Year 8 Project – Women’s Fight for Equality in the During this project, we will be looking at how women fought for political and social equality during the late 19th century and throughout the 20th century. We will start by looking at the women’s campaign for the vote (the ) and finish by looking at more recent women’s equality campaigns, such as the campaign for equal pay with men. In total, this project should take around 5-6 hours to complete. The key topics we will cover are: 1. The position of women in 1900 – Should women get the vote? – p. 2-3. 2. The Suffragist Movement versus The Movement – p. 4-6. 3. How the British government reacted to the votes for women campaign – p. 7-8. 4. The impact of the First World War on the votes for women campaign – p. 9-12. 5. Women’s equality campaigns in more recent years – p. 13-14. At the end of this project booklet, there is a Check 20 Quiz (p. 15) for you to complete, to check how much you have learned. The correct answers are also provided at the end of the booklet (p. 16), so you can self-mark your answers.

As well as the resources in this booklet, you can also follow these links for extra research: https://www.bbc.co.uk/bitesize/guides/zy2ycdm/revision/1, https://www.youtube.com/watch?v=FUP- pGcmb4s, https://www.youtube.com/watch?v=n38NkE-Dd6E, https://www.youtube.com/watch?v=t9VOIzrOa2E

Before we start, here is a list of key words and terms and their definitions you will need to know: – The right to vote in elections. Civil Rights – The rights of citizens to political and social equality. Campaign – An attempt to win support in order to change something. Tactics - Methods used to win support throughout a campaign. Militancy – Using increasingly violent tactics throughout a campaign. Martyr – A person who sacrifices themselves for a cause. Munitions – Military weapons, ammunition and equipment. Home Front – The effort to keep things running in Britain during the war – such as producing enough food. 1. The Position of Women in 1900 – Should Women get the Vote? YOUR TASK - Read through the information below and complete the true or false table. Then, answer the 3 questions.

What position did women have in society by 1900? During the Industrial Revolution, women began working in factories and earning more money than they ever had working at home. However, for middle-class women, who often did not have paid jobs, their lives still revolved around the home. Also, there were many attempts to stop all women being able to work, and force them back into the home, where they could look after their husbands and children. Before the Married Women’s Property Act was passed in 1870, everything a owned and earned through working, became the property of their husbands once they married. This meant that women were fully dependent on their husbands. Women were seen as unequal to their husbands. Women could not have their say about political issues – they were not allowed to vote in national elections. Most professions, such as teaching, expected women to leave their jobs once they were married. Their jobs was now to be a wife and a mother. Even if women did have the same jobs as men, they were paid less. Many women felt like the only way they would ever be seen as truly equal to men, was to have representation in government – they needed the vote!

Statement Is this true or false? Women could not vote in national elections.

A women was expected to leave her job when she got married. A woman’s husband would legally own all of her money and property once they were married. A woman was paid less than a man for doing the same job.

1. Look at the statements in the table above, why might women have be seen as unequal to men in 1900? 2. How might women have felt about their position in society by 1900? 3. How might women change their position in society?

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YOUR TASK – Read through the card sort below. Sort the cards into arguments for votes for women and arguments against votes for women.

Men and women have different interests and Giving the vote to women will mean giving it to all responsibilities. Women are home-makers and men – including layabouts and riffraff. mothers. It is the role of men to debate and take difficult decisions. Women pay taxes just like men. Women are not rational. They are too emotional to be trusted with the vote.

There are many single women and widows who Many uneducated working men can vote while well- bear the same responsibilities as men. educated, ‘respectable’ women can’t.

Women have increasing opportunities in Why worry about the vote? There are many more education and work – the vote should come pressing concerns such as Ireland and the trade next. unions. Women are the spiritual spine of the nation – Women have special skills and expertise they can they are the churchgoers. Give women the vote help make better laws on issues such as education if you want MPs to show Christian leadership. and the home. Women can already vote in local elections. They Giving respectable women the vote will also can serve on local government bodies, such as encourage them to develop their careers and education committees and Poor Law boards. neglect their family duties. Then only undesirable They have shown that they are able and can be classes will have children. trusted with the vote. Women are pure and should be protected from Parliament’s decisions affect both men and women. the grubby world of politics. So women should be able to vote for the MPs who pass those laws. Women do not fight in wars for their country. It is mainly middle-class women campaigning for the So they should not have say in whether a vote. They will have little interest in laws to help country should go to war. ordinary working people. Women should be able to influence MPs on how With the vote, women would become the most money is spent. hateful, heartless and disgusting human beings. Where would be the protection which man was intended to give the weaker sex? ().

YOUR TASK – Now you have sorted the cards, it time to make your own judgement. Write a short speech arguing either for votes for women, or against votes for women. Use the information/evidence on the cards to help you. Sentence Starters: I believe that women should/should not have been given the right to vote in the early because..... The evidence suggests...... Therefore, I believe that.....

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2. The Suffragist Movement versus The Suffragette Movement.

YOUR TASK – Read through the information below on the Suffragist Movement and complete the following tasks: 1. Create a fact-file on the National Union of Women’s Suffrage Societies (NUWSS). Include: what the group became known as, when the group was formed, the name of the group’s leader and the group’s overall aim. 2. List the different methods the Suffragists used to campaign for women’s suffrage. 3. How effective do you think these methods might have been? 4. Summarise what the Suffragists achieved throughout their campaign in 30 words or less.

The National Union of Women’s Suffrage Societies In 1897, , the wife of the Liberal MP , brought all the groups campaigning for women’s suffrage together to form the National Union of Women’s Suffrage Societies (NUWSS). They became known as the Suffragists. This was a group of middle-class women who believed in peaceful methods. They would often hold rallies and demonstrations, where they would march peacefully through the streets of major cities such as . The Suffragists would also create posters and information leaflets, to inform people about the campaign. Fawcett and other high-profile members of the group would often meet with members of the British government to discuss the women’s suffrage campaign. The Suffragists used peaceful methods as they felt to persuade men to give women the vote, they would have to show that they were kind and gently. The Suffragists managed to convince many MPs to their cause – but no act was passed to increase women’s suffrage. Many people dismissed the peaceful methods of the Suffragists – they were not viewed as forceful enough. Also, because most of the members were middle class women, many working class women believed they were not really interested in achieving the vote for every woman. Millicent Fawcett was unwilling to change the methods of the NUWSS – many viewed them as rigid.

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YOUR TASK – Read through your information on the Suffragettes and complete the following tasks: 1. Create a fact-file on Emmeline . Include: When was she born? Who did she marry? What organisation did she form in 1903? Why was she arrested? What did she do whilst in prison? 2. Look at the images below. Describe the different tactics you can see the Suffragettes using to win women the vote. 3. How are these tactics different to those the Suffragists used? 4. and the Suffragettes believed in ‘Deeds not Words’. What might this mean?

Emmeline Pankhurst and the Suffragettes She was born Emmeline Goulden in on 15th July 1858. Her parents were both really interested in politics. They told her about the importance of the women's movement at the age of eight years old. In 1879, she married , who was a lawyer and supporter of the women's suffrage movement. Her husband wrote the two bills: Married Women's Property Acts of 1870 and 1882, which allowed women to keep their earnings or property which they'd received or earned before and after marriage. Emmeline Pankhurst founded the Women's Social and Political Union (WSPU) in 1903, which would become the foundation of the Suffragette movement. Emmeline's daughters, Christabel and , both passionately campaigned for the Suffragette movement too. As a result of her involvement in the Suffragette movement and its increasing violence, Emmeline was arrested many times and was sent to prison. Similar to the other Suffragettes who were in prison at that time, she protested by going on ''. Tubes were used to force feed her.

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YOUR TASK – Read through the statement below. Which would have been said by a Suffragists? Which would have been said by a Suffragette?

Deeds Not Words Women’s nature is different and more pure than Kill me or men’s. To adopt violence as men have done to win give me the vote would bring us down to their level. my Women have something new to add to politics. freedom.

We can work with men in This movement and gaining the vote. campaign does not need democracy but military action.

Suffragettes Our concern was not at the number have done of women being given the vote but more in the last the removal of the stigma (shame Parliament were more twelve months impressed by the words of than you or at being considered inferior) from women. rich women, than the your followers destructive actions of have done in working class women. the last 12 years.

Men are not the true allies (friends) of women. The struggle for the vote is a battle between the sexes.

YOUR TASK – Who might have been more successful in winning women the right to vote – the Suffragists or Suffragettes? Write a PEE paragraph making your own judgement about which group you think would have been more successful. Think about – Which group do you think had the best tactics? Why? Which group do you think would have attracted the most attention? Which group would have gained more sympathy for the women’s cause? Sentence Starters: P – I think the...... would have been more successful because.... E – My evidence to support this is.... E – This would have made them successful at winning women the vote because......

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3. How the British government Reacted to the Votes for Women Campaign. YOUR TASK – Look at the image and information below. Answer the following questions: 1. Why might the Suffragettes have gone on hunger strike in prison? 2. Why might the government have decided to force feed Suffragettes who went on hunger strike?

Many Suffragettes spent long periods of time in prison due to their violent tactics to win women the vote. When they were in

prison, many went on hunger strike. This was a tactic used by prisoners as a way to continue their campaigns by gaining publicity. The government knew they could not have these women dying in prison, many of these middle-class women had powerful husbands. Therefore, prison officers tried to force-feed

the Suffragettes. This was very dangerous.

YOUR TASK – Read through the information below. Complete the following tasks: 1. Summarise the Cat and Mouse Act in 30 words or less. 2. Why might the government have introduced this Act, rather than continuing force-feeding the Suffragettes in prison? 3. Read through Source A. What effect did the Cat and Mouse Act have on the Suffragettes? 4. Overall, how might the British public react to these methods by the government to stop the Suffragette campaign?

To stop having to force-feed the Suffragettes, the ‘Cat and Mouse Act’ was introduced. The logic behind this was simple: a Suffragette would be arrested, she would go on hunger strike and then the authorities would wait until she was too weak (through lack of food) to do any harm if in public. She would then be released ‘on licence’. Once out of prison, it was assumed that the former prisoner would start to eat once again and re-gain her strength over a period of time. If she committed an offence while out on licence, she would be immediately re-arrested and returned to prison. Source A - , Female Pipings for Eden (1933) The so-called 'Cat and Mouse' Act, of which in my mind is worse than any form of torture from the Middle Ages, was now in full swing. The authorities dared not let the women die, so would release them, sometimes half-dead, to be rearrested as soon as they were judged fit to serve the remainder of their sentence. Then, the whole hideous business would begin again, the idea being that eventually these women would be so broken that they could never again be mended.

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The government reacted strongly to the Suffragette campaign, trying to weaken the women’s determination to win the vote. However, the arguably cruel behaviour of the government only served to strengthen the Suffragettes and make them more determined to intensify their campaign. From 1913 onwards, the Suffragettes were now smashing more windows, forming more violent demonstrations and destroying more post boxes and public buildings. One truly dedicated Suffragette, Emily Wilding Davison, arguably changed the campaign forever on the 4th June, 1913......

The Story of Emily Wilding Davison At the Derby horse race at Epson on the 4th June 1913, the king’s horse was racing around the track when it was brought to the ground by a woman who had walked onto the racecourse as the horses approached. The woman was Emily Wilding Davison, and she died of her wounds in hospital four days later. Emily Wilding Davison was a Suffragette, and became the first martyr of the suffrage movement. Historians are divided about whether Davison had planned to sacrifice herself that day. It seems she may have been trying to place a Suffragette banner on the horse, but she was trampled as the horse was going too fast. Also, a return train ticket was found in her coat pocket after the incident. Regardless of whether Emily meant to sacrifice herself or whether her death was an accident, the Suffragette campaign now had evidence of just how committed their members were. They were so serious about getting the vote that they were willing to die for it. Emily Wilding Davison was given a headstone that read: Deeds not Words.

YOUR TASK – How might Emily Wilding Davison death have affected the Suffragette’s campaign for votes for women?

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4. The Impact of the First World War on the Votes for Women Campaign.

In , the First World War broke out across Europe. Britain was now fighting a total war against Germany and its allies. The Suffragettes, who had fought non-stop for years to win women the vote, had to make a choice. Should they continue their campaign? Or should they stop their campaign and help with the war effort?

YOUR TASK – Complete the table below. Consider which of the following options for the Suffragettes is a good idea or bad idea. Make sure you explain your opinion for each option.

Options for the Suffragettes Good Idea or Bad Idea? Explain why.

1. Carry on with violent campaign to put pressure on the government.

2. Stop the campaign completely in order to help with the war effort.

3. Carry on campaigning, but peacefully.

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Both the Suffragettes and the Suffragists made the decision to stop their campaigns for female suffrage, and instead help with the war effort. Women played an important role in keeping the Home Front running, as well as playing their part on the Western Front in France and Belgium, where much of the fighting was happening. As a result of this war work, they earned themselves the nickname ‘Angels of the Factory’.

YOUR TASK – Look at the images below. Make a list of different roles you can see women playing on the Home Front and the Western Front.

Think back to the first section of this project when we looked at the position of women in 1900. How did the role played by women in the First World War go against the expectations of women in 1900?

How might women’s war work have helped them win the vote? Think about – How might it have gained them more sympathy for their cause?

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How did women win the vote?

YOUR TASK – Read through the information below on the Representation of the People Act. Answer the following questions: 1. Why was the Act passed? 2. Which women could vote after 1918? 3. When did women receive equal voting rights to men?

The Representation of the People Act, 1918 After the First World War, many members of the British government argued that women should be rewarded for their hard work and efforts during the war. Therefore, the Representation of the People Act was passed in 1918. This Act gave some women the vote in 1918. Some historians claim that almost every person who supported the motion in Parliament said that they deserved it because of their conduct during the war - they had proved that they could ‘go to war' with the men. The problem is that only women who were householders over the age of 30 (6 million women) got the vote in 1918. All women over 21 did not get the vote until 1928. The 1918 Representation of the People Act also gave the vote to all men over the age of 21 so arguably the war did not bring women equality.

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Why did women win the vote?

YOUR TASK - Rank the following reasons why women won the vote in order of their importance: The Suffragette Campaign, The Suffragist Campaign, Women’s Contribution During WW1, Emily Wilding Davison’s Death. Sort these reasons into the table below. 1 = the most important reason for women winning the vote, 4 = the least important reason. Give reasons for your decision.

Reasons why women won the vote, in Why do you think that? order of importance. 1.

2.

3.

4.

‘Women’s contribution during the First World War was the main reason why women won the right to vote.’ How far do you agree?

1 2 3 4 5 6 7 8 9 10

Strongly disagree Strongly agree

Pick a number on this scale and write a short paragraph justifying your answer.

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5. Women’s Equality Campaigns in More Recent Years. Some would argue that the campaign for women’s suffrage help change attitudes towards women, and some began to see men and women as equals. However, the fight for women’s equality did not end there. There have been many campaigns since 1928 that have continued the fight for women to be recognised as equal to men. YOUR TASK - Read through the following information below about women’s equality campaigns in more recent years. Answer the following questions: 1. What issues did the Women’s Liberation Movement want to change? 2. What did the Women’s Liberation Movement achieve? 3. Without the Suffragettes, would the Women’s Liberation Movement have existed? Explain your answer.

Women’s Campaigns for Equality The campaign for women’s rights did not stop in 1928. In the 1960s, a new movement developed in Britain and the USA. This was the Women’s Liberation Movement. Women were no longer campaigning for the vote but for a different kind of equality. They wanted equal pay with men, more women able to go to universities, better child care and the choice to have an abortion without breaking the law. Overall, they wanted the same rights and freedoms as men. The movement was successful, with the government passing the Divorce Reform Act in 1969, which allowed women to divorce their husbands easily. In 1970, the Equal Pay Act gave women more rights in their places of work. However, despite all this progress, there is still a low percentage of women going to university, when compared with men. There is still a big pay gap between what women and men earn for the same jobs. This has been in the news very recently, particularly in the film and television industry. Women are still not completely equal with men, but the Suffragettes made sure that women could do something to change it. They could vote and be part of the political process and hopefully continue to improve the rights of women.

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YOUR TASK – For your final task, use all the knowledge you have gained of women’s fight for equality in the 20th century to complete the table below. Find evidence that men and women have become more equal in the 20th century. Find evidence that men and women are still not fully equal today. Think about – What was the position of women in 1900? How have attitudes towards women and their role in society changed since then? What still needs to change for men and women to be truly equal?

Evidence that men and women have Evidence that men and women are become more equal during the 20th still not completely equal today century

Overall, do you think Emmeline Pankhurst and the other Suffragettes would be proud to live in Britain today? Explain your answer.

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Check 20 – Answer these quiz questions to see how much you have learned during this topic. The answers are provided on the next sheet.

1. What does the term suffrage mean? 2. Before 1870, what happened to a woman’s property/money when she married? 3. Some women argued they should be able to vote because they pay what? 4. Who said with the vote women would become ‘hateful, heartless and disgusting’? 5. Who was the leader of the Suffragists? 6. When was the Women’s Social and Political Union formed? 7. Name Emmeline Pankhurst’s two daughters, who also campaigned for the vote. 8. Name a key difference between the tactics used by Suffragists and Suffragettes. 9. What was the motto of the Suffragettes? 10. What did many Suffragettes do to continue their campaign whilst in prison? 11. What was the Cat and Mouse Act? 12. When was Emily Wilding Davison struck down by the king’s horse? 13. What did Emmeline Pankhurst decide to do when WW1 broke out? 14. Name two roles women played on the Home Front during WW1. 15. What year was the first Representation of the People Act passed? 16. Which women did the first Representation of the People Act allow to vote? 17. When did all women over the age of 21 gain the right to vote? 18. Which new movement for women’s equality was formed in the 1960s? 19. Name two issues this new movement campaigned for. 20. Which Act was passed in 1970, giving women better rights in their workplaces?

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Check 20 - Answers 1. The right to vote in elections. 2. It belonged to her husband. 3. Taxes – at the same rates as men. 4. Queen Victoria. 5. Millicent Fawcett. 6. 1903. 7. Sylvia and Christabel. 8. Suffragists were peaceful campaigners, whereas the Suffragettes were violent. 9. Deeds not Words. 10. Go on hunger strike. 11. Women would go on hunger strike whilst in prison, be released when they were very weak, allowed to regain their strength, then be rearrested. 12. 4th June, 1913. 13. Stopped their militant and violent campaign to help with the war effort. 14. Worked in munitions factories, on farms to produce foods and as nurses. 15. 1918. 16. Women over the age of 30, who owned their own property. 17. 1928. 18. The Women’s Liberation Movement. 19. Equal Pay, more women attending universities, better child care, the right to choose to have an abortion without breaking the law. 20. The Equal Pay Act.

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