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Votes for women c1900-28

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VOTES FOR WOMEN c1900-28 COURSEWORK ASIGNMENT 1. What can you learn from sources A about the reasons given by the suffragettes for demanding votes for women? Source A is a poster produced for the Suffragette. A Suffragette is a woman wanting the vote, but unlike a Suffragist, a Suffragette will use violence. The poster was produced in 1912. The previous year was seen to be a rise in the levels of vandalism and violence; they felt that there were not getting their message across. A poster is a highly effective use of propaganda, because it is clear with bold writing and uses many pictures, which are eye-catching. At the top of this poster, there is a bold text, which reads 'What a Women may be, and yet not have the Vote'. There are three words, which have capital letters in this sentence. This is 'What', 'Women' and 'Vote'. This is because the poster is designed to allure and persuade people into believing that women should have the vote. And as 'Women' and 'Vote' plays an important part it is used to stand out. The quote is perhaps used at the top because, usually people start to read from the top and work there way down. Therefore, this would be the most important, so it would be remembered for long. Below this quote there are five pictures, these are of a Mayor; Nurse; Doctor or Teacher and a Factory hand. All these professions are very responsible, proving that a woman does deserve the vote, as they play a major part in helping the country run. Underneath these pictures there is another text which reads 'What a Man may have been, & yet not lose the Vote'. Again, there are three words, which have capital letters; it is 'What, Man and Vote'. These words have capital letters because the reader will know that these words are important. ...read more.


Suffragettes tried to tear off his clothes, and beat him with dog whips. They destroyed paintings in the National Gallery, and smashed shop windows. They also made arson attacks on post boxes, churches and railway stations. They even bombed the house of Lloyd George, the Chancellor of Exchequer. This behaviour was seen as ludicrous, and the public began to disapprove of the Suffragettes. The actions from the Suffragettes was seen to politicians as a good reason to not give women the vote. They argued that Emily Davidson was highly educated and if she was willing to do what she did, what could society expect from a less educated women. Finally, women did not get the vote for many reasons; these reasons were all different to each and every person. 4. How useful are these two sources as evidence for the contribution of women to the war efforts in the years 1914-1918? Source F is a poster produced by the government in 1916. The poster shows a women munitions worker. The woman looks happy as she is smiling. At the background it shows men at war. Because the woman is pleased and is wearing munitions clothes, it allures and persuades other women to enrol. The background shows men at war, this convinces women to enrol. The reason why is because they would feel the urge to help their husbands, sons or brothers who are at war fighting for their country. This poster is useful because it shows that women were happy to oblige in helping men at war. The woman in this poster looks happy into helping her country. She seems accepted because she is happy. Also the poster was produced by the government; this shows that the government wanted women to work. The reason why is mainly because a majority of men went to the war, and they needed someone to work in factories. ...read more.


The historian may say that 'war brought votes for women' is a 'rough generalisation', however he believes it has 'truth'. The historian states 'the question of women's rights must not be isolated from other great social changes that were happening as a result to the war'. Meaning that women's right must not be secluded out from other things that resulted during the war. Furthermore, his views on whether war brought women's vote is, yes, that the war did bring votes to women. Also, only women over 30 were given the right to vote, so many of the women whom helped in the war efforts, the young women, were denied the vote. In reality, women were resented in both agriculture and industry, men 'froze out' women workers, gave them no help and even sabotaged their work. There was a need for franchise reform in general; this means the voting system had to change. Large numbers of soldiers could not vote, they had to change this, because these very soldiers who could not vote, helped to win the war. There was a number of changes in Parliament, which altered the balance of those who opposed and those who in favour of votes for women. Several Suffragist MPs were promoted to the cabinet. More importantly, Lloyd George who was sympathetic to women Suffrage replaced Asquith as Prime Minister in December 1916. Also, Britain was merely reflecting an international trend toward full democracy. Women in New Zealand, Austria, Finland, Denmark and Norway had already been enfranchised. It would have been an embarrassment if the 'mother' of democracy was lacking behind. The First World War gave the women the opportunity to prove that they could do the same work as amen. No longer could those in government say that women were irresponsible and not trusted with understanding issues in the same way as men. The government was forced to act, and the representation of the people Act in 1918 gave the vote to women. Due to the work that women did during the war and also the changes happen around them. ?? ?? ?? ?? Chinyere Akosim ...read more.

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