SOCIAL INJUSTICE IN 19^TH CENTURY ENGLAND THE PLIGHT OF WOMAN SUFFRAGISTS

MS. E. CHOMA

A. PHILIP RANDOLPH HIGH SCHOOL

INTRODUCTION

England. The birthplace of modern democracy! The basis for our American freedoms! The MAGNA CARTA was considered a monument to representative government. The English Bill of Rights foreshadowed our first ten amendments. Many of you have studied the heritage we owe to this constitutional monarchy in which laws are passed by consent of the governed. England-was the home of the most famous republican of all JOHN LOCKE whose philosophy was the cornerstone of our Declaration of Independence and the United States Constitution.

Yet if you lived in England in the 19^th century and you were female, you had no voting rights. Suffrage was just a dream for the female in this most democratic nation in the 19^th century world. John Stuart Mill introduced a bill in Parliament to allow for woman suffrage in 1869 and it was defeated 173-69. In 1832, a woman propriety owner petitioned to be allowed to vote for members of Parliament. She was met with laughter.

This was the conception of the typical English woman.

The primary objection to woman suffrage is that it would add an enormous army of unqualified voters to the huge mass of them already voting. The primary argument in favor of it was that the standard of qualification for voting was already so low that no possible influx of women voters could lower it further, clearly a cynical viewpoint. As it is, our voters are an instrument to play upon.

Woman suffragists in England faced enormous obstacles. The Victorian ideal for Englishwoman at the turn of the 19^th century in Great Britain was to maintain a composed facade, a delicate and demure manner, and distaste for all things violent. This ideal did not allow for breaking street lamps, destroying golf courses, shattering windows, setting fire to palaces, destroying works of art, and fist-fighting with policemen. Thus, how could 50% of the English population to gain suffrage? This image was clearly portrayed in Jane Austen’s novel Sense and Sensibility

In this web quest you will explore the causes and evidences of a major historical social problem in that existed in England for centuries. You will examine the public policies that were eventually enacted to alleviate the social injustice. You will then analyze the effectiveness of these policies as if you were a historian.

By so doing, you will gain a better insight and a clearer understanding of the struggles of women seeking the vote. Moreover, you may want to search out similar injustices in today’s global world as many millions of women face a similar dilemma today.

TASK

The class will be divided into groups. Each group will produce a 5-6 page RESEARCH PAPER.

Your Teachers will give you more specific instruction in class and detail the exact product.

RESEARCH REPORT GUIDELINES

 1: Each group will prepare a comparison
 and analysis of the 19th century evolution of voting
 in 19th century England with American voting rights, including the
 Legislation, and the struggle and social impact.
 
 2: The report will be 5-6 pages in length double spaced using MS Word
 
 3: Each group will prepare a 10 slide minimum Power point presentation using the 
 Global Public Policy Analyst steps as the format along with other relevant  
 concepts. Slides must include illustrations and text material gleaned from the  
 Internet.
 4: Each group will then make a 5-10 minute oral report based upon the power point

PROCESS

The class will divided into groups of five. Each group will be responsible for producing the task product.

Each group will use the GLOBAL PUBLIC POLICY ANALYST (GHPPA) to complete their product. You will access these steps by clicking on the hyper links below. Each link has a worksheet that must be completed by the group using the resources listed in the next section. Other sources may be used as well. The completed worksheets will then be used as resource material and as a format for your task product.

STEP # 1: DEFINING the Social Problem

STEP # 2: Gather EVIDENCE for the Social Problem

STEP # 3: Determine the CAUSES for the Social Problem

STEP # 4: EVALUATE the Policies that Addressed the Social Problem

ROLES IN GROUPS

Group Leader- The Group Leader will coordinate all group activities

Recorder- This member will be responsible for taking notes on the worksheets and writing the research report.

Editor-This group member will check all written and oral reports for grammar and English mechanics.

Researcher-This group member will be the leader in utilizing the resource material given in the resource section of the web quest

Power Point Coordinator- This group member will be responsible for creating a power Point presentation using information given from all group members.

NOTE: All members of the group will help in researching and construction of the ORAL PRESENTATION

RESOURCES

GENERAL WEB SITES

WWW.GOOGLE.COM

WWW.YAHOO.COM

WWW.ASK.COM

SPECIFIC WEB SITES

THE BRITISH SUFFRAGE MOVEMENT

ENGLISH WOMAN SUFRAGGETTES (SHORT BIOGRAPHIES)

HISTORICAL BACKGROUND

CSU Libraries: Women's Suffrage (Some more sources)

EVALUATION

RUBRIC FOR RESEARCH PAPER

Research Report : SUFFRAGE IN VICTORIAN ENGLAND

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Teacher Name: Ms. CHOMA

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNACCEPTABLE
COOPERATION	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized. 8)
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Mechanics	No grammatical, spelling or punctuation errors.	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling or punctuation errors.	Many grammatical, spelling, or punctuation errors.
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
USE OF THE GHPPA	Includes all of the GHPPA steps accurately	Includes most of the GHPPA steps accurately	Includes all steps of the GHPPA but there are some inaccuracies	Does not include the GHPPA or includes them inaccurately

RUBRIC FOR POWER POINT PRESENTATION

Power point: Appearance and Content :

WOMAN SUFFRAGE

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Teacher Name: Ms. CHOMA

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNACCEPTABLE
COOPERATION	ALL MEMBERS OF THE GROUP TOOK PART IN CONSTRUCTION OF THE POWER POINT	ALL MEMBERS TOOK PART IN CONSTRUCTION OF THE POWER POINT BUT NOT EQUALLY	FOUR OF THE FIVE MEMBERS TOOK PART IN CONSTRUCTION OF THE POWER POINT	THE POWER POINT HAD LITTLE GROUP COOPERATION AND WAS CONSTRUCTED BY ONE MEMBER
Originality	Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.	Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.	Presentation shows an attempt at originality and inventiveness on 1-2 cards.	Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.
Text - Font Choice & Formatting	Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.	Font formats have been carefully planned to enhance readability.	Font formatting has been carefully planned to complement the content. It may be a little hard to read.	Font formatting makes it very difficult to read the material.
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings, but no grammatical errors.	Presentation has 1-2 grammatical errors but no misspellings.	Presentation has more than 2 grammatical and/or spelling errors.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.	Most information is organized in a clear, logical way. One card or item of information seems out of place.	Some information is logically sequenced. An occasional card or item of information seems out of place.	There is no clear plan for the organization of information.
Use of Graphics	All graphics are attractive (size and colors) and support the theme/content of the presentation.	A few graphics are not attractive but all support the theme/content of the presentation.	All graphics are attractive but a few do not seem to support the theme/content of the presentation.	Several graphics are unattractive AND detract from the content of the presentation.
ASSIGNMENT DELEGATION	Group delegates tasks and shares responsibility effectively all of the time.	Group delegates tasks and shares responsibility effectively most of the time.	Group delegates tasks and shares responsibility effectively some of the time.	Group often is not effective in delegating tasks and/or sharing responsibility.
Effectiveness	Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.	Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide.	Project is missing more than two key elements. It would make an incomplete study guide.	Project is lacking several key elements and has inaccuracies that make it a poor study guide.
USE OF GHPPA	INCLUDES ALL STEPS OF THE GHPPA	INCLUDES MOST STEPS OF THE GHPPA	INLCUDES ALL STEPS OF THE GHPPA BUT WITH INACCURACIES	DOES NOT INLCUDE GHPPA AS A FORMAT OR HAS MANY INACCURACIES

ORAL PRESENTATION

Oral Presentation Rubric : WOMAN SUFFRAGE

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Teacher Name: Ms. CHOMA

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNACCEPTABLE
Comprehension For question & answer period	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Uses Complete Sentences	Always (99-100% of time) speaks in complete sentences.	Mostly (80-98%) speaks in complete sentences.	Sometimes (70-80%) speaks in complete sentences.	Rarely speaks in complete sentences.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

CONCLUSION

From completing this web quest you should have learned the history of 19^th century woman’s suffrage in England. But more importantly, you should have gained a snap shot into the lives of Victorian woman and their difficult struggle to gain equality in a society in which political freedom meant male freedom. Hopefully, you have evaluated the effectiveness of policies instituted by the British Parliament which culminated in full suffrage by the 20^th century. By completing this analysis, you may now have the tools to further equal rights for all the future, as globalization brings traditional cultures in conflict with woman’s rights.

THANKS FOR YOUR PARTICIPATION. LET’S HOPE YOU CAN MAKE A DIFFERENCEAND BE A PROBLEM SOLVER AS WERE THE BRITISH SUFFRAGETTES!

STANDARDS ADDRESSED

English Language Arts

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Social Studies

Standard 2:   World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. .

Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the basic civic values of constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.