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

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CCSS.RI.6.7

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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.

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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.

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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.

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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.

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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.

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Having far-reaching and often disatrous consequences or implications

• fateful

• promenade

• keel

• ventilation

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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.

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promenade

• a paved walk, typically for lesiurely strolls

• situation involving a problem

• circulation of air or other gases

• predicament

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situation involving a problem

• predicament

• keel

• ventilation

• fateful

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CCSS.RL.6.4

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