Being a lady

• Ask students to research the rules of etiquette of the 18th and 19th centuries in England. Students can find information in the school or local library, or online. As a starting point, refer to the resources listed below:

1. The Norton Anthology of English Literature, 'The Restoration and the Eighteenth Century: Topics', A Day in Eighteenth-Century London, www.wwnorton.com/college/english/nael/18century/topic_1/behave.htm/
2. 18th Century Notebook, '18th Century Books and Essays on Etiquette', www.larsdatter.com/18c/etiquette.html/ 
3. Center for History, 'Introduction to 19th Century Etiquette', www.centerforhistory.org/pdfdoc/male%20and%20female%20etiqu%208.pdf

• In small groups, ask students to find 10 rules of etiquette from the 18th and 19th centuries in England. They are also to decide which rules they think should still be followed today.

• Organise a tea party for the students in which they pretend to be ladies and gentlemen of the early 19th century in Australia. Each student is to take on a character and pretend to adhere to the rules of etiquette for the times. Some examples for behaviour might be: 

1. ladies will curtsey
2. gentlemen will bow
3. ladies will sit while the gentlemen stand
4. ladies will pour the tea while the gentlemen assist with carrying heavy equipment
5. ladies will not speak until the gentlemen have spoken first.

• Ask students to dress up in character if they wish, or play different parts such as convicts and servants, as well as children and teenagers.

Student Activity Sheet H20.5: Etiquette

• As a class, view the clip Being a lady and compare the fashions worn by Mrs Owen and Sarah. Discuss how the clothing worn by each woman reflects her social position. For more in-depth information, students can conduct research in the school or local library, or online. As a starting point, refer to the websites below:

1. The Costumer's Manifesto, '18th Century Costume Resources Online', www.costumes.org/history/100pages/18thlinks.htm#Women%27s%20Dress/
2. Fashion-era, '1800-1845 Costume Fashion History', www.fashion-era.com/1800_1845.htm/ 
3. Powerhouse Museum, 'Colonial Dress', www.powerhousemuseum.com/collection/database/subject=Colonial+dress/
4. Wikipedia, '1795-1820 in Fashion', en.wikipedia.org/wiki/1795%E2%80%931820_in_fashion/

• As a class, view the clip 'Rebellious women' on the website listed below:

1. Australian Screen, 'The Colony', aso.gov.au/titles/tv/the-colony/clip3/

• Discuss the problems faced by early settler women when wearing European styles in their new situation in the colony
• Ask students to write a response to the following question: How did the style of the dress in 19th-century Australia reflect the social status of the person?

• Students choose either Sarah or Mrs Owen from this episode and draw their costume, naming the different items of clothing and describing why a woman of their social position wore this attire.
• Ask students to design another costume for their chosen character and explain why they have dressed them this way. They could cut out their character as a paper-doll pattern and dress the doll in the new costume using paper tabs. As an alternative, students could use cards and magnets to make the designs into paper dolls that they can display on a magnetic surface.

Student Activity Sheet H20.6: Fashions for colonial women

• Introduce the concepts of social class and social protocols to students. Discuss the factors which contributed to the divisions of class at this time. Ask them to consider the percentage of people who would form the three main class divisions of the era: upper class, middle class, lower class. This can be done with the aid of a pyramid diagram which shows the clear division and hierarchy of the upper classes; (such as the Owen family), followed by servants (such as Sarah the maid), ending with the convicts, Liam being a prime example.
• Look at other examples from literature which illustrate how female servants were treated by their mistresses in this era. A good example of the treatment of convicts is the Australian book by Marcus Clarke: For the term of his natural life, http://ebooks.adelaide.edu.au/c/clarke/marcus/
• Other examples of servant-master relationships can be found in stories such as Cinderella and the Grimms' Six Servants.
• Clothing is one factor that could differentiate between the classes in this era. Have students write a report on the fashions of the era by researching the clothing/fashion of the period, focusing in particular on the differences between the clothing of wealthy women and their servants. They should also list the influences on fashion at this time.
• The following websites may be useful:

1. Museum Victoria http://museumvictoria.com.au
2. National Gallery of Australia, Governors' Wives in Colonial Australia, http://www.nla.gov.au/pub/nlanews/2002/nov02/story-4.pdf
3. National Gallery of Victoria www.ngv.vic.gov.au
4. Victoria and Albert Museum www.vam.ac.uk/

• View the clip, Being a lady, and take note of the conversation between Charles and his mother in which she reveals her belief that Sarah is 'not a lady.' Ask students why Mrs Owen feels this way, and why this attitude was commonly held in 1818. Ask students to imagine how Sarah felt in overhearing Mrs Owen reflect on her station in life.

• Ask students to compare the clothing of Mrs Owen and Sarah. Have them imagine that they are a costume designer for this episode and do some research on what women wore in the era. Then ask students to design a costume for both Mrs Owen and for Sarah, writing an explanation for their choice of fabric, style, accessories and colours for both characters. Ask students to also illustrate their ideas for the costumes of Mrs Owen and Sarah, and perhaps find some swatches that can be included on the design.

Student Activity Sheet E20.5: Servants and masters

• Introduce the concept of a 'stereotype' and give examples for the students to consider. For example, villains, witches and ogres from fairytales are generally considered evil, mean and 'bad', while fairies, princesses and heroes are considered helpful, kind and 'good.' Explain that stereotypes are generalisations and often a judgement on the character and actions of a person. Use the example from Shrek, that although Shrek is an ogre, he is not 'mean and nasty', and even though Princess Fiona is a princess she does not act like the stereotype of how a princess should act. As a class, have students' list ten good characters and ten bad characters from literature or film.
• Ask students to focus on the conversation in which Mrs Owen stereotypes Sarah. Ask them the following questions:

1. Why does Mrs Owen lend Sarah her 'second-best' shawl?
2. Find the piece of dialogue that shows Mrs Owen's belief that she is better than Sarah.
3. Why is Mrs Owen worried about the wedding?
4. Why is Mrs Owen happy to see the soldiers?

• As a class, watch the entire episode and focus on the wedding scene. Ask students to identify in what ways Liam plays the stereotype of 'a lady'. Draw students' attention to his physical behaviour, his stance, his voice and the accent he uses. Explain that this is an example of gender stereotyping and ask students if they can think of any other contemporary examples of gender stereotyping in film and TV.

• Ask students to create another scene in which Mrs Owen realises she has been unfair to Sarah and attempts to mend her ways by treating Sarah with respect and kindness. Have them present the scene as a storyboard in which they draw the image they wish to have in each shot, as well as writing the dialogue and any sound effects to be used.

Student Activity Sheet E20.6: Stereotyping