The convict

• Ask students to research the provisions supplied to convicts. They could research using the web or books from the library. As a starting point, refer to the websites below:

1. Convict Creations, 'Descriptions of Convict Life', www.convictcreations.com/history/description.htm/
2. Convicts to Australia, members.iinet.net.au/~perthdps/convicts/ 
3. Pilot guides, 'Pilot Destinations', Convict Australia: Convict Life, www.pilotguides.com/destination_guide/pacific/australia/convict_australia/convict_life.php/

• As a class, ask students to list the good and bad aspects of life for a transported convict in Australia.

• Ask students to work in small groups and undertake a web quest. A web quest is where you search for images and descriptions of articles of clothing, noting the URL source of the image. Ask students to consider why each item of clothing was issued to convicts, and why it was designed to appear as it did. As a starting point, refer to the websites below:

1. Powerhouse Museum, 'Convict', www.powerhousemuseum.com/collection/database/subject=Convicts/
2. Queen Victoria Museum and Art Gallery, 'Tasmanian Convict Costume', http://www.qvmag.tas.gov.au/?articleID=556

• Ask each group to present the images they have found in a slideshow presentation to the class.

Student Activity Sheet H20.3: Convict clothing

• As a class, have students view the clip 'The emancipists and opposition debate' from the website listed below and take notes so they are ready for discussion about the two sides of the issue.

1. State Library of New South Wales, 'The Governor: Lachlan Macquarie 1810 to 1821', Elevating the Emancipists, www.sl.nsw.gov.au/events/exhibitions/2010/governor/emancipists/

• Have students conduct further research into the issue at the school or local library, or online. They should write notes to assist with their own points within the debate.

• In small groups, ask students to discuss and explore the issue of whether the emancipists should have been rehabilitated.
• The class should select six speakers, three for each side of the debate. Divide the class into six groups where each group is attached to a speaker. The group researches elements of the argument for their speaker. Each speaker presents on a different point of the argument - for or against. Each speaker can present their argument in whatever means they wish, such as speech, PowerPoint, video, audio, or poster.

Student Activity Sheet H20.4: The emancipist debate

• Introduce to the class the concept of 'character development', that is, how a character is established through means of physical description, action, dialogue, interaction with other characters and background information.
• As a class, watch the previous clip, Fencing, and ask students to focus on the information they find out about the character of Liam. Ask students the following questions:

1. How is Liam dressed?
2. What has happened to his feet?
3. What two things did he ask Charles to bring to him?
4. Where was he hiding?

• Watch the clip, The convict, and draw students' attention to how the character of Liam is further developed. Ask students the following questions:

1. Why is Liam a convict? What happened to him?
2. Do you feel it is fair that he was convicted of his crime? Why?
3. Do you believe him? Why/why not?
4. What is his life's ambition?

• Ask students to create a 'Wanted' poster for Liam. Students can use the information they have gleaned from the clips to ensure they include information regarding the escaped convict's appearance, gender, age, height, accent and past. They should also consider the reward offered. This reward should reflect whether they feel Liam is a victim or a thief.

• Ask students to write a newspaper report on an escaped convict. It can be based on Liam's story or another convict from their research on Australian history, or alternatively an imaginary convict. In the newspaper report, students must address such details as 'who, what, where, when, why and how', and include a headline, illustration with a caption, by-line (author's name), along with the name of the newspaper and date.

Student Activity Sheet E20.3: Establishing character

• As a class, discuss the development of the relationship between Charles and Liam. Ask students to identify the similarities and differences between the two characters. Students could develop a character profile for each character. Ask students to consider why Charles agreed to help Liam. Ask them to also discuss what penalty could have been enforced, in these times, if both Liam and Charles were caught by the soldiers.
• Draw students' attention to the scene in which Liam helps Charles build the fence. Focus on how the filmmakers visually reinforce the development of Charles' and Liam's friendship. Ask students to complete Student Activity Sheet E20.4 Relationships.
• Watch the episode in its entirety and ask students to comment on Charles' voice-over at the end. As a class, discuss how both characters have helped each other.

• Ask students to imagine that they are Liam and that two years have passed since he escaped and left the farm (disguised as 'Lillian'). Have students write a letter to Charles in which they express Liam's gratitude for his assistance and inform Charles of his life since they parted company. Students should focus on the friendship that was formed and their shared dream of becoming their 'own man.'
• Explore the characters of John Owen as different from Charles Owen. As an alternate response, imagine that Liam asked John Owen to help him instead of Charles. How would the story unfold if this had happened? Ask students to rewrite the episode from the point of view of John assisting the convict.

Student Activity Sheet E20.4: Relationships