Tori+Olson+Titanic

Osborne, Mary Pope. (1999) **Tonight on the Titanic.** 71. Random House. Tempe Public Library.  This story is part of a chapter book series that young readers can begin to enjoy. The book is divided into small chapters, 4 or 5 pages, so a small portion of it can be read at a time. Also pictures are occasionally included in the story to help children transition from picture books to books without illustrations. The plot is fun and exciting because these young children find a magical tree house that transports them to different places through books (great lesson there). The characters travel to the Titanic on the night that it sinks and they note important information such as when the ship will sink and that they needed twice the amount of lifeboats. I think young children can learn some good facts about Titanic from this book as well as relate to the fun and magical storyline. //Integration //: This book could definitely be used to integrate literacy by talking about how they read the stories to get transported to other places. Also you could talk about how they wrote in their journal about the important information they learned on their journey. Social studies could be integrated because the story talks about the clothes that the children were wearing and how other clues they used to figure out where they were. The book talks about how people did things in that time period and that was some of the reasons why there were so few survivors. That is definitely a lesson on social studies.
 * __Children’s Fiction __**

**__Children’s Non-Fiction __** Adams, Simon. (2014) **Eyewitness Titanic**. 72. DK Publishing. Tempe Public Library.  If you want great pictures and lots of facts about the Titanic, this is your book. The pages are easy to read so younger children can read it if they want to and if the children cannot read there are ample pictures to show what the Titanic was like. The book covers information about how the titanic was built, what people were on the Titanic and the different classes they were put in, and how it sank. All aspects of the Titanic are covered in the book and it is a really great resource to learn about the ship. //Integration //: With all the information covered you could integrate this book into many subjects. Math could be covered by talking about the ships proportions and design. Social studies could be covered by talking about the class systems and the conditions that they dealt with on the ship. Performing arts could be integrated because students could act out various situations from this book. Also science could be integrated by talking about the glacier and how it is bigger below the water; great diagrams are presented in the book.

Blos, Joan W. (1991) **The Heroine of the Titanic**. 34. Morrow Junior Books. Tempe Public Library.  This story is a biography about a woman, Molly Brown, who survived the sinking of the Titanic. The pages are beautifully illustrated and the words are poetically pieced together. Molly Brown had an adventurous life but the greatest and most remembered adventure was surviving the sinking of the Titanic. //Integration //: This story would be great to integrate many subjects. The subject that stands out the most would be writing. Having students write their own stories about their own lives or even interviewing another friend in the class to write a biography about their life would be a good integration of this biography. Also geography could be integrated because Molly Brown moved around a lot. Mapping out the different places she traveled and lived could give students a good idea of geography as well as maps. Lastly this story talks about different seasons changing as well as years going by. This could be a good integration for teaching time or seasons to students.

Brown, Don. (2008) **All Stations! Distress!**.58. FlashPoint. Buckeye Public Library.  This story is beautifully written with poetic versus on every page. This story is a long one so I think when reading it to younger children it would be better to focus on one page a day and talk about the beautiful writing and what it means. All the bases are covered in this book about what happened to the Titanic and the people aboard the ship. Along with the beautiful story the illustrations are very fascinating and would be eye catching to young readers. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: I would love to use this book as a way to talk about language arts and literacy. This story could introduce students to poetry and how words on a page can move people to feel a certain way. Besides the poetry there is a long list of rich vocabulary that could be introduced to students to expand their language skills. Every page and every paragraph shows a new and descriptive word that a whole lesson could be focused around. A reference is brought up in this story that is not brought up in many others; flares. Flares would be a great way to integrates science. You could talk about all the chemical reactions that go on to make the flare light up and how they work.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Chrisp, Peter. (2011) **Explore Titanic**. 40. Carlton Books. Buckeye Public Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Few photographs remain of the Titanic and all her glory. In this book those black and white photographs along with original plans for the ship were taken and turned into 3 dimensional color pictures. These pictures are presented along with original black and white photography. Facts about the ship and all the major events that happened as a result of the Titanic are dictated in this book and coupled with the new digitally recreated photographs. There are also two fold out pages so that students can see bigger detailed pictures of the Titanic afloat as well as what the ship would have looked like as it made its decent to the bottom of the ocean. The pictures are amazing and this book would be a great addition to a Titanic unit because students could see the color pictures of what the ship was like instead of the same black and white pictures that are featured in every book. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: Social studies would be integrated with this book because it talks about the different classes of passengers on the ship, but also about the different staff positions and what it was like for them on the ship. Also it talks about different ideas that survivors had about going back to save other passengers. Students could talk about what they would do and why they think some wanted to go back and others didn’t. There is a small section that talks about dining and how they had strict rules for dining manners and this could be turned into a great lesson about social studies. Another subject that could be integrated would be science. The book talks about the radio used on the ship and the messages that were sent. Different frequency waves could be discussed and how long it takes each wave to get from one place to another. History would also be a subject that could be integrated. The book talks about how after the Titanic’s sinking there was great changes in safety regulations for ships as well as other events that happened in the aftermath. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Doeden, Matt. (2005) **The Sinking of the Titanic**. 32. Capstone Press. Percy L Julian Elementary School Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This book could be interesting to young readers because the illustrations and words are written as a comic book. At the end of the story there is an index, glossary, and references. This can get young readers used to more advanced books and textbooks. Also it provides a great resource to young readers about the Titanic and its sinking. The book is divided into chapters so if it was going to be read to students you could stop easily between chapters and carry on with the rest of the chapters at another time. Mostly I feel the illustrations would be the major attraction of having this book because young children, especially boys, really enjoy comic cooks and the short action phrases that are associated with the illustrations //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: The biggest integration of this book that stands out to me is art. Having students look at the illustrations of this story and compare them to others could be a good way to show them that you can represent ideas through different illustration types. Then students could even try to create their own comic. If they were to create their own comic they could also write the words which would then be integrating writing as well with this book. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gibbons, Gail. (1988) **Sunken Treasure**. 32. Thomas Y. Crowell. Tempe Public Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> With this book the reader follows a ship, the //Atocha//, through its journey, sinking, discovery, and restoration. There is only one page that is dedicated to the Titanic. On this page it also reviews the sinking, the search for, the finding, and the salvage of the Titanic. I feel this book is useful because even though the main pages of the book are about another ship they can still be related back to how the Titanic was found and salvaged. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: One way to integrate this story would be through math. The pages of the story show how coordinates were mapped and used to remember where the ship and all the artifacts had laid on the ocean floor before they bring it to the surface. Science could be integrated by talking about the chemicals used the restorations and the reactions that they make. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lorbiecki, Marybeth. (2012) **Escaping Titanic: A Young Girl’s True Story of Survival**. 32. Picture Window Books. Buckeye Public Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This story has beautiful and enticing illustrations that could keep young children engaged in the story. Also the story is told from the eyes of a young girl. The riches of the Titanic’s rooms, the beautiful furniture, and also the horrors of being left behind as your family escapes a sinking ship onto a lifeboat without you. The young girl of the story makes it onto another lifeboat, but the story speaks volumes to the horrors that people faced. At the end of the story there is a neatly and simply organized timeline of events that the story covers so that students can read over it and see how quickly everything happened. After that is a brief description of the young girl’s full life. This story has beautiful illustrations and poetically written pages that could keep anyone interested. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: Again this story points out the different classes of people on the ship and how they were dressed. This could be a way of integrating social studies. Math could be integrated by talking about the number of boats that were provided as well as the amount of people on the ship that got into the boats. If the children are older you could do some probability about how likely it was for the young girl to get on another lifeboat or how likely it was for her to be left behind. Music could be integrated because the story talked about the beautiful music that they heard on the deck as the Titanic was sinking.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Spedden, Daisy Corning Stone. (2002) **Polar the Titanic Bear.** 64.Madison Press Books. Tempe Public Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This story is focused around the main character of a stuffed toy polar bear. With this adorable character younger students would be more interested in the story. The story follows the bear from the toy store, onto the Titanic all the way to survival of the ship’s sinking. The drawings are accompanied by real photographs so students can really see what the ship as well as what the people on the ship looked like. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: Math and science could be integrated into the Titanic unit with this story. One way that math could be incorporated would be talking about how much the bear would have cost when the book shows the bear in the toy store. Also math could be integrated by talking about how far the bear traveled on his many adventures including during his adventure of the Titanic sinking. Science could be integrated by talking about the glacier that the Titanic ran into. This could bring up the idea of solid and liquid; the ocean is a liquid and the glacier is a solid. Also the book touches on seasons, such as where the bear and his owner had traveled and experienced during different seasons and this could be used to talk about different seasons.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hamilton, Sue L. (1988) **RMS Titanic**. 32. Rockbottom Book Co. Tempe Public Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This book is solely written from diary entries of an officer on the Titanic. It begins with diary entries talking about the beginnings of the ship such as when it was built and the first test runs. It is an easy story to read because the diary entries are kept short so you can easily stop anytime you need to. The entries are short, but the time between them may be as little as 5 minutes have passed. I think this book would be useful for students because it introduces them to some older phrases as well as vocabulary. Also the fact that it is kept in diary form can be fun and appealing to young students. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: What stands out to me the most would be using this book to talk about language arts. First of all the vocabulary in the book can be rich so the students could learn many new words and study them. Also the journal entries could be integrated into a writing curriculum. Students could learn how to keep a journal and this story would give them more incentive to write everyday about whatever they wanted or they could write about what they think their journal would look like if they were on the Titanic. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">