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Teaching Historical Research through the 1901 Census: A Framework for Analysis

This resource outlines strategies for teaching students how to analyze the 1901 Census data, emphasizing critical skills such as data entry, error trapping, and interrogation of original sources. It covers methodologies to explore demographic patterns, such as age differences, marriage ages, and housing distributions. By integrating various data sources, including newspaper notices and church records, students enhance their numeracy and analytical skills. Additionally, the resource introduces contemporary technologies like XML and UML to modernize teaching practices in historical research.

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Teaching Historical Research through the 1901 Census: A Framework for Analysis

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  1. Teaching using the 1901 Census Mike Cosgrave History, University College Cork May 2001

  2. 1901 Census • 3 forms • Individuals on family sheets • Street or Townland summaries • Buildings

  3. 1901 Census

  4. Data entry skills & error trapping

  5. Demonstrate issues in original source

  6. Explicate coding problems

  7. Interrogate the data Age difference Age at menarche Birth intervals Probable marriage ages

  8. Data mine for patterns Distribution of houses by class of house (vertical axis) along a street (horizontal axis) Number of servants in each house

  9. Analyse patterns

  10. Investigate anomalies

  11. Integrate with other data Newspaper BDM notices Church records School records Civil Registration IPUMS data sets for US

  12. XML Markup of Text Branigan - At his residence, Innoshannon, Patrick Branigan, R.I.C. Funeral this day (Friday) at 3.30 pm for Innoshannon Churchyard Cork Examiner Friday Sept 27 1901

  13. Working with primary data Collaborating Using ‘industry standard’ software Improving numeracy Learning to think in systems terms Analysing systems Getting a taste of current technologies like XML, UML Benefits

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