Area Of Study 2 - Crime
In this area of study students develop an understanding of the concept of crime. They learn that crime and its definition are shaped by a community’s sense of what is considered right and wrong. Some sociologists take a broader view of the definition of crime and include acts that harm other individuals or the environment. There are several categories considered by sociologists to be criminal in nature; these include crimes against the person, crimes against property, victimless crime, white-collar crime and corporate crime. Students use Australian data to examine and analyse crime rates and consider the various factors that may contribute to people committing crimes.
Students examine the aims and rationales of methods of punishment received within Australian society: retribution, deterrence, rehabilitation and societal protection. Each of these rationales for punishment aims to shape the behaviour of the offender and/or the behaviour of members of society. Methods of punishment include sentencing and restorative justice. Students explore how effectively these achieve the aims of punishment and, through this, shape human behaviour.
In this area of study students develop an understanding of the concept of crime. They learn that crime and its definition are shaped by a community’s sense of what is considered right and wrong. Some sociologists take a broader view of the definition of crime and include acts that harm other individuals or the environment. There are several categories considered by sociologists to be criminal in nature; these include crimes against the person, crimes against property, victimless crime, white-collar crime and corporate crime. Students use Australian data to examine and analyse crime rates and consider the various factors that may contribute to people committing crimes.
Students examine the aims and rationales of methods of punishment received within Australian society: retribution, deterrence, rehabilitation and societal protection. Each of these rationales for punishment aims to shape the behaviour of the offender and/or the behaviour of members of society. Methods of punishment include sentencing and restorative justice. Students explore how effectively these achieve the aims of punishment and, through this, shape human behaviour.
Lesson Plan 1- Introduction of crime
Learning Intention: Students will start to narrow their definition of crime. They will understand the types of behaviours that constitute crime and be able to rank these in order of seriousness.
Tasks:
1. Hand back Outcome tests.
2. As a class, go through each question and the required answers.
3. Introduce the topic of crime.
4. Brainstorm words/concepts related to crime.
5. In your books, answer the following questions:
- What is crime?
- Explain how crimes can be categorised? Eg. Crimes against a person, white collar crime etc.
- Think of 10 different types of crime and rank them in order of seriousness. Write down why you think these are in this order.
- List 5 different crimes that are relevant to youth.
- Complete the survey below in readiness for your conference.
Learning Intention: Students will start to narrow their definition of crime. They will understand the types of behaviours that constitute crime and be able to rank these in order of seriousness.
Tasks:
1. Hand back Outcome tests.
2. As a class, go through each question and the required answers.
3. Introduce the topic of crime.
4. Brainstorm words/concepts related to crime.
5. In your books, answer the following questions:
- What is crime?
- Explain how crimes can be categorised? Eg. Crimes against a person, white collar crime etc.
- Think of 10 different types of crime and rank them in order of seriousness. Write down why you think these are in this order.
- List 5 different crimes that are relevant to youth.
- Complete the survey below in readiness for your conference.
Lesson Plan 2 - Courts and crime
Learning Intention: Summary vs Indictable offences and which courts hear which.
Tasks:
1. Students should copy in the court hierarchy.
2. Discuss what sorts of crimes will be heard in each court.
3. Provide reasons for the court hierarchy
4. What crimes are committed most?
5. Access the button below and summarise the following information regarding 'sexting' laws. For example, identify who can be charged with this offence, how long the prison term is, recent changes to the law and areas of the law that are ok to send naked images. Which court would these offences be heard in?
6. Access the button below 'Examples of summary offences' and research 'public drunkenness'.
7. Choose one other area in the 'Examples of summary offences' and make a PowerPoint to present your findings. Include the 'sexting law' information and 'public drunkenness law'.
Learning Intention: Summary vs Indictable offences and which courts hear which.
Tasks:
1. Students should copy in the court hierarchy.
2. Discuss what sorts of crimes will be heard in each court.
3. Provide reasons for the court hierarchy
4. What crimes are committed most?
5. Access the button below and summarise the following information regarding 'sexting' laws. For example, identify who can be charged with this offence, how long the prison term is, recent changes to the law and areas of the law that are ok to send naked images. Which court would these offences be heard in?
6. Access the button below 'Examples of summary offences' and research 'public drunkenness'.
7. Choose one other area in the 'Examples of summary offences' and make a PowerPoint to present your findings. Include the 'sexting law' information and 'public drunkenness law'.
Lesson Plan 3 - Crime data
Learning Intention: Students to demonstrate an overarching perspective of the crime in the state.
Tasks:
1. Research the Victorian Police Crime Statistics below
2. Create a presentation that demonstrates a whole-state perspective of crime in Victoria
3. In your presentation, be sure to explain the reasons why certain areas of crime are high or low
4. Try to explain the reasons for five different crime statistics
Learning Intention: Students to demonstrate an overarching perspective of the crime in the state.
Tasks:
1. Research the Victorian Police Crime Statistics below
2. Create a presentation that demonstrates a whole-state perspective of crime in Victoria
3. In your presentation, be sure to explain the reasons why certain areas of crime are high or low
4. Try to explain the reasons for five different crime statistics
Lesson Plan 4 - Sentencing: Death Penalty
Learning Intention: Students to form an opinion on the 'Death Penalty' including being able to justify the alternative and the fact that many people would be affected (possibly with death) if the heroin had've got through the security checks. Tasks: 1. Discussion about the death penalty and in particular the Bali 9. 2. Watch the YouTube video below 3. Discuss the issues surrounding their ultimate punishment. - 10 years in jail and then executed. - Seemingly they were rehabilitated and didn't need to be executed. - Age when they committed the crime - Plenty of warnings - Greed - Affects on those that would have been affected by the drugs 4. Consider the aims of sanctions below in Australia and consider whether the death penalty achieves these: - Deterrence - Punishment - Protection of society - Denunciation - Rehabilitation |
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Lesson Plan 5 - Debating
Learning Intention: Students will be asked to formulate arguments to be presented in debate style.
Tasks:
1. Students to formulate into groups
2. Students to pick a team to battle against in a debate style format.
3. Given a topic to debate.
4. Allowed 15 minutest to discuss with there team
5. Debate in front of class
6. Judgement by resting groups
Learning Intention: Students will be asked to formulate arguments to be presented in debate style.
Tasks:
1. Students to formulate into groups
2. Students to pick a team to battle against in a debate style format.
3. Given a topic to debate.
4. Allowed 15 minutest to discuss with there team
5. Debate in front of class
6. Judgement by resting groups
Lesson Plan 6 - Factors contributing to crime
Learning Intention: Students to develop an understanding of which factors contribute to crime Tasks: 1. Explain how the following factors contribute to crime? - Social Class - Mental Health Problems - Poverty - Addiction - Abuse - Rebellion 2. Extend yourself by conducting some research to evaluate which of the factors is the most significant and/or most common. 3. Try to use reliable sources. Comment on their reliability. 4. If you are stuck, you can use the links below to help you get started. 5. Explain how the information you have found reflects the information in the text book? 6. Explain the sources you have used. Comment on their reliability. |
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Lesson Plan 7 -
Learning Intention: Understanding of types of crime. Is it ever ok to commit crime? Analysing heroes and villains.
Tasks:
1. What do the cartoons below symbolise?
2. Given what you know about sentencing and restorative justice, draw a cartoon that represents your understanding.
Learning Intention: Understanding of types of crime. Is it ever ok to commit crime? Analysing heroes and villains.
Tasks:
1. What do the cartoons below symbolise?
2. Given what you know about sentencing and restorative justice, draw a cartoon that represents your understanding.
Lesson Plan 7 - Heroes or Villains
Learning Intention: Compare Mark Chopper Read as a criminal. Was he a hero or villain?
Tasks:
1. Watch 'Mark Chopper Read's Final Interview' below.
2. Content: What did you see? Who was in it?
Context: What time period and when?
3. Choose one of the activities below:
- List the factors that contributed to Chopper Read's life of crime
- Use a Venn Diagram to find similarities and differences between Chopper Read and Robin Hood.
- Explain whether you think he is a hero or villain? Justify your answer.
- Develop four questions that you would like to consider regarding Mark Chopper Read's life of crime.
- 'Chopper Read is the worst type of criminal. Cold and without one ounce of remorse.' To what extent do you agree or disagree with this statement.
Learning Intention: Compare Mark Chopper Read as a criminal. Was he a hero or villain?
Tasks:
1. Watch 'Mark Chopper Read's Final Interview' below.
2. Content: What did you see? Who was in it?
Context: What time period and when?
3. Choose one of the activities below:
- List the factors that contributed to Chopper Read's life of crime
- Use a Venn Diagram to find similarities and differences between Chopper Read and Robin Hood.
- Explain whether you think he is a hero or villain? Justify your answer.
- Develop four questions that you would like to consider regarding Mark Chopper Read's life of crime.
- 'Chopper Read is the worst type of criminal. Cold and without one ounce of remorse.' To what extent do you agree or disagree with this statement.
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Lesson Plan 8: Villains & Heroes
Learning Intention: Being able to identify the similarities and differences between Robin Hood and Mark 'Chopper' Read.
Tasks:
1. Complete a Venn Diagram that shows the similarities and differences between Robin Hood & Chopper Read
2. USing the factors that contribute to crime, write an extended response to the following statement.
"Chopper Read is a psychologically unstable member of society, and therefore there is little wonder he committed such heinous crimes."
3. "DIscuss to what extent you think that Chopper Read was influenced by his background and upbringing."
Learning Intention: Being able to identify the similarities and differences between Robin Hood and Mark 'Chopper' Read.
Tasks:
1. Complete a Venn Diagram that shows the similarities and differences between Robin Hood & Chopper Read
2. USing the factors that contribute to crime, write an extended response to the following statement.
"Chopper Read is a psychologically unstable member of society, and therefore there is little wonder he committed such heinous crimes."
3. "DIscuss to what extent you think that Chopper Read was influenced by his background and upbringing."
Term 4
Lesson Plan 9: Sentencing
Learning Intention: Students will look at the sociological concept of punishment, including the aims of punishment: retribution, deterrence, rehabilitation and societal protection
Tasks:
1. As a class, work through the PowerPoint, encouraging feedback and discussion about each area in sentencing.
2. Questions to be answered:
What are the different types of punishment? Imprisonment, Fines, CCO..
What are the aims of sentencing/punishment?
3. How does each of the different punishments achieve the aims of sentencing?
4. What factors must be considered when determining an appropriate sanction?
Activity:
5. Students to participate in: You be the judge?
Learning Intention: Students will look at the sociological concept of punishment, including the aims of punishment: retribution, deterrence, rehabilitation and societal protection
Tasks:
1. As a class, work through the PowerPoint, encouraging feedback and discussion about each area in sentencing.
2. Questions to be answered:
What are the different types of punishment? Imprisonment, Fines, CCO..
- Imprisonment
- Suspended sentence (limitation)
- Drug Treatment Order
- Community Correction Order
- Fine, with or without recording a conviction
- Release the offender, adjourning the hearing and imposing conditions, with or without recording a conviction
- Discharge, dismiss or adjournment
What are the aims of sentencing/punishment?
- Just punishment – to punish the offender in a manner that is just.
- Deterrence – to deter the offender or others from committing the same or a similar offence.
- Rehabilitation – to establish the conditions that would alter or modify the behaviour of individuals.
- Denunciation – to demonstrate the court’s condemnation of the particular type of behaviour.
- Community protection – to protect the community.
3. How does each of the different punishments achieve the aims of sentencing?
4. What factors must be considered when determining an appropriate sanction?
Activity:
5. Students to participate in: You be the judge?
Lesson Plan 10: Sentencing (The effectiveness of imprisonment as a sanction)
Learning Intention: You will be able to write an extended response question to 'what extent you agree or disagree).
(Students will look at the sociological concept of punishment, including the aims of punishment: retribution, deterrence, rehabilitation and societal protection)
Tasks:
Activity:
1. Write an extended response to the following question: “To what extent do you think imprisonment is an appropriate sanction”
In your answer, consider the following:
- What does the sanction of imprisonment entail?
- Who and how are people impacted by the sanction of imprisonment? Positive & negative.
- To what extent does imprisonment achieve the aims of sentencing?
2. Brainstorm some of the areas for discussion that you might use in your paragraphs.
3. Attempt to construct a cohesive and sequentially sound response to the above topic. Include an intro, three body paragraphs and a conclusion.
Sample answer:
Introduction - State your contention (To what extent do you agree)
Statement about imprisonment being the harshest of all sanctions. Although it achieves some of the aims of sentencing (such as protection of community, punishment) it does not help to rehabilitate offenders.
Paragraph 1 - Positive impact on society however negative on offender
Paragraph 2 - Crime fits punishment however doesn't fix the problem
Paragraph 3 - Imprisonment achieves it's aims to some extent
Conclusion -Summarise your main points. Restate your contention
Learning Intention: You will be able to write an extended response question to 'what extent you agree or disagree).
(Students will look at the sociological concept of punishment, including the aims of punishment: retribution, deterrence, rehabilitation and societal protection)
Tasks:
Activity:
1. Write an extended response to the following question: “To what extent do you think imprisonment is an appropriate sanction”
In your answer, consider the following:
- What does the sanction of imprisonment entail?
- Who and how are people impacted by the sanction of imprisonment? Positive & negative.
- To what extent does imprisonment achieve the aims of sentencing?
2. Brainstorm some of the areas for discussion that you might use in your paragraphs.
3. Attempt to construct a cohesive and sequentially sound response to the above topic. Include an intro, three body paragraphs and a conclusion.
Sample answer:
Introduction - State your contention (To what extent do you agree)
Statement about imprisonment being the harshest of all sanctions. Although it achieves some of the aims of sentencing (such as protection of community, punishment) it does not help to rehabilitate offenders.
Paragraph 1 - Positive impact on society however negative on offender
Paragraph 2 - Crime fits punishment however doesn't fix the problem
Paragraph 3 - Imprisonment achieves it's aims to some extent
Conclusion -Summarise your main points. Restate your contention
Lesson Plan 11: Restorative justice
Learning Intention: Students will understand what restorative justice is, it's purpose and how it can be achieved most effectively.
Key Knowledge 2: The nature of sentencing and restorative justice as methods of punishment
Tasks:
Restorative Justice:
1. What is restorative justice and what is its aim?
2. Explain the following four stages of Restorative Justice:
Extended response questions:
Restorative Justice should be compulsory for all criminal offences.
Punishment should be replaced with all criminal offences.
The purpose of restorative justice:
- To restore the damage caused by the crime
- To reduce recidivism
- Give victim a voice
- Identify impact on humans
- Closure for the victim
- To assist the victim to understand the reason for the crime.
- Offender to understand their reason for offending
- Offender to understand the impact of their offence on the victim
Learning Intention: Students will understand what restorative justice is, it's purpose and how it can be achieved most effectively.
Key Knowledge 2: The nature of sentencing and restorative justice as methods of punishment
Tasks:
Restorative Justice:
1. What is restorative justice and what is its aim?
2. Explain the following four stages of Restorative Justice:
- Encounter, amending, reintegration and inclusion
- Victim-offender mediation (VOM)
- Family group conferencing (FGC)
Extended response questions:
Restorative Justice should be compulsory for all criminal offences.
Punishment should be replaced with all criminal offences.
The purpose of restorative justice:
- To restore the damage caused by the crime
- To reduce recidivism
- Give victim a voice
- Identify impact on humans
- Closure for the victim
- To assist the victim to understand the reason for the crime.
- Offender to understand their reason for offending
- Offender to understand the impact of their offence on the victim
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Lesson Plan 12: Shaping behaviour through punishment
Learning Intention: Students will analyse the effectiveness of sentencing in shaping behaviour and the effectiveness of restorative justice in shaping behaviour.
Tasks:
1. Complete the tasks for Activity 2.12
2. When finished, respond to the following essay questions:
- Why do individuals commit crime? Describe how certain factors may predispose an individual to commit crime. You may consider factors such as social class, mental health problems, poverty, addiction, abuse and rebellion.
- How does punishment intend to shape human behaviour? Discuss in relation to the aims of punishment including retribution, deterrence, rehabilitation and societal protection.
- Is there a relationship between severity of punishment and the strength of change in criminal behaviour?
Learning Intention: Students will analyse the effectiveness of sentencing in shaping behaviour and the effectiveness of restorative justice in shaping behaviour.
Tasks:
1. Complete the tasks for Activity 2.12
2. When finished, respond to the following essay questions:
- Why do individuals commit crime? Describe how certain factors may predispose an individual to commit crime. You may consider factors such as social class, mental health problems, poverty, addiction, abuse and rebellion.
- How does punishment intend to shape human behaviour? Discuss in relation to the aims of punishment including retribution, deterrence, rehabilitation and societal protection.
- Is there a relationship between severity of punishment and the strength of change in criminal behaviour?
Revision
TYPES OF CRIME
Crime Against the Person
Acts that are against other persons that include threatening, harassing or injuring another person or depriving them of their freedoms;
Fatal crimes against person
1. Homicide (killing of another):
a. Murder (malicious or premeditated killing), including serial killers [several people over time] and mass murderers [several people within the one event];
b. Voluntary manslaughter (intentional killing but with mental incapacity); WRONG STATE OF MIND
c. Involuntary manslaughter (unintentional killing due to careless behaviour e.g. drink driving, self defence);
2. Infanticide (killing a newborn child);
3. Euthanasia (killing somebody suffering from incurable pain or disease);
4. Suicide (killing oneself);
Non-fatal crimes against person
1. Sex (sexual acts without consent; under-age sex. PORNOGRAPHY - CHILD); rape; molestation
2. Robbery (the unlawful taking of property from another person without their consent, accompanied by threats or actual force);
3. Assault (a threat or attempt to carry out an unlawful physical act on another person without their consent, which causes them to fear violence); {Verbal Assault};
4. Battery (actual physical contact); {Physical Assault};
5. Hate crimes (assault based on ethnicity, religion, sexual orientation, gender or disability);
Crime Against the Person
Acts that are against other persons that include threatening, harassing or injuring another person or depriving them of their freedoms;
Fatal crimes against person
1. Homicide (killing of another):
a. Murder (malicious or premeditated killing), including serial killers [several people over time] and mass murderers [several people within the one event];
b. Voluntary manslaughter (intentional killing but with mental incapacity); WRONG STATE OF MIND
c. Involuntary manslaughter (unintentional killing due to careless behaviour e.g. drink driving, self defence);
2. Infanticide (killing a newborn child);
3. Euthanasia (killing somebody suffering from incurable pain or disease);
4. Suicide (killing oneself);
Non-fatal crimes against person
1. Sex (sexual acts without consent; under-age sex. PORNOGRAPHY - CHILD); rape; molestation
2. Robbery (the unlawful taking of property from another person without their consent, accompanied by threats or actual force);
3. Assault (a threat or attempt to carry out an unlawful physical act on another person without their consent, which causes them to fear violence); {Verbal Assault};
4. Battery (actual physical contact); {Physical Assault};
5. Hate crimes (assault based on ethnicity, religion, sexual orientation, gender or disability);
Against Property
Acts that are intended to damage or destroy homes, businesses or land, or involve household burglary or vehicle theft;
Acts that are intended to damage or destroy homes, businesses or land, or involve household burglary or vehicle theft;
- Graffiti;
- Arson (using fire to destroy);
- Burglary (home or business);
- Theft (vehicle or property);
- Destruction (smashing and trashing);
- Animal abuse – neglect, dog fights, bestiality,
Victimless
Acts that involve a crime whereby all individuals consent (does not include minors, mentally ill or under the influence) to the criminal activity and whereby nobody is harmed in the process;
- Prostitution (consensual);
- Riding a bike without a helmet;
- Driving a car without a seatbelt;
- Gambling;
- Illicit drug use;
- Soliciting prostitution;
- Pornography consumption (making, selling, buying);
- Public orders (public nudity, public fornication, public drunkenness);
Acts that involve a crime whereby all individuals consent (does not include minors, mentally ill or under the influence) to the criminal activity and whereby nobody is harmed in the process;
- Prostitution (consensual);
- Riding a bike without a helmet;
- Driving a car without a seatbelt;
- Gambling;
- Illicit drug use;
- Soliciting prostitution;
- Pornography consumption (making, selling, buying);
- Public orders (public nudity, public fornication, public drunkenness);
White Collar
Non-violent economic crimes including fraud and embezzlement that were originally perpetrated by office workers and professionals in the middle-class against business;
- Tax fraud/EVASION
- Illegal sales practices
- Securities and land frauds
- Embezzlement
- Manufacture or sale of dangerous products
- Internet/email scams
- Credit card fraud
- Identity theft
Non-violent economic crimes including fraud and embezzlement that were originally perpetrated by office workers and professionals in the middle-class against business;
- Tax fraud/EVASION
- Illegal sales practices
- Securities and land frauds
- Embezzlement
- Manufacture or sale of dangerous products
- Internet/email scams
- Credit card fraud
- Identity theft
Corporate
Criminal acts carried out by corporations;
Often results in a class action (Class actions are representative proceedings brought by one person on behalf of a group of people. Class actions are there to assist in resolving common issues and factual disputes amongst that group);
1. Administrative (paperwork or non-compliance)
2. Environmental (pollution, permit violations)
3. Financial (tax violations, illegal payments)
4. Labour (working conditions, hiring practices)
5. Manufacturing (product safety, labelling)
6. Unfair trade practices (anti-competition, false advertising);
Criminal acts carried out by corporations;
Often results in a class action (Class actions are representative proceedings brought by one person on behalf of a group of people. Class actions are there to assist in resolving common issues and factual disputes amongst that group);
1. Administrative (paperwork or non-compliance)
2. Environmental (pollution, permit violations)
3. Financial (tax violations, illegal payments)
4. Labour (working conditions, hiring practices)
5. Manufacturing (product safety, labelling)
6. Unfair trade practices (anti-competition, false advertising);