Edexcel Crime & Punishment Through Time

Summary:
The series: SHP Smarter History is the new approach to GCSE from the Schools History Project. It offers interesting lessons and comprehensive content plus step by step coaching in exam skills - using SHP's Exam Buster approach. This is the best of both worlds from the experts who know what good teaching is about and also know what the SHP specifications are all about.

SHP Edexcel Crime and Punishment, is a new course book for students taking the Edexcel Medicine development study. It covers all the relevant requirements of the Unit 1 development study - plus the Unit 3 Protest Source Enquiry - but delivers them in the context of a motivating, enquiry led approach to ensure that your courses are interesting and motivating to teach yet still deliver good results for your students.

Exam Busters
At every relevant stage through the book there are 'ExamBuster' features ('Meet the Examiner' and 'Smarter Revision') that help blend exam preparation with historical learning so that by the end of the course students understand not only the period and its issues but also how they will be expected to think and write about this for the examination.

Dynamic Learning

This course is supported by Dynamic Learning Resources for Crime and Punishment which provide digital activities for the whiteboard or computer network: 

• Two units in one - half your course. Combines an authoritative new Crime and Punishment development study with a Protest Source Investigation
• A thematic approach to the development study that really makes sense of the Edexcel specification content and clarifies any vagueness in the content specification

• Trialled active learning strategies that really work to motivate your pupils and help them understand history 

• Exam Buster techniques have been created by teachers and trialled in real schools working with SHP the leading curriculum development body
• 'Smarter Revision' helps students use thinking skills techniques to improve their revision and so improve their grade
• 'Meet the Examiner' unpacks what the examination questions are looking for and shows how they can improve their answers

• Supported with Dynamic Learning an online resource offering lessons, activities, sources, video and an intuitve lesson builder available any time anywhere for you to use in your planning and teaching

• Backed by SHP's training programme including their annual National Conference and regional INSET days to keep you in touch with the latest developments in teaching GCSE History

Table of Contents:
PART 1: UNIT 1: SHP DEVELOPMENT STUDY: Crime and Punishment
SECTION 1: WHAT IS THE BIG STORY OF CRIME AND PUNISHMENT THROUGH TIME?
1.1 How has the punishment of young people changed?
1.2 New crimes or new versions of old crimes?
What are the best ways to prepare for your GCSE exams?
Smarter Revision: Living graph
Meet the Examiner: Introducing the Development Study exam
Criminal Moment in Time 1: London, 1450
Criminal Moment in Time 2: Portsmouth, 1750
Criminal Moment in Time 3: London, 1845
EXTENSION UNIT 1: CRIME AND PUNISHMENT FROM ROMAN BRITAIN TO C.1450
SECTION 2: HOW MUCH DID CRIME AND PUNISHMENT CHANGE FROM ROMAN BRITAIN TO C.1450?
2.1 How did the Romans try to prevent crime?
2.2 How effective were laws in 'Dark Age' England?
2.3 How did crime and punishment change after 1066?
Smarter Revision: Memory map
Smarter Revision: Using mnemonics
SECTION 3: HAS CRIME REALLY CHANGED SO MUCH OVER TIME?
3.1 What caused the rise and fall of highway robbery?
Smarter Revision: Revision charts
3.2 Why was religious opposition seen as a crime?
3.3 Why was being homeless a crime in the 1500s?
3.4 Why could eating meat lead to crime?
3.5 Why could drinking tea lead to crime?
3.6 Did crime change in the 19th century?
3.7 How did crime change in the 20th century?
Meet the Examiner: Analysing factors
SECTION 4: WAS THERE A REVOLUTION IN PUNISHMENT?
4.1 What was the Bloody Code?
4.2 Was the Bloody Code really so bloody?
4.3 Why did the Bloody Code end?
4.4 Why was transportation used as a punishment?
4.5 Why did transportation end in the 1860s?
4.6 How might changes to Britain have affected punishments?
4.7 How did punishment change in the 19th century?
4.8 Why was there a revolution in prisons during the Industrial Revolution?
4.9 How did the punishment of women change?
4.10 Did prisons change more in the 19th or 20th century?
4.11 Why did the death penalty end in 1965?
4.12 Could one event change punishments completely?
Meet the Examiner: Analysis of the importance of an individual
SECTION 5: WHEN DID POLICING CHANGE THE MOST?
5.1 How effective was policing in 1450?
5.2 Which was greater in the 1700s: change or continuity?
5.3 Which was greater in the 1800s: change or continuity?
Smarter Revision: Timelines
5.4 Which was greater in the 1900s: change or continuity?
Smarter Revision: Concept map
Meet the Examiner: Analysing and evaluating change
EXTENSION UNIT 2: ATTITUDES TO CRIMES
SECTION 6: WHY HAVE ATTITUDES TO CRIME CHANGED?
6.1 How do changing attitudes explain the rise and fall of witchcraft?
6.2 Slackers and conchies or an important freedom?
6.3 Did changing attitudes to women mean changes in the law?
Meet the Examiner: Answering key features questions
SECTION 7: CONCLUSION: HOW HAVE THE FACTORS AFFECTED CHANGE IN CRIME AND PUNISHMENT?
PART 2: UNIT 3: SHP SOURCE ENQUIRY: Option 3B: Protest, law and order in the 20th century
SECTION 8: SOURCE ENQUIRY: PROTEST
Smarter Revision: The Protest chart
Smarter Revision: Factor chart
Meet the Examiner: The Source Enquiry
Case Study 1 Why did Suffragette protest turn violent?
Case Study 2 Why did the General Strike collapse so quickly?
Case Study 3: What made the miners' strike of 1984 such a bitter dispute?
Case Study 4: Why was the Poll Tax protest successful in achieving its aims?
Meet the Examiner: Answering the final question

About the Author(s):
Donald Cumming is an SHP Regional Adviser and author of Crime and Punishment Dynamic Learning

Joanne Philpott is a History AST in Norfolk