The seven letters selected within this resource show a wealth of varied experiences of women inside the workhouse. The lesson can either use the letters in full or the teacher can select sections of the letters. Students are encouraged to analyse each letter, focusing on the treatment of women and their mental health. Learning objectives: To investigate the varied experiences of women in the workhouse. To analyse and make inferences about a source. Resources needed: Printed sources. This lesson was created as part of the Voices of the Victorian Poor Teacher Scholar Programme.

This lesson explores source material in the form of letters written by Paupers which were sent to the Poor Law Commission in London, generally complaining about the treatment and conditions the pauper children were enduring. The pupils will analyse the individual letters to gain an understanding of some of the things which happened to children during this time. This lesson focuses on clothing and is part of a series of lessons which include a focus on Southwell Workhouse followed by two other lessons focussing on schooling and food. This lesson will support an exploration of the Victorians where it is either your post 1066 unit or linked to local history, for example if you have a local workhouse that is now a hospital or converted for other uses. It could also be used if you were exploring children’s experiences through history. This lesson was created as part of the Teaching the Voices of the Victorian Poor Teacher Scholar Programme.

This document pack and associated activity are designed to support students with their depth study of Poverty, Public Health and the State in Britain c1780 – 1939. The period of 1834-55 has been chosen to allow focus on the Poor Law Amendment Act and its impact on society. The letters provided in this pack are largely from paupers or interested parties writing to the Poor Law Commission, the Poor Law Board or local authorities in regards to the act, as such they offer genuine contemporary reactions to the Act. The letters have been presented as photographs with transcripts available (printed on the reverse if this pack is printed double-sided). An accompanying powerpoint has been provided which can be edited to suit your needs. Teachers notes have been provided within the powerpoint with suggested activity instructions. This lesson was created as part of the Teaching the Voices of the Victorian Poor Teacher Scholar Programme.

This lesson explores descriptions of the punishment of the Victorian poor in the MH12 collection in The National Archives. It comes in two parts. The first lesson explores punishments given to children while the second lesson examines pauper attitudes to punishments for the general population. It was created as part of the Teaching the Voices of the Victorian Poor Teacher Scholar Programme.

The purpose of this lesson is to explore sources which reveal something about the contemporary medical understanding of the disease, public attitudes and the role of the General Board of Health over a time frame of series of cholera epidemics in Victorian England. For some, the best advice against the disease was to improve ventilation, cleanliness and purge the body, keep it warm or change the diet. For others it required prayer and forgiveness from God. Again, it is interesting to consider why many of these ideas persisted after the breakthrough provided by Dr John Snow in 1854 that linked the presence of contaminated water to the spread of cholera at a time when the authorities and medical profession believed that the disease was spread by miasma, or bad air caused by pollution.

‘Uncovering LGBTQ+ lives in the archive’ is a series of films combining puppetry, model-making, and animation created by a group of eight young people in July 2022. The project allowed the group to explore moments of LGBTQ+ history from the collection, some more well-known than others, and to interpret the documents from a 21st century perspective. They then used their reflections to inspire the narrative and artwork for their films. This was the first young person’s project to be run onsite since 2019. The group worked with a filmmaking team led by Nigel Kellaway, as well as staff from the Education and Outreach department and record specialists. The young people explored stories relating to individuals and ‘spaces’ which allowed them to consider wider themes such as the use of language, criminalisation, and communication through the 18th to 20th centuries. Under the guidance of staff, the young people worked with original archive documents, in some cases seeing photographs of the people and places they were researching. The group demonstrated emotional intelligence and compassion for the people whose lives they have interpreted. The series of films can now be used by teachers and students as brief overviews or introductions to the themes explored within the films. The following questions can be asked of each film: What types of documents are shown in the films? What do the documents reveal about what life was like for LGBTQ+ people at the time? What themes can you identify within the films? How do we view these stories today, with a contemporary perspective? Can you find out how the laws affecting the lives of LGBTQ+ people have changed over time? Can you explain why? Why are these documents kept at The National Archives?

In 1832, Parliament passed a law that changed the British electoral system. It was known as the Great Reform Act, which basically gave the vote to middle class men, leaving working men disappointed. The Reform Act became law in response to years of criticism of the electoral system from those outside and inside Parliament. Elections in Britain were neither fair nor representative. In order to vote, a person had to own property or pay certain taxes to qualify, which excluded most working class people. There were also constituencies with several voters that elected two MPs to Parliament, such as Old Sarum in Salisbury. In these ‘rotten boroughs’, with few voters and no secret ballot, it was easy for those standing for election to buy votes. Industrial towns like Manchester or Birmingham, which had grown during the previous 80 years, had no Members of Parliament to represent them. In 1831, the House of Commons passed a Reform Bill, but the House of Lords, dominated by the Tory party, defeated it. This was followed by riots and serious disturbances in London, Birmingham, Derby, Nottingham, Leicester, Yeovil, Sherborne, Exeter and Bristol. In this lesson use original documents from 1830-31 to explore demands for change in the voting system.

‘British India’, also referred to as the ‘British Raj’ or ‘Direct rule in India’, was part of the British Empire from 1858 until independence in 1947. This independence process was called ‘partition’, because the colony was divided up into two countries: India and Pakistan. Partition was not inevitable and happened because of long and complicated talks between the British government and elite Indian figures, each with their own political interests. The final borders of the new nations were created in only six weeks by Sir Cyril Radcliffe and were based on Muslim and non-Muslim majority areas. The new Pakistan was split into two regions that were more than 1,000 miles away: West Pakistan and East Pakistan (today’s Bangladesh). The distance and difference in culture, language, and identity between the two regions, and the fact that West Pakistan held more political and economic power, led to strong tensions and eventually protest movements in East Pakistan. In 1971, West and East Pakistan fought in the Bangladesh Liberation War. This led to the creation of Bangladesh on 16 December 1971. How can we trace this road to independence through the British reports in The National Archives?

With the Great Reform Act 1832, voting rights were given to the property-owning middle classes in Britain. However, many working men were disappointed that they could not vote. Chartism was a working class movement which emerged in 1836 in London. It expanded rapidly across the country and was most active between 1838 and 1848. The aim of the Chartists was to gain political rights and influence for the working classes. Their demands were widely publicized through their meetings and pamphlets. The movement got its name from the People’s Charter which listed its six main aims: a vote for all men (over 21) secret ballot no property qualification to become an MP payment for MPs electoral districts of equal size annual elections for Parliament Why did the Chartists make these demands? Use the original documents in this lesson to find out more about Chartism.

Resistance to British rule in Ireland had existed for hundreds of years. Irish nationalists, the majority of them Catholic, resisted this rule in a number of peaceful or violent ways up until the start of the First World War. Irish nationalists wanted Ireland to be independent from British control. At the start of the twentieth century, Irish ‘Home Rule’, the name given to the process of transferring rule from British to Irish hands seemed likely and, as a result the Unionist minority, a largely Protestant population, loyal to Britain and British rule, began to more actively resist the idea. Eventually, Irish Home Rule was granted, but it excluded the six mainly Protestant counties of the province of Ulster (one of the four provinces of Ireland) in the north-east corner of the island. This established Northern Ireland in 1920, which continued to be part of the United Kingdom, while the Anglo-Irish Treaty, signed in December 1921, established the Irish Free State as a Dominion of the British Empire. This meant that the Irish Free State was a self-governing nation of the Commonwealth of Nations,  which recognised the British monarch as head of state. Use the original sources in this lesson to find out how Ireland was partitioned.

This lesson can be used as a starting point for investigating the new Poor Law in more depth and discussing attitudes to the poor in 19th century Britain.

On 9 August 1970, a group of Black Power activists led 150 people on a march against police harassment of the black community in Notting Hill, London. They called for the ‘end of the persecution of the Mangrove Restaurant’. Between January 1969 and July 1970, the police had raided the Mangrove Restaurant twelve times. No evidence of illegal activity was found during these raids. Local Police Constable Frank Pulley remained convinced that the restaurant was ‘a den of iniquity’ frequented by ‘pimps, prostitutes and criminals’.¹ At the 1970 march in defence of the Mangrove, violence broke out between the police and protestors. The following year nine men and women were put on trial at the Old Bailey for causing a riot at the march. Their names were Darcus Howe, Frank Crichlow, Rhodan Gordan, Althea Jones-Lacointe, Barbara Beese, Godfrey Miller, Rupert Glasgow Boyce, Anthony Carlisle Innis and Rothwell Kentish. These men and women became known nationally as the ‘Mangrove Nine.’ When all nine defendants were acquitted of the most serious charges after a long 55-day trial, it was widely recognised as a moment of victory for black protest. Use this lesson to find out more about the history of Britain’s Black Power movement and the trial of the Mangrove Nine. ¹ Constable Frank Pulley quoted in ‘A Den of Iniquity,’ Kensington Post, October 12, 1971, as cited in Rob Waters, Thinking Black: Britain, 1964-1985 (2019), p. 99

The 1919 race riots were the first time many people became aware of the presence of black and minority ethnic people living in Britain, including those who had lived and worked here for many years and served in the war. At the end of the First World War, the demobilisation of troops caused severe post-war competition for jobs. The perception that foreigners were ‘stealing’ jobs was one of the triggers for the rioting and attacks on black and minority ethnic communities in British port cities. Use this lesson to find out more about the 1919 race riots in Cardiff and Liverpool. How significant a factor was race in these riots?

This lesson shows us how we can use a range of historical sources from the early modern period to piece together the history of sugar, a foodstuff that is now a part of our daily life. It explores the time in history when sugar was beginning to become more easily available and affordable in England, due to the transatlantic slave trade, the growth of sugar plantations in the Americas, and the labour of enslaved peoples on these plantations. A large collection of documents that can tell us about the history of sugar can be found in a collection called HCA 30, a varied set of records from the High Court of Admiralty, which include piracy, prize-taking, colonialism, and overseas trade. Use this lesson to see what you can discover about the history of sugar from six different sources in collections at The National Archives.

In 1604, James I of England and James VI of Scotland published his ‘Counterblaste to Tobacco’. He condemned the use of tobacco on the grounds of its poisonous effects on the body. He wrote that smoking was a ‘custome lothesome to the eye, hateful to the nose, harmful to the brain, dangerous to the lungs, and in the black and stinking fume thereof, nearest resembling the horrible stygian [very dark] smoke of the pit that is bottomless’. ‘Counterblaste’ also revealed James I’s concern about the potential disruptive effects of tobacco to English society. Writers of the period continuously linked the smoking of tobacco with immorality, disobedience, and even treason. As James I had only just ascended the English throne, it is unsurprising that he felt tobacco might encourage civil disorder and unrest. Tobacco had been present in England since at least the 1560s, when sailors returning from Atlantic voyages captained by the Merchant Adventurer Sir John Hawkins had brought it home. It was likely that they themselves picked up the habit from Spanish and Portuguese sailors. Despite James I’s protests, there was a tobacco boom in early Stuart England. Use the documents in this lesson to explore the early Stuart fascination with tobacco, focusing particularly on overseas trade networks and the activity of the Virginia Company, which helped popularise tobacco in England. Find out about the impact of early Stuart colonial ventures on individuals whose stories have often been left out of history.

This lesson shows that attacks on civilians from the air began in the First World War and were quite serious. The focus of the tasks is on the drama and damage, the impact on civilians and British inability to deal with the raid.

Victorians were worried about the rising crime rate: offences went up from about 5,000 per year in 1800 to about 20,000 per year in 1840. They were firm believers in punishment for criminals but faced a problem: what should the punishment be? There were prisons, but they were mostly small, old and badly-run. Common punishments included transportation – sending the offender to America, Australia or Van Diemen’s Land (Tasmania) – or execution: hundreds of offences carried the death penalty. By the 1830s people were having doubts about both these punishments. The answer was prison: lots of new prisons were built and old ones extended. The Victorians also had clear ideas about what these prisons should be like. They should be unpleasant places, to deter people from committing crimes. Once inside, prisoners had to be made to face up to their own faults, by keeping them in silence and making them do hard, boring work. Walking a treadwheel or picking oakum (separating strands of rope) were the most common forms of hard labour.

A lesson to teach about the 1833 factory out where children can investigate how the far the act had solved the problems of child labour.

This lesson features family history documents from the Victorian period. Children can learn how sources can be used to find out things about the past.

This lesson and pictures focus on what the British found when they entered Belsen concentration camp.This study of Belsen reveals how British soldiers were aghast at what they found when they liberated the camps.