1
Just how dreadful was the prison system in 1818?
Year 9 Humanities cross-curricular Short Term Plan (Scheme of learning) including lessons on History
and Citizenship
Three lessons a week
Learning
Learning strategies/activities
objectives
Lesson 1/2: What is life in prison really like in the
Students will
21st Century?
share their
perceptions of
Starter: Draw a picture for the word prison. Compare
what life is really images – what did you draw and why?
like in prison
(Use white boards and felt-tip pens)
today and think
1. Label your drawing with the words you would use to
about where
describe prison today
those
Some people think prisons are soft and some think they
perceptions have are too harsh – why don’t they agree?
come from
Draw a prisoner – what do they look like? Why? What
type of person is most likely to go to prison and why?
2. What punishments fit the crime? Fill in sheet
3. Why do people commit crimes? What are the
reasons?
4. Who commits the most crime? Men, Women or
children?
5. What should we do with children who commit crimes?
How should they be treated? Why do some people think
they should be treated harsher than adults? (Jamie
Bulgar’s 10 year old killers – people saw them as pure
evil)
6. Which punishments do you think will stop them from
committing a crime again? Explain your answers.
7. What does punishment mean? What does retribution
and rehabilitation mean?
8. Should we be building more or less prisons? What
should the future of prisons be like?
9. What is the reality of prisons in the 21st Century?
10. What is life like for the families and children of
people in prison? (men and women)
- Lots of issues to discuss and debate to get a good over
view of the situation in the UK today.
Homework: What was the Bloody Code? (A system
Starts:
Resources
Learning outcomes -
Notes
Keywords
PPP which
includes
press reports
of crimes etc.
Resource of
crimes/
punishments
Odd one out
on crime
All students to share their
perceptions of life in
Punishment
prison in the 21st Century Crime
Commit
Most will describe views
Perception
from extreme press
Extreme
reports
Retribution
Rehabilitation
Some will be balanced
Prison
and give reasons for and Life sentence
against prison being a
(generally about
holiday camp – a
13.7 years)
common perception.
Some others may have
visited relatives and have
a more realistic view.
Terms and
definitions
bingo
Music: Esmée
Denters - Get
me out of
here.
(Some of our children
may have/had
parents/siblings in
prison)
More crime is
committed
against children
than by children.
Bloody code –
220 crimes of
which you could
get executed for,
such as rabbit
stealing and
murder
Resource created by Teresa Wilkie for the National Centre for Citzenship and the Law (NCCL) at the Galleries of Justice, Campaign! Make and Impact and My Learning.
Campaign! Make an Impact is an innovative British Library developed programme that uses history to inspire young people into active citizenship.
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Students share
their perceptions
of crime and
punishment
linked to
sentence policies
for individuals.
in place in England?) Give examples.
Lesson 3: What is prison like for women and
children today? What prison reforms are needed
today?
Starter: Reading image (basic prison cell) -5Ws –label
What questions do you want to ask to find out more?
Second image (woman and baby’s cot) –What have the
images in common –similarities/differences? Share info.
This is the mother and baby unit at HM Prison
Bronzefield, a women-only prison in Ashford.
1. Look at the sheet you completed last lesson on
punishments – do some people get harsher sentences
than others for the same crime? Women, children, black
or Asian men/women/children? What do they think and
why? Complete the following sentences.
I think women get …
I think children…
I think men …
I think black people …
2. Complete the true/false sheet (all true)
3. What has been the most interesting, shocking,
disturbing fact?
What do you think about what you have read?
What questions do you want answering about this?
Resource of
crimes/punish
ments
(lesson one)
True/false
sheet
1)Reading
image – cell
2)-baby’s cot
Basic PPP
All are able to discuss
and share their
perception, opinions
about woman and/or
children in prison
including people from
ethnic groups...
Most can explain why
people do not agree with
women and children
going to prison. (Some
say they should and
have harsher
punishments, but others
say punish much less)
Some can understand
and give examples of
how woman are often
treated more harshly
because society is
‘shocked’ at female
criminal behaviour.
Quakers
regarded all
humans equal
before God and
addressed
everyone as
"thou" and
refused to refer to
peoples' ranks
and titles.
Quakers had a
reputation as
successful
entrepreneurs
and
businessmen.
Companies
established by
Quakers during
the 1800s
included
Cadbury, Fry,
Rowntree,
Huntley &
Palmer, Bryant &
May, Barclays
and Lloyds.
Homework: Research on the religion Quaker –
What do they believe and how do they live their
lives? Name 3 famous Quakers.
Students learn
about the inferior
position of
women in history
Lesson 4: What was the role and position of women
over time? Or Why was Mary Blandy executed for
Murder in Oxford in 1752?
P102 SHP
Crime and
Punishment
 All to know that women
were not treated
equally in the past
Mary Blandy was
executed
because it was
unusual for a
Resource created by Teresa Wilkie for the National Centre for Citzenship and the Law (NCCL) at the Galleries of Justice, Campaign! Make and Impact and My Learning.
Campaign! Make an Impact is an innovative British Library developed programme that uses history to inspire young people into active citizenship.
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and how it
affected how the
law dealt with
them
Starter: If this is the answer what is the question?
(photocopied)  Most to be able to give
reasons why
Prison, women, children, a life sentence etc.
1. Are women treated more harshly than men in
prison today? Reasons for/against referring back
to T/F sheet from last lesson.
2. Was it the same in the past? Share and discuss.
3. Read the sheet ‘Women, Crime and
Punishment.’ (p102 SHP book)
Create 10 questions using the text. For example:
Who was most crime committed by at this time?
4. Answer questions 1& 2 at bottom of the sheet.
Plenary: Linked to the source 2 image.
 Some to be able to link it
with the prison system
and wider world in the
21st century.
woman to commit
such a terrible
crime; it was seen
as treason …..a
man would not
have received
such a sentence
…….etc.
Why was Mary Blandy executed for Murder in Oxford in
1752? Students must use lots of reasons and
explanations that link all the learning completed during
the lesson. (see notes)
Homework: 10 facts on the history of Australia.
Just how far was
transportation a
solution to the
problem of rising
crime in Britain?
Lesson 5/6: What was life like aboard a prison ship
bound for Australia?
Starter: Australia – what do you know about it?
Map of
Australia –
atlas: starter
1. Find Australia on the map –how long would it
take to travel there today? (Ship, plane etc.) How
long in the 1800s?
From England the transports may have stopped off at
Gibraltar, a port in the West Indies, South America, the
Cape of Good Hope, and any one of the Australian penal
settlements. – label them on your map drawing images
of ships. Pick up fresh water and food supplies.
2. Explain basic facts of transportation – 160,000
criminals sent between 1780 and 1860 away to a
foreign land. Good idea/bad idea – explain?
3. How did it begin? Why did it begin?
4. Who was sent and why – how serious were their
crimes? What was it like to be sent away?
5. What are the arguments for and against
Photocopied
pages of p116
-123
SHP Crime
and
Punishment
Images on
PPP
Map of the
world
All students will be able
to explain that
transportation was using
Australia as a prison
Most will be able to give
some reasons for
transportation happening
and how it felt for the
people
Some will go further and
answer all the questions
in the lesson and linking
it to our society today
Resource created by Teresa Wilkie for the National Centre for Citzenship and the Law (NCCL) at the Galleries of Justice, Campaign! Make and Impact and My Learning.
Campaign! Make an Impact is an innovative British Library developed programme that uses history to inspire young people into active citizenship.
4
Students to
know,
understand and
be able to
explain what a
trip to Australia
meant in the 19th
Century
Transportation?
6. True or False on facts from the lesson
Plenary answering key question
Lesson 7: Just how exciting was it for poor people
to travel by ship to Australia in the 1880s?
Collective
memory
Starter: What makes successful teamwork?
Questions
1. Explain rules of the collective memory. Students
work in groups of three, decide on a team name
and choose a number each from 1 -3.
2. Take turns to look at the collective memory for
20-30 seconds and a minute to write down as
much as you can onto an A3 sheet of paper.
3. Each person has 3 turns and they must answer
the questions too.
4. Give marks out of /10 for the collective memory
reproduction and 14 for the answered questions.
Add one mark each for a good question for 13.
Add together.
5. Discuss the main question – plenary
All students can give
descriptions and some
facts about Australia.
They know it was a penal
colony.
Most can explain the
harsh conditions and
how people and families
in Australia and in the UK
were affected by this
system.
Some make links
between today’s society,
(e.g. Guantanamo Bay)
and or the transportation
of children during and
after WW2.
Analyse what made good or bad teamwork and why.
Why is Elizabeth
Fry such a
significant
person?
Homework: What is a felony? Find a definition and
some crimes which come under that category
Lesson 8: What makes Elizabeth Fry so significant in
the 21st Century – (because she is on the back of the
£5 note!)
Starter: They could at the beginning write significant
ideas in their books and find as many words of 3 letters
or more for the word – quick 5 minute activity.
1. Students are handed the £5 note and have to come
up with three ideas about why Elizabeth – on the back she was so significant – explain what this word means.
Share ideas, perceptions etc. What do they think she
might have achieved? Why do they think this?
2. Students are handed an image from the back of the
Image of E.F.
at Newgate
prison
All students will make
judgments from the
evidence using their
knowledge and
perceptions from past
learning.
Keywords
Significant
(considerable
achiever, major,
important figure)
Gaol
Image of
Elizabeth Fry
Most will make simple
descriptions and some
basic judgments
Fact sheet on
Elizabeth Fry
or PPP
Some students will link
this to prison reform and
or religion because of her
BBC activity
http://www.bbc.co
.uk/schools/famo
uspeople/standar
d/fry/index.shtml
Laminated £5
note
Resource created by Teresa Wilkie for the National Centre for Citzenship and the Law (NCCL) at the Galleries of Justice, Campaign! Make and Impact and My Learning.
Campaign! Make an Impact is an innovative British Library developed programme that uses history to inspire young people into active citizenship.
5
note and label the image – what is happening in the
picture – lots of descriptions, i.e. lady with shoulders
showing. Share ideas.
Students will use
their knowledge
and
understanding to
make a judgment
based on the
evidence.
Students to know
and understand
See BBC
activity
3. What questions do you need to ask about this image
or Elizabeth Fry to find out more about this subject?
4. Give students a photograph of Elizabeth Fry – what
kind of person was she – explain? (Why is she wearing a
bonnet? – Linked to being a Quaker)
5. Share homework about Quakers handed out lesson
two –what have they found out?
6. Turn fact sheet on Elizabeth Fry into a mind map.
7. Recap on main question and explain briefly about her
and some facts about her life and role in prison reform.
Lesson 9: What kind of person was Elizabeth Fry
and why did she get involved in prison reform?
Fact sheet on
Elizabeth Fry
Starter: Write about eight subject keywords on the
board, omitting the vowels. Pupils work out what the
Card sort –
vowels are. Use to consolidate previously taught
mystery –
vocabulary and spellings.
‘what
Pnshmnt, Crm, Cmmt, Prcptn, xtrm, Rtrbtn,Rhblttn,
motivated
Prsn, lf sntnc, (key words from lesson one)
Elizabeth Fry
1. Complete mind map using the fact sheet – students
…’
create categories and use pictures and images to help
their memories.
2. Or students cut out the cards and answer the
Map of UK –
Question: What motivated Elizabeth Fry to help
‘Locate
prisoners? (They must explain using evidence to
places…..’
support their opinions)
This is a thinking skills mystery activity
3. Students could locate places on a map where
Elizabeth and her brother visited during the 1800s.
Plenary
Homework: What is poverty? What does a person
living in poverty in the 21st century not have? What
is the difference between poverty in the 19th Century
and poverty today?
Lesson 10: What were the causes and
Calendar of
consequences of crime during the 1820s? (When
crimes print.
bonnet and dress.
All will give reasons for
Elizabeth’s involvement
in prison reform.
Most will link this to
details of her early life,
family and religion.
Some will give detailed
answers linking all three
influences and society at
the time.
 All will be able to
describe some causes
Starter
Punishment
Crime
Commit
Perception
Extreme
Retribution
Rehabilitation
Prison
Life sentence
http://www.thinkin
ghistory.co.uk/Act
ivityBase/GreatC
heeseMystery.ht
ml
Link with
Geography
Keywords
Causes
Resource created by Teresa Wilkie for the National Centre for Citzenship and the Law (NCCL) at the Galleries of Justice, Campaign! Make and Impact and My Learning.
Campaign! Make an Impact is an innovative British Library developed programme that uses history to inspire young people into active citizenship.
6
the causes and
consequence of
crime in 19th
Century Britain.
Elizabeth was visiting prisons)
Starter: Look back at the list of crimes from lesson one –
why do people commit crimes? What motivates them?
Do men and women commit different crimes? How far
does poverty play a role?
1. Students work in groups of three.
2. Look at the three prints –calendar of crimes in 1821.
3. What are the ages of the criminals? Are they mostly
men or women? What are the most common crimes?
What judgments can you make from the information?
4. What questions do you need to ask to find out more?
5. Next look at the documents on hanging – why are
they being hanged? What does this say about the
system of crime and punishment at the time?
6. Could do a jigsaw lesson here where each group has
10-15 minutes with a set of documents and has to
answer a set of questions about each before sharing
the information at the end.
7. Answer the key question – plenary.
Students explain
why Newgate
prison has been
described as
‘notorious’ and
‘hell above
ground’.
Homework: Jack shepherd was a notorious criminal
from Newgate prison -10 facts about his life or 10
facts on Newgate prison.
Lesson 11: Why was Newgate Prison called “Hell
above Ground” by the female prisoners.
Starter: If this is the answer! What is the question?
a) Elizabeth Fry
b) £5 note.
c) hanging
d) transportation
e) Capital punishment
f) 160,000 criminals
g) Australia
h) children
Students create a question for each answer.
i.e. a) What is the name of the 19th Century female
prison reformer?
Hangings
docts.
http://history.p
owys.org.uk/h
istory/commo
n/bastard2.ht
ml
Useful
website as it
explanations
some of the
terms
Image of
Elizabeth Fry
visiting
Newgate
prison (back
of £5 note)
Newgate
prison
resource
and consequences.
 Most will be able to
explain reasons linked
to evidence from the
time.
(Linked to T/F sheet in
lesson one/two)
 Some will link the
explanations made to
causes and
consequences of crime
in the 21st century and
poverty.
consequences
All students can describe
some reasons for this
reputation.
Keywords
Notorious
Capital
punishment
Classified
Gaolers or
turnkeys
Corruption
Extortion
Georgian
Transportation
Most can explain why
Newgate had such a
terrible reputation using
evidence and examples.
Some link the reputation
of other institutions and
make a judgment about
how far they are true.
Resource created by Teresa Wilkie for the National Centre for Citzenship and the Law (NCCL) at the Galleries of Justice, Campaign! Make and Impact and My Learning.
Campaign! Make an Impact is an innovative British Library developed programme that uses history to inspire young people into active citizenship.
7
Students learn to
familiarize
themselves with
all the characters
in the mock trial
at the Galleries
of Justice.
1. Read through the sheet on Newgate prison and create
10-15 questions using the text for the answers.
2. How long has Newgate prison been around. What
happened to it after the Great Fire of London?
Answer the plenary question. Complete a top ten worst
things about Newgate prison no1 = worst.
Lesson 12: Just how dreadful was the prison system
in 1818?
Starter: What is a court?
Students label an image with
facts/details/stories/perceptions etc.
Image of
courts
Scripts
Character
details
Students learn about the characters in the play – Powerpoint Presentation, Market Place lesson or jigsaw activity
so everyone is familiar with each character.
All students can give an
overview of each
character in the mock
trial
Most can name some
characters and a little
about them.
Keywords
Critical
Witness
Abolish
Observe
Treadmill
Alternative
Hard labour
Effective
Some students who are
going to take on the role
of the character are clear
about their character.
Plenary – True/False questionnaire about each
character – use white boards and felt-tips as an
alternative.
Students take home their character and a script to
practice for the next lesson.
Students roleplay the mock
trial in
preparation for
the trip to the
Galleries of
Justice.
Lesson 13: Mock trial Just how dreadful was the
British prison system in 1818?
Starter: What is a trial? Name some famous ones?
Students take on the role of a character – wigs etc. to
help the process.
Play out the trial.
Scripts
Character
scripts
Wigs etc.
All students will have an
opinion on the main
question with reasons
and descriptions.
Some will be able to
explain giving examples
and facts from what they
have learned throughout
the scheme of learning.
Keywords
organise religious
instruction
supervising
encounter
concerned
impressions
population
Most will link this with
today’s society and make
an informed judgment
Resource created by Teresa Wilkie for the National Centre for Citzenship and the Law (NCCL) at the Galleries of Justice, Campaign! Make and Impact and My Learning.
Campaign! Make an Impact is an innovative British Library developed programme that uses history to inspire young people into active citizenship.