How much has crime changed into the 20th and 21st C.? [#1] An introduction to crime and punishment in the Modern Period, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Having studied the Middle Ages, Early Modern period, and Industrial Age, this lesson aims to introduce students to the Modern period (c.1900 - present). Specifically, it equips students with an overview of changes and continuities in crimes before they examine the period in more depth. Students will also begin to discuss factors to explain emerging crimes, and those that have continued from earlier periods. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How did the law deal with conscientious objectors? [#2] An exploration of conscientious objectors during WWI and WWII, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will examine this case study of conscientious objectors during the First and Second World War. This case study highlights how new crimes emerged during the 20th Century. The lesson engages students with primary sources as a means of understanding how conscientious objectors were regarded, and treated in the eyes of the law. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

What are the biggest changes to law enforcement since c.1900? [#4] An exploration into how law enforcement has evolved since c.1900, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Following on from a study of how the police have modernised in the 20th / 21st century (specifically through science and technology; please see previous lesson on TES), this lesson gives students an insight into the specialisation of police roles, and the work of the Neighbourhood Watch. Students will examine the work of different police units / NW, and analyse how community-based methods show continuity in the history of law enforcement. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How much did punishments change in the 20th C.? [#5] An exploration into how prisons and punishments have evolved since c.1900, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will explore how much prison systems have evolved since c.1900, with an eye on the improvements and ongoing issues. Students will examine Wandsworth Prison as a case study for this. They will also analyse the purpose of other punishments used in the modern period, including electronic tagging, ASBOs and others. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How have the police modernised since c.1900? [#3] An exploration into the role and technology of the police since c.1900, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will examine how the police have modernised since c.1900. This lesson has a particular focus on technological developments, and the impact that this has had on police efficiency. This sets students up well to look at the diversity of roles in the police (see following lesson on TES). Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How did the treatment of young offenders change in the 20th C.? [#6] An exploration into the evolving methods of treatment for young offenders c.1900, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will explore the way in which punishments and prison systems have evolved for young people since c.1900, with an eye on Borstals, Approved Schools, Attendance Centres, and Youth Detention Centres. Students will also encounter BBC footage of Young Offender’s Institutions whilst considering the extent of change. The lessons students to trace the evolving nature of punishments for young offenders, and analyse the reasons why changes have taken place during the course of the century. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Why was the death penalty gradually abolished in the 20th C.? [#7] An exploration into the reasons why capital punishment was abolished during the 20th C., adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: In this lesson, students will chart the 20th C. milestones in changes to capital punishment (i.e., who could be executed, or the crimes that qualified for execution). Students will then examine the reasons why capital punishment was gradually abolished, with a particular focus on controversial cases (i.e., Timothy Evans, Ruth Ellis) and changing public / government attitudes. This can be consolidated in a debate about the most significant reason for the abolition of capital punishment. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

What was the impact of Derek Bentley’s death? [#8] An exploration into the events surrounding the trial and execution of Derek Bentley in 1953, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Following on from a lesson about the gradual abolition of the death penalty in the 20th C. (see previous lesson on TES), students will closely examine the case of Derek Bentley. Students will familiarise themselves with the case against Bentley, as well as the public / government reactions towards the case at the time and in the aftermath. Students will consolidate their understanding of public pressure on the legal system in an exam-style question. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Sources Practice – Immigration Tensions in Whitechapel, c.1870 - c.1900? [#6] A study of questions about source utility on 19th C. Whitechapel, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Having studied the tensions around immigration in Whitechapel, this lesson aims to build students confidence with source utility and “follow up…” questions, in line with Edexcel assessments. The lesson takes on the format of a teacher-led collaboration, with a modelled example, before students can be prompted to examine a source independently. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 120 Minutes (optional) What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Why did tensions over immigration in Whitechapel get worse? [#5] An introduction to the tensions surrounding anarchism and socialism in 19th C. Whitechapel, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Following an investigation into the Irish and Jewish communities that migrated to Whitechapel during the late-1800s, this lesson familiarises students with the tensions around socialism and anarchism. Students will also examine how these political views were linked to immigrants in Whitechapel, increasing the tensions there. The lesson culminates in an exam-style question. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How poor was the housing in Whitechapel? [#1] An introduction to the quality of housing in 19th C. Whitechapel, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: An introduction to Section A of the Crime and Punishment Through Time, c.1000 - Present paper, this lesson familiarises students with the setting of Whitechapel. Specifically, students will measure Whitechapel’s reputation as a poor, overcrowded, criminal area against the nuanced neighbourhoods that made up the borough (i.e. Flower and Dean Street vs. Peabody Estate). The lesson culminates in an exam-style question from Section A. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

The End of Capital Punishment in the Modern Period - Exam Practice [#9] A lesson prompting students to respond to a 16 mark exam-style question: ‘“Miscarriages of justice were the main reason why capital punishment was abolished in 1965.” How far do you agree?’ Adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Building on their engagement with changing attitudes towards punishment (especially capital punishment), and various miscarriages of justice (including Derek Bentley, Ruth Ellis and Timothy Evans) students are prompted to respond to a 16 mark exam-style question. This lesson enables students to plan their response, and models / scaffolds the structure and success criteria for them to succeed. The lesson also familiarises students with the Pearson Edexcel mark scheme. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How did poverty exacerbate crime in Whitechapel? [#2] An introduction to the links between poverty and crime in 19th C. Whitechapel, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Having studied living conditions in Whitechapel during the late-1800s (see previous lesson on TES), students will now begin to analyse how Whitechapel became a breeding ground for criminal activity. Specifically, students will examine a variety of reasons for this surge, with an eye on lodging houses, pubs, sweatshops, workhouses, and prostitution. The lesson culminates in an exam-style source analysis question. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Why did immigration cause tension in Whitechapel? [#4] An introduction to tensions caused by Irish and Jewish migrants living in 19th C. Whitechapel, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will develop knowledge about the Irish and Jewish communities that migrated to Whitechapel during the late-1800s. Specifically, students will look at the reasons these ethnic groups migrated to Whitechapel, in order to understand some of the discrimination directed towards them. Similarly, students will examine the way in which these ethnic groups lived in London, in order to further understand why there were tensions between different ethnic groups. The lesson culminates in an exam-style question. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Why was it difficult for police to catch the Ripper? [#10] An investigation of the challenges faced by police in apprehending Jack the Ripper in c.1888, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Following on from an investigation into the methods used to catch Jack the Ripper, this lesson enables students to examine the reasons why the police investigation failed. Specifically, students will explore how the media, Whitechapel Vigilance Committee, poor leadership and police rivalry hindered the investigation after the murders in c.1888. The lesson culminates in an exam-style question. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Sources Practice – The link between Crime and Poverty? [#3] An introduction to questions about source utility on 19th C. Whitechapel, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Having studied the links between crime and poverty in areas of Whitehcap, students are introduced to source utility questions, in line with Edexcel assessments. Specifically, students are prompted to assess the utility of two sources using the COP (Content, Own knowledge, Provenance) method. There is ample scaffolding and modelling so that students can make good progress. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 120 Minutes (optional) What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How did the police try to catch Jack the Ripper? [#9] An introduction to the police investigation into Jack the Ripper in c.1888, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students are given an overview of the crimes and victims of “Jack the Ripper” in c.1888, as well as the media sensationalism that followed. Students then analyse the effectivity of methods used by the police to investigate the murders (i.e., following up on leads, journalism, inquiring in hospitals etc.). The lesson culminates in an exam-style question. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.