The document provides information about an educational activities and resources kit for a visit to the Tower Bridge Exhibition in London. It includes items to use before, during, and after the visit such as planning information, worksheets for pupils, and post-visit classroom activities. The activities are designed to teach pupils about key facts and features of Tower Bridge through exploring the exhibition, observing details from the high-level walkways, and learning how the bascules were historically raised in the engine rooms.

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TowerBridgeExhibitionisprovidedbytheCityofLondonCorporationaspartofitscontribution
totheculturallifeofLondonandtheNation.www.towerbridge.org.uk
BEFOREYOURVISIT:
TowerBridgeExhibition:VitalInformation.................................................Item#1
PlanningYourVisit........................................................................................Item#2
RiskAssessmentTemplate............................................................................Item#3
DURINGYOURVISIT:
TeachersInformationSheet&LocalMap.................................................Item#4
PupilsWorksheet(2pagesforduplication)..............................................Item#5
AFTERYOURVISIT:
ClassroomActivities......................................................................................Item#6
ClassroomActivitiesCurriculumLinksIndex............................................Item#6A
RESOURCES:
TowerBridge:Facts&Figures.....................................................................Item#7
AnArticlefromtheIllustratedLondonNews............................................Item#8
TypesofBridgesInformationSheet.............................................................Item#9
BridgesoftheWorldInformationSheet....................................................Item#10
TowerBridge:DiagramofForces.................................................................Item#11
HowtheBasculesWERERaised(Step-by-Step).....................................Item#12
HowtheBasculesARERaised(Step-by-Step).........................................Item#13
VictorianMapofLondon..............................................................................Item#14
WorldMapWorksheet.................................................................................Item#15
ImageLibrary.................................................................................................Item#16
TowerBridgeExhibition
EducationalActivities&ResourcesKit

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TOWERBRIDGEEXHIBITION:EducationalActivities&ResourcesKit
TOWERBRIDGE:VITALINFORMATION
Introduction:Completedin1894,TowerBridgewasinstantlyhailedasaLondoniconandoneof
thegreatengineeringmarvelsofitsage.Comeinsidetoexploreitshistory,uncover
itssecretsandtoenjoystunningviewsfromitsHigh-LevelWalkways,situated42
metresabovetheRiverThames.
Location:TowerBridgeRoad,LondonSE12UP
Contact:GroupBookingsTelephone:02074079191
Website:www.towerbridge.org.uk
OpeningHours:ApriltoSeptember:10:00AMto5:30PM
(LastAdmissionforGroups:4:45PM)
OctobertoMarch:9:30AMto5:00PM
(LastAdmissionforGroups:4:15PM)
GroupBookings:Groupsarenotrequiredtobookinadvance,butwerecommendbookingin
yourgrouptoavoidlongqueues.Bookingscanbemadebytelephoneorby
email:
ByTelephone:02074079191
ByEmail:enquiries@towerbridge.org.uk
Cost:Standardprice:AdultTicket=£7ChildTicket=£3
Grouprate(*10ormore):AdultTicket=£6.00ChildTicket=£2.70
*1adultfreeforevery10primaryschoolchildren
Canbepaidinadvanceoronarrival.TowerBridgeExhibitionacceptspaymentby
cash,chequeormajorcreditcard.
PublicTransport:ByTube:TowerHill(servedbyDistrictLineand
CircleLine)orLondonBridge(servedbyNorthernLine)
ByRail:LondonBridgeStation,TowerGatewayDLRorFenchurchStreet
Station
ByBus:15,42,78,100,RV1andonSaturdayandSunday25.
ByBoat:AlightatLondonBridgeCityorSt.KatharineDocks.
CoachParking:Therearecoachparksnearby.Seetheenclosedmapforlocations.
PracticalInfo:Werecommendbringingaslittleaspossiblewithyouduringyourvisit.
PottersFieldsParkislocatedjustwestoftheEngineRooms,whichisidealforapicnic
onasunnyday.Additionally,thereispublicspacealongtheriveradjacenttothe
DesignMuseum.Pleaseseetheenclosedmapforlocation.
BEFORE
Printedfrom“TowerBridgeExhibition:EducationalActivities&ResourcesKit,”aFREETeachersResourcedesignedbyGuyFoxLimited.
GuyFoxLimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnabout
ourwork,visitwww.guyfox.org.uk.Copyright©2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.

3. CMYCMMYCYCMYK
TOWERBRIDGEEXHIBITION:EducationalActivities&ResourcesKit
PLANNINGYOURVISIT
ToBookYourVisit:
Pleasetelephone02074079191(TowerBridgeExhibitionGroupBookings)oremail
enquiries@towerbridge.org.uk
RecommendationsforYourVisit:
•Allowaratioof1adultto10children.
•Allow90minutesforyourvisit.
•Minimumageforvisitors:5yearsold.
•Thereisnostorageonsite;werecommendbringingaslittleaspossiblewithyou.
•DownloadtheGuyFox‘ExploreKit’formoreresourcesandmapsofthearea.
Health&SafetyInformation:
ThestairsatTowerBridgeExhibitionareverysteepandchildrenshouldbereminded
nottorun,toholdthehandrails,andtotaketheirtime.
VisitChecklist:
Onthedayofyourvisit,youmaywanttobring:
Clipboardsandpencils
Photocopiesof‘MyVisittoTowerBridgeExhibition’(Item#5inthisKit)
Camera(s)
Drawingmaterials
ImageLibraryfromthisKit
MapofLondon(checkwww.guyfox.org.ukforourcurrentselectionofmaps)
YourNotes:
BEFORE
Printedfrom“TowerBridgeExhibition:EducationalActivities&ResourcesKit,”aFREETeachersResourcedesignedbyGuyFoxLimited.
GuyFoxLimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnabout
ourwork,visitwww.guyfox.org.uk.Copyright©2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.

4. CMYCMMYCYCMYK
TOWERBRIDGEEXHIBITION:EducationalActivities&ResourcesKit
RISKASSESSMENTTEMPLATE
SchoolName:________________________________________________
TeachersName(s)_____________________________________________
ClassName:____________________DateofVisit:____________________
LocationPotentialHazardActiontoReduceRisk
BEFORE
Printedfrom“TowerBridgeExhibition:EducationalActivities&ResourcesKit,”aFREETeachersResourcedesignedbyGuyFoxLimited.
GuyFoxLimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnabout
ourwork,visitwww.guyfox.org.uk.Copyright©2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.

5. C M Y CM MY CY CMY K
LondonBridge
Lower Thames Street
Tower Hill
Lower Tham
esStreet
Eas
t Smithfield
StKatharinesWay
St Katharines Way
Eastcheap
FishStreetHill
BotolphLane
PuddingLane
PhilpotLane
RoodLane
MincingLane
MarkLane
Pepys Street
SeethingLane
Muscovy Street
TrinitySquar
e
SavageGardens
CoopersRow
Minories
BermondseyStreet
StMaryatHill
StDunstansHill
Monument Stree
t
Arthur Street
Duke Street Hill
Tooley Street
Tooley Street
Tooley Street
Queen Elizabeth Street
ShandStreet
Queen Elizabeth Street
LafoneStreet
HorselydownLane
Gainsford Street
CurlewStreet
Gainsford Street
MaguireStreet
LafoneStreet
BattleBridgeLane
HaysLane
CottonsLane
Tooley Street
H
H
Tower of London
Tower Bridge
Exhibition
All Hallows
by the Tower
Church
Old Billingsgate
Market
HMS Belfast
The Monument
City Hall
London Bridge
Station
Hays Galleria
Tower Hill
Station
River Thames
River Thames
St. Katharine
Docks
Pool of
London
Great Tower Street
Potters
Fields
Park
DURING
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
NEIGHBOURHOOD MAP

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DURINGPUPILsWORKSHEET-Page1of2
TowerBridgeisafamouslandmarkin______________.Itwasbuilt
duringthereignof______________.Itfirstopenedon______________
aftereightyearsofconstruction.
TowerBridgesolvedabigproblem:Londonneededarivercrossingfor
______________whichwouldalsoallow______________tojourney
upanddowntheRiverThames.Sothere
wasacompetition.Allsortsofdesigns
weresubmitted.Intheend,__________
___________hadthebestidea.His
bridgeincluded______________which
couldberaisedtoletshipsthroughand
________________________so
thatpedestrianscouldwalkacrossthe
bridgewhilethebasculeswereopen.
TowerBridgeisamarvelofVictorian
engineering.Massive__________
___________generatedenergytoraise
thebascules.VisittheEngineRooms
toseehowtheyworked.
Printedfrom“TowerBridgeExhibition:EducationalActivities&ResourcesKit,”aFREETeachersResource
designedbyGuyFoxLimited.GuyFoxLimitedispartofGuyFoxHistoryProject,aneducationalcharity
whichcreatesinnovativepublicationsforchildren.Tolearnaboutourwork,visitwww.guyfox.org.uk.
Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
MyVisittoTowerBridgeExhibition
(Hint:YoullfindtheanswersintheHighLevelWalkways.)
TowerHighLevel
Walkways
Bascule
Pier
Chain
Abutment
Tower
Roadway
ModernOperator
Cabin(BehindPier)
theSuspensionChains
theAbutmentTowers
theOperatorCabin
VISITCHECKLIST:
ExterioroftheBridge:
thePiers
theTowers
theBascules
FromtheHighLevelWalkways:
HMSBelfast
CityHall
TheMonument
TheGherkin
TowerofLondon
LondonEye
IntheEngineRooms:
theBoiler
theCoalStore
theSteamEngines
theAccumulators
CanaryWharf
St.KatharineDocks
St.PaulsCathedral
OldBillingsgateMarket
LondonBridge
BridgeLiftVideo
theMotorcyclewhich
jumpedacrossTower
BridgeinJuly2009!
TowerBridgeExhibitionisprovidedbytheCityofLondonCorporationaspartofitscontributiontotheculturallifeofLondonandtheNation.

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MyVisittoTowerBridgeExhibition
PUPILsWORKSHEET-Page2of2
Copyright©2010,GuyFoxLimited.Allrightsreserved.GuyFoxLimitedispartofGuyFoxHistoryProject,aneducational
charitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutourwork,visitwww.guyfox.org.uk.
DURING
5
MakeaDiagramofYourVisit:
Step1:LabelallthepartsofTowerBridgeonthediagramabove.
Step2:ColourinREDthepartsofTowerBridgeExhibitionwhichare
openforvisitors.
Step3:MakesureyouvisitALLthepartsofTowerBridgeExhibition!
IntheEngineRooms:
EachofthesemachineswereusedtocreateenergytoliftthebasculesofTowerBridge.
Step1:FindeachoneintheEngineRooms.
Step2:Writeitsnameonthelabelnexttothedrawing.
Step3:Describewhatitdidtohelpliftthebascules.
Whatisitcalled?
_______________________
Whatdiditdo?
_______________________
Whatisitcalled?
_______________________
Whatdiditdo?
_______________________
Whatisitcalled?
_______________________
Whatdiditdo?
_______________________
Whatisitcalled?
__________________
Whatdiditdo?
__________________

8. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER
ACTIVITY1A:TOWERBRIDGEFACTS&FIGURES
Objectives:
•ToreflectonyourvisittoTowerBridgeExhibition
•ToconsiderkeyfactsaboutTowerBridgeincludingitsdimensionsandscale
RequiredResources:
•‘MyVisittoTowerBridgeExhibition’Worksheet
•TowerBridgeFactsSheet(Item#7inthisKit)
•Photographsfromyourvisit
Instructions:
Splityourpupilsintosmallgroupsof4or5.Askyourpupilstoreviewthe‘MyVisittoTowerBridgeExhibition’
Worksheetthattheycompletedduringtheirvisit.
DiscussyourexperienceatTowerBridgeExhibition:
•Whatdoyouremember?
•Whatdidyouwritedownabouttheexperience?
•Whichmarketingmaterials(e.g.pamphlets)didyoupickupduringyourvisit?
•WhatdidyounoticeintheneighbourhoodnearTowerBridgeExhibition?
•Whatdidyoudraw?
Question:HowmanyofthespecialfeaturesofTowerBridgecanyouname?
Answers:Bascules,Piers,Chains,HighLevelWalkways,Towers,Road,SteamEngineRooms.
Question:Whatisthepurposeofeachfeature:
TheBascules?
Answer:TheBasculesareraisedtoletshipspassthroughTowerBridge.
ThePiers?
Answer:ThePiersprovidesupporttothebridge;theyareembeddeddeepintheriverbed.
TheChains?
Answer:TheChainsprovidesupporttotheTowersandHighLevelWalkways;withoutthemthetowers
wouldcollapseundertheweightoftheHighLevelWalkways.
TheHighLevelWalkways?
Answer:TheHighLevelWalkwaysallowedpeopletocrosstheRiverThamesonfoot,evenwhenthe
Basculeswereraised.
TheTowers?
Answer:TheTowersenclosethestairs(andlifts)whichpeopleascendtocrosstheriverviatheHigh
LevelWalkways.
TheRoad?
Answer:TheRoadallowsvehicletraffictocrossTowerBridge.
TheEngineRooms?
Answer:TheEngineRoomshousedthesteamengineswhichprovidedthepowertolifttheBascules.
continues...
NationalCurriculumLinks:
KeyStage2
English:En1.3,En1.9c,En1.10c
DesignandTechnology:4a,4c,4d
Geography:1a,3a,3d,3e,6a,6d,7c
History:2c,2d,4b,5a,6,7,8b,11a
Science:Sc1.2b,Sc4.2e
6.1

9. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER
ThinkaboutyourvisittotheHighLevelWalkways:
•HowdidyoufeelwhenyoulookedoutfromtheHighLevelWalkways?
•WhichwordswouldyouusetodescribetheexperienceoflookingoutoverLondon?
•WhatwasthemostexcitingthingyousawfromtheHighLevelWalkways?
•WhatelsedidyouseefromtheHighLevelWalkways?
•DoesLondonlookdifferentfromthere?How?
•CanyouseethingsfromtheHighLevelWalkwaysthatyounormallycan’tsee?
•Whichbuildings(thatyousawfromtheHighLevelWalkways)doyouthinkweretherewhenTower
Bridgewasfinishedin1894?
•Whichbuildings(thatyousawfromtheHighLevelWalkways)havebeenbuiltsincethen?Whydoyou
thinkso?
•Whatdifferencesdidyounoticeinthedesignbetweentheoldandnewerbuildings?
Considerbuildingmaterials,style,features,andarchitecture.
ThinkaboutyourvisittotheEngineRooms:
Question:WhatdidyouseeintheEngineRooms?
Answers:Coalstore,boilers,steamengines,accumulators,videoshowingTowerBridgelifting,interactive
displaysaboutwindresistance,RobbieMaddison’smotorcycle,andTowerBridgegiftshop.
Question:Whichmachinerywasusedtoraisethebasculesfrom1894to1972?
Answer:Coalboiler,steamengine,accumulators,hydraulicsandbasculeengines.
Question:Howarethebasculesraisednow?
Answer:Byelectricity.
Question:Whatdideachofthesethingsdotoraisethebascules:
Coal?Answer:Itwasusedasfueltoheatthewaterintheboiler.
Boiler?Answer:Itproducedsteamtopowerthesteamengine.
SteamEngine?Answer:Itcreatedenergy.
Accumulator?Answer:Itstoredtheenergyuntilitwasneededtooperatethehydraulics.
Hydraulics?Answer:Theycarriedtheenergyfromtheaccumulatortothebasculeengine.
Basculeengine?Answer:Itturnedthegearstoliftthebascules.
ACTIVITY1A:Continued
6.2

10. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER
ACTIVITY1B:TOWERBRIDGE&ME!
Objectives:
•ToexplorethedimensionsofTowerBridgeanddevelopanunderstandingofscale
•TorelatethescaleofTowerBridgetoeverydayobjects
RequiredResources:
•TowerBridgeFactsSheet(Item#7inthisKit)
•Metricruler,tapemeasureandgraphpaper
Askyourpupilstoresearch,measureandcompare:
•HEIGHTofthePierstoyourheight(Eachpieris60metreshigh).
•HEIGHToftheTowerstoyourheight(Eachtoweris65metreshigh).
•LENGTHofthewalkwaystothelengthofyourclassroom.(Walkways=61metreslong).
•DISTANCEofthebridgespantothedistancefromyourclassroomtotheplayground.
(Bridgespanis225metreslong).
•WEIGHTofthebasculestoyourweight(Eachbasculeweighs1millionkilogrammes).
AskyourpupilstofigureoutthefollowingTowerBridgeMathsPuzzles:
•Thereare2millionrivetsinTowerBridge.(Arivetisametalbolt,whichholdstwo
piecesofmetaltogether.)Ifeachrivetis3centimetresindiameter,howfarinkilometres
wouldtherivetsstretchiftheywerelaidsidebyside?
•40,000vehiclescrossTowerBridgeeveryday.Howmanyvehiclescrossinayear?
•Thereare31,000,000(31million)bricksinthebridge.Ifeachbrickhasthedimensions
of8centimetres(height)by20centimetres(length)by12centimetres(depth)canyou
figureoutthefollowing:
-Howhighwouldastackofallthebricksbe?
-Howmanybrickswouldyouneedtobuildawall2metres(length)by2metres(height)?
D.I.Y.MathsPuzzles
AskpupilstoreviewtheTowerBridgeFactsSheetandcreateaquestionliketheonesabove,whichwilltest
theirfriends’mathsskills.
ExtensionActivity
Askyourpupilstoillustratethecomparisonsandthemathspuzzles.
6.3
NationalCurriculumLinks:
KeyStage2
Mathematics:Ma2.1b,c,i,j,Ma2.3h,
I,k,Ma2.4a+b,Ma3.4a,Ma3.4b
Ma4.1c,d,e,g,h,Ma4.2a
BreadthofStudy:1d,1e,1f,1g,1h
Science:Sc1.2i,Sc1.2j

11. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER
ACTIVITY2A:WHYDIDTHEYBUILD
TOWERBRIDGE?
Objectives:
•TounderstandtheexpansionofVictorianLondon
•TounderstandchangesinVictoriantransportandsociety
•Toresearchanddebateissues,problemsandevents
RequiredResources:
•VictorianMapofLondon(Item#14inthisKit)
•BridgesoftheWorld(Item#10inthisKit)
Readthistoyourpupils:
LONDONINTHEINDUSTRIALREVOLUTION
Inthe19thcentury,theIndustrialRevolutionchangedtheworkpatternsandthelivesofpeoplein
Britain.Peoplelefttheirworkasfarmersforthecities,wheretheycouldfindemploymentinfactories.
InLondon,manypeoplelivedsouthoftheRiverThames,wherehousingwascheaper;theirjobs,
however,weremostlylocatedonthenorthsideoftheRiverThames.
TogetacrosstheRiverThames,workerstookaferryorwalkedoverLondonBridge.Mostoftheother
bridgeswerewestofLondonBridge,andmanyofthemrequiredatolltocross.LondonBridgewasfree
tocross,plusitwasthemostdirectrouteintotheCityofLondon,soitwasthemostcongestedone.
Upto100,000peoplewalkedacrossLondonBridgeeveryday–apedestriantrafficjam!
Therewasnodoubtthatanewrivercrossingwasneeded,butnobodycoulddecidewheretobuild
it,whoshouldbuildit,andwhatitsdesignshouldbe.Manypublicagencieswereinvolvedinthe
debate.
Londonhadnocity-widegovernment.TheCorporationofLondon(theoldestmunicipalbodyin
thecity),theMetropolitanBoardofWorks(thecity’spublicworksagency)andParliament(the
UnitedKingdom’snationalelectedbody)eachhaditsownopinion,andthismadedecision-making
verydifficult.
TheCorporationofLondonstudiedwherepeoplelived,wherepeopleworked,andhowfarpeople
hadtowalktowork;basedontheirfindings,theychoseasiteclosetotheTowerofLondonfor
thenewrivercrossing.
SoitwasresolvedthatLondonwouldhaveanewrivercrossingeastofLondonBridge,butwith
thatdecisioncameevenmorequestionsanddebate:Whatwoulditlooklike?Woulditbeabridge?
Oratunnel?Orasteamferry?Orsomeothertypeofrivercrossing?
TheRiverThameswasavitaltransportlinkforshipsbringinggoodsintoLondon.ThePoolofLondon
(thestretchofriverbetweenTowerHillandLondonBridge)haddocksforcargoshipscarrying
grain,wool,cotton,ivory,silver,teaandothergoodsfromallovertheworld.Bargestransported
coalinthewinter.Smallboatscarriedpassengersandlightgoods.TheThameswasaveryhectic
river!
Whetheritwasabridge,atunnelorsomethingentirelydifferent,therivercrossingneededtoallow
rivertraffictocontinue.Ifitwereabridge,itmustbedesignedtopermittheshipstopassunder
it,orelsethedocksinthePoolofLondonwouldbeforcedtoclose.However,ifabridgeweretall
enoughtoallowshipstopassunderit,pedestriansandhorse-drawnvehiclesmightnotbeableto
climbthesteepstructure.
6.4
NationalCurriculumLinks:
KeyStage2
Citizenship:1a,2a,2e,2f,4b,
English:En.1a-f,En1.2a-e,
En1.3a-f,En1.8b+c,En1.9c,
En1.10c
Geography:1d,3d,3e
History:2b,4b,6,7,8a,8b,11a
continues...

12. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER
Manydifferentsolutionswereconsidered:bridges,tunnels,river-goingvessels,andalternatecrossings.
Differentdesignerssubmittedtheirideas.In1884,aselectcommitteeoftheHouseofCommonsmet
toconsiderthebridgedesign.Manydifferentideaswerepresentedtothecommittee.
Showyourpupilstheimagesofthedifferentideasfortherivercrossing.
ConsiderVictorianLondoners.Askyourpupilsto:
•ThinkaboutpeoplewhoworkedorlivednearTowerHillbeforeTowerBridgewasbuilt.
•Whatkindofwork(jobs)doyouthinkthesepeoplemayhavedone?
•ExaminethestreetmapofVictorianLondonandidentifyplacesofwork.
•Considerdifferentroutespeopleusedtogettoandfromwork.
•PretendyouliveinVictorianLondon,onthesouthsideoftheThames,andyouworkon
thenorthsideoftheThames.
•WhointheclasswouldbeINFAVOURofbuildingarivercrossingatTowerHill?Why?
•WhointheclasswouldbeAGAINSTbuildingarivercrossingatTowerHill?Why?
•ForthosepupilswhoareINFAVOURofbuildinganewrivercrossing,discusswhichsortof
rivercrossingtheywouldprefer(Bridge?Tunnel?Steamferry?Otherideas?)
•Makeacaseinfrontoftheclassforyourproposedrivercrossing,orifyouareAGAINSTtheriver
crossing,makeacaseforanalternativesolution.
DebatetheIssue!
Discusswithyourpupils:
Whydoesabigbuildingprojectrequiredebateanddiscussion?
Encourageyourclasstoconsidertherangeofinterests,economicandpersonal,ofvariousindividualsandgroups
andthefeelingsattachedtotheseinterests.
Question:Whydopeoplehavestrongfeelingsaboutthedevelopmentofnewbuildings?
Question:Whatarethedifferentwayspeopletrytomaketheirviewsordisagreementspublic?
Answer:Discussthevariousways(includingwordofmouth,media,etal)thatpeoplecanusetomake
theirviewsknownandtodebatewithotherpeople(bothnowandinVictoriantimes).
Question:Whatisadebate?
Answer:Discusstheideaofadebateasastagingofatleasttwoarguments,withrulesandwiththe
aimofpersuadingotherstoshareyourpointofviewandwithachairpersonas‘referee’.
continues...
6.5
ACTIVITY2A:Continued

13. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER
Askyourpupilsto:
1)Imaginethattheyaremembersofthecommitteedebatingthedevelopment
ofthebridge.
2)Decideontherulesforthedebate.
3)Decidewhoisgoingtoserveaschairpersonofthecommittee.Thechairperson
isresponsibleformakingsureeveryonefollowstherules.
4)Decidewhichpupilswilldebate‘for’thebridgeandwhichpupilswilldebate
‘against’thebridge.
5)Stageadebate!
ACTIVITY2B:CROSSINGTHERIVER
Objectives:
•TocompareandcontrasttheneighbourhoodaroundTowerBridgein1850andnow
•ToconsiderwhathaschangedinLondonneighbourhoodsandwhythesechanges
haveoccurred
RequiredResources:
•VictorianMapofLondon(Item#14inthisKit)
•ContemporaryLondonMap(notincludedinthisKit)
LookingattheVictorianLondonMap,DiscussasaClass:
Question:WhichgeographicalfeaturescanyouidentifyontheMapofVictorianLondon?
Encouragepupilstofindrivers,bodiesofwater,transportlinksincludingroadsandtrainstations,road
names,neighbourhoodnames,landmarks,etcetera.
RefertotheContemporaryLondonMap:
Question:WhichgeographicalfeaturescanyouidentifyonaContemporaryLondonMap?
Encouragepupilstofindrivers,bodiesofwater,transportlinksincludingroadsandtrainstations,road
names,neighbourhoodnames,landmarks,etcetera.
Geography:
Considerwhichgeographicalfeaturesaredifferentandwhichgeographicalfeaturesarethesame.
Question:WhatarethemainchangesthathaveoccurredintheneighbourhoodseastofTowerBridge
since1850(inlanduse,roads,rivercrossings,etcetera)?
Transport:
Encouragetheclasstothinkaboutmodernformsoftransport.Makealistofvariousmodesoftransportwhich
areusedinLondontoday.
Question:HowhasLondonchangedthroughdevelopmentsintransportandsociety?
Question:IfyouwanttocrosstheRiverThamestoday,whichnewroutesaretherethat
didnotexistin1850?
Question:HowdidmoderntransportchangethelandscapesandneighbourhoodsofLondon?
ACTIVITY2A:Continued
6.6
NationalCurriculumLinks:
KeyStage2
ArtandDesign:1a,1b,2c,5a
Citizenship:1a,1e,2a,2e,2j
Geography:1a,2a,2e,3a,3d,3e,3g,
4a,4b,5a,6a,6c,6d,6e
History:2c,2d,4b,5a,5b,5c,6,7,11a
continues...

14. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER
Society/Population:
ComparethepopulationandsocietyofLondoninVictoriantimestonow.
Question:HowdidLondonchangeasaresultofalargeriseinpopulation?
Question:HowhasLondonchangedinrelationtopopulation(throughlanduseandbuilding,forexample)?
AskpupilstosumuphowchangesinsocietyandtransporthavechangedthemapofLondonandcreatednew
rivercrossings.
WhatDoestheFutureHold?
AskpupilstobrainstormandimaginewhatLondonwillbelikeinthefuture:
•WhatwillhappentothepopulationofLondon(willitgroworshrink)?
•WherewillLondonersliveandwork?
•WhatsortofservicesandfacilitieswillLondonersneed?
•WhatwillLondonersdoforjobs?
•Whatdifferentmodesoftransportwilltherebe?
•HowwillLondonersofthefuturecrosstheRiverThames?
Oncepupilshavediscussedtheirideas,askthemtodrawamapofLondon100yearsfromnow,or1,000years
fromnow.Theycanpresenttheirideastotheclass.Alternatively,askpupilstodrawanillustrationofaLondoner
ofthefuture,ontheirwaytowork.
ACTIVITY2C:BUILDINGANEWRIVERCROSSING
(forthe21stCentury)
Objectives:
•Tounderstandthetransportation&infrastructureneedsof21stcenturyLondon
•Tointerpretmodernplansforrivercrossings
•Toresearchanddebateissues,problemsandconsiderationsrelatedto
anewrivercrossing
DiscussasaClass:
ThereisstillnobridgeacrosstheRiverThamesinLondoneastofTowerBridge.Readnewplans
forrivercrossingsinEastLondoninthenewspaperarticlesonthefollowingpages.
Haveaclassvote:whois‘for’thebridgesandwhois‘against’?
Questionforthe“Fors”:WhatareyourargumentsFORconstructingthesebridges?
Questionforthe“Againsts”:WhatareyourargumentsAGAINSTconstructingthesebridges?
Questionforeverybody:Wherewouldyouputanewbridge?Why?
Debate:
Haveaclassdebateaboutthebridgedevelopment.(RefertoActivity2Aforideasabouthowtostagethedebate.)
Afterthedebate,haveanotherclassvoteandseeifanyonehaschangedhisorheropinion.
ExtensionActivity:
TheEveningStandardArticledescribesa‘livingbridge.’Askpupilstodrawadiagramofa‘livingbridge’and
presenttheirideastotheclass.
Question:Whatwoulda‘livingbridge’looklike?
Question:Whatwoulda‘livingbridge’include?
NationalCurriculumLinks:
KeyStage2
ArtandDesign:1a,1b,2c,5a
Citizenship:1a,2a,2e,2j,2k
English:En1.1a-f,En1.2a-e,En1.3a-f,
En1.8b+c,En1.9c,En1.10c
Geography:1a,1d,2a,2d,2g,3g,4b,
5a,6a
6.7
ACTIVITY2B:Continued

15. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER
NEWSARTICLE#1
ApplicationforNewThamesBridge
BBCNewsArticle
22ndJuly2004
TransportforLondon(TfL)willhandinaplanningapplicationonThursdayforanewcrossingover
theThames.
The£385mThamesGatewayBridgewilllinkNewhamandGreenwichineastLondon.Afterapublic
consultationtheplanshavechangedtoincludepriorityforlocaltraffic,a40mphspeedlimitanda
separatepublictransportlane.
TheapplicationwillbesubmittedtobothNewhamandGreenwichcouncils,withadecisionexpected
inNovember.Ifthecouncilsapprovetheapplication,thenthebridgecouldbecompletedin2012-
ayearaheadoftheprojectedopening.
ThebridgeisanimportantpartofMayorofLondonKenLivingstone'splanstoregeneratetheThames
Gateway,a40-mile-wideareafromeastandsouth-eastLondontoKentandEssex.Thereareonly
threecrossingsfortraffictotheeastofTowerBridge,whilecentralLondonhaseightbridgesand
thereare16tothewestbetweenChelseaBridgeandtheM25.
TheinitialcostsoftheThamesGatewayBridgewillbeputupbyaprivatecompany.Itwillrecoup
thefundsthroughtollsand£200mofgovernmentfundingconfirmedinChancellorGordonBrown's
spendingreviewearlierthismonth.
ThamesGatewayBridgeprojectdirectorMikeClarketoldBBCNewsOnlinethatthethreeyear
constructionprojectwouldcreateupto3,000localjobs.Buthesaidtheeffectofthebridgeonjobs
intheareawillbe"evengreater".
"Thelackofacrossingintheareahasbeentoitsdetrimentandthisbridgewillbringhugebenefit
totheThamesGateway,"hesaid.
"Weareverypositivethatthecouncilswillgivetheirapproval.
"Weknowlocalresidentsarebehindusbecauseduringthepublicconsultation,85%ofthosethat
tookpart,includinglocalbusinesses,backedtheplans."
Butenvironmentalistshavecriticisedtheschemeclaimingitwillbeusedbybusinessestotransport
moreroadfreight,creatingmorepollution.
BRIDGEPLANS
ThebridgewilllinkBecktonwithThamesmeadatGallionsReach.
Thecrossingisdesignedtohavetwolanesineitherdirectionforcarsandcommercialvehicles.
Itwillalsohaveseparatelanes,locatedonthewesternsideofthebridge,forpublictransport,
pedestriansandcyclists.
Theproposedtollis£1forlocalcarusersand£2forothers.ExemptionssimilartotheCongestion
Chargewillapply.
ThebridgecouldbeupgradedtoaccommodateDocklandLightRailwayortramsinthefuture.
continues...
6.8
ACTIVITY2C:Continued

16. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER
NEWSARTICLE#2
£80m‘LivingBridge’PlannedforThames
ExcerptfromEveningStandard
5thMay2009
AuthorKatherineBarney
PlansforanewbridgeacrosstheThameslinedwithshopsandhomes-similartothePonteVecchio
inFlorence-arebeingdrawnupbyBorisJohnson.TheMayorhasrevivedproposalsoriginallyput
forwardintheNineties.TheoriginalplanswerebyFrencharchitectAntoineGrumbach,whowona
competitionbytheRoyalAcademytodesignahabitablebridgeandproposedbuildingitbetween
WaterlooandBlackfriars.
HoweverwhenLabourcameintopowerin1997theplansweredropped,althoughsomeofthedetails
weretakenintoaccountwhentheMillenniumBridgewasconstructed.Itislikelyadifferentlocation
willbesought.MrJohnsonhasregularlyspokenoftheneedforanewcrossingeastofTowerBridge
andhasaskedadviserstoinvestigatethepossibilityofbuildingbetweenGreenwichandSilvertown
intheRoyalDocks.
ThisisdespitescrappingplansforaThamesgatewaybridgewhichheclaimedwereunfundedand
wouldbyenvironmentallyunfriendly.MrJohnsonhassaidthe£80millioncostofbuildinga"living
bridge"couldbefoundfromthesaleofpropertiesonit.
AspokesmanfortheMayorsaid:"AsshownintheMayor'sreviewoftheLondonPlanthisweek,he
hashighambitionstoimprovetheurbanrealmandqualityoflifebycreatingamoreiconicandbeautiful
capitalcitywithvisionaryarchitecture20yearsfromnow.
"Hispolicydirectorisexploringhowabridgewitharesidentialandcommercialelement,anideathat
wasputforwardintheNineties,couldbepartofthatvision."
TheideawouldfacetoughscrutinyfrominterestedpartiesincludingtheGovernment,EnglishHeritage
andlocalauthorities.TheoriginalplanswerebackedbybusinesslobbygroupLondonFirstbuta
spokesmansaidtheyhadnotbeenconsultedoverthedusting-offoftheolddesign.
Aspokesmansaid:"Atthetimeourpositionwasverymuchinfavourandintheorythathasnot
changed.HoweversincethebuildingoftheMillenniumBridgewewouldmuchprefertoseeoneeast
ofTowerBridge."
MrGrumbach'sdesignshadthebridgesuspendedfromtwin35-storeytowersonthenorthsideof
theriver,containingflatswithviewsoverthecity.ItwouldbethefirsttimeLondonhadabridgewith
residentialandcommercialpropertiesin178years-sincethebuildingsonLondonBridgeweretorn
down.
ThemedievalLondonBridge,completedin1209inthereignofKingJohn,containeddozensofpacked-
inhousesandshopsbutasthebridgebecamefurtherdevelopedcongestionmeantcrossingscould
takemorethananhour.
MrGrumbach'splansfeaturedlifts,staircasesandescalatorstogainaccesstothebridge,including
fromwaterlevel.CalledGardenBridge,italsoincludedproposalsforhedge,treesandgreenhouses,
alongsidespacesforliveconcertsanda"topiarycafé".
ACTIVITY2C:Continued
6.9

17. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER
ACTIVITY3A:HOWDIDTHEYBUILD
TOWERBRIDGE?
Objectives:
•Toidentifyandconsiderdifferentphasesofbridgeconstruction
•Toconsiderchallengesthatbridge-buildersmustaddress
RequiredResources:
•SequenceofimagesofTowerBridgeunderconstruction(Item#16inthisKit)
•TowerBridgeFacts&Figures(Item#7inthisKit)
•Artmaterials
AsaClass:
Makealistofallthekeymomentsintheeight-yearconstructionofTowerBridge,including:
1876to1883........................ASpecialCommitteeoftheBridgeHouseCommitteestudies
theneedforanewrivercrossingeastofLondonBridge
1883.........................................BridgeHouseCommitteedecidestobuildabridge
1884..........................................SelectCommitteeoftheHouseofCommonsmeetstodecide
onbridgedesign
14thAug1885...................ParliamentgivesRoyalAssenttobuildTowerBridge
Aug1885toApr1886...HoraceJones(Architect)andJohnWolfe-Barry(Engineer)makeplansfor
constructionlogistics
22ndApr1886....................Constructionbegins
21stJune1886....................HRHthePrinceofWaleslaysthememorialstone
July1886.................................HoraceJonesreceivesaknighthood
30thJune1894...................Bridgeopenstothepublic
Whathappenedbetween22ndApril1886and30thJune1894?
ReadthefollowingwithyourpupilsandthendiscusstheconstructionofTowerBridgewithyourpupils.
HOWdidtheybuildTowerBridge?
Phase1-PREPAREAPLAN:
JohnWolfe-Barry(theengineer)andHoraceJones(thearchitect)plannedtheconstruction.
Theythoughtthrougheveryaspectoftheconstruction:howthematerialswouldbebroughtupthe
RiverThames,whichworkerswouldbeneededandwhen,andhowtoallowtrafficontheriverto
continuethroughouttheconstruction(whichwouldtake8years).
Duetospacelimitations,theycouldnotstorematerialsorequipmentattheconstructionsite.So
theyhadtofigureouthowtotransportthematerialsuptheriveratthecorrecttime.
Phase2-MAKESPACEFORRIVERTRAFFIC:
AshippingchannelwasdefinedintheRiverThamesundertheconstructionsite.Itwas49metres
wide,anditallowedtrafficontherivertocontinue.
Phase3-CONSTRUCTTWOPIERS:
Theyconstructedeachpier,oneaftertheother.Theycouldnotbuildthepiersatthesametimeas
thatwouldhaveblockedshippingtrafficontheriver.
6.10
continues...
NationalCurriculumLinks
KeyStage2
ArtandDesign:1a,1b,2c,4c,5a
DesignandTechnology:4a,4b
English:En3.9b
History:1a,1b,5c,6,11a

18. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER
Tobuildeachpiertheystarteddeepunderwater,ontheriverbed.First,thediversmadetheriverbed
levelandthen*caissonswerelowereddownfromthesurfaceuntiltheypressedintothesoil.As
eachcaissonwaslowered,rivetersattachedanotheroneontothetopofit,formingatowerof
caissonsthatstretchedfromtheriverbedtotheriversurface.
(*Acaissonisanopensteelbox,withfoursides.Asitispressedintotheriverbed,itssteeledges‘dig’into
thesoilandareembeddedentirely.Whenthebottomcaissonisembeddedinthesoil,anothercaissonis
rivetedontop,andthatcaissonispressedintotheriverbed.)
Thediversworkedinsidethecaissonsatthebottomoftheriver,excavatingtheriverbedgraveland
buryingthecaissonsdeeperanddeeperuntiltheyweredeepintotheLondonclay(7metresbelow
theriverbed).AsLondonclayiswatertight,theconstructionworkersthenpumpedoutallthe
waterandcouldworkindryconditions.
TheconstructionworkersthenextendedtheirexcavationintotheLondonclaybeneaththe
caissonsandpouredconcreteintothespacetoformfoundationsforthepier.
Masonslinedthecavitywithmasonrymadeofbrick,graniteandconcrete,leavingroomforthe
steelpillars.
Phase4-MAKETHESTEELSKELETON:
ThesteelforTowerBridgewasmanufacturedinScotlandatArrol’sDalmarnockIronWorks;itwas
shippedtoLondonandbroughtuptheThamesRiveronbarges.
ThesteelworkersinScotlandmadeeachsegmentofsteelaccordingtoJohnWolfe-Barry’s
plan,andtheytestedallthesegmentstomakesuretheyfittogetherbeforetheysentthemtoLondon.
Whenthesteelsegmentsarrivedattheconstructionsite,craneoperatorsmovedtheminto
place.Rivetersrivetedthemtogethertomakesteelpillars,whichgrewoutofeachpier.Theybuilt
fourpillarsineachpierandsetthemintograniteslabsatthefoundation.
Phase5-BUILDTHEHIGHLEVELWALKWAYS:
Constructionworkersbuiltwoodenscaffoldstoholdthehorizontalsegmentsinplace.Barge
operatorsbroughtthesteelsegmentsuptheriver,andthencraneoperatorsmovedthe
segmentsintoplace.Rivetersthenrivetedthewalkwaysegmentsintoplace.
Theconstructionworkersandrivetersworkedhighabovetheriverwithoutanysafetynets,
hardhatsorprotectivefootwear!
Phase6-BUILDTHECHAINS:
Constructionworkersbuiltsuperstrongwoodentrestlestosupporttheheavysteelchainsand
tokeepthemfromswinginginthewind.Thechainswerealsobroughtuptheriveronbarges,lifted
intoplacebycranesandrivetedtogetherinsegments.Allinall,TowerBridgehasover2millionrivets!
Phase7-BUILD&INSTALLTHEBASCULES:
Eachbasculewasmadefromfourlonggirders,severalcrossgirdersandsteelplates.Thelonggirders
andtheroadwayplateswouldsupporttheroad,andthecrossgirderswouldholdthebascules
together.
Constructionworkersbuiltlonggirders,addingthecrossgirdersandroadwayplatesuntilthey
stretchedoutfortyfeetovertheriver.Oncethosewereinplace,theythreadedapinintothepivot
sothebasculecouldrotate.Theybuiltacounterbalanceontheland-sideofeachbascule.
ACTIVITY3A:Continued
6.11
continues...

19. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER
Phase8-INSTALLTHESTEAMENGINES:
Constructionworkersinstalledthesteamenginesandthehydraulicpipesinthebridge.
Phase9-OPENTHEBRIDGE!
Openthebridgefortrafficandmaintainit.Evennow,maintenanceworkersandbridge
operatorsareonsiteatTowerBridgetwenty-fourhoursaday!
Askyourpupilsto:
ConsidertheworkerswhobuiltTowerBridge.Whichoftheseroleswereneededatwhichtimes?
Architect(s):..............................Designedabridgewithturretsandparapetswithsteeltowerstosupport
suspensionchainsandbasculesthatcouldswinguptoallowshipsthrough.
Workedwiththeengineertoplantheconstructionofthebridge.
Engineer(s):...............................Ensuredthearchitect’sdesignwouldfunction.
Workedwiththearchitecttoplantheconstructionofthebridge.
Underwaterdivers:.................Excavateddeepbelowtheriverbedsothatcaissonscouldbeloweredand
filledwithconcretesothatpiersforthebridgescouldbebuiltontop.
Factoryworkers:.....................MadethesteelsegmentsforthebridgeinScotlandbyloadingironoreinto
theblastfurnace,alongwithcoke(purecarbonderivedfromcoal)and
limestone(asubstancethatremovesimpurities).
Craneoperators:......................Movedthesteelsegmentsfrombargesintothecorrectplaceonthebridge.
Bargeoperators:.......................TransportedthematerialsforthebridgeuptheRiverThameswhenthey
wereneededbytheconstructionworkers.
Constructionworkers:...........Wereinvolvedineveryphaseofbridgeconstruction.
Riveters:......................................Connectedallthesteelsegmentstogetherusingrivets.Theyplacedeachrivet
byhand;thereare2millionrivetsinTowerBridge.
Masons:.......................................Enclosedthesteelstructureinbrickandgreystone.
Painters:......................................Paintedthesteelworkchocolatebrown.
Discuss:
Considerwhateachworkerdidandwhatthepurposeoftheirworkwas.Thinkaboutwhichwerethemost
difficultordangerouspartsoftheirjobs.Youmaywanttodoaroleplaywithyourstudents,askingeachstudent
tochooseajobandhelpbuildthebridge.
Askyourpupilsto:
LookatthepicturesofTowerBridgeunderconstructionandmatchthemtoeachphaseoftheconstruction
process.Drawpicturesillustratingthephaseswhichdon’thavereferenceimages.Drawpicturesoftheworkers
whobuiltthebridge.
Createastoryboardwithcaptionsshowingtheconstructionfromstarttofinish.Youmaywanttoaddsomeof
yourphotosfromyourvisittoTowerBridgeExhibition.Whenyourstoryboardisfinished,postitonthewall
orbulletinboardofyourclassroom.
6.12
Activity3A:Continued

20. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER6.13
continues...
ACTIVITY3B:THESTORYOFTOWERBRIDGE:
IllustratedLondonNews
Objectives:
•ToinvestigatetheroleofVictoriannewspapers
•TointerpretanewsarticlefromtheIllustratedLondonNews
•TocompareVictoriannewspaperstomodernmedia
RequiredResources:
•FacsimileoftheIllustratedLondonNews(Item#8inthisKit)
AsaClass:
ReadthefollowinginformationabouttheIllustratedLondonNews:
AbouttheIllustratedLondonNews
TheIllustratedLondonNewswasstartedbyHerbertIngramin1842;hehadnoticedthatnewspapers
soldmorecopieswhentheyincludedimages,sohedecidedtopublishanewspaperwithimagesin
everyedition.ThefirsteditionoftheIllustratedLondonNewsappearedon14thMay1842.Ithad16
pageswith32images.Eachimagewasfirstdrawnbyanartistandthenengravedintowoodforprinting.
Topreparethenewspaperforprinting,eachletterhadtobeindividuallyplacedintoapress-plateto
spelleachword.Typesettersworkedline-by-linethroughanarticle,settingthelettersonebyone.
Becausetheyweremakingaplatewhichwouldbeinkedandpressedontothepaper,theletterswere
inreverse(mirror-image).ImaginespellingeverywordBACKWARDS!Itmusthavebeenatime-
consumingjob!
PublishingapaperintheVictorianeratookalotoftimeandlabour,andtheIllustratedLondonNews
onlycameouttwiceaweek.Itcostsixpence,andthefirsteditionsoldmorethan25,000copies.By
theendof1842,theIllustratedLondonNewswasselling60,000copiesperedition.
In1852,theIllustratedLondonNewspublishedaspecialeditionaboutthefuneraloftheDukeof
Wellington,anditssalesroseto150,000.By1855,itsold200,000copiesperweek.Thesalescontinued
toriseuntilthe1860s,whenitwasselling300,000copiesperweek.ThisfigurewasAMAZING
comparedtoothernewspapersoftheday.
Ifyoucomparethesefigurestothemodern-dayBBCwebsite,whichgets13millionwebsitevisits
perday,youcanseehowmuchthedistributionofnewshaschangedsinceVictoriantimes!
AsaClass:
ReadanddiscussthearticleaboutTowerBridgefromtheIllustratedLondonNews.Teacher’sNote:Youmaywish
todividethearticleintopartsandassigneachparttoagroupofpupils.
Askyourpupilsto:
•Readthearticleagain.
•Identifywordsandphrasesthattheydon’tunderstand,orthatseemfunnyorunusual.
•Identifypowerfulimagesorphrasesthat‘standout’orthathelpthem‘paintapicture’intheirheads.
•Discusshowthearticlemightmakethereaderfeel.
NationalCurriculumLinks
KeyStage2
Citizenship:2k
English:En2.3d,En2.5a,En2.5b,
En2.7c,En3.1c,En3.1d,En3.9b,
En3.11,En3.12
History:4a,5a,5c,6,8a,11a

21. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER6.14
ACTIVITY3B:Continued
Askyourpupilsto:
•ImaginetheyhadtotellthestoryofTowerBridgetoanotherchild.
•Writeashorterversionofthestory.
Whichphrases,ifany,wouldtheykeep?
•Howwouldtheymakethestoryinteresting?
SuggestionforExtendingtheActivity:
IdentifyanewsarticleaboutaconstructionprojectinLondon(perhapsHeathrowTerminal5ortheconstruction
forthe2012Olympics).Youmightfindthearticleinanewspaper,oronawebsite,orevenontelevision.
AskyourpupilstocompareandcontrastthearticlefromtheIllustratedLondonNewswiththearticleyouhave
found.Includethefollowinginyourdiscussion:
-Howistheinformationpresentedtothereader(words)?
-Howaretheimagespresentedtothereader(pictures/movingimages/diagrams)?
-Whoistheauthoroftheinformation(journalist/blogger)?
-Howdid/doestheinformationgettothereader?(distribution)?

22. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER6.15
ACTIVITY4:THEPHYSICSOFTOWERBRIDGE-
ANEXPERIMENT
Objectives:
•Toinvestigatedifferenttypesofbridges
•Toexplorehowforcesaffectbridgedesignandconstruction
RequiredResources:
•‘Bridge-building’materials:oldnewspapers,string,drinkingstraws,uncookedspaghetti,cellotape,maskingtape,etc
•‘TypesofBridges’Worksheet
•Imagesofdifferentbridgetypes:Archbridge,Suspensionbridge,Beambridge
•DiagramofTowerBridgeshowingforces(compression/tension)withinthebridge
Askyourpupilsto:
Reviewandconsiderthe‘TypesofBridge’Worksheet.Thinkaboutdifferentshapesofbridges,and(ifappropriate)
toconsiderbridgestheyencountereveryday.Introducetoyourpupilsthethreemaintypesofbridge:‘arch’,
‘suspension’and‘beam’(Referto‘TypesofBridges’Worksheet).
Introducetheconcepts:‘span’,‘compression’and‘tension’:
Span...........................Thedistancebetweentwobridgesupports,whethertheyarecolumns,towersorthe
wallofacanyon.
Lode...........................Theweightthatabridgespancanbear;forexample,carsorpedestrians.
Compression...........Whentwoforcespushinonanobjectfromoppositesides(shortening);forexample,
crushinganemptysodacanbetweenyourhands.
Tension......................Whentwoforcespullonanobjectfromoppositesides(stretching/lengthening);for
example,stretchingarubberbandbetweenyourhands.
DesignaBridgeandUnderstanditsForces
Askpupilsto:
•Chooseonetypeofbridgeanddrawanexampleofthatbridgetype.
•Identifyontheirdrawingwitharrowsthedirectionofeachforce.RefertodiagramofTowerBridgeifneeded.
BuildaBridgeandExplainItsFailure
Putpupilsintosmallgroups,andaskthemtochooseabridgetype.Askpupilstoconstructabridgefromthe
materialsprovided.Thebridgeshouldbeatleast30centimetres(12inches)inlength.Itcanbeanytypeof
bridge.
Encouragepupilstoexperimentandexploreeachofthetypesofbridge.Whichbridgetypeisbestforbearing
thelode?Explaintopupilsthateffectivebridgedesignsutilisenaturalforcestotransfertheweightofthelode
anddistributeitacrossthestructure,sothatthebridgecanaccommodatelargelodesandspanlongerlengths.
TestYourBridges
Whenthestudentshavefinishedtheirbridges,testeachonewithincreasingweights(the‘lode’)untilitfails.The
bridgewhichbearsthegreatestlodewins!
ExplaintheFailure
Tellpupilsthattheaimisnottowin–buttomakeathoroughexplanationofhowabridgeworks.Failureis
GOODifyoucanexplainit!Eachgrouphastoreportwhattheyhavelearntaboutbridgedesign,bridgebuilding,
NationalCurriculumLinks:
KeyStage2
ArtandDesign:1a,2a,4b,5a,5b,5c
DesignandTechnology:1b,1c,2a,2b,2c,2d,
3a,3b,3c,4a,4b,5b,5c
Science:Sc1.1a+b,Sc1.2j,l,mSc3.1a,Sc4.2d+e

23. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER6.16
continues...
ACTIVITY5:HOWSTEAMENGINESLIFTED
THEBASCULESOFTOWERBRIDGE
Objectives:
•ToexplorethedifferentstagesofenergyproductionwhichraisetheTowerBridgebascules
•Toconsidernewformsofenergyproductionandthedifferencetheymaketomechanics
andpatternsofwork
RequiredResources:
•‘HowtheBasculesWereRaised’Cards(1894to1976)-Item#12inthisKit
(Now)-Item#13inthisKit
•‘MyVisittoTowerBridge’Worksheet
Instructions:
Asaclass,refertoyour‘MyVisittoTowerBridge’WorksheetsanddiscussthethingsyousawintheSteam
EngineRoomsatTowerBridgeExhibition.Discusseachstepintheprocessthatwasusedwhenthebascules
wereraisedbysteam-generatedenergy.
PartOne:LiftingtheBasculesWithSteamPower
Askpupilstolookatthe‘HowtheBasculesWereRaised’cards(1894to1976)whichshoweachstepofthe
process.Asaclass,putthe‘HowtheBasculesWereRaised’cardsinthecorrectorder.
CorrectOrder:COALBOILERSTEAMPRESSUREHYDRAULICENERGY
BRIDGEOPERATORBASCULEENGINEBRIDGEOPENS
Optional:Drawadiagramshowingthejourneyofapieceofcoalandhowitistransformedinto
energytopowerthesteamengines.
Consideranddiscussasaclass:
Howmanystaffwouldbenecessarytooperatethemachineryforthisprocess?
Teacher’sNote:Therearenocorrectanswersinthisexercise!Wewantpupilstoconsiderthelabour
andstaffthatwererequiredforthesteamenginesandhydraulicsequipment,andtocomparethe
labourrequirementsaftertheconversiontoelectricpower.
Whatwouldtheirroleshavebeen?
Inyourestimation,howmanypeoplewereneededto:
-Haulthecoaltotheboiler?______________
-Stoketheboiler?+______________
-Fixtheboilerifitbroke?+______________
-Operatethesteamengines?+______________
-Maintain/fixthesteamengines?+______________
-Lookafterthehydraulicstoragetanks?+______________
-Operatetheleversinthecabinonthebridge?+______________
-Maintain/fixthebasculeengines?+______________
-Maintainthehydraulicpipes?+______________
-Manage/overseetheprocess?+______________
TOTAL=______________
NationalCurriculumLinks:
KeyStage2
Citizenship:1e,2a,2e
DesignandTechnology:4c,4d
Geography:2a,3d,3e,3g,4b
History:2a,2c,2d,4b,6,7,8a,11a

24. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER6.17
Inyourestimation,howmanyhoursperdaywouldstaffberequiredtooperatethissystem?
Answer:24
Teacher’sNote:Before1976,ashipcould‘turnup’atthebridgeatanytimeandraiseasignalflagto
requestabridgelift.That,andtheongoingdemandsofthehydraulicsystem,meantthat
staffwererequired24hoursaday,sevendaysaweek.
PartTwo:LiftingtheBasculeswithElectricity
In1976,TowerBridgeswitchedfromhydraulictoelectricpower.Thehydraulicmachinerystillfunctioned(and
stillwouldfunctiontoday),butthemanpowerrequiredprovedtooexpensive.Additionally,therewasnolonger
acompanyinLondonwhocouldsupplyhydraulicpowerintheeventthatTowerBridge’ssteamenginesfailed.
LiftingtheBasculesNOW
Askpupilstolookatthe‘HowtheBasculesAreRaised(Now)’cardswhichshoweachstepoftheprocess.
Asaclass,putthe‘HowtheBasculesAreRaised’cardsinthecorrectorder.
CorrectOrder:ELECTRICENERGYBRIDGEOPERATORBASCULEENGINEBRIDGEOPENS
Consideranddiscussasaclass:
Thestaffwhicharenecessarytooperatethemachineryforthisprocess.Usethequestionsbelow.
Inyourestimation,howmanypeopleareneededto:
-Maintaintheoperatingsystem?_______________
-Operatetheleversinthecabinonthebridge?+______________
-Maintain/fixthebasculeengines?+______________
TOTAL=______________
Howmanypeopleareneededtomanagetheprocess(makingsureeverybodydoeshisorherjob)?
Answer:6
Inyourestimation,howmanyhoursperdaywouldstaffberequiredtooperatethissystem?
Answer:12
AsaClass:
Considerthenewmethodofraisingthebascules;discusswhathaschanged,intermsofenergyandlabour.
Questions:
Istheprocesssimplernow?
Howmanystepshavebeeneliminated?Whichstepsarethey?
Whataretheimplicationsofsimplifyingaprocess?
Answer:Fewerstepsintheprocessmeanfewerthingscangowrong!
Askyourpupilsto:
Consideranddiscusseverydaythingswhichreducetheneedforlabour(egdishwasher,washingmachine,etc).
Consideranddiscusshowtechnologymakeslifeeasier,butalsohowitchangesthelabourmarketforthepeople
involved.
PupilsshouldbeencouragedtomakelinksbetweentheIndustrialRevolutionandthecurrentInformation
Revolution.
ACTIVITY5:Continued

25. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER6.18
ACTIVITY6:DESIGNYOUROWNRIVERCROSSING
Objectives:
•Toconsiderprocessesofdesignandconsultation
•Tounderstandhowdecisionsaremade
RequiredResources:
•ImagesoftheoriginalThamesRivercrossingdesigns(Item#16inthisKit)
Askyourpupilsto:
Teacher’sNote:Pupilscouldworkingroupstomaketheirpresentations.
Lookatthevariousproposeddesignsfortherivercrossing.
Chooseonedesigntoproposetothecommittee.Presentyourdesign,explainingwhyyouthinkthatideawould
haveworkedbetter.
HaveaclassdebateaboutHoraceJones’designforTowerBridge.
IsittheBESTsolutiontotheproblem?(RefertoActivity2Aforadviceforsettingupadebate.)
ExtensionActivity
ImaginethattheSpecialCommitteeoftheBridgehouseCommitteeweremeetingtodaytodesignarivercrossing.
IdentifythechangesintheareasurroundingTowerHillthatwouldaffectanewdesign.
OptionalArtActivity
Askpupilstodesignanalternativerivercrossingthataccommodatesbothrivertrafficandroadtraffic.Draw
orbuildamodelofthedesignandpresentittotheclassfordebate.
NationalCurriculumLinks:
KeyStage2
ArtandDesign:1a,1b,2a,2b,5a
Citizenship:1a,2a,2e,2f,2j
DesignandTechnology:1a,2a,2c,2d,
3c,4a,4b,5a,5b,5c
English:En1.1a-f,En1.2a-e,En.3a-f,En1.7,
En1.8b+c,En1.9c,En1.10c
Geography:1d,2a,2g,4b,6a,6d,6e,7a
History:2a,4b,6,7,8a,11a

26. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER
ACTIVITY7A:TOWERBRIDGEEXHIBITION
ASALANDMARK
Objective:
•Toexploretheideaofalandmarkanditsimportancetoacityornation
RequiredResources:
•ImagesofTowerBridge(Item#16inthisKit,plusimagesfromyourvisit!)
•CurrentmarketingmaterialfromTowerBridge
(NOTE:BesuretocollectbrochuresandpamphletswhenyouvisitTowerBridgeExhibition!)
Asaclass,discuss:
TowerBridgeisknownallovertheworldasalandmarkofLondon.Whatotherlandmarkscanyouthinkof
whichsymboliseLondon?Haveyouvisitedanyofthem?Whatdidyouthinkofthem?
MakealistofotherlandmarksinLondon.
Question:CanyouthinkofotherlandmarksinothercitiesintheUK?
Question:Canyouthinkofotherlandmarksinothercitiesaroundtheworld?
Reviewthelistoflandmarks.Discusswhichcharacteristicsmakessomethingalandmark.
Question:Whatdolandmarkshaveincommon:Theirshape?Theirsize?Theirlocation?Theirfunction?
Theirhistory?Theirrelationshiptothepeopleintheplace?
Question:Whatisthepurposeofalandmark?
Question:Whatdolandmarksmakeusfeelaboutaplace?Whyaretheyimportant?
Question:Whatkindoffunctionsdolandmarkshave?Whatdotheycelebrate?
Question:Whatsortofjobsdolandmarkscreateinacity?
Placeyourpupilsintosmallgroupsandaskeachgroupto:
ImagineyouhavetodesignanewlandmarkforLondon,andyouhaveto‘pitch’yourdesignto
anofficialcommitteeforconsideration.
Question:Whatarethemostimportantthingstothinkaboutwhenmakingplansforalandmark?
1)Makealistoftheconsiderationsforyourlandmark.Includepurposeand
meaning,location,size,design,materials,andrelationshiptolocalresidents
orvisitorstoLondon.
2)Preparea‘pitch’forthecommittee(therestoftheclass),outliningwhyyou
thinkyourlandmarkisthebestdesignforLondon.
3)Preparedesignsforthelandmark(togowithyour‘pitch’),includingdrawings
andotherimagesofyourlandmark.
4)Makeyourpitchtothecommittee!
ExtensionArtActivity
•ConsideryourlistoflandmarksintheUKandaroundtheworld(above).
•MakeagiantillustratedUKand/orWorldMapforyourclassroom.
•Choosealandmarkanddrawapictureofit.Cutouteachillustrationandstickitonthemap.
6.19
NationalCurriculumLinks:
KeyStage2
ArtandDesign:1a
Citizenship:1a
DesignandTechnology:1a,1b,5b
English:En1.1a-f,En1.2a-e,En1.7,En1.8b+c,
En1.9c,En1.10c
Geography:1a,1d,2a,3a,3b,3c,3g,6a,7a

27. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER6.20
ACTIVITY7B:TOWERBRIDGEEXHIBITION
ASAWORLDLANDMARK
Objective:
•Toexploretheroleofthemarketingdepartmentinavisitorattraction
RequiredResources:
•ImagesofTowerBridge(Item#16inthisKit,plusimagesfromyourvisit!)
•CurrentmarketingmaterialfromTowerBridge
(NOTE:BesuretocollectbrochuresandpamphletswhenyouvisitTowerBridgeExhibition!)
•Artmaterials
Askyourpupilsto:
ImagineyouarepartoftheMarketingTeamofTowerBridgeExhibition.Discusstheroleofa‘MarketingTeam’.
Whataretheytryingtodo,andwhatdotheyusetodothis?
Discusswithpupils:
DiscusstheroleandfunctionsoftheMarketingTeamatTowerBridgeExhibition,including:
•AttractingvisitorfromtheUKandallovertheworldtovisitTowerBridgeExhibition
•Creatinganddistributing‘collateral’whichinformspotentialvisitorsabouthowtomakeavisit
•Findingwaystoimprovethevisitor’sexperienceofTowerBridgeExhibition,sothattheywillvisit
againand/ortelltheirfriendsaboutthevisit.
CreateapieceofMarketingCollateral
Dividetheclassintosmallgroups.PupilsshouldcontinuetoimaginetheyarepartoftheMarketingTeamat
TowerBridgeExhibition,butyoucouldgiveeachgroupaspecificobjective(e.g.promotingTowerBridge
Exhibitiontofamilieswithchildren,tovisitorsfromoverseas,ortoeducators,etal).
AskeachgrouptodesignaposterwhichattractsvisitorstoTowerBridgeExhibition:
1.Selectanimageofthebridge,orpartofit,thatwillgettheattentionofyour
audience,somethingwhichwouldbeappropriateforalargeposterorbillboard.
2.Identifyaquestionorstatementtogowiththepicturethatwouldmake
peoplestopandthink.
3.Imaginethebridgeisaskingthequestiontoapasser-by.Itmightbesomething
ofapuzzle.(Forexample,doyouknowwhatabasculeis?Doyouknowhow
abasculeworks?).
4.Thinkofaninterestingfactaboutthebridgethatcouldgowiththepicture.
5.Writeafewsentencesaboutthepictureandtosaywhatwasgreataboutthe
visit.
FINALLY
Discussdifferentwaysyoucouldpresentthematerial(topeoplefromallover
theworld)andthinkabouthowtoarrangethepicture,question,amazing
factandstory.
NationalCurriculumLinks:
KeyStage2
ArtandDesign:1a,1b,1c,2a,2b,
2c,4a,4b,5a,5b,5d
English:En3.1a-e,En3.2a-e,En3.6a,
En3.8,En3.9a-c,En3.11
ICT:2a,3a,3b,

28. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER6.21
ACTIVITY7C:TOURINGTOWERBRIDGEEXHIBITION
Objective:
•ToidentifykeyfactsandpointsofinterestinandaroundTowerBridgeExhibition
•TounderstandtheroleofaTourGuideatavisitorattraction
RequiredResources:
•‘MyVisittoTowerBridgeExhibition’Worksheet
•TowerBridgeFactsSheet(Item#7inthisKit)
Askyourpupilsto:
ImaginetheyarewelcomingavisitorwhoiscomingtoLondonforthefirsttime.
Discusstheroleofaguideatalandmarkortouristattraction:
•Identifywhatahelpfulguideneedstoknow.
•Identifywhatahelpfulguideneedstoprepareforhisorhervisitor.
•Identifywhatahelpfulguideneedstodooncetheirvisitorsarrive.
•IdentifyfiveplacesinornearTowerBridgeExhibitionthathaveaninterestingstoryorfact,and/orthat
aguidemaywanttofocusonwhenhostingvisitors.
Whenchoosingyourfiveplaces,youmaywanttoconsider:
1)TowerBridgeitself:itshistory,itsconstruction,funfactsaboutthebridge
anditsimportanceasaLondonlandmark.
2)TheHighLevelWalkways:theirfunctionandwhatyouseefromupthere,
andwhetherthosethingshaveaninterestingstoryorfact.
3)TheSteamEngineRooms:whathappenedthereuntil1976andwhatisdisplayed
therenow.
4)TheneighbourhoodaroundTowerBridge:buildings,localhistory,etal.
Dividetheclassintogroups,andaskeachgroupto:
•ImaginetheyareateamofguidesatTowerBridgeExhibition.
•WritedownaplanforatourofTowerBridgeExhibitionandallthepoints
toshowyourvisitor.
•Thinkaboutthequestionsyourvisitormighthave.
•Makealistofthosequestions,andthentrytofindtheanswers.
•Discussthequestionsandanswersasaclass.Wheretheyhaven’tbeenable
tofindtheinformation,askpupilstoconsiderwhattheythinktheanswers
mightbe.DiscusspossiblesourcesforresearchinginformationaboutTower
BridgeExhibitionandthelocalarea.
NationalCurriculumLinks:
KeyStage2
English:En1.3a-e,En1.7,En1.10a
Geography:3a,3c,3d,3e,6a,6c,6d,7a
History:1a,1b,2a,2c,2d,4a,4b,5a,5b,
6,7,8a,11a
ICT:1a,3b

29. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER6.22
continues...
ACTIVITY8A:THEPOOLOFLONDON
andLONDONSLARDER
Objectives:
•TounderstandthehistoryoftheRiverThamesandindustryinthelocalarea
•TounderstandthechangingroleoftheRiverThamesfromVictoriantimestopresentday
RequiredResources:
•‘MyVisittoTowerBridgeExhibition’Worksheet
•LocalAreaMap(Item#4inthisKit)
•WorldMapWorksheet,duplicatedforeachstudent(Item#15inthisKit)
Readthefollowingpassagestoyourpupils:
TheRiverThames’roleinLondonin1860:ACommercialRiver
In1860,theMODERNLONDONvisitor’sguide(publishedbyJohnMurray)describedtheRiver
ThameswithinLondonasthe‘noblestcommercialriverintheworld,’andestimatedthat10,000
vesselsusedthePortofLondoneachyear.Fromlargeshipstocolliers(bargeswhichcarriedcoal),
theThameswasanimportantpartofLondon’seconomy.
ItwasameansofTRANSPORTATION,itwasameansofDISTRIBUTION(forfoodand
goods),anditwasasourceofJOBS.
CargoshipswouldtraveluptheRiverThamesintothePoolofLondon.Valuablegoodsandcommodities
wereoffloadedtothenorthsideofthePoolofLondon(intotheCity),whilefoodstuffsandspices
wereoffloadedtothesouthsideofthePoolofLondon(intoBanksideandBermondsey).
Dockworkers,called‘stevedores’,wouldoffloadthecargotolightermen(whoworkedonsmall
boats),whowouldtransportthecargototheriverside.There,thecargowouldbestoredinwarehouses
andusedintheproductionofvariousedibleproducts,givingtheneighbourhoodthenickname
‘London’sLarder.’
Theoffloading,transportationanddistributionofcargoandthemanufactureofediblegoodswasvery
labour-intensiveandprovidedalotofjobstothelocalarea.
TheRiverThames’roleinLondonin2005:ALeisureAmenity
In2005,theEYEWITNESSLONDONvisitor’sguide(publishedbyDorlingKindersley)describedthe
RiverThamesas‘thecapital’sforemostleisureamenity’andprovidedinformationabouttouristboat
services,aswellasmuseumsandrestaurantslocatedalongtheriverside.InLondon,theRiverThames
maynolongerbea‘workingriver,’butitdoesserveanimportantfunction–asavisitorattraction
andplacetohavefun.
Discussthedefinitionsoftheterms‘commercial’and‘leisure’:
‘Commercial’(adjective)–concerningbusiness;usedforfinancialgain.
‘Leisure’(noun)–concerningfreetimeandfun.
Asaclass,makealistofpossiblereasonswhytheroleoftheRiver
ThameschangedsomuchinLondonfrom1860to2005.
NationalCurriculumLinks:
KeyStage2
English:En3.1a-e,En3.8,
En3.9a+b,En3.11,En3.12
Geography:1a,2a,2c,3a,3b,3c,
3d,3e,3g,4b,6a,6c,6d
History:2a,2c,2d,5a,5b,6,7,8a,
11a

30. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER6.23
ACTIVITY8A:Continued
Readthefollowingtoyourpupils:
SowhydidroleoftheRiverThamesinLondonchangesomuch?
Twothingswereresponsibleforthechange:1)TheRailwaysand2)TheactivitiesofthePortof
LondonAuthority.
1.TheRailways
Beforetherailwayswerebuilt,transportationofgoodsreliedonships.Smallershipscouldnavigate
shallowwaterandtraveluptheRiverThamesanddockatthePoolofLondon.Fromthere,thecargo
couldbetakenonshortjourneysbyhorseandcart.
Oncetherailwayswerebuilt,however,theyprovidedanetworktomovegoodsacrosstheUK.Ships
nolongerneededtocomeallthewayuptheRiverThamesintothePoolofLondon.Shipswerebeing
builtlargerinsize(thebiggertheship,themorecargoitcouldcarry!).Theseshipsneededdeep
waterports,wheretheycoulddockandbeoffloaded.Fromthere,thecargowasloadedontotrains
fortransportationtoitsdestinations.
2.TheActivitiesofthePortofLondonAuthority
Throughoutthe19thcentury,trafficontheRiverThamesincreaseduntilthecongestionbecamea
problem.ThePortofLondonAuthoritywascreatedin1909tosolvetheproblem.Theirsolution?
TobuildadeepwatershippingchannelatTilbury(25milesdownstreamfromthePoolofLondon),
wheretheRiverThameswas800metreswide.Incontrast,atthePoolofLondon,theRiverThames
was61metreswide.TheyalsobuiltacargojettyattheKingGeorgeVdocks,andincreasedthearea
oftheLondondocksbysixsquaremilesby1925.
TheseandotherimprovementsmeantthatcargoshipscoulddockatTilburyandoffloadtheircargo.
ThisnotonlyeasedcongestioninthePoolofLondon,itendeditscommercialactivitiesit!By1970,
StKatharineDocksandthedocksinthePoolofLondonwereclosedtocommercialships.
DiscussasaClass:
TheRiverThameswasarouteforfoodimportsfromaroundtheworld,especiallyspices.Manyofthelocal
buildingshavebeennamedafterthespiceswhichwereoncestoredthere.
Askyourpupils:
Question:Didyouseeanyoldwarehousesintheneighbourhood?
Question:Whatweresomeofthenamesofthewarehousesandbuildingsyousaw?
Answer:CinnamonWharf,CorianderWharf,CuminWharf,GingerWharf,VanillaWharf,
andTeaTradeWharf(amongothers)
Question:Doesanybodyknowwherethesespicescamefrom?
Answer:Cinnamon–Indonesia
Coriander–NorthAmerica
Cumin–India
Ginger–China
Vanilla–Madagascar
Tea–SriLanka(formerlyCeylon)
Identifyonaworldmapthelocationofeachoftheseplaces.
continues...

31. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER6.24
MappingActivity
UsingtheWorldMapWorksheet(Item#15inthisKit),identifyLondonasthedestinationandidentifyeachof
theabovecountriesastheoriginofeachspice.DrawpathsfortheshipstotravelfromtheirorigintoLondon.
Youmayalsochoosetoexpandthisactivitytoincludeadiscussionofworldgeography(includingtopicssuch
asGreenwichMeridian,theEquator,theTropicsofCancerandCapricorn,andlongitudeandlatitude).Encourage
studentstodomap-basedactivitiesontheWorldMapWorksheet(Item#15inthisKit).
WritingActivity:TheFutureoftheRiver!
ImagineyouarelivinginLondon150yearsfromnowandhavetowriteaguidebookentryabouttheRiver
Thames.Writeaparagraphaboutthe‘RiverThamesoftheFuture’:
Thingstoconsider:
•WhatwilltheroleoftheRiverThamesbe?
•Willitbeacommercialriver?Orwillitbealeisureamenity?
•Willthewaterbeclean?Whichkindsofwildlifewillliveinorneartheriver?
•Whattypeofboatsandvesselswilltravelalongit?
•HowwillLondonersgetacrossit?
•WhatwillTowerBridgebelike?
ACTIVITY8A:Continued

32. CMYCMMYCYCMYK
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.GuyFox
LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER
ACTIVITY8B:MUDLARKS
ANDTHEPORTOFLONDON
Objectives:
•Tounderstandlocalhistoryandtheimportanceoftheareatotheshippingindustry
•TounderstandhowpoorchildrenmadealivingfromtheRiverThamesinVictoriantimes
Readthefollowingtexttoyourclass:
MUDLARKING
InVictoriantimes,‘mudlarks’werechildrenwholivedinpoorneighbourhoodsandtenementsnear
theriverandhuntedforvaluableobjectsontheriverbankoftheThames.Duringlowtide,theywould
paddlethroughthemudontheshore–sometimesuptowaist-deep–andcollectwhateverthey
found.WithsomanyboatscarryingsomanydifferentcargosintothePoolofLondon,the‘mudlarks’
foundpiecesofcoal,chunksofiron,oldrope,animalbones,deadbodies(eek!)andcoppernailswhich
droppedfrombargesneartheriverbank.‘Mudlarks’wouldsellthethingstheyfound.
‘Mudlarks’alsopickedupartefactswhichhadbeendroppedontotheriverbankfromthewarehouses
andbusinesseswhichwerealongtheRiverThamesnearTowerBridge.
Many‘mudlarks’hadnoshoes;evenso,they‘larked’inthemudinallweatherconditions.Many
‘mudlarks’werescoundrels–paddlingoutinbetweencoalbargesandworkinginteamstoknock
piecesofcoalfromthebargeintothemud.Theywouldthenpickupthecoalfromthemudandsell
itforfuel.Sometimes,theywerecaughtbythepoliceandarrestedasthieves.
Askpupilstoimaginetheyare‘mudlarks’inVictorianLondonandconsiderthelifeofa‘mudlark’:
Question:Whatkindsofthingsdotheythinktheymightfindnearboatsalongtheriver?
Question:Whatkindsofdangersmighta‘mudlark’encounteralongtheriverbank?OrintheRiverThames?
Consider:Thedangersassociatedwithtides,water,mud,otherpeople,largemovingboats,animals,
changingweather,jaggedmetal,etc.
Question:Whatwoulda‘mudlark’looklikeattheendoftheday?
ArtActivity:
Askpupilstodrawapictureofwhattheyimaginea‘mudlark’mightlooklike.
JournalActivity:
Askpupilstoimaginemoreofwhateverydaylifewaslikefora‘mudlark’.Keepadiaryforoneweekwhich
imaginesanddescribesthelifeofa‘mudlark’andhisorherexperiences.
ExtensionActivity:ModernMudlarks!
Askpupilstoimaginetheyaremodern‘mudlarks’.WhatsortofthingswouldyoufindalongtheThamesriverbank
now?
ForFurtherExploration:
ContacttheThamesDiscoveryProgrammeatwww.thamesdiscovery.org.ThamesDiscoveryProgrammeorganises
‘mudlarking’archaeologicaleventsalongtheRiverThames.
6.25
NationalCurriculumLinks:
KeyStage2
ArtandDesign:1a,1b,2c,5a
English:En3.1a-e,En3.8,En3.9a,
En3.12
Geography:1a,2a,3a,3d,3e,4b,6a,
6c,6d,6e,7a
History:2a,2b,6,8a,11a

33. CMYCMMYCYCMYK
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LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER
ACTIVITY9A:TOWERBRIDGE:
WITNESSTOHISTORY
Objective:
•TorelatethehistoryofTowerBridgetolocal,nationalandglobalhistoriceventsinthe
19thand20thcenturies
RequiredResources:
•‘MyVisittoTowerBridge’Worksheet(Item#5inthisKit)
•IllustratedLondonNewsArticle(Item#8inthisKit)
Askeachpupilto:
ReviewtheirworksheetsfromyourvisittoTowerBridgeExhibition.
TimelineActivity:
AskpupilstoconsiderTowerBridgeasawitnesstoover100yearsofLondonandWorldHistory.
First,makealargetimelineforyourclassroomwall,with1886asthefirstdate.ThisisthedateTowerBridge
wasstarted.Thelastdateonyourtimelineshouldbethecurrentyear!
DrawillustrationsoftheconstructionofTowerBridge(seeActivity3A)andaddthosetothetimelinebetween
1886and1894.DrawanillustrationoftheofficialopeningofTowerBridgeandaddthatdrawingtothetimeline
onthedate1894.
Considerhistoriceventsthatoccurredinthe19thand20thcenturiesinLondon,theUKandacrosstheworld.
Askpupilstochooseanhistoriceventandtoillustrateit.Addthoseeventstoyourtimeline.Pupilswillsee
TowerBridgeincontextwithlocal,nationalandinternationalhistoricevents.
SomeHistoricalEventstoGetYouThinking:
Thisisjustalistofsuggestions.Youcouldbrainstormevenmoreeventswhichhaveoccurredsince1886.Perhaps
therearelocalhistoryeventsorfamouspeoplewhomyou’dliketoincludeinyourtimeline.Perhapsyoucould
includeyourpupils’birthdatesinyourtimeline.
ExtensionActivity:
Usetheinternettoresearchthedatesofanyeventsorpeoplethatyouwanttoaddtoyourtimeline.
6.26
LondonHistory
1898:London’sfirstescalator
1932:LambethBridgeopens
1940:AirraidsbeginonLondon
(SecondWorldWar)
1945:LastV2rocketattackonLondon
1966:EnglandwintheWorldCup
2000:TheLondonEyewasfinished
2005:Londonwinsthebidtohostthe
2012SummerOlympics
UK/WorldHistory
1901:QueenVictoriadies
1922:TheBBCbeginsradio
transmissions
1953:QueenElizabethIIwas
crownedatStPaul’s
Cathedral
1969:LunarLandingofApollo11
1990:NelsonMandelaisreleased
fromprisoninSouthAfrica
2008:BarackObamaiselected
PresidentoftheUSA
TowerBridgeHistory
1886:TowerBridgeisstarted
1894:TowerBridgeisfinished
1912:Aplanefliesunderneaththe
highlevelwalkwaysofthe
bridge
1952:ALondondoubledeckerbus
jumpsthebascules
2009:RobbieMasonjumpsthe
basculesonhismotorcycle
2009to2012:TowerBridgeis
renovatedandrepainted
continues...
NationalCurriculumLinks:
KeyStage2
ArtandDesign:1a
English:En3.1a-e,En3.8,En3.9a,
En3.11,En3.12
History:1a,1b,4a,5a,5b,5c,6,
8a,11a
ICT:1a,3a,5a

34. CMYCMMYCYCMYK
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LimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnaboutour
work,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TOWERBRIDGEEXHIBITION:ClassroomActivities
AFTER
CreativeWritingActivity:
AskpupilstorefertothetimelineandimagineTowerBridgecouldtellitsownstory!Askpupilstochooseone
ofthesetitlesandwriteanessayfromtheviewpointofTowerBridge:
•My,ohmy!HowtheNeighbourhoodhasChanged!
•MyScariestDay
•TheThingsILikeAboutLondon
•DearDiary...You’llNeverBelieveWhatHappenedToday
•My100thBirthdayParty
•MyMakeover(renovationin2009-2012)
•IFeltProudtoSeeThat!
•IWouldLiketoTellYouaStoryAbout...
ACTIVITY9B:TOWERBRIDGEANDTHEBRIDGES
OFTHEWORLD
Objective:
•Toinvestigateelementsofsuccessfulbridgedesign
RequiredResources:
•Imagesofdifferentbridges(sourcedfromyourownmaterialsoronline)
•BridgesoftheWorldInformationSheet(Item#10inthisKit)
Asaclass,discuss:
TheBuilderMagazinedescribedHoraceJones’originaldesignforTowerBridgeas‘simplebut
impressive’.Doyouagree?Whyorwhynot?
Askpupilsto:
•ReviewtheBridgesoftheWorldInformationSheetandmakealistofthe
featuresofeachbridgethattheythinkareattractiveorimpressive.
•Choosethebridgetheythinkbestfitsthedescription:‘simplebutimpressive’.
Imaginetheirchoiceistobeenteredina‘MostImpressiveBridgeintheWorld’competition.
Writeashortdescriptionoftheirchoice.Describethecolour,shapeandlines.
•Preparetotelltheclasswhytheirbridgeisthemostimpressive.
•Thinkaboutaplacethatneedsabridgeanddrawadesignthatis‘simplebut
impressive’.
Asaclass,discuss:
Comparedrawingswhentheyarefinished.Whohasagoodcombinationofcolour,shapeandlinesthatmakes
fitsthedescription‘simplebutimpressive’?
ACTIVITY9A:Continued
6.27
NationalCurriculumLinks:
KeyStage2
ArtandDesign:1a,1b,2a,2b,2c,
3a,4a,4b,5a,5d
DesignandTechnology:1a,3c

35. C M Y CM MY CY CMY K
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
CLASSROOM ACTIVITIES CURRICULUM LINKS INDEX
AFTER
6A

36. CMYCMMYCYCMYK
HoraceJonesdesignedTowerBridge,
buthediedbeforeitwasfinished.If
hedhadhisway,thebridgewouldbe
cladinredbrick.
Ittook8yearstobuildTowerBridge.Ittookfouryears
justtobuildthepiers!
ThetotalcostforTowerBridgewas£1millionin1894—£110millionintodaysmoney.
TowerBridgehas14,000tonsofmetaland31millionbricks.
TowerBridgehas2millionrivets;everysinglerivetwashanddriven.
Rivetersonthehighlevelwalkwaysworked42metresabovethe
river,withoutanysafetynets!
TowerBridgewascalledtheWonderBridge.Withitsbascules,suspensionchains
andsteamengines,itwasamarvelofVictorianengineering.
Morethan40,000vehiclescrossTowerBridgeeveryday!
TOWERBRIDGE:FACTS&FIGURES
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Limited.GuyFoxLimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.
Tolearnaboutourwork,visitwww.guyfox.org.uk.Copyright©2010,GuyFoxLimited.Allrightsreserved.Duplicationispermitted
foreducationaluseonly.
RESOURCE

37. CMYCMMYCYCMYK
TOWERBRIDGEEXHIBITION:EducationalActivities&ResourcesKit
RESOURCE
Printedfrom“TowerBridgeExhibition:EducationalActivities&ResourcesKit,”aFREETeachersResourcedesignedbyGuyFoxLimited.
GuyFoxLimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnabout
ourwork,visitwww.guyfox.org.uk.Copyright©2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
FromTHEILLUSTRATEDLONDONNEWS
July1894
THENEWTOWERBRIDGE.
ThemagnificentandmostusefulstructurewhichwasopenedforpublicaccommodationonSaturday,June30,byhis
RoyalHighnessthePrinceofWales,onbehalfofherMajestytheQueen,hasbeeneightyearsinprogress.Long
beforeJune21,1886,whenthePrinceofWaleslaidthefoundationoftheTowerBridge,therehadbeenmuchdiscussion
ofthebestmeansofrelievingtheimmensetrafficacrosstheThamesbetweenthesouthernandnorthernsides,
augmentedbythelargecontributionsfromtheBrightonandSouth-EasternRailways.TheBridgeHouseEstates
CommitteeoftheCityCorporationcameforward,and,adoptingthegrandconceptionofabasculebridgedesigned
bytheCityarchitect,thelateSirHoraceJones,devotedthesumof£750,000toitserection,withsomefurtheryearly
grantsforthemaintenanceofitsengineandhydraulicpowerandlifts.Mr.JohnWolfeBarryhavingbeenassociated
withtheundertakingasengineer,workhasgoneforwarduninterruptedly.TwocontractsweretakenbyMr.Jackson
forthefoundationsofthepiersandthenorthernapproach,andthatforthesouthernapproachbyMr.Webster;also
contractsbySirWilliamArrolandCo.,thebuildersoftheForthBridge,forthesteelstructure;andforthemachinery
bySirWilliamArmstrongandCo.ThemasonryofthetowerswasundertakenbyMessrs.Perry.
Thetotallengthofthebridge,whichislevelfromoneabutmenttotheother,is940ft.,whilethecentreoftheriver
isleftopenforawaterwayforshipsavailableatalltimesfortheirpassage,andnevertobeclosedagainstthemexcept
forafewminuteswhilstvehicles
arecrossingthebridge.This
centralwaterway,orìopeningspan,’
is200ft.widefromthetwo
buttresses,orpiers,oneoneach
side,whichcarrytwoloftytowers.
Attheupperpartofthesetowers
thereisalightbutsubstantial
latticebridgeforfoot-passengers
ataheightof140ft.abovehigh
water;andfromthetowersarelaid
thesuspensiongirders,onetothe
northandonetothesouth
abutment.Thesegirderssupport
thefixedportionsofthelow-level
bridge,betweenthepiersofthe
towersandtheshoresoneachside
oftheriver,soastocoverthetwo
sidespans,270ft.inlength;the
clearheadwayfromhighwaterto
undersideofthesespansbeing27
ft.Ateachabutmentisashortertower,overwhichthesuspensionchainsarepassed,andareanchoredsome40ft.
deepinenormousblocksofconcreteinthegroundbeyond.Itwillbeseen,therefore,thattheonlyportionofthe
bridgewhichopensisthebasculeportionoverthecentralwaterway.Thisconsistsoftwoleavesofironroadway,each
100ft.long,andabout50ft.wide.Eachleaforbasculeispivotted[sic]onahugesteelpivotshaft,34in.indiameter,
extendingfromsidetosideoftheroadwayonthepier.Thepierroadwayiscarriedoneightlongitudinalgirders,and
theroadwayofthebasculeleafiscarriedonfourgirders,whichpassininterspacesoftheeightgirders.Thesefour
girdersareprolonged46ft.beyondthepivot-shaft,andtheirshorterendshavebeenloadedtoacounterpoisewith
thebasculeitself.Pinionsonshaftsconnectedtothehydraulicenginesarearrangedtoworkagainstrack-quadrants,
andtheleafcanberaisedvertically,orloweredhorizontally,steadily,andunderperfectcontrol.Toprovidedue
securitytherearetwohydraulicengines–oneforgeneralserviceandtheotherforuseinboisterousweather.These
basculeshavethelikeconstructiononbothpiers.
Thesinkingofthefoundationsofthepiersandthebuildingofthemasonrysuperstructureabovewaterhaveinvolved
veryinterestingoperations.Thedepthofwateronthesitesofthetwopiersisabout33ft.fromhigh-waterdatumto

38. CMYCMMYCYCMYK
TOWERBRIDGEEXHIBITION:EducationalActivities&ResourcesKit
Printedfrom“TowerBridgeExhibition:EducationalActivities&ResourcesKit,”aFREETeachersResourcedesignedbyGuyFoxLimited.
GuyFoxLimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnabout
ourwork,visitwww.guyfox.org.uk.Copyright©2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
theriverbed.Tosecureadequatefoundations,ironcaissons,eachabout12ft.square,wereplacedinarow,with2ft.
spacesbetweeneachcaisson,andateachendwasoneofangledform.Suchaseriesofcaissonsprovidedforoneside
ofthepier.Asimilarseries,2ft.apart,wasprovidedfortheotherside.Timberpileswerenextdrivendowninthe2
ft.interspaces,andtheplateswereremovedfromthecontiguoussidesofthecaissons.Thewholethenbecamean
irondam,fromwhichtheinteriorcoreofgravelandsoilwasclearedoutbydiversandbyaPriestmanmechanical
digger;then,atover27ft.depthintheriverbed,thedamwasunderpinnedandaninfillingofconcretewasmadeto
aheightof19ft.Abovethiswerelaidcoursesofbluebricksandthenofgranitemasonrysetbacktenormorefeet
toformthevisiblebaseofthetower,being70ft.inlengthand34ft.across.Fromthisplatformofmasonryriseon
eachpierfourenormoushollowsteelcolumns,whicharecarriedup100ft.ormore,totheheightoftheunderside
ofthehigh-levelfootbridge,140ft.abovehighwater.Thecrossgirders,withthehugesuspensiongirders,being
attachedtothecolumns,bindtogetherthewholeofthesteelandironworkfromsidetosideoftheriver.The
architecturalmasonryrisesfromthesameplatformasthesteelcolumns,andhasbeenfilledinbetweenthesteelwork;
agreatportionofitisborneuponthefloor-girders.Altogether,thepinnaclesandarchitecturaldetailsattainaheight
some60or70ft.abovethefootbridge.Thecarryingofthishigh-levellatticebridgeacrossagapof200ft.bytreating
itstopandbottomrailsasboomsis,initsway,a
remarkableachievement.Theboilersandtwosteam-
pumpingengineshavebeenerectedontheshoreside
ofthesouthernabutment;theyareeachof360-horse
power.Thehydraulicpressurehereobtainedis
connectedbypipeswithsixaccumulators,calculated
tomaintainapressureonthehydraulicenginesof
1000lb.onthesquareinch;butthepressurewill
ordinarilybeusedat700lb.Twooftheseaccumulators
areplacedinthesouthernabutmentandtwoin
convenientchambersineachpier.Theirduty,besides
raisingorloweringthebascules,istoworkapassenger
liftineachtower,some14ft.by6ft.insize,capable
ofelevatingthirtypersons,andthereisalsoastaircase.
Asanengineeringcombinationgreatingenuityis
showninthecontrivanceoftheTowerBridge.
RESOURCE
THEILLUSTRATEDLONDONNEWS
(Continued-Page2)

39. CMYCMMYCYCMYK
TOWERBRIDGEEXHIBITION:EducationalActivities&ResourcesKit
RESOURCE
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GuyFoxLimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnabout
ourwork,visitwww.guyfox.org.uk.Copyright©2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
TYPESOFBRIDGES
Therearethreebasictypesofbridgeconstruction:
BeamBridge
Arigidhorizontalbeamwhichrestsontwosupports,
oneateachend.Theentireweightofthebridgeand
theloadisbornebythesupports.
Forces:Theweightpushesdownward(inthedirection
ofgravity).
ArchBridge
Asemi-circularstructurewithabutmentsoneachend.
Thearch(semi-circle)divertstheweightfromthebridge
decktotheabutments.
Forces:Archbridgesareundercompression.
Theweightofcompressionispushedoutwardalong
thecurveofthearchtowardtheabutments.
archbridgecanspanupto240to300metres.
SuspensionBridge
Asuspensionbridgehasaroadwaywhichissuspended
fromcables(orropesorstrings).Modernsuspension
bridgeshavetwotalltowersthroughwhichcablesare
strung.Thus,thetowerssupporttheroadway’sweight.
Forces:Theforceofcompressionpushesdownonthe
suspensionbridge'sdeck,butbecauseitisasuspended
roadway,thecablestransferthecompressiontothe
towers,whichdissipatethecompressiondirectlyintothepierswheretheyarefirmlyentrenched.
Span:Asuspensionbridgecanspanupto2,100metres.
PhysicalForcesinBridges:
Compressionandtensionarepresentinallbridges.
Whentheforceofcompressionistoostrong,theobject‘buckles.’Whentheforceoftensionistoo
strong,theobject‘snaps.’
Thebestwaytodealwithcompressionandtensionisto‘dissipate’themorto‘transfer’them.
Todissipateforce,thebridgedesigndistributesitoveragreaterarea;thismeanstheforceisn’t
concentratedononepartofthebridge.AnArchBridgeisagoodexampleofdissipation.
Totransferforce,thebridgedesignmustmovetheforcefromanareaofweaknesstoanareaofstrength.
ASuspensionBridgeisagoodexampleoftransference.
BeamBridge
ArchBridge
SuspensionBridge

40. CMYCMMYCYCMYK
TOWERBRIDGEEXHIBITION:EducationalActivities&ResourcesKit
Printedfrom“TowerBridgeExhibition:EducationalActivities&ResourcesKit,”aFREETeachersResourcedesignedbyGuyFoxLimited.
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ourwork,visitwww.guyfox.org.uk.Copyright©2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
BRIDGESOFTHEWORLD
TheGoldenGateBridge,SanFrancisco,USA
SuspensionBridge
Theworld’slongestsuspensionbridgewhenitwasbuiltin
1937,theGoldenGateBridgewaspainted“International
Orange”toenhancevisibility.Image©copyrightRich
NiewiroskiJr.Usedwiththepermission.
SydneyHarbourBridge,Australia
BeamBridge
Thisbridge,nicknamedthe‘Coathanger’becauseofits
shape,remainsthelongestsingle-spanbridgeintheworld.
Image©copyrightnoodlesnacks.com.
TheNewRiverGorgeBridge,WestVirginia
ArchBridge
Thisbridgeisthesecond-highestintheworld.Moneywas
savedinitsconstructionbynotpaintingitwhichgivesita
distinctiveappearance.PhotographbyWikipediaUserJaGa.
PublishedundertheGNUFreeDocumentationLicense.
TheIronBridge,Shropshire,UnitedKingdom
ArchBridge
Theworld'sfirstcastironbridgewasbuiltovertheRiver
SevernatCoalbrookdalein1779.Image©copyrightRoger
Cave.Usedwithpermission.
JamunaBridge,Bangladesh
BeamBridge
TheJamunaBridgeestablishedastrategiclinkbetweenthe
easternandwesternpartsofBangladesh.Thebridgeis
locatedontheAsianHighwayandtheTrans-AsianRailway
which,whenfullydeveloped,willprovideuninterrupted
internationalroadandrailwaylinksfromSouth-eastAsia
toNorth-westEurope.ImagefromWikipedia.com.
PublishedundertheAttribution-ShareAlike1.0Generic
License.

41. C M Y CM MY CY CMY K
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
RESOURCE
Printed from “Tower Bridge Exhibition : Educational Activities & Resources,” a FREE Teachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of Guy Fox History Project, an educational charity which creates innovative
publications for children.To learn about our work, visit www.guyfox.org.uk. Copyright 2010, Guy Fox Limited.All rights reserved. Duplication is permitted for educational use only.
Tower Bridge: Diagram of Forces
Gravity
CompressionTension Tension
Tension TensionTensionTension
Gravity Gravity

42. C M Y CM MY CY CMY K
Where in the bridge did this happen?
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
HOW THE BASCULES WERE RAISEDRESOURCE
Printed from “Tower Bridge Exhibition: Educational Activities & Resources,” a FREE Teachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of
Guy Fox History Project, an educational charity which creates innovative publications for children. To learn about our work, visit www.guyfox.org.uk.
Copyright 2010, Guy Fox Limited. All rights reserved. Duplication is permitted for educational use only.
Coal was put into
a Boiler.

43. C M Y CM MY CY CMY K
Where in the bridge did this happen?
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
HOW THE BASCULES WERE RAISEDRESOURCE
Printed from “Tower Bridge Exhibition: Educational Activities & Resources,” a FREE Teachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of
Guy Fox History Project, an educational charity which creates innovative publications for children. To learn about our work, visit www.guyfox.org.uk.
Copyright 2010, Guy Fox Limited. All rights reserved. Duplication is permitted for educational use only.
The boiler creates steam which powered the Steam Engines.

44. C M Y CM MY CY CMY K
Where in the bridge did this happen?
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
HOW THE BASCULES WERE RAISEDRESOURCE
Printed from “Tower Bridge Exhibition: Educational Activities & Resources,” a FREE Teachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of
Guy Fox History Project, an educational charity which creates innovative publications for children. To learn about our work, visit www.guyfox.org.uk.
Copyright 2010, Guy Fox Limited. All rights reserved. Duplication is permitted for educational use only.
The Steam Engines created pressurised water which
was stored in Accumulators.

45. C M Y CM MY CY CMY K
Where in the bridge did this happen?
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
HOW THE BASCULES WERE RAISEDRESOURCE
Printed from “Tower Bridge Exhibition: Educational Activities & Resources,” a FREE Teachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of
Guy Fox History Project, an educational charity which creates innovative publications for children. To learn about our work, visit www.guyfox.org.uk.
Copyright 2010, Guy Fox Limited. All rights reserved. Duplication is permitted for educational use only.
The pressurised water was
pumped through Hydraulic
Pipes to the Accumulators
in the piers.

46. C M Y CM MY CY CMY K
Where in the bridge did this happen?
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
HOW THE BASCULES WERE RAISEDRESOURCE
Printed from “Tower Bridge Exhibition: Educational Activities & Resources,” a FREE Teachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of
Guy Fox History Project, an educational charity which creates innovative publications for children. To learn about our work, visit www.guyfox.org.uk.
Copyright 2010, Guy Fox Limited. All rights reserved. Duplication is permitted for educational use only.
The pressurised water
powered the Bascule
Steam Engine.

47. C M Y CM MY CY CMY K
Where in the bridge did this happen?
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
HOW THE BASCULES WERE RAISEDRESOURCE
Printed from “Tower Bridge Exhibition: Educational Activities & Resources,” a FREE Teachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of
Guy Fox History Project, an educational charity which creates innovative publications for children. To learn about our work, visit www.guyfox.org.uk.
Copyright 2010, Guy Fox Limited. All rights reserved. Duplication is permitted for educational use only.
The Bridge Operator pulled
the levers, which started the
Bascule Engines.

48. C M Y CM MY CY CMY K
Where in the bridge did this happen?
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
HOW THE BASCULES WERE RAISEDRESOURCE
Printed from “Tower Bridge Exhibition: Educational Activities & Resources,” a FREE Teachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of
Guy Fox History Project, an educational charity which creates innovative publications for children. To learn about our work, visit www.guyfox.org.uk.
Copyright 2010, Guy Fox Limited. All rights reserved. Duplication is permitted for educational use only.
The Bascule
Engines
provide energy
to turn the
gears (yellow)
which lift the
Bascules.

49. C M Y CM MY CY CMY K
Where in the bridge does this happen?
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
HOW THE BASCULES ARE RAISED (Now)RESOURCE
Printed from “Tower Bridge Exhibition : Educational Activities & Resources,” a FREE Teachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of Guy Fox
History Project, an educational charity which creates innovative publications for children. To learn about our work, visit www.guyfox.org.uk.
Copyright 2010, Guy Fox Limited. All rights reserved. Duplication is permitted for educational use only.
The Bridge Operator
pulls a lever, which
sends an impulse to
the Bascule Engine.
The Control Cabin
is located on the
downstream side
of the North Pier.

50. C M Y CM MY CY CMY K
Where in the bridge does this happen?
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
HOW THE BASCULES ARE RAISED (Now)RESOURCE
Printed from “Tower Bridge Exhibition : Educational Activities & Resources,” a FREE Teachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of Guy Fox
History Project, an educational charity which creates innovative publications for children. To learn about our work, visit www.guyfox.org.uk.
Copyright 2010, Guy Fox Limited. All rights reserved. Duplication is permitted for educational use only.
The Bascule Engine
supplies energy to
turn the Gears.

51. C M Y CM MY CY CMY K
Where in the bridge does this happen?
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
HOW THE BASCULES ARE RAISED (Now)RESOURCE
Printed from “Tower Bridge Exhibition : Educational Activities & Resources,” a FREE Teachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of Guy Fox
History Project, an educational charity which creates innovative publications for children. To learn about our work, visit www.guyfox.org.uk.
Copyright 2010, Guy Fox Limited. All rights reserved. Duplication is permitted for educational use only.
The Gears
(yellow) rotate
and lift the
Bascule.

52. C M Y CM MY CY CMY K
VICTORIAN MAP OF LONDON IN 1843 Drawn & engraved by H.R. Davies. Published by the Society for the Diffusion of Useful Knowledge.
Copyright ' David Rumsey Map Collection, www.davidrumsey.com. Reprinted with the kind permission of David Rumsey.
Printed from “Tower Bridge Exhibition: Educational Activities & Resources,” a FREETeachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of Guy Fox History Project,an educational charity which creates innovative
publications for children.To learn about our work, visit www.guyfox.org.uk. Copyright 2010, Guy Fox Limited.All rights reserved. Duplication is permitted for educational use only.
RESOURCE

53. 60S
50S
40S
30S
20S
10S
0
10N
20N
30N
40N
50N
60N
70N
Tropic of Cancer
Tropic of Capricorn
Equator
Greenland
Antarctica
Bangkok
Cairo
Beijing
Accra
Tripoli
Dodoma
Canada
United States
United
States
Chile
Iceland
United
Kingdom
Portugal
China
Egypt
Thailand
Chittagong
Sri
Lanka
Madagascar
Tanzania
Libya
Ghana
Antarctica
Singapore
40W 30W 20W 10W 0 10E 20E 30E 40E 50E 60E 70E 80E 90E 100E 110E 120E 13170W 50W60W70W80W90W100W110W120W130W140W150W160W
Venezuela
Vancouver
Canada
Halifax
Valparaiso
Lisbon
London
South
Africa
Port
Sucre
Baltimore
Colombo
Bangladesh
Manjanjary
Cape Town
Atlantic
Ocean
Pacific
Ocean
Indian
Ocean
Arabian
Sea
Arctic
Ocean
Arctic
Ocean
Printed from “Tower Bridge Exhibition: Educational
Activities & Resources,” a FREE Teachers Kit designed by
Guy Fox Limited. Guy Fox Limited is part of Guy Fox
History Project, an educational charity which creates
innovative publications for children. To learn about our
work, visit www.guyfox.org.uk. Copyright 2010, Guy Fox
Limited. All rights reserved. Duplication is permitted for
educational use only.

54. CMYCMMYCYCMYK
TOWERBRIDGEEXHIBITION:EducationalActivities&ResourcesKit
IMAGELIBRARY
RESOURCE
Printedfrom“TowerBridgeExhibition:EducationalActivities&Resources,”aFREETeachersKitdesignedbyGuyFoxLimited.
GuyFoxLimitedispartofGuyFoxHistoryProject,aneducationalcharitywhichcreatesinnovativepublicationsforchildren.Tolearnabout
ourwork,visitwww.guyfox.org.uk.Copyright2010,GuyFoxLimited.Allrightsreserved.Duplicationispermittedforeducationaluseonly.
ImagefromtheLondonMetropolitanArchives.Usedwithpermission.
DesignforNewRiverCrossing:Tunnel

55. C M Y CM MY CY CMY K
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
IMAGE LIBRARY
RESOURCE
Printed from “Tower Bridge Exhibition: Educational Activities & Resources,” a FREE Teachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of Guy Fox History Project, an educational charity which creates innovative
publications for children.To learn about our work, visit www.guyfox.org.uk. Copyright 2009, Guy Fox Limited.All rights reserved. Duplication is permitted for educational use only.
Image from the London Metropolitan Archives. Used with permission.
Design for New River Crossing: High Level Bridge

56. C M Y CM MY CY CMY K
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
IMAGE LIBRARY
RESOURCE
Printed from “Tower Bridge Exhibition: Educational Activities & Resources,” a FREE Teachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of Guy Fox History Project, an educational charity which creates innovative
publications for children.To learn about our work, visit www.guyfox.org.uk. Copyright 2009, Guy Fox Limited.All rights reserved. Duplication is permitted for educational use only.
London Metropolitan Archives Credit. Used with permission.
Design for New River Crossing: Vertical Lift Bridge

57. C M Y CM MY CY CMY K
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
IMAGE LIBRARY
RESOURCE
Printed from “Tower Bridge Exhibition: Educational Activities & Resources,” a FREE Teachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of Guy Fox History Project, an educational charity which creates innovative
publications for children.To learn about our work, visit www.guyfox.org.uk. Copyright 2009, Guy Fox Limited.All rights reserved. Duplication is permitted for educational use only.
Image from the London Metropolitan Archives. Used with permission.
Design for New River Crossing: Rotating Bridge

58. C M Y CM MY CY CMY K
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
IMAGE LIBRARY
RESOURCE
Image from the London Metropolitan Archives. Used with permission.
Printed from “Tower Bridge Exhibition: Educational Activities & Resources,” a FREE Teachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of Guy Fox History Project, an educational charity which creates innovative
publications for children.To learn about our work, visit www.guyfox.org.uk. Copyright 2009, Guy Fox Limited.All rights reserved. Duplication is permitted for educational use only.
Original Drawings: Abutment Towers

59. C M Y CM MY CY CMY K
TOWER BRIDGE EXHIBITION: Educational Activities & Resources Kit
IMAGE LIBRARY
RESOURCE
Image from the London Metropolitan Archives. Used with permission.
Printed from “Tower Bridge Exhibition: Educational Activities & Resources,” a FREE Teachers Kit designed by Guy Fox Limited. Guy Fox Limited is part of Guy Fox History Project, an educational charity which creates innovative
publications for children.To learn about our work, visit www.guyfox.org.uk. Copyright 2009, Guy Fox Limited.All rights reserved. Duplication is permitted for educational use only.
Original Drawings: Abutment Towers