Titanic Us Kit Student Activities

7 Titanic: Th e Artefact Exhibition7 Titanic: ThThThTh e Artrtefefacact t Exhiibitition

I would recommend this exhibit to all teachers for their students.

CLASSROOM LESSON PLANS AND EDUCATIONAL TOUR ACTIVITIES

Primary 3rd/4th

Teachers Guide

1. Pack Your Bags

2. Now and Th en

3. Extra! Extra! Read All About It!

4. Artefacts

5. A Picture is Worth a Th ousands Words!

6. Are We Th ere Yet?

7. A Ticket to Ride

8. All Aboard! Titanic Boarding Passes... A Lesson in History

9. I Was Th ere?

10. Telling Time

7 Titanic: Th e Artefact Exhibition


PRIM

ARY

3R

D/4

TH

The lessons in the Primary 3rd/4th Teachers Guide are specifically geared towards SESE in primary school, linked and integrated with other subject areas of the curriculum. A unit on Titanic can easily be incorporated into many subjects. For example, in a music class the students can sing songs popular in the early 1900s. In PE class, the students can play games common at that time. For Art, students can frame blackandwhite photos taken on a day that they come in period costume. In the Appendix, you will nd a list of several recommended integrated activities for all levels, especially addressing maths and science and including the link for our comprehensive Titanic Science curriculum.

For Reading, there are several excellent historical ction books available for this level such as White Star: A Dog on the Titanic, Dear Americas Voyage on the Great Titanic: Th e Diary of Margaret Ann Brady, and Magic Tree House: Tonight on the Titanic. Th ese books are also a convenient way to teach the di erence between fact and ction. After reading one or listening as a class, the students can look for discrepancies when they visit the Exhibition.

Th is section is speci cally aimed at 3rd/4th class students. Teachers may also want to consult the Primary 5th/6th Guide. Some of the lessons have components that must be done before the educational tour to Titanic: Th e Artefact Exhibition, some are for after the tour, and some are for both. Most also have activities to be completed by the children while at the Exhibition. Please preview the lessons carefully so everyone will be prepared. Feel free to select all or part of the lessons. Older students may be able to complete all the work in the Guide designed to be done at the Exhibition, while one activity may be enough for the younger grades. Some lessons include photocopyable Student Activity pages which you will find at the end of the lesson descriptions and instructions.

Primary 3rd/4th


Lesson 1: Pack Your Bags!

Explain to the students that some of the people travelling on Titanic were going on holiday but many of them were moving to fi nd new homes. Ask students to look for bags and suitcases at the Exhibition. You may want them to draw a picture to help them remember later.

Introduce the lesson:Imagine that your family is moving to a new house but theres only enough room for you to bring 1 suitcase, just like the ones you saw on the educational tour.

Make a list of your most important things to go into your bag.

List the reasons a family might have to move far away, especially if they cant take very many things with them.

Pretend that someone far in the future has found this bag. What do the things inside tell them about you?

Write a report as this archaeologist in the future explaining what was discovered and what can be learned from it about life in the early 21st century.

Lesson 2: Now and Th enStudent Activity page 12

In this activity, students will compare objects from their own life to those of 1912. Instruct students to fi ll in column1 of the chart (Mine) before the educational tour. Th ese can be their favourite of that item or what is typical for their family. Column 2 (On Titanic) will be fi lled in as they look at the artefacts and photographs at the Exhibition. Columns 3 and 4 can be completed and discussed after the tour. Further information for column 2 can be researched after the tour if necessary. Also, you may want to assign a specifi c number of the items to be done, like any 8 of the 10.

Lesson 3: Extra! Extra! Read All About It!

Titanic had its very own newspaper published daily aboard the Ship, the Atlantic Daily Bulletin. It contained news articles, advertisements, daily menus, stock prices, horse-racing results, and society gossip.

Th is activity can be done before or after the educational tour. Working in groups, your class is going to produce its own issue of the paper. Each group can be assigned one topic, page, or section. Possibilities include what children did for fun on the Ship, the biographies of the Ships crew, biographies of some of its famous passengers, connections to your own community, and anything else you can think of that would be appropriate for a newspaper in 1912. Make sure illustrations and advertisements are included. Looking through Lessons 79 in the Primary 5th/6th Guide may provide further ideas and information on topics to research.

Th e format for this project can vary depending on your class skills and resources. For example, each section of the paper could be done on a poster, and mounted for display. Desktop publishing can also be used for a professional-looking product.

Lesson 4: ArtefactsStudent Activity page 13

Make sure students understand the definition of an artefact before beginning. Th eir task is going to be to fi nd 3artefacts at Titanic: Th e Artefact Exhibition whose owners have been identifi ed. Most of these will be found in the Memorial Gallery room at the end of the Exhibition. The worksheet provides a chart and a creative writing assignment. After the educational tour, have students research the lives of those individuals by looking up the people on the passenger lists available at Encyclopedia Titanica www.encyclopedia-titanica.org under the People section or via their Search function.

Primary 3rd/4th

Although his luggage containing this calling card was on Titanic, Mr. Irwin was not as he had missed the boat.

Leather bag recovered from the ocean fl oor.


Th ese biographies can be used as subjects for several forms of assessment. Some suggestions are a mobile, timeline, or poster with key events illustrated; an informative letter from the passenger; written reports; autobiographies presented in costume; diary entries; and short dramas, interviews, or dialogues among several characters. Th is part of the lesson correlates well with Lesson 9.

Lesson 5: A Picture is Worth a Th ousand Words!Student Activity page 14

Th is lesson demonstrates to the students how we dont learn history only by reading books. Th ey will look for and keep track of the photographs, diagrams, and models used in Titanic: Th e Artefact Exhibition to tell the Ships story. Th ey will tally each time the Ship is depicted in one of those 3 formats and answer questions about those totals. For lower grades, this makes an excellent counting and sorting activity. For all, it links easily into an art project.

Lesson 6: Are We Th ere Yet?Student Activity page 15

This is a geography activity that requires locating and labeling places on a map. You will need to provide a black-line master map for your students to use. Make sure it shows the Atlantic Ocean with land on either side. Students will also need an atlas.

Instructions are on the Student Activity page. Th e amount of detail expected on the map can vary with the class level. For older classes, make sure the map has longitude and latitude lines marked on it. A simplifi ed grid for longitude and latitude is also available on the Student Page. A map is provided to show Titanics route.

Lesson 7: A Ticket to RideStudent Activity page 17

Tell your students they have been hired to redesign the tickets used to board Titanic. While on the educational tour, they must fi ll in the chart on their Student Activity page. Their final ticket design must incorporate that information somehow. For examples, students can refer to the Boarding Pass they received at the Exhibition as well as the picture of an authentic ticket on their worksheet.

Lesson 8: All Aboard! Titanic Boarding PassesA Lesson in History

Continuing with the Boarding Pass referenced in Lesson7, this lesson examines stratification in society and can also be expanded with the same biography activities as described in Lesson 4 and included in Lesson9.

Upon arriving at the Exhibition, students will board Titanic using replica tickets from White Star Line. Each boarding pass includes the name of an actual passenger on board the Ship thus enhancing the historical relevance and personal experience for your students. Th roughout the Exhibition, your class will learn about early 20th century grandeur as they walk through re-creations of several actual interiors of the Ship. When students view two painstakingly recreated passenger cabinsone fi rst-class and one third-classthey can imagine what it would have been like to actually sail on Titanic. These two cabins also vividly illustrate the sharp diff erences between the wealthy passengers in First Class and the poor immigrants who crowded the third-class cabins. Students will track the experience of the passenger on their boarding pass as they move through the Exhibition.

Before your educational tour:

Defi ne and discuss the terms fi rst-class and third-class. Many students will give a defi nition that has to do with schoolEnglish class or Maths class. Lead students towards other defi nitions by asking: What does it mean to fl y fi rst-class on an airplane? What does class mean in the phrases upper-class, middle-class and working-class? Do you see examples of this in our daily life?

Primary 3rd/4th


Explain to your students that on Titanic, passengers could book passage in the fi rst-class, second-class, or third-class cabins. You may want to share with them what it would cost in each class in todays dollars and provide concrete examples of what has a comparable cost today: First Class Deluxe Parlour Suite = 61,500; Second Class Ticket = 34,400; Th ird Class Berth = 536. Let students know that when they visit the Titanic Exhibition, they will see both a fi rst-class and a third-class cabin.

At the Exhibition:Ask students to notice the diff erences between the fi rst- and third-class facilities. Th ey may want to take notes while they are at the Exhibition. As they enter the Memorial Gallery, students will see the fate of their individual passengers by locating their names on the manifest.

After the educational tour:Have students create an illustration of the person from their Boarding Pass in a cabin appropriate to their status. Researching the specifi c person on Encyclopedia Titanica www.encyclopedia-titanica.org will provide additional details to incorporate, perhaps even a photograph of the person or a list of their personal belongings to include in the picture.

Lesson 9: I Was Th ere!?Student Activity page 18

This activity has 2 parts, both of which enhance the students concept of their place in history. Th e fi rst makes connections to their family history and the second to their local community. Both activities use Encyclopedia Titanica www.encyclopedia-titanica.org. Lists of passengers from Titanic are available online there in the People section. There is also a Search feature provided on the site.

Both activities are begun before the educational tour, with a part to be done at the Exhibition, and extension activities for afterwards. Th e last column on the charts asks whether or not there is anything at the Exhibition that is connected to these people and if so, to describe what it is. Th ese will most likely be found in the Memorial Gallery.

Once the data has been collected, this lesson can be used as a launching point for the biographical activities described in Lesson 4.

1. Students search for real passengers with their own last names. Have them enter their last name in the Search box on the upper right. Th is will pull up a list of articles for passengers with that last name. Th ey will be able to read the biographies online and complete the Student Activity page. To avoid the possibility of a name not being found, students may work together and borrow a partners name for the chart part of this lesson, or use a maiden name from their own family.

2. Have students search for their county or country to fi nd passengers associated with their area. Students need to fi nd out if it was the passengers home, their destination, or perhaps they were just passing through.

Th is will be indicated in the Local connection column of the chart where a specifi c city or county should be included if given. You will need to provide students with a map of Ireland.

Lesson 10: Telling TimeStudent Activity page 20

In this activity students gain perspective of the time frame in which Titanic sank. Th ey will learn what time of day and night some of the important events happened on the Ship. Th ey will develop a sense of historical empathy by comparing those events to their own schedule. Students will have to keep track of their routine for one Sunday and Monday. For younger classes, parents may need to help with this part. Th is information is recorded in the last column of the time table on the Student Activity page. While at the Exhibition, the students will look for photographs or artefacts that demonstrate the events in the Titanic column.

Primary 3rd/4th


Name Class Date

Lesson 2: Now and Th en

Mine On Titanic How are they the same?

How are they di erent?

Song or music

Everyday wear

Shoes

Jewellery

Hair style

Hat

Food

Sports or games

Primary 3rd/4th


Name Class Date

Lesson 4: Artefacts

Titanic: Th e Artefact Exhibition has many artefacts from the Ship for you to study. Sometimes we can even fi nd out who owned these things a long time ago. Find 3 artefacts and see what they tell you. Make sure you are looking for articles whose owners names we know.

What is the artefact? What does it look like? Who owned it?

1.

2.

3.

On separate paper, write a short story about Titanic that includes all 3 artefacts as part of the story. Draw the artefacts to illustrate your story. Read your story to your class and show them your pictures.

Primary 3rd/4th


Name Class Date

Lesson 5: A Picture is Worth a Th ousand Words!

You wont be able to look at the real Titanic today because it is still on the bottom of the ocean but you will be able to see what the Ship looked like. As you walk through the Exhibition you will see the Ship shown in photographs, drawings, and in miniature models. Every time you see the whole Ship shown in one of these three ways, keep track of it in the proper column.

Photograph Drawing Model

1. Add up the total of each: photograph, drawing, model. Which kind is used the most? Why do you think that is so? Which one teaches us more about the Ship? Why?

2. Create your own Titanic as a painting, drawing, collage, mosaic, model, or sculpture. Make it look as much like the real one as you can.

Primary 3rd/4th


Name Class Date

Lesson 6: Are We Th ere Yet?

Where was Titanic going when it hit the iceberg? Where did it sink into the ocean?

1. On your map, colour the ocean light blue and label it Atlantic Ocean.

2. Colour the land light green. Find where each of these countries is located and label them:Ireland, England, France, USA, and Canada.

3. Using the map below, draw in the route of Titanic in red. Put a star where the Ship sank.

4. Locate and label the icebergs and the Ships positions.

Icebergs reported by other ships4151N, 4952W4127N, 508W425N, 507W

Titanics 1st emergency message 4146N, 5014WWreck found 4144N, 4956W

Primary 3rd/4th


52W 5130W 51W 5030W 50W 4930W 49W 4830W 48W

43N

4230N

42N

4130N

41N

4030N

40N

Primary 3rd/4th


Name Class Date

Lesson 7: A Ticket to Ride

Find this information at Titanic: Th e Artefact Exhibition. After the educational tour, look up any information that you still need to fi nd.

Date the Ship set out

Place left

Scheduled arrival date

Scheduled arrival date

First Class ticket price

Second Class ticket price

Th ird Class ticket price

Company that made the Ship

Captains name

You have been hired to redesign the ticket for Titanic! Make sure you include all the information from the chart on your ticket. Look at the Boarding Pass you received on the educational tour and the ticket below for ideas.

First-class Titanic ticket.

Primary 3rd/4th


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Primary 3rd/4th


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Primary 3rd/4th


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22 Titanic: Th e Artefact Exhibition22 Titanic: ThTh e AArtrtefefacact Exhih bibition

Excellent topics for classroom discussion.All children should have a chance to see and learn from this.


Primary 5th/6th Teachers Guide

1. Artefacts

2. Find Titanic!

3. What Does Titanic Have to do With Me?

4. You Are Th ere!

5. Classy Letters

6. Th at is SO 1912!

7. Lifestyles of the Rich and Famous

8. Sports Centre

9. Th eyre Playing Our Song

10. Extra! Extra! Read All About It!

11. Time Will Tell



PRIM

ARY

5T

H/6

TH

The lessons in the Primary 5th/6th Teachers Guide are specifically geared towards SESE, English, Drama, and Visual Arts, linked and integrated with other subject areas of the curriculum. A unit on Titanic can be easily incorporated into many subjects. For example, in a music class the students can sing songs popular in the early 1900s. In PE class, the students can play games common at that time. For Art, students can frame blackandwhite photos taken on a day that they come in period costume. In the Appendix, you will find a list of several recommended integrated activities for all levels, especially addressing maths and science and including the link for our comprehensive Titanic Science curriculum.

This section is specifically aimed at 5th/6th class students. Teachers may also want to consult the Post Primary Junior Cycle Guide. Some of the lessons have components that must be done before the educational tour to Titanic: Th e Artefact Exhibition, some are for after the tour, and some are for both. Most also have activities to be completed by the children while at the Exhibition. Please preview the lessons carefully so everyone will be prepared. Feel free to select all or part of the lessons. Older students may be able to complete all the work in the Guide designed to be done at the Exhibition, while one activity may be enough for the younger grades. Some lessons include photocopyable Student Activity pages which you will nd at the end of the lesson descriptions and instructions.

Primary 5th/6th


Lesson 1: Artefacts Student Activity page 28

Students will fi nd 4 artefacts at Titanic: Th e Artefact Exhibition whose owners have been identifi ed. Most of these will be found in the Memorial Gallery room at the end of the Exhibition. Th e worksheet provides a chart to record their data.

After the educational tour, have students complete the chart by researching the lives of those individuals on the passenger lists available at Encyclopedia Titanica www.encyclopedia-titanica.org under the People section or via their Search function. Th ese biographies can be used as subjects for several forms of assessment, both individually and as group projects. Some suggestions are a mobile, timeline, or poster with key events illustrated; an informative letter from the passenger; written reports; autobiographies presented in costume; diary entries; and short dramas, interviews, or dialogues among several characters. Th ese activities can also be used in Lessons 3 and 5.

Lesson 2: Find Titanic!Student Activity page 29

This is a geography activity that requires locating and labelling places on a map. You will need to provide a black-line master map for your students or you can expand the project by having them create their own maps. Make sure the map shows the Atlantic Ocean with land on either side. Students will need an atlas.

Th is activity can be done before or after your educational tour. Instructions are on the Student Activity page. Th e amount of detail expected on the map can vary with your students skill level. Make sure the map has longitude and latitude lines marked. A simplified grid for longitude and latitude is also available on the Student Page. Th ere is a map provided to show the route of Titanic.

Lesson 3: What Does Titanic Have to do With Me?Student Activity page 31

Th is activity has students relate to the passengers on Titanic by making connections with their local community and own family history. It works well in conjunction with Lessons 1 and 5. Students will record information in charts and then answer questions based on that data.

Begin the activity before your visit to the Exhibition with research on the website Encyclopedia Titanica www.encyclopedia-titanica.org. Lists of passengers from Titanic are available there in the People section. Th ere is also a Search feature provided on the site.

Part of the assignment will be completed during the educational tour itself when students look for artefacts belonging to specifi c individuals. Most of these will be found in the Memorial Gallery of Titanic: Th e Artefact Exhibition. Once the data has been collected, this lesson can be as a launching point for the biographical activities in Lesson1.

1. Students search for passengers with their own last names. Have them enter their last name in the Search box on the upper right. This will pull up a list of articles for passengers with that last name. Th ey will be able to read the biographies online and complete the Student Activity page chart. To avoid the possibility of a name not being found, students may work together and borrow a partners name for the chart part of this lesson, or use a maiden name from their own family.

2. Have students search for their county or country to fi nd passengers associated with their area. Students need to fi nd out if it was the passengers home, their destination, or perhaps they were just passing through. Th is will be indicated in the Local connection column of the chart where a specific city or county should be included if given. You will need to provide students with a map of your country. Th ey will also need resources for researching local history.

Some of the artefacts are pieces of jewellery, like this three diamond ring.

Primary 5th/6th


Lesson 4: You Are Th ere!Student Activity page 33

1. Students will extract facts from primary source accounts about Titanic, compare them to evidence they see at Titanic: Th e Artefact Exhibition, and write their own eyewitness account. Four brief excerpts are provided in the Appendix and others can be found at EyeWitness to History www.eyewitnesstohistory.com/titanic.htm. Th is activity can be easily combined with Lesson 5.

2. An excellent book for primary source activities is Th e Titanic Disaster Hearings: Th e O cial Transcript of the 1912 Senate Investigation by Tom Kuntz (Pocket Books, 1998). Th ese transcripts can be developed into radio dramas and role playing activities.

Lesson 5: Classy Letters

Th is lesson examines stratifi cation in society and can also be expanded with the same biography activities as described in Lessons 1 and 3, and ties in with the writing assignments in Lessons 4 and 11.

Upon arriving at the Exhibition, students will board Titanic using replica tickets from the White Star Line. Each Boarding Pass includes the name of an actual passenger who made the voyage thus enhancing the historical relevance and personal experience for each of your students. Th roughout the Exhibition, your class will learn about early 20th century grandeur as they walk through re-creations of several actual interiors of the Ship. When students view two painstakingly recreated passenger cabinsone fi rst-class and one third-classthey can imagine what it would have been like to actually sail on Titanic. Th ese two cabins also vividly illustrate the sharp diff erences between the wealthy passengers in First Class and the poor immigrants who crowded the third-class cabins. Students will track the experience of the passenger on their Boarding Pass as they move through the Exhibition.

Before your educational tour:Defi ne and discuss the terms fi rst-class and third-class. Many students will give a defi nition that has to do with schoolEnglish class or Maths class. Lead students towards other defi nitions by asking: What does it mean to fl y fi rst-class on an airplane? What does class mean in the phrases upper-class, middle-class and working-class? Do you see examples of this in our daily life?

Explain to your students that on Titanic, passengers could book passage in the fi rst-class, second-class, or third-class cabins. You may want to share with them what it would cost in each class in todays dollars and provide concrete examples of what has a comparable cost today: First Class Deluxe Parlour Suite = 61,500; Second Class Ticket = 34,400; Th ird Class Berth = 536. Let students know that when they visit the Titanic Exhibition, they will see both a fi rst-class and a third-class cabin.

Primary 5th/6th


At the Exhibition:Ask students to notice the diff erences between the fi rst- and third-class facilities. Th ey may want to take notes while they are at the Exhibition. As they enter the Memorial Gallery, students will see the fate of their individual passengers by locating their names on the manifest.

After the educational tour:Have students write a letter from the person on their Boarding Pass and create an illustration of him/her in a cabin appropriate to their status. Researching the specifi c person on Encyclopedia Titanica www.encyclopedia-titanica.org will provide additional details to incorporate, perhaps even a photograph of the person or a list of their personal belongings to include in the picture. Ask students to address the following issues in their letters:

1. To whom would the passenger write?Show how the passenger feels about the person who will receive the letter.

2. Why is the passenger going to the US? What does the passenger expect to do or see once they get there?

3. What is the passengers impression of life on Titanic so far? How do they feel about being onboard?

4. Include a detail that gives a hint about the unforeseen disaster about to happen? Does it seem unusually cold? Have there been rumours about warnings from other ships?

5. What does this passenger do during the day of 14 April? See Lesson 11 for suggestions.

6. Describe some of the interesting people met onboard. Working with a partner, students can incorporate each other into their letters, remembering that First and Th ird were segregated.

Lesson 6: Th at is SO 1912!Student Activity page 34

Students compare elements of todays culture to that of 1912. Column 1 (Mine) is the students favourite or what is normal for his/her family. Column 2 will be fi lled in while visiting Titanic: Th e Artefact Exhibition. Th e rest of the assignment will be completed after the educational tour.

Lesson 7: Lifestyles of the Rich and FamousStudent Activity page 35

Explain to students that the Titanic passenger list reads like a Whos Who of high society at the time. It has been reported that the combined personal fortunes of some of the elite passengers was more than 150 million in 1912. Th is activity is begun before the educational tour by using Encyclopedia Titanica www.encyclopedia-titanica.org. It is completed while touring the Exhibition.

Lesson 8: Sports Centre

Students will work in groups to research what kinds of sports or other athletic activities were popular in 1912 and available on Titanic. Presentation is in the form of a sports news show.

Introduce the lesson:Tonight we begin our sports coverage live on the First Class Promenade Deck by interviewing a rising tennis ace. Plus, well talk strategy with Titanics resident squash pro and fi nd out which is more popular, the Gymnasiums mechanical horse or its camel! Th ese could be your opening lines for this next activity, in which you will research the sports and other recreational activities available to passengers.

Primary 5th/6th

Famous fi rst-class passenger and fashion designer, Lady Duff Gordon.


Students will need to consult the Exhibition, library, and the internet for further information. Th ey will create a broadcast to highlight the activities and facilities on the Ship for sports and exercise. Include the Gymnasium, Turkish Baths, swimming pool, and squash courts.

Lesson 9: Th eyre Playing Our Song

Th is lesson examines the elaborate art work on the covers of old sheet music as primary sources. It can be expanded to a music history class by researching the hit tunes of the time, such as Alexanders Ragtime Band and My Melancholy Baby. Lists of contemporary popular music can be found by searching music 1912 at Answers.com www.answers.com or on Wikipedia. Explain to students that while the story that the band played until the Ship sank may not be true, music was prevalent. Among the paper artefacts recovered were sheet music from songs popular in 1912, such as Kiss Me, My Honey, Kiss Me by Irving Berlin and Ted Snyder. Th e White Star company hired eight musicians to entertain the fi rst- and second-class guests. Lunch and dinner were even introduced by the playing of a song, Th e Roast Beef of Old England.

a. The Smithsonian Institute has created a website (americanhistory.si.edu/ONTHEMOVE/themes/story_41_1.html) based on the art work from sheet music as a historical source. Other websites with databases of sheet music and their art work can be found at Duke University (library.duke.edu/digitalcollections/hasm/) and Johns Hopkins University (levysheetmusic.mse.jhu.edu/). After looking at examples from the early 20th century, have students create a cover for their favourite song.

b. Have students write and perform their own song about Titanic. For inspiration, play Th e Wreck of the Edmund Fitzgerald about a ship wreck in the Great Lakes. Dont forget an illustrated cover for it!

Lesson 10: Extra! Extra! Read All About It!

Titanic had its very own newspaper published daily aboard the Ship, the Atlantic Daily Bulletin. Working with classmates, your group is going to produce its own issue of the paper. Your articles should explain what children did for fun on the Ship, the biographies of the Ships crew, biographies of some of its famous passengers, connections to your own community, and anything else you can think of that would be appropriate for a newspaper in 1912. Include illustrations and advertisements. Review Lessons 69 for ideas.

Lesson 11: Time Will TellStudent Activity page 36

In this activity students gain perspective of the time frame in which Titanic sank. Th ey learn what time of day and night some of the important events happened on the Ship. They will develop a sense of historical empathy by comparing those events to their own schedule. Part of the assignment will be done at the Exhibition.

1. Students keep track of their routine for one Sunday and Monday. Th is information is recorded in the last column of the time table on the Student Activity page. While at the Exhibition, the students will look for photographs or artefacts that demonstrate the events in the Titanic column.

2. Students will research and identify the key people in the time line.

Primary 5th/6th

Frederick Fleet, the lookout, spotted the iceberg at 11:39 p.m.


Nam

e

Cla

ss

Dat

e

Less

on 1

: Art

efac

ts

We

dont

lear

n hi

story

just

by re

adin

g ab

out i

t in

book

s! Ar

tefa

cts a

re a

noth

er w

ay to

lear

n w

hat l

ife w

as li

ke lo

ng a

go. W

hile

tour

ing

the

Exhi

bitio

n ch

oose

4

arte

fact

s who

se o

wne

rs h

ave

been

iden

tied

. You

shou

ld

nd m

any

in th

e ro

oms t

owar

ds th

e en

d of

the

Exhi

bitio

n.

Part

1: F

or e

ach

arte

fact

, ide

ntify

as m

uch

as y

ou c

an a

bout

its o

wne

rs li

fe: g

ende

r, ag

e, fa

mily

, occ

upat

ion,

soci

al st

atus

. Try

to d

eter

min

e th

e pu

rpos

e of

th

eir t

our o

n Ti

tani

c. H

olid

ay? B

usin

ess?

Imm

igra

tion?

Dra

w c

oncl

usio

ns a

bout

the

peop

le fr

om th

e ar

tefa

cts y

ou se

e at

the

Exhi

bitio

n an

d su

ppor

t the

ir bi

ogra

phic

al d

ata

with

add

ition

al re

sear

ch.

Art

efac

t & D

escr

ipti

onN

ame

of P

erso

nG

ende

r &

Age

Occ

upat

ion

Soci

al S

tatu

sPu

rpos

e of

Tri

pSu

rviv

ed?

1. 2. 3. 4. Part

2: H

ow m

uch

can

we

lear

n fro

m a

n ar

tefa

ct? S

omeo

ne in

the

futu

re h

as fo

und

the

lugg

age

you

pack

ed to

take

on

a lo

ng tr

ip. W

hat i

tem

s wou

ld th

ey

nd?

Wha

t wou

ld th

ose

item

s rev

eal a

bout

you

? Cou

ld th

e pe

ople

who

disc

over

ed

your

lugg

age

mak

e ac

cura

te g

uess

es a

bout

you

bas

ed o

n th

e a

rtef

acts

pa

cked

in y

our s

uitc

ase?

Exp

lain

why

or w

hy n

ot.

Primary 5th/6th


Name Class Date

Lesson 2: Find Titanic!

It took over 70 years and signifi cant advances in technology for Titanic to be found after its fateful maiden voyage. Use a map that contains North America, the Atlantic Ocean, and Europe. Make sure your map has lines of longitude and latitude as well as room for a key.

1. On your map, colour land one colour and water another colour. Indicate these in the key.

2. After putting the places below on your map, explain on a separate piece of paper the signifi cance of each of these locations in the story of Titanic, which you will learn as you tour Titanic: Th e Artefact Exhibition.

Countries Ireland, England, France, United States, Canada, Greenland

Cities Belfast, Ireland; Southampton, England; Cherbourg, France; Queenstown, Ireland; New York, New York; Halifax, Nova ScotiaBodies of water Atlantic Ocean, Labrador Sea, North Sea, English Channel, Irish Sea

3. Now plot these locations on your maps. Create a key to indicate what was at that site.

Icebergs reported by other ships

4151N, 4952W4127N, 508W425N, 507W42N, 51W

Titanics 1st emergency message 4146N, 5014WCorrected Titanic message 4146N, 4914W

Titanic wreck siteStern section: 414335 N, 495654 WBoilers: 414332 N, 495649 WBow: 414357 N, 495649 W

4. Draw Titanics route on your map. Indicate it in your key.

Primary 5th/6th


52W 5130W 51W 5030W 50W 4930W 49W 4830W 48W

43N

4230N

42N

4130N

41N

4030N

40N

Primary 5th/6th


Nam

e

Cla

ss

Dat

e

Less

on 3

: Wha

t Doe

s Tit

anic

Hav

e to

do

Wit

h M

e?

Part

1: L

ook

for p

asse

nger

s on

Tita

nic t

hat h

ad th

e sam

e las

t nam

e as y

ou. F

ill in

this

char

t with

thei

r inf

orm

atio

n. U

se se

para

te p

aper

if y

ou n

eed

mor

e roo

m.

The

last

colu

mn

is l

led

in d

urin

g yo

ur e

duca

tiona

l tou

r. In

dica

te w

heth

er o

r not

ther

e is

anyt

hing

ther

e as

soci

ated

with

the

pers

on a

nd, i

f so,

wha

t it i

s.

Nam

e, a

ge &

gen

der

Cla

ss o

n Sh

ipLa

st re

side

nce

Job

Surv

ived

?A

t Exh

ibit

ion

1.

How

man

y pa

ssen

gers

had

the

sam

e la

st na

me

as y

ou? D

id a

nyon

e ha

ve y

our w

hole

nam

e? C

ould

any

of t

hese

peo

ple

be re

late

d to

you

r fam

ily?

Why

or w

hy n

ot?

2.

Cre

ate

a fa

mily

tree

on

sepa

rate

pap

er. H

ighl

ight

the

nam

es o

f you

r rel

ativ

es w

ho w

ere

aliv

e in

191

2, th

e ye

ar T

itani

c sai

led.

Are

any

of t

hem

still

aliv

e?

Primary 5th/6th


Part

2: L

ook

for p

asse

nger

s who

are

con

nect

ed to

you

r cou

nty

or c

ount

ry. F

ill in

this

char

t with

thei

r inf

orm

atio

n. U

se se

para

te p

aper

if y

ou n

eed

mor

e roo

m.

The

last

colu

mn

is l

led

in d

urin

g yo

ur e

duca

tiona

l tou

r. In

dica

te w

heth

er o

r not

ther

e is

anyt

hing

at t

he E

xhib

ition

ass

ocia

ted

with

the

pers

on a

nd, i

f so,

w

hat i

t is.

Nam

e, a

ge &

gen

der

Cla

ss o

n Sh

ipJo

bLo

cal c

onne

ctio

nSu

rviv

ed?

At E

xhib

itio

n?

1.

Put t

hese

peo

ple

on a

map

of y

our c

ount

ry in

thei

r app

ropr

iate

citi

es a

nd to

wns

. Be

sure

to a

dd th

e na

mes

of t

hose

loca

tions

on

the

map

. Pu

t you

rsel

f on

the

map

, too

.

2.

Do

any

of th

ese

peop

le h

ave

desc

enda

nts s

till l

ivin

g in

the

area

? If s

o, w

ho a

re th

ey?

3.

Rese

arch

wha

t life

was

like

in y

our h

ome

tow

n ar

ound

191

2. V

isit y

our l

ibra

ry a

nd c

onta

ct y

our l

ocal

hist

oric

al so

ciet

y fo

r hel

p.

Wha

t was

new

swor

thy?

Cre

ate

a tim

elin

e of

sign

ica

nt lo

cal,

natio

nal,

inte

rnat

iona

l, an

d Ti

tani

crel

ated

eve

nts,

1910

191

5.

Add

even

ts fro

m y

our o

wn

fam

ilys

histo

ry, s

uch

as b

irths

, dea

ths,

and

mar

riage

s tha

t fal

l int

o th

e tim

e fra

me.

Illu

strat

e yo

ur ti

mel

ine

w

ith p

hoto

grap

hs fr

om th

at p

erio

d.

Primary 5th/6th


Name Class Date

Lesson 4: You Are Th ere!

Your classroom textbook is a secondary source. Th is means that you have to rely on its authors ability and authority to tell you about what went on in the past. But from where do the authors get their information? And what if you dont trust the authors?

Th ats where primary sources come in. A primary source is an account by an eyewitness, someone who was present at the time of an event. Primary sources are not only written documents. Th ey come in many forms such as an article, diary, letter, photograph, video, or audio recording.

Real accounts about Titanic can be found at EyeWitness to History www.eyewitnesstohistory.com/titanic.htm and in the appendix of your teachers guide. Make a list of facts about Titanic and her sinking that you learned from these articles. Record the facts in this chart and indicate in which primary source account you found them. While at Titanic: Th e Artefact Exhibition, look for artefacts and photographs that illustrate those facts. You may even see excerpts from those primary sources on the walls at the Exhibition.

Now its your turn! Write your own eyewitness account about the Ship on separate paper. Include the artefacts you saw and the facts you learned on your educational tour. You could organise it in the form of a newspaper article, a diary entry, or perhaps a letter to a friend.

Fact Primary Source Evidence at Exhibition

Primary 5th/6th


Name Class Date

Lesson 6: Th at is SO 1912!

Fill in column 1 before your tour, column 2 as you examine the signs, posters, artefacts, and photographs during your tour, and columns 3 and 4 after your visit. Brainstorm other categories to add to the end of the chart.

Create a Venn Diagram to discuss the similarities and diff erences you found in the trends of 1912 and today. Why do you think styles have or havent changed much? Decorate your diagram with drawings of the items on both sides.

1. Mine 2. On Titanic 3. Similarities 4. Di erences

Song or music

Hat

Evening wear

Athletic clothes

Shoes

Jewellery

Hair style

Food

Sport

Nonsport game or entertainment

Luggage/handbag

Sending a message

Primary 5th/6th


Name Class Date

Lesson 7: Lifestyles of the Rich and Famous

Before your educational tour, research the following celebrities onboard Titanic. Use Encyclopedia Titanica www.encyclopedia-titanica.org. While at the Exhibition, indicate whether or not they are included in any of the displays. If so, explain how.

CELEBRITY CLAIM TO FAME SURVIVED? IN EXHIBITION?

John Jacob & Madeleine Astor

Margaret Molly Brown

Lucy Christiana, Lady Du Gordon

Jacques Futrelle

Dorothy Gibson

Benjamin Guggenheim

Henry B. Harris

Francis David Millet

Harry Molsen

Isidor & Ida Straus

Charles Eugene Williams

Richard Harris Williams II

Primary 5th/6th


Nam

e

Cla

ss

Dat

e

Less

on 1

1: T

ime

Will

Tel

l

Part

1: I

n th

is ac

tivity

you

will

beg

in b

y le

arni

ng w

hat t

ime

of d

ay a

nd n

ight

som

e of

the

impo

rtan

t eve

nts o

f the

Shi

ps la

st 24

hou

rs. C

ompa

re th

e tim

es to

yo

ur sc

hedu

le fo

r one

Sun

day

and

Mon

day.

Writ

e th

is in

form

atio

n in

the

last

colu

mn.

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ET

ITA

NIC

ME

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ay14

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il 19

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nish

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Primary 5th/6th


TIM

ET

ITA

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ts ar

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ned

out,

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Th is exhibit makes me want todive down to Titanic myself!



Post Primary Junior Cycle Teachers Guide

1. Artefacts

2. Find Titanic!

3. What Does Titanic Have to do With Me?

4. Says Who?! Primary Source Analysis

5. Th at is SO 1912!

6. Lifestyles of the Rich and Famous

7. Sports Centre

8. Th eyre Playing Our Song

9. I Can Do Better Th an Th at!

10. Th ats Not How it Happened!

11. Time Will Tell


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Th e lessons in the Post Primary Junior Cycle Teachers Guide are speci cally geared towards English, History, and Geography. However, a unit on Titanic can be easily incorporated into many subjects. In the Appendix, you will nd a list of several recommended integrated activities for all levels, especially addressing maths and science and including the link for our comprehensive Titanic Science curriculum.

Th e targeted class group is 1st to 3rd year students. Teachers may also want to consult the Primary School Guides. Some of the lessons have components that must be done before the educational tour to Titanic: Th e Artefact Exhibition, some are for after the tour, and some are for both. Most also have activities to be completed by the students while at the Exhibition. Please preview the lessons carefully so everyone will be prepared. Feel free to select all or part of the lessons. Older students may be able to complete all the work in the Guide designed to be done at the Exhibition, while one activity may be enough for the younger students. Some lessons include reproducible Student Activity pages which you will nd at the end of the lesson descriptions and instructions.

Post Primary Junior Cycle


Lesson 1: ArtefactsStudent Activity page 45

Students will find 5 artefacts at Titanic: The Artefact Exhibition whose owners have been identifi ed. Most of these will be found in the Memorial Gallery room at the end of the Exhibition. Th e worksheet provides a chart for recording data. After the educational tour, have students complete the chart by researching the lives of those individuals on the passenger lists available at Encyclopedia Titanica www.encyclopedia-titanica.org under the People section or via their Search function.

1. Once the chart part of the activity is complete, the information on the people and their personal belongings can be used for a variety of activities. Individual students create a written dialog amongst the 4 people from their chart. Groups create and/or perform skits featuring one or all of their people. For example, imagine Captain Smith has invited these people to dine at the Captains table. Create a dialogue for their conversation. Students demonstrate their knowledge of contemporary politics and issues by incorporating those facts in the characters conversations. Rewrite the information into short biographies. Draw or fi nd portraits of the people as well as the pictures of the artefact as illustrations. Write an eyewitness journal entry as one of the people. Th ese activities can also be used in several other biography-related lessons in this Guide.

2. In Part 2, the artefacts the students researched will be used in an original advertisement for a Titanic Exhibition. Formats could include both illustrated and spoken ads.

3. In Part 3, students will practise reading artefacts to see how historians draw conclusions from them.

Lesson 2: Find Titanic!Student activity page 47

This is a geography activity that requires locating and labeling places on a map. You will need to provide a black-line master map for your students to use or you can expand the project by having them create their own maps. Make sure the map shows the Atlantic Ocean with land on either side. Students will need an atlas.

Th is activity can be done before or after your educational tour. Instructions are on the Student Activity page. Th e amount of detail expected on the map can vary with your students skill level. Make sure the map has longitude and latitude lines indicated. Th ere is a map provided to show the route of Titanic.

Lesson 3: What Does Titanic Have to do With Me?Student Activity page 49

Th is activity has students relate to the passengers on Titanic by making connections with their local community and own family history. It works well in conjunction with Lessons 1 and 4. Th ey will be recording information in charts and then answering questions based on that data.

Begin the activity before your visit to the Exhibition with research on the website Encyclopedia Titanica www.encyclopedia-titanica.org. Lists of passengers from Titanic are available there in the People section. Th ere is also a Search feature provided on the site.

Part of the assignment will be completed during the educational tour itself when students look for artefacts belonging to specifi c individuals. Most of these will be found in the Memorial Gallery of Titanic: Th e Artefact Exhibition. After the educational tour, there are extension activities provided and the biographies from this lesson can be used for the assignments described in Lesson 1.

1. Students search for passengers with their own last names. Have them enter their last name in the Search box on the upper right. Th is will pull up a list of articles for passengers with that last name. Th ey will be able to read the biographies online and complete the Student Activity page chart. To avoid the possibility of a name not being found, students may work together and borrow a partners name for the chart part of this lesson, or use a maiden name from their own family.



2. Have students search for their county or country to fi nd passengers associated with their area. Students need to fi nd out if it was the passengers home, their destination, or perhaps they were just passing through. Th is will be indicated in the Local connection column of the chart where a specific city or county should be included if given. You will need to provide students with a map of your country. Th ey will also need resources for researching local history.

3. Students will use local newspapers to compare how the news of the Ships sinking was reported. Th is activity works well in conjunction with Lesson 4.

4. Students will see how much or how little their town has changed since 1912.

Lesson 4: Says Who?! Primary Source AnalysisStudent Activity page 52

Introduce the Lesson:Your history textbook is a secondary source. Th is means that you have to rely on its authors ability and authority to tell you about what went on in the past. But from where do the authors get their information? And what if you dont trust the authors? Th ats where primary sources come in. A primary source is an account by an eyewitness, someone who was present at the time of an event. Primary sources are not only written documents. Th ey come in many forms such as an article, diary, letter, photograph, video, or audio recording.

1. While at the Exhibition students will look for examples of written primary sources, copy down an excerpt, and then determine why the designers included that particular one in the display. Tell your students before they begin how many examples you expect them to locate. After the tour, students will read accounts from real survivors.

Four brief excerpts are provided in the Appendix. More can be found at EyeWitness to History www.eyewitnesstohistory.com/titanic.htm. Th ese documents serve as examples for students before they write their own eyewitness accounts about Titanic.

2. An excellent book for primary source activities is Th e Titanic Disaster Hearings:Th e O cial Transcript of the 1912 Senate Investigation by Tom Kuntz (Pocket Books, 1998). Th ese transcripts can be developed into radio dramas and role playing activities.

Lesson 5: Th at is SO 1912!Student Activity page 54

Students compare elements of todays culture to that of 1912. Column 1 (Mine) is the students favourite or what is normal for his/her family. Column 2 will be filled in while visiting Titanic: Th e Artefact Exhibition. Th e rest of the assignment will be completed after the educational tour.

Lesson 6: Lifestyles of the Rich and FamousStudent Activity page 56

Explain to students that the Titanic passenger list reads like a Whos Who of high society at the time. It has been reported that the combined personal fortunes of some of the elite passengers was more than 150 million in 1912. Th is activity is begun before the educational tour by using Encyclopedia Titanica www.encyclopedia-titanica.org. It is completed while touring the Exhibition. Th is activity can also be used with the assignments described in Lesson1

Primary sources recovered from the wreck site include many paper artefacts such as this pursers safety envelope.

Mr. and Mrs. John Astor take their dog, Kitty, for a walk.



Lesson 7: Sports Centre

Students will work in groups to research what kinds of sports or other athletic activities were popular in 1912 and available on Titanic. Presentations are in the form of a sports news show.

Introduce the lesson:Tonight we begin our sports coverage live on the First Class Promenade Deck by interviewing a rising tennis ace. Plus, well talk strategy with Titanics resident squash pro and fi nd out which is more popular, the Gymnasiums mechanical horse or its camel! Th ese could be your opening lines for this next activity, in which you will research the sports and other recreational activities available to passengers.

Students need to consult the Exhibition, library, and the internet for further information. Students will create a broadcast to highlight the activities and facilities on the Ship for sports and exercise. Make sure they include the Gymnasium, Turkish Baths, swimming pool, and squash courts and fi nd out who T.W. McCawley and Fred Wright were.

Lesson 8: Th eyre Playing Our Song

Th is lesson examines the elaborate art work on the covers of old sheet music as primary sources. It can be expanded to a music history class by researching the hit tunes of the time, such as Alexanders Ragtime Band and My Melancholy Baby. Lists of contemporary popular music can be found by searching music 1912 at Answers.com www.answers.com or on Wikipedia. Explain to students that while the story that the band played until the Ship sank may not be true, music was prevalent. Among the paper artefacts recovered were sheet music from songs popular in 1912, such as Kiss Me, My Honey, Kiss Me by Irving Berlin and Ted Snyder. Th e White Star company hired eight musicians to entertain the fi rst- and second-class guests. Lunch and dinner were even introduced by the playing of a song, Th e Roast Beef of Old England.

a. Th e Smithsonian Institute has created a website (americanhistory.si.edu/ONTHEMOVE/themes/story_41_1.html) based on the art work from sheet music as a historical source. Other websites with databases of sheet music and their art work can be found at Duke University (library.duke.edu/digitalcollections/hasm/) and Johns Hopkins University (levysheetmusic.mse.jhu.edu/).

After looking at examples from the early 20th century, have students create a cover for their favourite song. Make sure it refl ects not only the songs message, but trends and cultural norms of our times.

b. Have students write and perform their own song about Titanic. For inspiration, play Th e Wreck of the Edmund Fitzgerald about a ship wreck in the Great Lakes. Dont forget an illustrated cover for it!

c. Two big hits in 1912 were Alexanders Ragtime Band and My Melancholy Baby. Other popular songs from the time can be easily found via internet searches. Try to fi nd lyrics and recordings. Compare and contrast them to todays big hits.

Musical instruments were found in the debris fi eld, including this clarinet.



d. Have student create and record a radio show, complete with news broadcasts and popular music, circa 1912. Th e research done for several of the other lessons in the Guide can be applied here, such as combining it with Lesson 8.

Lesson 9: I Can Do Better Th an Th at!

Students with an interest in architecture or drafting will appreciate this activity. Th ey will design a Gallery room to add to Titanic: Th e Artefact Exhibition to teach more about what people did for fun in 1912. Students can build a model or diorama and include descriptions of the didactics, photographs, and artefacts for their exhibition. For a lower level activity, students locate and describe the places on a diagram of the Ship where such activities took place. In addition to the places and activities included in Lessons 58, the Ship also had a Library, Smoking Rooms, Lounges, a darkroom, a Reading and Writing Room, saloons, restaurants, and reception rooms.

Lesson 10: Th ats Not How it Happened!

Much of what we think we know about Titanic comes from Hollywood. For this activity students will compare what they learned from Titanic: Th e Artefact Exhibition with the way movies portray the Ship and its voyage. Both A&E TV and National Geographic have Titanic documentaries that can supplement the historical information. Choose one or as many movies as you would like to show your students. Perhaps break the class into groups and assign each group a diff erent fi lm for another level of comparisons. Have students take notes as they watch the videos to keep track of the discrepancies.After viewing the fi lm, have them consult the individual movies goofs link at Th e Internet Movie Database www.imdb.com for specifi c anachronisms and factual errors.

Assignments for Students: Turn your notes into an essay about the responsibility you feel Hollywood has or doesnt have to be accurate when portraying historical events.

Write a letter to Th e History Channel explaining why you think an episode for their History vs. Hollywood series should be made about Titanic.

Lesson 11: Time Will Tell

Students will create a timeline of events on Titanics fateful night. As they tour the Exhibition, have students record the dates, times, and events of key moments as found on the walls, signs, and posters. After the educational tour, students will compile this information into a timeline for 14 and 15April 1912.

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Courtesy of www.Meredith.vox.com, www.allposters.com, and www.shopping.yahoo.com.

TITLE YEAR RATED

Titanic 1997 PG-13Titanic (TV) 1996 NRS.O.S Titanic (TV) 1979 NRTh e Unsinkable Molly Brown 1964 NRA Night to Remember 1958 NRTitanic 1953 NRAtlantic (Titanic: Disaster in the Atlantic) 1929 NR



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Lesson 2: Find Titanic!

It took over 70 years and signifi cant advances in technology for Titanic to be found after its fateful maiden voyage. Create a map with the features listed below. Make sure your map has lines of longitude and latitude as well as room for a key.

1. After putting the places below on your map, explain the signifi cance of each location in the story of Titanic, which you will learn as you tour Titanic: Th e Artefacts Exhibition. Use 2 diff erent colours to shade land and water.

2. Now plot these locations on your map. Create a key to indicate what was at that site.

Countries Ireland, England, France, United States, Canada, Greenland

Cities Belfast, Ireland; Southampton, England; Cherbourg, France; Queenstown, Ireland; New York, New York; Halifax, Nova ScotiaBodies of water Atlantic Ocean, Labrador Sea, North Sea, English Channel, Irish Sea

Icebergs reported by other ships

4151N, 4952W4127N, 508W425N, 507W42N, 51W

Titanics 1st emergency message 4146N, 5014W

Corrected Titanic message 4146N, 4914W

Titanic wreck siteStern section: 414335 N, 495654 WBoilers: 414332 N, 495649 WBow: 414357 N, 495649 W



3. Draw Titanics route on the map. Indicate it in your key. Make sure your wreck site is accurate. She sank approximately 1,609 kilometres due east of Boston, Massachusetts, and 604 kilometres southeast of St. Johns, Newfoundland.

4. Th e very technology that helped scientists and explorers fi nd Titanics fi nal resting place could have helped her avoid the disaster in 1912. Research advances in geographical and transportation technology, such as global positioning systems, or GPS. Explain when in Titanics timeline of tragedy these inventions could have come into play.



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Documents

Titanic Us Kit Student Activities