DOCSLIB.ORG

Votes for Women Performance KS3/4 Information for Teachers

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Votes for Women Performance KS3/4 Information for Teachers Votes for Women performance KS3/4 Information for teachers 1 Emmeline Pankhurst addressing crowds at Trafalgar Square, 1908. Frequently asked questions Listed below are frequently asked questions about the Votes for Women ‘at your school’ performance. If you have a question that isn’t answered below, you can email the Museum of London’s secondary schools team via [email protected] Can you tell me more about the performance? To commemorate the centenary of the 1918 Representation of the People Act, we’ve created an assembly to be performed to whole year groups, showcasing the remarkable women and men who campaigned tirelessly for voting rights to be changed. The assembly uses a ‘play within a play’ construct. Shelley is a school girl from London who plays a young Victorian servant, Maisie, in her school’s play on women’s suffrage. The play follows both Shelley (in the modern day) and her character Maisie (in Victorian London). As Shelley and the cast rehearse the play, we learn about the other characters. In addition to her school play, Shelley has to deal with pressures from her friends and family many of which are issues facing young women today. Whilst rehearsing the play she learns to balance those relationships. Votes for Women performance KS3/4 Information for teachers 2 Is there anything else we should know? The beginning of the play explores what life was like for poor women in Victorian London through the character of Maisie. This includes reference to the historical practice of baby farming – because of her social status Maisie’s only option is to give up her (illegitimate) baby. In 1894 Emmeline Pankhurst was elected to the local position of Poor Law Guardian (in Manchester). Her first-hand experience witnessing how working class girls and women were treated convinced her that the women’s suffrage movement was the only option to change this situation. We feel this section is important to help students understand the roots of the suffrage movement in Victorian London. We expect strong reactions from your students to the treatment of Maisie, as it reflects values and ideas very different from what they will understand and experience in modern London. Which space should I book at school? The performance is intended to be performed to whole year groups. You will need to book out your school hall. What technical elements are there to the show? The performers will bring a PowerPoint presentation. This needs to be displayed behind the actors whilst they are performing. The performers will supply their own sound system, but this will need to be plugged in close to where the slides for the PowerPoint can be changed. How long does the performance last? The performance is 50 minutes long. We suggest allocating an hour for each performance. This means there will be time for questions at the end, and time for your students to enter and leave the hall. How many performances can there be in one day? The actors are prepared to perform three times in one day, to three different year groups. We prioritise bookings from schools that can cater for more than 350 students in one day. How many actors are part of the performance? Three actors and one facilitator will need to arrive at your school at least an hour before the first performance is due to begin. They will need access to the school hall to set up prior to the first performance. They will require a parking space in your school car park so they can bring all their technical equipment. Silver suffragette hunger strike medal, with green, white and purple striped ribbon, 1912. Votes for Women performance KS3/4 Information for teachers 3 How many teachers need to be in the hall during the performance? Teachers are responsible for the students’ behaviour during the whole performance. We suggest there is one teacher in the hall for every 30 students. Are there any interactive elements to the performance? Students are encouraged to interact with the performance through responding to its key messages ie clapping/cheering (sometimes booing!). Direct questions will be asked to the audience throughout the performance, mainly in the second half. There will also be opportunities for 5-8 individual students to become part of the play. They will be asked to take on the role of being a suffragette, campaigning for what they believe in. Which individuals are highlighted throughout the performance? Emmeline Pankhurst: founder and leader of the Women’s Social and Political Union (WSPU) Christabel Pankhurst: co-founder of the WSPU and militant suffragette Annie Kenney: a key member of the WSPU, Annie was a militant suffragette from a working-class background in Yorkshire Millicent Fawcett: president of the National Union of Women’s Suffrage Societies (NUWSS) from 1897-1919. Millicent was a pacifist who disagreed with the militant actions of the suffragettes Elizabeth Wolstenholme Elmy: suffragist campaigner, she was a founding member of the Women’s Franchise League (WFL) in 1889 Annie Besant: British socialist and women’s rights activist Susan B. Anthony: American social reformer and women’s rights activist Kate Sheppard: New Zealand’s most famous suffragette Sophia Duleep-Singh: a prominent suffragette and accredited nurse. Sophia was an Indian princess and goddaughter of Queen Victoria H. H. Asquith: Prime minister of the UK and MP for the Liberal Party. He opposed the women’s suffrage bill Princess Sophia Duleep Singh, goddaughter of Queen Victoria, selling ‘Suffragette’ subscriptions, 1913. Votes for Women performance KS3/4 Information for teachers 4 I loved the performance but have some feedback. Who can I tell? Feedback forms are handed to the teachers at the start of each performance. We would be delighted to read any feedback you have. If you do not receive a form, you can email feedback to [email protected] I booked the Votes for Women performance last year. Can I book again? There is a high demand for our Votes for Women performance and we only have a limited number of performances each year. We ask that you do not book the performance every year; instead we suggest you have a two to three year break in between booking the performances. This performance was developed with funding from the Heritage Lottery Fund as part of the Greater London Authority’s Courage and Communities project. Votes for Women performance KS3/4 Information for teachers All images are © Museum of London unless stated otherwise. 5.
Load more

Recommended publications
  • Suffragette: the Battle for Equality Author/ Illustrator: David Roberts Publisher: Two Hoots (2018)
    cilip KATE GREENAWAY shortlist 2019 shadowing resources CILIP Kate Greenaway Medal 2019 VISUAL LITERACY NOTES Title: Suffragette the Battle for Equality Author/ Illustrator: David Roberts Publisher: Two Hoots First look This is a nonfiction book about the women and men who fought for women’s rights at the beginning of the 20th Century. It is packed with information – some that we regularly read or hear about, and some that is not often highlighted regarding this time in history. There may not be time for every shadower to read this text as it is quite substantial, so make sure they have all shared the basic facts before concentrating on the illustrations. Again, there are a lot of pictures so the following suggestions are to help to navigate around the text to give all shadowers a good knowledge of the artwork. After sharing a first look through the book ask for first responses to Suffragette before looking in more detail. Look again It is possible to group the illustrations into three categories. Find these throughout the book; 1. Portraits of individuals who either who were against giving women the vote or who were involved in the struggle. Because photography was becoming established we can see photos of these people. Some of them are still very well-known; for example, H.H. Asquith, Prime Minister from 1908 to 1916 and Winston Churchill, Home Secretary from 1910 to 1911. They were both against votes for women. Other people became well-known because they were leading suffragettes; for example, Christabel Pankhurst and Annie Kenney. 2.
    [Show full text]
  • Millicent Fawcett from Wikipedia, the Free Encyclopedia
    Millicent Fawcett From Wikipedia, the free encyclopedia Dame Millicent Garrett Fawcett, GBE (11 June 1847 – 5 August 1929) was an English feminist, intellectual, political and union leader, and writer. She is primarily known for her work as a campaigner for women to have Millicent Fawcett the vote. GBE As a suffragist (as opposed to a suffragette), she took a moderate line, but was a tireless campaigner. She concentrated much of her energy on the struggle to improve women's opportunities for higher education and in 1875 co­founded Newnham College, Cambridge.[1] She later became president of the National Union of Women's Suffrage Societies (the NUWSS), a position she held from 1897 until 1919. In July 1901 she was appointed to lead the British government's commission to South Africa to investigate conditions in the concentration camps that had been created there in the wake of the Second Boer War. Her report corroborated what the campaigner Emily Hobhouse had said about conditions in the camps. Contents 1 Early life 2 Married life 3 Later years 4 Political activities Born Millicent Garrett 5 Works 11 June 1847 6 See also Aldeburgh, England, United Kingdom 7 References 8 Archives Died 5 August 1929 (aged 82) 9 External links London, England, United Kingdom Nationality British Occupation Feminist, suffragist, union leader Early life Millicent Fawcett was born on 11 June 1847 in Aldeburgh[2] to Newson Garrett, a warehouse owner from Leiston, Suffolk, and his wife, Louisa née Dunnell (1813–1903), from London.[3][4] The Garrett ancestors had been ironworkers in East Suffolk since the early seventeenth century.[5] Newson Garrett was the youngest of three sons and not academically inclined, although he possessed the family’s entrepreneurial spirit.
    [Show full text]
  • A Virtual Museum by Imogen Wilson Welcome to the Virtual Museum St Peter’S Field 1819
    TheThe extensionextension ofof suffragesuffrage A virtual museum by imogen wilson Welcome to the virtual museum St Peter’s field 1819 August 16th 1819 slaves and female reformers Insert a picture of a person, object, or place, or gathered together as a peaceful crowd of about write a story you would include in your museum. 60,000 at St Peters Field in Manchester, to protest for all men over the age of 21 to be able to vote. Men and women both protested. Even though they were only protesting for men’s rights the women thought that having a household member who could vote could make a big difference on matters such as income, wages, and working conditions. Changes were introduced in 1832 which began to give more people a voice in politics in britain. Around 50 years later in 1884, there was a big step forward as the amount of men that could vote had tripled. Womens suffrage campaigners They wanted education for women and a vote for women too. They wanted the vote because they believed this would help improve the position and lives of women. They used methods like speeches and lectures to help campaigns. They were unsuccessful because even if they did get the vote, only women who owned a certain amount of property could vote. They really emphasised the issue which raised a lot of awareness and stated the fact that women should have the rights to vote. There were many disagreements amongust the different campaigners. There disagreements included whether women should be granted the vote on the same terms as men.
    [Show full text]
  • Process Paper and Bibliography
    ANNOTATED BIBLIOGRAPHY Primary Sources Books Kenney, Annie. Memories of a Militant. London: Edward Arnold & Co, 1924. Autobiography of Annie Kenney. Lytton, Constance, and Jane Warton. Prisons & Prisoners. London: William Heinemann, 1914. Personal experiences of Lady Constance Lytton. Pankhurst, Christabel. Unshackled. London: Hutchinson and Co (Publishers) Ltd, 1959. Autobiography of Christabel Pankhurst. Pankhurst, Emmeline. My Own Story. London: Hearst’s International Library Co, 1914. Autobiography of Emmeline Pankhurst. Newspaper Articles "Amazing Scenes in London." Western Daily Mercury (Plymouth), March 5, 1912. Window breaking in March 1912, leading to trials of Mrs. Pankhurst and Mr. & Mrs. Pethick- Lawrence. "The Argument of the Broken Pane." Votes for Women (London), February 23, 1912. The argument of the stone: speech delivered by Mrs Pankhurst on Feb 16, 1912 honoring released prisoners who had served two or three months for window-breaking demonstration in November 1911. "Attempt to Burn Theatre Royal." The Scotsman (Edinburgh), July 19, 1912. PM Asquith's visit hailed by Irish Nationalists, protested by Suffragettes; hatchet thrown into Mr. Asquith's carriage, attempt to burn Theatre Royal. "By the Vanload." Lancashire Daily Post (Preston), February 15, 1907. "Twenty shillings or fourteen days." The women's raid on Parliament on Feb 13, 1907: Christabel Pankhurst gets fourteen days and Sylvia Pankhurst gets 3 weeks in prison. "Coal That Cooks." The Suffragette (London), July 18, 1913. Thirst strikes. Attempts to escape from "Cat and Mouse" encounters. "Churchill Gives Explanation." Dundee Courier (Dundee), July 15, 1910. Winston Churchill's position on the Conciliation Bill. "The Ejection." Morning Post (London), October 24, 1906. 1 The day after the October 23rd Parliament session during which Premier Henry Campbell- Bannerman cold-shouldered WSPU, leading to protest led by Mrs Pankhurst that led to eleven arrests, including that of Mrs Pethick-Lawrence and gave impetus to the movement.
    [Show full text]
  • The Women's Suffrage Movement
    The Women’s Suffrage Movement Today, all citizens, living in Northern Ireland, over the age of eighteen share a fundamental human right: the right to vote and to have a voice in the democratic process. One hundred years ago, women in Great Britain and Ireland were not allowed to vote. The Suffrage Movement fought for the right for women to vote and to run for office. This Movement united women from all social, economic, political and religious backgrounds who shared the same goal. The Representation of the People Act in 1832 was led through Parliament by Lord Grey. This legislation, known as the Great Reform Act excluded women from voting because it used the word ‘male’ instead of ‘people’. The first leaflet promoting the Suffrage Movement was published in 1847 and Suffrage societies began to emerge across the country. In 1867, Isabella Tod, who lived in Belfast established the Ladies’ Institute to promote women’s education. She travelled throughout Ireland addressing meetings about Women’s Suffrage. Frustrated by their social and economic situation, Lydia Becker led the formation of the Manchester National Society for Women’s Suffrage (NSWS) in 1867. In 1868, Richard Pankhurst, an MP and lawyer from Manchester, made a new attempt to win voting rights for women. While he was unsuccessful, his wife and daughter, Emmeline and Christabel, go on to become two of the most important figures in the movement. In 1897 the National Union of Women’s Suffrage Societies (NUWSS) was established and Millicent Garrett Fawcett was elected as its President. Between 1866 and1902 peaceful activities by NUWSS and others societies led to numerous petitions, bills and resolutions going before the House of Commons.
    [Show full text]
  • The Battle of Equality Contents 1
    The Battle Of Equality Contents 1. Contents 2. Women’s Rights 3. 10 Famous women who made women’s suffrage happen. 4. Suffragettes 5. Suffragists 6. Who didn’t want women’s suffrage 7. Time Line of The Battle of Equality 8. Horse Derby 9. Pictures Woman’s Rights There were two groups that fought for woman's rights, the WSPU and the NUWSS. The NUWSS was set up by Millicent Fawcett. The WSPU was set up by Emmeline Pankhurst and her daughters. The WSPU was created because they didn’t want to wait for women’s rights by campaigning and holding petitions. They got bored so they created the WSPU. The WSPU went to the extreme lengths just to be heard. Whilst the NUWSS jus campaigned for women’s rights. 10 Famous women who made women’s suffrage happen. Emmeline Pankhurst (suffragette) - Leader of the suffragettes Christabel Pankhurst (suffragette)- Director of the most dangerous suffragette activities Constance Lytton (suffragette)- Daughter of viceroy Robert Bulwer-Lytton Emily Davison (suffragette)- Killed by kings horse Millicent Fawcett (suffragist)- Leader of the suffragist Edith Garrud (suffragette)- World professional Jiu-Jitsu master Silvia Pankhurst (suffragist)- Focused on campaigning and got expelled from the suffragettes by her sister Ethel Smyth (suffragette)- Conducted the suffragette anthem with a toothbrush Leonora Cohen (suffragette)- Smashed the display case for the Crown Jewels Constance Markievicz (suffragist)- Played a prominent role in ensuring Winston Churchill was defeated in elections Suffragettes The suffragettes were a group of women who wanted to vote. They did dangerous things like setting off bombs. The suffragettes were actually called The Women’s Social and Political Union (WSPU).
    [Show full text]
  • Item Captions Teachers Guide
    SUFFRAGE IN A BOX: ITEM CAPTIONS TEACHERS GUIDE 1 1 The Polling Station. (Publisher: Suffrage Atelier). 1 Suffrage campaigners were experts in creating powerful propaganda images which expressed their sense of injustice. This image shows the whole range of women being kept out of the polling station by the law and authority represented by the policeman. These include musicians, clerical workers, mothers, university graduates, nurses, mayors, and artists. The men include gentlemen, manual workers, and agricultural labourers. This hints at the class hierarchies and tensions which were so important in British society at this time, and which also influenced the suffrage movement. All the women are represented as gracious and dignified, in contrast to the men, who are slouching and casual. This image was produced by the Suffrage Atelier, which brought together artists to create pictures which could be quickly and easily reproduced. ©Bodleian Libraries, University of Oxford: John Johnson Collection; Postcards 12 (385) Bodleian Libraries, University of Oxford John Johnson Collection; Postcards 12 (385) 2 The late Miss E.W. Davison (1913). Emily Wilding Davison is best known as the suffragette who 2 died after being trampled by the King’s horse on Derby Day, but as this photo shows, there was much more to her story. She studied at Royal Holloway College in London and St Hugh’s College Oxford, but left her job as a teacher to become a full- time suffragette. She was one of the most committed militants, who famously hid in a cupboard in the House of Commons on census night, 1911, so that she could give this as her address, and was the first woman to begin setting fire to post boxes.
    [Show full text]
  • September 2006.Pub
    Lambda Philatelic PUBLICATION OF THE GAY AND LESBIAN HISTORY ON STAMPS CLUB Journal Ï SEPTEMBER 2006, VOL. 25, NO. 2, WHOLE NO. 95 Plus the final installment of Paul Hennefeld’s Handbook Update September 2006, Whole No. 95, Vol. 25, No. 3 The Lambda Philatelic Journal (ISSN 1541-101X) is published MEMBERSHIP: quarterly by the Gay and Lesbian History on Stamps Club (GLHSC). GLHSC is a study unit of the American Topical As- Yearly dues in the United States, Canada and Mexico are sociation (ATA), Number 458; an affiliate of the American Phila- $10.00. For all other countries, the dues are $15.00. All checks should be made payable to GLHSC. telic Society (APS), Number 205; and a member of the American First Day Cover Society (AFDCS), Number 72. Single issues $3. The objectives of GLHSC are to promote an interest in the col- There are two levels of membership: lection, study and dissemination of knowledge of worldwide philatelic material that depicts: 1) Supportive, your name will not be released to APS, ATA or AFDCS, and 2) Active, your name will be released to APS, ATA and 6 Notable men and women and their contributions to society AFDCS (as required). for whom historical evidence exists of homosexual or bisex- ual orientation, Dues include four issues of the Lambda Philatelic Journal and 6 Mythology, historical events and ideas significant in the his- a copy of the membership directory. (Names will be with- tory of gay culture, held from the directory upon request.) 6 Flora and fauna scientifically proven to having prominent New memberships received from January through September homosexual behavior, and will receive all back issues and directory for that calendar 6 Even though emphasis is placed on the above aspects of year.
    [Show full text]
  • How Effective Were the Suffragist and Suffragette Campaigns?
    What were the arguments for and against female suffrage? Note: the proper name for votes for women is ‘Female Suffrage’ In the nineteenth century, new jobs emerged for women as teachers, as shop workers or as clerks and secretaries in offices. Many able girls from working-class backgrounds could achieve better-paid jobs than those of their parents. They had more opportunities in education., for example a few middle-class women won the chance to go to university, to become doctors. Laws between 1839 and 1886 gave married women greater legal rights. However, they could not vote in general elections. The number of men who could vote had gradually increased during the nineteenth century (see the Factfile). Some people thought that women should be allowed to vote too. Others disagreed. But the debate was not, simply a case of men versus women. How effective were the suffragist and suffragette campaigns? Who were the suffragists? The early campaigners for the vote were known as suffragists. They were mainly (though not all) middle-class women. When the MP John Stuart Mill had suggested giving votes to women in 1867, 73 MPs had supported it. After 1867, local groups set up by women called women’s suffrage societies were formed. By the time they came together in 1897 to form the National Union of Women’s Suffrage Societies (NUWSS), there were over 500 local branches. By 1902, the campaign had gained the support of working-class women as well. In 1901–1902, Eva Gore-Booth gathered the signatures of 67,000 textile workers in northern England for a petition (signed letter) to Parliament.
    [Show full text]
  • Annotated Bibliography
    Annotated Bibliography Primary Sources: Anonymous, “Women's Suffrage: The Right to The Vote”, n.d. ​ ​ This image shows an example of a poster that supported the Suffragettes’ cause. There have been numerous posters with a similar design. On this poster is Joan of Arc, an important figure to the Suffragettes, holding a banner that says “The Right to The Vote”. “ALL THE SUFFRAGIST LEADERS ARRESTED: “WE WILL ALL STARVE TO DEATH IN PRISON UNLESS WE ARE FORCIBLY FED”” The Daily Sketch, ​ http://www.spirited.org.uk/object/daily-sketch-shows-the-method-used-for-force-feeding-suf fragettes This is an image of a newspaper during the force-feeding of Suffragettes. This image describes the strength and sacrifice that Suffragettes were willing to make. Barratt's Photo Press Ltd. “Suffragette Struggling with a Policeman on Black Friday.” The Museum of London, London , 14 Nov. 2018, www.museumoflondon.org.uk/discover/black-friday. This photograph was taken during the police brutality during protests against the failure of the Conciliation Bill. It was compiled by Barratt’s Photo Press Ltd. in 1910. Bathurst, G. “The National Archives .” Received by First Commissioner of His Majesty’s Works, The National Archives , 6 Apr. 1910. WORK 11/117, www.nationalarchives.gov.uk/education/resources/suffragettes-on-file/hiding-in-parliament/. This was a letter written by G. Bathurst, Chief Clark of the Commissioner of Police of the Metropolis, to inform the First Commissioner of His Majesty’s Works about the actions of Emily Wilding Davison. Emily Wilding Davison was an important Suffragette who eventually became the Suffragette martyr in 1913 when she ran in front of the King’s horse during a derby.
    [Show full text]
  • Local Studies Womans Suffragettes Centenary
    Votes for Women First page of the 1918 Parliamentary Act Timeline giving the vote to women in a 1868 First ever public meeting on women’s parliamentary election for the first time. suffrage held in Manchester. 1870 First Women’s Suffrage bill rejected by Parliament. 1897 National Union of Women’s Suffrage Societies Notice in the Carlisle Express and formed. Examiner 7th February 1891 1903 Women’s Social and Political Union (WSPU) formed. 1905 Christabel Pankhurst and Annie Kenney are imprisoned for interrupting a meeting of the Liberal Party. 1906 First women’s march to lobby Parliament organised by the WSPU. 1907 Women’s Freedom League (WFL) formed after a disagreement within the WSPU. 1909 Agitation increases including window breaking and the first hunger strike by Marion Dunlop. Forced 10th June 1917. A public meeting feeding of other hunger strikers follows. under the auspices of the 1913 ‘Cat and Mouse’ Act introduced, to allow the Whitehaven Labour Party was held Rosalind Howard, Countess of Carlisle (1845 in the town hall in Whitehaven this discharge of hunger-striking suffragettes from prisons. -1921). A promoter of women’s political evening. The following resolution 1913 Emily Davison killed at the Epsom Derby. was submitted: This meeting sends rights and of temperance reform. Whilst joyful congratulations to the 1914 Outbreak of World War 1. Militant activities condemning the Suffragettes’ violence she democrats of Russia and calls upon suspended. said of herself: “fanatics have done a lot of the Governments of Great Britain 1918 Representation of the People Act gives votes to the world’s work and I don’t mind being and of every country, neutral and women over the age of 30 who are also householders, classified with the fanatics”.
    [Show full text]
  • The, Suffragette Movement in Great Britain
    /al9 THE, SUFFRAGETTE MOVEMENT IN GREAT BRITAIN: A STUDY OF THE FACTORS INFLUENCING THE STRATEGY CHOICES OF THE WOMEN'S SOCIAL AND POLITICAL UNION, 1903-1918 THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF SCIENCE By Derril Keith Curry Lance, B. S. Denton, Texas. December, 1977 Lance, Derril Keith Curry, The Suffragette Movement in Great Britain: A Study of the Factors Influencing the Strategy Choices of the Women's Social and Political Union, 1903-1918, Master of Science (Sociology), Decem- ber, 1977, 217 pp., 4 tables, bibliography, 99 titles. This thesis challenges the conventional wisdom that the W.S.P.U.'s strategy choices were unimportant in re- gard to winning women's suffrage. It confirms the hypo- thesis that the long-range strategy of the W.S.P.U. was to escalate coercion until the Government exhausted its powers of opposition and conceded, but to interrupt this strategy whenever favorable bargaining opportunities with the Government and third parties developed. In addition to filling an apparent research gap by systematically analyzing these choices, this thesis synthesizes and tests several piecemeal theories of social movements within the general framework of the natural history approach. The analysis utilizes data drawn from movement leaders' auto- biographies, documentary accounts of the militant movement, and the standard histories of the entire British women's suffrage movement. Additionally, extensive use is made of contemporary periodicals and miscellaneous works on related movements. TABLE OF CONTENTS Page LIST OF TABLES . Chapter I.
    [Show full text]