1. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences

2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Nichole Meeks The Titanic/ History 4th The Unsinkable Ship that Sunk

3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: Students will be learning about the construction and maiden voyage of the Titanic. We will then discuss the tragedy of the its sinking and how the significant loss has become a well known event in history, especially focusing on the social inequalities. Objectives: Content/Knowledge: Students will be able to analyze and summarize information regarding the Titanic and how its sinking has made an impact on history. Students will Process/Skills: Critical thinking Comparing and Contrasting Values/Dispositions: Receiving Responding

4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: The deaths associated with the sinking of the Titanic drew attention to the social injustices caused by status inequality. Teaching students about the events leading up to and the actual sinking will help them understand the magnitude of the tragedy and how it has remained a prominent part of history for nearly 100 years. Standards: State – Illinois Common Core or Learning Standards 16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present. 16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non- literary sources. National – NCSS Themes Time, Continuity, and Change People, Places, and Environments

5. Logical/Mathematical

6. Logical/Mathematical Students will study and analyze charts depicting the statistics of the passengers and crew members that were killed in the sinking of the Titanic. The charts show how many passengers died from each social class. Students will use pencils and paper to calculate how many more 2 nd or 3 rd class passengers died than did 1 st class passengers.charts

7. Verbal/Linguistic

8. Verbal/Linguistic Students will be divided into three groups and assigned a topic pertaining to the Titanic to become “experts” on: Construction & size Passengers & crew The sinking. They will then report their findings to the rest of the class so that students develop and understanding of the Titanic’s history and characteristics. Possible Resources: Inside the Titanic by Hugh Brewster Titanic Names: A Complete List of Passengers and Crew by Lee Meredith Titanic by Jim Pipe Titanic: An Illustrated History by Don Lynch

9. Musical/Rhythmic

10. Musical/Rhythmic Students will listen to the hymn, Nearer my God to Thee, which is rumored to be the last song played by the ship’s band before it sank. After listening, students will write a journal entry explaining why they feel the song was possibly chosen as one of the last to be played. The teacher should emphasize the tempo of the song as well as the emotions it may provoke Nearer my God to Thee

11. Visual/Spatial

12. Visual/Spatial As part of the introduction to the unit, students will watch the following videos of the Titanic. The first is actual footage of the Titanic in it’s construction stage. The second is a computer simulation of what is believed to have happened the night the ship sank. Footage of Titanic Simulation of the Sinking

13. Body/Kinesthetic

14. Body/Kinesthetic The teacher will bring in a 5 gallon bucket of water that has been iced to a temperature of approximately 28 degrees F, the same temperature as the ocean water was the night the Titanic sank. Students will be allowed to submerge their arms for no longer than 10 seconds in order to experience the same frigid temperatures as the passengers that went into the water the night Titanic sank.

15. Interpersonal

16. Interpersonal The class will be initially divided into 3 groups which will represent first, second, and third class passengers on the Titanic. Then each group will be evenly divided again into 3 more groups, each of which will be assigned one of the following projects to present to the class in order to portray the different treatment the classes received: Detailed model of a stateroom Sample menu for each meal of the day Reenactment or video of entertainment and activities available on board the ship

17. Intrapersonal

18. Intrapersonal At the end of the unit, the teacher will assign each student to be a first or third class passenger. The students will then “write a letter home” through the eyes of a passenger from that particular class based on what they’ve learned. They should discuss the accommodations, the food, and what they like to do on the ship.

19. Naturalistic

20. Naturalistic In order to demonstrate to students how the environment was the night the Titanic sank, the teacher can assign the students to a partner. One partner will be blindfolded, to represent how dark it was for the watchmen that did not spot the iceberg in time the night Titanic sank. The other partner must guide the blindfolded one around an obstacle course. This will allow students to understand the communication difficulties of the captain being unable to see and the watchmen being unable to steer.

21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Visual Learning and Assessment: Assessment: Students will be assessed mainly based on participation and observation. Students will also turn in any paperwork or reflections that go along with any lesson. For presentation and participation activities, students will receive a grade based on behavior, engagement in the activity, and focus on task. Online Resources: 1. http://www.delicious.com/nmeeks86