Published with Permission
\nWritten by Amy Nicholson
\nwww.TOSMagazine.com<\/p>\n
\u201cHast thou entered into the springs of the sea? or hast thou walked in the search of the depth? Have the gates of death been opened unto thee? or hast thou seen the doors of the shadow of death? Hast thou perceived the breadth of the earth? declare if thou knowest it all . . .\u201d<\/em> [God answering Job] ( Job 38:16\u201319).<\/em><\/p>\n \u00a0<\/em>\u201cWe are all on the Titanic.<\/em> The reason we cannot stop talking about the great liner is because the Titanic<\/em> is about everything.\u201d[1]<\/a> \u2014John Wilson Foster<\/p>\n On April 14, 1912, the Titanic<\/em>, touted as the \u201cworld\u2019s safest ship\u201d on its maiden voyage from Southhampton,England, to New York City, collided with an iceberg, and sank. A total of 1,523 people died.[1]<\/a> This event left an indelible mark in history. This year will mark the one-hundredth anniversary of that fateful night. We can commemorate it in our classrooms with lesson plans that span the curriculum.<\/p>\n \u00a0The lessons that follow would be most suitable for middle and high school-aged students but could be modified for use with younger children. These activities focus on research and critical thinking, urging students to delve a little deeper and see God\u2019s hand at work.<\/p>\n History<\/strong><\/p>\n \u00a0<\/strong>\u2022 Read books about the Titanic<\/em>. There are also some useful websites, including these: www<\/strong><\/a>.<\/strong><\/a>history<\/strong><\/a>.<\/strong><\/a>com<\/strong><\/a>\/<\/strong><\/a>interactives<\/strong><\/a>\/<\/strong><\/a>titanic<\/strong><\/a>–<\/strong><\/a>interactive<\/strong><\/a>,\u00a0w<\/strong>ww<\/strong><\/a>.<\/strong><\/a>history<\/strong><\/a>.<\/strong><\/a>com<\/strong><\/a>\/<\/strong><\/a>topics<\/strong><\/a>\/<\/strong><\/a>titanic<\/strong><\/a>, w<\/strong>ww<\/strong><\/a>.<\/strong><\/a>history<\/strong><\/a>.<\/strong><\/a>com<\/strong><\/a>\/<\/strong><\/a>videos<\/strong><\/a>\/<\/strong><\/a>titanic<\/strong><\/a>–<\/strong><\/a>deconstructed<\/strong><\/a>,www<\/strong><\/a>.<\/strong><\/a>titanic<\/strong><\/a>–<\/strong><\/a>facts<\/strong><\/a>.<\/strong><\/a>com<\/strong><\/a>, <\/strong>and www<\/strong><\/a>.<\/strong><\/a>webtitanic<\/strong><\/a>.<\/strong><\/a>net<\/strong><\/a>.<\/p>\n<\/div>\n \u2022 Make a timeline of shipbuilding through history. The website <\/strong>www<\/strong><\/a>.<\/strong><\/a>kidcyber<\/strong><\/a>.<\/strong><\/a>com<\/strong><\/a>.<\/strong><\/a>au<\/strong><\/a>\/<\/strong><\/a>topics<\/strong><\/a>\/<\/strong><\/a>shipstimeline<\/strong><\/a>.<\/strong><\/a>html<\/strong><\/a>is suitable for grades K\u2013 6 but could serve as a jumping-off point for older children as well. It even features the sound of a foghorn!<\/p>\n \u2022 Build a boat!<\/p>\n<\/div>\n \u2022 In 1985 the wreckage of the Titanic was discovered off the coast of Newfoundland. Historians and scientists teamed up to analyze the evidence and learn more about the story of the accident.[1]<\/a> What new evidence did they uncover? What role does science play in history? How does it aid in piecing together evidence and telling stories of the past?<\/p>\n \u00a0\u2022 Research eyewitness testimonies of the sinking. Compare these accounts with the history books. How do they differ? What do you find in first-person accounts that you don\u2019t find in the history books? What are the limitations of first-person accounts? This could also lead to an English lesson on point of view.<\/p>\n Social Science<\/strong><\/p>\n \u00a0<\/strong>\u2022 There were 2,208 passengers and crew aboard the Titanic <\/em>at the time of the accident. Who were they? Why were they sailing? Where were they headed? Who were some better-known passengers? Who were some lesser-known passengers? An online resource for this information can be found at www<\/strong><\/a>.<\/strong><\/a>encyclopedia<\/strong><\/a>–<\/strong><\/a>titanica<\/strong><\/a>.<\/strong><\/a>org<\/strong><\/a>.<\/p>\n<\/div>\n \u2022 The passengers were divided into three classes: first-, second-, and third-class. How did they differ, and how were their accommodations different?<\/p>\n Ethics<\/strong><\/p>\n \u00a0<\/strong>\u2022 The captain of the ship, Captain Edward John Smith, received a telegraph report from New Yorkat 9 a.m.on the fateful day, warning him of icebergs. He passed this information to his lunch guest, J. Bruce Ismay, the builder of the ship. Ismay shared the information with only a few passengers but otherwise kept it to himself until 7:15 p.m.Smith and Ismay were aware of the potential danger but failed to act on it.[1]<\/a> What should they have done? What would you have done? What is our responsibility if we know about something dangerous?<\/p>\n \u2022 Who was responsible for the sinking of the ship? One person? A group of people? God?<\/p>\n \u2022 Read poems written about the Titanic<\/em>, including \u201cThe Destroyer\u201d <\/em>and \u201cHeroes of the Titanic,\u201d found at www<\/strong><\/a>.<\/strong><\/a>webtitanic<\/strong><\/a>.<\/strong><\/a>net<\/strong><\/a>\/<\/strong><\/a>framepoem<\/strong><\/a>.<\/strong><\/a>html<\/strong><\/a>.<\/p>\n \u2022 Employing historical fiction, write a brief biography of one of the Titanic\u2019s<\/em> less famous passengers.<\/p>\n Music<\/strong><\/p>\n \u00a0<\/strong>\u2022 The Titanic<\/em> was sinking yet the band continued to play. Why? What songs did they play?<\/p>\n \u2022 It has been said that the band contributed to the death toll that night, making all seem fine\u00a0when in actuality there was an emergency.[1]<\/a>Research music psychology. Where is it used and why?<\/p>\n Art<\/strong><\/p>\n \u00a0<\/strong>\u2022 Study how the ship is depicted in art. Some paintings portray an almost fairytale-like depiction of the doomed ship. Why would the artist do this? How does this depiction differ from what we see in photographs on the same subject?<\/p>\n Film<\/strong><\/p>\n \u00a0<\/strong>\u2022 Watch the films A Night to Remember<\/em><\/strong> and Titanic<\/em><\/strong> and compare them. What was the producer\u2019s aim in each film? How was it accomplished? Which movie was more enjoyable to watch? Which movie taught you more about what actually occurred on the ship? If possible, attend a theatrical production about the Titanic<\/em> and discuss how it compares with the films.<\/p>\n God\u2019s Sovereignty<\/strong><\/p>\n \u00a0<\/strong>\u2022 The temperature dropped at just the right time (or wrong time?) to make the ship most vulnerable to damage. This would lead some to believe that the crash was not indeed an accident but an event ordained by God. What do you think? Is there a line where God\u2019s control of the universe ends and man\u2019s begins?<\/p>\n \u2022 Exploring the story of the Titanic<\/em> will help students better understand this important historical event. It will also teach them about God\u2019s sovereignty in their own lives. It is His hand that writes history. Whether we live as \u201cfirst-class\u201d citizens or as second-class citizens or way down in steerage, we will meet obstacles in life. They are unavoidable, because God puts them there for our good and His glory. He charts our course. Will we trust Him to sail our ship?<\/p>\n \u00a0Captions<\/strong><\/p>\n 1.\u00a0 Last lifeboat arrived, filled with Titanic<\/em> survivors. Photo taken by passenger of the Carpathia<\/em>, the ship that received Titanic<\/em>\u2019s distress signal and came to rescue survivors.April 15, 1912.\u00a0 Photo courtesy of National Archives, NE region, NYC.<\/p>\n 2. Titanic<\/em> at the docks of Southhampton. April 1912. Author unknown.<\/p>\n<\/div>\n 3. RMS Olympic<\/em>\u2019s first-class dining saloon. Olympic<\/em> was Titanic<\/em>\u2019s sister ship. Author unknown.<\/p>\n 4.\u00a0 N.Y. Herald<\/em> front-page story about Titanic <\/em>disaster.April 15, 1912. Source:\u00a0 Library of Congress. Author unknown.<\/p>\n <\/p>\n Amy is married to DJ, her high school sweetheart.\u00a0 They home school three wonderful children–a computer genius, an artist, and a princess. When not tending her chickens or children or husband, Amy enjoys writing. She hopes to make a career of it some day. Maybe when the chickens move out. Amy can be contacted at amylynn<\/a>.<\/a>nicholson<\/a>@<\/a>gmail<\/a>.<\/a>com<\/a>.<\/p>\n \u00a0<\/em>Copyright 2012, used with permission. All rights reserved by author. Originally appeared in the April 2012 issue of <\/span>The Old Schoolhouse\u00ae Magazine<\/em>, the family education magazine. Read the magazine free at<\/span>www<\/a>.<\/a>TOSMagazine<\/a>.<\/a>com<\/a> or read it on the go and download the free apps at <\/span>www<\/a>.<\/a>TOSApps<\/a>.<\/a>com<\/a> to read the magazine on your mobile devices.<\/span><\/p>\n<\/div>\n
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