Return to the enquiry question.
Hand out packs of consequence cards to pairs of students. The packs include some blank cards. Students read each card and decide if it covers any of the consequences on their list. If it doesn’t they need to mark this on their list. The blank cards are for consequences on their lists that are not on the starter cards.
Pairs join with other pairs to compare their extra cards. Do they wish to add new ones at this stage?
Students work in small groups to devise different ways to categorise and sort the cards. How much guidance you provide here will depend on the group. You may want the students to come up with their own categories, but the cards could be organised according to, for example:
- Negative / positive consequences
- Long-term / short-term consequences
- Personal / impersonal consequences
- Direct / indirect consequences
- Big points / little points (The big points might be headings such as ‘Changes in emergency services’, ‘Eye witnesses’ etc.)
Cards can then be physically organised in different ways, according to the different categories. For example: On opposite corners of pieces of sugar paper, the students write one category, eg ‘Negative’ in one corner, ‘Positive’ in the other. Students take turns at placing the cards according to how closely related they are. Groups can exchange the sugar paper category sheets to sort the cards in different ways.
You can also try asking very specific questions and asking them to decide which cards would be relevant in the answer. For example: ‘What happened after the 2005 London bombings?’ can include everything. But what about ‘Did anything good come out of 7/7?’ or ‘How did 7/7 change people’s lives?’ or ‘What happened in the immediate aftermath of the London bombings?’ and so on. This helps them to realise that information becomes more or less important depending on what is being asked.
You will need to find a way for students to record some of their sorting activities. They should record some of the headings they identify as this will help them in their final task. One of the resources provided is MV History Resource 5.1 Consequence cards with space for them to write down the extra cards. Distributed as a printed sheet, it could be their reference for the final task. MV History Resource 5.1.2 Consequence cards DIFFERENTIATED includes definitions of some terms.
Plenary 2 Ongoing
You will want to stop the students periodically to discuss how they have sorted the cards and to introduce a different way of organising them.
Plenary 3 Conclusion / Homework
Students can choose what final task they wish to undertake for homework. They should leave the session knowing what they are going to do and, if there is time, have done some preliminary planning.
Students may come up with their own final task, or you may wish to choose (or give them a choice) from the following:
- An essay answering the enquiry question- What happened after the 2005 London bombings?
- A short documentary on the consequences of 7/7, possibly to mark an anniversary. This could draw heavily on the source material they have studied but it must include an analysis of the consequences (see mark scheme).
- A piece of artwork and accompanying explanation which seeks to illustrate the range of consequences of 7/7. This must include an analysis of the consequences (see mark scheme).
MV History Resource 5.2 Marking scheme outlines the marking scheme for students.
Students understand that there were several consequences of 7/7 but these are undifferentiated (all consequences are deemed to be of the same importance and type) and not linked explicitly with the events of 7/7. Effectively, students are writing a list of consequences with little attempt to analyse them. Their knowledge and understanding of 7/7 and its consequences is fairly basic. Award at the top of the band if their knowledge is accurate and they identify at least four accurate consequences of 7/7.
Students begin to explain and analyse the range of consequences of 7/7, either in terms of their type (eg personal/impersonal; direct /indirect) or their importance/significance. They are clearer about the relationship between the consequences and the events of 7/7, i.e. they explain how and why each consequence came about after the bombings. They support their analysis with examples drawn from the enquiry and their understanding of events is sound. Award at the top of the band if they analyse the consequences in more than two ways and reward those whose knowledge is secure and who make use of several examples to support their analysis.
Students explain and analyse the range of consequences in multiple ways, including for example by time (long/short term), by type (personal/impersonal), by importance/significance and by relationship to 7/7 (direct/indirect). There is scope to explore how it is difficult to judge the relative importance/significance of these consequences because they are all quite different – each could be deemed important in its own right. Any answer in this band will be supported by extensive examples drawn from the enquiry and accurate and sensitive understanding of the events of 7/7 and its consequences.