The purpose is to give emphasis tomore enduring skills and provide cohesionwhen the curriculum tends to become increas-ingly fragmented. The Antarctic Project mater-ials provide an excellent opportunity to pursuethe competencies outlined below.

Acquiring informationListening accurately and critically to oralpresentations; identifying the main ideas fromprint and graphic material as well as fromother media.Conveying informationTalking and writing for particular purposes;using a range of media to tell a story or presentfactual information.Applying logical processesInferring from observations; analysing andinterpreting information; solving practical andtheoretical problems; forming hypotheses;anticipating and predicating consequences.Undertaking practical tasks as an individualChoosing, planning and organising a range oftasks, including those that require a degree ofphysical dexterity, and seeing them through tocompletion without supervision.Undertaking practical tasks as a memberOf a groupUndertaking activities similar to those abovewith emphasis on co-operation, negotiationand leadership, which all involve the experienceof being a contributor to a group effort.Making judgments and decisionsIdentifying alternatives, evaluating evidenceand ideas, selecting appropriate courses ofaction.Working creatively and solving problemsThe ability to use ideas and materials invent-ively recombining ideas to meet new situationsand contexts, and extrapolating beyond whathas been given explicitly.Acting autonomouslyDisplaying initiative, self-confidence and con-trol and resilience.Acting responsiblyConsidering how actions will affect others aswell as oneself; being tolerant or firm whenappropriate; and valuing democratic processesand fundamental human rights.

Showing care and concern for other peopleBeing sensitive to the thoughts and feelings ofothers; respecting different opinions and waysof doing things; being friendly and helpful.Being concerned about values and beliefsExamining how ideas and actions reflectbeliefs; making moral judgements; and appre-ciating the values, rights and obligations ofourselves and others.The comprehensive modules or units ofwork incorporated in this teacher's guideshould be seen as sample approachesshowing how the materials couldbe melded into a working program.Teachers should feel free to change andadapt the ideas and activities to suit theirown individual class needs.

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The Antarctic Project materials

The materials developed under the AntarcticProject can be used as both student andteacher resource books. Those particularlyuseful for teachers are detailed below.

1. Teacher reference materialsTeaching and Learning About Antarctica:a teacher's guideProvides background on the Antarctic Projectand development of the materials, explainingthe Project's resource-led approach and itsconceptual base. It lists the materials in detail,and gives practical suggestions for classroomapproaches to teaching about Antarctica.

These include sections on preparatory learningand examples of three approaches: a cross-curriculum approach for younger learners, atwo- to four-week module approach for middlegrades, and an approach tailored for secondarystudents within a social sciences curriculumor as a unitised short course.

Also included is a copy of the Antarctic Treaty,a bibliography and resource list, and a simpleoutline map of Antarctica which can bereproduced for classroom use.

The Polar ContinentThis book is an introduction to Antarcticadesigned as a reference to provide backgroundinformation for teachers and students. "ThePolar Continent" not only brings together andsummarises some of the information availablein detail elsewhere in the series; it also providesnotes on some areas not covered by otherAntarctic Project titles.Subjects covered include geological history,the surrounding ocean and its islands, climate,animals and plants, human activity, politics,and Antarctica and the arts. Special activitiesto support the chapter on day and night inAntarctica are included.

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Antarctica: Discovery and ExplorationAntarctica was the last continent to be dis-covered. Humans saw it for the first time twohundred years ago, when they managed tofight their way through the stormy seas, thickfogs and swirling ice fields which surround thecontinent.

What did they find? A white desert, bitterlycold, windswept, and covered with ;ce athousand metres thick. Despite the difficulties,the explorers pressed on. They had to copewith frostbite, snowblindness, sastnIgi, crev-asses, blizzards and scurvy. Exploration oftenturned into a desperate battle just to stay alive.Since 1950 the nations of the world have co-operated to explore Antarctica in an organisedway. They have approached the subject cau-tiously, because they are aware that this con-tinent is one of the last great areas of wildernessin the world.

"Antarctica: Discovery and Exploration" canbe used as either a teacher or a studentresource. It describes the early exploration ofAntarctica, looks in detail at four of the greatexplorers of the -heroic age" Amundsen,Scott, Shackleton and Mawson and tells ofthe work of the expeditioners and scientists ofmodern times. A chronology of exploration, abibliography and a film list are included.

20

It Happened in AntarcticaThis is a collection of observations whichrequire scientific explanations. The weatherand physical conditions of Antarctica areunique. It is a land of extremes and contrastswhere observed events can be difficult to relateto the scientific principles we have formulatedin more familiar environments.

The examples of unusual and interestingphenomena provided in "It Happened inAntarctica- have been drawn from accountsof Antarctic expeditions. both published andunpublished. They are not merely a collectionof facts. but offer an opportunity to testunderstanding of some of the basic principlesof science. In some cases, answers to questionsare provided; in others, it is up to you to workthem out. Subjects covered include heat flow,optical phenomena, windchill, magnetism, icemovement and chemical reactions under theextreme conditions of the frozen continent.

"It Happened in Antarctica" includes sug-gested student activities, and can be used asboth a teacher and a senior student resource.

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2. Student materialsStudent age rangesThis listing is a guide to intended student ageranges for each of the Antarctic Project titles.Individual students' and teachers' require-ments will vary considerably, and the listing isnot meant to be prescriptive. Titles for teachers(marked T) are also listed here.

Title Student Age Range8 9 10 11 12 13 14 15 16 17

Rocky the Rockhopper PenguinThe Adventures of Salik the HuskyOscarPenguinsCastles of IceLiving and Working in AntarcticaMacquarie IslandCampbell IslandAntarcticaDiscovery and Exploration (T)The Polar Continent (T)Seals and Whales of the Southern OceanAntarctic FoodchainsOceanic Birds of AntarcticaAntarctica's Secrets RevealedThe Scientist at WorkIt Happened in Antarctica (T)From Snow to IcebergsInternational Relations in Antarctica

Two storybooks of Antarctic adventurefor eight to ten-year-olds. Simple gloss-aries of unfamiliar terms are included.Rocky the Rockhopper PenguinOn Macquarie Island live thousands of rock-hopper penguins. They make their nests in thegrass and the chicks are guarded carefully bytheir parents until they have waterproof feathersand can learn to swim.Rocky is one of these rockhoppers. But he isno ordinary penguin. Rocky decides to goexploring and he swims far away, just as soonas he can. Watching out for enemies likeleopard seals, he makes his way to an islandcovered with Adelie penguins. When theAdelies tell Rocky about Antarctica, he decidesto set off exploring once more.The journey is long, but Rocky finds his way tothe southern continent. There he meets upwith old friends and makes some new onesamong the emperor penguins.

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_ _ _We find out about the life of a dog team andthe work dogs do.When we leave Salik, he is among an emperorpenguin colony, dreaming of the day when hewill lead the dog team.

Project materials middle gradesA storybook and a sourcebook for ten- totwelve-year-olds. They include simpleglossaries of unfamiliar terms.

OscarOscar was a real dog and the events that aredescribed in this story, written by Antarcticexpeditioner Nils Lied, all took place.Dogs have played an important part in theexploration of Antarctica. Roald Amundsenreached the South Pole with the help of a dogteam. Most of the early expeditions used dogsto sledge across the ice and some explorersowed their lives to the courage and skill of thehuskies.These days motor toboggans, tractors andaircraft have taken the place of the dog teams.At Mawson, Davis and Scott Base, however,there are still dog teams and dog handlers.People at these bases enjoy the company ofthe dogs and the occasional sledge trip servesas a reminder of the days when the huskieswere the main form of transport in Antarctica.

22

Penguins

Project materials middle grades/secondary studentsA storybook and a sourcebook foreleven- to fourteen-year-olds. Glossariesincluded.Castles of Ice"Castles of Ice" is a true story of Antarcticexploration. It is an account of a sledge tripundertaken by Antarctic expeditioner Nils Lied,with two companions, in the late nineteen-fifties. Starting from the Australian base atMawson, they had to cross the sea ice to locatethe Douglas Islands and fix them on the map.The story tells us much about life in Antarctica.We learn of the love of a dog handler for hishuskies, which are still used in Antarctica, evenin these days of motor toboggans and heli-copters. (You can learn more of one of thehuskies in another story in this series,"Oscar" ).We gain a glimpse of the difficulties theexplorers encountered as they battled with theelements, from tide cracks to blinding blizzards.We learn of the hardships of travelling, cooking,sleeping and carrying out scientific work in theharsh Antarctic environment.

PenguinsMany people love penguins and it is easy tosee why. They look very appealing as theywaddle about and seem to act a lot like peopleas they gather in large groups, and makeelaborate gestures and noises. Penguins aredevoted parents, with the mother and fathersharing the job of hatching the eggs andfeeding and caring for the chicks.Penguins can live in very cold places becausethey have blubber and a layer of down under-neath their feathers to keep them warm.Theyfeed on the abundant supplies of fish, krill andshrimp found in the Southern Ocean.Information on three kinds of penguins is to befound in this sourcebook. The rockhopperpenguin lives on sub-Antarctic islands andmakes its nest of a few blades of tussock grass,among the rocks of the foreshore. Adelies goto Antarctica in the spring to make their stonynests in colonies of hundreds of thousands.Emperors, the largest of the penguins, breedright on the Antarctic sea ice in the earlywinter.

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Living and Working in AntarcticaHave you ever given thought to what it is like inAntarctica? In winter the whole continent isunder a thick layer of ice and snow. Even insummer there are only a few outcrops of rockon the coast. It is colder than the freezer in arefrigerator. Antarctica has the "worst" weatherin the world. It is not only the coldest, but alsothe windiest continent.Even though weather conditions are extreme,people go to Antarctica to work every summer.Some of them stay there during the winter aswell.How do people get to Antarctica? Why do theygo there? What do they do in Antarctica? Howdo they dress to protect themselves againstthe severe cold? What do they do in their sparetime? This sourcebook gives answers to thesequestion, and many more.

Project materials middle grades/secondary studentsTwo sourcebooks for eleven- to fifteen-year-olds dealing with two sub-Antarcticislands. Glossaries and resource lists areincluded.Macquarie Island"The island is dreadfully dreary to the ordinaryobserver ..." wrote one visitor to Macquarieisland in 1900. Seventy years before anotherwriter had called it "this dreary purgatory".Difficult to approach from the sea, lying ex-posed to the fierce westerlies of the RoaringForties, its treeless slopes half hidden in cloud- what interest could there be in this forbiddingplace?jet Macquarie Island has attracted visitors eversince it was discovered in 1810. Sealers,explorers and scientists were all drawn to theisland. This book explains why. It tells some-thing of Macquarie Island's romantic history,its rich wildlife, and despite what those earlyvisitors wrote the beauty of its wild andsometimes dangerous landscape.

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CAMPBELL ISLANDGraham Camfield

Campbell IslandFar to the south of New Zealand, swept by thegales of the Southern Ocean, lies a tiny speckof land: Campbell island. Discovered less thantwo hundred years ago, it has seen shipwreck,the mass slaughter of wildlife, and the doomedstruggle of farmers to make a living from itssoil.it is a harsh place. Yet every year the govern-ment of New Zealand sends a small expeditionacross the wild seas to staff the weather stationon Campbell Island. Why is the island soimportant?This book sketches the history of CampbellIsland. It tells how the islands incredibly richwildlife, the changes to its natural environmentsince discovery, and its good location for thestudy of the Earth's weather and atmosphere,make it one of the most fascinating spots inthe Southern Ocean.

Three sourcebooks for eleven- to seven-teen-year-olds dealing with the wildlifeof the Southern Ocean and Antarctica

Seals and Whales of the Southern OceanWhales and seals are marine mammals foundin almost all the oceans of the world. This bookintroduces the species found in the SouthernOcean, and enables students to investigatetheir nature, behaviour and role in the eco-system.Special attention is given to the Weddell seal,the southern elephant seal and the humpbackwhale. The human impact on these animalsover the past two hundred years is alsocovered.

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Oceanic Birds of AntarcticaAlthough thirty-seven species of bird breed onthe sub-Antarctic islands, only ten nest on theAntarctic continent. Of these. two are penguins,seven are petrels and one is a skua (which isrelated to the gulls). All of them depend on thesea for food.Penguins and petrels are among the mostprimitive birds alive today. Of the petrel family,the largest and smallest are found in theAntarctic region: the majestic wandering alba-tross and the tiny Wilson's storm petrel, whichis the size of a sparrow.In this book we take a close look at three ofAntarctica's oceanic birds the snow petrel,the skua and the Adelie penguin.

26BEST COPY AVAILABLE

Antarctic FoodchainsIt is essential to the development of theimportant ideas of this module and othersconcerning the Antarctic ecosystem that stu-dents have a basic understanding of thefoodchain concept.The single most important creature in theSouthern Ocean ecosystem is, without a doubt,the shrimp-like crustacean called "krill". As theprincipal herbivore at the base of the food web,it converts planktonic plant matter to animalmatter, which is then available as food forcreatures higher up in the food pyramid. Thesurvival of groups such as whales, seals, birds,fish and squid depends, directly or indirectly,on this tiny creature. But, increasingly, krillhave also been sought after by more recentvisitors to the cold Antarctic oceans ... people!"Antarctic Foodchains" investigates the impor-tance of krill to the Antarctic marine ecosystemand invites teachers and students to explorethe problems technological, ecological andsocial associated with its commercial exploi-tation.

Two sourcebooics for ten- to seventeen-year-olds: questions most often askedabout Antarctica and accounts by scien-tists who have worked in Antarctica.

Antarctica's Secrets RevealedA collection of over a hundred of the typicalquestions that students ask about Antarcticaand the answers and explanations to thesequestions. Students will dip into this bookletand their knowledge and understanding of thefrozen continent will increase.As with all books produced in the AntarcticProject, the contents have been discussed withpeople who have many years of first-handexperience in Antarctica.

The Scientist at WorkNew techniques, new concepts and new tech-nology have transformed scientific research inAntarctica. Yet the scientists who travel southare drawn by the same lure as the explorers ofa century ago the challenge of the unknown,the beauty of an unspoilt continent, and aninterest in scientific research.In this book you will find accounts by twoscientists who have worked in Antarctica. Ageographer with the NZARP tells of the excite-ment and challenges of his trips south, and ageologist who led an international expeditioninto the interior of Antarctica explains whyplanning, preparation and logistic support areso vital for scientific work on the frozencontinent.There is also an account of the difficultiesfaced by scientists doing fieldwork in Antarcticaand an article which looks at the part womenhave played in scientific research there. Finally,two articles deal with the special stressesphysical, personal and social - which scientistsmust handle in the extreme conditions of theworld's coldest continent An extensive rangeof student activities is also included.

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27

Materials for upper secondarystudentsTwo sourcebooks for fifteen- to seven-teen-year-olds.

TO ICEBERGS

The Antrirchc Prrhect

International Relations in AntarcticaAntarctica provides a unique working modelof international co-operation. Issues such assovereignty, scientific research, mineral explor-ation, environmental questions and the futureof Antarctica are addressed in this module. Italso looks in detail at the Antarctic Treaty.

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From Snow to IcebergsThe landscape of pack ice, icebergs andglaciers is an alien world for most of us. Thisintroduction to glaciology takes studentsthrough this world, from snow to icebergs. Ascientific approach to snow and ice, the polarice sheets, glaciers, ice shelves, moving ice,sea ice and icebergs.

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Using the Antarctic Project Materials:Practical suggestions for classroom approaches

Introducing AntarcticaGeographers tend to show the Indian, Pacificand Atlantic Oceans extending south to themargins of the Antarctic continent. This maybe geographically convenient, but it hides thespecial nature of the ring of water around theAntarctic continent which is more accuratelytermed the Southern Ocean. The SouthernOcean is unique in that it completelyencirclesthe Earth, unbroken by a continental landmass.The narrowest constriction, the Drake Passage,is the 1112 kilometres between South Americaand the tip of the Antarctic Peninsula, whileelsewhere the distance between Antarcticaand the nearest continent is more than 2500kilometres.The Antarctic continent is similarly unique inits environment and its effect on the rest of theworld. The ice cap is a major influence onworld weather patterns. All of the weathersystems over the southern hemisphere aregenerated in, or influenced by, the Antarctic.Sea waters which wash Antarctic shores arecarried to all the corners of the world's oceans,taking with them vast quantities of nutrients.

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The Earth's magnetic fields converge at thePoles giving rise to localised physical phen-omena, the study of which has led to greaterunderstanding of the basic characteristics ofthe planet.The continent itself has a total area of almostfourteen million square kilometres. Aboutninety-eight percent is covered by an ice sheetwith a mean thickness of 1800 metres con-taining about ninety percent of the world'sfresh water.Being largely isolated from the effects ofcivilisation in other parts of the world, theAntarctic continent provides a benchmark bywhich global pollution, climatic changes andthe effects of human activity on Earth may bemeasured. Antarctica is scientifically import-ant. It may also prove to be economically vitalbecause of its resources.A more important uniqueness derives from itstradition of co-operation among peoples of allideologies and cultures. It seems that there theopportunity exists for people to avoid theconflict and confrontation that have usuallyaccompanied the development of new fron-

tiers.Example classroom approachesMulti-level materials such as the AntarcticProject series need multi-level approaches.Although students at different age levels willbe concerned with different aspects of thestudy of Antarctica it can be seen as acontinuum of learning. Boundaries of whatmay seem appropriate at different levels will beblurred and individual students and classesmay move away from mainstream interests.

31

To cater for this broad range in age, ability and interest this section supplies notes onpreparatory learning and three examples of teacher programming. The samples have beentailored to correspond to needs identified during trialling of the Project materials. Theyillustrate ways in which learning can be channelled in more intensive and specific directions.

Approach Rationale

Preparatory learning Highlights the need for a background of basic knowledge tobe mastered before in-depth learning takes place.

EXAMPLE 1Cross-curriculum approach This sample program shows how maths, science, socialfor younger learners studies, language and art and craft activities can be

developed around the theme "Antarctica".

EXAMPLE 2A modular approach formiddle grades

This example seeks to identify the aspects of study mostcommonly targetted by students. It then goes on to draw outthe concepts involved, to pose a series of focussingquestions and to provide a sample of the learningexperiences that could be undertaken to develop knowledgeand competency objectives.

EXAMPLE 3Rationale for a unitised This approach is developed for students within a socialshort course for secondary sciences curriculum or as an independent short course ofstudents approximately twenty-five hours duration.

All example approaches include lists of Antarctic Project materials which are particularlyrelevant to different aspects of study.

During trialling, ten- and eleven-year-old students in a Tasmanian school identified thesequestions when asked what they would like to know about Antarctica:

32

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Preparatory learningAs indicated by the questions identified duringtrialling of the Antarctic Project materials,students are vitally interested in Antarctica butlack knowledge of its environment and people'sexperiences on and around this vast frontier.In order to understand Antarctica and makethe best use of the learning materials, studentswill require some basic spatial knowledgeabout the continent. This may be-introducedeither before the main learning program orused incidentally to gradually build up con-textual understanding.This essential phase of enquiry requires asubstantial degree of mastery, in the sensethat if concepts are not understood laterlearning may be impaired.After conducting an initial brainstormingsession with students, experience has shownthat teachers are likely to find students'questions falling into these five areas of interest:

Where is Antarctica and the South Pole?How is the Antarctic different from theArctic?

What is the weather like?Who goes there and what is it like to workthere?What creatures and plants are foundthere?

On the following pages a possible approach tothis preparatory stage of learning is outlined.Although designed for middle grades it ismulti-level in its approach. Trialling experiencehas shown that students at secondary leveloften know little more about Antarctica thanyounger children. Teachers at either primaryor secondary level need only adapt the com-plexity and length of lesson time to their ownrequirements.

Where appropriate to the class learningprogram, this preparatory or overview stagecan be extended. It is also a good stage atwhich to negotiate the learning program to befollowed with students who wish to give priorityto aspects of particular interest.

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33

I Organising questions

Where is Antarcticaand the South Pole?

How is the Antarcticdifferent from theArctic?

What is the weatherlike?

Who goes there andwhat is it like towork there?

What creatures andplants are foundthere?

34

Using globes and mapsidentify the Antarcticcontinent and locate theSouth Pole.Discuss latitudinalmeasurement.Define Antarctica in simpleterms.

Establish ideas that:Antarctica is acontinental area, notsea.

Build on student'sknowledge of the Earth todescribe "grossenvironmental"conditions in Antarctica.Correct misconceptions.Reinforce basicvocabulary and preparea display area forAntarctic words.Discuss the nature of iceand snow.What is it? How does itform? How does snowturn to ice? How do

List the categories ofpeople who have beenor do go to theAntarctic, eg sealers,whalers, explorers,scientists .

Brainstorm with the class

List the creatures and theplants the students knowinhabit the Antarcticregion.Display pictures ofcreatures with questionsrelating to possible areasof research and

Using dividers measurethe relative distancesbetween Antarctica andother parts of the world.Trace around Antarcticaand the other continentson a globe andcompare their relativesizes.

The Antarctic is colderthan the Arctic.Antarctica is separatedfrom other lands by theSouthern Ocean.

icebergs form"Display posters andphotos of large icemasses.Enjoy creative artisticpursuits.Prepare an ice map ofAntarctica.Discuss the idea thatAntarctica is a whitedesertConsider the high windsof Antarctica and theproblem of windchill.

to determine likelyproblems in travelling toand working inAntarctica. These aspectscould then form the basisfor a thoroughinvestigation.

references toappropriate projectmaterials. This could wellinclude "mysterycreatures" that studentsmay not be aware of, egkrill, the wingless fly . . .

Project resourcesBlank map for photocopying (seethe back page of this guide.)* Antarctica's Secrets Revealed* The Polar Continent

* Antarctica's Secrets Revealed* The Polar Continent

* The Polar Continent

* The Polar Continent* Antarctica's Secrets Revealed* Living and Working in

Antarctica* Castles of Ice* The Scientist at Work* Antarctica: Discovery and

Exploration (includes anexcellent chronological list ofexplorers)

* The Polar Continent* Antarctica's Secrets Revealed* Campbell Island* Macquarie Island* Seals and Whales of the

Southern Ocean* Penguins* Rocky the Rockhopper Penguin

Antarctic Foodchains* Oceanic Birds of Antarctica

35

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Classroom approaches: Example 2

ContentTrial ling has suggested thatthese are the aspectsstudents wish to pursue:

History - exploration andheroes

Humans and the harshenvironment

Flora and fauna ofAntarctica and theSouthern Ocean

The future of Antarctica

38

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Focus questionsFocus questions emanatingfrom these content areasare likely to include:

Who were the first Antarcticexplorers?

What was it like to be anearly Antarctic explorer?

What were some of theirsuccesses and failures?

Why do people go toAntarctica nowadays?

What is their lifestyle andand work like?

How has technologychanged life inAntarctica?

What plants and animalsare found in Antarcticaand the SouthernOcean?

How do they adapt to theharsh environment?

Are they protected inany way?

In what ways mayAntarctica be used inthe future?

Who lays claim to parts ofAntarctica?

What is the AntarcticTreaty?

In what ways do countriesco-operate inAntarctica?

middle grades Topic: Antarctica Age level: 11-13 years Duration: 2-4 weeks

Sample learning experiences

Prepare time lines and maps ofof early explorations.

Find out about the importance ofsealers and whalers in Antarctichistory.

Research the exploits of individualexplorers in detail.

Compare Antarctic exploration withArctic exploration.

Research what living and working inAntarctica is like nowadays.

Compare life and work now with thatof earlier Antarctic expeditioners.

Prepare climate graphs.Discuss and list the human qualities

that appear important for thosewho wish to work in Antarctica.

Study similarities and differencesbetween the environment ofAntarctica and other harshenvironments.

Use books in the project series tofind out more about the creaturesand plants of this region.

Prepare charts, maps, collages,murals, case studies and diagramsof lifecycles of the wildlife inthe area.

Draw diagrams showing the foodchainsof Antarctic creatures.

Discuss the impact of people andintroduced species on the nativeflora and fauna.

Compare the flora and fauna ofAntarctica with that of othercold places on Earth.

Find out about the AntarcticTreaty and list and map thecountries that are claimants,consultative parties and non-consultative parties

Write the names of well-knownAntarctic explorers andscientists on the map near theircountry of origin.

Roleplay a situation of controversyabort the use of Antarcticresources.

Discuss how nations co-operate inAntarctica.

Compare the attitude ofco-operation with other instancesin other places.

I

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Antarctica:Discovery andExploration

Antarctica's SecretsRevealed

Living and Workingin Antarctica

Castles of IceThe Polar ContinentAntarctica's

Secrets RevealedThe Scientist at WorkOscar

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RockhopperPenguin

PenguinsAntarctica's Secrets

RevealedAntarctic

FoodchainsMacquarie IslandCampbell IslandOceanic Birds of

AntarcticaSeals and Whales

of the SouthernOcean

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The Polar ContinentAntarctica's Secrets

Revealed

39

.:lassroorn approacnes:E.::amtpie

Rationale :for a unitised snort course norsecondary students

This approach is tailored to secondary students within a socialsciences curriculum or can be used to develop a unitised shortcourse.This approach will provide students with knowledge andexperiences which will give them a fuller understanding of theinter-relationship and interdependence between the physicalenvironment of Antarctica and the Southern Ocean andhuman activity and lifestyles.During their studies students will develop understandingsabout the nature of the Antarctic environment and the factorsthat influence environmental change. Students will also gaina greater understanding of the need for care and attention todetail when dealing with environmental change.This approach will aid in the development of competencies in

acquiring and conveying information,

applying logical processes,

s working as an individual and as a group member,

making judgements and decisions,

s working creatively,

showing care and concern, and

considering questions of beliefs and values.

This approach consists of a core or overview plus a cluster ofrelated topics linked to different aspects of the study of theAntarctic and to the project materials.

The core section concentrates on the acquisition of knowledgeabout the nature of the Antarctic environment and the peoplewho have faced its challenges.

40 4.,

The overview section is based on studies ofthe location and physical features of Antarctica,the factors that influence the climate of the Antarctic,the animal and plant life of the region, andhumans and Antarctica.

In an enquiry-based program of learning this section could bestructured around the key questions listed below.

What are the main physical features of Antarctica?What factors influence Antarctica's climate?Who were the first people to venture into Antarctic waters?Why were they there?What difficulties did they face?What were some of the highlights of Antarctic exploration?What flora and fauna are to be found in Antarctica and the

Southern Ocean?What other natural resources are to be found in the

Antarctic and should they be tapped?What human activities take place in Antarctica today?What is it like to live and work in Antarctica?What does the future hold for Antarctica?

Overview expansionIndividuals, students or groups may then like to move to a moredetailed study of topics such as

The discovery and exploration of AntarcticaCreatures of Antarctica and the Southern OceanLiving and working in AntarcticaMacquarie or Campbell IslandAntarctic foodchainsSeals and whales in the Southern OceanPenguinsScience and Antarctica.

Project materials to support these studiesThe Polar ContinentAntarctica: Discovery and ExplorationAntarctica's Secrets RevealedThe Scientist at WorkAntarctic FoodchainsOceanic Birds of AntarcticaMacquarie IslandCampbell IslandIt Happened in AntarcticaLiving and Working in AntarcticaSeals and Whales of the Southern Ocean.

4 ,,41

The Antarctic Treaty11+= Governments* of Argentina. Australia. Bel-gium, Chile, the French Republic, Japan, NewZealand, Norway, the Union of South Africa. theUnion of Soviet Socialist Republics, the UnitedKingdom of Great Britain and Northern Ireland,and the United States of America;Recognizing that it is in the interest of all mankindthat Antarctica shall continue forever to be usedexclusively for peaceful purposes and shall not be-come the scene or object of international discord;Acknowledging the substantial contributions toscientific knowledge resulting from internationalco-operation in scientific investigation inAntarctica;Convinced that the establishment of a firm foun-dation for the continuation and development ofsuch co-operation on the basis of freedom of scien-tific investigation in Antarctica as applied duringthe International Geophysical Year accords withthe interests of science and the progress of allmankind;Convinced also that a treaty ensuring the use ofAntarctica for peaceful purposes only and the con-tinuance of international harmony in Antarcticawill further purposes and principles embodied inthe Charter of the United Nations;

Have agreed as follows:

Article I1. Antarctica shall be used for peaceful purposesonly. There shall be prohitited, inter alia, anymeasures of a military nature, such as the estab-lishment of military bases and fortifications, thecarrying out of military manoeuvers, as well as thetesting of any type of weapons.2. The present Treaty shall not prevent the useof military personnel or equipment for scientificresearch or for any other peaceful purpose.

Article IIFreedom of scientific investigation in Antarcticaand co-operation toward that end, as applied dur-ing the International Geophysical Year. shall con-tinue, subject to the provisions of the Treaty.

Article III1. In order to promote international co-operationin scientific investigation in Antarctica. as provid-ed for in Article II of the present Treaty, the Con-tracting Parties agree that, to the greatest extentfeasible and practicable:a. information regarding plans for specific programsin Antarctica shall be exchanged to permit maxi-mum economy and efficiency of operations;b. scientific personnel shall be exchanged in An-tarctica between expeditions and stations;c. scientific observations and results from Antarc-tica shall be exchanged and made freely available.2. In implementing this Article, even, encourage-ment shall be given to the establishment of co-operative working relations with those SpecializedAgencies of the United Nations and other inter-national organizations having a scientific or tech-nical interest in Antarctica.

Article IV1. Nothing contained in the present Treaty shallbe interpreted as:a. a renunciation by any Contracting Party of previ-ously asserted rights of or claims to territorialsovereignty in Antarctica;b. a renunciation or diminution by any Contract-ing Party of any basis of claim to territorialsovereignty in Antarctica which it may havewhether as a result of its activities or those of itsnationals in Antarctica, or otherwise;c. prejudicing the position of any Contracting Partyas regards its recognition or non-recognition of anyother States right of or claim or basis of claim toterritorial sovereignty in Antarctica.2. No acts or activities taking place while thepresent Treaty is in force shall constitute a basisfor asserting, supporting or denying a claim to ter-ritorial sovereignty in Antarctica or create anyrights of sovereignty in Antarctica. No new claim,or enlargement of an existing claim, to territorialsovereignty in Antarctica shall be asserted whilethe present Treaty is in force.

'Anginal signatories

Article V1. Any nuclear explosions in Antarctica and thedisposal there of radioactive waste material shallbe prohibited.2. In the event of the conclusion of internationalagreements concerning the use of nuclear energy,including nuclear explosions and the disposal ofradioactive waste material, to which all of the Con-tracting Parties whose repn-sent,-.:ives are entitledto participate in the meetings provided for underArticle IX are parties, the rules established undersuch agreements shall apply in Antarctica.

Article VIThe provisions of the present Treaty shall applyto the area south of 60° South Latitude, includ-ing all ice shelves, but nothing in the presentTreaty shall prejudice or in any way affect therights, or the exercise of the rights, of any Stateunder international law with regard to the highseas within that area.

Article VII1. In order to promote the objectives and ensurethe observance of the provisions of the presentTreaty, each Contracting Parry whose representa-tives are entitled to participate in the meetingsreferred to in Article IX of the Treaty shall havethe right to designate observers to carry out anyinspection provided for by the present Article. Ob-servers shall be nationals of the Contracting par-ties which designate them. The names of observ-ers shall be communicated to every other Contract-ing Party having the right to designate observers,and like notice shall be given of the terminationof their appointment.2. Each observer designated in accordance withthe provisions of paragraph 1 of this Article shallhave complete freedom of access at any time toany or all areas of Antarctica.3. All areas of Antarctica, including all stations,installations and equipment within those areas,and all ships and aircraft at points of dischargingor embarking cargoes or personnel in Antarctica.shall be open at all time to inspection by any ob-servers designated in accordance with paragraph1 of this Article.4. Aerial observation may be carried our at anytime over any or all areas of Antarctica by any ofthe Contracting Parties having the right to desig-nate observers.S. Each Contracting Parry shall, at the time whenthe present Treaty enters into force for it, informthe other Contracting Parties, and thereafter shallgive them notice in advance, of

a. all expedition; to and within Antarcti-ca, on the part of izs ships or nationals, andall expeditions to Antarctica organized in orproceeding from its territory:b. all stations in Antarctica occupied by itsnationals; andc. any military personnel or equipment in-tended to be introduced by it into Antarcticasubject to the conditions prescribed in para-graph 2 of Article I of the present Treaty.

VIIII. In order to facilitate the exercise of their func-tions under the present Treaty, and withoutprejudice to the respective positions of the Con-tracting Parties relating to jurisdiction over allother persons in Antarctica. observers designatedunder paragraph 1 of Article VII and scientific per-sonnel exchanged under subparagraph 1(b) of Ar-ticle III of the Treaty, and members of the staffsaccompanying any such persons, shall be subjectonly to the jurisdiction of the Contracting Partyof which they are nationals in respect of all actsor omissions occurring while they are in Antarc-tica for the purpose of exercising their functions.2. Without prejudice to the provisions of paragraph1 of this Article, and pending the adoption ofmeasures in pursuance of subparagraph 1(e) of Ar-ticle IX, the Contracting Parties concerned in anycase of dispute with regard to the exercise of juris-diction in Antarctica shall immediately consulttogether with a view to reaching a mutually ac-ceptable solution.

42

Article IXI. Representatives of the Contracting Partiesnamed in the preamble to the present Treaty shallmeet at the City of Canberra within two monthsafter the date of entry into force of the Treaty, andthereafter at suitable intervals and places, for thepurpose of exchanging information, consultingtogether on matters of common interest pertain-ing to Antarctica, and formulating and consider-ing, and recommending to their Governments,measures in furtherance of the principles and ob-jectives of the Treaty, including measures regarding:

a. use of Antarctica for peaceful purposesonly;b. facilitation of scientific research inAntarctica;c. facilitation of international scientific co-

. operation in Antarctica; .

d. facilitation of the exercise of the rights ofinspection provided for in Article VII of theTreaty;e. questions relating to the exercise of juris-diction in Antarctica;f. preservation and conservation of livingresources in Antarctica.

2. Each Contracting Party which has become aparty to the present Treaty by accession under Ar-ticle XIII shall be entitled to appoint representa-tives to participate in the meetings referred to inparagraph 1 of the present Article, during suchtime as that Contracting Party demonstrates itsinterest in Antarctica by conducting substantialscientific research activity there, such as the es-tablishment of a scientific station or the despatchof a scientific expedition.3. Reports from the observers referred to in Arti-cle VII of the present Treaty shall be transmittedto the representatives of the Contracting Partiesparticipating in the meetings referred to m para-graph 1 of the present Article.4. The measures referred to in paragraph 1 of thisArticle shall become effective when approved byall the Contracting Parties whose representativeswere entitled to participate in the meetings heldto consider those measures.5. Any or all tithe rights established in the presentTreaty may be exercised as from the date of entryinto force of the Treaty whether or not any meas-ures facilitating the exercise of such rights havebeen proposed, considered or approved as provid-ed in this Article.

Article XEach of the Contracting Parties undertakes to ex-ert appropriate efforts, consistent with the Charterof the United Nations, to the end that no oneengages in any activity in Antarctica contrary tothe principles or purposes of the preient treaty.

Article XIi. it any dispute arises between two or more of theContracting Parties concerning the interpretationor application of the present Treaty, those Con-tracting Parties shall consult among themselveswith a view to having the dispute resolved bynegotiation, Inquiry, mediation, concilliation, ar-bitration, judicial settlement or other peaceful me-ans of their own choice.2. Any dispute of this character not so resolvedshall, with the consent, in each case, of all par-ties to the dispute, be %Jetted to the Internation-al Court of Justice for settlement; but failure toreach agreement on reference to the Internation-al Court shall not absolve parties to the disputefrom the responsibility of continuing to seek toresolve it by any of the various peaceful meansreferred to in paragraph 1 of this Article.

Article XIIla. The present Treaty may be modified or amend-ed at any time by unanimous agreement of theContracting Parties whose representatives are en-titled to participate in the meetings provided forunder Article IX. Any such modification oramendment shall enter into force when the deposemy Government has received notice from all suchContracting Parties that they have ratified it.b. Such modification or amendment shall there-after enter into force as to any other Contracting

Parry when notice of ratification by it has beenreceived by the depositary Government. Any suchContracting Party from which no notice of ratifi-cation is received within a period of two years fromthe date of entry into force of the modificationor amendment in accordance with the provisionsof subparagaph 1(a) of this Article shall be deemedto have withdrawn from the present Treaty on thedate of the expiration of such period.2(a) If after the expiration of thirty years from thedate of entry into force of the present Treaty, anyof the Contracting Parties whose representativesare entitled to participate in the meetings provid-ed for under Article IX so requests by a commu-nication addressed to the depositary Government,a Conference of all the Contracting Parties shallbe held as soon as practicable to review the oper-ation of the Treaty.(b) Any modification or amendment to the presentTreaty which is approved at such a Conference bya majority of the Contracting Parties thererepresented, including a majority of those whoserepresentatives are entitled to participate in themeetings provided for under Article IX, shall becommunicated by the depositary Government toall the Contracting Parties immediately after thetermination of the Conference and shall enter intoforce in accordance with the provisions of para-graph 1 of the present Article.c. If any such modification or amendment has norentered into force in accordance with the provi-sions of subparagraph 1(a) of this Article withina period of two years after the date of its commu-nication to all the Contracting Parties, any Con-tracting Party may at any time after the expira-tion of that period give notice to the depositaryGovernment of its withdrawal from the presentTreaty; and such withdrawal shall take effect twoyears after the receipt of the notice by the deposi-tary Government.

Article XIII1. The present Treaty shall be subject to ratifica-tion by the signatory States. It shall be open foraccession by any State which is a Member of theUnited Nations, or by any other State which maybe invited to accede to the Treaty with the con-sent of all the Contracting Parties whose represen-tatives are entitled to participate in the meetingsprovided for under Article IX of the Treaty.2. Ratification of or accession to the present Treatyshall be effected by each Sate in accordance withits constitutional processes.3. Instruments of ratification and instruments ofaccession shall be deposited with the Governmentof the United States of America, hereby designatedas the depositary Government.4. The depositary Government shall inform all sig-natory and acceding States of the date of eachdeposit of an instrument of ratification or acces-sion, and the date of entry into force of the Treatyand of any modification or amendment thereto5. Upon the deposit of instruments of ratificationby all the signatory States, the present Treaty shallenter into force for those States and for Stateswhich have deposited instruments of accession.Tlwreafter the treaty shall enter into force for anyacceding State upon the deposit of its instrumentof 7.ccession.6. The present Treaty shall be registered by thedepositary Government pursuant to Article 102of the Charter of the United Nations.

Article XIVThe present Treaty, done in the English, French,Russian, and Spanish languages, each version be-

ing equally authentic, shall be deposited in thearchives of the Government of the United Statesof America, which shall transmit duly certified co-pies thereof to the Governments of the signatoryand acceding States.

IN WITNESS WHEREOF, the undersignedPlenipotentiaries duly authorized, have signed thepresent Treaty.

DONE at Washington this first day of Decemberone thousand nine hundred and fifty-nine.

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Bibliography and film listA massive amount has been written aboutAntarctica. State and National Libraries haveextensive catalogue listings. The AntarcticBibliography, published in the United Statesby the Library of Congress since 1965 listscurrent material. Many major libraries andstate education departments also have filmand video collections of Antarctic material.Most of the books in this Antarctic Projectseries have detailed bibliographies pertinent totheir particular interests. This listing is of amore general nature.

Antarctica - GeneralBrewster, B Antarctica: Wilderness

at Risk. Reed,Wellington, 1982.

Briggs, P Laboratory at theBottom of the World.David McKay, NewYork, 1970.

Duddington. L Life at the Poles.,AcGraw Hill, New York,19ti9.

Dufek, G Through the FrozenFrontier.Brockhampton,Leicester (UK), 1960.

Dukert, J M This is Antarctica.Angus and Robertson,Sydney, 1968.

Hargreaves, P (ed) The Antarctic. Wayland,Hove (UK), 1980.

Icenhower, J The First Book of theAntarctic. Watts, NewYork, 1971.

Land, Barbara The New Explorers:Women in Antarctica.Dodd Mead, New York.1981.

Mason, T K On the ice inAntarctica. Dodd Mead,New York, 1978.

Reader's Digest Antarctica: greatstories from the frozencontinent. Reader'sDigest, Sydney, 1985.

Scarf, M Antarctica: Exploringthe Frozen Continent.Random House, NewYork, 1970.

Schlein, M Antarctica. HastingsHouse, New York, 1979.

Seth, R Let's Visit Antarctica.Burke, London, 1969.

Shannon, T Antarctic Challenge.Children's Press,Chicago, 1973.

Smith, Craig "My Impressions ofAntarctica" in TheAustralian Science

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Toohill, I

Teachers Journal, May1987, Vol.33, No. 1 .

Mawson Base: Face toFace. EducationDepartment of Victoria,1985.

FilmsAntarctic (colour video, 1976). Film from the

US National Science Foundation,covering international scientificresearch in Antarctica.

Australian Research in Antarctica (colour,1975). Aspects of Antarctic re-search by the Australian AntarcticDivision medicine, glaciology,biology, cosmic rays.

Beyond the Pack Ice (colour, 1968). Aspectsof work at Mawson. Film exam-ines the mental and physical con-ditions under which researchteams work

Blowing Hot and Cold (colour, 1982). This NZfilm gives an overview of thecontinent - its vast size, weather,the effect of the Antarctic ice-mass on world climate (from theseries Big Ice).

140 Days Under the World (colour, 1964).One summer's work by NZscientists, including explorationof some of the last unmappedareas.

Mawson Base: Face to Face (colour, 1984).Antarctica through the eyes oftwo expeditioners, a cook and adoctor. Raises issues on the futureof Antarctica, gives insight intothe daily pressures of life inisolation. Narration by Phillip Law.(Teacher's booklet also available

see above).The Most Beautiful Place on Earth (colour,

1974). US film showing activitiesof geologists and scientists wholive and work in Antarctica.

Out of Sight, Out of Mind (colour, 1983).Antarctica's history is full of noblefailures of adventurers who didnot appreciate the immenseforces nature can show there.This NZ film shows that successin Antarctica is achieved throughcareful planning and methodicalapproach to exploration andscientific discovery.

Vostok 900 (colour, 1970). ABC record of a1962 seismological traverse fromWilkes to the Russian base Vostok.900 miles inland near the SouthMagnetic Pole. Difficulties of liv-ing, travelling and working inAntarctica.

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Birds and other animalsBarnes, J N Let's Save Antarctica!

Greenhouse Publications,Melbourne. 1982.

Benin, J Wonders of the Antarctic.World's Work, Tadworth(UK), 1968.

Brown, D A Breeding Biology of theSnow Petrel. ANAREScientific Reports.publication No.89, 1966.

Burton, R Animals of the Antarctic.Abelard-Schumann,London, 1970.

Deguine, J C Emperor Penguin - Birdof the Antarctic. Angusand Robertson, Sydney,1974.

Haper, P C and Southern AlbatrossesKinsky, F.0 and Petrels. Price

Milburn, Wellington. 1978.

Han-ison, P Seabirds - anIdentification Guide.Reed, Wellington. 1983.

McCuilagh, S Antarctica - Where theEmperor is a Penguin.Longman. Harlow (UK).1979.

Mizumura, K The Emperor Penguins.Black, London, 1970.

Ommanney, F D Animal Life in theAntarctic. Bodley Head,London. 1969.

Penney, R L The Penguins areComing. World's Work,Tadworth (UK), 1970.

Sage, B Animals of the Antarctic.Peter Lowe, London,1972.

Stonehouse, B Birds of the Antarctic andSub-Antarctic. AmericanGeophysical Union.Washington. 1975.

Stonehouse, B Penguins. Bodley Head,London. 1978.

Thompson, D H The Penguin: Its LifeCycle. Sterling, New York.1974.

Toohill, I Antarctica: the mostincredible true story evertold (film study guide).Peter Collins. Melbourne.1985.

SoftwareBirds of Antarctica

Partof the Antarctic ScienceData Base. A software pack-age, written for BBC,Apple,IBM Personal, Tandy andMicro Bee computers, by

Elizabeth Computer Centre,Tasmanian Education De-partment, Hobart.

FilmsAde lie Penguins of the Antarctic (colour,

1965). Records life cycle of theAde lie penguin, including court-ship, nesting, rearing of chicks.

Antarctic Summer (colour, 1970). Describesanimal life around Mawson andexamines the work of biologistsbased there.

Antarctic Winter (colour, 1970). Winter atMawson and its effect on anemperor penguin rookery.

Antarctica: the most incredible true story evertold (colour, 1984). In the winterof 1957 fifteen dogs were leftbehind at Japan's Syowa Base.When the expeditioners returnedthe next year they were astonishedto find that two dogs had survived.This film reconstructs how thismight have happened.

Beneath the Frozen World (colour 1977).Jacques Cousteau'n Antarcticexpedition looks ai bird andanimal life in the seas of Antarc-tica.

Penguins of Macquarie Islano 1956).Shows king, gentoo, rockhopperand royal penguins. Distinguish-ing features, development, habits.

The Lonely Island (colour, 1956). Penguins,albatrosses and sea lions filmedon Macquarie island.

The Year of the Kings (colour, 1978). Followsthe annual breeding cycle of kingpenguins on Macquarie Islandnesting, hatching, the chicks, outto sea.

To the Island (colour, 1972). Wildlife onMacquarie Island, including pen-guins.

The Water of Life (colour, 1982). Antarctica isa unique laboratory for the studyof simple life forms. Its oceanshold a vast, untapped food supply.Can it be exploited without dam-age to the ecosystem? NZ filmfrom the Big ice series.

Wild South - The Same Time, The SamePlace (colour video, 1980). Excel-lent examination of the nestingperiod of Ade lie penguins.

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Discovery and explorationCameron, I

Chester, J

Huntford, R

Hurley, F

Law, PG

Antarctica - The LastContinent. Little, Brown,New York, 1974.

Going to Extremes:Project Blizzard andAustralia's Antarcticheritage. Doubleday,Sydney, 1986.Scott and Amundsen.Hodder and Stoughton.London, 1979.Shackleton's Argonauts.McGraw Hill, New York,1979.

Antarctic Odyssey.Heinemann, Melbourne,1983.

Law, P G and AN.ARE. Oxford UniversityBechervaise, J MPress, 1957.Lovering, J F Last of Lands-and Antardica. MelbournePrescott, J R V University Press, 1979.

Mawson, D Home of the Blizzard.Hodder and Stoughton.London, 1938.Antarctic Explorer: thestory of Dr Phillip Law.Nelson, Sydney, 1977.

Reader's Digest Antarctica: Great Storiesfrom the FrozenContinent. Reader'sDigest, Sydney, 1985.The Great AntarcticRescue. Times Books,New York. 1977.

Nony, R

Worsley, F W

FilmsAbove the Snow (colour, 1974). Planning and

erection of Casey station in 1969,and life and scientific work there.

Amery Ice Shelf (colour, 1973). In 1968.69four Australians spent a year onthe ice doing glaciological re-search. This is their story.

Antarctic (colour, 1976). Film by the CISNational Science Foundationshowing international scientificresearch in Antarctica.

Antarctica (colour, 1980). A look at the lifeand work at Scott Base, and NewZealand's work in Antarctica.

Australian Research in Antarctica (colour,1975). Aspects of scientific re-search and fieldwork carried outby the Antarctic Division - med-icine, glaciology, biology, physics.

Broken Silence (colour, 1971). Scientific workby an Austra:.an party in theisolated Prince Charles Moun-tains. Contact with base is by

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radio and aircraft, but all dependson the changeable Antarcticweather.

Casey, Antarctica (colour, 1980). Brief historyof Australian involvement inAntarctica. Shows life at Casey,an overland scientific traverseand biological research on thecoast near the base.

Douglas Mawson: The Survivor (colour, 1982).Documentary reconstructionof Mawson's 1912 expeditionon which Ninnes and Mertzdied. Interviews with Mawson'sdaughter, his contemporariesand students.

Twelve Flags South (black and white, 1963)Details of scientific work in Antarc-tica by researchers of twelvenations.

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