Crime and Protest Teacher Book sample Unit 1 - Pearson Schools

Crime (1B) and Protest (3B)

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This Teacher Guide supports the Edexcel GCSE History B Schools History Project Crime and Protest Student Book. It offers a range of suggestions for classroom activities along with photocopiable worksheets. Many of the ideas can also be easily adapted and used again with different material at another point in the teaching of this specification.

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Schools History: this website has both revision sections and interactive tests.

SchoolHistory: this website has a range of resource sheets as well as links to other sites, and also an excellent teachers’ forum where there are many activities, resources and tips freely provided by experienced teachers.

2: c1750–c1900 3: c1900 to present day

Extension Studies

4: Crime and punishment from Roman Britain to c1450 5: Changing views of the nature of criminal activity c1450 to present day

Unit 3B

Key themes for the SHP development study

The key themes in this option are the nature of crimes, the response of the state and the law, and the order mechanisms that are used. The emphasis of the specification is clearly on students being able to demonstrate an understanding of human development and change in British history over an extended period of time. There needs to be analysis of developments within and between periods to show an understanding of particular key themes: causation; change and continuity; similarity and difference; and significance.

It is very important in this development study to distinguish from the beginning between the patterns (or ‘threads’) of change and the factors that push on those threads, making the change happen. A different language set and different set of analytical tools are used to deal with these: • •

8: The miners’ strike 1984–85

Nature of change deals with patterns and comparisons Factors causing change uses the language of causation.

‘Factor’ in this spec has a precise meaning – it is something that causes change. It is also important to emphasise the role of attitudes and values in determining punishment and in bringing about (causing) new approaches to both crimes and punishments. The specification states that students should be able to: •

show an understanding of the process of change, including the role of individuals and a range of factors

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show an understanding of the nature and extent of change, and the impact of specified developments throughout society

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show an understanding of patterns of change; trends and turning points, and whether the change has brought progress

6: Suffragettes 1903–14

7: The General Strike 1926

Introduction to crime and punishment from 1450 to present day

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1: c1450–c1750

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There are many good websites that will also offer activities and inspiration. Go to www. heinemann.co.uk/hotlinks, enter express code 4462T and click on the appropriate link:

Unit 1B

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The modular approach, with examinations available in both January and June, together with the resit option, also means that students have less need to retain and recall subject knowledge and subject skills over a long period of time.

The activities within this Teacher Guide are numbered to cover the following divisions within the specification and Student Book. They match the numbering of the Student Book double page spreads. Each spread in the Student Book has some notes here in this Teacher Guide, which can then be followed by suggestions for activities and, following the teacher notes for each section, resource sheets to support selected activities.

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Current teaching and learning resources can still be used for most topics while taking into account the clearer focus on the particular assessment objectives being examined in the new specification for both Units 1 and 3. There is also more choice of questions within the new Unit 1.

ThinkingHistory: this website is run by Ian Dawson and is particularly strong on kinaesthetic activities.

SHP website: this website is the home site of the Schools History Project.

Resource sheet numbering

Although there is no requirement for schools to combine Unit 1B (Crime and punishment) and Unit 3B (Protest, law and order in the 20th century) it is likely that many schools will do so because teachers are familiar with the material. Both the Student Book and this Teacher Guide also aim to offer activities that will support schools that have chosen to study Unit 3D (The work of the historian).

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BBC Bitesize: this website has both revision sections and interactive tests.

Option 1B: Crime and punishment

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Crime and punishment (1B) and Protest, law and order in the 20th century (3B): Introduction

9: The poll tax protests 1990

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relate events in their chosen study area to the wider historical context.

This teacher’s resource is designed to focus on these key themes and aid you in helping your students to develop the skills and understanding they need to get the most from their course.

(Student Book page 2) These pages in the Student Book set out the key ideas for Option 1B of the specification and it may be useful to spend some time with students getting a grasp of the period involved via the timeline provided, stressing of course that for this part of the course they are concerned with the period from the Middle Ages up to the present.

Emphasising chronology A good grasp of chronology is important in this unit and it helps if students divide their work clearly into the specification sections: •

c1450–c1750; c1750–1900; c1900–present day.

It can also be helpful to produce worksheets and handouts on coloured paper, with a different colour for each section.

Formulaic approach Within each section, a formulaic approach to the core themes can give student notes a clear structure, for example: always beginning a period with a section on the nature of crimes, followed by how the authorities tackled crime, with the nature of punishment and law enforcement, then an evaluation of the influence of attitudes in society to crime and punishment and the role of any key individuals. In this way, students can see the same pattern in each period and it is easier to then review the whole period thematically. A ‘washing line’ or wallchart showing key events and turning points can be a useful aid and a stimulus for discussion, using the idea of positioning them on a graph to show if crimes and punishments were specific to a period or whether it is possible to show continuity.

Activity: Threads One way to get across the special nature of a development study is to explain to students that there are ‘threads’ running through this course: themes that you can trace all the way from the starting point of c1450 right through to the present day.

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Do people always steal the same sorts of things, or are the types of things people steal different at different points along the thread?

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Would it ever be possible to cut the ‘thread’ of theft in society? What sort of society would have no theft?

Students could work on this task in small groups and then present ideas back to the class.

Activity: What makes something a crime? (Resource sheet 0.1a) This is an introductory starter activity, intended to develop categorisation skills and start students thinking about abstract definitions. Either hand out the sheet or write the concepts up on the board and ask students to sort them into two categories: ‘crime’ and ‘not a crime’. You can prompt the analysis with questions such as: •

Is killing a person in a time of war a crime?

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Is breaking school rules a crime?

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Are all actions that are bad ‘crimes’?

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Could lying about your age ever be a crime?

Produce a set of scissors and ask another student to cut the string. Tell the students that sometimes a thread doesn’t continue: something happens that cuts off that development, or changes it into something completely different. Once this is over, ask students to think about theft: a type of crime as old as human society itself and one that we still see plenty of today. If theft is the theme represented by the thread, then:

Activity: Doncaster then and now (Resource sheet 0.1b)

For this activity you will need information about the Conisbrough Court Rolls (go to www. heinemann.co.uk/hotlinks, enter express code 4462T and click on the appropriate link). Conisbrough is a village near Doncaster. In this activity, students read about some of the crimes brought before the Conisbrough manorial court in 1605, and try to work out what sorts of crimes were being committed. Some vocabulary will need to be explained: •

4d: 4 pence (It will help to explain the relative value of money then compared to now. In 1605, a labourer's daily wage rate was approximately 9d.)

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affray: fighting in a public place

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hemp soaking: soaking hemp in a river released toxic chemicals downstream: this was covered by a national law because the effects might not be confined to the manor.

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Would the things that are crimes now always have been crimes?

The next part of the activity lists newspaper reports of court cases from present-day (2009) Doncaster. Names have been changed, but the crimes and punishments are real ones. Students are asked to identify any connections between types of crimes in 1605 and 2009. If it doesn’t arise from the discussion, you could prompt questions about gender and crime, economic versus other causes and how the authorities treat offences against those attempting to enforce the law.

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Was playing truant a crime before schooling was compulsory?

Activity: Catching onto context

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Was breaking the speed limit a crime before cars were invented?

This could lead onto a class discussion about what makes something a crime. The following questions may be useful for structuring the discussion:

A couple of the statements included on the resource sheet may need some further explanation: ‘hare coursing’ (the blood sport of the pursuit of hares by hounds) is now banned absolutely; an obsolete law does exist saying that it is an offence to impersonate a sailor; and

(Resource sheet 0.1d) This is a general resource sheet that students can keep adding to as they work through the course. It lists some key issues next to periods, and students should decide whether the issue has remained the same from one period to another, or changed.

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Activity: Continuity or change?

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What factors might mean the amount of theft goes down?

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Reinforce at this point that when we talk about change we are identifying something happening that is different from the way it was before. If it is not different, it is not change. Say that the two students (or ‘factors’) who pulled the string have changed it from the way it was before. The string looks very different at those two points from how it looked before.

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it is still ‘treason felony’ to advocate harming or removing the monarch ‘by publishing any printing or writing’ – though successful prosecutions of these laws would be unlikely in the modern age.

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You can then move on to explain the factors that cause change. This can be done by getting two further students to pull (gently) on two different sections of the string, so that the line changes shape. Explain that we don’t often see a straight thread of continuity from c1450 to the present. Different factors affect the thread in different ways, and this course is going to look at these too and investigate the process of change.

What factors might mean the amount of theft in society goes up?

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Ask another two students to get up and hold onto the string at a couple of different points. Say that we are interested in what this continuing theme ‘looks’ like at different points along its course, for example in the 18th century or in the 19th century. We are looking at the nature of change: we can compare things at different points; we can look for patterns. At this point, if appropriate, you could ask the class to make some brief comparisons between the four people holding onto the line and the time periods they represent.

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To make this a really graphic learning point, get a student at the back of the class to hold one end of a piece of string while you hold onto the other. The student at the back can be a medieval peasant in 1450, while you represent the modern day: up to date and ‘with it’ (or you could reverse these roles). With the string pulled tight and level, you can then tell students that we are interested in continuity in this course: looking at things that stretch through the period or run through parts of it.

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(Resource sheet 0.1c) Context is very important in this part of the course. Crime and punishment is, of course, hugely influenced by contemporary attitudes, values in society and by the organisation of society. The resource sheet uses a modern-day example of conflicting views about fishing to draw this point out.

Activity: Key words sort (Resource sheet 0.1e) This general activity contains some of the key words for this section: these could be used in a variety of ways to build up student knowledge of specialist vocabulary, from asking for definitions of these words, to sorting words into different categories.

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Crimes

Not crimes

1. The punishments are all fines, paid in shillings (s) and pence (d). What case got the highest fine and what got the lowest?

Lying about your age

3. What sort of person do you imagine Henry Hurst the constable was? If he was the same Henry that was fined for soaking hemp in a river, and if he was some sort of relation to Thomas and John Hurst, does that change the picture you have of him?

Playing truant

Calling someone ‘ugly’

Smoking

Not doing your homework

Beating someone up

Selling drugs

Posting lies about someone on the internet

Hare coursing (hunting hares with dogs)

Selling someone as a slave

Impersonating a sailor

Playing music in the street

Not walking on the left of corridors and stairs

Saying that the monarchy should be abolished

Henry Hurst was elected constable for this coming year,

Thomas Hurst [was fined] 4d beca use he tied up a mare in a sown field. Ralph Hill 4d for the same in the same field. John Edmonds 4d because he did not constrain his pigs. John Hurst 20d and Thomas Tagg 20d because they made affrays by turns. The same John Hurst 3s 4d because he gave a box on the ear to Godfrey Roebuck, constabl e, in the execution of his office to keep the lord king ’s peace. They also declare that Henry [Hurst? ] 2d soaked hemp against the statute.

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21 July 2009

Breaking the speed limit

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Smelling bad

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Stealing a diamond ring from a shop

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2. Why do you think people were taken to court over what they did with their horses and pigs? What does that say about the sort of community Dalton was?

Killing someone

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Decide which of the things listed at the bottom of this sheet are crimes and which are not crimes. Put them into the correct column in the table.

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Resource sheet 0.1b Doncaster then and now

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Resource sheet 0.1a What makes something a crime?

1. What differences are there between the cases brought to court in 1605 and 2009 and the ways they were punished? 2. What similarities can you find between 1605 and 2009?

Magistrates’ Court proceedings The following people have appeared at Doncaster Magistrates' Court during June 2009 charged with the following offences: David Slodbury of Corton Avenue admitted the offence of drink driving. He was banned from driving for two years, given a £300 fine and ordered to pay £65 in costs. Peter Pingus, 35, of Inuit Road, pleaded guilty to two charges of assaulting a constable on July 22. Sentencing Pingus to 18

weeks in prison, magistrates said that the court viewed the assault very seriously. Sean Smith, 27, of Letsby Road, pleaded guilty to driving while disqualified. He also admitted driving without insurance. He was ordered to carry out 200 hours of unpaid work and pay £80 in costs. Barry Edwards has been electronically tagged after stealing a £50 bottle of aftershave. He was given a community order and must comply with a curfew.




Resource sheet 0.1c Catching onto context

Why aren’t crimes punished like that today in this country?

1900–present 1750–1900

Key people:

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Were all people treated equally before the law?

Why did punishments used to be so harsh: e.g. mutilations and gruesome executions?

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Deterrents:

In this course, it is really important to think about context: what was happening in society at the time. As society changes, so do attitudes to what crime is and how it should be punished. For example, think about these two questions:

Punishments:

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4. Are there other things that could be done to try to solve the problem, apart from criminalising this fishing? Think of as many alternatives as you can.

Types of crime:

3. Imagine you are an irate angler, writing to your local MP to complain about carp being fished for eating. What arguments would you make about why the police should crack down on this behaviour?

Causes of crime:

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2. How do Polish attitudes towards carp mean that a problem has appeared where there wasn’t one before?

1450–1750

1. Is any of the behaviour described in the article criminal behaviour?

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5 arise w_003_J748can This news story shows that crimes can look very different to different people. Problems 904462_a HL Studios due to changes in society, and some parts of society may want the authorities to solve problems by making certain actions a crime, or getting the police to crack down on types of behaviours or groups of people.

Period:

up in arms British anglers are ir beloved the of s los the t abou Times is ng gli An carp: the ard for rew offering a £10k to a g din lea on informati crime. rp ca prosecution for it on the ba of rt so t tha With be able to hook, maybe they’ll all this fishy put an end to business.

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fishing for Poles are used to can find y the r carp whereve

out cultural It’s not just ab theft can be rp ca s: ce en fer dif These are . too s es big busin d other an valuable fish, itors are vis n ea rop Eu rn Easte

ing huge nets reported to be us l charges to ica ctr ele en ev and ponds and rp ca clean out market. ck clean up at the bla

A key part of your course is recognising whether things changed over time, or whether there was continuity (things staying the same). You can use this chart to map what happens with some key factors over time. Decide what colours or icons you are going to use to show continuity and change.

be turkeys It used to just for Christte vo n’t did who ks like the loo it w mas, but no d rivers will an es lak r ou in rp ca tive season be dreading the fes traditional too. While the dinner is as tm ris Ch h Britis zone, ree h-f fis generally a land Po in se that’s not the ca takes h fis ny bo where the come 25 pride of place now UK d An er. mb Dece s as carp arm in up anglers are from the ng ari pe ap dis are t! pond – into the po

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. .. s a m t s i r h C r o f t s Carp aren’t ju

Resource sheet 0.1d Continuity or change?

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Read this newspaper article and then answer the questions that follow.



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Capital punishment

Assault

Acquitted

Constables

✂ Corporal punishment

Crime

Crimes against property

Crime rate

✂ Crimes against the person

Deterrence

Detection

Enforcement

(Student Book pages 2–17)

For the section c1450–1750, you need to ensure coverage of: •

The nature of criminal activity: crimes against the person, property and authority

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The nature of punishment and law enforcement; the development of the Bloody Code

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The influence of attitudes in society on crime and punishment.

The specification provides the following amplification of this content:

Felony

Homicide

Industrialisation

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✂

Magistrates

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Poaching

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Smuggling

Technology

The roles and approaches of the authorities and local communities in law enforcement and keeping the peace. Capital and corporal punishment. The reasons for increasingly severe approaches to punishment. The significance of key individuals and events: Guy Fawkes and Jonathan Wild; and the start of transportation.

1.1 Medieval ideas about different types of crime and punishments (Student Book pages 4–5) There is clearly a good opportunity here to contrast modern lifestyles with medieval lifestyles and to start to develop students’ understanding that some crimes and their punishments were very different from those we see in the world around us and on the TV today – although there are also similarities to be drawn out.

(Resource sheet 1.1a) This activity is designed to test students’ understanding of the significance of the information in the Student Book. Students read

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Criminal activity in the late Middle Ages and Tudor and Stuart periods: the nature of and attitudes to theft, violence, poaching, smuggling, vagabondage and treason.

Activity: Courts in the act

Urbanisation

Treason

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Transportation

Society

Rehabilitation

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Retribution

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Reform

Punishment

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Prevention

Policing

✂ Public order

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Moral panic


the four case studies and decide for each: a) which court the case would be tried in; b) the likely verdict; and c) the punishment if found guilty.

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Section overview

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Core section 1: Crime and punishment c1450–c1750

Resource sheet 0.1e Key words sort

It may be a good idea to complete one card as a class to model the thinking needed to complete the task. Instruct students to complete the activity in pairs. Ask the pairs to feed back on different aspects of the task. The task could be differentiated by asking stronger students to write an explanatory sentence justifying their conclusions. These too could be shared with the class. An extension to this activity could be to introduce the concepts of prevention and detection, and encouraging students to contrast their experience of how things are done today with how things were done in the past. •

Question: how do we prevent and detect crimes now?

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Follow-up question: without CCTV, burglar alarms, fingerprinting, forensic science, police and prisons, how could you prevent and detect crimes?

Students could comment on, analyse and critique the responses of their peers. More able students could be encouraged to design a system of prevention/detection for the medieval period.

1.2 Medieval ideas about preventing crime and catching criminals (Student Book pages 6–7)

Activity: Crime scene investigation – medieval and modern (Resource sheet 1.2a) Activity 2 in the Student Book asks students to write definitions of ‘crime prevention’ and ‘crime detection’, and then to list modern crime prevention and detection methods and compare them with what medieval authorities had or did not have. This sheet supports this activity and provides some prompts for students to use.

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Option 1B: Crime and punishment •

1 point for each relevant point made

Activity: Summary poster activity

(Resource sheet 1.2b)

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5 points for each point supported by a relevant example

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2 points for each relevant question asked to the opposing team.

This activity is designed to develop skills of research and presentation. Students choose one person/group executed for treason during this period (they can choose Guy Fawkes, the Scottish Jacobites, or those executed by Henry VIII). They should produce a poster about this person/group explaining a) who they were, b) what they did, c) how they were punished. Go to www.heinemann.co.uk/hotlinks, enter express code 4462T and click on the appropriate link to get lots of information to start students off on this task.

Activity: Choose the beggar (Resource sheet 1.3a) In this activity, students act as the Tudor authorities, deciding whether the individuals before them are deserving poor or sturdy beggars. The statements given provide some basis for reinforcing learning about why people turned to begging and the punishments available.

Activity: Vagrancy Act debate

In this spread in the Student Book, the relationship between threats to insecure rulers and public displays of a ceremony of extreme punishment is examined.

Activity: The execution of Guy Fawkes and the other plotters (Resource sheet 1.4a)

In this activity students study aspects of the National Portrait Gallery’s picture ‘The Execution of Guy Fawkes’ by Visscher, 1606. The National Portrait Gallery’s website allows you to zoom in and around the picture in lots of detail (go to www.heinemann.co.uk/hotlinks, enter express code 4462T and click on the appropriate link). This resource sheet includes a few details from the picture showing the horrific nature of the punishments, the role of the authorities and the public nature of the punishment.

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This debate activity is designed to encourage students to a) support a judgement with examples; b) make relevant claims and counterclaims; c) see both sides of an argument; and d) participate in teamwork.

1.4 Treason and plot! Why rulers felt under threat and the impact of this on the treatment of crime (Student Book pages 10–11)

It is 1547 and the Vagrancy Act has just been passed. Half of the class will represent beggars who feel that begging is not a crime and therefore the Vagrancy Act is unjust. The other half of the class will represent wealthy people, who feel that beggars should go to work rather than demanding help from those with money.

Using information from this section, hold a debate over whether the Vagrancy Act should be repealed. The debate should be scored as follows:

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These pages cover the moral panic of medieval and later times over vagrancy and the changing attitudes towards the treatment of beggars. Students should be aware of the possible causes of the rise in vagrancy in the period, the ways in which vagrancy became criminalised, and the social attitudes towards the deserving and the undeserving poor.

Practical tips: choose articulate and able students to be team leaders. Encourage team leaders to give appropriate tasks to the different members of their teams. For example, some could think of questions to ask the other team, others could research arguments that could be made in the speech, and other students could anticipate the questions that will be asked to them, and prepare answers.

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At the end of the debate, the team with the most points wins.

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1.3 Punishing the poor: Victims of poverty, or criminal beggars?

Before the debate, the teacher should choose a team leader for each team. The debate will begin with each team leader outlining the argument of the team. Then the debate will open up for questions.

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This activity encourages students to draw links between the causes of crime and crimes themselves. Using the information in the Student Book on ‘Medieval crimewaves’ (page 7), students draw and complete the table. This table could be adapted for more able students by removing prompts in the left-hand column.

The first sentence could be completed as a class, and ideas shared. Examples and explanations could be prepared for less-able students, and they could fit them into the relevant sentences. More able students could be provided with a writing frame that contains less support in the second and third sentences.

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Activity: Medieval crimewaves

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Practical tips: Students could complete this activity in pairs. More able students could be encouraged to consider also the reliability of the online resources they are using, and to incorporate this into their poster.

1.5 Rulers and the ruled: What beliefs affected attitudes towards crime and punishment, and who challenged the system? (Student Book pages 12–13)

Society in the period is shown as hierarchical, with the monarch at the top of the tree appointed by God. Property was mostly owned by the rich and laws were only made by the aristocracy. But the poor were very many and the rich relatively few. In this context challenges to authority by the poor were met with harsh punishments.

Activity: Exam skills This activity is designed to help develop exam skills, using Activity 1 in the Student Book. Students complete this activity by completing the following writing frame: The belief in Divine Right influenced attitudes to crime and punishment. For example . This influenced attitudes to crime and punishment because . The belief in hierarchical society influenced attitudes to crime and punishment. For example . This influenced attitudes to crime and punishment because . The belief in the importance of property influenced attitudes to crime and punishment. For example __________. This influenced attitudes to crime and punishment because .

Activity: Attitudes to poachers (Resource sheet 1.5a) Poaching is a good example of how different groups in society viewed some crimes differently. The 1671 Game Law made no attempt to ensure equality before the law: only those with freehold property worth a hundred pounds a year, leasehold property worth £150 per year, or was the son and heir of such a property owner could take game from the land, against centuries of tradition of hunting hares, rabbits, birds and deer. While the gentry made laws to protect the poor from the temptation of poaching, which might keep them away from an honest day’s work, the poor continued to poach in vast numbers. This resource sheet asks students to consider viewpoints about poaching, and then uses a quotation from Hay et al., Albion’s Fatal Tree (Penguin, 1988) to highlight attitudes to poaching among the poor.

1.6 Rulers and ruled: How did rulers meet the challenges they faced? (Student Book pages 14–15) The Bloody Code is introduced on this spread and students should be clear that this is a description applied by later historians to the wide range of crimes carrying the death penalty in the late 17th to early 18th centuries. The key points to bring out here are that the death penalty was used as a deterrent in the absence of any effective way to punish criminals, but that this was a strategy that failed because of juries’ reluctance to pass a death sentence, among other factors.

Activity: Make an example (Resource sheet 1.6a) This activity sets out sample answers to activity questions for student assessment. It is designed to encourage students to reflect on their own answers and to write in a focused way

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Activity: Executions at Tyburn 1745–54

Provide four sources about Guy Fawkes, or Jonathan Wild. Students should make up three questions in the style of the exam – the questions should be in the following style: 1. Study Sources A and B. What can you learn ? from Sources A and B about


The sources provided to students could be differentiated.

Jonathan Wild in the Newgate Calendar (Resource sheet 1.7a)

This resource sheet uses a passage from the Newgate Calendar’s report on Jonathan Wild’s trial and execution to set students the task of uncovering Jonathan Wild’s methods through interpreting 18th-century English. This task would be most suitable for the more able student.

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The Student Book provides a selection of sources on the life and death of Jonathan Wild, for use by those following Unit 3D, The work of the historian option.

3. Study Sources C and D. Which of Sources C and D would be most useful to a historian ? enquiring about

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1.7 The work of the historian: The career of Jonathan Wild

2. Study Sources C and D. How much of Source do you think is C’s account of reliable?

This task uses information from the Student Book (pages 4–5) about the different types of courts in medieval times. Read each of the following case studies and decide: 1. which court each case would be tried in 2. the likely verdict

3. the punishment if found guilty

Name: Sarah

Male or female: Female Status: Free woman

Case: Was found standing over her husband’s dead body with a knife. Her mother says that she saw a man kill Sarah’s husband. She is the only witness.

Name: Robert Male or female: Male Status: Lord Case: Has been accused of forcing his villeins to do too much work.

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For this activity, go to www.heinemann.co.uk/ hotlinks, enter express code 4462T and click on the appropriate link to use data from this website, which includes a mass of data about executions from the Old Bailey trial transcripts. Students should read a table of data about the crimes leading to executions at Tyburn in the period 1745–54. The link between capital crimes and the defence of property is very clear and should be brought out in the context of an attempt to terrify the masses to protect the wealth of the few.

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(Resource sheet 1.6b)

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Getting students to create their own exam questions helps them to understand the nature of the exam, and to think about the different requirements of the questions asked.

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Once students have completed this task, they could peer-assess their answers. Students should be asked to evaluate how relevant and detailed their peer’s examples are. Following this, they should write two sentences: one explaining the good aspects of their peer’s work, and one setting targets for improvement.

Resource sheet 1.1a Courts in the act

Activity: Creating own exam-style questions

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appropriate for an exam. The answers given lack examples, and the task is for students to rewrite them with examples.

Name: Mary Male or female: Female Status: Nun Case: Was caught stealing money from the convent by a priest

Name: Thomas Male or female: Male Status: Villein Case: Has been accused of burning down his landlord’s barn.

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Resource sheet 1.2a Crime scene investigation – medieval and modern

Resource sheet 1.2b Medieval crimewaves

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Using the information from the Student Book on ‘Medieval crimewaves’ (see page 7), complete this table:

My definition of crime detection

My definition of crime prevention

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1. Write your definitions of crime detection and crime prevention here. What is the difference between them?

Types of crime committed

High unemployment

Bad harvests

Increased taxes

Now list some modern methods of crime detection and some modern methods of crime prevention. Some suggestions are provided to get you started.

Let’s get medieval

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Here is a description of a crime scene:

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t in the alley d dead last nigh Head un fo as w h it ohn Sm e King’s hambles and th staved in at between the S ok been br en, d ha ad he is ty of blood, tavern. H a great quanti as w re he T . d, leaving the back rson had walke pe e m so ch hi the tavern. through w went towards at th ts in pr ot behind fo the body, valuables upon that John There were no tavern reported e th at le op ith was although pe day. John Sm at th w so a ld ening, Smith had so at 10 in the ev rn ve ta e th e ious seen to leav nt of beer. Var ou am e rg la a ar near having drunk ence of a begg es pr e th ed rt ough the witnesses repo r that day, alth ie rl ea t ke ar m the e also drunk. witnesses wer

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Fighting within the Royal family

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Things to think about: Is CCTV about prevention or detection? What are fingerprints used for, and is it the same as DNA evidence? Which police officers are involved in detection and which in prevention? How does the government use advertising to prevent crime? What do you think a detective would prefer: a reliable witness or physical evidence connecting someone with a crime?

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2. How might this crime have been tackled by the medieval authorities? 3. How might modern detection methods help get the right person convicted for this crime?

Weak government

Persecution of heretics

Here are some types of crime in three different categories to help you with this task:

Crimes against the person Assault Armed robbery Murder Rape

Crimes against property Burglary Forgery Fraud Poaching Piracy

Crimes against authority

Smuggling

Conspiracy

Stealing livestock (rustling)

Heresy

Theft

Treason

Trespass


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His claim: Served faithfully as soldier, but then thrown into poverty when the armies were disbanded. Since then unable to find work so begs for a living. Made terrible mistake in regard to suspected robbery of gentleman, was unfortunately drunk at the time.

Her claim: She has fallen into bad company but if her husband is sent to the house of correction she should not be sent too because she could go back to work at her father’s farm and not be a burden to the parish.

CASE FILE

Name: John Lucy

Name: Martin Markall

Age: 33

Age: 18

From this parish? Yes

From this parish: No

Accusation: Found begging in the highway without licence.

Accusation: Intimidating people for money.

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His claim: Landlord took away common land for sheep pasture, leaving him with no means of support for his family. Was just asking politely for money, but people were rude to him.

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His claim: Lost his employment as cook at the monastery once the monastery was closed down by the King. Family is starving so turned to begging, but would be grateful for any work.

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CASE FILE

CASE FILE

CASE FILE

Name: Robert Greene

Name: Sarah Catchpole

Age: 27

Age: 27

From this parish: Yes

From this parish: No

Accusation: Cony-catching (tricking gullible people out of money).

His claim: It wasn’t him cony-catching, it was his twin brother.

Accusation: Begging with false papers. Her claim: Went blind three years ago and can find no employment. Bought the licence to beg in good faith from another beggar of this parish.


Why is one of the executioners holding up a bit of the body?

Accusation: Wife of William Bridewell, vagrant

9. What part of the punishment is being shown here? What was it designed to do?

Accusation: Leader of criminal gang, caught while robbing a gentleman, suspected of other robbery and murder.

8. These children are behind the adults, not able to see. Does this mean that children were not allowed to go to the execution? What evidence is there in the rest of the picture about this question?

From this parish? No

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7. What part of the punishment was this? Guy Fawkes died from hanging, so what was the point of the quartering?

Age: 21

From this parish? No

6. Why did the authorities make this such a gruesome punishment?

Name: Elizabeth Bridewell

Age: 25

5. Why did the authorities want the execution of Guy Fawkes and the other plotters to be such a public spectacle?

Name: William Bridewell

4. How are the crowd reacting to the punishment? What sort of occasion is it for the public?

CASE FILE

3. What part of the punishment is being shown here? What was it designed to do?

CASE FILE

2. This is the figure of Fame or Renown. She is also an angel and carries a trumpet and wears a symbol of time on her head. Why was it important to make sure this punishment was known by all people, for all time?

c) sent back to their parish with a warning to get back to work?

1. This is the figure of Justice. She is an angel and carries a sword and balanced scales. What do you think these two things symbolise? Why was it important to show this execution was ‘just’?

b) sent to a house of correction and given suitable work to do?

Look at the picture of the execution of Guy Fawkes and consider the details:

a) whipped and sent to a house of correction as sturdy beggars?

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Imagine that you are a Justice of the Peace in a Tudor city. Standing before you are six people suspected of being dangerous beggars. Decide how you are going to treat each one based on the information you’ve been given. Should they be:

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Resource sheet 1.3a Choose the beggar

Resource sheet 1.4a The execution of Guy Fawkes and the other plotters




Resource sheet 1.5a Attitudes to poachers

Resource sheet 1.6a Make an example

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All of the statements here lack information. Rewrite them with examples to back them up.

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Explain the difference between retribution and deterrence.

Retribution and deterrence are different because they try to do different things about crime. Rewrite this answer with examples of punishments here:

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Explain, with examples, how the law in the 18th century was applied differently to different groups in society. Does this suggest ‘change’ or ‘continuity’ from the medieval period?

1. This is a picture of a poacher who has caught a deer. Hunting game (wild animals) was illegal for all but the wealthy, but despite this it was very common. a) In one of the two speech bubbles above, write a statement from a poacher justifying what poachers do.

Laws applied differently to different people in the 17th and 18th centuries. People who committed treason were treated differently. Women were also treated differently. People were treated differently because of their

position in society. This is the same as the medieval period. Rewrite this answer with examples here:

b) In the other speech bubble, write a statement against poaching from the lord of the manor. Here are some pointers to help you:

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• My family was starving in the cold weather and that is why I took my bow out with me that day. • The poor must be protected from idleness: they should work, not poach.

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• I have as much right to the wild creatures as any man. • Poaching leads men onto other crimes, like sheep stealing.

• The poachers are not local men but gangs of professionals from the towns.

• The lord is trying to take from us poor men our common rights to the land and its resources.

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2. Read this extract from an article about poaching in 18th-century Staffordshire and answer the questions following it:

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Over a third of the men caught [poaching] by the keepers were from [local] villages… and all the evidence suggests that this small community of labourers, colliers and farmers were united solidly in defence of poaching. The keepers met a wall of silence when they tried to make enquires but found that word spread like lightning when they obtained a search warrant, and that had suspects escaped… just before they arrived. Witnesses lost their memories… Poachers not only gave alibis for each other; they also took measures against informers. From Douglas Hay, ‘Poaching and the Game Laws on Cannock Chase’ in Albion’s Fatal Tree, Penguin 1988 a) What methods does Douglas Hay say local communities used to prevent poachers being arrested? b) Why do you think local villagers defended poachers in this way? c) Do you think local villagers also allowed people to steal from them? What made poaching different?

How successful was the ‘Bloody Code’? Explain a) its aims; b) its effects on law and punishment; and c) your conclusion on whether it met its aims.

The ‘Bloody Code’ aimed to deter people from committing crimes. The code affected law and punishment in different ways. Overall, the code did not meet its aims. Rewrite this answer with examples here:

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Resource sheet 1.7a Jonathan Wild in the Newgate Calendar

1. Read through the following data about the crimes leading to executions in London between 1745 and 1754, then answer the questions that follow. Remember, a zero (0) shows that noone convicted of this offence was executed.

Read this contemporary account of Jonathan Wild’s methods and answer the questions that follow:

Number of executions

Murder (including of wife)

32

Crime

Number of executions

Forgery

15

Murder of bastard child

0

Robbery in a dwelling house

2

Petty treason murder (particular kind of murder, e.g. of husband by wife)

0

Privately stealing from person

4

Housebreaking

10

Burglary

41

Horse theft

10

Stealing in a dwelling house

19

Rape

1

High treason – coining offences

5

Arson

0

Stealing in a shop At large

4 11

Riot

1

Sheep stealing Smuggling Other

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166

12

3

30 3

Total

369

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Highway robbery

Uttering (using forged documents)

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From Old Bailey transcripts (go to www.heinemann.co.uk/hotlinks, enter express code 4462T and click on the appropriate link) a) Which type of crime was most often punished by death in this period? b) How many of these types of crimes were about property?

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c) Many historians think the Bloody Code was about a small class of wealthy people trying to protect their wealth from the poor. Do these data back that up or not?

342 men and 28 women were hanged at Tyburn in this ten-year period. But 521 men and women had been condemned to death: so 29 per cent of cases were reprieved. Typically people were sentenced to transportation instead of execution. In this period, the reprievable rate for men was 27 per cent and 49 per cent for women. 2. Read the text in the box above.

a) Why do you think the judges didn’t impose the death sentence every time when the law said they could? b) How bloody was the Bloody Code?

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Crime

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Resource sheet 1.6b Executions at Tyburn 1745–54

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ple enough to take a prize, he could easily find peo Formerly, when a thief had got had provided no than the real value, for the law it off his hands at something less an Act that made after the legislature had passed But r. eive rec the for ent ishm pun rable stop was wing them to be stolen, a conside kno ds, goo len sto eive rec to it felony act very cautiously, o continued it were obliged to put to this practice. The few wh nt profits that the they insisted on such extravaga and, as they ran great hazards, coming to nothing. thieving trade was in danger of iness, and convening e that gave new life to the bus But Jonathan contrived a schem the matter before them. some of his chief prigs he laid stand but a ‘that as trade goes at present you ‘You know, my bloods,’ quoth he, it to the pawnbrokers, e made anything, if you carry queer chance; for when you hav tip ye a quarter of in contraband goods will hardly lers dea e abl cion ons unc se tho are babbled. So stranger, it’s ten to one but ye a to it r offe ye if and th, wor what it is if he don’t like to be a man’s living by his labour; for that there is no such thing as me tell you, is a ard of being scragged, which, let half starved he must run the haz d–d hard case. to the cull that I’ll engage to pay back the goods ‘Now, if you will take my advice, you can expect from money upon that account than owns them, and raise you more be all insured.’ e time take care that you shall sam the at and s; ker bro y call the ras put in practice. No l approbation, and immediately This was received with genera at the goods were, than Jonathan was informed wh ted mit com y ber rob a was sooner deposited in some y were taken. The goods were when, how and from whom the ing up in business he own house; for at his first sett convenient place, but not in his en things were thus afterwards he grew daring. Wh acted very cautiously, though sons who had the bone of his bone, to the per or an, ath Jon t wen y awa ed, prepar them to this purpose: been plundered, and addressed nd of mine, an e lately been robbed, and a frie hav you t tha r hea to ed pen hap ‘I thought I could do cel of goods upon suspicion, I par a d ppe sto ing hav , ker bro honest them might be yours; it, as not knowing but some of no less than give you notice of vided that nobody is you may have them again, pro if it proves so (as I wish it may), on of his care.’ ker has something in considerati bro the and ble, trou into t ugh bro ds with as little are willing to recover their goo People who have been robbed easily fell into re it was no wonder that they trouble as possible, and therefo Jonathan’s measures. ool of Law endar, University of Texas Sch From The Complete Newgate Cal 2T and 446 hotlinks, enter express code (go to www.heinemann.co.uk/ click on the appropriate link)

1. Why, according to the source, was the thieving trade in danger of coming to nothing before Jonathan Wild’s bright idea? 2. What do Jonathan Wild’s reported words tell us about life for the poor in the early 18th century? 3. What do you think the words ‘babbled’, ‘scragged’ and ‘a d–d hard case’ mean? 4. Describe Jonathan’s methods: how did his scam work?

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