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Directions for students:
There are so many ships on and docked at the Pier, how were
they used, how did they move around, and how can you tell?
Become a maritime detective and look for clues to figure out more
about what each ship was used for and who sailed on them.
You’ll work in groups, and each group will explore the ships
docked here, but in a different order, using these detective note-
book pages to help you.
At the end, when you gather back together, be ready to share how
you solved the mysteries.
Note to teachers:
This packet contains a series of reproducible trip sheets to help guide your students’
looking at the historic ships on Hyde Street Pier. By observing each ship’s form,
they will determine its function and compare and contrast the ships to learn more
about the maritime history of the San Francisco Bay.
We suggest you copy the worksheets, collating them in a different order for each
group of students who will be filling them out.
Each student group should be accompanied by an adult. Review Park Rules with
students.
Please provide clipboards or sturdy cardboard as a backing for writing and a pen-
cil or pen for each group of students.
After groups finish with their trip sheets, we suggest gathering students and having
them share their discoveries in front of each ship (see “Suggestions for end discus-
sion” that follows the trip sheets).
Write or draw some things you see on
the building in the space below that
make you think it’s a boat (HINT: Look
underneath!):
Walk up the stairs and walk inside.
What types of spaces do you see?
Draw or write about them here:
How many people do you think lived
here? (HINT: check for places to
sleep!) ______________________
Stand in front of this structure on
the right (east) side of the pier.
Is this a boat or a house?
Write or draw some things you see
on the building in the space below
that make you think it’s a house:
Draw or list things that are the same and different
between this house and your house:
Same Different Detectives’ conclusion:
Putting all the clues together, we think this struc-
ture was a : ___boat ____ house
We think so because ______________________
_______________________________________
_______________________________________
Stand at this spot on the right
(east) side of the pier.
Why do you think the archway is
so wide?____________________
___________________________
___________________________
Besides people, what else could fit
through the archway? __________
Walk through and archway and on-
to the ship.
Walk ahead. What do you see?
___________________________
Why would these be on the ship?
___________________________
Now walk up the stairs. What do
you see?
_________________________
_________________________
Draw or write what else people
could do on this ship (hint: look
around!)
Detectives’ conclusion:
Putting all the clues together, we think this ship was used for:
___________________________________________________
We think so because ______________________
_______________________________________
_______________________________________
Walk to the back of the ship. How
does it compare to the part where you
walked onto the ship?
___________________________
Why do you think there are stairs at
both ends?___________________
____________________________
Look around the ship for clues on how
it was powered. Draw or write about
that power source here:
Walk until you see this ship on the left
side of the pier.
Walk on board the ship and turn left.
Walk into the open doorway. What do
you think this space is? ___________
_______________________________
How many people do you think used this
space? ___________________
Walk back towards where you came on
board the ship.
Go below (walk downstairs) and look
around. Write or draw what this level
(called “below deck”) of the ship was
used for:
Walk back above deck (upstairs) and
look around. Write or draw three things
that happened on this level, called
“above deck.”
1.
2.
3.
Detectives’ conclusion:
Putting all the clues together, we think this ship was used for:
________________________________________________________________________________________
We think so because ______________________________________________________________________
_______________________________________________________________________________________
Look around the ship for clues on how
it was powered. Draw or write about
that power source here:
Go to this ship docked on the right
(east) side of the pier.
If it’s possible, go on board the ship. If
it’s not possible, why do you think you
can’t? (HINT: look at the sign and the
way you get aboard!) _______________
________________________________
If you are on board, look around to
find out how this ship is powered and
draw write about it here:
If you are on board, what other kinds
of spaces are there on this ship? Draw
or write about what you see and how
these spaces were used:
Space How it was used
If you are not on board, fill out the Venn
diagram below to compare the outside of
this ship to the others you see around you
docked on the pier.
Things I notice about this ship
Things I notice about other ships around me
Things that are the same about both ships
Detectives’ conclusion:
Putting all the clues together, we think this ship was used for:
_________________________________________________
_________________________________________________
We think so because
_________________________________________________
_________________________________________________
_________________________________________________
____________________________________________
Two vessels left the Delaware River last week on what promises to be a mem-
orable as well as record-breaking voyage. They were the new sea-going tug-
boats Hercules and Goliah. They are bound for San Francisco via the Straits of
Magellan and what is unusual [is that] the Goliah is being towed by the Hercu-
les. - The Nautical Gazette, February 6, 1908
If you are not on board, this part of a newspaper
article gives more clues to this ship. Circle or under-
line words and phrases that are clues:
Choose one of these ships to look at (not
all of them may be here). You won’t be able
to go on board, so stand on the pier close
by.
How many people do you think could be on
the ship at one time? __________________
____________________________________
Write or draw a clue you see that tells you how
the ship was powered.
Look carefully at the ship for clues on what it
might have been used for (carrying cargo; car-
rying people; fishing).
Write or draw its use here:
Detectives’ conclusion:
Putting all the clues together, we think this ship was used for:
_______________________________________________________________________________________
We think so because ______________________________________________________________________
_______________________________________________________________________________________
http://forum.woodenboat.com/showthread.php?74214-Feluccas
The Bay Ark is both a house AND a boat—it used to
float on the water near Tiburon in Marin County. A family
lived on it until about the 1960s. It was not really built to
move, more just to float!
The Eureka was a ferry between 1890 and 1941. It car-
ried people and cars and was a primary source of com-
muting between San Francisco and the “suburbs” of Sau-
salito and Berkeley. (See historic photo of the Hyde St
Pier, attached) It is powered by a paddlewheel turned by
a steam engine.
Teacher background information for end discussion
The tug Hercules (and its sister ship, the Goliah)
were among the last of a long line of East Coast steam-
ers that came West through the Straits of Magellan. This
tugboat was built to work in the ocean, with a very strong
engine and very skilled crew. Eventually Hercules was
confined to San Francisco Bay towing barges of goods
and raw materials that would be then be transported by
the railroad all over the West Coast. It is powered by a
steam engine.
The Balclutha carried first carried cargo (grain and
lumber) linking Europe and San Francisco and then
Australia and San Francisco. Eventually it served the
Salmon canneries in Alaska. It is powered by the sails
flying from its 3 masts.
Small craft owned by individuals
and used for fishing/recreation in-
clude the Alma, a felucca, and a
Chinese junk (l—r). They were
powered by sails.
The C.A. Thayer is a three-masted lumber schooner
that carried half of its cargo below deck and the rest
stacked high, above deck. At one point she also hauled
salt– salmon in barrels and was used as a codfishing
boat!
Teacher background information for end discussion
Suggestions for end discussion:
Gather students together in one group. It’s helpful to review each ship standing
in front of it. As you gather students in front of each ship, have them share their
answers to what the ship was used for and how they came to that conclusion.
You might want to review the clues—how the ships were powered, what were
they made of and how many people it took to run them. How they are powered
(sail, steam, etc) also has an effect on what job they did.
You may want to discuss how ship technologies changed, especially in how
they are powered. Before the opening of the Panama Canal (through Central
America) in 1914, ships had to navigate around the Straits of Magellan (at the
tip of South America) to get from East to West or West to East. Balclutha did
this many times! And Hercules helped build the Panama Canal by hauling cais-
sons (concrete structures used to build the canal locks).
Wrap up by asking students
What do all the different kinds of ships at the Hyde Street Pier suggest about
the history of San Francisco Bay and San Francisco Maritime history?
How did different cultures contribute to the maritime history of San Francisco
Bay?