Sarah's life

• As a class, research the role of female factories within the transportation system. Begin research by asking students what they already know about female factories and the transportation of women convicts. Record all facts, data and information already known and ask students to enter these in the K column of the KWHL chart in the Student Activity Sheet H21.1 Female factories.
• Ask students what they would like to learn about female factories. Record all questions, concerns, uncertainties and opinions in question form, and ask students to enter these in the W column of the KWHL chart in the Student Activity Sheet H21.1 Female factories.
• Ask students to generate ideas about the possible sources of information they might find to answer these questions. Record these and ask students to enter them in the H column of the KWHL chart in the Student Activity Sheet H21.1 Female factories.
• Allow students, working in pairs or individually, to research the questions asked by the class. Students should record the information they find and the sources they use. Students can conduct research in the school or local library, or online. As a starting point, teachers can refer to the resources listed below:

1. Department of Sustainability, Environment, Water, Population and Communities, 'Cascades Female Factory', http://www.environment.gov.au/heritage/places/national/cascade-female-factory/information.html
2. Female Convicts Research Group (Tasmania), http://www.femaleconvicts.org.au/
3. Historic Houses Trust, 'Why were Convicts Transported to Australia?', http://www.hht.net.au/discover/highlights/kids_fact_sheets/why_were_convicts_transported_to_australia
4. National Archives of Australia, 'Women Transported: Myth and Reality', http://www.naa.gov.au/whats-on/audio/women-transported.aspx 
5. Tasmania Parks and Wildlife Service, 'Ross Female Factory: Archaeology', http://www.parks.tas.gov.au/index.aspx?base=7566 

• Ask students to spend some time reflecting on what they have learned during the course of their research, and find out whether any questions remain unanswered. Their reflections should be recorded in the L column of the KWHL chart in the Student Activity Sheet H21.1 Female factories.

• Ask students to design a brochure or website which could be used as information for a guided tour of a female factory. This should contain historical information, illustrations/images, a map of the facility, contact details and testimonials, among other features.

Student Activity Sheet H21.1 Female factories

• As a class, ask students to list the work that Sarah is expected to do each day. Ask them to note the types of technologies and materials she uses to complete her work, for example, broom, scrubber and washboard.
  In pairs, have students research the jobs which assigned convicts could be given. Students can conduct research in the school or local library, or online.
  The following websites may be useful:

1. Convict Trail, 'Assignment of Convicts', http://www.convicttrail.org/history.php?id=a3b2c1%f%3
2. Female Convicts Research Group (Tasmania), http://www.femaleconvicts.org.au/
3. Historic Houses Trust, 'A Day in the Life of a Convict', http://www.hht.net.au/discover/highlights/kids_fact_sheets/a_day_in_the_life_of_a_convict
4. National Archives of Australia, 'Women Transported: Myth and Reality', http://www.naa.gov.au/whats-on/audio/women-transported.aspx

• Compare these jobs with 10 jobs that the students' family members would perform in their work. Students can interview their family members to complete the list.

• Ask students to write a diary entry for a day in Sarah's life. They should include everything that they would be required to do within one 24-hour period. They should also write about how they feel about performing these chores and their aspirations for the future.

Student Activity Sheet H21.2 Assigned labour

• Prior to watching this episode and the clip, research historical and social background information about the practice of child labour in Australia in the early 19th century. Ask students to find out what laws have been put in place to protect children. Find examples from literature that describe the use of child labour in this era. Some examples are Oliver Twist, David Copperfield and Great Expectations by Charles Dickens, For the term of his natural life by Marcus Clark and the television series of Albert Facey's A Fortunate Life. As a class, ask students to suggest some reasons why Australia decided to end child labour.
• After watching the clip Sarah's life put students into pairs and ask them to list all the different chores that Sarah does in the clip. Ask them to make a second list of chores they do around the home and compare the two lists. Refer students to Student Activity Sheet: E21.1: Child labour.
• Ask students to focus on the appearance of the character Sarah. Point out to them that she is dirty, unkempt, has tucked her hair under a bonnet, doesn't have any proper shoes and has only one set of clothes, which are falling apart. Compare how Sarah is dressed with the way Mrs Owen and Alice dress. Ask students to describe their physical appearance and account for the differences. Students are to record their observations on Student Activity Sheet: E21.1: Child labour.

• Ask students are to imagine they are Sarah and then write a diary entry for her first week at the Owens' farm. They should include in their diary entry the events leading up to her arrival and state the reason why she bit Mrs McCarthy.

Student Activity Sheet E21.1: Child labour

• Introduce students to the concept of 'powerful language', that is, words and expressions that people in positions of power use in order to command respect and create a sense of authority. Focus on the use of the imperative verb.
• As a class, brainstorm a series of commands and imperatives, for example: 'Sit down', 'Copy this out', 'Be quiet' and 'Don't talk'.
• Draw students' attention to the beginning of the clip when Mrs Owen first addresses Sarah. Ask students the following questions:

1. How is Sarah expected to address Mrs Owen? How is this different from Episode 20 when the grown-up Sarah addresses Mrs Owen?
2. According to Mrs Owen, what is the first thing that Sarah 'needs to learn'?
3. At the end of the clip, what does Alice tell Sarah to do?
4. How does the language used by Mrs Owen and Alice show that they are in charge of Sarah?

• Persuasive texts
  Ask students to write two short speeches in which they ask someone for assistance to complete a task. In the first they should use an assertive and authoritative voice to make their appeal. In the second they should ask politely for help. Ask students to highlight the words in each that make each request more or less assertive.
• In pairs, ask students to role-play both situations and decide which form of speech is the most effective in terms of persuading people to help.

Student Activity Sheet E21.2: Language and power