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Their intention was to prepare both vessels and sail in company directly to America. Weeks later, on 15 August, the two ships weighed anchor and set sail - but only one of them would complete the transatlantic journey...

Presented by Blue Badge guide Julia Brewer and historian Dr Cheryl Butler, it will also look at some of the fascinating stories of the people who came from the city and played a crucial role in the Mayflower voyage and beyond.

My Mayflower: The Man Who Built The Mayflower II tells the real story behind the ship's sailing with fascinating archive footage and an in-depth interview with Warwick's son, Randal - author of The Wicked Pilgrim, a new book that chronicles Warwick's endeavours.

We will delve into many different aspects of the Mayflower story - examining objects and images, maps and books, and ideas and dangers.

Artists Laura Hopes, Martin Hampton and Léonie Hampton explain how Speedwell asks visitors to imagine new worlds of living, caring and dying well together and invites visitors to add their own voices in response to the sculpture.

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Their intention was to prepare both vessels and sail in company directly to America. Weeks later, on 15 August, the two ships weighed anchor and set sail - but only one of them would complete the transatlantic journey...

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In this series are some supplementary journal prompts Louisa wrote for a book study on Pilgrim's Progress. These were written while doing the A Beka English VI curriculum. Some are labelled Chapter 3A or Chapter 3B for this reason. Chapter 3A covers as far as the student read that day according to the A Beka curriculum. There are three types of documents attached: journal prompts, one cover template for the front of the journal, and and an itinerary. The itinerary was used at the conclusion of the book study. Students skipped class and were sent out on the town to do this type of scavenger hunt.

The Pilgrim's Progress is available from a variety of sites, including Archive.org. The Dock hosts one, listed below.

Items from Resources for Pilgrims Progress:

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In this series are some supplementary journal prompts Louisa wrote for a book study on Pilgrim's Progress. These were written while doing the A Beka English VI curriculum. Some are labelled Chapter 3A or Chapter 3B for this reason. Chapter 3A covers as far as the student read that day according to the A Beka curriculum.

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Tour of Mayflower Ship (1620) | First Ship of the Pilgrims & the Puritan's Journey

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Pilgrims for Kids | History of Pilgrims and the first Thanksgiving

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bbc documentary 2016 ¦ The Mayflower ¦  Pilgrims Behind the Myth  the founding moment of America

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The Pilgrims First Thanksgiving by Ann McGovern

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The Mayflower set sail on 16th September 1620 from Plymouth, UK, to voyage to America. But its history and story start long before that.

Its passengers were in search of a new life - some seeking religious freedom, others a fresh start in a different land. They would go on to be known as the Pilgrims and influence the future of the United States of America in ways they could never have imagined.

This story isn't just about the Mayflower's passengers though. It's about the people who already lived in America and the enormous effect the arrival of these colonists would have on Native Americans and the land they had called home for centuries.

More than 30 million people can trace their ancestry to the 102 passengers and approximately 30 crew aboard the Mayflower when it landed in Plymouth Bay, Massachusetts, in the harsh winter of 1620.

On board were men, women and children from different walks of life across England and the city of Leiden in Holland.

A significant number were known as Separatists, a group of people who mostly wanted to live a life free from the current Church of England.

Others were on the ship for a multitude of reasons - some anticipated the chance to build a better future for their families and the opportunity of new land, while for others the offer of freedom and adventure was too good to turn down.

Then there were the crew themselves, plus the servants and unaccompanied children sent by their families to be looked after by the adults.

The passengers are often grouped into 'Saints' or 'Strangers' by historians, alluding to their motivations for the journey. But it's likely that many 'Saints' were skilled tradesmen and many 'Strangers' had their own religious reasons for leaving 17 th century England.

The origins of these passengers can be traced across England and in the Netherlands - as illustrated by the interactive map below.

Importantly, the Pilgrims were not the first to land in America, nor did they discover it. There were already established colonies at the time, not least Jamestown - founded in 1607.

But the Mayflower story is renowned for its themes of freedom and humanity - including the relationships first formed between the Native American Wampanoag tribe and the colonists and the first Thanksgiving.

We begin much earlier than 1620, in the villages, towns and cities of England.

The King of England

The decision by Henry VIII to break away from the Roman Catholic Church - principally so he could divorce his first wife, Catherine of Aragon, had far-reaching ramifications.

He created his own church, with its own rules determined by him - called the Church of England. In doing this, Henry was expelled by the Pope and the reformation of the English churches had started.

Many believed that Henry's new church was still too similar to the Pope's and wanted even more changes. Some wanted to separate it from other churches by purifying it of all Catholic practices. They became known as the Puritans.

However, others believed that you could not change the church and that the only way to form a new group was to break away entirely. They became known as the Separatists.

The Church dictated all aspects of life - from what you ate to what you wore. To dispute that rule was a dangerous path ending in prosecution. This was especially foreboding for Separatists.

The Separatist leaders

The leading religious Separatists who voyaged to America in 1620 mostly originated from an area where modern-day Nottinghamshire, Yorkshire and Lincolnshire meet.

Regarded as dangerous renegades who rejected fundamental principles of the State and the established Church of England, they worshipped in secret to avoid arrest and persecution.

Among them was William Brewster, who was brought up in the village of Scrooby in north Nottinghamshire.

Inspired by the radical words of Richard Clifton, the rector of nearby All Saints' Church in Babworth, Brewster is believed to have founded a Separatist Church in his family home - the manor house at Scrooby.
Scrooby Manor House
He was fined for non-attendance at St Wilfrid's Church in Scrooby but was respected as an elder and spiritual guide and played a significant role in the congregation's later journeys.

Brewster strongly influenced William Bradford from Austerfield, a nearby South Yorkshire village. When the Separatists landed in America, Bradford went on to become a Governor of the Plymouth Colony, serving for more than 30 years.

William Bradford's journal, Of Plimoth Plantation, records much of what happened to the group, including how they had become so persecuted that they could no longer live peacefully.

Bradford was baptised St Helena's church where the original font can be seen today. Heavily influenced by leading Pilgrim William Brewster, he was a sickly young orphan when they first met, but grew into a passionate religious radical.

A similar group had long been growing in the nearby town of Gainsborough in Lincolnshire, drawing members from surrounding villages. They would also worship clandestinely under the guidance of John Smyth at the Gainsborough Old Hall.
Inside Gainsborough Old Hall
Escaping to Holland

As the authorities intensified their crackdown on the Separatists, the two groups decided to flee England for Holland - seen as a liberal nation where they could live peacefully.

One night in the autumn of 1607, they secretly met a boat on the edge of 'The Wash' at Scotia Creek, near Boston in Lincolnshire - some having walked 60 miles.
The monument at Scotia Creek that marks where the Pilgrims tried to make their escape
But the captain of a ship betrayed them and the local militia seized the group and took their money, books and personal possessions. Stripped of their belongings and hope, the group were brought by boat back to Boston and held and tried at the Guildhall, home to the local law court and cells.

They were eventually freed and made a second, successful attempt at fleeing to Holland - this time from the coastal town of Immingham in Lincolnshire.

A new life in Leiden

They settled in the city of Leiden via Amsterdam. Leiden was a city of free-thinkers, relative religious tolerance, and a long tradition of offering shelter to the dispossessed.

They built a life in Leiden, living and working here for 12 years. They built land near the spectacular Pieterskerk church and built houses in what is today known as the Engelse poort (English Alley).

Many worked in the textile industry and similar trades - but it was hard work and a challenging life. William Brewster operated a printing press in what is today known as 'William Brewster Alley'. Here he produced dissident pamphlets that were smuggled into England for distribution.
William Brewster Alley
Eventually the time in a foreign land took its toll and the group started to plan a journey to a new land to start again.

It's thought there were several reasons for this - not least that the fear their children were effectively growing up as Dutch children.

They wanted to find a place completely free of limitations where they could build a better economic future. They had been living in small houses with big families - and were becoming poor.

The looming threat of war with Spain also cast a cloud over their future.

From 1617 they planned to leave and eventually settled on Virginia in America.

More than half of the group stayed though and fully integrated into Dutch life. Among them was John Robinson, known as the 'pastor to the Pilgrims'.

Leiden had a profound influence on the lives of the Pilgrims - even after their departure. The concept of civil marriage was one innovation they took with them.

Planning the voyage to America

Virginia in America was an attractive destination because several colonies had already settled there. However, they also felt that they should not settle too near and end up with a similar environment to which they originally fled.

The Separatists worked with their counterparts in England to fund and organise the journey - which had to make commercial sense.

They negotiated with merchants in London and convinced them that funding their journey would see a return on investment thanks to the goods they would be able to send back to England. They also needed permission to land in Virginia and establish a colony.

A ship called the Speedwell would carry the Leiden group to America while another ship called the Mayflower was hired to take passengers who weren't necessarily travelling for religious reasons.

The Mayflower would sail from the port of Rotherhithe in London, carrying many there for work in the new land, who simply wanted to build a new life, crew and servants. Rotherhithe was home to many of the crew including the Mayflower's Captain Christopher Jones.
A statue of Christopher Jones found in St Mary's Church in Rotherhithe
Leaving England

The Speedwell set sail from Holland on 22 nd July 1620, after a moving ceremony by the water's edge.

The plan was to meet the Mayflower in Southampton before heading off together across the Atlantic.

Southampton was a thriving seaport offering all the commercial facilities to provision and equip for the long sea voyage. Many of the buildings and streets familiar to the passengers then still exist.

When the two ships met in the port there were concerns about the Speedwell though, which needed repairs after developing a leak. But on 15th August 1620 the two ships weighed anchor and set sail from Southampton.

The two ships didn't get very far when the Speedwell began to take on water again. It may have been because she carried too much sail, straining her timbers, or the direct result of sabotage by a reluctant crew.

They changed course for Dartmouth, a port on the south coast of Devon. It took about a week for the port's skilled craftsmen to make good the damage.

Unfortunately, the second attempt did not go as hoped either. The Mayflower and the Speedwell were 300 miles clear of Land's End when the smaller ship yet again began leaking badly and could not risk continuing. The two boats turned about for Plymouth.

One last stop

By this time, the cramped, damp and miserable passengers had already spent up to six weeks at sea. With a fair wind and good fortune, they would have hoped to be nearing America by then.

The Speedwell was finally declared unfit for the journey. Some of the Pilgrims dropped out. The remainder crowded onto the Mayflower, which required re-provisioning, despite funds running low.

They left Plymouth on 16 th September 1620, with up to 30 crew and 102 passengers on board. Just under half of them were Separatists, or Saints. They used the name Saints as a way to indicate that they were part of a particular group with a certain set of beliefs.
The Mayflower Steps in Plymouth, built as a memorial to the historic voyage
The rest were known as Strangers, as this is how the Saints viewed all others outside of their group. Many were skilled tradespeople sent by the investors to help build the new colony. Though plenty of the passengers could have probably been defined on either side of this divide.

The passengers

The following passengers were on board the Mayflower:

John Alden

Isaac and Mary (Norris) Allerton, and children Bartholomew, Remember, and Mary

John Allerton

John and Eleanor Billington, and sons John and Francis.

William and Dorothy (May) Bradford

William and Mary Brewster, and children Love and Wrestling

Richard Britteridge

Peter Browne

William Butten

Robert Carter

John and Katherine (White) Carver

James and Mrs. Chilton, and daughter Mary

Richard Clarke

Francis Cooke and son John

Humility Cooper

John Crackstone and son John

Edward Doty

Francis and Sarah Eaton, and son Samuel

Thomas English

Moses Fletcher

Edward and Mrs. Fuller, and son Samuel

Samuel Fuller

Richard Gardiner

John Goodman

William Holbeck

John Hooke

Stephen and Elizabeth (Fisher) Hopkins and children Constance, Giles and Damaris; son Oceanus was born during the voyage.

John Howland

John Langmore

William Latham

Edward Leister

Edmund Margesson

Christopher and Mary (Prower) Martin

Desire Minter

Ellen, Jasper, Richard, and Mary More

William and Alice Mullins and children Priscilla and Joseph

Degory Priest

Solomon Prower

John and Alice Rigsdale

Thomas Rogers and son Joseph

Henry Samson

George Soule

Myles and Rose Standish

Elias Story

Edward Thompson

Edward and Agnes (Cooper) Tilley

John and Joan (Hurst) Tilley and daughter Elizabeth

Thomas and Mrs. Tinker, and a son

William Trevore

John Turner, and two sons

Richard Warren

William and Susanna (Jackson) White, and son Resolved(son Peregrine was born shipboard in Provincetown Harbor after arrival).

Roger Wilder

Thomas Williams

Edward and Elizabeth (Barker) Winslow

Gilbert Winslow

"Mr. Ely"

Dorothy (John Carver's maidservant)

Source: New England Historic Genealogical Society

Sailing the Atlantic

The Mayflower took 66 days to cross the Atlantic - a horrible crossing afflicted by winter storms and long bouts of seasickness - so bad that most could barely stand up during the voyage.

By October, they began encountering a number of Atlantic storms that made the voyage treacherous. It was so bad that the sails often could not be used, instead they simply drifted.

One Stranger was swept overboard and one woman, Elizabeth Hopkins, gave birth to a baby boy, aptly named Oceanus.

The Pilgrims intended to land in Northern Virginia and the Hudson River (today New York) was their intended destination. They had received good reports on this region while in the Netherlands. The Mayflower was almost right on target, missing the Hudson River by just a few degrees.

As they approached land, the crew spotted Cape Cod just as the sun rose on November 9, 1620.

The Pilgrims decided to head south, to the mouth of the Hudson River in New York, where they intended to make their plantation.

But the rough seas nearly shipwrecked the Mayflower and instead they decided to stay and explore Cape Cod rather than risk another journey south. They anchored in what is now Provincetown Harbor. Shortly after, Susannah White gave birth to a son aboard the Mayflower, the first English child born in the colony. He was named Peregrine, derived from the Latin for 'pilgrim'.

The Mayflower Compact

The colonists knew they had no right to settle in this land they had unintentionally arrived upon and decided to draw up a document that gave them some attempt at legal standing.
An illustration of the signing of the Mayflower Compact
So upon arrival the settlers drew up the Mayflower Compact. Signed by 41 men on board, the compact was an agreement to cooperate for the general good of the colony. They would deal with issues by voting, establish constitutional law and rule by the majority.

The document read:
In the name of God, Amen. We, whose names are underwritten, the loyal subjects of our dread Sovereigne Lord, King James, by the grace of God, of Great Britaine, France and Ireland king, defender of the faith, etc. having undertaken, for the glory of God, and advancement of the Christian faith, and honour of our king and country, a voyage to plant the first colony in the Northerne parts of Virginia, doe by these presents solemnly and mutually in the presence of God and one of another, covenant and combine ourselves together into a civill body politick, for our better ordering and preservation, and furtherance of the ends aforesaid; and by virtue hereof to enacte, constitute, and frame such just and equall laws, ordinances, acts, constitutions and offices, from time to time, as shall be thought most meete and convenient for the generall good of the Colonie unto which we promise all due submission and obedience. In witness whereof we have hereunder subscribed our names at Cape-Codd the 11. of November, in the year of the raigne of our sovereigne lord, King James, of England, France and Ireland, the eighteenth, and of Scotland the fiftie-fourth. Anno Dom. 1620.
Watching from the west

The Pilgrims would spend the next month and a half exploring Cape Cod, while most stayed on board the ship, trying to decide where they would build their plantation.

They searched much of the coastline in this region including the area now known as Plymouth.
The replica Mayflower in Plymouth, Massachusetts today
Watching on were a small group of Native Americans, people for whom this area was already home. The new arrivals tried to follow them but got lost and stuck among some dense thickets. They decided to change course and came across cleared land where corn had been grown and abandoned houses.

They found buried corn, which they took back to the ship, intending to plant it and grow more corn, eventually returning what they had taken. They also found graves.

This village they had stumbled upon was once called Patuxet but had since been deserted following the outbreak of disease.

This was a legacy of what the Native American people had already experienced from European colonists in the 17 th century.

The native inhabitants of the region around Plymouth Colony were the various groups of the Wampanoag people and other tribes, who had lived there for some 10,000 years before the Europeans arrived.

The Great Dying

When the Separatists were living in Leiden in 1616, in the same year a map was published detailing explorations of the Cape Cod area to the Bay of Fundy.

But these names were meaningless to the people who lived in this region, which is thought to have been known as Dawnland.

And to them 1616 was memorable for very different reasons - the outbreak of European diseases that would devastate their communities.

Ships from England had been fishing and trading in North America waters since the beginning of the 16 th century. They would also bring Native Americans back to Europe - some as slaves - often to callously exhibit.

Some were taught English so they could become interpreters in future. In 1614, six years before the Pilgrims arrived, 27 natives were seized by a man called Thomas Hunt.

The majority came from Patuxet, the very abandoned village the Pilgrims would later find, and what is now modern-day Plymouth, Massachusetts.

One of these was named Tisquantum (also known as Squanto). Hunt tried to sell the natives as slaves in Spain but somehow Tisquantum made his way to England, where he learned some English and was used as an interpreter in future trips to America.

Eventually he found his way back to Patuxet, where tragically he found his family and village had been wiped out by disease brought by European settlers and explorers.
A Wampanoag hut
Between 1616 and 1619 a mysterious disease that would become known as the 'Great Dying' ravaged this region, before the Mayflower laid anchor in Cape Cod.

In the winter of 1616-17 an expedition dispatched by Sir Ferdinando Gorges found a region devastated by war and disease, the remaining people so "sore afflicted with the plague, for that the country was in a manner left void of inhabitants."

Two years later another Englishman found "ancient plantations" now completely empty with few inhabitants - and those that had survived were suffering.

So before the Mayflower arrived, this region had greatly suffered from the effects of colonisation.

The first harsh winter

Before settling on what is now Plymouth, the Pilgrims explored other areas of the coast, including an area inhabited by the Nauset people. They saw some figures on the shore who fled when they approached. They explored and found more graves, which they decided not to dig.

They remained ashore overnight and the following morning, they were attacked with arrows. The colonists shot back with guns but could not find them. That would be the last contact until the spring.

On December 25, 1620, the Saints and the Strangers departed the bleak shores of Provincetown and arrived, finally, in what is now Plymouth Bay, Massachusetts, on 26 th December 1620.

They decided this place, once home to the people of Patuxet, would be where they settled and began construction of their first buildings.

But the first winter was cold and many of the passengers stayed on board the Mayflower. The ship became home to the sick and dying, with many succumbing to a mixture of contagious diseases.

Building the colony

The settlement's first fort and watchtower was built on what is now known as Burial Hill (the area contains the graves of Bradford and other original settlers).

The first common house nearly completed in January, built for general use. Each single man was ordered to join himself to one of the 19 families in order to eliminate the need to build any more houses than absolutely necessary.
The Plimoth Plantation recreation of the village
Each extended family was assigned a plot and they each built their own home and the settlement was mostly built by February.

The first house was built as a hospital. Thirty-one of the company were dead by the end of February, with deaths still rising. Coles Hill became the first cemetery, on a prominence above the beach

Only 47 colonists had survived and at its worst just six or seven were able to feed and care for the rest. In this time, half the Mayflower crew also died.

When his crew began to recover from disease, the Mayflower's captain Christopher Jones sailed the ship back to England, taking half the time that it did on its outward journey.

The Wampanoag and the Pilgrims

The Pilgrims were settling on land home to the Wampanoag - one of many tribes in the wider region. The Wampanoag had lived here for 10,000 years before they arrived.

Each tribe in New England had their own territory in which to fish, harvest and hunt. The boundaries for hunting were very strict as some areas had large populations.

The Wampanoag people knew how to work with the land and moved between sites to get the best of their harvest. They spent the summer near the shore and the winter in land, amongst the woods.

The Wampanoag worked together - a number of groups united together. A head Sachem managed a Sachem from each of the groups. Within this organisation, family and group links were the most important, connecting them to each other and their territory.

In the years before the Mayflower landed, The Wampanoag had been attacked by neighbouring tribes, losing land along the coast. Then came the Great Dying and the losses were so devastating that the Wampanoag had to reorganise its structure and Sachems had to join together and build new unions.

A historic peace

During March 1621, an English speaking member of the Wamponaog, named Samoset, entered the grounds of the Plymouth colony and introduced himself. He is said to have asked for a beer and spent the night talking with the settlers. Samoset, later, brought another member of his tribe - Tisquantum, whose experience meant his English was much advanced.

Tisquantum taught them to plant corn, which became an important crop, as well as where to fish and hunt beaver.

He introduced them to the Wampanoag chief Ousamequin, chief of the Pokanoket people known as Massasoit, an important moment in developing relations.
The statue of Ousamequin that stands on land he would have once ruled over today
One of the first to greet him was Edward Winslow, originally from Worcestershire. A leader in the Separatist group and a skilful diplomat, Winslow had not only been instrumental in organising the journey to America, but was also one of the men who signed the historic Mayflower Compact.

The Wampanoag were wary of the nearby Narragansett tribe, who had not been affected by the disease epidemics and remained a powerful tribe.

They demanded that the Wampanoag show them honour and tribute. Ousamequin would have known an alliance with these new English colonists might help fend off any attacks from the Narragansett.

In 1621, the Narragansett sent the Plymouth colony a threat of arrows wrapped up in snake skin. William Bradford, who was governor of the colony at the time, filled the snake skin with powder and bullets and sent it back.

The Narragansett knew what this message meant, and would not attack the colony.

Ousamequin and The Pilgrims established an historic peace treaty and the Wampanoag went on to teach them how to hunt, plant crops and how to get the best of their harvest, saving the Pilgrims from starvation.

It is believed that Winslow was even able to help nurse Ousamequin back to health when he fell ill, reportedly using his renowned chicken soup and strengthening their relationship further.

The first Thanksgiving

Success followed and following a bumper harvest in the autumn of 1621, the colonists decided to celebrate with a three-day festival of prayer.

The 53 surviving settlers invited their Native Americans friends to join them for a huge feast in what was to become known as the first Thanksgiving.

One of two first-hand accounts of this celebration was contained in the book Mourt's Relation, primarily written by Winslow. The book describes in detail what happened from the landing of the Mayflower Pilgrims right through to this celebratory feast.

Winslow's account states:
"Our corn did prove well, and God be praised, we had a good increase of Indian corn, and our barley indifferent good, but our peas not worth gathering, for we feared they were too late sown. They came up very well, and blossomed, but the sun parched them in the blossom. Our harvest being gotten in, our governor sent four men on fowling, that so we might after a special manner rejoice together, after we had gathered the fruits of our labors; they four in one day killed as much fowl, as with a little help beside, served the company almost a week, at which time amongst other recreations, we exercised our arms, many of the Indians coming amongst us, and amongst the rest their greatest king Massasoit, with some ninety men, whom for three days we entertained and feasted, and they went out and killed five deer, which they brought to the plantation and bestowed on our Governor, and upon the Captain and others. And although it be not always so plentiful, as it was at this time with us, yet by the goodness of God, we are so far from want, that we often wish you partakers of our plenty."
Today, the US celebrates Thanksgiving on the fourth Thursday of November.

The impact of colonisation

The repressive church rule in England would drive more people to follow the Mayflower to America. Another ship arrived in 1621 and two more in 1623.

In 1630, 1,000 Puritans arrived under Governor John Winthrop under a charter from by the Massachusetts Bay Company. Winthrop soon established Boston as the capital of Massachusetts Bay Colony, and it would soon grow into the biggest colony in the area.

These Puritans wanted to free themselves of the Church of England and 'purify' it from Roman Catholic practices.

They arrived under the guise of creating a perfect city - but ended up creating a society just as intolerant. Quakers were persecuted with public hangings and whippings.

Tensions between these colonists and the Native American people rose. The colonists brought more disease to which the Native Americans would have no immunity. Smallpox would ravage communities still recovering from the Great Dying. Violence increased.

By the 1630s, the Native Americans in this region were in the minority in their own lands and wars such as the brutal Pequot War reduced the population significantly.

By 1676 Boston was an economically flourishing town with a population of about 4,000 and had established itself as the dominant force.

King Philip's War

The carefully managed peace that had originated between the Wampanoag and the Plymouth colony was eventually shattered by King Philip's War in 1675.

When Ousamequin died in 1662 his son and heir Metacom no longer believed in the value of the alliance with the colonists. The collapse of trade agreements and the aggressive expansion of the colonies left relations at breaking point.

Tensions were raised when the colonists demanded the peace agreement should mean the Wampanoag hand over any guns, and hung three of the tribe for murder in 1675.

Metacom - who was known as King Philip by the English - led an uprising of Wampanoag, Nipmuck, Pocumtuck and Narragansett tribes. They came up against the biggest army the colonial leaders could muster, that fought in coalition with other tribes.

The war is seen as a final attempt to drive out the colonists and lasted 14 months. It is considered the deadliest war in American history.

The colonist army burned villages as they went and by the end of the war, the Wampanoag and their Narragansett allies were almost completely destroyed. Metacom fled to Mount Hope where he was finally killed by the militia.

This war was fought by colonists without support from England or any other European government and is often seen as the moment a new American identity was formed.

The fate of the Plymouth colony

Eventually the likes of Brewster and Winslow went on to found their own communities and the colony began to struggle. The cost of the war did not help and after a colonial governor was appointed to rule over New England in 1692, Plymouth was absorbed into Massachusetts.

The term Pilgrim originated in 1820, when during the 200 th commemoration of the colony's landing they were referred to as the Pilgrim Fathers in reference to Bradford's manuscript where he names passengers on the boat from Leiden 'saints' and 'pilgrimes'. The phrase was coined.

Modern Response

The Native American activist group, The United American Indians of New England, continues to raise awareness of racism towards Native Americans and the consequences of colonialism. When the Wampanoag leader, Frank James, was informed that his speech was inappropriate and inflammatory for the annual Thanksgiving ceremony 1970, he refused to read their revised speech.

Supporters followed James to hear him give his original speech on Cole's Hill, next to the statue of Ousamequin. This became the first National Day of Mourning, which continues today in Plymouth, Massachusetts, on the same day as Thanksgiving.

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The Mayflower's history spans hundreds of years and the story is believed to be the beginnings of modern America

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In 1897, the Brewster Book Manuscript came to the attention of Pilgrim scholar George Ernest Bowman. It contained a large number of genealogical entries from the descendants of William Brewster, starting with the birth of Jonathan Brewster at Scrooby in 1593, and continuing well into the 19th century as the book was passed down the family. He published these genealogical entries between 1899 and 1904 in the Mayflower Descendant. Unnoticed at the time was the fact that there was, in addition to the genealogical material, hundreds of pages of historical texts: provision lists, letters from early Virginia and early Plymouth Colony, patents, commissions, instructions on how to transport people and cattle, alchemy notes from Jonathan Brewster, drawings of horses, and much more. Transcribed for the first time, with images of all the original pages opposite the transcription, this book represents a valuable new primary source for the study of the Pilgrims, Plymouth Colony, and the settlements of both Virginia and New England.

My Stephen Hopkins biography is now available as an audiobook!

A slightly-revised 2nd edition of my 2007 biography of Stephen Hopkins, Here Shall I Die Ashore, is now available in audiobook format!

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In 1897, the Brewster Book Manuscript came to the attention of Pilgrim scholar George Ernest Bowman. It contained a large number of genealogical entries from the descendants of William Brewster, starting with the birth of Jonathan Brewster at Scrooby in 1593, and continuing well into the 19th century as the book was passed down the family.

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https://www.coolantarctica.com

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Ben Connor

Developing writing through Mantle of the Expert
Mantle of the Expert has changed the way that I teach writing. Using this method has allowed me to explore using a child's imagination to bring their learning to life.
For so long in writing sessions, pupils are asked to describe situations, settings, events by relying on what they have read or seen. These descriptions are often quite effective and tick all the boxed but lack real heart. Using Mantle and dramatic methods has helped me to put my children 'in' the story, making their descriptive writing more effective.
Does it make sense?
Whilst a student and in my first few years of teaching, the go-to when writing a passage of description was always 'use your senses'. I would exhort my pupils to think of a sentence to describe what they could hear, see, touch... smell... taste? This would often lead to them creating a very two-dimensional description. This method of painting-by-numbers would allow them to meet the grammatical targets for their year group but would leave me, the reader, cold. Authors don't use senses to describe, they create a description that, rather than making us pretend to be in the story, make us feel like we ARE in the story.

Six Dramatic Forms
One element of Mantle of the Expert that has completely changed my practice has been the use of the Six Forms of Dramatic imagination. When describing a scene in a Mantle, I use the six forms: light/dark, silence/noise, stillness/movement. The use of these opposites helps to create a realistic setting description. Whilst walking the children into a dramatic setting, I focus my use of language on these areas, finding examples of light and darkness within the scene, pointing out areas of silence and where there would be noise etc. Bringing children into the story is vital in ensuring that Mantle works. For example, when bringing children into a Mantle involving an old, dilapidated mansion, the gate would screech, the smashed windows would be in shadow, a ripped curtain would flutter in the breeze.

As well as being vital in creating an imagined scene for the children to 'step into', I encourage my pupils to use the Six Dramatic Forms within their own writing. When writing a scene from their story, children use a mix of the six forms to create a description that draws the reader in. This has proven very effective. Once pupils have been shown this method and had it demonstrated a few times, the use of these forms becomes more natural and will add to their writing toolbox.

Conventions: Objects in a story
Another effective method used in Mantle of the Expert is the idea of 'Conventions'. Conventions are methods of presenting the story, either by use of the teacher or another adult in role or using a picture, object, symbol etc. Pupils can also take on a role within these conventions and the one that I have found most effective for writing is the use of an enactive effigy. An effigy is when a person represents something or someone else. This method has the pupils imagine that they are an object within the scene. For example when my pupils write about a Roman messenger arriving at a Celtic village to speak to the Chief about paying a tribute to the Romans, the children write from the point of view of someTHING in the village. It must be an inanimate object. To prepare the pupils for this, I get the whole class to stand in a circle to create the walls of the village. As the walls, they look in to the village and imagine what scene they would see: roundhouses, fences, animals, people, piles of weapons. A group of children then step into the scene and BE the objects. As a group, we describe the scene on a normal day: the people moving around working, animals eating etc. Children have an opportunity to write down everything they can 'see' from their point of view. We then swap roles and children who were the walls become objects. Instead of the 'everyday' scene, we describe what would happen when the Roman messenger arrives: panic, animals and children being hidden away, warriors grabbing their weapons etc. Because the pupils are in a fixed position, they cannot describe the Roman messenger, or the events happening beyond the gates, the 'walls' can only look in so the description focuses on the village itself.

Character
Teacher-in-role
Mantle really comes into its own when developing the use of character within a story. Because Mantle allows the teacher or another adult to take on the role of the character, the character stops being a passive and becomes approachable. There are a number of conventions which can be used here depending on the confidence of the adult in role. The least-scary version of this is when the adult is an effigy of the character so is frozen in place as if a statue. The pupils can talk about the character, discuss their thoughts and even walk around the character airing their own views about what the character is thinking. From this position, the effigy can take on a range of 'lifelike' characteristics. They could be brought to life and deliver a short passage of dialogue, they could be 'activated' so they can answer questions. They could even act out a short scene as if on CCTV so the pupils can 'pause' them in certain positions. This opportunity to deconstruct the character's thoughts and motivations can really help the children develop a more realistic character for their story (it can also be used to interrogate a historical character).

Enactive Effigy
Just like with setting descriptions, having the pupils BE in a scene can be very effective. Rather than focussing on describing the scene, pupils take on the role of an inanimate object to change the perspective. Within this inanimate role, they describe a conversation or a character's behaviour. For example, whilst studying The Arrival by Shaun Tan, we dissected the scene where the main character is leaving his home:

To understand the emotions of the scene it was useful for the children to be there but not be one of the characters. This allowed them to explore the feelings of BOTH characters. The children chose one of the inanimate objects in the scene, for example the carriage clock. They observed the scene and heard the conversation. Instead of being an invisible observer, the objects can be affected by the actions of the characters. For example, one pupil chose to be one of the tea cups. When the man got angry and slammed the case down on the table, some of the tea sloshed out of the tea cup, staining the table top. Getting into the scene in such a way allowed the pupils to gain a better understanding of the characters' emotions.

Aside from being an effective resource to bring the curriculum to life, Mantle of the Expert has had a massive impact in particular on my teaching of Writing. As my experience of Mantle has increased, I find myself using techniques without thinking. As well as planning full Mantle projects which draw in a number of subjects and take up a considerable amount of your timetable, I have found a lot of value in using dramatic techniques within my everyday teaching to augment and improve my practice.

This article was written as the final assignment of the NEU Mantle of the Expert Training Programme. Ben Connor is a Mantle of the Expert Ambassador and Tweets as @bbcTeaching

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Developing writing through Mantle of the Expert | Mantle of the Expert

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Ben Connor Developing writing through Mantle of the Expert Mantle of the Expert has changed the way that I teach writing. Using this method has allowed me to explore using a child's imagination to bring their learning to life.

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Interactive map first sailing around the world

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Interactive map first sailing around the world

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Ferdinand Magellan's Voyage - Google My Maps

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Ferdinand Magellan led the first expedition to circumnavigate the globe and is considered the first European to cross the Pacific Ocean. Locations obtained from "Fernão de Magalhães, d. 1521 (Ferdinand Magellan)." Strait Through: Magellan to Cook & the Pacific. https://libweb5.princeton.edu/visual_materials/maps/websites/pacific/magellan/magellan.html.

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Age of exploration-journeys, explorers, ships and tools

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Age of exploration-journeys, explorers, ships and tools

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Age of Discovery Archives - Ages of Exploration

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Abel Janszoon Tasman's explorations across the Indian Ocean and into the South Pacific helped him become the first European to discover Tasmania, and confirm Australia as an island continent.

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Southampton Music Hub, music around the world. Full lessons.

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Becoming a member of the LoveReading4Kids community is free.

No catches, no fine print just unconditional book loving for your children with their favourites saved to their own digital bookshelf.

New members get entered into our monthly draw to win £100 to spend in your local bookshop plus lots lots more...

Find out more

LoveReading View on Journeys

This fine, beautifully illustrated book does everything an information book should. Its subject is the amazing expeditions taken by men and women over the centuries. Some subjects will be familiar - Shackleton, Marco Polo, Amelia Earhart - while others will be less well known, such as Ibn Battuta who travelled though Africa, Central Asia, Afghanistan and India in the 1300s. Travelling, he's quoted as saying, 'turns you into a storyteller', and the stories told in this book are proof that truth is at least as gripping as fiction. Young readers will be left not just informed but inspired to find out more, and with a bigger view of the world. ~Andrea Reece

360 Degrees is a non-fiction imprint of the Little Tiger Group. Each book is unique in subject and presentation style. 360 Degrees' main objective is to create accessible and unique non-fiction books, ensuring the highest production values and attention to creative detail.
LoveReading4Kids

Journeys Synopsis

The world is a book and those who do not travel read only one page. So wrote Saint Augustine almost 1,700 years ago, and his words are as true now as they were then. Read your way around the world with some of history's greatest storymakers. As well as the usual suspects, explore some lesser-known but equally amazing journeys, including that of Nobu Shirase - who raced Scott and Amundsen to the South Pole - and Henry Box Brown - a slave who posted himself to freedom.

If you loved this, you might like these...

All versions of this book

ISBN: 9781848575936
Publication date: 05/04/2018
Publisher: 360 Degrees an imprint of Little Tiger Press Group
Format: Hardback

About Jonathan Litton

Jonathan Litton has written numerous children's books in prose and verse. He loves using his science background to write about sea creatures, space and saving the planet, but is also fond of penning stories about pirates, princesses and picnics. When not writing, he can usually be found on his bike.

More About Jonathan Litton

Check out the latest activities in our KidsZone.

NEW INDIE AND SELF PUBLISHED BOOK REVIEW AND PROMOTION SERVICE LAUNCHED! Read More

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No catches, no fine print just unconditional book loving for your children with their favourites saved to their own digital bookshelf. New members get entered into our monthly draw to win £100 to spend in your local bookshop plus lots lots more... Find out more This fine, beautifully illustrated book does everything an information book should.

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Educational Videos for Students (Cartoons on Bullying, Leadership & More)

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Fun Facts about Dr Mae C Jemison (Celebrating Black History for Students)

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black history

Inspired by the series, Great Black Heroes, this is the third in a series of posts meant to honor Black History Month. Through this series we will cover some of the great, and not so well know contributions of blacks and African-Americans. This third book is, Great Black Heroes: 5 Brave Black Explorers.

1. Mae Jemison

Mae Jemison is an astronaut, a doctor, an art collector, a dancer.... In fact she was the first black woman astronaut.

In college Mae earned a degree in chemical engineering and African studies. She then went on to become a medical doctor.

In 1987, Mae was accepted into NASA's astronaut program. She trained in Texas, learning about space exploration. She worked for NASA, and waited for a shuttle assignment.

When the space shuttle Endeavour launched into orbit in 1992, Mae became the first African-American woman to orbit the earth.

See her give a TED Talk on Teaching arts and sciences together.

2. Esteban

The first enslaved African to arrive in Florida whom we can document by name was a black man named Esteban or Estevanico (c. 1500-1539) who was a Moroccan from sub-saharan origins. He is known by many different names, commonly known as Esteban de Dorantes, Estebanico and Esteban the Moor. And, long before the explorers Lewis and Clark crossed the continent, he would traverse the land that later became the United States, through the Southwest, to the Pacific Ocean.

In 1539, he headed an expedition that discovered Arizona and New Mexico, opening up the Southwest and states west of Florida, as far as the Pacific.

3. James Beckwourth

Jim Beckwourth was an African American who played a major role in the early exploration and settlement of the American West. Although there were people of many races and nationalities on the frontier, Beckwourth was the only African American who recorded his life story, and his adventures took him from the everglades of Florida to the Pacific Ocean and from southern Canada to northern Mexico.

He dictated his autobiography in 1854-55. The Life and Adventures of James P. Beckwourth, Mountaineer, Scout, and Pioneer, and Chief of the Crow Nation of Indians was finally published in 1856.

4. Jean Baptiste Pointe du Sable

Jean Baptiste Pointe du Sable was the founder of the city of Chicago. By 1788 he had established a farm in Chicago and lived there with his wife, and children. In the years he was there, their family provided stability to the area.

5. Matthew Henson

Matthew Henson was the first African American to reach the North Pole. In 1909 during an expedition to Greenland, Henson accompanied an associate, Robert Peary and a small party to what was recognized as the North Pole.

This fact was later disputed by Wally Herbert in 1989. While this overturning of events has been widely accepted, some still dispute the conclusion.

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Other Great Black Heroes

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black history Inspired by the series, Great Black Heroes , this is the third in a series of posts meant to honor Black History Month. Through this series we will cover some of the great, and not so well know contributions of blacks and African-Americans.

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"The lure of the arctic is tugging at my heart. To me the trail is calling! The old trail, the trail that is always new." ~Matthew Henson
In honor of Black History Month this story was excerpted from the forthcoming work of narrative nonfiction The Adventure Gap by James Edward Mills to be published this fall by the Mountaineers Books

In 1909 a team of six men on dog sledges made their way to a single point at the center of vast Arctic wilderness. It was a block of ice 413 nautical miles off the coast of Greenland believed to be the North Pole. There were many who refuted the events that led up to the day, April 6th, when an American flag was planted there. But in the years that followed an irrefutable truth would be revealed. The first person to stand on top of the world was black man named Henson.

When Commander Robert Edwin Peary set out on the expedition his company included 24 men, 19 sledges, and 133 dogs. After months of travel across an immense field of ice from the edge of Cape Sheridan on Ellesmere Island, as planed, one by one members of the party began turning back. So there were only a handful of men who could substantiate the claim. When the first human footprints were pressed into the snow at the most northern point on the planet all that remained of the original corps were Peary, 40 dogs, four native Inuit hunters and an African-American man who would be forgotten by history for almost half a century.

Matthew Alexander Henson was born on August 8, 1866, to a family of freeborn sharecroppers in Nanjemoy, Maryland. It was one year after emancipation and the end of the Civil War. An African-American of the first generation to roam the world after the abolition of slavery, Henson led a singular life of exploration and discovery that would usher in the modern era of adventure that continues now through the 21st century.

Orphaned at a very young age, Henson made his own way in life with uncommon courage and tenacity. When he was only 12, he signed on as a cabin boy aboard a three-masted sailing ship called the Katie Hines. For the next six years under the mentorship of a Captain Childs, Henson received an education, learned a variety of technical skills, became a competent sailor, and traveled around the world visiting the then Orient, North Africa, and the Black Sea.

Captain Childs died in 1887. And upon his passing, Henson left the Katie Hines to take a job as a shop clerk for a furrier in Washington, D.C. Though his time at sea as a sailor was a thing of the past, Henson was still very interested in a life of travel and adventure. So it was no small quirk of fate when a naval officer entered the shop one day to sell a collection of seal and walrus pelts that had just arrived from an expedition to Greenland. Impressed with Henson's experience and enthusiasm to see more of the world, Robert Peary hired him almost immediately as his personal assistant and invited him to take part in his next assignment.

Serving in the Navy Corps of Civil Engineers Peary was tasked to map and explore the jungles of Nicaragua in the hopes of creating a canal to connect the Atlantic Ocean with the Pacific. Henson and Peary spent the next two years traveling together through the rainforests of Central America, a journey that would cement their friendship and bind their destinies together for the rest of their lives.

When they returned from Nicaragua, Peary helped Henson to get a job working as a messenger at the League Island Naval Yard in Philadelphia. On leave from the Navy to do more exploring in Greenland, Peary once again invited Henson to join his party. In 1891 the two companions began an 18-year partnership of Arctic exploration that included the complete mapping of the Greenland ice cap.

Together Henson Peary discovered the great island's northern most terminus. And in two expeditions in 1896 and 1897 they recovered three enormous meteor fragments that they sold to the American Museum of Natural History in New York for $40,000. The largest piece called the Cape York meteorite is also known by its Inuit name Ahnighito, which means the Tent. The massive iron rock weighs 31 metric tons, is the third largest intact meteor ever discovered and the heaviest ever transported by human beings. The funds Peary and Henson acquired through these two ventures would go to support other expeditions over the next ten years.

Although Peary was the public face of their partnership, Henson was the front man in the field. With his skills as a carpenter and craftsman, Henson personally built and maintained all of the sledges used on their expeditions. He was fluent in the Inuit language and established a rapport with the native people of the region. He was known by all he encountered as "Matthew the Kind One." Henson learned the methods the Inuit used to survive and travel through the incredibly hostile landscape of the Arctic. "He was more of an Eskimo than some of them." Peary once said

Henson was a very capable hunter, fisherman, and dog handler. And it was he who trained even the most experienced of Peary's recruits on each of the eight attempts they made to reach the North Pole.

It's fair to suggest then that much of the success in their expeditions was due to Henson's expertise. Though Peary repeatedly failed to reach his goal he managed to return safely time and time again having progressed a little further with every trip. In 1906 with the support of President Theodore Roosevelt, Peary and Henson managed to get within 174 miles of the North Pole by ship using a state-of-the-art ice breaker. On the three-masted steam-powered schooner called the Roosevelt, Peary and Henson made it closer to the pole than on any expedition to date. "When my observations were taken, Peary wrote in his journal, "they showed that we had reached 87°6′ north latitude, and had at last beaten the record, for which I thanked God."

Two years later Peary and Henson would make their eighth and final attempt to reach the North Pole. Whether they succeeded or not both men, now in their 40s, could feel the strain of their long careers and decided this would be their last voyage together. Once again aboard the Roosevelt, a hand-picked team sailed from New York Harbor on July 6, 1908. Joining the party was Dr. John W. Goodsell, Donald B. MacMillan, Ross G. Marvin, George Borup and Robert Bartlett, the ship's captain. In a now classic system of caches the plan was to ferry and deposit loads of gear and food along the way with each successive team of dog mushers returning to the ship that was iced into port at Ellsemere Island. A smaller team of two Americans and four Inuit companions would make the final push to their objective. Peary and Henson were the most likely choices to lead the Pole team.

"With years of experience equal to that of Peary himself, [Henson] was indispensable," MacMillan would recall later.

And even Peary agreed that the expedition would never be completed without his trusted friend. "Henson must go all the way," he said as they planned the trip months earlier. "I can't make it there without him."

The group arrived at their starting point at Cape Sheridan on September 5, 1908. There they spent the long Arctic winter storing supplies of meat that included muskox, deer, and rabbit. Several of the Inuit men brought along their wives and children who set about the task of creating all the clothing and perishable supplies the expedition would need. In February, Peary lead the party by sledge to Cape Columbia where out on the ice he established a forward base camp. The expedition began in earnest as Henson lead the first group of sledges toward the pole on March 1, 1909. And for the next five weeks the teams raced toward their goal.

Along the way in addition to temperatures that fell to 65 degrees below zero they encountered the frequent hazards of cracking and drifting ice that formed patches of open water called leads. But the group made steady progress as each of the support teams deposited their supply caches and turned back the way they came. McMillan lead the first team back with Dr. Goodsell. They were followed days later by Borup, then Marvin. Bartlett was the last to return to the ship. Once he arrived the captain of the Roosevelt readied the ship for the Pole Team's safe return.

In his account of the adventure The Negro at the North Pole published in 1912 Henson made a detailed summary of the five-day march. He, Peary, and Inuits Ooqueah, Ootah, Egingwah, and Seegloo drove the five remaining dog sledges at a breakneck pace day after day for stretches that lasted 12 to 14 hours. Moving quickly to avoid the possibility of a massive lead opening up behind them and blocking their way back home they traveled more than 170 miles. In a series of hard pushes they made their way navigating by sexton and dead-reckoning until finally on April 6th, as conditions on the trail ahead seemed to improve Henson reported in his account that he felt certain their objective was within reach.

"We crawled out of our igloos and found a dense mist hanging over everything," he wrote. "Only at intervals, when the sun's rays managed to penetrate the mist, could we catch even a glimpse of the sky. Estimating the distance that we had come during the last four days, we figured that, unless something unusual happened to us during the course of this day, we should be at the Pole before its close."

According to his own recollection Henson was in the lead sledge through much of the day scouting the trail ahead.

"The Commander, who was about fifty yards behind, called out to me and said we would go into camp,"wrote Henson. "We were in good spirits, and none of us were cold. So we went to work and promptly built our igloos, fed our dogs and had dinner. The sun being obscured by the mist, it was impossible to make observations and tell whether or not we had actually reached the Pole. The only thing we could do was to crawl into our igloos and go to sleep."

The following day when the mist had cleared Peary took measurements of their location relative to the position of the sun at the noon hour.

"The results of the first observation showed that we had figured out the distance very accurately, for when the flag was hoisted over the geographical center of the Earth it was located just behind our igloos," Henson wrote.

The party had indeed reached the North Pole. But the question remained who had arrived there first. "I was in the lead that had overshot the mark by a couple of miles," Henson was quoted in a newspaper article upon their return. "We went back then and I could see that my footprints were the first at the spot."

Upon their return to the United States some reports in the press indicated that there was tension between Peary and Henson as to whom between them deserved credit for reaching the North Pole first. "From the time we knew we were at the Pole, Commander Peary scarcely spoke to me," Henson would later reveal. "It nearly broke my heart ... that he would rise in the morning and slip away on the homeward trail without rapping on the ice for me, as was the established custom."

It seems odd that after such a long and successful partnership the two men would become estranged from one another. With a difference of a few hours at most it would be reasonable to give Peary and Henson equal credit for having reached the North Pole together as a team. But the racially divisive climate of time would not give an African-American man the same standing in the public eye for the accomplishment of such a monumental feat of human achievement. Peary was the recognized discoverer of the Pole while Henson was relegated to the role of trusty companion. Despite Henson's indispensable contributions to their efforts for almost 20 years he received very little acknowledgment.

Matters only got worse when even Peary's claim of success was called into question. A member of a previous Greenland expedition, a man by the name of Frederick Cook, professed to have reached the North Pole one year earlier on April 21, 1908. But the controversy quickly faded when several individuals came forward with compelling evidence to dispute Cook's contrived story of discovery. Unfortunately many doubts were raised to suggest that Peary had also failed to reach the North Pole. Several skeptics speculated that he missed the mark by several hundred miles. With few ways to verify the success of this kind of remote expedition reports of a successful outcome were made on the honor system. Really the only other person to back up Peary's story was Henson, as the four Inuit hunters didn't speak English. Though as a black man his testimony was likely deemed by many to be less than credible the strength of his character as substantiated other members of the party carried a great deal of weight in affirming the truth of their journey to the top of the globe.

Robert Perry died on February 20, 1920. After returning from his last polar expedition he was promoted to Rear Admiral and traveled the world through his remaining years of life as an acclaimed hero. But history would treat Matthew Henson much differently. Upon his return from the Pole Henson took a job as a clerk with the federal customs house in New York City, on the recommendation of Theodore Roosevelt. He would spend the next 30 years leading a quiet life in relative seclusion. But in 1937 his contributions to the discovery of the North Pole would finally be recognized. The Explorers Club of New York made him an honorary member. A few years later in 1946 Henson was awarded a medal, identical to the one given to Peary, by U.S. Navy. And in 1954 he was invited to the White House by President Dwight Eisenhower to receive a special commendation for his early work as an explorer on the behalf of the United States of America.

Henson died the following year on March 9, 1955. Though he was buried in Woodlawn cemetery in the Bronx, New York on April 6, 1988 his remains along with his wife's were relocated to Arlington National Cemetery. On the 79th anniversary of his having reached the North Pole Henson was laid to rest with full military honors near the monument to Robert Peary. In 1996 an oceanographic survey ship was commissioned as the U.S.N.S Henson in his honor. And in the year 2000 the National Geographic Society presented Henson posthumously its most prestigious award the Hubbard Medal. Ironically, the first recipient of this prize was Robert Peary in 1906.
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The Legacy of Arctic Explorer Matthew Henson

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"The lure of the arctic is tugging at my heart. To me the trail is calling! The old trail, the trail that is always new."

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Throughout history, female explorers have ventured into unknown territories, accomplished physical and intellectual challenges, and broken barriers for both their gender and for humans in general.

Not all of them have received the notoriety or credit they deserve, and many of them don't demand it. But the ones who have made their way into the spotlight of international attention have offered inspiration and motivation to women around the world.

In honor of International Women's Day, let's take a look at a handful of female explorers who've made a sunstantial impact on their communities and the world. Some of these stories of their adventures might be familiar, while others are more obscure. But each of them demonstrates the reality that EVERY woman has the potential to achieve greatness!

Amelia Earhart

Amelia Earhart was the first female pilot to cross the Atlantic Ocean, making her one of the most celebrated American female explorers.

She was only the 16th woman ever to be issued a pilot's license, and eventually went on to become the first pilot to cross both the Atlantic and the Pacific Oceans. Tragically, Earhart mysteriously disappeared somewhere in the Pacific attempting to circumnavigate the globe.

But her untimely death ultimately heightened her mystique in the hearts and minds of all who dared to take risks. Despite having her life cut short, Earhart's legend has lived on, providing countless females with inspiration to tackle adventures previously dominated by men.

Sarah Winnemucca

Sarah Winnemucca was a Native American born in Nevada in 1844.

Her aptitude for languages allowed her to become a translator between Native American communities- including the Piute tribe to which she belonged- and members of the U.S. army during times of conflict.

Winnemucca traveled extensively to speak and write on behalf of Native American tribes, forcing crowds to acknowledge the mistreatment of her people.

Known for her hard-hitting investigative reporting, Nelly Bly broke barriers by refusing to abide by the "boy's club" mentality of the newspaper industry in the late 19th century.

She made a name for herself with her daring expose on the horrifying conditions at Blackwell Island insane asylum in New York City, which required her to feign mental illness to gain access. The critically-acclaimed article that resulted was titled " Ten Days in a Mad-House."

Facing skepticism from peers at the New York World, Bly later pitched a story about attempting to break the fictional record for traveling around the world, as detailed in the Jules Verne novel Around the World in 80 Days. Her editor agreed, and she succeeded, completing her trip in 72 days.

Gerlinde Kaltenbrunner

Gerlinde Kaltenbrunner has been climbing mountains since she was just thirteen years old.

In adulthood she became a nurse, but kept climbing as often as possible: She was always working to save up for her next climbing trip. She eventually became the first female to climb all of the world's 8,000-meter peaks (and above) without the use of oxygen.

While climbing is often a solitary sport, Gerlinde also has a passion for people and culture. She continues to travel the world and climb, while seeking to experience the essence of the places she visits.

Dian Fossey

Dian Fossey is best known for her groundbreaking work with primates. In 1963, she spent her life savings plus loans on a trip to Africa. This trip would be a pivotal moment in her life, introducing her to prominent archaeologist Louis Leakey.

Leakey's second prominent protege after Jane Goodall, Fossey went on to become the world's leading expert on Mountain Gorillas. She was a passionate voice for the species, arguing that they were highly social, gentle creatures that should be protected. And she wasn't shy in her conservation efforts, developing many anti-poaching techniques that are still used today.

Fossey detailed her experience in her book Gorillas in the Mist, which became a popular movie starring Sigourney Weaver. She eventually lost her life in the battle to protect gorillas, and her brutal murder in Rwanda has never been solved.

Bessie Coleman

Bessie Coleman faced both race and gender discrimination in her quest to become a pilot. But she conquered misconceptions and showed the world what bravery looks like, becoming the first black female pilot in the world.

To do so, she had to travel to France for flying lessons: She was banned from taking lessons in the U.S. due to the color of her skin. She eventually returned home, where she performed in aerial shows and championed for an African-American flight school. Coleman refused to participate in segregated events, and became a voice for female and black Americans who were facing discrimination.

Coleman was tragically killed in a flight accident at the age of 34. But not before stirring up hope and progress for black women to continue breaking barriers into the future.

Valentina Tereshkova

Most of the female explorers on this list come from the United States or UK, but Valentina Tereshkova was born in Russia. She blazed trails as an astronaut, piloting the Vostok 6 back in 1963 and becoming the first woman in space.

Tereshkova had been a sky diving enthusiast since the age of 22, which helped her beat out hundreds of candidates in the selection process. Due to extreme secrecy surrounding the Soviet space program, Tereshkova told her family that she was simply going to attend a parachuting competition.

But her space trip wouldn't remain a secret for long. Tereshkova eventually became a global celebrity after completing her historic three-day mission. She turned 80 this year.

Isabella Bird

Chronic illness couldn't hold back this early English adventurer. Often traveling to the United States, Australia, and Hawaii solo, Bird fought insomnia and a spinal tumor in order to explore the world and write about it.

She wrote her first book in 1854 after sailing from Great Britain to America with her second cousins to visit family. Doctors recommended sea travel to help Bird bounce back from her illness. She made the most of it, detailing her adventures in letters to relatives back home, which were later compiled in her book, The Englishwoman in America.

Bird was the first of the female explorers to ever be inducted into the Royal Geographical Society of London, in honor of her contributions to travel literature.

Back in the late 18th century, French explorer Jeanne Baret became the first woman ever to circumnavigate the Earth. Unfortunately she had to do it in the guise of a man, since the French Navy didn't allow women on its ships.

Baret had been in a relationship with renowned naturalist Philibert Commerçon, with whom she had a child that was later given up for adoption. When he embarked on a round-the-world expedition led by Admiral Louis-Antoine de Bougainville in 1766, she bound her breasts, called herself Jean, and came aboard as his valet and assistant.

For three years she traveled on a ship with 300 men, and her gender was ultimately discovered during the voyage. Still, the brave adventurer earned her place in the history of early female explorers.

Gertrude Belle

Gertrude Belle was a British writer and archaeologist who explored the Middle East, Asia, and Europe, producing books that are still studied today.

A peer of T.E. Lawrence, she brought unknown foreigns lands to the libraries of Great Britain, connecting people, cultures, and the intimate details of places that most would never see. Some of her books include Safar Nameh (1894), Poems from the Divan of Hafiz (1897), The Desert and the Sown (1907), The Thousand and One Churches (1909) and Amurath to Amurath (1911).

Belle championed the idea that relics and antiquities should be kept and preserved in their home nations. Her work eventually led to the establishment of the National Museum of Iraq, which houses the world's largest collection of Mesopotamian antiquities. -Britany Robinson
BIO: Britany Robinson is a freelance travel and culture writer based in Portland, Oregon. Her works appears in BBC Travel, Mashable, The Daily Dot and more. Her blog, Travel Write Away, shares advice and musings on travel writing. When she's not planning her next big trip, she's scoping out Portland craft beers and local hikes.

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10 Brave Female Explorers Who Changed the World

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Throughout history, female explorers have ventured into unknown territories, accomplished physical and intellectual challenges, and broken barriers for both their gender and for humans in general. Not all of them have received the notoriety or credit they deserve, and many of them don't demand it.

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"Meet the Crew" is a place where children of all ages can come and find out about life on-board the Mary Rose. It's ideal for school projects, homework, or just finding out out more about Henry VIII's favourite warship!

"Meet the Crew" and "Learning City"

"Meet the Crew" is a replacement for our old "Learning City" pages for children which, although informative, had dated badly.

In 2016 the Mary Rose Museum managed to obtain a grant from the South East Museums Development Programme, which allowed Will Cullen, a young member of our front-of-house team to work on updating our website, and 'Learning City' was the ideal place to start.

While much of the information is the same, it has been trimmed of unnecessary details, which although were of interest to our older visitors, were unlikely to be of much help in the classroom. It's also been made easier to navigate, and all the images have been updated for a modern, broadband audience.

Original Learning City Credits

While the majority of material on this site is purpose written, it is based mainly on internal & external publications produced by the Mary Rose Trust and the Mary Rose Society.

Thanks are due to Maggie Richards, Alex Hildred, Ian Friel, Peter Whitlock and Andy Elkerton.

The character paintings were produced by Roger Purkis. Site design, authoring, editing and management was by Stuart Vine.

The Learning City Project was devised and initiated by Richard Dunne and Tony Byrne. It is a collaborative project between Portsmouth LEA, the Mary Rose Trust, nine local schools and the School of Architecture at Portsmouth University.

The project was jointly funded by KONVER and Portsmouth LEA.

So, in no particular order, thanks for advice, help, support and ideas, are due to:

Jenny Driver - Copnor Junior; Debs Smith - Northern Parade Junior; Jonathan Ackerman - Court Lane Junior; Phillip Duncan - Cliffdale Primary; Tony Stubbs - Isambard Brunel Junior; Richard Adams - Solent Junior; Garry Nicholson - Stamshaw Junior; Lee Wallington - St Georges Beneficial Primary; Peter Richardson & Annette Rogers - Craneswater Junior; Chris Watts - Northern Parade Junior; Rick Barnes - Portsmouth LEA; Neal Thomson - Hampshire LEA; Sue Wright - Flagship Portsmouth; Dr Kevin McCartney - Portsmouth University; Martyn Heighton - The Mary Rose Trust; Chris Dobbs - The Mary Rose Trust

Updated 2016 by Will Cullen and Simon Clabby, with assistance from Mary Kinoulty, Clare Barnes and Charlie Chamberlain

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"Meet the Crew" is a place where children of all ages can come and find out about life on-board the Mary Rose. It's ideal for school projects, homework, or just finding out out more about Henry VIII's favourite warship! "Meet the Crew" is a replacement for our old "Learning City" pages for children which, although informative, had dated badly.

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Trafalgar Scheme of Work and Resources

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Introduction

For the archaeologist on land, the main dangers come from land developers. The marine archaeologist, however, must beware of the sea as they try to preserve shipwrecks from the pounding waves. Each fragile wreck is a unique time capsule of our past: encrusted cannons, ancient wine bottles and other historical treasures. Treasures that the sea is loath to give up. This is the story of underwater archaeology.

Those involved in a shipwreck may lose everything in the catastrophe, including perhaps their lives. But the remains of sunken vessels and their contents, even if broken up and scattered, provide future generations with unique windows into the past. Each site represents a moment frozen in time, and every item recovered from it is part of a vast three-dimensional archaeological jigsaw. Archaeologists know they can never complete it, but by analysing the evidence they find, and fitting it into the jigsaw's framework, they come ever closer to their goal of constructing a true picture of the ship before it became a wreck. Each has a special story to tell, and is therefore a fragile and irreplaceable microcosm of its times.

Diving on sunken ships has happened throughout history. Alexander the Great is reputed to have gone down in a diving bell, while Roman urinatores (free divers) apparently salvaged cargo from a wreck 20m deep off the south of France.

The aqualung opened the underwater world to diving adventurers like Hans Hass and Jacques Cousteau in the 1940s. Although many ancient wrecks were found, little thought was given to their archaeological significance. It was not until 1960 that a young archaeologist, George Bass, teamed up with explorer Peter Throckmorton to investigate a Bronze Age shipwreck at Cape Gelidonya in Turkey. Bass learned to dive and showed that archaeology could be done underwater to the same standards as on land. Bass's team is now excavating a Bronze Age shipwreck of the 14th century BC at Uluburun off Turkey.Since then techniques have been refined, but the principles remain unchanged. Many classical wrecks have been investigated in the Mediterranean, such as the Roman wine carrier with 6000 amphoras off Madrague de Giens near Marseilles.

Underwater archaeologists working around the British Isles have investigated several wrecks of the Spanish Armada, such as the Girona off Antrim and La Trinidad Valencera off Donegal. The biggest project has been the excavation and raising of Henry VIII's battleship, Mary Rose which sank in the Solent in 1545. The largely intact hull of the Dutch East Indiaman 'Amsterdam' was found off the English town of Hastings. The boat had been swallowed into the sand when she had beached there in 1748. The wreck has been the focus of investigations for 30 years now. Current projects include the Swan, a small Cromwellian warship, which was lost off the west of Scotland in 1653.

Underwater archaeology

Well-preserved wrecks abound in the Baltic, where low salinity and cold water slow down decay. These include the Vasa, which sank on her maiden voyage in 1628 and was raised from Stockholm Harbour in 1961. Another is the Kronan, which blew up and sank during a battle with the Dutch in 1676. Not all wrecks are now under water. Many have been found in reclaimed parts of Holland's Zuider Zee, after the land has been drained. At Skuldelev in Denmark a group of five Viking ships, sunk to form a blockage at the entrance to a fjord.

Although they have to work in a hostile environment, underwater archaeologists follow the same principles as their counterparts on land. A site must first be surveyed. This is done with tape-measures and grids using simple geometry, supplemented by photography, video, and geophysics. The aim is to produce an analytical map so that the wreck can be assessed. Often this will enable archaeologists to record the site and interpret its significance without having to disturb it. Only in exceptional cases are historic shipwrecks excavated, and their contents recovered.

Well-preserved wrecks have usually reached a state of equilibrium with their environments. Having survived for centuries in this state, they will probably remain in much the same condition for centuries to come. But if they are disturbed, the stability which has protected them will be broken. Archaeologists normally excavate shipwrecks only if they are under some kind of threat - a shift in the environmental balance, perhaps, or plans to dredge a harbour entrance where historic sites are known to lie. An example of this kind of 'rescue' excavation is provided by the Cromwellian warship Swan wrecked in 1653 off Mull, which is now threatened by seabed erosion.

Very occasionally archaeologists excavate wrecks which are not under threat to recover them and their contents for public exhibition. Examples of these include the Swedish warship Vasa at Stockholm (1628) and the Mary Rose at Portsmouth (1545). In such cases the damage to their archaeological integrity is offset by careful records made by the archaeologists, the conservation of the ships and their contents, and subsequent publication and display.

Parts of the hull tell the marine archaeologist how the ship was designed and built. Tool-marks reveal woodworking techniques used by the shipwrights. Fragments of rigging and rope - sometimes even pieces of sails - help to show how the ship was operated by its crew. Other finds throw light on activities such as navigation, medical care, everyday crafts, food storage, cooking, and domestic routines. If the ship was a merchant vessel parts of its cargo may have survived, perhaps revealing where it came from. Warships contain evidence of the weapons they carried. Above all, items of clothing and personal possessions bring us into immediate contact with people who lived and died long ago.

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For the archaeologist on land, the main dangers come from land developers. The marine archaeologist, however, must beware of the sea as they try to preserve shipwrecks from the pounding waves. Each fragile wreck is a unique time capsule of our past: encrusted cannons, ancient wine bottles and other historical treasures.