Campaigning
Lesson Objectives:
- To become aware of injustices in society.
- To understand who the Suffragists and Suffragettes were and what campaigning strategies they used.
- To be able to evaluate how affective these campaigning stratergies were.
- To be able to come to a justified opinion about how successful the Suffragists and Suffragettes were.
Starter Task:
Tell the young people that they will be working with the
person next to them to discuss their homework task findings. Ask the pair to
label themselves A and B. A's will them have 1 minute to tell B’s their issue
and the action taken and whether it was successful. After 1 minute B’s will
them repeat the activity. Ask a few young people to discuss theirs and their peers
research with the rest of the class. Allow time for the rest of the class to
ask the young people questions (7-10 minutes).
Task One:
Ask the young people to look at the following three pictures
and write down any thoughts, feelings, comments or questions about what the
images might show (2 minutes).
Then ask the class to share their ideas with the rest of the class. (3-5 minutes)
Task Two:
Tell the class that this lesson we are going to study a
group of women (Suffragists and Suffragettes) who struggled to secure the right
to vote and some of the campaigning strategies they used. Later in the lesson
we are going to analyse how successful this group of women were in achieving
their main aim: giving women the right to vote.
Explain to the young people that they are now going to read extracts about the Suffragists/Suffragettes. When they first get the extracts i simply want them to read through the texts. On the second occasion i would like them to highlight and make notes around the image (mind map). If the young people prefer to do this task as a series of bullet points or as a paragraph of writing then that is ok as well.
Inform the class that it is important to look at as many different extracts as you can and add more key information. (15 minutes)
Explain to the young people that they are now going to read extracts about the Suffragists/Suffragettes. When they first get the extracts i simply want them to read through the texts. On the second occasion i would like them to highlight and make notes around the image (mind map). If the young people prefer to do this task as a series of bullet points or as a paragraph of writing then that is ok as well.
Inform the class that it is important to look at as many different extracts as you can and add more key information. (15 minutes)
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Differentiated Activity: There are three different texts that will be placed on the table. Some of the texts are more basic than others, and the young people can take the information that they can access and feel is important. However there is scope for the information to be made more accessible by use of bullet points.
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Task Three: Ask young people on the different tables to feedback on the five points that they were directly looking for and any other information that they found interesting. (5 minutes)
Task Four: Pose the question to the class about what made the Suffragettes/Sufferagists successful ? Play the following clip to help answer this question and reinforce todays lesson. (5 minutes)
Task Four: Pose the question to the class about what made the Suffragettes/Sufferagists successful ? Play the following clip to help answer this question and reinforce todays lesson. (5 minutes)
Task Five (5 minutes): Discuss with the class about what made the Suffragettes/Sufferagists successful ? Include points surrounding:
- The suffragette Movement which did a lot to highlight the political injustices that woman endured.
- The media coverage
- World War 1 - The idea that women were able to do mens jobs.
- Individuals - Sylvia Pankhurst-
- The Suffragists - who worked hard to persuade the government.
'However, it can be argued that the suffrage movement still has a little way to go. There were only 17 women candidates at the 1918 general election. Things had improved by 2010, but still only 143 of the 650 MPs were women, and there were only four women among the 23 ministers in the Cabinet.'
KS3 Bitesize (2014)
Our society and societies across the world wide still have a long way to give full equality to women.
KS3 Bitesize (2014)
Our society and societies across the world wide still have a long way to give full equality to women.
Homework Task:
Tell the young people that over the next two weeks they need
to research and produce a short presentation on another group or individual who
set out to change an injustice in society. This could be someone like Nelson
Mandela who campaigned for justice and freedom in South Africa or Martin Luther
King who campaigned for the Black and White equality or Helen Keller who helped
to improve the welfare of blind people, or Jane Goodall who looked into animal
behaviour and promotes kindness to animals. The research you do should consider
the following points:
- The key events
- Whether they took direct or indirect action?
- What methods of action did they use?
- How successful these methods were?
- Why do you think the campaign was successful/unsuccessful?
The homework can be presented as a PowerPoint (5-7 slides) a short video, a poster (A3) or a piece of writing. Inform the young people that this can either be completed as groups of two or individually, and that they should be prepared to present their research to the rest of the class in two weeks’ time. Remind the young people that it is important that they have detailed examples to draw upon in the exam.