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 OCR Crime and Punishment is a new course book for students taking the OCR Crime development study. It covers all the relevant requirements of the OCR specification 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.

OCR Crime and Punishment
The textbook covers all the relevant requirements of the Development Study and all the British Source Investigation topics for OCR.

Features
- an enquiry-based approach – varied pace and style of learning which is essential to keep your students motivated over a long period
- Exam Busters – practical exam preparation techniques that have been trialled in real schools with real pupils
- written by experienced teachers who know how to keep pupils motivated.

Support
- online teacher's material including lesson plans and worksheets and Dynamic Learning digital resources
- SHP training programme – a national conference plus regional inset – to support you as you introduce this course in your school.

• Endorsed by OCR

• An authoritative new Crime and Punishment development study from SHP preparing candidates for exam success in OCR's 2009 SHP Specification
• Created by teachers and trialled in real schools working with SHP the leading curriculum development body
• Blends exam preparation with worthwhile historical investigation
• '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 by Dynamic Learning resources and lessons for the whiteboard or the school network/VLE

Table of Contents:
Section 1 The Big Story of crime and punishment through time - what do you think happened, and when?
How much do you know about crime and punishment today?
Why are you studying crime and punishment through time?
The Big Story - clues
Smarter Revision: Timelines
Section 2 Crime and Punishment in the Roman Empire
Criminal moment in time 1: Roman Canterbury AD250
How did the Romans try to prevent crime?
Smarter Revision: Memory Maps
Meet the Examiner: Introducing Development Study questions
Meet the Examiner: Decoding exam questions
Section 3 Crime and Punishment in the Middle Ages
Criminal moment in time 2: Saxon village c. AD650
How much changed between 500 and 1500?
Was justice in the Middle Ages bloody and thoughtless?
Smarter Revision: Revision cards 1
Smarter revision: Revision cards 2
Meet the examiner: Using sources effectively 1 - making inferences
Did William totally change Saxon justice?
Meet the Examiner: Examine the question
Did religion make justice in the Middle Ages less bloody and thoughtless?
What does the popularity of the Robin Hood story tell us about attitudes to the law in the Middle Ages?
How far did justice change in the later Middle Ages?
Meet the Examiner: Evaluating change and continuity during a period
Middle Ages summary
Section 4 Crime and punishment in the Early Modern Period, 1500-1750
Criminal moment in time 3: Portsmouth 1732
The Big Story: why did punishments become so harsh in the Early Modern Period?
Why were there so many ‘new’ crimes in the Early Modern Period?
New crime 1: Vagrancy
New crime 2: Witchcraft
New crime 3: Highway robbery
New crime 4: Smuggling
Smarter revision: Concept map
Meet the examiner: Historical source investigation - witchcraft
Meet the examiner: Using sources effectively 2 - evaluation
Early Modern Period summary task: Why was the Bloody Code introduced?
Section 5 Crime and punishment during the Industrial Revolution, 1750-1900
Criminal moment in time 4: London 1845
The Big Story: Why was there a revolution in punishment and policing in the years 1750-1900?
How did crime change in industrial Britain - and why?
How did punishment change in industrial Britain - and why?
Prison reformers
Transportation: success or failure?
When was the best time to be in prison?
Smarter Revision: The Punishment Pendulum
Meet the examiner: Answering 'Are you surprised by...?' questions
Smarter Revision: Hunting Factors
Meet the Examiner: Answering factor questions
Why did it take so long for the British to accept the police?
Meet the examiner: Improve your time planning for Development Study Questions
Meet the Examiner: Tackling Iceberg Questions
How would you commemorate Peterloo?
Meet the Examiner: Comparing sources
The Rebecca Riots: Why did some men dress up as women and attack gates in Wales in 1839?
Section 6 Crime and punishment in the 20th century
How did the government deal with suffragette law breaking?
Meet the Examiner: Reaching judgements on Interpretations
Was there anything new about 20th century crime?
What factors have caused changes in policing since 1900?
How did the punishment pendulum swing after 1900?
Was the treatment of young offenders in the 20th century a failure?
Did the abolition of capital punishment lead to more murders?
Smarter revision reminder
Section 7 Conclusion: How have the factors affected change in crime and punishment?

About the Author(s):
Richard McFahn is Humanities Adviser in West Sussex and was formerly a Head of History in Hampshire

Chris Culpin was formerly Director of the Schools History Project; wrote the National Archives online exhbition on Crime and Punishment and is an experienced senior examiner with a major awarding body