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1
KS2 HISTORY DETECTIVES
Planning a Visit
An historical enquiry based visit using detective
skills to find out information from the past
2
Overview
Your students will find out about the lives of real children who lived in the Black Country at the end of the 19th century. They will investigate and evaluate a range of historical evidence, including
buildings and period settings, objects, photographs, archival records, and oral histories.
This activity will encourage creative and independent thinking and the development of oral skills. It will provide opportunities for your students to make choices, ask valid historical questions and find answers. Back at school in the classroom they will be able to feedback on their discoveries and compare and contrast the lives of the different children they have investigated.
Planning your visit
The visit to the Museum can take place at the start, middle or end of your study of the Victorians. A
suggested programme plan has been included on the final page, outlining the activities and
resources provided, and recommended links to other curriculum subjects. No prior knowledge of the
Museum or the Victorians is required to undertake the visit.
Pre-Visit
The Museum will provide you with a document to help you plan and book your visit. We recommend
that you divide your class into groups of between 10-15 students to investigate each child. You will
need at least one adult per group to accompany them around the Museum.
KS2 History Detectives
Key learning objectives of Museum Visit
• To consider what life was like for children living in the Black Country during the
Victorian period
• To undertake an historical investigation using a range of sources, including historic
buildings, interiors, landscapes, artefacts, photographs and archival material
• To develop historical enquiry skills by asking and answering questions, selecting and
recording information and drawing conclusions relevant to the focus of the enquiry
• To find out about key events and people that had an impact on the lives of children
• To make appropriate use of dates, terms and historical vocabulary to describe the
passing of time
• To communicate knowledge and understanding of changes to children's lives in
Victorian times in organised and structured ways
• To recognise that the past can be represented and interpreted in different ways at a
museum
3
The Visit
This is an immersive learning experience allowing your students to
identify with the children they are studying.
There will be an investigation pack for each child being studied, including a trail listing all the sites relevant to the life of that child. Your students, in their small groups, will choose which sites they wish to visit and in which order. There will also be a selection of linked activities to undertake at the different sites including shopping lists
and mystery objects to find and identify.
Each group will explore the house where the child lived and grew up, a traditional Black Country industry where a member of the family worked, and a store where the family may have shopped. The pack will also include clues in the form of images of significant objects and
activities that will provide a deeper level of understanding of the life and personality of the child.
The experience will stimulate the imagination, encourage empathy and understanding and develop historical enquiry skills to enable the students to make more considered judgements when
comparing Victorian life to the present day.
Support During the Day
To ensure that you feel confident and supported during the day, a new team of costumed learning
staff will facilitate your visit. This will include meeting and greeting your school on arrival, providing
additional interpretation at key parts of the site and facilitating access to the buildings.
Engagement with the Museum costumed demonstrator staff in the buildings and industrial
workshops will also form a core part of the visit.
Post Visit
The Museum will provide a range of primary and secondary sources to help you investigate further
in the classroom. These resources will help your students relate the lives of the children
investigated to key events and developments during the Victorian period. They will also help your
students answer specific historical enquiry questions such as:
“What was life like for Victorian working class children in the Black Country?”
“How did life change for children living during the Victorian period?”
“How accurate do you think the Museum’s interpretation of 11 Brook Street is?”
“How do we know about the life of Lillian Hodgkiss?”
“How does a day in the life of Rose Bradley compare to a day in your life?”
In addition the Museum offers a range of bookable hands-on learning experiences to add breadth
and context and further enhance an understanding of working class life in the Black Country.
4
Meet the Children
These are real children who were born in the late 19th century/early 20th century and lived in the
buildings on the Museum site.
Samuel Webb
The date is 1891 and Samuel is 10 years old. He is living in No. 11 Brook Street - the rear back-to-back - with his parents, three sisters and two brothers. Two older sisters have already left home. His father is a miner and his mother, who used to work in the mine, now looks after the house and children. Life is hard. Most of his father’s wages are spent on food, rent, coal for the fire, and sundries such as soap, candles, matches, clothing and tobacco. The family’s staple diet is bread and dripping with potatoes and onions and meat or offal when they can afford it. Samuel is attending school, but school is only compulsory between the ages
of 5 and 10, so he will have to leave soon and work for a living.
Lillian Hodgkiss The date is 1904 and Lillian is 8 years old. She is living in the former Toll House with her mother, two brothers and older sister. They have only just moved into the house following the death of her father - forcing them to look for somewhere cheaper to rent. Lillian’s older brother, William, is working as a railway porter and is the main wage earner for the family. The house has no gas and they get their water from the brook running through their garden. To supplement their diet they grow their own vegetables and brew herbal remedies that they sell to passers-by. Lillian’s mother also makes all their clothes and earns a few extra pennies by chopping wood and making it into bundles for sale. Harry Parkin The date is 1910 and Harry is 9 years old. He lives in Lawrence Lane with his parents and his younger brother Fred. His father works as a machinist at an anchor works. His mother keeps house and he and his brother go to school. His house was built at the end of the 19th century as part of a new development with improved living conditions following the Public Health Act of 1875. They have a kitchen and front parlour, two bedrooms and their own earth closet and brew’us in the back yard. They also have gas and mains water. However, they still heat a brick in the oven to warm the beds
at night and cut newspaper into patterns to line their shelves.
Rose Bradley
The date is 1911 and Rose is 9 years old. She lives in a “pit-pulled” cottage at Cooper’s Bank, Gornal Wood with her parents, Grandfather, younger brother Jack and a 17 year old relative working as a brickyard labourer. Her father works as a mines’ drainage clerk and her mother keeps house. The family are better off than some - they have two pigs and a large plot of land where they grow vegetables. They have also just built an extension to the side of the house to provide a brew’us and kitchen, and have improved the front with a new door and larger windows to the living room and main bedroom. Rose and her brother Jack go to the Red Hall Schools in Gornal. They are both musical - Jack playing the violin and Rose playing the piano.
5
A source is anything that has been left behind by the past. When we move a building to the Museum we try to find out as much as possible about it - when it was built, what it was used for, who used it, what alterations have been made to it and what it was like to live/work there. This information enables us to restore the building to what it was like at an earlier period, and bring it to
life for visitors with stories of the lives of the inhabitants.
Your students can access a sample of the many sources that we use to create a display at the Black Country Living Museum. Our displays are interpretations of the past. Your students can investigate the same evidence, use their own enquiry skills to draw conclusions and see if their
interpretations match ours.
Photographs
Old photographs provide information about the physical appearance of the building, and
sometimes, the character of the occupants.
This photograph of Lillian Hodgkiss and her mother, Nancy, was taken in the 1920s and has been used to inform the Museum interpretation of the building. Notice the wooden shutters to the window and the stone
buttresses in the corners.
Maps
Maps are very useful for finding out what a given area used to be like - what industries were there, road layouts, field boundaries, nearby buildings etc. They are often the only way of dating a
building. Maps also tell us what shape a building was and how many outbuildings it had.
For example the following Ordnance Survey map of 1887 shows where Samuel Webb and his family lived in their back-to-back on Brook Street, Woodsetton in 1891. The map is quite revealing, showing to one side a rural pattern of fields and farmhouses, and to the other side a typical Black
Country industrial landscape peppered with shafts, large collieries and foundries.
Historical Sources
6
This map belongs to the County Series of Ordnance Survey maps for Great Britain, begun in 1840. This is the first comprehensive historic mapping of England, Scotland and Wales at scale 1:2500 - so with enough detail for us to make out the patterns of fields, road networks, housing and industrial
sites.
Official Documents
Census returns provide information on the people living or staying in houses and their occupations. They can be used for finding out about individual properties or for building up a picture of an entire street. Since 1801 there has been a census every ten years except in 1941, during the Second
World War.
The following census record from 1901 shows Lillian Hodgkiss, age 5, living in 163 South Street, Sedgley with both her parents and 3 brothers and 2 sisters. In the later census of 1911, she is living in the Toll House in Woodsetton with just her mother (after
her father had died) and two brothers.
7
Personal Records & Oral History
Letters and diaries can be very valuable sources of information, but many remain in private hands.
For information about Rose Bradley and her life at 12 Cooper’s Bank, the Museum collected oral
history evidence from Rose and her cousin, Hilda Simmons. These memories provided personal
family details that were unique to the house:
Contemporary accounts can also give an insight into the living and working conditions of the period:
Artefacts
An artefact is any surviving object that has been made and used by people in the past. By studying different artefacts we can understand, explain and present history. Objects connect people, have meaning, capture moments in time and reflect change. If we ask the right questions and do the right research we can find out not only who made and used the object, but the role it played in their lives, the meaning it held for them, and the way it reflected
the knowledge, technology, values and tastes of a particular era.
This “bottle-jack” - a clockwork meat spit - was a valued possession of the Parkin family in Lawrence Lane. In the late 19th century this would have cost around six shillings - an expensive item that would have remained unaffordable for most working class families. It was one of the many products made in the Black Country - manufactured in West Bromwich by George Salter’s & Co. It is also a wonderful example of the ingenuity of the Victorians,
and their love for mechanical devices.
Booking
Contact our Booking Team to check availability and to reserve your place.
BOOKING OFFICE, Mon-Fri between 10.00am and 4.00pm
Tel: 0121 520 8054 Email: [email protected]
“...and then there was the scullery and that was a fairly big place...well that was the wash-house, and mother did a lot of cooking in there because there was a big grate in it you see….there was a big oven there you see and there was a boiler you know, where all the Christmas puddings were boiled. She made them you see, and boiled them.”
Extract from an interview with Rose Joinson (Née Bradley)
BLACK COUNTRY (The), a tract of mines and ironworks in the S of Stafford, and on the N verge of Warwick..."The name is eminently descriptive, for blackness everywhere prevails. The ground is black, the atmosphere is black, and the underground is honey-combed by mining galleries stretching in utter blackness for many a league. The scene is marvellous, and to one who beholds it for the first time by night, terrific.,"
John Marius Wilson’s “Imperial Gazetteer of England and Wales 1870-72”
8
Yea
rs 3
, 4
, 5
& 6
Vic
tori
an
s: H
isto
ry D
etec
tiv
es
Bla
ck C
ou
ntr
y C
rea
tiv
e
Cu
rric
ulu
m
Proje
ct
Pa
thw
ay
/Desi
gn
an
d T
ech
nolo
gy
Dri
ver
� t
o c
onsid
er
wh
at lif
e w
as lik
e f
or
child
ren in t
he p
ast
� t
o u
nd
ert
ake a
n h
isto
rical
investig
ation
, d
evelo
pin
g
en
qu
iry s
kill
s b
y askin
g a
nd
answ
eri
ng q
uestions, sele
ctin
g
an
d r
ecord
ing info
rmation f
rom
a r
an
ge o
f sourc
es a
nd d
raw
ing
conclu
sio
ns
� t
o f
ind o
ut
ab
out
key e
ven
ts a
nd
develo
pm
en
ts a
nd
how
th
ey
eff
ecte
d t
he liv
es o
f ord
inary
child
ren in t
he B
lack C
ountr
y
� t
o u
nd
ers
tan
d t
hat th
e p
ast can
be in
terp
rete
d a
nd r
epre
sen
ted
in d
iffe
ren
t w
ays
Key l
ea
rn
ing
in
His
tory
L
ink
s to
oth
er s
ub
jects
En
gli
sh
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eakin
g a
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iste
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peakin
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onfid
en
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iffe
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askin
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ele
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t
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estions, re
sp
on
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nd W
riting
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etr
ievin
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rmation u
sin
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ran
ge o
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texts
� D
istin
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ishin
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d
opin
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Geo
gra
ph
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� D
evelo
pin
g e
nqu
iry a
nd a
naly
sis
skill
s—
usin
g m
aps/im
ag
es/t
exts
ICT
� F
indin
g th
ings o
ut
on
th
e
inte
rnet
� D
evelo
pin
g a
nd p
resentin
g
ideas u
sin
g IC
T
Key l
ea
rn
ing
in
oth
er S
ub
jects
Reso
urc
es
Pro
vid
ed
Pow
erP
oin
t +
Work
sh
eet
Tech
nic
al V
oc
ab
ula
ry
Ana
lyse,
art
efa
ct,
cen
tury
, cu
lture
, evid
ence
, exp
lan
ation
, id
entify
, in
dustr
y,
investig
ate
, o
bserv
e, socie
ty
Reso
urc
es
Pro
vid
ed
Investig
ation P
ack inclu
din
g tra
il, a
ctivitie
s,
pro
mp
t sh
eets
Intr
od
uction t
o t
he M
useu
m
Costu
med F
acili
tato
rs
Tech
nic
al V
oc
ab
ula
ry
Anch
or
Forg
e,
anvil,
back-t
o-b
ack, b
akery
, bott
le-j
ack, can
al, iro
n,
cha
inm
aker,
cla
y,
co
lliery
, de
monstr
ate
, en
gin
eer,
le
isure
,
limesto
ne,
ma
nufa
ctu
re, n
ailm
aker,
op
era
te,
paw
n b
roker,
ra
ng
e, re
cip
e,
severe
, slu
m, suff
er,
terr
ace,
tra
nsp
ort
Ris
k A
sse
ss
men
t
Reso
urc
es
Pro
vid
ed
Costu
med L
earn
ing A
ssis
tant
His
toric A
rtefa
cts
Tech
nic
al V
oc
ab
ula
ry
Cop
per,
dolly tu
b,
dri
ft m
ine, fly p
ress,
lath
er,
mang
le,
pit,
posh
er,
sla
te
Ris
k A
sse
ss
men
t
Reso
urc
es
Pro
vid
ed
His
torical evid
ence,
inclu
din
g:
•
Ext
racts
fro
m F
acto
ry &
Min
e R
ep
ort
s
•
Sch
ool in
sp
ection r
ep
ort
s
•
Ext
racts
fro
m c
on
tem
pora
ry a
uth
ors
an
d o
ral h
isto
ries
•
Imag
es o
f ori
gin
al art
efa
cts
an
d m
aps
Work
sh
eets
Note
s
Overv
iew
of th
e V
icto
rian p
eri
od: to
be c
arr
ied o
ut at school usin
g r
esourc
es p
rovid
ed.
Who w
ere
the V
icto
rians a
nd w
hen d
id t
hey liv
e? W
hat do y
ou t
hin
k life w
as lik
e f
or
Vic
torian c
hild
ren? H
ow
do y
ou t
hin
k it w
as d
iffe
rent fr
om
our
lives?
Intr
oduce t
he h
isto
rical enquir
y c
halle
nge t
o b
e u
ndert
aken a
t th
e M
useum
. C
lass
div
ided into
gro
ups (
of c10-1
5)
and c
hild
ren t
o b
e investigate
d s
ele
cte
d fro
m the
info
rmation p
rovid
ed
En
gli
sh
Gro
up d
iscu
ssio
n a
nd i
nte
ract
ion
Chro
nolo
gic
al
report
: V
icto
rian t
imel
ine
His
tory
Dete
cti
ves e
xp
eri
en
ce a
t th
e M
useu
m:
wh
at
was l
ife lik
e f
or
po
or
ch
ild
ren
bo
rn in
th
e V
icto
rian
peri
od
in
th
e B
lack C
ou
ntr
y?
Cla
ss m
et on a
rriv
al, g
iven intr
oduction t
o the M
useum
, org
anis
ed into
gro
ups a
nd
giv
en tim
eta
ble
for
any b
ooked a
ctivitie
s
• U
sin
g t
he tra
il and a
ctivity p
ack p
rovid
ed, th
e indiv
idual gro
ups e
xplo
re t
he M
useum
vis
itin
g a
ll th
e s
ites r
ele
vant to
the c
hild
bein
g investigate
d.
• T
he investigation w
ill inclu
de v
isitin
g the c
hild
’s h
om
e, exp
eri
encin
g a
typic
al
shoppin
g a
ctivity a
nd s
tudyin
g a
n a
rea o
f in
dustr
y lin
ked to the f
am
ily. T
hey w
ill
gain
an in d
epth
unders
tandin
g o
f th
e d
aily
life o
f th
e c
hild
—how
they w
ork
ed a
nd
pla
yed, w
hat clo
thes they w
ore
, th
e food t
hey a
te, th
e s
chool th
ey w
ent to
and the
item
s they o
wned that w
ere
im
port
ant to
them
.
En
gli
sh
Sp
eak
ing a
nd
Lis
tenin
g:
ask
ing
qu
est
ion
s , li
stenin
g t
o e
xp
lanati
on
s and
dis
cuss
ing i
dea
s
Geo
grap
hy
Kno
wle
dg
e an
d U
nd
erst
an
din
g o
f pla
ces
PS
HE
Work
ing
as
a t
eam
, m
ak
ing
gro
up
decis
ion
s
Und
erst
an
din
g t
he s
oci
ety a
nd
cu
ltu
re o
f
the
Bla
ck C
ou
ntr
y i
n t
he
late
19
th c
entu
ry
Imm
ers
ive L
earn
ing
Exp
eri
en
ces
Choic
e o
f diffe
rent
bookable
activitie
s
availa
ble
to e
nhance t
he investigation,
pro
vid
ing a
dditio
nal conte
xt
and
unders
tandin
g thro
ugh m
ore
hands-o
n
inte
raction.
Activitie
s inclu
de :
• U
nderg
round m
ine e
xperi
ence
• V
icto
rian C
lassro
om
experi
ence
• V
icto
rian L
aundry
• C
hild
Labour
En
gli
sh
Foll
ow
ing o
ral
inst
ruct
ion
s
PS
HE
Work
ing
as
a t
eam
/all
oca
ting
task
s
Back a
t S
ch
oo
l
• R
eport
back o
n r
esults o
f in
vestigations
• R
esearc
h: to
fin
d o
ut m
ore
about key e
vents
and p
eople
that im
pacte
d o
n t
he liv
es
of th
e c
hild
ren investigate
d. W
ho h
elp
ed t
o im
pro
ve the liv
es o
f V
icto
rian c
hild
ren?
How
did
life c
hange for
the c
hild
ren a
s they g
rew
up?
This
will
inclu
de a
n investigation o
f his
toric e
vid
ence p
rovid
ed b
y t
he M
useum
—such
as m
aps, photo
gra
phs a
nd w
ork
s o
f art
, R
oyal C
om
mis
sio
n R
eport
s, le
tters
and
extr
acts
fro
m o
ral his
tories
Lit
eracy
Obta
inin
g i
nfo
rmati
on t
hro
ug
h d
etail
ed
read
ing
Co
mm
unic
ati
ng i
nfo
rmati
on
an
d i
dea
s
thro
ug
h a
rang
e o
f dif
fere
nt
form
s o
f
wri
ting
, in
clu
din
g r
eport
s &
exp
lanati
on
s
ICT
Inte
rnet
Rese
arc
h
Usi
ng P
ow
erP
oin
t/D
esk
Top
Pu
bli
shin
g
to p
rese
nt
idea
s