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Medieval europe crime and punishment
Medieval europe crime and punishment
Historical perspective on the modern debate regarding the use of torture
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Lesson chosen:
The lesson is situated in the fourth week, and is the eleventh and second last lesson in the unit outline.
Lesson aims in relation to Content Focus:
The aim of this lesson will be to develop students understanding of crime and punishment in Medieval Europe. As outlined in AUSVELS, this will include investigating different kinds of crime and punishment utilised and the ways the nature of crime and punishment has either stayed the same throughout history, or changed over time.
Contributions of this Lesson:
This lesson is positioned after a study into Medieval Europe’s significant individuals. During the previous lesson, students were introduced to individuals such as Charlemagne, and were able to create a presentation, ad or speech either for or against that person. As a result of the previous lesson, students will be able to understand the significance war had on the memory of historical figures. The next lesson will be able to build upon this knowledge by continuing discussion about war, and the possible punishments for those who rebelled in any way. This initial discussion will be broadened by talking about general crime and punishment during the medieval period, asking questions in the discussion such as who, what, when, where and how. At the conclusion of this lesson, student will have developed a deeper understanding into the different forms of torture in medieval Europe, and how it compares to punishment in modern day Australia. In the following lesson, students will be continuing discussions about the comparison of medieval crimes and punishment to the evolution of the nature of justice. This will transition into developing students’ knowledge on the Australian legal system and origin of common and statutor...
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...e. This is incorporated in the lesson by creating a task which students compare a medieval punishment to a contemporary punishment, allowing them with evidence to argue which society is more desirable.
Works Cited
Godinho, S 2013, ‘Planning for practice: connecting to pedagogy, assessment and curriculum’, Teaching: making a difference 2013, John Wiley and Sons, Milton, Qld, pp. 210-248
Parr, Graham 2010, Inquiry-based professional learning : Speaking back to standard-based reforms, e-book, accessed 29 May 2014, .
OECD (2001),Learning to Change: ICT in Schools, Schooling for Tomorrow, OECD Publishing. doi: 10.1787/9789264195714-en SAME AS >> Learning to Change: ICT in Schools. (2001). Schooling for Tomorrow, [online] p.10. Available at: http://dx.doi.org/10.1787/9789264195714-en [Accessed 29 May. 2014].
Randa, Laura E. “Society’s Final Solution: A History and Discussion of the Death Penalty.” (1997). Rpt.in History of the Death Penalty. Ed. Michael H. Reggio. University Press of America, Inc., 1997. 1-6 Print.
A common theme among all of the styles of punishment during the Elizabethan era is presenting the prisoners with the most gruesome punishments
Time is a large factor in Royal Murders. This book can be summed up in three time periods. The Middle Ages, which cover 410 AD – 1450, the Early Modern Period consisting of 1450...
At one point in history punishment and incapacitation were seen as the only logical ways to respond to crime (Pollock, 2010: 318). The majority of people used a religious perspective when viewing criminals. Criminals were believed to be sinners with no ability to change their behavior (Pollock, 2010: 318). From early on punishment was a topic that demanded an intellectual understanding. Two major criminologists from the Classical School were Jeremy...
This course dove into medieval history and touched on all of the most critical elements of the period giving a well-rounded look into the lives and cultures of the middle ages. As the class moved forward it became evident that religion is central to understanding the people, advances, and set backs of this period. We learned how inseparable the middle ages and religion are due to how completely it consumed the people, affected the art, and furthered academics. Since, there is a tendency to teach about history and literature separately from religion and since religion possessed a dominant position in every aspect of a medieval person’s life, while many of us had already looked into the period we missed some crucial cultural context allowing
Cross, V; Moore, A; Morris, J (2006) The practice-based educator: A reflective tool for CPD and accreditation: England: John Wiley & Sons, Ltd, Publication
Christian attitudes to Punishment/Capital Punishment are still being debated today. As can be read from the report, it is a very complex topic to discuss in relation to Christian attitudes. The purpose of the report was to find out what these Christian attitudes are and from the report, it has shown there are many on Punishment/Capital Punishment. In the report, I discussed the history of Capital Punishment, the different Christian groups against it, how the Bible is split on the attitude towards Capital Punishment with the Old Testament being for it and the New Testament having a mix of both sides and the Christian ethics related to all of the areas.
Since my appointment to the Hillingdon School I have been afforded the opportunity to play an integral role in moving forward the ICT and Business Departments and the Technologies Curriculum Area. These roles, accompanied with the time that I have spent on the whole school ICT Development Group, have allowed me to build up a strong set of skills, experience and knowledge that has helped prepare me for a senior position within a very successful school. Indeed, my experience of working within a school that achieved the top grade in each of the Inspection Key Questions has provided me with an awareness of what is required for continuous school improvement and striving for educational excellence.
Execution as a form of criminal punishment has been used throughout various parts of the world since the Middle Ages. In fact, back in that time, even petty offenses such as committing adultery or stealing from a food vendor were considered criminal enough to be worthy of death. During the 18th century, death by execution became subject to public display, and was even thought by some to be a form of entertainment. This “entertainment” took shape via methods such as burning at the stake, breaking on the wheel, and slow strangulation. However, due to a growing humanitarian movement in the late 1800’s, these torturous methods became extinct. Rather, more “humane” forms of execution were implemented, such as by guillotine, hanging, or the headman’s axe. The pain inflicted by these was far less than the first three methods, as death was nearly instantaneous.
Beginning in the eighteenth or nineteenth century, the nature of punishment began to change. Slowly, the spectacle of justice which accompanied the public executions and torture of the Middle Ages began to recede farther and farther away from the public into the fringes of society as the institution of the prison began to take shape. Hidden by both distance and structure, the large stone/concrete walls and small windows kept the real...
In the 1700’s the early punishments were transportation, indentured, servitude, economic sanctions, public humiliation, pillory, stocks and ducking stools.
This essay will attempt to look at the above view in depth, to answer the question of what the characteristic of modern punishment is for Durkheim. The essay will then move onto Foucault and his views. I will deal with each view separately, as is not easy to contrast and compare their views because they have a very different outlook on society.
Crime constructs us as a society whilst society, simultaneously determines what is criminal. Since society is always changing, how we see crime and criminal behavior is changing, thus the way in which we punish those criminal behaviors changes. In the early modern era in Europe, public executions were the primary punishment given to members of society who were involved in criminal behavior. This form of punishment served to showcase the absolute power of the state, King and church to take away the life of any citizen who disrupts peace. It was a way to make the criminal justice system visible and effective in an era when the criminal justice system was in its beginning stages of demonstrating orderliness (Spierenburg). More specifically, it was a relatively straightforward and psychological way to evoke deterrence. The potential of gruesome violence, public persecution and religious betrayal were tools thought to be strong enough to make public executions a successful form of deterrence because within the community, social bonds and religion were the fou...
Technology forms the most vital element of life in the world today. Every aspect of our lives is dominated by technology and its importance in our lives is indispensable. One of the outstanding facts about technology use in schools is its controversial nature. There is no common agreement by stakeholders in technology and educations sectors about the use of technology in schools. There are two different factions, one supporting use of technology as a positive aspect, while the other faction disagrees, citing the detrimental effects of technology in students. However, the use of technology in classrooms catering for children continues to increase, as education develops more interesting ways of enhan...
Criminal Justice has been around since the biblical times. The first documented murder was between Cain and Abel. Although back in the biblical times, it was not recognized as a structured criminal justice system. Major Gade studied at University of Dayton School of Law had stated in his thesis, “Sin and crime were correlative. The law was divine, often with citations to the Bible. The courts were a secular arm of the church. Colonial criminal justice systems reaffirmed the community's religious aim and reflected popular culture”. Justice was handled on a more immoral level, such as, an eye for an eye, hangings, beating, stoning, and repeat offenders would be expelled from the community. These penalties would often lead to a bias resolution for said crimes. Therefore, the outcome not resulting in the true meaning of justice as we know and enforce today. In history, no matter what age the crime was committed, anyone committing a crime would be punished the same. In the middle ages, the justice system changed with fewer severities. As we know now, there is a set limit of age on which a crime is performed. Usually this age would start at age eighteen and up, but there is a discrepancy on certain crimes. In the years to follow adult and adolescent punishments became s...