[A2 Sociology]

[Unit 4: Crime & Deviance with Theories & Methods]

[Year 13]

Lesson Focus Learning ObjectivesTo Understand:-

Extended/IndependentLearning

Assessment Focus& evidence

Resources

1. Introduction to sociological theories

Sociological theories

Objective: To explain the different ways sociologists look at society. It is like walking into a hall of mirrors, same object but with different images.This will help them to evaluate the methodology chosen by various sociologists in their theories.

Macro sociology Structural: Consensus and Conflict

perspectives (Durkheim, Parsons, Marxism, feminists

Micro sociology: Social interactionist/interpretist Symbolic interactionism Phenomenology Ethenomethodogy postmodernist

http://www.youtube.com/watch?v=mYBNRUStZsg&feature=player_embedded

Visual sociology: Macro and Micro perspective. Relate to the Top down and bottom up approach

Explain what is Macro and Micro sociology: Relate: functional, maxism and interactionism.

Use: Sociologists theorists map.Textbook or internet to find out the definition of terms

1. Introduction to the concept of crime & deviance (C&D)

Lesson One double:Different definition of crime & deviance, social order and social controlDistinction ≠ sociological theories & social (e.g. biological, psychological)

May be a good idea to start introducing different sociology theories first (structuralist , interactionist, conflict theory)

What is deviance is not criminal, there is legal, time, culture and place dimension. C&D is a social construct

- What is Crime? What is Deviance?- Can an act be criminal & deviant?- When an act can be deviance but not

criminal?

Powerpoint- Simple view of causes of crime, - Social construction of crime and deviance – QEHS.- What is deviance & functionalism- Social construction of C&D- Simple view of causes of crime Need to print some slidesWorksheet – How criminal are you.Handout with exercise –

Cesare Lombroso – Biological theoriesH J Eysenck – social Psychology – mental issueLabelling theory – by Becker

“Introduction to deviance”

- Ask students to draw a picture of a criminal and draw attention to their stereotype.

2: Functionalist, strain & subcultural theories.

Lesson: 3 double at least : Durkheim's Functionalist TheoryLesson 2: Merton's strain theoryLesson 3: Subcultural strain theoryLesson 4: Recent strain theories

Know & Understand the functionalist perspective on crime, including the functions of crime.

Need to understand the term: anomie Achieve social solidarity by socialisation &

social control + function of crime: boundary

maintenance and adaptation and change.Students can research this •Durkheim – Positive aspects of crime•1) Reaffirming boundaries – eg newspaper footage of punishments; public stoning etc•2) Changing Values – Tony Martin, the farmer, shot and killed a 16yr old boy who was stealing from his house. Media was interested as many said it showed the British justice system supports criminals more than victims.•3) Social Cohesion – 9/11, London Bombings etc – community draws together at times of hardship•Negative aspects of crimeAnomie – Looting during storms in Chicago

Know & Understand the concept of strain theory & its role in explaining deviance.Sub-culture theory

Merton – Goals & means and 5 types of response: Conformer, innovators, ritualists, retreatist, and rebels.

Be able to explain the differences between different strain & subcultural theories.

Cohen – status frustration

* Not sure the following articles are available in the libraryr: Read one article from Online Journal:

Sociology Review | Volume 8 | 4 April 1999  

In focus: the 1998 British Crime Survey

Recent Strain theory

Messner and Rosenfeld and the other ltwo studies by Downes and Hanson and Savalsberg

Exam Question:Examine the role of access to opportunity structures in causing crime & deviance.

Past exam paper for essay on Merton

January 2011Assess the usefulness of subculture theories in explaining ‘subculture crime and deviance in society today. (21 marks)

June 05(b) Using mat. A & elsewhere, examine some of the ways in which functionalists have tried to explain different types of and patterns of crime and deviances. (12)

June 2004Using material from Item A and elsewhere, examine some of the reasons

PPTsTextbook: Webb page 73 -78

Funtionalist Workbook

Worksheetshttp://www.youtube.com/watch?v=v48kAslT-cYIntroduction to Functionalism

Essay Plan Template

Subculture theory workbook

http://www.youtube.com/watch?v=fvVd9oOxTm8&feature=related

Merton’s Strain theory – very well explained.Extension exercise on page 10 of the Subculture workbook

C&D workbook – Objective 4 Functionalism & MertonObjective 6- Subculture theory and activity.

Draw a table with various theories, details, methods, S&W

http://www.youtube.com/

Cloward & Ohlin: Criminal subculture, conflict subculture and retreatist subculture

Matza – evaluate both Cohen & Cloward Miller

Be able to evaluate functionalist, strain & subcultural theories of crime & deviance.

put forward by sociologists for the formation of deviant subcultures.

watch?v=HRcOvOYkS-k&feature=relmfuProfessor Robert Worley on Strain theory and anomie – for teachers information.

2: Labelling Theory

Lesson 1: The social construction of crime

Lesson 2: Who gets labelled?

Note: Labelling theory is also known as social action theory

Know & Understand why labelling theories regard crime & deviance as socially constructed.Know & Understand the labelling process & it's consequences for those who are labelled. Webb: p 81

Howard Becker p81; explain his theory of ‘deviance is in the eye of the beholder’ He invented the labelling theory & SFP, master label.

Interactions with social control agencies such as police & courts

Appearance, background & personal biography

Situation & circumstances of the offenceo Cicourel – police officer’s & court

typificationso Methods: Cicourel used both participant

& non participants observational page 82

Be able to evaluate the strengths & limitations of labelling theory in explaining crime & deviance.

Edwin Lemert - Primary deviance to Secondary deviance, (the process involves: master status→ a crisis of self-concept or sense of identity →self fulfilling prophecy)

Not sure the following articles are available in the libarayr:

Read this article from the Online Journal:

Sociology Review | Volume 14 | 4 April 2005  

Corporate crime

Exam Question:Assess the view that crime & deviance are the product of labelling processes.

Jan 2012Using material from Item A and elsewhere, assess the usefulness of labelling theory in explaining crime and deviance. (21)

June 04: Using material A & elsewhere, examine the sociological reasons for the formation of deviant subculture

Jan 2008Assess the view that delinquent subculture are the main cause of crime.

Prior to teaching: would be useful to show some crime statistics particularly on youth crime and also the process of criminal justice system.

PPTs

Webb: page 81 to 85Nelson Thornes: p254-257Worksheets

Card sorts

Essay Plan Template

Interactionist Crime and theory Workbook – the page of evaluation is particularly demanding!

C&D Workbook – objective 5 – labelling.

Check list questions Webb page 85

Lesson 3: The effects of labelling

Lesson 4: Deviance amplification

Labelling & Criminal Justice System

Evaluation of labelling theory

Secondary deviance→more deviancy and a deviant career by e.g. join a deviant subculture that offers criminal career opportunity.

Jock Young – hippy culture Both their work highlight crime as a

result of hostile societal reaction and a reaction of social control, hence it’s a social construct.

Key term: deviance amplification and amplification spiral.

Stanley Cohen: folk devils & Moral Panics – societal reaction to mods and rockers at Claction (1964)

Lin this with the role of media and wider context: police and state.

Jock Young: Policing in crisis Lemert: social control leads to deviance.

Webb page 83

Interestingly Lemert (1952) : He was the first one to argue that the societal reaction and control process which the social control agencies put on the person who committed the offence and by labelling that person could actually lead to primary, secondary and finally ‘the Master Status’ which is a form of SFP.The Labelling theory was very popular from the 60s as there was public questioning over the power of the government and the states. The was the Vietnam War, the Civil Rights Movement, the assignation of John F. Kennedy, the Watergate. The CND protest. Crtics: criminolgists argued that the labelling ignored the crimogenic nature of crime, family upbringing

Jan 2011Using material from Item A and elsewhere, assess the usefulness of subcultural theories in explaining ‘subcultural crime and deviance’ in society today.Note: the material A contains info about Marxism. May be a good essay to consolidate theories

Jan 2012Using material from Item A and elsewhere, assess the usefulness of labelling theory in explaining crime and deviance. (21)

http://www.youtube.com/watch?v=r-UBjL1zlgMSummary of interactionism and labelling theory – Good one.

Activity: Master status; Ask students•Tell me something about:•Ian Huntley•Fred West•Amy Winehouse•Pete Doherty•Can you think of a better example??

http://www.youtube.com/watch?v=6E66iDghFkg&feature=relatedSocial action theory – interactionism

http://www.youtube.com/watch?v=A8yzVxBFNJE&feature=relatedLabelling theory of Crime - for teacher to develop a deeper understanding. Professor Robert M Worley deconstruct labelling theory of crime

Mods and Rocker – a youtube clip in the shared area.

Nelson Thornes – p255 Braithwaite – labelling, shaming and disintegrative shaming made offenders feel excluded, not worthy to return to society and they will rejoin a criminal subculture. New strategy: community support, opportunity to repent and be reintegrated into society. This is very successful in Japan. In social policy pioneered in US, ‘restorative justice’ – offenders apologise to victim, etc

The impact of CJS relabelled certain crime on certain groups of people (young people). This also impact on policing who claim negative labelling pushes offenders towards a deviant career. Hence some arguments for decriminalising soft drugs.

3: Marxist Theorists

Lesson 1 & 2: Traditional Marxism

Know & understand why Marxists see crime as inevitable in a capitalist society

Because capitalism is criminogenic – by its very nature it causes crime.

The state & the law – William Chambliss argues that laws to protect private property. Law is to protect the ruling class’ interest. Snider: capitalist state is reluctant to pass laws that regulate the activities of businesses or threatened their profitability. Selective Enforcement.

Ideological functions of crime & law: even though some laws benefit the working class (Carson) but they benefit the ruling class too. Encourage the w/c to shift the blame of crime to the criminals rather than to blame the ruling class and capitalism.

Not sure the following articles are available in the libarayr:

Complete the activity from the Online Journal:

Sociology Review | Volume 18 | 4 April 2009  

Crime and deviance

Exam Question:Examine some of the ways in which Marxists explain crime.

Or

Assess the usefulness of Marxism to an understanding of crime (essay plan, etc is on the revision folder of C&D)

June 2011Using material from Item A and elsewhere, assess different Marxist views of the

PPTs

Webb: page 87-91

Worksheets

Card sorts

Essay Plan Template

Marxist theory of Crime and Deviance Workbook (use the one with the Coca-cola image on the front page)

Supplement workbook with notes on page 89.

Lesson 3: Neo-Marxism or critical criminology

Lesson 4: A fully social theory of deviance

Know & Understand traditional & neo-Marxist approaches to crime & deviance, and the similarities & differences between them.

Taylor et el dismissed Marxism as too deterministic

Taylor et al – take a more volunaristic view ( we have free will. Crime as meaningful action & a conscious choice. It has a political motive, like redistribution of wealth.

He emphasis freedom of individual liberty & diversity.

Against individual being labelled deviant

Be able to evaluate the strengths & limitations of Marxists & neo-Marxist approaches to crime & deviance.

A comprehensive understanding of crime & deviance to help change society for the better. This theory derives from both traditional Marxist, ideas from interactionism & labelling theory.

Evaluation of critical criminology

crossword

relationship between crime and social class. (21 marks)

http://www.youtube.com/watch?v=GJie-evvR3s&feature=player_embeddedTraditional Marxism

http://www.youtube.com/watch?v=0_AdmLg5H_Y&feature=player_embeddedNeo-Marxism (critical Marxism)

http://www.youtube.com/watch?v=Lb42CkSK9tk&feature=BFa&list=PL1519DC8363990570summary of Marxism & radical criminologyhttp://www.youtube.com/watch?v=XCPhypQJZ0c&feature=relmfuFor teacher – Professor Worley explain what is critical criminology

Summary4: Left & Right realists

Lesson 1 & 2: Right realismLesson 3 &4: Left realism

Please remind students that this links closely with Social Control, agencies of social control later on. This area will be

Know & Understand the difference between realist & other approaches to crime.Causes of CrimeRight: Biological: Wilson & Herrnstein; socialisation and the underclass: Charles Murray; Rational Choice Theory: Ron Clarke and Marcus Felson’ s Routine Activity Theory

Left: Crime is a real problem and how they criticised traditional Marxist, neo-marxtis and labelling theorists.Relative Deprivation: Lea & Young; Subculture:

Produce a summary video or poser about one of these 4 topics.Group 1: Functionalist, strain & subcultural theories.Group 2: Labelling

Essay: on page 99Exam Question:Assess the value of the right realist approach to crime & deviance.

June 2009Assess the usefulness of realist theories for our understanding of crime

PPTsWebb: page 92-99

WorksheetsVote Britainia debate:Split students into 2 groups: one represent left and the other right realists and come up with a political speech about what they would do to tackle crime.

Card sorts

revisited. Cohen, Cloward & Ohlin; Marginlisation. Societial change: late modernity, exclusion: since 70s, more exclusion, isolation. Link this with Merton’s strain theory – wide spread resentment at the undeservedly high rewards like footballer; Reaction to crime by the society and the state also changed.

Know the main features of right & left realist approaches to crime.Tackling CrimeRight: Wilson & Kelling: Broken Windows, zero tolerance, crime prevention police to reduce reward & increase costs of crime, harder prison sentencing.Left: Policing focus on working with the community, multi-agency approach (local councils, social services, housing dept., schools)Structural: causes of crime: reduce inequality.

Understand their political context & the similarities & differences between them.Left realism have more influence, particularly with the New Labour government policies (tough on crime and causes of crime): ASBO, sexual assault & domestic violence, New Deal to tackle causes of crime, anti-truanting policies

Be able to evaluate the strengths & limitations of right & left realist approaches to crime.

TheoryGroup3: Marxist TheoristsGroup 4: Left & Right realists

http://www.youtube.com/watch?v=r85FMhHWtNk&feature=relatedYoutube – put this in the shared area, students watch this & should help them to consolidate understanding & draw a table with the heading: causes of crime, tackling crime, evaluation of each and both reaslism and their common ground.

http://www.bbc.co.uk/news/uk-england-london-16572689Met Police changing London gang crime tactics – Trident – Left realists

http://www.sociologyexchange.co.uk/resource/1740/Jim Riley created this video file to explain what is right realism

http://www.sociologyexchange.co.uk/resource/1741/Jim Riley’s VLE video file on Left Realism and is saved in my area: staffewj at school. Good one. Students can make notes from it.

Social class & crime(Not in the Webb

June 2008

Assess sociological explanations of social

textbook) class differences in crime rates (Item A).

Age and crime (not in the Webb textbook)

Link this with pattern of crime and youth crime, subculture theory, neo-maxism theory, edgework (Lyng)

Social distribution of crime – Age Workbook, includes a planning exercise for an essayEdgework – marking exercise

5: Gender & Crime

Link this with social distribution of crime.

Lesson 1: Gender patterns in crimeLesson 2: Explaining female crimeLesson 3: Women & the CJS: the chivalry thesis.Lesson 4: Why do men commit crime?

Knew the main gender differences in recorded patterns of offending.-use crime statistics to show the pattern and discuss reasons.- query the problems of crime statistics: are all crimes recorded? why some crimes committed by females are not recorded

Understand & Be able to evaluate the debates about the treatment of men & women in the criminal justice system.

- the Chivalry thesis: For (Pollak 1950). Againast: Farrington & Morris, Box

- Bias against women: Feminists: Heidensohn, Pat Carlen. Fminists argued that CJS is double-standard & patriarchal, Walkate as well as Adler: rape cases, if women lack respectability, they’re not believed.

Be able to evaluate explanations of the relationship between women & crime, & between men & crime.Reasons why women commit crime: Functionalist sex role theory; Heidensohn: patriarchal control. Control at home: Dobash & Dobash (violent husband) Link this with methods: interviews on page 104. Bedroom culture. Control in public and control at work. Carlen: class & gender dealsLiberation Thesis: Adler

Read this article from the Online Journal:

Sociology Review | Volume 19 | 3 February 2010  

In focus: Gender and crime

Exam Question:Assess the value of the ‘chivalry thesis’ in understanding gender differences in crime.

June 2010Examine some of the reasons why females may be less likely than male to comit crimes (12)

June 2007Using material from Item A and elsewhere, assess sociological explanations of gender differences in patterns of offending, victimisation and punishment.

Jan 2005Assess sociological explanations of gender differences in

PPTs

Webb: page 100-108

C&D Workbook – Objective 8 – Gender & Crime

Worksheets- Gender & Crime statistics

worksheet and there’s a power point to go with this.

- Mix & match game- Mind map, diagram and

theory on gender worksheet, enlarge to A3

file:///Volumes/NO%20NAME/Ellen/Sociology%20-%20EJ/Crime%20and%20deviance/Revision,%20past%20paper,%20guide,%20etc/You%20tube%20revision%20/A2%20Sociology%20Crime%20and%20Deviance%20Quiz%20Gender%20-%20YouTube.html You tube revision quiz on gender

http://news.bbc.co.uk/1/hi/programmes/newsnight/9648013.stm

Masculinity & crime: Messercchmidt: hegemonic masculinity, subordinated masculinities. Also link with class youth and ethnic differences to rule breaking.Postmodernity: Winlow: Study of bouncers(bouncers), Bodily capital: - the ability to use violence, looking the part using the body.The Night-time economyHobbs (2000) – growth in leisure economy & large no. of young male in public ‘in a narrow time band’Taylor (1999)– nocturnal economy is linked to globalisaton – traditional industry decline and growth in leisure economy)

Look at synoptic links: at bottom of page 107

Ps: don’t forget: the pleasure of committing C&D, edgework. There is power point called: Male crime with Critique – very useful (Katz, Lyng,

rates of crime and deviance.

Video: examining the truth about girl gangs –good one.

http://news.bbc.co.uk/1/hi/uk/7401826.stmBBC news – crime by girls rise b the quarter

Brainstorm: Connell/messerchmidt & normative masculinity.•Why has there been a spate of gang stabbings in the last few yrs? Is this an attempt to achieve normative masculinity in a gang? Its not natural or easy.•Could there be other ways of achieving it? Ie Male businessmen exerting their control in the office; Domestic violence over women? •Are boys in gangs because they are in a state of drift and they join gangs to give them identity

Nocturnal Economy: Brainstorm.•The lads that hang out by my local shops. Licensing hours –did it help or

not? statistically before licensing laws ¾ of violent crime in urban areas occurs between 9pm-3am. Why is it all happening

Lyng-Male risk takingIs it just men though? What about Winona Ryder…and that other one

6: Ethnicity & Crime

Lesson 1: Ethnicity & criminalisationLesson 2: Ethnicity & the CJSLesson 3: Explaining the differences in offendingLesson 4: Ethnicity & victimisation

Know the patterns of ethnicity & criminalisation as shown by different sources of data. Official stats, victim surveys, self report

studies (each with pros and cons) Method link: questionnaires (self reports

studies)

There are 2 main explanations:- Racism in the CJS- Structural sociological explanation

Understand the relationship between the criminal justice process & ethnicity

- Ethnic differences at each stage of the CJS – use (Sample Exam paper question)

- Stop & search: Philips & Bowling 2007 (Canteen Culture), Terrorist Act 2008

- Students: read p11- to 113 and complete the mind map exercise. Also: low & high police discretion, demographic factors.

- Arrest & cautions:- Prosecution: Bowling & Phillips (2002):

evidence used by the CPS is given by the police which is weaker and based on stereotypes

Be able to evaluate sociological explanations of the relationship between ethnicity, offending & criminalisation.

- Left Realism: Lea & Young – accepts ethnic differences in statistics reflect real

Read this article from the Online Journal:

Sociology Review | Volume 12 | 3 February 2003  

In the news: 'race' and crime

In groups:Collect crime stories from a range of local & national newspapers and analysis the content to see how far do the media report details of ethnicity of victims and offenders? How far do they use ethnic stereotypes when

Exam Question: Examine some of the reasons for ethnic differences in experiences of the criminal justice system

Jan 2010Using material from Item A and elsewhere, assess the view that ethnic differences in crime rates are the result of the ways in which the criminal justice system operates.

Webb: page 111-117

PPTs

Worksheets:1. Mind Map: Ethnicty,

racism and CJS

Essay plan Card sorts –group activityEssay Plan Template

Ethnicity WorkbookEthnicity and crime revision mind map.

Brainstorm•Gang stabbings – If we look on BBC website for news on recent stabbings, the majority are intra-racial

•Macpherson Inquiry – 1993 – Stephen Lawrence’s murder – some evidence of institutional racism

•Is it fair to blame ethnicity for high levels of Afro-Caribbean crime? What did Fitzgerald discover about it? How can we

differences in levels of offending by different groups and that the police often acts in a racist way BUT argues main causes are due to real difference in levels of relative deprivation & marginalisation experienced by different ethnic groups.

- Neo-Marxism: Social construction that stereotypes ethnic as inherently more criminal. Paul Gilroy & Stuart Hall et al. Paul Gilroy: the myth of black criminality. Their crime is seen as a form of political resistance against a racist society and has its roots based against imperialism.

- Hall et al: policing the crisis: media driven moral panic of black muggers is a scapegoat to detract attention from the failure of capitalism, political anomie and unemployment.

Understand the relationship between ethnicity racism & victimisation.

- Extent & risk of victimisation: different stats for different ethnic groups. Race is not the only cause: age, gender, being unemployed. Sample & Phillips (92) – racist victimisation tends to be ongoing, with repeated ‘minor’ incidents interwoven with periodic physical violence.

- Responses to victimisation- Methods link: BCS (using structure

interviews) page 116

reporting crime. Use Crimewatch, and tv news.

link in theory & methods to his discovery

http://www.youtube.com/watch?v=J_GWy82olhw&feature=autoplay&list=PLE98CEF4F301572E6&playnext=1Racism in UK Police Force – reflect institutional racism, canteen culture. Discuss methodology afterwards, covert participation, questionnaire, interviews.

http://www.tutor2u.net/blog/index.php/sociology/comments/crime-and-ethnicity/An article on police attitude, research done by Marion Fitzerald and Philips and Bowling

7: Crime & the Media

Lesson 1: Media representations of crimeLesson 2: The

Know the patterns of media representations of crime & how these differ from the picture of crime in official statistics.

Examine what kinds of news are over-

Read this article from the Online Journal:

Exam Question:Examine the ways in which the media stimulate moral panics

Webb: page 119 - 123

PPTs

media as a cause of crimeLesson 3: Moral panicsLesson 4: Global cyber-crime

represented: violent, sex crime, murder, sensational, ignore property & burglary. Don’t explain causes of crime.

Distorted picture of crime reflect that crime is a social construct: some stories are selected whilst others rejected. Journalists decide what is ‘news values’: immediacy, dramatisation, personalisation, higher-status, simplification, novelty or unexpectedness risk and violence

Fictional representations of crime: tv, cinema, novels. Surette (98) calls ‘the law of opposites’: they are the opposite of the official statistics – similar to news coverage.

Understand & be able to evaluate different views about the media as a cause of crime & fear of crime.

How media cause C&D: imitation, arousal, desensitisation, transmitting crime knowledge, portray police as incompetent, glamorise crime

Methods link: Bandua ‘s doll page 120 but Schramm el al see no strong link.

Fear of crime; Schlesinger and Tumber found a correlation

Media: focus on material, good life of leisure, fun and consumer goods: Could lead to a sense of relative deprivation, social exclusion and cause crime, similar to Merton.

Know & be able to evaluate views of the media’s role in the creation of moral panics.

Moral entrepreneur who disapprove of certain behaviour could use the media to

Sociology Review | Volume 19 | 4 April 2010  

Young people. risk and cybercrime

& create folk devils. Crime & media handouts

Worksheets Media representation of

crime Folk devil, moral panic

and laws

Card sorts

Essay Plan Templatehttp://www.youtube.com/watch?v=XfSlsa-kJhg

Summary of media representation of crime

http://www.youtube.com/watch?NR=1&v=r61ks18Bd7IMods and rockers moral panic

http://news.bbc.co.uk/onthisday/hi/dates/stories/april/4/newsid_2521000/2521067.stm Oakney – child abuse?

http://www.youtube.com/watch?v=qO52SMQB7tE&feature=player_embedded Moral Panic – Charlie Brooker’s Newswipe – News Coverage of ‘Frozen Britain’ Snowing is just natural and how the news make a meal out of it. Lack grit, people falling over, schools closed, gas demand up,

put pressure on authorities/police to do something. A moral panic is an exaggerated over-reaction by society to a perceived problem – usually driven or inspired by the media.

Stanley Cohen’s: Folk devils & Moral Panics: Mods & Rockers. Media: exaggerate and distort the event, made prediction of further conflict, symbolisation by clothes, hairstyles, music,

Wider Context: Stanley Cohen: Moral panic happened because of ‘boundary crisis’ and times of social changes. Functionalist: a response to anomie or normlessness caused by change. Neo-Marxist: Stuart Hall et al (79): in the context of capitalism, distract the w/c on racial ground & to accept more authoritarian style of rule.

Methods link: page 123: Cohen used a mixed methods: documentary, observations, interviews.

Understand the relationships between the new information media & crime & social control.

Global cyber-crime: Yvonne Jewkes (03): internet creates opportunities to commit crimes, e.g. fraud. Wall (01) identifies 4 categories: cyber trespass, cyber-deception & theft, cyber-pornography, cyber violence.

how the whole country can’t cope!

http://www.youtube.com/watch?NR=1&v=SrOQdau2CWA

What is moral panic – deviance acts and technology and legislation is not keeping up todate.

http://www.sociologyexchange.co.uk/videos/view/20378/

How media creates a materialistic society. Use this to discuss sociological explanation of crime.

http://www.sociologyexchange.co.uk/videos/view/20377/

Moral panic, Marilyn Manson in Bowling for Columbine

http://www.sociologyexchange.co.uk/videos/view/20380/

Media panic – how bad weather report is whipped into a frenzy, a funny way to look at media panci

8: Globalisation, Green & State Crime

Lesson 1 & 2: Crime & GlobalisationLesson 3: Green CrimeLesson 4: State crimes

Know & Understand the ways in which globalisation & crime are related.Be able to evaluate explanations for this relationship.

The Global criminal economy TNC (Transnational Organised Crime) Manuel Castells (98) – Arms trafficking,

trafficking in nuclear materials, smuggling of illegal immigrants, women and children, body parts, cyber crimes, green crimes, international terrorism, smuggling of legal goods, cultural artefacts, endangered species, drugs, money laundering.

Why? The same old philosophy of economics: D and S. Who are the players in this game? Rich countries’ demand for goods & services and the impact on poor countries.

Global risk consciousness Economic migrants, asylum seekers has

given rise to anxieties amongst the Western countries about the risks of

Produce a poster about one of these 4 topics.Group 1: Gender & crimeGroup 2: Ethnicity & CrimeGroup3: Crime & the MediaGroup 4: Globalisation, Green & State Crime

Exam Question: Examine the relationship between crimes against the environment & the process of globalisation.

Jan 2010Examine some of the ways in which crime and globalisation may be related. (12 marks)

Jan 2012Using material from Item B and elsewhere, assess the view that the process of globalisation has led to changes in both the amount of crime and the types of crime committed.

Webb: page 127 -135

PPTs Visual images of state

crime

BBC news - lots of reports on international crime.Controversial reports on India and China illegal human organ transplant.

www.sociologyuk.net – investigating global crime

WorksheetsGlobalisation of C&D by Jo. Swaile

Card sorts

Essay Plan Template

Mafia of the day: put students into groups and they can be think of as many global as possible. Homework: get news articles and

crime and disorders Media exaggeration Implication;: intensification of social

control at national level. More CCTV, airline fines, border control, etc,

Globalisation, capitalism and crime Ian Taylor (1997) : a socialist argues

market forces means exploitation, greater inequality and rising crime at both ends of the social spectrum.

TNC: switch production to low wage countries create insecurity In other countries.

Deregulation: government have little control over their own economy. For elite group, insider trading, movement of funds for tax evasion. EU: offer opportunities for fraudulent claims for subsidies, the EU gravy trains. Note: their accounts have not been signed by auditors due to irregularities and the whistle blowers were punished.

Marketisation: encourage individual to emphasis consumption and undermine social cohesion as supported by Left Realists.

Link this to impact on the poor’s lack of legitimate job opportunities to crime

Globalisation: impact on jobs: subcontracting to recruit flexible workers who could be illegal or paid less than the minimum wage, h&S, labour laws.

Patterns of criminal organisation

‘Glocal’ Organisation: have international links, normally with drugs, but they also operate in a

 (21 marks) update the news board. Can even bring in an element of competition here – who’s the big daddy mafia?

Debate: China/India: do they contribute the most pollutions? Put into two groups: one to speak from China/India’s perspective and the other group: the developed countries or the 1st countries.

http://www.sociologyexchange.co.uk/videos/view/20368/Globalisation: green crime, state crime, criminal economy

http://www.sociologyexchange.co.uk/videos/TED- Organised crime – McMafia – very useful globalised crime – show students this

local context. Individuals with local contacts and networks. Hobbs and Dunningham: crime works as ‘glocal’ systems: still locally based, but with global connections. They’re less hierarchical more flexible like cells

McMafia – Misha Glenny – link TRC with break up of Soviet Union after 1989 which coincided with deregulation of global markets. Note: how London’s hot properties are now bought by Russians and how they transferred capital. Parallel comparison is with China’s organised crime and how some politicians become millionaires.

Know & Understand the different types of green crimeBe able to evaluate sociological explanations of environmental harm.

Examine the impact of the actions of corporations and nations on the eco systems.

Green criminology Two views of harm: anthropocentric and

ecocentric view Nigel South classifies 2 types of green

crime: primary & secondary Evaluation: different countries have

different laws and definition. According to Marxist, the capitalist class shape and define crime. Also, the nations states and transnational corporations’ interests are interwined. Critics argued moral or political boundaries often involve value judgement which cannot be defined objectively.

Know & Understand the relationship between

state crimes & human rights.Be able to evaluate evaluations of such crimes.

Eugene McLaughlin (2001): political crimes, crimes by police & security, economic crime, cultural & social crime

Human rights & state crime: involve natural rights and civil rights.

Herman & Julia Schwendinger: crime in terms of violation of human rights

Note: different definition on what is human rights

State crime & culture of denial: Cohen’s spiral of denial and neutralisation theory

State crime & social condition: Kelman & Hamilton (89) work on crimes of obedience (My Lai in Vietnam) identify 3 features: Authorisation, routinisation and dehumanisation.

Topic 9: Crime, Punishment & Victims

Lesson 1 & 2: Crime prevention & controlLesson 3: PunishmentLesson 4: The victims of crime

Know, Understand & be able to evaluate a range of crime prevention & control strategies. Situational Crime Prevention (right Realism approach – Rational choice theory)

Ron Clarke (92) describe this as a ‘pre-emptive approach) – this provides a realistic solution as most crimes are opportunistic. This is supported by Marcus Felson’s work (98) on the New York Bus Terminal.

Criticism: Chalken el al (74): displacement of crime (spatial, temporal, target, tactical , functional). Evaluation: ignores white collar crime, assumes criminals make rational choices, ignores causes of crime.

Environment Crime prevention James Wilson & George Kellings (82)

article on ‘Broken Windows’ and ‘tipping’

Read this article from the Online Journal: Don’t think the library got this.

Sociology Review | Volume 12 | 3 February 2003  

Interview. Cressida Dick: Crime and policing

Students use BBC or search

Exam Question:Assess sociological views of crime reduction strategies.

June 2005“Deviance is the result of the social background of the deviant, rather than of the actions of social control agencies.” Assess this view.

Jan 2009 (Spec paper)Examine the effectiveness of

Webb: page 137 - 143

PPTs

Worksheets: social control workbook

Card sort

Crime Reduction Strategies – Consolidation Activities – use the textbook p.137-142 to fill in the tables

Devise an anti-burglary strategy

Essay Plan Template

Policing:

the neighbourhood into no go area. Zero tolerance policing (Right Realism):

use: 1sr environment strategy and then zero tolerance policing by being proactively tackle even the slightest sign of disorder.

Evaluation: New York is now safer but read page 138 for criticism.

Social & community crime prevention (left Realist)

Informal control and community prevention strategy place – more on prevention and is long term, tackle root causes of offending. And recognise causes of crime are linked with social condition: poverty, unemployment, housing.

The Perry Pre-school Project for disadvantaged black children in Michigan. Method: Longitudinal study: showed its cost effective.

Criticism: focus on fairly low level and/or interpersonal crimes of violence. But ignore the powerful and environmental crime.

PunishmentKnow, Understand & be able to evaluate different perspectives on punishment.Know the main trends in sentencing & understand their significance.

Functions of punishment: crime reduction and retribution.

Reduction can be done through: deterrence (Conservative short sharp shock regime on young offenders). Rehabilitation and incapacitation (imprisonment, execution, cutting off of hands)

other newspaper for news on social control, find evidence on government policies and different style of policing and link findings to theory such as left and right Realism. Use the blog.

situational crime prevention as a means of reducing the impact of crime on society (Item A)

A good consolidation question which could include all the above theories, including how official stats are collected, role of policingJune 2006“Since the mid-1950s, the number of recorded crimes in England and Wales has risen from about half a million a year to around 5 million today.” Assess sociological explanations of the increase in recorded crime in the last 50 years.

June 06Using material from Item A and elsewhere, examine the relationship between age and

http://www.bbc.co.uk/news/uk-england-london-16825265Gang member face stark choice at gruesome day in court – to face reality of violent gang crime

Left realist – tough on sexual crimehttp://www.bbc.co.uk/news/uk-england-london-16975835 - news video clip£1.5m funding for girl gang member who are raped by male gang members

http://www.bbc.co.uk/news/uk-england-london-16940160More than 200 held as Met Police crack down on gangs- video clips Operation Trident

http://www.youtube.com/watch?v=HZ_km1R11Cw Situational crime control

http://www.youtube.com/watch?v=KnL0iwT-1bE Victimology

Note: Professor Lawrence Sherman – Criminology Department of Cambridge University has done some pioneering work on crime prevention. Latest work: on effectiveness of tagging criminal

Retribution (paying back): an expressive view (express society’s outrage.

Sociological perspectives on punishment Durkheim (functionalist): Retributive

justices and restitutive justice. Retributive: in traditional society, punishment is severe and cruel, motivation is expressive. Restitutive: Modern society, there’s specialisation, motivation is instrumental (to restore society’s equilibrium. But there is both elements in reality.

Marxists: capitalism and punishment. Function of punishment is to maintain existing social order. (E.P. Thompson 1977): 18th century ‘rule of terror’ by the landed aristocracy over the poor. Melossi and Pavarini (1981): imprisonment reflects capitalist relation of production by making prisoners ‘do time’ to pay back. Both the capitalist factory and prison have strict disciplinary style, involving subordinates and loss of liberty.

Foucault (1977): 2 forms of punishment: Sovereign power (before 19th century) and Disciplinary power (from 19th century). Punishment changed from being physical and public to internalised and intense. Achieved by having ‘experts’ whose job is to make sure that the person fully internalizes the need to conform. The punishment has shifted from the body to the mind and soul of the offender through self surveillance. He used panopticon (a prison design) to explain his point. Self discipline to induce

patterns of crime. In your answer, make reference to material from two or more of the following areas: families and households; health; mass media; education; wealth, poverty and welfare; work and leisure; power and politics; religion; world sociology. (12 marks)

Jan 2009 (Spec Paper)Assess the usefulness of conflict theories for an understanding of crime and deviance in contemporary society

and to follow Hawaii method and will be conducting a pilot study.

http://www.youtube.com/watch?v=ZNW3zG3D55k&feature=gv&hl=enWe’are all criminals now – Channel 4 – 30 min. This is a very good video to illustrate Marxists point of view. Ordinary people are now being fined or punished for something really trivial. Law enforcement applied to minor offenders. Too much power is given to the local authority. Real criminals are not affected. Too many laws and legislation are created. Too much surveillance?

http://www.youtube.com/watch?v=mV4r7TnAPJo&feature=relmfuProfessor Robert Worley explained Shaw & Makey and Burgess’ theory of Concentric Zones of crime and crime mapping. For teachers

conformity by institutions like schools, prison, factories, mental home, asylums, barracks. Criticism: Goffman (62): shows inmates are able to resist controls in institutions. Foucoult also neglects expressive (emotional) aspect of punishment.

Changing role of prisons 2/3 of prisoners reoffend. Since the 80s, a move to ‘populist

punitiveness’ and prison population soared – mass incarceration. Another reason for this was to arrest people on drug related crime.

Transcarceration: individuals become locked into a cycle of control, shifting between different carceral agencies during their lives. Some sociologists see this as a product of blurring boundaries between CJS and welfare agencies which are given more crime control role.

Alternative to prison: Community based control: curfews, community service orders, treatment orders & electronic tagging. Stanley Cohen: the growth of community control simply cast the net of control over more people. Instead of prevention, police use ASBO to fast track young offenders to custodial sentences.

Know the main patterns of victimisation & be able to evaluate sociological perspectives on victimisation.

Nils Christie (86):’victim’ is socially constructed seen by the media, public and CJS as a weak, innocent & blameless individuals like a small child or an old woman

Topic 10: Suicide

Lesson 1: Durkheim & SuicideLesson 2: Later Positivist approachesLesson 3: Interpretivism & suicide: Douglas & AtkinsonLesson 4: Interpretivism & suicide: Taylor

Know the main features of the main sociological explanations of suicide.

Understand the similarities & differences between positivist, interactionist, ethnomethodological & realist approaches to suicide.

Be able to evaluate the strengths & limitations of different sociological explanations of suicide.

Newspaper research on different types of suicide and classify them using sociological theories

Produce a summary about one of these 4 topics.Group 1: Crime preventionGroup 2: PunishmentGroup3: Victims of Crime Group 4: Suicide

Exam Question: Assess the usefulness of different sociological approaches to suicide.

June 2004Assess the usefulness of quantitative and qualitative sources of data in studying suicide. (40 m

PPTs There was a BBC programme about a London coroner’s work.

Worksheets

Card sorts

Essay Plan Template

PERVERT Lesson 1 -3: Recap PERVERTLesson 4 & 5: Researching crime & deviance

Know & Understand the main characteristics of crime & deviance as a context for sociological research.

Understand some of the problems & opportunities that researching issues in crime & deviance presents for sociologists.

Be aware of some of the research strategies

Complete these questions from the Online Journal:

Sociology Review | Volume 12 | 2

Exam Question: Assess the strengths & weaknesses of using experiments to investigate power & authority in prisons.OrAssess the strengths & weaknesses of using

sociologists use to investigate crime & deviance. November 2002  

A to Z of crime and deviance: questions

structured interviews to investigate the real rate of street crime

June 2010Assess the relative importance of the different factors that affect sociologists’ choice of research methods and of topics to investigate. (33 marks)

Methods in Context

Lesson 1: ExperimentsLesson 2: QuestionnairesLessons 3: InterviewsLesson 4: ObservationsLesson 5: Secondary data

Know the different areas of research related to crime & deviance.

Understand the research prompts that need to be considered when carrying out research in the different areas of research for crime & deviance.

Be able to apply PERVERT for 5 methods to the different areas of research for crime & deviance.

More past exam questions June 2010Using material from Item B and elsewhere, assess the strengths and limitations of overt participant observation as a means of investigating police attitudes. (15)

Jan 2011Using material from Item B and elsewhere, assess the strengths and limitations of using written questionnaires as a means of investigating prisoners’ experience of imprisonment.

Complete this activity from the Online Journal:

Sociology Review | Volume 20 | 2 November 2010  

Question and answer (AQA): Methods in context: Crime and deviance

Exam Question: Assess the strengths & weaknesses of using questionnaires to investigate violent crime.

OrAssess the strengths & weaknesses of using public & personal documents to investigate corporate crime

Jan 2007 Assess the usefulness of statistical data in the study of crime and deviance. (40 marks)

Using material from Item B and elsewhere,

}http://www.viaway.com/24073572/ta-crimologists-tales-and-erotic-capital/view.aspx?returnToUrl=http%3a%2f%2fwww.viaway.com%2fNavigation%2fChannels.aspx%3fid%3d120%26pid%3d61171%26page%3d2

Radio4: Thinking allowed: Criminology Covert Observation. Good one.

Also: BBC2 programme on interviewing young gangster.

http://www.sociologyexchange.co.uk/videos/view/20336/

June 2011Identify and briefl y explain two problems of using experiments to investigate the relationship between the mass media and juvenile delinquency. (6 marks)

June 2011Using material from Item B and elsewhere, assess the strengths and limitations of using unstructured interviews to investigate domestic violence. (15 marks

Jan 2012Using material from Item C and elsewhere, assess the strengths and limitations of using covert observation as a means of investigating court proceedings.  (15 marks)

assess the strengths and limitations of unstructured interviews as a means of investigating victims of crime. (15 marks)

Crime statistics – the dark figure.

Positivist Jan 2011Assess the view that positivist methods are inappropriate for investigating society. (33 marks)

Topic 1:Functionalism

Lesson 1: Society as a systemLesson 2: Merton’s internal critique of functionalismLesson 3: External critiques of functionalism

Know the main features of the functionalist view of the social system.

Understand Merton’s contribution to the development of functionalism.

Be able to evaluate the strengths & limitations of the functionalist perspective on society.

Sociology Review | Volume 20 | 3 February 2011   The press portrayal of crime

Exam Question: Assess the strengths & weaknesses of the functionalist approach to society.

Jan 2012Assess the contribution of functionalist and New Right theories and research to our

understanding of society today.

Topic 2:Marxism

Lesson 1: Marx’s IdeasLesson 2: Gramsci & HegemonyLesson 3: Althusser’s structuralist Marxism

Know & understand Marx’s main ideas & concepts.

Understand the differences between humanistic & structural Marxism.

Be able to evaluate the strengths & limitations of Marxist approaches to the study of society.

Sociology Review | Volume 17 | 3 February 2008  

The seductions of crime

Exam Question: Critically examine Marxist perspectives on today’s society.

Topic 3:Feminist Theories

Lesson 1: Liberal feministsLesson 2: Radical feminists Lesson 3: Marxist feminists Lesson 4: Difference feminism & poststructuralism

Know the main types of feminist theories.

Understand the similarities & differences between feminist theories.

Be able to evaluate the strengths & limitations of feminist theories.

 

Exam Question: Assess the usefulness of feminist contributions to our understanding of society today.

Jan 2010

“Feminism has revolutionised sociology by placing women at the centre of its analysis

of society. However, while all feminists share this starting point, there are now many different ‘feminisms’

within sociology.” Assess the contribution of feminist theorists and researchers to an understanding of society today.

Topic 4: Action Theories

Lesson 1: Social action theory & Symbolic interactionismLesson 2: Phenomenology & Ethnomethodology Lesson 3: Structure Action Theory

Know & Understand the difference between structural & action theories.

Know the main types of action theory & understand the differences between them.

Be able to evaluates the strengths & limitations of action theories.

Produce a summary poster about one of these 4 topics.Group 1:FunctionalismGroup 2: MarxismGroup3: Feminist TheoriesGroup 4: Action Theories

Exam Question: Assess the usefulness of interactionist approaches to the study of society.

Topic 5: Globalisation, modernity & postmodernism

Lesson 1: Modernity & globalisationLesson 2: PostmodernismLesson 3: Theories of late modernity.Lesson 4: Marxist theories of postmodernity.

Know some of the reasons for the trend towards globalisation.

Understand the difference between modernity, postmodernity & late modernity.

Be able to evaluate the strengths & limitations of postmodernist & other theories of recent changes in society.

Exam Question: ‘Society has now entered a new, postmodern age & we need new theories to understand it.’Assess this view

Topic 6: Sociology & science

Lesson 1: PositivismLesson 2: Interpretivism

Know the difference between positivist & interpretivist views of whether sociology can be a science .

 

Jan 2009 (spec paper)

‘Sociology cannot and should not be a

Lesson 3: Popper & KuhnLesson 4: Realism, science & sociology.

Be able to apply this to suicide.

Know a range of views on natural science & their implications for sociology as a science.

Be able to evaluate the arguments for & against the view that sociology can or should be a science.

science.’ To what extent do sociological arguments and evidence support this view

Exam Question: Assess the view that sociology can & should model itself on the natural sciences. ?

Topic 7:Objectivity & values in sociology

Lesson 1: Classical sociologists & values. Lesson 2 & 3: Value freedom & commitment

Know & understand the meaning of objectivity, subjectivity & value freedom.

Know the main views put forward of the relationship between sociology & values.

Be able to evaluate the strengths & limitations of different views as to whether sociology can & should be value-free.

June 2011

‘Sociology can be value-free and should be value-free.’ To what extent do sociological arguments and evidence support this claim? (33 marks)

Exam Question: Assess the view that values can & should be kept out of sociological research.

Topic 8:Sociology & Social policy

Lesson 1: The influence of sociology on policyLesson 2 & 3: Perspectives on social policy & sociology.

Know & Understand the difference between social problems & sociological problems.

Know the factors that may affect the extent to which sociology can influence social policy.

Know the main sociological perspectives on the relationship between sociology & social policy.

Produce a summary poster about one of these 4 topics.Group 1: Objectivity & values in

Exam Question: Assess the relationship between sociology & social policy.

Be able to evaluate their strengths & limitations. sociology Group 2: Sociology & science Group3: Objectivity & values in sociology Group 4: Sociology & Social Policy