I am an A Level tutor who teaches Film Studies A Level & G.C.S.E., Sociology A Level, E.P.Q., English Language G.C.S.E.
*PLEASE REVIEW*
I complete schemes of work for each of my courses and aim to upload as many resources as I can in the near future. If you like my work and would like to request a resource, please let me know and I will produce what you need.
I produce video resources here:
https://www.youtube.com/channel/UC31WbZO2OQW3Ul108I0QUmw
I am an A Level tutor who teaches Film Studies A Level & G.C.S.E., Sociology A Level, E.P.Q., English Language G.C.S.E.
*PLEASE REVIEW*
I complete schemes of work for each of my courses and aim to upload as many resources as I can in the near future. If you like my work and would like to request a resource, please let me know and I will produce what you need.
I produce video resources here:
https://www.youtube.com/channel/UC31WbZO2OQW3Ul108I0QUmw
This pack contains a complete scheme of lessons for the AQA Paper 3 - Crime and Deviance module.
review of my resources:
"Great, core content presented in an engaging manner. I hope you are planning to add the rest of the crime module. Thanks."
you can read the content of each lesson and view screenshots of all lessons by clicking on the relevant links below:
The pack contains the following lessons, student booklets and additional resources
If you have any additional questions, please email me at:
matthew.oregan@hughbaird.ac.uk
Lesson 1- Introduction to Crime and Deviance: https://www.tes.com/teaching-resource/resource-12790066
Lesson2 - The Functionalist view of Crime and Deviance: https://www.tes.com/teaching-resource/aqa-sociology-functionalist-view-of-crime-and-deviance-12785758
Lesson 3 - Subcultureal theories of Crime and Deviance https://www.tes.com/teaching-resource/resource-12858247
Lesson 4 - Conflict Theories of Crime and Deviance https://www.tes.com/teaching-resource/resource-12790478
Lesson 5 - Realist Theories of Crime and Deviance - https://www.tes.com/teaching-resource/resource-12790783
Lesson 6 - Labelling Theories of Crime and Deviance: https://www.tes.com/teaching-resource/resource-12795795
Lesson 7 - Crime and The Media, Moral Panics https://www.tes.com/teaching-resource/resource-12807680
Lesson 8 & 9 - Crime and Gender - https://www.tes.com/teaching-resource/resource-12808582
Lesson 10 - Crime: Globalisation & Green Crimes https://www.tes.com/teaching-resource/resource-12847020
Lesson 11 - Human Rights and State Crime https://www.tes.com/teaching-resource/resource-12847756
Lesson 12 - Crime Prevention, Control and Punishment - https://www.tes.com/teaching-resource/resource-12857652
**Each topic is called a ‘lesson’ e.g. Lesson 2 - Functionalist View of Crime - however, the PowerPoint are not designed to be taught in one session. Some will take an entire weeks worth of lesson time, others less. ** The resources here cover the entire Crime and Deviance module and will take a complete term to teach
This pack contains a 36 slide PowerPoint presentation and an accompanying 12-page student booklet
The lesson covers:
Starter - most common crimes in the UK**
** Task: Pick ONE of these crimes and develop strategies to reduce instances of it
**Starter 2 - discussion: what can be done to prevent crimes?**
** Situational Crime Prevention**
Three features of SCP
Ron Clarke
Case study: New York Port Authority Bus Terminal
Displacement
Spatial
Temporal
Target
Tactical
Functional
** Evaluation of Displacement **
Environmental Crime Prevention
Wilson and Kelling: Broken Windows case study - reading task
**
Social and Community Crime Prevention**
Perry Pre-School Report
Evaluation of Social and Community Crime Prevention
Surveillance
Defintion
Two type of surveillance
Sovereign Power
Disciplinary Power
The Panopticon
Evaluation of Michel Foucault
CCTV Cameras
Synopticon
**Acurial Justice and Risk Management **
Feely and Simon
Risk Factors
**Punishment**
Task - pick and crime and discussion 1 - existing punishments, 2 - additional punishments students think are appropriate - this can be developed in to a larger debate about the role of punishment/rehabilitation in society
Two justifications for punishment:
Crime reduction
Retribution
** Funcitonalist view of punishment [overview]
Marxist view of punishment [overview]**
** Imprisonment Today**
Recidivism
** Imprisonment today**
Mass Incarcertation in ther USA
** Transcarceration
Alterantives to prison **
This pack contains a 20-slide PowerPoint presentation and accompanying 7-page student booklet
Lesson
Starter:
Define:
State Crime (examples given, discussing encouraged)
Human Rights (examples given, discussing encouraged)
STATE CRIME:
1 - The Scale of State Crimes
2 - The State is the Source of Law
McLaughlin - Four types of STATE CRIME:
1 - Political Crimes
2 - Crimes by Security Forces and Police
3 - Economic Crimes
4 - Social and Cultural Crimes
Group Presentation tasks:
Students to research a pre-scribed example of a state crime
They are given lesson time to research the topic and then create a presentation - presentations to be delivered AFTER rest of this session has been delivered
Defining STATE CRIMES:
Domestic Law (Chambliss) - with examples)
Social Harms [Michalowski] - (with examples)
Zemiology - (with examples)
ARE THESE STATE CRIMES - task
International Law [Rothe and Millins]
HUMAN RIGHTS
definition re-cap from starter
Human Rights include:
1 - Natural Rights
2 - Civil Rights
Cohen and a discussion of Natural / Civil Rights
Discussion of the Irish Famine
Plenary - students to present their presentations. Class to make notes on:
Why and how do large numbers of normally law-abiding citizens become involved in atrocities?
This pack contains a 30-slide PowerPoint presentation and accompanying 21-page student-booklet that covers the following:
**
Starter task**
Following a short reading task, student to answer questions about The Conventions of International Law
Crime and Globalisation:
re-cap 'Globalisaiton'
'How May Globalisation Change Crime'? task
Castells 'forms of crime':
Arms trafficking
Sex Tourism
Trafficking in Body Parts
Cyber Crimes
Green Crimes
The Drug Trade
international Tourism
Smuggling
Crime - supply and demand led: third world nations and the appeal of crime
Risk Consciousness
Ian Taylor and Left Realism
Gobalisation changes patterns of crime
'Case Study: Bangladesh Factory Collapse [2013]
Reading and comprehension task:
Cimes of Globalisation, Rothe & Friedrichs
Patterns of Criminal Organisation
Winlow: Bouncers; Globalisation and de-industrialisation
Hobbs and Dunnigham: GLOCAL systems
Glenny: McMafia
Case study: Oligarchs
(reading, video task)
Green Crime
Examples of Green Crime - task
Traditional Criminology
Green Criminology
Zemiology
TWO Views of Harms
Anthropocentric view
Ecocentric view
Green Crimes
Primary Green Crimes
Secondary Green Crimes
Evaluation of Green Crimes
This pack contains a 20-slide PowerPoint presentation, a booklet students fill in and complete during the lesson
The lesson covers:
A Starter Task - students complete a short key term starter task - vowels have been removed, students must identify the word AND provide a definition
‘What is genre?’ recap
Types of Musicals
-Task - compare a sequence from Yankee Doodle Dandy to a sequence from The Greatest Showman
Analysis and feedback tasks
Non-Integrated vs. Integrated musicals
Richard Dyer = Entertainment as Utopia
Musicals Reflect ‘Social Tenions’ and 'Utopian Solutions
PLENARY
Grease Case study - application of all theory that has been taught in the lesson
EXT task - analysis of *La La Land’s opening sequence
This pack contains a 56-slide PowerPoint and accompanying 25-page student booklet
The pack also contains a 2-page condensed overview of this topic - great exam planning resource!
This lesson covers:
Starter task - questions design to engage debate and dicussion of the topic
Starter task 2 - video short videos that lay out arguments explaining ethnic differences in crime (Akala, Secret Policeman: Racism in the Police)
Ethnicity and Crime
- Victim surveys
types of data produced / limitations
Self-Report Studies
types of data produced / limitations
- Intra-ethnic crimes
Evaluation of both Self Report / Victim surveys
Ethnicity , Racism and the Justice System
Reading tasks - students read short paragraphs and make notes on issues within the Criminal Justice System:
Policing
Stop and Search
Arrests and Cautions
Prosecution and Trials
Convictions and Sentencing
Prisons
Explaining the differences in Offending
Overview of differneces in ethnic offending
Left Realist view
Relative Deprivation
Marginalisation
Subcultures
Critiques of Left Realist View
Neo-Marxist view:
Paul Willis, Paul Gilroy
Gilory - Crimes of Resistance / criminalisation of certain crimes
Stuart Hall - Policing the Crisis
Failure of British Capitalism in the 1970s - ruling class response and criminalisation of certain groups
MOral Panics
Evaluation and critique of Hall's ideas
More Recent Approaches
Neighbourhoods
Ethnicity and Victimisation
Racial victimisation
Case study: Stephen Lawrence
Case study: Anthony Walker
Detail of statistics that show racial victimisation is a significant issues in Britain
Assessment:
30-mark assessment question
The booklet contains gapped sections, note taking and other activities.
There is space in the handout for the assessment; planning activity, copy of moderators report for this question.
AQA SOCIOLOGY – PAPER 3 CRIME & DEVIANCE – GENDER AND CRIME [TWO LESSONS]
This pack contains TWO lessons that cover CRIME & DEVIANCE: GENDER
Each lesson comes with accompanying student booklet that can be filled in during the lesson as you teach
Lesson 1 is a 33-slide PowerPoint that covers:
Starter Task - Gender and Crime
Students given time to discuss and feedback their intial views of Crime and gender
Starting points - general differences between men, women and their realtionship with crime
Gender Patterns in Crime [general statistics]
Do Women Commit Less Crime?
Chivalry test
Evidence for the Chivalry Thesis
Evidence against the Chivalry Thesis
Self-report questionnaire - example and task/activity
Bias Against Women
Feminist Rejection of Chivalry Thesis
Issue developed and discussed with students
Quotes and views of prominent men in positions of power are provided to inspire discussion amongst students
Explaining Female Crime
Sex Role Theory
Patriarchal Control Theory
Control at home
Control at Work
Control in Public
Liberation Theory
Carlen: Class and Gender Deals
The Class Deal
The Gender Deal
Evaluation of arguements covered in this PowerPoint
Lesson 2 is a 24-slide PowerPoint presentation that covers:
Liberation Thesis
Alder [75]
Development of Alder's ideas
Case Study: Elizabeth Holmes and Theranos
Critiques of Liberation Thesis
Women and Violent Crime
Hand and Dodd
Rise of arrests for female violence
‘Widening the net’
Rise of Ladettes
Self Fulfilling Prophecy
Gender and Victimisation
Key statistics: Homicide Victims, Victims of Violence
Why do Women Commit Crime?
Student discussion
Hegemonic Masculinity
Subordinated Masculinities
Messerschmidt:
White middle class man
White working class men
Black working class men
Critiques of Messerschmidt
Winlow: Postmodernity, Masculinity and Crime
Globalisation and DeIndustrialisation
Topic Summary
Consolidation / assessment quiz
Questions and answers provided
This pack contains a 40-slide PowerPoint presentation, a 24-page student booklet, and several other resources to be used in the session.
The lesson covers:
Starter - student experiences with crime and deviance in media
Media Representation of Crime and Deviance overview: (1 slide on each of these topics:)
Violence and Sex Crimes
Media representation of victims
Media exaggeration of certain crimes
Media exaggeration of risk to victims
Crime represented as a series of events
Media overplay extraordinary crimes
Dramatic Fallacy
Soothill & Walby: the Balaclava Rapist / exaggeration of criminal acts
New Values and Coverage
Mediation of Crime / Crime as a social construct
Selection / Organisation /Focus
Task - students read Sky News article covering the mugging of Sajid Javid and analyse the use of langauge, exaggeration of crime, idelogical underpinning of this media report
(the entire article is broken down in the PowerPoint (see screenshots for examples)
News Values
Fictional Representations of Crime:
Surette [1998] – Fictional representations of crime, criminals and victims are the opposite of the official statistics.
Immitaiton
Arousal
Desensitisation
Transmission of Knowledge
Stimulating Desire
PROTRAYING THE POLICE AS INCOMPETENT or CORRUPT
BY GLAMOURISING OFFENDING
Evaluation of Fictional Representations of Crime
Reading task - students read extract from the ‘Myth of Media Violence’ study and compare the findings to what we have covered in the lesson
FEAR OF CRIME:
Distortion of crime in the media
RELATIVE DEPRIVATION AND CRIME
Left Realist view
Cultural Criminology
Cultural Criminology with examples
Global Cyber Crime
The PowerPoint has a short ‘Moral Panics’ lesson attached to it. The slides are not to the same standard as the content listed above and have been included free of charge. I have covered Moral Panics in a more depth and with better resources in a previous Crimes and Deviance lesson pack: https://www.tes.com/teaching-resource/aqa-sociology-paper-3-conflict-theories-of-crime-and-deviance-12790478
Tasks are included throughout the lesson and student knowledge is tested throughout the session.
The student booklet is to be filled in and completed during the lesson.
This pack contains a 23-slide PowerPoint and a 27-page student booklet.
The lesson covers:
Starter:
Labelling task - students add ‘labels’ to different groups in society
Feedback and discussion
Introducing: Labelling Theory of C&D
Case study: David Lammy: Hoodies - short video of MP D. Lammy discussing the different labels that are applied to him
Who Gets Labelled?
Cicourel [86] - The Negotiation of Justice / Class Bias
examples of class and ethnic bias are presented and can be discussed
The Negotiation of Justice / Class Bias
Case study - discussion of the Racial Disparity In Sentencing study
Students are presented with the findings of the report and are given time to discuss
Effects of Labelling
Primary Deviance
Secondary Deviance
Jock Young - discussion and critique
Deviance Amplification Spiral
'Mods and Rockers' video and feedback task
Reading/consolidation task
Jon Ronson - "So, You've Been Publically Shamed" video and dicusssion
John Braithwaite
Degenerative Shaming
Reinterogative Shaming
Evaluation of Labelling Theory
Booklet - contains several articles, tasks and assessment tasks.
30-mark exam question included and could be set to as homework / used as the basic for a planning/exam skills session.
This pack contains a 12-slide PowerPoint presentation and accompanying student booklet
This lesson is designed to be student led and contains a student presentation task - the price of this pack reflects this
Contents:
Starter
Students to discuss attitudes towards crime, punishment, government policy
REALISM vs SOCIAL CONSTRUCTIONISM - defined
REALISM - definition expanded upon
RIGHT REALISM
Define, examples and short video summarising Charles Murray's perspective
LEFT REALISM
Define, examples and a short video
Presentation tasks
Each group will produce a poster presentation on one of the following:
RIGHT REALISM – CAUSES OF CRIME
RIGHT REALISM – SOLUTIONS TO CRIME
LEFT REALISM – CAUSES OF CRIME
LEFT REALISM – SOLUTIONS TO CRIME
Your presentation must include KEY CONCEPTS, CLEAR EXPLANATIONS, NAMED RESEARCH and an EVALUATION
This pack contains a 64-slide PowerPoint presentation and 40 page student booklet
The lesson offers comprehensive coverage of CONFLICT THEORIES OF CRIME & DEVIANCE and contains the following:
Starter
Re-cap of Marxism and the Marxist Structure
The Traditional Marxist Perspective of Crime and Deviance
Marxist view of Crime
Working Class Crime
types of crimes committed by the WC
Poverty, Utilitarian Crimes, Alienation
Crimes of the middle-class
Corporate Crimes
White Collar Crimes
*** Elite Deviance**
*** White Collar vs Corporate Crimes**
Laws Reflect the needs/values of the Ruling Classes
Ideological Functions of the Law
Corporate Law - case study: 2007 Corporate Homicide Case
Mid-lesson plenary/summary task - 8 questions designed to test students learning so far
**Law Enforcement and Punishment **
Benefits Street - viewing and note taking task
Evaluation of the Marxist View of Crime
**Mid-lesson Consildation Activities: **
Mind-mapping and articles to be read/annotated
**Neo-Marxist View of Crime **
Fully Social Theory of Deviance
Stuart Hall - Neo-Marxist Views of Crime
Moral Panics - tasks, examples and activities
New Left Realism
Jack Young
Flaws in this perspective
Crimes of the Powerful
Reiman & Leighton; The Rich Get Richer and The Poor Get Prison
What is White Collar Crime?
Occupational Crimes
Corporate Crimes
The scale and types of Corporate Crime
**
Abuse of Trust **
Harold Shipman case study - tasks
Case Study: Abuse of trust by the Police
**
Invisibility of Corporate Crimes**
Reading task / Q*A
**
Explanation of Corporate Crimes**
Strain Theory summary
Differential Association summary
Labelling Theory summary
Marxism summary
Summary of Conflict Theory
The booklet is to be filled in by students in the lesson. It contains all of the other resources needed i.e. articles, images, spaces to complete tasks, etc.
The PowerPoint is comprehensive but is also broken up in to smaller, managable sections. You are free to chop the PowerPoint up in to several smaller sessions and share with learners if that would suit your approach.
This pack contains a 17 page PowerPoint and accompanying student booklet
This PowerPoint offers a basic introduction to the Paper 3 Crime & Deviance paper. The lesson covers:
Break down of Paper 3
this looks at question types, structure of the paper, past paper is included in the PowerPoint and booklet
Past paper activity can be used to drive a Q&A or a ‘deep dive’ with students discussing potential answers to questions so the teacher can assess pre-existing knowledge
Key terms defined: CRIME / DEVIANCE (with examples of each)
Discussion of the distinction between Crime and Deviance
Student led activity / debate - students are presened with SIX questions and are asked to discuss and feedback - this task could be used to guide a debate between groups of students
Consolidation task
students to research, define and provide examples for a list of key terms that will be used througout the module
Booklet - gapped handout, areas to fill in, space for note, all key information is recorded in the booklet
This pack contains a 29-slide PowerPoint presentation and an accompanying student work booklet.
The lesson covers:
PART I:
Starter Task - Brief re-cap of Functionalism
[The re-cap is a 12 - slide summary of the FUNCTIONALIST perspective. This can be cut down, removed of edited to suit your learners needs]
Definitions: Socialisation and Social Control
Is Crime Inevitable? - Crime as inevitable and universalistic
Anomie
The Positive Functions of Crime
Boundary Maintainance
Dramatisation of Evil and ‘folk devils’
Task
Adaptations and Change
Kingsley Davis - Crime as a ‘safety valve’
Bed Polsky - channeling of sexual desires
Albert Cohen
Deviance as a warning sign’
Crime and Deviance - creates jobs in society
Management and regulation of deviancy
Evaluation and Critique of the points/perspectives covered above
Series of consolidation tasks - mind maps, essay and comprehension questions, writing tasks, key terms.
PART II:
Merton’s ‘Strain Theory’
Define: Strain Theory
Structural factors leading to crime
Cultural factors leading to crime
Case study: American Dream/Wall St. crash
Five type of Anomie:
Conformity, Innovation, Ritualism, Retreatism, Rebellion
Evaluation and Critique of ‘Strain Theory’ studied in this session
This pack contains two Powerpoint presentations:
1 - 39 Slide PowerPoint that covers the Functionalist View of Religion AND ‘Civil Religion’
2 - 5 slide PowerPoint that covers evaluation of the Functionalist view
The lessons are accompanied with detailed handouts that students complete during the sessions
The lessons cover:
Starter task - symbols and meaning
Introduce key theorists
Define: Value Consensus, Order, Solidarity
Define and introduce: The Sacred, The Profaine
Short reading and summative task to consolidation knowledge and understanding of The Sacred, The Profaine
Totemism - case study: Arunta Clan
What is a ‘Totem’
Totemism and Clans
Task - students to create their own clans, rules and totems that symbolise the values of the clan
Reading / consolidation task
The Collective Consciousness
Critiques of Durkheim’s view point
Malinowski
Social Solidarity - explored and expanded upon
Trobriand Islanders of the Western Pacific case study
‘God of the Gaps’
Religion ‘At a time of life crisis’
Parsons
- Independent Reading task
- Positive functions of religion
Robert Bellah - Civil Religion
Civil Religion in the USA
Civil Religion in the UK
Gapped handout- task
Assessment - 10 mark assessment task
TES – Beliefs pack
This pack contains a complete scheme of learning for the AQA – Sociology Paper 2 module: Beliefs in Society.
The pack contains twelve [12] complete lessons – each lesson is fully animated, full of tasks, activities, assessment materials, assessment tasks and consolidation activities. All lessons are accompanied by a handout/booklet that students can use during the teaching of the sessions. Documentary recommendations are included, as well as links to further reading and suggested materials for engaging students outside of the classroom.
The sub-topics covered are:
1 – Definitions of Religion - https://www.tes.com/teaching-resource/resource-12774527
2 – Feminist View of Religion https://www.tes.com/teaching-resource/feminist-view-of-religion-sociology-12701674
3 – Functionalist View of Religion - https://www.tes.com/teaching-resource/resource-12774533
4 – Marxist View of Religion https://www.tes.com/teaching-resource/the-marxist-perspective-of-religion-12739724
5 – Social Change and the Conservative View[https://www.tes.com/teaching-resource/religion-force-for-change-or-conservative-force-12701703
6 – Religious Organisations and New Religious Movements - https://www.tes.com/teaching-resource/resource-12858285
7 – Secularisation -https://www.tes.com/teaching-resource/resource-12858297
8 – Alternatives to Secularisation https://www.tes.com/teaching-resource/aqa-sociology-alternatives-to-secularisation-full-lesson-12766222
9 – Religion and Social Groups https://www.tes.com/teaching-resource/aqa-sociology-religion-and-social-groups-12769375
10 – Science as a Belief System https://www.tes.com/teaching-resource/aqa-sociology-paper-2-religion-as-a-belief-system-12773915
11 – Religion in a Global Context https://www.tes.com/teaching-resource/resource-12858303
12 – Religion and Ideology https://www.tes.com/teaching-resource/aqa-sociology-religion-and-ideology-12774148
This pack contains a 20-slide PowerPoint and accompanying booklet.
The lesson is the first in a series of lessons designed to cover ‘Beliefs in Society’ module of AQA’s Paper 2.
The lesson covers:
Starter
students asked to define religion
Students asked to identify religious symbols - discussion of what students already know about selected global religions [mainstream and NRMs]
Debate: Is religion a force for good or force for evil in the world?
Benefits and Drawbacks of religion
Discussion of ‘Why we are studying Religion’
What is Religion?
Substantive Definition
Functional Definition
Constructionist Definition
All three definitions are explored in detail. The strengths and limitations of each definition are discussed in a task
Summary
Assessment - 10 mark question
Planning activity included
This pack contains a 20 slide PowerPoint and an accompanying 14-page handout/booklet that students complete during the lesson and for consolidation
The lesson covers: IDEOLOGIES - Paper 2 - Beliefs in Society
Starter:
- Define ‘ideology’
-What is the FUNCTION of IDEOLOGIES in society?
- How do IDEOLOGIES BENEFIT people/society?
- How do IDEOLOGIES HARM people/society?
Four functions of Ideology
Problems presented by Ideologies
Re-cap Marxism
Ideology and Marx
Ruiling class ideology
Reinforces Class Conscioiusness
Gramsci -
- Hegemony
Dual Consciousness
Organic Intellectuals
Nationalism
Define the term, examples included
Claims of nationalism
Reading and summative task
KARL MANNHEIM: IDEOLOGY & UTOPIA
PARTIAL or ONE-SIDED WORLDVIEWS
ideological Thought vs Utopian Thought
Free Flowing Intelligencia
Total World View
Feminism and Ideology
Reading and summative task
Summary Slide
Assessment is included in the booklet
Sample answer/essay included in the booklet
Final consolidation and mind-mapping activities also included in the booklet
This pack contains a 35-page PowerPoint presentation and an accompanying booklet that students can fill in as you teach. The pack also contains a sample answer and a seperate mock-question assessment task.
The PowerPoint covers:
Starter Task - Students view on religion and science; similarities, differences, types of knowledge-claims made by each side
Faith in Science
Manufactured Risks
Cognitive Power
Karl Popper - Open Belief Systems
The Scientific Method
The Principle of Falsification
10 min in-class summative writing task
Robert Merton - CUDOS / Norms
Science as a tool for society
Explaination of how the Protestant Reformation led to the rise of scientific thinking
CUDOS - task - students create their own list of ethics
CUDOS - define and explore the ethical criteria
Closed Belief Systems:
Define and expain
Case Study - Witchcraft Amongst Azande Peoples
Michael Polanyi
- Circularity
- Subsidary Evidence
- Denial of Legitimacy to Rivals
- Paradigms - discussion of Velikovsky
- Paradigm Shifts
- Reading task - Paradigm shifts and Scientific Revolution
Interpretivist View of Science
Students asked to justtify their ‘belief’ in several scientific concepts
Karin Knorr-Cetina - Paradigms
Steve Woolgar and LGM (LIttle Green Men}
Marxist and Feminist View of Science
Definitions
Short reading task
Reflection and consolidation task
Post-Modernist View of Science
Manufactured Risks
Techno-science
Plenary -
Consolidation activities
Sample answer - read and annotate
Planning and write a response to an exam question
This pack contains one 20-slide PowerPoint presentation, one booklet (to be completed by students; the booklet also contains several consolidation activities) and a starter task
Lesson:
Starter/Re-cap/revisiting activity - definitions of religion
Age
Gender
Class
Ethnicity
For each of the four groups listed above there are 2-3 slides for each.
The slides cover key arguments, contain graphs and statistics to support points, key terms are highlighted and theorists are cited.
Consolidation activity - students to read one of four articles that cover each of the groups studied in the lesson. Each student annotated, draws out quotes and key arguments and then contributes to a group ‘wiki’ page. The ‘wiki’ page can be created in Teams, or it can be created on paper, shared with the teacher and then scanned in to one comprehensive revision resource.
This pack contains:
A 45-slide PowerPoint presentation
This lesson covers:
Re-cap of Post Modern theory
Definition, Grand Narratives and institutional power
Starter Task - students discuss and share their experiences with religion in 21st century
Two slides discussing the over-arching criticism of Secularisation Theory
Religious Market Theory & Theories of Late Modernity and Post-Modernism
-Grace Davie: From Obligation to Consumption - defined and discussed, examples provided to enhance understaning
Believing without Belonging
Vicarious Religion & The Spiritual Health Service
Critics of Davie: Steve Bruce, Voas and Crocket, Abby Day
Cultural Amnesia & Spiritual Shopping
Danielle Hervieu-Leger: Pilgrims vs. Converts
Post Modern Religion
Globalisation and its impact on religion
Desembedded religion
Religion online and Online Religion - reading, note taking and discussion task
Religious Consumerism & The Sphere of Consumption
Religious Consumerism
Religious Disenchantment
Reading and assessment task: New Age Religions
Self-Religion and Sheilaism - video resource, reading task
Task: students given tenants of major religions as well as tenants of some global religions. Students use their phones and this data to create their own ‘commandments’
Religious Market Theory
Are humans inherently religious?
Religion as a Compensator
American Vs. Europe
Supply Led Religion
Televagelism explored
Critiques of Religious Market Theory: Bruce, Norris and Inglehart, Beckford
Existential Security Theory
People from poorer societies/nations are much more likely to be religious that people from richer societies/nations. Comparison made between Burundi (poorest nation on Earth) and Germany (one of the wealthiest)
Norris and Inglehart: Existential Security
Poor societies vs rich societies
Case Study: Uruguay
Booklet
The booklet is 28 pages long
The book contains a combination of note taking, gapped sections, tasks
A two-page linear, bulletpointed list of key facts, dates and developments that will help students understand the process of seculariation and rise of alternative religions
Several consolidation activities aimed to help learners of all learning styles.