Lesson 3 - Votes For Women The Suffrage Movement

Understanding 1917 & Beyond

Lesson 3 - The Suffrage Movement

The women’s suffrage movement began in the 19th century and significantly grew in stature and prominence towards the turn of the century, with the movement also taking on a more militant form in some instances.

Resources with links to Statutory Requirements



  • Review the resources and links to understand and recognise the impact of the suffragette movement in the early 20th century and assess what impact the movement has had on today’s society.
  • Using the information from the links as an example, prepare and complete a creative response to demonstrate knowledge and understanding of the topic.

Opportunities for Cross Curricular learning

Using ICT

The resources examine the topic utilizing a number of different media, which serve to engage pupils with the material, challenging them to think more creatively and encourage discussion.

The project could inspire tasks that would support presenting, researching, desktop publishing, working with moving images, working with images and working with sound.


The resources provide pupils with the opportunity to develop their talking and listening, reading and writing skills through independent learning and shared experience.

Opportunities for Thinking Skills and Personal Capabilities

Using the content, pupils have the opportunity to investigate meaning, explore ideas and analyse the information they are provided with. Within their individual learning, through group work and by questioning ideas, there is ample scope within the materials to include a focus on TS & PC. For this section, the following strands from the TS & PC framework are the most obvious to consider:

Managing Information

Pupils have the opportunity to:

  • ask focused questions;
  • plan and set goals and break a task into sub-tasks;
  • select, classify, compare and evaluate information; and
  • communicate with a sense of audience and purpose.

Thinking, Problem-Solving and Decision-Making

Pupils have the opportunity to:

  • use different types of questions; and
  • make connections between learning in different contexts.

Being Creative

Pupils have the opportunity to:

  • experiment with ideas and questions;
  • make new connections between ideas/information;
  • learn from and value other people’s ideas;
  • challenge the routine method; and
  • take risks for learning.

Working with Others

Pupils have the opportunity to:

  • listen actively and share opinions; develop routines of turn-taking, sharing and cooperating;
  • give and respond to feedback;
  • take personal responsibility for work with others and evaluate their own contribution to the group; and
  • respect the views and opinions of others and reach agreements using negotiation and compromise.


Pupils have the opportunity to:

  • be aware of their personal strengths, limitations and interests;
  • organise and plan how to go about a task; and
  • compare their own approach with others’ and in different contexts.

Opportunities to develop

Possible Task

Using presentation software, create a timeline documenting what you believe are the most important milestones in the women’s suffrage movement up until the Representation of the People Act in 1918.

Working in pairs, research the topic and construct your timeline with the events that you believe are the most important – be prepared to justify your thinking! Where possible, use images, video and sound (if you find it difficult to include video/sound, provide links) to compliment your research.

Areas of Learning: Language and Literacy (English/Irish with Media Education), Environment and Society (History)

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