Exploring historical perspectives of men

English

Exploring historical attitudes and perspectives in non-fiction texts

Discussing historical and societal attitudes

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Historic or outdated representations of people that may portray inequality or injustice.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 the following definitions best describes the word 'courageous'?

Which word beginning with 'E' describes 'knowing the polite and proper way to behave in different situations'?

expectations to be brave, intelligent and courageous

expectation to stay at home and take care of children and domestic duties

expectations to provide financially for the family

expectation to marry, but at an older age

Which of these was **not** a historical, societal expectations placed on men?

Pick the answers that best define the purpose of a "how to guide".

Which modal verb would make this sentence sound most authoritative and certain? "It {{}} rain".

Which word can be described as "to behave or think in a way that is socially acceptable"?

Which adjective is **not** commonly associated with societal expectations of women's behaviour in the 18th century?

What word beginning with 'O', describes the process of treating someone like a thing or object, instead of a person?

Women were highly respected and valued for their intellect.

Women were judged based on their physical appearance and perceived innocence.

Women had equal rights and opportunities compared to men

Women were considered superior to men in societal roles.

What conclusion can be drawn about attitudes towards women in the 18th century from 'The Spectator' article?

Which statement can be effectively used to challenge a point made in a discussion?

developing points or arguments using evidence

Which of **two** of these answers, would **not** contribute to a successful and effective discussion? 

Exploring historical perspectives of men

Lesson outcome

Content guidance