Chores and punishment

• Discuss with students the concept of punishment. Who is responsible for punishment in the community, in school and at home? Is the threat of punishment effective? Do they feel it is fair for Evelyn to receive the strap for not living up to her responsibilities? What punishment would she receive for her behaviour today? Ask them to consider what was appropriate punishment for a girl compared to a boy of this era. Are there differences in punishment according to gender today?

• Punishment for crimes in 1908 was vastly different to the punishment for crimes today. Ask students to list four crimes (against community, school or home) and ask them to research what punishments were typically received in 1908 and who was responsible for administering them. Compare them to punishments received today for similar crimes. Students could design a webpage based on this comparison.
• The following website could be used as a starting point:
  MacGregor State School, 'School in the Early 1900s', http://www.macgregoss.eq.edu.au/federation/histschool/1901.html

As a class, research and discuss the changes made in legislation regarding corporal punishment in schools. Make a list of all of the discussion points and the opinions of everyone in the class regarding corporal punishment.
Useful websites to use as a starting point are:

• Queensland Government: Library Services, 'Corporal Punishment in Queensland State Schools', http://education.qld.gov.au/library/edhistory/topics/corporal/public.html
• Global Initiative to End All Corporal Punishment of Children, 'Global Progress: Australia', http://www.endcorporalpunishment.org/pages/progress/reports/australia.html

• Using the list of opinions from the class discussion, organise a debate where one side of the classroom is designated for students who agree with the opinion and the other side is for those who disagree. Read out each point from the list and ask students to move into the designated areas of the classroom. If a student moves from 'for' to 'against' or vice versa, they must justify their move by sharing their reasoning with the class.

Student Activity Sheet H11.9: Facts about corporal punishment

• What chores would children be expected to do in 1908? Students could develop two lists headed 'Chores for girls' and 'Chores for boys'. Compare the lists. What do the two lists show us about life for each gender in this era?
• A useful starting point for research is:
  State Library of South Australia, 'SA Memory: Collecting Firewood', http://samemory.sa.gov.au/site/page.cfm?c=7191

• Ask students to select a character from this episode and write a journal entry for a day in the life of the character. They should include everything that they do within one 24-hour period

Student Activity Sheet H11.10: Comparing chores

• Ask the class to describe what is happening in this scene. A filmmaker uses various techniques to convey information about characters. What techniques are used in this scene to tell the audience about Evelyn and Edward?

• Ask students to complete the chart on the Student Activity Sheet E11.7, and then consider how the events in this sequence help the scene to unfold.
• Ask the students to list all the chores Evelyn and Edward are expected to perform, then write a list of chores they themselves do at home. Compare the lists and ask students to evaluate which ones are more difficult. Ask them to tick which chores they get rewarded or paid for.

Student Activity Sheet E11.7: Working to avoid punishment

• Filmmakers, like writers, often use 'imagery' to create dramatic tension in a scene. Have students identify possible tension-building devices in this scene and discuss how they are used. For example, the clock is used to show that time is passing quickly. Using the clock as an example, ask students the following questions:

1. What do clocks symbolise?
2. How has the filmmaker used the clock in this scene?
3. What is the purpose of the ticking sound?
4. How does it make the audience feel?
5. What does the use of the clock add to the scene?

• Examine the character of Edward and have students answer the following:

1. What is the role of Edward in this scene?
2. What does he say?
3. What does he do?
4. What sounds can we hear?
5. Why has the filmmaker included the strap in this scene?
6. What does it symbolise?
7. What does the strap indicate to Evelyn?
8. What is the purpose of Edward hitting the strap on the table?
9. How does this add tension to the story?

• Following the discussion ask students to summarise the discussion by answering the questions on Student Activity Sheet E11.8.

Student Activity Sheet E11.8: Filmmakers' use of imagery

• Evelyn is pressured to complete her chores while Edward taunts her with the prospect of punishment by her father. As a class discuss what punishment is anticipated in this scene. Also consider what would have been usual punishments for girls and boys of this era and how they compare to punishments handed out by parents today.

• Ask students to take a position on one side of a debate. The topic for the debate is: 'Punishment is the most effective form of communication for parents in dealing with their children today'. Each student should include three effective points for or against the topic, giving examples to support their position.

Student Activity Sheet E11.9: A debate about punishment