What is happening in this picture? What previous knowledge has led you to this conclusion? The Medieval canvas shows the Hue and Cry in action. The thief (A sheep stealer) can be seen running at the front of the group (the sheep clearly visible around his neck). The rest of the villagers are giving chase. You may wish to add additional thinking questions to this task after the initial discussion, such as; Why are the rest of the villagers so keen to ensure that the criminal is caught (link to Tithing and collective responsibility)

The Big Picture Key Vocabulary Deterrent Retribution Revenge Attitudes Continuity Change How did attitudes towards Crime and Punishment change c50AD-c1350? Identify key events and people that influenced the way these attitudes changed over the time period Describe attitudes towards crime, punishment and law enforcement in the period 50AD-1350 . Assess to what extent there was change or continuity to attitudes at this time The big picture indicated where students are heading over the course of this unit. Share information, but there is no need to write this in books (although a print out could be stuck in for reference). Students will see this slide at the beginning of every lesson to remind them of the overall outcomes for this unit.

Today’s Lesson Crime and Punishment after the Early Middle Ages Key Vocabulary Change Continuity Prison Deterrence Felonies Trespasses Crime and Punishment after the Early Middle Ages Identify and describe elements of continuity in crime, punishment and law enforcement across these periods Understand the time periods referred to as the ‘early’ and ‘late’ Middle Ages . Identify examples of crime prevention and detection from the later middle ages Today’s lesson title and objectives. Needs to be recorded by students.

Recap: Can you recall the main elements of crime, punishment and law enforcement that we have studied so far? Spend 5 minutes looking through your summary grid to refresh your memory!

Understanding the classification of time periods for the exam: The exam may refer to several different time periods. Often these are identified by Century (E.g. 18th or 19th Century) or specific periods (such as the Anglo-Saxons or Tudors). However, when it comes to the Middle Ages, sometimes the terms ‘Early Middle Ages’ or ‘Later Middle Ages’ might be used. If this is the case it is really important that you are able to quickly identify the difference between the two. In simple terms: The Early Middle Ages refers to the time periods of the Anglo-Saxons and Normans – So from the time the Romans* left Britain up to 1350. The Later Middle Ages (sometimes also referred to as the Medieval Period) therefore begins in 1350 and continues until 1450 – so the last 100 years of the Middle Ages. *The Romans are NOT included in the Middle Ages – we study them as the starting point so that you can see how crime, punishment and law enforcement developed in the early Middle Ages. Please ensure students have the parts in RED – the definitions of Early and Later Middle Ages recorded in their books for revision purposes.

The later Middle Ages – an idiots guide! Unlike the early Middle Ages; where examples of Crime, Punishment and law enforcement are quite generalised, the later Middle Ages has some really clear major events which we will be studying as case studies of crime and punishment! These include the infamous Guy Fawkes! And the introduction of Witchcraft as a new crime!

Change and Continuity – the story so far! Last lesson you received a copy of Miss T’s change and continuity map for the Roman, Anglo-Saxon and Norman periods! It is really important that you make your own summaries in your own words too as we go along! Use pages 30-31 of your textbook to make your own change and continuity map of these time periods. You can present this in any way you wish! You have 30 minutes!

The later Middle Ages: An intro The good news for your studies is that there was lots of continuity between the early and the later Middle Ages. Beliefs that there were divisions or ‘places’ in society based on social position or wealth still existed (although from 1350 onwards it is more of a belief rather than an official system such as the Norman Feudal System). The idea that crimes should be classified as ‘major’ and ‘minor’ also continued, and just like the time periods before it theft continued to be classed as a serious crime! This is because of the belief that everyone had their place in society, therefore the wealthy and powerful made the rules and the poor were feared! The idea of using courts to deal with crime also continued – although the idea of trial by ordeal had pretty much disappeared (until the Witchcraft craze where it made a HUGE comeback!)

Task: Using pages 34-35 of your textbook, write a short definition for the following: Royal Courts Church Courts Manor Courts Now answer the following short questions in your book. You may use your change and continuity map to help you with these answers: In what way were the courts of the later Middle Ages similar to those of the early Middle Ages? In what ways are the types of crimes and punishments similar to those in the early Middle Ages? A helping hand! Major crimes were referred to as Felonies, minor crimes as Trespasses (which you might have heard of before in the Lords Prayer!)

Prisons! Prison as we know it will not become a form of punishment until the 18th Century! (1700s). But in the Medieval period we do so prisons being used for the first time as a holding area – to keep criminals detained until their trial; which could still be for a fair while! Houses of Correction were also built from 1567 to deal with beggars. We shall be looking at this next lesson!

Summary: How much did Crime, Punishment and law enforcement change from 50AD-1450? You will be given another copy of Miss T’s change and continuity map – but this time there is an added row for the later Middle Ages. Use ALL of the work you have completed this lesson and pages 36-37 to add to the chart. Don’t forget to colour code to show elements of change and continuity!