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The Historical Association History

Community cohesion and the prevention of violent extremism
A list of resources for teachers to use in the classroom

  Resource Title and Teacher Guidance Brief Description of the Resource Accessibility
1 How does Olaudah Equiano deserve to be remembered? (Slave trade abolition in Cambridgeshire and Suffolk) This website resource uses historical enquiry questions to explore the role of freed slave, Olaudah Equiano in the abolition of the slave trade. The Scheme of Work, enquiry questions and activities include integrated teacher's notes and are ordered in such a way as to gradually develop essential skills and build pupils' confidence. Teachers can be selective and mediate the materials as they see will work best in their own classroom, which will further help young children to learn to understand others.
KS 1
Difficult concepts for children with learning difficulties. SEN teachers will need to differentiate to meet needs of individuals.
2 Examples of practice: Rose Blanche This web-based activity is part of the Historical Association's work on Teaching Emotive and Controversial Issues, and forms part of the online support materials. It uses the fictional story, Rose Blanche by Ian McEwan to explore the Holocaust in Eastern Europe in WW2 and the reactions of various people to it, and introduces the idea of Perpetrators, Bystanders, Victims and Rescuers. This resource will also help pupils to consider a range of issues such as conflict, community, deprivation, discrimination, extremism, identity, migration, relationships and segregation.,1149_53.html
KS 2 (could be adapted for KS 3)
Fully accessible, however SEN teachers may need to differentiate to meet needs of individuals.
3 Birmingham Stories: Victorian Britain This web-based resource explores diversity in Birmingham during the Industrial Revolution and the classroom activity is designed to help Key Stage 2 pupils explore how Birmingham families lived during Victorian times, by looking at various artefacts and primary sources. This resource is a good example of how to combine local history with raising issues about community cohesion and it will also enable teachers to explore the benefits of migration – both historical and present.
KS 2 (could be adapted for KS 3)
Fully accessible.
4 Campaign! – Make an Impact This project, led by the British Library, can inspire and enable young people to change their own world through creative and positive ways. Teachers are encouraged to work with their local museum or archive as this deepens pupils' understanding of relevant topics and pupils can take inspiration from historical figures and historical events and link their findings to the present day and a situation that is pertinent to them. This active participation can have a positive impact on pupils' self-esteem as they realise they can actually do something about issues that concern them.
KS 2 and above
Fully accessible, however SEN teachers may need to differentiate to meet needs of individuals.
5 Anton Witkowski's story. This is part of the BBC's Archive of World War Two Memories – written by the public and gathered by the BBC. This resource describes the story of a Polish Air Force serviceman that shows clearly the impact of war on families, and on countries. The resource also illustrates that people migrate for many reasons and provides teachers opportunity to explore the contribution of many groups of people, to many aspects of life in both the 20th century and earlier.
and see attached Classroom Activity Worksheet
KS 3
Fully accessible, however SEN teachers may need to differentiate to meet needs of individuals.
6 Case Study 4: Diversity and wider world cultures This online case study focuses on how schools can understand the challenges and opportunities in effectively teaching Islamic history. Part of the HA online CPD unit on Diversity in the Secondary Curriculum, this resource prompts teachers to plan for and address issues of diversity, enabling pupils to investigate Britain's relationship with the wider world and emphasising the importance of recognising the cultures, beliefs and achievements of societies prior to European colonisation.,1337_11.html
KS 3
Fully accessible – to support teachers' understanding of Islamic history.
7 WDWTWA? 'Unity and Union – what does the Union flag represent?' This Who Do We Think We Are? online resource encourages pupils to think about what the 'Union' flag represents, and for whom? They are encouraged to explore the use and abuse of the Union flag, at various times, and by various groups of people, and consider how British national values have changed over the last 200 years. Through this activity, pupils will develop essential skills and confidence to challenge extremist use of the Union flag, and to be able to effectively discuss and evaluate potentially controversial issues.
KS 3
Fully accessible.
8 'They took Ireland away from us and we've got to fight to get it back'. This article from Teaching History issue 114, uses fictional characters to explore the relationship between historical interpretation and contemporary attitudes. It explores the difficulty in getting pupils to understand that different people interpret the past in different ways, depending on their own prejudices and intentions. The resource also helps pupils to develop knowledge of religion, history, citizenship and English and helps them to analyse current and relevant issues of concern.
See attached pdf article.
KS 4
Difficult concepts for young people with learning difficulties. SEN teachers will need to differentiate to meet needs of individuals.

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