Titanic: Voices from the Disaster: Chapters 2 and 3

How are the pictures in the book different than the pictures we are used to now?

• The pictures in the book are black and white and more grainy than the pictures we are used to now.

• The pictures in the book are hand-drawn illustrations.

• The pictures in the book include many more colors than we are used to in photos today.

• We no longer use the same digital photography that the photographs in the book were taken

Why does the the author consistently mention the "class" of passengers?

• It helps the reader realize the variety of people that boarded the ship and also helps to give a realistic picture of what each person was like.

• It helps the reader realize that travel was extremely different than it is today.

• It helps persuade the reader to always travel first class when going on vacation.

• The class is mentioned because if there were more first class passengers on board, there would have been more lifeboats.

Why didn't the Titanic have enough lifeboats? (Choose 2)

• Regulations at the time were based on tonnage of the ship and not the number of passengers. Technically, the Titanic didn't break any laws with its number of lifeboats.

• The White Star line executives wanted the first class passengers to have an unobstructed view of the ocean and thought the original number of lifeboats made the deck look cluttered

• Regulations of the day only said that there had to be lifeboats for women and children.

• When Titanic set sail, a few of the lifeboats fell overboard when it nearly hit the other ship at the dock.

Why is the author taking the time to describe all the parts of the boat? How is this different from fiction text?

• The author is spending more time talking about the features of the boat because, in a sense, the boat is the main character. The setting is seen as more significant than the characters/people.

• The author is a terrible write and this technique should never be used.

• The author thinks people need to learn all the parts of a boat in case the people ever travel on one.

• Describing the parts of the boat is a nod to the upper class passengers.

How were the first class passengers treated?

• First class passengers were treated very well. They had separate, much more luxurious, living quarters, access to the upper deck and fancy dining accommodations.

• All the classes of passengers were treated equally.

• They were treated horribly and had rat-infested accommodations.

• First class passengers were located on the lower decks near the steering equipment and slept in bunk beds.

Why were people like Frankie, in third class, restricted to certain areas on the boat?

• They were seperated partly by custom in which wealthy and poor people did not mingle, but also because United States immigration required immigrants be separated from other passengers.

• You had to pay to enter each separate section of the boat.

• There were more activities to keep people busy in third class.

• Custom stated that third class passengers could only walk on the promenade decks every third day.

Having far-reaching and often disatrous consequences or implications

• fateful

• promenade

• keel

• ventilation

What is a reason the author would include Frankie's story along with the story of the stoker, Frederick Barrett?

• These stories help bring the people who were aboard the ship, especially those passengers in the lower classes, to life.

• There were not enough stories of the first class passengers.

• They are unique and there are not any other stories like them.

promenade

• a paved walk, typically for lesiurely strolls

• situation involving a problem

• circulation of air or other gases

• predicament

situation involving a problem

• predicament

• keel

• ventilation

• fateful