BEHIND THE SCREEN · B2/C1 · 50 min

Suffragette

A London laundry worker breaks windows, burns letter boxes and loses her child — for the right to vote. A century on, historians still argue about whether the violence won it or delayed it.

Today: you'll tell the story of Suffragette — an ordinary working woman pulled into a campaign that costs her everything — discover how much of it is true and where the film narrows the picture, and master the language English keeps for formal demands: the mandative subjunctive ("they demanded that she be released") and the fixed subjunctive phrases that survive in modern English.
Before we begin — talk it through: Is breaking the law ever the right way to change it? If a peaceful campaign has been ignored for fifty years, what should it do next? And can you think of a right you have today that somebody once had to fight for?

The words for today's story

Work through the four short activities. Each word is shown in a situation that gives its meaning away — no need to know the film yet. Say your answer out loud first, then reveal.

A. Infer from context — what does the bold word mean?

1. The staff wrote out their grievances and pinned the list to the office door: unpaid overtime, a broken heating system, and a manager who shouted at the new apprentices.
a grievance (n) — a real or believed wrong that you feel entitled to complain about; a formal complaint against someone with power over you.
2. The association had spent thirty years writing polite letters, but a militant wing lost patience: they chained themselves to gates, occupied the town hall, and dared the police to carry them out.
militant (adj/n) — aggressively active in a cause; willing to use confrontation, disruption or force rather than persuasion alone.
3. Four days in the wrecked car before anyone found her — she survived, but she came out of that ordeal unable to sleep for months.
an ordeal (n) — a prolonged, painful or frightening experience that a person has to endure.
4. It began with one raised voice; then it escalated — a shove, a thrown glass, and finally two vans of officers outside the door.
to escalate (v) — to become, or make something become, more intense, more serious or more violent by stages.

B. Closest in meaning — which one is nearest?

5. clandestine is closest in meaning to: (a) official   (b) secret and concealed   (c) noisy
(b) secret and concealed — clandestine (adj) describes something kept hidden because it is forbidden, illegal or dangerous.
6. unyielding is closest in meaning to: (a) refusing to give way   (b) easily persuaded   (c) unusually generous
unyielding (adj) — (a) refusing to give way; immovable under pressure, whether a person, a rule or a hard surface.

C. Which meaning fits? (choose a, b or c)

7. After three hours of argument the director finally conceded that the rota was unfair, and agreed to rewrite it.
To concede something is: (a) to admit that the other side has a point; (b) to shout more loudly; (c) to resign from a post.
(a) — to concede (v) — to admit something is true or to give something up, usually reluctantly and under pressure.
8. The town still puts flowers on his grave every year and calls him a martyr: he was killed for a belief he would not abandon.
A martyr is: (a) a soldier who wins a famous battle; (b) someone who dies or suffers greatly for a cause or belief; (c) a wealthy person who funds a campaign.
(b) — a martyr (n) — a person who dies, or suffers severely, for a cause, faith or principle; often turned afterwards into a symbol by others.

D. Collocation choice — which word completes the phrase?

9. Ordered three times to leave the building, she folded her arms, sat down on the floor and stared at the officers in open ______.
(a) defiance   (b) apology   (c) obedience
(a) defiance (n) — open, deliberate refusal to obey. The whole phrase is a common one: in open defiance of an order, a law or a person.
10. In 1867 Parliament voted to extend the ______, and for the first time the names of ordinary town workers appeared on the register of electors.
(a) fraction   (b) franchise   (c) frontier
(b) the franchise (n) — the right to vote in elections. To extend the franchise is to give that right to more people; a person denied it is disenfranchised.

Now use them — out loud

Talk it through before we watch:
  • Using grievance, militant and escalate, describe how a peaceful campaign might turn into a violent one. What would the stages be?
  • Which of these words does a government use about protesters, and which do protesters use about themselves? Sort them out loud and say why the choice of word matters.

The film, in three parts

Sarah Gavron's Suffragette (2015), written by Abi Morgan. Read each part, try the quick check from memory, then discuss. (There are spoilers ahead — that's the point; we're here to talk about it.)

Part 1 — The laundry and the committee room

London, 1912. Maud Watts is twenty-four and has worked in an East End laundry since she was a child — steam, scalding water, chemical burns, twelve-hour days, and a foreman whose interest in the younger girls everyone knows about and nobody names. She has a husband, Sonny, who works beside her, and a small son, George. She has no politics at all. She is not looking for a cause.

Delivering a parcel across town, she walks straight into a suffragette action — women hurling stones through shop windows in broad daylight — and recognises one of them: Violet Miller, from her own laundry. Drawn in almost by accident, Maud finds herself at the edge of a movement that is asking for something she has never let herself want. When the campaign is invited to give evidence to a parliamentary committee, Violet is chosen to speak. On the morning itself Violet arrives with her face beaten by her husband and cannot go in. Maud speaks instead.

She has prepared nothing. Asked what the vote would mean to her, she describes her own life out loud, perhaps for the first time — the years in the laundry, the wages, the future she can see waiting for her daughter's generation. It is the film's quietest and best scene. Then the government announces that the franchise will not be extended after all. The women outside the gates surge forward, the police charge, and Maud is arrested.

Quick check — answer from memory, then reveal:

1. What is Maud's job, and how does she first come into contact with the campaign?

2. Why does Maud end up giving evidence, and what happens afterwards?

1. She works in an East End laundry. Delivering a parcel, she stumbles into a window-smashing protest and sees her workmate Violet taking part.

2. Violet is beaten by her husband and cannot testify, so Maud speaks instead. The government then refuses to extend the vote, the protest outside is broken up by police, and Maud is arrested.

Discuss:
  • Maud joins nothing at first — she is simply present. Is a cause more powerful when it recruits believers, or when it converts bystanders? Which are you more likely to become?

Part 2 — What it costs

A week in prison is enough to change everything. Neighbours cross the street; the laundry lets her go once her photograph appears in the police files. Sonny, humiliated and frightened, locks her out of the house. Under the law of the time he does not need her permission for anything concerning their son — and while she is out fighting, he gives George up for adoption. Maud is allowed one goodbye. She kneels in front of a small boy who does not understand, tells him her name over and over so that he will remember it, and is taken away.

She keeps going. She meets Edith Ellyn, a chemist whose shop hides more than medicine, and hears Emmeline Pankhurst speak briefly from a balcony before the police move in. Inspector Steed, the officer building a file on her, offers her a way out: inform on the others and get her life back. She refuses. Arrested again, she goes on hunger strike, and the film shows what the state did to hunger strikers — held down, a tube forced in — soberly and without spectacle. It is short, and it is very hard to watch.

By now Maud has become what she never intended to be: a woman with nothing left to lose. She cuts telegraph wires. She posts small explosive devices into letter boxes. She is part of the team that blows up a half-built house belonging to a government minister — a building deliberately chosen because it is empty.

Quick check — answer from memory, then reveal:

1. What does Maud lose after her first prison sentence?

2. What does Inspector Steed want from her, and what does she do?

1. Her job, her home and her son — her husband locks her out and has George adopted, which the law of the time allowed him to do alone.

2. He wants her to inform on the other women in exchange for her old life. She refuses, and is arrested again, going on hunger strike and being force-fed.

Discuss:
  • Maud loses her child because of the campaign, and keeps campaigning. Is that heroic, or is it a mother making the wrong choice? Can those both be true at once?

Part 3 — Epsom, 4 June 1913

The women decide they need the one thing the newspapers cannot ignore: the King. The Derby at Epsom is the great public event of the racing year, and the King's own horse is running. The plan is to get a banner in front of the cameras. In the end only two of them get through the crowd — Maud, and Emily Wilding Davison, a veteran of prisons and hunger strikes who has spent the film at the edge of the frame.

At the rail on the bend, with the horses coming, Davison says something to Maud, steps under the barrier and walks out onto the track. The King's horse cannot avoid her. The film does not tell you what she meant to do, and it is right not to: nobody knows. She never regained consciousness and died four days later.

Her funeral becomes the demonstration the movement could never have organised for itself — thousands of women in white, moving through London behind the coffin, and a city that finally has to look. The film's last images are not staged at all: they are the real newsreel film of that procession in 1913. Then the screen tells you what happened next, in plain text, country by country, year by year — how long each nation made its women wait.

Quick check — answer from memory, then reveal:

1. Why do the women go to the Derby, and who actually gets to the rail?

2. How does the film end?

1. To put their banner in front of the King and the newsreel cameras. Only Maud and Emily Wilding Davison get through; Davison steps onto the track and is struck by the King's horse.

2. With Davison's funeral procession — using the real 1913 newsreel footage — followed by written text listing the years in which women in different countries won the vote.

Discuss:
  • The film refuses to tell us whether Davison intended to die. Would the story be stronger if it took a position — or is the uncertainty the honest ending?

Grammar — the subjunctive & formal demands

This is a film about demands: written on banners, shouted at gates, read out in committee rooms. English has a special, slightly severe grammar for that — a survival from an older stage of the language that modern English keeps almost entirely for demanding, proposing and insisting. It is called the mandative subjunctive, and once you can hear it, you will find it everywhere in formal writing.

The core pattern: verb + that + BARE INFINITIVE
After demand, insist, propose, recommend, urge, request, suggest, ask, order, require — and the nouns and adjectives built on them — English uses that + the plain form of the verb. No -s, no past tense, no to:
• The union demanded that the foreman be dismissed.
• The committee recommended that she give evidence in person. (not gives)
• The organisers urged that every branch send two delegates.
The give-away is the third person singular: that she give, not that she gives. And be stays be.
Negatives, passives, and the past
• Negative — put not straight in front of the verb. No doesn't, no didn't: "The doctor insisted that she not return to the prison."
• Passive — that + be + past participle: "They demanded that the prisoners be released."
• The past changes nothing. Even with a past reporting verb, the subjunctive keeps its plain form: "In 1913 the campaign demanded that women be given the vote." (not were given)
The British alternative: should
British English very often expresses exactly the same idea with should: "They demanded that women should be given the vote." Both are correct. The bare form sounds more formal and legal; the should form is the everyday British choice.
Careful — a real trap. Insist and suggest have two meanings, and only one takes the subjunctive:
• demand → subjunctive: "He insisted that she leave." (= he demanded it)
• claim / indicate → ordinary tense: "He insisted that she was lying." (= he stated it strongly)
The fossils: fixed subjunctive phrases
A handful of old subjunctives survive as set expressions. You cannot change their grammar; you simply learn them whole:
• if need be — if it turns out to be necessary. "They would go to prison, if need be."
• come what may — whatever happens. "Come what may, she would not pay the fine."
• be it noted / be that as it may — let it be recorded that… / that may be so, but…
• suffice it to say, far be it from me, so be it, God save the King.

1. Put the verb in the subjunctive (bare) form

Each sentence is a demand, a proposal or a request. Write the plain form.

1. The organisers insisted that every member (carry) a membership card. (a demand)

2. Her husband demanded that she (give) up the campaign at once. (a demand)

3. The prison doctor requested that the woman (be / examine) by a specialist. (passive)

4. The treasurer proposed that the fine (not / pay). (negative passive)

1. carry (not "carries" — the -s disappears)

2. give (not "gives", not "gave")

3. be examined (passive subjunctive: be + past participle)

4. not be paid ("not" goes straight before the verb — no "should not", no "wasn't")

2. Demand or statement? Choose the form the meaning needs

Two of these verbs can mean either "I demand" or "I claim". Read the meaning in brackets and decide.

1. The inspector insisted that she (be) lying to him. (he claimed it strongly)

2. The inspector insisted that she (be) taken home immediately. (he demanded it)

3. The recovered footage suggests that the flag (be) meant for the horse. (the evidence indicates)

4. Her lawyer suggested that the case (be / hear) again. (a proposal)

1. was (ordinary past — "insist" here means "claim")

2. be (subjunctive — "insist" here is a demand)

3. was ("suggest" = indicate, so an ordinary tense)

4. be heard ("suggest" = propose, so the passive subjunctive)

3. Complete the account — subjunctives and fixed phrases

Fill each gap. Two of them need one of the fixed expressions from the box above. Read the whole thing aloud when you're done.

Before the deputation set out, the secretary requested that every woman (write) her name on the list, and insisted that nobody (act) alone. They would walk to the gates of Parliament and, (fixed phrase — "whatever happens"), they would not turn back. The treasurer proposed that the fines (not / be / pay), and added that, (fixed phrase — "if it proves necessary"), every one of them should be ready to be arrested.

write · act · come what may · not be paid · if need be

Notice the shape of the whole paragraph: a reporting verb of demanding, then that, then a verb with nothing added to it. That flatness is the sound of formal English at its most serious.

Carry it into the Speak tab. Every banner in this film is a subjunctive in disguise: we demand that women be given the vote.

The Real Story — did the militancy work?

Most films in this series ask "how much of that was true?". Suffragette raises a harder question, and it is one the film deliberately leaves open. The events are largely real. The argument is about what they achieved. More than a hundred years later, historians still have not settled it — a 2019 article in the journal Women's History Review put the question straight into its title: Did militancy help or hinder the granting of women's suffrage in Britain?

🗳️ Who in that film actually existed?

Maud Watts is invented. She is a composite, built by the writer out of the recorded lives of working-class suffragettes — women who risked their jobs, their marriages and their children. Violet Miller and Inspector Steed are invented too. Emmeline Pankhurst and Emily Wilding Davison were entirely real, as were Lloyd George and King George V. Edith Ellyn, the chemist, is fictional but loosely modelled on two real women, one of them Edith Garrud (1872–1971) — the first British woman to teach jujitsu, who from 1913 trained the WSPU's roughly thirty-strong "Bodyguard" to protect Pankhurst from arrest. The press called them the "Jiujitsuffragettes". One production detail is genuinely a first: this was the first feature film permitted to shoot inside the Houses of Parliament.

Two movements, not one — and the word itself was an insult

The film shows you one wing of a much larger campaign. The suffragists of the National Union of Women's Suffrage Societies, led by Millicent Fawcett, were far more numerous and strictly constitutional: petitions, meetings, patient lobbying, decade after decade. The suffragettes were the militant breakaway. Emmeline Pankhurst founded the Women's Social and Political Union on 10 October 1903, at her house in Nelson Street, Manchester, with her daughters Christabel and Sylvia. Membership was women only. The motto was "Deeds not words".

Even the name was a weapon first used against them: suffragette was coined in 1906 by a Daily Mail journalist, Charles E. Hands, to belittle the new militants as something less than serious suffrage workers. The WSPU picked the insult up and wore it — reading it, with some relish, as the women who would get the vote.

What followed escalated hard. Windows, then arson: roughly 250 arson or destruction attacks in a six-month period in 1913 alone, and at least seven churches bombed or burnt in 1914. The half-built house of the Chancellor, David Lloyd George, was bombed on 19 February 1913 — two devices, one of which exploded, causing serious damage. Note what the film gets right about this: the buildings chosen were generally empty. The WSPU attacked property, and set out not to take life.

The state's answer — and how it backfired

Imprisoned suffragettes began refusing food in July 1909, starting with Marion Wallace Dunlop. The government's response was force-feeding, and it was not rare or symbolic: one suffragette, Evaline Hilda Burkitt, was force-fed 292 times between 1909 and 1914. When the public reaction to that turned ugly, Parliament passed the Prisoners (Temporary Discharge for Ill-Health) Act 1913 — release a starving woman, let her recover at home, re-arrest her to finish her sentence, repeat. It was nicknamed the Cat and Mouse Act, after the way a cat lets its prey escape a few times before killing it.

It did not work. The police struggled to find the women again, who were sheltered by networks of supporters and physically defended by Garrud's Bodyguard. What the Act did achieve was to turn imprisoned suffragettes from figures of ridicule into objects of public sympathy. This is the strongest argument on the militants' side, and it is worth stating precisely: the militancy did not persuade the government — it provoked the government into acts that damaged the government.

Emily Davison: be careful what you claim

On 4 June 1913, at Tattenham Corner at the Epsom Derby, Emily Wilding Davison ducked under the rail and was struck by Anmer, King George V's horse, ridden by Herbert Jones. She died on 8 June of a fracture at the base of the skull. She was forty. Her funeral on 14 June was led by a procession of five thousand women through London.

Everything after that is contested, and two popular claims deserve care. First, the famous return ticket: it is often produced as proof she did not plan to die — but researchers have established that on Derby day only return tickets were sold at all, so it proves much less than it is asked to prove. Second, the flags: police records list two WSPU flags folded and pinned inside her jacket, together with a race card, a diary, and a ticket to a suffragette dance that same evening. In 2013, forensic examiners digitally cleaned the surviving newsreel footage for a documentary and concluded that her movement is most consistent with an attempt to attach or throw a flag over the horse — not with a deliberate suicide. The coroner's verdict at the time was misadventure, not suicide.

So: probably not a planned martyrdom; certainly an act she knew could kill her. The film's refusal to resolve it is not evasion — it is the state of the evidence.

What was actually won, and by whom

Here is the uncomfortable chronology. Militancy stopped in August 1914, when war broke out, the government granted an amnesty to suffrage prisoners and the WSPU suspended its campaign. The vote came four years later, in peace negotiations of a very different kind. The Representation of the People Act 1918 enfranchised women over 30 who met a property qualification — about 8.4 million women — while giving the vote to virtually all men at 21 (19 in the armed forces). The electorate leapt from roughly 8 million to 21 million.

Read that qualification again, because it is the sharpest fact in this lesson: the women the film is about were largely excluded from the victory. Domestic servants were shut out; so were women living in their parents' homes; so was everyone under 30. A twenty-four-year-old East End laundry worker like Maud Watts would not have qualified in 1918. Full equality waited for the Equal Franchise Act 1928 (royal assent 2 July 1928), which brought women in at 21 on the same terms as men and added roughly five million more.

And that is where the historians divide. For the militants: nothing else had worked in fifty years; the WSPU made the question impossible to ignore and forced the state into self-defeating brutality. Against: many suffragists at the time — and some historians since — argue the bombings hardened Parliament, cost the cause sympathetic MPs, and delayed a reform that was already advancing; the vote arrived, they point out, only after militancy had been abandoned. Both positions are held by serious people, and the evidence genuinely underdetermines the answer.

Where the film narrows the picture

Two honest criticisms. First, by telling only the militant story, the film can leave the impression that the WSPU was the campaign, and the far larger constitutional movement all but disappears. Second, the film is almost entirely white, and the movement was not. Princess Sophia Duleep Singh (1876–1948), daughter of the last Maharaja of the Sikh Empire and a goddaughter of Queen Victoria, was a WSPU member, a leading figure in the Women's Tax Resistance League, and was on the deputation to Parliament on 18 November 1910 that ended in the violence known as Black Friday. The publicity did not help: in September 2015 the cast were photographed in T-shirts printed with a Pankhurst line, "I'd rather be a rebel than a slave", and critics called the choice tone-deaf.

Take these into the discussion:
  • What's real, what's invented — and does it matter that the woman at the centre of this film never existed, if every detail of her life happened to someone?
  • The vote came four years after the militancy stopped. Is that evidence the militancy failed, or evidence that it had already shifted the ground?
  • The 1918 Act mostly enfranchised older, propertied women — not the laundry workers who went to prison. Is a victory that excludes the people who won it still a victory?
Go deeper: we've only had time here for the argument the film raises — the whole movement, from the first petitions to 1928, is a lesson of its own — Short History: The Suffragettes →

Speak

This is the heart of the lesson — do it all out loud. The timer keeps you going; fill the time with detail.

Useful language: reach for today's structures whenever you report what someone wanted — "the campaign demanded that women be given the vote", "her husband insisted that she stop", "the doctor recommended that she not be re-arrested", and the fixed phrases if need be, come what may, be that as it may. For argument: "The strongest case for that is…", "That's true up to a point, but…", "I'd concede that… and still argue that…".
Time remaining: 4:00
Task A · Tell the story (4 minutes)

Tell the story of Suffragette in your own words, as if to someone who has never heard of it. Move through the arc: the laundry and the accidental first protest → the committee room and the refusal → prison, the lost job, the lost child → the hunger strike and the letter boxes → Epsom, and the funeral that became a demonstration.

Work in at least five key words (grievance, militant, ordeal, escalate, clandestine, unyielding, concede, martyr, defiance, franchise), and use the subjunctive every time you report a demand: "the women demanded that Parliament extend the franchise"; "the court ordered that she be re-arrested".

Task B · Deeds or words? (4 minutes)

This is the argument the film leaves on the table. Build a case, then argue the other side as well as you can. Did the militancy win the vote, or delay it? Use what you now know: fifty years of ignored petitions on one side; bombed buildings, a hardened Parliament and a victory that arrived only after the militancy stopped on the other. Then take a position and defend it.

Task C · When is breaking the law legitimate? (4 minutes)

Beyond this film: is there a line between protest that a democracy must tolerate and protest it must punish — and where would you draw it? Make your case with examples.

Stuck for an idea? Pick one of these and run with it:

  • Whether damaging property can ever count as non-violent protest.
  • A historical campaign you admire that broke the law — and one that lost public support by doing so.
  • Whether governments should negotiate with movements that use disruption, or refuse on principle.
  • How news coverage changes what protesters choose to do.
  • A right that people in your country now take completely for granted — and how it was actually won.
  • Whether a film about a real movement has a duty to show its opponents fairly.

To finish — the bigger questions

  1. The film gives us an invented woman inside a true history. Does a composite character make a story more honest, because it can hold many real lives — or less honest, because no one can check it?
  2. Emily Davison probably did not intend to die, but knew she might. Does that make her a martyr, or does the word only work if the death was chosen?
  3. The women who suffered most in 1913 were mostly still voteless in 1918. What does that tell you about how reforms actually get made — and who gets included first?
  4. Before you go — from memory: give one sentence using demand / insist / recommend + that + bare infinitive, one passive version ("…that she be…"), and one of the fixed subjunctive phrases — and explain why the verb has no -s.