Subject Map Year 5 - History (Understanding the world)
Unit Name: Anglo-Saxons and Scots Unit Name: Crime and punishment
NC links/coverage: NC links/coverage: Continue to develop a chronologically secure knowledge and Continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear understanding of British, local and world history, establishing clear narratives within and across the periods they study. narratives within and across the periods they study.
Note connections, contrasts and trends over time and develop the Note connections, contrasts and trends over time and develop the appropriate use of historical terms. appropriate use of historical terms.
Address and sometimes devise historically valid questions about Address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. change, cause, similarity and difference, and significance.
Construct informed responses that involve thoughtful selection and Construct informed responses that involve thoughtful selection and organisation of relevant historical information. organisation of relevant historical information.
Understand how our knowledge of the past is constructed from a Understand how our knowledge of the past is constructed from a range of sources. range of sources.
Precise knowledge to be learned (include locality links here): Precise knowledge to be learned (include locality links here): VAC timeline VAC timeline Stone Age to Present Romans: Anglo-Saxons came to Britain circa 410AD The punishment you were given depended on how important you Picts and Scots had been attacking Britain during Roman times. were e.g. a noble would be sent into exile rather than being executed as a citizen or slave would be. Invading tribes: Prisons were only used to hold criminals until trial. Love Faith. Love People. Love Learning.
Jutes from N.Denmark and settled in Kent Punishments were harsh e.g. whipping, branding, reparations or Angles from S.Denmark settled in Northumbria and Mercia execution. Saxon from Germany and Netherlands and settled in E.Anglia Patricide (killing your father) was punished by being put into a sack Scots from Ireland and settled in Scotland with stones and thrown into the river. Crucifixion was used for foreigners, pirates, slaves and those who Why did the Anglo-Saxons come to Britain? committed treason. No police force so citizens were expected to catch culprits of crime. To fight - Some Anglo-Saxons were warriors who enjoyed fighting. The judge would decide on the verdict unless the crime was serious They thought the Britons were weak and easy to beat without the and then a jury would decide. Romans around. The defendant was always innocent until proven guilty and had the right to defend themselves. To farm - Many Anglo-Saxons came peacefully, to find land to farm. Curse tablets: if the criminal wasn’t caught people made curse tablets Their homelands in Scandinavia often flooded so it was tough to grow with the name of the criminal and how they wanted them to be enough food back there. punished written on them and they took them to the temple for the gods in the hope they would punish them. They were invited - With Picts and Scots attacking from the north, the Britons (King Vortigern) invited some Anglo-Saxons to help Anglo-Saxon and Vikings: defend them. But they didn’t leave! They took over. King appointed a shire-reeve (sheriff) who appointed a hunderedman who appointed a tithingman. These men were responsible for keeping Each group of Anglo-Saxon settlers had a leader or war-chief. A the peace and bringing people to justice. strong and successful leader became 'cyning', the Anglo-Saxon word Witnesses were used in court to help decide if a person was guilty or for 'king'. innocent. Each king ruled a kingdom and led a small army. From time to time, If no witnesses there was a trial by ordeal: trial by fire – walking on hot the strongest king would claim to be 'bretwalda', which meant ruler of ploughstones. Trial by water – plunging hand into boiling water to all Britain. retrieve a stone. If the criminal was unharmed they were innocent as God had performed a miracle. Anglo-Saxon Life Weregild – compensation paid to the victim. Lived in small communities, families lived under one roof in small Punishment by death was rare but happened in cases of treason. wooden houses with thatched roofs. Anglo-Saxons were craftsmen. Norman and Tudor: Society was set up as follows: Fines – money went to the king not the victim. King – most powerful person and there were many of them. Punishment by weregild and trial by ordeal were abolished. Love Faith. Love People. Love Learning.
Thane – lived in a great hall and helped the king rule the land. They Punishment by humiliation was used e.g. putting people in the stocks were in charge of the village. so people could throw rotten vegetables at them. Ceorls – peasants who worked the land and fought for the thane. Church had its own court and punishments were less harsh than other Slaves – forced labour and lived in cowsheds or barns. courts – people would recite parts of the Bible so that they could be Women – not part of the class system. Worked in the home and tried by the church to escape execution. looked after children. Didn’t marry outside of their class. E.g. a slave Criminals could claim sanctuary in a church to evade capture – woman would marry a slave man. Thomas Beckett (Archbishop of Canterbury) conflicted with king Henry II and was murdered by the king’s followers in Canterbury Cathedral in Crime and punishment 1170. People found guilty of crimes were either executed or punished with A kind of police force was created called constables or watchmen. fines. Justices of the Peace (JPs) were appointed by the king to give out If they ran away, they became 'outlaws' (outside the law), and punishments. anyone could hunt them down - unless they hid in a church. Tudor period was much the same. The fine for breaking into someone's home was five shillings (25p), Due to Henry III and his children and their changes of religions in the paid to the home-owner. For minor crimes like stealing, a nose or a country, heresy (belief contrary to what is generally acceptable) hand might be cut off. became a problem and was punished by burning at the stake. There The Saxons had a system called 'weregild', which meant that if you were also many rebellions (Guy Fawkes and the gunpowder plot) injured someone, you had to pay for the damage! punished by execution for treason. If a person killed someone, they paid money to the dead person's relatives. Early modern: This is covered in the next topic so wouldn’t need to go into much Highwaymen – rich people carried money with them as there were no detail. banks so travelling people were often held up at gunpoint and the Art and Culture highwaymen demanded money and jewels were handed over. Told stories – Beowulf Poaching – forests created in Tudor times were taken over by the rich Made up riddles as country estates and the poor were driven out. People would go Made jewellery – Sutton Hoo back into these forests to hunt for food and were punished as Children played with homemade toys. They had rag dolls and poachers. carved wooden toys, as well as games that used counters and dice. Smugglers – government raised taxes on people bringing goods into Anglo-Saxon men enjoyed sporting pastimes, like wrestling, weight- the country so people smuggled goods into the country rather than lifting (using heavy rocks) and horse-racing. These sports kept them pay hefty taxes. fit for work and strong for war. In swimming races, it was fair to push other swimmers underwater! Love Faith. Love People. Love Learning.
Beliefs Victorian: What early beliefs did they have? Theft was very common. In busy towns where there were Pagans and believed in many gods. overcrowded streets, pickpockets took the opportunity to steal money The king of the Anglo-Saxon gods was Woden. and small goods from people’s pockets or bags. Many of these Other gods were Thunor, god of thunder; Frige, goddess of love; and pickpockets were children. Tiw, god of war. These four Anglo-Saxon gods gave their names to After lots of factories had been built in cities, groups of criminals would the days of the week. Tiw became Tuesday, Woden - Wednesday, sometimes steal factory goods that were being stored in warehouses. Thunor - Thursday and Frige - Friday. Criminals would also break into houses to steal valuable items. Anglo-Saxons were superstitious and believed in lucky charms. They thought that rhymes, potions, stones and jewels would protect them In 1829, a politician called Sir Robert Peel introduced the first English from evil spirits or sickness. police force in order to improve public law in London. Over the next ten years, many other areas of the country also formed their own Christianity police force. St Columba sailed to Iona in Scotland in 563AD and set up a The policemen carried truncheons as weapons and noisy rattles to monastery converting people to Christianity. raise alarm. At first. Many people did not trust the new police and St Augustine sent by the Pope in 597AD built Canterbury Cathedral thought that they were a way of enforcing unpopular ideas for the and converted a king to Christianity but wasn’t successful in government. However, over time the new police force was successful converting ordinary people. in detecting and reducing crime. St Aidan set up a monastery on Lindisfarne in 634AD spoke to the ordinary people and converted many to Christianity. The penalty for the most serious crimes would be death by hanging, Investigation sometimes in public. However, during the Victorian period this Who contributed the most to the spread of Christianity? became a less popular form of punishment, especially for smaller crimes, and more people were transported abroad (sometimes all the Prior Learning: way to Australia!) or sent to prison instead. Romans – resistance from tribes in Scotland (Y4) Over the Victorian period, more prisons were built and there were Suitable visits/Visitors/ rules about the treatment of prisoners. Life in prison was hard and Experiences: prisoners were expected to carry out difficult physical work. Tatton Park – school visit At the beginning of the Victorian period, children could be sent to Hot Seat an Anglo-Saxon invader adult prison. However, in 1854, special youth prisons were introduced Make an Anglo-Saxon village to deal with child offenders, called ‘Reformatory Schools’. Other forms
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https://www.bbc.co.uk/bitesize/topics/zxsbcdm/articles/zwjq2hv - Story of punishment included fines, a public whipping, hard of Beowulf physical labour or being sent to join the army. The mystery of the empty grave - Investigation https://www.keystagehistory.co.uk/keystage-2/outstanding-lessons- How has the role of the police force changed over time? keystage-2/anglo-saxon-britain/the-mystery-of-the-empty-saxon- grave-2-2/ Use with the PowerPoint Enquiry – how fairly were they treated? Henry Catlin (pickpocket) Suitable texts: http://vcp.e2bn.org/case_studies/casestudy11208-henry-catlin-age- The King Who Threw Away His Throne - Terry Deary 14-deported.html The Buried Crown - Ally Sherrick Beowulf - Michael Morpurgo Mary Read (pirate) https://www.findagrave.com/memorial/4219 Beowulf (Usborne)- Rob Lloyd Jones & Victor Tavares Pendle witch trials Suitable resources: http://www.pendlewitches.co.uk/ https://www.bbc.co.uk/bitesize/topics/zxsbcdm Dick Turpin (highwayman) National/Global Links: https://primaryfacts.com/1273/dick-turpin-facts-and-information-about- the-famous-highwayman/ Christian Value/SMSC link: Spiritual- understanding how Christianity came to England and how Debate people in the past worshipped and what they believed. Is the death penalty a suitable method of punishment? Moral -Pupils are asked to consider and comment on moral questions and dilemmas. Pupils will be encouraged to show compassion for Prior Learning: people facing dilemmas and to empathise with decisions which people Romans (Y4) in the past made and the reasoning behind these decisions. Notions Anglo-saxons (Y5) of right and wrong are explored in connection with events from the past. Suitable visits/Visitors/ Social - Pupils will explore the similarities and contrasts between past Experiences: and present societies Make a curse tablet. Cultural - Pupils will study people from different cultural backgrounds. They will examine how other cultures have had a major impact on Hold a Roman trial. the development of ’British’ culture. Pupils develop a better Love Faith. Love People. Love Learning.
understanding of our multicultural society through studying links In depth study of the Pendle witches – local history. between local, British, European and world history. In depth study of Guy Fawkes
An interview with Guy Fawkes – what questions could you ask him and what would the answers be?
Class debates
Suitable texts: The Secret Diary of Kitty Cask, Smuggler's Daughter - Philip Ardagh & Jamie Littler
The Highwayman - Alfred Noyes & Charles Keeping
Dick Turpin: Legends and Lies Terry Deary & Stefano Tambellini Oliver Twist – Charles Dickens
Suitable resources: See above for criminals and their punishments
National/Global Links: Death penalty in the USA for example
Christian Value/SMSC link: Moral -Pupils are asked to consider and comment on moral questions and dilemmas. Pupils will be encouraged to show compassion for people facing dilemmas and to empathise with decisions which people in the past made and the reasoning behind these decisions. Notions of right and wrong are explored in connection with events from the past. Love Faith. Love People. Love Learning.
Social - Pupils will explore the similarities and contrasts between past and present societies Spiritual – understand how religion and beliefs play a part in punishment of crimes throughout the ages.
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