Children's chores

• Watch the clip 'Children's chores' and discuss the types of chores the girls do. Make a list of the chores that Bridie and her sister are responsible for. Make another list of the types of chores children do today. Introduce the concept that technology is the factor that makes the jobs around the home different today. One example is the use of washing machines and dishwashers in today's homes. Additionally, ask students to compare the chores of Bridie and her sister Kath to those completed by other children in previous and subsequent episodes.

• Use Student Activity Sheet H9.1 to record the lists of chores for both eras. Ask students to research information on the tools or technology used to carry out each chore. An example could be a broom used for sweeping, or the vacuum cleaner used for cleaning today. The contrast of activities and machines or tools used can be shared. Questions for discussion during share time could include:

1. Are chores today similar or different to those in the clip?
2. How do tools or machines help with household chores?

• As a class, discuss the topic: 'Are chores easier today compared to 1928?'
• Ask students to write a paragraph about why chores are easier to carry out in today's society and then share their points of view with the class.

Student Activity Sheet H9.1: Chores then and now

• 'Historyface' and blog: Using the 'historyface' template students are asked to create a profile for a child in 1928, and add a blog attachment. The blog may include a diary entry, or a list of complaints relating to tough times and chores. Students are encouraged to become the voice of their child character of 1928.

Student Activity Sheet H9.2: A child in 1928

• Discuss the countries of origin of students' families. Collect data on the different cultures represented in the class and record this as a graph.

• Ask students to interview a senior member of their family and ask them questions about their own parents and grandparents. Students then document and chart a genealogical tree of their ancestors as far back as they can research.

Student Activity Sheet H9.3: Your family tree

• As a class discuss what this clip tells us about the characters. Focus attention on the relationship between the two girls.
• Ask students to discuss the following questions:

1. Are these two characters sisters and/or friends?
2. How has the filmmaker provided us with clues about their relationship?

• Have students work independently or in pairs and use Student Activity Sheet E9.1 to record as much information from the clip as possible.

Student Activity Sheet E9.1: Analysing characters

• Discuss the ways in which a filmmaker or author aligns the audience with one key character. For example, one character is given more attention than the others, and we see things from that character's point of view.
• Ask students to discuss the following questions:

1. Who does the filmmaker align the viewer with in this clip?
2. What filmmaking techniques are used to do this?
3. Why is the character Bridie the most significant character in this story?
4. How might this scene be different if it was shown from Kath's point of view?

• Plan a retelling of this scene from Kath's point of view.
• Ask the students to think about how Kath feels about her younger sister and how the filmmaker would show this. Have the groups write a monologue by Kath to tell her mother about the events of the day. Each group should select someone to present the monologue.

Student Activity Sheet E9.2: Creating point of view

• Discuss the family's circumstances. Ask students to respond to the following questions:

1. How would you describe this family?
2. For example, are they rich or poor?
3. How do you know?
4. How does the filmmaker give us the information we need to know about the family? For example, the mother is going out to clean flats; the father and brother are both working; Dad is going to the pub; the girls have to look after the baby and do the chores around the house.

• Have students use Student Activity Sheet E9.3 to guide the discussion on what they think the filmmaker wants the audience to know about this family from this clip.

Student Activity Sheet E9.3: Understanding context

• Discuss the family's ethnic origin. How do we know the family is Irish?
• Replay the clip and have students look carefully at all the information in the setting for clues that help build up a picture of this family and their background. Freeze the frame occasionally to examine sets in more detail.
• Then have students look at the pages about Bridie (1928) in the picture book My Place.

• Ask students to list the clues they can gather about the family's cultural and religious practices from the illustrations and text in the book, and then to do the same with the film clip.
• Students should compare the list of clues from the clip and from the book and evaluate how the television adaptation has borrowed from the original book source.

Student Activity Sheet E9.4: Comparing clues

• Kath and Bridie have an extensive list of chores to perform while their mother leaves the house for paid work.
• As a class, list the tasks the girls complete and discuss them. Might anything about these chores constitute a danger to the children?

• Discuss the following questions with the students:

1. Do these children have too much responsibility?
2. Are these tasks age-appropriate?
3. Are the responsibilities different to what children of the same age would be expected to have in the 21st century?

• Watch a selection of the other My Place episodes and ask students to complete a list of chores that Rowley (Episode 12), Evelyn (Episode 11), Michaelis (Episode 6) and Lily (Episode 3) are expected to complete for their families. Compare these and discuss how they differ and why.
• Organise a class debate on the topic 'Children should not have to do chores'.

Student Activity Sheet E9.5: Supporting an argument