Lesson video

Hello, everyone.

How are you today?

I hope you're feeling really good.

My name is Ms. Afzal and I'll be your teacher for this lesson.

I'm feeling pleased about that because we have quite an interesting topic ahead of us.

Our lesson is looking at historical attitudes and perspectives.

The lesson title is "Exploring Historical Attitudes and Perspectives in Nonfiction Texts.

" I hope that sounds interesting to you.

It comes from the unit of work, Women's Rights Across the Ages: Nonfiction Reading and Writing.

So, if you're ready to get into this topic of exploring historical attitudes and perspectives in nonfiction texts, if you have some energy, focus and enthusiasm, we'll begin our lesson now.

The outcome for today's lesson is I can identify and explain how dominant viewpoints and ideas are presented in a nonfiction text.

I hope that sounds interesting to you.

We have some keywords in our lesson.

I'd like us to go through them one at a time, saying them out loud.

My turn, your turn.

Expectations.

Dominant.

Conform.

Societal.

Stereotype.

Thanks for saying those keywords.

Now, I'd like you to share with someone, do you know the meanings of any of these keywords?

Pause here and share with someone nearby.

Thanks for sharing.

Let's find out what these keywords mean.

Expectations are what people believe should happen or the way things should be.

Dominant, the most widely accepted or prevailing idea or concept.

Conform, to behave or think in a way that is socially acceptable.

Societal, anything related to society, including beliefs, customs and behaviors.

Stereotype, a simplified belief, view or representation of a group of people.

These are our keywords, expectations, dominant, conform, societal, and stereotype.

Let's look out for them, let's listen out for them, let's think carefully about these keywords that will be coming up in our lesson today.

Our lesson is called Exploring Historical Attitudes and Perspectives in Nonfiction Texts.

And it has two learning cycles, considering historical attitudes and perspectives and identifying attitudes and perspectives in texts.

Let's begin by considering historical attitudes and perspectives.

Now, I'd like you to discuss, what types of texts could be considered nonfiction, and what can we learn from reading nonfiction texts?

So, pause here while you have a discussion about these questions with someone nearby.

Thanks for having that discussion.

Perhaps you said something like this.

Nonfiction can give us an insight into historical attitudes and perspectives.

Examples include speeches, letters, biographies and articles.

Pause here and share with someone, have you ever read somebody's speech, letter, biography, or article?

Thanks for sharing.

Nonfiction text demonstrate how language can be adapted to suit different audiences, purposes and forms.

Although nonfiction is based on real life events, a writer's use of language can present the truth or facts in different ways, they can even be biased.

Jun has made this comment.

"If nonfiction texts are based on true events, that must mean that they're written to inform and just use facts, figures, and simple language.

" Using your own knowledge of nonfiction texts, how would you answer Jun?

Pause here, have this discussion with someone.

Thanks for sharing.

Nonfiction texts have different forms and purposes.

Writers will adapt their use of language to suit these.

Nonfiction texts also have a reader or audience, and therefore will need to use language to engage them.

Can you imagine a persuasive speech being delivered as a list of statistics or a biography of a famous actor being written as a list of facts?

You might need something a little more engaging than that.

Let's have a check for understanding true or false.

Nonfiction texts do not use literary devices like metaphors or similes.

Pause here while you decide, is this statement true or false?

Well done if you selected false, and now I'd like you to justify your answer by choosing from one of these to your statements.

A, nonfiction writers only present information, facts and figures.

B, nonfiction writers have to consider their readers or audiences.

Therefore, the writing needs to be engaging and interesting.

Pause here while you decide which of these two statements justifies your earlier answer.

Well done if you selected statement B.

Indeed, nonfiction writers have to consider their readers or audiences.

Therefore, the writing needs to be engaging and interesting.

This statement justifies your earlier answer.

I'd like you to have a discussion.

What was the dominant societal view of how women should behave and live in 18th and 19th century Britain?

And how has this changed?

And are there still the same expectations?

Pause here and discuss your answers to these questions with somebody.

Thanks for having those discussions.

Perhaps you said something like this.

In 18th and 19th century, the expectation was that women would stay at home and take care of the family.

Any education they received was basic and aimed at domestic skills.

Getting married was seen as the most important goal.

Women should be obedient, quiet, and polite.

Women had fewer rights than men and more controlled by them in legal matters.

And now let's take a look at what's changed.

Today both women and men have access to the same education.

Women are now not expected to get married.

Women are free to express themselves in the way they present themselves.

Women can now vote, be financially independent, and are involved in legal matters.

Thank goodness.

It's important to acknowledge that not all of society would adapt their behavior in order to conform to dominant societal expectations.

I'd like you to have a discussion.

What was the dominant view of marriage in the 18th and 19th centuries?

Why did people get married?

And how has this changed?

So, pause here while you discuss your answers to these questions with someone nearby.

Thanks for having those discussions.

Let's take a look at some answers.

For women, marriage was essential for financial stability and status.

Marriage was more like a business transaction.

Marriage was presented as less to do with love and more about conforming to societal expectations.

Women who weren't married were considered problematic.

This doesn't mean that people didn't marry for love.

Likewise today the dominant viewpoint is that marriage is about love and romance.

However, some people would still consider marriage as linked to stability and financial benefit.

Perhaps you discuss some answers like these.

Let's have a check for understanding true or false.

In 18th and 19th century, women would get married to conform to societal expectations.

Pause here while you decide is the statement true or false?

Well done if you selected true, and now I'd like you to justify your answer by choosing from one of these two statements.

A, this means that people never married for love.

B, however, this does not mean that people never married for love.

Pause here while you decide which of these statements justifies your earlier answer.

Well done if you selected statement B, this justifies your earlier answer, and now it's time for your first task.

I'd like you to complete the sentences to write a summary of the societal viewpoints of women and marriage in the 18th and 19th centuries.

Here are your sentence starters.

In the 18th and 19th centuries, women were expected to marry because?

In 18th and 19th centuries, women were expected to marry but?

In 18th and 19th centuries, women were expected to marry so?

So, pause here while you complete the sentences to write a summary of the societal viewpoints of women and marriage in 18th and 19th centuries.

I'll see you when you're finished.

So, how did you get on with that task?

Here's an example of a complete summary.

In the 18th and 19th centuries, women were expected to marry because due to their lack of financial independence, it ensured their economic stability.

In the 18th and 19th centuries, women were expected to marry, but not all women would conform to this societal expectation.

Although problematic, some women would still choose not to marry.

In the 18th and 19th centuries, women were expected to marry so that they could fulfill the societal expectations of raising a family.

Well done if you completed a task in this way.

And just checking in, have you also included some keywords?

Pause here and check if you have.

Well done if you included some keywords, and now we're onto our next learning cycle, identifying attitudes and perspectives in texts.

Like you to listen carefully.

We now know that marriage was considered very important in the 18th and 19th centuries.

In order to conform to societal expectations, men and women would need to find a suitable partner.

We may think that dating sites and reality TV shows about love are a modern concept, but in the 18th and 19th century, people would also place adverts in local publications to advertise for a suitable partner.

And now I'd like you to think, what are your expectations of this type of text?

What type of language would a person use to appeal to their target audience?

How might they convey the dominant attitudes of the time?

Pause here while you reflect on this.

Thanks for reflecting on that.

Let's take a look at a matrimonial advert.

Matrimonial, seeking wife for gentleman, industrious and ambitious, age of 37.

Maiden should have good teeth, soft lips, sweet breath, and healthy in complexion, neat in her person and presentation.

A good understanding without being a wit, but cheerful and lively in conversation, polite and delicate of speech, her temper humane and tender.

That's quite the advert.

I'd like you to discuss which words reveal the expectations of how women should look and behave.

Pause it while you discuss this.

Thanks for having that discussion.

If these words reveal the societal expectations of women and conform to stereotypical ideas of femininity, as you can see on the left, neat in her person, a good understanding without being a wit, cheerful, delicate, and tender.

For example, the idea that a woman should be gentle, happy, and quiet, there is also an emphasis on looks and appearances.

And now I'd like you to discuss, what does this advert reveal about societal attitudes towards marriage?

Does it conform to or challenge societal expectations?

Pause here while you have this discussion.

Thanks for having that discussion.

The form of the text and advert suggests that this is like a business transaction.

The list of attributes is devoid of emotion and links to the idea that marriage is transactional.

It conforms to the dominant viewpoint that marriage was a societal requirement, not linked to love or romance.

Let's have a check for understanding true or false.

The description, polite and delicate of speech, her temper humane and tender presents a stereotypical representation of femininity.

Pause here while you decide, is the statement true or false?

Well done if you selected true, and now I'd like you to justify your answer by choosing from one of these two statements.

A, it reveals the societal expectation that women should be gentle, polite, and quiet.

Or B, it reveals the societal expectation that women should be loud, challenging and humorous.

Pause here while you decide which statement justifies your earlier answer.

Well done if you selected statement A, indeed.

This justifies your earlier answer.

And now take a look at another matrimonial advert.

A widow and business owner, 36, would like to correspond with gentlemen.

Have some property, excellent housekeeper and cook, willing to go anywhere.

All applicants will receive a reply, no triflers.

I'd like you to discuss, who has written this advert?

Does the use of language conform to or challenge societal expectations?

Pause here while you have this discussion.

Perhaps you discuss something like this.

This is written by a woman.

The writer uses short and direct sentences, which creates an assertive tone.

The writer is direct and has financial independence, although this is probably due to her previous marriage.

It challenges the stereotypical idea of women in the 18th century.

And now it's time for your task.

Let's read these adverts.

Advert 1, young women reared in luxury having lost everything and earned her living the past eight years, is tired of teaching and wishes a home.

Would like to meet a well-to-do businessman who would appreciate refinement and affection in a wife.

And Advert 2, gentleman with a very good estate seeks a young gentleman that has a fortune of 3,000 pounds.

Neat appearance, polite and well-mannered.

So, I'd like you to again read the two advertisements and answer the following questions.

One, which words reveal the societal expectations and attitudes towards women and marriage?

And two, does the advertisement conform to or challenge societal expectations?

So, pause here while you have a go at this task, I'll see you when you're finished.

It's good to be back with you.

So, let's take a look at Advert 2, let's reread it.

Gentleman with a very good estate, seeks a young gentlewoman that has a fortune of 3,000 pounds, neat appearance, polite and well-mannered.

And here's an example of a completed task.

Which words reveal the societal expectations and attitudes towards women and marriage?

These words reveal as a stereotypical view of women and femininity.

Good estate, 3,000 pounds, neat appearance, polite and well-mannered.

The emphasis on money and property reveals the attitude that marriage is linked to financial status.

And does the advertisement conform to or challenge societal expectations?

The advert conforms to societal expectations.

It is the man who is proposing the marriage with a view to ensuring financial stability.

The writer also uses a language to describe a woman who conforms to the societal expectations of behavior and appearance.

Well done if you completed the task in this way.

In our lesson exploring historical attitudes and perspectives in nonfiction texts, we've covered the following.

Nonfiction encompasses a wide range of texts and can use literary devices to engage a reader or audience.

Societal attitudes shift and change.

In the 18th and 19th century, it was a societal expectation that people would get married.

Ideas of femininity were based on stereotypes of gentleness and politeness.

Nonfiction texts can reveal a lot about societal attitudes.

Texts can conform to or challenge dominant viewpoints.

Well done everyone for joining in with this lesson and exploring historical attitudes and perspectives in nonfiction texts.

I hope you found it really interesting and learned a lot.

And thank goodness our attitudes and perspectives have moved on.

I really enjoyed teaching you, and I look forward to seeing you at another lesson soon.

Bye for now.