Peace, Reconciliation and the Gunpowder Plot
Why is the Gunpowder plot story so important?
The Gunpowder Plot has clear parallels with today and the issues of terrorism, bullying and religious intolerance in society. The Gunpowder Plot project fulfils the national, regional, and local Coventry focus by covering the problems of religious conflict and intolerance plus the understanding of different views and the consequences of political, racial, and religious persecution within a historical background. Better understanding of history will heighten awareness, so that people may enter into considered and thinking debate to bring about social inclusion, and the avoidance of conflict, persecution and civil disunity.During any discussion about the story behind the Gunpowder Plot, we should ask ourselves if it is correct or fair to bully, or think a person is 'different' because of race, religion, or ethnicity - and should these 'different' people be made to follow other's beliefs? This was the root cause of the Gunpowder Plot some 400 years ago, but we appear not to have learnt anything from our history. However, by promoting a rethink, by understanding the story, and looking at the differences within our society, we may learn these lessons.
What has it got to do with Coventry, the City of Peace and Reconciliation?
Coventry's Coombe Abbey was central to the planning of the plot by people who lived in the Warwickshire area. On November 4th 1605 the citizens of Coventry placed Princess Elizabeth, daughter of King James 1st, who resided at Coombe, under armed guard in Palace Yard, Coventry for her protection.
Coventry is possibly one of the most diverse cities for its size in the country, and has developed an international reputation as a city of peace and reconciliation; yet there is nothing in place which engages both young and old, from all lifestyles, with the socially unacceptable differences within today's society.
The history of England, and in particular the 1500 to 1606 period, shows us that the lessons of religious and political intolerance have not been learnt.
There are at present no educational lessons, displays, talks or events, other than those which were held at Coombe Abbey County Park for two weeks in 2006, which explored and raised questions about this extremely difficult subject without causing ethnic, religious or social problems.
Coventry takes great pride in its commitment to peace, reconciliation and internationalism. The city has held out the hand of friendship throughout Europe and beyond, building strong links with the global community. The City once again has the opportunity to become a national leader in bringing forward a project that will assist greatly in opening minds to the vast ethnic and religious diversity that exists, and how we can, by learning to tolerate each other, live together and respect each others differences.The very people we need to educate are not being reached due to economic factors. This places an unacceptable barrier to those at the very heart of the socially deprived, who need to be reached by the project.
Things that have come to the forefront in the past year.
Cultural, ethnic and religious diversity: Pupils should explore cultural, ethnic and religious diversity and racial equality. Diversity exists within and between groups due to cultural, ethnic, regional, linguistic, social, economic, technological, political and religious differences. Cultural understanding should be developed through the range of groups and individuals investigated, for example minorities and majorities, European and non-European. People and societies involved in the same historical event may have different experiences and views, and may develop a variety of stories, versions, opinions and interpretations of that event.The way in which the lives, beliefs, ideas and attitudes of people in Britain have changed over time: This includes studying the lives, beliefs, ideas and attitudes of ordinary people at various points in the past, how these have changed over time, and the factors that have brought about change and continuity in the local area and the wider world. These changes should be related to periods and events within a clear chronological framework.
Recent press releases and moves by goverment on the teaching of history to help overcome the social diversity problems we are faced with today; A report commissioned by the Tories called for history to be made compulsory up to the age of 16 to give pupils a better sense of British identity. Christine Gilbert, the chief inspector of schools, said that more emphasis was needed on "chronology and themes".
"A history curriculum that is inclusive and truly reflects the unity and diversity of the United Kingdom and respects the stories of different people is a desirable aim", she said.
Inspectors said that history was not being used well enough as a tool to break down barriers between racial and religious groups, or promote Britishness. Chief education inspector Christine Gilbert said that broadening the curriculum should improve quality of history in primary schools, and inspire more pupils to study the subject at GCSE and beyond.
