RMS TITANIC
Album of a Fateful Voyage
Compiled and Edited by:
R.M.S. Titanic
A NIGHT TO REMEMBER
by Walter Lord
Replace this text with a 2-sentence caption describing the ship, as shown, and its designation.
Use complex sentences with meaningful clauses where appropriate.
Find information about this photo at this URL:
Find information about the initials R.M.S. at this URL:
(Add these resources to your References/Works Cited page – last slide.)
Compare/contrast meaning, tone, and style in two selections about Titanic
from Walter Lord’s A Night to Remember
“High in …”
“As No. …”
Page 1, ¶ 1
Page 62, ¶ 4
COMMUNICATION:
PRECISE AND CONCISE
Ships like Titanic often communicated using
radio transmissions in Morse Code. This
language of long and short electrical signals
could be received by other ships, if they were
close enough. In order to communicate
effectively, messages needed to be short and to
the point. Communication in any form needs
to be both precise and concise in order to
convey the author’s message well.
A famous North Carolina event of December
17, 1903, was also communicated via Morse
Code, though over telegraph lines rather than
radio signals. Who sent a famous message on
this date, and what was the message?
(Replace this question with your answer,
leaving the statement above.)
Use this area to define the words precise and concise. Also visit this site to try out the features of Visual Thesaurus.
Find at least one synonym for precise and one synonym for concise..
Passengers in Peril: Realizing a Real Threat
Use this slide to write a brief yet accurate account, including at least two main events, of the period of time when various
passengers first realized that the ship, and their lives, were in danger. You may wish to refer to pages 9-21 of A Night to Remember.
Third-Class
(Steerage):
common vocabulary
– recognized by
almost all readers
Second-Class:
useful words with
meanings that are
descriptive and
useful in a variety of
situations
First-Class:
detailed, limited-use
words with specific
definitions that often
apply to a certain
subject-area only
A TITANIC VOCABULARY
Third, Second, and First-Class Words
Although first-class sounds great, most passengers did not need such extravagant luxury
in order to enjoy the voyage. Most passengers, however did not care to travel in thirdclass (steerage), if they could at all afford an upgraded ticket. Second-class was
the best solution for many travelers.
Similarly, the types of words traveling in second-class above may not sound like the best
or most desirable choice for study, but knowing several of these words can help to unlock
meaning in many passages and selections that readers encounter often.
Notice the underlined words in this paragraph, and in the following selection.
These words are examples of words that may appear in many contexts when reading for
information and enjoyment, and have definitions that help to unlock the overall meaning of the
passage. Define these in your own words, then refer to a dictionary to see if your definition
concurs with the stated definition(s). Remember that many words have more than one
definition, and some have several “shades of meaning.”
“In 1898 a struggling author named Morgan Robertson concocted a novel about a
fabulous Atlantic liner, far larger than any that had ever been built. Robertson loaded his
ship with rich and complacent people and then wrecked it one cold April night on an
iceberg. This somehow showed the futility of everything, …”
– excerpt from Foreword, A Night to Remember, by Walter Lord
VOCABULARY
“BEST DEALS”
Excellent service at reasonable cost.
Ticket Exchange: Upgrading
Vocabulary with Synonyms
Choose a 2-3 sentence passage from A Night to Remember. Point out words in the passage that
are neither too common nor too specific, including words that could perhaps make a reader
uncertain about the meaning of the text. Find the meaning of these words, and suggest one
or more synonyms that could suitably replace them. (Hint: If the words you choose are too
technical or specific, there may be few synonyms.)
Which of the following words would be the “best deal” –
providing the richest meaning without being either too vague or too specific:
ran, scrambled, ambulated
hit, scraped, polished
found, figured, realized
serene, anesthetized, calm
“TICKET, PLEASE”
Unlocking the power of vocabulary
Use any of the words above in a short paragraph describing how some of the passengers
behaved when confronted with the impending demise of their ship.
Some passengers were “reading between the lines” when stewards and other crew members
first told them that something out of the ordinary had occurred. Others seemed unaware
that there should be any reason for concern. Read the following selections, and make your
own inferences about what each passenger may have been thinking.
Find a photo of each passenger, and paste a small copy near your description of him or her.
Include photo sources on the last slide with reference citations.
PASSENGER PREPARATIONS
Reading Between the Lines
to Infer Passengers’ Inferences
Mrs. Lucien Smith
(p. 30, ¶ 5)
Mr. Adolf Dyker
(p. 30, ¶ 6 , cont’d to top of p. 31 )
Major Arthur Peuchen
(p. 3, ¶ 2 – 5)
Choose one of the following from p. 31, ¶ 1 (cont’d from p. 30): Miss Edith Russell, Mr. Stewart
Collett, Mr. Lawrence Beesley, Mr. Norman Campbell, Steward James Johnson, Mrs. Dickinson Bishop.
For a refresher on how to infer based on text evidence, visit: http://reading.ecb.org/student/inferring/
Front Page of the
New York Times,
April 15, 1912.
These newspaper pages show early
and later reports about the same
incident from the actual period of the
event. They are examples of
primary documents.
Front Page of the
Baltimore American,
April 16, 1912.
Pages 138-141 of
A Night to Remember
mention the varied stories
reported by news outlets
about Titanic.
Include any additional information sources on the last
slide for reference citation.
Click or copy links to view the front pages and read news items:
http://www.nytimes.com/learning/general/onthisday/big/0415.html
http://msa.maryland.gov/msa/stagser/s1259/121/7589/html/0000.html
Readers of the New
York Times received
information about the
fate of the Titanic on
the same morning that
Titanic sank.
Compare and contrast
the facts from the early
headlines against later
reports from other
sources to see if the
reports agree.
Find actual
survivor/victim statistics
from reliable sources,
and compare these with
the examples shown.
Build a mini-webpage
on the next slide to
provide evidence about
how the early
information and later
reports concur or differ.
Text Box: Dark Background
Text Box: Light Background
Use , resize, and/or recolor these
elements as needed to develop an
interesting yet concise web page
following directions on the previous slide.
If you do not prefer the current
background, you may resize
and/or recolor the gray rectangle
in the bottom right corner as a
solid background. (This object has
been formatted to remain behind
other page elements. You can
change object layers by selecting
an object and choosing “arrange”
from the Format menu.)
Selected References (Works Cited)
RMS TITANIC
Album of a Fateful Voyage
"On This Day." <i>Titanic Sinking</i>. New York Times, n.d. Web. 8 Dec. 2015.
&lt;http://www.nytimes.com/learning/general/onthisday/big/0415.html&gt;.
"Images of Titanic from Maryland Newspapers." <i>Titanic Images</i>. Maryland State
Archives, n.d. Web. 8 Dec. 2015.
&lt;http://msa.maryland.gov/msa/stagser/s1259/121/7589/html/0000.html&gt;.