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> Resources > CCU - Community Cohesion Materials > CCU - History > CCU - History - Resource 4

Resource 4

The Historical Association History

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


Resource title
Campaign! Make an Impact
Source: http://www.bl.uk/campaign
Outline
Campaign! Make an Impact projects allow young people to explore how other people have changed things and inspire them to change their own world. It uses a three step model:
  • study a historical campaign such as abolition of the slave trade, suffragettes or chartists
  • from these campaigns, pupils learn how people communicated and got their message across
  • pupils use these new skills to run their own creative campaigns using film, audio work, art, drama, poetry etc
The historical part of the activity is integral to the success of the resource as a whole, but is also a valuable history activity in its own right. Schools are encouraged to work with their local museum or archive as this deepens pupils' understanding of the subject, and pupils work with artefacts and sources, examine evidence and reach a conclusions based on their understanding of the evidence. The activities also enable pupils to ask their own enquiry questions and link their findings to the present day and a situation that is pertinent to them.

Pupils from the Skinners' Company's School for Girls in London used this model, studying the campaign for Women's Suffrage with the British Library. They were concerned about the level of knife crime in Hackney and didn't feel safe. They created a campaign film aimed at other young people, learnt all the skills for making the film and interviewed representatives from key community organisations.

Other projects have seen pupils campaign on a range of issues pertinent to their locality including bullying, racism and social cohesion. Perhaps a historical campaign to build the first local railway, and the impact this had on their town or village? Or the campaign to build the first school in the district, or a local coal mine or factory? Pupils will be able to explore these from local newspapers, record offices and museums. All will involve the development of strong historical skills and develop aptitude in historical concepts. A carefully selected campaign will be exciting for pupils, and a worthwhile historical experience.

The young people who participate in projects realise that they can do something about issues that concern them and tend to leave with raised self-esteem and feel they can go on to achieve other things. Furthermore, the whole process can encourage the development of an understanding of continuity and change, of the limitations of evidence, of bias and interpretation, chronological understanding, of sequencing events and how the past links very firmly to the present, as well as learning lessons from the past, and how it influences behaviour and judgement today.
Links across other subjects within resource
Citizenship – KS 2 upwards including the new GCSE, Creative and Media diploma, English, ICT, All creative subjects
Additional support
Museums, Libraries and Archives Council http://www.mla.gov.uk
No to knives www.ntk.org.uk
Knife Crimes www.knifecrimes.org/poems.html
A Different Ending www.youtube.com/adifferentending (When using resources on YouTube, teachers should exercise care and discretion and wherever possible check the accuracy of the material against other sources).

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