Uploaded October 2020 | Updated September 2026, 1 week ago
It’s c1000 and the way crimes are viewed is, unsurprisingly, based on Anglo-Saxon ideas about both justice and how society should be organised. The most notable of these beliefs are: that the role of the community in policing the behaviour of others is very important, that God is the final judge of guilt or innocence and that the status and position of different groups should be clear in the law.
#GCSEHistory #GCSERevision #CrimeAndPunishmentGCSE
PATREON: patreon.com/alonglongtimeago
Revision Notes:
- How crimes were viewed was based on Anglo-Saxon ideas about justice and how society should be organised
They believed:
- The role of the local community in policing the behaviour of others was very important
- That god was the final judge of innocence or guilt
- The status and position of different groups should be clear in law
- The role of the community in enforcing the law
- They believed it was the victim’s responsibility to seek justice
- But also that the community should play a part in delivering justice
- Being loyal to your community was seen as a duty
- By the 10th cent English shires were divided into smaller areas called hundreds
- Each hundred was divided into 10 tithings
- All the men (aged 12+) in a tithing were responsible for the behaviour of all the others
- One man from each hundred and one man from each tithing had to meet regularly with the king’s shire reeve (sheriff)
- Their role was to prevent crime, particularly cattle theft, in their communities
- When chasing a cattle thief a ‘hundredsman’ was entitled to take two ‘tithingmen’ with him
- These developments made the community increasingly important in Saxon law enforcement
- The community as a whole was also responsible for tracking down those suspected of crimes
- Anyone who witnessed a crime could raise a ‘hue and cry’ (a shout for help)
- Everyone who heard was expected to help chase and capture the suspects
- Taking Oaths
- Saxon justice relied heavily on religion when deciding guilt
- Oaths were an important way of proving innocence
- Hearings took place in public and the accused could swear their innocence under oath
- They could also call upon others in the community to support their claims as ‘oath helpers'
- In most cases the accused walked free
- Whilst it may seem ineffective, in small, tight-knit communities it would be very hard for a criminal to get away with a repeat offence
- If they were a repeat offender or had been caught red-handed, they weren’t given the option of swearing an oath of innocence
- Trial by Ordeal
- In cases where there wasn’t enough evidence to prove a person was guilty, the church had an important role
- The accused could be tried by the church authorities in a ‘trial by ordeal'
- It was a test of guilt in the eyes of god
- Inc trial by hot iron, hot water or cold water
- Trial by hot iron/water: heat used to burn one of the accused’s hands which was then bandaged, if healed well then god judged them to be innocent
- Cold water: accused thrown into water with their arms tied - if u floated u were guilty, sank innocent and were hauled up again
- This was because the water ‘accepted’ the innocent person as pure, whilst the guilty had been ‘rejected’ by it
- Christian thinking also had an influence on Saxon ideas about some punishments
- For some crimes, inc petty theft, the church advised maiming
- The belief was that, unlike execution, this type of punishment gave the criminal time to seek forgiveness from God
FULL NOTES: quizlet.com/_58irn6?x=1jqt&i=1fj39y
IMAGE ATTRIBUTIONS
0:12
"West Stow Anglo-Saxon village" by Midnightblueowl, licensed under CC-BY 3.0
Source: commons.wikimedia.org/w/index.php?curid=38559494
Licence: creativecommons.org/licenses/by/3.0/deed.en
Author's Page: en.wikipedia.org/wiki/User:Midnightblueowl
0:17
Attribution: User:Mashkawat.ahsan
License: creativecommons.org/licenses/by-sa/4.0/deed.en
0:30
Attribution: Jeff Tomlinson
License: creativecommons.org/licenses/by-sa/2.0/deed.en
0:59
Attribution: Jo Turner
License: creativecommons.org/licenses/by-sa/2.0/deed.en
1:06
Attribution: Ron Strutt
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1:38
Attribution: Keith Evans
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1:45
Attribution: User: (WT-shared) Nick at wts wikivoyage
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3:06
Attribution: Peter Jordan
License: creativecommons.org/licenses/by-sa/2.0/deed.en
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*The information for this video was sourced from the Pearson Crime & Punishment GCSE history textbook & it is based around the specification for the the Pearson Edexcel 9-1 GCSE History
It’s c1000 and the way crimes are viewed is, unsurprisingly, based on Anglo-Saxon ideas about both justice and how society should be organised. The most notable of these beliefs are: that the role of the community in policing the behaviour of others is very important, that God is the final judge of guilt or innocence and that the status and position of different groups should be clear in the law.
#GCSEHistory #GCSERevision #CrimeAndPunishmentGCSE
PATREON: patreon.com/alonglongtimeago
Revision Notes:
- How crimes were viewed was based on Anglo-Saxon ideas about justice and how society should be organised
They believed:
- The role of the local community in policing the behaviour of others was very important
- That god was the final judge of innocence or guilt
- The status and position of different groups should be clear in law
- The role of the community in enforcing the law
- They believed it was the victim’s responsibility to seek justice
- But also that the community should play a part in delivering justice
- Being loyal to your community was seen as a duty
- By the 10th cent English shires were divided into smaller areas called hundreds
- Each hundred was divided into 10 tithings
- All the men (aged 12+) in a tithing were responsible for the behaviour of all the others
- One man from each hundred and one man from each tithing had to meet regularly with the king’s shire reeve (sheriff)
- Their role was to prevent crime, particularly cattle theft, in their communities
- When chasing a cattle thief a ‘hundredsman’ was entitled to take two ‘tithingmen’ with him
- These developments made the community increasingly important in Saxon law enforcement
- The community as a whole was also responsible for tracking down those suspected of crimes
- Anyone who witnessed a crime could raise a ‘hue and cry’ (a shout for help)
- Everyone who heard was expected to help chase and capture the suspects
- Taking Oaths
- Saxon justice relied heavily on religion when deciding guilt
- Oaths were an important way of proving innocence
- Hearings took place in public and the accused could swear their innocence under oath
- They could also call upon others in the community to support their claims as ‘oath helpers'
- In most cases the accused walked free
- Whilst it may seem ineffective, in small, tight-knit communities it would be very hard for a criminal to get away with a repeat offence
- If they were a repeat offender or had been caught red-handed, they weren’t given the option of swearing an oath of innocence
- Trial by Ordeal
- In cases where there wasn’t enough evidence to prove a person was guilty, the church had an important role
- The accused could be tried by the church authorities in a ‘trial by ordeal'
- It was a test of guilt in the eyes of god
- Inc trial by hot iron, hot water or cold water
- Trial by hot iron/water: heat used to burn one of the accused’s hands which was then bandaged, if healed well then god judged them to be innocent
- Cold water: accused thrown into water with their arms tied - if u floated u were guilty, sank innocent and were hauled up again
- This was because the water ‘accepted’ the innocent person as pure, whilst the guilty had been ‘rejected’ by it
- Christian thinking also had an influence on Saxon ideas about some punishments
- For some crimes, inc petty theft, the church advised maiming
- The belief was that, unlike execution, this type of punishment gave the criminal time to seek forgiveness from God
FULL NOTES: quizlet.com/_58irn6?x=1jqt&i=1fj39y
IMAGE ATTRIBUTIONS
0:12
"West Stow Anglo-Saxon village" by Midnightblueowl, licensed under CC-BY 3.0
Source: commons.wikimedia.org/w/index.php?curid=38559494
Licence: creativecommons.org/licenses/by/3.0/deed.en
Author's Page: en.wikipedia.org/wiki/User:Midnightblueowl
0:17
Attribution: User:Mashkawat.ahsan
License: creativecommons.org/licenses/by-sa/4.0/deed.en
0:30
Attribution: Jeff Tomlinson
License: creativecommons.org/licenses/by-sa/2.0/deed.en
0:59
Attribution: Jo Turner
License: creativecommons.org/licenses/by-sa/2.0/deed.en
1:06
Attribution: Ron Strutt
License: creativecommons.org/licenses/by-sa/2.0/deed.en
1:38
Attribution: Keith Evans
License: creativecommons.org/licenses/by-sa/2.0/deed.en
1:45
Attribution: User: (WT-shared) Nick at wts wikivoyage
License: creativecommons.org/licenses/by-sa/1.0/deed.en
3:06
Attribution: Peter Jordan
License: creativecommons.org/licenses/by-sa/2.0/deed.en
***---Social Media---***
Twitter: twitter.com/alongtimeago_YT | @alongtimeago_YT
Patreon: patreon.com/alonglongtimeago
Insta: instagram.com/alonglongtimeago | @alonglongtimeago
facebook.com/alongtimeagoYT
*The information for this video was sourced from the Pearson Crime & Punishment GCSE history textbook & it is based around the specification for the the Pearson Edexcel 9-1 GCSE History

![Women in the Weimar Republic: Work & Politics, 1918-1933 | GCSE History | Weimar & Nazi Germany
The arrival of the new Republic in 1918 brought about much change for women in Germany. They received new legal rights, making them, at least in theory, equal citizens to men. In this video we look at how things actually were and what difference these rights made, with a specific focus on women in politics and in the workplace.
#GCSEHistory #GCSERevision #WeimarGermany
Support the channel and get early access to new videos amongst other benefits by signing up for my Patreon: https://www.patreon.com/alonglongtimeago
*Useful resources*
Practice exam-style questions on Weimar: https://quizlet.com/_6cqa3d
Quizlet Flashcards: Coming at some point
Revision Notes: Also coming at some point
*SOURCES*
FOOTNOTES:
[1] Weimar Constitution, Article 109 (“Alle Deutschen sind vor dem Gesetze gleich. Männer und Frauen haben grundsätzlich dieselben staatsbürgerlichen Rechte und Pflichten.”)
[2] Weimar Constitution, Article 119 (“Die Ehe steht als Grundlage des Familienlebens und der Erhaltung und Vermehrung der Nation unter dem besonderen Schutz der Verfassung. Sie beruht auf der Gleichberechtigung der beiden Geschlechter.”)
[3] Helen Boak, _Women in the Weimar Republic_ (Manchester University Press, 2013), p. 78.
[4] Ibid., 89.
Footnotes continued here (description has a character limit): https://docs.google.com/document/d/1NMCeqNv6mtXNPhSnPVJuRLtc-MDAl2eSa92F9mVEWzM/edit?usp=sharing
BIBLIOGRAPHY:
Boak, Helen, _Women in the Weimar Republic_ (Manchester University Press, 2013).
Planert, Ute ‘Weimar Bodies: Gender, Sexuality, and Reproduction’, in Nadine Rossol and Benjamin Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (Oxford University Press, 2022).
Rossol, Nadine, and Benjamin Ziemann, ‘Introduction’, in Nadine Rossol and Benjamin Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (Oxford University Press, 2022).
Stibbe, Matthew _Germany, 1914-1933: Politics, Society and Culture_ (Routledge, 2010).
Wikisource contributors, ‘Verfassung des Deutschen Reichs (1919)’, Wikisource (2021), https://de.wikisource.org/wiki/Verfassung_des_Deutschen_Reichs_(1919) [accessed 6 May 2025].***
*I rely on an official GCSE textbook heavily for the purpose of making sure that what I’m teaching falls in line with the GCSE curriculum, the problem with this, however, is that this official GCSE textbook is a very unreliable source, which fails to cite its sources and contains numerous errors and outdated interpretations of the history. It very much does not hold up to academic standards and should not be used for anything other than GCSE revision.
**Benjamin says read his book: https://global.oup.com/academic/product/the-oxford-handbook-of-the-weimar-republic-9780198845775?cc=nl&lang=en& He is a bit of a legend (and even gave feedback on an early draft of this script!) so I think you should too.
***English translation of the Weimar Constitution if you’re interested to take a look for yourself and don’t speak German: https://en.wikisource.org/wiki/Weimar_constitution
*Social Media*
Bluesky: https://bsky.app/profile/alonglongtimeago.bsky.social || @alonglongtimeago.bsky.social
Patreon: https://www.patreon.com/alonglongtimeago
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*IMAGE ATTRIBUTIONS*
1:49 Conference Room 2 - Glendale Real Estate Office (https://www.flickr.com/photos/25726561@N06/3443283766) by Phil Sexton (https://www.flickr.com/photos/john_hall_associates/) is licensed under CC BY 2.0 (https://creativecommons.org/licenses/by/2.0/?ref=openverse).
1:57, 3:57, 4:04 cc office san francisco (https://www.flickr.com/photos/13102974@N00/536036926) by tvol (https://www.flickr.com/photos/sixteenmilesofstring/) is licensed under CC BY 2.0 (https://creativecommons.org/licenses/by/2.0/?ref=openverse).
2:01, 3:51, 4:34 Corn field, France (https://www.flickr.com/photos/45692217@N07/5240634085) by RPPH (https://www.flickr.com/photos/45692217@N07/) is licensed under CC BY 2.0 (https://creativecommons.org/licenses/by/2.0/?ref=openverse).
2:04, 3:54, 4:48 Still from ‘Berlin – Die Sinfonie der Großstadt’ by Walter Ruttmann (1927), which is in the Public Domain
2:48, 4:04 Tesco, Earls Court (https://www.flickr.com/photos/21112151@N00/2405706800) by yisris (https://www.flickr.com/photos/yisris/2405706902/in/photostream/) is licensed under CC BY 2.0 (https://creativecommons.org/licenses/by/2.0/?ref=openverse).
3:05, 3:52 “Wohnzimmer Beimer (Lindenstraße)” (https://de.m.wikipedia.org/wiki/Datei:Wohnzimmer_Beimer_(Lindenstra%C3%9Fe).jpg) by tbleek has been assigned available for copyright-free use.
0:00 Intro
0:28 New Legal Rights
0:45 Women in Politics
1:56 How many women are working?
3:07 Treatment in the Workplace
3:39 Areas of Employment
5:38 Backlash Against Women’s Employment
6:27 Conclusion - The State of Things
7:49 Outro Women in the Weimar Republic: Work & Politics, 1918-1933 | GCSE History | Weimar & Nazi Germany](https://i.ytimg.com/vi/xwQwmb9lZ3A/mqdefault.jpg)

![Ideological Differences Between East & West (1941-45) | Revision #Shorts | GCSE History | Cold War
The recent invasion of German invasion of Russia puts Russia in the war (WWII) and on the same side as the allies. The Grand Alliance, between Russia, the USA and Britain, is formed.
THIS VIDEO IS ALSO AVAILABLE ON TIKTOK: www.tiktok.com/@alongtimeago_yt/video/6934740928968084741
This is the short version of https://www.youtube.com/watch?v=qBBeV2wswkA for a very brief summary of what happened - excellent for last minute revision! ;)
#RevisionShorts #GCSEHistory #GCSEColdWar
PATREON: https://www.patreon.com/alonglongtimeago
*** Useful resources ***
Revision Notes: [slightly edited to avoid de-£]
- britain & USA capitalist
- [SU] was [not]
differences between leaders
- Roosevelt, Churchill & [tash man] often referred to as the big three (leaders in 1941)
- known as the grand alliance
- the leaders of the grand alliance met 3 times during the war: tehran (1943), yalta (feb 1945) and potsdam (july 1945)
- [tash man] was a strong opponent of german [f-ism word] so it suited the 3 countries to work together
- ideological differences made it impossible to agree on how post-war europe should be governed
IMAGE ATTRIBUTIONS
First appears at 0:02 (also used in the thumbnail)
Army Jeeps at Great Sand Dunes, World War 2 by Great Sand Dunes National Park and Preserve, licensed under CC BY 2.0
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First appears at 0:20
North Tehran Towers by Ninara, licensed under CC BY 2.5
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First appears at 0:21
Swallows Nest Castle Yalta by Dave Proffer, licensed under CC BY 2.0
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First appears at 0:22
Le palais Barberini (Potsdam) by Jean-Pierre Dalbéra, licensed under CC BY 2.0
Source: https://www.flickr.com/photos/dalbera/37065598495/
Licence: https://creativecommons.org/licenses/by/2.0/?ref=ccsearch&atype=rich
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HOW I MODERATE COMMENTS
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