Show pupils a range of items not made from linen such as paper hankies, cork place mats, polyester pillowcases etc.

Ask pupils to think about why most people use these today, and every day, rather than the beautiful, delicately embroidered linen items made by firms like Ewart’s and Richardson’s. Each pupil should write at least one suggestion down on a ‘Post-it’ note and put these on a classroom wall. Ask pupils to suggest what they think eventually happened to Ewart’s, Richardson’s and other linen companies. Note their ideas on ‘Post-its’ and discuss. You may wish to refer to Resource 2.21: Linen Products (IWB) which shows items made of linen.

Material Spies

Pupils should be given time to search through their wardrobe at home to look at the labels and record the countries on the labels and the number of items from each country. Back in the classroom use Resource 5.12: Tally Chart (IWB) to collate the origins of all the garments owned by the class.

See Levels of Progression for Using Mathematics – Level 4: Handling Data.

Now ask pupils to think about the effects on people of so much of the industry moving abroad, and of linen not being so widely used. Watch the following short film, Herdman’s Mill closes.

Discuss with pupils how the people in this news clip felt when they learnt about the loss of the mill and the end of employment for people in the village. Explain to pupils that these feelings were prevalent all over Northern Ireland as one mill closed after another.

Pupil Activity

The Barbour Mill Song

Provide pupils with the background of this song before putting it on the IWB. See links below for more information:

• Derelict image of the mill before redevelopment

Now play Resource 5.13: Barbour Mill (MP3) and display the lyrics Resource 5.14: Barbour Mill (IWB). Ask pupils to listen to the song. After listening, here are some suggested activities:

• Ask pupils to make a list of words that come to mind after listening to the song;
• Now discuss the lyrics. Ask the pupils, working in pairs, to listen and identify the words and phrases that create a sad feeling;
• Explore contrasts in the song, for example the contrast between things which move and things which are now still or gone; and/or
• Working in groups, pupils may make sound effects to represent each verse. For example in verse 1 they may wish to represent wind, rain and activity.

1. Storyboard, Barbour Mill

Provide pupils with a copy of the lyrics of the song, Barbour Mill, Resource 5.17: Barbour Mill – Lyrics. In groups, ask pupils to read the lyrics again, noting the main message in each verse. Ask pupils to design a storyboard to represent the song. For example, to represent verse 1, pupils may draw a scene depicting busyness as people make their way to work in all weathers.

2. The Industry Goes Global

Remind pupils that the clothing textile industry can now be found all over the world. Display Resource 5.18: World Map (IWB). Point to India, Pakistan, Bangladesh and other countries pupils found on their clothes labels, including possibly China, Vietnam, Sri Lanka and Israel. Remind pupils of working conditions in the 19th and early 20th century mills and in the 18th century domestic linen industry, especially the long hours of work, that women were paid less than men and the use of child labour. Explain that in many Third World countries child labour is still often used. Attempts are being made to have it banned, but not everyone thinks this is a good idea.

Watch this Fairtrade - Child Labour video.

Now discuss with pupils what they would have done. How does this video clip make them feel? What is Fair Trade?

For activities to promote understanding of Fair Trade issues see Fair Enough?: Thematic Unit.

3. Conscience Alley: Child Labour

Use Conscience Alley: Active Learning and Teaching Methods for Key Stages 1&2, page 16, for this activity.

1. Display Resource 5.19: Scenario (IWB);
2. Place pupils in roles using Resource 5.20: Role Cards;
3. Get pupils to stand in two lines facing each other, with a pathway up the middle;
4. Select a pupil randomly and ask them to state their role;
5. Ask remaining pupils to think of one statement they would like to make to this individual;
6. The selected pupil then walks between the lines and the remainder of the class make their statements as they pass by. (You may need to repeat this a number of times, encouraging pupils to ‘get into role’.);
7. Debrief by asking the selected pupil which arguments they found convincing and what their view is on the scenario;
8. The activity and debrief can be repeated by selecting other pupils to walk in role through the Conscience Alley; and
9. Summarise the complexity of the issue and end the lesson with a class vote, asking pupils to decide if they would buy the more expensive T-shirt or not.

• Thinking, Problem-Solving and Decision-Making (Conscience Alley; ‘Post-it’ notes collage)
• Self-Management (Planning and recording data collection in Materials Spies research)
• Working with Others (Conscience Alley role play)
• Managing Information ('Post-it' notes collage; Materials Spies research and tally chart)
• Being Creative (Writing further verses for the mill song)

World Around Us: History

Change Over Time

• In the context of linen industry decline as expressed in the Barbour Mill song.

The World Around Us: Geography

Place

• In the context of child labour in the garment industry worldwide.

Using Resource 5.13 Barbour Mill (MP3), listen and respond to music-making, thinking about and discussing characteristics within music that they listen to.

Strand 1 (Health)

• Having respect for the bodies of others, in the context of children’s employment in the global garment industry.

Strand 2 (Mutual Understanding and the Community)

• In the context of knowing what is fair and unfair in trade; realising that money can buy goods and is earned through work.

These active teaching and learning approaches encourage active participation from pupils, making the learning a more relevant and enjoyable experience.

Pupils, will carry out a Conscience Alley activity to explore issues around child labour.