1. The final pre-exam session…. Crime and Punishment, 500 - 2000

2. An overview reminder…
7 questions (1 – 5, plus 6a and 6b for the historical site)
The unit covered 4 time periods, across 3 themes. All these will be represented across the exam paper.
A mix of recall and source analysis questions.
1 hour, 15 minutes.
- Q1 – 5 = 55 mins
- Q6a/6b = 20 mins

3. Q1 – Use Sources A, B and C to identify one sim and one dif in ...
Identify / highlight the TOPIC of the question.
Study each source and label it with info connected to the topic of the question.
2 of the sources will have similar content / info.
1 source will show something different.
Use all 3 sources.
Start with… ‘Source * and * are similar as they both show…’. Support this with examples from both sources.
Continue with… ‘Source * shows something different, for example…’. Add a further example from the final source.

4. Q1 – Use Sources A, B and C to identify one sim and one dif in ...
Identify / highlight the TOPIC of the question.
Study each source and label it with info connected to the topic of the question.
2 of the sources will have similar content / info.
1 source will show something different.
Use all 3 sources.
Start with… ‘Source * and * are similar as they both show…’. Support this with examples from both sources.
Continue with… ‘Source * shows something different, for example…’. Add a further example from the final source.

5. AO2 - 2 marks
AO3(a) 2 marks
Identifies clearly one difference and one similarity. 2
Uses the sources to identify one difference and one similarity.
Identifies either one difference or similarity. 1
Uses the sources to identify either difference or similarity.

6. Use sources A, B and C to identify one similarity and one difference in public attitudes to the police.
Our police we shall dismiss very summarily. They can neither catch a thief, nor keep him when he is caught. What is wanted is not so much ‘guts’ as brains, and these they have not got. They cost us £1000 a year and the inadequacy of the quid to the quo must be apparent to everyone.
The police are beginning to take that place in the affections of the people... That soldiers and sailors used to occupy. The blue coats – the defenders of order – are becoming the national favourites. Everyone has been charmed during the Great Exhibition by the way in which this truly civil power has been effective.
Richard Mayne is the leader of an organised gang of ruffians who for some time have annoyed all respectable people by ‘playing at soldiers’ on various occasions in public places. If they minded their duties which they’re paid so heavily for a little more they might be able to catch a thief!

7. Q2 – Which of the 2 sources is more reliable...
2 paragraphs + conclusion.
Must give a definite judgement / decision between the sources.
Reliable = how far you can trust the information in a source, NOT about how much it tells you. A source with lots of statistics is not necessarily more reliable than one without. A source with a small amount of information can be more reliable than one that includes a lot of detail.
Use COP / CARD for each source / paragraph

8. P1 = focus on first source.
- Content = what does the source tell you about the topic. Link to the topic in the question.
- Origin = who is the author? When did they write? Where are they from? Identify this and then link to the question… does this info make the source more or less reliable?
- Purpose = what type of source is it? Who was it created for? Why was it created? What did the author intend the reader to think, and why? Identify this and then link to the question… does this info make the source more or less reliable?
-Judgement = how reliable is this source on its own?
P2 = repeat for second source.
Conclusion = which is the most reliable and WHY? Key words to compare the sources and give reasons for your choice… based on research / benefit of hindsight / personal perspective / narrow or broad view / propaganda / to educate… persuade… inform… entertain… etc…

9. P1 = focus on first source.
- Content = what does the source tell you about the topic. Link to the topic in the question.
- Origin = who is the author? When did they write? Where are they from? Identify this and then link to the question… does this info make the source more or less reliable?
- Purpose = what type of source is it? Who was it created for? Why was it created? What did the author intend the reader to think, and why? Identify this and then link to the question… does this info make the source more or less reliable?
-Judgement = how reliable is this source on its own?
P2 = repeat for second source.
Conclusion = which is the most reliable and WHY? Key words to compare the sources and give reasons for your choice… based on research / benefit of hindsight / personal perspective / narrow or broad view / propaganda / to educate… persuade… inform… entertain… etc…

10. AO1(b) 2 marks
AO3 (a+b) 4 marks
Fully analyses and evaluates the reliability of both sources. Analysis of CONTENT and AUTHORSHIP of sources, producing a clear and well substantiated judgement set within historical context.
3 - 4
Demonstrates detailed understanding of the key feature of the question. 2
Partial attempt to analyse and evaluate reliability of both sources. Consideration of CONTENT and AUTHORSHIP and an attempt to reach a judgement set within historical context.
Demonstrates some understanding of the key feature of the question. 1
Generalised answer which largely paraphrases sources. Little attempt at analysis and evaluation.

11. It is commanded that every man between fifteen and sixty years of age shall keep the watch continually all through the night and if any stranger do pass by them he shall be arrested until morning and if they find cause of suspicion, they shall deliver him to the sheriff. And if they will not obey the arrest, they shall levy hue and cry upon them and follow them with all the town.
[From the Statue of Winchester, a law passed in 1285 by King Edward I to improve methods of catching criminals]
The outdated system of local night-watchmen and parish constables is to be replaced by a centralised and professional police force. I believe it will serve this nation proudly and, indeed become the envy of the world.
[Robert Peel, the Tory Home Secretary speaking to the House of Commons on the passing of the Metropolitan Police Act, 1829]
Which of the two sources is the more reliable to an historian studying the methods of enforcing law and order over time?

12. Q3 – Describe… Describe = give information
Link the info to the TOPIC of the question.
Identify any key dates / time periods / events / people in the question.
Include a RANGE of information – 2 or 3 key points.
Suggested info: definition, cause, purpose, famous example, relevant time period.

13. Q3 – Describe… Describe = give information
Link the info to the TOPIC of the question.
Identify any key dates / time periods / events / people in the question.
Include a RANGE of information – 2 or 3 key points.
Suggested info: definition, cause, purpose, famous example, relevant time period.

14. AO1 (a) 5 marks
Mark
Gives detailed information to fully describe the issue.
Appropriate historical context.
4 - 5
Some information given that partially describes the issue.
2 - 3
Very limited knowledge / information given. Basic statement only. 1

15. Describe how criminals were caught in the Saxon / Medieval period
Describe how criminals were caught in the Saxon / Medieval period. (5 marks)
Describe the crime of vagrancy in the Early Modern period. (5 marks)
Describe the purpose of punishment in the Industrial period. (5 marks)
Describe developments in dealing with young offenders in the 20th century. (5 marks)

16. Q4 – Explain why… EXPLAIN = give REASONS.
Identify the TOPIC of the question.
3 clear reasons linked to the topic.
Use key term ‘because’ to fully explain. ‘This led to _____ because…’

17. Q4 – Explain why… EXPLAIN = give REASONS.
3 clear reasons linked to the topic.
Identify the TOPIC of the question.
Use key term ‘because’ to fully explain. ‘This led to _____ because…’

18. AO1 (a+b) 2 marks
AO2 7 marks -
Detailed understanding of a range of factors (3 + reasons).
Fully analyses and explains the issue within historical context.
5 - 7
Detailed knowledge of the issue in the question (supported reasons with examples). 2
Some understanding shown = begins to explain the issue.
Some analysis (1 – 2 reasons).
3 - 4
Very limited knowledge shown. 1
Generalised and mainly descriptive response.
Limited understanding shown.
1 - 2

19. Explain the key causes of crime in the early modern period. (9 marks)
Explain why crime changed in the Industrial period. (9 marks)
Explain why the Bloody Code developed. (9 marks)
Explain why methods of catching criminals changed up to (9 marks)

20. Q5 – Outline how... changed from c.500 to the present day.
Identify the TOPIC of the question. What CONCEPT are they looking for? Success, causes, types, purpose…
Must include all time periods.
Layers of answers:
Content relevant to each time period in separate paragraphs (grade 4 / 5)
Include reference to changes and areas of continuity in each paragraph (new / old) (grade 6 / 7)
Compare relative level of change and continuity between time periods (grade 8+)
Summarise change / continuity in conclusion

21. P1 = Saxon / medieval period
P1 = Saxon / medieval period. Relevant information, linked to concept in the question.
P2 = Early modern period. Relevant information, linked to concept in the question. How much change / continuity has there been since previous period?
P3 = Industrial period. Relevant information, linked to concept in the question. How much change / continuity has there been since previous period?
P4 = Modern period. Relevant information, linked to concept in the question. How much change / continuity has there been since previous period?
Conclusion = summarise level of change / continuity over time. Which time period saw the greatest change? What features have stayed the same? Are there any features that have fluctuated?

22. P1 = Saxon / medieval period
P1 = Saxon / medieval period. Relevant information, linked to concept in the question.
P2 = Early modern period. Relevant information, linked to concept in the question. How much change / continuity has there been since previous period?
P3 = Industrial period. Relevant information, linked to concept in the question. How much change / continuity has there been since previous period?
P4 = Modern period. Relevant information, linked to concept in the question. How much change / continuity has there been since previous period?
Conclusion = summarise level of change / continuity over time. Which time period saw the greatest change? What features have stayed the same? Are there any features that have fluctuated?

23. AO1 (a=B) 6 marks
AO2 – 10 marks
Very detailed knowledge and understanding of key issue in the question.
5 – 6
Fully detailed, logically structured and well organised narrative account. Secure chronological grasp and clear awareness of the process of change.
8 – 10
Detailed knowledge and understanding of key issue in the question.
3 – 4
Detailed and structured narrative account. Chronological grasp and awareness of process of change.
5- 7
Some knowledge and understanding of key issue in the question. 2
Partial narrative account. Some chronological grasp and some awareness of process of change.
Generalised answer displaying basic knowledge and understanding. 1
Basic narrative account. Limited grasp of chronology and process of change.
1 - 2

24. Outline how the main methods of punishment have changed from c
Outline how the main methods of punishment have changed from c.500 to the present day. (16 marks +4)
Outline how the main purpose of punishment has changed from c.500 to the present day. (16 marks +4)
Outline how the success of methods of combatting crime has changed from c.500 to the present day. (16 marks +4)

25. Q6a – Describe 2 features of…
DESCRIBE = Give information.
Range of information.
Make sure you link info specifically to the EAST END of LONDON (rather than general city life).
2 x describe questions = 2 paragraphs.

26. Q6a – Describe 2 features of…

28. Describe two main features of life for people living in the East End of London in the late nineteenth century. (8 marks)

29. Q6b – Explain why… led to changes in…
Identify the TOPIC / focus of the question. What CHANGES do you need to describe? What REASON has been given for this change?
2 stages:
- Describe changes = a paragraph of clear information about the changes.
- 3 clear reasons why change happened, linked to the EAST END of LONDON.

30. Q6b – Explain why… led to changes in…
Identify the TOPIC / focus of the question. What CHANGES do you need to describe? What REASON has been given for this change?
2 stages:
- Describe changes = a paragraph of clear information about the changes.
- 3 clear reasons why change happened, linked to the EAST END of LONDON.

32. Explain why the conditions in the East End of London led to significant developments in policing in the nineteenth century. (12 marks)

33. Congratulations - Session completed!!
Room
Class H2
11D1 and half of 11A1 (surnames A – M) H1
11B H3
11D2 and half of 11A1 (surnames N – W) H4
11C
Remember to look after
yourself tonight… eat well
and rest.
We’ll see you tomorrow
P3 for the exam breakfast…

34. Question 1
Social tension was bitter in Norfolk. The richest 6% of the population owned 60% of the land. This meant they were able to get richer while the poor got poorer. In particular, they used their right to graze huge flocks of sheep and cattle on the commons, then bought land and enclosed it.
[Historian Chris Culpin writing in his book Crime and Punishment Through Time, 1997]
Smuggling levels varied with the tax on tea. Tea duty was raised in 1711 and in the 1750s to help raise funds for wars – as a result, smuggling levels increased. Then, in 1784, Pitt the Younger reduced the tea duty from 119% to 12.5% and smuggling tea was no longer profitable.
[A description of the connection between taxes and smuggling]
The nature of the internet not only allows criminals to be located in a different country to the victim, but they can target many thousands of victims at once. A phishing can be sent easily to hundreds of thousands of people from one computer, and a single person can infect many computers with malicious software...
[Reference to the problems caused by cybercrime- a document presented to Parliament in March 2010 by the Home Secretary]
Use Sources A, B and C above to identify one similarity and one difference in the causes of crime over time. (4)

35. Question 2
Up to the 17th century the most common forms of punishment were fines, corporal punishment and execution. The sole purpose of prisons was to house debtors and those awaiting trial, however magistrates were empowered to establish correction houses to amend the ways of vagrants and those committing petty crimes.
[Historian J. Davies and others, writing in The Encyclopaedia of Wales, 2008]
Electronic tagging is the latest step in a technological quest to find alternatives to prison that restrict the freedom of the criminal and protect the public. The modern development of electronic tagging has been adopted as a way of coping with rising prison populations and the expense of keeping prisoners behind bars.
[A report from the BBC News Channel in 2005]
Which of the two sources is the more reliable to an historian studying the purpose of punishment over time? [6]

36. Question 3
Describe typical crimes of the Saxon / Medieval period. (5 marks)
Describe the use of corporal punishment in the Early Modern period. (5 marks)
Describe developments in police specialisms from 1842 onwards. (5 marks)

37. Question 4 Explain why the Bloody Code decline in the 1800s. (9 marks)
Explain why the death sentence was abolished in (9 marks)
Explain why crime changed in the 1500s. (9 marks)

38. Question 5
Outline how methods of catching criminals has changed from c.500 to the present day. (16 marks +4)
Outline how types of crime have changed from c.500 to the present day. (16 marks +4)
Outline how causes of crime have changed from c.500 to the present day. (16 marks = 4)

39. Question 6a
Describe 2 main features of policing in the East End of London in the late 1800s. (8 marks)

40. Question 6b
Explain why developments in key crimes of the late 1800s led to changes in living conditions in the East End of London. (12 marks)