Titanic Overview

Curriculum Area

Social Sciences | Level 5 (Year 10) – History and Social Studies

• Strand: Perspectives & Interpretations
• Key Focus: Exploring how past events and societal structures have shaped people's lives and examine multiple perspectives within a historical context.

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Learning Outcomes

By the end of this lesson, students will:

1. Understand the historical context of the Titanic, including its construction, purpose, and voyage.
2. Identify key societal norms and class structures in the early 20th century.
3. Analyse the human stories behind the tragedy, considering perspectives from different social classes.

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Lesson Structure (60 Minutes)

1. Hook: Immersive Entry (10 minutes)

Activity: Boarding the Titanic (Whole Class Engagement)

• As students enter, hand them boarding passes (randomly assigned 1st, 2nd, or 3rd class).
• Play ambient sounds (ocean waves, ship horns, chatter from the docks).
• Teacher as Captain: Greet students by “boarding class” and usher them to their "sections" of the classroom (rows for first-class, mixed seating for second-class, floor seating for third-class).
• Ask: “How does your seating arrangement affect how you feel about this journey?”

Objective: Initiate discussion on class differences in the early 20th century.

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2. Historical Context: The Titanic’s Grand Vision (15 minutes)

Activity: Storytelling with Visuals (Teacher-Guided Narrative)

• Show a series of images (Titanic blueprint, construction, first-class lounges, third-class cabins).
• Mini Lecture (Ask guiding questions to maintain engagement):
  • Why was the Titanic considered “unsinkable”?
  • Who were the passengers (rich business moguls, immigrants, crew)?
  • What was the role of class structures on board?

Objective: Help students visualise the world of 1912, linking history to human experience.

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3. Interactive Discussion: Society in 1912 (15 minutes)

Activity: Social Status Simulation (Small Groups)

• Scenario Cards (each group gets a card representing a different social class with a dilemma, e.g.):
  • 1st Class: “The voyage is luxurious, but rumours of safety concerns spread.”
  • 2nd Class: “You’re an ambitious worker hoping for opportunity in America.”
  • 3rd Class: “You spent all your savings to be here. Life on board is challenging.”
• Discussion Prompt:
  • How do societal expectations impact your experience?
  • What privileges or struggles do you have?

Objective: Encourage empathy and understanding of historical class division.

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4. Reflection: What If You Were There? (15 minutes)

Activity: Exit Ticket – Personal Reflection (Individual Writing)

• Prompt: Imagine you are a passenger on the Titanic. Write a short diary entry describing your experience so far. What are your hopes, fears, and challenges?
• Sharing: Invite 3–4 students to read excerpts aloud.

Objective: Deepen personal connection to historical narratives.

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Assessment & Differentiation

✅ Formative Assessment:

• Class Discussion: Are students thinking critically about history?
• Scenario Reflection: Are they considering social perspectives?
• Diary Entries: Do they demonstrate empathy for historical figures?

✅ Differentiation:

• For advanced learners: Provide additional sources (e.g., survivor testimonies).
• For students needing support: Offer spoken responses instead of written diary.

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Closing & Next Steps

• Wrap-Up Discussion: What does this tell us about social class and privilege?
• Teaser for Next Lesson: We'll dive into the moment the Titanic struck the iceberg—what decisions were made, and what does it reveal about human nature?

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Teacher Reflection Notes (Post-Lesson)

❏ What worked well?
❏ Did students engage with the class structure and social status themes?
❏ Were there any unexpected insights or challenges?

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Resources Required

• Printed boarding passes
• Audio of ship sounds (pre-loaded on device)
• Titanic images & blueprints
• Pens, paper for diary writing

🎉 Excite students with an immersive experience early on! This unit isn't just about the Titanic—it's about understanding society, privilege, and human decision-making.