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SCHEME for LEARNING – LESSON OUTLINECrime and Deviance with research methods. Introduction to Crime and DevianceWHAT stude...
SCHEME for LEARNING – LESSON OUTLINEMaths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: Briti...
SCHEME for LEARNING – LESSON OUTLINEKEY WORDSCrime Deviance FunctionalistDurkheim Merton Strain ConformityInnovation Ritua...
SCHEME for LEARNING – LESSON OUTLINEKEY WORDSCrime Deviance FunctionalistMarxist Interactionalist FeministSociologist Cont...
SCHEME for LEARNING – LESSON OUTLINEKEY WORDSCrime Deviance FunctionalistMarxist Interactionalist FeministSociologist Cont...
SCHEME for LEARNING – LESSON OUTLINEKEY WORDSCrime Deviance FunctionalistMarxist Interactionalist FeministSociologist Cont...
SCHEME for LEARNING – LESSON OUTLINEKEY WORDSCrime Deviance Functionalist MarxistBourgeoisie Proletariat CapitalistCommuni...
SCHEME for LEARNING – LESSON OUTLINEKEY WORDSRight realism Zero toleranceRWCM / SMSCReading: textbook;Writing: answers;Com...
SCHEME for LEARNING – LESSON OUTLINEKEY WORDSCrime Deviance FunctionalistMarxist Interactionalist FeministSociologist Cont...
SCHEME for LEARNING – LESSON OUTLINEDEMONSTRATEKEY WORDSFeminist Evaluate Gender JusticeControl ChivalryRWCM / SMSCReading...
SCHEME for LEARNING – LESSON OUTLINECONSOLIDATEWhat proportion of convicted offendersare male?Suggest two criticisms of th...
SCHEME for LEARNING – LESSON OUTLINECONSOLIDATECheck that students are evaluating thework of different sociologists andref...
SCHEME for LEARNING – LESSON OUTLINERead the information on p. 111 – p. 113.ACTIVATEhttp://www.bbc.co.uk/news/uk-england-l...
SCHEME for LEARNING – LESSON OUTLINECONNECTRead the information on p. 114 – 116.ACTIVATEUsehttp://puzzlemaker.discoveryedu...
SCHEME for LEARNING – LESSON OUTLINECONNECTGive the students a copy of the diagramfrom p. 356 of the white AQA book whichs...
SCHEME for LEARNING – LESSON OUTLINEWHAT students are doing (headline)By the end of the lesson you should a) know and eval...
SCHEME for LEARNING – LESSON OUTLINECrime and Deviance with research methods. Globalisation, green crime, human rights and...
SCHEME for LEARNING – LESSON OUTLINECrime and Deviance with research methods. State crimes and human rightsWHAT students a...
SCHEME for LEARNING – LESSON OUTLINECrime and Deviance with research methods. Control, punishment and victimsWHAT students...
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SCHEME for LEARNING – LESSON OUTLINECrime and Deviance with research methods. ExperimentsWHAT students are doing (headline...
SCHEME for LEARNING – LESSON OUTLINECrime and Deviance with research methods. QuestionnairesWHAT students are doing (headl...
SCHEME for LEARNING – LESSON OUTLINEMaths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: Briti...
SCHEME for LEARNING – LESSON OUTLINEKEY WORDSQuantitative Qualitative DataValidityRWCM / SMSCReading: textbook;Writing: an...
SCHEME for LEARNING – LESSON OUTLINEKEY WORDSQuantitative Qualitative DataValidityRWCM / SMSCReading: textbook;Writing: an...
SCHEME for LEARNING – LESSON OUTLINEKEY WORDSQuantitative Qualitative DataValidityRWCM / SMSCReading: textbook;Writing: an...
SCHEME for LEARNING – LESSON OUTLINEKEY WORDSFunctionalism Marxism FeministAction Globalisation ModernityPostmodernity Sci...
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  1. 1. SCHEME for LEARNING – LESSON OUTLINECrime and Deviance with research methods. Introduction to Crime and DevianceWHAT students are doing (headline)By the end of the lesson you will have gained an understanding of the difference between crime and deviance.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL know the definitions of ‘crime’ and ‘deviance’;MOST identify different examples of crime and deviance;SOME research five popular news stories concerning crime and deviance and summarise their dominantthemes and concerns.WHY students are doing this (objectives, big picture)ALL know the relationship between deviance and crime;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECTEstablish the definitions of crime anddeviance. Give students a list of thingswhich are a mix of crime and devianceand get them to divide them into twocolumns. Discuss the idea that devianceisn’t necessarily a crime.Introduce the idea of crime as a socialconstruction and dominant ideologies.ACTIVATEWorking in small groups attempt to arrive at some,“common sense” answers to the below:1. What is, “deviant.”?2. What is a crime ?3. How can crime be functional to the well being ofsociety?4. Who makes the laws in Britain?5. Whose interests do they reflect?6. Is the law fair?7. Who breaks the law and why?8. What is the relationship between the media andcrime?9. Why do people commit suicide?CONSOLIDATERead their paragraphs. Students to write a paragraph using allof the following words: norms; values; socialconstruction; dominant ideology; crime;deviance; sociologists.Research task: Using the internet collect up tofive popular news stories featuring crime anddeviance and summarise their dominant themesand concerns in the form of a table. To behanded in by the end of the lesson.DEMONSTRATEKEY WORDSCrime Deviance FunctionalistMarxist Interactionalist FeministSociologist Control EvaluateRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;HOME LEARNINGRead and re-write notes.
  2. 2. SCHEME for LEARNING – LESSON OUTLINEMaths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.KEY RESOURCESNapier Press A2 sociologytextbook.Crime and Deviance with research methods. Functionalist, strain and subculture theories.WHAT students are doing (headline)By the end of the lesson you should have developed an understanding of Durkheim’s functionalist theory andMerton’s strain theory are and how these can be applied to crime and deviance.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL create two mind maps – one for Durkheim and the other for Merton;MOST apply these ideas to the study of crime and deviance;SOME find examples of strain theory.WHY students are doing this (objectives, big picture)ALL know the relationship between deviance and crime;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECTRead and discuss Durkheim’s functionalisttheory p. 73 – 74.Read and discuss Merton’s strain theoryp. 74 – 76.ACTIVATEDiscussion – In TV programmes and films aboutcrime, the offender is always caught andbrought to justice or suffers an early death.Have they ever seen any programmes wherethis does not happen? Would they feeluncomfortable in any way if the police wereoften shown as unsuccessful, or the criminalsusually got away with their crime?CONSOLIDATEIdentify two ways in which crime anddeviance may have positive functions.Explain the difference between ritualismand retreatism.In what sense is Merton’s theorydeterministic?Students create a mind map showingDurkheim’s functionalist theory andanswer the question on p. 74.Students then create a mind map showingMerton’s strain theory and answer the questionon p. 76.DEMONSTRATE
  3. 3. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSCrime Deviance FunctionalistDurkheim Merton Strain ConformityInnovation Ritualism RetreatismRebellion EvaluateRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGGive students a copy of p. 330 ofthe AQA sociology textbook.Complete the questions.KEY RESOURCESNapier Press A2 sociologytextbook.AQA text book (Collins).Crime and Deviance with research methods. Subcultural strain theoriesWHAT students are doing (headline)By the end of the lesson you should have developed an understanding of subcultural strain theories and howthese apply to C&D.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL create mind map about subcultural strain theories;MOST complete the questions on p. 77 – 78;SOME evaluate the work of Cloward and Ohlin.WHY students are doing this (objectives, big picture)ALL know what is meant by subcultural strain theory;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECTRead and discuss the information on p.76 – 79.ACTIVATEGo through the hwk, discuss the answer.Collect in and mark whilst students are workingon their mind maps.CONSOLIDATEWhat is meant by status frustration?Explain the difference between goals andmeans.In Cloward and Ohlin’s view, why arethere different types of deviantsubculture?Identify two features of American societythat Messner and Rosenfield claimproduce high crime rates.Students make mind maps about thework of A.K Cohen, Cloward and Ohlin.Complete the questions on p. 77 and 78.DEMONSTRATE
  4. 4. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSCrime Deviance FunctionalistMarxist Interactionalist FeministSociologist Control EvaluateRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGExam question p. 79. Use thenotes to help.KEY RESOURCESNapier Press A2 sociologytextbook.Crime and Deviance with research methods. Labelling theoryWHAT students are doing (headline)By the end of the lesson you should know why labelling theorists regard C&D as socially constructed.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL explain how crime is a social construct;MOST describe the impact of labelling theory on offenders;SOME consider the relationship between crime and the media.WHY students are doing this (objectives, big picture)ALL know what is meant by labelling theory;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECTRecap what is meant by crime being andsocial construct.Read p. 81 – 82 ‘The social constructionof crime’.ACTIVATELabelling has been used in education last year,recap what it means.Give students a copy of p. 352 from the AQACollins book. Discuss the article and thequestions in pairs and then complete thequestions.CONSOLIDATEExplain what is meant by the phrase‘deviance is in the eye of the beholder’.Identify three agencies of social control.What is a self-fulfilling prophecy?Students make notes on what the socialconstruction of crime is, who gets labelled,Cicourel and topic v resource.DEMONSTRATE
  5. 5. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSCrime Deviance FunctionalistMarxist Interactionalist FeministSociologist Control EvaluateRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGRead and make notes on theeffect of labelling.KEY RESOURCESNapier Press A2 sociologytextbook.White AQA book.Crime and Deviance with research methods. Labelling assessmentWHAT students are doing (headline)Completing a timed exam question about labellingHOW students will show their learning (outcomes, differentiation (Bloom’s))ALL create a plan to help answer the question;MOST use the item to illustrate your points;SOME meet your MTG.WHY students are doing this (objectives, big picture)ALL demonstrate what is meant by labelling theory;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECTSet essay – using p. 85 from the textbook.It is up to you as the teacher if you wishthem to use the textbook or not. If notthen you will need to scan/ type up thequestion yourself.ACTIVATEDiscuss their previous essay (functionalist,strain and subcultural theories) and explainthen need to avoid making the same mistakes.CONSOLIDATETrue or false? Secondary deviance isdefined as less important acts ofdeviance.Lemert argues that ‘social control leadsto deviance’. What does he mean?According to Marxists, what doeslabelling theory fail to tell us aboutpower?What is determinism? Why do criticsaccuse labelling theory of beingdeterministic?Students have one hour to completethe essay.DEMONSTRATE
  6. 6. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSCrime Deviance FunctionalistMarxist Interactionalist FeministSociologist Control EvaluateRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGRead the chapter on Marxisttheory.KEY RESOURCESNapier Press A2 sociologytextbook.Crime and Deviance with research methods. Marxist theoriesWHAT students are doing (headline)By the end of the lesson you should:1. Understand why Marxists see crime as inevitable in capitalist society;2. Understand and identify similarities and differences between traditional and neo-Marxists approaches;3. Evaluate the strengths and limitations of Marxist and neo-Marxist approaches to crime and deviance.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL consider Marxist theories about crime;MOST evaluate the different ideas of traditional and neo-Marxist theories;SOME compare the ideas of Marxist with those of the Functionalists.WHY students are doing this (objectives, big picture)ALL know what is meant by labelling theory;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECTGo through their answers, any that theygot wrong they should look up and writethe correct answer down.ACTIVATEBased on their hwk students should be able to answer thefollowing questions:What is meant by the term ‘white collar crime’?What is corporate crime?Give three examples of corporate crime.What is ‘occupational crime’?Give three examples of occupational crime.How might it be argued that white-collar crime is more costly tosociety than street crime?Some argue that white-collar crime is less important than streetcrime because there are often no direct victims. Give three waysin which people may be indirect victims of white collar crime.Identify two types of white collar crime that do have directvictims.CONSOLIDATEIdentify one imaginary criminal act, eg stealinga phone or bike, selling drugs, or burglary. Nowshow how it could be analysed using Taylor’sframework.What are the wider origins of the act (eg economicor social circumstances).What are the immediate origins of the act? (Whythe person decided to commit it).Why this act rather than another?What social reactions might result immediatelyfrom family, education or social control agents?What are the wider origins of these reactions?How might these reactions affect the person’sfuture behaviour.Students make notes/ mind map thefollowing info:Trad Marx – criminogenic capitalism, the stateand law making, selective enforcement,ideological functions of crime and law,evaluation of trad Marxism.Neo Marxism – anti-determinism, a fully socialtheory of deviance.DEMONSTRATE
  7. 7. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSCrime Deviance Functionalist MarxistBourgeoisie Proletariat CapitalistCommunism Neo MarxistRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGComplete the quick check questions onp. 91.KEY RESOURCESNapier Press A2 sociology textbook.Crime and Deviance with research methods. Realist theories – right realismWHAT students are doing (headline)By the end of the lesson you should:• Know the main features of RR and put them into their political context;• Evaluate the strengths and weaknesses of RR approaches to crime.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL consider the political climate at the time of the emergence of RR theories;MOST identify the main features of RR;SOME evaluate the criticisms made of this theory.WHY students are doing this (objectives, big picture)ALL demonstrate what is meant by right realism;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECTRead the information on p. 92 – 95 onRight Realism. Discuss the ideas therein.ACTIVATEhttp://www.wordle.net/createUse the above website to create a wordle aboutwhat has been studied so far. Students to writea paragraph using the words in the wordle.CONSOLIDATEWhat is the main focus of right realism incrime prevention?Explain what is meant by zero-tolerancepolicing.Identify two biological factors that rightrealists see as important in causingcriminal behaviour.Complete the activities on the sheet andthe questions on the top of p. 95.DEMONSTRATE
  8. 8. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSRight realism Zero toleranceRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGRead and re-write your notes.KEY RESOURCESNapier Press A2 sociologytextbook.Right realism worksheet.Crime and Deviance with research methods. Realist theories: left realismWHAT students are doing (headline)By the end of the lesson you will know the main features of left realism and have evaluated itsstrengths and weaknesses.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL identify the main features of left realism;MOST evaluate the strengths and weaknesses of left realism;SOME identify similarities between left and right realism.WHY students are doing this (objectives, big picture)ALL demonstrate what is meant by left realism;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECTRead the information on p. 95 – 98.Identify any similarities and differencesbetween it and right realism.ACTIVATERecap the ideas of right realism from theprevious lesson.CONSOLIDATELeft realism and MarxismDesign a table with two columns,comparing left realism with traditionalMarxist views. In each column show thedifferences between the two approaches.You should include each of the followingaspects:Their views on official crime stats.Who is likely to commit crime.Values.Causes of crime.Ethnicity and crimeThe policePolicies towards crime.Students complete the question sheet.Breaking the circle – draw a diagram toillustrate the ‘vicious circle’ described by Kinsey,Lea and Young, showing the way in whichpolicing and community relations maydeteriorate and breakdown. What are thepoints at which the vicious circle might bebroken and relations repaired?DEMONSTRATE
  9. 9. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSCrime Deviance FunctionalistMarxist Interactionalist FeministSociologist Control EvaluateRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGExam question p. 99KEY RESOURCESNapier Press A2 sociologytextbook.Question sheet left realism.Crime and Deviance with research methods. Gender, crime and justice – Gender patterns in crimeWHAT students are doing (headline)By the end of the lesson you should:• Know the main gender differences in recorded patterns of offending;• Understand and evaluate the debates about the treatment of men and women in the criminal justice system;• Evaluate explanations of the relationship between women and crime and between men and crime.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL consider the links between gender and offending;MOST explain what is meant by the ‘chivalry thesis’;SOME evaluate the different ways the criminal justice system treats mean and women.WHY students are doing this (objectives, big picture)ALL know how gender can impact on crime and justice;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECTRead the info on p. 101 – 106ACTIVATEGive students a copy of p. 372 from the whiteAQA book, in pairs they discuss the article andcomplete the questions. Discuss the answerwith the class.CONSOLIDATESuggest two ways in which ‘chivalry’might operate in the treatment offemales by the law.Suggest two ways in which females maybe treated more harshly than males bythe criminal justice system.How does sex role theory account forgender differences in offending?According to Carlen, in what ways maylower class women miss out on genderand class deals?Create two mind maps – one on genderpatterns in crime and the other on explainingfemale crime.
  10. 10. SCHEME for LEARNING – LESSON OUTLINEDEMONSTRATEKEY WORDSFeminist Evaluate Gender JusticeControl ChivalryRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGRead and re-write notes.KEY RESOURCESNapier Press A2 sociologytextbook.White AQA book.Crime and Deviance with research methods. Why do men commit crime?WHAT students are doing (headline)By the end of the lesson you should:• Know the main gender differences in recorded patterns of offending;• Understand and evaluate the debates about the treatment of men and women in the criminal justice system;• Evaluate explanations of the relationship between women and crime and between men and crime.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL consider the links between gender and offending;MOST explain what is meant by the ‘chivalry thesis’;SOME evaluate the different ways the criminal justice system treats mean and women.WHY students are doing this (objectives, big picture)ALL know how gender can impact on crime and justice;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECTRead the section ‘Why do men commitcrime?’ p. 107 – 108. ACTIVATEGo to http://www.wordle.net/create andcreate a wordle based on the previous lessonswork. Students write a paragraph using thewords.
  11. 11. SCHEME for LEARNING – LESSON OUTLINECONSOLIDATEWhat proportion of convicted offendersare male?Suggest two criticisms of the liberationthesis.According to Messerschmidt, what typeof masculinity do white middle-classyouths typically adopt?Messerschmidt is said to ‘overwork theconcept of masculinity’. Explain what thismeans.Make notes/ mind map the info.DEMONSTRATEKEY WORDSCrime Deviance FunctionalistMarxist Interactionalist FeministSociologist Control EvaluateRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGRevise gender for a practice examquestion.KEY RESOURCESNapier Press A2 sociologytextbook.Crime and Deviance with research methods. Gender exam question.WHAT students are doing (headline)Completing a timed exam question about gender.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL create a plan to help answer the question;MOST use the item to illustrate your points;SOME meet your MTG.WHY students are doing this (objectives, big picture)ALL demonstrate knowledge of gender, crime and justice;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECTGive them a copy of the question fromthe Napier press revision guide. Allowthem 10 minute to plan their answer.ACTIVATELook back at their previous timed essays, whaterrors did they make (should be on their WHNsheets). Need to make sure that they do notmake those errors again.
  12. 12. SCHEME for LEARNING – LESSON OUTLINECONSOLIDATECheck that students are evaluating thework of different sociologists andreferring to the item to guide theirpoints.Complete the exam question.DEMONSTRATEKEY WORDSEvaluate Apply AnalyseInterpretationRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGResearch the Stephen Lawrencecase. Bring notes to the nextlesson.KEY RESOURCESNapier Press A2 sociologytextbook.Revision guideCrime and Deviance with research methods. Ethnicity, crime and justiceWHAT students are doing (headline)By the end of the lessons you should know a) the patterns of ethnicity and criminalisation as shown bydifferent sources of data and b) understand the relationship between the criminal justice process and ethnicity.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL complete the first part of the work booklet;MOST identify the patterns of ethnicity and criminalisation;SOME explain the relationship between the justice process and ethnicity.WHY students are doing this (objectives, big picture)ALL know how justice can be affected by someone’s ethnicity;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECT
  13. 13. SCHEME for LEARNING – LESSON OUTLINERead the information on p. 111 – p. 113.ACTIVATEhttp://www.bbc.co.uk/news/uk-england-london-22229689Discuss the Stephen Lawrence case with thestudents.CONSOLIDATEStudents to write three questions basedon this lesson, swap them with othersand they have to answer them.Complete the work booklet up to and includingPage 5DEMONSTRATEKEY WORDSInstitutionalised racism EthnicityRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGRead p. 114 – 116 in preparationfor next lesson.KEY RESOURCESNapier Press A2 sociologytextbook.Ethnicity work booklet.Crime and Deviance with research methods. Ethnicity: explaining the differences in offendingWHAT students are doing (headline)By the end of the lessons you should know a) the patterns of ethnicity and criminalisation as shown bydifferent sources of data and b) understand the relationship between the criminal justice process and ethnicity.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL complete the first part of the work booklet;MOST identify the patterns of ethnicity and criminalisation;SOME explain the relationship between the justice process and ethnicity.WHY students are doing this (objectives, big picture)ALL know how justice can be affected by someone’s ethnicity;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.
  14. 14. SCHEME for LEARNING – LESSON OUTLINECONNECTRead the information on p. 114 – 116.ACTIVATEUsehttp://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp to create a crossword ofinformation based on the previous lessonswork.CONSOLIDATEComplete the remaining activities in theEthnicity work booklet.DEMONSTRATEKEY WORDSCrime Deviance FunctionalistMarxist Interactionalist FeministSociologist Control EvaluateRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGComplete the exam question onthe bottom of p. 117.Buy a newspaper and bring to nextlesson.KEY RESOURCESNapier Press A2 sociologytextbook.Crime and Deviance with research methods. Crime and the mediaWHAT students are doing (headline)By the end of the lesson you should a) know the patterns of media representations of crime and how these differ from officialstatistics and b) understand and evaluate the different views about the media as a cause of crime and fear of crime.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL look for evidence showing the way media portrays crime;MOST create a mind map of information about media representation of crime;SOME consider the way in which the media can cause crime.WHY students are doing this (objectives, big picture)ALL know the relationship between crime and the media;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.
  15. 15. SCHEME for LEARNING – LESSON OUTLINECONNECTGive the students a copy of the diagramfrom p. 356 of the white AQA book whichshows the relationship between crimeand the media.ACTIVATEUsing the newspapers bought especially for thislesson find examples of the following:Over representing violent and sexual crime;Portrayal of criminals and victims as older andmore middle class;Media coverage exaggerating police success;Exaggerating the risk of victimisation;Crime reported as a series of separate events;Media overplaying extraordinary crimes.CONSOLIDATEWatch Natural Born Killers to reinforcethe way the media can hype up crime andcriminals.Mind map the information from this chapter.Answer the following questions:What is Cohen and Young’s view on the news and whatdoes this mean?Copy out the key news values influencing the selection ofcrime stories.How do fictional representations of crime effect the waywe view crime.Give examples of the media’s affect on attitudes, valuesand behaviour.In what ways might the media cause crime?Copy out Schramm’s quote and read Sonia Livingston’sidea. Why do you think people feel this way?DEMONSTRATEKEY WORDSMedia Moral panic Mods andRockersRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGKEY RESOURCESNapier Press A2 sociologytextbook.Natural born killers.White AQA bookCrime and Deviance with research methods. Crime and the media continued.
  16. 16. SCHEME for LEARNING – LESSON OUTLINEWHAT students are doing (headline)By the end of the lesson you should a) know and evaluate views of the media’s role in the creation of moral panics and b)understand the relationship between the new information media and crime and social control.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL look for evidence showing the way media portrays crime;MOST create a mind map of information about media representation of crime;SOME consider the way in which the media can cause crime.WHY students are doing this (objectives, big picture)ALL know the relationship between crime and the media;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECTRead p. 121 – 124, discuss the ideasfeatured therein.ACTIVATEKey word quiz.CONSOLIDATEWatch Natural Born Killers to reinforcethe way the media can hype up crime andcriminals.Moral panics:What is a moral entrepreneur?What is a moral panic?Why might they want to create a moral panic?How does the media create a moral panic?Mods and Rockers:How does Cohen describe the inventory of the Mods andRockers moral panics?How did this create a deviance amplification?What wider context implications did the Mods and Rockersmoral panic have?What criticism of the idea or moral panics are there?DEMONSTRATEKEY WORDSMedia Moral panic Mods andRockersRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGComplete the quick checkquestions on p. 124.KEY RESOURCESNapier Press A2 sociologytextbook.Natural Born Killers
  17. 17. SCHEME for LEARNING – LESSON OUTLINECrime and Deviance with research methods. Globalisation, green crime, human rights and state crimes.WHAT students are doing (headline)By the end of the lesson you will a) understand the ways globalisation and crime are related and b) know andevaluate the different types of green crime.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL know the key terms and definitions;MOST complete the activities in the work booklet;SOME understand the link between globalisation and green crime.WHY students are doing this (objectives, big picture)ALL understand what is meant by globalisation and green crime;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECTRead the information about crime andglobalisation p. 127 – 129.Read the information about green crimep. 129 – 132.ACTIVATERead the into – discuss the three main themes:power, harm and the interconnectedness of theworld today, including crimes of the powerful,zemiology and crimes without frontiers.CONSOLIDATEIdentify four types of globalised crime.What is meant by ‘global risk society’?Explain what is meant by ‘glocal’ criminalorganisation.What advantage is there of defininggreen crime as breaking of the criminallaw?What is the disadvantage of defininggreen crime simply as breaking ofcriminal law?Students to complete the relevantsections in their work booklet.DEMONSTRATEKEY WORDSGlocal Globalisation ZemilogyRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGRead and re-write notes.KEY RESOURCESNapier Press A2 sociologytextbook.
  18. 18. SCHEME for LEARNING – LESSON OUTLINECrime and Deviance with research methods. State crimes and human rightsWHAT students are doing (headline)By the end of the lesson you should understand the relationship between state crimes and human rights andbe able to evaluate explanations of such crimes.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL know the key terms and definitions;MOST complete the activities in the work booklet;SOME understand the link between globalisation and green crime.WHY students are doing this (objectives, big picture)ALL understand what is meant by state crimes and human rights;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECTRead the information on p. 132 – 135.ACTIVATEGive students a copy of p. 378 of the white AQAbook, in pairs discuss the issues raised.CONSOLIDATEExplain the difference between corporatecrime and occupational crime.What do we mean by state-corporatecrime?What do we mean by globalisation andgive one example of how this relates tocrime.Why are Marxists particularly interestedin studying corporate crime?Complete the remaining sections in thework booklet.DEMONSTRATEKEY WORDSState crime Human rightsRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGRevise all key terms.KEY RESOURCESNapier Press A2 sociology textbook.Work bookletWhite AQA book
  19. 19. SCHEME for LEARNING – LESSON OUTLINECrime and Deviance with research methods. Control, punishment and victimsWHAT students are doing (headline)By the end of the lesson you should a) understand and evaluate a range of crime prevention strategies b) understand andevaluate different perspectives on punishment and c) know the main trends in sentencing and understand their significance.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL complete the relevant sections of the work booklet;MOST watch Miami Mega Jail and Beyond Scared Straight;SOME make links between Miami Mega Jail and Beyond Scared Straight and todays’ work.WHY students are doing this (objectives, big picture)ALL understand what is meant by state crimes and human rights;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECTComplete task on p. 7 of the workbooklet.Read p. 137 – 139, discuss the ideas.Read 139 - 142, discuss the ideas.ACTIVATEStudents to work in pairs and to come up with alist of crimes and what they think thepunishments are, share with the class.CONSOLIDATEWatch Miami Mega Jail (available onyoutube) and/ or Beyond Scared Straight(T drive).Complete relevant sections of the workbooklet.DEMONSTRATEKEY WORDSSpatial Temporal Target TacticalFunctional Deterrence RehabilitationIncapacitation Retributive RestitutiveTranscarcerationRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGRead p. 143 – 145. Complete theremaining section of the workbooklet.KEY RESOURCESNapier Press A2 sociologytextbook.
  20. 20. SCHEME for LEARNING – LESSON OUTLINECrime and Deviance with research methods. Durkheim, positivism and suicideWHAT students are doing (headline)BTEOTLYS a) know the main features of the main sociological explanations of suicide and their similaritiesand differences and b) evaluate the strengths and weaknesses of sociological explanations of suicide.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL complete the suicide work booklet;MOST know and evaluate the work of Durkheim;SOME apply and evaluate the different sociological perspectives about suicide.WHY students are doing this (objectives, big picture)ALL understand different interpretations and explanations of suicide;MOST apply and evaluate the different sociological perspectives;SOME present sociological material in a logical and coherent manner.CONNECTRead each section and discuss the variousideas.ACTIVATEGive students a copy of p. 399 from the whiteAQA book. In pairs read the articles and discussthe questions.CONSOLIDATEExam question on p. 153. Complete the work booklet.DEMONSTRATEKEY WORDSSuicideRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGRead p. 158 – 159 – An overviewof research methods – andcomplete the quick checkquestions.KEY RESOURCESNapier Press A2 sociology textbook.White AQA bookSuicide work booklet
  21. 21. SCHEME for LEARNING – LESSON OUTLINECrime and Deviance with research methods. The research contextWHAT students are doing (headline)BTEOFLYS a) know the main characteristics of crime and deviance as a context for research b) understandthe problems and opportunities of research and c) be aware of different research strategies.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL recall the different methods of sociological research;MOST place these methods into context via a mind map;SOME consider the advantages and disadvantages of each research methods.WHY students are doing this (objectives, big picture)ALL will PERVERTED the different research methods;MOST put the methods into context;SOME evaluate the different methods of sociological research.CONNECTRead the information on p. 161 – 165,discuss the information in this chapter.ACTIVATEGive students the PERVERTED sheet to remindthem how to use and evaluate differentmethods of sociological research.CONSOLIDATEQuick check questions. Students create a mind map of theinformation.DEMONSTRATEKEY WORDSQuantitative Qualitative DataValidityRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGRead Topic 2: ExperimentsKEY RESOURCESNapier Press A2 sociologytextbook.
  22. 22. SCHEME for LEARNING – LESSON OUTLINECrime and Deviance with research methods. ExperimentsWHAT students are doing (headline)By the end of the lesson you will have evaluated experiments as a research method.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL identify the similarities and differences of different types of experiment and put them into context;MOST create a mind map about experiments;SOME complete the quick check questions.WHY students are doing this (objectives, big picture)ALL will PERVERTED the different research methods;MOST put the methods into context;SOME evaluate the different methods of sociological research.CONNECTRead the chapter about experiments.ACTIVATEUse PERVERTED to analyse experiments as aresearch method.CONSOLIDATEComplete the quick check questions. Make notes on how experiments canbe put into the context of researchingcrime and deviance.DEMONSTRATEKEY WORDSQuantitative Qualitative DataValidityRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGComplete exam question.KEY RESOURCESNapier Press A2 sociologytextbook.
  23. 23. SCHEME for LEARNING – LESSON OUTLINECrime and Deviance with research methods. QuestionnairesWHAT students are doing (headline)By the end of the lesson you will have evaluated questionnaires as a research method.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL identify the similarities and differences of different types of questionnaires and put them into context;MOST create a mind map about questionnaires;SOME complete the quick check questions.WHY students are doing this (objectives, big picture)ALL will PERVERTED the different research methods;MOST put the methods into context;SOME evaluate the different methods of sociological research.CONNECTRead the chapter about questionnaires.ACTIVATEUse PERVERTED to analyse questionnaires as aresearch method.CONSOLIDATEComplete the quick check questions. Make notes on how questionnaires canbe put into the context of researchingcrime and deviance.DEMONSTRATEKEY WORDSQuantitative Qualitative DataValidityRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;HOME LEARNINGComplete exam question.
  24. 24. SCHEME for LEARNING – LESSON OUTLINEMaths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.KEY RESOURCESNapier Press A2 sociologytextbook.Crime and Deviance with research methods. InterviewsWHAT students are doing (headline)By the end of the lesson you will have evaluated interviews as a research method.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL identify the similarities and differences of different types of interviews and put them into context;MOST create a mind map about interviews;SOME complete the quick check questions.WHY students are doing this (objectives, big picture)ALL will PERVERTED the different research methods;MOST put the methods into context;SOME evaluate the different methods of sociological research.CONNECTRead the chapter about interviews.ACTIVATEUse PERVERTED to analyse interviews as aresearch method.CONSOLIDATEComplete the quick check questions. Make notes on how interviews canbe put into the context of researchingcrime and deviance.DEMONSTRATE
  25. 25. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSQuantitative Qualitative DataValidityRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGComplete exam question.KEY RESOURCESNapier Press A2 sociologytextbook.Crime and Deviance with research methods. ObservationWHAT students are doing (headline)By the end of the lesson you will have evaluated observations as a research method.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL identify the similarities and differences of different types of observation and put them into context;MOST create a mind map about observations;SOME complete the quick check questions.WHY students are doing this (objectives, big picture)ALL will PERVERTED the different research methods;MOST put the methods into context;SOME evaluate the different methods of sociological research.CONNECTRead the chapter about observations.ACTIVATEUse PERVERTED to analyse observation as aresearch method.CONSOLIDATEComplete the quick check questions. Make notes on how observations canbe put into the context of researchingcrime and deviance.DEMONSTRATE
  26. 26. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSQuantitative Qualitative DataValidityRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGComplete the exam questionKEY RESOURCESNapier Press A2 sociologytextbook.Crime and Deviance with research methods. Secondary sourcesWHAT students are doing (headline)By the end of the lesson you will have evaluated secondary sources as a research method.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL identify the similarities and differences of different types of observation and put them into context;MOST create a mind map about secondary sources;SOME complete the quick check questions.WHY students are doing this (objectives, big picture)ALL will PERVERTED the different research methods;MOST put the methods into context;SOME evaluate the different methods of sociological research.CONNECTRead the chapter about secondarysources.ACTIVATEUse PERVERTED to analyse secondary sourcesas a research method.CONSOLIDATEComplete the quick check questions. Make notes on how secondary sources canbe put into the context of researchingcrime and deviance.DEMONSTRATE
  27. 27. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSQuantitative Qualitative DataValidityRWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGComplete the exam question.KEY RESOURCESNapier Press A2 sociologytextbook.Crime and Deviance with research methods. Sociological theoryWHAT students are doing (headline)Create a mind map for each of the different sociological theories.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL identify the different sociological theories;MOST create mind maps about each method;SOME complete exam questions about each methods.WHY students are doing this (objectives, big picture)ALL apply different sociological theories to the study of crime and deviance;MOST evaluate the different sociological theories;SOME know the relationship between theory and methods..CONNECTRead the chapter on each theory.ACTIVATERecap the different sociological methods.CONSOLIDATEComplete the exam questions. Create a mind map.DEMONSTRATE
  28. 28. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSFunctionalism Marxism FeministAction Globalisation ModernityPostmodernity Science.RWCM / SMSCReading: textbook;Writing: answers;Communication: discussion;Maths: statistics;Moral: crime and deviance;Social: crime and deviance;Cultural: British culture/ criminalculture.HOME LEARNINGReviseKEY RESOURCESNapier Press A2 sociologytextbook.

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