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K–12 teaching and learning · from the UNC School of Education

Tracing the Titanic Tragedy

Students will learn about the Titanic disaster as a historical event by reading informative articles and books and by use of the Internet. They will then produce a database of passengers with information about them and use the database to analyze the information.

A lesson plan for grade 6 English Language Arts and Social Studies

By Elizabeth Harren

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Learning outcomes

Students will research information about the Titanic disaster and use it to create a database of information about its passengers.

Teacher planning

Time required for lesson

5 hours

Materials/resources

Students need access to books about the Titanic such as Exploring the Titanic by Robert Ballard or Titanic - Legacy of the World’s Greatest Ocean Liner by Susan Wels.

Technology resources

Computers with Internet access and database software are needed.

Pre-activities

Students should have some previous knowledge of databases, including sorting and searching techniques. They should also know how to complete a search on the Internet.

Activities

  1. The teacher will introduce the unit with a brainstorming session asking students what they already know about the Titanic. These will be listed on the board or chart paper.
  2. Students will increase their interest by learning some general information from the suggested reading materials and by using the following websites: Amazing Titanic, Britannica Online’s Titanic Information Article and the Titanic Information Site all referenced below.
  3. Students will then use the Passenger List website to focus in on the Titanic’s passengers.Using the research questions (see Attachment) students will decide on appropriate fields (categories) for the database, such as name, nationality, age, etc.
  4. The teacher will divide an alphabetical passenger list into 4 equal groups.
  5. Each group of students will work cooperatively to gather information on 20 of their assigned passengers.
  6. After lists are completed, students will enter information into a class database.
  7. Once the database is complete, the students will be given questions to answer using searching and sorting techniques. (See Attachment.)

Assessment

  • Students will complete cooperative group work on assigned passengers.
  • Students will answer database questions with 80% accuracy.Students will exhibit interest and excitement in the topic and use of the Internet.

Supplemental information

Database Question Sheet

Related websites

BRITANNICA ONLINE
http://titanic.eb.com

PASSENGER LISTS
http://www.geocities.com/Heartland/Park/8495/passengerlist.html

ENCYCLOPEDIA TITANICA
http://www.encyclopedia-titanica.org/index.php
An extensive database with information on all of the passengers.

THE TITANIC REFERENCE ROOM
http://my.execpc.com/~reva/ref.htm
Maps, photographs, documents, and other primary source materials related to the Titanic

Comments

None

North Carolina Curriculum Alignment

Social Studies (2003)

Grade 6

  • Goal 1: The learner will use the five themes of geography and geographic tools to answer geographic questions and analyze geographic concepts.
    • Objective 1.01: Create maps, charts, graphs, databases, and models as tools to illustrate information about different people, places and regions in South America and Europe.
    • Objective 1.02: Generate, interpret, and manipulate information from tools such as maps, globes,charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections.

Computer Technology Skills (2005)

Grade 6

  • Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.
    • Objective 1.07: Cite sources of information used in content area databases. Strand - Database
  • Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective 3.13: Use evaluation tools to select Internet resources and information for content and usefulness in content area assignments. Strand - Telecommunications/Internet

English Language Arts (2004)

Grade 6

  • Goal 2: The learner will explore and analyze information from a variety of sources.
    • Objective 2.01: Explore informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understand of what is read, heard, and/or viewed.
      • studying the characteristics of informational works.
      • restating and summarizing information.
      • determining the importance and accuracy of information.
      • making connections between works, self and related topics/information.
      • comparing and/or contrasting information.
      • drawing inferences and/or conclusions.
      • generating questions.
    • Objective 2.02: Use multiple sources of print and non-print information in developing informational materials such as brochures, newsletters, and infomercials by:
      • exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM).
      • distinguishing between primary and secondary sources.
      • analyzing the effects of the presentation and/or accuracy of information.