Teacher Instructions Abstract Students will map the journey of the two masted, coastal schooner Industry 1868
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| Sailing to Buy A Wedding Dress
The Disaster of the Schooner Industry Margaret Shaw Chernosky Bangor High School, Bangor, ME
Students will map the journey of the two masted, coastal schooner Industry 1868 from her departure from a small Nova Scotia harbor to her sinking in the North Atlantic, the continuing journey of the fortunate crew and passengers to London, then the return across the Atlantic back to Nova Scotia. The location of the boat’s sinking is unknown, but using GIS and clues from the primary documents, wind and current direction, ice margins and storm tracks; students will try to recreate the journey and the final ocean grave of the schooner Industry. Subjects History, Geography, Technology, Earth Science Suggested Grade Level 9 and 10
Learning Objectives Upon completion of this project students will be able to use GIS to locate possible positions of the shipwreck of the schooner Industry 1868 by examining multiple sources such as ice extent, storm tracks, ocean and wind currents, and location clues from primary sources. Activity Extensions Using this model of employing GIS to locating unique places using historic, climate and oceanographic clues, students could locate local shipwrecks. Acknowledgements My father, William Simon Shaw 1924-2009 Anita and Roger Palmer, GISetc Daniel W. Sampson, GIS/Data Coastal Zone Management Joseph Kerski, ESRI, Titanic GIS lesson Maritime Museum of the Atlantic, Halifax, Nova Scotia Memorial University of Newfoundland University of Maine, Fogler Library Special Collections Selected Relevant National Curriculum Standards The Geographically Informed Person knows and understands...Six essential elementsThe geographically informed person knows and understands... Essential Element I. THE WORLD IN SPATIAL TERMS Standard 1. How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. Standard 3. How to analyze the spatial organization of people, places, and environments on Earth's surface.
Standard 4. The physical and human characteristics of places. Essential Element III. PHYSICAL SYSTEMS Standard 7. The physical processes that shape the patterns of Earth's surface. Essential Element IV. HUMAN SYSTEMS Standard 11. The patterns and networks of economic interdependence on Earth's surface. Standard 12. The processes, patterns, and functions of human settlement.
Standard 15. How physical systems affect human systems. Essential Element VI. THE USES OF GEOGRAPHY Standard 17. How to apply geography to interpret he past. GIS Skills/Concept List Finding the latitude and longitude of a place using Google Earth Setting preferences in MyWorldGIS Bringing layers into the layer list Creating new point and line layers Measuring distances Symbolizing layers Querying by attribute Setting layer properties Bringing a spreadsheet into MyWorldGIS Design principles/visual communication Adding Scale North Arrow, Title, Text and Legend to a layout Exporting maps in different file formats Data Sources and Data Dictionary
Background NotesAdapted from the Marine Heritage Databasehttp://museum.gov.ns.caThe INDUSTRY, built in Chester, Nova Scotia in 1859, (official number 36226) On a Friday, December 11, 1868 left West LaHave for a one day coastal voyage to Halifax, but it turned into a grim and heroic two month ordeal, a reminder of the perils that lay waiting even in local sea travel. The schooner was co-owned by the master mariner Lewis Sponagle and Ronald B. Curry, whose store in West Dublin, Nova Scotia served as her departure point. The schooner left with a cargo of fish, a crew of five and two passengers, including 18-year-old Angeline Publicover, who was going to Halifax to buy her wedding dress. Nearing Sambro, the winds turned contrary and the schooner turned back for LaHave. However the wind mounted into an offshore gale and the foresail was blown out. One water cask was lost from the deck and the other was badly damaged as INDUSTRY was blown out to sea. In the days that followed, more gales and contrary winds drove the helpless schooner further offshore. The crew and passengers subsisted on rationed water, melted hailstones, seven biscuits and a few oats. By Christmas Day, they were down to a single rotten potato divided among the seven for Christmas dinner. Further damaged and wave swept by heavy weather the schooner began to leak heavily. Continual pumping exhausted the dehydrated and starving crew but they credited Angeline Publicover's encouragement and prayers with keeping their energy and spirits up. On December 29, the Nova Scotia barque PROVIDENCE commanded by Hiram Coalfleet sighted the crippled schooner. Heavy seas made it too dangerous to launch a boat so PROVIDENCE came directly alongside INDUSTRY, locking with her rigging to take off her passengers and crew. The much-damaged schooner sank three quarters of an hour later. The survivors were taken to London, England and then returned to Halifax by the steamer ETNA, finally arriving in Nova Scotia on February 12, 1869. According to tradition, Angeline Publicover discovered upon her return that her husband-to-be had changed his mind about the marriage during her absence! The Canadian government awarded a gold watch to Hiram Coalfleet and a pair of inscribed binoculars to his first mate for the rescue. Note: The Sessional Papers for 1868-1869 simply give November as the date of loss, without a year or day. Capt. Sponagle's personal account, published in DesBrisay's History of Lunenburg is probably the most accurate. He says they departed Dec. 11, 1868 and sank Dec. 29, 1868. Essential Questions: What do toponyms teach us about place? How were places, such as cities, towns and villages connected before highways, rail or airways? What were the chief products traded across the Atlantic and along the Atlantic coast? How do wind and ocean currents and ocean ice margins affect sailing routes? What conditions cause sailing ships to be blown off course? Classroom Management Tips Teacher should teach the students how to search Google Earth for the key locations mentioned in the reading, Sailing to Buy a Wedding Dress adapted from the original letter from Captain Sponagle and Currie to Mr DesBrisay. To complete the GIS activity, students may work in pairs; one student reading the directions and the other operating the computer. The following day, students should switch jobs. When the maps are completed, ask the students to export them as jpgs; import all the jpgs into Power Point and share the maps with the entire class. As a large group, discuss what variables that students used to pinpoint the Industry’s shipwreck coordinates and the route of the Providence to London. Assessments Informal assessments are done throughout the activity. Are students using all the variables provided to estimate the coordinates of the shipwreck? The completed map product is the final assessment. The map below, Figure 1, shows a sample map of the coastal route of the Industry. Students are expected to construct a map that shows the North Atlantic, the routes and intersection of the two ships and the watery grave of the Industry. Figure 1: A print preview of the path of the Industry. 
 Sailing to Buy A Wedding Dress
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