[Titanic Movie Video Clips Download
Luther Lazaro
While there is no specific provision in the U.S. Constitution authorizing congressional oversight or investigations, the Supreme Court has firmly established that Congress has oversight authority from its "implied" powers. In this lesson, students will hear from authors and experts and they discuss the story of the Titanic. Students will learn about the construction of the ship, the crew onboard as well as the different classes of passengers that were taking the voyage. Through viewing the videos in this lesson, students will learn the details of what occurred on the night of April 15, 1912, when Titanic collided with an iceberg, the response to the call for help and the process for evacuating passengers from the sinking ship. Four days after the disaster, Congress began an investigation into what occurred. Students will hear some of the testimony that was given, view personal artifacts that were recovered from the ship, discover the impact of the investigation and the legacy of Titanic.
This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class, or students can move at their own pace and complete the activities independently.You can post links to the videos in the lesson along with the related Graphic Organizer and engage in discussion to share responses on a discussion board or learning management system.
In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.
Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage.
We recommend having your students complete the activity in a jigsaw format to save time. Or, depending on time and resources, you may consider having your students engage in a Frayer's Model activity, where each student is responsible for completing one or two items. Students can then post their models around the room for reference throughout the lesson.
Note: this is not an all-encompassing list of terms included in each video. We recommend you preview the video clips to determine any necessary additions/subtractions to this list for your specific students.
Direct students to the Exploration section of their handout and have them view the following collection of video clips. They can watch each video independently, view a video with a partner, or you can jigsaw them by assigning videos to students. Students should respond to the prompts on the handout and be prepared to engage in class discussion.
Elise Bean, Director, Carl Levin Center for Oversight and Democracy, Washington, D.C. Office talked about the timeline for the congressional hearing after the sinking of the Titanic as well as some of the findings from the testimony.
Elise Bean, Director, Carl Levin Center for Oversight and Democracy, Washington, D.C. Office highlighted some of the challenges with conducting the congressional investigation of this disaster as well as reforms that followed.
Ask students to view the following video clip of Elise Bean as she discussed the final report from the Senate committee that was issued on May 28, 1912. Then, engage in class discussion to wrap up the lesson.
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