Hello and welcome to today's lesson.

Thank you so much for joining me.

I'm Mrs. Buttsworth and I'll be guiding you through the learning.

Now, today we're going to be considering historical perspectives of men.

So we're going to be looking back into history and thinking about the expectations placed on men in terms how they were expected to behave in society, how they were expected to live their lives, even.

So we're going to look at this in some detail.

So shall we get started? So in this lesson, you will explore the historical expectations of men and we will also use modal verbs to create meaning.

So let's look at those key words that are going to help us with our understanding of the lesson today.

So let's read them through together first.

So these words are "etiquette", "authoritative", "historical", and "courageous".

So let's look at the definitions.

So etiquette is all about knowing the polite and proper way to behave in different situations.

Now, we do use this word nowadays, but it was much more prominent historically.

So this idea of etiquette that you had to have an understanding of how to behave and how to be polite in particular situations.

And "authoritative".

So if you are being authoritative, you command respect or seem knowledgeable.

So you can use language in your writing to make yourself sound authoritative.

And then we have the word "historical", which will pop up lots in today's lesson.

And this all is about relating to the past and can be used to describe things that come from history.

So today we're looking at historical perspectives of men.

So we're thinking about perspectives of men and expectations of men in the past.

And then the word "courageous" is this idea of being brave and being strong.

So having bravery and strength.

So the outline of our lesson looks like this.

We're going to start by exploring those historical expectations of men.

So what did society expect from men? How were they expected to behave et cetera.

And then we're going to look at how we can use modal verbs to instruct and inform and we've got a great text to look at today as well.

Okay, so let's start with that.

Historical expectations of men.

So you can see here in this grid, we have a list here of societal expectations for women.

So let's read those through first.

So for women, there was the expectation that women would stay at home and take care of the family.

The idea that any education was basic and aimed at domestic skills.

Getting married was seen as the most important goal.

Women should be obedient, quiet and polite.

And then finally, women have fewer rights than men and were controlled by them in legal matters.

So I want you to consider those ideas and now think of them in regards to men.

So I'd like you to discuss please, were the historical expectations of behaviour the same for men as they were for women? So pause the video so you've got time to discuss your ideas and then we'll fill up this grid together in a moment.

Okay, off you go.

Some excellent answers coming through there.

So let's just share some of those to get this grid fill up.

So for men, there was the expectation to provide financially with little domestic responsibility.

So there was very much this idea that women, their kind of sphere, their realm was the domestic at home, whereas men were all about providing financial stability and they didn't necessarily involve themselves in the domestic sphere, the domestic side of things.

So the home, the house, all of that kind of stuff.

So wealthier men, and this is a really key point here, so wealthier men had access to academic education.

And the reason that's an important point because we could easily say that all men had access to academic education but actually, sort of working classes and those that were poor didn't have the same access to the same education.

But wealthier men had access to this academic education.

So whereas women, whereas women were expected to learn about domestic skills and their education was quite limited.

For men, they had access to academic subjects.

So for men, there was also this expectation to marry but at an older age.

And there was a sense that men could live a bit of a life, if you like, before they were expected to marry.

But marriage was still very much an expectation in society.

Men tended to be viewed as more intelligent, stronger and courageous.

And then finally they cited that wealthier men controlled legal and political matters and they were allowed to vote.

So there's a lot more power afforded to men and women, and more specifically, a lot more power afforded to those wealthier men in society.

So well done for coming up with those great ideas.

So now we've started to think about the societal expectations of men.

I want us to think about this word, this term, "gentleman".

So what is a gentleman? So we're going to unpick this idea a little bit further.

So etymologically, so "etymologically" refers to the idea of the history of a word, so where a word comes from and how it has evolved.

So etymologically, the term gentleman referred to "a well born man or a man of good family or birth." So originally the definition of a gentleman was this idea of someone who had high status or wealth, someone that was born into a good family.

Now I want you to consider, what do you think it means to be a gentleman? Is this a time we even use today and has the meaning changed? So I'd like you to pause the video so you've got time to discuss these ideas.

Are we ready to go? Great.

Pause the video and off you go.

Great, some lovely ideas there.

So lots of you are picking up on this idea that "gentleman" is also associated with politeness and behaviour as well as status and birth.

So we're going to look at that in a little bit more depth in a minute.

And yes, is it a term we use today? Well, we sort of do, don't we? We hear the word "gentleman" occasionally, but it's not an everyday occurrence and it's not an expectation for people to behave as a gentleman.

It's not set as a standard, is it? So although it is a term we use, it's not used in quite the same way as it was in the 18th and 19th centuries.

And I think lots of you have picked up that actually, yes, the meaning has changed.

It isn't just this idea of wealth and status, that it is linked to particular traits, behaviour, politeness, all of that kind of stuff.

So let's look at that a little bit more now.

As a lot of you picked up in the discussion we just had, the term gentleman has evolved slightly, hasn't it? And by the 18th, the 19th century, the concept of a gentleman was defined by etiquette.

So how you behaved in society, your politeness and also your manners and not just wealth and status.

And there were a few other ways or things that people could do in order to be defined as a gentleman.

So a gentleman could be defined by the following, and you'll be quite surprised at this long list and all the things that a man would need to do to be considered a gentleman.

So traits, they included integrity, honour, politeness, and duty to all regardless of social class.

So there's this real sense that to be a gentleman, you had to have this real moral integrity, that you were a real morally good person, that you cared, that you were polite, that you were a good person.

There was this idea of public service as well, which kind of links to that, doesn't it? So the idea that a gentleman would engage in charity work, they might serve in local government roles.

So, and you'll see this when you look at a lot of kind of 18th and 19th century literature, you see these kind of, gentlemen coming through, those kind of charity workers or the ones that are very polite or morally good.

And education, now, you may not have expected this to come up, but a gentleman would be expected to be well educated.

So they would have a knowledge of literature and of arts and history and classical languages like Greek and Latin.

So these are really heralded by society at the time, and a gentleman would have a good grasp of these subjects.

And then finally, this idea of etiquette.

So there was this idea that a gentleman would demonstrate proper behaviour in social settings.

So this might be everything from the way you greet someone to the way you drink your cup of tea.

And it says here, grooming, so the way that you were dressed, where you appropriately dressed for the situation.

So etiquette covers a lot of things, the way you speak, all sorts of things, did you shake the hands of the right gentleman? Like all of these sorts of things come into this idea of etiquette.

And then occupation, so actually a gentleman was kind of tied to specific roles and jobs as well.

So traditionally a gentleman was associated with clergy or in the military and they had professions like lawyers and doctors.

However, this isn't exhaustive, this list, you know, you could still be viewed as a gentleman through your behaviour but this kind of stereotypical idea of a gentleman would have these traits.

So even today, the term "gentleman" is used to reference a particular idea of manners and politeness.

If you hold the door open for someone, you might hear someone say," Oh, what a gentleman!" So we do have this idea of a gentleman and how it's linked to these ideas of manners and politeness.

It's a "true or false" time.

The term "gentleman" refers only to the wealth and status of a man.

That is false, well done everyone.

Okay, so now you need to pick one of the following, A or B? You ready for the answer? Feeling confident? Okay, we've got A, yes, absolutely.

It also refers to a particular set of traits, manners and etiquette.

Well done, let's keep going.

So in the 18th and 19th century, there were societal expectations around manners and etiquette as we've established throughout this lesson.

So because of that, there were actually many "how-to guides" that were published on these topics.

So specifically, how-to guides on how to be a gentleman.

And these were very serious books.

So these how-to guides would teach a man everything that they needed to do to be considered a gentleman.

So thinking more specifically, I'd like you to discuss what information do you think can be found in these guides and what type of language might be used? So pause the video so you've got time to make some predictions about these how-to guides.

Okay, ready? Off you go.

So thinking about those discussions and the predictions you've made about the text, we're going to now read a how-to guide.

So you can start to see if those predictions you made were correct or maybe there's some things that shock you or you find interesting.

So just think about those discussions as you do the following task.

So you're gonna need to find the extract from "Manners for Men" by Mrs. Humphry, and this can be found in your additional materials.

So you need to make sure you have that in front of you.

Now this was first written and published in 1897 and really thinks about this idea of a gentleman.

So what I'd like you to do is to read the first part from "Like every other woman" to "through their lives".

Once you've read that, I would like you to discuss the following question, "Who is the text written by? Does this challenge expectations and how do they define a gentleman?" Okay, pause the video so you've got time to read that extract, the first part, and then discuss those questions and we'll feed back some answers in a minute.

Okay, everyone got everything they need? Fantastic, let's get going.

Pause the video, off you go.

Okay, so some really interesting comments there.

So lots of you picked up on the fact that the guide is actually written by a woman, Mrs. Humphry.

So this how-to guide is by a Mrs. Humphry.

So this may seem to challenge expectations of women at the time, but in fact, and this is a really important point to note, etiquette experts were mostly women.

So actually here, this woman, Mrs. Humphry, is instructing the reader.

Instructing the reader in this how-to guide of how to be a gentleman because she apparently is an expert on etiquette, politeness and manners.

And these sorts of women tended to be a bit older and were really well respected.

And the guide's definition of a gentleman conforms to the expectations of the time, doesn't it? You know, it suggests that a good education and refinement come only from being around those who already possess this, which hints at ideas of class and wealth.

So yes, this how-to guide is a really good example of how yes, that word gentleman has evolved to do with politeness, manners and all of that kind of stuff.

But it does still link to this idea of status and wealth.

And I think she says something like the type of refinement that only comes about through association with those that are wealthy, that have higher status.

So even though the word has moved on, it still very much has links to this idea.

And what this reveals is the societal expectations placed on both men and women.

True or false time.

"Societal expectations only applied to women." Is this true or false? Well done to everyone that said false.

Excellent.

Now you need to pick A or B.

And well done to everyone that said A, that yes, both men and women were subject to societal expectations.

However, men had much more freedom and power.

And I think this is really important to acknowledge that you know, men and women both had these societal expectations and these were quite different historically to maybe what they are now, but they were still expected to behave and live in a particular way.

But I think what we need to acknowledge is this idea that men had much more freedom and power.

So men were able to challenge these conventions much more freely.

If a woman, which they did, challenge the societal expectations, they would tend to be viewed much more harshly than a man, who had much more freedom and power.

And I think that's important to acknowledge that the societal expectations were there for both men and women, but the way they moved around in society was very different in terms of freedom and power.

Okay, so we are onto our first practise task.

So I'd like you to go back to that extract from Manners for Men.

And I'd like you to read the rest of it.

So again, that's found in the additional materials.

Hopefully you've got your copy near you.

So read the rest of that and then what you'll need to do is summarise and reduce each of those sections into two to three sentences.

So each section, and then I would like you to give each section a title.

So consider what the focus is of each section and use this to create your heading.

So that title should be really clear as to the reader as to what that section is about.

Okay, so you've got everything you need.

So I hope you enjoy reading this extract, I find it really fun.

So pause a video and off you go.

Okay.

Yes, great, thank you everyone.

As I said, I hope you enjoyed that extract, I find it really fun.

And it's really old fashioned, isn't it? And I love the way her terms of phrases and how she talks about what it is to be a gentleman, I think it's quite fun and quite telling about the time.

So I'm just gonna give you an example of a summary so you can check with your own work.

So you can see here, I've summarised that first section.

"So a gentleman should be kind, strong and well mannered, which comes from being around educated and refined people.

Being a gentleman means having these qualities, but it's hard to fully explain what it means." So you can see here in this summary, I've condensed those ideas down into two sentences.

I've also simplified the language.

So in your own summaries, just check that, have you got the kind of key ideas in two to three sentences and have you simplified the language to make it even more succinct? And then my title for this section is simply "The definition of a gentleman".

So you may have something like, "What is a gentleman?" or "Explanation of a gentleman", something like that, but you can see clearly that this section is about defining what a gentleman is.

So that's the perfect title for that, isn't it? Okay, great work everyone.

Let's keep going.

Because we are now onto the second part of our lesson.

So we've thought about historical perspectives of men, we've started looking at that extract, and now we're gonna move on a little bit with that extract and consider this idea of modal verbs.

So how we can use modal verbs to instruct and inform.

So what I would like you to do, please, is I would like you to discuss, " How would you define the purpose of the text Manners for Men?" Okay, pause the video so you can discuss how you would define the purpose of that text.

Off you go.

Okay, great.

Shall we share some answers? So Izzy has very kindly offered her answer here, and Izzy says that the purpose of the text is to inform and give information as to what a gentleman is and the societal expectations.

Absolutely, it definitely gives that information, doesn't it? So in that case, we could say it's purpose is to inform, but Izzy also suggests that it is also to instruct.

So she says it also instructs and advises how to achieve this.

The writer wants to educate and provide guidance.

And we know this just from the fact that it is a how-to guide.

We know that it is gonna instruct, is gonna give advice, it's going to advise.

So it's kind of got this dual purpose here.

And it's always important to remember that a writer will adapt their language to suit the purpose of their text.

So a good example of where language can be adapted or a device, a verb type even, that can be used to adapt language, is a modal verb.

Now, modal verbs, they're one of my favourite types of verbs because they can be used to create a commanding and instructive tone.

So let's look a little bit deeper into what a modal verb is.

Now the definition of a modal verb is that it can be used to express possibility and necessity.

Now I love modal verbs because they are such short, simple verbs but they can completely change the meaning of a sentence.

So let's look at the examples of modal verbs.

So modal verbs include words like "can", "could", "should", "will", "would", "may", "might" and "must".

And you'll see in a moment when we look at these in a sentence, they can change how certain something sounds or how definite something sounds.

So let's look at these modal verbs in action.

So the sentence we are going to look at is, " You can go to the party," and notice how changing that modal verb creates a different tone of meaning.

So "You can go to the party." It's almost like giving permission, it sounds quite certain, it sounds quite definite.

Now let's just read through the next one.

"You could go to the party", it doesn't sound quite so definite.

There's a sense that there's some uncertainty there.

"You should go to the party", "You will go to the party", "You might go to the party", so there's lots of uncertainty there isn't there? And "You must go to the party".

That word, "must", that modal verb sounds very commanding, doesn't it? And very instructive.

"You must", it's almost like it's giving an order.

Okay, so out of A, B, C and D, which one of these is not a modal verb? So out of A, B, C or D, which one is not a modal verb? Who's feeling confident? Okay, ready? Yeah, "and" is not a modal verb, but "could", "might", "may" are all modal verbs.

So what I'd like you to do now is I'd like you to re-read the extract from Manners for Men by Mrs. Humphry.

So again, that's found in the additional materials.

Just make sure you can re-read that.

And I'd like you to discuss and see if you can identify which modal verbs does Mrs. Humphry use and what is the effect.

So pause the video so you can discuss these questions or you may wish to think quietly to yourself, but just make sure you're really identifying the modal verbs that Mrs. Humphry uses.

Okay, everyone ready to go? Fantastic.

Pause video, off you go.

Okay, great.

So lots of you picked up that Mrs. Humphry's using "must" and "shall" throughout the text and "shall" is almost quite an archaic modal verb.

So it really links to the time that this text was written, in 1897.

So "you shall" is a lovely modal verb and it is almost as if she's giving orders.

It sounds definite and it sounds important.

And Mrs. Humphry, through using these really certain and assured modal verbs, makes herself sound commanding and authoritative, she almost commands respect.

She's an expert on etiquette and how to be a gentleman.

And these modal verbs really back that up and it allows her to achieve her purpose of writing to instruct and inform.

Because if we think about it, if she was uncertain, all "You should/maybe/might", using those kind of uncertain modal verbs, you're less likely to listen to her because she doesn't sound as commanding and authoritative.

So we're on our second practise task and what I'd like you to do is using Mrs. Humphry's Manners for Men as inspiration, I would like you to create your own how-to guide on what it means to be a gentleman in the Victorian era.

So we've got lots of information as to the expectations and behaviour of a gentleman at the time.

So draw on that as well as that extract to help you.

I also want you to make sure that you use specific modal verbs to match the purpose of your writing.

So the list of modal verbs are there.

What you may wish to do, is you may actually wish to use bullet points to lay out your instructions and advice.

So you may just want to keep it quite short and succinct and lay that out in bullet points.

Okay, so you've got everything you need.

So are you ready to get started on this? Can't wait to see what you come up with.

Okay, off you go.

Well, I think we have some etiquette experts in our midst.

Excellent, I love how lots of you are drawing on your knowledge of the period and using that to construct your how-to guide as well as really embodying those language choices that Mrs. Humphry also used.

So just taking those and creating your own how-to guides.

That's really great.

So let's just look at an example here.

So here is Lucas's how-to guide.

"As a gentleman, you might consider your appearance, make sure you don't have unkept hair or inappropriate dress.

Don't forget to wear a hat." So how could we help Lucas improve his response? What's "WWW", What Went Well? And "EBI", "Even Better If" could we give him? What do you think? So yes, lots of you picked up that it sounds, it does show an excellent knowledge of societal expectations and how a gentleman should be dressed.

So that's gone really well for Lucas.

But what would be even better if is if he changed his modal verbs.

So he could try using modal verbs that sound more assertive because he wants to instruct his reader.

So at the moment he's using words like "might", which don't sound very assertive.

So what Lucas does is he rewrites this part of his guide and he changes the modal verbs.

So he changes them to "shall" and "must".

So let's read that through and you'll notice how it changes it to sound much more authoritative, to sound like he's instructing someone.

"As a gentleman, you shall consider your appearance, make sure you don't have unkept hair or inappropriate dress.

You must wear a hat." So it sounds much more assertive, doesn't it? So now look at your own work and give your own work a "what went well" and an "even better if".

And see if you can make it even better.

Okay, pause the video to give yourself time to do that.

Off you go.

Great work everyone.

We have reached the end of our lesson and I hope you have enjoyed delving into those historic texts as much as I have.

I find them so fascinating.

You know, this idea of what a gentleman was and the fact that there were books written telling people exactly how to do this, just is a really interesting thing to look at.

So let's just remind ourself of those key things that we have learned today.

We have learned that both men and women were subject to societal expectations.

However, men had more freedom and power.

The term "gentleman" has evolved from simply meaning wealth and status to expectations of etiquette, behaviour and lifestyle.

Modal verbs can be used to show possibility and necessity and modal verbs can be used to instruct and advise a reader.

Okay, thank you so much everyone for your hard work today.

I can't wait to do this all again.

So I hope to see you soon in another lesson.

Okay, bye-bye!.