Active learning ideas
The Social Construction of Crime explores the idea that 'crime' is not a fixed, universal concept but is defined by society. Students examine how definitions of criminality and deviance vary across different cultures, such as laws regarding alcohol or dress codes, and how they change over time, like the decriminalisation of homosexuality in the UK. This topic is central to WJEC AC1.1 and AC1.2, as it requires students to distinguish between acts that are 'wrong in themselves' (mala in se) and those that are 'wrong because they are prohibited' (mala prohibita).
Activity 01
Provide a list of behaviours (e.g., tattoos, swearing, speeding). Individually, students label them as 'criminal,' 'deviant,' or 'both.' They then compare with a partner to see where their definitions differ and why.
What is the difference between crime and deviance?
Activity 02
Set up stations with laws from different countries (e.g., drug laws in Portugal vs. Singapore). Groups must identify why these laws differ based on the culture, religion, or history of that nation.
How do laws change across different cultures and time periods?
Activity 03
Divide the class into two sides. One side argues that some crimes (like murder) are universally wrong across all cultures and times, while the other argues that even murder is socially constructed (e.g., in war or capital punishment).
Why is criminality considered a social construct?
A few notes on teaching this unit
Watch Out for These Misconceptions
If something is illegal, it must be deviant (and vice versa).
Some acts are illegal but not considered deviant by many (like minor speeding), while others are deviant but not illegal (like queue-jumping). Using a Venn diagram activity helps students visually separate these two concepts.
Laws only change because society becomes 'more enlightened.'
Laws often change due to political pressure, economic needs, or the influence of powerful groups, not just moral progress. Reviewing the history of vagrancy laws or tax laws in a station rotation helps students see these practical influences.
Methods used in this brief
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
Sociological Perspectives on Crime
Analysing how social structures, inequalities, and labelling contribute to crime rates. Students will compare Marxist, functionalist, and interactionist views on the criminal justice system.
8 methodologies