1. Crime and Punishment

2. How far did Roman punishments reflect Roman society?
Lesson No.
1 and 2
Key Question
How far did Roman punishments reflect Roman society?
Aims
Lesson 1
Explain the nature of Roman society and how this affected attitudes to crime
Describe how law was enforced in Roman Britain
Process
Starter
Picture starter of Roman mosaic. Discussion about what this tells us about roman society,
Main Activity
Students should be placed into four groups. Asch group should produce an information poster about an aspect of Roman society or law. After 10 mins students will move around the room gathering information about the other aspects and then return to complete the answer sheet. This can also be completed as a jigsaw activity about Roman Society and Law.
Prompt questions may be given to students who are struggling to extract relevant information or to SEN students to provide a greater level of structure.
Plenary
Class discussion of barriers they have identified, ranking them in order of degree of problem.
Homework
Resources
Power point
Information sheets
Answer sheets A3

3. How far did Roman punishments reflect Roman society?
Lesson No.
Key Question
How far did Roman punishments reflect Roman society?
Aims
Lesson 2
Explain some of the crimes and punishments handed out in Roman Britain
Explain why these punishments were given
Evaluate how far punishments reflected society
Process
Starter
Students should be given a selection of images of Roman punishments, which they should use to create a mind map of Roman punishments.
Students should then rank the punishments in order of severity, and explain why they think the most and least are the most and least severe.
Main Activity
Students should read through the information sheet about Roman punishments. They should then complete the answer sheet about punishments. There are two extension questions for B-A* students to consider.
Plenary
As a group brainstorm the ways in which punishments did and did not reflect Roman society.
Homework
Examination style question:
Describe the ways in which the Roman approach to crime and punishment reflected Roman Society. (9 marks)
Students should be given the question sheet containing mark scheme and reminded to had this in with their answer for marking.
Resources
Power point.
Pictures.
Answer sheets
Information sheets
Question sheet

4. Lesson No. 3 and 4 Key Question Aims Process Homework Resources
What happened to law and order when the Romans left?
Aims
Explain how Anglo-Saxon society made laws and kept law and order
Understand the role of the local community and the king in law making and law enforcement
Analyse the similarities and differences between Anglo-Saxon and Roman law and order
Process
Starter
Analysis of extract of the laws of Alfred the Great.
Class discussion.
Main Activity
Explain invasion of Britain by Anglo-Saxons and then Vikings and how this divided the legal system.
Students will then use a selection of text books to research Anglo-Saxon law and order.
They should then read the two sources and answer the three questions.
Starter L4
Quick fire quiz.
Homework
N/A
Collect past question from previous lesson.
Resources
Power point
Selection of text books
Answer sheet

5. Understand the changes to law and order introduced by the Normans.
Lesson No. 5
Key Question
What was the impact of the Norman Conquest upon law and order in England?
Aims
Understand the changes to law and order introduced by the Normans.
Analyse why the legal system changed under the Normans.
Explain the attitudes that influenced Norman approaches to punishment.
Process
Starter
Picture starter of Bayeux Tapestry. Question students as to existing knowledge regarding conquest. Get students to place key information upon the board. In brainstorm.
Main Activity
Students should be given a sheet with statements about the Norman legal system on it. They should use two colours to highlight change and continuity.
They should then read two sources about William and answer the question based upon them.
Plenary
Continuum line on the board regarding far they think law and order changed under the Normans.
Homework
N/A
Resources
Power point
Answer sheet change and continuity
Source sheet

6. Understand the changes to law and order introduced by the Normans.
Lesson No. 6
Key Question
What was the impact of the Norman Conquest upon law and order in England?
Aims
Understand the changes to law and order introduced by the Normans.
Analyse why the legal system changed under the Normans.
Explain the attitudes that influenced Norman approaches to punishment.
Process
Starter
Each students should summaries the Anglo-Saxon system of law and order in no more than 100 words. In pairs students should then identify two key features. Ask each pair to contribute their key features and write these on the board. These will then prove a reference point for the remainder of the lesson.
Main Activity
Students will work through a series of questions about Normal Law and order and will then begin planning their answer to the examination style question. How much did the Norman Conquest change approaches to law and order in England?
Plenary
Homework
How much did the Norman Conquest change approaches to law and order in England?
Resources
Power point
Work sheets
Question sheet

7. ‘How did Henry II reform the legal system in the later Middle Ages?’
Lesson No. 7
Key Question
‘How did Henry II reform the legal system in the later Middle Ages?’
Aims
Describe the changes made regarding law enforcement under Henry II
Explain the developments that occurred during the latter part of the Middle Ages.
Process
Starter
Picture starter of Court of Kings Bench. Individual and class analysis
Main Activity
Students will work in groups to answer a series of questions about the reforms of Henry II. Each table should be given two sets of information cards and should take turns to collect questions to answer.
If students finish they should answer the following question:
How does the role of Henry II illustrate the importance of a strong monarch in providing law and order?
Plenary
create a graph to illustrate the role of religion, the community, and monarch upon law enforcement.
Homework
If not completed students should finish their graph.
Resources
Power point
Information sheets
Question cards
Picture starter sheets
Graph sheets

8. Lesson No. 8
Key Question
How Could Having Faith
Get You Killed?
Aims
Understand the difference between Heresy and Treason
Be able to explain how religious groups were treated during the Reformation and why.
Process
Starter
Starter picture of execution for Heresy.
Main Activity
Teacher exposition regarding the stages of the Reformation within England. Students should then create a mind map of the effect that the changes would have had upon the people who lived through the events.
Students will then complete the sheets regarding Marian and Elizabethan persecutions.
Plenary
Completion of thought bubbles for starter picture.
Homework
Research the Book of Martyrs and create an information sheet about it.
How useful is the Book of Martyrs as a source? (explain your answer carefully)
Resources
Power point
Answer sheets

9. Why were the poor treated so harshly under the Tudors?
Lesson No.
9 and 10
Key Question
Why were the poor treated so harshly under the Tudors?
Aims
Understand the ways in which social and economic changes can effect what is considered to be a crime
Explain why begging concerned wealthy and powerful people by the 16th century.
Process
Starter
Picture starter of beggar being whipped through the street
Main Activity
In order to understand the economic and social climate students should use the set of causation cards to create a mind map about the causes of poverty in Tudor England.
Students should then work through the table about sturdy beggars and the laws that were introduced to deal with them. This activity will take two lessons.
Starter for second lesson should be Pictionary on the board, drawing causes of poverty. Students should guess the causes.
Students should then answer the source question.
Plenary
Students should complete two thought bubble of Tudor people, and what they think of begging.
Homework
Complete source question
Research Bridewell and produce a fact file.
Resources
Cause cards
Power point
Information cards
Answer sheets
Thought sheets

10. 11/12 Possibly two lessons required Key Question
Lesson No.
11/12 Possibly two lessons required
Key Question
How were rebels and protesters treated?
Aims
Explain the four key rebellions and protests in the years
Explain how the leaders of these rebellions were treated and analyse the reasons for their treatment.
Process
Starter
What is the connection between 4 pictures? All four charged with treason.
Main Activity
This lesson will examine four challenges to authority. Students will consider the treatment of leaders, and the reasons behind their treatment.
Carousel activity for four groups with each group considering one rebellion. This could also be completed as a jigsaw activity on tables.
Plenary
Ask students to decide which of the events was the greatest threat and why? Once students have decided get them to move to one of four positions in the room, and then justify their argument. Then ask students to move to which event was treated the most harshly. Question if there is a change in position, and why.
Homework
Resources
Power point
Answer sheet
Photocopies of p38-45 Aaron Wilkes book.

11. What was the witch craze and how was it dealt with the England?
Lesson No. 13
Key Question
What was the witch craze and how was it dealt with the England?
Aims
Explain what was meant by ‘witchcraft’
Describe the views that people in the 16th and 17th centuries had about witches
Understand why witchcraft became a serious crime in the 16th and 17th centuries
Process
Starter
Give students 5 mins to draw a witch and label what they do. Discuss the concept of stereotypes.
Discuss:
Based upon the stereotypes, who do you think would be at the greatest risk of witchcraft accusations?
Main Activity
Hand out selection of woodcut images. Students should discuss as a group then answer: What do they tell us about peoples ideas about witches?
Students should read through the information sheet about Witchcraft, definitions, beliefs and laws.
They should then write their own definition of witchcraft, then complete increase side of witch trial diagram. They should rank them in order or importance.
Plenary Students to argue which factor was the most important increased accusations.
Homework
Resources
Power point
Information sheets
Answer sheet

12. Why were most accusations of witchcraft made against women?
Lesson No. 14
Key Question
Why were most accusations of witchcraft made against women?
Aims
Explain how trials against suspected witches were conducted.
Analyse why most witchcraft accusations were made against women.
Process
Starter
Inference starter of swimming test.
Main Activity
Students should read through p84 and 85 of green book. They should then complete activities 2, 3, and 4.
Plenary
Silent sentences students to complete a silent sentence in their group about how to catch a witch.
Homework
Answer question:
Explain three reasons why most witchcraft accusations were made against women.
Resources
Power point
Textbooks
Question sheet

13. Why did the witchcraft hysteria decline?
Lesson No. 15
Key Question
Why did the witchcraft hysteria decline?
Aims
Explain the role of hysteria and individuals such as the Witchfinder General in driving accusations of witchcraft.
Analyse why witchcraft hysteria declined.
Process
Starter
What would happen if a bee was spotted in class? Discuss concept of hysteria and how it can effect people and their actions.
Main Activity
Students should read through p86 and 87 of green book. They should then complete activities 1, 2, complete the second half of their factors diagram, and activity 4
Plenary
Show students picture of witches being burnt at the stake London Ask them what is wrong with the picture. Discuss
(Witches were never burnt at the stake in England and witchcraft did not become a capital offence until 1542)
Homework
Answer question:
Explain three reasons why most witchcraft accusations were made against women.
Resources
Power point
Textbooks
Question sheet

14. Why were all cases of homicide not
Lesson No. 16
Key Question
Why were all cases of homicide not
treated in the same way?
Aims
Define each of the separate crimes connected with homicide.
Explain why each of the crimes was treated in a very different way.
Process
Starter
Picture starter of dissection. What is happening and why?
Main Activity
Card matching activity of different categories of crime with their definition, and punishments. Students should work through these in their groups. Once checked they should record them.
Students will then focus upon infanticide.
Play clip of infanticide trial from Garrows Law.
Students will then read through a selection of cases form the Old Bailey.
They will then answer a series of questions about the cases.
Plenary
What does the categorisation of Petty treason tell us about society at the time?
Homework
Resources
Power point
Matching cards
Information sheets
Garrows law

15. Who were the highwaymen?
Lesson No. 17
Key Question
Who were the highwaymen?
Aims
Understand the factors that led to the rise and fall of the highwayman
Know how the myth of the highwayman differs from the reality
Process
Starter
Picture reveal of scene from film of highway robbery.
Discussion of stereotype of highwaymen.
Main Activity
Groups to be given a selection of factor cards. They should divide these into two piles. Factors which led to an increase in highway robbery and those which would lead to a decline in highway robbery. Students should then create two diagrams of their choice listing the two groups and explaining them.
Students should then each be given a case study taken from the Old Bailey records of a case of highway robbery. They should read through them and then exchange information with the rest of their group. Students should then complete the sheet about the cases. Guide sheet is available for SEN.
Plenary Place factor cards into ‘hat’ pull out factors. Students must explain.
Homework
Resources
Power point
Factor cards
Case studies
Answer sheets .

16. Was poaching considered a crime?
Lesson No. 18
Key Question
Was poaching considered a crime?
Aims
Explain the Black Act
Understand the impact of anti-poaching laws upon different sections of society.
Understand why not everybody supported anti-poaching laws.
Process
Starter
Picture starter – What is the link between the images – Poaching.
Main Activity
Students will read through information about anti-poaching laws in pairs. They will then produce a speech for an MP arguing that the laws are too harsh.
Plenary
Swap speeches with another student and then write a reply to the speech.
Homework
Resources
Power point
P86 and 87 white SPH book.
Reply sheet.