Teacher | Student
Originally produced in: Österreich
Also available in: en

Curricular level

History/Social Studies and Geography and Economics: Österreich

Secondary 1/ 3rd Year (7th Grade)

Abstract

In the 19th century, industrialisation was established in many European regions. Factories were built, new railway lines were constructed and a number of new posts were created. To a small degree in the western districts of Tyrol, a large part of the Tyrolean population lived from the proceeds of agriculture. In the agriculturally less productive areas of the Upper Inn Valley and the Upper Vintschgau (area on the upper reaches of the River Etsch), the inhabitants were in a terrible predicament. Many families were no longer able to feed their children. As a result, every spring thousands of boys and girls went on foot into Swabia, an agriculturally rich area around Lake Constance, where they sought work as farming assistants for the summer. They offered their labour on the child labour markets in Friedrichshafen and Ravensburg. Now an old man, a witness at the time, Adolf Thurnes, remembers his time as a Swabian child thus: “At the child labour market in Friedrichshafen, the children stood positioned between ropes; the farmer picked up whichever child he liked the look of, lifted him over the ropes and took him home with him”.

In late autumn, the children returned home with the little money they had earned in their pockets. The migrations of the Swabian children ended around 1920 when the Austrian school authorities insisted on the observance of compulsory education.

Conceptual Objectives

Students will...

  • know when the Swabian children went to work abroad.
  • learn why Tyrolean childen were called Swabian children.
  • see the source to identify which area of Tyrol they came from.
  • find out why they were forced to intermittently emigrate.

Students will be able to...

  • know when the Swabian children went to work abroad.
  • learn why Tyrolean childen were called Swabian children.
  • see the source to identify which area of Tyrol they came from.
  • find out why they were forced to intermittently emigrate.

Methodological Objectives and Skills

The curriculum says the following about topic selection:

  • “Lessons need to give an insight into the history and politics in order to give a regional dimension, and allow the formation of a reflected and (self) reflexive identity.”
  • “Apply area-based perspectives in other sectors and be able to refer to knowledge and insights from other subjects”
  • Assessment of economic issues from an ethical point of view
  • Recognise the constantly changing world of work

The curriculum says the following about historical skills:

  • “ In dealing with historic sources, students should be encouraged to independently build up ideas about the past (Reconstruction Skills)
  • “A critical approach to historical accounts should be encouraged.” (Deconstruction Skills)