Resource created by Kirklees Museums and Galleries

 

Curriculum links:

KS1 History: “the lives of significant individuals in the past who have contributed to national and international achievements” and “significant historical events, people and places in their own locality.”

KS2 History: “A local history study”, “a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066”

KS3 history: “ideas, political power, industry and empire: Britain, 1745-1901”, “challenges for Britain, Europe and the wider world 1901 to the present day: Women’s Suffrage”

 

Context:

The suffragette and suffragist movement emerged in the late 19th and early 20th centuries as part of a broader campaign for women’s rights in the United Kingdom. During this period, women were largely excluded from political participation, including the right to vote. Various groups, including the more militant suffragettes and the peaceful suffragists, campaigned tirelessly to challenge this inequality.

The suffragette and suffragist movement took place during a time of big changes in Britain. The country was becoming more industrial, with many people moving to towns and cities to work in factories. Alongside this, more people wanted to have a say in how the country was run. However, women were not allowed to vote in elections, which meant they had less power to make decisions about laws and government.

Groups of women came together to change this. Some, called suffragists, used peaceful ways like writing letters and holding meetings. Others, called suffragettes, took more direct action, such as protests and demonstrations. Their bravery and determination helped people see that women deserved equal rights.

After many years of campaigning, the government passed laws giving some women the right to vote in 1918. Later, in 1928, all women over the age of 21 were given the same voting rights as men. This was a very important step in making Britain a fairer and more equal country.

There is a lot of debate among historians about how women won the vote. Some argue that the peaceful suffragists, who used calm and legal methods, deserve more credit. Others believe the more direct, sometimes risky actions of the suffragettes were necessary to get attention and push for change. There is also discussion about whether militant actions, like breaking windows or hunger strikes, helped or hurt the cause. Another debate focuses on World War I: many historians say the work women did during the war showed not only how important they were to society but also that they were fully capable of doing jobs that had previously been thought only suitable for men. Others argue that the movement’s campaigning before the war had already been making progress.

 

Learning objectives:

• Understand the social and political context of the suffrage movement in early 20th century Kirklees
• Identify key figures and groups involved in the fight for women’s voting rights
• Describe important events and tactics used by suffragettes and suffragists
• Explain how historical evidence helps us learn about the suffrage movement and its impact on society

 

Discussion and Activity Ideas:

• Literacy: Explain how women in Kirklees helped to fight for the right to vote
• Reading: As a class, read Make More Noise! A collection of short stories
• Disciplinary Skills: Study the sources above and make inferences about women in Kirklees during the 19th century. Think about what the sources tell you about their work, family life, education, political activity, or the challenges they faced. For example, you might notice from a factory image that many women worked long hours, or from a banner that women were campaigning for the vote. Use the evidence in the sources to support your ideas.
• Art: Work in small groups to create a campaign for a cause you care about. Your group could design a banner using recycled materials, make leaflets, create a logo, and come up with a slogan. Once your campaign is ready, hold a mini-event in assembly where each group presents their cause and explains why it is important. This will give you a chance to think like a campaigner and share your ideas with others, just like the suffragists did.
• Heritage is…

Citizenship: Florence Lockwood used her relative power and wealth as a landowner and employer to help make the lives of all women better. What power do you have that you can use to help those less fortunate than yourself?

Democracy: Does voting today have the same power as it did 100 years ago?

British Values: Was breaking the law justified in the fight for democracy?

EDI: Many working class women from Huddersfield were unable to join the 1908 protest in London due to lack of money for transport. What kind of constraints prevent people from protesting today? Is protesting a middle class luxury? Why was it unfair to exclude women from politics?

Health: How can activism affect a person’s well-being?

Religion and Ethics: Should religion guide political decisions?

SRE: How does equality in relationships affect respect and consent?

PHSE: What can we learn from the suffragettes about courage and resilience?

Climate: Is it better to make small changes in our own lives (like recycling) or to campaign for big laws to protect the planet?

Careers: Are there still barriers for women in some career paths today?

Social Action: Create a poster or short video campaign encouraging your school to make a rule or change fairer

 

Organisation URL: https://www.kirklees.gov.uk/beta/museums-and-galleries/index.aspx

 

Glossary:

• Blacklist – When someone is put on a list so they are not allowed to get a job or take part in something, usually because of their actions or beliefs. Employers might “blacklist” a worker by agreeing not to hire them, even if there’s no written list.
• Franchise – The right to vote in public elections. Securing the women’s franchise was the central aim of the suffrage movement.
• Militant Tactics – Confrontational or disruptive protest methods used by some campaigners, especially the WSPU. These included window-smashing, chaining themselves to railings, and going on hunger strike.
• NUWSS (National Union of Women’s Suffrage Societies) – A peaceful, law-abiding campaign group led by Millicent Fawcett. They used non-militant strategies such as petitions, peaceful marches, and writing to Members of Parliament.
• Petition – A formal written request signed by many people, urging the government to take action—such as granting women the vote.
• Poor Law Guardian – A local official responsible for managing aid to the poor, including workhouses. Women could be elected as Guardians even when they could not vote in national elections.
• Suffrage – The right to vote in political elections. Women's suffrage was a key issue in late 19th and early 20th century Britain.
• Suffragette – A term for members of the WSPU who campaigned for the vote using militant methods. Originally used insultingly, it was adopted proudly by the women themselves.
• Suffragist – A person (often a member of the NUWSS) who campaigned for women’s right to vote through peaceful and lawful means.
• WSPU (Women’s Social and Political Union) – A radical suffrage group founded by Emmeline Pankhurst in 1903. Known for its militant tactics and slogan: “Deeds not words.”