THE TITANIC A Multidimensional Project

1. THE TITANICA Multidimensional Project Quincy Cook and Cathy Walker 7th Grade Teachers Narrows View Intermediate School University Place, Washington

2. OBJECTIVES • Gather, sort, and synthesize information • Design a brochure promoting travel on the Titanic • Write an editorial about the sinking of the Titanic • Write a factual newspaper account about the Titanic disaster, using who, what, when, where, why, and how • Write a personal narrative focusing on point of view and detailed facts • Upload publication to school web site

3. PREREQUISITE SKILLS • Basic research skills • Basic note-taking skills • Word processing skills using Microsoft® Word 2000 • Accessing Internet Explorer 5.0 • Familiarity with Microsoft Publisher 2000 • Oregon Six Writing Traits at: http://www.nwrel.org/eval/toolkit/traits/#begin

4. WEB RESOURCES • Investigating the Research Cycle http://www.bham.wednet.edu/mod5.htm • Six Trait Scoring Guide http://www.nwrel.org/eval/toolkit/traits/@begin • General Titanic Sites http://members.aol.com/Mnichol/Titanic2.index.html http://members.tripod.com/~rhazz/index-2.html http://www.advanix.net/jsadur/titanic

5. BOOK SOURCES • Inside the Titanic by Ken Marschall • A Night to Remember by Sir Walter Lord • The Story of the Titanic (as told by its survivors) • Titanic by Leo Marriott • Titanic, Legacy of the World’s Greatest Ocean Liner by Susan Wels

6. SAMPLE DISCUSSION QUESTIONS • What state-of-the-art features of the Titanic led to the claim that it was “unsinkable”? • Why did the captain and crew ignore warnings about icebergs? Were they negligent? • How did the sinking of the Titanic affect society at large?

7. RESEARCH CYCLE • Gathering: research the Titanic • Synthesizing: organize information and develop notes • Formatting: format the travel brochure • Evaluation: ongoing until project is completed

8. FOUR STEPS IN THE WRITING PROCESS • Brainstorming • Rough Draft • Self and Peer Editing • Final Draft

9. STUDENTSAMPLE

10. LESSON MODIFICATIONS For the Special Needs Student • Work in groups of three or fewer • Extend computer time and project time • Use Microsoft Publisher and PowerPoint templates • Let students dictate information to a scribe For the Gifted Student • Encourage a more detailed presentation • Have students create poetry to enhance newspaper • Have students assist in uploading files to web page

11. EVALUATION RUBRIC Content: Writing (up to 53 points) • Well researched, well organized, well written • Free of careless errors Content: Technical (up to 37 points) • Minimum of 6 slides; variety of text fields, graphics, and transitions • Professional look that visually depicts material Technical Organization (10 points) • Students can access server and save project in folder • Student provides instructor with electronic form of presentation

12. POWERPOINT/ MULTIMEDIA RUBRIC • Curriculum Alignment • Teamwork • Organization of Content • Originality • Subject Knowledge • Graphical Design • Mechanics

13. BENEFITS • Students gain practice in the state’s Essential Learnings in Writing • Students practice using Microsoft Office 2000 applications in user-friendly atmosphere • Students learn to work in a team • Students learn how to use their time wisely to achieve deadlines • Students learn how to upload their work to the school web site