CRIME PUNISHMENT

AND PROTEST
THROUGH TIME

GCSE SCHOOLS HISTORY

PROJECT
REVISION GUIDE
NAME: ________________________________________

You will need to tackle the following sections.

Section 1: 1a  1b  1c  1d 
Section 2: 2a  2b  2c 
Section 3: 3a  3b 
Section 4: 4a  4b  4c 
Section 5: 5a  5b  5c  5d 
Section 6: 6a  6b  6c  6d 
Section 7: 7a 
Section 8: 8a  8b  8c (
Section 9: 9a (
Section 10: 10a (
Section 11: 11a ( 11b ( 11c (
 -1-
EARLY MODERN PERIOD 1450 – 1750 Section 1

Section 1a 1. How do changes in Society cause changes in Crime and

Punishment?
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2. What changes affected Crime and Punishment during this
period?
Try to find at least six
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Section 1b Crimes against Authority (the government)
Pilgrimage of Grace
1. When did this take place? ………………………………………
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2. What were they protesting about? ……………………………
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3. What had Henry VIII done to make things worse?
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4. What did the Pilgrimage hope to achieve?

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5. What did the government do?
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6. Why did it act so harshly?
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Section 1c Kett’s Rebellion
1. When did it take place? ……………………………………………
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2. Who was the King on the throne at the time? ………………
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3. Why were they protesting?
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4. What happened (an overview of the main events)
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5. Why did the government react so harshly?
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Section 1d Gunpowder Plot
1. Who was Robert Catesby? ………………………………………
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2. What was Guido Fawkes’ job? ……………………………………
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3. What part did Lord Monteagle play in stopping the plot?
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4. What did Robert Cecil do? ………………………………………
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5. What did the Government do? …………………………………
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6. Why were the Plotters dealt with so harshly? ………………
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NEW CRIMES 1450 – 1750 SECTION 2

Section 2a VAGRANCY
1. Why were there more poor people at this time? …………
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2. Why were vagabonds treated as criminals?
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3. Were vagabonds really a threat?
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Section 2b Witchcraft
1. Why did witchcraft become a crime?
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2. ……………………………………….…………………………………
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Section 2c New Crimes: Poaching

1. What is a Social Crime? ……………………………………………
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2. Is poaching a Social Crime?
Arguments for: 1. ………………………………………
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Arguments against: 1. ………………………………………
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Section 2c Smuggling
1. How did the government make smuggling worse?
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2. Is smuggling a social crime?
Arguments for: 1. ………………………………………
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Arguments against: 1. ………………………………………
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NEW OPPORTUNITIES FOR OLD CRIMES SECTION 3

Section 3a HIGHWAY ROBBERY

1. What is a Highwayman? …………………………………………
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2. Why did Highway Robbery increase?
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3. How true is the popular image of a highwayman – were
they true ‘gentlemen’ of the road?
Arguments for: 1. ………………………………………
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2. ………………………………………
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Arguments against: 1. ………………………………………
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Section 3b JONATHAN WILD

1. What did he do? ………………………………………………
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 - 10 -
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2. Was he a ‘thief-taker’ or a ‘gangster’?

Arguments for thief-taker:
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2. ………………………………………………………………………
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Arguments for gangster:
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PUNISHMENT 1450 – 1750 Section 4

Section 4a 1. Which punishment that existed in this period still exists
today?
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2. Which punishments do not exist today?
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3. Why did punishments become so harsh?
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Section 4b Complete the table below
Changes 1485 – 1750 Stayed the same

Problems with the medieval systems of law enforcement

were:-
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2. ………..……………………………………………………………
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3. ………..…………………………………………………………………
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New methods of law enforcement were:-
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2. ………..…………………………………………………………………
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However, these did not always work, why? For each method
of law enforcement above say why it did not always work very well:-
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3. ………..…………………………………………………………………
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Section 4c Government Attitudes

1. Why were many of the laws passed at this time designed to
help protect the rich?
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2. Why were punishments so harsh?
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2. ...……………………………………………………………………
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3. Did more executions take place because of the Bloody
Code?
1. ...…………………………..………………………………………
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2. ...……………………………………………………………………
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3. ……………………………………………………………………
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INDUSTRIAL BRITAIN 1750 – 1900 Section 5
Changes in Society
 - 15 -
Complete the following spider diagram
FACTORS THAT BROUGHT ABOUT CHANGES IN CRIMES AND
PUNISHMENTS BETWEEN 1750 – 1900

The French Revolution

Britain’s 1. ……………………………
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Agricultural Revolution Wealth ……………………………
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1. ………………………………….. 2. ……………………………
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2. …………………………………..
………………………………….. Industrial Revolution
3. ………………………………….. Crimes and 1. ……………………………
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2. ……………………………
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Poor Law Amendment 3.…………………………
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Act Education ……………………………
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.……………………………… 1. ……………………………
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Trades Unions/
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Workers Rights
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1. ………………………….
3. ………………………….. ……………………
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3. ……………………
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CRIMES AGAINST AUTHORITY

Complete the table below

Reasons for Government

Protestors Actions
Protest Action

Section 5b

Luddites

Section 5c

Peterloo
Massacre

Section 5d

Swing Riots
 - 18 -

Reasons for Government

Protestors Actions
Protest Action

Section 5e

Tolpuddle
Martyrs

Section 5f

The Chartists

Section 5g

Rebecca Riots
 - 19 -
Section 5h Why did most protest movements fail? In the following boxes
put in the right reasons.

ORGANISATION VIOLENCE

TROOPS & POLICE GOVERNMENT

Section 5j A SUCCESSFUL PROTEST

London Dock Strike – 1889

What did the What did they do? Government

dockers want? Action

2. Why were the dockers successful?

 - 20 -
CRIME 1750 – 1900 Section 6

CAUSES

Section 6a Below are 10 causes of crime. Draw lines and write in the
numbers of these boxes that are linked. A couple of examples have been
done.

NOT ALL BOXES LINK. CAN YOU THINK OF ANY MORE?

1. Increased 2. End of 3. CITY LIFE

population Napoleonic Wars links to
links to …… links to ……………
…. 4 …………

4. Increased
10. The role of
trade and industry
the media CRIME links to ……..
links to
1
…….
5. Poverty and
9. Crackdown
on unemployment
crime links to links to …….
………. 8, 7. 7 New Laws
links
8. New Crimes to …….. 8, Drink links to
links to 9 …………
………. 9, 7

Section 6b CHANGES IN PUNISHMENTS

1. Why did the bloody code come to an end?
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2. …………………………………………………………………………………
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5. …………………………………………………………………………………
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Section 6c TRANSPORTATION

1. What was transportation?………………………………………………

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2. Why was it introduced? ………………………………………………
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3. Transportation

Good Points Bad Points

4. Why was transportation ended?

1. ……………………………………………………………………………
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2. ……………………………………………………………………………
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5. When did it end? ………………………………………………………
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Section 6d PRISONS

1. What were prisons like in the 18th and early 19th century?
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2. Complete the table below:

Elizabeth Fry John Howard

Born

Died

MAIN
ACHIEVEMENTS

3. What changes were made to Prisons by Sir Robert Peel?

1. ………………………………………………………………………………………
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2. ………………………………………………………………………………………
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4. What happened in:

1835 ………………………………………………………………………………………
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1839 ………………………………………………………………………………………
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1842 ………………………………………………………………………………………
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1857 ………………………………………………………………………………………
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1864 ………………………………………………………………………………………
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1878 ………………………………………………………………………………………
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You must know at least three of these dates and what happened.
4. Complete the following:

WHY DID PRISONS

CHANGE?

8. What is:

a) The Separate System? ………………………………………………

…………..

b) The Silent System? ………………………………………………

…………..

9. Complete the following:

Good Points Bad Points

Separate System

Silent System
- 25 -
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THE DEVELOPMENTS IN LAW ENFORCEMENT Section 7

Section 7a

1. What early efforts were made to improve law enforcement by

The Fieldings?

Henry ……………………………………………………………………
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John ……………………………………………………………………
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2. Why was a professional Police Force needed?

1. ……………………………………………………………………………
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4. ……………………………………………………………………………
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5. ……………………………………………………………………………
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3. Why did some people oppose the setting up of a Police force?

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CRIMES IN THE 20TH CENTURY Section 8

Section 8a 1. What 3 factors have influenced the crime rate?

1. ……………………………………………………………………………
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2. ……………………………………………………………………………
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3. ……………………………………………………………………………
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2. Why has the crime rate increased?
1. ……………………………………………………………………………
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2. ……………………………………………………………………………
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3. Why do we have to be careful about these crime figures?

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Section 8b NEW CRIMES

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1. Name 4 new crimes

1. ……….……………………………………………………………………
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2. ………………………….…………………………………………………
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3. ……….……………………………………………………………………
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4. …….………………………………………………………………………
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2. Which old crimes still exist?

1. ……….……………………………………………………………………
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2. ……………………………………………………………………………
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3. Why do more young people commit crime – complete spider

diagram

REASONS FOR:-
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……………………………….. YOUTH
CRIME ……………………………
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4. What are the possible solutions to this?
1. ……………………………………………………………………………………
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2. ……………………………………………………………………………………
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3. ……………………………………………………………………………………
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5. What 4 crimes are young people often involved in?

1. ……………………………………………………………………………………
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2. ……………………………………………………………………………………
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3. ……………………………………………………………………………………
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4. ……………………………………………………………………………………
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Section 8c CHANGING ATTITUDES TO PUNISHMENT IN THE 20TH CENTURY

1. HANGING
ARGUMENTS FOR ARGUMENTS AGAINST

2. Draw a time line below starting from 1900 and going to 1950. Put
on it some changes made.
 - 30 -

3. What problems are still faced in Prisons?

1. ……………………………………………………………………………………
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2. ……………………………………………………………………………………
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3. ……………………………………………………………………………………
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4. ……………………………………………………………………………………
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5. ……………………………………………………………………………………
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Section 8c THE POLICE 1900 – Present

1. What changes have happened to the Police in the 20th Century?

1. ……………………………………………………………………………………
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2. ……………………………………………………………………………………
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3. ……………………………………………………………………………………
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4. ……………………………………………………………………………………
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5. ……………………………………………………………………………………
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6. ……………………………………………………………………………………
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2. Why have attitudes towards the Police changed?

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LOOKING AT THE BIGGER PICTURE Section 9

1. FAST CHANGE Give an example of things that have

changed fast

Example:- the Police – a lot of change over a short period of

time.
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2. SLOW CHANGE Give examples of things that have

changed slowly

Example: Courts, they still operate/dress in a traditional way

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3. GOOD CHANGES What things have changed for the best?

Example: Work of Elizabeth Fry or Ending of public executions

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4. BAD CHANGES What changes have made things
worse?

Example: The Bloody Code

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5. How have the following affected crime and punishment. Fill in the
table below. An example has been done for you.

FACTORS AFFECTING CRIME AND PUNISHMENT

CRIME FACTOR PUNISHMENT

1. Not attending church Religion 1. Trial by ordeal
2. Swearing on a Sunday 2. Hell
3. Witchcraft 3. Church courts
4. 4.
5. 5.
6.

1. Governmen 1.
2. t 2.
3. 3.
 - 34 -
4. 4.
5. 5.
6. 6.
7.
8.
9.
10.

1. Vagabonds Economic 1. Prisons – Britain richer -

2. (Money) could afford to build them
3. 2.
4. 3.

New opportunities like:- Social 1. Silent system

1. Begging Changes 2. Separate system
2. Increases in stealing 3. Bloody code
3. Burglary (richer 4.
people, 5.
more to steal)
4.
5.
 - 35 -
6. What has changed? What has stayed the same?

Things that have changed

Example
1. Crimes 1. Highwayman
2. Outlaws
3.
4.
5.
6.

2. Punishment 1. Public executions

2. Mutilations
3.
4.
5.
6.

Things that have stayed the same

1. Crimes 1. Murder
2. Theft
3.
4.
5.
6.

2. Punishment 1. Fines
2.
3.
4.
5.
6.
 - 36 -
CAPITAL PUNISHMENT THROUGH TIME Section 10

Section 10a
1. Execution has been used to punish people for a long period of
time.

a) What continuity is there in the type of crimes punishable

by death?

b) What changes have there been in the types of crimes

punishable by death?

Complete the table below to answer a) and b)

Medieval 1500 – 1750 1750 – 1900 1900 – 1965

Crimes

Underline the things that have stayed more or less the same

Punishments

In the table above write down the types of punishments they had in each of
the time periods, underline ones that appear in more than one column.
 - 37 -
1. Draw lines to match the type of execution to the crime, you may
use some more than once.

Plotting to overthrow the Hanging

Government
Burnt at the stake
Wife murdering husband
Hung, drawn and quartered
Heresey

Theft

Murder

2. Why were people executed in different ways?

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3. How did capital punishment change in:-

a) 1800’s ……………………………………………………………………
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4. Is the abolition of capital punishment an example of progress

(things get better) or regress (things get worse)?
Explain your answer
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EXTENSION UNIT Section 11

Section 11a WITCHCRAFT

1. Why were few people convicted of witchcraft in the Middle Ages?

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2. Why was witchcraft seen as a crime?

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3. How did the following make things worse?

The Government Individuals (Matthew

Hopkins)

4. Why did the witchcraft craze come to an end?

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5. Is witchcraft an example of fast or slow change. Explain.

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Section 11b TOLPUDDLE MARTYRS

1. See previous note Section 5e

2. Why were they regarded as criminals?

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3. Results of the case

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4. What is the Tolpuddle Martyrs an example of? …………………………

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 - 42 -
Section 11c CONSCIENTIOUS OBJECTORS

1. What is a conscientious objector? ……………………………………

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2. Why was not wanting to kill made into a crime?

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3. During World War One, what was the attitude of a) The

Government and b) The General Public towards conscientious
objectors?

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2. ……………………………………………………………………………………
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4. Why were conscientious objectors treated differently in World War

II?
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5. What was the attitude towards conscientious objectors in World

War II of a) The Government and b) The General Public?

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2. ……………………………………………………………………………………
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6. Using conscientious objectors as an example

1. What changed between 1914 and 1939 (The start of World War
I and World War II)?
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2. What stayed the same between 1914 and 1939?

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7. What is this an example of? ……………………………………………

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 - 45 -
What to do now

1. Use the information in this booklet to answer some exam questions.

Get them marked to see if you are on the right lines.

2. Start to condense the work still further. Create a series of cards (½ a

piece of A4) with only the important details on them (headings, dates,
etc)

For example:-
Cards on: Witchcraft, Conscientious Objectors and Tolpuddle

1. Dates, names, role of the government and other factors that

brought about change.

2. Card on execution. Key crimes punishable by death, different

types of death. How it changed over time.

3. Role of Religion Crimes it affected

Punishments it affected
Good effects of Religion – Elizabeth Fry, etc
Bad effect – witchcraft. Matthew Hopkins

4. Card on Social Crimes: Highwaymen, Poachers, Smugglers

There are many more cards you can make up:- Rapid changes, Slow
changes, Good/Bad, etc or topics: Medieval crime and punishment,
prisons, transportation.

Try to limit the number of cards you make to no more than 10 and
some cards will have the same information on them, for example: The
Police could be a topic on its own, but it’s also an example
of a Good change and a Rapid change.

Try to learn the important points and names on your cards.

IF YOU WANT FURTHER HELP WITH THESE CARDS THEN COME INTO
SCHOOL AND THE HISTORY DEPARTMENT WILL BE GLAD TO HELP
YOU.

FINALLY, GOOD LUCK! HARD WORK IS ALWAYS REWARDED.

WE WISH YOU ALL THE BEST.