Active learning ideas
Sociological Perspectives on Crime shift the focus from the individual to the structure of society itself. This topic explores how factors like poverty, social class, inequality, and the way society labels individuals contribute to crime rates. Students will compare key theories: Functionalism (crime as a necessary part of society), Marxism (crime as a result of capitalist exploitation), and Interactionism (crime as a label applied by those in power). This aligns with WJEC AC2.3 and AC3.3, requiring a critical evaluation of how social structures influence criminality.
Activity 01
Based on Durkheim's theory, half the class argues that crime is 'healthy' for society because it reinforces boundaries and allows for change. The other half argues that crime is purely destructive, using modern examples to support their points.
How does structural inequality contribute to crime rates?
Activity 02
Students are given 'labels' (e.g., 'straight-A student,' 'troublemaker,' 'dropout') without knowing what they are. They must interact with each other based on these labels. Afterwards, they discuss how the labels influenced their self-perception and behaviour, illustrating Labelling Theory.
What is the Marxist view on the criminal justice system?
Activity 03
In small groups, students examine a list of laws (e.g., benefit fraud vs. tax evasion). They must use Marxist theory to argue how these laws protect the interests of the 'ruling class' and criminalise the 'working class.'
How does labelling theory explain repeat offending?
A few notes on teaching this unit
Watch Out for These Misconceptions
Marxists believe that all criminals are 'heroes' fighting the system.
Marxists believe that capitalism forces the poor into crime for survival or out of frustration, but they also recognise that most victims of crime are also working-class. A collaborative investigation into 'intra-class crime' helps clarify this nuance.
Functionalism means that crime is 'good' and we should have more of it.
Functionalists argue that a *limited* amount of crime is inevitable and can perform positive functions, but too much crime leads to 'anomie' (social breakdown). A structured debate helps students find the balance in this complex theory.
Methods used in this brief
The Social Construction of Crime
Exploring the distinction between crime and deviance, and how definitions of criminality change across different cultures and historical periods. Students will debate the fluid nature of the law.
8 methodologies
Biological and Physiological Theories
An overview of early and modern biological explanations for criminal behaviour, including genetics and brain abnormalities. Students will evaluate the strengths and limitations of these deterministic views.
8 methodologies
Psychological Explanations of Criminality
Examining individualistic theories of crime, including psychodynamic approaches, social learning theory, and personality traits. Students will apply these theories to real-world criminal profiles.
8 methodologies