The women who broke the law, went to prison and refused to be quiet — until Britain gave them the vote.
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Each new word is hidden in a sentence. Read it aloud and say what you think the bold word means from the rest of the sentence — then reveal it and see how close you were.
Read each part. After it, there's a quick comprehension check (try the questions from memory first), then one thing to discuss.
For most of the nineteenth century, British women could not vote. Whatever their wealth, education or intelligence, they had no say in who governed them. Campaigners had asked politely for decades — writing letters, gathering signatures, sending respectful petitions to Parliament. And for decades, Parliament had listened, nodded, and done nothing.
In 1903, a Manchester widow named Emmeline Pankhurst decided that patience had failed. With her daughters Christabel and Sylvia, she founded the Women's Social and Political Union, or WSPU. Its motto was blunt: "Deeds, not words." If polite requests were ignored, she argued, then women would have to make themselves impossible to ignore. The newspapers coined a name for them, half insult, half headline — the suffragettes.
At first their protests were loud rather than violent. They interrupted political meetings, shouting "Votes for women!" until they were dragged out. They chained themselves to railings so that police could not easily remove them. They marched in their thousands through London in white dresses and purple sashes. The message was simple and relentless: women wanted the vote, and they were not going to sit quietly and wait for it.
1. Who founded the WSPU, and what was its motto?
2. Why did the suffragettes turn to bolder methods after decades of polite campaigning?
1. Emmeline Pankhurst (with her daughters Christabel and Sylvia) founded the Women's Social and Political Union in 1903; its motto was "Deeds, not words."
2. Because decades of polite petitions and letters had been ignored by Parliament, so they decided to make themselves impossible to ignore.
As the years passed and Parliament still refused, the WSPU grew more militant. Suffragettes broke windows in Downing Street and along Oxford Street. They set fire to empty buildings and postboxes. They were arrested in their hundreds and sent to prison — which was, in a sense, exactly what they wanted. Every trial, every sentence, put "Votes for Women" back on the front pages.
In prison, the women demanded to be treated as political prisoners rather than common criminals. When they were refused, they went on hunger strike, refusing all food. The authorities were alarmed: a woman starving to death in a government prison would make her a martyr overnight. So the prisons began to force-feed them — a brutal, painful and degrading procedure. When public outrage grew, the government passed the so-called "Cat and Mouse Act," releasing weakened women until they recovered, then re-arresting them to serve the rest of their sentence.
The suffering was real, and it was a deliberate strategy. The women were, in effect, offering their own bodies as proof of how serious they were. Emmeline Pankhurst herself was arrested again and again. The campaign had become a test of endurance between a determined movement and a government that would not yield — a test neither side seemed willing to lose.
1. Why did going to prison actually help the suffragettes' cause?
2. What was the "Cat and Mouse Act," and what problem was the government trying to solve with it?
1. Every arrest, trial and sentence kept "Votes for Women" in the newspapers and won public attention and sympathy.
2. A law that let prisons release hunger-striking women once they were dangerously weak, then re-arrest them when they recovered — to avoid a woman dying in custody and becoming a martyr.
On 4 June 1913, at the Epsom Derby, a suffragette named Emily Wilding Davison stepped onto the racecourse and into the path of the King's horse. She was struck and, days later, died of her injuries. Whether she meant to sacrifice her life, or only to pin a suffragette flag to the horse and misjudged the danger, has never been settled. What is certain is that her funeral drew thousands of women in white, and her death gave the movement its most famous martyr.
Then, in 1914, the First World War changed everything. The WSPU suspended its campaign and threw its energy into the war effort. Across the country, women stepped into the factories, the offices and the fields left empty by men who had gone to fight. When the war ended, the old argument that women were unfit for public life had become impossible to sustain.
In 1918, Parliament finally gave the vote to women over thirty who met a property condition — a partial, cautious victory, but a victory all the same. Ten years later, in 1928, the law changed again, granting women the vote on exactly the same terms as men, from the age of twenty-one. Emmeline Pankhurst died just weeks before that final Act became law. The relentless campaign she had led had ended in something that once seemed impossible: equality at the ballot box.
1. What happened to Emily Wilding Davison in 1913, and why did it matter to the movement?
2. What did the changes of 1918 and 1928 each grant, and how did the war affect the argument?
1. She stepped in front of the King's horse at the Epsom Derby and died of her injuries days later; whether it was intended as sacrifice is unclear, but she became the movement's most famous martyr.
2. 1918 gave the vote to women over thirty who met a property condition; 1928 gave women the vote on the same terms as men, from twenty-one. Women's war work made the claim that they were unfit for public life impossible to maintain.
The suffragettes were superb at rhetoric — at framing a demand so that saying "no" felt indefensible. One of English's neatest persuasive tools does exactly that: the question tag. "Women deserved the vote, didn't they?" isn't really a question — it's a statement that dares you to agree. Master these and your English will sound both more natural and more persuasive.
Complete each statement with the right tag. Watch the polarity and the auxiliary.
1. Women deserved the vote, ?
2. Parliament wouldn't listen at first, ?
3. Emmeline Pankhurst founded the WSPU, ?
4. The suffragettes hadn't broken any windows yet, ?
1. didn't they (positive statement → negative tag; no auxiliary, so use "did")
2. would it (negative statement → positive tag; auxiliary "would"; "Parliament" = it)
3. didn't she (positive → negative; use "did"; Pankhurst = she)
4. had they (negative → positive; auxiliary "had")
Add a short response that agrees with the first speaker. Use So…, Neither/Nor…, or a short answer.
1. "Emily Davison was incredibly brave." — " the others." (agree, positive)
2. "The government wouldn't back down." — " the suffragettes." (agree, negative)
3. "Did they really go on hunger strike?" — "Yes, ." (short answer)
1. So were (So + auxiliary "were" + subject: "So were the others.")
2. Neither would (or "Nor would" — Neither/Nor + auxiliary + subject: "Neither would the suffragettes.")
3. they did (short answer echoes the auxiliary "did")
Fill each gap with a question tag or a short response so the paragraph reads like a persuasive argument. Read it aloud once you're done.
You believe in fairness, ? Then you can see that these women were treated unjustly. They asked politely for years, and Parliament ignored them, ? Half the country was silenced. Well, no free nation should silence half its people — agree the men who claimed to lead one. So the women stopped asking, and they started demanding.
don't you (positive → negative tag) · didn't it (positive → negative; "Parliament" = it) · nor did (Nor + auxiliary + subject: "nor did agree the men…", i.e. neither did they)
Notice how each tag turns a claim into a shared conclusion the listener has to accept — that's the rhetoric of persuasion.
Hold on to these — you'll need them in the Speak tab, where the whole point is to argue a case and make your listener nod along.
You've read the story and you have the words — so now the real thing is within reach. There's a full podcast episode that tells this story in much greater depth, in natural, real-speed English. It's optional: the lesson stands on its own without it.
From the Noiser podcast network. Hosted by historians, roughly 50 minutes. It plays in the page on the Noiser site, or search "Short History Of The Suffragettes" on Spotify.
Play on Noiser →This is the heart of the lesson — do all of it out loud. The timer is there to keep you going: fill the time with detail rather than escaping it.
Tell the story of the suffragettes in your own words, as if to someone who has never heard of them. Move through the arc: decades of polite petitions ignored → Emmeline Pankhurst and the WSPU, "Deeds not words" → prison, hunger strikes and force-feeding → Emily Davison at the 1913 Derby → the war, then the vote in 1918 and full equality in 1928.
Weave in question tags to carry your listener along ("You can see why they were angry, can't you?") and work in at least five key words (suffrage, campaign, militant, martyr, hunger strike, petition, activist, sacrifice, landmark, emancipation).
The suffragettes broke windows, set fires and courted arrest. Were these militant methods justified, given that peaceful campaigning had failed for fifty years? Build an argument for one side, use question tags to press your case, and then argue the opposite side just as hard.
Talk about a cause or a change you believe in. Use the grammar of persuasion — question tags and short responses — to make your listener agree with you.
Stuck for an idea? Pick one of these and run with it: