Equality and Civil Rights · Spring Term

Votes for Women: The Suffragettes

Learning about the struggle of women in Britain to gain the right to vote.

About This Topic

The Suffragettes were women in early 1900s Britain who fought for the right to vote, challenging laws that excluded them from democracy. Key figures like Emmeline Pankhurst led campaigns through peaceful marches, petitions to Parliament, and hunger strikes in prison. Some took bolder steps, such as chaining themselves to railings or breaking windows, to force attention from newspapers and politicians. This topic meets KS1 History standards by focusing on significant individuals and events beyond living memory.

Pupils connect the Suffragettes' struggle to the unit on Equality and Civil Rights, understanding how their persistence led to the 1918 Representation of the People Act, which gave votes to women over 30. Further changes in 1928 brought full equality. Classroom discussions around key questions, like why everyone should vote, build awareness of democratic rights and fairness.

Active learning suits this topic perfectly. When children role-play protests, design campaign banners, or hold mock votes, they feel the passion of the fight firsthand. These experiences build empathy, sharpen historical thinking, and link past events to pupils' lives today.

Learning Objectives

• Identify key figures and organizations involved in the Votes for Women campaign.
• Explain the primary goals and methods used by the Suffragettes.
• Compare the different tactics employed by the Suffragettes to gain public and political attention.
• Evaluate the significance of the Suffragettes' actions in achieving voting rights for women.

Before You Start

Introduction to Rules and Laws

Why: Understanding that rules exist in society and that laws govern communities is foundational to grasping why people would fight for the right to influence those laws.

Fairness and Equality

Why: Having a basic concept of fairness helps students understand the injustice of women being denied a voice in their own governance.

Key Vocabulary

Suffragette	A member of a women's organization in the early 20th century who, particularly in Britain, did not want to wait for the government to give them the right to vote and so used strong, sometimes violent, methods to achieve this.
Suffragist	A person who advocated for the right to vote for women, often through peaceful and constitutional means.
Democracy	A system of government where citizens elect representatives to make decisions and laws for the country.
Petition	A formal written request, signed by many people, appealing to an authority with regard to a particular cause.
Protest	An expression of objection, disapproval, or dissent, often in opposition to a policy or action.

Active Learning Ideas

Role-Play: Suffragette Protest

Divide class into groups representing Suffragettes. Provide props like sashes and placards with slogans such as 'Votes for Women'. Groups march around the classroom chanting and discuss how leaders responded. End with a circle share of feelings experienced.

⏱ 35 min·Small Groups

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Timeline Challenge: Road to Votes

Prepare a large timeline strip. Pupils in pairs add illustrated events, like the 1903 formation of the WSPU or 1913 Derby Day protest, using sticky notes and drawings. Sequence them together as a class and retell the story.

⏱ 40 min·Pairs

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Poster Campaign: Make Your Case

Pupils design posters arguing for women's votes, using colours, pictures, and simple slogans. Share in a gallery walk where peers vote on the most persuasive. Connect to real Suffragette methods.

⏱ 30 min·Individual

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Simulation Game: Class Vote

Pose a class decision, like choosing playground games. First vote excludes half the class to mimic no votes for women, then include everyone. Discuss fairness and link to Suffragettes' goal.

⏱ 25 min·Whole Class

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Real-World Connections

Students can research current voting rights in different countries, comparing them to the situation in the UK during the Suffragette movement. This connects to the work of international human rights organizations like Amnesty International.

The concept of peaceful protest is still relevant today. Students can look at examples of modern-day demonstrations, such as those advocating for environmental protection or social justice, and discuss how tactics have evolved since the Suffragettes' time.

Watch Out for These Misconceptions

Common Misconception

Suffragettes only used violence to get attention.

What to Teach Instead

They combined peaceful petitions and marches with militant acts when ignored. Role-playing both approaches lets pupils act out strategies and see why escalation happened, building nuanced views through peer debate.

Common Misconception

Women got the vote immediately after protests started.

What to Teach Instead

The campaign lasted over 20 years, with partial success in 1918. Timeline activities help pupils sequence events and grasp persistence, as they physically place milestones and discuss delays.

Common Misconception

Voting rights do not matter much today.

What to Teach Instead

Universal suffrage underpins fair democracy. Mock voting simulations show unequal vs equal systems, prompting pupils to value their rights through direct experience and group reflection.

Assessment Ideas

Exit Ticket

Provide students with a picture of a Suffragette protest. Ask them to write two sentences describing what is happening and one sentence explaining why the women are protesting.

Discussion Prompt

Pose the question: 'Imagine you wanted to convince the government to change a rule. Would you use peaceful marches or more disruptive actions like the Suffragettes? Explain your choice, considering what might be most effective.'

Quick Check

Show images of key Suffragettes, like Emmeline Pankhurst. Ask students to identify the person and state one action they took to fight for the right to vote.

Frequently Asked Questions

How do I introduce the Suffragettes to Year 2 pupils?

Start with a simple storybook or video clip of Emmeline Pankhurst speaking. Use pictures of marches to spark questions, then link to key events like petitions and prison hunger strikes. Keep language concrete, focusing on fairness, to match pupils' developmental stage and build excitement for deeper exploration.

What key actions did the Suffragettes take?

They organised mass rallies, delivered petitions to Parliament, and used civil disobedience like window-smashing or chaining to railings. Militant tactics grabbed headlines, while peaceful efforts built support. Highlight both in lessons to show strategy, using timelines for clear sequencing.

How can active learning help teach the Suffragettes?

Role-plays of protests let pupils embody the struggle, feeling frustration and determination firsthand. Creating posters or simulating votes makes abstract rights tangible, boosting retention and empathy. Group discussions after activities refine understanding, as peers challenge ideas and connect history to modern fairness.

Why is it important to teach voting rights in Year 2?

It fosters early appreciation of democracy and equality, aligning with the Equality and Civil Rights unit. Pupils grasp why 'one person, one vote' prevents unfairness, sparking talks on current rights. This builds citizenship skills, helping them value participation in school councils or community decisions.