Year 8 - English
Exploring youth justice in the Victorian era
Victorian childhood: non-fiction reading and writing
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Study Guides
This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit, pupils read a mixture of contemporary and nineteenth-century non-fiction texts that explore a common theme of childhood. They first read and compare the texts, before then writing and delivering a speech as part of a debate on Victorian working class children.
Lesson Summary
You will learn to present a convincing argument about youth justice.
Key Notes
- Victorians were tough on crime to deter people from offending.
- Victorians valued discipline and responsibility.
- It was a middle class myth designed to uphold the class system, that most criminals were working class.
- Rhetorical questions, emotive language and direct address are all types of persuasive language.
- Connectives and repetition are all useful for structuring a persuasive response.
Vocabulary To Learn
- Indictment: an indictment means a formal charge or accusation.
- Vengeance: vengeance is a punishment inflicted for a wrong that has been committed.
- Harbour: to harbour means to shelter or hide a criminal.
- Discharge: if you discharge someone, you officially tell them they must leave a place or situation.
- Plunder: to plunder means to steal goods from a place or person.
Common Mistakes To Avoid
- The working class are the social class most likely to commit crime.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
Victorians were tough on crime to deter people from offending. Victorians valued discipline and responsibility.
2. Define this language term and use it in a sentence. 'Indictment'
an indictment means a formal charge or accusation.
3. Correct this common English misunderstanding.
Mistake: The working class are the social class most likely to commit crime. Correction: What types of crime are more likely to be committed by the wealthy? Why might they be less likely to be punished?
More Lessons In This Unit
- Delivering speeches about supporting Victorian working class children Study Guide
- Developing active listening skills Study Guide
- Education for poor Victorian children Study Guide
- Exploring the experience of child workers in the Victorian era Study Guide
- Preparing a speech about supporting Victorian working class children Study Guide
- Writing a persuasive speech about supporting Victorian children Study Guide
- Writing speeches about supporting Victorian working class children Study Guide
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