Teaching the "Voices of the Victorian Poor"

在AHRC项目赠款“在他们自己写”期间，我们收集了1834年至1900年期间穷人及其倡导者的声音的丰富画布，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，并且能够并愿意抵制或竞争国家和地方政府的权力。此外，我们已经确定，在我们发现的声音的性质，深度和音调方面存在着大量的时间和空间变化。这些材料使我们能够从下面写新济贫法的历史，作为原始拨款提案的核心学术成果。然而，我们与志愿者团体、经营济贫院博物馆网站的人、TNA的用户以及与我们合作的教师和学童的接触，也揭示了对相关教学资源的更广泛的需求，包括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）展示我们在项目期间产生的大量原始数据。为了满足这一需求，项目的一个关键部分将是教师奖学金计划，在这个项目中，我们将从KS2到KS5中挑选一批教师进行培训和发展，以便他们根据项目的数据制作可扩展的教案和其他资源。PI、CI、其他TNA工作人员和一名教育顾问将与教师合作，为不同的关键阶段制定详细的教案、教师笔记和相关材料。然后，该小组将参与更广泛的活动，与其他教师进行互动并培训他们使用这些工具，从而产生滚雪球效应，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的教师和其他参与教师还将就在线数据可视化工具的开发提供建议和指导。在我们编写最初的应用程序并制定其参与计划时，我们还没有使用这个数字计划。由于我们对贫民声音的研究资料非常丰富，非常广泛，因此适合不同阶段的教师和学生使用。教师将能够根据课堂参与者的不同年龄、能力、地点和课程兴趣定制资源。使用一系列过滤器，用户将能够询问有关集合中写信人的居住地，年龄或性别的问题。在对数据作了注释、制作了在线地图并同时提供了关于贫民、准贫民和倡导者信件和请愿书的基本数据之后，我们将通过现有的技术需要评估网络和邮件列表、技术需要评估网站、志愿者团体、济贫院网站和济贫院网络广泛宣传这一工具，使该项目在国内和国际上具有影响力。该项目的所有产品将永久免费在线提供。为了接触更广泛的公众，学习资源将被写入现有的技术需要评估研究指南，这些指南已经广为人知。事实上，关于公共卫生、贫困和济贫院的四项相关技术需要评估研究指南每年都有近30 000名研究人员参与。我们将更新这些指南，向教学社区以外的研究人员宣传这些资源。这将包括高等教育和终身学习的人。

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.