Essay about Crime and Punishment in Medieval Europe

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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: [Accessed 29 May. 2014].

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