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This course explores the political changes for women during the 19th and 20th centuries, discussing topics such as suffrage, equality, and democracy. Discover how change-makers have worked to bring about greater gender equality and examine the ongoing struggle for women's rights today.
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Overview Unit 1: What political changes have happened for women during the nineteenth and twentieth centuries? Unit 2: If there is still inequality today, how can we change this? Unit 3: How can local people change things? Unit 4: Who’s the greatest change-maker? Unit 5: What makes a change-maker successful? Unit 6: How will we take democratic action?
Unit 1What political changes have happened for women during the nineteenth and twentieth centuries?
Unit 1 overview • Content covered in the unit: • What is equality? • How did women get the vote? • Gender equality since 1928. • Suffrage today. • Key learning points • The struggle for gender equality has gone on for centuries and continues today. • The UK political system has developed over time to give women more rights. • Women getting the vote is an example of people working together to bring about democratic change. • Many of the men and women involved in campaigning for the vote for women were ordinary citizens. • Today, a wide range of people, locally and nationally, continue to push for greater equality for women and other changes in society using peaceful and democratic means.
What is equality? Q: What does ‘equality’ mean? Q: Do we have true equality in the UK?
What is inequality? ‘The Equality Act 2010 states that men and women doing equal work must receive equal pay.’ Carrie Gracie
How did women get the vote? Q: How did this happen?
The story of the women’s suffrage campaign CHANGE-MAKERS Change-makers make a difference to their communities at a national or even at an international level. DIRECT ACTION Change-makers act directly to make change happen – for example, they plan and take part in demonstrations and rallies. INDIRECT ACTION Change-makers ask someone else, someone who has the authority/power to make things happen – for example, they lobby local council or MPs, sign petitions or write letters to people with influence.
The story of the women’s suffrage campaign • Activity 1a: look at the timeline of key events from 1832 to 1928. • When did the struggle for political rights begin? • When did women get the same right to vote as men? • Name five key change-makers during this period. • What actions (indirect and direct) were used and why? • Which actions would still be effective today? Which would not be effective today? • What happened to the change-makers’ tactics over time? When were violent tactics first used? • What happened to the government’s response over time? • What do you think are the turning points in the story (the moments when things started to change in an important way)? Why?
Gender equality since 1928 • Activity 2: Look at the timeline of key events since 1928 and compare with the timeline pre-1928. • What is the difference between pre-1928 and post-1928? (Think difference in government/ campaigners.) • Give some examples of how women have achieved greater equality in:– life– work – politics • Have campaigners’ tactics changed since the suffragettes? How are they similar? When have campaigners been most active? • Task • Explain in a piece of extended writing: • How have women achieved greater equality (of opportunity and outcome) in life in general since 1928?
Gender equality since 1928 Key events since 1928…
Suffragetoday Activity 3: • The Electoral Commission is an independent organisation that oversees elections in the UK to make sure they are run fairly. Use the information they provide on who can vote to answer the questions below: • Who can vote in local elections? • Who can vote in national elections? • Why do you think there are these differences? • What do you think about these differences? • You can’t vote until you are 18 but you can register to vote when you are 16.
Suffrage today – who should have the right to vote? Plenary: • We have learned that women now have the vote but there are others who live in the UK who do not have the right to vote – for example, those under the age of 18. • There are also differences between local and national elections. For example, citizens from the EU and certain Commonwealth nations can vote in local elections but not in national elections. • Should local and national elections use the same criteria for deciding whether someone has the right to vote? Be prepared to give reasons for your response.
