the chunnel

1 The Chunnel

THE CHUNNELMarsha Yoder

This unit will illustrate the physical, economic, andcultural effects of the Chunnel (channel tunnel) onWestern Europe.

Grade: 7

Time: 2 weeks

CONNECTION TO Topics: Location - crossroads, nationalism, physicalCHALLENGES AND diversity, European Community, historyCHOICES

Geographic themes: location, place, movement,human-environment interaction

STUDENT The learner will:PERFORMANCESTANDARDS ¥ Explain how the English Channel affects cultural,

economic, and political activities of the UnitedKingdom and other European nations.

¥ Explain how people of the world are linked bytransportation and technology.

¥ See the Chunnel as an example of human activitywhich affects the environment.

¥ Use maps, globes, charts, graphs, and other tools ofgeography to gather and interpret data and to drawconclusions about physical and human patterns.

¥ Recognize the relationships within a place, bothhuman relationships and people interacting withtheir environment.

¥ Use a variety of decision-making and critical-thinking models to analyze, evaluate, and proposesolutions to real-life geographic problems.

¥ Identify the changes and diffusion of population,ideas, and other phenomena on the earth.

Geography Academy: EUROPE

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¥ Apply the concepts of location, place, human-environment interaction, movement, and region.

ACCOUNTABILITY While performing individual and group tasksCOMMISSION students will:STANDARDS

¥ Locate data and determine the main idea oressential message

¥ Make valid inferences from new or incompleteinformation

¥ Use imagination

¥ Organize and intellectually process symbols,pictures, and information in a way which permitsthe mind to generate through the senses the realityof what is being represented

¥ Contribute ideas and make suggestions to a groupeffort to solve a problem or complete an activity insupport of attainment of a goal

¥ Justify positions logically while taking meaningfulviewpoints of others into consideration

CORRELATION TO History, political science, economics, mathematics,OTHER SOCIAL science, artSCIENCES/DISCIPLINES

TEACHING Sequencing, creative thinking, problem solving,STRATEGIES teacher directed instruction, cooperative learning

TEACHER VocabularyBACKGROUND INFORMATION chalk marl - sedimentary rock that makes up the

lower portion of the chalk; soft, but stable andimpervious to water, almost the perfect tunnelingmaterial


3 The Chunnel

channel - a strait or a narrow sea between two largeareas of land that are close together

Chunnel - the Channel Tunnel, an undersea tunnellinking southeastern England and northwesternFrance

diffusion - the spreading of ideas, products, orcultural traits from one society to another

ethnocentrism - regarding one's own culture as beingcorrect and of supreme importance

European Community (EC) - an organizationcomprised of 12 Western European countries whosepurpose is to make trade easier among them

gale - a strong wind; storm

insularity - of, inhabiting, situated on, forming,characteristic of, an island

interdependence - mutual dependence of one countryon another

movement - flow of people, goods, and ideas

rocks, types of:

igneous - rocks formed when melted rock cooledand hardened

sedimentary - rocks formed in layers from bits ofolder rocks and parts of animals or plants; thesecollect in low areas or under water and hardeninto rocks

metamorphic - rocks formed when eithersedimentary or igneous rocks were put underpressure and heat deep in the Earth's crust

ro-ro cars - "roll-on, roll-off"; railroad cars designedto carry motor vehicles

TBM - tunnel boring machine


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TGV - France's high speed trains, Train a GrandeVitesse

The Channel

The English Channel: a narrow sea separatingEngland and France and tapering eastward to itsjunction with the North Sea at the Strait of Dover(French - Pas de Calais); the smallest of the shallowseas covering the continental shelf of Europe

Earlier names: Oceanus BritannicusBritish SeaLa Manche (French)

Area: 34,700 square miles (89,900 square kilometers)

Length: 350 sea miles (650 km)

Width: 21 miles (35 km) to 112 miles (180 km)

Depth: 150 to 400 feet (45-120 meters)

Greatest Depth (Hurd Deep): 565 feet (172 m)

Sea floor: dips fairly steeply near the coasts but isgenerally flat and shallow, especially in relation tonearby land elevations

Western Channel (200-400 feet deep): relatively flat,fairly uniform rock types, mostly limestone; harderigneous rocks cause shoals to emerge (e.g., Scilly Isles,Channel Islands)

Central Channel (150-200 feet deep): depths arefairly uniform over chalk outcrops, but alternations ofclays and limestone give rise to terrain with depthsreaching almost twice the average

Eastern Channel (6-150 feet deep): smoother floor,simpler geology with elongated banks (e.g., the Varneand the Ridge) greatly constricting shipping lanes


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**The length of geological time is hard to grasp. If theoldest rocks on Earth are thought of as having beencreated 12 hours ago, then the Channel is less than 11/2 seconds old!

Tides: Generally strong, especially the Strait ofDover; the central portion experiences daily double,or prolonged, tides. There is an overall water flowthrough the Channel to the North Sea, completereplacement taking about 500 days.

Water temperatures:Surface: 45û F (7û C) in February to 61û F (16û C)

in September (shallow coastal waters are warmer in summer)

Bottom-water: may fall to 41û F (5û C) in the west

The Channel coastline gets more sunshine than theinland areas of England.

Fog is by far the worst hazard of the Channel. Fog,which occurs most frequently in the winter, is usuallydue to anticyclonic conditions, when warm air flowsin over the cold surface of the sea. Channel gales mayalso be dangerous to sea-going vessels.

Economic Activity:Ð Fishing (warm & cold-water plankton, cod,

herring, whiting, hake, pilchard, mullet) *Fishinghas declined due to pollution.

Ð Tourism (good climate, sandy beaches,fashionable resorts)

Ð Declining Naval portsÐ Container and oil-refining facilitiesÐ Nuclear-powered generating stations

If you got on a barge at Dunkirk, France, on theEnglish Channel, you could travel all the way to theport of Marseilles on the Mediterranean Sea.

The Chunnel

Before the 1990's are over, it should be possible tohave breakfast in London, lunch in Paris, and dinnerin Barcelona without ever having to hop a plane!


6 The Chunnel

Chunnel: a tunnel dug below the English Channelconnecting Folkestone, England to Calais, France

Length: 31 miles (23 miles under the sea, 8 underland)

Depth: 131 feet below the Channel floor

Three-tube construction: two tubes 24 feet indiameter to carry trains in each direction and oneservice tunnel to provide ventilation and access forpersonnel. Passenger trains and special shuttle trainsfor transparting vehicles and their passengers will runthrough the twin tunnels. The biggest civil-engineering project of the 20th century.

TGV's will run every 10 minutes at a speed of about75-80 miles per hour.

Electric multipurpose vehicles built by Mercedes Benzwill run in the service tunnel.

Tunnel Investors: French investors outnumberBritish 4 to 1. The tunnel is being financed by morethan 200 banks at a cost of $5 million a day. Investorsinclude: the Bank of China, Citibank, the Bank ofNova Scotia, the Canadian Imperial Bank ofCommerce, and the Bank of Tokyo. The Eurotunnelcompany building the Chunnel offers investors twofree shuttle trips a year for 55 years if they purchased$6,000 worth of shares.

Geology: The chalk marl make-up of the channel isperfect for digging the tunnel.

Building the tunnel: Mammoth drill units calledtunnel-boring machines (TBMs), weighing as much as1,300 tons and boasting rotary blades up to 28 feetacross, can gnaw 15 feet of earth an hour. The cutter-heads feature replaceable ceramic Òteeth.Ó To keepthe tunnel bore on line and level the TBM (tunnelboring machine) follows a laser probe. The pieces ofcut chalk fall to the ground as the hydraulic-drivencutter head turns. They are then scooped up inbuckets behind the head. These buckets dump the


7 The Chunnel

chalk into conveyors that carry the waste to smallboxcars on rails. Behind the head is an erector systemwith hydraulic jacks to place reinforced concretesegments about 23 inches thick along the walls of thetunnel. Due to slight variations in their chalkformations, the French will line their side entirelywith cast-iron plates. (The French machine was builtby Robbins Engineering of Seattle, Washington. Theyhad two machines named ÒBrigitteÓ and ÒVirginia.Ó)The French and British construction teams dugsimultaneously.

Tunnel Benefits:Ð 60,000 jobs during 6-year construction periodÐ Increase in cross-channel trade will lead to

tourism and other business tiesÐ One-stop clearance for customs and immigration

formalitiesÐ Improvement in the road and rail networks of

England, France, and Belgium

Tunnel Problems:Ð Soaring costs (from estimate of 3.6 billion to more

recently $17 billion)Ð British government refused to fund (to be paid by

private investors not taxpayers)Ð Stock market shares decline in valueÐ Noise (County of Kent will be traversed by 400

trains per day!)Ð Environmental damage to picturesque countrysideÐ TrafficÐ Loss of jobs to businesses related to ferriesÐ Worker fatalities (10 workers have died in

connection with the project)Ð Fear of terrorist attacks (a defense system of baited

traps, electrified barriers, pits, screens, andpatrolmen with dart guns is planned as well asclosed-circuit TV)

Ð Concern about wildlife getting through, especiallyanimals such as foxes carrying rabies

Ð Fear of fireÐ Concern about increased drug trafficking


8 The Chunnel

Time to cross channel:Chunnel = 30 minutesHovercraft = 35 minutesFerry = 75 minutes

Time from London to Paris: Train & Hovercraft = 5 hoursPlane = 4 hours (includes transportation time from airports)Chunnel = 3 1/2 hours

Projected use:Ð 1,000 vehicles an hour in each direction (may

reach up to 4,000 an hour at full capacity)Ð 31 million passengers per yearÐ 16 million tons of freight per yearÐ Proposed fare is about $50 for a vehicle and driver.

In time, demand might outstrip capacity.

Real Estate: Will some Brits choose to live in Franceand work in England?Ð Cottage in Calais - $17,000Ð London Apartment - $170,000Ð Commute = $700 a month

The Chunnel is expected to generate billions ofdollars a year in new trade and tourism. Theeconomic and strategic value has never been seriouslyquestioned. Only international politics have stood inthe way of completing this project.


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REFERENCES Ainsley, W. Frank, Gary S. Elbow, and LindaGreenow. World Geography, Atlanta: SilverBurdett & Ginn, 1992 Brief description of Chunnel(287).

Baerwald, Thomas J. and Celeste Fraser. WorldGeography, N.J.: Prentice Hall, 1992 A goodoverview of England (277-281) and France (297-302).

Supplemental Teacher Resources

ÒBiggest Construction Job of the 20th Century,Ó U.S.News & World Report, February 3, 1986.

Bradford, Ernle. Wall of England, The Channel's 2000Years of History, Great Britain: Country LifeLimited, 1966.

Calder, Nigel. The English Channel., N.Y.: PenguinBooks, 1986 (especially chapter 13).

ÒChunneling into the British psyche,Ó U.S. News &World Report, December 3, 1990.

European Community Information Service, 2100 MStreet NW, 7th Fl., Washington, D.C. 20037. Sendfor general information on European communities(free).

ÒJourney Down the WorldÕs Longest UnderwaterTunnel,Ó Popular Science, June 1990 (94-99).

Kapit, Wynn. The Geography Coloring Book, NY:Harper Collins Publishers, 1991 (22-23).

Wilson, Angus. ÒChannel Tunnel CurriculumDevelopment Project,Ó Eurotunnel ExhibitionCentre, St. Martin's Plain, Cheriton High Street,Folkestone, Kent, CT19 4QD, United Kingdom,1988. (Curriculum produced for use by Britishteachers.)


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Student Resources

Campbell, Gail. Marathon, The World of the Long-Distance Athlete, N.Y.: Sterling Publishing Co., Inc.,1977 (Especially Chapter 16 "The Proving Ground:The English Channel").

ÒThe Channel Tunnel,Ó UNESCO Courier, March 1986(12-13).

ÒThe ChunnelÓ and ÒThe Channel Tunnel,Ó CriticalThinking Activities, World Geography, N.J.:Prentice Hall, 1992, Unit 4 Western EuropeTeaching Activities (18-19).

Provensen, Alice and Martin. The Glorious FlightAcross the Channel with Louis Bleriot, N.Y.: TheViking Press, 1983.

Multimedia Resources

TimelinerÑcomputer software by Tom Snyder,available for Apple and IBM, $59.95. Order throughSocial Studies School Service catalog.

60 Minutes, CBS program segment, "The Chunnel",first broadcast 3/4/90, rebroadcast 6/24/90. Call 1-800-848-3256. $29.95 + $3.50 shipping and handling

LOCAL ¥ Ft. Myers/Cape Coral Bridge controversyCONNECTIONS TO GLOBAL ISSUES ¥ Flagler's railroads


11 The Chunnel

ACTIVITY 1 OverviewHistorical Perspective

Students will examine a Timeline of Channel Historyto look for possible patterns which might explainEngland's position of insularity.

Time: 1 hour

Learning Outcomes

The learner will

¥ Use a timeline to interpret chronologicalrelationships.

¥ Use deductive thinking skills to make historicalgeneralizations.

Materials

¥ timeline of Channel History¥ wall map of Europe

Procedures

1. Identify the English Channel and surroundingphysical and political features on a wall map.

2. Distribute Timeline of Channel History handouts.

*Be sure students understand how to read andconstruct a timeline.

3. Students should evaluate each event to determinewhether it would have a positive or negative effecton Britain's relations with other nations. (Thisactivity can be done in small groups or teacher-directed.) Each item should be identified + or -.(Some items may be interpreted as both.)


12 The Chunnel

Evaluation

¥ At the end of the discussion have students write aone-sentence generalization of Britain's historicalrelations with other people and places.

Extension

¥ Have students construct, annotate and illustrate alarge timeline of History of the Channel Timeline.(May want to use the Timeliner computer programby Tom Snyder.)


13 The Chunnel


14 The Chunnel

ACTIVITY 2 OverviewChannel Geography

Students will become familiar with political andphysical features of the English Channel region.

Time: 2 hours

Learning Outcomes

The learner will

¥ Interpret and read information on a map.¥ Consider advantages and disadvantages of being

an island nation versus a continental nation.

Materials

¥ map of English Channel¥ map of English Channel Worksheet¥ reading excerpts, ÒThe Channel GaleÓ and

ÒIslandersÓ¥ colored pencils

Procedures

1. Distribute map of English Channel. Havestudents color land areas green and water blue.

2. Read aloud excerpt about Channel Gale. Havestudents circle places from the story on their map.

3. Students complete Map of English ChannelWorksheet. Can be done as a class, in pairs, orindependently. Go over correct answers anddiscuss.

4. Read aloud Islanders excerpt. In small groupshave students brainstorm and list advantages anddisadvantages of being an island nation versus acontinental nation. Groups report back to class.Compile class list and discuss.


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Evaluation

¥ Completed Map of English Channel Worksheet

¥ Class list of advantages and disadvantages ofisland versus continental nations.

Extension

¥ Share information from Channel Fact Sheet(Teacher Background)

¥ Make clay maps of the English Channel region


16 The Chunnel


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The Channel Gale

...from Wall of England by Ernle Bradford

The long ocean swell begins to lift against Bryher, Tresco and St. Mary's. TheScilly Islands, those white-sand outriders of Great Britain, feel its coming first.High overhead, trailing skeins of cirrus move in from the Atlantic. The sky,which has been bright and clear all day, begins to take on a pale, watery look.The barometer starts a slow fall, and fishermen out in the Channel approachesremember the old saying:

Of a wind-dog to windward beware,For a bad weather you now must prepare.

Night falls and the moon rises. As it lifts into the sky, the fisherman sees thatthe moon is surrounded by an opal-coloured halo. Now he can hear the wind asit begins to draw in towards the land, and the sound of the sea changes. Nolonger is it the slow lift and fall of deep rollers against the beaches of the islands,the individual pattern of breaking waves begins to emerge. The rocks are fangedwith foam and, as the tide turns against the wind, the whole surface of the seacomes to the boil. By midnight the storm-cones are hoisted from the Lizard tobarren Beachy Head overhanging Brixham, and all the way eastwards to thewhite forehead of Dover. Channel Gale!

Standing on one of the headlands that face south towards the invisible lightsand shores of France, up here where the wind drags with it the wild salt smell ofthe Channel, it seems good to be a shore. No one who has ever ridden out a galein a small boat would willingly be at sea now. Dark though it is (for the moonhas been hidden by thick veils of cloud), the surface of the sea has come alive.The cold Channel, not usually known for its phosphorescence, is bursting intobright flowers of foam...

...the most sensible advise for any man caught out in these waters when a galeblows up....Unless well acquainted with the coast and certain of making a correctlandfall, it is better to face the gale, however small the vessel, especially an openone, can be got into harbour before the sea becomes very heavy, there is moresafety in keeping the deep water and in not attempting to approach the land atall.


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The Islanders

...from Wall of England by Ernle Bradford

The Channel, it might be said, is more than an arm of salt water connectingthe Atlantic with the North Sea; it is also a way of life. A distinguished writer isreputed to have remarked as he and a friend flew into London airport from thesunny south: "Wipe that smile from your face - you're in England now!" It iscertainly true that men are conditioned largely by climate and environment. Theresilient and phlegmatic nature of the islanders owes more than a little to aclimate that is so largely a product of the Channel.

Psychologically, too, the knowledge that one inhabits an island, and that one'sfrontiers are the sea, makes an immense difference to the basic character of anation. As anyone knows who has passed through the arbitrary frontiers ofEurope - where a brief No-Man's-Land and two brittle barriers divide one nationfrom another - there is a feeling of absurdity in such a situation. The languagehas changed, so too the currency, and so too the uniforms of the soldiers andCustoms officials, but the earth is unchanged. Such puny lnad barriers are aneternal invitation to the aggressive spirit in man. They induce a sense ofclaustrophobia, a feeling of being locked in by land and by potential enemies.Historians in the far future, examining the tragic pattern of Europe in the pastfifty years, will be well advised to retrace the boundaries of the old Germany.They may then understand how it was that an expanding people felt driven tocrash through geographical boundaries that were no more than "lines on themap".

The islander, on the other hand, wheneverÑeither by reason of populationpressures or technological advancesÑhe feels the necessity to intrude on hisneighbors must first of all cross the sea. The British Empire, when it existed, wasscattered all over the world. Unlike its great predecessor, the Roman Empire, itwas not a large single block comprising most of the Continent of Europe. Theislanders' empire was one that "occurred" almost by accident, at the harbours,bays, and coastlines, where his ships ran in to provision or to trade. In thehistory of Britain, of the British Empire and of the English-speaking peoplesthroughout the world, the Channel more than any other factor must beconsidered as the primum mobile.


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NAME ______________________________ DATE __________ PERIOD _____

Map of English Channel Worksheet

Directions: Before beginning this exercise, color your Map of the EnglishChannel. (Land = green, Water = blue)

1. What is a channel?

2. The English Channel separates the countries of _________________ and____________________.

3. What are the capitals of these two countries?

4. The English Channel connects the _________________ Ocean and the______________ Sea.

5. Name three cities/towns on the English side of the Channel.

Name three cities/towns on the French side of the Channel.

6. What is a strait?

Name the strait where the English Channel meets the sea.

7. Name at least three islands found in the English Channel.


20 The Chunnel

8. Name three other bodies of water in this region.

9. Name two rivers that flow into the English Channel.

10. Identify the compass direction you would travel as you go from one placeto another.

Lizard Point to St. Brieuc ____________________Cherbourg to Poole ____________________Boulogne to Le Havre ____________________Rye to Southampton ____________________

11. What is the scale of this map?

12. Estimate the distance from one place to another.

Falmouth to Eddystone Lighthouse __________________Bridgeport to Mont St. Michael __________________Lands End to Dunkirk __________________

Challenge: The French name for the English Channel is LaManche meaning "thesleeve." Why do you think it was so named?


21 The Chunnel

ACTIVITY 3 OverviewThe 200-Year-OldDream Students will develop an understanding of where

the Chunnel idea came from and how it came to beaccepted and built.

Time: 1 hour

Learning Outcomes

The learner will

¥ Analyze alternative ways of connecting Englandto France.

¥ Read and interpret information from a briefarticle.

Materials

¥ reading "The Channel Tunnel"

Procedures

1. Discuss - how is England connected to thecontinent? (Typical responses: boat, plane,communications, etc.) The teacher may want toread The Glorious Flight (see references).

2. Read "The Channel Tunnel" and discuss thefollowing questions:

Ð What is insularity?Ð How is England linked to the Continent?Ð Besides the Chunnel, what other projects were

proposed to connect England and France?Ð Why did Napoleon Bonaparte want to build a

tunnel? Why did Margaret Thatcher want tobuild a tunnel?

Ð Why are the French more excited about the Chunnel than the British?


22 The Chunnel

Evaluation

¥ Students will participate in the class discussion.

Extensions

¥ Have students create their own models of a way tolink England and France.

¥ Refer to Marathon, The World of the Long-DistanceAthlete by Gail Campbell, Chapter 16, for accountsof the first swimmers to cross the English Channel.


23 The Chunnel


24 The Chunnel


25 The Chunnel

ACTIVITY 4 OverviewChunnel Construction

Students trace the development of the Chunnelproject and the actual construction of the tunnel.

Time: 1 hour

Learning Outcomes

The learner will

¥ Create a timeline of the events leading to thecreation of the Chunnel.

¥ Be able to describe the construction of the Chunnel.

Materials

¥ handout, ÒChunnel EventsÓ¥ paper for timelines¥ diagram of Chunnel design (may be made into a

transparency)

Procedures

1. Review the construction of a timeline.

2. Distribute Chunnel Events sheet.

3. Students construct a timeline of events. Thetimeline can be done in groups or individually.

4. The teacher will share information on the actualconstruction of the Chunnel. (See Chunnel facts inTeacher Background.)

Evaluation

¥ Students will construct a timeline appropriately.


26 The Chunnel

Extensions

¥ Use Timeliner program.

¥ Refer to ÒJourney Down the World's LongestUnderwater Tunnel,Ó Popular Science, June 1990.

¥ Channel Tunnel cut-and-paste activity from theChannel Tunnel Curriculum Development Project(p. 39). See Teacher References.


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CHUNNEL EVENTS

Directions: Put the following events in chronological order and create atimeline of Chunnel Events.

1986 France and Great Britain chose Chunnel design

1882 1,700-yard undersea gallery dug at the foot of the Cliffs of Dover,England

1802 Channel tunnel suggested by Albert Mathieu to France's EmperorNapoleon Bonaparte

1904 Britain rejects the tunnel proposal

1993 Projected Chunnel completion date

1930 The British cabinet stated: "So long as the ocean remains our friend,do not let us deliberately destroy its power to help us." WinstonChurchill scoffed, arguing that in wartime a tunnel could be flooded.

1856 French engineer Thome de Gamond drew first detailed tunnel plan.

1914 Britain's military rejected a tunnel plan two weeks before the outbreakof World War I

1973 Britain and France sign a tunnel treaty; tunnel work begins, butbudget problems force a work stoppage

1875 French firm dug 2,000 yards of tunnel

1987 Chunnel work begins

1959 A study on the feasibility of building a tunnel took place


28 The Chunnel


29 The Chunnel

ACTIVITY 5 OverviewChunnel Economics

Students will recognize the economic impact of theChunnel on Western Europe.

Time: 1 hour

Learning Outcomes

The learner will

¥ Identify problems and benefits associated with theconstruction of the Chunnel.

Materials

¥ paper for chart (or chalkboard)

Procedures

1. Break the class up into small groups. Askstudents to list what might be problems associatedwith building the Chunnel. They should also listbenefits the Chunnel might produce.

2. The groups report back to the class to compile aclass list of problems and benefits. (Refer to theChunnel Fact Sheet for ideas.)

Evaluation

¥ Class compilation of problems and benefitsassociated with the Chunnel.

Extensions

¥ Use the Critical Thinking Activities from PrenticeHall. (see references)


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¥ Show the 60 Minutes video about the Chunnel. (seereferences)

¥ Have students debate the British versus the Frenchperspective of the Chunnel.

¥ Have students design bumper stickers to illustratethe various points of view regarding theconstruction of the Chunnel.


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Unit Evaluation Students complete the "Chunnel" Puzzle.


32 The Chunnel

ÒCHUNNELÓ PUZZLE

1

2 3

4 5

6

7

8

9 10 11

12

13

14

15 16

17


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ÒCHUNNELÓ PUZZLE CLUES AND WORD LIST

ACROSS CLUES

2. A narrow sea between two large areas of land that are close4. A stong wind7. A narrow body of water connecting two larger bodies of water8. An organization made up of 12 W. European countries in order to make

trade easier among them12. French leader who first wanted to build thetunnel13. The flow of people, goods and ideas15. Paris is the capital of this country16. Railroad cars designed to carry motor vehicles17. Inhabiting situated on, forming, or a characteristic of an island18. The french name for the English Channel

DOWN CLUES

1. Almost the perfect tunneling material3. French high-speed trains5. The capital of the United Kingdom6. Belief that oneÕs own culture is of supreme importance9. ____________ investors outnumber British investors 4 to 110. This connects the English Channel with the North Sea11. The worst hazard of the channel14. This is being built from Folkstone to Calais

WORD LIST: ÒCHUNNELÓ PUZZLE

CHANNEL FOG LONDONCHALKMARL FRANCE MOVEMENTCHUNNEL FRENCH NAPOLEONDOVERSTRAIT GALE ROROCARSETHNOCENTRISM INSULARITY STRAITEUROPEANCOMMUNITY LAMANCHE TGV


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ANSWERS: ÒCHUNNELÓ PUZZLE

C

C H A N N E L T

A G A L E

L V O

K E N

M S T R A I T D

A H O

E U R O P E A N C O M M U N I T Y

L O

F C D F

R E N A P O L E O N

M O V E M E N T V G

N T E C

F R A N C E R O R O C A R S H

H I S U

I N S U L A R I T Y N

M R N

L A M A N C H E

I L

T

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