1. How Dangerous Was Darwin?
Cross-curricular educational resources
Key Stages 3-4
Darwin Correspondence Project

2. Who was Charles Darwin? Born in Shrewsbury in 1809
Educated at Christ’s College, Cambridge
Sailed around the world with the HMS Beagle,
Became a famous gentleman- naturalist who published on many scientific topics
Lived and worked at Down House in Kent
Wrote the Origin of Species in which proposed the theory of evolution by natural selection
Died at Down House in 1882
Copyright © Cambridge University Library

3. What was Origin of Species?
Full title: On the Origin of Species by Means of Natural Selection
Published in 1859
Darwin began working on the ideas that would eventually find their way into the Origin immediately following his return from his voyage on HMS Beagle.
In Origin of Species Darwin proposes the theory of evolution through the mechanism of natural selection.

4. Who was Alfred Russel Wallace?
Wallace (1823–1913) was a contemporary of Darwin’s and a Naturalist.
He went on expeditions to the Amazon, between 1848 and 1852 and to the Malay Archipelago, from 1854 to 1862.
He independently formulated a theory of evolution by natural selection in 1858.
Maybe the image here should be young Darwin and Fitzroy?
Copyright © Cambridge University Library

5. How did Darwin learn of Wallace’s ideas?
In 1858, while Wallace was on an expedition in the Malay Archipelago, he wrote to Darwin with a short description of his ideas about natural selection.
He entrusted Darwin with his theories and asked for his feedback and advice.
Maybe the image here should be young Darwin and Fitzroy?
Copyright © Cambridge University Library

6. Darwin’s Dilemma: How did Darwin React to Wallace’s Ideas?
Darwin was amazed at how similar Wallace’s ideas were to his own.
Darwin had been working on his ideas of Natural Selection since he returned from the Beagle voyage in 1836, but he had been in no hurry to publish. Receiving Wallace’s sketch jolted him into action.
Reading Wallace’s sketch, Darwin began to worry that he would not receive credit for his own ideas about natural selection.
“I never saw a more striking coincidence. if Wallace had my M.S. sketch written out in 1842 he could not have made a better short abstract!”
Letter 2285, Charles Darwin to Charles Lyell, 18 June 1858

7. History and Religion Activity: Setting the Scene
What is the context for the publication of “On the Origin of Species” ?
In order to better understand the ways that The Origin was read and received in its own time, we must first understand the perception of science and religion in mid-Victorian Britain.
By kind permission of Bath Royal
Literary and Scientific Institution

8. History and Religion Activity: Setting the Scene
Break into two groups:
Group A:
Create a mind map showing what you know about how religion was perceived in Victorian Britain.
Find a source of evidence to help you add to your mind map.
Share your sources and findings with the class.
Group B:
Create a mind map showing what you know about how science was perceived in Victorian Britain.
Find a source of evidence to help you add to your mind map.
Share your sources and findings with the class.

9. History and Religion Activity: Setting the Scene
As a class consider:
Why was there so much discussion about the beginning of the world at this time?
Why do you think Darwin’s ideas might be controversial?

10. History Activity: What can we learn from Darwin’s letters?
In groups, read through the letters and answer the Understanding Letters questions.
As a class, give a chronological account of Darwin’s dilemma.
Discuss how useful letters are as a means to understanding the background to an historic event; what extra dimension can they offer?
In groups, write a version of the same events in diary form and as if writing a school text book. Think about your intended audience as you write.
Share your writing with the class.

11. History Activity: Reporting events
In groups, read through the 3 accounts of the meeting and answer the Understanding Letters questions.
In groups, assess each source in terms of its readership, usefulness (what do you learn from it?) and reliability. Share your findings with the class.
Individually, write a postcard to a friend giving an account of the event from either the perspective of the Bishop of Oxford or one of Huxley’s supporters. You need to convince your reader of the accuracy of your account.
Copyright © Cambridge University Library
Copyright © Cambridge University Library

12. History Activity: Read all about it!
Who was Samuel Wilberforce?
Samuel Wilberforce lived from 1805 –1873.
He was a Church of England Bishop who was nicknamed ‘Soapy Sam’ for his slippery and evasive qualities.
He was Bishop of Oxford from 1845 to 1869.
He is most remembered for his strong opposition to Darwin’s theory of natural selection.

13. History Activity: Read all about it!
Who was Thomas Henry Huxley?
Huxley lived from 1825–1895
He was a zoologist and professor in natural history.
He was appointed naturalist to the Geological Survey of Great Britain in 1855 and was elected President of the Royal Society of London, 1883–5.
He was a friend and staunch supporter of Darwin who became known as ‘Darwin’s bulldog’ for his defence of Darwin’s ideas.

14. History and English Activity: Read all about it!
In groups, read through the letters and answer the Understanding Letters questions (or use 1 different letter per group and summarise the content to the class). Share your answers.
Copyright © Cambridge University Library
Wellcome Library, London

15. History and English Activity: Read All About It!
2. In groups, look through the media images file. Discuss what images, motifs or themes you see repeated across these cartoons. Why do you think these themes are repeated? Do you think these cartoons are critical, praising or neutral responses to Darwin’s ideas? Why? Who do you think is the intended audience for these images?
Wellcome Library, London
Wellcome Library, London
Wellcome Library, London

16. History and English Activity: Read All About It!
3. Individually: Either using the images, write a tabloid newspaper headline and short news piece that reflects the feelings expressed in the images, Or using the letters, write a short magazine feature reflecting supportive aspects from the letters. Use quotes to back up what you say.
Images: Copyright © National Portrait Gallery London,

17. For more educational resources:
Please visit the Darwin Correspondence Project’s school resources pages:
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