Hello, thank you for joining me today.

I'm Mrs. Butterworth, and I can't wait to go through the lesson today because today's lesson is all about discussing historical and societal attitudes.

We're going to be looking at a text from 1711, can you believe it? Which is so revealing in terms of how women were viewed in this century.

And then we are also going to think about how we can have excellent and effective discussions.

So I'm gonna give you a few strategies and a few phrases to make your discussions really great.

So, are you ready to get started? Let's go.

So in this lesson, you will explore and discuss historical and societal attitudes effectively.

So here are some key words that you'll see popping up throughout the lesson.

So let's read these words together first and make sure we understand their meaning.

So the words are objectify, derogatory, witty, idealistic, and inferior.

Now, the word objectify is to treat someone like a thing or object instead of a person.

So you'll notice that actually the first part of the word is object.

So it's almost like the verb version of that noun object.

So to objectify is to treat someone like an object or view someone like an object or a thing instead of a person.

Then we have this word derogatory.

Now, derogatory is not a nice thing as this is where you are disrespectful or belittling, or a disrespectful, belittling attitude is presented towards someone or something.

So derogatory is you are trying to put someone down.

Now, to be witty is to be clever and amusing.

Usually verbally we think of someone being quite witty.

And idealistic is where you view something with unrealistic perfectionism.

So you may view something and it's completely unachievable, or unobtainable.

And in that sense you will be viewing something with an idealistic viewpoint.

And then inferior means to be in lower rank or status.

So if someone is treated as inferior, it means people would look down on them or see, or inferior means to be lesser than.

So the outline of our lesson looks like this.

We're going to start by looking at an article from "The Spectator" and examining the attitudes presented in this and how language is used.

And then we're going to move on to think about how we can have some really effective discussions.

So let's start by examining attitudes in "The Spectator." Now I'd like you to look at this list of adjectives here and discuss which of these adjectives might you use to describe the societal expectation of women's behaviour in the 18th century.

Now, remember, these expectations are really based in stereotypical ideas of femininity and what a woman should be.

So read through those adjectives and pick which ones you think apply most to the societal expectations in the 18th century.

So pause a video and make your choice.

Off you go.

So let's see if we've got the same answers.

So the words that have been selected are quiet, passive, polite, innocent, and obedient.

And you can see how all of these words work together to form this kind of idealistic view of how a woman should behave and how a woman should be.

Like women weren't expected to be aggressive or assertive, or outspoken.

It was all about towing the line, and being well-behaved.

It's a true or false.

All women were polite, passive, and obedient in the 18th century.

Is that true or false? Okay, you ready for the answer? Who's feeling confident.

That's false.

I'm sure some of you are shocked by that, but we'll explore that a bit more in a moment.

But just justify the answer by picking A or B, which should help with that answer.

Great.

Yes.

So some of you might be shocked that the answer was false.

All women were polite, passive, and obedient in the 18th century.

So I think this is a really key point.

So well done to everyone that got this right.

Although this was a societal expectation, it does not mean that all women adhere to these conventions.

So if we were gonna make a true statement, it would be all women were expected to be polite, passive, and obedient.

Because just remember, just because the expectations are there doesn't mean that all women are going to conform to those expectations.

So well done to everyone that got those answers right 'cause they were a little bit tricky.

So, as I said, we are going to read an entry from "The Spectator," which is published from 1711 to 1712.

So this article can be found in the additional materials that go alongside this lesson.

Now, "The Spectator" was a highly influential daily paper published in London, which covered a wide range of topics including literature, politics, society, and manners.

So we get publications like that today, those kind of free daily newspapers that are handed out.

However, this was written in 1711.

So you might find that the language is very different to what we would expect.

And also the things that it focuses on quite different to what we expect of a daily paper.

So with that in mind, you might want to consider what are your expectations of this type of the text? How might it use language, and what attitudes might be expressed.

So before you read the article, let's read the first part together.

So I'm going to read it for you.

"Will Honeycomb was very entertaining the other night at a play to a gentleman who sat on his right hand while I was on his left.

The gentleman believed Will was talking to himself, when upon my looking with great appropriation, meaning approval as a young thing in a box before us." Okay? So you can see, you can hear that archaic language, how it's very different to kind of contemporary language.

So I'd like you to discuss please, which word or phrase is most revealing with regards to how the writer of views women.

So look through and pick out where you notice that the writer is talking about a woman.

And I'd like you to think about how might this reflect the dominant attitudes of the time.

So pause a video to see if you can find the word or phrase and how this might reflect those dominant attitudes.

Okay, off you go.

Okay, thank you everyone.

Yes, I hear some of you saying it's a very difficult text to understand, and sometimes with archaic texts they can feel a little difficult.

But it's important just to pick up on those key words.

Don't try and translate every single word.

Just think about what the gist of the text is, and what it's talking about.

And here, what we were looking for is this phrase at the end, this young thing.

So the writer is talking about a trip to the theatre, which again, is very different to what we would expect in a newspaper of today, or a daily paper of today.

But the phrase young thing reveals how the writer objectifies the woman he's referring to.

It also has quite a patronising tone.

So the idea that he's just looking at this young thing and referring to a person, a woman as a thing, is quite patronising and also quite derogatory.

And this may reflect the dominant attitudes of the time where women were perhaps seen as objects to be owned.

Now, we don't know this for definite, but we can make assumptions based on the perspectives and attitudes of the time and how the writer is presenting them through language.

And referring to a woman as just a young thing really reveals that.

Okay, so the phrase young thing reveals A, B, or C to complete the sentence.

Okay, great.

Yes.

The phrase young thing reveals how women could be objectified in the 18th century.

Well done everyone.

Let's keep going.

Okay, so now it is over to you to do some reading.

So you'll need to find "The Spectator" article in your additional materials, and I'd like you to read through that.

Now, remember, this is an archaic text.

It was published in 1711, which was a long time ago.

So some of the language might feel a little tricky, but remember, this isn't about translating every single word.

You'll be able to get the gist of the feeling, or the feeling of the text through those key words.

So it's really important that you don't worry if you don't understand every single word because you'll get the feeling, the gist of it.

And also remember that the tasks will help you as well.

So make sure you're completing those tasks.

The first one is, who is the writer writing about? Okay.

And then which words are the most revealing in terms of how the men view the women? Explain your choices.

So you'll notice there's a few sections where they're almost listing words that could be used to describe women.

So look for those sections.

And then I'd like you to summarise in two sentences what this article potentially tells us about attitudes towards women in the 18th century.

Now, think about everything we've just discussed together in the first part of the article.

So how that idea of the little thing, what does that suggest about dominant attitudes? What is the writer doing with that phrase? So think about all of that to help you as well.

Okay, pause the video, so you've got plenty of time to complete this task.

Off you go.

Well done everyone.

I had some of you laughing at the article.

It is very dated, isn't it? You can really feel how times have changed.

Some of the descriptions, and some of the words that the writer uses are borderline offensive actually, aren't they? But it is so interesting to look at these historical texts to consider those dominant viewpoints, those attitudes.

And this is why nonfiction texts are so interesting.

So Jacob here is going to share his answer with us.

So you can use it to check your own or you may wish to add to your own answers.

So he's going to share the words he's chosen and explains his choices.

So yet Jacob says as well, "The descriptions are quite shocking." And this is mainly because the men objectify the women throughout the article.

So this idea of objectifying being like the women are treated as almost like things or objects, and he actually uses the phrase this object in the article.

So Jacobs read this object and thoughtless creatures, which presents the women as things which are to be looked at and judged and the descriptions are rather derogatory, absolutely like this generalised statement of most women being thoughtless creatures.

So you can see that process of objectification and also the derogatory remarks.

And Jacob has also chosen the words charming virgin, chastity, innocence, and affability, which reveal how the men are judging the women solely on their looks and behaviour.

It almost reads like a list of features.

And these words linked the idealistic expectations of how women should present themselves.

Now I wonder if your answers are similar to Jacob, and which words you have chosen.

Now, Jacob also shares the summary of the attitudes presented.

So again, now's your opportunity to check your own answers or perhaps add to them, or make some changes.

So this is a lovely summary from Jacob.

The article reflects the dominant attitudes towards women in the 18th century, portraying them primarily in terms of their physical appearance and innocence.

It suggests that women were often judged and objectified based on their outward beauty and perceived innocence.

Yes, absolutely.

And I think, can you imagine this being written today? There would be an absolute uproar quite rightly because of the way that language is used that really objectify and derogatory towards women.

Okay, so well done everyone.

We are on the second part of the lesson.

So let's keep going and keep up that hard work.

Now I'd like you just to discuss please, what do you think makes an effective and productive discussion? So when you are discussing with someone, what are your expectations of that discussion in order to make it a good discussion? So pause the video, so you've got time to discuss or quietly think about your answer to that question.

Off you go.

Okay, we have some pupils here to share their answer.

So let's hear.

So Aisha says it's important to take turns.

This means not interrupting the other speaker.

That is such a good point, especially when things are getting quite animated or heated, or you are challenging each other, it's still very important to wait your turn and to not interrupt.

This is another good comment.

Develop your points or arguments by using evidence or examples.

So we're going to look at how we can do that today in this lesson, because that's so true.

To give credibility to your point of view, your argument using evidence is a great thing to do.

So a really great point there.

And also responding to the other speaker.

So this is a really great point here from Sofia, because this means listening to what they are saying as well as thinking about your own points.

And this is important in discussions.

Like sometimes you can just get so drawn in to your own point of view and what it is you want to say, you forget to listen to the other person.

So it's so important you are listening as well as speaking so that it's a fair and balanced, effective and productive discussion.

Now sometimes, it can be difficult to know how to respond to another speaker or develop the points being made.

So it can be quite difficult, can't it? When you are in a discussion to come up with things spontaneously, or to know how to start.

So what I think about is using this idea of ABC.

And what this means is that in a discussion you can choose one of the following.

You can choose to agree with the comment that the other person has said, you might perhaps choose to build on it, or you may choose to challenge it.

But either way, you want to have an idea of how you're going to develop this discussion.

You don't just want to say yes or no, or I agree 'cause that isn't gonna further and develop the discussion.

So you can choose one of these options and then these phrases to help you.

I agree because.

I share the same viewpoint because.

You may choose to build expanding on this.

I would add that.

Another aspect to consider would be, and then finally, if you're thinking of challenging, I see it differently because it's worth questioning whether.

you can see how those challenge statements are very polite, like it's absolutely to fine to disagree or challenge in a discussion, but we want it to be polite, we want it to be evidence-based, and we want it to be an effective way of challenging.

You'll also notice with these phrases as well, they will encourage you to develop what you were going to say.

Things like, I agree because.

You have to expand on that.

And this is an important thing to remember as well when discussing, we don't just want yes nos or I agrees.

And these phrases will help that.

So I'd like you to label these comments, which of these comments agrees, which builds and which challenges? So pause the video so you've got time to decide which one is which, off you go.

Okay, so some of you notice that those phrases, those introductory phrases are in green right there, which are very useful.

So let's see if we've got our answers right.

So expanding on this, "The Spectator" article reveals how women were judged and objectified by men and in turned why society is.

That's a build statement, isn't it? Expanding on this.

And you can see here how that phrase has encouraged this person to develop their comment further expanding on this, "The Spectator" article reveals.

So that's a really lovely discussion.

Okay, what about this? I share the same viewpoint because.

Absolutely that's agree.

And again, you can see how that word because has encouraged this person to really develop their comment.

Because words like innocence reveal a stereotypical representation of women.

That must mean that the last one is challenge.

So it is worth questioning the motivations of the writer and whether the language has been exaggerated for effect.

And again, you can see how that statement it is worth questioning, is a polite way to disagree, it's a challenge and also develop the point that you are making.

Also, this is a very good point, isn't it? Where it says about maybe the writer has exaggerated the language for effect.

And I think if we think about the purpose, the form and the audience of this article, that is something that could be argued that maybe the writer is exaggerating the language to appeal to a particular audience.

But we can see here that build, agree and a challenge.

So as well as ensuring that we are developing our discussion comments, we also want to be able to use evidence to develop the points even further.

So what I'm going to show you here are some phrases that can help you introduce evidence to expand on your points.

So these phrases are, more specifically, more precisely and in particular.

So let's see these in action.

So more specifically becomes, more specifically "The Spectator" article shows how the objectification of women is not a new concept.

So it's a really good way to introduce that evidence and to expand further on your point.

More precisely.

More precisely, using words like innocent and charming reveal the stereotypical expectations placed on women.

Arguably, these are still perpetuated in today's society.

So you can see how using that phrase effectively introduces the evidence.

And you'll notice here that the evidence of those really nice short one word quotes, again, to really develop and back up your point.

And then finally in particular.

In particular, the writer's use of the phrase little thing shows how women were objectified and seen as inferior or lesser than men.

So again, another use of one of those phrases to add evidence, to develop the points.

And these phrases are not just for discussions, you can use them in your written responses too, to introduce that specific evidence that's going to really bolster your arguments and really develop your points.

Okay, so over to you.

So what I would like you to do is to discuss and debate these statements.

Society dictates the expectations of women's behaviour and women are continually objectified and judged by society.

Now if discussion isn't an option, this is fine.

You can do this as a written task.

So like I just said when we were exploring the evidence phrases, they work just as well for writing too.

So if discussion isn't an option, you can always write these.

So you're going to discuss and debate the statements using evidence from "The Spectator" article.

So that will be where you get your evidence from.

You'll also need to use the ABC phrases to help develop your discussions.

So those are there.

And then those evidence phrases, those phrases to add evidence more specifically, more precisely, in particular, to introduce that fantastic evidence you are going to find in "The Spectator" article.

Okay, so plenty to do.

I can't wait to hear these lively discussion using all of those great phrases and evidence.

So pause the video and get going.

Wow, fantastic stuff everyone.

Some really lively discussions.

And I loved hearing those of you that chose to challenge using those challenge phrases in a respectful and polite way in order to disagree with the person you were discussing with.

So that's great.

So we've got part of Izzy's discussion here.

Expanding on this, I would add that the expectations placed on women in the 18th century are still somewhat prevalent in today's society.

Now we've given Izzy a what went well and an even better if, which is this.

There is a good use of bill phrases to develop the discussion.

So expanding on this, I would add that.

So we can see that Izzy's using those phrases to develop her comments further, which is great.

But what would be even better if, is if she included evidence from "The Spectator" article, Izzy's forgotten to do that.

And remember those phrases like more precisely, or more specifically, can help introduce that all important evidence.

So now I want you to think about your own discussions, and I'd like you to give yourself a what went well and an even better riff.

Okay, pause the video, so you've got time to do that.

Thank you everyone for such a great lesson.

We're here, we are at the end.

And it's so lovely to see you really honing those discussion skills.

Because being able to articulate yourself verbally is such an important skill and has such an impact on your written work.

Like I said, a lot of the phrases that we were using and experimenting with can also be used in your written work.

So this is all really fantastic stuff.

And likewise, looking at that tricky article can really help us get a handle of future archaic texts that we may end up looking at.

So this is really great.

So in today's lessons, we know that there were societal expectations placed on women's behaviour in the 18th century.

We know that "The Spectator" article reveals the dominant attitudes towards women and how they were objectified, and we know that effective discussions will take turns, develop ideas, use evidence, and respond to the other speaker.

So thank you so much for joining me today.

Let's do it all again soon.

Okay? But until then, bye-bye.