A Journey for a Sense of Adventure
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Phase 1 Journeys for a sense of adventure from the 19th and 20th Century
Pupils will learn that humans had and have a desire to do something that hasn’t been achieved before, or to better someone else. This drives humans sense of adventure.
Part A – Study of a historical significant person – Nellie Bly (1864-1922)
Pupils will:
- know that it is unlikely that anyone alive today will remember meeting Nellie Bly. - record the years when she was alive on a timeline.
- know that Nellie Bly circled the globe, taking 72 days.
- know that Nellie Bly is a significant historical figure because she proved that women could be successful adventurers proving many men wrong and society of the day wrong.
- learn that society was dominated by men and women had less rights.
- learn that successful adventurers can inspire other people to face their own challenges.
Part B - Study of a historical event – The Titanic Story
Pupils will:
- learn about the sinking of the Titanic in 1912 focused on the story of the Captain Edward John Smith.
- know that the sinking of the Titanic is outside of the living memory of people today and will record the year on a timeline.
- know that sea travel was the only means possible in which to cross the Atlantic Ocean in 1912 (to reach America).
- learn about world records and how in 1912 Captain Smith, and the White Star Line Company, wanted to set a new Atlantic crossing record.
- learn that creating records often brings risk and requires people to push boundaries, and sometimes people ignore the risks which lead to disastrous consequences.
- learn how the sinking of the Titanic impacted on many lives – those who died, those left behind and reputations ruined. This will be taught through the telling of their stories.
- learn how the story of the Titanic is remembered as an example of what happens when risks are ignored and people sense of adventure takes over.
Part C – Study of a historical setting – Mount Everest
Pupils will:
- know that the climbing of Everest is in living memory for a few people living today (Grandparents or Great Granparents). They will record the year on a timeline.
- learn about the climbing of Mount Everest (1953) focused on the story of Edmund Hillary and his Sherpa Tenzing Norgay.
- learn that many people in history do not achieve the same recognition e.g. the role of the Sherpas.
- know why the climbing of Mount Everest is such a feat and the many people died attempting this, and still die today.
- learn about the dangers and risk people face when climbing, particularly at high altitudes, and how people learn from history e.g people have improved climbing equipment partly from lessons.
- learn about climbing in the UK, the names of some of the UK mountains (including Snowdon, Ben Nevis and Scafell Pike) and how previous accidents led to the formation of the UK’s Mountain Rescue Service.
Phase 2 - Responding to the past and thinking about the future.
- Pupils learn that people still have the same desire today to undertake journeys for adventures.
- Pupils understand that these journeys are often becoming harder and more extreme.
- Pupils study Jeanne Socrates – the oldest person to sail around the world alone, 2019.
- Pupils consider what adventures and records people may try to set, or break, in the future.
The Development of Skills:
- Investigate and interpret the past using photographs, artefacts, pictures, stories and online sources
- To make comparisons between events and significant people from the past and recognise there are reasons why people in the past behaved as they did.
- To understand chronology place events in order on a time line.
- To communicate historically