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Children will spend time looking at various Titanic memorials for the event and also significant groups of people.
-Should memorialisation be global or local?
-How do these memorials help us to remember significant events?

Follow up activity will be for children to design their own memorials for the Titanic implementing as many key features as they can.

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Popular culture. Children thinking about how the Titanic is remembered in different ways, for example: Film and song.
The lyrics of this will be explored in more detail.
-How is the Titanic being remembered in the song?
-When does memorisalisation start?

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Roy Acuff performing "The Titanic" (1950s) (also known as "It Was Sad When That Great Ship Went Down" and "Titanic (Husbands and Wives)")

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The letter from the Hart family which was resold recently for a large sum.
-Why are people still interested in the Titanic all these years on?
-Do you think it is right to sell items from these historic events?

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Children will be using all the information gathered over the previous lessons to think about what this event is so important to remember.
-Why should we remember the Titanic?
Children will think about the meaning of History and how past decisions and events have shaped history today.
-Why do we have to study History?
-What other significant events get remembered publicly?
-Why is Titanic History?

Children will be viewing and categorising different ways of memorialisation of the Titanic. The categories are:
-Immediate impact
-Popular Culture
-Long term consequences

Video is from survivor Eva Hart.
-Why is remembering the Titanic event so significant for a survivor?

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Titanic: A child survivor's story, BBC Learning English - BBC

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A second chance to see an animation about Eva Hart, who survived the Titanic.

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Learning objectives:

-To understand how an event in the past can impact the present day.
-Explore the purpose of memorials and the need for remembrance.

Key questions:
-What does a memorial do for us?
-How does it help us to remember a significant event?
-Why should events be remembered?

"...how people's lives have shaped this nation and how Britain has influenced and been influenced by the wider world" (DfE 2013:188)

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Children will be given the menus from each social class and will be spending some time comparing them and spotting what maybe the same or different.
-How does the food compare to a menu today?
-Can you imagine the dining experience between the classes?
Children will then be given a diary structure and some time to note down in mind map form who they will be writing a diary from. Diaries will be read at the end with children role playing. Diaries will be added to the Titanic working wall in the classroom.

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Children on their table groups will be given a scrap book of images of inside of the Titanic. Collaboratively they will discuss which classes got which facilities, and forming a image in their minds of the life of people on board, and how their feelings are affected by the way they lived.
-Why were 3rd class passengers not allowed into 1st class?
-Did the ship layout impact on survival?
-Who would they save first?

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Read first few chapters in this book which particularly identifies the thoughts and feelings of passengers and get children to express how they may have felt. This book may be read over the course of this topic but focused in on this lesson.
-Why does the character feel this way?
-Was the treatment off people in different classes fair?

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Children will gain an insight into what life was like on the Titanic, drawing on their discovery about social class in the last lesson. Children will put themselves into the shoes of children or characters from the last lesson to write diary entries describing their experience of being on the Titanic.
-How would you feel being a 1st class passenger compared to a 3rd class passenger?
We look at the working wall from last week and recap social classes and culture of the time.
-What could social class mean for people entering the Titanic?
-Do we have classes in our transportation nowadays? If so, is it for the same reasons?

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Lesson 3: What was it like to travel on the Titanic?

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Lesson 3: What was it like to travel on the Titanic?

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Learning Objectives:
-To gain and understanding into social history and culture of the times.
-To express thoughts, feelings and empathy of people in significant events.

Key questions:
-How would different people in different social classes act in the same event (sinking of the Titanic)?
-What would life be like on board?

"...to understand the complexity of people's lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and challenges of their time"
"...make connections, draw contrasts, analyse trends..."
(DfE 2013:188)

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David John Barton

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Elizabeth Gladys Millvina Dean

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This will be displayed and discussed as an starter to the lesson.
-Why is it important to know what is going on in History around a significant event?

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Children will be investigating what was going on in the world around the time of the Titanic. Children will be introduced to the competition between White Star Line and Cunard and why the Titanic was more desirable. Children will also be lightly introduced to the social class system and why America was such a desirable place to go at the time. As a main activity children will be creating a working research board about the topics listed above and exploring some key people.
-Why was there such a need for companies to build ships going to America?
-What did the Titanic have that Cunard ships didn't?

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What do you notice about the difference between rich and poor?
-Explain how poor people were checked for lice, blemishes and their teeth before boarding.
-Why did rich not get the same treatment?
Once inside they were split into classes and 3rd class were not allowed to venture into first.

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Margaret Brown

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Lesson 2: Why did they build the Titanic?

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Lesson 2: Why did they build the Titanic?

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Learning objectives:
-To understand and contextualize this event in History.
-To use sources to enquire and create predictions based on findings.
-To ask historically valid questions.

Key questions:
-What was happening in the world and locally around the time of the events of the Titanic?
-Why did so many people want to go to America?

"...understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims..."

"...frame historically-valid questions and create their own structured accounts..."
(DfE 2013:188)

"...to develop a chronologically secure knowledge and understanding of British, local and world history" (DfE 2013:189)

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Children would have this clip on iPads on their table groups. They would use it to put the size of the Titanic into perspective, and why it was such a significant part of History.
Children would also use this to explore more about the interior of the ship and its facilities.
How was the Titanic powered? How does that compare to ships in the present day?
What features could you see on the Titanic or what could you imagine there may have been inside?
How do they measure the speed?

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Take Her To The Sea, Mr. Murdoch - Titanic Scene

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Children would spend some time discussing the 'unsinkable' claim. Why would people of that time think the Titanic was unsinkable?
If someone told you a ship was unsinkable now, would you believe them?
Children would be encouraged to think about the time the Titanic was created and if this impacted peoples' belief and understanding claims like these.

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Children will be using a series of pictures to become 'History Detectives'. They will be using sources to explore the the sinking of the Titanic and linking the story together independently.
-How do sources help us to gain a deeper understanding of the topic?
Children in groups will examine the images and try and gain as much information as they can. This would be noted down and findings discussed at the end of the lesson.
Who, what, where, when, why, how will be introduced here.
-Who built the Titanic?
-What was the Titanic?
-Where was the Titanic sailing from and to?
-Why would people travel on the Titanic?
-How much is it to travel on the Titanic?

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Learning objectives:
-To understand the importance of historical contexts in history.
-To gather relevant information using historical sources.
-Identify the importance of devising historically valid questions.

Key questions:
-Why do we use sources in history?
-What information does the image tell us?

"...understand how our knowledge of the past is constructed from a range of sources" (DfE 2013:189)

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Captain Edward John Smith.
Who was he?
Was he crew or a passenger?
How does the picture help us to find this information?
What does the image tell us about the time the photo was taken?

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This has been created to outline the the sinking of the Titanic and the ways in which children can deepen their understanding of the topic and also how events like this should be memorialized. The National Curriculum states that children should explore a '...significant turning point in British History...' (DfE 2013:191). I have designed this series of lessons for a Year 5 class, or upper Key Stage 2, with the consideration of cross-curricular opportunities which are appropriate for this age group whilst ensuring the topic fits in with the National Curriculum.

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Children will also spend time looking at 4 relevant people in the story and thinking about their reasons for going on the Titanic. Using the photos they will be making predictions and profiles for the passengers using fact files and their own thoughts.
-Who were they?
-Where did they come from?
-Why were they going to America?
-What class do they look like they may be?

Lady Madeline Talmage Astor