to treat someone like a thing or object, instead of a person

a disrespectful or belittling attitude towards someone or something

to view something with unrealistic perfectionism

Discussing historical and societal attitudes

English

Exploring historical attitudes and perspectives in non-fiction texts

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

Reading and forming opinions on a 19th century text

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Historic or outdated representations of people that may portray inequality or injustice.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

Which of these adjectives would you **not** use to describe the societal expectations of women’s behaviour in the 18th century?

What does it mean to "objectify" someone?

Which phrase from 'The Spectator' reveals how the writer views women?

They were judged based on their intelligence.

There were high expectations that behaviour should be a certain way.

They were valued for their accomplishments.

What do words like "charming virgin", "chastity," and "innocence" reveal about the attitudes towards women in the 18th century?

Which word beginning with 'D' describes a disrespectful or belittling attitude towards someone or something?

use literary devices such as metaphors and similes

are based on fictional events and characters

Which of these answers is false with regards to the following statement: non-fiction texts ...

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

the most widely accepted or prevailing idea or concept

anything related to society, including beliefs, customs  and behaviors

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

Match the words to the correct definitions.

What word beginning with 'C' means to 'behave or think in a socially acceptable way'?

Marriage was solely based on love and romance.

Marriage was considered optional and unnecessary.

Marriage was often seen as a means of financial stability and social acceptance.

Which statement reflects societal attitudes towards marriage in the 18th and 19th centuries?

Women should have some intelligence, but not be overly witty.

Women should have no understanding of wit.

What does the phrase "a good understanding without being a wit" suggest about societal expectations?

Women were expected to be assertive and outspoken.

Women were viewed as intellectually superior to men.

Women were expected to conform to traditional notions of femininity.

 Women were encouraged to pursue careers and financial independence.

What does the  description “polite and delicate of speech, her temper humane and tender” suggest about the expectations of women?

Discussing historical and societal attitudes

Lesson outcome

Content guidance