the problem of the poor
4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.
Lesson Overview
Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Learning Objectives
- Explain the key ideas of the problem of the poor
- Apply the problem of the poor to exam-style questions
- Develop independent study skills
- Build cross-topic connections
Prerequisites
- Read the revision notes for the problem of the poor first (GCSE Revise summary)
- Key vocab to pre-teach: Key Context, The Key Distinction, The Harshness of the 1572 Act
- Basic skills: reading the summary notes and answering the practice questions there
Materials & Equipment
- Exercise book, coloured pens
- Ruler
- Printed revision notes (link below)
- Internet for videos (see Resources)
Lesson 1: Introduction: the problem of the poor
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Write down everything you already know about the problem of the poor. Then check against the key terms: Key Context, The Key Distinction, The Harshness of the 1572 Act. Use a mini-whiteboard or paper.
Main Content (35 minutes)
Parent/Teacher Guide:
Before lesson: Read the script below. Pre-teach key vocab: Key Context, The Key Distinction, The Harshness of the 1572 Act.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Before lesson: Read the script below. Pre-teach key vocab: Key Context, The Key Distinction, The Harshness of the 1572 Act.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: the problem of the poor. By the end you will be able to answer exam questions on it unaided. It connects to the rest of History because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
Mins 0-5 - Hook: "Today: the problem of the poor. By the end you will be able to answer exam questions on it unaided. It connects to the rest of History because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
First Look
Start with the revision notes summary, then attempt: Explain two causes of poverty in Elizabethan England. (4 marks)
Plenary (5 minutes)
Check Out
Your student states one thing they learned and one question they still have about the problem of the poor.
Lesson 2: Core Concepts: the problem of the poor
Duration: 50 minutes
Starter Activity (5 minutes)
Review Previous Lesson
Quick recap: write 3 key points from Lesson 1 on the problem of the poor. Check them against the notes below.
Main Content (35 minutes)
Key Context: Poverty was one of the most serious problems in Elizabethan England. The population grew from approximately 3 million in 1550 to over 4 million by 1600, but the economy could not provide enough work or food for everyone. The dissolution of the monasteries (1536-41) had destroyed the main system of charitable support for the poor, and economic changes left increasing numbers of people destitute. The government was forced to create new legislation to deal with the crisis.
The Key Distinction: Elizabethan people divided the poor into two categories: The "deserving poor": Those who were poor through no fault of their own - the old, the sick, the disabled, widows, orphans, and those temporarily unemployed due to harvest failure. These people deserved sympathy and help. The "undeserving poor": Those who were believed to be poor through their own fault - the idle, the lazy, drunkards, and vagrants who chose not to work. These people deserved punishment, not help. This distinction was central to all Elizabethan poor law legislation.
The Harshness of the 1572 Act: The 1572 Act was deliberately brutal because it treated vagrancy as a criminal problem, not a social one. Burning through the ear permanently marked a person as a vagrant, making it impossible for them to escape the stigma. The threat of execution for a third offence was extreme, though it was rarely carried out in practice. The Act reflected the fear and anger that vagrants inspired in the propertied classes.
How Effective Were the Punishments?: The harsh punishments for vagrants were largely ineffective. Whipping and branding did not solve the underlying causes of poverty - vagrants returned to wandering because they had no alternative. The punishments were also difficult to enforce consistently: JPs were often reluctant to carry out extreme sentences; local communities sometimes sympathised with local vagrants; and the system of returning vagrants to their home parish was impractical. The fundamental problem was that legislation treated poverty as a moral failing rather than an economic problem.
Strengths: The Elizabethan poor laws created the first national system of poor relief in English history. The 1601 Poor Law remained the basis of the system for over 230 years. The distinction between deserving and undeserving poor ensured that the most vulnerable received some help. The compulsory poor rate provided a reliable source of funding. The parish system meant that relief was organised at a local level, making it more responsive to local needs.
Weaknesses: The system was inconsistent - each parish operated independently, leading to enormous variation in the quality and quantity of relief. The harsh treatment of vagrants did not address the causes of poverty. The parish system meant that the poor could not move to find work without losing their right to relief. The system was underfunded and overwhelmed during crisis years (like 1594-97). The distinction between deserving and undeserving was often arbitrary and cruel. The system stigmatised the poor and treated poverty as a personal moral failing.
| Term | Meaning | Example |
|---|---|---|
| Enclosure | Land fenced off for sheep farming; common land lost | Rural poor driven off the land; migration to towns |
| Bad harvests | Unreliable weather; no food storage systems | Food prices soared; famine; riots |
| Rising population | Population grew from 2.5m to 4m (1500-1600) | Not enough jobs or resources |
| Debasement of coinage | Henry VIII reduced silver in coins; caused inflation | Prices tripled; wages barely doubled |
| Dissolution of monasteries | Monasteries (the main source of charity) closed 1536-41 | No organised charity for the poor |
| Deserving poor | The old, sick, disabled, widows, orphans | Sympathy and charity |
| Undeserving poor / Vagrants | The able-bodied who would not work | Fear, anger, disgust |
| Vagabond Act | 1572 | Harsh punishments for vagrants (whipping, ear-burning, execution); first compulsory poor rate |
Practice (10 minutes)
Q: Explain two causes of poverty in Elizabethan England. (4 marks)
Answer: Two causes: (1) Enclosure - landowners fenced off common land for sheep farming, depriving peasants of the land they needed for grazing and growing food, driving them off the land into towns; (2) Rising population - the population grew from 2.5 million to over 4 million between 1500 and 1600, creating more demand for food, housing, and jobs than the economy could supply. Other causes include bad harvests, debasement of coinage, and the dissolution of the monasteries.
Plenary (5 minutes)
Explain Back
Your student teaches the key points back to you without looking. Fill any gaps immediately.
Lesson 3: Application: the problem of the poor
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Recall the key terms: Key Context, The Key Distinction, The Harshness of the 1572 Act. Define each in one sentence.
Main Content (35 minutes)
Parent/Teacher Guide: Let your student attempt each question alone first, then compare with the model answer. Award method marks for correct working even if the final answer is wrong.
Q1: Explain two causes of poverty in Elizabethan England. (4 marks)
Answer: Two causes: (1) Enclosure - landowners fenced off common land for sheep farming, depriving peasants of the land they needed for grazing and growing food, driving them off the land into towns; (2) Rising population - the population grew from 2.5 million to over 4 million between 1500 and 1600, creating more demand for food, housing, and jobs than the economy could supply. Other causes include bad harvests, debasement of coinage, and the dissolution of the monasteries.
Q2: What was the difference between the "deserving poor" and the "undeserving poor"? (4 marks)
Answer: The "deserving poor" were those who were poor through no fault of their own - the old, sick, disabled, widows, and orphans - and were considered worthy of sympathy and help. The "undeserving poor" were the able-bodied who could work but chose not to - vagrants, beggars, and the idle - who were considered morally responsible for their poverty and deserving of punishment rather than help.
Q3: Describe the punishments that could be given to vagrants under the 1572 Vagabond Act. (4 marks)
Answer: Under the 1572 Act: first offence - public whipping and burning through the right ear with a hot iron; second offence - imprisonment or deportation; third offence - execution as a felon. Vagrants were also to be returned to their home parish. The punishments were deliberately harsh and public to deter others.
Q4: How did the Elizabethan government's approach to poverty change between 1572 and 1601? (8 marks)
Answer: The government's approach changed from primarily punitive to more constructive: the 1572 Act focused on harsh punishment of vagrants (whipping, ear-burning, execution); the 1576 Act shifted towards providing work for the able-bodied poor and establishing Houses of Correction; the 1597 Act appointed parish overseers and organised systematic relief; the 1601 Act consolidated all previous legislation, maintaining punishment for vagrants but also ensuring a comprehensive system of relief for the deserving poor. The overall trend was from punishment towards a more balanced approach combining punishment with relief.
Q5: "The Elizabethan government was more concerned with punishing vagrants than helping the poor." How far do you agree? (16 marks + 4 SPaG)
Answer: A balanced answer should discuss: the punitive approach (the 1572 Act's extreme punishments for vagrants - whipping, ear-burning, execution; the harsh treatment of the "undeserving poor"; the fact that punishments did not address the causes of poverty); the helpful approach (the poor rate providing funding for relief; the 1576 Act providing work; the 1601 Act creating a comprehensive system of parish relief for the deserving poor). Argue that the government was initially more concerned with punishment but gradually developed a more balanced approach - though the underlying assumption that poverty was a moral problem rather than an economic one remained throughout the period.
Q6: Explain why the 1601 Poor Law was significant. (4 marks)
Answer: The 1601 Poor Law was significant because: it consolidated all previous poor law legislation into a single comprehensive statute; it established the principle of parish responsibility for the poor; it created a compulsory poor rate funded by local property owners; it provided relief for the deserving poor, work for the able-bodied, and apprenticeships for poor children; it remained the basis of the English poor law system for over 230 years until the 1834 Poor Law Amendment Act.
Plenary (5 minutes)
Error Review
Review any questions answered incorrectly. Identify whether the error was knowledge, method, or reading the question.
Lesson 4: Exam Practice: the problem of the poor
Duration: 50 minutes
Starter Activity (5 minutes)
Command Words
Review what these command words require: state (one point), describe (say what happens), explain (say why), compare (both sides), evaluate (judgement).
Main Content (35 minutes)
Exam-Style Question
Attempt a past-paper style question on the problem of the poor from the exam board past paper finder (see Resources), then mark it against the scheme.
Exam Tips: Always use specific dates: 1572 Vagabond Act, 1576 Poor Relief Act, 1597 Act, 1601 Poor Law | Know the distinction between deserving and undeserving poor - it's fundamental to all poor law questions | For cause questions, explain EACH cause separately with specific details | When discussing legislation, explain both the provisions AND their significance | For "how far do you agree" questions, present both sides before reaching a judgement | Link the poor laws to the broader context: dissolution of monasteries, population growth, inflation | Remember that the 1601 Poor Law lasted 230+ years - this shows its importance
Common Errors: Watch Out! Students often think elizabeth solved the religious problem. Wrong: Elizabeth solved the religious problem Correct: The Religious Settlement was a compromise that satisfied neither Puritans nor Catholics. Catholic plots continued throughout her reign. Students often think the spanish armada was defeated entirely by the english. Wrong: The Spanish Armada was defeated entirely by the English Correct: While English tactics (fire ships) were important, the weather played a crucial role. Many Spanish ships were wrecked by storms. Students often think elizabethan england was a golden age for everyone. Wrong: Elizabethan England was a golden age for everyone Correct: While the elite pros
Stretch & Challenge (Grade 8-9):
- Synoptic links: explain how the problem of the poor connects to another History topic you have studied
- Real-world: research one real-world use or example of the problem of the poor
- Critical: "What are the limitations of the models used in the problem of the poor?"
Plenary (5 minutes)
Assessment Criteria
- Got it: Confident explanation + correct worked examples
- Getting there: Main points OK, needs support with detail
- Not yet: Confused on key concepts - re-run Lesson 2
Homework & Consolidation
- Consolidation: Re-answer any Lesson 3 practice questions answered incorrectly (20 mins)
- Retrieval: Write flashcards for the key terms: Key Context, The Key Distinction, The Harshness of the 1572 Act (10 mins)
- Exam practice: One past-paper question on the problem of the poor from the board websites (15 mins)
- Extension: Explain the problem of the poor to someone else in your own words (10 mins)