Understanding the Bloody Code: Interpretations of Early Modern Crime

History
Year 9 / GCSE / Grade 8
5 questions
~10 mins
1 views0 downloads

About This Worksheet

This worksheet explores different historian interpretations of the Bloody Code, encouraging students to compare perspectives and evaluate their validity.

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Understanding the Bloody Code: Interpretations of Early Modern Crime

Subject: HistoryGrade: Year 9 / GCSE / Grade 8
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Untitled Worksheet

Grade Year 9 / GCSE / Grade 8
A

Interpretations of the Bloody Code

Historian A: John Smith – Economic Perspective

'The Bloody Code was primarily a tool used by the government to generate revenue through the harsh punishment of crimes. Capital punishments like hanging and burning were used not only to deter crime but also to serve economic interests, as they created jobs and profits for executioners and related industries. The severity of the laws reflected the state's desire to maintain social order in a way that benefited economic stability and growth.'

Historian B: Emily Johnson – Social Perspective

'The Bloody Code reflected deep social concerns about maintaining the hierarchy and control over the lower classes. Harsh punishments were a means of reinforcing social boundaries and discouraging the poor from challenging the social order. The laws targeted petty crimes as a way to suppress dissent and keep the lower classes obedient, rather than purely economic motives being at the forefront.'

1.
Summarize each historian's view on the purpose of the Bloody Code. (4 marks)
[4 marks]
2.
Compare the reasons why the Bloody Code was introduced, according to the two historians. (6 marks)
[6 marks]
3.
Explain which historian's interpretation you find more convincing and why. (8 marks)
[8 marks]
4.
Outline the main differences between the two historians' views. (4 marks)
[4 marks]
5.
Compare the evidence each historian uses to support their interpretation. (6 marks)
[6 marks]

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Details

Created
1/1/2026
Updated
1/1/2026
Type
worksheet