Teaching the "Voices of the Victorian Poor"

在AHRC项目资助“In Their Own Write”期间，我们收集了1834年至1900年间穷人及其支持者的丰富声音，表明即使是最贫穷的社会成员也有文化，了解穷人的法律，法规和规则，能够并且愿意抵制或挑战国家和地方政府的权力。此外，我们已经确定，我们发现的声音的性质、深度和音调在时间和空间上都有很大的变化。这些材料使我们能够从下面书写新济贫法的历史，这是最初拨款提案的核心学术成果。然而，我们与志愿者团体、经营救济院博物馆网站的人、TNA的用户以及与我们一起工作的教师和学生的接触，也表明了我们对相关教学资源的更广泛的需求，包括一个易于使用的可视化工具，用于理解、访问和表示（通过表格、图表或地图）我们在项目期间生成的大量原始数据。为了满足这一需求，该项目的一个关键部分将是教师学者计划，在该计划中，我们将从小学二年级到五年级挑选一批教师进行培训和发展，以便他们根据该项目的数据制作可出版的课程计划和其他资源。PI， CI，其他TNA工作人员和教育顾问将与教师一起制定详细的课程计划，教师笔记和不同关键阶段的相关材料。然后，该小组将参与更广泛的练习，与其他教师交流并培训他们的使用，产生滚雪球效应，使我们能够对学校社区产生深刻而有针对性的影响。来自TSP的教师队伍和其他受聘教师也将就在线数据可视化工具的开发向该项目提供建议和指导。当我们编写最初的应用程序并制定其参与计划时，我们无法使用这种数字倡议。由于我们的贫困者声音数据非常丰富和广泛，适合不同关键阶段的教师和学生使用。教师将能够根据不同的年龄、能力、地点和班级参与者的课程兴趣来定制资源。通过使用一系列过滤器，用户将能够询问（例如）关于收集中的信件作者的居住地、年龄或性别的问题。在对数据进行注释、构建在线地图并同时提供贫民、潜在贫民和倡导信件和请愿书方面的基础数据后，我们将通过现有的TNA网络和邮件列表、TNA网站、志愿者团体、济贫院网站和济贫院网络广泛宣传该工具，使该项目在国内和国际上具有影响力。这个项目的所有产品将永久免费在线提供。为了让更广泛的公众了解这些学习资源，这些资源将被写入已经广为人知的现有TNA研究指南中。事实上，关于公共卫生、贫困和济贫院的四份相关的TNA研究指南每年惠及近30 000名研究人员。我们将更新这些指南，向教学社区以外的研究人员宣传该资源。这些人包括接受高等教育和长期学习的人。

During the AHRC project grant 'In Their Own Write' we have collected a rich canvas of the voices of poor people and their advocates between 1834 and 1900, showing that even the very poorest members of society were literate, understood the poor laws, regulations and rules, and were able and willing to resist or contest the power of the national and local state. Moreover, we have established that there were substantial chronological and spatial variations in the nature, depth and tone of the voices that we have uncovered. Such material is allowing us to write the New Poor Law history from below envisaged as the core academic output from the original grant proposal. Yet our engagement with volunteer groups, those running workhouse museum sites, users of TNA, and the teachers and schoolchildren with whom we have worked as part of our engagement and impact activities from the original grant also reveals a much wider appetite for relevant teaching resources, including an easy-to-use and visual tool for understanding, accessing and representing (through tables, graphs or maps) the vast amount of raw data that we have generated during the project.To meet this demand, a key part of the project will be a Teacher Scholar Programme, in which we will select a group of teachers from KS2 to 5 to train and develop in order for them to produce publishable lesson plans and other resources based upon the project's data. The PI, CI, other TNA staff and an Education Consultant will work with the teachers to produce detailed lesson plans, teacher notes and associated materials for different key stage levels. The group will then engage in a wider exercise to engage with and train other teachers in their use, creating a snowball effect and allowing us to have a deep and targeted impact on the school community.The cohort of teachers from the TSP and other engaged teachers will also advise and guide the project on the development of an online data visualisation tool. The use of this digital initiative was not available to us when we wrote our initial application and developed its engagement plans. Because our data on the pauper voice is so rich and extensive it is suitable for use by teachers and school students at different Key Stages. Teachers will be able to tailor the resource to the different ages, capabilities, locations and curriculum interests of class participants. Employing a series of filters the user will be able to ask questions (for example) about the place of residence, age or gender of letter writers within the collection. Having annotated the data, constructed the online maps and simultaneously made available the base data in terms of pauper, would-be pauper and advocate letters and petitions, we will publicise the tool widely through existing TNA networks and mailing lists, TNA website, volunteer groups, workhouse websites, and the workhouse network, giving the project national and international reach and impact. All products of this project will be available for free online in perpetuity.To reach the wider public the learning resources will be written into existing TNA research guides which are already well known. Indeed the four relevant TNA research guides on public health, poverty and workhouses, reach almost 30,000 researchers annually. We would update these guides to advertise the resource to researchers outside of the teaching community. These would include people in tertiary and long life learning.