How far do you agree that there were more significant changes to prisons in the period 1750 – 1900 than in the period since 1900?
Level
Year Examined
2022
Topic
World History
👑Complete Model Essay
How far do you agree that there were more significant changes to prisons in the period 1750 – 1900 than in the period since 1900?
Introduction
Thesis Statement: While the period between 1750 and 1900 witnessed significant changes in the prison system, driven by reformers like John Howard and Elizabeth Fry, I argue that the period since 1900 has seen more profound transformations, focusing on rehabilitation and addressing the root causes of crime.
Body Paragraph 1: Changes in 1750-1900
Focus: The late 18th and 19th centuries marked a turning point in the history of prisons, shifting away from simply holding places for the accused to institutions intended for punishment and reform. The appalling conditions exposed by John Howard's investigations led to his instrumental role in the passing of the 1774 Gaol Act, which aimed to improve sanitation and treat prisoners with more humanity. Elizabeth Fry furthered this humanitarian work, focusing particularly on the plight of women and children in prison. The 1823 Gaols Act built upon these reforms, aiming to standardize prison conditions and improve administration, though its impact was often limited. This period also saw the introduction of the Silent System, intended to encourage reflection and self-discipline, but often criticized for its cruelty and psychological impact. Hard labor, utilizing devices like the treadmill and the crank, became a central feature of punishment, reflecting the prevailing belief in discipline and deterrence. This approach culminated in the 1865 Prisons Act, which emphasized "hard labor, hard fare, and hard board," making prison life even harsher.
Body Paragraph 2: Changes Since 1900
Focus: The 20th century saw a fundamental shift in the approach to prisons, moving away from solely punishment towards a more nuanced understanding of rehabilitation. Visionary reformers like Sir Evelyn Ruggles-Brise and Alexander Paterson championed this new approach. They advocated for education and vocational training within prisons, aiming to equip inmates with skills to reintegrate into society. The abolition of the treadmill in 1902 and corporal punishment in 1948 demonstrated a growing recognition of prisoners' basic human rights. The introduction of probation offered an alternative to incarceration, allowing offenders to remain in the community while receiving support and supervision. This period also saw increased attention given to the specific needs of young offenders, with dedicated institutions and programs established to address their rehabilitation and prevent recidivism.
Body Paragraph 3: Counter-Argument and Rebuttal
Focus: It's important to acknowledge that the reforms of the 1750-1900 period laid essential groundwork by addressing the most inhumane aspects of prison life. John Howard and Elizabeth Fry's efforts were instrumental in bringing about a basic standard of decency and raising awareness of the plight of prisoners. However, the changes since 1900 represent a far more profound shift. While earlier reforms focused on improving the physical conditions within prisons, the 20th and 21st centuries have witnessed a fundamental transformation in the philosophy of imprisonment itself. The focus has moved beyond containment and punishment towards a more rehabilitative approach, recognizing the complexities of criminal behavior and the potential for individual change.
Conclusion
Restate Thesis: In conclusion, while the period from 1750 to 1900 saw crucial steps towards a more humane prison system, the changes implemented since 1900 signify a more profound transformation. The shift from a purely punitive approach to one that emphasizes rehabilitation and addresses the root causes of crime marks a turning point in penal history.
Summary: The period between 1750 and 1900 witnessed a move away from prisons as simply holding places to becoming institutions aimed at punishment and reform, driven by individuals like John Howard and Elizabeth Fry. However, the changes since 1900 have been more radical, with a focus on rehabilitation, education, and the introduction of alternatives to incarceration, such as probation.
Final Thought: The evolution of the prison system is ongoing. While significant progress has been made, challenges remain in ensuring prisons are humane, effective, and genuinely contribute to reducing crime and facilitating the successful reintegration of offenders back into society.
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Introduction
Thesis Statement: While the period between 1750 and 1900 witnessed significant changes in the prison system, driven by reformers like John Howard and Elizabeth Fry, I argue that the period since 1900 has seen more profound transformations, focusing on rehabilitation and addressing the root causes of crime.
Body Paragraph 1: Changes in 1750-1900
Focus: Highlight the significant, yet often brutal, changes in this era.
⭐John Howard and Elizabeth Fry's reforms: Discuss their impact on improving prison conditions and advocating for more humane treatment.
⭐1823 Gaols Act: Explain the act's aim to reform prisons and introduce standards.
⭐The Silent System and Hard Labor: Analyze the implementation of the Silent System and its impact on prisoners. Discuss the emphasis on hard labor as punishment and the introduction of the treadmill and the crank.
⭐1865 Prisons Act: Explain the act's focus on "hard labor, hard fare, and hard board" and its overall impact on prison life.
Body Paragraph 2: Changes Since 1900
Focus: Demonstrate how these changes represent a more profound shift towards rehabilitation.
⭐Sir Evelyn Ruggles-Brise and Alexander Paterson: Introduce their roles in reforming the prison system toward rehabilitation.
⭐Emphasis on Education and Reform: Discuss the shift from pure punishment to incorporating education and vocational training.
⭐Abolition of Harsh Punishments: Explain the significance of abolishing the treadmill in 1902 and corporal punishment in 1948 as marks of progress.
⭐Introduction of Probation: Analyze the introduction of probation as a more lenient and potentially rehabilitative alternative to imprisonment.
⭐Focus on Young Offenders: Detail changes in the treatment of young offenders reflecting a greater understanding of their needs.
Body Paragraph 3: Counter-Argument and Rebuttal
Focus: Acknowledge the opposing viewpoint while reinforcing your thesis.
⭐Acknowledge the Significance of 1750-1900 Reforms: Concede that the earlier period saw essential steps towards a more humane system.
⭐However: Argue that the changes since 1900 represent a fundamental shift in the philosophy of punishment, moving beyond containment and towards rehabilitation.
Conclusion
Restate Thesis: Reiterate that while the period from 1750-1900 saw important reforms, the changes since 1900 represent a more profound transformation in the prison system.
Summary: Briefly summarize the key changes in both periods, emphasizing the significance of the shift towards rehabilitation.
Final Thought: Offer a concluding thought about the ongoing evolution of the prison system and the importance of continuing to strive for more humane and effective methods.
Extracts from Mark Schemes
Level 6 (16–18 marks)
Demonstrates strong knowledge of key features and characteristics of the period in ways that show very secure and thorough understanding of them (AO1). Shows sophisticated understanding of appropriate second order concepts in setting out a sustained, consistently focused and convincing explanation and reaching a very well-supported judgment on the issue in the question (AO2). There is a well-developed and sustained line of reasoning which is coherent, relevant and logically structured. Answers may be awarded some marks at Level 1 if they demonstrate knowledge of public health or government action in the periods. It is possible to reach the highest marks either by agreeing or disagreeing or anywhere between, providing the response matches the level description. BUT, to achieve the two highest levels, answers must consider the alternative point of view and both time periods. Answers are most likely to show understanding of the second order concepts of causation and consequence and change over time but reward appropriate understanding of any other second order concept.
Grounds for agreeing include:
⭐work of reformers such as John Howard and Elizabeth Fry to make prisons more humane places
⭐1823 Gaols Act to reform prisons
⭐introduction of the Silent Act and pointless work such as the treadmill and the crank
⭐1865 Prisons Act to emphasize hard labour, hard fare and hard board.
Grounds for disagreeing include:
⭐changes made by Paterson in the 1900s to establish educational work in prisons and abolish the silent system
⭐changes to the way young offenders were treated
⭐use of probation and abolition of the treadmill in 1902
⭐abolition of Corporal Punishment in 1948.
Level 5 (13–15 marks)
Demonstrates strong knowledge of key features and characteristics of the period in ways that show secure understanding of them (AO1). Shows very strong understanding of appropriate second order concepts in setting out a sustained and convincing explanation and reaching a well-supported judgment on the issue in the question (AO2). There is a well-developed line of reasoning which is coherent, relevant and logically structured.
Level 4 (10–12 marks)
Demonstrates sound knowledge of key features and characteristics of the period in ways that show secure understanding of them (AO1). Shows strong understanding of appropriate second order concepts in setting out a sustained and generally convincing explanation to reach a supported judgment on the issue in the question (AO2). There is a developed line of reasoning which is clear, relevant and logically structured.
Level 3 (7–9 marks)
Demonstrates sound knowledge of key features and characteristics of period in ways that show some understanding of them (AO1). Shows sound understanding of appropriate second order concepts in making a reasonably sustained attempt to explain ideas and reach a supported judgment on the issue in the question (AO2). There is a line of reasoning presented which is mostly relevant and which has some structure.
Level 2 (4–6 marks)
Demonstrates some knowledge of features and characteristics of the period in ways that show some understanding of them (AO1). Shows some understanding of appropriate second order concepts managing in a limited way to explain ideas and reach a loosely supported judgment about the issue in the question (AO2). There is a line of reasoning which has some relevance and which is presented with limited structure.
Level 1 (1–3 marks)
Demonstrates some knowledge of features and characteristics of the period (AO1). Shows some basic understanding of appropriate second order concept(s) but any attempt to explain ideas and reach a judgment on the issue in the question is unclear or lacks historical validity (AO2). The information is communicated in a basic/unstructured way.
0 marks
No response or no response worthy of credit.