Topic Learning Objectives Classroom Activities Resources learning Assessment 1 Theories of religion After studying this Topic, students will: Understand different sociological definitions of religion. Understand how different sociological theories explain the role and functions of religion, and how religion contributes to social stability. Be able to evaluate different sociological definitions and theories of religion. Getting Started activity, p4 Application question, p7 Analysis and Evaluation question, p7 Media Activity, p8: ‘American civil religion’ Textbook, pp4-11 Beliefs in Society Workbook, pp1-8 Clip for Media activity p8: Reading textbook Write-up of Media activity, p8 QuickCheck Questions, p11 A level Questions to try, p11 2 Religion and social change After studying this Topic, students will: Be able to describe a range of examples of religion and analyse their role in social change. Understand sociological explanations of the role of religion in promoting social change. Be able to evaluate different sociological explanations of the relationship between religion, social stability and social change. Getting Started activity, p12 Media activity, p14: ‘Weber and Calvinism’ Analysis and Evaluation questions, p15 Application question, p16 Media activity, p17: ‘Liberation theology’ Textbook, pp12-19 Beliefs in Society Workbook, pp9-16 Clips for Media activity p14: Clips for Media activity p17: Reading textbook Questions and summary from Media activity, p14 & p17 QuickCheck Questions, p19 A level Questions to try, p19
3 Secularisation After studying this Topic, students will: Know the main trends in patterns of religious belief and practice in the UK and USA. Understand and be able to analyse the possible causes of secularisation. Be able to evaluate arguments and evidence for the view that secularisation is occurring. Getting Started activity, p20 Analysis and Evaluation question, p22 Media activity, p24: ‘Secularisation’ Application question, p25 Webquest activity, p26: ‘U.S. public becoming less religious’ Textbook, pp20-27 Beliefs in Society Workbook, pp17-25 Clip for Media activity p24: Website for Webquest activity p26: Reading textbook Webquest activity, p26 ‘U.S. public becoming less religious’ Questions and summary from Media activity, p24 Summary from Webquest activity, p26 QuickCheck Questions, p27 A level Questions to try, p27 4 Religion, renewal and choice After studying this Topic, students will: Understand the reasons why some sociologists reject the idea of secularisation. Be able to analyse alternative interpretations of the nature and position of religion today. Understand and be able to evaluate debates about the nature and extent of secularisation. Getting Started activity, p28 Application question, p30 Research activity, p33 ‘Mind, body and spirit’ Application question, p33 Media activity, p35: ‘Supply-led religion’ Textbook, pp28-37 Beliefs in Society Workbook, pp26-34 Websites for research activity: Clip for Media activity p35: Reading textbook Research activity, p33 ‘Mind, body and spirit’ Summary from Research activity, p33 Summary from Media activity, p35 QuickCheck Questions, p37 A level Questions to try, p37
Crime and Deviance Learning Objectives Classroom Activities Resources learning Assessment 1 Functionalist, strain and subcultural theories After studying this Topic, students will: Understand the functionalist perspective on crime, including the functions of crime. Understand the concept of strain and its role in explaining deviance. Be able to explain the differences between different strain and subcultural theories. Be able to evaluate functionalist, strain and subcultural theories of crime and deviance. Getting Started activity, p70 Research Activity, p73 ‘The positive functions of crime’ Media Activity, p74 ‘Why do people commit crime?’ Analysis and Evaluation question, p75 Textbook, pp70-77 Crime and Deviance Workbook, pp Clip for activity p74: Reading pp70-77 textbook Research Activity, p73 ‘The positive functions of crime’ Write-up of Research activity p73 Write-up of Media Activity, p74 QuickCheck Questions, p77 A level Questions to try, p77 10
2 Interactionism and labeling theory After studying this Topic, students will: Understand why interactionists regard and deviance, and official statistics on crime, suicide and mental illness, as socially constructed. Understand the labelling process and its consequences for those who are labelled. Be able to evaluate the strengths and limitations of labelling theory in explaining crime and deviance. Getting Started activity, p78 Discussion activity, p80: ‘The negotiation of justice’. Application question, p81 Webquest activity, p82: ‘Reintegrative shaming’ Textbook pp78-85 Crime and Deviance Workbook, pp 11-19 Websites for Webquest activity p81: Reading pp78-85 textbook Webquest activity, p82: ‘Reintegrative shaming’ Summary from Discussion activity, p80 Write-up of Webquest activity, p82 QuickCheck Questions, p85 A level Questions to try, p85 3 Class, power and crime studying this Topic, students will: Understand why Marxists see crime as inevitable in capitalist society. Understand Marxist and approaches to crime and deviance, and the similarities and differences between them. Be able to evaluate the strengths and limitations of Marxist and approaches to crime and deviance. Understand the nature and extent of white collar and corporate crime, and be able to evaluate sociological explanations of it. Getting Started activity, p86 Application question, p88 Webquest activity, p89 ‘Corporate manslaughter’ Application question p90 Webquest activity, p94 ‘Corporate Textbook pp86-95 Crime and Deviance Workbook, pp 20-30 Websites for Webquest activity p89: Reading pp textbook Webquest activity, p94 ‘Corporate crime’ Summaries from Webquest activities, p89 & 94 QuickCheck Questions, p95 A level Questions to try, p95
4 Realist theories of crime After studying this Topic, students will: Understand the difference between realist and other approaches to crime. Know the main features of right and left realist approaches to crime and understand their political context and similarities and differences between them. Be able to evaluate the strengths and limitations of right and left realist approaches to crime. Getting Started activity, p96 Analysis and Evaluation question, p98 Research activity, p101 ‘Causes of and solutions to crime’ Application question, p102 Discussion activity, p102 ‘Left versus right’ Textbook pp96-103 Crime and Deviance Workbook, pp 31-38 Reading pp textbook Research activity, p101 ‘Causes of and solutions to crime’ Summary from Research activity, p101 Summary from Discussion activity, p102 QuickCheck Questions, p103 A level Questions to try, p103 5 Gender, crime and justice studying this Topic, students will: Know the main gender differences in recorded patterns of offending. Understand and be able to evaluate the debates about the treatment of men and women in the criminal justice system. Be able to evaluate explanations of the relationship between women and crime, and between men and crime. Getting Started activity, p104 Analysis and Evaluation question, p105 Application question, p106 Discussion activity, p109 ‘Female crime: explanations on trial’ Media activity, p112: ‘Violence, media and masculinity’ Textbook pp 104-113 Crime and Deviance Workbook, pp 39-49 Clip for Media activity p112: Reading textbook Summary from Discussion activity, p109 Summary from Media activity, p112 QuickCheck Questions, p113 A level Questions to try, p113
6 Ethnicity, crime and justice After studying this Topic, students will: Know the patterns of ethnicity and criminalisation as shown by different sources of data. Understand the relationship between the criminal justice process and ethnicity. Be able to evaluate sociological explanations of the relationship between ethnicity, offending and criminalisation. Understand the relationship between ethnicity, racism and victimisation. Getting Started activity, p114 Media activity, p117: ‘Ethnicity and criminal justice in America’ Application question, p118 Media activity, p119: ‘Urban riots and race’ Textbook pp114-121 Crime and Deviance Workbook, pp 50-58 Clip for activity p117: Clips for Media activity p119: Reading pp textbook Summaries from Media activities p117 & 119 QuickCheck Questions, p121 A level Questions to try, p121 7 Crime and the media studying this Topic, students will: Know the patterns of media representations of crime and how these differ from the picture of crime in official statistics. Understand and be able to evaluate different views about the media as a cause of crime and fear of crime. Know and be able to evaluate views of the media’s role in the creation of moral panics. Getting Started activity, p122 Media activity, p126: and commodification’ Media activity, p128: ‘Moral panic’ Textbook Crime and Deviance Workbook, pp 59-69 Clip for Media activity p126: Clip for Media activity p128: Reading textbook . Summaries from Media Activities p126 & 128 QuickCheck Questions, p129 A level Questions to try, p129
5 Functionalism After studying this Topic, students will: 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 and limitations of the functionalist perspective on society. Getting Started activity, p202 Analysis and Evaluation question, p203 Research activity, p204 ‘The social system’ Analysis and Evaluation question, p205 Textbook pp 202-207 Theory and Methods Workbook, pp63-72 Reading pp 202-207 textbook Write-up of Research activity, p204 QuickCheck Questions, p207 A level Questions to try, p207 6 Marxism After studying this Topic, students will: Know and understand Marx’s main ideas and concepts. Understand the differences between humanistic and structural Marxism. Be able to evaluate the strengths and limitations of Marxist approaches to the study of society. Getting Started activity, p208 Media activity, p211 ‘Karl Marx’ Box 3.11 question, p213 Discussion activity, p214 ‘Can ideas bring about revolution?’ Textbook pp 208-215 Theory and Methods Workbook, pp73-86 Clips for Media activity p211: Reading pp 208-215 textbook Write-up of Media activity, p211 Write-up of Discussion activity, p214 QuickCheck Questions, p215 A level Questions to try, p215
9 Globalisation, modernity and postmodernity After studying this Topic, students will: Know some of the reasons for the trend towards globalisation. Understand the difference between modernity, postmodernity and late modernity. Be able to evaluate the strengths and limitations of postmodernist and other theories of recent changes in society. Getting Started activity, p234 Application question, p237 Analysis and Evaluation question, p238 activity, p239 ‘Risk society’ Textbook pp 234-241 Theory and Methods Workbook, pp115-127 Clip for Media activity p239: Reading pp 234-241 textbook Summary from Media Activity p239 QuickCheck Questions, p241 A level Questions to try, p241 Sociology and social policy After studying this Topic, students will: Understand the difference between social problems and 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 and social policy, and be able to evaluate strengths and limitations. Getting Started activity, p242 Application question, p243 Discussion activity, p246 ‘Differing perspectives on policy’ Reading pp 242-247 textbook Reading pp 242-247 textbook Summary from Discussion Activity p246 QuickCheck Questions, p247 A level Questions to try, p247