Fencing

[Episode 20 | 1818 : Charles]

Unlike his posh older brother John, Charles is enjoying building a fence on the farm. At the end of the fence line he encounters Liam, a convict who is on the run. Liam asks Charles to bring him some food and boots.


English

The Australian curriculum: English

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The Australian Curriculum: English aims to ensure that students:

  • learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose
  • appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue
  • understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning
  • develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.

English activities [1]

Activity 1: Workers' roles
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Subtheme(s): Chores, business and employment; Language and scripting; Social order and education
Discover
  • In this clip, we are introduced to the world of work on a farm. As a class, make a list of the different jobs that the workmen are doing in this clip. Ask students to list and describe three types of work the workmen are performing and five adjectives to describe the work the men do. Review the clip and ask the students to focus on the lack of complex technologies that the farm uses, for example, machinery and equipment. Ask students how this lack of complex technology might impact on the work the men have to do in this time (1818).
  • As a class, view the entire episode. Ask students to compare the physical appearance of the workers with that of their boss; Charles' father, Mr. Owen. Ask students the following question:
  1. Why is Mr Owen so much better dressed and well groomed than the workmen?
  • Discuss the idea of the farm labourers being convicts.
  • If available, read an extract from chapter 18, '1818', of the picture book My Place by Nadia Wheatley and Donna Rawlins. It starts with 'Father is mostly in Sydney…, but I want to be a farmer'. Ask the students to explore how the author wants the readers to visually interpret where Charles and his family live. Ask students to compare their visual interpretation from reading the passage with how the episode represents the life of Charles and his family.
  • The only female character in the clip who works for the family is Sarah. In small groups, ask students to list the type of chores (work) she does for the family. Ask them to evaluate why Sarah doesn't do any of the labouring work. Ask students to consider the work of women today. As a class discussion, have students evaluate how attitudes to women in the workforce have changed since 1818. Have students note that Sarah does not talk, nor is she spoken to, in the clip. Ask students for an explanation and their opinion about Sarah's silence.
  • Although Charles and John are children, they are helping the men with the work. Ask students to form pairs and have them list the types of chores that they complete at home. Then have them compare these with the chores Charles and John have to do on the farm.

Reflect
  • Ask students to compare the chores of children in 1818 compared to today. They should particularly note the work of John and Charles. This comparison can be displayed in a Venn diagram.
  • John's and Charles' lives on the farm are difficult because most chores were completed with simple implements, and by hand. Ask students to research what machinery and technologies farmers use today to assist them with their work. Once again, this comparison can be illustrated by a Venn diagram.

Download

Student Activity Sheet E20.2: Workers' roles



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