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.
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 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 will uncover the aftermath of the Second World War and see the wake of a new Cold War. Students will study the key conferences; Tehran, Yalta and Potsdam and how international relations changed over time and with new leadership. Students will uncover the Berlin Blockage, the creation of East and West Germany and the significance of the Arms Race in bringing tension to the forefront of foreign policy. Students will study the key events of the Berlin Crisis. These will include Krushchev’s Berlin Ultimatum and the summit meetings of 1959-61. Students will uncover the summit of meetings of 1959-61 along with the building of the wall and analyse the impacts on relations both domestic and foreign.
End of Unit 1 Exam; one consequence, one narrative account and one importance question - all worth 8 marks each.
Invade
March aggressively into a territory by military force. The United States armed forces were at their highest state of readiness ever and Soviet field commanders in Cuba were prepared to use battlefield nuclear weapons to defend the island if it was invaded
Arms Race
A competition between nations to have the most powerful armaments.
Soviet Union
A former communist country in eastern Europe and northern Asia; established in 1922; included Russia and 14 other soviet socialist republics (Ukraine and Byelorussia and others); officially dissolved 31 December 1991In 1962, the Soviet Union was desperate
Ideology
A set of shared beliefs.
Capitalism
Capitalists believe everyone should be free to own property and businesses and make money. The USA's economic ideology was capitalist.
Communism
Communists believe that all property, including homes and businesses, should belong to the state, to ensure that every member of society has a fair share.
Democracy
A political system in which nation's leaders are chosen in free elections.
Satellite State
A nation that was once independent but is now under the control of another. In the Cold War, 'satellite states' usually describes nations under the political, economic military control of the Soviet Union.
Colonialism
Economic, political and cultural control of another country.
Reparations
Payments in money or goods, after a war, from the losing country to the victors. Reparations are compensation for loss of life and damage to the land and the economy.
Veto
Forbid or refuse. Permanent members of the UN Security Council can stop resolutions being passed with a single 'no' vote.
Isolationism
Staying apart, not getting involved in the affairs of others.
Containment
Limiting the spread of something. In the Cold War, The USE did this to try and prevent the spread of communism in Eastern Europe.
Conventional
Ordinary or normal.
Uprising
To rise against the person/people in charge, for example, your government.
Develop the individual:
Students look at differing ideologies of world leaders and how they impact political issues/decisions
Create a supportive community:
Students look at how war can impact on the lives of nations regardless of whether there is physical/military conflict.
Students will go on to uncover the Cuban Revolution, USA’s intervention and the effects of the ‘Bay of Pigs’ incident on international relations.
A study of the events of the Cuban Missile Crisis will take place along with its consequences.
Czechoslovakia, 1968-69 will be studied in depth as students uncover the ‘Prague Spring’ and the Soviet reaction to this event in the form of invasion.
Students will study ‘Détente’ and the SALT agreement and why these were agreed. An understanding of the NATOP and Warsaw Pact will be gained through the Helsinki Accords of 1975 and its impact on SALT 2. Students will look at the Soviet Invasion of Afghanistan 1979 and America’s reaction through invasion and how this led to Olympic boycotts.
Ronald Reagan will be studied along with his policies and eventual collapse of Soviet control in Eastern Europe and Gorbachev’s actions.
Students will then revise their key topics in preparation for their mock.
End of Unit Exam. GCSE questions, 8 marker consequence, 8 marker narrative account and 1 importance 8 marker will be used to test understanding of this unit.
Deterrent
A force that prevents something from happening. In the Cold War, many politicians believed in the 'nuclear deterrent'. They thought a country would be 'deterred' from using nuclear weapons if there was a danger that their enemy would reply with an equally
Free City
A city with its own independent government. Khrushchev did not really mean to make Berlin independent - he wanted it to be controlled by the Soviet Union.
Hawks
During the Cold War, those who supported going to war were known as Hawks. Their counterparts who tried to find solutions to problems without going to war were known as Doves.
Non-proliferation
Stopping the spreading of something, usually weapons or armaments.
Socialism
Communist countries sometimes refer to themselves as 'socialist'. For example, the Soviet Union was also know as the Union of Soviet Socialist Republics.
Detente
A period of peace between two groups that were previously at war, or hostile towards each other.
Economic Sanctions
Measures taken to damage a country's economy, usually avoiding a trade ban.
Shah
King or Emperor. Iran was ruled by Shahs until the 1979 revolution.
Abdicate
To step down from office or power.
Glasnost
Russian for 'openness' or 'transparency'. In the 1980s and 1990s it was used to describe Gorbachev's new, more open attitude to government and foreign relations.
Perestroika
Russian for reconstruction. It was used in the Gorbachev era to describe his programme for reorganising and reconstructing the soviet state.
Ultimatum
A final demand, often backed up with a threat to take action.
Brinkmanship
Pushing disagreements to the point where there is a risk of war.
Doctrine
A belief or philosophy.
Interim
Temporary, short term. The treaty was called 'Interim' because the restrictions only applied until 1977.
Ratification
Formal approval. If the senate had ratified SALT 2, the terms would have become official US policy.
Develop the individual:
Students look at how conflict can take place between the people and its government. They will also gain an understanding of how influential nations use other territories as their 'fighting ground' as they did with Germany. Students will also understand how communism can be perceived as an evil entity.
Create a supportive community:
Students encourage the development of each other's political, social and economic understanding of events.