Different Needs, Common Ground
The London 7/7 bombings shook the UK with ripple effects around the world. Many countries continue to experience the effects of fatal public incidents. Here we access the topic through Miriam’s story: What happened to her on 7/7, how her family and friends responded, and the implications for responsible citizenship and a true understanding of diversity. Miriam's vision is about living in an inclusive, non-violent society, respecting fundamental rights.
"Miriam's Vision" has been developed by the Miriam Hyman Memorial Trust in association with the University of London Institute of Education and Copthall School, London, which Miriam attended.
This topic focuses on how to respond to difficult or traumatic experiences in your life. On completion PSYV's will:
reflect on and evaluate their achievements and strengths in different areas of their lives
recognise strong emotions and identify ways of managing these positively
recognise that external factors, such as relationships, achievements and setbacks, can affect emotional well-being, and identify how they can take this into account.
Group room or classroom
4 x 30 minute blocks.
The Different Lives, Common Ground guidance notes for session leaders
All the resources are included in the dedicated website linked to the guidance notes.
You will need paper and pens
Flip chart or large paper and markers
Projector & Laptop (or screen for viewing videos)
Activity 1: Starter
Begin by asking group members what they know about the London 7/7 bombings. In small groups see how much they can jot down on a flip-chart or using sticky notes. Use these prompts:
Who did it?
Why do you think they did it?
Who was affected?
Activity 2: Introduction
Now introduce Miriam's story as described in the guidance notes:
Follow the guidance using the resources provided. There is the option of using PDF's or Interactive White Board.
Slide 1: Welcome students to the “time machine”. They are now going through space and time to an unknown destination. Slide 2: Explain that the class has just arrived in the past at a significant time in recent history. They should predict possible answers to “who, what, when, where, why” questions using the images on Slide 3. Emphasise that there is no right or wrong answer.
Continue to follow the introduction.
Activity 3: Introducing Miriam
At this point you will watch the video about Miraim's story (Video 1 of 4). There is discussion about Miriam and a fact finding mission to follow.
This is followed by video 2 of 4. There is the option to invite members to write their feelings the day after 7/7...and at future intervals. This can be followed by a discussion of what people wrote in their diary entries.
Activity 4: Response to Traumatic Experiences
This session considers how we respond to events like 7/7 and how we can respond to traumatic events in our own lives.
Follow these guidance notes to work through the activities.
Explain that in this session we will be exploring possible responses to difficult or traumatic events, using the example of what happened to Miriam and the Hyman family.
You will need to show the slide presentation as indiciated. On slide 6 there is a matching word activity with answers on slide 7. You are guided to compare if group answers are similar or different and discuss why.
The next phase explores reactions to Miriam's Story Part 3 (Video 3 of 4) and looks at ways to 'bridge' from negative to positive responses in a bridge visualisation activity.
This is the final part of Miraim's Story Part 4 (Video 4 of 4)
Following this video groups will focus on the key message. There have been positive outcomes to 7/7, although 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 help people to make considered choices in difficult circumstances.
How can these activities help to do that? (By learning what happened to Miriam and her family and understanding that people have the choice to influence consequences constructively; by applying lessons learned to future personal and wider situations, etc.)
Identify recent atrocities and see if groups can identify what bridges can be built from negative reactions to positive action.
Try some of the other activities such as:
Citizenship - looking at human rights