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Citizenship Having a say

Explore the political changes for women in the 19th and 20th centuries, analyze inequality today, discuss how local people can drive change, learn about impactful change-makers, and understand the qualities of successful change-makers. Take part in a balloon debate to decide which local change-maker deserves a statue. Share your thoughts and gain insights into the significance of their work for young people and the community.

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Citizenship Having a say

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  1. CitizenshipHaving a say

  2. Overview Unit 1: What political changes have happened for women during the nineteenth and twentieth centuries? Unit 2: If there is still inequality today, how can we change this? Unit 3: How can local people change things? Unit 4: Who’s the greatest change-maker? Unit 5: What makes a change-maker successful? Unit 6: How will we take democratic action?

  3. Unit 4Who’s the greatest change-maker?

  4. Unit 4 overview • Content covered in the lesson: • Balloon debate: which local change-maker deserves a statue? • Key learning points • The struggle for gender equality has gone on for centuries and continues today. • The UK political system has developed over time to give women more rights. • Women getting the vote is an example of people working together to bring about democratic change. • Many of the men and women involved in campaigning for the vote for women were ordinary citizens. • Today, a wide range of people, locally and nationally, continue to push for greater equality for women in life and work using peaceful and democratic means.

  5. How can local people change things? Recap Recap: Knowledge check 1. Who was the first female MP to takeher seat? 2. Who was the first female prime minister? 3. What are the similarities and differences between campaigns today and those thatthe women’s suffrage movement used?

  6. Balloon debate: Which local change-maker deserves a statue? • Argue the case for your chosen change-maker • Who are they? What is their background? • What are they doing and why? • What difference are they making? • Will their work have a long-term impact on young people’s futures or the future of the local community? Q: Which change-maker most deserves a statue in your town or city?

  7. Having a say Activity 1: • Tasks: • Prepare a one or two-minute speech to defend your change-maker. • Do your preparation so that you are ready to answer questions from your peers. Gather your evidence – facts, figures and testimony (quotes from other people) to support your case. Use any previous research you have already undertaken. Be ready to answer questions, such as: • Why is your change-maker the greatest? • What have they done to achieve change? • Why is this significant today? • How is their work relevant to young people and other citizens today? You need to be able to argue why your change-maker is the greatest and deserves a statue!

  8. Having a say Plenary: Think about the arguments and evidence you have heard today. Do you agree with the winning change-maker? Why or why not?

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