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Protest, Law and Order in the Twentieth Century: The Suffragettes

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Michael Brodie

on 28 January 2016

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Transcript of Protest, Law and Order in the Twentieth Century: The Suffragettes

Protest, Law and Order in the Twentieth Century: The Suffragettes
Learning Objectives
Know - The structure of the Protest Paper.

Understand - The tactics used by the Suffragettes in order to achieve their goals.

Concept - Evidence

Skills - Knowledge, understanding and exam practice.
Success Criteria
It's the same each time with progress. First they ignore you, then they say you're mad, then dangerous, then there's a pause and then you can't find anyone who disagrees with you.
Tony Benn (1991)
How the paper works
Question 1: Inference (6 marks)

Question 2: analysis of purpose of a representation; emphasis on own knowledge. (8 marks)

Question 3: explanation using source and recalled knowledge. (10 marks)

Question 4: evaluation of source reliability. (10 marks)

Question 5: making a judgement about a view using sources and own knowledge. (16 marks, SPAG 3 marks)
You study four different protests:

Suffragettes.
The General Strike.
Miner's Strike.
Poll Tax.
The paper is unlikely to cover all topics.
TOTAL: 53 Marks
1 minute 30 seconds per mark.
What can you learn from Source A about the tactics of the suffragettes? (6 marks)
2 inferences from the source.
e.g. The suffragettes are using a public march, this could suggest that they believed it was necessary to make their campaign public to draw attention to their cause.
What is a protest?
Why do they take place?
Who were the suffragettes and what tactics did they use?
Describes the structure of the protest paper.
Creates a response for to a a 6 mark inference question.
Explains the tactics
Learning Objectives
Know – Key reasons why the suffragettes turned to violence.

Understand – How to answer a 10 Mark Question.

Concept – Evidence.

Skills – Gathering Evidence, Exam Practice, Debate.
Learning Outcomes
TASK: Why Violence Carousel
Why did the WSPU campaign become increasingly violent?
"We have tried every way, but we have had contempt poured upon us. Violence is the only way that we have to get the power that every citizen should have."

Emmeline Pankhurst, speaking in 1912.
Study Source C and use your own knowledge.

Why did the WSPU use militant tactics which broke the law? (10 Marks)

Explain your answer, using Source C and your own knowledge
EXAM ALERT: Answering Question 3 (10 Marks)
Working in groups of 3/4

You will have 4 minutes to look at each piece of information and fill out your grid appropriately.
There are 5 evidence sheets.

At the end you must stick your grid in.
Creates an answer for a 10 mark question on why the WSPU used militant tactics.
Gathers evidence for why the suffragettes used militant tactics.
Identifies different tactics used by the suffragettes.
STARTER: Tactics Anagrams
Rearrange the following to reveal different tactics used by the Women's Social and Political Union (Suffragettes):
windbreak sowing
mobsbing
charming
sonar
Register Hunk
Question 3 style:
You have to look at one source and use that source and their own knowledge to provide an explanation.

These questions ask for an explanation of a problem. It will be a "why?" question. It could be on:
1. Actions.
2. The role of an individual
3. why unsuccessful/ (un)popular) etc.

The mark scheme requires four elements to be present for full marks:
• two explained factors
• use of the source (maximum 5/10 if no source used)
• use of own knowledge (maximum 5/10 if no additional knowledge deployed).
How to answer a 16 Mark Question
TASK: Question 5 (16 Mark Essay Question)
5) Study Sources A, E and F and use your own knowledge.

Spelling, punctuation and grammar will be assessed in this question.

Source F suggests that the publicity created by the suffragettes led to increased
support for votes for women.

How far do you agree with this interpretation? Explain your answer, using your own knowledge, Sources A, E and F and any other sources you find helpful.
"Nothing could indicate more plainly their lack of fitness to be entrusted with the exercise of political power."

Exert from the
Morning Post
( 2 March 1912 ) at the height of the WSPU’s window-breaking campaign
STARTER: Use the evidence to construct an argument about whether the violence of the Suffragettes helped women gain the vote.
Conciliation Bills designed to give women the vote failed in Parliament in 1910,1911 and 1912.
"Haven’t the Suffragettes the sense to see that the very worst way of campaigning for the vote is to try and intimidate a man into giving them what he would gladly give otherwise?"

David Lloyd George (Chancellor of the Exchequer), speaking in 1913.
"The middle-class activists of the much larger NUWSS were dismayed to see the effects if the hard work jeopardised by the suffragette tactics; even stringer was the disgust of working class suffragists…. Nothing alienated women from the suffragettes more than the insistence on violence."

Sean Lang,
Parliamentary Reform
(1999)
"The argument of the broken pane of glass is the most valuable argument in modern politics."

Mrs Emmeline Pankhurst, speaking on 16 February 1911 .
Learning Objectives
Know - How people reacted to suffragette's tactics.

Understand - How to plan and write a 16 mark question.

Concept - Evidence.

Skills - Source analysis and Exam Practice.
Learning Outcomes
Uses evidence to construct an argument about the degree of success the Suffragette's militant tactics had.
Creates a response to a 16 mark question.
Plans a response to a 16 mark question.

How did the response to the suffragette campaign change over time?
The suffragette's tactics hindered rather than helped their campaign.
What can we learn about media attitudes to the Suffragette campaign from this source?
TASK: Suffragette Timeline
1. Place the cards on the timeline.
2. Colour code into the following: government action, suffragette action, media response.
3. Identify 3 key turning points.
Learning Objectives
Know - The government and media response to the suffragettes.

Understand - How this response changed over time.

Concept - Change and continuity.

Skills - Source analysis, categorising evidence and debate.
Learning Outcomes
Infers the media response to the suffragettes from a primary source.
Explains the chronology of the suffragette protest.
Evaluates whether the suffragettes' tactics helped or hindered their cause.
1918
1903
Full transcript