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•Audio :

•Sounds.bl.uk. (2017). Error | British Library - Sounds. [online] Available at: http://sounds.bl.uk/Oral-history/Early-spoken-word-recordings/024M-1CL0025836XX-0100V0 [Accessed 17 Mar. 2017].

•

•Artefact : "why I want the vote":

•Bl.uk. (2017). Source 4 - Why I want the vote. [online] Available at: http://www.bl.uk/learning/histcitizen/21cc/struggle/suffrage/sources/source4/whyiwantthevote.html [Accessed 17 Mar. 2017].

•

•Context：

•Strong-Boag, V. (2017). Women's Suffrage in Canada. [online] The Canadian Encyclopedia. Available at: http://www.thecanadianencyclopedia.ca/en/article/suffrage/ [Accessed 17 Mar. 2017].

•Bbc.co.uk. (2017). BBC - Higher Bitesize History - Women's suffrage movement : Revision. [online] Available at: http://www.bbc.co.uk/bitesize/higher/history/britsuff/suffrage/revision/1/ [Accessed 17 Mar. 2017].

•Context：

•Strong-Boag, V. (2017). Women's Suffrage in Canada. [online] The Canadian Encyclopedia. Available at: http://www.thecanadianencyclopedia.ca/en/article/suffrage/ [Accessed 17 Mar. 2017].

•Bbc.co.uk. (2017). BBC - Higher Bitesize History - Women's suffrage movement : Revision. [online] Available at: http://www.bbc.co.uk/bitesize/higher/history/britsuff/suffrage/revision/1/ [Accessed 17 Mar. 2017].

•Nwhm.org. (2017). NWHM Woman Suffrage Exhibition. [online] Available at: https://www.nwhm.org/online-exhibits/votesforwomen/tour_02-02l.html [Accessed 19 Mar. 2017].

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As a group we worked effectively & all contributed equally by;

•Putting our strengths together, e.g. leadership, organisation, creativity

•We were also able to use elements of what we had learned in different modules such as ‘Representation of education in film and literature’ to see how the change in medium can be impactful.

•Benefits:  We gained analytical, research & team work skills.

•Challenges: we struggled to find time for our meetings as well as certain aspects of the research process, such as; finding sufficient and relevant information of the article.

•Learning moments: analysing literary arefacts, gathering and linking information to find the different intergrated meaning behind the artefact

•Communication: whatsapp, moodle & PowerPoint live

•Next time, we would do more brain storming at the beginning to get more ideas, and to communicate more actively to exchange our ideas.

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•1832 – first women’s suffrage petition to parliament was presented

•1866 – women’s suffrage committee formed in London

•1897 – National Union of Women’s Suffrage Societies founded

•1903 – Women’s Social and Political Union was founded

•1918- Representation of the People Act passed – men over 21 and women over 30 could vote

•1928 – voting age lowered, (21+) finally women and men = equal voting rights

•1970 – equal pay act – men and women get the same wage for the same job

•Now – in the UK anyone can vote at the age of 18.

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How does the change in medium impact on the kind of learning interaction 

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How does the change in medium impact on the kind of learning interaction 

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•The intermodal changes in the medium can impact learning interaction, as the different modes we have explored such as (images, audio, visuals) have all been impactful in helping to produce different takes on the themes that we have identified about suffragette movement such as injustice, inequality.

•This is significant as the change in medium helps to closely link the integrated meanings and themes which work to shape and structure the way ‘the suffragette movement’ can be learned, and the way the curriculum teaches it.

• Intermodal changes in the medium can very effectively appeal to a variety of audiences, and the change in medium from images, and texts, to modern day visuals, contrast sharply to the ‘traditional’ contemporary forms of communication used for learning interaction.

•This can influence and affect the pedagogy used to educate people about the suffragette movement, as it makes information more accessible and digestible for a wider audience.

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Select two different visual representations to explore this question 

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Select two different visual representations to explore this question 

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Current movie trailer about women suffrage ‘Suffragette‘ （2015）： https://www.youtube.com/watch?v=056FI2Pq9RY
Audio of women suffrage in the 1900s:http://sounds.bl.uk/Oral-history/Early-spoken-word-recordings/024M-1CL0025836XX-0100V0

Audio

•The audio is effective as it serves as primary evidence which helps to put into perspective the calls made by women in the suffragette movement, addressing the British government to stop the ‘repressive legislations’ affecting their right to vote.

• The audio can also use as an effective means of learning when applied to the curriculum, as it can be used to educate younger audiences about the history involving the suffragette movement.

•The audio is also effective in reaching a mature, and younger audience.

Video (Movie trailer)

•The use of modern visuals used to depict the suffragette movement in the movie trailer is effective in helping to reach a wider audience, and it is particularly suitable for a younger audience, as it is informative, while serving the purpose of entertaining.

•As a result, the movie trailer may be considered as being better than the audio/image, as it also puts the aims and the purpose of the movement into perspective.

•The use of cinemographictechniques, such as diegetic/non-diegetic sounds, camera angles, and colour, helps to structure our experience as an audience by making us sympathise with the woman in the suffragette movement, and makes the struggles faced come to life, and seem more relatable.

Images

•The combination of image, colour and text used in the literary artefact is significant as it helps to build the construction of knowledge about the suffragette movement.

•The artefact also serves as primary evidence which illustrates the power dimension of women during the time of the suffragette movement.

•The publication of anecdotal personal stories used in the artefact can be analysed and used as a historical source, which highlights the injustices faced by women during the height of the suffrage movement. This is effective as it can be used to shape the way the way that the content is represented and learned.

•The standard of English used in a text, the colour and image used in the artefact makes it appear as though the content involved in this artefact is suited and geared more towards a mature audience.

•However, having said this, the literary artefact may be considered as being accessible for a variety of people, as it is available in the British Museum, as the artefact was donated by Maud Senett’s husband in 1936.

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How has this literary artifact been represented over time by different social groups 

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How has this literary artifact been represented over time by different social groups 

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Women in Canada met strong resistance as they struggled for basic human rights.

Suffrage Represented more than justice in politics.

Suffrage represented hopes for improvements in education, healthcare and employment as well as an end to violence against women and children.

By the 19th century, full citizenship was only legally limited to men, this led the women to agitate for the vote and for social reform.

“why I want to vote” (published in 1910) influenced Canadian suffragettes

Finally, Canadian women were granted the right to vote in 1916

Similarly, America was also influenced by Arncliffe’s poster.

Women’s suffrage movement in America began in the late 1700s

During the late 1700s, women in New York, Massachusetts and New Hampshire were losing their right to vote

Due to the publication on “why I want to vote” poster, suffrage movement in America got stronger and they were granted the right to vote in 1920.

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It was disseminated through the newspaper The Vote.

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•       Although World War one slowed the suffragists’ campaign, it helped them advance their argument nonetheless: Women’s work on behalf of the war effort, activists pointed out, proved that they were just as patriotic and deserving of citizenship as men.

•       Under this background, with the way of how Maud Arncliffe Sennett tell the stories and the powerful parallel sentence she used, the article is widely spread through newspaper and became popular among people

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Inequality- Sennet highlights the unequal system of democracy, which regards women’s contribution in society, women have no say, women have no voice.

Social justice- Sennet touches upon social justice by speaking about the lack of rights given to women. Through the quote she uses an anecdotal story.

Class issues- Sennet speaks about the lack of protection and rights of women. She focuses on women from poorer backgrounds who have been murdered each year

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voting is a heritage as a part of human right

women and men fulfilled the same tax obligations while men can vote to protect their interests and women cannot

parliament can grant a trivial request by men but turns a blind eye to the livelihood and even the very life of women

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It was published at 26 February 1910

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Maud Arncliffe Sennett

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It is the article which Maud Arncliffe Sennett wrote it for campaign,

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Timeline of the history of women suffrage:
•1832 – first women’s suffrage petition to parliament was presented

•1866 – women’s suffrage committee formed in London

•1897 – National Union of Women’s Suffrage Societies founded

•1903 – Women’s Social and Political Union was founded

•1918- Representation of the People Act passed – men over 21 and women over 30 could vote

•1928 – voting age lowered, (21+) finally women and men = equal voting rights

•1970 – equal pay act – men and women get the same wage for the same job

•Now – in the UK anyone can vote at the age of 18.