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In September 1939, Britain entered into what would become the world's most devastating war to date. Learn all about the events that changed the lives of millions in our World War 2 facts....
World War 2 facts

1. World War 2 was a battle between two groups of countries

- the " Allies" and the " Axis ". The major Allied Powers were Britain, France, Russia, China and the United States. The major Axis Powers were Germany, Italy and Japan.

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2. Before World War 2 began, Germany was ruled by a man named Adolf Hitler

Together with the Nazi Party, he wanted Germany to rule Europe. To gain more land and power, on 1 September 1939 German troops invaded Poland. After Hitler refused to stop the invasion, Britain and France declared war on Germany - World War II had begun.

3. During the course of the war, German forces advanced through Europe.

Did you know that we have a FREE downloadable Second World War primary resource? Great for teachers, homeschoolers and parents alike!

4. Millions of Germans were imprisoned and killed because they didn't fit the image of the 'perfect' German

Hitler wanted to create what he thought was the "best" and strongest race - and to the Nazi Party, this excluded certain groups, such as Jews, Gypsies and those with physical and mental disabilities. In an attempt to eliminate a "racial enemy" outside of Germany, such groups were also persecuted in the countries invaded by German forces.

5. The group most heavily targeted by the Nazis were the Jews

Around six million Jewish people were killed during World War 2 in one of history's most terrible events - the Holocaust. Racist in his views, Hitler blamed Jewish people for Germany losing World War I and claimed they were dangerous to German people and society.

6. Around the same time that Germany fought for power in Europe, Japan wanted to control Asia and the Pacific

In 1937 (before World War 2 had officially begun) under Emperor Hirohito, Japan attacked China, bringing the two nations into years of conflict.

7. The US didn't join the war until 1941, when Japan attacked the United States

- at their Naval Base at Pearl Harbor in Hawaii. On 8 December 1941 (the very next day), the US declared War on Japan and, in turn, its German allies.

8. Some countries remained 'neutral' in World War 2

Such countries were Spain, Sweden and Switzerland - who chose not to join either side.

9. The Germans surrendered on 8 May 1945

In 1944, an Allied army crossed from Britain to free France from Nazi rule. One year later, Allied armies invaded Germany, forcing the Germans to surrender. After nuclear attacks on Japan's major cities Hiroshima and Nagasaki, Japan also surrendered to Allied forces in August the same year. World War 2 had ended.

10. Around 64 million people died in World War 2

- that's more than the entire population of the United Kingdom.

Find out more about the countries involved in World War 2 with our Germany, Japan and USA facts. Plus, learn about the life of Anne Frank, a young German girl who wrote a world-famous diary...

*Yugoslavia was a country established in 1918 in south-east Europe, which included modern-day Serbia, Montenegro, Croatia, Slovenia and Bosnia-Herzegovina.

*USSR (Union of Soviet Socialist Republics, or the Soviet Union) was a former country which included modern-day Russia, Ukraine and Estonia, as well as other socialist states.

What did you think of our World War 2 facts? Let us know by leaving a comment below.

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Learn astonishing World War 2 facts with Nat Geo Kids. When did the war start? Who fought in in the war and why? How did it change the course of history?

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Shipwrecks are windows to the trade, cultural exchanges and maritime traditions of the past. Explore the 30 famous shipwrecks in this article.

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The Holocaust: A Learning Site for Students

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The Holocaust: A Learning Site for Students

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This resource contains links to a number of articles on different aspects of The Holocaust.

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Organized by theme, this learning site presents an overview of the Holocaust through historical photographs, maps, images of artifacts, and testimony clips. It is a resource for middle and secondary level students and teachers, with content that reflects the history as it is presented in the United States Holocaust Memorial Museum's Permanent Exhibition.

Nazi Rule

Browse 9 articles about the rise of Adolf Hitler and the Nazi Party in Germany. Learn about how the Nazis took control of the police and turned Germany into a dictatorship; used propaganda and censorship to implement a racist ideology; and implemented brutal policies as Germany annexed and occupied parts of Europe.

Jews in Prewar Germany

Browse a series of 9 articles about Jewish life in Germany and Europe before 1939. Learn about antisemitism and international attitudes toward Jews. Also, read about how the Nazis implemented antisemitic laws and organized state-sponsored violence and discrimination against the Jews of Germany. Each article includes three key dates related to its main topic.

The "Final Solution"

Browse a series of 8 articles on the Nazi plan to deliberately murder European Jews. These articles explain how the Nazis implemented the "Final Solution" by establishing ghettos and killing centers in occupied Poland; deploying Einsatzgruppen (special action squads) to commit mass shootings; and the organization of mass deportations of Jews to ghettos and killing centers.

Nazi Camp System

Browse a series of 8 articles on the history of the Nazi camp system. Learn about the different types of camps operated by the Nazi regime; who was incarcerated in these camps and why; what happened to the prisoners of the camps at the end of the war; and about the Nuremberg Trials established to bring Nazi perpetrators to justice.

Rescue and Resistance

Browse a series of 7 articles on rescue and resistance. Learn about how some Jews survived the Holocaust despite the inhumane conditions created by the Nazis during the Holocaust. Read about people who tried to rescue Jews; resistance groups who opposed the Nazi regime and occupations; and Jews who revolted against Nazi oppression in the Warsaw ghetto and in killing centers.

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The Holocaust: A Learning Site for Students

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Learning about the Holocaust is one way to honor those lost. Browse our learning site for students as a resource for Holocaust-education projects.

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12 Most Amazing Abandoned Ships In The World

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Not ready to purchase a subscription? Click to download the free sample version Download sample

A preliminary estimate by the United Nations estimates that at least 3 million shipwrecks are lying across ocean floors. About 5,000 shipwrecks in the Great Lakes have cost the lives of over 30,000 seafarers. Shipwrecks are crucial discoveries that convey stories of the past, letting us connect the dots in history.
See the fact file below for more information on Famous Shipwrecks, or you can download our 36-page Famous Shipwrecks worksheet pack to utilize within the classroom or home environment.
Key Facts & Information

RECORDED WORLD SHIPWRECKS

Several maritime disasters in the past, as shown in famous movies, poetry, and dramas, illustrate the heart-wrenching tales of lost ships, their grieving crew, and hopeless passengers who perished in the depths of oceans and seas.

Over numerous years, many ships have fallen prey to mishaps caused by human carelessness. Nonetheless, these shipwrecks attract history specialists and laypeople alike. They are generally considered treasure boxes and cloaked in mystery.

SS Edmund Fitzgerald
The luxurious SS Edmund Fitzgerald was an American freighter. The ship was launched on June 7, 1958, and was the giant vessel to cruise on the Great Lakes of North America.

It carried a shipment of Taconite iron ore from mines in Minnesota to the ironworks in Ohio, Michigan, and Detroit.

She was a remarkable ship that shattered her former records and set new ones throughout its 17 years of service.

She sailed on its final disastrous journey from Wisconsin, near Duluth, on November 9, 1975. She was transporting a shipment of ore pellets and was captained by Captain Ernest M. McSorley.

The ship was bound for a steel facility in Detroit and was traveling when another SS vessel Arthur M. Anderson joined her.

Both ships were trapped in a violent storm with hurricane gusts and over 11 m-high waves the next day.

On the evening of November 10, 1975, the Edmund Fitzgerald sank roughly 17 miles north-northwest of Whitefish Point, Michigan. The 29-member crew went down with it in what has become the biggest shipping tragedy of the Great Lakes.

She was recovered by an aircraft belonging to the US Navy on November 14, 1975.

After three expeditions and at the request of the family of some of the crew, the ship's bronze bell was recovered on July 4, 1995.

Belonging to the Olympic class of steamships, the White Star Line vessel, HMHS Britannic, was the most recent sister ship of the RMS Olympic and the RMS Titanic.

Built as a passenger liner, she served as a hospital ship from 1915 until she eventually sank in November 1916.

She joined the service before the First World War started.

She was meticulously planned, and lessons learned from the sinking of the Titanic were used in its construction to make it comfortable and secure.

In 1915-16, she cruised between Britain and the Dardanelles. On November 21, 1916, she was shaken by a blast caused by a naval mine of the German Navy.

The event occurred near the Greek island of Kea in the Aegean Sea.

The ship sunk roughly an hour later and killed 30 passengers. She became the largest ship that sank during World War I and, more so, tragically. Of the 1,066 people, 1,036 survived and were rescued from the ocean and the lifeboats.

Considered the world's biggest and most well-preserved passenger liner, the wreck was found in 1975.

HMS Curacoa

HMS Curacoa was a light cruiser designed for the Royal Navy. She functioned as a flagship much of the time.

Assigned to the Atlantic Fleet in 1919, she was dispatched to the Baltic to reinforce the British soldiers fighting in the Civil War against Russia.

After encountering a naval mine, she was damaged and was transported for repair.

Later she was moved to the Mediterranean fleet in 1922-23 to reinforce British Troops in Turkey.

She was modified to a training ship in 1933, and then in 1939 when the Second World War started, she was turned into an anti-aircraft cruiser.

After 1940, she became an escort ship. In 1942 she accompanied the RMS Queen Mary, the journey culminating in the disaster.

The former carried roughly 15,000 US troops and traveled in a zigzag pattern to escape German aircraft and other hostile warships.

The Queen Mary emerged along with the guarded ship Curacao and was trying to reach her.

One of the seafarers, Ernest Watson, a sailor on the Curacoa, was admiring the Queen Mary.

When he spotted its bow swinging toward the cruiser and recognized that the two ships were shortly going to clash.

Twenty times bigger, the Queen Mary smashed into Curacao's metal plate and split it in half before it sunk in no time.

Out of 430 men onboard, just 99 sailors and 2 officers survived.

The Fleet of Kublai Khan

Two Mongolian invasion fleets of Kubla Khan attempting to attack Japan suffered losses in storms in 1274 and 1281, losing thousands of troops.

Several relics of these vessels were recovered centuries later on the seafloor of the Imari Gulf.

In October 2001, a well-preserved shipwreck thought to originate from Fujian in south China was discovered by researchers.

In 2015, archaeologists found a Mongolian ship in a harbor adjacent to Matsuura in Kyushu.

The Spanish Armada

The Spanish Armada, an entourage of 130 ships in an attempt to invade England in 1588, was delayed by storms, and a vast proportion of the Armada's ships collapsed on the shores of Scotland and Ireland, killing over 5,000 people.

Among the drowned were most of the troops and crewmembers of the 32-gun vessel La Juliana, built near Barcelona in 1570.

Local divers unearthed the wreckage of three fleet vessels, including La Lavia, La Santa Maria de Vision, and La Juliana, in 1985.

In 2015, six cannons from La Juliana were unearthed in the dunes off Streedagh in Co Sligo.

RMS Titanic, the most renowned ship for failing to reach her destination, was the largest cruise liner of her day.

The Titanic was built at the Harland and Wolff shipyard in Ireland. It was reputed to be the most sophisticated ship of its age.

However, the Titanic believed to be 'unsinkable,' sadly sank in the northern Atlantic Ocean after hitting an iceberg on its inaugural voyage traveling from Southampton to New York City on April 14, 1912.

Around 1,517 persons died in one of the worst marine catastrophes in history.

After numerous fruitless excursions, the wreck was ultimately found by a combined French-American expedition in 1985.

Several relics and debris have been retrieved from the wreckage and are displayed in the National Maritime Museum in England.

Many strategies were presented to raise the ship. However, the delicate state of the vessel hindered such efforts. The 2001 UNESCO Convention currently preserves the wreck of the RMS Titanic.

On May 29, 1914, the Canadian ocean liner RMS Empress of Ireland sank in the mouth of the Saint Lawrence River after crashing with the Norwegian collier SS Storstad due to intense fog, killing 1,012.

The ship was on the voyage to Liverpool from Quebec City, carrying 1,057 passengers and a crew of 420 when it went down in one of the worst maritime disasters in Canadian history.

The wreck of the Empress of Ireland remains in a shallow 130 feet of water.

Following the catastrophe, several divers recovered numerous artifacts from the ship, including silver bars, a brass bell, and a stern telemeter.

MS Estonia

The Estonia tragedy in the Baltic Sea is one of the largest maritime incidents in recent years.

The MS Estonia cruise ferry was built in the shipyard of Meyer Werft in Germany. It came from the Estonian province of Tallinn and sank en route to Stockholm on September 28, 1994.

Over 800 individuals died in this terrible catastrophe, and most remains were never found.

The cause of the disaster remains contentious as there are various theories concerning the cause of the sinking. The most frequently recognized explanation for the accident is supposed to be the harsh weather conditions that the ship experienced.

However, some publications dismissed this argument and reported that because of the ship's military participation, explosives planted by competing countries destroyed it.

After the disaster, there were calls from the deceased's family to lift the vessel to grant a land burial.

And at the same time, there were negotiations to lift the ship for a full inspection to know the reason for the catastrophe.

However, the Swedish authorities opted to bury the vessel, and hundreds of tons of stones were dropped on the site.

As per the Estonia Agreement 1995, the burial location has been declared a marine cemetery and forbidden the wreckage examination.

The Italian ocean liner Andrea Doria sank after colliding with the Swedish ship MS Stockholm in July 1956, killing 46 passengers.

The vessel had 1,134 passengers and 572 staff members on board; it was en route to New York City when it met with one of the most catastrophic maritime tragedies in history.

However, despite the severity of the tragedy, not many lives were lost because of the rapid response by the ship's officials and remarkable rescue attempts.

After the vessel's sinking, divers Peter Gimbel and Joseph Fox found the wreck of Andrea Doria.

Today, lying in approximately 240 feet of the North Atlantic Ocean, the wreck of the Andrea Doria has become a famous spot among scuba divers, nicknamed "Mount Everest of scuba diving."

HMS Victory, a 100-gun Royal Navy ship, was launched in 1737 and was lost in the English Channel in 1744.

More than 1,000 men died in the sinking of HMS Victory, one of the greatest British naval disasters in the English Channel.

The ship vanished in the Channel Islands; no trace could be found for over 250 years.

The wreckage was finally located in 2008 by the United States Odyssey Marine Expedition, around 43 nautical miles from where it encountered the storm and sank.

Under maritime laws, the ruins of HMS Victory are currently the property of the British Government as a military wreck.

The Philippine-registered passenger ferry MV Doña Paz was on its way from Leyte Island to Manila when it sank after colliding with the oil tanker M.T. Vector on December 20, 1987.

One of the greatest peacetime maritime catastrophes in history, the accident claimed the lives of at least 4,386 people.

Reports soon showed that the ferry was overloaded, the ship did not have a radio, and passengers didn't have rapid access to life jackets.

Due to the fire, the ship, currently referred to as 'Asia's Titanic,' was destroyed in the collision.

The British passenger liner RMS Carpathia is well-known for rescuing people from the Titanic in 1912 when the cruise ship collided with an iceberg.

Carpathia experienced a similar fate when it was destroyed in 1917 by a German submarine during World War I.

Three torpedoes from a German U-boat struck the vessel as it was part of a convoy traveling from Liverpool to Boston, and five people were killed in the tragedy.

Argosy International Ltd discovered the Carpathia wreck at 600 feet of water, 298 miles west of Land's End, in 1999, resting upright on the ocean floor.

The Mary Rose was a Tudor King Henry VIII fleet ship destroyed on July 19, 1545, while fighting a French ship in the Solent on the Isle of Wight.

The ship sunk in a strait of the English Channel, taking the lives of hundreds of men.

This shipwreck was rescued in 1982 by the Mary Rose Trust, and today the treasures are displayed in the Portsmouth Historic Dockyard.

The objects recovered from the Mary Rose were unique, revealing tremendous knowledge about the equipment of naval combat of that age.

The Vasa was a Swedish military vessel completed in the 17th century that set sail as the most technologically advanced warship. However, the ship sank during her maiden voyage to Stockholm Harbor in 1628.

Many attempts to raise the ship from the seafloor in the ensuing years proved fruitless.

Finally, the Vasa was rediscovered in 1961, and the remnants of the ship are housed in the Vasa Museum in Stockholm, where it receives more than a million visitors annually.

The RMS Rhone was a British iron-hulled steamboat managed by the Royal Mail Steam Packet Company in the United Kingdom.

This ship was lost in a hurricane off the shore of Salt Island in the British Virgin Islands in 1867, killing 123 people.

The ship's topmast remained above the waterline long after the accident, but the Royal Navy did not blow up the stern until 1950, citing navigational hazards.

Today, because of how the wreckage is positioned in the sea, the Rhone is the top diving location in the Caribbean.

In one of the deadliest and least remembered maritime catastrophes in the history of the US, the explosion and sinking of steamer Sultana on April 27, 1865, ended 1,800 lives on the Mississippi River near Memphis.

The ship was used to bring Union prisoners home at the end of the Civil War but suffered an accident when her boiler exploded.

The ship's wreck was located in 1982 in a soybean field on the Arkansas side, roughly 6 kilometers from Memphis.

A temporary Sultana Disaster Museum was erected in 2015 on the 150th anniversary of the catastrophe, featuring a few remnants from the ship.

In 1909 the steam-powered ocean liner RMS Republic was lost at sea after crashing with the Lloyd Italiano ship SS Florida.

Six people died when the ferry collided en route from New York City to Gibraltar and a Mediterranean port.

Several reports say the Republic transported valuables, including gold, when she left Nantucket, Massachusetts.

The Republic wreck, recovered in 1981 by Captain Martin Bayerle, stands upright roughly 80 kilometers south of Nantucket Island, around 250 feet deep.

RMS Lusitania
British ocean liner RMS Lusitania was the world's largest passenger ship for a brief period when it launched in 1906.

The ship was lost on May 7, 1915, when it was attacked by a German U-boat off Ireland's southern coast, killing 1,962 passengers and 1191 crew members.

The accident happened on its 202nd transatlantic journey. After a few salvage operations, numerous objects were retrieved.

The wreck is 11 miles south of the lighthouse at Kinsale, Ireland, with roughly 300 feet of water.

USS Arizona
The USS Arizona was a United States Navy battleship. It was the final vessel of the Pennsylvania class and named after the 48th state.

She was commissioned in 1916 and engaged in vital missions and operations during the First World War.

The ship carried President Woodrow Wilson to the Paris Peace Conference and was dispatched to service in the Greco-Turkish War in 1919.

In 1921, she joined the Pacific Fleet.

In the 1920s and 30s, USS Arizona engaged in training exercises and was renovated.

Following an earthquake in Long Beach, California, in 1933, it provided relief activities.

The Pacific Fleet's home port was moved from California to Pearl Harbor in 1940 to counter Japanese influence.

On December 7, 1941, the Japanese forces attacked Pearl Harbor. Numerous bombs dropped by airplanes struck the USS Arizona.

Hence, the ship sank, taking with it roughly 1,177 navy officers and men. In contrast to the other vessels that were assaulted on the same day, Arizona sustained substantial harm and was incapable of being fixed or brought back.

The wreckage of the vessel lies at the depths of Pearl Harbor, in close proximity to the USS Arizona Memorial, which was erected to pay tribute to the individuals who lost their lives in the attack.

The USS Indianapolis was a US Navy heavy cruiser. Navy, Portland Class.

It was launched in 1931 and played an important role in the Pacific Theater of Operations during WWII.

It took part in several battles and engagements, including the Battle of the Philippine Sea, a major naval battle.

On July 30, 1945, the ship was en route to Leyte from Guam when it was attacked by two torpedoes launched by I-58, a Japanese submarine. The ship was struck in the bow, causing it to sink in under 12 minutes with most of its crew onboard.

Unfortunately, there was also a communication problem, and its sinking could not be reported in time.

The crew was stranded in the open water for four days without food and drinking water before a patrolling jet located them and rescued the survivors.

However, several crew members had already died due to dehydration, shark attacks, exposure, and sea illness.

The ship was carrying 1,196 people, and just 316 of them survived. The sinking of the USS Indianapolis was one of the worst maritime disasters in the history of the US Navy.

In 2017, a search team identified the ship's wreckage in the Philippine Sea at a depth of roughly 18,000 feet, and in 2018, the crew was awarded a Congressional Gold Medal.

Famous Shipwrecks Worksheets

This fantastic bundle includes everything you need to know about Famous Shipwrecks across 36 in-depth pages. These ready-to-use worksheets are perfect for teaching kids about Famous Shipwrecks. About 5,000 shipwrecks in the Great Lakes have cost the lives of over 30,000 seafarers. Shipwrecks are crucial discoveries that convey stories of the past, letting us connect the dots in history.

Complete List of Included Worksheets

Below is a list of all the worksheets included in this document.

1. Famous Shipwrecks Facts

2. Share your Misconceptions

3. Ship Prefixes

4. Be Shipwreck Ready

5. The RMS Titanic

6. Shipwreck Depths

7. Ship Detective

8. Locating Shipwrecks

9. Mari-timeline Catastrophes

10. A Tribute Song

11. Historic Maritime Brochure

Frequently Asked Questions

What is the most famous shipwreck of all time?

The most famous shipwreck of all time is the RMS Titanic. On April 15, 1912, the Titanic struck an iceberg and sank in the North Atlantic Ocean during its maiden voyage, resulting in the loss of over 1,500 lives.

Where did the shipwreck of the Titanic happen?

The Titanic sank in the North Atlantic Ocean, approximately 370 miles (600 kilometers) south-southeast off the coast of Newfoundland, Canada.

What is the story behind the shipwreck of the RMS Lusitania?

The RMS Lusitania was a British ocean liner that was sunk by a German submarine during World War I on May 7, 1915. The ship was hit by a torpedo, causing a massive explosion and resulting in the deaths of nearly 1,200 passengers and crew members.

What is the significance of the shipwreck of the Spanish galleon Nuestra Señora de Atocha?

The shipwreck of the Nuestra Señora de Atocha is significant because it was a Spanish treasure galleon that sank off the coast of Florida in 1622. It carried a vast amount of gold, silver, and other precious treasures from the New World. The wreck was discovered in 1985, and the recovery of its valuable cargo was a major archaeological achievement.

Which famous shipwreck is associated with the term "ship of gold"?

The shipwreck associated with the term "ship of gold" is the SS Central America. The SS Central America was a steamship that sank off the coast of North Carolina in 1857 during a hurricane. It was carrying a substantial amount of gold from the California Gold Rush. The wreck was discovered in 1988, and its recovery yielded one of the most significant treasure hauls in history.

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These worksheets have been specifically designed for use with any international curriculum. You can use these worksheets as-is, or edit them using Google Slides to make them more specific to your own student ability levels and curriculum standards.

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Famous Shipwrecks Worksheets | Recorded World Shipwrecks

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A preliminary estimate by the United Nations estimates that at least 3 million shipwrecks are lying across ocean floors. About 5,000 shipwrecks in the Great Lakes have cost the lives of over 30,000 seafarers. Click for PDF and Google Slides worksheets.

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D-Day History For Kids | Bedtime History

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Why and How the Titanic Sank (Infographic)

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A remarkable variety of elements came together to sink the famed steamship Titanic.

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Sunday, December 7, 1941, was supposed to be a day of rest for the military soldiers at Hawaii's Pearl Harbor naval base on the island of Oahu. But at 7:55 a.m., Japanese fighter planes zoomed in without warning and attacked the United States Pacific fleet, or naval vessels, moored in the harbor. Thousands of lives would be lost that day.

It was, as then President Franklin Delano Roosevelt would call it, "a date which will live in infamy."

THE PLAN

The sudden attack in Hawaii-at the time a territory of the United States, not a state-might have taken many by surprise, but the Japanese had been planning the operation for months.

Admiral Isoroku Yamamoto, commander in chief of the Japanese naval forces and architect of the Pearl Harbor attack, didn't want a fight with America. But much of Europe and Asia, including Japan, were involved in World War II at the time. Yamamoto wanted to take over certain countries in southeastern Asia and use their oil to help fuel Japan's military vehicles and naval fleet.

But because the U.S. base in Hawaii was relatively close to these countries, the Japanese worried that the United States would send soldiers from Pearl Harbor to defend the nations if they were attacked. By destroying the U.S. military presence in the region, the countries Japan wanted to target would be left vulnerable. So Yamamoto decided to move forward with a surprise attack on the U.S. fleet in Hawaii.

So on November 26, 1941, 31 warships carrying fighter planes and bombers slipped from Japan into the North Pacific. They moved silently until they closed in on the Hawaiian Islands. A small Japanese plane made a loop around the target and radioed back: "Pearl Harbor sleeps."

THE ATTACK

At dawn on December 7, 350 planes launched in two waves from Japan's ships. The bombers dropped bombs on American warships below, while the fighter planes targeted the U.S. aircraft on the ground so they couldn't fight back.

Following both attacks, 19 U.S. naval vessels were sunk or damaged; 188 aircraft were destroyed. In all, 2,280 servicemen and women were killed, 1,109 were wounded. Sixty-eight civilians-people who are not in the military-also lost their lives. The attack lasted just under two hours.

THE AFTERMATH

Repair crews went to work on the ships. Except for the U.S.S. Arizona, Utah, and Oklahoma, every damaged ship returned to sea.

The day after the attack, the United States declared war on Japan, officially entering World War II. In the nearly four years that followed, the U.S. Navy sank all of the Japanese aircraft carriers, battleships, and cruisers that participated in the Pearl Harbor attack.

The United States and its allies- Britain, France, and Russia, among other countries-eventually won the war, defeating Japan and its allies, Germany and Italy.

Today visitors can tour the Pearl Harbor National Monument, built on the water above the wreckage of the U.S.S. Arizona, one of the eight battleships attacked and damaged during the fight. From there you can still glimpse at the remains of the sunken ship 40 feet below the water, a memorial to the brave people who fought in this important battle.

TEXT ADAPTED FROM PEARL HARBOR: A RETURN TO THE DAY OF INFAMY, OIL AND HONOR AT PEARL HARBOR, AND NATIONAL GEOGRAPHIC CONCISE HISTORY OF THE WORLD: AN ILLUSTRATED TIMELINE

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Learn about this historic event that caused the United States to enter World War II.

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Could we survive prolonged space travel?

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Could we survive prolonged space travel? - Lisa Nip

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Prolonged space travel plays a severe toll on the human body: microgravity impairs muscle and bone growth, and high doses of radiation cause irreversible mutations. As we seriously consider the human species becoming space-faring, a big question stands: even if we do break free f…

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What Are The Benefits Of Space Exploration?

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Why explore space? It’s an expensive arena to play in, between the fuel costs and the technological challenge of operating in a hostile environment. For humans, a small mistake can quickly become fatal — something that we have seen several times in space history. And for NASA’s budget, there are pro…

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How big is space? Interactive infographic

Our top 12 stories of 2014 - #3: Fancy riding a rocket through our Solar System?

Then check out our amazing interactive infographic.

To celebrate our second anniversary, we've created an interactive version of a previous infographic, which is so big, it's too big for this page.

This time round you get to pilot a rocket through the Solar System. There's even more information packed into this graphic: you'll see how close comets have come to our planet; what is the farthest travelled by a human being; how long the trip will take if you were on the Starship Enterprise... as well as a few surprises too.

So buckle up and scroll (and scroll... and scroll) through our interactive infographic of space to explore our cosmic neighbourhood.

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Buckle up and ride a rocket through the Solar System to explore our cosmic neighbourhood.

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After the sinking of the on April 15, 1912, the great ship slumbered on the floor of the Atlantic Ocean for over 70 years before its wreckage was discovered. On September 1, 1985, a joint American-French expedition, headed by famous American oceanographer Dr. Robert Ballard, found the Titanic over two miles below the ocean's surface by using an unmanned submersible called Argo. This discovery gave new meaning to the Titanic's sinking and gave birth to new dreams in ocean exploration.

The Titanic's Journey

Built in Ireland from 1909 to 1912 on behalf of the British-owned White Star Line, the Titanic officially left the European port of Queenstown, Ireland, on April 11, 1912. Carrying over 2,200 passengers and crew, the great ship began its maiden voyage across the Atlantic, headed for New York.

The Titanic carried passengers from all walks of life. Tickets were sold to first-, second-, and third-class passengers-the latter group largely consisting of immigrants seeking a better life in the United States. Famous first-class passengers included J. Bruce Ismay, the managing director of the White Star Line; business magnate Benjamin Guggenheim; and members of the Astor and Strauss families.

The Sinking of the Titanic

Only three days after setting sail, the Titanic struck an iceberg at 11:40 p.m. on April 14, 1912, somewhere in the North Atlantic. Although it took the ship over two and a half hours to sink, the vast majority of the crew and passengers perished due to a significant lack of lifeboats and improper use of those that did exist. The lifeboats could have held over 1,100 people, but only 705 passengers were saved; nearly 1,500 perished the night the Titanic sank.

People around the world were shocked when they heard that the "unsinkable" Titanic had sunk. They wanted to know the details of the disaster. Yet, however much the survivors could share, theories about how and why the Titanic sank would remain unsubstantiated until the wreckage of the great ship could be found. There was just one problem-no one was sure exactly where the Titanic had sunk.

An Oceanographer's Pursuit

For as long as he could remember, Robert Ballard had wanted to find the wreckage of the Titanic. His childhood in San Diego, California, near the water sparked his life-long fascination with the ocean, and he learned to scuba dive as soon as he was able. After graduating from the University of California, Santa Barbara in 1965 with degrees in both chemistry and geology, Ballard signed up for the Army. Two years later, in 1967, Ballard transferred to the Navy, where he was assigned to the Deep Submergence Group at the Woods Hole Oceanographic Research Institution in Massachusetts, thus beginning his illustrious career with submersibles.

By 1974, Ballard had received two doctoral degrees (marine geology and geophysics) from the University of Rhode Island and had spent a lot of time conducting deep-water dives in Alvin, a manned submersible he helped design. During subsequent dives in 1977 and 1979 near the Galapagos Rift, Ballard helped discover hydrothermal vents, which led in turn to the discovery of the amazing plants that grew around these vents. Scientific analysis of these plants led to the discovery of chemosynthesis, a process in which plants use chemical reactions rather than sunlight to get energy.

However many shipwrecks Ballard explored and however much of the ocean floor he mapped, Ballard never forgot about the Titanic. "I always wanted to find the Titanic," Ballard has said. "That was a Mt. Everest in my world-one of those mountains that had never been climbed."*

Planning the Mission

Ballard wasn't the first to try to find the Titanic. Over the years, there had been several teams that had set out to find the wreckage of the famous ship; three of them had been funded by millionaire oilman Jack Grimm. On his last expedition in 1982, Grimm had taken an underwater picture of what he believed to be a propeller from the Titanic; others believed it was only a rock. The hunt for the Titanic was to continue, this time with Ballard. But first, he needed funding.

Given Ballard's history with the U.S. Navy, he decided to ask them to fund his expedition. They agreed, but not because they had a vested interest in finding the long-lost ship. Instead, the Navy wanted to use the technology Ballard would create to also help them find and investigate the wreckage of two nuclear submarines (the USS Thresher and the USS Scorpion) that had been mysteriously lost in the 1960s.

Ballard's search for the Titanic provided a nice cover story for the Navy, who wanted to keep their search for their lost submarines a secret from the Soviet Union. Amazingly, Ballard maintained the secrecy of his mission even as he built the technology and used it to find and explore the remains of the USS Thresher and the remains of the USS Scorpion. While Ballard was investigating these wreckages, he learned more about debris fields, which would prove crucial in finding the Titanic.

Once his secret mission was complete, Ballard was able to focus on searching for the Titanic. However, he now had only two weeks in which to do it.

Locating the Titanic

It was late August 1985 when Ballard finally began his search. He had invited a French research team, led by Jean-Louis Michel, to join this expedition. Aboard the Navy's oceanographic survey ship, the Knorr, Ballard and his team headed to the likely location of the Titanic's resting place-1,000 miles due east of Boston, Massachusetts.

While previous expeditions had used close sweeps of the ocean floor to search for the Titanic, Ballard decided to conduct mile-wide sweeps in order to cover more area. He was able to do this for two reasons. First, after examining the wreckage of the two submarines, he discovered that ocean currents often swept lighter pieces of the wreck downstream, thus leaving a long debris trail. Secondly, Ballard had engineered a new unmanned submersible ( Argo) that could explore wider areas, dive deeper, stay underwater for many weeks, and deliver crisp and clear pictures of what it found. This meant that Ballard and his team could stay on board the Knorr and monitor the images taken from Argo, with the hopes that those images would capture small, man-made pieces of debris.

The Knorr arrived in the area on August 22, 1985, and began sweeps of the area using Argo. In the early morning hours of September 1, 1985, the first glimpse of the Titanic in 73 years appeared on Ballard's screen. Exploring 12,000 feet below the ocean's surface, the Argo relayed the image of one of the Titanic's boilers embedded within the sandy surface of the ocean's floor. The team on the Knorr was ecstatic about the discovery, although the realization that they were floating atop the graves of nearly 1,500 individuals lent a somber tone to their celebration.

The expedition proved to be instrumental in shedding light on the Titanic's sinking. Prior to the discovery of the wreckage, there was some belief that the Titanic had sunk in one piece. The 1985 images did not give researchers definitive information on the ship's sinking; however, it did establish some basic foundations that countered early myths.

Subsequent Expeditions

Ballard returned to the Titanic in 1986 with new technology that allowed him to further explore the interior of the majestic ship. Images were collected that showed the remains of the beauty that so captivated those who had seen the Titanic at its height. The Grand Staircase, still-hanging chandeliers, and intricate iron-work were all photographed during Ballard's second successful expedition.

Since 1985, there have been several dozen expeditions to the Titanic. Many of these expeditions have been controversial since salvagers brought up several thousand artifacts from the ship's remains. Ballard has been widely outspoken against these efforts, claiming that he felt the ship deserved to rest in peace. During his two initial expeditions, he decided not to bring any discovered artifacts to the surface. He felt that others should honor the sanctity of the wreckage in a similar fashion.

The most proliferate salvager of Titanic artifacts has been RMS Titanic Inc. The company has brought many notable artifacts to the surface, including a large piece of the ship's hull, passenger luggage, dinnerware, and even documents preserved in oxygen-starved compartments of steamer trunks. Due to negotiations between its predecessor company and the French government, the RMS Titanic group initially could not sell the artifacts, only put them on display and charge admission to recoup expenses and generate profit. The largest exhibition of these artifacts, over 5,500 pieces, is located in Las Vegas, Nevada, at the Luxor Hotel, under the direction of the RMS Titanic Group's new name, Premier Exhibitions Inc.

Titanic Returns to the Silver Screen

Although the Titanic has been featured in numerous films through the years, it was James Cameron's 1997 film, Titanic, that stimulated massive, worldwide interest in the ship's fate. The movie became one of the most popular films ever made.

The 100th Anniversary

The 100th Anniversary of the sinking of the Titanic in 2012 also fueled renewed interest in the tragedy, 15 years after Cameron's film. The wreckage site is now eligible to be named a protected area as a UNESCO World Heritage site, and Ballard is also working to preserve what remains.

An expedition in August 2012 revealed that increased human activity has caused the ship to break down at a faster rate than previously expected. Ballard came up with a plan to slow the process of degradation-painting the Titanic while it remains 12,000 feet below the ocean's surface-but the plan was never implemented.

The discovery of the Titanic was a momentous accomplishment, but not only is the world conflicted about how to care for this historical wreck, but its existing artifacts could also now be in jeopardy. Premier Exhibitions Inc. filed for bankruptcy in 2016, asking permission from the bankruptcy court to sell the Titanic's artifacts. As of this publication, the court has not made a ruling on the request.

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How Did Robert Ballard Find the Sunken Titanic?

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After the Titanic sunk in 1912, it remained lost at the bottom of the Atlantic Ocean for 73 years. Robert Ballard found it in 1985.

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New CGI of How Titanic Sank | Titanic 100

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Climate change describes a change in the average conditions in a region over a long period of time.

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Even though it isn't guaranteed to cause health problems, there are quite a few gross things that can happen when you don't wash your hands. Because, as we all know, germs are everywhere. And it often doesn't take much to pick them up throughout the day, or pass them along to others.

Thankfully, the immune system usually steps in before bacteria and viruses can do any real damage. But if you aren't washing your hands regularly, you may be unnecessarily putting yourself at risk. After all, "the number one way to prevent disease is hand washing," Dr. Elizabeth Trattner, tells Bustle. So even though it can be easy to put it off, it's much healthier to pop off to the bathroom and give your mitts a quick scrub, especially after coming in contact with dirty surfaces or if you happen to be sick.

"The best hand washing technique is to rinse hands under warm water, then lather with soap for 20 to 30 seconds, getting all areas of the hands," Brianne Bell, registered dietician and food service supervisor, tells Bustle. "Rinse under warm water and dry with a clean towel." That should help reduce the risk of all the gross things below, which may be more likely to happen if you don't wash your hands.

1. You Might Catch More Colds

According to the Centers for Disease Control and Prevention (CDC), about 80 percent of infectious disease is spread by touch. And really, all it takes is the simple act of grabbing a germ-riddled doorknob and then touching your nose, in order to get infected. So let this serve as motivation to whip out the soap on a more regular basis, not only for your own sake, but for everyone else's health as well.

Of course, that doesn't mean you need to become paranoid. Most of the time your body protect you from germs, especially if your immune system is strong. But even still, washing up whenever you've been around someone with a cold is always a good idea.

2. Fecal Matter Can End Up In Your Food

It's a gross truth, but fecal matter is lurking in more places than you might think - including your hands. And rather disgustingly, those particles can get into food and make you sick, according to the CDC.

It may not be something you want to imagine. But as long as you're washing your hands after using the bathroom, changing a diaper, walking your dog, or even using public transportation, you should be able to lower your risk.

3. You Could Get Or Spread Food Poisoning

There are many ways to come down with a case of food poisoning, including eating undercooked meats, or food that has gone bad. You can also get pretty darn sick by preparing meals with dirty hands. (See above information about fecal matter).

According to the CDC, a large percentage of food-borne disease outbreaks are spread by contaminated hands. But appropriate hand washing practices can reduce the risk of food-borne illness and other infections. So do yourself, and everyone else, a huge favor by washing before you handle food.

4. You're Infecting Everyone You Touch

Sure, it's polite to cover your sneeze with your hand than it is to let if fly. And yet, how often do you really wash up after doing so? It's easy to forget, or to touch a few surfaces first - and just like that the germs spread.

Again, hand washing is the best way to prevent the transfer of disease, which is why "this is one of the first things you learn in medical school or in any health profession," Dr. Trattner says.

In a pinch, using hand sanitizer can cut back on the transfer of germs, Bell says. But nothing beats a good ol' scrub when it comes to reducing the amount of bacteria and viruses on your hands.

5. You Can Get Pink Eye

Pink eye, also known as conjunctivitis, is an eye infection many people catch in elementary school, mostly because it's highly contagious and thus spreads like wildfire among kids. But adults can get it, too.

In fact, often all it takes is a quick moment of hand-to-eye contact when you have an infected person's secretions on your hand, according to the American Academy of Ophthalmology, before the typical symptoms of redness, itchiness, and pus in the eyes will begin.

6. Your Snacks Can Get Contaminated

Think of all the times you've plunged a dirty hand into a bag of chips, box of crackers, or bowl of popcorn. If you aren't washing your hands, it's so easy to contaminate these shared foods with germs, according to the New York State Department of Health.

This is also why you may not want to share food or utensils with someone who is sick, especially if they have the norovirus. According to the CDC, if you get the norovirus illness, you can shed billions of norovirus particles that you can't see without a microscope, and it only takes a few of these particles to make people sick.

7. You Might Pick Up Hepatitis A

Not washing your hands can also lead to hepatitis A. "This is a serious liver virus that spreads when people do not wash their hands before making food and drinks," Dr. Tania Elliott, board-certified allergist/immunologist at NYU Langone Health, tells Bustle. "It also spreads through sexual contact with people who have hepatitis A, and by eating foods contaminated with the virus."

You can, however, make it less likely to happen. As Dr. Elliott says, "Washing your hands with soap and warm water after using the bathroom, changing a diaper, or before making food and drinks can help stop the spread of hepatitis A."

8. Diarrhea May Become A Frequent Visitor

Not washing your hands regularly can increase your chances of catching an illness that leads to diarrhea. One of these might be shigellosis, a bacterial infection with symptoms that include watery diarrhea, abdominal cramps, and fever, according to the CDC.

There is good news, though, in that simply washing your hands - especially after coming in contact with germ-y surfaces - can prevent about 30 percent of diarrhea-related sicknesses, the CDC says.

9. You Might Catch The Epstein-Barr Virus

We talked about poop in your food. Now what about urine, or saliva? Turns out, these are carriers of diseases like typhoid, cytomegalovirus, and Epstein-Barr virus, which are spread by contaminated hands, according to the CDC.

Epstein-Barr is the virus that causes mononucleosis, AKA the "kissing disease," which can lead to fever, weakness, swollen neck glands, and fatigue that lasts for weeks. "This is spread through saliva, so kissing, sharing food or beverages, or touching something with saliva on it are all ways in which it can be transmitted," Dr. Elliott says. "Hand washing, especially after touching the face and mouth [...] can help prevent the spread."

10. It Could Contribute To Antibiotic Resistance

According to the CDC, reducing the number of infections people get by washing your hands can help prevent the overuse of antibiotics, which is the single most important factor leading to antibiotic resistance around the world.

"Antibiotics are often overused when someone has a viral infection (remember, antibiotics only fight bacterial infections, not viruses)," Dr. Elliott says. "So, the fewer viral infections (by proper hand washing and other sanitary measures), the less use of unnecessary antibiotics."

In fact, hand washing can also prevent people from getting sick with germs that are already resistant to antibiotics and that can be difficult to treat, according to the CDC. So help out everyone on the planet, and wash your those hands!

11. Acne Can Crop Up

Not washing your hands can also increase the chances of an acne breakout, all thanks to the way bacteria can transfer from your hands to your face.

"Touching, rubbing, and picking [at the] face are common causes for more acne," Dr. Yoram Harth, board-certified dermatologist and medical director of MDacne, tells Bustle. "When the hands are not washed, the bacteria on the skin of our hands spread to the face and can cause more acne."

Germs truly are lurking around every corner. And they can obviously cause and spread all sorts of diseases, from the common cold, to the norovirus, and even hepatitis A. But by getting into the habit of washing your hands regularly - especially before touching food - you may be able to enjoy a more germ-free life.
This post was originally published on 4/12/2016. It was updated on 6/7/2019.

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11 Gross Things That Can Happen When You Don't Wash Your Hands Enough

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Even though it isn't guaranteed to cause health problems, there are quite a few gross things that can happen when you don't wash your hands. Because, as we all know, germs are everywhere. And it often doesn't take much to pick them up throughout the...

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Bacteria and other microbes can make us sick. But there's a lurking danger with some germs that's far more frightening than a bout of food poisoning or an infected wound. Today, drugs exist to fight most of these germs. They're called antibiotics. Before these medicines came along, common infections frequently killed people. And that's where the danger lies: What will happen if antibiotics no longer kill germs?

Already some antibiotics have lost their superpowers. Many others are beginning to lose theirs. Biologists describe this problem as resistance. Across the globe, germs are becoming resistant to antibiotic medicines. In a sense, these "superbugs" have begun to laugh at those former wonder drugs.

But resistance is no laughing matter. As germs toughen up against drugs that are supposed to slay them, treatable conditions such as TB - tuberculosis - can spread. And surgeries that rely on antibiotics could turn from life-saving to life-threatening.

The threat is huge

"Alarming levels" of drug-resistant bacteria already exist in many parts of the world. That's the conclusion of a 257-page report published in April. It was issued by the World Health Organization (WHO).

This United Nations agency, based in Geneva, Switzerland, recently reviewed how well these germ slayers perform in 114 countries. In some places, it found, antibiotics no longer work for half of all people being treated against common diseases. Those diseases include pneumonia and gonorrhea.

The Centers for Disease Control and Prevention (CDC), based in Atlanta, Ga., also has been investigating the problem . It estimates that in the United States alone, antibiotic-resistant infections now sicken some two million people each year. At least 23,000 of them die.

But even antibiotic-resistant germs that don't kill can be a problem. Their infections become harder to treat - and more expensive. Consider one estimate - $233 million - published May 20 in the journal Antimicrobial Resistance and Infection Control. That's how much researchers calculated that it costs the United States each year to deal with just one resistant superbug. That germ causes a lung disease known as pneumonia.

Drug-immune bugs that flourish in the human gut can enter the environment with every flush of the toilet. Researchers discovered how big this problem is when they analyzed wastewater from 11 sites in one French city. Antibiotic-resistant bacteria tainted 96 percent of their samples. A May 1 paper in Clinical Infectious Diseases describes the disturbing details.

Some scientists have scouted for such germs in the environment. They collected superbugs at hospitals. Then they probed the germs, identifying parts of their genes that appear to make them resistant to antibiotics. Next, the researchers looked in the outdoor environment for that same genetic fingerprint of superbugs. And they turned up that superbug DNA in 71 places - from the soil and sea water to human wastes. The researchers reported their findings May 8 in Current Biology.

Why it's happening

Drug designers have created antibiotics to kill bacteria, as well as some fungi and other germs. But sometimes, a few treated germs survive. They survive because they're stronger. Or they may have certain genetic mutations that allow them to break down the drug. They might even have evolved a way to keep the drugs from harming their operational machinery. Over time, all germs susceptible to a drug will die off. That will leave behind only superbugs - those microbes that medicines can't kill.

This is not surprising. In fact, it's quite natural. Part of evolution, it's known as survival of the fittest.

Scientists stumbled onto the first antibiotic, penicillin, around 1930. Since then, research has produced a medicine cabinet full of additional ones. It appeared that these would make many of the worst bacterial infections ever more manageable. So, during the 1970s, drug developers began focusing on noninfectious health problems, such as cancer and heart disease. As a result, in the past 30 years, no new types of antibiotics have been developed.

Right now, bacteria are outsmarting antibiotics faster than developers can make new ones. And there are no signs things will change, says Stewart Cole. He directs the Global Health Institute at the Ecole Polytechnique Fédérale de Lausanne in Switzerland.

Writing in the May 12 Philosophical Transactions of the Royal Society B, he argues that the "golden age" of antibiotic development "is a distant memory, and the likelihood of there being another seems slim." This lack of new types of germ killers, he says, has been allowing superbugs to morph and thrive.

One of the most famous of them is known as MRSA (pronounced MER-sah). The letters stand for methicillin-resistant Staphylococcus aureus . Methicillin is a widely used antibiotic. And Staph aureus is a germ that can cause boils, food poisoning, toxic-shock syndrome and more. These bacteria sicken (and sometimes kill) by releasing potent natural poisons - called toxins - into the body.

Despite its name, MRSA is resistant to far more antibiotics than just methicillin. That makes this superbug particularly nasty in hospitals and prisons. These are places where people often have open wounds or weak immune systems. Both increase a person's chance of picking up an infection.

Too much of a good thing

Drug resistance can develop at any time. But its likelihood climbs as the use of an antibiotic increases. And this is especially true when an antibiotic is overused. That's when a doctor prescribes it for infections it has no hope of curing.

For instance, doctors sometimes prescribe antibiotics to treat an infection before they learn if the disease is caused by bacteria. If viruses are responsible, then antibiotics will be useless. The reason: Antibiotic medicines do not kill viruses. Yet by giving an antibiotic to someone with a viral infection, that drug will reach good bacteria living in our bodies. And over time, some of these bacteria will become resistant to the drug.

Last year, the CDC reported that up to half of the antibiotics that U.S. doctors prescribed went to people who didn't actually need them.

Take, for example, someone who visits a doctor for a lingering cough. Viral infections cause most coughs. So a viral cough won't be helped by drugs and will tend to go away on its own. Yet 71 percent of the time, doctors will still prescribe antibiotics for patients coming in with a common cough, a May 21 study finds.

"I think there's this perception among both doctors and patients that coughs don't go away without antibiotic treatment," Jeffrey Linder told Science News for Students . Linder, who coauthored the new report, is a doctor at Brigham & Women's Hospital in Boston, Mass. He and Michael Barnett, also from the hospital, tracked the drugs that doctors prescribed during more than 3,000 U.S. clinic visits between 1996 and 2010. They reported their findings in the Journal of the American Medical Association .

A small number of people who visit a doctor with a cough turn out to have bacterial pneumonia. These cases do require antibiotic treatment. But Linder says doctors should easily be able to recognize these few from the hordes of people coming in with a routine, viral cough.

Perilous profit

Antibiotic overuse also has become a problem on farms. In the United States, animals - not people - receive about 80 percent of all antibiotics. Sometimes the drugs are used to save an infected animal or prevent disease from spreading through a herd. More often, though, feed suppliers put small amounts of these drugs into the food that will be given to healthy animals. These antibiotics help speed the animals' growth. And this has boosted farmers' profits.

But using antibiotics just to beef up livestock is "a direct threat to human health," argues Kellogg Schwab. He's an environmental microbiologist at Johns Hopkins University in Baltimore, Md. Earlier, he and his coworkers detected bacteria that are resistant to antibiotics in the exhaust air blowing out of farm buildings. That suggests these superbugs can spread through the air from animals to people.

SteveOehlenschlager / iStockphoto

Germs that are immune to antibiotics also can hitch a ride into your body through ground beef or the chicken breast on your cutting board. Biologists have found that much of the fresh beef, pork and poultry sold in grocery stores contains bacteria resistant to antibiotics.

Even if those germs don't sicken us or cause other immediate harm, they can offload their resistance genes into other bacteria that normally live inside our bodies. Sometimes, like with the MRSA superbug, resistance is carried on circular pieces of DNA called plasmids. These plasmids can slip easily from one bacterial cell into another.

In this way, our gut microbes can become "a reservoir of resistance," says Sharon Peacock. She's a microbiologist at the University of Cambridge in England. Later, "when we actually get sick and need an antibiotic, we may already carry a resistance gene" that may keep that drug from working, she says.

In the United States, farmers have fought against banning antibiotics as growth promoters. They say it will reduce their profits because more animals will get sick, slowing their growth. But that's not been the experience in other countries.

The U.S. Food and Drug Administration, or FDA, has proposed banning antibiotic use in healthy animals. But for more than 30 years, the livestock industry and Congress have fought such action. Recently, the FDA stepped up its efforts to end this practice.

In December 2013, FDA laid out a plan to phase out within three years the use of antibiotics on farms to boost livestock growth. Its stated reason: concern that farm use of these drugs has made more germs immune to the antibiotics needed to fight life-threatening infections in people. And that's a worry because the same germs that sicken animals often sicken people.

Antibiotic resistance is a complex and growing problem. Many microbiologists worry that the time when antibacterial medicines no longer work could be coming. Thankfully, doctors and many patients are becoming more aware of the problem. Researchers also are hard at work creating new tools to keep superbugs from taking over.
Next: How scientists are trying to tackle the problem
Power Words

antibiotic A germ-killing substance prescribed as a medicine (or sometimes as a feed additive to promote the growth of livestock). It does not work against viruses.

bacterium (plural bacteria) A single-celled organism forming one of the three domains of life. These dwell nearly everywhere on Earth, from the bottom of the sea to inside animals.

boils (in medicine) A skin infection that starts as a hard, red, painful lump. Eventually, it gets bigger, softens and fills with pus. A common source of these is a bacterium known as Staphylococcus aureus.

bioengineer A researcher who applies technology for the beneficial manipulation of living things. Bioengineers use the principles of biology and the techniques of engineering to design organisms or products that can mimic, replace or augment the chemical or physical processes present in existing organisms. This field includes researchers who genetically modify organisms, including microbes. It also includes researchers who design medical devices such as artificial hearts and artificial limbs.

Centers for Disease Control and Prevention, or CDC An agency of the U.S. Department of Health and Human Services, CDC is charged with protecting public health and safety by working to control and prevent disease, injury and disabilities. It does this by investigating disease outbreaks, tracking exposures by Americans to infections and toxic chemicals, and regularly surveying diet and other habits among a representative cross-section of all Americans.

cholera A bacterial disease that infects the small intestine, causing sever diarrhea, vomiting and dehydration. It is spread by germs from feces that contaminate water or food.

DNA (short for deoxyribonucleic acid) A long, spiral-shaped molecule inside most living cells that carries genetic instructions. In all living things, from plants and animals to microbes, these instructions tell cells which molecules to make.

evolution A process by which species undergo changes over time, usually through genetic variation and natural selection, that leave a new type of organism better suited for its environment than the earlier type. The newer type is not necessarily more "advanced," just better adapted to the conditions in which it developed.

fungus (plural: fungi) Any of a group of unicellular or multicellular, spore-producing organisms that feed on organic matter, both living and decaying. Molds, yeast and mushrooms are all types of fungi.

gene A segment of DNA that codes, or holds instructions, for producing a protein. Offspring inherit genes from their parents. Genes influence how an organism looks and behaves.

germ Any one-celled microorganism, such as a bacterium, fungal species or virus particle. Some germs cause disease. Others can promote the health of higher-order organisms, including birds and mammals. The health effects of most germs, however, remain unknown.

gonorrhea A serious disease that can infect the genitals, rectum and throat. This sexually transmitted disease is very common, especially among people between the ages of 15 and 24. Untreated, it can cause infertility or death. "Untreated gonorrhea may also increase your chances of getting or giving HIV - the virus that causes AIDS," according to the U.S. Centers for Disease Control and Prevention.

growth promoter (in livestock agriculture) A medicine, usually an antibiotic, added in small doses to the feed given to animals raised for meat. Used as a preventive medicine, it can reduce the risk that animals will become sick, which would slow their growth. And that would decrease a farmer's profits.

immune system The collection of cells and their responses that help the body fight off infection.

infection A disease that can be transmitted between organisms.

influenza (or flu) A highly contagious viral infection of the respiratory passages causing fever and severe aching. It often occurs as an epidemic.

livestock Animals raised for meat or dairy products, including cattle, sheep, goats, pigs, chickens and geese.

microbe Short formicroorganism. A living thing that is too small to see with the unaided eye, including bacteria, some fungi and many other organisms such as amoebas. Most consist of a single cell.

microbiology The study of microorganisms, principally bacteria, fungi and viruses. Scientists who study microbes and the infections they can cause or ways that they can interact with their environment are known as microbiologists.

mutation Some change that occurs to a gene in an organism's DNA. Some mutations occur naturally. Others can be triggered by outside factors, such as pollution, radiation, medicines or something in the diet. A gene with this change is referred to as a mutant.

plasmid A small circular loop of DNA that is separate from the main chromosomal DNA of bacteria.

pneumonia A lung disease in which infection by a virus or bacterium causes inflammation and tissue damage. Sometimes the lungs fill with fluid or mucus. Symptoms include fever, chills, cough and trouble breathing.

resistance (as in drug resistance) The reduction in the effectiveness of a drug to cure a disease, usually a microbial infection. (as in disease resistance) The ability of an organism to fight off disease.

superbug A popular term for a disease-causing germ that can withstand medicines.

toxic shock syndrome A rare and potentially deadly bacterial infection caused by Staphylococcus aureus. This bacterium release toxins - natural poisons - into the body of its host. Symptoms include a sudden high fever, muscle aches, vomiting, diarrhea, a rash and sometimes seizures.

toxin A poison produced by living organisms, such as germs, bees, spiders, poison ivy and snakes.

tuberculosis A bacterial disease that causes unusual growths in the lungs or other tissues. Untreated, it can kill. The infection usually spreads when a sick individual coughs (or talks, sings or sneezes), spewing germs into the air.

virus Tiny infectious particles consisting of RNA or DNA surrounded by protein. Viruses can reproduce only by injecting their genetic material into the cells of living creatures. Although scientists frequently refer to viruses as live or dead, in fact no virus is truly alive. It doesn't eat like animals do, or make its own food the way plants do. It must hijack the cellular machinery of a living cell in order to survive.

World Health Organization An agency of the United Nations, established in 1948, to promote health and to control communicable diseases. It is based in Geneva, Switzerland. The United Nations relies on the WHO for providing international leadership on global health matters. This organization also helps shape the research agenda for health issues and sets standards for pollutants and other things that could pose a risk to health. WHO also regularly reviews data to set policies for maintaining health and a healthy environment.

Citations

E. Landhuis. " The war on superbugs." Science News for Students. July 16, 2014.

B. Harder. " Joining the Resistance: Drug-immune microbes waft over hogs." Science News. Jan. 1, 2005.

A.L. Mascarelli. " Infectious animals." Science News for Students. April 17, 2013.

J. Raloff. " Antibiotics afield." Science News. Nov. 26, 2005.

J. Raloff. " Growth-promoting antibiotics: On the way out?" Science News. March 23, 2012.

J. Raloff. " Retail meats host drug-resistant bacteria." Science News. Oct. 20, 2001.

N. Seppa. " Danes keeping drugs out of livestock." Science News. April 8, 2003.

Original Journal Source: M. Barnett and J. Linder. Antibiotic prescribing for adults with acute bronchitis in the United States, 1996-2010. Journal of the American Medical Association (JAMA). Published May 21, 2014. doi: 10.1001/jama.2013.286141.

Original Journal Source: J. Nesme et al. Large-scale metagenomic-based study of antibiotic resistance in the environment. Current Biology. Published May 8, 2014. doi: 10.1016/j.cub.2014.03.036.

Original Journal Source: S. Peacock. Health care: Bring microbial sequencing to hospitals. Nature. Published May 29, 2014. doi:10.1038/509557a.

Original Journal Source: B. Spellberg, J. Bartlett and D. Gilbert. The future of antibiotics and resistance. New England Journal of Medicine. Published Jan. 24, 2013. doi: 10.1056/NEJMp1215093.

Original Journal Source: S. Cole. Who will develop new antibacterial agents? Philosophical Transactions of the Royal Society B. Published May 12, 2014. doi: 10.1098/rstb.2013.0430.

Original Journal Source: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention. Antibiotic-resistant threats in the United States, 2013.

Original Report Source: World Health Organization. Antimicrobial resistance global report on surveillance, 2014.

Teachers' questions: Superbugs: A silent health emergency

Esther Landhuis is a freelance journalist in the San Francisco Bay Area. She worked on her high school newspaper and spent a decade studying biology before discovering a career that combines writing and science.

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Have antibiotics become too popular? Overusing these medicines fuels resistant germs that pose a global health threat.

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How do vaccines work? - Kelwalin Dhanasarnsombut

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Kids learn about the history of the Atomic Bomb during World War II. Dropped on Hiroshima and Nagasaki of Japan to end WW2.

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History for kids - Free history network for kids

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Hiroshima and Nagasaki - History for kids

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Atomic Bomb Background Before the war, many scientists had been investigating the possibility of generating energy and even weapons from the atom, the building block of the universe and everything that surrounds us. The famous scientist Albert Einstein represented these leading thinkers by writing to the American president Franklin Roosevelt in August 1939. He told

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Cancer is a scary word. Almost everyone knows someone who got very sick or died from cancer. Most of the time, cancer affects older people. Not many kids get cancer, but when they do, very often it can be treated and cured.

What Is Cancer?

Cancer is actually a group of many related diseases that all have to do with cells. Cells are the very small units that make up all living things, including the human body. There are billions of cells in each person's body.

Cancer happens when cells that are not normal grow and spread very fast. Normal body cells grow and divide and know to stop growing. Over time, they also die. Unlike these normal cells, cancer cells just continue to grow and divide out of control and don't die when they're supposed to.

Cancer cells usually group or clump together to form tumors (say: TOO-mers). A growing tumor becomes a lump of cancer cells that can destroy the normal cells around the tumor and damage the body's healthy tissues. This can make someone very sick.

Sometimes cancer cells break away from the original tumor and travel to other areas of the body, where they keep growing and can go on to form new tumors. This is how cancer spreads. The spread of a tumor to a new place in the body is called metastasis (say: meh-TASS-tuh-sis).

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Causes of Cancer

You probably know a kid who had chickenpox - maybe even you. But you probably don't know any kids who've had cancer. If you packed a large football stadium with kids, probably only one child in that stadium would have cancer.

Doctors aren't sure why some people get cancer and others don't. They do know that cancer is not contagious. You can't catch it from someone else who has it - cancer isn't caused by germs, like colds or the flu are. So don't be afraid of other kids - or anyone else - with cancer. You can talk to, play with, and hug someone with cancer.

Kids can't get cancer from anything they do either. Some kids think that a bump on the head causes brain cancer or that bad people get cancer. This isn't true! Kids don't do anything wrong to get cancer. But some unhealthy habits, especially cigarette smoking or drinking too much alcohol every day, can make you a lot more likely to get cancer when you become an adult.

Finding Out About Cancer

It can take a while for a doctor to figure out a kid has cancer. That's because the symptoms cancer can cause - weight loss, fevers, swollen glands, or feeling overly tired or sick for a while - usually are not caused by cancer. When a kid has these problems, it's often caused by something less serious, like an infection. With medical testing, the doctor can figure out what's causing the trouble.

If the doctor suspects cancer, he or she can do tests to figure out if that's the problem. A doctor might order X-rays and blood tests and recommend the person go to see an oncologist (say: on-KAH-luh-jist). An oncologist is a doctor who takes care of and treats cancer patients. The oncologist will likely run other tests to find out if someone really has cancer. If so, tests can determine what kind of cancer it is and if it has spread to other parts of the body. Based on the results, the doctor will decide the best way to treat it.

One test that an oncologist (or a surgeon) may perform is a biopsy (say: BY-op-see). During a biopsy, a piece of tissue is removed from a tumor or a place in the body where cancer is suspected, like the bone marrow. Don't worry - someone getting this test will get special medicine to keep him or her comfortable during the biopsy. The sample that's collected will be examined under a microscope for cancer cells.

The sooner cancer is found and treatment begins, the better someone's chances are for a full recovery and cure.

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Treating Cancer Carefully

Cancer is treated with surgery, chemotherapy, or radiation - or sometimes a combination of these treatments. The choice of treatment depends on:

the type of cancer someone has (the kind of abnormal cells causing the cancer)

the stage of the tumor (meaning how much the cancer has spread within the body, if at all)

Surgery is the oldest form of treatment for cancer - 3 out of every 5 people with cancer will have an operation to remove it. During surgery, the doctor tries to take out as many cancer cells as possible. Some healthy cells or tissue may also be removed to make sure that all the cancer is gone.

Chemotherapy (say: kee-mo-THER-uh-pee) is the use of anti-cancer medicines (drugs) to treat cancer. These medicines are sometimes taken as a pill, but usually are given through a special intravenous (say: in-truh-VEE-nus) line, also called an IV. An IV is a tiny plastic catheter (straw-like tube) that is put into a vein through someone's skin, usually on the arm. The catheter is attached to a bag that holds the medicine. The medicine flows from the bag into a vein, which puts the medicine into the blood, where it can travel throughout the body and attack cancer cells.

Chemotherapy is usually given over a number of weeks to months. Often, a permanent catheter is placed under the skin into a larger blood vessel of the upper chest. This way, a person can easily get several courses of chemotherapy and other medicines through this catheter without having a new IV needle put in. The catheter remains under the skin until all the cancer treatment is completed.

Radiation (say: ray-dee-AY-shun) therapy uses high-energy waves, such as X-rays (invisible waves that can pass through most parts of the body), to damage and destroy cancer cells. It can cause tumors to shrink and even go away completely. Radiation therapy is one of the most common treatments for cancer. Many people with cancer find it goes away after receiving radiation treatments.

With both chemotherapy and radiation, kids may experience side effects. A side effect is an extra problem that's caused by the treatment. Radiation and anti-cancer drugs are very good at destroying cancer cells but, unfortunately, they also destroy healthy cells. This can cause problems such as loss of appetite, tiredness, vomiting, or hair loss. With radiation, a person might have red or irritated skin in the area that's being treated. But all these problems go away and hair grows back after the treatment is over. During the treatment, certain medicines can help a kid feel better.

While treatment is still going on, a kid might not be able to attend school or be around crowds of people - the kid needs to rest and avoid getting infections, such as the flu, when he or she already isn't feeling well. The body may have more trouble fighting off infections because of the cancer or side effects of the treatment.

Getting Better

Remission (say: ree-MIH-shun) is a great word for anyone who has cancer. It means all signs of cancer are gone from the body. After surgery or treatment with radiation or chemotherapy, a doctor will then do tests to see if the cancer is still there. If there are no signs of cancer, then the kid is in remission.

Remission is the goal when any kid with cancer goes to the hospital for treatment. Sometimes, this means additional chemotherapy or radiation might be needed for a while to keep cancer cells from coming back.

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When kids get cancer, it can often be treated and cured. Find out more in this article for kids.

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Find out why Earth’s climate is changing and what you can do about it.

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How do cancer cells behave differently from healthy ones? - George Zaidan

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It doesn't take a rocket scientist to know space is weird. But just how weird might surprise you. Space is dominated by invisible electromagnetic forces that we typically don't feel. It's also full of bizarre types of matter that we never experience on Earth. Here's five unearthly things that happen almost exclusively in outer space.

1. Plasma

On Earth, matter typically assumes one of three states: solid, liquid, or gas. But in space, 99.9% of normal matter is in an entirely different form - plasma. Made of loose ions and electrons, this substance is in a supercharged state beyond gas that's created when matter is heated to extreme temperatures or is plied with a strong electric current.

Although we rarely interact with plasma, we see it all the time. All the stars in the night sky, including the Sun, are mostly made of plasma. It even appears occasionally on Earth in the form of bolts of lightning and in neon signs.

In comparison to gas, where individual particles chaotically zoom about, plasma can act collectively, like a team. It both conducts electricity and is influenced by electromagnetic fields - which operate under the very same force that keeps magnets on your fridge. These fields can control the movements of charged particles in plasma and create waves that accelerate the particles to immense speeds.

Space is brimming with such invisible magnetic fields that shape the paths of plasma. Around Earth the same magnetic field that makes compasses point north directs plasma through the space around our planet. On the Sun, magnetic fields launch solar flares and direct belches of plasma, known as the solar wind, that travel across the solar system. When the solar wind reaches Earth, it can drive energetic processes, like the auroras and space weather, which if strong enough, can damage satellites and telecommunications.

2. Extreme Temperatures

From Siberia to the Sahara, Earth experiences an extensive range of temperatures. Records exist as high as 134°F and all the way down to -129°F (57°C to -89°C). But what we consider extreme on Earth is average in space. On planets without an insulating atmosphere, temperatures wildly fluctuate between day and night. Mercury regularly sees days around 840°F (449°C) and and frigid nights as low as -275°F (-171°C). And in space itself, some spacecraft experience temperature differences of 60°F (33°C) just between their sunlit and shady sides. That would be like having a glass of water in the shade freeze on a hot summer day! NASA's Parker Solar Probe, at closest approach to the Sun, will experience differences over 2,000 degrees.

The satellites and instruments NASA sends into space are carefully designed to withstand these extremes. NASA's Solar Dynamics Observatory spends the vast majority of its time in direct sunlight, but a few times a year, its orbit passes into Earth's shadow. During this cosmic conjunction, otherwise known as an eclipse, the temperature of the Sun-facing solar panels drops by 317°F (158°C). Onboard heaters, however, turn on to keep the electronics and instruments safe by permitting only a half a degree dip.

Similarly, astronaut suits are built to withstand temperatures from -250°F to 250°F (-157°C to 121°C). The suits are white to reflect light while in the sunshine, and heaters are placed throughout the inside to keep astronauts warm in the dark. They are also designed to provide consistent pressure and oxygen, and resist damage from micrometeorites and the Sun's ultraviolet radiation.

3. Cosmic Alchemy

Every second, the Sun fuses about 600 million metric tons of hydrogen. That's the mass of 102 Great Pyramids of Giza, 1,812 Empire State Buildings, or nearly all of the fish on Earth by some estimates.

Right now, the Sun is squeezing hydrogen into helium at its core. This process of joining atoms together under immense pressure and temperature, forging new elements, is called fusion.

When the universe was born, it contained mostly hydrogen and helium, plus a dash of a couple other light elements. Fusion in stars and supernovae have since furnished the cosmos with more than 80 other elements, some of which make life possible.

The Sun and other stars are excellent fusion machines. Every second, the Sun fuses about 600 million metric tons of hydrogen - that's the mass of the Great Pyramid of Giza 102 times!

Along with the creation of new elements, fusion releases enormous amounts of energy and particles of light called photons. These photons take some 250,000 years to bump their way up the 434,000 miles (about 700,000 kilometers) to reach the Sun's visible surface from the solar core. After that, the light only takes eight minutes to travel the 93 million miles (150 million kilometers) to Earth.

Fission, the opposite nuclear reaction that splits heavy elements into smaller ones, was first demonstrated in laboratories in the 1930s and is used today in nuclear power plants. The energy released in fission can create a cataclysmic bang. But for a given amount of mass, it's still several times less than the energy created from fusion. However, scientists have not yet figured out how to control the plasma in a way to produce power from fusion reactions.

4. Magnetic Explosions

Every day, the space around Earth booms with giant explosions. When the solar wind, the stream of charged particles from the Sun, pushes against the magnetic environment that surrounds and protects Earth - the magnetosphere - it tangles the Sun and Earth's magnetic fields. Eventually the magnetic field lines snap and realign, shooting away nearby charged particles. This explosive event is known as magnetic reconnection.

While we can't see magnetic reconnection with our bare eyes, we can see its effects. Occasionally some of the perturbed particles pour into Earth's upper atmosphere, where they spark the auroras.

Magnetic reconnection happens all across the universe wherever there are twisting magnetic fields. NASA missions like the Magnetospheric Multiscale mission measure reconnection events around Earth, which helps scientists understand reconnection where it's harder to study, like in flares on the Sun, in areas surrounding black holes, and around other stars.

5. Supersonic Shocks

On Earth, an easy way to transfer energy is to give something a push. This often happens through collisions, like when the wind causes trees to sway. But in outer space, particles can transfer energy without even touching. This strange transfer takes place in invisible structures known as shocks.

In shocks, energy is transferred through plasma waves and electric and magnetic fields. Imagine the particles as a flock of birds flying together. If a tailwind picks up and pushes the birds along, they fly faster even though it doesn't look like anything is propelling them forward. Particles behave much the same way when they suddenly encounter a magnetic field. The magnetic field can essentially give them a boost forward.

Shock waves can form when things move at supersonic speeds - faster than the speed of sound, that is. If a supersonic flow encounters a stationary object, it forms what is known as a bow shock, not unlike the bow wave that's created at the bow of a boat anchored in a swift stream. One such bow shock is created by the solar wind as it plows into Earth's magnetic field.

Shocks show up elsewhere in space, like around active supernovae ejecting clouds of plasma. In rare cases, shocks can be temporarily created on Earth. This happens when bullets and planes travel faster than the speed of sound.

All five of these strange phenomena are common in space. Although some can be reproduced in special laboratory situations, they mostly can't be found under normal circumstances here on Earth. NASA studies these weird things in space so scientists can analyze their properties, providing insight on the complex physics that underlies the workings of our universe.
By Mara Johnson-Groh
NASA's Goddard Space Flight Center, Greenbelt, Md.

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soho (solar and heliospheric observatory)

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Five Weird Things That Happen in Outer Space - NASA

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It doesn't take a rocket scientist to know space is weird. But just how weird might surprise you. Space is dominated by invisible electromagnetic forces that

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Through space exploration humans have learned a great deal about the planets, stars, and other objects in space. More than 5,000 spacecraft have been launched into space to...

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Use this as a springboard to learn more about specific topics that may interest you about Ancient Egypt.

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Kids learn about the civilization of ancient Egypt including the pharaohs, pyramids, art, government, geography, Nile River, mummies, religion, hieroglyphics, and clothing. Educational articles for students, schools, and teachers.

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From Academic Kids

SS Edmund Fitzgerald was a ship that sank suddenly on Lake Superior, November 10, 1975. The ship went down without a distress signal in a November gale. It sank in 530 feet (162 m) of water at a position 46° 59.9' N, 85° 6.6' W, in Canadian waters about 17 statute miles from the entrance to Whitefish Bay. All 29 crew were killed.

The ship

The Fitzgerald was a " Laker", a 729-foot-long ore bulk carrier with a capacity of 25,000 tons. Its large cargo hold loaded through twenty-one water-tight hatches, each measuring 11'7" by 54' of 5/16" steel. When it was built in 1958, at the Great Lakes Engineering Works in River Rouge, Michigan, Fitzgerald was the largest ship on the Great Lakes. Comparatively, ships today can be 1,000 by 105-feet with twice the capacity. The ship's engines were originally coal-fired, but were converted to oil during the 1971-72 winter layover.

The ship was owned by the Northwestern Mutual Life Insurance Company and chartered to the Columbia Transportation Division of the Oglebay Norton Corporation. It was used to carry taconite from mines near Duluth, Minnesota to iron works in Detroit, Toledo and other ports. Its name comes from the CEO of the Mutual Insurance Company and was christened by his wife.

The last voyage

The Fitzgerald left Superior, Wisconsin on the afternoon of November 9, 1975 under Captain Ernest M. McSorley. It was en route to Detroit, Michigan with a full cargo. Crossing Lake Superior at about 15 mph, it encountered a massive storm, reporting winds in excess of 50 knots and waves approaching 16 feet. A second freighter, Arthur M. Anderson, was following the Fitzgerald. Due to the storm, the locks at Sault Sainte Marie were closed. The freighters altered their course northward, seeking shelter along the Canadian coast. Later, they would cross to Whitefish Bay and approach the Sault locks. On the afternoon of November 10, the Fitzgerald reported a list and some top-side damage including the loss of radar, but did not indicate a serious problem. The ship slowed to come within range of receiving Anderson's radar data, but suddenly sank before this could happen. The ship's last communication was at approximately 19:10 that evening, responding on their condition, "We are holding our own." No distress signal was received. By 19:20, Anderson could neither raise the Fitzgerald nor detect it on radar. At 20:32, Anderson informed the U.S. Coast Guard of their concern for the ship.

Search

Once Anderson noted the loss of Fitzgerald, a search was launched for survivors. The initial search consisted of the Anderson, and a second freighter, William Clay Ford. The efforts of a third freighter, the Canadian vessel Hilda Marjanne, were foiled by the weather. The Coast Guard launched three aircraft, but could not mobilize any ships. The Coast Guard buoy tender, Woodbrush, was able to launch within two and a half hours, but took a day to arrive. The search recovered debris including lifeboats and rafts, but no survivors.

Underwater survey

The wreck was first located by a U.S. Navy aircraft with on-board magnetic anomaly detector equipment, normally used to detect submarines. The wreck was further surveyed using side scan sonar on November 14 - 16, 1975 by the Coast Guard. The sonar revealed two large objects lying close together on the lake floor. A second survey took place from November 22 through 25 by a private contractor, Seaward, Inc.

In 1976, from May 20 through 28, an uncrewed U.S. Navy submersible photographed the wreck. This submersible, the CURV III, consisted of an underwater vehicle connected via umbilical control to a surface support ship. On-board imaging equipment included one 35 mm still and two black and white video cameras. It found Edmund Fitzgerald lying in two large pieces under 530 feet of water, far deeper than SCUBA penetration allows. The bow section, approximately 276 feet long, lay upright in the mud. The stern section lay 170 feet away, inverted (face down), at a 50 degree angle from the bow. Metal and taconite heaps between the bow and stern comprised the remnants of the mid-section.

Cause/controversy

When Fitzgerald first vanished, it was widely believed the ship snapped in half on the surface due to storm action. Precedent surface breakups suggested bow and stern sections would be found miles apart on the lake floor. When underwater surveys revealed these sections mere yards from each other, it was concluded the ship broke when it hit bottom.

A Coast Guard investigation postulated the accident was caused by ineffective hatch closures. These devices were unable to prevent waves from inundating the cargo hold. The flooding occurred gradually and probably imperceptibly throughout the final day, and finally resulted in a fatal loss of buoyancy and stability, plummeting to the bottom without warning.

The Coast Guard report proved controversial. The most common alternate theory contends inoperative radar forced the crew to rely on inaccurate maps. As a result, Fitzgerald ran aground on a shoal without the crew being aware of it and received bottom damage, which caused it to gradually take on water until it sank suddenly in deep water. This theory is supported by final radio communications between Anderson and Fitzgerald. If the hull was indeed breached, it would be difficult to prove. Fitzgerald has settled in mud up to its load marks, making it impossible to inspect for damage.

Memory

The ship's bell was recovered from the wreck in 1995 and is now in the Great Lakes Shipwreck Museum in Whitefish Point near Paradise, Michigan. An anchor from the ship lost on an earlier trip was recovered from the Detroit River and is on display at the Dossin Great Lakes Museum in Detroit.

Mariner's Church in Detroit rang its bell 29 times the day after the sinking and continues to hold an annual memorial including ringing the church bell once for each life lost.

Gordon Lightfoot's " Wreck of the Edmund Fitzgerald" is a song about the tragedy. It proved to be a hit and made the incident the most famous marine disaster in the history of Great Lakes shipping.

Although the last ship lost, and the largest, Fitzgerald is not alone on the bottom. The Great Lakes have a long history of nautical disaster. Nearly 6,000 shipwrecks occurred between 1878 and 1898 alone. About a quarter of those were listed as total losses. Some ships and crews simply vanished in storms. A number of divable marine preserves have been established that contain multiple sunken ships.

Statistics

External links

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SS Edmund Fitzgerald was a ship that sank suddenly on Lake Superior, November 10, 1975. The ship went down without a distress signal in a November gale. It sank in 530 feet (162 m) of water at a position 46° 59.9' N, 85° 6.6' W, in Canadian waters about 17 statute miles from the entrance to Whitefish Bay.

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Watch this video to learn about the basics of life in Ancient Egypt.

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Guide to the Wreck of the Edmund Fitzgerald

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Guide to the Wreck of the Edmund Fitzgerald

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Michiganders have used the Great Lakes for travel and to transport goods for hundreds of years. With the lake weather being so unpredictable and dangerous, though, an estimated 1,500 vessels have been lost in Michigan waters. Among them is the famed wreck of the Edmund Fitzgerald, which sank to the bottom of Lake Superior near Whitefish Point on Nov. 10, 1975.

We've put as much information about the vessel, wreck, and other interesting facts into this guide.

A Quick Review of the SS Edmund Fitzgerald

At the time of its launch, the SS Edmund Fitzgerald was a milestone freighter.

The first milestone was the owner of the ship - Northwestern Mutual Life Insurance Company of Milwaukee, the first American life insurer to own a freighter.

The second milestone was its size - 729 feet long, just 1 foot short of the maximum limit to pass through the Saint Lawrence Seaway.

The Fitzgerald was built to transport taconite iron ore pellets between the mines near Duluth, Minnesota, and the iron works at ports around the Great Lakes. From the time of its first voyage on Sept. 24, 1958, the ship set six records by carrying heavier and heavier loads.

Its usual route was from Superior, Wisconsin, to Toledo, Ohio, although the destination varied. By its last voyage, the freighter had made about 748 round trips.

Before the wreck of the Edmund Fitzgerald, the ship had several collisions. It sustained external and internal damage from running aground, hitting lock walls, and colliding with another freighter. However, none of these incidents were considered serious or unusual.
You can learn more about the ship's design, layout, christening, and history (as well as a detailed listing of its crew) in our article on the Edmund Fitzgerald ship & crew.
Frequently Asked Questions About the Wreck of the Edmund Fitzgerald

The Captain & Crew of the Edmund Fitzgerald

Commanding the SS Edmund Fitzgerald when it sank was Captain Ernest M. McSorley. He had more than 40 years of experience navigating oceans and the Great Lakes, assuming command of nine other ships before the Fitzgerald in 1972.

Although quiet, he was highly regarded by associates as skillful, and he treated his crew like professionals. He was considered an excellent heavy-weather captain, and his last words on record were, "We are holding our own."

Like a few other men on the ship, Captain McSorley planned to retire at the end of the shipping season at the age of 63. He was survived by Nellie Pollock, his wife. Many of the other 28 crew members were husbands too, while others were also brothers, fathers, and sons. The majority of them were from Michigan, Minnesota, Ohio, and Wisconsin.

Here's a complete list of the crew and their roles at the time of the wreck of the Edmund Fitzgerald:

1. Ernest McSorley - Captain born in 1912.

2. John McCarthy - First mate born in 1913.

3. James Pratt - Second mate born in 1931.

4. Michael Armagost - Third mate born in 1938.

5. David Weiss - Cadet born in 1953.

6. Ransom Cundy - Watchman born in 1922.

7. Karl Peckol - Watchman born in 1955.

8. William Spengler - Watchman born in 1916.

9. John Simmons - Senior wheelman born in 1913.

10. Eugene O'Brien - Wheelman born in 1925.

11. John Poviach - Wheelman born in 1916.

12. Paul Riippa - Deckhand born in 1953.

13. Mark Thomas - Deckhand born in 1954.

14. Bruce Hudson - Deckhand born in 1953.

15. George Holl - Chief engineer born in 1915.

16. Edward Bindon - First assistant engineer born in 1928.

17. Thomas Edwards - Second assistant engineer born in 1925.

18. Russell Haskell - Second assistant engineer born in 1935.

19. Oliver Champeau - Third assistant engineer born in 1934.

20. Ralph Walton - Oiler born in 1917.

21. Blaine Wilhelm - Oiler born in 1923.

22. Thomas Bentsen - Oiler born in 1952.

23. Gordon MacLellan - Wiper born in 1945.

24. Robert Rafferty - Steward born in 1913.

25. Allen Kalmon - Second steward born in 1932.

26. Joseph Mazes - Special maintenance man born in 1916.

27. Thomas Borgeson - Maintenance man born in 1934.

28. Frederick Beetcher - Porter born in 1919.

29. Nolan Church - Porter born in 1920.

Timeline of the Edmund Fitzgerald's Final Voyage & Shipwreck

On Nov. 9, 1975, the SS Edmund Fitzgerald started on its final voyage.

Under the command of Ernest M. McSorley, the ship departed Superior, Wisconsin, at 2:15 p.m. en route to Zug Island, which is near Detroit, Michigan. The freighter was transporting 26,116 long tons of taconite ore pellets and quickly reached 16.3 mph, which was its top speed.
The folowing is a timeline of the wreck of the Edmund Fitzgerald:

Nov. 9 at 5 p.m. - The SS Arthur M. Anderson joined the Edmund Fitzgerald, taking the lead. Under the command of Captain Jesse B. Cooper, nicknamed Bernie, the freighter was en route from Two Harbors, Minnesota, to Gary, Indiana.
At the time, the National Weather Service (NWS) had predicted a storm would pass south of Lake Superior by 7 a.m. the following morning. Captain Dudley J. Paquette of the SS Wilfred Sykes was following the radio conversations between the Fitzgerald and Anderson, and he overheard that they planned to take the usual downbound route.

7 p.m. - The NWS changed its forecast, issuing gale warnings for all of Lake Superior.

Nov. 10 at 1 a.m. - A winter storm developed over the Fitzgerald and Anderson, so they changed their course to seek shelter north along the coast of Ontario. The Fitzgerald reported waves 10 feet high and winds of 60 mph.
Captain Paquette reported overhearing Captain McSorley say that he slowed the ship because of the stormy conditions. Later, McSorley said they would try for Isle Royale because the Fitzgerald wasn't keeping up with the Anderson.

2 a.m. - The NWS changed its weather warning to a storm with winds of 40-58 mph.

3 a.m. - The Anderson was moving at about 14.6 mph when the Fitzgerald pulled ahead. The storm center passed over the ships, creating shifting winds from northeast to south to northwest.

1:50 p.m. - The Anderson recorded winds of 58 mph, which picked up rapidly.

2:45 p.m. - It started snowing, and the reduced visibility meant that the Anderson couldn't see the Fitzgerald anymore. The ships were about 16 miles apart at that point.

Just after 3:30 p.m. - Captain McSorley reported to Captain Cooper that the Fitzgerald was taking on water and had developed a list. Two of six bilge pumps were continuously running. Also, the ship lost a fence railing and two vent covers. He decided to reduce the Fitzgerald's speed so that the Anderson could catch up.
Shortly afterward, the U.S. Coast Guard sent a warning to all ships that the Soo Locks were closed and to seek safe anchorage.

Just after 4:10 p.m. - Captain McSorley reported a radar failure and asked Captain Cooper to track the Fitzgerald. The Anderson was able to come within 10 miles of the Fitzgerald to provide radar guidance. Cooper directed McSorley toward Whitefish Bay for safety.

4:39 p.m. - Captain McSorley radioed the U.S. Coast Guard's Grand Marais station to find out if the Whitefish Point beacon was still operating. Unfortunately, the monitoring equipment showed that the light and radio beacons were inactive.
Then, McSorley called for any ships in the area to report the status of the navigational aids.

4:52 p.m. - The Anderson recorded sustained winds of up to 67 mph. Other ships and observation points across the area at this time reported winds stronger than 58 mph.

5-5:30 p.m. - Captain Cedric Woodard of the Avafors vessel reported to Captain McSorley that the light beacon wasn't working, but the radio beacon was. Woodard also overheard McSorley tell the crew not to let anyone on deck.
Sometime later, McSorley told Woodard that he had a bad list, lost both radars, and was taking heavy water "over the deck in one of the worst seas" he had ever experienced.

6 p.m. - Waves were rising up to 25 feet high. The Anderson was struck by gusts of 81-86 mph and rogue waves up to 35 feet high.

7:10 p.m. - Captain Cooper contacted Captain McSorley to warn him of an upbound ship and ask how the Fitzgerald and crew were doing. McSorley said, "We are holding our own." That was the last communication from the Fitzgerald. It never sent a distress signal.

7:20 p.m. - Captain Cooper could no longer reach Captain McSorley on the radio or detect the Fitzgerald on radar.

7:39 p.m. - The first time that Captain Cooper made contact with the U.S. Coast Guard's Sault Ste. Marie station after the wreck of the Edmund Fitzgerald. The responders instructed him to call again on Channel 12 instead of Channel 16. The agency was having trouble with its communication systems and wanted to keep the emergency channel open.
Then, Cooper called the Nanfri saltwater vessel nearby and was told that it couldn't see the Fitzgerald on the radar.

7:54 p.m. - Captain Cooper finally reached the U.S. Coast Guard again, and the officer on duty asked him to look out for a lost, 16-foot boat in the area.

8:25 p.m. - Captain Cooper calls the U.S. Coast Guard again to express concern that he can't see the Fitzgerald visually or on the radar.

9:03 p.m. - Captain Cooper reports the Edmund Fitzgerald missing.

Theories of How the Edmund Fitzgerald Sank

The severe weather and terrible sea conditions on Nov. 10, 1975, certainly played a role in the wreck of the Edmund Fitzgerald. However, there are many other theories about how the ship sank.

Hold Flooding

According to a U.S. Coast Guard Marine Casualty Report from 1977, it's possible that ineffective hatch closures were a causal factor in the Edmund Fitzgerald shipwreck. It's reported that the hatches didn't prevent the waves from entering the cargo hold.

The water could have flooded the hold gradually throughout the day, impeding stability and buoyancy. Because of that, the Fitzgerald quickly descended to the bottom of Lake Superior without warning.

Hull Failure

It's possible that the hull developed a stress fracture. A 1977 investigation of the wreck of the Edmund Fitzgerald found that sections of the ship were 170 feet apart. The hypothesis is that the hull was already weak and carrying a heavier winter load than it was designed to carry.

As a result, the huge waves that formed because of the storm, not necessarily rogue waves, caused a stress fracture that made the ship split in two when it struck the bottom of Lake Superior.

Rogue Waves

Often referred to as "three sisters," a group of three rogue waves was reported near the area where the Edmund Fitzgerald sank. It's believed that this phenomenon occurs on Lake Superior when three rogue waves that are one-third larger than the others form.

The first wave sends a greater amount of water onto the deck, which doesn't have time to drain fully before the second wave hits. The third wave adds to the excess of water, overloading the deck.

Captain Cooper reported that the Anderson was struck by two 30-to-35-foot waves, and those waves, possibly a third, continued toward the Fitzgerald. If the rogue waves reached the ship, they would have compounded its existing problems.

Shoaling

A probable cause of the shipwreck is that the Fitzgerald unknowingly ran aground on the Six Fathom Shoal located just northwest of Caribou Island. At the time, the Whitefish Point beacons weren't working to aid navigation.

A Canadian hydrographic survey in 1976 supports this hypothesis. The shoal ran 1 mile farther east than Canadian charts indicated, and Captain Cooper confirmed that the Fitzgerald sailed through that area.

Topside Damage

Historian Mark Thompson believes that the two lost vents allowed flooding in two ballast tanks or one ballast tank and the walking tunnel, which is what caused the list. The U.S. Coast Guard says that the lost vents and damaged fence rail could have been caused by heavy floating debris.

Thompson also thinks that other undetected damage let water flood the hold. This damage was compounded by the extreme conditions on Lake Superior.

Weather and Waves

The NWS and National Oceanic and Atmospheric Administration (NOAA) ran a computer simulation in 2005 that included weather and wave conditions at the time the Edmund Fitzgerald sank.

It showed that waves were reaching up to 46 feet, which could have made the ship roll heavily. On top of that, wind gusts were reaching up to 86 mph.

Captain Cooper's Opinion

Captain Cooper of the SS Arthur M. Anderson did an interview with the Great Lakes Shipwreck Historical Society (GLSHS) before he passed away in 1993. His belief is that the SS Edmund Fitzgerald was taking on water long before it sailed into the storm.

He thinks the ship ran aground in the afternoon, and the extra water on board created the starboard list.

Since there was no panic in Captain McSorley's last transmission, Captain Cooper believes that the incident was "sudden and catastrophic."
You can listen to the full interview here. You can also hear the radio transmission between Cooper and the U.S. Coast Guard right after the Edmund Fitzgerald disappeared.
Other Factors That May Have Contributed to the Shipwreck

In addition to the treacherous conditions on Lake Superior, the U.S. Coast Guard, National Transportation Safety Board (NTSB), and others with theories have named possible contributing factors to the wreck of the Edmund Fitzgerald. Here's a quick overview of each:

Complacency - One factor could have been that frequently sailing the same route led to an overly confident attitude related to extreme weather conditions. The NTSB believes that this attitude was reflected in the deferral of maintenance and failing to properly prepare for heavy weather.
Historian Thompson, however, believes that the complacency lies with the U.S. Coast Guard, which had inspected the Fitzgerald two weeks before the shipwreck. He blamed budget cuts that limited the agency's ability to rescue vessels as well.

Earlier damage - Since freighters on the Great Lakes were only dry-docked every five years for inspection, NTSB investigators believe that the Fitzgerald had sustained undetected damage from prior groundings that led to a major hull failure during the storm.

Increased load - The U.S. Coast Guard increased the load line for the Edmund Fitzgerald three times - 1969, 1971, and 1973 - allowing it to carry 4,000 tons more than it was designed. The change allowed for 3 feet, 3.25 inches less minimum freeboard overall.
Because of that, the ship's deck was only 11.5 feet above water and overweight. This made the ship sluggish and slower to recover and decreased its buoyancy while facing 35-foot waves on Nov. 10.

No watertight bulkheads - Thompson hypothesizes that the Fitzgerald might have reached Whitefish Bay if it had watertight subdivisions in the hold. He believed that the ship was the least safe commercial vessel on the Great Lakes because it lacked watertight bulkheads.
Historian Frederick Stonehouse agrees, explaining that the SS Maumee was fitted with watertight bulkheads but was able to sail halfway around the world after striking an iceberg that tore a large, truck-sized hole into its hull.

Not enough instruments - Under U.S. Coast Guard regulations, a fathometer wasn't a required instrument at the time of the wreck of the Edmund Fitzgerald. Such an instrument would have provided additional navigational data, making the ship less dependent on navigation from the Anderson.
Also, the ship had no monitoring system for water in the hold, which meant that the water level couldn't be assessed until it reached the top of the cargo. There was no draft-reading system either, so the crew couldn't determine if the ship had lost freeboard.

Poor navigational charts - After examining the Canadian 1973 navigational chart that the Fitzgerald used, the U.S. Coast Guard found that it was based on 1916 and 1919 surveys, which didn't show the full extent of the Six Fathom Shoal.
The extra 1-mile stretch wasn't found until a 1976 survey of the area. As a result, the waters that the Fitzgerald sailed through weren't marked as hazardous.

Weather predictions - Captain McSorley and Captain Cooper chose their route based on weather forecasts from the NWS on Nov. 9. The dangerous weather was upgraded throughout Nov. 10 but still wasn't accurate enough. On top of that, the NWS couldn't precisely predict the height of the waves.

Finding & Exploring the Edmund Fitzgerald

When Captain Cooper reported the Edmund Fitzgerald missing just after 9 p.m., the U.S. Coast Guard asked him to turn around to look for survivors. The agency didn't have the appropriate search-and-rescue vessels in order to respond to the disaster. Cooper was reluctant to do so out of concern for his own crew, but went back out anyway.

About 1.5 hours later, the agency asked all anchored commercial vessels in or near Whitefish Bay to assist the search. The SS William Clay Ford responded, but the Toronto SS Hilda Marjanne was unable to assist because of the weather.

The U.S. Coast Guard, though, was able to send an HU-16 fixed-wing search aircraft from Traverse City, Michigan, which arrived in the search area at 10:53 p.m. An HH-52 helicopter with a high-powered searchlight arrived at 1 a.m. on Nov. 11. The agency sent the Woodrush buoy tender too, but it took 2.5 hours to leave Duluth, Minnesota, and a day to get to the search area.

The Canadian Coast Guard participated in the search as well, sending an aircraft. In addition, the Ontario Provincial Police launched a beach patrol along the eastern coastline of Lake Superior.

The search lasted for three days, and only debris was found, such as lifeboats and rafts. None of the 29 crew were found. On the fourth day - Nov. 14 - a U.S. Navy Lockheed P-3 Orion aircraft found the wreck of the Edmund Fitzgerald using equipment that submarines use to detect magnetic anomalies. It discovered the ship resting about 17 miles from the Whitefish Bay entrance in Canadian waters at 530 feet under Lake Superior's surface.

Another U.S. Coast Guard survey using a side scan sonar showed two big objects near each other. Between Nov. 22 and 25, the U.S. Navy commissioned a second survey with Seaward, Inc.

Later Surveys of the Shipwreck Area

Since the wreck of the Edmund Fitzgerald, the government and other organizations have conducted many underwater surveys:

May 20-28, 1976 - The U.S. Navy used an unmanned submersible CURV-III and discovered that the ship was resting in two big pieces. The bow section was standing upright in the mud about 170 feet from the stern, which was capsized at a 50-degree angle. Scattered wreckage and the taconite ore pellets were laying in between.

1980 - Marine explorer Jean-Michel Cousteau sent two divers in the first manned submersible. The team guessed that the ship broke apart on the surface but made no final conclusions.

1989 - The Michigan Sea Grant Program coordinated a three-day dive with several organizations to record a 3D videotape for museum educational programs and documentaries. It used a TSS Mk1 and remotely operated vessel equipped with mini stereoscopic cameras and wide-angle lenses.

1994 - Joseph B. MacInnis coordinated six publicly funded dives over three days. The Harbor Branch Oceanographic Institution lent a support vessel and manned submersible vessel. The GLSHS was able to send three members on the dives to take photos. Still, MacInnis couldn't provide an explanation for the wreck of the Edmund Fitzgerald.

1994 - Sport diver Fred Shannon established Deepquest Ltd. and coordinated a privately funded dive using a submersible vessel from Delta Oceanographic. Seven dives were conducted, and more than 42 hours of underwater video was captured. Shannon and the company also conducted the longest dive to the shipwreck at 211 minutes. While reviewing navigational charts from the NOAA, he discovered that at least one-third of the immediate wreckage area is in U.S. waters.

1995 - MacInnis coordinated several more dives to salvage the Edmund Fitzgerald's bell. The Chippewa Tribe supported the dives by co-signing a $250,000 loan. The Phil Nuytten atmospheric diving suit was used for the retrieval and to put a replica in its place and a can of beer in the pilothouse.

1995 - Mike Zee and Terrence Tysall set records using trimix gas to dive to the shipwreck. They're the only ones known to have touched the ship and to reach it without using a submersible vessel.

After these surveys, the Ontario Heritage Act was amended in 2005 to hinder dives, pictures, and scans of the wreckage without a license. Those who violate the Act could be fined up to $1 million Canadian. The Act was amended again in 2006 and 2009 as well. No survey equipment of any kind is allowed near the shipwreck without a license.

Changes in Shipping Practices on the Great Lakes

After the wreck of the Edmund Fitzgerald, an investigation by the U.S. Coast Guard resulted in 15 recommendations for regulation changes. The NTSB did its own investigation and gave the NOAA two recommendations, the American Bureau of Shipping four recommendations, and the U.S. Coast Guard 19 recommendations.

Of these recommendations, only eight regulations were put in place over the years:

1. All vessels of at least 1,600 gross register tons must use depth finders.

2. Each crew member's quarters and customary work station must have a survival suit equipped with strobe lights. Life jackets must be equipped with strobe lights as well.

3. The NOAA changed how it predicts wave heights for better accuracy.

4. Navigational charts of northeastern Lake Superior have been improved with greater detail and precision.

5. To improve navigation, freighters were equipped with a LORAN-C positioning system in 1980, but this was upgraded to GPS in the 1990s.

6. For accurate, immediate location data in the event of a disaster, all Great Lakes vessels are equipped with Emergency Position Indicating Radio Beacons.

7. An annual pre-November inspection program was instituted, and all U.S. Coast Guard inspectors board the ships in the fall to examine the lifesaving equipment and closures for the hatches and vents.

8. The U.S. Coast Guard revoked the 1973 Load Line Regulation amendment that allowed a reduced freeboard.

Memorials to the Edmund Fitzgerald

The wreck of the Edmund Fitzgerald has been memorialized in numerous ways over the decades. Aside from traditional ceremonies, there are books, plays, songs, and TV specials that remember the shipwreck.

Every year on Nov. 10, the GLSHS holds a memorial ceremony at its Whitefish Point museum. The museum is where the recovered bell from the ship is on display. During the ceremony, the bell rings 29 times for each of the lost crew members, and their surviving family members have the opportunity to participate.

The bell also rings a 30th time in remembrance of the estimated 30,000 people who have lost their lives on the Great Lakes.

Additionally, some of the surviving family members gather to mark special events or anniversaries related to the Fitzgerald. For instance, a 1999 consecration ceremony was held over the wreckage on Lake Superior and a dozen families attended.
Read more about how the Edmund Fitzgerald is remembered here.
The "Wreck of the Edmund Fitzgerald" Song

The most famous memorialization of the shipwreck could be the song "Wreck of the Edmund Fitzgerald" by Gordon Lightfoot.

The Canadian singer-songwriter was inspired to write lyrics about the disaster after reading "The Cruelest Month," an article published by Newsweek on Nov. 24, 1975. He had some experience sailing the Great Lakes and knows how unpredictable the weather can be.

Although the lyrics tell a true story, Lightfoot took some creative liberties to make the seven verses rhyme. Since releasing the song in 1976, he has changed some of the lyrics for live performances because a couple of them offended a few people.

Rather than calling the Mariners' Church of Detroit a "musty old hall," he refers to it as a "rustic old hall." Instead of saying that "a main hatchway caved in," he says "it grew dark."

Despite the few reservations, "Wreck of the Edmund Fitzgerald" was a radio hit. It reached No. 1 on all the Canadian weekly charts and on the U.S. Cash Box Top 100. The song was nominated for two Grammy Awards, too.

Even though it was about 6.5 minutes long, none of the stations shortened the song so that they could fit more advertisements into the slot. The lyrics were just too important.

Gordon Lightfoot at the Westbury Music Fair on Sept. 8, 1987 (AP Photo/Cyrena Chang)

Edmund Fitzgerald Products & Merchandise

You can find a lot of different products and merchandise that memorialize the Edmund Fitzgerald.

Great Lakes Brewing Co. makes an Edmund Fitzgerald Porter that's available all year. This tribute to the lost crew has notes of bittersweet chocolate and coffee, and it pairs well with chocolate and oysters. It has won numerous awards, and you can cook with it.

HistoBrick has an SS Edmund Fitzgerald Lego Kit that's great for kids, collectors, and the young at heart. This unique kit is made in partnership with the GLSHS, so some of the proceeds benefit the Great Lakes Shipwreck Museum.

While the kit contains 602 LEGO pieces, the bricks are obtained through third parties, so it's not actually a LEGO product. Included are a spiral-bound instruction booklet and a bamboo wooden box.

Along with these products, you can find a lot of Edmund Fitzgerald merchandise on Etsy. Sellers create models, T-shirts, perfume bottles, blankets, vinyl decals, art pieces, coasters, and so much more.

Learning More About the Edmund Fitzgerald Shipwreck

We may not have fit everything there is to know about the wreck of the Edmund Fitzgerald in this single post, but you could learn even more from the GLSHS.

Founded in 1978, its mission is to preserve lighthouses and honor the brave lives lost on Lake Superior. It operates several historic properties - the Great Lakes Shipwreck Museum and Whitefish Point Light Station in Whitefish Point and the U.S. Weather Bureau building at Soo Locks Park in Sault Ste. Marie - all of which offer educational and informational exhibits.

Additionally, the GLSHS continues to perform diving and underwater research as well as research into the stories of shipwrecks on the lake. Its Research Vessel David Boyd is a 47-foot boat equipped with a side scan sonar, remotely operated vehicle, advanced navigation electronics, underwater digital imaging equipment, and digital surface interface data storage.

The organization works with others too, such as the Discovery Channel, History Channel, Harbor Branch Oceanographic, National Geographic Society, U.S. Fish & Wildlife Service, and state and local government agencies.

Despite that, you don't have to visit the GLSHS properties to learn more about the Edmund Fitzgerald wreck. For instance, you could watch Shipwreck: The Mystery of the Edmund Fitzgerald, a Discovery Channel documentary from 1995 that's available on YouTube from someone who recorded the airing. On top of that, Amazon has a plethora of DVDs and books that you can purchase:

Discovery Channel documentary

Videos About the Shipwreck

Books About the Shipwreck

Great Lakes Shipping Terms to Know

As you're reading, you might see some unfamiliar terms if you don't sail or know much about ships. We've included these uncommon terms and definitions - including crew member roles - for your reference:

Aft - near the stern or rear of a vessel.

Aground - when the bottom of a vessel strikes the bottom of a body of water, reef, or shore.

Anemometer - equipment that indicates and measures wind force and velocity.

Astern - near the stern or rear of a vessel.

Ballast - heavy material placed within a ship's hold to improve stability.

Barge - a large boat that's usually towed or pushed by other vessels and transports freight.

Bottom out - when a ship hits the bottom of a body of water, which often results in sinking.

Broadside - the side of a ship that's above the waterline.

Bulkhead - the upright partition in a ship that separates compartments.

Cadet - a person in training for the mate position on a ship.

Captain - the master of a ship.

Deckhand - a crew member whose duties include maintaining the decks, hull, and superstructure as well as cargo handling and mooring.

Engineer - the person who maintains and repairs equipment on a ship, including the boiler, engine, generators, pumps, and electrical, heating, refrigeration, and ventilation systems.

Fathom - a unit of measure that represents 6 feet.

Fathometer - a type of sonic depth finder.

Freeboard - the level of the deck that's above water.

Gitche Gumee - an Ojibwa Tribe term that means "Big Lake" in reference to Lake Superior.

Heavy-weather captain - a captain who is "fearless" of dangerous conditions and generally sails into them with confidence.

Hatch - an opening on a ship's deck for quickly loading cargo and that which has a secure closure.

Hold - the space that stores the cargo on a ship.

Hull - the outside walls or structure of a ship.

Knot - a unit of distance used for navigating Lake Superior and other large bodies of water.

List - when a ship tilts to one side.

Lock - a canal or enclosure with gates at each end to raise and lower boats as they journey between two bodies of water that have different water levels.

Maintenance man - the person in charge of maintaining a ship.

Mate - a deck officer on a ship who ranks below the captain; the "first," "second," and "third" before the word "mate" indicate the person's rank among multiple mates.

Oiler - the person on a ship that keeps the machinery oiled.

Port - the left side of a vessel.

Porter - the person who performs routine cleanings.

Shoal - a shallow spot in a body of water.

Shoaling - when a ship runs aground on a shoal.

SS - the abbreviation for States Ship or Steamship.

Starboard - the right side of a ship.

Stern - the rear of a ship.

Steward - the cook on a ship.

Topside - the part of the side of a ship above the waterline.

Watchman - the person who pays the utmost attention to the ship's surroundings in order to detect navigational hazards.

Wheelman - the person who steers the ship; also called a helmsman.

Wiper - the person in charge of cleaning the engine room.

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THE 19 Point Guide to the Tragic Wreck of the Edmund Fitzgerald

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Complete guide to exploring the tragic shipwreck of the Edmund Fitzgerald on Lake Superior in November 1975. Timeline, theories, ship, crew, song, and more.

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Use this link to learn more about tombs in Ancient Egypt.

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History for kids - Free history network for kids

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Ancient Egyptian Tombs

The tombs of the Ancient Egyptians were a place where people would be buried when they died. This was important to the Egyptians because they believed that life continued even after someone died, as long as they were buried properly in their tomb.

Ancient Egyptian tombs were elaborate structures built to house the bodies of pharaohs and their consorts. These tombs were filled with treasures and offerings to ensure the pharaoh's safe passage to the afterlife. The most famous of these tombs is the tomb of Tutankhamun, discovered by Howard Carter in 1922, which contained a wealth of artifacts and information about life in ancient Egypt.

Egyptian Mummification

Mummification was integral to ancient Egyptian burial customs and was closely linked to tomb usage. The goal was to preserve the body for the afterlife through a process involving organ removal, desiccation, and bandaging. Once mummified, the bodies were housed in tombs adorned with texts and images to guide the soul in the afterlife.

Decorations often depicted the mummification process and associated rituals. Tombs also housed items used in mummification, such as canopic jars and ushabtis, signifying the close relationship between mummification and tomb construction.

Egyptian Pyramids

Egyptian Pyramids are iconic symbols of ancient Egyptian tombs. Primarily built for pharaohs, these tombs were filled with artifacts to support the deceased in the afterlife. The Pyramids of Giza, including the Great Pyramid of Pharaoh Khufu, exemplify the scale and grandeur of these structures.

Serving more than just burial purposes, pyramids were spiritual platforms assisting the pharaoh's ascension to the divine realm. Therefore, pyramids, through their design and purpose, encapsulate ancient Egyptian beliefs about death and the afterlife.

Egyptian Hieroglyphics

Egyptian hieroglyphics were integral to ancient Egyptian tombs, offering both spiritual and historical significance. Inscriptions on tomb walls and sarcophagi detailed the deceased's life, provided protective spells, and guided the afterlife journey, as seen in the Pyramid Texts and the Book of the Dead. These hieroglyphs also give archaeologists insights into ancient Egyptian culture and religion, making them valuable records within tombs.

Egyptian Mythology and Religion

Egyptian mythology and religion shaped the design and function of their tombs, reflecting the ancient Egyptians' belief in life after death. This belief necessitated the tombs' preparation as eternal dwellings for the ka, the spirit of the deceased. Tombs were filled with everyday items, food, and treasures, along with protective symbols and inscriptions.

Depictions of gods, goddesses, and scenes from religious texts adorned many tombs. The tombs' architecture and orientation were symbolic, embodying cosmological beliefs. For example, the pyramid shape represented the sun god Ra's primordial mound of creation. Hence, tombs were not merely final resting places, but sacred spaces symbolizing the interaction of death, the afterlife, and divinity in ancient Egyptian beliefs.

Old Kingdom (c. 2686-2181 BC)

This era is known for the construction of step pyramids and true pyramids. The Step Pyramid of Djoser is considered the earliest colossal stone building and the earliest large-scale cut-stone construction. True pyramids, such as the Great Pyramid of Giza built for Pharaoh Khufu, are some of the most iconic examples of ancient Egyptian tombs. These structures were built as royal tombs, symbolizing the king's absolute power and divine status.

Middle Kingdom (c. 2050-1710 BC)

During this period, kings were buried in hidden tombs in a cliffside complex called the Valley of the Kings, near modern-day Luxor. The royal tombs were increasingly separated from mortuary temples, which remained on the floodplain. The tombs of non-royal elites were often decorated with scenes of daily life, reflecting the belief that these activities would continue in the afterlife.

New Kingdom (c. 1550-1070 BC)

This era saw the peak of the Valley of the Kings, with elaborate tombs dug deep into the valley's rock for pharaohs such as Tutankhamun, Seti I, and Ramesses II. The tombs were filled with artworks, jewelry, furniture, and other objects to accompany the deceased in the afterlife, following the belief that the ka needed to enjoy the same lifestyle it had while alive. The walls were often inscribed with passages from the Book of the Dead, a collection of spells and instructions to aid the deceased in navigating the afterlife.

Late Period (c. 664-332 BC) and Ptolemaic Period (305-30 BC)

During these periods, some tombs featured complex networks of chambers and corridors, often with elaborate decorations. Sarcophagi became more prominent, often carved with intricate scenes and inscriptions. Animal burials also became common, as certain animals were believed to be embodiments of specific deities.

Valley of the Kings

The Valley of the Kings, located opposite Thebes (now Luxor), was the main burial site for pharaohs during the New Kingdom period (c. 1550-1070 BC). This marked a shift from the grand pyramids of the Old Kingdom to hidden tombs, which were built to secure the kings in the afterlife and protect them against grave robbers.

Over 60 royal tombs have been discovered, each adorned with elaborate art and filled with items for the afterlife. Among these, King Tutankhamun's tomb found intact in 1922, is the most famous. This valley showcases the evolution of ancient Egyptian beliefs about death and the afterlife.

Egyptian Pharaohs

Egyptian Pharaohs, as divine rulers, had grand tombs reflecting their status. These tombs, from the Old Kingdom's pyramids to the New Kingdom's hidden burials in the Valley of the Kings, exhibit the period's architectural styles and religious beliefs. Filled with valuable artifacts, these tombs were prepared for the Pharaoh's spirit, or ka, in the afterlife.

Decorations depicted the Pharaoh's journey in the afterlife, underlining the spiritual significance of these tombs. The discovery of tombs like Tutankhamun's provides deep insights into ancient Egypt's rulers and customs.

Egyptian Art and Architecture

Ancient Egyptian tombs showcase the civilization's art and architecture. Their design varied from the Old Kingdom's pyramids to the New Kingdom's rock-cut tombs in the Valley of the Kings, reflecting evolving architectural skills. These tombs were also adorned with intricate reliefs, frescoes, and hieroglyphic inscriptions that depicted religious rituals and daily life, often meant to guide the deceased in the afterlife.

Furthermore, the elaborate funerary artifacts within these tombs highlight the era's craftsmanship. Hence, the art and architecture of these tombs provide insights into ancient Egypt's aesthetic values and beliefs.

Archaeology in Egypt

Archaeology in Egypt has been defined by the study of ancient tombs. These tombs have offered insights into the civilization's social, religious, and artistic practices. Landmark discoveries like Tutankhamun's tomb have fueled global interest in Egyptology.

However, archaeologists face challenges such as artifact preservation, tourism impact, and illicit antiquities trade. Now, technologies like ground-penetrating radar and 3D imaging help study these tombs with minimal intrusion. Hence, the study of these tombs is vital to understanding ancient Egypt.

Treasures and Artifacts

Ancient Egyptian tombs were filled with treasures and artifacts, offering insights into the civilization's beliefs and lifestyles. Items for the afterlife, precious jewelry, and symbolic statues were common. The golden mask of Tutankhamun is a notable example, symbolizing his power.

Artifacts like decorated sarcophagi, canopic jars, and ushabti figurines reveal the technical skills of the craftsmen and societal norms. Hence, these tomb contents are valuable resources for understanding ancient Egypt.

Egyptian Book of the Dead

The Egyptian Book of the Dead played a significant role in ancient Egyptian tombs. This collection of funerary texts provided guidance and protection for the deceased in the afterlife. Placed within tombs, it contained spells, rituals, and instructions for navigating the divine realm.

Scenes from the Book of the Dead, such as the weighing of the heart, were depicted on tomb walls, reinforcing the belief in judgment and eternal life. Its inclusion in ancient Egyptian tombs reflects the deep religious convictions and the pursuit of a favorable afterlife

Tombs

It was after the pyramids became unpopular that people begin to bury the dead in tombs. Even though many people had already buried the dead in tombs, it was a time when the royal families begin using tombs too.

The tombs were loved by the Ancient Egyptians and they would work in them and on them so that they could be nice when their friends and families died.

Places to Visit

The tombs were so loved by the Ancient Egyptians that they would sometimes go out to visit them when they were on an outing.

The families would load up and take a bunch of grave goods to leave in the tombs.

Grave Goods

Many of the grave goods that were found in the tombs were amulets, jewelry, toys, dolls, and other fun things that their loved one could have when they went to the afterlife.

Name

A name was very important in Ancient Egyptian times, especially for someone who died. It was believed that when someone died, their name had to be written on their coffin or be found somewhere close to the body.

The reason the person had to have a name was that the Egyptians believed that there were two parts to the soul: the Ba and the Ka. When a person died, the Ba would go and would have fun and enjoy its life, and the Ka would go and take care of the family. At night though, the Ba and Ka would come together at the tomb of the body and the mummy would get a restful sleep.

If the name was not on the tomb, the Ba and Ka could not know which way to go and the person could be lost out of the afterlife forever. If you were lost in the afterlife, you would disappear and never come back again.

Writings

Families loved to write, and they would write stories and poems and draw pictures on the tombs of their loved ones. They would also write on their own tomb and talk about the good things that they had done in their life.

The people always wanted the gods to know what they had done so when it was their time to die, that the gods would allow them to go to the afterlife.

In order to go to the afterlife, the person had to do good deeds and keep a light heart.

Facts About Ancient Egyptian Tombs:

What Did You Learn?

Many kings and pharaohs had masks that were found in their tombs.

Sometimes things inside the tomb were made out of solid gold.

Canopic jars were often found inside the tombs and these are jars that hold the organs of the dead person.

When Egyptians were buried in the tombs, their family and friends would bring food for them to have something to eat in the afterlife.

There have even been boats that have been found in some tombs.

1. What is interesting about the tombs of Ancient Egypt? When people were first buried, they were buried in pyramids. This became too expensive and people started burying their loved ones in tombs.

2. What are some things that might be found in a tomb? Some things found in tombs could be jewelry, amulets, food, canopic jars, boats, and more.

3. Why did the people write things about themselves on the walls of their own tombs? People would write about themselves on their own tombs because they wanted the gods to know all of the good things that they did so they could make it to the afterlife.

4. Were people sad to visit the tombs? No! People would make family outings just so they could go and visit the tombs of people they knew.

5. Why was it important for a name to be written somewhere in the tomb? The Ancient Egyptians believed that the person's name had to be written in their tomb or on their coffin so that the Ba and Ka could come and let the mummy have good sleep. This was also to protect the dead person so they could get to the afterlife.

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Ancient Egyptian Tombs - History for kids

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The tombs of the Ancient Egyptians were a place where people would be buried when they died. This was important to the Egyptians because they believed that life continued even after someone died, as long as they were buried properly in their tomb.

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Learn about the history of humans traveling into space.

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Introduction
Science in Seconds (www.scienceinseconds.com)

The International Space Station (ISS) is a spacecraft in Earth orbit that is used as a base for scientific research. The station is a collection of separate modules, or units, that were launched into space and then linked together. The ISS is continuously occupied by astronauts as it orbits Earth. The United States and Russia worked together to build and maintain the space station, with the assistance of several other countries. In 2022 Russia announced that it would end its participation in the project after 2024.

Beginnings
The project began as a U.S. effort under President Ronald Reagan in the 1980s. He authorized the National Aeronautics and Space Administration (NASA) to build a space station within 10 years. However, funding and technical problems delayed the project. In the 1990s officials redesigned the station to reduce costs. In 1993 the United States and Russia agreed to merge their separate space station plans into a single facility. The European Space Agency (ESA) and Japan contributed to the task.

Construction
The assembly of the ISS began in 1998 when U.S. space shuttle astronauts linked a Russian control module and a U.S.-built connecting node while in orbit. In mid-2000 a Russian-built habitat and control center was added to the station. Later that year the ISS received its first resident crew-two Russians and an American. Astronauts subsequently joined a NASA laboratory and other elements to the station. The overall plan called for other laboratories and habitats to be attached over several years. Besides the United States and Russia, Canada, Japan, Brazil, and 11 ESA members helped with the station construction.

Operations
The early research work of ISS astronauts focused on investigations in the weightless environment. After the breakup of the space shuttle Columbia in 2003, the shuttle fleet was grounded. That halted expansion of the station. Meanwhile, the crew was reduced from three to two, and they focused on station upkeep rather than on research. Crews flew to and from the ISS in Russian Soyuz spacecraft.

After the shuttle resumed regular flights in 2006, the ISS crew size was increased to three. Three more laboratories were installed within the next few years. With all its modules and solar panels, the ISS is as large as a football field and weighs about 1 million pounds (454,000 kilograms). Since 2009 it usually has hosted a six-person crew but has held up to 13 astronauts at one time. Each astronaut usually stays at the station for about six months. Ground-control workers monitor and control the space station. The ISS keeps two Soyuz shuttles docked at the station at all times in case the astronauts need to evacuate.

After completion of the ISS, American officials retired the space shuttle from service in 2011. Thereafter, space vehicles from Russia, Japan, and the ESA serviced the station. Astronauts used Soyuz spacecraft to reach the ISS. Two private American companies, SpaceX and Boeing, developed spacecraft for carrying cargo and astronauts to the space station as well. SpaceX's Dragon was the first private spacecraft to carry astronauts to the station.

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The International Space Station (ISS) is a spacecraft in Earth orbit that is used as a base for scientific research. The station is a collection of separate modules, or...

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Watch this video to learn the basics about Ancient Greece.

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Ancient Greece | Learn the History and Facts about Ancient Greece for Kids

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Use this to gain some background knowledge on life in Ancient Greece. At the end there are several links to more specific topics that you might want to learn more about.

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Kids learn about the Daily Life of Ancient Greece. The history of this world civilization.

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Read this article to learn about the importance of mythology in Ancient Greece.

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Greek Mythology is a group of epic* stories about Gods, Goddesses, heroes, creatures and the rituals* of Ancient Greece.

Most of these stories were told by the Ancient Greeks to their families and friends over many generations. The stories often featured wars and heroic battles, frightening monsters, and also taught the importance of bravery, intelligence, fear, love, fun and right and wrong.

Many myths were based on the fact that Gods, like human men and women, could be punished or rewarded for their actions.

The Ancient Greeks used myths about Gods to help them understand things happening around them such as the forces of nature. There were sea gods, woodland gods, sky gods, underwater gods, half-gods and human heroes undertaking courageous or romantic adventures.

WHEN DID GREEK MYTHOLOGY BEGIN?
It is difficult to say exactly when Greek Mythology started. Details of the ancient tales have been found on everything from pottery to temples and stone statues over the years.

However, it is believed the first Ancient Greek civilisations* were formed nearly 4000 years ago (approximately 1600 BC) by the Mycenaeans of Crete (a Greek island). The Ancient Greek Empire spread from Greece throughout Europe and, in 800 BC, the Greeks started to split their land into city-states, each with its own laws, customs and rulers.

The largest were Athens, Sparta, Thebes and Corinth.

Each state controlled the territory around a single city, and they were often at war with each other.

Athens became the most powerful city-state and in 508 BC, a new system of rule called democracy* was created by the people. But during that time, only men were allowed to vote.

Gaia (Earth)

Ouranos (Sky)

Pontos (Sea), and

Tartaros (the Underworld)

FIRST WRITTEN TEXT ABOUT GREEK MYTHOLOGY
Around 700 BC, the poet Hesiod's Theogony offered the first written version of Greek Mythology. Theogony tells the story of the universe's journey from nothingness (Chaos) to reality, and details a family tree of elements, Gods and Goddesses who evolved from Chaos and descended from:

The two oldest surviving examples of Greek literature are The Iliad and The Odyssey, epic poems written by Homer that describe the Trojan War, a conflict between the Greeks and the city of Troy fought almost 1200 years before the Common Era.

ANCIENT GREEK VIEW OF THE WORLD
The Greeks believed the world was flat, like a plate, and that the centre of the universe was Greece.

Their world was divided by the Mediterranean Sea, which means "Middle of the Lands" in Latin. They believed the river Ocean flowed around the world in a clockwise motion.

In the north lived the Hyperboreans - an extremely happy people for whom life was always rosy. When the old people became tired of living, they simply threw themselves into the sea.

This was a land of endless relaxation where people were said to live for 1000 years.

In the south lived the Ethiopians. In Greek drama, mention is often made of various gods being in Ethiopia, meaning really far away. Ethiopians were said to have good relationships with the Gods and liked to entertain them.
VIDEO: Some modern people still believe the Earth is flat.
To the west were the Elysian Fields. This was the closest the Greeks got to the idea of heaven - only the best and brightest of the dead were allowed to go there.

Ancient Greeks dressed differently, too.
Most wore a chiton, which was similar to a long T-shirt made from one large piece of cotton. The poor slaves, however, had to make do with a loincloth (a small strip of cloth wrapped around the waist).

CELEBRATING THE GODS
The Ancient Greeks believed that happy Gods meant happy lives, so they spent a lot of time celebrating the Gods and praying to them.

To show the Gods how important they were, the Greeks built temples in every town for one God or Goddess.

The most famous temple is the Parthenon in Athens. This temple was built for the Goddess Athena, the protector of the city.

The temples were not like modern places of worship, for ordinary people to pray in. They were homes for statues of Gods, which were cared for by priests.

Religious ceremonies and festivals went on outside the temple. To celebrate the God Zeus, for example, the first Greek Olympics were held in the city of Olympia in 776 BC and are thought to have inspired our own Olympic Games.

Rich cities, like Athens, built temples with the best stone, and decorated them with paintings, statues and carvings.

People also had special places in their homes where they could pray to the Gods. There were public shrines in all sorts of places where people could pray and leave presents so the Gods would grant their wishes for things such as a good harvest, a safe journey or for their children to become beautiful.

Priests were important people in the community. They were believed to have the power to talk to the Gods and so were respected and trusted.

There were only two ways you could become a priest. Either your mother or father was a priest or you were made a priest by a dying priest.
GLOSSARY

epic: grand or amazing

rituals: actions performed in a specific order

civilisations: society, culture, and way of life of a particular area.

democracy: a system of government elected by the people

A priest's main job was to look after the temples and the visitors to the temples.
QUICK QUIZ

1. How many years ago were the first Ancient Greek civilisations?

2. Name the four family tree elements that Gods and Goddesses descended from.

3. What were the Elysian Fields?

4. How did the Ancient Greeks show the Gods how important they were?

5. Who had the power to talk to the Gods?

LISTEN TO THIS STORY

EXTRA READING
Part two: The Gods of Mt Olympus
Part three: Greek Gods and their stories

CLASSROOM ACTIVITIES
Refer to the accompanying Greek Myths and Legends classroom workbook with 25 activities. Can be purchased for $5 including GST at https://kidsnews.myshopify.com/products/greek-myths-and-legends.

HAVE YOUR SAY: Do you believe the Earth is round or flat? Why do you believe this?
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Welcome to NASA’s Eyes, a way for you to learn about your home planet, our solar system, the universe beyond and the spacecraft exploring them.

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Watch this to learn some of the history to how Ancient India was settled.

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Indus Valley Civilization Facts - History of Ancient India | Educational Videos by Mocomi

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Energy Kids: U.S. Energy Information Administration

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Explore the 3D world of the Solar System. Learn about past and future missions.

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Discover the different time periods in Ancient India.

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What did the ancient Indians wear? What did they eat? Did kids play with toys? Did they go to school?

This site shares daily life in three major time periods of ancient India history; the mysterious and so cool Indus Valley Civilization, the Vedic & Epics Periods, and the Age of Empires.

Welcome to Ancient India!

Our grateful thanks to author/historian, Sudheer Birodkar, for sharing with us detailed information about ancient India daily life!

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Daily Life in Ancient India for 5th and 6th grade Kids and Teachers - Ancient Civilizations for Kids and Teachers

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What did the ancient Indians wear? What did they eat? Did kids play with toys? Did they go to school? This site shares daily life in three major time periods of ancient India history; the mysterious and so cool Indus Valley Civilization, the Vedic & Epics Periods, and the Age of Empires.

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Use this as a starting point to learn about life in Ancient India.

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History for kids - Free history network for kids

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Ancient Indian Daily Life

Ancient India was a civilization that flourished from around 2600 BCE to 500 BCE. It was characterized by a complex social structure, with a caste system that divided people into different classes based on their occupation and birth.

The Indus Valley Civilization, which was one of the earliest civilizations in the world, was located in ancient India. The civilization was known for its advanced urban planning, sophisticated drainage systems, and impressive public works.

Ancient India also gave birth to important religions such as Hinduism, Buddhism, and Jainism, which continue to have a significant impact on the world today.

Ancient India Facts for Kids

Indus Valley: One of the world's first cities, Mohenjo-Daro, was in India.

Writing: Ancient Indians developed the Sanskrit language.

Mathematics: They invented the concept of zero and decimal systems.

Yoga: Yoga originated in ancient India, over 5,000 years ago.

Chess: The game of chess was first created in India.

Medicine: Ancient India practiced Ayurveda, an early form of medicine.

Clothing: Cotton was first spun and woven in India.

Religion: Hinduism, Buddhism, and Jainism started in India.

Empires: The Maurya and Gupta Empires were major powers.

Art: Indian artisans were known for pottery, painting, and sculpture.

Ancient Indian Civilizations

Ancient Indian civilizations like the Indus Valley and the Vedic civilization shaped early Indian culture and society. The Indus Valley civilization is known for its advanced urban planning and remarkable architectural accomplishments.

Later, the Vedic civilization laid the groundwork for cultural and religious norms, including the creation of the oldest Hindu scriptures, the Vedas. Empires like the Maurya and Gupta also emerged, marking periods of significant progress in multiple fields. These civilizations have left a lasting legacy that continues to influence present-day India.

Hinduism

Hinduism originated in ancient India, with the Vedic period being critical to its formation. This era gave birth to the four Vedas, the earliest scriptures that house the spiritual concepts of Hinduism. Key philosophical epics like the Mahabharata and Ramayana were also created during this time.

These texts and the six schools of Hindu philosophy shaped the comprehensive worldview of Hinduism. Ancient Indian temples reflect this period's architectural excellence and religious devotion. So, ancient India was pivotal in Hinduism's development and growth.

Buddhism and Jainism

Buddhism and Jainism, both significant religions, originated in ancient India. Buddhism, founded by the Buddha, focuses on the path to enlightenment through the Four Noble Truths and the Eightfold Path. On the other hand, Jainism, established around the same time, emphasizes non-violence, truth, and asceticism, and believes in karma and reincarnation. Both religions have contributed to India's spiritual and cultural landscapes, promoting pathways to liberation through peace and personal spiritual growth.

Indian Philosophies

Ancient India was a hub of philosophical thought. This period saw the development of the six schools of Hindu philosophy, each exploring deep metaphysical questions about reality and self. Around the same time, Jainism and Buddhism emerged, adding their unique perspectives to philosophical discourse.

Jain philosophy introduced non-absolutism, while Buddhism focused on the Four Noble Truths and the Eightfold Path. These diverse philosophies continue to influence philosophical discussions in India and globally.

Ancient Indian Science and Mathematics

Ancient India greatly influenced science and mathematics. Indian mathematicians introduced key concepts like zero and the decimal system. In astronomy, they made accurate celestial calculations. They developed Ayurveda, a holistic healing system, and showcased their expertise in architecture and urban planning in the Indus Valley Civilization. These achievements form a vital part of the world's scientific history.

Maurya and Gupta Empires

The Maurya and Gupta Empires were influential dynasties in ancient India. The Maurya Empire, led by Ashoka, expanded greatly and promoted Buddhism and peace. The Gupta Empire, known as India's "Golden Age", saw advancements in arts, science, and culture, and the development of the decimal system. Both empires greatly shaped India's socio-cultural landscape.

Ashoka the Great

Ashoka the Great, a significant figure in ancient India, ruled the Maurya Empire around 268 to 232 BCE. His reign is known for military conquests and cultural advancements. However, his conversion to Buddhism after the battle of Kalinga is his defining legacy.

This led him to promote peace, non-violence, and social welfare through "Dhamma." He also spread Buddhism beyond India and introduced written communication via pillars and rock edicts. Ashoka's enlightened rule is still admired today.

Ancient Indian Art and Architecture

Ancient Indian art and architecture represent its rich cultural heritage. The Indus Valley Civilization showcased advanced city planning, while the Mauryan period introduced the renowned Ashoka pillars. The Gupta period saw the rise of temple and rock-cut architecture, as seen in the Ajanta and Ellora caves.

Art often depicted religious and philosophical themes, with sculptures and paintings showcasing divine beings and scenes from religious texts. These artistic and architectural traditions have left a lasting impact on India's cultural legacy.

Ancient Indian Trade and Commerce

Ancient India had a flourishing economy with active international trade. The Indus Valley Civilization traded with regions like Mesopotamia, and later, the Mauryan and Gupta periods saw expanded commerce due to agricultural advancements and improved transport routes.

Goods such as spices, cotton, and precious stones were traded widely. India's position on the Silk Road also made it a key hub in global trade. This economic prosperity significantly shaped ancient India's societal and cultural growth.

Unearthing Ancient Wonders: A Glimpse into an Advanced Civilization

Archaeological excavations in 1922 revealed two ancient cities with well-planned layouts, featuring straight roads and organized blocks. The majority of houses in these cities were constructed using baked brick and had flat roofs. As discussed in the Architecture section, these houses were equipped with courtyards, wells, and even bathrooms. Additionally, towns boasted grain storage facilities and public baths where people could enjoy swimming.

The excavations yielded fascinating discoveries, including various artifacts such as miniature toy carts, birds, and a monkey toy capable of sliding down a string! Ancient Indian artwork provides insights into the cultural practices of the inhabitants, highlighting their fondness for dance and song. Moreover, their artistic skills extended to pottery, metalwork, and the weaving of fabrics. These skilled craftsmen also manufactured wheeled carts, boats, and ships.

India's Early Cotton Legacy: Fashion and Jewels Unearthed

The early Indians may have been the first in the world to grow cotton, and they used it to make colorful clothing. The women must have loved to dress up, as many pieces of jewelry have been found: items made of gold, precious stones, and shells.

Ancient Aryan Life: Insights from Sacred Texts and Communal Hearth

The Aryan people migrated to India from Central Asia around 1500 BC. Our understanding of their daily life during that time comes from the books they wrote. Life revolved around communal gatherings near a central fireplace, where people would engage in conversations about the day's events.

Each "tribe" had a chief, and leadership was typically hereditary, passed down from father to son. Men enjoyed activities like gambling, storytelling, and engaging in conflicts. Women primarily took care of the household and children. In terms of education, instead of formal schools, children had a Guru or teacher who provided instruction. The transmission of information primarily relied on oral tradition, necessitating memorization.

The Caste System: Past Hierarchical Organization and Present Impact

When the Hindu religion gained popularity, the caste system emerged. A caste refers to a social class with assigned roles in society. This system aimed to bring organization but was inherently unfair and unjust, especially towards those in lower castes.

The highest rank was held by the Brahmans, who served as priests and leaders. Next were the Kshatriyas, the warrior class. Following them were the Vaishyas, comprising farm and business owners. Below them were the Shudras, who worked as servants and farm laborers.

Lastly, there were the Untouchables, assigned to menial tasks nobody else would undertake. The Untouchables occupied a position only slightly above that of slaves. Although the caste system has been legally abolished in modern India, remnants of its influence persist in society.

Ancient Indian Diet: Crops, Livestock, and Changing Practices

What comprised the ancient Indian diet? Ancient Indians cultivated various crops such as wheat, barley, rice, chickpeas, lentils, dates, and vegetables. They also raised livestock including sheep, pigs, cows, and water buffalo for meat consumption. Fishing provided another source of food, namely fish. Wheat was utilized in the preparation of chapatis, a type of flatbread. Moreover, the presence of sugarcane in the region likely contributed to the enjoyment of sweet desserts.

Around the year 300, with the rise of Hinduism, dietary practices began to shift. Many adherents embraced a reduction in meat consumption due to ethical concerns regarding animal killing. In subsequent centuries, the worship of a cow-sacred goddess led to the complete abstention from beef consumption.

Muslim Invasions and Changes in Diet and Attire in Northern India

When the Muslims invaded northern India, they introduced religious restrictions on consuming pork, leading to a further decline in meat consumption. Consequently, many Indians adopted a vegetarian lifestyle.

As for clothing, cotton was the predominant fabric worn by Indians, although the affluent occasionally donned silk garments imported from China. Women commonly wore a long cloth called a sari, with young women favoring vibrant colors and older women often opting for white. Men, on the other hand, wore a white, skirt-like cloth known as a dhoti, which could be wrapped around the legs to resemble pants. They also adorned a turban, a cloth wrapped around their heads.

Impact of Muslim Invasion: Fashion, Games, and Athletics in India

After the Muslim invasion, the influence of Muslim fashions became evident as some Indians adopted trousers paired with a long tunic. Additionally, the tradition of adorning a red dot on the forehead, known as a bindi, for decorative purposes emerged and continues to be observed by some.

As for games enjoyed by Indian children, ancient dice have been discovered in the region, indicating that Indians may have been early pioneers in dice games. Indian contributions to game history include the likely invention of Chutes and Ladders, with some evidence suggesting the development of Chess (though influenced by Chinese origins). Indians also introduced the game of Parcheesi and engaged in the African game of Mancala.

Furthermore, Indians found delight in athletic pursuits such as wrestling and camel racing, with a curiosity about the speed capabilities of camels.

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Ancient Indian Daily Life - History for kids

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Ancient India was a civilization that flourished from around 2600 BCE to 500 BCE. It was characterized by a complex social structure, with a caste system that divided people into different classes based on their occupation and birth.

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An award-winning MIT podcast that breaks down the science, technologies, and policies behind climate change, how it's impacting us, and what we can do about it.

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Our Climate Our Future | Climate Education That Inspires.

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Our Climate Our Future is a collection of educational resources on climate science, justice, and solutions. Climate education that inspires.

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For those seeking to deny the realities of climate change, a popular counterpoint is simply: "The climate has changed before." A straightforward argument and difficult to refute. Thankfully, the ever amusing xkcd comic has just released a new visualization showing just how misleading this statement can be.

For the uninitiated, xkcd is the brainchild of Randall Munroe, a cartoonist, physicist and former NASA roboticist. The darling of scientists and nerds everywhere, Munroe has knack for humorously and insightfully illustrating complex scientific topics. From fun themes like time travel to foundational scientific concepts like DNA, Munroe has dabbled across disciplines.

For Monday's comic, xkcd tackled climate change. Looking back as far as the last glaciation-when Boston was buried under a mile of ice and glaciers stretched towards Manhattan-Munroe traces changes in the Earth's climate up through modern times. Along the way, he tracks how the climate responds to melting ice sheets, changes in the Earth's orbit and changing ocean circulations, all relative to the average temperature of the late 20th century.

Munroe aptly shows what the statement, "the climate has changed before," actually means. As you continue to scroll down and down and down, it becomes obvious that past climatic changes progress slowly and incrementally. The sudden final veer to the right at the bottom of the graphic, which represents human-caused climate change, is a stunning contrast to the otherwise minute changes.

With two climate items of note headlining the news this week, the new comic could not have been timed any better.

On Monday, NASA announced that August 2016 was the warmest August ever recorded in 136 years of recordkeeping. August 2016 actually wound up tied with July 2016 as the warmest month ever recorded, despite the fact that the seasonal temperature cycle typically peaks in July.

On the same day, Brazil announced that it had ratified the Paris climate agreement, lending a dash of optimism to the foreboding data released by NASA. Home to the largest tropical rainforest on Earth, Brazil has the third-largest emissions of any country to sign the agreement, behind only the U.S. and China. In order for the climate agreement to enter into force, 55 countries accounting for 55 percent of global emissions must sign and ratify, or otherwise approve, the agreement. Not including Brazil, 27 countries representing just over 39 percent of global emissions have signed and ratified the agreement, according to the World Resources Institute. The announcement that Brazil has now ratified the agreement is significant.

With these things in mind, take a scroll through time and check out Munroe's comic:

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New xkcd Comic Masterfully Shows How Climate Has Changed Through Time

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Scroll through 20,000 years of humorously illustrated climate data

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Fresberg Cartoon – Learning & History for Students

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What is Breast Cancer? Breast Cancer Awareness Month for Kids (Educational Cartoon)

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Did you know that the world's climate is changing? Many human activities like driving cars, running factories, and generating energy release gases into our atmosphere. Because these gases trap heat from the sun close to the earth, this is causing our planet to warm!

As the global temperature warms, weather patterns have begun to change, polar ice is melting, and sea levels are rising. These changes could impact the lives of hundreds of millions of people in our lifetime!

There's a lot of information out there on climate change but we've added our favorite websites below. Click a link below to jump straight down to any section:

INFORMATION for KIDS

Teachers, please note: If pictures or videos are not appearing when your students log on, ask your school's technology guru to remove the blocking filters for Kids Against Climate Change website. All pictures and photos on this site are classroom-friendly and have been previewed by a teacher.

Begin here!

Climate Change Basics video by the U.S. EPA (Environmental Protection Agency) (3 minutes)

Climate Change Basics articles by the U.S. EPA (Environmental Protection Agency)

What is Climate Change? by National Geographic Kids

Read

Carbon Dioxide and Climate Change by NASA Climate Kids

Coral Reefs are Affected by Climate Change by UCAR (University Corporation for Atmospheric Research)

Fossil Fuels by NASA Climate Kids

Greenhouse Effect by NASA Climate Kids

Ocean and Climate Change by NASA Climate Kids

Permafrost and Climate Change by NASA Climate Kids

Weather vs Climate by UCAR

Watch

Climate Change 101 with Bill Nye video by National Geographic (4 minutes)

Climate 101 with Bill Nye video by Climate Reality (5 minutes)

Climate Animation video by Nina Ree-Linstad (5 minutes)

Climate Change Around the World (and other videos) videos by UEN (Utah Education Network) (3 minutes)

Climate Change: Crash Course Kids #41.2 video by Crash Course Kids (4 minutes)

Climate Change Seen in U.S. National Parks video series by United States National Park Service (each video is 3 - 10 minutes)

Fragile Environment: How We Impact Our Surroundings video series by BrianPop (each video is 3-4 minutes) (paid subscription required)

Greenhouse Effect video by NASA (2 minutes)

Greenhouse Effect video by the U.S. EPA (2 minutes)

Recycling Video Tour Grades 3-5 video by Republic Services (7 minutes)

Water Cycle video by NOAA (2 minutes)

What if All the Ice Melted on Earth? with Bill Nye video by ASAP Science (6 minutes)

What is Climate Change? video by Archipelago Creative for the Australian Government (3 minutes)

Explore

Computer Model to Understand CO2 and Global Warming computer modeling interactive by the University Corporation for Atmospheric Research

WHAT CAN KIDS DO?

Actions Kids Can Take by the AMNH (American Museum of Natural History) Actions

Activate Change by National Geographic Kids

Become a Climate Activist by Kids Fight Climate Change

Carbon Footprint: Ways to Reduce video by Planet Nutshell (2 minutes)

Can Kids Help? video by Gladstone Central School Greenscenes (2 minutes)

CNN Call to Earth: Our Shared Home student stewardship initiative 2023

Green Tips by National Geographic Kids

Recycle by The Ad Council

Young Voices for the Planet by Lynne Cherry and Children's Environmental Literacy Foundation

You Can Make a Difference video by the Utah Education Network, Planet Nutshell (2 minutes)

HOPE for Earth by Kottie Christie-Blick

WHAT SHOULD GROWN-UPS DO?

Energy 101 Videos by the Department of Energy (fifteen 4-minute videos)

How the World Can Tackle Climate Change videoby the Utah Education Network (3 minutes)

Lazy Person's Guide to Saving the World by the United Nations

Reducing Your Personal Contribution to a Warming Planet by The New York Times (paid subscription required)

Solutions for Drawing Down Carbon Dioxide from the Air by Project Drawdown

What We Can Do by Climate Communication

GAMES & ACTIVITIES

Climate Activities for Kids by NASA's Climate Kids

Climate Games for Kids by NASA's Climate Kids

Crossword Puzzles and Games, Energy Kids by EIA (U.S. Energy Information Administration)

INFORMATION FOR OLDER STUDENTS

Teachers, please note: If pictures or videos are not appearing when your students log on, ask your school's technology guru to remove the blocking filters for Kids Against Climate Change website. All pictures and photos on this site are classroom-friendly and have been previewed by a teacher.

Begin here!

Climate Change in a Nutshell by NCSE (National Center for Science Education)

Read

Actions for a Healthy Planet by the United Nations

Antarctica Melting by National Geographic

Big Picture Climate Change by Skeptical Science

Can We Fix Global Warming? by Skeptical Science

Causes of Climate Change by NASA

Chemistry and Physics of Global Warming by Columbia Climate School

Climate Change: How do We Know? by NASA

Climate Change Science by Climate Nexus

Computer Climate Models by National Centre for Atmospheric Science

Computer Climate Models & Coding by CarbonBrief

Drawdown: The Most Comprehensive Plan Ever Proposed to Reverse Global Warming edited by Paul Hawke

Extracting Gas from Ice by MIT Technology Review

Fires and Climate Change by Center for Climate and Energy Solutions, C2ES

Fires and Climate Change Connection by Yale Climate Connections

Frequently Asked Questions About Climate Change by NASA

Glaciers by NOAA climate.gov

Global Warming is Happening: Fact, Myth, Fallacy by Skeptical Science (click to download)

Global Warming vs. Climate Change by NASA

Happy Eco News by Happy Eco Media

Human Activities are Impacting the Climate System by CLEAN (the Climate and Literacy and Energy Awareness Network)

Ice Cores Tell Us About Climate Change by the British Antarctic Survey, Natural Environment Research Council

Net Zero Goal by the United Nations

New York Climate Change Plans and Programs by New York State Department of Environmental Conservation

Ocean Acidification Monitoring Program by NOAA

Physics of Global Warming: The Energy Budget by UCAR Center for Science Education

Polar Ice Caps Melting by The Guardian

Sea Level Rise, History to Modern by Smithsonian

Short Answers to Hard Questions about Climate Change by The New York Times (paid subscription required)

Societal Impacts of Climate Change by NOAA

Solving Climate Change by UCAR Center for Science Education

Student Climate Activists: How to Become One by Sunrise Movement

Volcanoes or Human Activity? Which Emits More CO2? by NOAA

Warmest Year on Earth by NASA (National Aeronautics and Space Administration)

Water Vapor Amplifies Greenhouse Effect by NASA

What Drives Climate: Integrated Systems by NASA

What is Climate Change? by United Nations

For Teachers, Because I Get It

*** Lesson Plans To begin teaching climate change, plunge right in!

Arctic Feedbacks Lesson Plans (advanced) by CIRES, University of Colorado Boulder

Bad Future, Better Future by Julia Rosen, New York Times (subscription needed)

Carbon Footprint: 35 Ways for Kids & Grown-Ups to Reduce by Constellation Energy

Carbon Footprint: Is Your Carbon Footprint BS? podcast by How to Save a Planet

CLEAN Collection climate resources to use in the classroom

Climate Fiction (Cli-Fi) for Middle School and High School by Kottie Christie-Blick

CNN Call to Earth: Our Shared Home 2023 student stewardship initiative

CNN Call to Earth: Our Shared Home 2023 Presentation presentation for younger students by Kottie Christie-Blick

Ecofiction for Children by Kottie Christie-Blick

Energy from Natural Resources by the National Academies of Sciences

Explore Nature Together with Little Kids by Kottie Christie-Blick et al.

Fast Finishers in Your Class 1) Read an MIT Explainer; 2) Write a 5-sentence summary; 3) Present to class

Feedback Loops: Climate Emergency videos with discussion guides for middle school and high school launched by the Dalai Lama and Greta Thunberg

Fulbright Teacher Exchanges Climate Change Education: the perfect focus for a Fulbright project!

Funding for Stewardship Projects from NOAA Planet Stewards

Greenhouse Effect Game adapted from Climate Generation

Greenhouse Effect Model Worksheet click to download

Happy Eco News positive news stories

Hurricanes videos by NOAA Ocean Today (1-3 minutes)

IPCC Sixth Assessment Report the physical science basis of the report by the Intergovernmental Panel on Climate Change

Ice Reflectivity Experiment & Model by Kottie Christie-Blick (click to download)

Lorax Guiding Questions by Kottie Christie-Blick (click to download)

News about Climate Change by CNN, articles and videos

Next Generation Science Standards & Climate Change click to download

NOAA Planet Stewards Program grants for American educators

Ocean Acidification Experiment and Lesson Plan by Kottie Christie-Blick (click to download)

Ocean Influences Climate Lesson Plan by Kottie Christie-Blick (click to download)

Ocean Influences Climate Model Worksheet by Kottie Christie-Blick (click to download)

Sea Level Rise Hands-On Activity by Kottie Christie-Blick

Sea Level Rise Learning Modules by NOAA

Spreading the Word About Climate Change by Kottie Christie-Blick (click to download)

Stewardship Projects for Your Students by NOAA Planet Stewards

Talking to Your Children about the Birds and the Bees and Climate Change by Kottie Christie-Blick

Talking with Children about Climate Change by Kottie Christie-Blick

Talking with Children Who Have Climate Anxiety or Eco-Anxiety by Kottie Christie-Blick

Talking with Climate Deniers & Climate Skeptics by Dr. John Cook

Teaching Climate & Energy in Middle School and High School by CLEAN (Climate Literacy & Energy Awareness Network)

Teaching Climate Change in the NGSS Classroom 2-unit online course for formal and informal educators taught by Kottie Christie-Blick, University of San Diego

Teaching Climate Literacy by NOAA

Teaching Science: Instructional Strategies by Clean Harmonics (click to download)

United Nations Sustainable Development Goal #13

Virtual Experiences in the Arctic by MOSAiC, University of Colorado Boulder

Vital Signs for the Planet teacher resources by NASA

Vocabulary for a Changing Climate by Kottie Christie-Blick

Water & Climate Change Teaching Box for Middle School and High School by UCAR

Writing for Climate Change: Opinion Writing Primer by Kottie Christie-Blick (click to download)

Writing for Climate Change: Persuasive Letter Writing Format by Kottie Christie-Blick (click to download)

X follow @KottieCB for up-to-date climate news and teaching ideas

Graphs & Graphics

Air Currents & Ocean Currents by Windy Weather Service

Arctic Sea Ice Minimum Animation and Graph by UCAR Center for Science Education

Climate Change Indicators by Climate Central, WXshift

Climate Change Indicators by U.S. Environmental Protection Agency (EPA)

Climate Change Model Hindcasting by King's Centre for Visualization in Science

Climate Change Resources by NOAA

Climate Models - How Do We Know? video by NSF (National Science Foundation) (4 minutes)

Coral Reefs Affected by Climate Change by NOAA

Coral Reefs Watch Data by NOAA

Data, advanced by COPERNICUS Climate Change Service, European Union

Data in the Classroom lessons, data, worksheets by NOAA

Dataset Gallery by NOAA

Emissions by Sector by Global Change Data Lab

Explaining Climate Change Using Graphs by BBC News

Global Disparity in Carbon Footprints by World Economic Forum

Global Surface Temperatures Over Time by NASA GISS

Hydrologic Cycle Animation by NASA

Ice Disappearing Around the World as Earth Warms by NASA

Investments in Clean Energy Graphs by the Rhodium Group and MIT

IPCC Figures by Intergovernmental Panel on Climate Change (Sixth Assessment Report)

Keeling Curve Graph by the U.S. Department of Energy, Mauna Loa Observatory - click to download

Ocean Currents by NASA

Polar Regions: Impact, Adaptation, and Vulnerability by IPCC

Sea Level Change Data Analysis Tool by NASA

Simulations, Greenhouse Effect and More by PhET and University of Colorado

Snow & Ice Data by the National Snow and Ice Data Center, CIRES, University of Colorado Boulder

Storm Surge Simulations by NOAA and SciJinks

Teaching Climate Change with Graphics by Skeptical Science

Tools & Interactives by NOAA

Trend vs Variation by Teddy TV

Very Simple Climate Model by UCAR (University Corporation for Atmospheric Research)

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Start learningWhat do kids know?What can kids do?What should adults do?Share! Did you know that the world's climate is changing? Many human activities like driving cars, running factories, and generating energy release gases into our atmosphere. Because these gases trap heat from the sun close to the earth, this is causing our planet to warm!...

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History >>World War 2 for Kids

Japanese Internment Camps

After the Japanese attacked Pearl Harbor the United States declared war on Japan and entered World War II. Not long after the attack, on February 19, 1942, President Roosevelt signed an executive order that allowed the military to force people of Japanese ancestry into internment camps. Around 120,000 Japanese-Americans were sent to the camps.

Dust storm at Manzanar War Relocation Center
Source: National Archives

What were internment camps?

Internment camps were sort of like prisons. People were forced to move into an area that was surrounded by barbed wire. They were not allowed to leave.

Why did they make the camps?

The camps were made because people became paranoid that Japanese-Americans would help Japan against the United States after the Pearl Harbor attack. They were scared that they would sabotage American interests. However, this fear was not founded on any hard evidence. The people were put in the camps based only on their race. They had not done anything wrong.

Who were sent to the internment camps?

It is estimated that around 120,000 Japanese-Americans were sent to ten camps spread out around the Western United States. Most of them were from west coast states like California. They were divided into three groups including the Issei (people who had immigrated from Japan), the Nisei (people whose parents were from Japan, but they were born in the U.S.), and the Sansei (third generation Japanese-Americans).

An evacuee with family belongings
en route to an "assembly center"
Source: National Archives

Were there children in the camps?

Yes. Entire families were rounded up and sent to the camps. Around a third of the people in the camps were school aged children. Schools were set up in the camps for the children, but they were very crowded and lacked materials like books and desks.

What was it like in the camps?

Life in the camps wasn't very fun. Each family typically had a single room in tarpaper barracks. They ate bland food in large mess halls and had to share bathrooms with other families. They had little freedom.

Were Germans and Italians (the other members of the Axis Powers) sent to camps?

Yes, but not at the same scale. Around 12,000 Germans and Italians were sent to internment camps in the United States. Most of these people were German or Italian citizens who were in the U.S. at the start of World War II.

The Internment Ends

The interment finally ended in January of 1945. Many of these families had been in the camps for over two years. Many of them lost their homes, farms, and other property while they were in the camps. They had to rebuild their lives.

The Government Apologizes

In 1988, the U.S. government apologized for the internment camps. President Ronald Reagan signed a law that gave each of the survivors $20,000 in reparations. He also sent each survivor a signed apology.

Interesting Facts about the Japanese Internment Camps

Despite the unfair and harsh treatment, the people in the camps were fairly peaceful.

After being freed, the internees were given $25 and a train ticket home.

The camps have been called by a number of names including "relocation camps", "internment camps", "relocation centers", and "concentration camps."

People at the camps were required to fill out a "loyalty" questionnaire to determine how "American" they were. Those that were determined to be disloyal were sent to a special high security camp called Tule Lake in Northern California.

Around 17,000 Japanese-Americans fought for the United States military during World War II.

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Works Cited

History >>World War 2 for Kids

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Kids learn about the Japanese Internment Camps during World War II including what the camps were like and who was sent there.

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You know how important your heart is, so it's no wonder people worry when they hear someone has heart problems.

Heart disease, also called cardiovascular (say: kar-dee-oh-VAS-kyoo-lur) disease, mainly affects older people and means that there are problems with the heart and blood vessels.

You might know someone who has cardiovascular disease because more than 60 million Americans have some form of it. This disease includes a variety of problems, including high blood pressure, hardening of the arteries, chest pain, heart attacks, and strokes.

What Is Heart Disease?

The heart is the center of the cardiovascular system. Through the body's blood vessels, the heart pumps blood to all of the body's cells. The blood carries oxygen, which the cells need. Cardiovascular disease is a group of problems that occur when the heart and blood vessels aren't working the way they should.

Here are some of the problems that go along with cardiovascular disease:

Arteriosclerosis (say: ar-teer-ee-oh-skluh-ROW-sus): also called hardening of the arteries, arteriosclerosis means the arteries become thickened and are no longer as flexible.

Atherosclerosis (say: ah-thuh-row-skluh-ROW-sus): a buildup of cholesterol and fat that makes the arteries narrower so less blood can flow through. Those buildups are called plaque.

Angina (say: an-JY-nuh): people with angina feel a pain in the chest that means the heart isn't getting enough blood.

Heart attack: when a blood clot or other blockage cuts blood flow to a part of the heart.

Stroke: when part of the brain doesn't get enough blood due to a clot or a burst blood vessel.

Page 1

How Do You Get Heart Disease?

Heart disease isn't contagious - you can't catch it like you can the flu or a cold. Instead, certain things increase a person's chances of getting cardiovascular disease. Doctors call these things risk factors.

Some of these risk factors a person can't do anything about, like being older and having other people in the family who have had the same problems. But people do have control over some risk factors - smoking, having high blood pressure, being overweight, and not exercising can increase the risk of getting cardiovascular disease.

What Are the Signs of Heart Disease?

Many people do not realize they have cardiovascular disease until they have chest pain, a heart attack, or stroke. These kinds of problems often need immediate attention and the person may need to go to the emergency department of a hospital.

If it's not an emergency and a doctor suspects the person could have cardiovascular disease, the doctor can do some tests to find out more about how the heart and blood vessels are working. These tests include:

Electrocardiogram (say: eh-lek-tro-KAR-dee-uh-gram). This test records the heart's electrical activity. A doctor puts the patient on a monitor and watches the machine to see the heart beat and determine if it's normal.

Echocardiogram (say: eh-ko-KAR-dee-uh-gram). This test uses sound waves to diagnose heart problems. These waves are bounced off the parts of the heart, creating a picture of the heart that is displayed on a monitor.

Stress test. For this test, the person exercises while the doctor checks the electrocardiogram machine to see how the heart muscle reacts.

Catheterization (say: kah-thuh-tuh-ruh-ZAY-shun). In this test a long, thin tube is inserted into the patient's body to inject a special dye, which can show narrowed areas in arteries due to plaque buildup and find other problems.

Carotid (say: kuh-RAH-tid) artery scan. This test uses sound waves to check for blockages in the carotid artery, a large blood vessel in the neck that supplies blood to the brain.

Page 2

Surgeries

If a patient has cardiovascular disease, the doctor will talk about how stopping smoking, losing weight, eating a healthy diet, and getting exercise can help. The person also may need to take medicine, have surgery, or both.

There are different surgeries for the heart and blood vessels. These include:

Angioplasty (say: AN-jee-uh-plas-tee). This opens a blocked vessel by using a balloon-like device at an artery's narrowest point. The doctor may also insert a stent, which is a tiny, stainless steel tube that props the vessel open and makes sure it stays clear.

Atherectomy (say: ath-uh-REK-tuh-mee). This involves cutting the plaque out of an artery, so blood can flow freely.

Bypass surgery. This involves taking part of an artery or vein from another part of the body (like the arm or leg) and using it to channel blood around a blocked area in an artery.

Pacemakers. A pacemaker is a small electronic device that's put inside the body to regulate the heartbeat.

Valve replacement. If a heart valve is damaged or isn't working, a surgeon can replace it.

Carotid endarterectomy (say: en-dar-tuh-REK-tuh-me). During this procedure, a surgeon removes plaque deposits from the carotid artery to prevent a stroke.

If someone you know is getting one of these operations, you might feel worried. The good news is that these surgeries can help prevent heart attacks, strokes, and other problems. The amount of time the person will need to spend in the hospital will vary, depending on the operation and the person's health. The person may be tired and worn out after the surgery, but you can help by making a "Get Well" card and paying a visit.

Can Kids Get Heart Disease?

Kids usually don't have any symptoms of heart and blood vessel problems. But by starting heart-healthy habits right now, kids can reduce the chance they will ever need to worry about cardiovascular disease.

So what should you do? Don't smoke, for one. And be sure to eat healthy, exercise, and maintain a healthy weight. Your heart and blood vessels will thank you later!

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Heart disease, also called cardiovascular disease, mainly affects older people. Find out more in this article for kids.

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Heart Disease - Symptoms, Causes and Treatment - Cardiovascular Disease - Video for Kids

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Attack on Pearl Harbor for Kids | Bedtime History

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When they had just gone into hiding, the food was still fairly good, but before long, it became more difficult to get food of a reasonable quality. 'Blech, the mere thought that I have to eat that swill makes me nauseated!' [Anne Frank, 14 March 1944]

'As long as this still exists, I cannot be sad.' [Anne Frank, 17 February 1944.]

To prevent discovery, the people in hiding kept away from windows that had not been blacked out. The attic window was the exception, and it gave Anne a chance to look outside.

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Discover the entrance directly behind the bookcase. The entrance leads to the other rooms in the Secret Annex.