History at key stage 3 (Year 8/9)
Unit 16: The franchise why did it take so much longer for British women to get the vote?
Section 8: Why did it take so much longer for women to get the vote?
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Objectives |
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- to construct a piece of formal, extended writing using techniques of selecting, sorting and arranging
- to revise and deploy knowledge gained in this unit
- to develop new skills in persuasive and promotional writing
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Activities |
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Outcomes |
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Children: |
- Provide a structure for an essay (answering the above question) which will require pupils to go back over all foregoing work and select relevant items. Build the essay around four main issues:
- nineteenth-century views on voting
- nineteenth-century views about women
- how nineteenth-century views on voting changed
- how nineteenth-century views about women changed
- Afterwards, devise paired activity in which pupils write short promotional reviews on each other's essays.
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- select, recall and organise relevant information into an argument explaining why it took so much longer for women to gain the vote
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Points to note |
- By this stage in key stage 3 pupils will be used to returning to the 'big question' at the end of a unit. All of the foregoing activities will have prepared them for the structural and linguistic work that they need to undertake in order to prepare the essay. Writing frames should probably be avoided as this will pre-empt the thinking on sorting, organising and style that the activities above have been designed to develop and which build on similar work in earlier units. Pupils should now be writing closely argued text where precise links and connections are made within sentences.
- Language for learning: lower-attaining pupils could be supplied with sample sentence stems in order to model appropriate style for a formal history essay. Provide them with sorting devices to produce their own essay structure. Pupils could check spelling of keywords with their learning partners.
- Citizenship: links with work on legal and human rights and responsibilities and on the electoral system and the importance of voting.
- ICT: pupils could use ICT to select and organise information to help their historical analysis.
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
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