Session 3: Personal consequences (2): Can negative events have positive consequences?

History (Ages 11-14)
Session 3: Personal consequences (2): Can negative events have positive consequences?
Key Message: 

Despite the events of 7/7, some people have been able to respond positively including Miriam Hyman’s family.

  • Students will investigate a range of positive responses to 7/7 amongst the bereaved and survivors
  • Students will consider long-term consequences of 7/7 for the first time
  • Students will collate and analyse information in order to summarise how one family has responded to 7/7
  • Students will add to their list of consequences
  • Students will write a paragraph summarising the response of the Hyman family


Project MV History Resource 3.1 Presentation.pptx. If students completed the research homework, what did they find out about Gill Hicks or Martine Wright?  What happened to them on 7/7? (lost both legs), how have they responded? (working for peace; participating in the 2012 Paralympics).  How could they have responded? (bitter, angry, afraid, reclusive etc.)   NB If students were not set this as homework, show film about Martine Wright (link on Slide 2) as an example of severely injured victims rebuilding their lives positively.

Phase 1

Focus on those who lost friends and family.  They have also had to try to rebuild their lives.  Start with film on Guardian website (Slide 3 – ‘6 Years On’) which interviews four people – three of whom lost family members (including Esther Hyman talking about her sister, Miriam) and one who was injured and survived.  You will need to explain that the film was made in 2011 after the official inquest into those who died (and explain that an inquest is an enquiry into the cause of death).

During the film (it lasts about 14 minutes), ask students to note:

  1. What happened in the days immediately after the bombings?
  2. Do they blame anyone for what happened? 
  3. What sorts of positive things have happened as a result of 7/7?

Discuss.  You might want to explore the concept of ‘blame’ – how helpful is it?

Phase 2

Students to answer the question ‘How has the Hyman family responded to the events of 7/7?’ using a variety of sources. 

First, play Miriam’s Story videos Parts 3 and 4. (You might want to recap briefly on what we know about Miriam from the first two parts of her story in lesson 1.) This provides more detail about the Miriam Hyman Children’s Eye Care Centre in Odisha mentioned on the Guardian film. 

Second, let them explore the website of the Miriam Hyman Memorial Trust (MHMT – Slide 4) or if internet access is not available to all students, show them the website via a projector/IWB and have copies of key pages from the site to show what the Trust does and how the family has responded to their loss (especially the eye care centre, fund raising and the letter from Miriam’s family for the Book of Tributes).

Third, explain that this module is part of the Trust’s education programme to encourage a greater understanding of how to live together harmoniously and to respond to challenges in a positive way.

Fourth, publication of Miriam’s artwork (Slide 5).  Her use of colour, form, imagination and interpretation brings joy and inspiration to many.  It is her direct legacy.

Students to write a paragraph answering the question.

Plenary 2 (conclusion)

A few students to read out their paragraphs.  Class discussion – what are their thoughts about the response of the Hyman family to their loss?  How else could the family have responded?  Why do you think they have made these choices? 

Can the students offer other examples of positive and constructive responses to challenges, either personal or beyond their own experiences?

Finish by adding more consequence to their list.

Extension (homework?)

Students browse the Miriam Hyman Memorial Trust website.  They research and make a list of organisations that have been set up

  • as a consequence of 7/7
  • as a consequence of other terror attacks
  • as a consequence of other negative events

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