Students will study the change and continuity of crime and punishment between the Anglo-Saxon and Middle Age period. Students will study how a lack of policing system led to the harsh and brutal punishments of the periods used as a deterrent. Along with this, students will uncover how trials were held and how God’s will had played a vast role in whether or not someone was found guilty/innocent of a crime. Students will link this to a study of Church influence on both Crime and Punishment in the two periods.
End of Unit Exam: a 12 mark essay along with a 16 marker essay + 4 SPAG marks.
Tenants in Chief
The large landholders of Norman England who held their land directly from the King.
Motte and Bailey
Type of Norman castle, the motte is the small hill the castle stood on and the Bailey is the outer part of the castle that surrounds it and is fenced off by a wall.
King's Peace
Anglo-Saxons believed that it was the king's duty to take care of law and order so people could go about their everyday lives knowing that the law would be upheld.
Treason
Betraying the king - for example by helping his enemies, or plotting to kill or replace him.
Crimes against the person
Crimes, like assault or murder, that cause physical harm to another person.
Crimes against property
Crimes like theft, robbery and arson, that involve taking or damaging something that belongs to another person.
Collective Responsibility
Being responsible for the actions of other members of your group. In a village community, if somebody broke the law it was up to everyone in the village to take action.
Reeve
A local official, appointed from the community.
Abbeys
Communities of monks or nuns.
Moral crimes
Actions that didn't physically harm anyone, or their property, but didn't match up to society's views on decent behaviour: for example, having sex outside marriage, or not sticking to the rules or customs of the church.
King's Shire Reeve
A man who was appointed locally to bring criminals to justice. The term 'shire reeve' later turned in to the word sheriff.
Oath
A formal declaration of the facts, calling on God to witness that what is said is true.
Petty theft
Stealing small, low value items.
Maiming
Causing physical harm. A criminal could be punished by having a hand or ear cut off, or their tongue cut out.
Capital Punishment
The death penalty
Corporal Punishment
A range of punishments that caused harm or pain to the body - including being beaten or having body parts removed.
Retribution
A severe punishment, meant to match the severity of the crime.
Deterrent
A punishment that is frightening or painful, and designed to put other people off committing the same crime.
Peasant
A poor person living in the countryside, who owns little or no land and works for others.
Poaching
Illegal hunting on land that belongs to someone else.
Brand
Make a mark on a criminal by burning their flesh with a hot iron. The mark or brand was a long term punishment permanently marking the person out as a criminal.
Parliament
In the 13th Century this meant a gathering of powerful individuals who met with the king to discuss and introduce new laws.
Plague
A number of related diseases spread by rat fleas. The bubonic strain caused victims' bodies to be covered with boils or buboes.
Clergy
People who work for the church, including priest, bishops, monks.
Heresy
Holding a set of beliefs different to those of the established religion of the time.
High treason
Plotting to kill or betray the king. This was seen as a crime against God, as well as the king himself, and was the most serious crime against authority.
Banished
Ordered to leave the country
Sanctuary
Safe place, hiding place. In the Middle Ages some churches offered people accused of crimes protection from the law.
Develop the individual:
Students look at the early beginnings of modern day crown court and how strong physical deterrents were used to enforce law in replacement of society not having a centralised police force.
Create a supportive community:
Students understand and learn to value the ability to find reformation through punishment.
For Unit 1 students will study the Origins of the Weimar Republic in the aftermath of the First World War. As part of this study students look at the early challneges, the reaction of the Treaty of Versailles along with its Golden Years under Stresemann. As part of these years students study the impact on culture and society. For Unit 2 students will study the early developments of the Nazi Party and their failed attempt at the Munich Putsch which lead to the Lean Years. We end this unit by following the growth of Nazi support after the Wall Street Crash and how this enabled Hitler to climb to power and establish his role as Chancellor.
Students will complete both an end of unit 1 exam and an end of unit 2 exam.
Abdication
A leader, like a king or queen, giving up their throne or position.
Communist
Communism is an extreme form of government, in which representatives of the workers set up a government and take over ownership of all the land, property and resources in the country. It is often associated with Germany's enemy Russia.
Constitution
The rules which set out how a country is run.
Trade Unions
Groups of workers formed to protect the rights and interests of workers in various occupations.
Electorate
People who are allowed to vote in an election.
Left Wing
These groups wanted Germany to be controlled by the people. They opposed capitalism and wanted to abolish private ownership of land and business and put them in the hands of the workers.
Extreme Right Wing
These groups wanted a return to a strong government, with a strong army, headed by powerful leader, like the Kaiser (German king). They supported capitalism - private ownership of land and business.
Treaty of Versailles
The allied leaders decided the peace terms after World war One and with it, Germany's fate. It included items such as the War Guilt Clause and reparations that Germany was to pay.
Kaiser
German word for king. Up until just after the First World War Germany was led by Kaiser Wilhelm I who abdicated at the end of the war due to vast public pressure. He fled to Holland.
Dolchstoss
The German's view of the guilt clause signed as part of the Treaty of Versailles, which many Germans viewed as a 'stab in the back'by the new Weimar government.
Hyperinflation
The extreme inflation (increase) of food prices, goods, loans. This was caused as a result of the German banks printing more money which made it less valuable.
Stresemann
German chancellor and foreign secretary from 1923. He resigned as chancellor that year but remained foreign secretary until 1929.
Rentenmark
Money issued by the newly established Rentenbank under Stresemann. The supply of notes was prohibited in order to deal with the 1923 hyperinflation crisis.
Dawes Plan
Created in 1924, through negotiations between Stresemann and the US banker Charles Dawes. It temporarily reduced reparations to £50 million per year along with ensuring $25 billion worth of loans from the US to German industries between 1924-1930.
The Young Plan
Signed in 1929, it reduced the amount of reparations owed to £2 billion and Germany was given a further 59 years to pay.
Propaganda
A way of controlling public attitudes. Propaganda uses things like newspapers, posters, radio and film to put ideas in to people's minds and therefore shape attitudes.
Nationalism
A political outlook in which all policies are organised to make the nation stronger and more independent.
Socialism
A political outlook which stresses that a country's land, industries and wealth should all belong to the workers of that country.
Paramilitary force
A private group run like a military force. The SA are an example of this.
The SA (Sturmabteilung)
Sturmabteilung, or storm troopers, were another way that Hitler kept control of his party. They were formed in 1921 and were a paramilitary force.
Munich Putsch
Hitler launched a revolt to try and overthrow the Weimar Republic. It is often called the Beer Hall Putsch and took place in 1923.
NSDAP
The Nazi Party. It was originally called the DAP (the German Workers Party).
Putsch
A violent uprising intended to overthrow existing leaders.
SS (Schutzstaffel)
The SS was established in 1925 as a result of Hitler's distrust of the SA. Hitler created the SS as a security group. It was smaller than the SA and made up of carefully selected members whom were trusted by Hitler.
The Wall Street Crash
The Wall Street Crash took place in 1929, which saw the US stock market crash. As a result, the USA fell in to an economic crisis and therefore demanded their loans to be repaid by Germany. This led to an economic depression in Germany as a result.
Real Wages
A measure which reflects not the actual monetary value of wages but the buying power of wages.
Develop the individual:
Students look at how societies voice concern over leadership and also demand change. Students become aware of how leadership is challenged and how a demand for change does not necessarily result in the rise of beneficial parties.
Create a supportive community:
Students look at the need to appropriately raise concerns and question actions.
Students will study the changes in religion in England as a result of the Reformation. Students look at how this creates a newly defined crime of heresy which subsequently looks at the early forms of terrorism, treason. Students will study types of law enforcement in England and how the local community continued to play a significant role in monitoring law and order and apprehending criminals. Students will look at the case study of the Gunpowder plotters and also witchcraft and how this became a comm crime which saw females put on public trials through the infamous hunter Matthew Hopkins.
End of Unit Test: 16 marker on witchcraft in Early Modern England to include additional 4 marks for SPAG along with a 4 marker comparison question.
Treason
Betraying the King or Queen, for example helping enemies or plotting to kill the King or Queen.
Crimes against property
Crimes life theft, robbery and arson that involve taking or damaging something that belongs to another person.
Collective responsibility
Being responsible for the actions of other members of your group. In a village community, if somebody broke the law it was up to everyone in the village to take action.
Moral Crimes
Actions that didn’t physically harm
Maiming
Causing physical harm. A criminal could be punished by having a hand or ear cut off, or their tongue cut out.
Capital Punishment
The death penalty (the punishment of death).
Corporal Punishment
A range of punishments that cause harm or pain to the body including being beaten or having body parts removed.
Retribution
A severe (harsh) punishment which is supposed to match the level of crime.
Deterrent
A punishment that is frightening or painful and designed to put other people off committing the crime.
Poaching
Illegal (against the law) hunting on land that belongs to someone else.
Brand
Make a mark on a criminal by burning their flesh with a hot iron. The mark or brand was a long-term punishment permanently marking the person out as a criminal.
Heresy
Holding a set of beliefs different to those of the established religion of the time.
excommunicate
Eject from the catholic church. By excommunicating Elizabeth I, the Pope was saying she was no longer a member of the church.
Recant
Make a public statement that you have changed your religious beliefs.
Enclosed
Fenced off for the exclusive use of the landowner.
Poor Relief
Financial assistance for the poorest members of society.
Import Duties
Taxes payable on goods imported in to the country.
Decriminalise
Make an activity legal, or no longer a crime.
Gatehouse
Building forming a gateway at the entrance to a town or important house, with a room or rooms above.
Capital Crime
A crime that is punished with the death penalty.
Pardon
When a person is let off punishment for a crime of which they have been convicted.
Transportation
Being sent away from England to serve a period of punishment in a colony abroad.
Colonies
New settlements in foreign lands - often taken by force from the original inhabitants.
Conspirator
Someone who is involved in a conspiracy - a secret plan to do something illegal.
Superstition
Belief based on old ideas about magic rather than reason or science.
Enlightenment
Philosophical movement of the 17th and 18th centuries that focused on the use of reason to question and analyse ideas that were previously taken for granted.
Develop the individual:
Students look at how communities use religion to define crime and how failure to follow the religion of the nations is a direct crime against state.
Create a supportive community:
Students look at the comparison to today;'s modern views on religious equality and choice.
● Continuity and change in the nature of crimes against the person, property and authority, including highway robbery, poaching and smuggling.
● Changing definitions of crime exemplified in the ending of witchcraft prosecutions and treatment of the Tolpuddle Martyrs.
● The role of the authorities and local communities in law enforcement, including the work of the Fielding brothers. The development of police forces and the beginning of CID.
● Changing views on the purpose of punishment. The use and ending of transportation, public execution and the Bloody Code. Prison reform, including the influence of John Howard and Elizabeth Fry.
● Pentonville prison in the mid nineteenth century: reasons for its construction; the strengths and weaknesses of the separate system in operation.
● Key individual: Robert Peel – his contribution to penal reform and to the development of the Metropolitan Police Force.
End of Unit 3 exam: 16 mark essay (+4 SPAG) and 4 mark comparison question.
Martyr
A person who suffers for their beliefs and, often, is admired for it.
Trade Union
An organisation that represents workers to protect their rights.
Inhumane
Cruel, without compassion.
Prototype
A new idea or design that is tried out before more versions are made.
Pyschosis
A confused state where sufferers have hallucinations and delusions - seeing and imagining things that are not really there.
Penal
Involving punishment
Proportionately
In a fair and balanced way. A proportionate punishment would be harsher for a serious crime and less harsh for a minor one.
Prison
A building where people are held legally for a punishment for a crime.
Bow Street Runner
This was a crime-fighting team, established n London, 1748, by the Chief Magistrate, Henry Fielding, who had offices in Bow Street.
Pentonville Prison
Was built in 1842 as a prototype where the 'separate system' could be tested. Under this system, prisoners were kept apart as much as possible.
Criminal Investigations Dept
The Criminal Investigations Department (CID) was set up in 1842, a regular detective branch established by Scotland Yard. It comprised 16 plain clothed officers who focused on investigating crimes.
Develop the individual:
Students look at changing social attitudes towards prison and the need to reform criminals. Students look at how society takes a reform approach to punishments that is maintained today.
Create a supportive community:
Students look at the need to be reflective and to assess the context of situations.
Students will undertake final revision of key units and will sit their exams during the final half term.
End of Unit 16 mark exam: 4 mark feature, 8 mark NOPOU, 4 mark follow up.
MOCK GCSE Exam: Units 1-5 will be covered worth 52 marks.
Nature
What a source is, for example, a newspaper, diary, report, census.
Provenance
Where a source comes from - who made it, when and why (the NOP part of exam structure - nature, origin, purpose).
Watch Committee
A group of local politicians or law professionals set up to monitor the work of police forces.
Memoir
An individual's account of his or her life. It may be based on diaries and other records, or on memories.
Sanitation
Conditions associated with public health, such as running water and sewerage systems.
The Peabody Estate
The estate was one of the new blocks of flats that replaced slum dwellings and narrow streets in the Whitechapel area.
Poor Relief
The system of giving benefits to the poor.
Pogrom
A Russian word describing a government-supported attack on Jews.
Anarchy
A political movement that opposes all forms of organised government.
Socialist
Someone who believes that poor people would get a better deal if the government nationalised (took over) important industries and services and ran them for the good of all - not for profit.
Capitalist
Someone who believes individuals should be free to own property and businesses to make a profit.
Sensationalist
Describing events in a deliberately exaggerated style to shock or impress.
Satirical
Using Humour or exaggeration to mock current events.
Stereotyping
Assuming all members of a group are alike - for example, looking similar, or having similar views.
Prostitute
A person who offers sexual activity in return for payment.
Brothel
A house where one or more prostitutes work.
Lunatics
In Victorian times this was used to describe people with serious psychological disorders.
Post Mortem
A detailed examination of a person's body to try and discover the cause of death.
Alibi
Proof that an accused person was in some other place at the time a crime was committed.
Lunatic Asylum
The Victorian term for a psychiatric hospital.
Forensic
Using scientific methods and techniques to investigate crime.
Mug shot
A head-and-shoulders photograph, typically taken of a person after arrest.
Develop the individual:
Students look at how the modern police struggled in their early years with out the use of forensics, cameras and clear lighting that we take for granted today to keep us safe and maintain law and order.
Create a supportive community:
Students look at how society was not always welcoming of outsiders to the areas. Students learn the necessity of this especially within their school community.
Students study the changes in social attitudes throughout the period and how they influenced changing definitions of crime eg the decriminalisation of homosexuality in to a hate crime. Students also look at how capital punishment came to an end through the case studies of Derek Bentley, Ruth Ellis and Timothy Evans. Students also look at how technology not only increases types of crimes committed but develops both police units and the way they try to prevent crime. This, along with changing roles of prisons to the new types of criminals put in place in order to reform criminals.
Unit 4 Exam: A 16 marker essay (+ 4 SPAG) and a 4 mark comparison question.
A mock for the first 36 marks of Paper 1 will be sat.
Democracy
A political system in which a nation's leaders are chosen in free elections. Both the USA and the Soviet Union said they believed in democracy, but Stalin believed elections had to lead to a communist government, as only the Communist Party represented th
Hate Crime
A crime motivated by prejudice against the victim's race, gender, disability or sexual orientation.
Homophobic
Prejudiced against people who are gay.
Injunction
An order issued by court to forbid a particular action or behaviour.
Domestic Violence
violent or aggressive behaviour within the home, typically involving the violent abuse of a spouse or partner.
Abortion
the termination of a human pregnancy, most often performed during the first 28 weeks of pregnancy.
Driving Offence
A driving offence occurs when someone driving a vehicle, or someone in a vehicle, breaks a law. A driver includes a rider, for example a person riding a motorbike or bicycle.
Terrorism
the unlawful use of violence and intimidation, especially against civilians, in the pursuit of political aims.
People Trafficking
the action or practice of illegally transporting people from one country or area to another, typically for the purposes of forced labour or sexual exploitation.
Cybercrime
criminal activities carried out by means of computers or the Internet.
Fraud
wrongful or criminal deception intended to result in financial or personal gain.
Copyright Theft
The use of works protected by copyright law without permission, infringing certain exclusive rights granted to the copyright holder, such as the right to reproduce, distribute, display or perform the protected work, or to make derivative works.
Extortion
the practice of obtaining something, especially money, through force or threats.
Vigiliance
Keeping a careful watch for danger or possible criminal activity.
Active Citizenship
People taking an active role in their community in order to improve it.
PCSO
A Police Community Support Officer works with police officers and have some, but not all, of their responsibilities.
Abolished
Banned or made illegal.
Age of Criminal Responsibility
The age at which a person is judged to be mature enough to understand their actions. A person who has reached the age of criminal responsibility can be prosecuted and punished for their crimes.
Liberal
Open to new ideas.
Propaganda
Deliberate mass persuasion.
Peace Pledge Union
An organisation founded in the 1930s that opposed war and sought to find peaceful means to resolve conflicts around the world.
Pardoned
To let a person off punishment after they have been convicted of a crime; or, as in this case, an official acknowledgement that the punishment was unjust.
Joint Enterprise
When an accomplice to a crime is held jointly responsible for the crime.
Diminished Responsibility
Not being fully in control of your actions, for example, because of a mental illness.
Develop the individual:
Students discover how demand for change within society, as a result of changing social attitudes, leads to newly defined crimes and the decriminalisation of others that make up our constitution today.
Create a supportive community:
Students look at the need to establish clear understanding and respect for different cultural and spiritual beliefs.
Students end their study by looking at life in Elizabethan England. They begin looking at Elizabethan education along with assessing the problem of the poor due to an increased population. Students analyse the aid that Elizabethan government put in to place, for example, the Poor Law to help the 'deserving poor'. Students finish the course by looking at Elizabeth's encouragement of exploration to include Drake's circumnavigation of the globe along with Raleigh's takeover of Virginia.
End of Unit exam along with full end of year mock worth 32 marks.
Subsistence farming
Growing just enough crops to feed the family but not to sell.
Apprentice
Someone learning a skill or trade in Elizabethan times. They were not paid, in fact it cost money to be an apprentice. Once qualified, skilled craftsmen could earn a good living.
Vagabonds
Vagabonds or vagrants were homeless people without jobs who roamed the countryside begging for money, perhaps stealing or committing other crimes in order to survive.
Rhetoric
The art of public speaking and persuasion.
Arable farming
Growing crops on farmland.
Social Mobility
The ability to be able to change your social position in society.
Rural population
When the population of the countryside falls as people move away in search of a better life.
Colonies
Lands under the control or influence of another country, occupied by settlers from that country.
Quadrant
Similar to an astrolabe, it was used by sailors to help with navigation at sea. It was the size of a quarter circle.
Economic recession
When a fall in demand leads to falling prices and businesses losing money. This can lead to businesses failing and unemployment rising.
Monopoly
When one person, or one company, controls the supply of something. This means they can charge whatever price they like for something.
Barter
Exchanging goods for other goods, instead of paying for something outright.
Develop the individual:
Students uncover how exploration led to the development of our multicultural island.
Create a supportive community:
Students learn about the necessity of a cohesive and supportive environment where cultures and beliefs may differ.