Lesson 2: Let’s Meet Some Ulster-Scots Mill Owners and their Mills

This lesson gives pupils an opportunity to explore the lives of three Ulster-Scots mill owners and the influence they had on the towns and cities in which they lived through Talking and Listening and research activities.

Main Areas of Curricular Focus

Lesson Plan

 

Learning Intentions

Learning Intentions

Pupils will:

  • understand the influence three Ulster-Scots mill owners had on the communities in which they worked;
  • take responsibility when working in a group; and
  • explore facts and opinions and come to their own conclusions.
  • Henry James Campbell
  • Michael Andrews
  • William Ewart
  • clan
  • boar’s head

Starter

Starter

Recap on the location of the mills in Lesson 1 and tell pupils that in this lesson they are going to be introduced to some Ulster-Scots mill owners. Display Resource 3.6: Mill Owners’ Portraits (IWB) and after dividing the class into groups, ask them to spend five minutes writing down four words or phrases which describe the mill owners. Pupils may suggest words or phrases such as very strict, rich, hardworking, stern etc. Take feedback from the pupils and tell them that these words and phrases will be revisited at the end of this lesson.

  • Henry James Campbell
  • Michael Andrews
  • William Ewart
  • clan
  • boar’s head

Resources

Resource 3.6: Mill Owners’ Portraits (IWB)

Main Lesson

Main Lesson

  1. Give each group a card with information about a mill owner, see Resource 3.7: Mill Owners’ Biographies (Cards) and Resource 3.8: Mill Owners’ Biographies (IWB).
  2. Ask pupils to read the card and make comments in their group about the mill owner as they read. Pupils should use TS&PC Thinking Card: Does everyone understand? to guide this activity.
  3. Pupils should then categorise the information into plus (good things about the mill owner), minus (negative things about the mill owner) and interesting. See PMI (Plus - Minus - Interesting): Active Learning and Teaching Methods for Key Stages 1&2, page 57 for guidance.
  4. Pupils may have to do more research to explore words such as ‘tied’ cottages on Card 2.

Plenary

Plenary

Pupils should report their findings back to the class and compare and contrast their initial perceptions of the Ulster-Scots mill owners with their findings. At this point it is important for pupils to understand that not all mill owners treated their workers in the same way. However, all the mill owners were wealthy people who lived in very large houses.

  • Henry James Campbell
  • Michael Andrews
  • William Ewart
  • clan
  • boar’s head

Assessment Opportunity

Assessment Opportunity

If you wish to assess pupils’ responses to this lesson, see the suggestion below.

You may wish to assess how pupils worked together as a group when using the TS&PC Thinking Card: Does everyone understand?.

  • Henry James Campbell
  • Michael Andrews
  • William Ewart
  • clan
  • boar’s head

Resources

TS&PC Thinking Card: Does everyone understand?

Other Activities

Additional Pupil Activities

1. Research a Model Village

Ask the pupils to research a ‘model village’ such as Sion Mills, which was built by the Herdman brothers. See Resource 3.9: Teacher Information Card.

Useful websites:

2. The Mill Workers – a poem

Distribute The Mill Workers poem, see Resource 3.10: The Mill Workers (Poem) and display Resource 3.11: The Mill Workers (IWB). Ask pupils: What does this tell you about the life of a mill worker? How do you think this is the same or different from workers today? In pairs, discuss your ideas.

  • Henry James Campbell
  • Michael Andrews
  • William Ewart
  • clan
  • boar’s head

Resources

Resource 3.9: Teacher Information Card

Resource 3.10: The Mill Workers (Poem)

Resource 3.11: The Mill Workers (IWB)

Links to Curriculum

Cross-Curricular Skills

Cross-Curricular Skills: Communication

Children should be given opportunities to engage with and demonstrate the skill of communication and to transfer their knowledge about communication concepts and skills to real-life meaningful contexts across the curriculum. (Language and Literacy)

Talking and Listening
  • Share, respond to and evaluate points of view and use evidence to justify their opinions about Ulster-Scots mill owners and how they treated their workers; and
  • Participate in group discussion.
 

Cross-Curricular Skills: Using Information and Communications Technology

Using Information and Communications Technology across the curriculum has the potential to transform and enrich pupils’ learning experiences and environments.

Explore
  • access, select, interpret and research information from safe and reliable sources; and
  • investigate, make predictions and solve problems through interaction with digital tools.

TS&PC

Thinking Skills and Personal Capabilities

  • Working With Others (Resource 3.7: Mill Owners’ Biographies Cards)

WAU: History

The World Around Us: History

Change Over Time
  • The lives of some Ulster-Scots mill owners and how they affected their communities over a period of time.

Active Learning and Teaching Methods

Active Learning and Teaching Methods for Key Stages 1 & 2

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

After reading the information about the mill owners, pupils should categorise it into plus (good things about the mill owner), minus (negative things about the mill owner) and interesting.

Suggested Websites & Resources

the badge of Campbell College Belfast includes a boar’s head in memory of Henry Campbell, an Ulster-Scots mill owner and founder of the school?

The Scottish Clan Campbell has a boar’s head on their crest.

In partnership with  Ulster Scots Agency