Resources

• To familiarise pupils with common Victorian crimes and punishments.
• To reinforce the idea that some punishments were apparently harsh and unjustified by today’s
  standards.
• To get pupils to reflect on their own view of these Victorian crimes and punishments.

• Through an Internet image search, find examples and photographs of Victorian children who were convicted and the punishments they received.
  
• Begin with the image of a Victorian child felon prominently displayed on the board. The teacher assumes the role of a Victorian adult describing the child. It is helpful if the teacher can be using or wearing a prop (bowler hat, shawl, pince nez, glasses) as this will help create the impression of a Victorian character. This is William Grace (for example) or Billy to his friends. He is a most wicked boy, a vile good-for-nothing. Although his angelic face suggests we should pity him, do not be fooled. Do not be taken in by his seemingly innocent expression. Beneath this child-like exterior beats a nasty heart. He is a bad egg, a villain and needs to be taught a lesson for his crimes. The punishment for this vile boy should be a stern lesson that he will never forget.” This start to the lesson should leave pupils thinking about what crime the boy might have committed.

Cruel Victorians Film Clip 1

• Reveal his crime and then ask the pupils what punishment he should
  receive. Take a selection of answers.
  
• Reveal the actual punishment, obviously having chosen an outrageous
  punishment to reinforce the stereotyped view of harsh Victorians.
  
• Hand out card matching exercise whereby pupils sort cards firstly into
  crimes and punishments and secondly attempt to match the crime to the punishment.

Cruel Victorians Film Clip 2

• Following the discussion about the correct match for the crimes/ punishments ask pupils to think about their view of Victorian crime and punishment. (Having selected the worst examples you can find they will hopefully be left in no doubt that the Victorians were spiteful and vindictive, cruel and unfeeling). Stress to the class that they are not to articulate their view but just to think about it.
  
• Then hand out pieces of paper and envelopes to every child and invite
  them to write on it what they think of Victorians, being sure not to allow other pupils to see. Seal the envelopes, name them and return them to the teacher who will hold onto them until a future session.

• Pupils will have been introduced to the traditional
  interpretation of Victorians as harsh and cruel.
• This interpretation will have been supported with specific examples from the period of
  crime and punishment.

Resources:

• Pictures and punishments of
  Victorian child criminals e.g.
  www.learningcurve.gov.uk/
  snapshots/snapshots25.htm
• Props for teacher in role e.g. bowler
  hat, shawl, glasses.
• Paper, envelopes.