The horse and carriage

• Students research the development of the horse-drawn carriage as a transport vehicle and create a digital photo story (biopic). Students can use a software program to complete this task.
• Some helpful websites include:

1. Powerhouse Museum, http://www.powerhousemuseum.com/collection/database/search_tags.php?tag=horse+drawn+carriage
2. A brief history of the automobile, http://www.uniquecarsandparts.com.au/heritage_automobile.htm
3. Department of Transport Victoria, http://www.transport.vic.gov.au/doi/internet/transport.nsf/allDocs/RWPE06934B7A6094C844A256AFD001C4975?OpenDocument

• The horse and carriage industry is still operating in Australia. Complete an internet search and help students locate where carriages are being used. Utilise some of these examples to help students create a mini-compendium.
• Students work in small groups to create a mini-compendium: 'Ten modern uses for the horse and carriage.'

• Students are encouraged to think about the 'real life' utilisation of a horse-drawn carriage in today's society. Students are prompted to be innovative in designing the modern day version of this mode of transport.

Student Activity Sheet H13.9: A horse or a carriage?

• The horse and carriage industry in Australia was exemplified by Cobb & Co. Complete an internet search and help students find information about the foundation of this company and its impact on transport and exploration in the 19th century.

• Students work in small groups to create a newspaper advertisement for Cobb & Co that could have been published in 1888. Make sure students consider effective layout of information, text and image. They should also design the advertisement for readers of the time.
• Alternatively, the students could design an advertisement for the use of Cobb & Co coaches in today's society.

Student Activity Sheet H13.10: Can I sell you a carriage ride?

• This is the first time Victoria sees Miss Müller. Ask students to describe the character of Miss Müller.

1. What does the filmmaker want us to think about her? Look at how she is presented.
2. What shots are used?
3. How does the use of long shots socially position this character to the audience?
4. Why does the filmmaker choose to keep her at a distance in this story?

• As a class, discuss how Miss Müller is dressed, in particular the colour she is wearing. Ask students to answer the following questions:

1. What is the symbolism of her black clothing?
2. What message does the black clothing give to the audience and to Victoria?
3. Why does the filmmaker want Victoria to think Miss Müller is a witch?
4. What do you think Miss Müller's role might be in this story?

Student Activity Sheet E13.7: The woman in black

• The Irish tradesman makes a pun about Miss Müller being 'bewitching' when Victoria asks if she is a witch. A pun is a play on words. Discuss puns and have the students research well-known puns such as 'fuelling flames', 'greasing wheels' and 'under the pump'. Some useful websites are:

1. Wikipedia, 'Pun', http://en.wikipedia.org/wiki/Pun
2. Worsley School, 'Puns', http://www.worsleyschool.net/socialarts/puns/pun.html

• Encourage students to find examples of puns, or jokes based on puns. You could look at the television series Round the Twist, Episode 9: Series 2: Ice Maiden, where Bronson's ice sculpture begins to melt and Pete says 'I think your horse has got the runs.' You can purchase this series from Australian Children' Television Foundation (ACTF): Learning Centre, 'Round the Twist' http://www.actf.com.au/learning_centre/title_pages/rtt_tp.php
• Students should add unfamiliar words and phases from the episode to their language journal and find out the meaning and origin of the words.

Student Activity Sheet E13.8: Pun intended