Suffragettes in the Dock

Resource pack to support KS3 & 4 visitsto the Galleries of Justice Museum

for the Suffragettes in the Dock Mock Trial

How to use this pack

This pack has been created to support your visit to the Galleries of Justice Museum for the Suffragettes in the Dock mock trial.

The pack contains a cycle of suggested lesson plans for you to use when preparing for and following-up your visit. The lesson plans have been designed to help you deliver your teaching of World Study after 1900 and the Suffragettes at Key Stage 3 and also support Crime and Punishment Through Time at Key Stage 4. The lesson plans are only suggestions and can be used as they are, adjusted to suit your needs in school or discarded.

There are four lesson plans:

1. Women’s suffrage – the arguments

2. The suffragettes

3. Women’s Sunday

4. Mary Richardson

Between them, the lessons cover the key issues and concepts covered in the mock trial of Richardson, Rathbone and Parker. Students are introduced to the issue of women’s suffrage, the suffragettes, and peaceful and violent tactics used by the suffragettes.

The resources are available on paper and as a presentation which can help engage and enthuse students.

For further information on using this pack or on planning your visit to the NCCL Galleries of Justice please contact the Learning and Access team.

The Learning Team

NCCLThe Galleries of Justice MuseumHigh PavementLace MarketNottinghamNG1 1HN

0115 952 0555Learning@nccl.org.uk

Title:

Suffragettes in the Dock:Women’s suffrage – the

arguments

Purpose of lesson:

To prepare pupils to take part in the mock trial of Rathbone, Richardson and Parker on their field trip to the Galleries of Justice Museum.

Objectives (know, be able to do, understand)

Present a persuasive case for a particular course of action, giving reasons for their view (Citizenship NC Level 6)

Begin to explain how and why different interpretations of the past have arisen or been constructed (History NC Level 6)

Resources

Presentation

PresentationPicture labelling sheet

Presentation

Presentation‘Did women deserve the vote?’ worksheets

Presentation

Presentation

Presentation

Teaching and Learning Activities

5 mins Introduce the ‘Suffragettes in the Dock’ theme of the lessons, leading up to the mock trial.

5 mins Starter: label the suffragette postcard. A 60 second timer is included on the presentation.

10 mins Knowledge and understanding: Read through information on online presentation and check understanding with the mini quiz.

20 mins Main activity: evaluate the interpretation ‘did women deserve the vote?’ Students to:

Step 1: Look at both sides of the argument Step 2: Think about different people having different opinions Step 3: Try to answer the question

10 mins Assessment for Learning: match up the statements to the correct step from the previous activity.

5 mins Plenary: rearrange the three anagrams of key words. A 30 second timer is included on the presentation.

LEMEFA (female) ETCLONIE (election) FUAFERGS (suffrage)

5 mins Refer back to the ‘Suffragettes in the Dock’ theme: Q&A using three questions on presentation:

What were arguments for giving women the vote? What were the arguments against giving women the vote? Did women deserve the vote?

Criminal

Padlock

Sum up this picture in one sentence:

Did women deserve the vote?

Women would be more likely to want social reforms which

would better the conditions of the country.

Women would be told how to vote by their husbands.

Women could vote in local elections and had proven that they didn’t vote for radical or

‘wacky’ people.

Women are not able to fight in the army so cannot defend the

country.

Women can be teachers, lawyers and doctors.

The number of women in work was increasing.

Women do not want to vote. Women are increasingly involved in political activities,

like trade unions.

If women could vote they might abandon their families

for politics.

Not giving women the vote means that they are treated

the same as criminals.

If women could vote, Britain would seem weaker to the

other world powers.

Women were allowed to vote in Australia, New Zealand and

some parts of the USA.

Past experience shows that men are perfectly capable of governing without women.

If more people could vote, the government would be able to

say that it was more democratic and represented

more people.

Women can already vote in local elections which deal with

‘female’ issues.

Did women deserve the vote?

Step 1: Look at both sides of the argument

Step 2: Think about different people having different opinions

Step 3: Try to answer the question

Title:

Suffragettes in the Dock:The suffragettes

Purpose of lesson:

To prepare pupils to take part in the mock trial of Rathbone, Richardson and Parker on their field trip to the Galleries of Justice Museum.

Objectives (know, be able to do, understand)

Present a persuasive case for a particular course of action, giving reasons for their view (Citizenship NC Level 6)

Begin to explain how and why different interpretations of the past have arisen or been constructed (History NC Level 6)

Resources

Presentation

PresentationBrainstorm sheet

Presentation

Presentation‘Were the suffragettes too violent?’ worksheets

Presentation

Presentation

Presentation

Teaching and Learning Activities

5 mins Recap the ‘Suffragettes in the Dock’ theme of the lessons using questions on presentation – the same questions used at the end of the previous lesson:

What were arguments for giving women the vote? What were the arguments against giving women the vote? Did women deserve the vote?

5 mins Starter: brainstorm ‘what do people protest about?’ A 60 second timer is included on the presentation.

10 mins Knowledge and understanding: Read through information on online presentation and check understanding with the true and false quiz.

20 mins Main activity: evaluate the interpretation ‘were the suffragettes too violent?’ Students to:

Step 1: Look at both sides of the argument Step 2: Think about different people having different opinions Step 3: Try to answer the question

10 mins Assessment for Learning: match up the statements to the correct step from the previous activity.

5 mins Plenary: rearrange the three anagrams of key words. A 30 second timer is included on the presentation.

PUWS (WSPU) TATFECW (Fawcett) BOBIMERF (firebomb)

5 mins Refer back to the ‘Suffragettes in the Dock’ theme: Q&A using three questions on presentation:

How did the suffragettes use peaceful campaigning tactics? How did the suffragettes use violent campaigning tactics? Were the suffragettes too violent?

What makes a good protester?

Determined

Were the suffragettes too violent?

The suffragettes attacked politicians who they thought

blocked female suffrage laws in Parliament.

The suffragettes sold WSPU merchandise – tea sets,

postcards, scarves.

The suffragettes broke windows along London’s

famous Oxford Street.

They suffragettes chained themselves to Buckingham

Palace as the Royal Family were seen to be against women

voting.

The suffragettes’ own newspaper was sold on street

corners and spread the reasons why women should vote.

The suffragettes wrote petitions to Parliament – one in 1910 had 250,000 signatures.

Golf courses were vandalised by the suffragettes.

Some suffragettes refused to pay taxes.

Suffragettes hired out boats, sailed up the Thames and

shouted abuse through loud hailers at Parliament.

Suffragette meetings and demonstrations could be very

large – one in 1908 had 200,000 attendees.

One suffragette attacked a valuable painting at the

National Gallery.

The suffragettes would chalk slogans on pavements and

buildings.

Emily Davison, a suffragette, was killed as she tried to

disrupt the running of the Derby.

The suffragettes tried to gatecrash political meetings

and heckle the speakers.

Churches were firebombed by the suffragettes because they

thought the Church of England was against giving women the

vote.

Were the suffragettes too violent?

Step 1: Look at both sides of the argument

Step 2: Think about different people having different opinions

Step 3: Try to answer the question

Title:

Suffragettes in the Dock:Women’s Sunday

Purpose of lesson:

To prepare pupils to take part in the mock trial of Rathbone, Richardson and Parker on their field trip to the Galleries of Justice Museum.

Objectives (know, be able to do, understand)

Explore and interpret different sources of information and begin to assess these for validity and bias (Citizenship NC Level 6)

Evaluate sources to establish relevant evidence for particular enquiries (History NC Level 6)

Resources

Presentation

PresentationPicture labelling sheet

Presentation

PresentationSource analysis grids

Presentation

Presentation

Presentation

Teaching and Learning Activities

5 mins Recap the ‘Suffragettes in the Dock’ theme of the lessons using questions on presentation – the same questions used at the end of the previous lesson:

How did the suffragettes use peaceful campaigning tactics? How did the suffragettes use violent campaigning tactics? Were the suffragettes too violent?

5 mins Starter: label the photograph of Women’s Sunday. A 60 second timer is included on the presentation.

10 mins Knowledge and understanding: Read through information on

online presentation and check understanding with the mini quiz.

20 mins Main activity: evaluate two sources using source analysis grids. Students to consider:

What does each source say/show? How reliable is each source? How useful is each source?

10 mins Assessment for Learning: match up the statements to the correct source analysis step.

5 mins Plenary: rearrange the three anagrams of key words. A 30 second timer is included on the presentation.

ELRIBALE (reliable) HEPRY DKA (Hyde Park) UKHTANSRP (Pankhurst)

5 mins Refer back to the ‘Suffragettes in the Dock’ theme: Q&A using three questions on presentation:

What were the good things about Women’s Sunday? What were the bad things about Women’s Sunday? How successful were peaceful tactics in the struggle for

women’s suffrage?

Policeman

Banner

Sum up this picture in one word:

How useful is the source? (Think about what it says and what is missing)

How reliable is the source? (Think about who made it, when and why)

What does the source say?

“I am sure a great many people never realised until yesterday how young and dainty and elegant and charming most of the leaders of the movement are. And how well they spoke – with what free and graceful gesture; never at a loss for a word or an apt reply to an interruption; calm and collected; forcible, yet so far as I heard, not violent; earnest but happily humorous as well.”

Daily Mail, June 1908

How useful is the source? (Think about what it shows and what is missing)

How reliable is the source? (Think about who made it, when and why)

What does the source show?

A photograph of the Women’ Sunday demonstration taken by a suffragette photographer in 1908

Title:

Suffragettes in the Dock:Mary Richardson

Purpose of lesson:

To prepare pupils to take part in the mock trial of Rathbone, Richardson and Parker on their field trip to the Galleries of Justice Museum.

Objectives (know, be able to do, understand)

Explore and interpret different sources of information and begin to assess these for validity and bias (Citizenship NC Level 6)

Evaluate sources to establish relevant evidence for particular enquiries (History NC Level 6)

Resources

Presentation

PresentationBrainstorm sheet

Presentation

PresentationSource analysis grids

Presentation

Presentation

Presentation

Teaching and Learning Activities

5 mins Recap the ‘Suffragettes in the Dock’ theme of the lessons using questions on presentation – the same questions used at the end of the previous lesson:

What were the good things about Women’s Sunday? What were the bad things about Women’s Sunday? How successful were peaceful tactics in the struggle for

women’s suffrage?

5 mins Starter: brainstorm ‘what makes a good protester?’ A 60 second timer is included on the presentation.

10 mins Knowledge and understanding: Read through information on online presentation and check understanding with the true or false quiz.

20 mins Main activity: evaluate two sources using source analysis grids. Students to consider:

What does each source say? How reliable is each source? How useful is each source?

10 mins Assessment for Learning: match up the statements to the correct source analysis step.

5 mins Plenary: rearrange the three anagrams of key words. A 30 second timer is included on the presentation.

GUNREH (hunger) RELSASH (slasher) ZEZEVQUAL (Velazquez)

5 mins Refer back to the ‘Suffragettes in the Dock’ theme: Q&A using three questions on presentation:

What were the bad things about the attack on the Rokeby Venus?

What were the good things about the attack on the Rokeby Venus?

How successful were violent tactics in the struggle for women’s suffrage?

What do people protest about?

Climate change

How useful is the source? (Think about what it says and what is missing)

How reliable is the source? (Think about who made it, when and why)

What does the source say?

Suffragette outrage - Rokeby Venus slashed with a chopper

At the National Gallery, yesterday morning, the famous Rokeby Venus, the Velasquez picture which eight years ago was bought for the nation by public subscription for £45,000, was seriously damaged by a militant suffragist connected with the WSPU. The woman, producing a meat chopper from her cloak, smashed the glass of the picture, and rained blows upon the back of the Venus.

Manchester Guardian, 11th March 1914

How useful is the source? (Think about what it says and what is missing)

How reliable is the source? (Think about who made it, when and why)

What does the source say?

I have tried to destroy the picture of the most beautiful woman in history as a protest against the Government for destroying Mrs Pankhurst, who is the most beautiful character in modern history. Justice is an element of beauty as much as colour and outline on canvas. Mrs Pankhurst seeks to procure justice for womanhood, and for this she is being slowly murdered by a government of betraying politicians.

Statement by Mary Richardson released by the WSPU after her arrest