Goals:

The students will use a personal journal throughout the Titanic Unit as a self-reflection on their progress. This is a great form for the use of word processors. More advanced students may wish to use a Power Point presentation format.

The journal serves as an aid to the long term projects.

The students will receive an opportunity to view the Titanic Web Site and become familiar with the topic.

Materials:

loose leaf paper

pen/pencil

Computer

class notes, discussions, handouts, etc. used during the day

Access to the Titanic site

Resources which might be useful for journal entries and outside reading:
 

Davie, Michael. (1986). The Titanic, The Full Story of a Tragedy. United States: The Bass Press.

Eaton, John P. & Haas, Charles A. (1996). Titanic, Destination Disaster, The Legends and the Reality. United States: Patrick Stephens Limited.
 
Eaton, John P. & Haas, Charles A. (1995). Titanic, Triumph and Tradegy, A Chronicle in Words and Pictures. (2nd edition). United States: Patrick Stephens Limited.
 
Gardiner, Robin & VanDerVat, Dan. (1995). The Riddle of the Titanic. United States: Weidenfeld and Nicolson.
 
Lord, Walter. (1955). A Night to Remember. New York: Henry Holt and Company.

Lord, Walter. (1986). The Night Lives On. New York: William Morrow and Co Inc.

Thresh, Peter. (1992). Titanic. United States: Bison Books Ltd.

Time:

This activity will take about one hour each day for the entire duration of the Titanic unit. (You may modify the lesson to fit the time available to you)

Procedure:

1.  The students will participate in various topic related class activities.

2.  The students will then be given access to the Web Site. (Example: a section on the cargo carried on the Titanic)

3.  Take students through the site (You decide where the most important sections are). I would suggest that all students start their explorations at the introduction to the site and the tragedy.

4.  The students will record the thoughts, feelings, and ideas they experience during the various lessons in their journal.

NOTE: You may want to have all students use a notebook for this purpose and have them transfer their thoughts into a word processor as time allows. This aill allow your lessons to continue at a level pace -- Also the word processor segment could become homework or your students could work on it while you are attending to others in your class with special needs.

The students must reread their journals each week and describe five areas where they have progressed. This will give the students the opportunity to self-assess themselves and their learning progress.

The students must write in their journals about the progress of their long term project once a week. This is another means of self-assessment for the students to practice.  

Curricular Strands & Major Concepts:

The journal will be written in and used through the lesson on a daily basis. The students will use it in all areas of the curriculum to express their ideas, frustrations, and knowledge learned. *** Computer based learning becomes a byproduct of the lesson.

Possible Extensions:

Have the students write a book from their journal ideas.

Have the students continue adding to and writing in their journals.

Have the students use their journals to support class discussions.

Have the students use their journals to provoke questions and suggest puzzlement/problems.