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The hamlet of Little Woodham was constructed by the English Civil War Society in 1984 in order to present a temporary exhibition of 17th C life and soldiery. The exhibition concluded after a successful two weeks and local people. fearing that the site would be lost, formed the Gosport Living History Society. The Society, in the subsequent years, presented the historical interpretation at the site, with the Borough Council of Gosport providing the finance and much of the administration. In 1995, Gosport Living History Society became a Registered Charity and now undertakes all the administration and financial considerations of the site and presentation. Members of the Society are all unpaid volunteers, and new members, of whatever age, sex, race or religion are very welcome.

Due to the initial temporary nature of the construction, the site of Little Woodham had presented the Society with numerous historical anomalies. Another contributing factor to the difficulties of recreating an image of the past has been current planning regulations and the consideration of the safety of visitors. The Society has, accordingly, had to compromise on many facets of building materials and construction methods. The everyday objects used to furnish the re-enactment are not museum pieces, and the Society intends the presentation itself to be the direct opposite of most museum displays. Within our 20th century limitations, we offer a reconstructed image of an English society in the past based upon our members' research. which is constantly being updated. As an educational charity we aim to educate by interaction ­ visitors, of all ages, have the opportunity to question and criticize, but most importantly, we hope our re-enactment will make everyone look more closely at the image of the past which they have constructed in their minds.

The site chosen for the construction of the hamlet was selected because of its availability, not historical precedent. There is no record of an occupied site here and no geographical reason why one should have existed. Little Woodham, therefore, is a reconstructed hamlet drawing upon typical elements represented in similar hamlets in southern England. The range of crafts and occupations presented is considerably more than could normally be expected in a small hamlet, but this has been done deliberately to offer the widest educational experience for visitors.

The Society has located the hamlet in the historical Parish of Rowner and allied it to the nearby Grange Farm, which existed in the 17th century. This allows us to use an agricultural base for the hamlet, which is typical of most rural parishes of the period. The location also allows us to draw on the history of the surrounding towns, e.g. Portsmouth and Southampton, to widen the historical interpretation.

We ask our visitors, young and old, to suspend disbelief for an hour or two, and take a journey into an image of the past. Please do not forget ­ we rely heavily on your participation, so please question us, the more you ask, the more you will know. Finally, we wish you an enjoyable visit, one which we hope you will recommend to your friends and wish to return again.

We are a teaching and learning resource for the Desirable Outcomes and National Curriculum in England.

The following diagrams provide examples of how we can be used to cover aspects of the Curriculum DURING your visit.

The hamlet of Little Woodham is built within the lands of Grange Farm which occupied this site since the Norman Conquest and which in the 16th and 17th centuries was owned by the Brune Family,  Grange Farm forms part of the Parish of Rowner; parish units being central to the origin of community life in the 17th century.

Little Woodham is situated about two miles west of the little town of Gosport as it was in the 17th century. It was a fishing village in the process of developing into a trading port and of significance in its support of Portsmouth.

Across the mouth of the harbour lies Portsea island. Portsmouth town covered a small area near the mouth of the harbour and was, with its key situation on the center of the south coast, of great importance to the security of the nation. It was a significant Navy and trading port visited by ships and trades from all nations. Due to its international role it presented an intercultural and cosmopolitan aspect rare in 17th century towns. The road links reflected its national significance: the road to London being notably important.

Within the family sphere, the size of its unit depended very much on financial viability and the station in life, of its head. While wealthy members of society reared large families, generally speaking, the poorer the family the fewer Children survived to adulthood.
It is now generally agreed among historians that while children of land-owning families may well have contracted marriage while in their teens, most young people of poorer backgrounds did not marry until they were at least in their twenties, and could be self­supporting. Dowries were commonly expected to be equivalent to one year's income of the bride's father.

Many children died within one year of birth. If they lived to adulthood and then as women survived the trauma of repeated childbirth's or as men survived accident or disease, they may well have reached old age. Some even exceeding their expected life span limit of 'three score years and ten'.

It is important to remember that the historical interpretation presented at Little Woodham is not intended to be representational of only those people who would have worked on Grange Farm within the Parish of Rowner in the 17th century.

In order to make our presentation as educationally valuable as possible, we represent trades and occupations existing in many parts of Hampshire in the period.

Our younger visitors are sometimes very surprised that villagers speak to them as they would to children of the 17th century who are expected to 'know their manners', 'respect their parents' and 'treat adults as superiors'.

Little Woodham presents life in a rural society which is largely outside the experience of our younger visitors. Villagers visit the local towns for their markets or other trading opportunities but the major part of their existence is within the parish boundaries. The cycle of the agricultural year shapes their daily lives and gives a meaning to their existence.

As well as the relationship between adults and children presenting significant changes over the centuries, this can also be seen in the attitudes of men and women to each other and to people of different stations in society.

Our young visitors are frequently surprised to hear villagers use conventional 17th Century terms, which may be considered as mild swear words in the 20th Century society. (I specifically refer to the words 'p***', 's***' and 'a***' which are used in authentic 17th Century descriptive language and are not intended to shock or offend our visitors.)

While visitors can walk around our village and watch what is going on, their experience is greatly enhanced by questioning the villagers about their work, their homes, families, attitudes, society and perceptions of their everyday lives. All our villagers will be pleased to answer any questions of particular interest to individual pupils.

Texture crafts	Inkle/caddis tape weaving
	Wool and flax spinning
	Lacemaking
	Seamstressing
	Dyeing
Woodland craftspeople	Woodtumers
	Charcoal makers
	Wheelwrights
	Sawyers
Household life	Dairywork
	Food and drink preparation
	Washing
	Accommodation	buildings
		furniture
		sanitary arrangements
Itinerants & travellers	Washerwoman
	Bowman
	Apothecary
	Pedlar
	Soldiery

KUW	Making their own bread
	Surveying uses of energy/electricity in the classroom/home
	Grandparent visit ­ talking about past beyond living memory
	Make junk models of village houses, e.g. focusing on chimneys/thatch
Creative development	Use variety of media e.g. collage/clay to respond to what they saw, smelt, touched
	Listen to and respond to music from 16th and 17th centuries
	Learn a 16th or 17th century type circle dance, e.g. Sellengers Round, or ring

game, e.g. Old Roger is Dead/Round and Round the Village

Language & literacy	Discussion of visit
	Listen to nursery rhymes and stones from the period
	Class book ­ using photographs and communally written text 'Our Visit to the Past'
	Class poem e.g.	I smelt..
		I felt..

PSD	Circle time ­ how I felt when I visited the village
	Discussion ­ what was different
	Eat suitable food, e.g. home-made bread, frumenty (recipes available) ­ discuss taste, etc.

English	Role play
	Thank you letter
	Telling stories /poems/rhymes from period
	Class paper using IT

Science	Feely bag ­ sorting materials found in village
	Investigation ­ materials for clothing wool vs nylon, record results using IT prog.
	Bread making
	Clay pot making
	Investigation ­ thatch, build a house to explore different materials
	Exploration ­ appliances using electricity, construct simple circuits

Technology	Design and make a cart for carrying wood
	Use construction kits to explore structure of houses

History	Sequence pictures of homes across the ages
	Use portraits to investigate clothing of the period
	17th century ½ day role play
	Cook period food (recipes available)
	Mystery bag ­ discuss a selection of artifacts ­ what can they tell us
	Study of a famous person/event, e.g. Guy Fawkes/Gunpowder Plot

Geography	Make a 3D or pictorial map of the village
	Explore the effects of weather/seasons on the village, e.g. farming cycles, what do you do without glass in the windows

Art	Weaving wool and paper
	Make and decorate period pots
	Explore the use of printing, as used in wallhangings
	Discuss and compare samples of lace weaving from a variety of periods/cultures
	Respond to paintings by known artists of the period, esp. Bruegel, Vermeer

Music

Listen to and respond to music from the period

English	Role play 16th century day
	Make a chapbook
	Writing a letter ­ one 'villager' to another
	Comparing language in primary and secondary source materials

Science	Investigate effect on dough when heated/baked
	Make charcoal (in a tin)
	Explore the effects of yeast

Technology	Use construction kits/paper strips to design building structures
	Design a way of churning butter that does not hurt your arm
	Design a cart that will carry pottery without breaking it

Geography	Study maps of the area or period
	Discuss the effect of weather on agriculture
	Look at changing land use in the area over time (or a similar area)

Art	Use scraperfoil to create own 'woodcuts' picture
	Respond to artists of the period, e.g. Bruegel, Vermeer
	Explore use of print making, as used in wall hangings
	Study examples of pottery and use a source for their own design

Music	Listen and respond to music of the period
	Learn songs from the period, especially rounds
	Use music to create atmosphere of the alehouse

History	Role play 16th Century day, including scenarios exploring various aspects
	Make and taste authentic food
	Timeline ­ placing Tudors
	Listen to and explore period stories
	Look at and compare other sources with the village, e.g. books, photographs

Key Elements 2b 2c 5a b and c

Within S.U.2  Political changes (b) Social changes (c)

e.g. role play a 1 7th century day as a means of presenting particular aspects of study

Before entering the Village there are a few aspects of safety to bring to your notice

Please ensure that your pupils stay with their prearranged groups at all time. Do not let them wander unsupervised. Your group must stay as a whole unless specifically instructed otherwise by a villager who is organizing the groups.

There are many open fireplaces or firepits. Some of the fires will be in use whether to cook on, keep warm by or as a part of a trade of craft. Do not forget that when a fire dies down, the embers and even the surrounding bricks may stay hot for several hours. Therefore make sure that no­one strays too close to anything than even looks like a fire.

All of the tools that you see in the village are working tools that are generally kept sharp and in a good condition. They are NOT display items only. Some of the villagers may allow the children to handle the tools or even use them under close supervision but please make sure it is acceptable before children are allowed to touch anything.

On occasion, there may be soldiers present at the Village. If this is so, do no forget that this safety warning also applies to all their weapons.

At the lower end of the Village there is a pond. Please do no allow your pupils to approach too near the edge, as the water is at times quite deep. There is also two or three feet of thick mud at the bottom!

If anything untoward should happen, first aid kits are available at several points and there is generally at least one qualified first aider on site.

In the event of a fire you will hear whistle blasts as a warning.

There are two distinct different warnings:

Short blasts ( a localised fire) Stay exactly where you are with your whole group together until you are told to move by a villager.

Long continuous blasts (a large fire) This means you must leave the village. The villager with you will lead you to the nearest/safest exit. Please leave in an orderly fashion keeping your whole group with you and in control. Once out of the Village, make sure you can account for all your group members.

Toilets

Public toilets are available by the coach park. Please note these are a few minutes walk from the Village itself.

Shopping

A small souvenir shop is positioned at the exit from the village. This sells a range of appropriate souvenirs suitable for children, including postcards and authentic games. Many small items are available for under a pound. Cold drinks and snacks are normally available.

Picnicking

Unfortunately it is not possible for visitors to picnic within the confines of the seventeenth century village. However a grass area is available outside the village. near the coach park.

Further information

If you require further information e-mail, we will be pleased to help roger@portsdown.fsnet.co.uk