History · 3rd Class · Local Studies · Summer Term

Work and Daily Life in the Past

Step into the shoes of someone living in our locality 100 years ago. Explore what jobs people did, what school was like, and how they spent their free time.

TL;DR:Let's step back in time! This topic invites your pupils to become local detectives, uncovering the secrets of daily life for people who walked their streets 100 years ago.

• NCCA Curriculum Specifications
• NCCA: History, 3rd/4th Class - Local Studies: My locality through the ages

About This Topic

This topic, 'Work and Daily Life in the Past', aligns directly with the 'Local Studies' strand of the Irish Primary School History Curriculum. It encourages pupils in Third Class to act as young historians, investigating the lives of people within their own locality approximately 100 years ago. This period, roughly the 1920s, is a significant era in Irish history, marking the early years of the Irish Free State. By focusing on tangible aspects of life like work, school, and leisure, the topic moves beyond abstract dates and events to something pupils can personally connect with. It provides a rich opportunity to develop key historical skills, such as using evidence (photographs, artefacts, oral histories), recognising change and continuity, and developing empathy for people in the past.

The exploration should be rooted in the local environment. Teachers are encouraged to use local resources: engaging with local history societies, inviting older members of the community to speak, visiting local museums, or using online archives like the Dúchas.ie Schools' Collection, which contains folklore collected by schoolchildren in the 1930s. This approach makes history immediate and relevant, helping pupils understand that history is not just in books, but all around them in the buildings, place names, and stories of their own community.

Key Questions

1. Identify the main types of work people did in the locality in the past.
2. Compare a school day for a child in the past with your own school day.
3. Explain how changes in technology affected daily life and work in the area.

Learning Objectives

• Identify at least three common occupations in their locality in the early 20th century.
• Compare their daily school routine with that of a child from the past, noting key differences and similarities.
• Explain how a specific technology, such as electricity or the tractor, changed how people lived and worked.
• Analyse a historical photograph or artefact to draw conclusions about life in the past.
• Listen to and record information from an oral history source, such as a grandparent or local community member.

Key Vocabulary

Blacksmith	A person who makes and repairs things in iron by hand, working at a forge.
Creamery	A factory that produces butter and cheese from milk brought in by local farmers.
Cobbler	A person whose trade is mending shoes.
Thatched Roof	A roof covered with straw or a similar material, common on traditional Irish cottages.
Washboard	A board with a ridged surface against which clothes were rubbed when being washed by hand.

Watch Out for These Misconceptions

Common Misconception

Life in the past was boring because they had no internet or video games.

What to Teach Instead

While they didn't have the technology we have, children and adults had many ways to have fun. They played street games, played musical instruments, told stories, went to dances, and had strong community gatherings. Life was different, but full of its own kinds of entertainment.

Common Misconception

Everyone in the past was a farmer and lived in a thatched cottage.

What to Teach Instead

While farming was the most common job, many other jobs existed, especially in towns and cities. There were blacksmiths, cobblers, shopkeepers, teachers, and factory workers. Homes also varied, from cottages in the countryside to terraced houses in towns.

Common Misconception

Things from the past were just 'old' and not as good as things today.

What to Teach Instead

Objects from the past were well-designed for the jobs they had to do. Many items were made by hand from strong materials like wood and iron and were built to last a very long time, unlike some modern things which can break easily.

Active Learning Ideas

Mystery Object

Granny's Attic Investigation

Pupils work in small groups to examine a collection of mystery artefacts from the past (e.g., a flat iron, a butter churn, a fountain pen, old coins). They use a worksheet to record their observations, guess the object's purpose, and consider who might have used it.

45 min·Small Groups

Mystery Object

A School Day: Then and Now

After learning about schools in the past, pupils create a large Venn diagram on the floor with two hoops. Using written cards, they sort features of school life into 'Then', 'Now', or 'Both'.

30 min·Whole Class

Mystery Object

Local Jobs Walking Tour

Take the class on a short, planned walk around the immediate locality. Stop at key locations to discuss what jobs might have happened there 100 years ago, for example, at a river for a mill, an old shop front for a grocer, or a particular field for farming.

60 min·Whole Class

Real-World Connections

• Interviewing older relatives about their childhood strengthens family connections and respect for elders.
• Understanding how jobs have changed in the locality helps pupils think about future careers and economic change.
• Learning about life without modern conveniences fosters an appreciation for technology we often take for granted.
• Studying local history builds a stronger sense of place and community identity.
• Seeing how communities solved problems together in the past can inspire collaborative action on local issues today.

Assessment Ideas

Discussion Prompt

Use a 'Think-Pair-Share' activity where pupils first think about a question (e.g., 'What was the hardest chore for a child in the past?'), then discuss with a partner before sharing with the class. Listen to their reasoning to gauge understanding.

Peer Assessment

Pupils create a 'Then and Now' booklet. Each page can compare an aspect of life, such as 'Homes', 'School', or 'Games', with a drawing and a few sentences for each.

Quick Check

At the end of the topic, pupils complete a 'Two Stars and a Wish' reflection: two things they learned or enjoyed (stars) and one question they still have (a wish).

Frequently Asked Questions

What did children do for chores 100 years ago?

Children had many important chores. They might have to fetch water from a well, help with milking the cows, collect eggs, save turf for the fire, or mind their younger brothers and sisters. Their help was very important for the family.

Were schools very strict back then?

Yes, schools were often much stricter than they are today. Teachers were very firm, and children were expected to be very quiet and obedient. Corporal punishment, like being hit with a cane, was common, which is not allowed at all now.

How can we find out about the history of our own area?

A great place to start is your local library, which often has a local history section with photos and books. You can also talk to older people in your family or community, as they are living sources of history. Online resources like the National Library of Ireland's photo archive are also excellent.