Life on the Titanic

Learning Objectives

• To explore what life was like on the Titanic for people in different social classes.
• To understand how events and experiences can differ based on social status.
• To develop empathy and an understanding of historical perspectives by roleplaying distinct characters.

National Curriculum Links

Subject: History
Key Stage: KS1 (Year 2)
Attainment Targets Covered:

• Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time.
• Understand some of the ways in which we find out about the past and identify different ways it is represented.
• Compare aspects of life in different periods, focusing on significant historical events, people, and places in their own locality and the world.

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Lesson Overview

Duration

90 minutes

Materials Needed

• Titanic seating plans or diagrams showing first, second, and third class arrangements (simple child-friendly, printed versions).
• Character sheets for each social class (these include descriptions of who they are and what they might feel about their Titanic journey).
• Roleplay costumes or props (optional, e.g., hats, scarves, luggage cut-outs for visual cues).
• Large open space, such as the school hall, to simulate the ship layout.
• Titanic-related images (printed or on display in the classroom), such as the grand staircase, third-class bunks, and the Titanic's launch.
• Poster boards, markers, and crayons for follow-up tasks.

Classroom Layout

Desks will temporarily serve as cabins or dining areas, represented by class-based groupings. Alternatively, the school hall can be zoned into clear areas to represent first, second, and third class sections of the Titanic.

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Lesson Breakdown

1. Introduction (15 minutes)

Objective: Set the historical context and spark curiosity.

1. Start with a question: “How would it feel to be going on the most famous ship in the world in 1912?”

   • Encourage each child to share a one-sentence thought.

2. Show images of the Titanic, explaining:

   • It was the largest ship in the world at that time.
   • It carried passengers of different social classes (rich, middle, and poor).
   • It was considered "unsinkable", but sadly sank on its first voyage.

3. Explain the three social classes on board:

   • First Class: Wealthy people with fancy cabins and grand dining rooms.
   • Second Class: Middle-class passengers, often teachers, doctors, or business workers.
   • Third Class: Poorer families and single travellers with simpler rooms.

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2. Titanic Roleplay (40 minutes)

Objective: Immerse children in life aboard the Titanic to understand the experiences of different social classes.

1. Divide the Class:

   • Organise the class into five groups (approx. 5-6 pupils per group). Assign each table or group a social class (two groups can represent first class for balance).

2. Distribute Character Sheets:

   • Give each pupil a role, e.g., a wealthy lady or gentleman, a middle-class family member, or a third-class worker.
   • Provide guiding questions for their character:
     • Why are you travelling on the Titanic?
     • What do you plan to do when you arrive in America?
     • How do you feel about being on the ship?

3. Set the Scene:

   • In the school hall, designate one area for each class.
     • First Class: Grand and open, with pretend "luxuries" (place children’s chairs further apart to represent space).
     • Second Class: Cosy family seating.
     • Third Class: Tight seating arrangements on the floor or benches.

4. Roleplay Activity:

   • Structurally divide time into:
     • Preparing to board (packing belongings).
     • Interactions in their assigned cabins or dining areas (discussing travel hopes/dreams).
     • Playing their role as the ship begins its journey.
   • Teacher can pause to prompt discussions, e.g., "How does it feel to sit here? Do you think it’s fair?"

Optional Challenge:

• Add a twist towards the end of the activity: The Titanic strikes an iceberg. Ask “What will your character feel now? How will these feelings differ between social classes?”

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3. Discussion and Reflection (15 minutes)

Objective: Encourage students to process the roleplay experience and link it to history.

1. Reflect together as a class:

   • "What did you notice about the different social classes on the ship?"
   • "Why do you think some people might feel happy, nervous, or worried about being here?"
   • "What do you think happened to each group when the Titanic hit the iceberg?"
   • Facilitate an age-appropriate discussion on how social status affected survival rates (e.g., lifeboats were more accessible to first-class passengers).

2. Record Responses:

   • Write collective thoughts on a whiteboard, grouping responses by social class.

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4. Follow-Up Activity (20 minutes)

Objective: Consolidate learning with a creative task.

1. Table Group Poster Challenge:

   • Each group creates a “Life on the Titanic” poster about their assigned social class.
   • Include drawings, key facts, and what their character experienced.
   • Provide prompts:
     • What did your cabin look like?
     • What did passengers in your class eat?
     • What did you feel when the iceberg hit?

2. Sharing Time:

   • Each group presents their poster to the class in a gallery-style walk while discussing their findings.

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Differentiation

1. Higher Ability: Encourage advanced roleplaying with deeper, open-ended questions like "Why do you think first-class passengers had better chances to survive?"
2. SEND Support: Assign simpler character roles or pair pupils with additional help for speaking/listening activities. Provide pictorial descriptions.
3. Kinesthetic Learners: Make the roleplay highly interactive, with props or actions like mimicking ship movement or lifeboat drills.

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Assessment Opportunities

• Observe pupil engagement and understanding during roleplay (e.g., staying in character, grasping the differences between classes).
• Evaluate understanding during group discussions and reflection (can they explain how life differed by social class?).
• Assess creativity and factual integration in posters (are they accurately showing what they’ve learned about life on the Titanic?).

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Plenary (Final 5 Minutes)

• Revisit the opening question: “Would you want to travel on the Titanic? Why or why not?”
• Summarise the main message: While the Titanic was a marvel, it also showed how people’s experiences in history could depend on their social status.

Wow Moment: Bring in a Titanic-themed soundscape (bells, engine noises, chatter) to immerse pupils one final time in the lesson atmosphere during the plenary.