CLASSROOM LESSON PLANS AND EDUCATIONAL TOUR ACTIVITIES

Primary 3rd/4th Teacher’s Guide

1. Pack Your Bags

2. Now and ! en

3. Extra! Extra! Read All About It!

4. Artefacts

5. A Picture is Worth a ! ousands Words!

6. Are We ! ere Yet?

7. A Ticket to Ride

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

9. I Was ! ere?

10. Telling Time

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

7 Titanic: Titanic: ! ! e e Artefact AArtefactrtefac tExhibition ExExhibitionhiibition The lessons in the Primary 3rd/4th Teacher’s 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 TH frame blackandwhite photos taken on a day that they come in period costume. In the Appendix, you will fi 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.

/4 For Reading, there are several excellent historical fi ction books available for this level such as White Star: A Dog on the Titanic, Dear America’s Voyage on the Great Titanic: ! e Diary of Margaret Ann Brady, and Magic Tree House: Tonight on the Titanic. " ese books are also a convenient way to teach the diff erence between fact and fi ction. After RD reading one or listening as a class, the students can look for discrepancies when they visit the Exhibition. " is section is specifi 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: ! 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 3

8 Titanic: ! e Artefact Exhibition Primary 3rd/4th Lesson 1: Pack Your Bags! ! 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 Ship’s 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. Leather bag recovered from the ocean % oor. Make sure illustrations and advertisements are included. Explain to the students that some of the people travelling Looking through Lessons 7–9 in the Primary 5th/6th on Titanic were going on holiday but many of them were Guide may provide further ideas and information on moving to " nd new homes. Ask students to look for bags topics to research. and suitcases at the Exhibition. You may want them to draw a picture to help them remember later. ! e format for this project can vary depending on your class skills and resources. For example, each section of Introduce the lesson: the “paper” could be done on a poster, and mounted Imagine that your family is moving to a new house but for display. Desktop publishing can also be used for a there’s only enough room for you to bring 1 suitcase, professional$looking product. 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 can’t 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? Although his luggage containing this calling card was on Titanic, Mr. Irwin was not as he had missed the boat. Write a report as this archaeologist in the future explaining what was “discovered” and what can be learned from it Lesson 4: Artefacts about life in the early 21st century. Student Activity page 13 Make sure students understand the definition of an Lesson 2: Now and ! en artefact before beginning. ! eir task is going to be to " nd Student Activity page 12 3 artefacts at Titanic: ! e Artefact Exhibition whose owners In this activity, students will compare objects from their have been identi" ed. Most of these will be found in the own life to those of 1912. Instruct students to " ll in column 1 Memorial Gallery room at the end of the Exhibition. of the chart (“Mine”) before the educational tour. ! ese The worksheet provides a chart and a creative writing can be their favourite of that item or what is typical for assignment. After the educational tour, have students their family. Column 2 (“On Titanic”) will be " lled in as research the lives of those individuals by looking up the they look at the artefacts and photographs at the Exhibition. people on the passenger lists available at Encyclopedia Columns 3 and 4 can be completed and discussed after Titanica www.encyclopedia-titanica.org under the “People” the tour. Further information for column 2 can be researched section or via their “Search” function. after the tour if necessary. Also, you may want to assign a speci" 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.

9 Titanic: ! e Artefact Exhibition Primary 3rd/4th ! 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”. ! is part of the lesson correlates well with Lesson 9.

Lesson 5: A Picture is Worth a ! ousand Words! Student Activity page 14 ! is lesson demonstrates to the students how we don’t learn history only by reading books. ! ey will look for and keep track of the photographs, diagrams, and models used in Titanic: ! e Artefact Exhibition to tell the Ship’s story. ! ey will tally each time the Ship is depicted in one of those 3 formats and answer questions about those totals. Lesson 8: All Aboard! Titanic Boarding Passes… For lower grades, this makes an excellent counting and A Lesson in History sorting activity. For all, it links easily into an art project. Continuing with the Boarding Pass referenced in Lesson 7, Lesson 6: Are We ! ere Yet? this lesson examines stratification in society and can Student Activity page 15 also be expanded with the same biography activities as described in Lesson 4 and included in Lesson 9. This is a geography activity that requires locating and labeling places on a map. You will need to provide a Upon arriving at the Exhibition, students will “board” black$line master map for your students to use. Make sure Titanic using replica tickets from White Star Line. Each it shows the Atlantic Ocean with land on either side. boarding pass includes the name of an actual passenger on Students will also need an atlas. board the Ship thus enhancing the historical relevance and personal experience for your students. ! roughout Instructions are on the Student Activity page. ! e amount the Exhibition, your class will learn about early 20th of detail expected on the map can vary with the class level. century grandeur as they walk through re$creations of For older classes, make sure the map has longitude and several actual interiors of the Ship. When students view latitude lines marked on it. A simpli" ed grid for longitude two painstakingly recreated passenger cabins—one " rst$ and latitude is also available on the Student Page. A map class and one third$class—they can imagine what it is provided to show Titanic’s route. would have been like to actually sail on Titanic. These two cabins also vividly illustrate the sharp di& erences Lesson 7: A Ticket to Ride between the wealthy passengers in First Class and the poor Student Activity page 17 immigrants who crowded the third$class cabins. Students Tell your students they have been hired to redesign the will track the experience of the passenger on their boarding tickets used to board Titanic. While on the educational pass as they move through the Exhibition. tour, they must " ll in the chart on their Student Activity page. Their final ticket design must incorporate that Before your educational tour: information somehow. For examples, students can refer to De" ne and discuss the terms “" rst$class” and “third$class”. the Boarding Pass they received at the Exhibition as well Many students will give a de" nition that has to do with as the picture of an authentic ticket on their worksheet. school—“English class” or “Maths class”. Lead students towards other de" nitions by asking: What does it mean to % y “" 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?

10 Titanic: ! e Artefact Exhibition Primary 3rd/4th Explain to your students that on Titanic, passengers could book passage in the " rst$class, second$class, or third$class cabins. You may want to share with them what it would cost in each class in today’s dollars and provide concrete examples of what has a comparable cost today: First Class Deluxe Parlour Suite = £61,500; Second Class Ticket = £34,400; ! ird Class Berth = £536. Let students know that when they visit the Titanic Exhibition, they will see both a " rst$class and a third$class cabin. 1. Students search for real passengers with their own last At the Exhibition: names. Have them enter their last name in the Search Ask students to notice the di& erences between the " rst$ box on the upper right. ! is will pull up a list of articles and third$class facilities. ! ey may want to take notes for passengers with that last name. ! ey will be able to while they are at the Exhibition. As they enter the Memorial read the biographies online and complete the Student Gallery, students will see the fate of their individual Activity page. To avoid the possibility of a name not passengers by locating their names on the manifest. being found, students may work together and “borrow” a partner’s name for the chart part of this lesson, or use After the educational tour: a maiden name from their own family. Have students create an illustration of the person from their Boarding Pass in a cabin appropriate to their status. 2. Have students search for their county or country to " nd Researching the speci" c person on Encyclopedia Titanica passengers associated with their area. Students need to www.encyclopedia-titanica.org will provide additional " nd out if it was the passengers’ home, their destination, details to incorporate, perhaps even a photograph of the or perhaps they were just passing through. person or a list of their personal belongings to include in the picture. ! is will be indicated in the “Local connection” column of the chart where a speci" c city or county should be Lesson 9: I Was ! ere!? included if given. You will need to provide students with Student Activity page 18 a map of Ireland. This activity has 2 parts, both of which enhance the Lesson 10: Telling Time students’ concept of their place in history. ! e " rst makes Student Activity page 20 connections to their family history and the second to In this activity students gain perspective of the time frame their local community. Both activities use Encyclopedia in which Titanic sank. ! ey will learn what time of day Titanica www.encyclopedia-titanica.org. Lists of passengers and night some of the important events happened on from Titanic are available online there in the “People” the Ship. ! ey will develop a sense of historical empathy section. There is also a “Search” feature provided on by comparing those events to their own schedule. the site. Students will have to keep track of their routine for one Both activities are begun before the educational tour, with Sunday and Monday. For younger classes, parents may a part to be done at the Exhibition, and extension activities need to help with this part. ! is information is recorded for afterwards. ! e last column on the charts asks whether in the last column of the time table on the Student Activity or not there is anything at the Exhibition that is connected page. While at the Exhibition, the students will look for to these people and if so, to describe what it is. ! ese will photographs or artefacts that demonstrate the events in most likely be found in the Memorial Gallery. the Titanic column. Once the data has been collected, this lesson can be used as a launching point for the biographical activities described in Lesson 4.

11 Titanic: ! e Artefact Exhibition Primary 3rd/4th Name Class Date

Lesson 2: Now and ! en

Mine On Titanic How are they How are they the same? diff erent? Song or music

Everyday wear

Shoes

Jewellery

Hair style

Hat

Food

Sports or games

12 Titanic: ! e Artefact Exhibition Primary 3rd/4th Name Class Date

Lesson 4: Artefacts

Titanic: ! e Artefact Exhibition has many artefacts from the Ship for you to study. Sometimes we can even " 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.

13 Titanic: ! e Artefact Exhibition Primary 3rd/4th Name Class Date

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

You won’t 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.

14 Titanic: ! e Artefact Exhibition Primary 3rd/4th Name Class Date

Lesson 6: Are We ! 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 Ship’s positions.

41º51’N, 49º52’W Icebergs reported by other ships 41º27’N, 50º8’W 42º5’N, 50º7’W Titanic’s 1st emergency message 41º46’N, 50º14’W Wreck found 41º44’N, 49º56’W

15 Titanic: ! e Artefact Exhibition Primary 3rd/4th 52°W 51°30’W 51°W 50°30’W 50°W 49°30’W 49°W 48°30’W 48°W

43°N

42°30’N

42°N

41°30’N

41°N

40°30’N

40°N

16 Titanic: ! e Artefact Exhibition Primary 3rd/4th Name Class Date

Lesson 7: A Ticket to Ride

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

Date the Ship set out

Place left

Scheduled arrival date

Scheduled arrival date

First Class ticket price

Second Class ticket price

! ird Class ticket price

Company that made the Ship

Captain’s 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.

17 Titanic: ! e Artefact Exhibition Primary 3rd/4th e from your family? your e from bition, explain what it is. sailed. Are any of them still alive? sailed. Are Titanic Lesson 9: I Was ! ere? Was Lesson 9: I that had the same last name as you. Fill in this chart with their information. Use separate paper if you need more room. room. more need you if paper separate Use information. their with chart this in Fill you. as name last same the had that Titanic Why or why not? Name Age? or Girl? Boy Class on Ship Last residence Job Exhibition At Name Name Part 1: Look for passengers something that belonged to or mentions them can be seen at the Exhi If on educational tour. ! e last column is filled in during your Class Date Answer questions on separate paper: Answer 1. whole name? Could any of these people b your have anyone Did had the same last name as you? many passengers on the Ship How year the 1912, in alive were who relatives your of names the Highlight paper. 2. separate on tree family a Create

18 Titanic: ! e Artefact Exhibition Primary 3rd/4th the map. Put yourself on ou need more room. ! e last room. ou need more Name Age? or Girl? Boy Class on Ship Last residence Job Exhibition At Part 2: Look for passengers who are connected to your state. Fill in this chart with their information. Use separate paper if y in this chart with their information. Use state. Fill connected to your 2: Look for passengers who are Part educational tour. column is filled in during your Put these people on a map of your county too! inthe map, their appropriate cities and towns. Be sure to add the names of those locations on

19 Titanic: ! e Artefact Exhibition Primary 3rd/4th ME Lesson 10: Telling Time Telling Lesson 10: TITANIC TIME Sunday8:30 a.m.9:00 a.m.11:00 a.m.11:40 a.m.1:00 a.m. 1912 14 April Breakfast 1:42 p.m. icebergs in the area Another ship reports 6:00 p.m. services go to church Passengers 7:30 p.m. icebergs in the area Another ship reports 8:55 p.m. Lunch 9:00 p.m. Another ship sends a message about icebergs 9:20 p.m. Dinner 9:30 p.m. Another ship warns about icebergs 10:00 p.m. ! e captain says goodnight to his friends after dinner. 11:39 p.m. in the restaurants finish working stewards Saloon for bed gets ready Captain Smith another ship about ice ! e lookouts watch for icebergs; a message from turned out. Lights are Bedtime! hits an iceberg ! e Ship Name Name Class Date

20 Titanic: ! e Artefact Exhibition Primary 3rd/4th hat match an event, ME Carpathia disappears in the water Carpathia Titanic Carpathia

Draw pictures to tell a storyand about being saved. pictures last day on the Ship about your Draw

. call for help is sent lifeboat sails into the ocean lifeboat gets to st st st Titanic TITANIC Last lifeboat sails; TIME Monday12:05 a.m.12:10 a.m. 1912 15 April uncovered ! e lifeboats are 1 12:15 a.m.12:25 a.m.12:45 a.m.2:20 a.m. 3:30 a.m. ! e band plays music to calm people 4:10 a.m. start to get in the lifeboats and children Women 8:30 a.m. 1 them, a ship coming to save in lifeboats see lights from People 1 Last lifeboat gets to While on your educational tour, look for photos that show some of the events in the chart. When you find pictures or artefacts t find pictures When you in the chart. some of the events look for photos that show educational tour, While on your chart.put a star next to the time on your 1. What is di ff erent? sank? that the Ship and the Sunday/Monday Sunday/Monday your What is the same between 2. on were that you Pretend

21 Titanic: ! e Artefact Exhibition Primary 3rd/4th