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It specifies knowledge, skills, understanding, and social learning objectives, connecting Edwardian society, cultural significance, and the disaster’s causes and repercussions. Inquiry questions span social, political, historical, environmental, critical, ethical, philosophical, and spiritual perspectives, including responsibilities for artefacts and consideration of the wreck as a 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is the mission objective for the marine archaeology team in this plan?","Question",{"text":112,"@type":113},"To explore the Titanic wreck as sensitively as possible and find personal objects that can help tell the forgotten stories of those involved in the disaster.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which learning areas does the overview cover for students?",{"text":117,"@type":113},"It covers knowledge, skills, understanding, and social learning, including critical thinking, evidence evaluation, teamwork, and developing perspective and judgement.",{"name":119,"@type":110,"acceptedAnswer":120},"What inquiry questions address the ethics of taking artefacts from the wreck?",{"text":121,"@type":113},"Ethical questions ask whether it is ethical to take artefacts and whether these objects should be considered the property of the victims’ families.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},662442,1793217948,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},5909898192665,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","TITANIC  \nSummary  \nA team of marine archaeologists are aboard their specially equipped research ship, two miles above the wreck of RMS Titanic.  \nAfter an initial exploratory dive, using unmanned submersibles, the team make a final check of their equipment and discuss the operational parameters of their mission.  \nUnder commission from the British Museum, the team’s objective is to explore the wreck as sensitively as possible and find personal objects that can be used in an exhibition to tell the forgotten stories of those involved in the disaster  \nOverview of learning  \n\n| What I want the students to learn |\n| --- |\n| Knowledge\u003Cbr>• A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066, representing a significant turning point in British history.\u003Cbr>• The ship (its construction, voyage, crew, ownership, history);\u003Cbr>• Its cultural significance (iconic status, representation of Edwardian society, art, architecture, class, confidence in engineering and science);\u003Cbr>• The story of the disaster (events, causes, repercussions, effects) .\u003Cbr>Skills\u003Cbr>• Ask perceptive questions\u003Cbr>• Think critically\u003Cbr>• Weigh evidence\u003Cbr>• Sift arguments\u003Cbr>• Develop perspective and judgement.\u003Cbr>Understanding\u003Cbr>• Edwardian society was deeply stratified and resulted in an unnecessarily high number of casualties among the lower class passengers.\u003Cbr>• The role hubris played in the disaster-over-confidence in the design of the ship, the superiority of engineering over nature, the urgency to break the record for crossing the Atlantic.\u003Cbr>• The role human error and lack of planning played in the disaster-the shortage of life-boats, the loss of the key to locker holding the binoculars, a mistake by the steersman, the use of low-grade iron rivets.\u003Cbr>• The effect the disaster had on Edwardian society and what it represented as a metaphor for the decline of Victorianism.\u003Cbr>Social\u003Cbr>• Work together effectively in small and large groups.\u003Cbr>• Share ideas and listen to others.\u003Cbr>• Explore different points of view.\u003Cbr>• Evaluate own work and the work of others, give feedback and make suggestions for improvement.\u003Cbr>• Draft, redraft, and produce work of high quality for others to learn about the context. |\n\nWhat’s interesting about this theme?  \n\n| What’s interesting about this theme |\n| --- |\n| For the students:\u003Cbr>• The disaster – the events surrounding the sinking: the iceberg, the captain, the crew, the band, the SOS, the lack of life-boats,‘women and children first’, and passengers.\u003Cbr>• Events leading up to the disaster – the speed of the ship (trying to break the record), the\u003Cbr>unusually low path of the iceberg, the lack of binoculars, and the unawareness of the passengers.\u003Cbr>• Events after the disaster – the time it took for other ships to arrive, people pulled from thesea, what happened to the people who survived, how was the disaster reported, the inquiry, and responsibility.\u003Cbr>• The ship- its construction, size, fixtures and fittings, design, statistics, and different decks for different classes of passenger.\u003Cbr>For the teacher:\u003Cbr>• All of the above, and…\u003Cbr>• The survival rates of people from different classes, the lessons learned from the disaster, the effect it had on those who designed, built, and commissioned the ship.\u003Cbr>• How ship design changed after the disaster, how the disaster affected confidence in engineering.\u003Cbr>• How the disaster became a metaphor for the decline of Victorianism and part of a narrative, culminating in WW1 . |\n\nInquiry Questions:  \nStep Four – Inquiry Questions  \nSocial: How was life onboard the Titanic and the disaster affected by class and social attitudes?  \nPolitical: What effect did wealth, influence and social attitudes have the consequences of the disaster and the subsequent inquest?  \nHistorical: How can we learn about the sinking of the Titanic and life in 1912 by studying historical artefacts from the wreck?  \nEnvironmental: What effects did the e","cbCaicI9k4zVeD9Q","https://ap.wps.com/l/cbCaicI9k4zVeD9Q","pdf",753497,22,"English","# Overview of learning\n## What I want the students to learn\n## What’s interesting about this theme?\n# Inquiry Questions\n## Social\n## Political\n## Historical\n## Environmental\n## Critical\n## Ethical\n## Philosophical\n## Spiritual\n# Context\n## Tension\n## Levels of Tension","[{\"question\":\"What is the mission objective for the marine archaeology team in this plan?\",\"answer\":\"To explore the Titanic wreck as sensitively as possible and find personal objects that can help tell the forgotten stories of those involved in the disaster.\"},{\"question\":\"Which learning areas does the overview cover for students?\",\"answer\":\"It covers knowledge, skills, understanding, and social learning, including critical thinking, evidence evaluation, teamwork, and developing perspective and judgement.\"},{\"question\":\"What inquiry questions address the ethics of taking artefacts from the wreck?\",\"answer\":\"Ethical questions ask whether it is ethical to take artefacts and whether these objects should be considered the property of the victims’ families.\"}]","TITANIC - Summary - Inquiry and Learning Overview | PDF",55]