Explorers and Empires: A Journey Through Time · 4th Class · Life in the 18th and 19th Centuries · Spring Term

Factory Life and Child Labour

Investigating the harsh working conditions in early factories and the use of child labour.

• NCCA Curriculum Specifications
• NCCA: Primary - Life, society, work and culture in the past
• NCCA: Primary - Politics, conflict and society

About This Topic

Emigration and the Coffin Ships tells the story of the millions who fled Ireland during and after the Famine. Students examine the 'push and pull' factors that led families to leave their homes for a perilous journey across the Atlantic. This aligns with the NCCA strand 'Story,' focusing on the personal narratives of those who sought a better life in the 'New World.'

Students investigate the conditions on the 'coffin ships,' where disease and hunger were common, and the challenges of arriving in a new country. This topic also explores the lasting contribution of Irish emigrants to the culture and infrastructure of nations like the USA. This topic comes alive when students can physically model the packing of an emigrant's trunk and trace the routes taken by ships.

Key Questions

1. Describe the typical working conditions for children in early factories.
2. Analyze the reasons why factory owners employed children.
3. Evaluate the efforts made to reform child labour laws in the 19th century.

Learning Objectives

• Describe the typical working conditions for children in early factories.
• Analyze the reasons why factory owners employed children.
• Evaluate the effectiveness of early attempts to reform child labour laws.
• Compare the daily lives of children working in factories to those not working.

Before You Start

Life in the 18th and 19th Centuries: An Introduction

Why: Students need a basic understanding of the time period to contextualize the changes brought about by industrialization.

Work and Occupations in the Past

Why: Familiarity with different types of historical work helps students compare and contrast factory labour with other jobs.

Key Vocabulary

Factory System	A method of manufacturing using machinery and division of labour, often characterized by long hours and dangerous conditions in the 18th and 19th centuries.
Child Labour	The employment of children in any trade or occupation, especially when illegal or considered exploitative due to their age and the nature of the work.
Apprentice	A person who learns a trade or skill by working for a period of time under a skilled craftsperson or employer.
Textile Mill	A factory where fibres are processed into yarn or thread, and then woven or knitted into cloth.
Reform Movement	An organized effort to change or improve a specific aspect of society, such as working conditions or laws.

Watch Out for These Misconceptions

Common Misconception

Everyone who left Ireland wanted to go.

What to Teach Instead

For most, emigration was a desperate last resort, not a choice. Using 'letters home' helps students feel the sadness and longing of those forced to leave their families behind.

Common Misconception

The journey was safe once you got on the boat.

What to Teach Instead

Many ships were overcrowded and unsanitary, leading to the name 'coffin ships.' Comparing the survival rates of different ships helps students understand the risks involved in the crossing.

Active Learning Ideas

Role Play: Packing the Trunk

In pairs, students are given a list of items and a small 'trunk' (box). They must decide what to bring and what to leave behind, justifying their choices based on the long journey ahead.

30 min·Pairs

Inquiry Circle: Ship's Log

Groups are given fragments of a fictional ship's log. They must piece together the story of the voyage, identifying the main dangers and the feelings of the passengers.

45 min·Small Groups

Gallery Walk: The New World

Students view images and letters from Irish emigrants in New York or Boston. They look for evidence of the jobs they did and how they kept their Irish culture alive.

35 min·Pairs

Real-World Connections

• Many historical sites, like the Lowell National Historical Park in the USA, preserve the buildings and stories of early factory workers, including children, allowing visitors to understand the scale of industrialization.
• The legacy of child labour reform is seen today in international organizations like the International Labour Organization (ILO), which sets global standards for child labour and aims to protect children's rights to education and safety.

Assessment Ideas

Exit Ticket

Provide students with two index cards. On the first, ask them to draw a picture representing one harsh condition faced by child labourers and write one sentence explaining it. On the second, ask them to write one reason why factory owners hired children.

Discussion Prompt

Pose the question: 'If you were a child working in a factory in the 19th century, what would be the hardest part of your day and why?' Encourage students to share their responses and listen respectfully to their peers' perspectives.

Quick Check

Present students with a short, age-appropriate primary source quote about factory life (e.g., from a child worker's testimony or a factory owner's statement). Ask students to write down one word that describes the feeling or situation in the quote and one question they have about it.

Frequently Asked Questions

Why were they called 'coffin ships'?

They were called coffin ships because so many people died on board due to disease, starvation, and poor conditions. Some ship owners were more interested in profit than passenger safety, leading to overcrowded and dangerous vessels that were often not fit for the Atlantic crossing.

How can active learning help students understand emigration?

Active learning, like the 'Packing the Trunk' exercise, forces students to make the same difficult decisions that emigrants faced. By analyzing 'ship's logs' or 'letters home,' students connect with the emotional and physical reality of the journey. These strategies turn a historical trend into a series of deeply personal stories.

Where did most Irish emigrants go?

The majority went to the United States, landing in cities like New York and Boston. Many others went to Canada, Great Britain, and Australia. Today, tens of millions of people in these countries claim Irish heritage because of this period of history.

What was life like for Irish people when they arrived in America?

It was often very difficult. Many arrived with no money and faced discrimination. They took the hardest and most dangerous jobs, like building railroads and canals, but they also formed strong communities and eventually became very successful in politics and business.