to reach a conclusion or form an opinion based on available information or evidence

a magical or medicinal potion, often used metaphorically to describe something highly desirable or life-changing

a person with original ideas about what the future will or could be like

to behave with a lack of courage or confidence or act to shy

to use evidence and available information to create an opinion

Reading and forming opinions on a 19th century text

English

Exploring historical attitudes and perspectives in non-fiction texts

Discussing historical and societal attitudes

Exploring historical perspectives of men

Exploring autobiographical texts

Considering alternative perspectives of war in non-fiction texts

Developing analytical responses

Identifying and analysing a writer’s perspective

Comparing the presentation of perspectives in non-fiction texts

Comparing tone and language choices in non-fiction texts

Exploring a non-fiction text with multiple perspectives

Comparing and evaluating non-fiction texts

Creating comparative analytical paragraphs

Identifying and exploring complex ideas in a text

Creating layered language analysis

Planning an analytical response

Varying sentences and using anecdotes to express a viewpoint

Understanding what makes a persuasive speech

Persuasive writing: using credible and effective rhetorical devices

Developing a viewpoint using structural features

Writing a speech: openings and closings

Preparing to write a persuasive speech

Re-drafting a persuasive speech

Considering non-verbal features in presenting a speech

Preparing and delivering a powerful speech

In 'Women's rights across the ages', students look at the way language has evolved in the discussion of gender, from the 18th Century to today and to what extent this reflects changing social attitudes. In 'Macbeth: Lady Macbeth as Machiavellian Villain', students examine the play's unconventional female lead, considering how sympathetically she might be viewed by audiences across the ages. 

In 'Writing with passion', students complete the unit by writing an opinion article, protesting about something that they feel strongly about. In 'Women's rights across the ages', students practise voicing a strong personal viewpoint through a persuasive speech. 

In this unit, pupils read a wide range of non-fiction texts from across history that are centered around the topic of women's rights. They first read a range of texts and identify key themes and techniques within them, before then planning, writing, re-drafting and delivering their own speech.

Women's rights across the ages: non-fiction reading and writing

Historic or outdated representations of people that may portray inequality or injustice.

Depiction or discussion of discriminatory behaviour

Nellie Bly's book 'Around the World in 72 Days' was published in which century?

The starting sentence of 'Around the World in 72 Days' is "What gave me the idea?". Which language device is Bly using to hook her reader in?

Which definition best describes the word 'elixir'?

Which word beginning with 'i' can be used to describe an opinion that is based on evidence and available information?

It was unconventional and ambitious, especially for a woman at that time.

Why does Nellie Bly describe her idea to travel around the world in less than 80 days as “wild and visionary”?

They believed women were more capable than men.

They thought only men could handle such a trip.

They wanted to prove that women were equal to men.

How did societal views on women in the 19th century influence the editor’s initial decision about Bly’s journey in 'Around the World in 72 Days'?

A scientific report on the climate and geography of a particular region.

An account of someone's experiences and observations while travelling.

A fictional story set in a distant land with imaginary characters and events.

Which of the following best describes a travelogue?

If a text was published in 1890, what century is it from?

Which of these words does **not** link to the stereotypical view of women and femininity in the 18th and 19th centuries?

to have the most power or influence in a situation

to behave or think in a socially acceptable way

a simplified belief about a group of people

Which word beginning with 's' can be described as 'a simplified belief about a group of people'?

Women were expected to pursue higher education and professional careers.

Women were primarily expected to focus on domestic and care-giving roles.

Women were encouraged to participate in political leadership and public debates.

Women were considered equal partners in all aspects of economic and social life.

Which sentence best describes the societal expectations of women in the 19th century?

Reading and forming opinions on a 19th century text

Lesson outcome

Content guidance