Different Backgrounds, Common Ground

Geography (Ages 11-14)
Different Backgrounds, Common Ground

Miriam's Vision Geography Guidance

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.

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