Pupils in both Colley Lane and Church of the Ascension School began by considering why we learn about history and if they thought it were relevant to them today. The majority of pupils stated their enthusiasm for history and considered it to be an important part of their education. They then discussed what makes a good museum. The majority of pupils had some experience of visiting either a museum or an historical building whether as part of a school visit or with their family.

Tenterfields Primary School was quite late in joining the project and the pupils the youngest taking part being Year Three. However they were as enthusiastic as the older participants. They began as the other two schools by discussing their thoughts on history as a subject in school and their own experiences of museums. Though there was some differentiation in the way I delivered the workshop and explained activities to take into account the age of the class the pupils still completed the activities that the older pupil had at the other schools.

Quotes from the schools:

‘I want to learn about history because I've heard lots of exciting things happened in the past.'

‘Some people think the Black Country is boring and nothing has happened here, but lots of things have happened here we are famous for lots of things.'

‘It's good to learn about people in your family along time ago.'

‘Someone in my family is doing our family tree.'

‘My great, great, granddad worked on the Titanic anchor.'

‘We can learn things from people who lived a long time ago.'

‘I like museums where you can touch things.'

‘Some people in my family were chain makers.'

‘I like museums where there are people dressed up like people in the past.

‘I've seen the big anchor in Netherton.'

‘I like museums with interactive information, games and questionnaires.'

‘I like museums where you can see historic features, you can touch things, see buildings go inside or look inside them.'

‘A museum that isn't just for looking is good, you should be able to use things and touch things.'

Pupils then discussed what they knew about the Black Country and it's industrial past. They looked at maps from the early 20^th Century of the area where the 1910 Women Chain Maker's Strike took place and discussed changes and similarities. The map activity was extremely popular in all three schools; pupils and teachers enjoyed comparing the maps to their knowledge of the area today. This was particularly relevant to the pupils at Colley Lane as their old school building was on the map along with roads known to the children.

Using photographs of the Chain Makers at work pupils' use a variety of Process Drama Techniques to explore the lives of workers in the early 20^th Century. The photographs provided pupils with real images to relate too. Many found the fact that women had their babies and young children beside them fascinating. Still Image and Thought Tracking were drama techniques I used alongside the photographs; this gave pupils the chance to voice the thoughts of the chain makers in their photographs.

Many students were interested to hear about the homes of the chain makers and compared them to their own. They were also surprised to discover how young many of the workers were when they first joined the chain making occupation. 

Through further drama activities the pupils were introduced to the events and working conditions, which drove the women Chain Makers to strike. They investigated Mary Macarthur 1880 -1921 the trade unionist and how she helped the women in their fight for better pay. There were some dramatic perfromances by pupils in role as Mary and of angry managers worried about loosing their income in their workers put down their tools.

At Colley Lane Primary School I was assisted in my delivery of the workshop by Annette Bradney a traditional chain maker from the Black Country, she gives chain-making demonstrations at The Black Country Living Museum and in local schools. Although she could not make chain in school she did bring all her tools and chain examples for the children to handle, which they enjoyed.