Different Backgrounds, Common Ground

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.
 

Practicalities

The Miriam's Vision Geography Module consists of a set of lesson plans in the form of guided instructions. Resources (electronic and otherwise) are listed at the beginning of each lesson plan and highlighted within the plans for ease of reference. You have everything you need on this website to deliver Miriam's Vision in your classroom.
 

For ease of reference, we will often refer to the 2005 London bombings as “7/7”. The four-part Miriam’s Story video package (total 8 minutes) is embedded in the Schemes of Work in all the Miriam’s Vision curriculum areas.

The module subtitle, Different Backgrounds, Common Ground, refers to the balance that must be achieved between different interested parties regarding conflicting interests and should be referred to frequently throughout the module, in order to stimulate personal reflection.

“Conflict” as a concept explored within the context of a geographical enquiry is a unique angle through which to develop students’ understanding of human geography first hand. They experience the lives of different people in Odisha, India, in the developing world and immerse themselves in the conflicting interests presented.

“What should we consider when making decisions with conflicting interests?” is the overall enquiry question that you will need to refer to frequently, but there are also prompts to consider how this relates to Miriam’s story and how this is relevant to students' own lives.

Where possible, we have provided resources that are not dependent on internet access including key development indicators, statistics, maps and case studies. Bespoke Miriam’s Vision resources include the Miriam’s Story four-part video package (total eight minutes) and a range of others. They are referred to in the plans. You will need an interactive whiteboard.

Although the curriculum focus is on providing a detailed example for a human geography study, this module can also be used as the basis of a place knowledge study for Asia, which could be complemented by relevant sources online towards a comparative study with Africa.

These plans are guides only. We have provided enough material for seven sessions,
and you may wish to be selective depending on time and the abilities of your class. If you are participating in the Miriam's Vision Evaluation & Impact Study, please deviate from the plans as little as possible.

Timings are not included, as we know you will wish to adapt and select according to the needs of your class. We have assumed sessions of about an hour – any less and you will certainly need to modify the plans or may need to extend the enquiry to more sessions.

Session 7 provides opportunity and guidance for a short (assessment) task in which students extrapolate what they have learned to a local example. Although this session is optional, the crux of Miriam's Vision is for students to be able to transfer their learning to their own lives and situations so we strongly suggest that the session is included. We have included some differentiation but you may need further adaptation to meet the individual needs of your students.

Finally, you will need to be aware of possible sensitivities around this topic. Some students may have been directly or indirectly affected by 7/7 or other incidents themselves and there are also potential religious sensitivities.

The Miriam’s Vision Geography Scheme of Work may be preceded by the Miriam’s Vision PSHE module (three sessions). You may choose to focus on one or other curriculum area, or teach both together. However, the first PSHE session (about Miriam and 7/7) does help to provide context for the other modules, helping students to reflect on issues raised from a personal perspective and to support their responses to areas of conflict in their own lives.

Miriam’s Vision Geography Module Outline

Task

Focus

Activity

Session 1

Miriam’s Vision

Locating and finding out about India and Odisha

Miriam’s story

Map work

Fact files

Session 2

Detailed enquiry on Odisha and the development issues it faces

Measuring development

Industry sector sort

 

Session 3

Mining conflict in Odisha

Map work

Case studies

Exploring impacts

Session 4

Reflection on mining impacts

Card sort

Impact visualisation

Session 5

Understanding the impact on tribal groups

Comparative activity

Debate

Session 6

Conflict resolution with respect to mining in Odisha

Role play

Opinion spectrum

Assessment

Session 7

Different Backgrounds, Common Ground

Assessment and personal response

Miriam’s story PPT

Personal reflection

Each session designed to be delivered in a lesson slot of approximately an hour, though activities can be tailored to meet the needs of your students.

Geography National Curriculum KS3

The following from the curriculum is covered:

Purpose of study

“A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.”

Aims

Students:

  • develop contextual knowledge of the location of globally significant places including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

Please allow 10 minutes at the end of the session for students to complete the Student Survey. Please collect the surveys at the end and submit them to the MHMT. If you are participating in our Evaluation & Impact Study this is vital. Thank you.

Different Backgrounds, Common Ground

Session 1: Introduction and locating Odisha

Geography
Geography
Focus: 
  • Introduction to Miriam Hyman and the Miriam’s Vision resource
  • Locating India / Odisha on a map
Key Message: 

Miriam’s Vision: A Response to the 2005 London Bombings is the Hyman family’s way of trying to help you to create a safer, more inclusive society in response to what happened to Miriam.

Objectives: 
  • To make links between Miriam, her story and the location of Odisha
  • To locate India and Odisha on a map
  • To learn about the developmental issues that India has
Outcomes: 
  • Students will understand the wider purpose of their study with respect to the key message above
  • Students will be able to locate Asia, India and Odisha
  • Students will create a fact file about Odisha
Resources: 
Links to National Curriculum: 

In this session, students use maps to locate India within Asia and locate and find out about the region of Odisha using the activity and suggested resources.

Plan: 

Starter

  • 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.

  • Show Miriam's Story videos 1 to 4 of 4 (unless you have preceded the Geography module with any of the other Miriam’s Vision modules in which case just play video 4 to remind students about the Miriam Hyman Children’s Eye Care Centre and to introduce Odisha as the focus of your Geographical enquiry).
  • Now show Geography resource 1.1 Intro Powerpoint to recap the key points of Miriam’s Story and to introduce the linked focus of your Geographical enquiry.

Activity

  • For your own reference you can access detailed official background information in MV Geography Resource 1.0 Background info for teachers Economic Survey 2014-15
  • Explain that in groups, students are going to explore the region of Odisha in India to create a fact file.  You may want to differentiate by format (visual display, electronic presentation, or even a short film) about the region, its physical features, natural resources, economic activity, people and culture.
  • Split students into mixed ability groups and provide them with printed copies of MV Geography resource 1.2 Odisha maps (1 per group) and MV Geography Resource 1.3 Caste stats (1 per group) and access to the internet and any secondary resources available.
  • N.B. As the name of the state was only changed in 2012 many online references use the previous name so students may need to use ‘Orissa’ rather than ‘Odisha’ as their search term

 

Suggested websites for student research:

http://www.lonelyplanet.com/india/orissa

http://www.mapsofindia.com/orissa/

http://www.orissa-tourism.com/

http://www.odisha.gov.in/

Plenary

Share group fact files in a class discussion.

  • What did they find out?
  • Was there anything particularly interesting, surprising or inspiring?
  • End by referring to the theme, Different Backgrounds, Common Ground. Consider similarities and differences between Odisha and your own region.

Homework

List the physical and human geographical similarities and differences between Odisha and your region in a table.  Examples: Both are populated; the sizes of the population are different.  Both have industries; the types of industry may have similarities and differences.

Session 2: Understanding the development issues facing Odisha

Geography
Geography
Focus: 
  • Different Backgrounds, Common Ground
  • Understanding the development issues that Odisha faces
Key Message: 

Different Backgrounds, Common Ground: We all want the same things! (To feel safe, live comfortably, to support ourselves and our families and protect our loved ones.) Where we live and our access to resources ultimately affect how we achieve these.

Objectives: 
  • To understand ways in which a country’s development can be measured
  • To appreciate that with development comes change – not always perceived as positive
Outcomes: 
  • Students will understand ways in which regions (eg countries) can be compared
  • Students will identify key development factors for Odisha
Resources: 
  • IWB with internet
Links to National Curriculum: 

Analyse and interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).

Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Plan: 

Starter

  • Introduce the concept of measuring the development of countries to students as a form of statistical comparison.
  • “Development” is a measure of how economically, socially, culturally or technologically advanced a region (eg a country) is. The two main ways of measuring development are economic development and human development.
  • Economic development includes a country's wealth and how it is generated; and human development incorporates wealth, jobs, education, nutrition, health, leisure and safety - as well as political and cultural freedom.
  • Two other terms commonly used to compare countries are Standard of living (material elements, such as wealth and nutrition) and quality of life (health and leisure).
  • There is no one way to calculate the level of development because country’s economies, cultures and people are so different, so geographers use a series of criteria known as development indicators, for example:
  • Health: Does the population have access to medical care? What level of healthcare is available - basic or advanced? Is it free?
  • Industry: What type of industry dominates? LEDCs focus on primary industries, such as farming, fishing and mining. MEDCs focus on secondary industries, such as manufacturing. The most advanced countries tend to focus more on tertiary or service industries, such as banking and information technology.
  • Education: Does the population have access to education? Is it free? What level of education is available (i.e. primary, secondary or further/higher education)?

Activity 1

  • Explain that the United Nations Human Development Index (HDI) is a weighted mix of indices that show life expectancy, knowledge (adult literacy and education) and standard of living (GDP per capita), which provides each country with an HDI value ranging from 0 to 1. According to the 2013 HDI, the UK has an index of 0.892 and India 0.586
  • Before showing the following United Nations Development Plan HDI to students, ask them which three countries they’d expect to be at the top of the list.  Now show the link: http://hdr.undp.org/en/content/table-1-human-development-index-and-its-components.  Were they right?  Are there any surprises?  Are they surprised by the top three?  What do they make of the UK’s ranking (14th)?
  • Display MV Geography Resource 2.1 Venn diagram slide on the IWB and using what students have learned about Odisha so far, brainstorm possible development indicators for each category.
  • In mixed ability groups, using MV Geography Resource 2.2.1 Orissa Development Indicators, MV Geography Resource 2.2.2 GDP Odisha Sudan and MV Geography Resource 2.2.3 Literacy rates Orissa students compare the information provided for Odisha and India, considering:
    • How representative is Odisha’s HDI of India as a nation?
    • How reliable is this data?
  • Discuss student findings.  Explain that the problem with these statistics is that they can be misleading, because the indices used are often a collective generalisation of many different indicators, which may differ from country to country, are not always easy to collect or keep up to date. They also tend to represent the average for the whole country, so do not reflect the extremes and or variations in particular regions

Activity 2

  • Split students into mixed ability groups
  • Hand out printed copies of MV Geography Resource 2.3 Sectors of industry information card (1 per group)
  • Project MV Geography Resource 2.4 Odisha's industries slide
  • Students sort industries into Primary, Secondary and Tertiary as defined by their information cards.
  • Discuss how the balance between industry sectors changes as a country develops using students’ understanding of the UK as a comparison

Plenary

  • Recap on key learnings from session
  • Consider other ways in which regions and countries can be categorised and compared (e.g. their size, population)
  • Introduce the homework as below
    • Discuss how to scale the graph and plot the countries

Homework

  • Hand out worksheets MV Geography Resource 2.5.1 HDI worksheet and / or MV Geography Resource 2.5.2 HDI worksheet extension. They are differentiated by ability. Plot a development graph showing the comparative development trends of the following four countries:
  • UK (Very high human development)
  • China (High human development)
  • India (Medium human development)
  • Central African Republic (Low human development
  • Write a sentence (or longer for more able students) to explain the information shown by your graph.

Session 3: Conflicting interests and use of natural resources

Geography
Geography
Focus: 
  • Conflicting interests and use of natural resources
  • Understanding causes and impacts of the mining conflict in Odisha
Key Message: 
  • Different Backgrounds, Common Ground
  • Poverty reduces choice, and conflict over resources often creates imbalance for both people and environment. ‘Never judge someone else until you’ve walked a mile in their shoes’.
Objectives: 
  • To understand the reasons why companies mine in regions like Odisha
  • To understand that landscape is defined by physical and human geography and can change over time
Outcomes: 
  • Students will find out why Odisha is geographically suitable for mining
  • Students will explore the impact of mining in Odisha
  • Students will examine this impact from the perspectives of different interested parties
Resources: 
  • IWB with YouTube access
  • A3 paper
Links to National Curriculum: 

Students will begin to understand some of the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.

Plan: 

Starter

  • Odisha as a region is rich in natural resources. Project Slide 3 of MV Geography Resource 1.2 Odisha maps on IWB and zoom in to explore mineral locations across Odisha
  • Watch the documentary “Mining and Environment Odisha” on YouTube: https://www.youtube.com/watch?v=RJ_BCFvUW7w which details the process and impact of mining different minerals in Odisha.
  • The full documentary is over 40 minutes.  Recommend watching the initial introduction (2 minutes), documentary intro (1 minute), development (1 minute), introduction to rest of documentary (1.5 minutes).  Ask the class who has produced this documentary and why.  (An organisation called the Society of Geoscientists and Allied Technologists whose members include mining companies; its agenda is to promote mineral development activities in India.)  In what ways does the documentary reflect the agenda of SGAT?  (It acknowledges the negative impacts of mining on the environment and communities, and puts an emphasis on the need to continue mining while mitigating its negative impacts.)
  • After 6.47min some of the important minerals of Odisha are individually examined; their uses, extraction processes, impacts and mitigating activities.  Focus on one (the first is Bauxite, which ends at 11.27min) and discuss / record its uses and the environmental impacts of its extraction, and any steps that are being taken to counteract negative impacts.  From 6.47min to 30.30min nine minerals are covered: Bauxite, mineral sands (at 11.27min), chromite (at 14min), iron ore (at 15.30mins), coal (at 27.30mins), (at 28.45mins there are contributions from two villagers who explain the effects of pollution on their lives and the rest of this short section summarises some of the major impacts of mining activities), limestone and dolomite (at 30mins), granite (at 32.30mins).
  • You may also want to show the section on responsible mine decommissioning (at 37.40mins) and the conclusion (at 39mins) which talks about developments over the last fifty years in practices, legislation and attitudes

Suggested mining websites for further information:

Activity 1

  • Split students into 6 mixed ability groups and provide each group with a printed copy of MV Geography Resource 1.2 Odisha maps, Slides 3 and 5. Based on what they have learned about mining and its impacts, students brainstorm a list of physical impacts for each mined area by annotating MV Geography Resource 1.2 Odisha maps, Slides 5.

Activity 2

  • Each group gets one of the six different accounts from MV Geography Resource 3.1 A Day in the Life Of.  Each group gets one account glued in the centre of an A3 sheet
  • Students consider the impact on the individual and locality portrayed in their story and use sketches and captions to record these on their A3 sheet
  • Impact could be split into human and physical.

Plenary

  • Feedback physical impacts recorded then share group ‘Day in the Life Of’ stories
  • Project http://omcltd.in/web/Portals/0/OMC%20Advt.2013-14.pdf the Odisha Mining Corporation’s Corporate Social Responsibility (CSR) flyer. 
  • What is the company’s perception of how they help society?
  • How are the mining company’s perspectives similar of different to those in the “Day in the Life Of” activity?  You may wish to go through each one individually.
  • Bring the conversation back to the concept of different backgrounds and perceptions.  The different “interested parties” have different needs and want different outcomes.

Homework

  • Research definitions for “discernment” and “compromise”.
  • Highlight all the physical impacts of mining in Odisha stated in the news article MV Geography resource 3.2 Odisha’s story about Pollution, Mining and the Environment
  • This will be used in the next session

Session 4: Environmental issues facing agrarian societies

Geography
Geography
Focus: 
  • Different Backgrounds, Common Ground
  • Environmental issues facing agrarian societies
Key Message: 
  • Planet Earth is a finite resource and human actions and processes ultimately have consequences, some of which are irreversible.
  • The ability to listen to others, understanding someone else’s perspective, compromise and patience are key to resolving conflict.
Objectives: 
  • To understand that industry is important for developing countries. The consequences of industrialisation can be categorised as economic, social and environmental.
  • To understand the impact of human actions and processes.
Outcomes: 
  • Students will be able to identify the impacts of mining in Odisha as economic, social or environmental
  • Students will explore the impact of the changing landscape on the Adivasi people’s cultural, social and economic wellbeing
Links to National Curriculum: 

Students will begin to understand how human and physical processes interact to influence and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems.

Plan: 

Starter

  • Project MV Geography Resource 3.2 Odisha's Story about Pollution, Mining and the Environment. Students feed back and discuss their homework findings as a whole class.
  • Impacts can be categorised into social, economic and environmental.  Elicit / provide examples from the article for each.
  • Review the homework task and discuss the definitions of “discernment” and “compromise”.

Activity 1

  • Split students into mixed ability groups
  • Hand out printed copies of MV Geography Resource 4.1 Impacts of mining card sort (1 copy per group, prepared by cutting into individual cards and separate headings).  Depending on your group you may choose to use a smaller selection of the cards.
  • Students read and sort each card according to whether the impact given is social, economic or environmental.
  • Feed back to the class with a few examples.

Activity 2

  • Students use the prompts in MV Geography Resource 4.2 Dongria Khond tribe and key vocabulary on MV Geography Resource 4.3 Word mat (projected or printed out) to write a geographical report on the mining conflict in Odisha.
  • According to ability, the report should contain:
    • Introduction
    • Main argument. Issues should be organised by importance and supported by facts where available. Causes and consequences of the problem should be described
    • Use of tables / graphs
    • Conclusion

Plenary

  • Share responses to card sort and discuss any discrepancies
  • Ask students whether they think the impacts of the changing landscape on the Advasi people’s cultural, social and economic well-being are all negative?  Why?

Homework

  • The next session explores the wider issues of environmental impact and conflicting interests using a case study of the film Avatar.
  • Watch / find out about the story of the film Avatar and make notes: “What should we consider when making decisions when there are conflicting interests?” Students could be encouraged to use school computer facilities if they are unable to access internet at home.

Session 5: Environmental issues facing agrarian society

Geography
Geography
Focus: 
  • Different Backgrounds, Common Ground
  • Environmental issues facing agrarian society
Key Message: 
  • Fiction can reflect reality but there may not always be a happy ending.
Objectives: 
  • To understand landscape is defined by physical and human geography and can change over time
  • To consider what decisions should be made when faced with conflicting interests
Outcomes: 
  • Students will compare real environmental destruction and human displacement with a fictional view
  • Students will consider what decisions should be made when faced with conflicting interests
  • Students will create visualisations of human impacts on physical landscapes
Resources: 
  • A3 paper for recording similarities and differences (1 per group)
Links to National Curriculum: 

Students will begin to understand how human and physical processes interact to influence and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems.

Plan: 

Starter

  • Feed back from homework task: Summarise Avatar film key points. Collate responses to the question: “What should we consider when making decisions when there are conflicting interests?” (e.g. different viewpoints, consequences and needs)
  • Watch http://www.survivalinternational.org/films/mine up to 10:57

Activity

  • Split the class into groups and provide each with the overview of either Pandora or Odisha from MV Geography resource 5.1 Niyamgiri v Avatar
  • Working in groups students compare the real life story of Odisha with the fictional story of Pandora from the film Avatar, to organise and sort the information provided to collate similarities and differences
  • Set a time for this work to aid speed comprehension
  • Students use the information and conclusions drawn to explain their reasoning for either agreeing or disagreeing with the statement: “The Avatar film could have been based on the mining conflict of Odisha.”

Plenary

  • Feed back and discuss group responses to the Avatar comparison activity.
  • Remind students of the real life impacts of mining explored last session.  Project MV Geography Resource 3.2 Odisha's Story about Pollution, Mining and the Environment. Debate whether or not the cinematic concept “they all lived happily ever after” is achievable in the real world?
  • Do students have anything else to add to their responses to the question, “What should we consider when making decisions when there are conflicting interests?”

Homework

  • Find an image of a landscape / cityscape online or from a magazine and stick it onto an A4 sheet of paper then label or annotate the human and physical features within it (label = one word, annotate = a sentence).
  • Extension: Consider how the image might change over time – use your annotations to show how something that is human geography (mining) causes something that is physical geography to change (hillside to pit).

Session 6: Conflict resolution: What should we consider when making decisions when there are conflicting interests?

Geography
Geography
Focus: 
  • Different Backgrounds, Common Ground
  • Conflict resolution: “What should we consider when making decisions when there are conflicting interests?”
Key Message: 
  • Different Backgrounds, Common Ground - Extremists v mainstream society
  • To understand the causes of conflict and appreciate how human activity relies on the resolution of conflict through compromise and regulation. The ability to listen to others in an attempt to understand someone else’s perspective, compromise and patience are key to resolving conflict.
Objectives: 
  • To consider what decisions are being made when faced with conflicting interests
  • To investigate effective methods of conflict resolution
Outcomes: 
  • Students will evaluate real issues, considering actions that are likely to be effective
  • Students will demonstrate their understanding of the geographical outcomes of this module through a formal assessment
Links to National Curriculum: 

To develop contextual knowledge of the location of globally significant places including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes. 

Plan: 

Starter

  • Recap key points from previous session. Remind students of the mining conflict in Odisha.
  • Split the class into 6 mixed ability groups.  Project Slide 1 of MV Geography Resource 6.1 Stakeholder roles.  Give each group a print-out of one stakeholder role on Slides 2 to 7 for role play debate and pose the statement (framed as a questions) on Slide 8: “The mining in Odisha should go ahead” Depending on your group, individuals or whole groups could defend their positions.
  • After the debate, have a vote with a show of hands.  You could ask the students to vote first in role and then from their personal perspective.

Activity 1

  • Students prepare to take on the role of their stakeholder to argue either for or against the mining in Niyamgiri.
  • After student groups have presented their argument, they brainstorm ways in which each stakeholder could compromise.
  • Display MV Geography resource 6.2 Opinion spectrum and encourage students to stand along the line. They could answer in role and later give their own personal opinion.
  • Consider using the snowballing technique here.  In working pairs, students have a few minutes to discuss their response, note ideas on paper if appropriate, and agree a response. Each pair then joins up with another pair and these groups of four discuss their response to the same questions.  Compromise on a group response.  Point out that this method of “voting” can allow for compromise and group decisions.  Depending on time and number of students, this could be repeated again until the whole group compromises with a group response.

Activity 2

Plenary

  • Elicit and discuss student response
  • Share and discuss MV Geography resource 6.5 Alternative solutions
  • Introduce formal assessment for homework

Homework

  • Students complete a written assignment in response to the question “To what extent should the mining in Odisha be allowed to go ahead?”  Use the assessment criteria in MV Geography resource 6.6 Assessment guide.
  • You can also ask the students to think of a local (school or community) issue where there are conflicting interests in preparation for the next session.

Session 7: The way forward: What should we consider when making decisions when there are conflicting interests?

Geography
Geography
Focus: 
  • Different Backgrounds, Common Ground
  • The way forward: “What should we consider when making decisions when there are conflicting interests?”
Key Message: 
  • Whenever any organisation has to make a decision, there will be some who agree and others who disagree. The ability to listen to others in an attempt to understand someone else’s perspective, compromise and patience are all key to resolving conflict.
  • Having explored the example of the mining conflict in Odisha, learning is now applied to issues of interest which are local, eg London based (www.london.gov.uk/london-curriculum), and connections are made between this and personal, local, national and global matters.
Objectives: 
  • Students will consider why there are different views about a local issue
  • Students will creatively apply their prior learning to their chosen issue
  • Students will relate the content of the module to the aims of the Miriam’s Vision resource
Outcomes: 
  • Students will evaluate real issues, considering actions that are likely to be effective
  • Students will extrapolate from Miriam’s story to a local situation in the UK.
Links to National Curriculum: 

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

Plan: 

Starter

  • Ask students to brainstorm the ‘physical’ and ‘human’ similarities and differences between Odisha and in London.  You could scribe this in a table on the board.
  • Now ask students to select a local issue where there are conflicting interests or potential conflicting interests (e.g. use of community spaces, access to land)

Activity 1

  • Share MV Geography resource 7.1 Link to Miriam's Story
  • Elicit local issues considered by the group.  Vote on one to focus on.
  • In mixed ability groups, students explore, research and debate in the roles of different interested parties in their chosen local issue, demonstrating their understanding of the potential impacts (physical and human) of decisions made, and possible conflict resolution methods that could be employed.
  • Students can use these points, reproduced in MV Geography Resource 7.2 Structure your debate to help structure a debate:
    • Research carefully to find appropriate information
    • Organize points by order of importance
    • Consider all sides, but make your own position clear by backing it up with convincing facts
    • Tell about the causes and consequences 
    • Use statistics for supporting your facts
    • Use clear language 
    • Use visuals (photos, graphs, diagrams) to help the audience understand your position

Plenary

  • Reflect on the key message of Miriam’s Vision resource: Miriam’s Vision: A Response to the 2005 London Bombings is the Hyman family’s way of trying to help YOU to create a safer, more inclusive society in response to what happened to Miriam.
  • Reiterate that the aims of this module are to help us to understand that there are conflicts between groups in any society.  In order to reach the best compromise for all interested parties, patient negotiation is usually necessary. 
  • Students can share personal experiences or knowledge of issues that have split groups (which could include families) or communities.  How were the issues tackled?  Were they resolved?  Could they have been better resolved?  How?  This provides opportunities for students to relate the contents of this module to themselves and their own lives.  Sharing in (non-friendship) pairs can sometimes have surprisingly rewarding personal outcomes, and as a whole class students may inspire each other.
  • Refer to the subtitle of the module, Different Backgrounds, Common Ground, as a fitting close, and end with the following questions:
  • How can the Miriam’s Vision resources help? (By learning what happened on 7/7 and understanding its far-reaching consequences; by understanding that people have the choice to influence events in their personal, local, national and global communities constructively and non-violently; by applying lessons learned to future personal and wider situations.)
  • Has anything in this module inspired you? If so, what? How?

Please allow 10 minutes at the end of the session for students to complete the Student Survey. Please collect the surveys at the end and submit them to the MHMT. If you are participating in our Evaluation & Impact Study this is vital. Thank you.