- Explain to pupils that, meanwhile, alongside all these events, many different people were arguing for and against votes for women. Illustrate with examples of individuals,
eg John Stuart Mill, Mrs Humphry Ward,
Emmeline and Christabel Pankhurst, David Lloyd George, Sylvia Pankhurst, Millicent Fawcett, Annie Kenny, Emily Davison. Give pupils sample arguments and ask them to match them to individuals involved.
- Check pupils' understanding of this work by asking them to suggest social and political types who would
not have argued or campaigned for votes for women.
- Pupils investigate suffragist and suffragette campaigns. Use focused, limited research in which pupils must classify different methods used and the reasons why these methods were used. More able pupils use timelines and timeline commentaries to indicate when and why methods changed, and what the differences were between the two groups.
- Display timelines and use these to recap, to reinforce and to remind pupils of the overarching question:
Why did it take so long for British women to get the vote?
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- demonstrate understanding of nineteenth-century arguments for female suffrage by matching these to types of individual involved
- explain why some groups and some women would
not have supported female suffrage, thereby demonstrating deeper knowledge of social/ political values and atttitudes
- select and organise information on suffragette campaigns
- start to relate this information to the overarching question for the whole unit
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