Coulregrein Crop Rotation: 1941-1951


Using the crop rotation records of Coulregrein House, Stornoway, the purpose of this project pack is to introduce students to using primary source material, viewing crofting and agriculture in an historical context and relating this to their own experiences.  It will enable them to study and draw conclusions from this material and to compare it with modern crofting methods and techniques learned elsewhere in the curriculum. 

Pack contents

  • Teacher's sheet (pdf) providing background to Coulregrein House, its history as a poorhouse, and the reasons for the crop rotation
  • PDF'd Powerpoint presentations (available as 5 easily printed pdf files) containing:
    • images of the Coulregrein House;  maps of its location in relation to Broad Bay and Stornoway (file: Coulregrein House)
    • scanned images of each yearly crop bed layout for 1941-1945
    • scanned images of each yearly crop bed layout for 1946-1948
    • scanned images of each yearly crop bed layout for 1949-1951
    • where in existence, scanned images of the reverse of each layout giving dates of sowing seeds and harvesting
NB.  For teachers wishing to receive the original Powerpoint presentation, please visit the Tasglann nan Eilean Siar site on Glow or email tasglann@tasglann.org.uk and we will happily email it to you.

Ways in which this resource can be used

Using the digitised images of the crop rotation book, analyse the rotation systems undertaken to consider how, if at all, this makes best use of the soil given the available crops. 

Curriculum for Excellence links

Outcomes addressed specifically:
Social Studies; People, Past Events and Societies
SOC 2-01a I can use primary and secondary sources selectively to research events in the past
SOC 2-04a I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences
Social Studies; People, Place and Environment
SOC 2-08a I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way
SOC 4-09a Having evaluation the role of agriculture in the production of food and raw material, I can draw reasoned conclusions about he environmental impacts and sustainability
SOC 2-13a I can explain how the physical environment influences the ways in which people use land by comparing my local area with a contrasting area
SOC 3-13a By comparing settlement and economic activity in two contrasting landscapes, I can reach conclusions about how landscapes influence human activity.  I can explain my findings clearly to others.
Skills Development; these skills are used and developed in the project
  • observing, describing and recording
  • comparing and contrasting to draw valid conclusions
  • analyzing and interpreting historical data
  • developing the capacity for critical thinking
  • developing an awareness of sequence and chronology


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