History and Identity – Gypsy Roma life as part of the history curriculum By Jamie Byrom Education consultant, Devon, UK
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History and Identity –
Gypsy Roma life as part of the
history curriculum
By Jamie Byrom
Education consultant, Devon, UK
“Following the Trail” costs about
£10 and can be ordered from:
• Devon Traveller
Achievement
ServiceRedworth
House,Ashburton
RoadTotnes,DevonTQ9
5JZ
• Telephone 01392 386811
• My email address is –
The pictures of Gypsy Roma people in this presentation are reproduced from “Following the Trail” by courtesy of Devon County
Council which retains copyright. No further reproduction is possible without permission from Devon County Council.
Doing history – big ideas and important skills(The names given to these in the English National Curriculum are shown in brackets)
Understanding …
• time and how we measure it (Chronology)
• how people lived / what people did in different times (Sense of period)
• that people are not all the same (Cultural, ethnic, religious diversity)
• reasons and results (Cause and consequence)
• how things have changed / stayed the same (Change and continuity)
• which people/events matter most and why (Significance)
• how we get different versions of history (Interpretation)
Being able to …
• ask and answer questions about the past (Historical enquiry)
• work things out from historical sources (Using evidence)
• sort out and share our ideas with others (Communication)
The English National Curriculum says …
• “History is important because … it encourages mutual understanding of the historic origins of our ethnic and cultural diversity”
• “Teachers should provide curriculum opportunities for pupils to:
– explore the ways in which the past has helped shape identities, shared cultures, values and attitudes today”
Black history
Women’s history
Religious history
Working people’s
history
Gypsy/Roma history
Which groups exist?
How do they live?
Why are they different?
How/ why have they
been treated?
What do they bring to
society?
Content Concept
A history curriculum that takes diversity seriously involves
decisions about:
•Content (making sure the minority groups appear)
•Concepts (making sure understanding is developed).
We also need to decide:
•When to focus on the group (discrete treatment)
•When to let the group appear as part of the wider
picture (integrated treatment)
But we really need to use both approaches!
Discrete studies
eg
•A whole unit on Islamic
civilization
•A single enquiry about being a
Black British citizen in the 1960s
Integrated work
eg
•including black people in a study
of the development of medicine
•Including Gypsy Roma people at
various points
1
0
Meet Elizabeth …• Elizabeth Small was about three when this photograph was taken. Now she has grown up and she lives in Devon with a family of her own.
• Elizabeth has collected all sorts of pictures and stories about her family history going back for many years. She is very proud of her family’s past.
• We hope you enjoy finding out about Elizabeth’s family. Maybe you might try to learn more about your own family history?
11
Married c. 1829
Married c. 1855
Married 1891
Married 1918
Married 1953
Moses m. CarolineSmall Small
Elizabeth Small
Moses m. CinderellaSmall Cooper
Joshua m. PatienceSmall Orchard
Moses m. Caroline Small Penfold
Alexander Small m. Louise Orchard
? ?
Picture of street traders here – As
available in the Badger Book of
history – Big Book 1
Why were tinkers so useful?
14
This painting shows the kitchen of a big house in in 1846. Which objects in this kitchen could a tinker mend? What are they all used for?
Picture courtesy of British Museum
Picture of tinker at work here
16
“Virtual Victorians” By now you probably know how useful a tinker was in Victorian times.
Why not visit this website to see more Victorian objects of all sorts? How many of them might a tinker like Moses Small be asked to mend as he travelled around in 1851?
To visit the website, click here: http://victorians.swgfl.
org.uk/themes/home.h
tm
What did Victoria and Caroline have in common?
Caroline Small
18
1837 was a special date in her life
She often travelled in horse-drawn vehicles
She died in 1901
Queen Victoria
1837 was a special date in her life – she was born!
1837 was a special date in her life – she became Queen!
She married her cousin
She married her cousin (Moses) She married her cousin (Albert)
She often travelled in horse-drawn vehicles
She often travelled in horse-drawn vehicles
She had nine children
She had eleven children She had nine children
She died in 1901 She died in 1901
She is part of British history
She is part of British history
Two very different Victorians?
Here are Caroline Small and Queen Victoria. Each time you click you will see a statement. Decide if it is true about one or both of these women.
She is part of British history
What mattered to Victorian
Gypsies?
21
Which person do you think is the visitor? How can you tell?
How many Romany people can you see in the picture?
How do you think these Romany people earn a living?
Do you think these Romany people live here all the time?
The Gypsies and their visitor
This picture was made in 1901. Use it to answer the questions that appear when you click.
Who do you think is the oldest Gypsy? Who do you think is the youngest?
What jobs do you think the people do when they set up camp?
Do you think the Romany people all come from the same family?
Why do think the visitor has called to see the Romany people?
Picture of census enumerator visiting a Gypsy camp in
1901.
What might be the story behind
the Unknown Warrior?
24
Moses Small
(middle back) in
World War I
Before he was married, Moses Small served in the army during the First World War. This photograph shows him with some fellow soldiers in 1916. Which one do you think is Moses?(Click again to find out).
What are the soldiersat the front holding?(Click again for a closer look).
2000
1950
1900
1850
25
Moses Small
(middle back) in
World War I
2000
1950
1900
1850
Before he was married, Moses Small served in the army during the First World War. This photograph shows him with some fellow soldiers in 1916. Which one do you think is Moses?(Click again to find out).
What are the soldiers at the front holding?(Click again for a closer look).
26
So what are the mystery objects?
Click again to see another clue.
27
These are bridles and stirrups to be used with horses.
Moses trained to be one of the bombardiers who fired the great guns that did so much damage in the war.
It seems Moses worked with horses, moving guns and ammunition.
28
The stories of three Devon Gypsies who fought in the First World War
Bob Broadway
Fought in the trenches. Was killed in action in April 1917. His brother Jim, and a Romany friend, went looking for his body on the battlefield. When they found it they saw that someone had already cut off one of his fingers to steal a fine gold ring. They brought the body back for burial.
Reuben Small
Fought in the trenches but was badly wounded and left for dead. A friend (who was not a Gypsy) went back for him. He had four operations to remove broken bits of bone from his leg. He walked with a bad limp for the rest of his life
Christopher Penfold
Fought in the trenches in northern France with two of his brothers. He survived the war but died in 1925 at the age of 26 from injuries suffered in a gas attack.
So what?
Three signs of a healthy history curriculum:
•Diversity – minorities are included
•Complexity – society is not simple and we need
to think deeply about it
•Activity – children try to do what historians do
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