Exploring the Titanic

Renee WengerPrairie Central Jr. High School

Fall 2012

Sinking of the Titanic - artist's conception Library of Congress, Prints & Photographs Division, NYWT&S Collection, [reproduction number, LC-USZ62-134408 (b&w film copy neg.]

Students will read Exploring the Titanic with Robert Ballard and respond to it. Following text, students will explore photos, a political cartoon, and a blog about the Titanic and reflect and respond to these.

Overview/ Materials/Historical Background/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation BarObjectives Students will:

access prior knowledge to create a class K-W-L chart about the Titanic.

read and discuss Robert Ballard’s “Exploring the Titanic.” Sequencing activity will be done when story is finished.

add to and revise K-W-L chart. analyze photographs related to the Titanic disaster to

draw conclusions. analyze a political cartoon about the Titanic to draw

conclusions about its author’s message read a blog about two child survivors from the

disaster and respond to it.Recommended time frame Two 45-minute class sessions to read Ballard’s Exploring

the TitanicTHEN

Four 45-minute class sessions for exploring primary sources(Alternate Method: Jigsaw Activity where class is divided into thirds to do one task and then share with the whole group. This method would take one 45-minute session.)Total: Six 45-minute sessions OR Four 45-minute

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sessions

Grade level 7th GradeCurriculum fit LiteratureMaterials Primary Source Analysis Tool for Students:

http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdf

Teacher’s Guide to Analyzing Primary Sources http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Primary_Sources.pdf

Teacher’s Guide to Analyzing Photographs & Prints http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Photographs_and_Prints.pdf

Time Line Worksheethttp://www.historyonthenet.com/Lessons/worksheets/titanic.htm

Teacher’s Guide to Analyzing Political Cartoons http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Political_Cartoons.pdf

Student Rubric for Analysis Sheets(included)

Passenger Lists of the Titanichttp://www.encyclopedia-titanica.org/titanic_passenger_list/

Robert Ballard’s Exploring the Titanichttp://teacherweb.com/SD/Bowdle/Miller/Exploring-the-Titanic-Story.pdf

Common Core State Standards Back to Navigation BarCCSS.ELA-Literacy.

Reading Informational Text RI7.1: Cite several pieces of textual evidence to

support analysis of what the text says explicitly as well as inferences drawn from the text.

RI7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how

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ideas influence individuals or events, or how individuals influence ideas or events).

RI7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RI7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

RI7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Writing W7.1: Write arguments to support claims with clear

reasons and relevant evidence. W7.4: Produce clear and coherent writing in which

the development, organization, and style are appropriate to task, purpose, and audience.

W7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening SL7.1: Engage effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL7.2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

SL7.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Language L7.1: Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking.

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L7.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L7.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L7.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Procedures Back to Navigation BarDay One: Access students’ prior knowledge of the Titanic’s

building, sailing, sinking, and aftermath by doing a K-W-L chart. Begin reading and discussing as a whole group Robert Ballard’s Exploring the Titanic. http://teacherweb.com/SD/Bowdle/Miller/Exploring-the-Titanic-Story.pdf

Day Two: Complete reading and discussing of the text. Add

to/Revise the class K-W-L chart. Assign sequencing activity worksheet.

Day Three: Model for students the next step. Show the photograph of Harold Bride being carried

to the Carpathia. Using the Primary Source Analysis for photographs,

demonstrate how one responds to photos. Also, connect what is shown in the photo to what was read in Ballard’s text.

When finished modeling, go over the directions and rubrics for the next three days.

Days Four-Six: Work with primary sources from Library of

Congress in small groups. Group One : Using the photo analysis form, analyze

the following photographs: 1. John Jacob Astor funeral2. Lifeboats nearing the Carpathia (2 photos)3. Crowd awaiting survivors4. Propeller shot of Titanic.

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These were specifically chosen because they support

the Ballard text so nicely. Direct students to refer to the rubric often to make

sure they are supporting themselves and making connections to the Ballard text in their responses. Respond to all (or as many as time allows) photos using the Primary Source Analysis Tool for Students: http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdf

Group Two : Study the primary source Which? Fate--or economy in life boats? What was the artist’s message? Compare and contrast this message to the passenger lists from the Titanic and Ballard’s text. What conclusions can you draw? Respond using the Primary Source Analysis Tool for Students: http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdf

Group Three : Read the blog “The Waifs of the Deep: Titanic Survivors” about two children who survived the wreck. Respond to it in journals. Students should refer to the rubric before, during, and after writing in their journals.

Alternate Method:

Divide the class into thirds. Have each of the three groups do ONE activity. When finished, have each share with the whole group what their task was and what they learned from it.

Evaluation Back to Navigation BarStudents will be evaluated using the rubrics attached to these directions.The rubrics are as follows:

Rubric for photo/political cartoon analysis sheet Rubric for journal entry

Extension Back to Navigation BarThe following link is to a National Geographic video which is fantastic. It supports the above activity very well.

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http://www.youtube.com/watch?v=HyLjw0GAQoY&feature=fvst

Historical Background Back to Navigation Bar

Most students have heard of the Titanic disaster. This background knowledge will greatly improve their ability to begin the Know and What I Want to Know portions of the K-W-L chart. This will also reduce the class time needed to introduce the text. Because students are going to be working in groups, expectations for group work will need to be in place. Any other background information will be provided by the Ballard text before the students begin working with the primary sources.

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Primary Resources from the Library of CongressBack to Navigation Bar

Image Description Citation URLHarold Bride, surviving wireless operator of the TITANIC, with feet bandaged, being carried up ramp of ship

[Harold Bride, surviving wireless operator of the TITANIC, with feet bandaged, being carried up ramp of ship], c1912 May 27. Library of Congress Prints and Photographs Division,4 April 2013, http://www.loc.gov/pictures/item/2002714434/,

http://www.loc.gov/pictures/item/2002714434/

http://lcweb2.loc.gov/service/pnp/cph/3b30000/3b31000/3b31900/3b31920r.jpg

J.J. Astor funeral, 5/4/12

Bains News Service, J.J. Astor funeral, Library of Congress Prints and Photographs Division, 4 April 2013, http://www.loc.gov/pictures/item/ggb2004010384/

http://www.loc.gov/pictures/item/ggb2004010384/

http://lcweb2.loc.gov/service/pnp/ggbain/10300/10384r.jpg

TITANIC survivors on way to rescue-ship CARPATHIA

Titanic survivors on way to rescue ship Carpathia, 1912 April. Library of Congress Prints and Photographs Division, 4 April 2013, http://www.loc.gov/pictures/item/ggb2004010348/

http://www.loc.gov/pictures/item/ggb2004010348/

http://lcweb2.loc.gov/service/pnp/ggbain/10300/10348r.jpg

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TITANIC life boats on way to CARPATHIA

Creator(s): Bain News Service, publisher

Bains News Service, TITANIC life boats on way to CARPATHIA, [1912 April] , Library of Congress Prints and Photographs Division, 4 April 2013, http://www.loc.gov/pictures/item/ggb2005011317/

http://www.loc.gov/pictures/item/ggb2005011317/

http://lcweb2.loc.gov/service/pnp/ggbain/11200/11212r.jpg

Which? Fate--or economy in life boats?

Rogers, W. A. (William Allen), 1854-1931,Which? fate--or economy in life boats? [1912?], Library of Congress Prints and Photographs Division, 4 April 2013, http://www.loc.gov/pictures/item/2010717709/

http://www.loc.gov/pictures/item/2010717709/

http://lcweb2.loc.gov/service/pnp/cai/2a14000/2a14400/2a14463r.jpg

Crowd awaiting survivors from CARPATHIA

Bain News Service, Crowd awaiting survivors from CARPATHIA, [1912 April] (date created or published later by Bain), Library of Congress Prints and Photographs Division, 4 April 2013,http://www.loc.gov/pictures/item/ggb2004010347/

http://www.loc.gov/pictures/item/ggb2004010347/

http://lcweb2.loc.gov/service/pnp/ggbain/10300/10347r.jpg

TITANIC, to be launched

Bain News Service, TITANIC, to be launched 1911 May 31. Library of Congress Prints and Photographs Division, 4 April 2013, http://www.loc.gov/pictures/item/2001704329/

http://www.loc.gov/pictures/item/2001704329/

http://lcweb2.loc.gov/service/pnp/cph/3a30000/3a35000/3a35200/3a35267r.jpg

The Waifs of the Deep: Titanic Survivors- a blog about two

http://blogs.loc.gov/picturethis/2012/04/the-waifs-of-the-deep-

http://blogs.loc.gov/picturethis/2012/04/the-waifs-of-the-deep-titanic-survivors/

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children who survived the wreck

titanic-survivors/#respond

#respond

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Level 4 Level 3 Level 2 Level 1 Level 0

Responds personally with a high degree of detail and effectiveness.

Responds personally and thoughtfully to visual text.

May need assistance to respond from personal viewpoint.

Needs assistance and prompting to respond from personal viewpoint.

No Response

Responds personally with a high degree of detail and effectiveness.

• Responds personally with considerable detail and support.

Responds personally with some detail and support.

Responds personally with limited detail and support.

No Response

Makes connections with other texts with a high degree of understanding.

Makes connections with other texts with considerable understanding.

Makes connections with other texts with some understanding.

• Makes connections with other texts with limited understanding.

No Response

Identifies and explains overt and covert bias; avoids and actively challenges bias in visual texts.

I Identifies and explains overt bias in visual texts.

I Identifies personal bias only.

Shows a limited awareness of personal bias in visual texts.

No Response

RUBRIC FOR PHOTO/POLITICAL CARTOON ANALYSIS SHEETS

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RUBRIC FOR JOURNAL RESPONSE

Level 4- Advanced Level 3- Proficient Level 2- Basic Level 1- MinimalIn your journal, you effectively summarized and reflected on the text. You also connected the text to the prior reading, other texts, yourself, and/or to the world. In your response, you explained your interpretation of the text clearly, supporting it with evidence from the text. You also demonstrated you are a critical thinker.

In your journal, you adequately summarized and reflected on the text. You also connected the text to the prior reading, other texts, yourself, and/or to the world. In your response, you explained your interpretation of the text clearly, with some supporting evidence from the text. You may have demonstrated you are a critical thinker.

In your journal, you somewhat summarized and reflected on the text. You made few connections with the text to the prior reading, other texts, yourself, and/or to the world. In your response, you basically explained your interpretation of the text with little supporting evidence from the text. You did not demonstrate you are a critical thinker.

In your journal, you did not summarize and reflect on the text. You made no/few connections with the text to the prior reading, other texts, yourself, and/or to the world. In your response, you did not explain your interpretation of the text or you did so with little supporting evidence from the text. You did not demonstrate you are a critical thinker.

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HandoutsBack to Navigation Bar

The Titanic – Timeline Activity

April 19 to May 25: Several ships are sent to the disaster site to recoverbodies. A total of 328 bodies are found floating in the area.

April 14 11:50 p.m.: Water has poured in and risen 14 feet in the front part of the ship.

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April 15:12:00 a.m.: The captain is told the ship can only stay afloat for a couple of hours. He gives order to call for help over the radio.

Cut out and glue the events in correct chronological order.

1908-1909 Construction of the Titanic begins in Belfast, Ireland.

April 15 12:25 a.m.: Lifeboats are now loading with women and children first. The Carpathia, southeast of the Titanic by about 58 miles, picks up the distress call and immediately heads full speed to the rescue.

1911 The hull of Titanic is successfully launched

April 15 2:05 a.m.: The last lifeboat leaves. There are now over 1,500 people left on the ship. The tilt of Titanic's deck grows steeper and steeper.

.

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1912 January: Sixteen wooden lifeboats are fitted on board the Titanic

April 15 4:10 a.m.: The first lifeboat is picked up by the Carpathia.

April 10, 1912 9:30-11:30 a.m.: Passengers arrive in Southampton and board ship.

April 14: 11:40 p.m.: The lookouts see an iceberg dead ahead. The iceberg strikes the Titanic on the starboard (right) side of her bow.

April 15, 12:45 a.m.: The first lifeboat is safely lowered away. It can carry 65 people, but only leaves with 28. The first distress rocket if fired. Eight rockets are fired the whole night.

April 15 12:05 a.m.: Orders are given to uncover the lifeboats and to get passengers and crew ready on deck. There is only room for half of the estimated 2,227 on board in the lifeboats.

April 10, 1912 Noon: The Titanic casts off and begins her maiden voyage.

April 12 and 13 1912: The Titanic sails through calm waters.

April 15 2:20 a.m.: The Titanic's broken off stern settles back into the water, becoming more level for a few moments. Slowly it fills with water and again tilts its end high into the air before sinking into the sea. People in the water slowly freeze to death.

April 15 8:50 a.m.: The Carpathia leaves the area bound for New York. She carries 705 survivors

April 18: 9:00 p.m.: The Carpathia arrives in New York.

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