Mapping Change in Place and Society

This Section provides samples of learning activities specifically aimed at National Curriculum Learning Objectives in Citizenship, History and Geography.

The historical materials about smuggling and its control raise questions about attitudes to smuggling and smugglers. Comparisons between smuggling past and present suggest that there are many common moral, ethical and legal issues that have day-to-day implications for young people. Specific areas of the National Curriculum for which this can be appropriate include History and Geography, and Citizenship and Diversity.

KS 3 CITIZENSHIP UNIT 4 Britain

A Diverse Society

ACTIVITIES

Background

Some people in Britain are here because they were smuggled in. Some have been able to claim asylum. This widens the mixture of communities, values, skills and concerns to which everyone has to adapt. There are also people who are growing richer or poorer as a result of smuggling activities.

Human Smuggling

The following sites contain stories about human smuggling:

This BBC news item dated 21 February 2006 says that a national scheme was being launched by police to crackdown on human smuggling. The team of police officers was to be based in Ferndown. It would concentrate on several areas, particularly Bournemouth.

http://news.bbc.co.uk/

http://www.forcedmigration.org/

http://www.foxnews.com/

http://www.fmreview.org reviews attitudes of government

http://www.ash.org.uk/

The BBC news reports in video on the deaths and background of cocklers in Morecambe Bay, Lancashire . It raises issues about how people arrived in the country and whether they entered legally.

SAMPLE LEARNING ACTIVITIES

Extracts could be used to introduce the topic as a starter. Here are three headline statements which involve smuggling of people.

The main activity might then ask the students to discuss in small groups the following questions:

•  Why do people want to be smuggled?
•  What are the push-pull reasons for this?
•  Were people often smuggled in the past?
•  Is this more common today?

Illegal migration is a way in which communities respond to changes in the economy, their security and population and resource pressures.

KS 3 CITIZENSHIP UNIT 5

How the law protects animals – a local-to-global study

Activities

Background and sources

Laws and attitudes have changed e.g. the legitimate 18th century import of elephant tusks via Lyme Regis as part of the so-called Africa Trade (History on the Seabed ) to the laws today which make this a criminal offence .

The UK is committed to the Washington Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) http://www.cites.org The Convention provides international agreement on ways in which endangered species can be protected by preventing trade between countries. For example, the ivory of elephant tusks is greatly valued. Even today in Britain , old items made in ivory are bought and exported as part of the antiques trade. To obtain ivory, elephants are killed in order to removed their tusks.

International trade in ivory is controlled under the CITES Convention. The site UK CITES provides advice and information, as well as the regulations which control licensing of imports. The world's third largest international criminal activity after drugs and arms smuggling is animal trafficking (smuggling) according to rense.com and the following sites provide examples of how widespread it is.

http://www.ecologyasia.com/ - contains news item about concerns that there will be widespread wildlife extinction in Vietnam unless wild animal smuggling is reduced.

http://www.boston.com/ - reports that tigers protected by CITES were found starving. Thai police are reported as saying that in their country profits from animal smuggling were second only to drug smuggling.

http://news.bbc.co.uk/ says that tortoises worth only 1 dollar in India, when taken into countires such as Japan and the USA can be worth $200.

http://www.savetheelephants.org provides a wide range of press reports on African and Asian Elephants. It is a very useful site for this topic.

http://www.guardian.co.uk/ alleges that the United Kingdom is the third biggest supplier of illegal ivory to the USA.

http://www.planetark.org/ says that probably 12 million animals are smuggled out of Brazil each year. The trade is worth about US$1.5 billion.

http://www.rense.com/ says that criminals probably steal 38 million animals each year from the Amazon rain forests.

http://www.theepochtimes.com/describes animal smuggling in southern China and http://www.china.org.cn/ covers the same story.

www.nationalgeographic.com has several stories on animal smuggling – including abalone, snakes, poultry. To access them, use the link and then enter ‘smuggling' in the search box.

SAMPLE LEARNING ACTIVITY

Introduce three items:

1. An introduction to CITES

The UK is committed to the Washington Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) http://www.cites.org The Convention provides international agreement on ways in which endangered species can be protected by preventing trade between countries

2. The legitimate 18th century import of elephant tusks via Lyme Regis as part of the so-called Africa Trade

3. The Guardian story which alleges that the United Kingdom is the third biggest supplier of illegal ivory to the USA

Main Activity

Students are shown these as statements and are asked to imagine the following scenario.

You are waiting at an African airport to return home to Britain after a holiday. You have some money left and decide that you would like to buy a present for a relative such as your grandmother. You know that she has some old ivory mementoes on a sideboard.

While you are waiting, a young man comes up to you and tells you that he has some souvenirs for sale. He shows you a collection of bracelets and brooches. They are very cheap by British standards. They are also very attractive. Some are made of coloured materials and some are pale cream. You think they are ivory. You are tempted to buy a very nice bracelet.

What should you do? Should you buy it and hope you can get through UK Customs without being caught? Should you explain to the seller that you would like to buy it but cannot? Do you explain to him that you cannot take ivory into your country? You take pity on this poor young man and decide to buy something which does not look like ivory, but knowing that he will still be selling his ivory to other people, do you ask someone else for their advice? Does it really matter if you buy the ivory: after all the elephant that it came from is already dead?

The man also has butterflies in brooches and ashtrays – you decide to buy one of these instead, but how can you be sure that these aren't also endangered?

Children can work individually to begin with and then discuss their individual views in small groups.

They might write a short article for the local newspaper telling people about their experience at the airport and asking how this trade in souvenirs might be reduced or they might design a poster to warn travellers at airports about the issue. Perhaps NGOs such as Worldwide Fund for Nature www.wwf.org.uk and Butterfly Conservation www.butterfly-conservation.org have advice.

They should also think about why it was satisfactory to import elephant tusks through Lyme Regis in the 18th century but would not be allowed now. What has changed? Elephant tusks are still collected in Africa . Would their view be different if they lived in an area where elephants have trampled their village crops?

KS 3 CITIZENSHIP UNIT Section 10

Debating a global issue

ACTIVITY

Background and Sources

The overall expectation of this activity is that students complete it with an understanding of what is smuggled. They may be surprised by some of the goods involved and also the size of the activity. Ideally this should follow an activity which has looked at smuggling in the past.

SAMPLE LEARNING ACTIVITY

Start by using the EU statistics table as an example of data that is collected by governments.

http://www.4ipr.info/eu_involvement/statistics_on_piracy/ and http://ec.europa.eu give detailed data for counterfeited and pirated articles seized at the borders of the European Union.

The main activity should involve finding out what is smuggled today. Specific topics would include drugs, tobacco and alcohol, archaeological artefacts particularly from less-developed countries, animals and birds, people.

http://www.who.int is an example of a world map.

http://www.psepc-sppcc.gc.ca/prg/le/oc/index-en.asp is an official report on organised crime in Canada which shows how smuggling links into many other illegal activities. It also describes the impact of organised crime on the wider economy.

http://www.smugglingtoday.com/ provides current news worldwide.

www.nationalgeographic.com has lots of stories about smuggling – including some strange things – prickly pear, abalone, snakes, fossils

Produce a summary list of things which are smuggled, and the countries involved in this particular trade.

Pupils should be asked to analyse what is being smuggled. Do the items fall into particular groups? Do these groups operate on different scales – can some be small-scale and localised?

Is there a common theme to why smuggling is happening or are there different reasons, such as high prices, high taxes, poor control, rarity, different cultural views of particular things?

The links below are listed by topic

Drugs

Guns/Weapons

Tobacco

Oil

Alcohol

Phones

Fuel

Rice

Garments

Rubber

Wood

Art

Bibles

Diamonds

Jewellery

DVDs

KS 3 CITIZENSHIP UNIT Section 15

Crime and safety awareness – a whole-school multi-agency approach

ACTIVITIES

Background and Sources

In an area with several ports such as Poole, Weymouth and Southampton , smuggling takes place. There may also be smuggling through small harbours, such as Lymington, as happened in past centuries. Is there any evidence that this is happening through local arrests and convictions?

SAMPLE LEARNING ACTIVITY

Pupils are asked to discuss. If you were working for H.M Revenue and Customs, what signs would you look for that something had been smuggled in?

What happens if you bring back illicit objects? Who is affected by this?

The following two sites give two different views on smuggling and its effects. The first is mostly about cases of smuggling and who was involved or allegedly involved. The second describes the effect on local businesses.

http://www.legalday.co.uk/ provides an archive of allegations and cases involving smuggling.

http://www.pcij.org/stories/2004/smuggling.html looks at some of the effects on people.

KS3 HISTORY Unit 22

The role of the individual

Unit 22 gives pupils the opportunity to analyse the role of the individual in history and to assess how far they can change the course of history.

ACTIVITIES

Background

There are examples of smuggling people for what at the time seemed like good reasons. Would we still agree with that judgement? History specifically considers the role of the individual in history. For example, the NC identifies Harriet Tubman, a former slave, as a “courageous woman who is remembered for her actions”in smuggling people (slaves) from the southern states of the USA to the northern states and often into Canada . The network of routes and the way in which people were moved became known as The Underground Railroad. For a picture of Harriet Tubman, go to http://www.americaslibrary.gov

SAMPLE LEARNING ACTIVITY

A Starter activity could begin with students reading this statement:

‘Harriet Tubman, a former slave, is regarded as a “courageous woman who is remembered for her actions” smuggling people (slaves) from the southern states of the USA to the northern states and often into Canada '.

The statement is supported by documentary evidence from sites such as the following

http://education.ucdavis.edu

http://www.nationalgeographic.com/railroad

www.cr.nps.gov

http://pathways.thinkport.org/flash_home.cfm provides a map, Mapping Maryland's Freedom Trail, showing the routes of the smuggled slaves.

Two separate main activities could follow from this

Activity 1 would ask students to discuss Tubman's actions. Was she right to take the step she did? Who would have supported her and who would have tried to catch her? The student might be allotted roles for this: as plantation (and slave) owners, as the authorities – Government officials and army, as people who saw slavery as wrong and whose principles told them to help escaping slaves, and as slaves themselves.

A plenary session would ask students to come to conclusions about the rights and wrongs of her actions. How should we behave towards people who have been smuggled into Britain ?

Activity 2 develops from the fact that very few smuggling sites provide maps of where smugglers landed and stored goods.

Choose a UK area using information from sites and draw up a map to show locations. If your school has access to InfoMapper, this will provide Ordnance Survey maps to use as the base maps for this exercise.

An alternative sample learning activity could follow the Tubman model. It is certain from contemporary reports that smugglers were often very important to local economies. They were also criminals but communities provided support and sometimes took steps to prevent the authorities from capturing the smugglers. Select a smuggler from your region and, using historical evidence, support your arguments for that person's influence in local society in a structured account. Consider the importance of recorded facts compared to myths and legends. Is the importance of the individual in society based more on the stories or the facts?

Isaac Gulliver is a well documented Dorset smuggler for whom there is ample information (see below)

Use www.smuggling.co.uk which provides an introduction to the history of smuggling in Britain and www.smuggling.co.uk/ takes you directly to information about Isaac Gulliver.

http://www.swgfl.org.uk/

http://www.thedorsetpage.com/

Learning Activity

Produce a map which shows all the places associated with Isaac Gulliver from birth to death.

SAMPLE LEARNING ACTIVITY

INDIVIDUAL OR GROUP PROJECT

An individual pupil or a group could make use of the following material from the DCDA to show what land this smuggler held in this specific parish

What did Isaac Gulliver own?

Specific actions are:

• to identify plots on Tithe Map and
• construct a parish map to highlight them
• are any of the names on the present-day street map of Kinson
• Sum of the total area – you will need to convert acres, roods and square poles to square metres and hectares ( One acre = 0.4048 hectare = 4048 square metres. So a rood equals 1014 sq m and one square pole = 25.35 sq m)
• Summarise Gulliver's properties, showing land in different uses, e.g. orchards, buildings, pasture, etc.
• Produce a table which shows this information and write a short report that explains what you did and what it tells you about the Kinson properties of this smuggler

Use the Tithe Apportionments of Canford Magna – Kinson parish to map the land that belonged to him. It is shown under the name of Reverend Charles Bowle who owned a large number of plots of land as ‘Devisee' , a beneficiary of Isaac Gulliver's estate after he died. All of these plot numbers are identifiable on the Tithe Map so you can map the local geography of this renowned smuggler.

KS3 GEOGRAPHY Unit 18 Section 6

How does globalisation affect people at a local level? What happens if the chain is broken?

Activities

Background and Sources

The suggested focus for this Unit is the fashion industry. As geographical patterns have changed with globalisation, some localised traditional garment producers are being affected by smuggling. The two sites below illustrate this.

http://www.thehindubusinessline.com/m expresses concern that the clothing manufacturing industry in Kerala, India, could collapse with serious consequences for employment because of smuggling from adjacent States.

The Indonesian National News Agency reports at http://www.antara.co.id/en/seenws/?id=19007 that garment smuggling has increased and that this is putting the local industry at risk.

ACTIVITY

Ask pupils to read the content of these two sites. It is quite short. Then they should examine how the chain is being broken and suggest what changes are likely to occur to the geographical patterns of the garment industry and to patterns of income and poverty in these areas.

KS3 GEOGRAPHY Unit 18 Section 7

Who are the winners and losers in the globalisation process ? Is this fair?

These Learning Outcomes overlap with the previous ones in Unit 18 Section 6 above. The Activities above might be used to meet both outcomes.

Section 2: Smuggling Resources

Section 3: Exemplars from the DCDA

Section 4: Sample Learning KS3 Activities

Section 5 - Sample Learning Activities for KS4 Citizenship