CRIME AND PUNISHMENT REVISION GUIDE NAME: EXAM DATE:
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Example paper Unit 1: Development Study – Crime and Punishment Time: 1 hour 15 minutes Answer Questions 1 and 2, EITHER Question 3 OR 4 then EITHER Question 5(a) and 5(b) OR 6(a) and 6(b). The total mark for this paper is 50. Answer Question 1 AND Question 2. 1. What can you learn from Sources A and B about changes in punishment between the Middle Ages and the 19th century? (4 marks) 2. The boxes below show two important individuals. Choose one individual and explain why that person was important in changing attitudes towards law enforcement. (9 marks) Robert Peel and the police
Jonathan Wild, the Thief-Taker General
Answer EITHER Question 3 OR Question 4. EITHER 3. Why did prisons change so much in the 19th century?
(12 marks)
OR 4. Why were laws against poaching so difficult to enforce in the 17th and 18th centuries? (12 marks) Answer EITHER Question 5 OR Question 6. You must answer both parts of the question you choose. EITHER 5. Crime and punishment from Roman Britain to c.1450. (a) Describe the key features of law and order in Roman times. (9 marks) (b) How much did the system of law and order change from the Anglo-Saxon period to the Norman period? Explain your answer. (16 marks) OR 6. Changing views of the nature of criminal activity c.1450 to present day. (a) Describe the key features of the laws to do with domestic violence after 1970. (9 marks) (b) ‘Religion continued to influence the authorities view of what was a crime throughout the period c.1450-1750’.Do you agree? (16 marks) 2
Questions, timings and marks Timings & Marks:
The marks for each question are shown in brackets. Use this as a guide as to how much time to spend on each question. You should aim to spend 1.5 minutes for each mark. It is important to time yourself carefully. Some students run out of time because they spend too long on the first two questions. These questions are worth a total of 13 marks. The higher marks come later so keep a close eye on your timings; - Questions 1 AND 2: 20 minutes. - Question 3 OR 4: 15 minutes. - Question 5 OR 6: 35 minutes – aim to spend 20 of these minutes on part (b) as this has the most marks. - This leaves 5 minutes to check your answers at the end.
Follow instructions for questions carefully:
You must answer Questions 1 and 2, but notice that for Question 2 you choose one example to write about. If you write about both examples you will not gain extra marks, but you will waste valuable time.
Choosing questions: After Questions 1 and 2 you need to make TWO important choices.
CHOICE 1: You need to decide whether to answer Question 3 or Question 4. CHOICE 2: You need to decide whether to answer Question 5 or Question 6.
Answering Question 1: When you are answering this question, you need to think about two steps: 1. Comprehension: Label all the obvious clues in the source. 2. Inference: What does this source suggest? Link back to things you can see in the source. To gain the full 4 marks, you should give two pieces of information for each step, therefore making 4 bits of information for 4 marks. Question 1 is only worth 4 marks, so one paragraph should be enough for full marks, Stick to what you can learn from the source. There is no need to evaluate how trustworthy the source is. You will waste valuable time and pick up no extra marks.
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Support each inference you make with references to the source. It is better to make two supported inferences than it is to make five or six inferences that you do not back up by referring to details in the source.
Answering Question 2: Tips for answering this question; 1. Decode the question: It is very important that you decode the question carefully so that your answer is focused on exactly what the examiner is asking. 2. Stick to the focus of the question For this question you need to stick to explaining the role of one method of policing/event/individual and the impact it had. 3. Prove that the subject of the question was important You are not being asked to describe what the method/event/individual did, you are being asked to explain why it was important.
Answering Question 3 OR 4: How to write an effective explanation using these steps; 1. Identify the range of factors using the factor wheel shown on the next page List all of the factors involved, perhaps using a mind map. 2. Select two or three factors to write about Do not try to cover everything. Remember that in the exam you only have about 15 minutes to answer this question. Choose two or three factors and answer them in detail. 3. Use connectives to tie in your knowledge to the question Don’t just say a factor was important. Show off your knowledge and prove it with evidence. Use your own evidence, not just the example the exam question may give you. 4. Structure your conclusion so that it clearly analyses the factors Start by showing a range of factors played a role. Make it clear which factor you think played the most important role. Support your argument with the key reason why you have come to this overall judgement.
Answering Question 5(a) OR 6(a): The examiners are trying to give you a chance to show what you know – and what you can do with what you know. Make sure you read the question a couple of times and then pick out these key things: -
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Date boundaries: what time period should you cover in your answers? Stick to this carefully otherwise you will waste time writing about events that are not relevant to the question. Content focus: the topic the examiner wants you to focus on. 4
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Question type: this question will ask you to ‘describe the key features’ of something. You are not being asked to ‘explain why’ they were introduced or whether you think they were effective so stay focused on the question and be specific to the topic.
In order to gain full marks in these types of questions you must give specific details and link what you say to the question. DO NOT just write a list of features, you must make links between the features.
Answering Question 5(b) OR 6(b): You may be asked to analyse and evaluate how an aspect of crime and punishment changed over time. The examiner does not just want you to tell them everything you know about the topic or time period. In order to gain full marks in these questions you should follow these steps; 1. Planning your answer Use a quick plan to organise your thinking as this will give you a clear, simple structure to your answer. Do not worry about more than two or three examples for each period – you will not have the time to write about any more. The exam will include some bullet points, which are there to help you think. If you do not recognise these bits of information, do not panic; plan your answer using what you know instead. It is your own knowledge that you should focus on, not the bullet points. Then work out how you are going to structure your answer – will you go for a chronological approach or will you group your answer into continuities and changes? 2. Evaluating each change As you write your answer, describe each change, back it up with evidence and explain the significance of the changing attitude. It is the explanation that will gain you lots of marks. 3. Make the final decision You need to make a clear judgement or you will not have fully answered the question. A basic adjective like ‘great’ or ‘small’ concerning change would be enough here – it is still a valid judgement. You also need to explain your decision. It you have mentioned a turning point it would be worth discussing in your conclusion. Good answers to these questions are those that are clearly organised, and include explanations and evidence.
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What types of factors should I consider when answering a question? These are the reasons, the factors, which explain the changes and continuities in crime and punishment, and the attitudes to crimes...
Roles of governments Attittudes & Beliefs
Media
Transport & Communication
Religion
Science & Technology
Poverty & Wealth
Key Individuals
Urbanisation
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What were the main crimes and punishments used in Roman Britain? Non-Serious Crimes
Serious Crimes
Small-scale theft Burglaries Street robbery/violence General riots at games, chariot races, contests.
Crimes Minor crimes (petty theft)
Major crimes (mugging) More serious crimes (murder, arson, libel and slander) Most serious crimes (such as refusing to accept the authority of the emperor)
Rebellion Religious non-conformity (not worshiping emperor) Murder (less serious than two above)
Punishments Flogging (being whipped) Beating Financial penalties (being forced to repay the cost of goods stolen or damaged) Amputation of limbs Execution (by various methods) Exile (only available for the upper classes)
Objective: to understand the nature of Roman society and the varying punishments for men and women, and for citizens and noncitizens.
Key Ideas; 1. The big idea of Roman punishment was to deter potential criminals by harsh punishment.
Roman Society; Hierarchical: The wealthy at the top and slaves at the bottom. Patriarchal: Women, children and slaves obeyed male head of the family. Unequal: Poverty led to crime. The wealthy had all the power.
Execution by crucifixion or being thrown to the lions Being forced to become a gladiator
Example Question: 7
Describe key features of law and order in Roman Britain. (9)
Objective: to understand the Roman law system and the use of governors and magistrates.
How were laws enforced in Roman Britain?
Key Facts; 1. The Romans were the first to introduce a centralised and common system of law and law enforcement. 2. Roman law and principles were more rational than earlier legal systems and were not based on religion.
Part of law system Laws
Policing
Trials
The Legal System: - People reported a crime to the local centurion – he would decide if it should go to court. - Smaller crimes were judged by Roman officials in local courts. - Serious crimes were tired by the Roman Governor of Britain. - Roman legions were in charge of dealing with riot and disorder.
Punishments
The forces of law and order in Rome from c.AD6 to c.AD400 Praetorian guards; the Emperor’s household guard was used only in emergencies to protect the Emperor from riots. Urban cohorts; they were soldiers. Their main job was to keep order by stopping riots, they did not patrol the streets.
Example question: How fair was the Roman system of law & order? (16)
The vigiles; their main duty was preventing and putting out fires. On patrol at night they 8 tried to stop crimes or capture runaway slaves.
What did they do? Laws were made by the Emperor and the Senate. They were written down in detail, often updated and covered all aspects of crime. There was no effective police force in Rome but the Emperor’s guard protected the Emperor and stopped riots. The army acted as a police force in the provinces of the Empire. Victims of crime had to collect evidence and bring the accused to court. They could hire trained lawyers if they could afford them. Juries decided serious cases; judges decided less serious ones. Punishments were harsh and often violent. Executions were common although noblemen were allowed to go into exile to escape execution. Prisons were not used except for debtors.
What changes were there to crime and punishment in AngloSaxon society? CHANGE Influence of the Christian Church. The importance of local community and family with the ‘hue and cry’ and Wergeld payments as a punishment. The creation of ‘tithings’: a system of collective responsibility, a group of ten free males. The role of the king in law making and enforcement grew. Mutilations became more favourable than executions, as this gave the guilty the chance to repent and so save their soul (related to the influence of the Church). Trial by ordeal: supposed to reveal the judgement of God through the healing of injuries (e.g. injuries were inflicted using hot water and fire amongst others, and if they had began healing 3 days later, they were innocent). CONTINUITY In a trial the decision about guilt was still taken by a jury. Still no organised police force. Minor crimes are still punishable by fines. Major crimes are still punishable by execution. The wealthier people in society still controlled the law and order system.
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Objective: to assess the extent of continuity and change while considering the end of the Roman Empire and its impact on society and the law system.
Key Information: The Anglo-Saxon period sees the beginning of the influence of the Church in what was classified as a crime and how people were punished. The death penalty was less common than in Roman times as it was believed that criminals should be given a chance to repent and save their souls. Anglo-Saxon law was more localised than Roman law as Britain was split up into different kingdoms for much of the period.
Example question: What were the key features of Anglo-Saxon law enforcement? (9)
Objective: to understand the role of the Norman Conquest on crime and punishment; right of sanctuary, benefit of the clergy, forest laws, trial by combat.
Key Dates
What impact did the Norman Conquest have on law and order in England?
1066: Norman Conquest 1066: Introduction of Forest Laws, trial by combat, right of sanctuary and benefit of clergy, 1069: the start of a string of rebellions across the south-west, the Welsh borders, East Anglia and the North of England; lasts for about a year
Policing and Enforcement The reliance on shire courts and sheriffs for the maintenance of law and order continued. The Normans introduced a new method of trial by ordeal – this was trial by combat as the Normans thought God would show guilt through the result of combat between the accused and the accuser. County courts were set up to deal with more serious crimes.
Laws Forest Laws: 30% of England became protected Royal Forests It was a crime to kill animals like deer or cut down trees without permission. A large network of officials policed the laws of the forest. The Church Right of sanctuary: nobody could be arrested in a church. Benefit of clergy: all clergy could be tried in a Church court. More prosecution of religious or moral crimes (adultery, sex before marriage, not following the Church). Punishments
Example question: ‘The creation of new crimes was the most important change to English law made by the Normans’. Do you agree? (16)
Use of the dealth penalty rose dramatically, as did mutilations and amputations. The death penalty was widened to cover more offences, including theft. Paying compensation to 10 victims declined.
Crime, punishment and policing in the later middle ages ROYAL WRITS: sent to all sheriffs containing the king’s instructions COURT OF THE KING’S BENCH: where all the most serious cases would be dealt with
COUNTY GAOLS: where the accused was kept before trial, one in every county
JURIES: Henry II created ‘grand juries’ and made juries more common and important
Law System post-1154
In 1285, Edward I passed a law which allowed sheriffs to form ‘posses’ of local men to help chase and catch criminals.
TRAVELLING JUSTICES IN EYRE: England divided into 6 ‘eyres’ and royal judges travelled around CHURCH JUSTICE: Henry II attempted to lower the Church’s influence, and failed.
Objective: to be able to comment upon and assess the reasons for Henry II changes to the law system and how the changes were made.
Key Dates 1135-1154: civil war in England that broke down law and order. 1154: Henry II becomes King. 1161: Following the death of the Archbishop of Canterbury, Henry II appointed an English Chancellor, Thomas Becket, in the hope of lowering the influence of the Church, 1164: Constitutions of Clarendon 1176: Henry II introduces travelling justices in Eyre. 1179: ‘Grand juries’ are created. 1212: Trial by ordeal abolished. 1361: Justice of the Peace Act
Example question:
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In what ways did law enforcement differ in the later medieval period from the Norman period?
Objective: to develop a chronological overview of the period and think about the approaches to law and order.
Key Dates 1534: Henry VII replaces the Pope as head of the Church of England. 1536: Monasteries begin to be closed down. 1536-1543: Wales and England united. 1555: Pope restored as head of the Church of England.
What was England like in 1480-1750? RELIGION
THE CHANGING MONARCHY
Pre-1534 there was only one main religion in England – Catholicism. Following 1534, there were two religions – Protestantism and Catholicism, with following Catholicism (heresy) being a crime. This then changed again in 1555, with Protestantism being illegal. Four years later, religion changed back again.
Following the Tudors, England entered into a period of civil war in 1642. This made life in England unstable and crime became second to riots and rebellions.
1559: Elizabeth I replaces Pope as head of the Church of England.
1642-1646: The English Civil War
ECONOMIC CHANGE
1649: monarchy abolished.
1665: The Plague. 1666: Great Fire of London. 1707: England and Scotland united.
Example question: How successful were attempts to enforce law and order during the period c.14501750?
Events like the Gunpowder Plot and the Civil War increased the fear in the government and the rulers that there would be a great rebellion and therefore punishments were increasingly harsh as a deterrent.
FACTORS AFFECTING CRIME
1605: The Gunpowder Plot.
1660: monarchy restored.
THREATS TO RULERS
MEDIA The invention of printing meant more books, pamphlets and broadsheets. Favourite topics for publishing were alarming reports on crime.
Increased wealth and increased poverty – business and trade growing rapidly due to London becoming a centre of commerce, yet majority remained poor due to bad harvests. Tax increase on imports (smuggling). CHANGES IN SOCIETY Better roads helped the development of coaches and more people could travel. Population increase meant it was harder to find work. Landowners getting wealthier 12 wanted to keep it that way, so and wanted to keep the poor in their place.
Why was begging a crime in the 16th century? Why did the number of beggars increase during the 16th century? Problems in the cloth industry increased the number of unemployed people
Inflation caused prices to raise faster than wages
Landowners kept sheep, instead of growing crops. This needed fewer workers Closure of monasteries took away support for the poor
Why was begging treated so harshly? Large numbers of beggars travelling on the roads seemed to threaten a society where people were expected to know their place within their local community The cost of supporting beggars was resented by the communities they ended up in Acts of charity did not seem to be enough to meet the rising demand from the poor people Poor people were more likely to turn to other crimes such as theft
End of wars in England led to soldiers being out of work Population increase put pressure on jobs and food There was no national system to help the unemployed and sick
Objective: to understand how and why the treatment of vagabonds changed over time.
Key Information:
Despite the laws against begging, it was impossible to stop because it was brought on by wider social causes.
Some places, such as York, issued badges to sick of injured beggars, who were thought to deserve help (the ‘deserving poor’)
Vagabonds and Beggars Act (1494): beggars put in stocks.
1531: beggars classed as either ‘deserving’ or ’sturdy beggars.
1547: Vagrancy Act, beggars forced to work and could be whipped or branded. Act was later repealed.
Example question:
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Explain why vagabonds were punished so harshly during the Tudor period. (9)
Objective: to understand why the authorities felt so threatened and how they responded.
Key Information Political changes between 1485 and 1700 caused rulers to feel under threat. This led to an increase in accusations of treason.
How did rulers react to threats to their power in the 16th and 17th centuries?
In 1603, King James I declared his 'detestation' of Catholics and began to pass more laws against them.
Mistrust of Catholics under Elizabeth I had led to anti-Catholic beliefs and laws against them.
Earlier harsh punishments – designed to crush opposition to royal power – were increasingly used in this period of time. Lessening of political tension after 1750 reduced the use of such punishments.
THE GUNPOWDER PLOT 1603
The Plot
Punishment
Example question: Why were the Gunpowder Plotters treated so harshly? (12)
Previous to these laws, Catholics were allowed to live peacefully. Therefore this group of Catholics felt that removing James I may return Catholics to a suitable place in society.
Impact on Catholics
•The plotters hid gunpowder under Parliament to blow King James up when he opened Parliament in November 1603. •One plotter, Thomas Wintour, said that the murder would lead to confusion which the Catholics could exploit to take control.
•The plotters were caught before they could kill the king and were rounded up and executed, Guy Fawkes was also tortured into confessing. •They were dragged to the scaffold, hung until they were near death, taken down and castrated, disembowelled and cut into quarters.
•Ordinary Catholics had to pay a fine to be allowed to keep their beliefs. •The body parts were sent around the country as a warning. 14
Was poaching really a crime? Middle class men saw poaching as a traditional custom and felt that they were being oppressed.
To a lot of villagers, poaching was not only a source of extra food and money, but it was also a trade.
What did people think?
Due to the punishments that faced them if they were caught, poachers sometimes became violent.
The big landowners controlled parliament and the laws they made, they were also the ones which poaching laws did not affect, and who would suffer if someone was poaching on their land.
Why did celebrating Christmas become a crime in the 17th century? Reasons why Christmas became a crime Puritans believed that they were not true Christian festivals, and that Christmas was originally a pagan festival. Therefore they believed that if you celebrated Christmas you would go to hell.
Impact Enforcing this was relatively easy as the Puritans could use soldiers to keep the churches closed. However, it was near impossible to stop private celebrations in people’s homes. Shopkeepers would close their shops on Christmas Day as usual.
Objective: to consider the reasons behind why poaching and celebrating Christmas were considered as crimes and what this demonstrates about society.
Key Dates 1080: poaching first made a crime with the Norman Forest Laws. 1647: It becomes illegal to celebrate Christmas, Easter and Whitsun. 1700s: a series of laws are created to combat poaching; Only landowners whose land was worth £100 a year could hunt and they could hunt anywhere (but this was a lot of money). Possessing dogs or snares that could be used for hunting was punished by a £5 fine or three months in prison. 1725: The Black Act is passed making the punishment for hunting deer, hare or rabbits execution.
Example question;
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Explain how these two crimes can be seen as ‘social crimes’.
Objective: to assess the ability of the law system and society to identify and punish those for witchcraft.
Why did witchcraft become such a problem? WHY WOMEN?
Key Factors
Over 90% of people accused between 1450 and 1750 were women. Christianity had portrayed women as morally weaker than men and therefore easily persuaded to do the Devil’s work. The Puritans in particular tended to see women as temptresses. The women accused usually lived alone and were mostly over 50.
RELIGION: During the period 1500-1700, both Catholic and Protestant rulers and Church leaders called for action against suspected witches. ECONOMIC HARDSHIP: Bad economic luck (crop failures/death of animals) was blamed on evil spirits and the spells of witches. SOCIAL CHANGES: People moved to find jobs, leaving many old women by themselves, turning to magic and charms to earn money. CIVIL WAR: Tensions in communities heightened by the Civil War, which caused more accusations.
Example question: ‘The acceptance of scientific explanation was the main reason why witchcraft trials ended’. Do you agree? (16)
WHAT EVIDENCE WAS USED TO CONVICT?
Unusual marks on a woman’s body. ‘Pricking’: using a needle, would see if the witch could feel pain. Confessions (following incidents of sleep deprivation) ‘Swimming test’: based on trial by ordeal. If two ‘proven’ witches would swear that the accused was one too. Neighbour could provide evidence of strange behaviour.
The most common punishment for witchcraft was hanging.
WHY DID WITCHCRAFT TRIALS DECLINE? Economic and social change began to slow down, as many people started to become better off and share in the prosperity. This reduced the tensions in villages and so most people became less jealous and suspicious of their neighbours. A growing number of people were taking a more rational attitude to what they now saw as superstitions. The reign of Charles II from 1660 saw the creation of the Royal Society and a huge increase in scientific discoveries, which were encouraged by the king. Many things that had been seen as the work of evil spirits and spells began to be explained by science. However, although accusations declined, witchcraft continued to be a crime until all16 laws concerning witchcraft were abolished in 1736.
What were the key features of crime, punishment and policing in 1485-1750? KEY CRIMES -
Vagrancy Witchcraft Poaching Drinking & not attending church - Highway robbery - Smuggling - Riot
KEY FEATURES OF POLICING - System of unpaid constables, hue and cry (the use of citizens), watchmen and the army. - ‘Thief takers’: Men, who earned their living from the rewards they received for bringing criminals to justice, began to track criminals from the early 1700s onwards. - There was no proper force to collect evidence. - Citizens expected to deal with crime themselves. If someone was robbed, it was their responsibility to get an arrest warrant from a magistrate, track down the criminal and deliver the criminal to the constable.
Objective: to understand the development of how English society punished and investigated crimes during this period.
Key Dates 1534: Church of England set up. 1542: First law against witchcraft. 1549: Kett’s rebellion. 1605: Gunpowder Plot 1642-1649: English Civil War 1715: The Riot Act 1718: Transportation Act 1723: The Black Act – increased the number of capital offences by 50. 1736: Last law against witchcraft repealed.
KEY FEATURES OF PUNISHMENTS - Nearly everyone believed that the best way of deterring criminals was to have savage, terrifying punishments that would frighten people away from crime. - This meant new types of 17 punishment was created to be more frightening.
Example question: In what ways did methods of law enforcement change in the period 1450-1850? (12)
Objective: to develop a chronological overview of the period and think about approaches to law and order.
Key Dates 1829: The Metropolitan Police Force was set up in London. It had 3200 men. 1835: A new law said that countries were allowed to set up their own police forces. The first prison inspectors were appointed. 1839: General rules for all prisons were provided by the government. 1841: Only murder and treason remained as capital crimes. 1868: The end of public executions. 1878: The government took over all prisons.
What were the key features of crime, punishment and policing in 1750-1900? CHANGES TO POLICING
FEAR OF RISING CRIME
The introduction of a proper police force in 1829 meant that the crime rate began to fall from the 1850s onwards.
Fear of rising crime led to a demand for more effective punishments. The Bloody Code had not reduced crime as had been claimed. Public executions did not work as a deterrent and prisons were seen as ‘schools for crime’.
FACTORS AFFECTING CRIME
How much did attitudes towards crimes against authority change from the middle ages to the mid-19th century? (12)
Governments were becoming more involved in every aspect of society in order to improve conditions.
THE WORK OF REFORMERS Reformers influenced government thinking about how prisons should be run. Reformers believed that prisoners could be reformed through hard work and religious instruction.
A REVOLUTION IN PUNISHMENT & POLICING? Example question;
THE ROLE OF GOVERNMENT
-Bloody Code swept away -Prison sentences more common 18
What does the Bloody Code tell us about society?
Objective: to understand the Bloody Code and assess its failures.
Key Information
The number of crimes carrying the death penalty rose greatly; 1688: 50 crimes. 1765: 160 crimes. 1815: 225 crimes.
1723: The Waltham Black Act added 50 new crimes were added to the list of crimes punishable by death. Judges would put black caps on top of their wigs before declaring that the sentence would be death. The laws were so harsh that historians have given them the nickname of the Bloody Code.
SOURCE: A cartoon by William Health in 1831 titled: ‘Merry England’
CRIMES INCLUDED IN THE BLOODY CODE: stealing horses, arson, destroying turnpike roads, destroying fishponds, vandalising Westminster Bridge, begging if you were a soldier or a sailor, smuggling, breaking tools used to make wool etc. WHY DID THE BLOODY CODE END? - In the 1700s only 40% of those sentenced to death were actually hung. - Public executions no longer seen as deterrent. - Juries would often not convict people for minor crimes as they thought the punishment was unfair. - Impact of Enlightenment and new thinking: people began to think that the punishment did not match the crime.
WHAT CAN THE BLOODY CODE TELL US ABOUT POLICING AT THIS TIME? - Some believed that the best way to frighten people away from crime was to enforce severe punishment. - Believed that the innocent may be hanged now and again but it the price that must be paid. - The law system meant that many who were guilty went free as the juries wanted to avoid the death sentence. 19
Example question: Why did public executions end in 1868? (12)
Objective: to understand the range of contemporary opinion on how smuggling was enforced as a crime.
Key Dates 1690: Mounted customs officers established.
Why were the laws against smuggling so difficult to enforce in the 18th and early 19th centuries? A GOVERNMENT-MADE PROBLEM?
1700: Waterguard established with ships to patrol coast. 1740s: Growth of armed smuggling gangs. 1745: Tax on tea reduced. Smugglers turned to smuggling spirits. 1759: Cost of fighting wars led to increased tax on imports. 1792-1815: Widespread smuggling of French goods (during war with France). 1850: Taxes on imported goods cut. Period of large-scale smuggling over.
Example question: ‘Why was it so difficult to deal with smuggling and poaching in the 18th century? (12)
- The decision to raise large amounts of money by taxing goods coming into the country created a situation where huge amounts of money could be made by bringing goods into the country illegally. - Smuggling met the high demands for these goods.
CRIMINALS OR POPULAR HEROES?
- Because the actual goods brought into the country were legal and harmless, many people were sympathetic towards smugglers. They thought it was the government acting unreasonably. - The harsh punishments for smuggling only added to this sympathy. - Large numbers of people near the coasts were involved in active smuggling, hiding contraband, providing alibis for smugglers and trading with them. Many more inland bought the smuggled goods. - This created a situation where there was a huge difference between the official and the popular view of smuggling and its status as a crime. - People regarded as criminals by the government became popular heroes.
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Why were protestors treated so harshly between 1700 and 1850? The French Revolution of 1789 raised the stakes and now the landowners and politicians in Britain saw every protest as the beginning of a British Revolution. Later revolutions in France, in 1830 and 1848, kept alive fear of revolution.
Why was the government so worried about protesters?
Example of protest The Luddites: in 1811, the Luddites smashed about 1000 new machines in Nottingham and Derbyshire. This later spread around the country to other cities. Peterloo: On 16 August 1819, a huge meeting was held in St Peter’s Field in Manchester. 60, 000 men, women and children turned up to hear speeches about the right to vote. The Captain Swing Riots: In 1830, ‘machine smashing’ started again, except against farm machinery and arson. Chartists: an organisation set on persuading Parliament to change the voting system.
If people were protesting, they were not working, therefore disrupting work and trade. This meant that the economy suffered, so pressure was put on the government by owners of business which employed protestors to deter future protests with harsh punishments.
Punishments of the protesters In 1813, 14 Luddites were hanged after an attack on a mill, and this acted as a deterrent. The Luddite attacks became fewer and fewer after 1813. Local magistrates sent in armed soldiers to capture the speakers. In less than an hour, 11 people lay dead (including a baby) and 400 more were injured. Speaker Henry Hunt was jailed for 2yrs. 19 people were hanged, 644 jailed, 481 transported, 7 fined and one whipped. 20 Chartists killed when soldiers opened fire on a protest. 500 Chartists imprisoned.
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Objective: to assess the punishments against protestors.
Key Dates 1811: Luddist attacks begin.
1819: Peterloo incident.
1830: Swing Riots begin.
1833: Tolpuddle Martyrs.
1839: Incident where soldiers opened fire on a Chartist protest meeting in Newport and killed 20 Chartists. 1839-1848: over this period of time, over 100 Chartists were transported to Australia.
Example question; Why was the government so worried about protestors between 1700 and 1850 and how did this affect how protestors were punished?
Objective: to understand the fears of the authorities in their treatment of the Tolpuddle Martyrs and the impact of popular opinion for their release.
Key Information After the French Revolution, and also the assassination of the British Prime Minister in 1812, the authorities were eager to clamp down on anyone involved in unrest, as the story of the Tolpuddle Martyrs in 1833 shows. The source at the bottom of the page shows a demonstration in London on 21 April 1834 in protest at the deportation of the Tolpuddle Martyrs.
Who were the Tolpuddle Martyrs? A local magistrate used a law meant only for the navy to arrest the six men and put them on trial. Employers did not like the idea of unions and tried to break them up.
TOLPUDDLE MARTYRS
They worked like other transported criminals did – hard labour in difficult conditions.
Example question; Explain why and how the authorities treated the Tolpuddle Martyrs in such a harsh way.
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An unfair jury found them guilty and they were sentenced to seven years’ transportation to Australia.
In 1833, George Loveless and five other farm workers in Tolpuddle, Dorset met in secret. They swore an oath to join a trade union. This was not illegal.
There was a great campaign to have them released. One petition was signed by more than 250,000 people – in 1836 they were released and returned to England..
What was the impact of transportation? REASONS FOR INTRODUCING TRANSPORTATION Just like hanging, transportation removed the criminals from Britain and thereby reduced crime. Transportation would reform the criminals: they would work and learn new, useful skills so they would be less likely to reoffend. It was an alternative to hanging. Juries often found people innocent if they thought the punishment would be death. Transportation was seen as a compromise between death and whipping. Prison was too expensive. Australia was unknown and terrifying – it had only been discovered in 1770 and acted as a deterrent. Transportation would help Britain to claim Australia as part of its empire and stop countries like France from getting any of the land. REASONS FOR TRANSPORTATION Free labour to build Australian infrastructure.
Transportation was popular with judges who often used it Transportation was successful in reforming convicts. Only a minority ever came back to England, most stayed there to work peacefully.
REASONS AGAINST TRANSPORTATION The honest settlers in Australia set up groups to protest against transportation. They called it the ‘stain’. Prisons were now cheaper and more widely used. Many thought it was unfair that prisoners who had won their ticket of leave could earn higher wages in Australia than in Britain.
Objective: to understand the reasons for the rise and fall of transportation as a form of punishment.
Key Facts Transportation was an alternative to hanging that was increasingly used in the 1700s. It was the removal of criminals to other countries owned by Britain. At first America was used, but after the 1770s Australia was the destination. One-sixth of transportees were women. Only 3% of transportees had committed violent crimes. The last convict ship arrived in 1868, less than 100 years after the punishment began.
Example question;
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Why did the authorities start using transportation as a punishment in the 1660s and stop using it in 1868?
Objective: to understand the reasons for the increase in the use of imprisonment in the 18th and 19th centuries.
Key Dates 1777: John Howard’s book, State of the Prisons in England and Wales, was published. 1815: Gaolers were paid out of taxes, ending the charging of fees to prisoners. 1835: First prison inspectors appointed 1839: General rules for all prisons provided by the government. 1842: Pentonville Prison was built, meant to be a model prison. 1864: Penal Servitude Act – ensured that prisoners faced the harshest possible conditions. Corporal punishment reintroduced in prisons.
Why did prisons become a more popular punishment in the 1800s? RETRIBUTION: To punish people for doing wrong.
DETERRENCE: To discourage others from committing crimes.
REFORM: To change a person for the better.
WHY PRISONS?
REMOVAL: To keep them away from society to protect others.
SEPARATE & SILENT SYSTEMS: isolated prisoners to encourage self-reflection and repentance.
PRESSURE TO USE PRISONS MORE AS A PUNISHMENT
Critics of crime and previous prison systems said that prisons and other punishments were too lenient and praised the new system for helping to deter and reform criminals, as well as stop younger criminals from developing their criminal activities under the guidance of older criminals. Many agreed with the new aim of reforming criminals, rather than simply sending them back to the streets to commit more crimes.
1878: The government took over control of all prisons.
Example questions; How did prisons used for punishment and deterrence in the 19th century influence the way they were run? (9)
RESTITUTION To work to make a payment back to society.
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Who was the greatest prison reformer?
Objective: to evaluate the success of prison reforms in the years 1750-1900.
Successful?
John Howard • Born in 1726. • Appointed High Sheriff of Bedfordshire, he was appalled by the conditions in the country gaol. • He called for prisoners to have Christian teaching, work and decent food, and visits by chaplains and doctors. • He wanted prisons to be cleaned and prison guards to be paid. • As a result of his workm parliament passed the 1774 Gaol Act, which suggesting ways for improving health and sanitation.
Progress was not exactly as Howard or Fry wanted. They wanted rehabilitation and reform. Many in government wanted retribution and deterrence.
Prisons in the 19th century were a compromise between rehabilitation and retribution.
Today, some 19th century prisons are still used but house more people than they were designed for.
Sir Robert Peel • Home Secretary. • The slow growth in demands for change and the example of Fry's work persuaded Peel that action was needed. • Brought in a series of reforms like the Gaol Act (1823). Prisoners also given seperate cells in the 1830s and started a new prison-building programme.
Elizabeth Fry • Born in 1780. • In Newgate Prison, Fry found women and children living in conditions of violence and disease. • She set up education classes and treated the prisoners with kindness and respect; she suggested rules and the prisoners voted on them. • In 1825 Fry published her ideas on how to improve prisons. This spread her ideas and helped to change attitudes. Example question; 25
How successful were prison reformers?
Objective: to understand the need for a police force and public relations.
Policing before 1829; BOW STREET RUNNERS: Only a small number, created in 1749. Tracked down criminals and stolen property. BOW STREET HORSE PATROLS; Only a small number, patrolled London streets.
Why did London need a police force? Due to the lack of patrols and numbers on patrols, magistrates usually relied on criminals being caught in the act or given away by informers.
The Bow Street policemen were not present in sufficient numbers to meet the needs of London.
When there was large scale disorder, it was necessary to bring in soldiers. This often led to deaths. (e.g. Peterloo in 1819).
Problems in the old police force
THE WORK OF SIR ROBERT PEEL
WATCHMEN/ ’CHARLIES’; Kept an eye on property in London. Usually old, poorly paid and organised by parish constables. PARISH CONSTABLES: Dealt with minor disorder and beggars. PART-TIME SOLDIERS; could be used to put down riots or rebellions.
Example question; How and why did policing change in the 19th century?
Emphasis on catching criminals after crimes rather than crime prevention.
In 1829, Peel persuaded parliament to pass the Metropolitan Police Act. This established the first permanent, uniformed police force in London.
THE NEW POLICE FORCE While the new police force did catch criminals, one of their main effects was to deter crime. Police patrols became an important deterrent to crime, and uniformed policemen and detectives became skilled catchers of criminals. Still, until the use of fingerprints and other scientific aids in the 20th century, many crimes were difficult to solve. Improved pay and training meant that the police developed a reputation for honesty. This increased public trust. Targeting uniformed patrols in high crime areas helped to reduce street crimes and disorder. 26
Peel believed that the best way to police the country was to not create tensions in society: he did not want the police to look like the army.
As a well-respected politician, he was able to persuade parliament that this was the best approach.
Soon cities and counties around the country were copying the example of Peel and setting up a local police force.
Who was Jonathan Wild?
Objective: to conduct an historical enquiry into the life of Jonathon Wild and the case of Jack the Ripper
PROFILE -
-
-
1683 – 1725 Ran a successfully gang of thieves yet at the same time seemed to be the most successful policeman in the country. Would steal goods, hold them until they were reported missing and then claim that he had found them and receive the reward. Wild would also ‘catch’ his rivals. He was finally exposed and hung in 1725. Highlights the lack of an effective police force.
Key Information
Why was Jack the Ripper never caught? PROFILE -
-
-
31 August – 9 November 1888 Killed at least five women in the Whitechapel area of London. The name – ‘Jack the Ripper’ – comes from a letter to the authorities from a person claiming to be the killer. Despite a large investigation and media coverage, Jack the Ripper was never caught. Never caught due to lack of CCTV, DNA testing, fingerprinting etc. so could not process evidence properly.
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Both of these cases demonstrate issues in policing; The case of Jonathan Wild shows the need for a police force entirely as at this time the odds in favour of getting away with crime were still heavily in favour of the criminal. The failure to catch Jack the Ripper shows how limited the new police force was in catching criminals – no DNA testing and limited technology.
Example question; Explain how policing failed to combat all crime using these examples.
Objective: to be able to identify the changing definitions of crime from 1900 to the present day.
Key Information
A number of crimes appear to be ‘new crimes’ but many of these are, in reality, ‘old crimes’ using different methods. There are new opportunities of crime provided by new technology. Changing attitudes change definitions of crime.
Are ‘new crimes’ just ‘old crimes’ in a new format? OLD CRIMES Selling of poor girls into prostitution was a problem in 19-century cities.
In the 18th century organised criminal gangs smuggled goods. Impersonating another person to steal their money is an old crime, as is tricking money out of people. Street robbery and other forms of street crime have been a problem for centuries.
NEW CRIMES People trafficking. Many people from Eastern Europe and less economically developed countries are illegally brought to the UK and forced to work for low wages or no wages at all. Drug smuggling is a multimillion pound industry. Computer crime is often used to commit fraud.
Street crime and anti-social behaviour causes great concern in many towns and cities.
WATCH OUT! Students often assume that using new technology are new crimes. Many of them are actually still examples of fraud or theft – not new crimes at all. Two sources depicting old and new forms of smuggling.
Example question; How far do you agree that ‘new’ crimes since 1900 are simply old crimes in a new format? (12)
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Why was refusing to kill someone a crime?
WW1
WW2
WHO WERE THE CONSCIENTIOUS OBJECTORS? Two types of objectors: the 'alternativists' (who refused to kill or injure anyone) and the 'absolutists' (who refused to have anything to do with the war effort). The majority of the conscientious objectors were 'alternativists'.
HOW WERE THEY TREATED IN WW1? The 'alternativists' were mostly given alternative war work (driving ambulances etc). However, some employers would refuse to give them work. The 'absolutists' were treated as criminals and sent to prison where they would be treated badly. Some were even taken to France and threatened if they did not fight.
WHO WERE THE CONSCIENTIOUS OBJECTORS? In all, 59,192 people (including women) claimed exemption; all except 12, 204 were excused. Most of these worked on the land or in the factories yet some CO's agreed to do non-combatant work in the armed forces. Some were part of the Peace Pledge Union, which tried to encourage people to oppose the war.
HOW WERE THEY TREATED IN WW2? They were not persecuted in the same way as WW1 and the government made more effort to find them alternative work. Tribunals were set up similarly to WW1, to determine if they had a legitimate reason to not fight. However, the public opinion had not changed much, and CO's were still accused of being cowards and traitors.
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Objective: to identify when crime can be legitimised, such as with the conscientious objectors.
Reasons behind Conscientious Objection Moral: People who believe the war is morally wrong. Known as Pacifists, they believe that was creates problems rather than solves them. Religious: Some religious groups, e.g. the Quakers, are opposed to all war. ‘Thou shalt not kill’. Political: Those who object for political reasons – e.g. socialists/communists who believe most war are fought for wealth and capitalism and therefore do not agree with the war. Example question: ‘The attitude of the government was the most important reason why conscientious objectors in the Second World War were treated differently from conscientious objectors in the First World War’. Do you agree? Explain your answer. (16)
Objective: to understand why violence against women in the home was not seen as a crime before the 1970s and how women are more protected.
Forces for change CAMPAIGN GROUPS: The feminist ideas of the Women’s Liberation Movement became a strong force in the 1960s. NEW IDEAS ABOUT THE ROLE OF THE STATE: There was an increasing acceptance that the state could intervene in family life to improve the quality of life of its citizens. POWER OF THE VOTE: Women’s concerns became increasingly important to those trying to win the female vote and new women MP’s. MEDIA: Both broadcast and print media gave increasing coverage to domestic violence stories. Example question; ‘Domestic violence became a crime in 1976 mainly due to campaigns by women’. Do you agree? Explain your answer. (16)
How has Domestic Violence become a crime? Why were the authorities so slow to act previous to 1970? The authorities did not want to interfere in private family matters. Before 1918, women had very little political power. All laws were made by men. The law was also enforced by men; all-male police force who were often reluctant to intervene in ‘domestic incidents’. Domestic violence was seen as an effect of ‘drunkenness and disorder’ amongst the working classes – not the upper or middle classes so not seen as much of a problem in its own right. Women themselves were often too scared to speak out and make complaints against their husbands. CAMPAIGN GROUPS During the late 1960s and 1970s, women’s liberation groups and movements developed in Britain. Tried to increase public awareness and get people talking about inequalities suffered by women rather than it being a ‘taboo’ subject. In 1974, the National Women’s Aid Federation was established as the first national organisation concerned with domestic violence in the UK. Campaign groups increased pressure on the government to change the law. THE CHANGING LAW
VOICES IN PARLIAMENT In 1971, MP Jack Ashley raised the issue of domestic violence in parliament for the first time. Shortly afterwards, parliament set up the Select Committee on Violence in Marriage to look into the problem and consider whether the law should be changed.
1976: Domestic Violence Act – gave protection to victims. 1991: marital rape becomes a criminal offence. 1996: Family Law Act - gave extra protection to victims and families. 2004: Domestic Violence, Crime and Victims Act – gave police and courts better powers to deal with abusers.
RESISTANCE These different forces were also putting pressure on the legal authorities to act on domestic violence. These authorities resisted this, with the 30 Police Superintendents’ Association and the Chief Police Officers’ Association claiming that existing laws were sufficient for them to deal with violence in the home.
How has law enforcement changed from c.1900 to the present day? FINGERPRINTING: in 1901 the fingerprinting department of New Scotland Yard was set up. National Automatic Fingerprint Identification System set up in 1995. RADIOS: the police first used radios in 1910.
DNA: in 1995 the DNA National Database Library was set up. Used to identify both victims and criminals.
Objective: to understand how policing has changed and to be able to evaluate the effectiveness of these changes on the prevention of crime.
Community Policing
COMPUTERS: the Police National Computer was introduced in 1980 and holds records on 25 million people. Also, monitoring websites and emails allows the police to hunt for those planning acts of terrorism.
CCTV: first used by the police during the IRA bombing campaign of the 1970s. Allows people’s behaviour on the street to be checked.
The Impact of Technology
The creation of specialist forces (dog handlers, armed officers)
CARS & MOTORBIKES: One of the biggest changes of the later 20th century was taking police off the beat and putting them in cars.
Modern policing is not just about technology. The setting up of Neighbourhood Watch schemes involves local people in crime prevention. This is comparable with ways used to combat crime in the 15th century, which made local communities responsible for the behaviour of their neighbours and reporting crime. The difference is that the modern scheme is completely voluntary.
Example question; 31
How has law enforcement changed since 1900? (12)
Objective: to understand the reasons used for and against the eventual abolition of the death penalty in Britain in 1969.
Key Dates 1908: People under 16 no longer hanged. 1933: People under 18 no longer hanged. 1950: Timothy Evans executed for the murder of his wife. 1953: Derek Bentley to be hanged at Wandsworth Prison. 1955: Ruth Ellis, the last woman to be hanged in the UK. 1964: Last executions: Peter Anthony Allen and Gwynne Owen Evans. 1965: Capital punishment for murder cases suspended for five years. 1969: Abolition of capital punishment for murder. 1999: Death penalty abolished.
Example question: Why was Derek Bentley’s execution important in changing attitudes to capital punishment? (9)
Why was capital punishment abolished in Britain? THE IMPACT OF CONTROVERSIAL EXECUTIONS DEREK BENTLEY TIMOTHY EVANS - 1950 Hanged for killing his wife and baby. Later revealed that his wife (and at least five other women) was killed by a man named Christie. Evans was posthumously pardoned in 1966. Sparked concern that capital punishment may not be the best option for punishment.
1953
RUTH ELLIS
Bentley (aged 19) and Christopher Craig (16) broke into a warehouse where Craig shot and killed a policeman. Bentley had a mental age of 11 and was found guilty of murder and executed, Craig was not sexecuted as he was under 18 years of age. He was posthumously pardoned in 1998.
This was a controversial case because Ruth had suffered violent abuse from the boyfriend she shot. However, the killing was planned and Ruth was sane so she must have been found guilty. The case made people unhappy that no other sentence seemed availiable.
1955
ARGUMENTS FOR AND AGAINST CAPITAL PUNISHMENT FOR If you murder someone, you deserve to die. It stops a murderer from killing again. It deters others from murder. It gives justice to victims and their families.
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AGAINST Capital punishment does not deter murderers. It’s always wrong to take a human life – even that of a murderer. What if the wrong person is convicted by mistake?
Why has there been a change from an emphasis on punishment to reform and rehabilitation? In 1922, the Separate System of confinement of prisoners was abolished (meant that prisoners would not have to be secluded from others). In 1948 the Criminal Justice Act abolished hard labour and corporal punishment. It also set up juvenile Detention Centres for young criminals.
Prison Officers were given training on how to re-educate prisoners.
Changes in punishment
In 1933 the first ‘open prison’ was established. With greater freedom, these were to be used for less dangerous criminals and those close to release.
Since 1907 probation officers have worked with offenders to monitor their behaviour, putting offenders ‘on probation’ instead of in prison was a big change in the approach to punishment.
ALTERNATIVES TO PRISON - Community sentences may include attending drug or alcohol treatment programmes, work on community projects or charity work. - Since 1998 magistrates’ courts can issue an anti-social behaviour order (ASBO) banning a person from committing offending behaviour. - New technology such as electronic tagging has provided an alternative to prison, while still restricting the movements of offenders. 33
Objective: to understand the changing role of prisons and alternatives to imprisonment.
Key Summary Prisons now exist to fulfil a number of functions. Alternatives to prison are increasingly used and are often thought to be the most effective way to rehabilitate nonviolent criminals. In 1908 prisons called Borstals were created to hold young criminals so as to avoid them from being influenced by or learning from older criminals.
Example question; In what ways did the desire to reform prisoners lead to changes in the prison system? (12)
Objective: to understand the nature of terrorism and its effects on the police and the government.
Key Dates 2001: 2,973 people killed in attacks in America (known as 9/11) 2002: 202 people killed following an attack on Bali, Indonesia. 2004: 191 people were killed in the Madrid train bombings. 2005: Terrorists set off bombs in a coordinated terror attack that killed 52 people. 2006: Terrorism Act drawn up – set guidelines for dealing with terrorism and punishments.
Why is terrorism such a challenge to the authorities in the 21st century? CCTV footage and mobile phone data may take many weeks rather than days to search through. Modern terrorists try to maximise casualties so must be stopped early – evidence will be harder to find.
WHY IS TERRORISM A CHALLENGE?
Terrorists act globally so evidence needs to be gathered from around the world.
Example question; Explain the problems faced by the government in dealing with the suicide bombers in London, July 2005. (9)
Computers and other modern technology make it easy to encrypt evidence, which takes a long time to find.
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Suspects use fake identities and these take time to be traced.
Forensic scientists need time to analyse the evidence.
PERIOD
ROMAN BRITAIN
ANGLO-SAXON ENGLAND
NORMAN ENGLAND
MEDIEVAL ENGLAND
CRIME
PUNISHMENT
POLICING
Most crimes were against property (theft, burglary). Crimes against the person were rare. Crimes against authority received the harshest punishments.
The death penalty was often used. Other punishments included flogging, beating, repaying cost of stolen goods, cutting off limbs, exile.
Legions would deal with riots. People reported crime to local centurion. Small crimes dealt with by Roman officials. Serious crimes tried by Roman Governor.
Church created new laws, which criminalised some actions and created new crimes like breaking Church rules during Lent.
Fines and compensation (most common), floggings and beatings, confiscation of property, cutting off hands, feet or tongue, execution
‘Hue and cry’. Guilt and innocence decided in a court by a jury of local free men. If couldn’t decide, trial by ordeal and handed to the church.
Forest laws making poaching a crime. Under the Church, ‘immoral’ actions became crimes (sex before marriage).
Use of the death penalty rose dramatically, and widened to cover more offences, including Forest Laws. Very minor crimes still punished by fines, whipping and pillory.
Anglo-Saxon systems of tithings, the hue and cry and the court system continued with the addition of trial by combat. More county courts were set up for serious crimes.
Petty theft still most common crime and Forest Laws still caused resentment. Heresy also a crime: having religious beliefs that were different to the official religion of the state.
Hangings gradually decreased, but other physical punishments continued. Fines became common. The king also pardoned some criminals.
In 1164, Henry II brought together Anglo-Saxon, Norman and royal laws. This enforced the same system throughout England, which is still the basis of our Common Law today.
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1450 – 1750 FACTORS ROLES OF GOVERNMENTS /MONARCHS
MEDIA
RELIGION
ATTITUDES & BELIEFS
CRIME
PUNISHMENT
POLICING
A civil war in 1642 made life in England unstable and crime became second to riots etc.
Threats to the monarch/ government (Gunpowder Plot) made punishments harsher.
Some politicians and members of government were involved in smuggling, making it hard to police even more.
The invention of printing meant more pamphlets etc. A favourite topic was alarming reports on crime. The creation of the Church of England created the crime of heresy.
Punishments were public and reported so as to spread the word of deterrence. Religious beliefs made the punishments for gambling and sinful activities harsh. People believed in retribution and deterrents so punishments were harsh and public,
A belief in the supernatural and folklore led to persecution of witchcraft.
SCIENCE & TECHNOLOGY URBANISATION
KEY INDIVIDUALS
POVERTY &WEALTH
TRANSPORT & COMMUNICATION
No proper force to collect evidence. Urbanisation made it harder to police properly – mostly rested on members of the community.
Harder to find work so many resorted to crime, mainly begging. Jonathan Wild & Guy Fawkes
Increased wealth led to tax increase of imports (smuggling).
Punishments varied depending on class.
Better roads meant more people could travel.
The introduction of transportation to English colonies as a punishment.
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1750-1900 FACTORS ROLES OF GOVERNMENTS /MONARCHS
MEDIA
CRIME
PUNISHMENT
POLICING
Governments becoming more involved in trying to improve conditions, therefore lowering the need to commit crime.
Government provided general rules for all prisons in 1839, amongst other prison reforms. Threat of revolution (France 1789) still present.
The government allowed and supported the creation of police forces across the country. No wars meant more money for crime prevention.
The development of newspapers led to more reports of crime, which made people more afraid of crime (jack the Ripper) Elizabeth Fry’s prison reforms were motivated by her Christian faith. Fear of rising crime led to a demand for more effective punishments.
RELIGION
ATTITUDES & BELIEFS
SCIENCE & TECHNOLOGY
URBANISATION
Attitudes towards smuggling made it a popular crime. The use of chloroform in crimes (the ‘garrotters’ in 1850) More people in towns meant poor people settled in poor areas where crime rates were higher.
KEY INDIVIDUALS
Charles Dickens: literature placed a spotlight on crime and criminals.
POVERTY & WEALTH
Extreme poverty created ‘survival crimes’.
TRANSPORT & COMMUNICATION
Faster transport meant criminals could commit crime in an array of places quickly.
CID department created (1842) and named (1878) It was feared that urbanisation could lead to a mass uprising (due to more people), need for deterrent. The work of prison reformers like John Howard and Elizabeth Fry.
Robert Peel and the creation of the Metropolitan Police Force.
Punishments varied depending on a person’s wealth and social standing. Travel and movement meant it was harder to keep track of people.
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1900 – Present Day FACTORS
CRIME
ROLES OF GOVERNMENTS/ MONARCHS
The government makes new laws (creating new crimes) to deal with problems.
MEDIA
PUNISHMENT
Highly publicised cases of crime, such as the London Bombings, have increased peoples knowledge and fear of crime.
The media coverage of a crime has been said to influence whether the criminal is made an ‘example of’.
Changing society (changing position of women) created new crime – domestic violence.
Strong belief in rehabilitation has influence punishments (treatment programs)
POLICING
RELIGION ATTITUDES & BELIEFS
SCIENCE & TECHNOLOGY
New technology meant new types of crime (computer crime etc.)
The introduction of DNA, radios, CCTV, computers & fingerprinting. Due to cities growing in size and population, there has been a growth in Neighbourhood Watch schemes.
URBANISATION
KEY INDIVIDUALS
POVERTY & WEALTH
TRANSPORT & COMMUNICATION
People became more likely to report crime as belief in the police force grew.
Jack Ashley (MP) raises issues of Domestic Violence (1971) Universal suffrage meant that the entire public could vote towards laws. Transport crime has increased due to things like the underground – easy to get away.
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Timothy Evans, Ruth Ellis etc, influencing end of capital punishment
Developments in police communication and transport (cars & radios) make it easier to catch. criminals.
Example Exam Questions & Marking Schemes
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Question 1 Study Sources A and B. Source A: A vagabond being punished during the Tudor Period.
Source B: From a statement announcing a new government programme, made in December 1999, by Tony Blair, the Prime Minister of Britain. Tonight and every night hundreds of people are sleeping rough on the streets of our towns and cities. These people need to know that there are place they can go and sleep, they need someone to help them find a job. Some of them need skills and training. We can provide that help.
1. What can you learn from Sources A and B about changes in attitudes towards the problems of homelessness? Explain your answer using these sources. (4)
LEVEL Level 1
Level 2
DESCRIPTOR Simple Statement Student offers a piece of information or states an unsupported inference. Award 1 mark for each relevant comment. Developed Statement An inference is drawn and supported from the source.
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MARK 1-2
3-4
4. Why did the authorities start using transportation as a punishment in the 1660s and stop using it in 1868? (12) You may use the following in your answer and any other information of your own. In the 1660s some criminals were sent to the American colonies. 1823: Gaol Act passed. By the 1830s it was costing half a million pounds per year to transport criminals to Australia.
LEVEL Level 1
DESCRIPTOR Simple Statement(s) showing some relevant knowledge. Student offers a valid reason for survival but without support.
MARK
1-4
e.g. Do not credit simple copying of stimulus provided. Level 2
Developed statements with support from material which is mostly accurate and relevant. Student gives narrative of events of period stated or describes.
5-8
Reserve top of level for range and depth of supporting detail.
Level 3
Developed explanation The answer shows understanding of the focus of the question and is able to support the points made with sufficient accurate and relevant material. Reserve top of level for coverage of other aspects.
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9-12
5(b). To what extent did royal control over law enforcement increase during the period from the Norman Conquest to the end of the Tudor period? (16)
You may use the following in your answer and any other information of your own.
Trial by Ordeal was used during the Norman period. In the 12th century Henry II set up the Court of King’s Bench. During the Tudor period the average number of JP’s in each county more than doubled.
LEVEL Level 1
Level 2
Level 3
Level 4
DESCRIPTOR Simple statement(s) showing some relevant knowledge. Student offers a reason or an event from the period given. Statements developed with support from material which is mostly accurate and relevant. Student writes a narrative answer outlining events during this period or describes a key event. The answer shows understanding of the focus of the question and is able to support the points made with sufficient accurate and relevant material. Student identifies some of the key factors/events. Gives both points of view. The answer has a sustained focus on the question. It offers an analysis supported by precisely selected and accurate material. Student shows understanding of the historical context. Considers a wide range of factors/events. Makes a clear judgement.
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MARK
1-4
5-8
9-12
13-16