History

History (Ages 11-14)
History: The Consequences of Violent Extremism
Miriam's Vision History Guidance
A Response to the 2005 London Bombings

Practicalities

Miriam’s Vision is about building an inclusive, non-violent society, respecting fundamental rights. This cannot be over-emphasised to students, whenever the opportunity arises.

For ease of reference, we will often refer to the 2005 London bombings as “7/7” (seventh day of the month of July).

All modules in Miriam’s Vision use the four-part Miriam’s Story video package (total 8 minutes) to set the context of the resource for students. It is housed on Youtube.

The Miriam's Vision History module consists of a set of lesson plans with incorporated guidance notes, intended to be used flexibly.

Downloadable electronic resources and others are listed at the beginning of each lesson plan and highlighted within the plans for ease of reference. We have provided bespoke resources that are not dependent on internet access in the classroom. You will need projection equipment. You have everything you need on this website to deliver Miriam's Vision in your classroom.

Timings are not included, as we know you will wish to adapt and select according to the needs of your class. We have assumed consecutive sessions delivered as your timetable permits.

We have not included suggestions about differentiation other than to offer some variety of input / expectation in places.

You will need to be aware of possible sensitivities around this topic. Some students may have been directly or indirectly affected by terrorism themselves and there are potential religious sensitivities.

Is this history?

It’s a long time since the “twenty year” ruling about history in schools. GCSE specifications from September 2016 include topics up to 2014 and there is a welcome emphasis in many history classrooms on explaining the modern world. Of course, we are still living through the consequences of 7/7 and our views on their significance will continue to evolve, but this simply reflects the nature of history as a discipline. No topic remains static, even those stretching far back in time. If, however, you feel that the teaching of 7/7 would benefit from some wider historical context, we have included materials for an initial overview lesson on the history of terrorism which we hope are useful.

Why this particular enquiry question?

There are many possible approaches to teaching about 7/7 in the history classroom. We have deliberately avoided a focus on causation because a focus on consequences fits better with the philosophy of Miriam’s Vision. However, in response to teachers who piloted these materials, who reported that questions about cause emerged naturally in the first session, we produced our Add-on session, Terrorism: What? When? Where? That session can be used to provide context for historical cases of terrorism if required.

Our focus on the key (or second-order) concept of “consequences” was the result of much debate. We considered “significance” but felt that the event was too recent for such judgments to be possible. We also considered "change" but rejected this for the same reason. “Evidence” was another contender, but we felt this didn’t focus on the personal dimension sufficiently.

We have therefore chosen to focus on the consequences of 7/7 which fits well with the overall aims of Miriam's Vision. This focus includes a range of different kinds of consequences: short-term and long-term, direct and indirect, personal and impersonal, positive and negative. We suggest that you approach the analysis of consequences much as you would handle an analysis of causes i.e. encourage the students to categorise and link different consequences together. You will see in the final outcome and mark scheme that this is the approach we have taken.

Overall, the module presents a classic historical enquiry: A big question is posed which is informed by one of the key concepts, and pupils engage critically with a range of relevant source material in order to reach their own considered and substantiated conclusion.

Miriam’s Vision History module outline

Task

Focus

Activity

Session 1

What happened on 7th July 2005 (“7/7”)?

What do students know about 7/7?

Find out about Miriam Hyman

Start to record consequences of 7/7

Session 2

Personal consequences (1): Who was affected by 7/7?

Summarise who was involved in 7/7

Expand list of consequences

Session 3

Personal consequences (2): Can negative events have positive consequences?

How one family has responded to 7/7

Expand list of consequences

Session 4

What were the wider consequences of 7/7?

Who was responsible?

Expand list of consequences

Session 5

Analysing the consequences of 7/7

Who was responsible?

Categorise and sort consequences

Session 6

What happened after the London bombings?

Can we apply Miriam’s story to our own lives?

Guided freeform plenary making reference to themes and objectives of the module and the resource

History National Curriculum KS3

The following from the curriculum is covered

Purpose of study

“Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils 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 the challenges of their time.”

Aims

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Subject content

Challenges for Britain, Europe and the wider world 1901 to the present day, including social, cultural and technological change in post-war British society.

Click here for an article about this module or you can visit our Publications page. "Teaching the very recent past: 'Miriam's Vision' and the London Bombings", The Historical Association, Teaching History, September 2016