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Notes for teachers

Go to Using the Census
Go to Using maps
Go to Using Trade Directories

Go to information on the history of Crook
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(1) General Information
This resource is based on information found in the collections of Archives and Special Collections, Durham University Library(ASC) and Durham County Record Office (DRO). It uses census material, Ordnance Survey maps, coalfield maps, trade directories and photographs.

Image of Crook, DRO D/Cl5/668
1851 Census, The National Archives HO 107/2386
1901 Census, The National Archives RG 13/4653
Ordnance Survey map, 1857, Durham county grid reference 33.4
Ordnance Survey map, 1897, Durham county grid reference 33.4
I T W Bell, Map of the Northern Coalfield, 1850, ASC XL 553.2
Post Office Directory of Durham, 1858, ASC L910.3 POS
Kelly's Directory of Durham, 1902, ASC L910 .3
Photograph of Durham miners, DRO D/Ph162/8
Photograph of boys with pit pony, DRO D/Cl12/88
Royal Commission on the Employment of Children in Mines, 1842, information relating to South Durham, DRO Library G249
T Y Hall, A Treatise on the Extent and Probable Duration on the Northern Coalfield (Newcastle, 1854), ASC XL 553
Photograph of a typical Durham village street, DRO D/Ph162/5
Photograph of a typical grocer's shop, DRO D/MRP159/1
Photograph of a 19th century school class, DRO D/Ph162/15
Photograph of St Margaret's school, ASC Pam L 372.9 DUR
Photograph of Crook parish church, DRO D/Ph134/4
Photograph of housing in Durham city, ASC Gibby A/CIT/92
Poster warning of cholera, DRO D/Ph191/3
Sunderland Burial Register DRO EP/Su.HT1/102/
A Brief Survey by the Chief Medical Officer of Health, 1932, ASC Pam L+ 352.4 DUR
Photograph of mid-19th century train, DRO D/Ph


(2) Contents and use of resource
This investigation looks at the development of Crook, a village in Co. Durham, between 1851 and 1901, asking students to consider how and why it developed. It uses information contained in the relevant census returns, trade directories and local maps as a basis. Each source is accompanied by a series of questions which are designed to lead the student through the process of interrogation and arrive at their own conclusion. Background information has been provided on the use of the different kinds of sources and it is very much hoped that the resource can be used as an exemplar for the study of other localities. In addition to providing background information, each source page contains links to other websites, a glossary of terms and a timeline.


(3) Curriculum Links
This resource has been designed to support the following subject areas at Key Stage 3 and Key Stage 4.

Key Stage 3: Britain 1750-1900
(a) How expansion and industry affected the local area and the wider community, including the impact on the rest of the UK.
(b) It would also incorporate parts of the National Curriculum Targets for KS 3 History by covering Key Element 2 C, D & E and Key Element 4 A & B.

Key Stage 4: GCSE British Social and Economic History Syllabus B
D1: Changes in health and population from the mid 18th century to the late 19th century. Looking at the nature of population change, the reasons for population change, including the cause and effect of migration.

It would also be useful for parts of the GCSE Schools History Project on Public Health.


(4) Ideas and activities

In addition to following the suggestions contained in the main pages of this website and in the worksheets, you could try some or all of the following:

(a) Create a report about how and why Crook developed so quickly between 1851 and 1901 using the information contained in this website and any additional information you can find. This report should include:
- evidence from the 1851 and 1901 Censuses
- evidence from the Ordnance Survey maps of Crook and the coalfield map
- evidence from the Trade Directories of 1858 and 1902
- a summary of main reasons why Crook developed so quickly.

(b) In groups of 3 or 4 come up with 10 questions that would help you answer the main questions about why Crook developed so quickly between 1851 and 1901. Then find the answers to them.

(c) Create a mind map from the main question linking all the factors as to why Crook developed so quickly.

(d) The teacher could take the role of an Irish immigrant who has moved into Crook in 1851 and the pupils could ask questions about why they have moved and their new life.

(e) Give pupils a list of reasons why Crook developed so quickly between 1851 and 1901 and ask the students to put them in order of importance. The pupils could then be asked for reasons for their order.


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