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Eduqas GCSE History · C100
Eduqas C100 Check the specification (PDF) (opens in a new tab)
Suffrage means the right to vote. At the beginning of the twentieth century, women could not vote in British general elections, although women had gained some voting rights in local elections. The campaign therefore sought a say in choosing the MPs who made national laws in Parliament.
Campaigners faced deeply established ideas about women’s place in society. Opponents argued that public life was men’s responsibility and that women belonged in the home. Some claimed that women were too emotional or irrational to make political decisions. These were prejudices that campaigners challenged, not facts about women’s abilities. Opposition also existed among women, while Prime Minister Herbert Asquith opposed women’s suffrage.
The movement shared a goal but disagreed about how to achieve it. Should women demonstrate their fitness for citizenship through patient, lawful persuasion, or make their exclusion impossible to ignore through disruptive action?
In 1897, Millicent Fawcett brought together campaigning groups in the National Union of Women’s Suffrage Societies (NUWSS). Its members became known as the Suffragists. Their approach was constitutional: they sought political change through lawful, non-violent methods.
The NUWSS produced leaflets, organised rallies and marches, and tried to persuade MPs from different political parties to support women’s suffrage in Parliament. Each method had a purpose. Leaflets explained the case for reform; public demonstrations showed the strength of support; approaching MPs connected the campaign to the people who could change the law.
Fawcett’s calm, considered campaigning also challenged the claim that women were incapable of responsible political participation. The campaign’s conduct was itself an argument: women were organising, debating and presenting a reasoned case for citizenship.
The NUWSS attracted many supporters. Thousands joined its 1913 pilgrimage from Carlisle to London, demonstrating the movement’s ability to mobilise people. Its strength was that lawful campaigning could build broad support without alienating people through attacks on property. Its limitation was the slow pace of change: persuading supporters did not necessarily overcome resistance in government. Frustration with this lack of progress encouraged some campaigners to adopt different methods.
The Women’s Social and Political Union (WSPU) was founded in 1903 and led by Emmeline Pankhurst. Her daughters Christabel and Sylvia were also prominent in the movement. WSPU campaigners became known as the Suffragettes.
Their motto, ‘deeds not words’, expressed dissatisfaction with speeches and promises that had not delivered the vote. They adopted militant tactics intended to attract attention and put pressure on the authorities. These included chaining themselves to railings, breaking windows, setting fire to post boxes and damaging golf courses with acid.
The 1912 window-smashing campaign left thousands of windows broken and resulted in more than 200 arrests. Such actions made the campaign difficult to ignore, but their impact was double-edged. They attracted publicity and demonstrated determination; they also alarmed potential supporters and gave opponents grounds to portray the campaign as destructive.
Disagreement existed within the suffrage movement itself. In 1907, campaigners broke away from the WSPU to form the Women’s Freedom League. They supported active resistance, including refusing to pay tax or provide census information, but opposed attacks on people or property. The choice was therefore not simply between doing nothing and using violence: campaigners debated several ways of applying pressure.
Many suffragettes were arrested and imprisoned. Some then went on hunger strike, refusing food as a protest. This moved the struggle from the streets into prisons and created a dilemma for the government: a prisoner’s death from starvation could generate damaging publicity and sympathy for the movement.
The authorities used force-feeding, which was dangerous and prompted accusations that women were being tortured. Imprisonment and force-feeding won sympathy for suffragettes by drawing attention to their treatment rather than only to their offences.
In 1913, the government passed the Prisoners Temporary Discharge for Ill Health Act. It allowed weakened hunger strikers to be temporarily released and then rearrested once their health recovered. Critics nicknamed it the Cat and Mouse Act, comparing the authorities’ treatment of prisoners to a cat repeatedly releasing and catching a mouse.
These events show why repression could have unintended consequences. The government sought to control militant action, but its methods could make campaigners appear courageous and the authorities cruel. However, sympathy for prisoners did not automatically mean approval of every suffragette tactic.
At the Epsom Derby in 1913, suffragette Emily Wilding Davison stepped in front of the King’s horse during the race. She was struck and died from her injuries. Her death brought the campaign to newspaper front pages around the world.
Many people believed that Davison had sacrificed herself for women’s suffrage. That interpretation helped turn her into a martyr: someone remembered as having died for a cause. More than 50,000 people lined the route of her funeral procession, and ‘deeds not words’ was carved on her gravestone.
Her significance lay in the attention and emotional force her death gave the movement. Nevertheless, the established events and their interpretation must be separated. The belief that she deliberately gave her life does not by itself establish what she intended when she entered the racecourse.
When the First World War began in 1914, the WSPU halted its militant campaign and supported the war effort. Suffragists also contributed to wartime work. This changed the relationship between campaigners and the government: women who had challenged the authorities were now helping the national effort.
Women took on work in factories and on farms, helping to sustain production while men served in the armed forces. Their contribution challenged the argument that women belonged only in the home and demonstrated their economic importance. Wartime service therefore strengthened the case that women should have a voice in national affairs. The suspension of militancy also reduced confrontation with the government.
However, the change in voting rights was not simply a reward for women’s war work. The war exposed problems with the existing electoral system for men as well. Before 1918, property and residence qualifications excluded many men: only about 58% of men over 21 had been eligible to vote at the 1910 general election. Soldiers serving abroad could fail residence requirements, while many working-class soldiers did not meet the property qualifications.
The government therefore needed a wider reform of the electorate, meaning the people entitled to vote. This created an opportunity to address women’s exclusion alongside the voting rights of returning servicemen. Decades of campaigning had established the demand; the war helped create the circumstances in which Parliament acted.
The Representation of the People Act 1918 gave women the right to vote in parliamentary elections for the first time. It enfranchised approximately 8.5 million women, who could participate in the general election on 14 December 1918.
Women had to be aged 30 or over and meet additional qualifications. These included qualifying through property, being on the local government electoral register or married to a man on that register, or being a graduate entitled to vote in a university constituency. Being aged 30 alone did not guarantee a vote.
For men, the Act extended voting rights to those aged 21 and over, removing the old property restrictions. Women therefore faced both a higher voting age and qualifications that did not apply in the same way to men.
The Act was a major advance because millions of women could now help choose the government. Fawcett accepted the settlement as a necessary, temporary compromise, despite its continued discrimination. But women under 30 remained excluded, including many younger women who had supported the war effort or campaigned for suffrage. For example, suffrage campaigner Vera Wentworth was 28 at the time of the election and could not vote.
The higher age limit also had a political purpose. There were over a million more women than men in Britain following the war. Politicians feared that equal voting rights would give women a majority in the electorate. Restricting women’s eligibility kept them to about 40% of voters. This shows that Parliament recognised women’s claim to political participation while still limiting their influence.
The Suffragists and Suffragettes advanced the cause in different ways. Fawcett’s movement built organised support and presented women as responsible citizens. The WSPU forced the issue into public attention, while imprisonment and harsh treatment generated sympathy.
Neither approach was without limitations. Constitutional campaigning struggled to turn support into legislation; militancy could alienate the very people campaigners needed to persuade. A balanced judgement distinguishes building support, gaining publicity and securing a change in the law. These were connected achievements, but they were not the same thing.
The strongest explanation for progress in 1918 combines long-term campaigning with wartime change. Campaigners had made women’s suffrage an established political issue; women’s wartime contribution challenged opposition; and the need to reform men’s voting rights opened the way for a broader settlement. The 1918 Act was therefore a substantial victory, but not full equality: millions of women remained excluded and women’s voting rights were still more restricted than men’s.
Keep the organisations distinct: Fawcett led the NUWSS (Suffragists); Emmeline Pankhurst led the WSPU (Suffragettes).
When judging a tactic, explain both how it could advance the cause and how it could damage support. Publicity was not the same as winning the vote.
Distinguish interpretations of Emily Davison’s death from established events: the belief that she deliberately sacrificed herself does not prove her intention.
Support judgements with named events and dates, such as the 1912 window-smashing campaign and the 1913 Cat and Mouse Act.
Explain the 1918 Act as a major advance, not equal voting rights: women faced a higher voting age and additional qualifications.
When explaining success in 1918, connect the pre-war campaigns with women’s wartime contribution and the wider need for electoral reform. Do not attribute the Act to one tactic alone.
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Suffrage
The right to vote in elections.
Suffragist
A supporter of women’s voting rights who used constitutional, non-violent campaigning; particularly associated with Millicent Fawcett’s NUWSS.
Suffragette
A campaigner for women’s voting rights associated with the militant methods of the WSPU.
NUWSS
The National Union of Women’s Suffrage Societies, formed in 1897 and led by Millicent Fawcett.
WSPU
The Women’s Social and Political Union, formed in 1903 and led by Emmeline Pankhurst, which adopted the motto ‘deeds not words’.
Constitutional campaigning
Campaigning through lawful methods to persuade politicians and the public to support political change.
Militancy
Confrontational campaigning involving disruption and, in the suffragette campaign, law-breaking and attacks on property.
Hunger strike
A refusal to eat as a form of protest, used by imprisoned suffragettes.
Cat and Mouse Act
The nickname for the 1913 Prisoners Temporary Discharge for Ill Health Act, which allowed hunger-striking prisoners to be released when seriously weakened and rearrested after recovering.
Electorate
The people entitled to vote in an election.
Representation of the People Act 1918
A law that extended parliamentary voting rights to men aged 21 and over and to women aged 30 and over who met additional qualifications. It gave women the parliamentary vote for the first time, but not on equal terms with men.
Put your knowledge into practice — try past paper questions for History
Suffrage
The right to vote in elections.
Suffragist
A supporter of women’s voting rights who used constitutional, non-violent campaigning; particularly associated with Millicent Fawcett’s NUWSS.
Suffragette
A campaigner for women’s voting rights associated with the militant methods of the WSPU.
NUWSS
The National Union of Women’s Suffrage Societies, formed in 1897 and led by Millicent Fawcett.
WSPU
The Women’s Social and Political Union, formed in 1903 and led by Emmeline Pankhurst, which adopted the motto ‘deeds not words’.
Constitutional campaigning
Campaigning through lawful methods to persuade politicians and the public to support political change.
Militancy
Confrontational campaigning involving disruption and, in the suffragette campaign, law-breaking and attacks on property.
Hunger strike
A refusal to eat as a form of protest, used by imprisoned suffragettes.
Cat and Mouse Act
The nickname for the 1913 Prisoners Temporary Discharge for Ill Health Act, which allowed hunger-striking prisoners to be released when seriously weakened and rearrested after recovering.
Electorate
The people entitled to vote in an election.
Representation of the People Act 1918
A law that extended parliamentary voting rights to men aged 21 and over and to women aged 30 and over who met additional qualifications. It gave women the parliamentary vote for the first time, but not on equal terms with men.