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Lesson 3 - Social Classes Aboard The Titanic

Historical Narrative Dance: The Titanic Story

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Year 6

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Dance

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45 min

Big Question

How did social class influence the way people danced and celebrated aboard The Titanic?

Learning Objectives

To develop group movements selecting and applying choreography into a routine
To create dance sequences that represent different social classes from The Titanic
To perform movements with expression showing emotional connections to historical characters

Key Outcomes

Students will create and perform dance sequences representing working class passengers on The Titanic
Students will demonstrate creativity and expression in their movements to show character emotions
Students will work collaboratively to create group sequences with partner and ensemble work

Equipment & Resources Required

Music Player

1 set

Positioned where all students can hear clearly, volume appropriate for space

Alternative: Phone with bluetooth speaker, CD player

Irish Folk Music

Selected tracks

Music with clear 4/4 beat suitable for counting and movement

Alternative: Traditional folk music, accordion music, simple rhythmic music

Markers Cones

8-12

Mark out performance area and safe boundaries

Alternative: Spots, bean bags, chalk marks

Cards

Class set

Visual references showing different social classes on The Titanic

Alternative: Printed pictures, projected images, history books

Key Vocabulary

Social Class

Different groups of people on The Titanic based on wealth and status

Irish Dancing

Traditional folk dancing from Ireland with specific steps and rhythms

Unison

When all dancers perform the same movements at exactly the same time

Expression

Using facial expressions and body language to show emotions and character

Sequence

A series of dance movements performed in a specific order

Gallop

A travelling movement with one foot leading, like a horse galloping

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic travelling movements and body control
Simple partner work and linking movements
Understanding of rhythm and counting beats

Current Skills

Irish dancing steps and folk dance movements
Expressing character and emotion through movement
Creating group sequences and working in unison

Next Steps

More complex folk dance choreography
Creating dances that show different historical periods
Advanced ensemble work with larger groups

Milestone Indicators

Students can perform Irish dancing steps with accuracy

Movements clearly represent the working class character

Group sequences show coordination and timing

Key Teaching Points

Historical context must be respectful and accurate - focus on dignity of all social classes
Irish dancing technique requires arms by sides and controlled movements
Character work should show emotions and social context, not stereotypes
Group work requires clear communication and shared responsibility
Safety is paramount during partner turns and group movement
Link movement quality to historical understanding throughout
Encourage expression while maintaining technique and control

Common Misconceptions

Students may think all dancing was the same regardless of social class - emphasise differences
May assume working class passengers were always sad - highlight their resilience and joy
Might confuse Irish dancing with other folk dances - emphasise specific techniques
Could think historical context doesn't matter for dance - connect movement to social meaning
May believe only professional dancers could perform well - emphasise dance as social activity

SEN Adaptations

ADHD

Regular movement breaks, clear boundaries, immediate positive feedback, role variety to maintain engagement

dyspraxia

Simplified movement sequences, extra practice time, partner support for coordination challenges

autism spectrum

Clear structure with visual schedule, quiet space available, predictable routine with advance warning of changes

visual impairment

Clear verbal descriptions of all movements, tactile guidance for Irish dancing positions, partner support for navigation

hearing impairment

Visual demonstrations of rhythm and counting, sign language for key instructions, vibration cues for beat

physical disability

Seated versions of Irish dancing, modified arm movements, upper body expression focus

Cross-Curricular Links

Geography

Atlantic Ocean crossing routes, locations of Irish immigration, understanding of ship travel

History

Social classes in Edwardian Britain, life aboard passenger ships, experiences of different social groups

Music

Irish folk music traditions, rhythm and beat, traditional instruments of the period

PSHE

Understanding social inequality, empathy for different experiences, working together respectfully

Teacher Guidance

Positioning

Move around space to observe all groups, central position during demonstrations

Observation Focus

Watch for historical understanding through movement quality, safety during partner work, inclusion of all students

Intervention Points

Step in if partner work becomes unsafe, support groups struggling with coordination, redirect inappropriate historical portrayals

Demonstration Notes

Show clear contrast between social classes through posture and expression, demonstrate Irish dancing with authentic style, model respectful historical interpretation

Verbal Cues

•'Remember your working class character!'
•'Arms still in Irish dancing!'
•'Feel the excitement of the passengers!'
•'Count together - 1-2-3-4!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear space, suitable for group movement and partner work

Surface Check

Non-slip surface essential for dancing, check for wet or dusty areas

Equipment Safety

Safety Checks

•Music volume appropriate for space and hearing protection
•Secure placement of music equipment away from movement area
•Clear boundaries marked to prevent collisions

Risk Management

Key Risks

•Collisions during partner turning and group movement
•Falls during Irish dancing kicks and turns
•Overexertion during energetic dancing sequences

Risk Mitigation

•Clear spacing guidelines for partner and group work
•Controlled progression from slow to normal speed
•Regular reminders about personal space and control
•Immediate stop signal established

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all groups during community performance
•Monitor partner linking for appropriate contact and safety
•Watch for fatigue during energetic sequences

Emergency Procedures

Stop music immediately, assess situation, provide appropriate first aid if needed, ensure clear evacuation route