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No part of this publication may be reproduced or distributed in any form, or by any means, or stored in a database or retrieval system, without the prior written consent of Amplify Education, Inc. , except for the classroom use of the worksheets included for students in some lessons.  \nISBN: 978-1-64383-553-2  \nPrinted in the United States of America 01 LSC 2020  \nContents  \n6F: The Titanic Collection Unit Overview  2  \n  Information Literacy SUB-UNIT 1  \n\n| Sub-Unit 1 Overview \u003Cbr>Sub-Unit 1 At a Glance & Preparation Checklist \u003Cbr>Sub-Unit 1: 4 Lessons \u003Cbr> Scavenger Hunt and Internet Research |  |  |  |  |  4\u003Cbr> 610 |\n| --- | --- | --- | --- | --- | --- |\n|  |  | SUB-UNIT 2 |  |  |  |\n| Sub-Unit 2 Overview \u003Cbr>Sub-Unit 2 At a Glance & Preparation Checklist\u003Cbr>Sub-Unit 2: 4 Lessons \u003Cbr> Passport and Collection Research |  |  16\u003Cbr> 18\u003Cbr> 24\u003Cbr>SUB-UNIT 3 |  |  |  |\n| Sub-Unit 3 Overview \u003Cbr>Sub-Unit 3 At a Glance & Preparation Checklist \u003Cbr>Sub-Unit 3: 4 Lessons \u003Cbr> Socratic Seminar and Internet Research |  | |  | 929498 |  |\n|  |  | SUB-UNIT 4 |  |  |  |\n| Sub-Unit 4 Overview \u003Cbr>Sub-Unit 4 At a Glance & Preparation Checklist\u003Cbr>Sub-Unit 4: 4 Lessons \u003Cbr> Write an Essay |  | | 120122126 |  |  |\n|  |  | SUB-UNIT 5 |  |  |  |\n| Sub-Unit 5 Overview \u003Cbr>Sub-Unit 5 At a Glance & Preparation Checklist\u003Cbr>Sub-Unit 5: 8 Lessons \u003Cbr> Unit Reading Assessment |  | | 132134138 |  |  |\n|  |  | ASSESSMENT |  |  |  |\n\nAssessment and print materials in digital curriculum.  \nIcon Key:  \n Steps: Indicates the order of activities ina lesson  \n Audio  \n Close Reading  Differentiation  Digital App  \nExit Ticket  \n Highlight/Annotate  Image  \n Materials  On-the-Fly  Pair Activity  PDF  \n Poll  \n Projection  Share  \n Spotlight  \n Student Edition  \n Student Groups  \n Teacher-Led Discussion  \n Teacher Only  \n Teacher Speech  Video  \n Warm-Up  \n Wrap-Up  \n Writing Journal  \nThe Titanic Collection  \n“I asked for ice, but this is ridiculous.”  \n—Attributed to John Jacob Astor IV after the Titanic hit an iceberg.  \nEverything about the Titanic was enormous. The contents of the kitchen alone illustrates the scale: its pantries contained 40 tons of potatoes, 40,000 fresh eggs, and 36,000 apples, enough food to feed the approximately 2,220 people on board. When disaster struck, it was also on an epic scale. Of those 2,220 people, only 712 survived. Digging into the survivors’ statistics is revealing. You discover that 62% were First Class passengers while 25% were in Third Class, and 75% of the survivors were female. Two dogs, both in First Class, also survived. The complex and nuanced story of the Titanic provides a compelling subject for students as they examine primary source documents and conduct independent research to uncover what really happened on that night in 1912.  \nIn the lessons on information literacy that begin the unit, students learn how to tell the difference between primary, secondary, and tertiary sources, determine if a source is reliable, and understand the ethical uses of information. Having practiced these skills, students are ready to develop and sharpen their sourcing abilities in the next lessons, where they construct their own research questions and explore the Internet for answers.  \nIn subsequent lessons, each student is assigned a passenger from the Titanic’s manifest. They consider gender and class issues as they research and write narrative accounts from the point of view of their passengers. This lesson informs the next sub-unit, a Socratic Seminar in which students rely on their research to examine the complicated issues inherent in the Titanic story.  \nAs students reach the end of the unit, they synthesize all of the skills they’ve developed to t","cbCaibcC0AkPsvu2","https://ap.wps.com/l/cbCaibcC0AkPsvu2","pdf",10855681,150,"English","# 6F: The Titanic Collection Unit Overview\n## Information Literacy Sub-Unit 1 Overview\n## Sub-Unit 2 Overview\n## Sub-Unit 3 Overview\n## Sub-Unit 4 Overview\n## Sub-Unit 5 Overview\n## Reading Assessment","[{\"question\":\"What skills do students develop in the Information Literacy sub-unit?\",\"answer\":\"Students learn to differentiate primary, secondary, and tertiary sources, judge whether a source is reliable, and understand ethical uses of information. They also practice quoting, citing, and paraphrasing while learning about plagiarism.\"},{\"question\":\"How do students conduct research during the unit?\",\"answer\":\"Students develop research questions and explore the Internet for answers. Later, each student is assigned a passenger from the Titanic’s manifest and researches using perspective-based inquiry.\"},{\"question\":\"What is the culminating assignment at the end of the unit?\",\"answer\":\"Students complete a culminating research task that combines an essay and a multimedia project. Essay options include an argumentative essay about blame for the loss of life or an informative essay about the Titanic orphans.\"}]","The Titanic Collection Unit Overview - Grade 6 - Teacher Edition | PDF",378]