A Titanic Journey

Lesson 1: Setting the Scene

Curriculum Links

Subject: History
Key Stage: Year 2 (aligned with UK National Curriculum)
Focus Area: Events beyond living memory that are significant globally.
Learning Objective: To understand what the Titanic was, when it sailed, and why it is historically significant.

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Learning Outcomes

By the end of the lesson, students will:

1. Know key facts about the Titanic (date, purpose, size).
2. Identify the Titanic as a significant event in history.
3. Begin to understand why the Titanic is remembered today.

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Lesson Breakdown

Starter Activity: Titanic Wonder Wall (15 minutes)

Objective: To spark curiosity and assess prior knowledge.

• Preparation: Set up a display with a large image of the Titanic and the words: What do we know? and What do we want to find out?
• Activity:
  • Ask students to share what they already know about the Titanic. Note their responses on the board for everyone to see and discuss.
  • Then, ask what they would like to learn about the Titanic. Write their questions on sticky notes and place them on the Wonder Wall.
  • Highlight that as we progress through the unit, we will aim to answer these questions.

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Input/Teaching: Exploring the Titanic (20 minutes)

Objective: To paint an engaging and age-appropriate picture of the Titanic’s story.

• Visual Presentation: Share an animated storytelling presentation, focusing on the Titanic as "the ship of dreams," built as the largest and most luxurious ship of its time. Include key facts:

  • Built in Belfast, Northern Ireland, in 1912.
  • Maiden voyage from Southampton to New York.
  • Carried over 2,000 passengers and crew.

• Discussion: Explain why the Titanic was considered so important in 1912. (e.g., modern technology, symbol of human achievement)

• Use questioning throughout: "Why do you think people were so excited about the Titanic?"

Teacher Differentiation Note: For high-ability students, discuss early passenger class divisions (1st, 2nd, 3rd class) conceptually. For SEN students, ensure the story is supported by a visual timeline and key vocabulary displayed prominently on the board.

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Activity 1: The Titanic Timeline (15 minutes)

Objective: To reinforce when and where the Titanic story begins.

• Provide students with blank A3 story timelines and pre-prepared images of Titanic stages (e.g., built in Belfast, leaving Southampton, passengers boarding).
• Activity Instructions:
  • Students cut and stick images in chronological order. (Full sentences available for higher-ability students to copy or compose; phrases or labels for SEN students to match.)
  • Encourage pairs or table discussions about what is happening in each image.

Scaffolding:

• Teacher/TA to work with SEN students, helping interpret images and structure placement.

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Activity 2: Imagine Setting Sail (20 minutes)

Objective: To encourage empathy and historical imagination by putting themselves in the shoes of passengers.

• Roleplay Writing Task:

  • Ask the class to imagine they are about to set sail on the Titanic. What do they pack? Who do they go with? How do they feel?
  • Give differentiated worksheets:
    • High ability: A sentence starter prompt, “I am travelling on the Titanic because...” Students write a short paragraph.
    • Middle ability: Prompted questions with space for answers (e.g., "Who are you travelling with?")
    • SEN: A visual packlist to complete with their most important items and one sentence prompt.

• Play ocean and shore sound effects in the background for atmosphere-building while writing.

Extension: High-ability groups can add what they expect life to be like on board (e.g., food, activities).

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Whole Class Debrief: Why Was the Titanic Important? (15 minutes)

Objective: To consolidate understanding and introduce key takeaways.

• Gather students back together to discuss their timeline work and writing. Call on specific students to share one thing they learned or imagined.

• Revisit the "Wonder Wall" questions:

  • Ask: “Have we already answered any of these today? Should we add anything new?”

• Plenary Discussion:

  • Why do we still learn about the Titanic?
  • Introduce the idea that stories like the Titanic help us understand how humans lived, dreamed, and made mistakes in the past.

Challenge Question for Reflection: (To be discussed briefly or written as individual notes for high-ability students):

• Do you think people in 1912 knew the Titanic was such an important ship? Why or why not?

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Additional Notes for Teacher Preparation

1. Differentiation:

   • Pair high-ability students for peer-led discussion tasks whenever possible.
   • Use teaching assistants to scaffold writing and timeline creation for SEN groups. Provide images with fewer details for them to process.

2. Resources Required:

   • Titanic images and animated storytelling slides.
   • Pre-prepared Titanic timeline resources.
   • Roleplay writing worksheets for differentiated groups.
   • Visual aids: a large Titanic poster or ship diagram, key vocabulary cards, sound effects if possible.

3. Behaviour Management:

   • Use the drawing and roleplay tasks mid-way to maintain engagement balance. Ensure paired discussions are time-bound with clear instructions.

4. Assessment Opportunities:

   • Formative: Observe participation in the Wonder Wall Q&A.
   • Written task outputs: Review what students imagined as Titanic travellers, looking for sentences/phrases reflecting empathy or reasoning.

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Key Vocabulary for the Week

• Titanic
• Voyage
• Maiden
• Passenger
• Luxury
• Timeline

This introductory session to the Titanic aims to be accessible for all abilities while sparking curiosity that carries over to future weeks. In Lesson 2, students will explore the diverse passengers and begin to encounter what went tragically wrong.