History · Year 2 · Equality and Civil Rights · Spring Term

Emily Davison: A Suffragette's Sacrifice

Examining the life and actions of Emily Davison and her role in the Suffragette movement.

• National Curriculum Attainment Targets
• KS1: History - Significant individuals in the past
• KS1: History - Events beyond living memory

About This Topic

Emily Davison was a key figure in the Suffragette movement, which fought for women's right to vote in early 20th-century Britain. Born in 1872, she joined the Women's Social and Political Union in 1906 and took bold actions, such as interrupting public events and enduring imprisonment. Her most famous act occurred at the 1913 Epsom Derby, where she stepped in front of the King's horse to protest, leading to fatal injuries. This sacrifice spotlighted the Suffragettes' determination and contributed to eventual voting rights for women in 1918 and full equality in 1928.

This topic aligns with KS1 History standards on significant individuals and events beyond living memory. Students explore how Davison's courage reflects broader struggles for equality, connecting to themes of civil rights and social change. Through her story, children develop empathy for past injustices and recognize the impact of standing up for beliefs, fostering skills in historical enquiry and perspective-taking.

Active learning suits this topic well. Role-playing protests, creating timelines, or debating risks makes abstract history vivid and personal. These approaches build emotional connections, encourage collaborative discussion, and help young learners internalize the value of perseverance in justice.

Key Questions

1. Who was Emily Davison and why is she remembered?
2. How did Emily Davison show how strongly she felt about votes for women?
3. What do you think makes someone willing to take a big risk for something they believe in?

Learning Objectives

• Identify Emily Davison as a significant individual within the Suffragette movement.
• Explain the primary goal of the Suffragette movement using evidence from Emily Davison's actions.
• Compare the methods used by Emily Davison to express her beliefs with methods used by people today to advocate for causes.
• Analyze the risks Emily Davison took and evaluate their potential impact on public opinion at the time.

Before You Start

Significant People in My Community

Why: Students need foundational experience in identifying and describing the contributions of important individuals before studying historical figures.

Rules and Laws

Why: Understanding the concept of rules and laws helps students grasp why the Suffragettes wanted the right to vote and influence legislation.

Key Vocabulary

Suffragette	A member of a women's organization in the early 20th century who, among other methods, used strong protests and civil disobedience to fight for women's right to vote.
Votes for Women	The slogan and main objective of the Suffragette movement, advocating for women to have the right to participate in elections.
Protest	An expression of objection, often in opposition to a policy or course of action, which can take many forms from peaceful demonstration to more disruptive actions.
Sacrifice	Giving up something important or valuable, sometimes one's life, for the sake of a greater cause or principle.

Watch Out for These Misconceptions

Common Misconception

Suffragettes only caused trouble and violence.

What to Teach Instead

Many actions started peacefully with petitions and marches before escalating. Role-play activities let students experience the progression, building empathy through peer discussions that reveal the context of frustration after years of ignored demands.

Common Misconception

Emily Davison died immediately and women got the vote right away.

What to Teach Instead

She died four days later from injuries, and partial voting rights came five years after in 1918. Timeline-building in groups clarifies the sequence, helping students see cause-and-effect over time via hands-on manipulation and class sharing.

Common Misconception

Her Derby protest was random and pointless.

What to Teach Instead

It was planned to grab attention for votes, amplifying the movement. Debates in class encourage evidence-based arguments, where active participation corrects oversimplifications by connecting personal risks to historical outcomes.

Active Learning Ideas

Pairs Role-Play: Suffragette Protest

Pairs select roles as Emily Davison or a fellow Suffragette. They practice chanting slogans and holding signs made from card. Perform short skits for the class, then discuss feelings involved. Wrap up with reflections on risks taken.

30 min·Pairs

Small Groups Timeline: Davison's Life

Provide key dates on cards. Groups sequence them on a large timeline strip, adding drawings of events like prison hunger strikes. Present to class and explain one event's importance. Extend by linking to today's rights.

45 min·Small Groups

Whole Class Debate: Taking Risks

Pose the key question on risks for beliefs. Divide class into agree/disagree sides. Each side shares two reasons with evidence from Davison's story. Vote and reflect on changes she helped bring.

35 min·Whole Class

Individual Poster: Davison's Legacy

Students draw Emily Davison with symbols of her fight, like purple banners. Write one sentence on why she is remembered. Display posters and gallery walk to share peer insights.

25 min·Individual

Real-World Connections

• Consider modern-day activists who participate in marches or organize petitions to advocate for environmental protection or social justice issues. Their actions, like those of the Suffragettes, aim to draw attention to important causes.
• Think about the role of historical sites like the Houses of Parliament in London, where laws are made. The Suffragettes fought for women to have a voice in making these laws.

Assessment Ideas

Exit Ticket

Provide students with a postcard template. Ask them to draw a picture on one side representing Emily Davison's actions or the Suffragette movement. On the other side, they should write one sentence explaining why she is remembered.

Discussion Prompt

Pose the question: 'What does it mean to be brave when you believe in something?' Ask students to share one way Emily Davison showed bravery and one way they or someone they know has shown bravery for a cause.

Quick Check

Show images of different protest methods, including historical Suffragette actions and modern examples. Ask students to point to the image that best represents Emily Davison's actions and explain their choice in one sentence.

Frequently Asked Questions

How to teach Emily Davison to Year 2 pupils?

Start with simple visuals like photos and short videos of her Derby protest. Use key questions to guide discussions on her beliefs and risks. Hands-on activities like timelines and role-play make her story relatable, ensuring pupils grasp her significance in the vote for women fight within 45-minute lessons.

What was Emily Davison's role in the Suffragette movement?

Davison was a militant activist who organized protests, went on hunger strikes in prison, and made headlines with her 1913 Derby act. Her sacrifice drew public sympathy and pressure, aiding the push for women's suffrage. Lessons emphasize her commitment alongside peaceful tactics used by others.

How can active learning help teach about Emily Davison?

Active methods like role-playing protests or group timelines engage Year 2 kinesthetic learners, turning facts into experiences. Collaborative debates on risks build critical thinking and empathy, while individual posters reinforce retention. These reduce passive listening, making history memorable and linked to modern equality.

Why is Emily Davison remembered today?

She symbolizes courage in the fight for women's votes, highlighting sacrifices for civil rights. Her story teaches about persistence against inequality, relevant to UK curriculum on significant figures. Pupils connect it to current rights, sparking discussions on fairness and activism in society.