April 2018 Ahoy, Teachers!

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2018 Tall Ships Teachers Resource Guide 2 April 2018 Ahoy, Teachers! This curriculum is designed to give you an opportunity to explore various aspects of the tall ships with your students prior to their arrival in New Orleans, April 19 22, 2018. While the chapters are geared to certain grade levels, one can start with any topic as it meets your educational needs. Activities have been provided for all topics. You will see they range from Primary to Middle School and website extensions have been provided for further enrichment. We hope that some of these resources will be useful to you now and in the future. Our goal is to make young people more aware of the rich maritime heritage of New Orleans and become advocates to protect our fresh water. This resource guide was made possible and written by Catherine Stoner, Division Head 5 th -6 th Grade/5 th -8 th Grade ELA and Social Studies at Lafayette Academy Charter School, New Orleans and her team. Her goal was to make sure all of the activities created are fully aligned to the Louisiana State Standards, which is critical for teachers with the stringent accountability system we live under nowadays. Thank you, Catherine. In addition to Catherine and her team, this was an all hands on deck effort! We would like to extend our appreciation to Mr. Jim Huger, JMH Companies and Tall Ships America for bringing the tall ships to New Orleans and sharing them with area students; and Mr. Corey Moody, Jr. for proofing and adding ideas. We wish you and your students a good voyage! www.tallshipsnola2018.com

2018 Tall Ships Teachers Resource Guide 3 Table of Contents Introduction for Teachers and Administrators 4 TALL SHIP ACTIVITY: GRADES K 2: SHIPS AHOY! 7 Session 1: Introduction & Background Information Ship Talk 7 Session 2: Map Activity 11 Session 3: Ship Poetry 15 Session 4: Ship Discovery 20 Session 5A: Kindergarten Handwriting Practice 22 Session 5B: Grades 1 & 2 Sentence Writing Activity 24 Session 6: Narrative Writing 25 Session 7: Ships and Sailors 26 TALL SHIP ACTIVITY INTRODUCTION/SOCIAL STUDIES/WRITING MIDDLE TO HIGH SCHOOL 29 Overview 29 Session 1: Introduction & Background information 30 Session 2: Tall ships Design 33 Session 3: Life of a Sailor 35 Session 4: Comparison to Modern Ships 36 Session 5: Closing and Synthesis of Tall Ship Knowledge 37 TALL SHIP ACTIVITY FOR SCIENCE GROUP PROJECT 38 Other Make a Tall Ship Car 38 Session 1: Design Questions & Experiment 40 Session 2: Design Models & Prepare Materials List 42 Session 3: Construct Models 43 Session 4: Construct Test 44 Session 5: Revise/Revisit Design 45 Session 6: Informational Text or writing about Wind Energy 46 Ship Shapes & Ship Terms 49 Ship Bios & photos participating in Tall ships New Orleans 2018 52

2018 Tall Ships Teachers Resource Guide 4 Introduction for Teachers and Administrators Background In preparation for touring the tall ships during the New Orleans Tricentennial Anniversary Celebration, a team of local educators and administrators collaborated on lesson plans and activities. These align to Louisiana State Standards with the purpose of ensuring that students and teachers are prepared for their visits to the ships and are able to make the most of this unique education experience. The materials are organized into following categories: Pgs. 4-22: K-2 ELA, social studies and physical education activities Pgs. 23-30: Grades 3-12 social studies and ELA activities Pgs. 31-39: Grades 3-12 Build a Tall Ship Car science activity Planning for your Visit In order to make the most of your visit, your students should have some background knowledge about tall ships, the history of tall ships, and be able to recognize a few key features of tall ships. Students should also be aware of any activities that will be completed after returning to the classroom, so they understand that being an engaged visitor will pay off later. Before the visit, teachers should familiarize themselves with the tall ships that will be available for tours. On the ships page, you will find links to the website for all the ships. These websites contain many educational resources including virtual tours and diagrams of the ships. https://www.tallshipsnola2018.com/vessels/ The following ships are confirmed to be in attendance (bios on page 58) o o o o o o Elissa, Galveston, TX Lynx, Nantucket, MA Oliver Hazard Perry, Newport, RI Oosterschelde, The Netherlands Picton Castle, Cook Islands When And If, New York City, NY It is recommended that, at a minimum, teachers show images and point out some of the key features of the ships to their students before their visit. Read through the recommendations for preparing students at each grade level band for their visit.

2018 Tall Ships Teachers Resource Guide 5 Grades K-2: Show an introductory video so students have a visual of a Tall Ship before they visit o A Visit from the Past: Tall ships of Charleston, Pt. 1 - Introduction o World of Discovery Tall ships: High Sea Adventure) o Great Ships: The Schooner Ensure students are familiar with the following vocabulary terms: o Sail o Rigging o Bow o Stern o Hull o Mast Complete sessions 1-4 of the K-2 Louisiana Standard Aligned Activities Visit Tall ships NOLA Vessels and review visiting ships with students Grades 3-8: Show an introductory video so students have a visual of a Tall Ship before they visit o A Visit from the Past: Tall ships of Charleston, Pt. 1 - Introduction o World of Discovery Tall ships: High Sea Adventure) o Great Ships: The Schooner Ensure students are familiar with the following vocabulary terms: o Sail o Rigging o Bow o Stern o Hull o Mast o Starboard o Port o Galley o Review some basic information about the importance of tall ships to the history of New Orleans. o Students should be aware that New Orleans is a port city and has been an important trading city since its founding. o Include background information about the War of 1812 and the Battle of New Orleans. During the Battle of New Orleans, American Commander Andrew Jackson prevented

2018 Tall Ships Teachers Resource Guide 6 British forces from capturing New Orleans and the land that the United States had gotten through the Louisiana Purchase. Here are some resources to explore: Digital Public Library of America Primary Source Set: War of 1812 MTSU Primary Source Set: War of 1812 (pdf) Library of Congress A Guide to the War of 1812 Complete sessions 1 and 2 of the grades 3-12 Social Studies and ELA Louisiana Standard Aligned activities. Grades 9-12: Familiarize students with the information included in the section for grades 3-8. Introduce students to the history of the Isleños, an ethnic group of people living primarily in St. Bernard parish in Louisiana. They are descended from settlers who immigrated to Louisiana during the late 18 th century. Many Isleños were contracted by the Spanish to defend New Orleans from the British, and they were important to the defense of the city during the War of 1812. For further research, see Los Isleños website. Have students research the importance of the port of New Orleans to the history and current status of New Orleans. The website for the port of New Orleans is a starting point for this research: Port NOLA website. Additional Resources for Tall Ships Activities Living Classrooms: https://livingclassrooms.org/curriculum_information.php This resource includes ideas for science and environmental studies that relate to students tours of the tall ships. Although prepared with specific reference to the Chesapeake Bay region, the activities can easily be adapted to a Louisiana classroom. Of particular interest to Louisiana educators is an activity on oysters in which students discuss the importance of oysters to the local environment and economy and dissect oysters to learn about their anatomy.

2018 Tall Ships Teachers Resource Guide 7 TALL SHIPS ACTIVITY: GRADES K-2 SHIPS AHOY! Overview This series of sessions is designed to introduce students in grade K-2 to tall ships. The sessions included below will address a variety of content standards which are listed before each activity. Please note that some of the sessions should be completed with students before visiting the tall ships, and some of the activities should be completed after visiting the tall ships. Session 1: Introduction and Background Information Ship Talk Recommended pre-field trip activity Objective: Engage students in discussion, drawing, and writing on the topic of ships in order to activate prior knowledge. Share learning goals and monitor student learning through the use of pictures and a KWL graphic organizer chart. The KWL chart will support students in organizing and tracking knowledge before, during, and after the unit. Speaking and Listening Standards: Kindergarten 1 st Grade SL.K.1 Participate in collaborative conversations with diverse partners about Kdg topics and texts with peers and adults in small and larger groups SL.K.4 Describe familiar people, places, things, and events and with prompting and support, provide additional detail. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. SL.1.1 Participate in collaborative conversations with diverse partners about 1 st grade topics and texts with peers and adults in small and larger groups SL.1.4 Describe familiar people, places, things, and events and with prompting and support, provide additional detail. SL.1.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.1.6 Produce complete sentences when appropriate to task, audience, and situation.

2018 Tall Ships Teachers Resource Guide 8 2 nd Grade SL.2.1 Participate in collaborative conversations with diverse partners about 1 st grade topics and texts with peers and adults in small and larger groups SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5 Add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts and feelings. SL.2.6 Produce complete sentences when appropriate to task, audience, and situation to provide requested detail or clarification. Instructions: - Display pictures of ships (see below). Tell students that they will visit ships on a field trip. - Gather students together for discussion. (Sample questions provided below.) - The teacher can record student responses on KWL chart or have students record their own responses either through drawing or in writing. (see KWL chart below) K Sample Questions What things do you already know about ships? (Responses will vary.) What are ships used for? (i.e., travel, work, play, etc.) How do ships move? (i.e., motors, sails and wind, etc.) W Sample Questions What are some things that you want to know about ships? Examples: How do ships move? What materials can ships be made of? How many people can ride on a ship? Where do ships go? Why do they go there? L Sample Questions Tell students that they will share any new things they learn about ships later after activities and field trip. Save the KWL chart(s) with student responses for later.

2018 Tall Ships Teachers Resource Guide 9 Ship pictures to display for Ship Talk

2018 Tall Ships Teachers Resource Guide 10 KWL Chart for Ship Talk Name: K What I already know about ships W What I want to learn about ships L New things I have learned about ships.

2018 Tall Ships Teachers Resource Guide 11 Session 2: Map Activity Recommended pre-field trip activity Objective: Students will learn that maps and globes are smaller representations of the land and water as seen from above the earth. Geography Standards: Kindergarten K.3.2 Identify maps and globes as a representation of the earth and recognize the difference between land and water. K.3.4 Illustrate basic landforms. 1 st Grade 1.3.2 Identify simple map symbols, compass rose (cardinal directions), and key/legend. 1.3.4 Identify basic landforms using a globe or map. 2 nd Grade 2.2.1 Locate and identify the poles, equator, continents, oceans, the United States, Louisiana, and the local community on a maps and globes. 2.2.2 Interpret physical maps using title, key, symbol, compass rose (cardinal and intermediate directions), and alpha numeric grids. Instructions: Set the stage for leaning by showing the following YouTube videos to students. The videos show ships sailing on open waters on the oceans. Youtube Videos: Tall Ship Enterprize The Lady Washington Lynx America s Privateer Discussion following the videos should center around the following points adjusted for grade level as teacher determines: Maps as flat representations of the earth from above

2018 Tall Ships Teachers Resource Guide 12 Globes are smaller 3D representations of the earth. Both maps and globes are smaller representations of the real earth The earth s surface is covered with land and ocean waters Cardinal directions of North, South, East, and West How would life be different if we did not have cardinal directions? Why are maps and globes important? Where are the North Pole, South Pole, continents, and oceans? Kindergarten Map Activity Name: Directions: Add labels by cutting and pasting the words in the boxes. Color the continents land areas green. Color the oceans waters blue. Use a crayon to chart an ocean course for the ship symbol to sail. globe map land water

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2018 Tall Ships Teachers Resource Guide 14 1 st and 2 nd Grade Map Activity Name: Directions: Locate and label the North Pole, South Pole, ocean areas, land areas.

2018 Tall Ships Teachers Resource Guide 15 Session 3: Ship Poetry Recommended pre-field trip activity Objective: Engage students in a rhyming poetry based literary experience with a ship theme. Reading Literature Standards Addressed: Kindergarten RL.K.5 Recognize common types of texts (e.g. storybooks, poems) RFS.K.2. a Recognize and produce rhyming words 1 st Grade Instructions: RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 2 nd Grade RL.2.4 Describe how words and phrases supply rhythm and meaning in a poem or song; determine the meaning of words and phrases as they are used in text. - Teachers can select to utilize either 1 or both of the poems with their students. - It is recommended to introduce each poem separately in separate lessons if utilizing both poems. - Introduce the poem to the students by conducting a read aloud. - Identify and discuss any unfamiliar words Poem #1: Lead a review of rhyming words. Ask students why are they called rhyming words? (rhyming words rhyme because they have the same ending sounds) Lead a discussion of the position of the rhyming words in the poems. (at the ends of every other line in the poem). Discuss the contribution of rhyming words to the poem. (adds interest and enjoyment) Identify specific rhyming words in the selected poem read. Provide copies of the poem (see below) to students or groups of students and have them highlight the rhyming words. Students read, recite, and/or sing Sail the Ship for personal enjoyment.

2018 Tall Ships Teachers Resource Guide 16 Poem#2: Lead a review of rhyming words. Ask students why are they called rhyming words? (rhyming words rhyme because they have the same ending sounds) Lead a discussion of the position of the rhyming words in the poems. (at the ends of every other line in the poem). Discuss the contribution of rhyming words to the poem. (adds interest and enjoyment) Identify specific rhyming words in the selected poem read. Ask students to identify the make-up of the crew. (mice, and a duck) Provide copies of the poems (see below) to students or groups of students and have them highlight the rhyming words. Students read, recite, and/or sing I Saw a Ship A Sailing for personal enjoyment. Video: I Saw a Ship a-sailing Nursery Rhymes Popular nursery Rhymes with Max and Louie (Teacher Copy) Poem #1: Sail the Ship -to the tune of Row, Row, Row Your Boat Sail, sail, sail on ships, Over the ocean blue. Merrily, merrily, merrily, merrily, Ships are great, it s true! Waves, waves, rock our ship, Back and forth all day. We sail and we sail and we sail and we sail, To places far away!

2018 Tall Ships Teachers Resource Guide 17 Poem #2: I Saw a Ship A-Sailing -by Mother Goose I saw a ship a-sailing, A-sailing on the sea; And, oh! it was all laden With pretty things for thee! There were comfits in the cabin, And apples in the hold; The sails were made of silk, And the masts were made of gold. The four-and-twenty sailors That stood between the decks, Were four-and-twenty white mice With chains about their necks. The captain was a duck, With a packet on his back; And when the ship began to move, The captain said, "Quack! Quack! (Student Copies Below)

2018 Tall Ships Teachers Resource Guide 18 NAME: Sail the Ship Sail, sail, sail on ships, Over the ocean blue. Merrily, merrily, merrily, merrily, Ships are great, it s true! Waves, waves, rock our ship, Back and forth all day. We sail and we sail and we sail and we sail, To places far away!

2018 Tall Ships Teachers Resource Guide 19 NAME: I Saw a Ship A-Sailing -by Mother Goose I saw a ship a-sailing, A-sailing on the sea; And, oh! it was all laden With pretty things for thee! There were comfits in the cabin, And apples in the hold; The sails were made of silk, And the masts were made of gold. The four-and-twenty sailors That stood between the decks, Were four-and-twenty white mice With chains about their necks.

2018 Tall Ships Teachers Resource Guide 20 Session 4: Ship Discovery Recommended pre-field trip activity Objective: Expand ship vocabulary by learning words that name parts of a ship. Vocabulary Standards: Kindergarten 1 st Grade 2 nd Grade Instructions: VA.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings VA.K.5.c Identify real-life connections between words and their use. VA.1.5.c Identify real-life connections between words and their use VA.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to tests, including using frequently occurring conjunctions to signal simple relationships (e.g., because) VA.2.5.c Identify real-life connections between words and their use VA.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to tests, including using adjectives and adverbs to describe - Utilize these PDFs located at My Book Library The Parts of a Ship or National Park Service The Parts of a Ship (pdf). Both links provide the same worksheet. 1 st page shown below. - Give students a copy of the National Park Service handout on the parts of a ship - Read the handout with students - Have students create vocabulary index cards with the words on the front and definitions on the back. - Students can illustrate the vocabulary words on another set of index cards and play a matching game. - Depending on grade level, you may need to read through the handout with students and stop after each term to allow students to create their vocabulary index cards - For kindergarten students, you may also create vocabulary index cards with a picture on the front and the word on the back for students ahead of time and have students hold up the correct index card as you read through the handout with them

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2018 Tall Ships Teachers Resource Guide 22 Session 5 A: Kindergarten Handwriting Practice Recommended post-field trip activity NAME:

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2018 Tall Ships Teachers Resource Guide 24 Session 5 B: Grades 1 and 2 Sentence Writing Activity Recommended post-field trip activity NAME:

2018 Tall Ships Teachers Resource Guide 25 Session 6: Narrative Writing Recommended post-field trip activity Objective: Students write a creative narrative text about ships Writing Standards: Kindergarten W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in order in which they occurred, and provide a reaction to what happened. 1 st Grade W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 2 nd Grade W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Instructions: - Tell students that today they will be writing a ship story using information they got during class activities and during their visit to the Tall ships - Tell students to remember to use characters, setting, ship vocabulary and sensory details in their writing - Tell students to give their writing a fun title like Hard Knocks on the High Seas or How I Got My Sea Legs - Tell students to draw an illustration to go along with your story. - When students finish writing, have them share their narratives with a classmate and compare and contrast their characters, settings, and events to their partner s. - Give students an opportunity to revise their own writing - Allow students to read their narratives to the class if time permits Narrative writing prompts: Write a story about what it might be like to be traveling over the ocean on your ship during stormy seas. Write a story about an exciting adventure that happens as you sail your ship to a faraway place. Write about what you think the best and worst things about traveling by ship would be.

2018 Tall Ships Teachers Resource Guide 26 Session 7: Ships and Sailors Recommended post-field trip activity Objective: To build ship vocabulary while engaging in collaboration, problem solving, following directions through a physical activity Physical Education Standards Kindergarten 1-P-1.1 Demonstrate an awareness of personal and general space while moving in different directions. 1-P-4 Perform basic rhythmic skills alone, with a partner, or within a group. 2-P-1 Integrates other content areas through movement. 2-P-2.2 Demonstrate the ability to move directionally upon verbal cue (forward, backward, sideways, around). 2-P-4 Establishes a beginning movement vocabulary. 5-P-1.1 Follow rules, directions, and procedures from the instructor with reinforcement. 5-p-2.1 Demonstrate self-discipline and responsibility while actively participating in group, individual, partner activities. 5-P-3 Works cooperatively (e.g., takes turns, is supportive, assists partner) with another to complete an assigned task 6-P-2 Interacts with others regardless of personal differences (e.g., gender, ethnicity, disability). 7-P-1 Describes the feelings that result from challenges, successes, and failures in physical activity, alone or in groups. 7-P-3 Displays a willingness to participate in new activities. 1 st Grade 1-P-1.2 Demonstrate clear contrasts between slow and fast movements traveling in different directions and in person and general space without bumping into others or falling. 1-P-4 Performs rhythmic skills alone, with a partner, or within a group. 2-P-1 Integrates other content areas through movement. 2-P-2.2 Demonstrate the ability to move directionally upon verbal and rhythmic cues 2-P-5.1 Demonstrate the ability to combine any locomotor skills with concepts of space and direction. 3-P-3 Experiences and expresses satisfaction from participation in physical activity 5-P-1 Demonstrates established protocols with little reinforcement

2018 Tall Ships Teachers Resource Guide 27 5-P-1.1 Follows rules, directions, and procedures from the instructor with little reinforcement. 5-P-2.1 Engage in activity in a diverse group setting without interfering with others. 5-P-3 Works cooperatively (e.g., takes turns, is supportive, assists partner) with another to complete an assigned task. 5-P-4.1 Exhibits behavior which exemplifies responsibility to avoid conflict, best effort, cooperation, and compassion/empathy in a controlled setting. 6-P-2 Interacts with others regardless of personal difference (e.g., gender ethnicity, disability). 6-P-3 Demonstrates a willingness to help a student who has difficulty completing a skill. 7-P-1 Describes the feelings that result from challenges, successes, failures in physical activity, alone or in groups. 7-P-3.1 Show signs of excitement and willingness to participate when exposed to new activities, skills, and movements. 2 nd Grade 2-P-1 integrates other content area through movement 3-P-3 Identify positive feelings that result from participation in physical activity. 5-P-1 Demonstrates established protocols with little reinforcement (e.g., playground, classroom, and gym). 5-P-3 Works cooperatively (e.g., takes turns, is supportive, assists partner) with another to complete assigned task. 6-P-2 Interacts with others regardless of personal differences (e.g., gender, ethnicity, disability). 6-P-3 demonstrates a willingness to help a fellow student who has difficulty completing a skill. 7-P-1 describes the feelings that result from challenges, successes and failures in physical activity alone or in groups. 7-P-3 displays a willingness to participate in new activities Before Activity Instructions: - In this activity the teacher should identify a large open space that will serve as the ship. - Tell students that all students are sailors on the ship. The sailors are to follow the commands of the Captain. - One student is assigned to be the Captain. The Captain calls out the commands and dismisses the sailors who do not carry out the commands quickly and quietly. - The Captain provides rewards to successful sailors. - Students take turns being the Captain.

2018 Tall Ships Teachers Resource Guide 28 - Provide a model of how to carry out the commands (below) for students. - Allow students to practice the configuration for each command (below) so the game can move quickly. - Introduce bolded vocabulary words. After the Activity Instructions: Commands - Ask students to describe their feelings about the activity. o What did they like? What did they dislike? o What was challenging? o What did they experience success with? o What did they learn about ships from completing the activity? 1. Starboard: All must move to the right side of the ship. 2. Port: All must move to the left side of the ship. 3. Bow: Move to the front of the ship. 4. Stern: Move to the back of the ship. 5. Hit the Deck: All must quickly lie on their stomachs on the floor. 6. Captain s Coming! All sailors stand at attention (in a salute) and yell Aye, aye captain! only one time. They can t move from the attention position until the Captain says, At Ease! If they laugh or break from the attention, they are dismissed. 7. Man Overboard: Sailors must find a partner. One partner drops to one knee. The other partner stands behind the kneeler with a hand on their partner s shoulder. Both partners hold a hand to their brow scanning the ocean for the overboard man. 8. Three Men Eating: Sailors are to form groups of three and sit down in a circle facing each other. Next, they are to cup one hand as if holding a plate and scoop with the other hand quickly as if to feed themselves. 9. Four Men Rowing: Sailors are to form groups of four and sit in a straight row one behind the other on the floor with legs crossed. They are to swing their arms as if they are moving paddles back and forth in water to move a boat. 10. Walk the Plank!: Five sailors stand in a single file row one behind the other with hands on the shoulders of the sailor in front of them. Walking slowly as if on a narrow board toward the edge into the ocean below. 11. Scrub the Deck: All sailors get on their knees and rub the floor with one hand as if cleaning with a sponge or rag.

2018 Tall Ships Teachers Resource Guide 29 TALL SHIP ACTIVITY- INTRODUCTION/SOCIAL STUDIES/WRITING MIDDLE TO HIGH SCHOOL Louisiana State Standards Addressed: History Standard 1 for All Grade Levels Historical Thinking Skills: Students use information and concepts to analyze, interpret, and draw conclusions from historical events 3.1.7, 4.1.4, 5.1.1, 6.1.1, 7.1.1 and 8.1.1: Produce clear and coherent writing for a range of tasks, purposes, and audiences by: Conducting historical research Evaluating a broad variety of primary and secondary sources Determining the meaning of words and phrases from historical texts Recognizing varied points of view within historical context Overview This activity is designed to allow students to extend their understanding of the history of tall ships and how tall ships were used. Students will research and report as they gather information about a specific type of ship and report to the class. The class, as a whole, will compare and contrast the different ships, noting similarities and differences among ships from different historical eras and ships built for different purposes. Students will use the measurements of the ships (in terms of size, weight, and water movement) for comparison as well as the ships features and overall design. Students will gain an appreciation that, although ships today are larger and built with different materials, the basic design and purpose of ships are similar to those of earlier eras. Students will learn the history of navigation and the history of seamanship and the art of directing a vessel on the open seas. Students will learn how many cultures used the 16 th century ship design and sailing techniques to explore the new world.

2018 Tall Ships Teachers Resource Guide 30 Session 1: Introduction and Background Information Objective: Students will be able to define a Tall Ship, explain the use of Tall ships and their importance to the history of exploration and trade, and to identify key features of Tall Ship design. 1. Introduction: - Project or distribute an image of a tall ship - Ask students the following questions: what is a tall ship? What makes a tall ship different from modern ships? What are some of the features that distinguish a tall ship from modern ships? - Discuss student responses to these questions and record them somewhere in the class (KWL chart or any other convenient way) - Explain the purpose of today s session- to gain an understanding of when, how, and why tall ships were used and the key features that distinguish Tall ships from modern ships 2. Gathering Background Knowledge: - Divide students into pairs or small groups and explain that they will be reading several sources to gather background information about tall ships. - Distribute 1 copy of the background knowledge chart to each pair or group of students (see next page) - Distribute laptops to students with a list of the following links to explore: o Source 1: Handcrafted Model Ships Tall ships (This source places tall ships within a historical context. Scroll down past the listings to the Tall Ship Models section.) o Source 2: All Poetry Sea Fever (This source is the poem Sea Fever, which is considered to be the first documented use of the term Tall Ship. ) Source 3: Sail Training International Definition of a Tall Ship - Give students time to explore all of the sources and record their findings on their charts 3. Sharing and Comparing Research with a Carousel Review: - Post large pieces of chart paper around the class with the headings from the background knowledge charts (What were Tall ships, Historical Context, Key Design Features). Note: depending on the size of your class and the number of groups, you may need to have 2 charts for each heading - Assign groups to begin at one chart - Give groups 2 minutes to add their research about that category to the chart - Rotate groups to the next poster - Give groups 2 minutes to add in any new information that is not already on the chart and to add any information they did not already have to their own group s background knowledge chart - Continue rotating until groups have seen all charts - Lead a class discussion about each category and what students have learned (refer back to their ideas from the beginning of the session)

2018 Tall Ships Teachers Resource Guide 31 Differentiation for Grade Levels 3-5 Assign groups only 1 source to research based on reading level/replace some of the links with sources from our K-2 activity or here: Université de Montréal Development of Sailing Ships Tall ships Background Knowledge Chart What were Tall ships? Historical Context - When were Tall ships used? - What were Tall ships used for? - Key dates Key Design Features of Tall ships Source 1: Source 2:

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2018 Tall Ships Teachers Resource Guide 33 Session 2: Tall Ships Design Objective: Students will be able to identify key design features of tall ships, including the names and purposes of key sails 1. Introduction: - Project or distribute an image of a tall ship - Review what students learned in session 1 about the purpose, history, and design of tall ships - Set the purpose for today s session- students will learn about the design and function of tall ships in greater detail, including the names and functions of key features of tall ships 2. Exploring Tall Ship Features: - Divide students into pairs or small groups and distribute a laptop to each group. All of the resources can also be printed if students do not have access to technology. - Explain to students that they will be exploring a variety of resources to examine different tall ships. Students will notice that there were many types of tall ships with different numbers of sails and masts. Today, students will be answering the question: What are the essential features that all tall ships have in common? - Have students access the following site and complete the reading and activity: National Park Service Parts of a Ship - Discuss they key features of Tall ships and make sure all students know key vocabulary - Give groups of students the following 2 links and have students explore the different types of Tall ships o Classic Sailing How to identify Tall Ship Types (pdf) o Star Clippers A look at the different types of Tall ships - Give each group 10 minutes to explore both resources - Once students have had time to explore both resources, give each group a card with one of the following types of tall ships: Clipper Ship, Schooner, Brigantine, Brig, Barquentine, Full- Rigged, Four-Masted Barque - Have students draw and label the key features of their type of tall ship. Students may use the 2 links above or do their own research. - Have students present their drawings and key features to the class. 3. Closure: - Have students respond in writing to the following questions: o What are some of the differences between types of tall ships? o What are the essential features that all tall ships have in common? 4. Extension: - Print out the image on next page labeled extension activity for each group - Ask students to identify which type of tall ship is shown in the image below using the same resources they used to determine similarities and differences between types of tall ships - Have students respond in writing to the following questions: o What type of tall ship is shown in this image? Explain your evidence o What were the advantages of this type of tall ship over other types of tall ships?

2018 Tall Ships Teachers Resource Guide 34 Extension Activity Identify the sails 1.Outer Bowsprit 2. Inner Bowsprit 3. Bow and stem 4. Hull 5. Stern 6. Foremast 7. Mainmast 8. Mizzen 9. Flying jib 10. Outer Jib 11. Inner jib 12. Foretopmast staysail 13. Fore Skysail - Fore Moonraker 14. Fore Royal 15. Fore Topgallant 16. Fore upper topsail 16. Fore upper topsail 17. Fore lower topsail 18. Forecourse - Foresail 19. Main Royal Staysail 20. Main Topgallant Staysail 21. Main Topmast Staysail 22. Main Skysail - Main Moonraker 23. Main Royal 24. Main Topgallant 24. Main Topgallant 25. Main upper topsail 26. Main lower topsail 27. Maincourse - Main sail 28. Mizzen Topgallant Staysail 29. Mizzen Top Staysail 30. Mizzen Staysail - unique to this ship the sail shown is known as the Desmond 31. Mizzen Gaff topsail 32. Mizzen Gaff Sail also known as the Spanker

2018 Tall Ships Teachers Resource Guide 35 Session 3: Life of a Sailor Objective: Students will research the daily life of a sailor on a Tall Ship and use their research to write a diary entry from the perspective of a sailor 1. Introduction: - Review what students have learned about tall ships in previous sessions - Ask students to think about what life would have been like as a sailor on a Tall Ship - Have students think-pair-share about what life would have been like as a sailor on a Tall Ship - Set the purpose for this session- students will read about life on a Tall Ship and then write a diary entry from the perspective of a sailor on a Tall Ship 2. Research: - Divide students into pairs or small groups - Have students access the following link from the National Park Service about life on board tall ships: National Park Service What is it like at Sea? (pdf) - Instruct students to think as they read about the daily schedule, the dangers, the difficulties, and the benefits of life aboard a Tall Ship - Facilitate a discussion about students findings about life aboard a Tall Ship 3. Writing: - Display the writing topic for students: Using your research into the daily life of a sailor on board a Tall Ship during the 1800 s, write a diary entry describing one day in the life of a sailor serving on a Tall Ship. - Explain to students that their diary entry should reflect a sailor who is knowledgeable about all aspects of the Tall Ship he/she is serving on and should include specific Tall Ship vocabulary terms - Brainstorm a list of vocabulary terms that could be included in the diary entries - Discuss and brainstorm things that should not be included in the diary entries - Allow students time to complete a draft of their diary entries 4. Revision: - Have students pair with a partner and share their drafts of their diary entries - Instruct students to look for vocabulary and details from research into tall ships - Allow students time to give their partners feedback - Allow students to revise their writing to show greater detail and more accurate historical information about tall ships Differentiation Ideas Research Print out selected sections from the National Park Service link Writing Complete a modeled or shared writing of the first paragraph of a diary entry if you are concerned about students struggling to incorporate details from their reading or assume the point of view of a sailor Revision Project or make copies of a student exemplar draft and have students read and analyze the exemplar before revising their own writing

2018 Tall Ships Teachers Resource Guide 36 Session 4: Comparison to Modern Ships Objective: Students will compare modern ships to tall ships and analyze the benefits and drawbacks of modern ships in comparison to tall ships 1. Introduction: - Review what students have learned about tall ships in previous sessions - Ask students to think about how tall ships are different from modern ships that transport goods around the world and facilitate a short discussion about the differences - Ask students if they can think of any benefits of modern ships vs. tall ships - Ask students if they can think of any benefits of tall ships vs. modern ships - Set the purpose: tell students that today they will research the design of modern container ships that transport goods around the world and they will compare these ships to tall ships of the 18 th and 19 th centuries 2. Research: - Divide students into pairs or small groups - Give each group or pair access to the following links: o Marine Insight What are container ships? o World Shipping Council Container Ship Design o New Atlas World s Largest capacity Container Ship embarks on Maiden Voyage - Tell students to focus on key differences between modern container ships and the tall ships they have been learning about including size, technology, how they are powered - After giving groups time to review sources, facilitate a discussion about the differences between tall ships and modern container ships 3. Benefits and Drawbacks: - Give students access to the following article (either online or a printed copy): CNN Are Traditional Sail Boats the Future of Trade? - Allow pairs or small groups of students time to read the article while thinking about the benefits and drawbacks of tall ships vs. modern container ships - Have students respond in writing to the following questions: o What are the benefits of modern container ships vs. tall ships? o What are the drawbacks of using modern container ships? o Should shipping companies return to using tall ships? - Facilitate a whole group discussion after students have had an opportunity to respond in writing to these questions in their small groups

2018 Tall Ships Teachers Resource Guide 37 Session 5: Closing and Synthesis of Tall Ships Knowledge Objective: Students will synthesize what they have learned about tall ships over the course of their research and writings into a pamphlet advertising a visiting Tall Ship 1. Introduction: - Review what students have learned about tall ships in previous sessions including the history, purpose, key features, benefits, etc. of tall ships - Set the purpose- today students will close out their exploration of the history and design of tall ships by putting together everything they have learned into a pamphlet to advertise tours of a visiting Tall Ship 2. Pamphlet Creation: - Divide students into pairs or small groups - Review the purpose of the activity with students- they will be creating a pamphlet to advertise tours of a Tall Ship that is visiting New Orleans and they need to include relevant information in their pamphlets to give visitors a preview of what they will be seeing and why they should take the tour - Show students examples of pamphlets that advertise tours of important locations around the cities (plantations, historic homes, museums, etc.) - Have students brainstorm the key information they need to include (help students focus more on historical information about tall ships and less on price, tour times, etc.) - If your students have visited any of the tall ships, provide students with the names of the ships visited so they can look up specific details about these ships - Give students access to the links or printouts of the resources they ve used in previous sessions so they can verify information - Explain to students any other criteria you have for finished pamphlets (for example, if they will be done by hand or if students will use a Microsoft Office template to create their pamphlets) and allow students adequate time to create their pamphlets 3. Closing: - Display finished pamphlets and allow students time to look at the work of their classmates - Option- have students present their finished pamphlets to the principal, social studies department chair, and use them in a presentation to persuade the school to visit a Tall Ship in the future

2018 Tall Ships Teachers Resource Guide 38 Louisiana State Standards Addressed: TALL SHIP ACTIVITY FOR SCIENCE GROUP PROJECT Make a Tall Ship Car (It should be noted that some modifications may be necessary to meet each grade level standard in full depth. However, the following activity has a strong emphasis on the Science and Engineering Practices at each grade level.) 3 rd Grade: 4 th Grade: 5 th Grade: 6 th Grade: 7 th Grade: 8 th Grade: 3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 3-PS2-2 Make observations and/or measurements of an object s motion to provide evidence that a pattern can be used to predict future motion. 4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object. 4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide. 4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from renewable and non-renewable resources and how their uses affect the environment. 5-ESS3-1 Generate and compare multiple solutions about ways individual communities can use science to protect the Earth s resources and environment. 6-MS-PS2-1 Apply Newton s Third Law to design a solution to a problem involving the motion of two colliding objects. 6-MS-PS2-2 Plan an investigation to provide evidence that the change in an object s motion depends on the sum of the forces on the object and the mass of the object. None 8-MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. 8-MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

2018 Tall Ships Teachers Resource Guide 39 8-MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing human impact on the environment. Materials for all Grade Levels: Blocks of Styrofoam Bamboo skewers or pencils Assorted materials for sails: assorted types of cloth/canvas Assorted weights of paper Timers or stopwatches Rulers Pencils Box fan or other source of wind Large container to hold water (ex: 16 gallon or larger storage container) Metric tape measures

2018 Tall Ships Teachers Resource Guide 40 Session 1: Design Question & Experiment Objective: Students will be able to design an experiment to analyze the sail structure of tall ships. Materials: Photo copies of tall ships Copies of student handouts Multimedia setup 1. Introduction: -Show students photos of the tall ships visited. -Pose the questions: What powers the tall ships? What pushes them? (wind) -Push students to elaborate: How exactly does the wind push the ship? (against the sails) -Think-Pair-Share: Discuss the differences between the sails on all of the different ships. Why do these differences exist? 2. Introduce the challenge: Using wind energy, how can we construct a Tall Ship to travel fastest? Show students the fan and water set up where their tall ships will be tested 3. Review the Scientific Process Establish variables for the sails: Number of sails Materials used to make the sails (loose leaf paper, card stock, copy paper, foam sheets, felt, canvas) Shape of the sails Position of the sails 5. Design Experimental Procedure and Data Collection: In teams of 3-4, students will write a hypothesis for what variable they would like to test about the sail structure of a Tall Ship.

2018 Tall Ships Teachers Resource Guide 41 Next, students should continue to work in teams to design a procedure and a method for data collection. (This can be provided for younger students) Differentiation for Grade-Levels: 3-5 most of the experiment is pre-planned; students are selecting one variable about the sails to change; teachers may guide or direct students about which variable to change 6-8 students design the entire experiment as well as select one variable to change about the sails 9-12 students design the entire experiment with repeated tests with multiple variables Students correctly designed experiments Possible Assessment:

2018 Tall Ships Teachers Resource Guide 42 Session 2: Design Models & Prepare Materials List Objective: Students will be able to design a model Tall Ship to use the maximum amount of wind power. 1. Introduction: -Review with students the possible variables that could be changed about Tall Ship sails. -Have each group share out which variable they decided to change about their particular design. 2. Outline expectations for the Tall Ship -Introduce rubric for grading assembled Tall Ship -Establish clear teamwork expectations for students 3. Design Tall Ship 1. Using the rubric and expectations outlined, students will begin to brainstorm possible materials they could use to build the Tall Ship. The teacher may provide suggested materials, or students can be free-thinking about what materials they might have at home that could be useful. 2. While brain-storming a materials list, students will begin to draw a design for their Tall Ship. Rubric to Assess Model Designs (see attachment) Possible Assessment:

2018 Tall Ships Teachers Resource Guide 43 Session 3: Construct Models Objective: Students will be able to construct a model Tall Ship according to student created designs. 1. Introduction: -Have groups share out their proposed designs and explain why they think their design might travel fastest through the wind. 2. Outline expectations for the Tall Ship -Introduce rubric for grading assembled Tall Ship -Establish clear teamwork expectations for students 3. Design Tall Ship 1. Using the student created designs and either teacher provided or student provided materials, students will build tall ships. 2. Students will also need to write a materials list for the materials they use to build their cars. Correctly constructed models Possible Assessment:

2018 Tall Ships Teachers Resource Guide 44 Session 4: Conduct Test Objective: Students will be able to conduct a test to measure the success or failure of a designed solution. 1. Introduction: -Review with students the differences between tall ships and connect them to the differences between each groups Tall Ship model. 2. Expectations: -Outline the expectations for conducting the test for each groups Tall Ship -Have each group assign jobs to each team member: 1 person begin at the finish line, 1 person to measure the distance the Tall Ship traveled, 1 person to time journey of the Tall Ship, 1 person record the data -Explicitly explain the expectations for other groups observing the trials for each group 3. Conduct Test & Collect Data: -Set up large container with water directly in front of the wind source (fan). - Indicate the starting and finish lines on the container with tape and clearly label them. -Groups will go one at a time and test their tall ships (try to allow each group 3 tries for solid data collection) -Groups will measure the time it took their tall ships to cross the finish line, along with distance traveled if the Tall Ship does not reach the finish line and collect their data (students in grades 7-12 can also calculate the speed of their tall ships and record the speed in the data charts) -After all groups have collected data, have each team add their data to a class data collection table. 4. Draw Conclusions: -After recording data, discuss findings. -Which variable caused a Tall Ship to move farthest? Shortest? -Which variable cause a Tall Ship to move fastest? Slowest? -Have students respond to real-life questions such as: What sail design would be best for trying to travel quickly? Data and Conclusions from test trials Possible Assessment:

2018 Tall Ships Teachers Resource Guide 45 Session 5: Revise/Revisit Design Objective: Students will be able to critique and revise a solution/model to improve outcomes. If time allows and student interest exists, this could be a great opportunity for students to change designs and complete a new test Possible Assessment: A revised model with rationale for the changes made to original design

2018 Tall Ships Teachers Resource Guide 46 Session 6: Informational Text or Writing about Wind Energy Objective: Students will be able to identify multiple uses for wind energy outside of tall ships. Possible Informational Text: Wind Energy Development Programmatic EIS Wind Energy Stem Works Wind Energy Articles Alliant Energy Kids Wind Power Clean Line Energy Partners Woah! Learn: Renewable Energy Or students could do independent research and write an essay to respond to the prompt: what are 3 important uses of wind energy today? Cite evidence from each source you used in your research. Possible Assessment: Student writing samples graded using the LEAP research essay rubric. Experimental Design Student Sheet (Sessions 1 & 2): Names: Date: Independent Variable Dependent Variable: Control Variables: Hypothesis: If I change then it will affect

2018 Tall Ships Teachers Resource Guide 47 Experimental Design: Materials Needed: Data Collection: Analyzing Data:

2018 Tall Ships Teachers Resource Guide 48 Conclusion: Rubric for Model Design & Construction Materials List Variable Diagram 4 3 2 1 0 Very few materials are listed ALL necessary materials are listed Student model reflects the correctly selected variable about sails to change. A diagram of the model is included with all parts of the Tall Ship clearly labeled. This diagram reflects the materials list. Student model changes a variable about the sails, but it is different from the variable outlined in the plan A diagram of the model is included with all parts of the Tall Ship but is unclearly OR not labeled. This diagram does reflect the materials list. No materials listed Student model changes multiple variables regarding the sails. No diagram included.

2018 Tall Ships Teachers Resource Guide 49 Full-Rigged Ship Two-Masted Schooner Topsail Schooner Three-Masted Schooner Barquentine Brig Brigantine Compliments of Tall Ships America, Newport, RI and The Teachers Resource Guide, Victoria Tall Ships Society Often referred to as the "golden age of sail". Sailing ship rigs can be divided into two broad categories: the "fore and aft rig" (left), in which the sails lie along the same plane as the ship's fore and aft line; and the "square rig" (right), in which the sails are rigged athwart (across) the ship. Each rig had certain advantages. The Fore & Aft Rig The fore and aft rig, or schooner rig, required only a small crew, and was generally used in the coastal and fishing trades. Ships with this rig could point higher into the wind and were usually more maneuverable when working in the changing winds along the coast. The rig was not limited to coastal schooners, and big fore-and-afters could be seen plying across the Western Ocean bound for European ports, the West Indies, or South America.

2018 Tall Ships Teachers Resource Guide 50 Sloop, a fore and aft rigged vessel with one mast is a sloop. In the early 1800s, some large sloops traded with the West Indies, but most sloops in the 19th century were small inshore fishing vessels. In the 20th century, sloops became the most popular rig for yachts. Ketch, a two masted sailing vessel where the mizzen mast is ahead of the rudder. The rig is similar to a schooner but the main mast (the tallest mast) is the first mast, not the second mast. Ketches were common in 19th century Europe but rare in Nova Scotia until they became very popular for yachts in the 20th century. Four Masted Schooner, This design attempted to reduce individual sail area, raise tonnage, and still manage with a small crew. In the early days, sails were hoisted by hand, but gradually the gasoline hoisting engine was introduced, saving work, wages, and food. She could operate with eight hands and reached 500 to 700 tons. At the turn of the century, these schooners were used in the coastal trade between Canada and the United States, the West Indies, South America, and some trans-atlantic voyages were made to Europe and West Africa. Nova Scotians built and operated between seven and eight hundred big schooners, but by World War I, most had passed out of the picture. Along the New England coast, a number of five and six masted schooners were built, plus one seven masters, the steel hulled Thomas W. Lawson. Grand Bank Fishing Schooner, Schooners have two or more masts with fore and aft sails. Similar to the famous Bluenose, our example, in addition to all the normal lower sails, carries a main gaff topsail and a fisherman's staysail set between the masts. Square Topsail Schooner, a combination of fore and aft sails and small square sails. They were popular for coastal trading in the early 1800s. Prince Edward Island built a number of topsail schooners and many were sold in Great Britain. Coastal Schooner, the work horse of our coastal trade. She was probably not much more than a hundred tons, and carried everything from timber and coal to bricks, general cargo, and a load of hay to offshore island communities. Our schooner is shown with only a main topmast, but many also carried a fore topmast. Note the yawl boat towing astern. Ketch, a two masted sailing vessel where the mizzen mast is ahead of the rudder. The rig is similar to a schooner but the main mast (the tallest mast) is the first mast, not the second mast. Ketches were common in 19th century Europe but rare in Nova Scotia until they became very popular for yachts in the 20th century. Four Masted Schooner, shown at anchor. This design attempted to reduce individual sail area, raise tonnage, and still manage with a small crew. In the early days, sails were hoisted by hand, but gradually the gasoline hoisting engine was introduced, saving work, wages, and food. She could operate with eight hands, and reached 500 to 700 tons. At the turn of the century, these schooners were used in the coastal trade between Canada and the United States, the West Indies, South America, and some trans-atlantic

2018 Tall Ships Teachers Resource Guide 51 voyages were made to Europe and West Africa. Nova Scotians built and operated between seven and eight hundred big schooners, but by World War I, most had passed out of the picture. Along the New England coast, a number of five and six masted schooners were built, plus one seven master, the steel hulled Thomas W. Lawson. The Square Rig The square rig was normally an offshore rig used by vessels making long ocean passages and taking advantage of the prevailing wind and current patterns of the globe. These ships varied in size from the small handy brigantines and brigs of a couple of hundred tons to the great full rigged ships and barques of over two thousand tons. The square rig was also seen in the coastal trade, where brigs plied their trade up and down the eastern seaboard. Brig, a two masted vessel square rigged on both masts. The brig is a very old and efficient sailing rig, and the class was still in use up to the very end of commercial sailing ships. Only a few brigs were built in Nova Scotia yards, but they were very common in European waters. Barque or Bark, usually a three masted vessel, the fore and main masts square rigged and the mizzen mast or after mast rigged fore and aft. The barque was a popular rig, and more of this type were built than all other square rigs combined. Barquentine, a vessel with the foremast rigged square, and the other masts rigged fore and aft. Full Rigged Ship, square rigged on all masts. Staysails could be set between the masts. Outboard of the square sails might be set studding sails, and above the royals (uppermost sails) might be set sails with such names as skysail, moonraker, Trust to God, or Angel Whispers. Towards the end of their careers, some ships were reduced to a barque rig. Many were "sold foreign" and many others simply were "lost without trace" or abandoned at sea. Brigantine, a two masted vessel square rigged on the foremast, with fore-and-aft sails on the mainmast. The drawing shows a typical Bluenose softwood vessel of about 220 tons, similar to the Spencers Island built Amazon, which later became the famous mystery ship Mary Celeste. The brigantine is shown with two staysails set between the masts.

2018 Tall Ships Teachers Resource Guide 52 SHIPS AT WOLDENBERG RIVERFRONT PARK AT AUDUBON AQUARIUM OF THE AMERICAS Elissa Home and Homeport: Pier 21, Texas Seaport Museum, Galveston, TX. Built in 1877 in Aberdeen, Scotland, Elissa was a rusted, iron hulk before being rescued by the Galveston Historical Foundation. Lovingly restored, today, she sails again, a hallmark of maritime preservation. Website: www.tsm-elissa.org Oliver Hazard Perry Homeport: Newport, RI. Oliver Hazard Perry is the first ocean-going, full-rigged ship to be built in the US in 110 years and is named for the young Rhode Island hero of the Battle of Lake Erie. On September 10, 1813, he wrote We have met the enemy and they are ours OHP is a platform for a wide range of sail training and education programs. Trainees live on board and work alongside professional crew and is designed to serve both the able and the disabled. Website: www.ohpri.org der Wal Oosterschelde Homeport: Rotterdam. Built in 1918, The Oosterschelde is a three-masted schooner from the Netherlands. She is the largest restored Dutch freightship, and the only remaining Dutch three-masted top-sail schooner. Her 2018 voyages include berths on board originating from Cuba to Galveston, Pensacola, and New Orleans. Website: www.oosterschelde.nl Photo Credit: Arthur op Zee Picton Castle Homeport: Cook Islands. The Barque Picton Castle is a traditionally rigged and operated sailing ship best known for her world circumnavigations and adventurous voyages. She will leave for her 7 th after she visits New Orleans! She will sail in from Bermuda and has berths on board throughout the Gulf coast. Website: www.pictoncastle.com SHIPS AT PONTCHARTRAIN LANDING, 6001 FRANCE ROAD, NEW ORLEANS Lynx Homeport: Nantucket, MA. The square topsail schooner Lynx has been designed and built to interpret the general configuration and operation of a privateer schooner from the War of 1812. She now serves as a living classroom for the study of historical, environmental and ecological issues. Website: www.tallshiplynx.org When and If When General (Then colonel) George S. Patton commissioned one of America's greatest designers to conceive him a boat to be built by F.F Pendleton of Wiscasset, Maine in 1939, he had the ultimate ambition in mind: "When the war is over, and If I live through it, Bea and I are going to sail her around the world." Website: Sailwhenandif.com