INTRODUCTION
As Europeans expanded their empires across the globe in the nineteenth century they encountered ecosystems and flora and fauna that startled them with their oddities -- such as the platypus -- and the massive number of specimens and amounts of information that were sent back seemed to be of such extravagant variety that accounting for them was impossible unless new frameworks were adopted, and the rise of evolutionary theories was chief among these. Darwin's five-year voyage on the Beagle as the ship's naturalist was critical for his transition from a scientific view of a static world of living things to one that saw change as on-going. Darwin was not the only researcher to make a voyage -- so, too, did botanist Joseph Hooker, who became one of Darwin's closest friends and stalwart supporter as he developed his theories, and Thomas Henry Huxley, who would become Darwin's pre-eminent defender after the publication of Origin of Species. . . . and perhaps most signficantly, Alfred Wallace, who came to the same conclusions as Darwin and is the co-discoverer of the theory of evolution by natural selection. The wider public also joined in for this journey of the mind, with the result that they were well-primed to assess evolution. Despite caricatures of the Victorian era as hostile to evolution this is a misconception -- the idea of progression and development in God's nature was accepted by many, even if they rejected the randomness of natural selection.

INTRODUCTIONS TO LEARNING MATERIALS

The reading in our core text provides content and analysis that you will use to build your knowledge base, and that will serve as the basis for your reflective essay that is due at the end of the week. The videos provide background information and context for the lesson and serve as source material for the essay and your pocket exhibit project The questions for your reflective essay are designed to prompt you to assess the material and determine what you find to be most significant and to explain why. The Pocket Exhibit Project allows you to use historical skills to interpret primary source materials, and to create an online site to communicate your research findings.

LIST OF READINGS AND LEARNING ACTIVITIES

Reading Assignment
The reading in Ede & Cormack for this week are Chapters 7 and 8 [these are the basis for Essay #2 due on Friday June 19]

Learning Activities

Mini-lecture Presentation [coming]

Watch these videos:

"Biology Before Darwin": Crash Course History of Science #19 (13 min.)
Charles Darwin: Evolution's Voice (45 min.) Alexander Street
"The Wallace Line" (7 min) / Natural History Museum, London

Read this biographical articles

Wallace: The evolution theorist you may not know about / Kew Royal Botanic Gardens (Feb 2020)

Read these background articles:

Tim Wijgarde, "Victorian Pioneers of the Marine Aquarium," in Advanced Aquarist (2016)

Fantastic Worlds: Science and Fiction, 1780-1910 / Exhibit at the Smithsonian Libraries (2017)

Assignments:

Primary Source Project #2 (Part 2, Response Portion) Due by 11:59 p.m.
Make your Initial Post for the Chapter 7/8 Connection Box commentary at the Discussion Board.
Begin reading/evaluating the Pocket Archive Project #2 Source Material: The Darwin Correspondence Archive.
[begin] You will be selecting items for that will make up the Exhibit for your Pocket Archive and Complete the Assignment for posting them by 11:59 p.m. on Thursday June 18 at your Adobe Spark site.