when someone can vote, they are allowed to make a choice about who runs the country

the Suffragettes were a group of people who wanted women to have the right to vote in Britain

Emily Davison and the Suffragettes

History

In ‘Significant individuals who changed Britain: how did they fight for change?’ pupils compare two significant individuals from different periods to develop their chronological and substantive understanding. In ‘Stone Age Britain: what do archaeologists think they know about it?’ they begin to investigate more ways in which we know about the past.

In ‘Queen Victoria: how did Britain change during her lifetime?’ pupils built on their chronological and substantive understanding in a depth study of Queen Victoria and Victorian Britain. In ‘Significant individuals who changed Britain: how did they fight for change?’ they compare two significant individuals from different periods to develop this further.

Significant individuals who changed Britain: how did they fight for change?

Historic or outdated representations of people that may portray inequality or injustice.

Depiction or discussion of discriminatory behaviour

a group of people who wanted women to have the right to vote

to make a choice about who runs the country

Why was Emily Davison not allowed her degree certificates?

Women and men were treated in the same way in Britain at the start of the 1900s.

In 1908, only {{ }} could vote in Britain. 

When did Emily Davison join the Suffragettes?

Women wanted to vote for people who would make changes...

Emily Davison was born when {{ }} was Queen of the United Kingdom.

Children often got diseases in Victorian times.

written work such as stories, poems and plays

A certificate to show someone has completed studying a subject at university is a...

Emily Davison was not allowed a degree because she was a...

Content guidance

Depiction or discussion of discriminatory behaviour

Adult supervision recommended

This lesson will soon be taken down.

Emily Davison and the Suffragettes

Lesson outcome

Content guidance