Session 6: What happened after the London bombings? Can we apply Miriam’s story to our own lives?
This session is an opportunity to draw together the themes from the module, relate them to the students' own lives, and reiterate that Miriam's Vision is about THEM building a safer, more inclusive society, respecting fundamental rights.
The Miriam's Vision History module can help students to recognise and respect their own rights and responsibilities, and those of their society.
- Draw together themes from the module
- Relate themes to students' own lives
- Empower students to participate in building a safer, more inclusive society, respecting fundamental rights
Students reflect on the module, their own lives, and their rights and responsibilities
The structure of this session is very flexible. You may wish the students to share the outcomes of the Session 5 Homework task with each other. The piloting of the module has demonstrated the fantastic response of pupils to the tasks, whichever option they select, and this is a good opportunity to share these.
Next, it would be appropriate and powerful to re-show the four-part Miriam’s Story video package before discussing what the students feel have been the most significant consequences of 7/7.
From the point of view of the goals of Miriam's Vision, it is vital that students apply their learning to their own lives. This does take the final lesson in a direction more typical of PSHE.
Focus question: Can we apply Miriam’s story to our own lives?
Return to the purpose of Miriam’s Vision. Although there have been positive outcomes to 7/7, it was a painful and avoidable event. Reiterate that Miriam’s Vision: A Response to the 2005 London Bombings is the Hyman family’s way of trying to contribute towards a safer, more inclusive society, through education.
How can this history module help to do that? MV Resource 0 Info for Students.pdf is a single page summary of Miriam's Vision and its aims. Print and distribute a copy to each student. (By learning what happened on 7/7 and understanding its far-reaching consequences, by understanding that THEY have the choice to influence consequences constructively, by applying lessons learned to future personal and wider situations, etc.)
In pairs or groups (suggest non-friendship) students share personal experiences or knowledge of negative events that have had positive consequences, or that could have had more positive consequences, and how. This provides opportunities for students to relate the contents of this module to their personal histories and their own lives. Based on our piloting, sharing can sometimes have surprisingly personal outcomes, and feeding back as a whole class, students may inspire each other. Be aware, however, of potential sensitivities amongst any children who may have experienced deep traumas in their lives.
End by discussing: Has anything inspired you during this module? What? How?