Knitting the Victorians Together

The package is designed to link with the National Curriculum for History (11a), and the QCA Schemes of Work for History (Units 11 and 12). It will also meet some of the National Curriculum objetives for English and Citizenship.

• To explore the characteristic features of Victorian times and to find out what impact changes in work had on the lives of people.
• To find out what life was like for children during Victorian times.
• To investigate the ways in which their local area changed during the Victorian era and some of the reasons for those changes.

Located in the Support files the Pre and post visit activity suggestions (27 kb)
provide examples of how the Related resources for Ruddington Framework Knitters' Museum can be used to support classroom learning. 

The suggested activities link to the curriculum areas and learning objectives outlined, but will also support ICT across the curriculum.

Introduction (10-15 minutes)
After welcoming the group, museum staff will introduce the site, putting the visit in context and providing aims and objectives for the day.

Carousel (1 hour 30 minutes)   
Visitors will be divided into groups, each being led by museum staff in character.  Groups will carousel around all charcters, ensuring they have the opportunity to observe and participate in a wide range of activites.  Pupils may meet some of the following characters during their visit:

Hannah Parker:  Based in the 1900s cottage, this character will demonstrate her role as an efficient housewife and cook.  Pupils will be involved in a number of different activities focusing upon domestic and family life, for example preparing a recipe from Hannah's cookbook, washing and cleaning shoes for church.   

John Parker: Meeting in the office area, John Parker will explain his role in the business and the impact power driven machinery has had on the industry.  He will involve groups in a number of practical activities, for eaxmple designing patterns and working the circular knitting machines.  Pupils will be shown the garden and outhouses and will either sing or chant the Ten O'Clock Horses Song.

Framework Knitter: Located in the frameshop, the framework knitter will demonstrate a working knitting frame and discuss all aspects of his working life.  This will include working conditions, money earned, frame rents, materials, process etc.  The pupils will assist the framework knitter in his duites, for example winding yarn and will join in with The Framework Knitters' Appeal Song.

William Parker:  This character will be located in the 1850s cottage.  He will refer to the struggling industry and demonstrate the living conditions in the cottage.  Pupils may complete a literacy activity, supporting William to write a letter to his daughter Elizabeth. 

 

This part of the visit is designed as a teacher-led activity, held in the former Primtive Methodist Chapel.  The group will particiapte in a mock government enquiry, re-creating the 1845 Enquiry into the Condition of the framework knitters in which Samuel Parker, William's father, took part.

Introduction (5 minutes)
Pupils will be reminded about the purpose and context of teh activity.  Notes and a script are provided for the teacher, who will take on the role of the government official during the enquiry: The role of government official (28 kb) .  The pupils will be separated into groups, each accompanied by a character from the morning activity.  Each group will be asked to consider a number of questions relating to the 1845 enquiry and activites they have performed in the morning.

Group preparation (20 minutes)
The pupils will be told that the government official needs to make notes on observations during the morning session, which will enable each group to prepare for the presentation of their case during the hearing.  The teacher will familairise themself with the questions for the case while the groups work with their leader.  Each group leader, still incharacter will enable the pupils to discuss the questions provided focusing upon working conditions, wages, home and school life.  Thoughts from the group will be collated ready to present during the hearing.

Role-Play (25 minutes) 
The final part of the afternoon session will bring all the groups and volunteers back together to take part in a role-play of a hearing.  The government officail will be introduced and their reason for attending explained.  The officiall will question each group in turn and their responses will be co-ordinated by the group leader who will prompt and encourage the pupils to add their own thoughts and opinions.  Where appropriate, objects seen and hanled during the morning session will be linked into the session. 

Conclusion (10 minutes)
Costumes will be removed to signal the end of the role-play.  Groups will have an opportunity to ask questions.  Information will be provided about what became of the Parker family, the industry and the site.  The session will conclude by singing The Framework Knitters' Appeal Song.