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Suffragette: the Battle for Equality By Suffragette: The Battle for Equality by David Roberts (Two Hoots) A well-researched account of the women’s suffrage movement in which David Roberts’ enthusiasm for the subject shines through in the illustrations and the writing. Scenes pictured include a diagram of a woman performing martial arts moves on a policeman culminating in him tipping his helmet respectfully. Another depicts the back view of a woman, toffee hammer in hand after she has just smashed a shop window containing a fetching display of gloves – tellingly, the word ‘Ladies’ emblazoned across the glass has also been shattered. While the focus is on the British women’s suffrage movement, included are portraits of women around the world who also fought for the vote. Overall aims of this teaching sequence: . Children enjoy an increasing range of poetry, stories and non-fiction texts . Children know that information can be retrieved from a variety of sources . Children develop understanding through reading and responding to non-fiction texts . Children sustain listening, responding to what they have heard with relevant comments and questions . Children ask relevant questions to extend their understanding and knowledge . Children use spoken language to communicate for a range of purposes to a range of audiences . Children identify some effective features of non-fiction texts . Children use language structures and vocabulary influenced by books in talk and in their own writing . Children write for meaning and purpose in a variety of non-narrative forms . Children present information in a range of ways, such as poetry, illustration and oral presentation This teaching sequence is designed for a Year 5 or Year 6 class. Overview of this teaching sequence This teaching sequence is 6 weeks long and is an opportunity to immerse children in an historical enquiry through which sophisticated literacy skills will be developed. It culminates in an extended piece in which the children can write and illustrate for a cause of their choice, drawing on the skills they have learned to engage them in an appropriate form of activism in which they feel confident and articulate. In this ‘labour of love’ by David Roberts, the author and illustrator has created a carefully crafted study of one of the most significant periods in history in the UK in which the right for equal suffrage was long fought for and won. The exquisite illustrations work with the text to add meaning and draw the reader in through a timeline in which leading and less renowned characters from the past are brought to life to inspire and engage young readers today as they once did Roberts. The teaching sequence will enable teachers to show children how the author might have engaged in research using a range of sources to inspire hypothesis as well as deepening critical reading skills. Whilst the text is deceptively simple in Roberts’ use of explanatory voice, it also demonstrates subtle ways in which an author can speak to a reader and adopt a persuasive tone. However, the real opportunity to show children how they can elicit empathy and encourage activism in their own readers is through Roberts’ clever use of illustration and artwork on individual spreads but also on the book as a whole object. Through responding deeply as a reader to this book children will be able to ©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE. make controlled writing choices in a range of non-fiction texts and develop marketing techniques that the Suffragette movement would themselves have adopted, both in their own time and in ours. National Curriculum objectives covered by this sequence Reading: (Word reading / Comprehension) Writing: (Transcription / Composition) . Develop positive attitudes to reading and . Note and develop initial ideas, drawing on understanding by reading and discussing a reading wide range of fiction, non-fiction and . In writing narratives, considering how reference books authors have developed characters and . Read books that are structured in different settings in what they have heard or read ways and reading for a range of purposes . Plan writing by identifying the audience for . Identifying and discussing themes and and purpose of the writing, selecting the conventions in and across a wide range of appropriate form writing . Draft and write by selecting appropriate . Making comparisons within and across grammar and vocabulary books . Use a range of devices to build cohesion . Drawing inferences such as inferring within and across paragraphs characters' feelings, thoughts and motives . Evaluate and edit by proposing changes to from their actions vocabulary, grammar and punctuation . Discuss and evaluate how authors use . Proof read for spelling and punctuation language, including figurative language, errors considering the impact on the reader . Perform their own compositions, using . Distinguish between statements of fact appropriate intonation, volume, and opinion movement so that meaning is clear . Retrieve, record and present information from non-fiction Speaking and Listening: . Maintain attention and participate actively in collaborative conversations, responding to comments . Ask relevant questions to extend their understanding and build vocabulary and knowledge . Listen and respond appropriately to adults and peers . Articulate and justify answers and opinions . Use spoken language to develop understanding through speculating, imagining and exploring ideas . Participate in discussions, presentations, performances and debates . Consider and evaluate different viewpoints, attending to the contributions of others . Select and use appropriate registers for effective communication . Use spoken language to develop understanding through imagining and exploring ideas in discussion, role-play and drama ©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE. Cross Curricular Links: This sequence has cross curricular opportunities for learning embedded throughout the sequence. It is advised in the sequence when it is most beneficial to introduce each aspect of cross curricular work if more depth is needed out of literacy sessions in order to support children’s reader response and writing outcomes. Art and Design . Ask the children how they think these illustrations were produced and note down their ideas. Have the children seen any other books in which his illustrations feature? Look at a selection of books written and illustrated by David Roberts. How would they describe his style? What is similar? What is different? Why do they think this is? Children might begin to note highly patterned aspects of his work and his interest in the decorative aspects of fabric, furnishings and wallpaper. The children could look for examples of this in this book. It is worth reflecting on the influence that a background in fashion plays in David Roberts’ style of illustration. It is satisfying too that he could use this to highlight the way in which the traditional female role of learning skills in crafts like needlework was put to good use by women in their battle for equality; through creating banners, badges, uniforms and eye-catching costumes. Children could look at a wider range of portraits and how the artists use symbolism and other techniques to tell the viewer something about the person, for example, the objects and clothing chosen to be included in Tudor portraiture; the proud pose of Mary Seacole wearing her medals in the painting by Albert Charles Challen, 1869; or the body position of the sculpture of Nelson Mandela by Ian Homer Walters, 2008. You might visit a gallery or website, such as the National Portrait Gallery: https://www.npg.org.uk/collections/ Provide children with a range of art materials so that they can create portraits of themselves or people they admire – perhaps those they feel have made a difference to society – using some of the techniques explored in Roberts’ illustrations or in other artwork to convey characteristics and beliefs. You might reflect on the fact that most women were not given the opportunity for education and may not have been literate so most literature would need to account for this. There are examples in the illustrations as to how women drew on their skill in arts and crafts, previously offered to them instead of the school education boys enjoyed. Consider the impact of the colour schemes in the clothing that were adopted and the impact this had in creating a sense of solidarity. Explore the banners depicted in ‘A Riot of Colour’ on pages 70-71. What is striking about this page compared with almost every other spread? Roberts reminds us that we see photographs of the marches and protests and so we view these moments in black and white. How does he feel about us seeing the suffragettes’ world in colour; in bringing it to life for us? Explore the colours in the various colour schemes and encourage the children to make connections with Roberts’ colour choices made throughout the book. Do the children know of any other meanings associated with colour? . They might enjoy exploring colour theory and how different colours, such as red or white, can hold different meanings for different people. Many women were too poor to wear special clothing to create a uniform but they still wanted to demonstrate their belonging or shared beliefs. Turn to ©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE. pages 58-59. Why were pins and badges so significant to these women? How does the illustrator feel about them? Look at the care and detail Roberts has taken in depicting these badges.
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