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Crime and Punishment Crime (1B) and Protest (3B) Option 1B: Crime and punishment Crime and punishment (1B) and Option 1B: Crime and punishment Protest, law and order in the Key themes for the SHP Introduction to crime and 2 development study punishment from 1450 to 3 20th century (3B): Introduction The key themes in this option are the nature of present day crimes, the response of the state and the law, (Student Book page 2) This Teacher Guide supports the Edexcel • BBC Bitesize: this website has both revision and the order mechanisms that are used. These pages in the Student Book set out the key GCSE History B Schools History Project Crime sections and interactive tests. The emphasis of the specifi cation is clearly ideas for Option 1B of the specifi cation and it and Protest Student Book. It offers a range of • SHP website: this website is the home site of on students being able to demonstrate an may be useful to spend some time with students suggestions for classroom activities along with the Schools History Project. understanding of human development and getting a grasp of the period involved via the photocopiable worksheets. Many of the ideas change in British history over an extended timeline provided, stressing of course that for this can also be easily adapted and used again Resource sheet numbering period of time. There needs to be analysis of part of the course they are concerned with the with different material at another point in the The activities within this Teacher Guide are developments within and between periods period from the Middle Ages up to the present. teaching of this specifi cation. numbered to cover the following divisions within to show an understanding of particular key Although there is no requirement for schools the specifi cation and Student Book. They match themes: causation; change and continuity; Emphasising chronology similarity and difference; and signifi cance. to combine Unit 1B (Crime and punishment) the numbering of the Student Book double A good grasp of chronology is important in this and Unit 3B (Protest, law and order in the 20th page spreads. Each spread in the Student Book It is very important in this development study unit and it helps if students divide their work century) it is likely that many schools will do so has some notes here in this Teacher Guide, to distinguish from the beginning between the clearly into the specifi cation sections: because teachers are familiar with the material. which can then be followed by suggestions for patterns (or ‘threads’) of change and the factors • c1450–c1750; c1750–1900; c1900–present day. Both the Student Book and this Teacher Guide activities and, following the teacher notes for that push on those threads, making the change also aim to offer activities that will support each section, resource sheets to support selected happen. A different language set and different It can also be helpful to produce worksheets and schools that have chosen to study Unit 3D (The activities. set of analytical tools are used to deal with these: handouts on coloured paper, with a different work of the historian). colour for each section. Unit 1B • Nature of change deals with patterns and Current teaching and learning resources can comparisons Formulaic approach still be used for most topics while taking into 1: c1450–c1750 account the clearer focus on the particular • Factors causing change uses the language of Within each section, a formulaic approach to assessment objectives being examined in the new 2: c1750–c1900 materialcausation. the core themes can give student notes a clear structure, for example: always beginning a specifi cation for both Units 1 and 3. There is also 3: c1900 to present day ‘Factor’ in this spec has a precise meaning – it is period with a section on the nature of crimes, more choice of questions within the new Unit 1. something that causes change. followed by how the authorities tackled The modular approach, with examinations Extension Studies It is also important to emphasise the role of crime, with the nature of punishment and available in both January and June, together with 4: Crime and punishment from Roman Britain attitudes and values in determining punishment law enforcement, then an evaluation of the the resit option, also means that students have to c1450 and in bringing about (causing) new approaches infl uence of attitudes in society to crime and less need to retain and recall subject knowledge to both crimes and punishments. punishment and the role of any key individuals. 5: Changing views of the nature of criminal and subject skills over a long period of time. In this way, students can see the same pattern activity c1450 to present day The specifi cation states that students should be in each period and it is easier to then review the There are many good websites that will also able to: offer activities and inspiration. Go to www. whole period thematically. Unit 3B • show an understanding of the process of heinemann.co.uk/hotlinks, enter express code A ‘washing line’ or wallchart showing key change, including the role of individuals and 4462T and click on the appropriate link: 6: Suffragettes 1903–14 events and turning points can be a useful aid a range of factors • ThinkingHistory: this website is run by 7: The General Strike 1926 and a stimulus for discussion, using the idea of • show an understanding of the nature and positioning them on a graph to show if crimes Ian Dawson and is particularly strong on 8: The miners’ strike 1984–85 kinaesthetic activities. extent of change, and the impact of specifi ed and punishments were specifi c to a period or 9: The poll tax protests 1990 developments throughout society whether it is possible to show continuity. • Schools History: this website has both • show an understanding of patterns of revision sections and interactive tests. Activity: Threads change; trends and turning points, and • SchoolHistory: this website has a range of whether the change has brought progress One way to get across the special nature of a resource sheets as well as links to other sites, development study is to explain to students that and also an excellent teachers’ forum where • relate events in their chosen study area to there are ‘threads’ running through this course: there are many activities, resources and tips the wider historical context. themes that you can trace all the way from freely provided by experienced teachers. This teacher’s resource is designed to focus on the starting point of c1450 right through to the these key themes and aid you in helping your present day. students to develop the skills and understanding Sample they need to get the most from their course. Option 1B: Crime and punishment Option 1B: Crime and punishment To make this a really graphic learning point, get • What factors might mean the amount of it is still ‘treason felony’ to advocate harming Activity: Continuity or change? a student at the back of the class to hold one theft in society goes up? or removing the monarch ‘by publishing (Resource sheet 0.1d) end of a piece of string while you hold onto the any printing or writing’ – though successful • What factors might mean the amount of other. The student at the back can be a medieval prosecutions of these laws would be unlikely in This is a general resource sheet that students theft goes down? peasant in 1450, while you represent the modern the modern age. can keep adding to as they work through the 4 day: up to date and ‘with it’ (or you could reverse • Do people always steal the same sorts of course. It lists some key issues next to periods, 5 these roles). With the string pulled tight and things, or are the types of things people Activity: Doncaster then and now and students should decide whether the issue level, you can then tell students that we are steal different at different points along the (Resource sheet 0.1b) has remained the same from one period to interested in continuity in this course: looking thread? another, or changed. For this activity you will need information at things that stretch through the period or run • Would it ever be possible to cut the ‘thread’ about the Conisbrough Court Rolls (go to www. Activity: Key words sort through parts of it. of theft in society? What sort of society heinemann.co.uk/hotlinks, enter express (Resource sheet 0.1e) Ask another two students to get up and would have no theft? code 4462T and click on the appropriate link). This general activity contains some of the key hold onto the string at a couple of different Students could work on this task in small groups Conisbrough is a village near Doncaster. In this words for this section: these could be used in a points. Say that we are interested in what this and then present ideas back to the class. activity, students read about some of the crimes continuing theme ‘looks’ like at different points brought before the Conisbrough manorial court variety of ways to build up student knowledge of along its course, for example in the 18th century Activity: What makes something in 1605, and try to work out what sorts of crimes specialist vocabulary, from asking for defi nitions or in the 19th century. We are looking at the a crime? were being committed. Some vocabulary will of these words, to sorting words into different nature of change: we can compare things at categories. (Resource sheet 0.1a) need to be explained: different points; we can look for patterns.
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