Lecture Notes For Criminology Today: An Integrative Introduction, 10th Edition

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Online Instructor’s ManualforCriminology TodayAn Integrative IntroductionTenth EditionFrank SchmallegerDistinguished Professor Emeritus,The University of North Carolina at PembrokeInstructor’s Manual and Test Bank prepared byEllen G. Cohn, Ph.D.LECTURE NOTES

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iiiCONTENTSTo the InstructorvSyllabiviChapter 1: What Is Criminology? Understanding Crime and Criminals1Chapter 2: Where Do Theories Come From? From Idea to Evidence13Chapter 3: Classical and Neoclassical Thought: Choice or Consequences22Chapter 4: Early Biological Perspectives on Criminal Behavior: It’s What We Are34Chapter 5: Biosocial and Other Contemporary Perspectives: Interaction is Key42Chapter 6: Psychological and Psychiatric Foundations of Criminal Behavior51Chapter 7: Social Structure Theories: It’s How We Live65Chapter 8: Theories of Social Process and Social Development: It’s What We Learn76Chapter 9: Social Conflict Theories: It’s How We Relate89Chapter 10: Criminal Victimization: It’s Personal101Chapter 11: Crimes against Persons: It’s What We Fear113Chapter 12: Crimes against Property: It’s What We Lose126Chapter 13: White-Collar and Organized Crime: Crime as a Job136Chapter 14: Drug and Sex Crimes: Recreational Offenses148Chapter 15: Technology and Crime: It’s a Double-Edged Sword159Chapter 16: Globalization and Terrorism: Our Small World169

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vTo the InstructorThisInstructor’s Manual(IM)with Test Bankis designed to accompany and complement thetenth edition ofCriminology Todayby Frank Schmalleger and to help make your job moremanageable and your teaching more effective. It provides you with a comprehensive summary ofthe information in the textbook and serves as an easy-access reference to the issues presented inthe textbook and to complementary materials.The chapters of the IM correspond directly to those in the textbook. Each chapter contains thefollowing sections:Chapter Overview:This section provides a detailed summary of the chapter.Learning Outcomes:These are the learning outcomes from each chapter and are presented in theIM for your convenience.Chapter Outline:This includes an outline of the main topics covered in the chapter, as well as alist of teaching suggestions for each topic. Suggestions for relevant video material (availableonline) that may be show in class or assigned to students for out-of-class viewing is also included.List of Changes/Transition Guide:This section identifies the main changes that have beenmade to the text in each chapter since the seventh edition, making it easy to update lesson plans,assignments, and other course materials to reflect the new edition.Additional Assignments and Class Activities:This section includes both additional lecturetopics, which are topics not covered in the textbook, but which closely complement the chaptermaterial, and which may be used to supplement lectures, and student activities that may be usedin class or assigned to students as outside activities. Many involve the use of the World WideWeb.Suggested Answers to End-of-Chapter Assignments:The textbook contains a number ofQuestions for Review and Questions for Reflection at the end of each chapter. Although students’personal opinions may play a role in their answers to these questions, most responses can beassessed in terms of basic information and common themes found throughout the textbook.Sample suggested answers to the questions are provided.In addition, sample syllabi are provided for courses usingCriminology Today, tenth edition. Both10-week and 16-week samples are included.

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viSYLLABISample SyllabusIntroduction to Criminology16-Week CourseCOURSE INFORMATIONCourse Number:Class Meeting Times:Class Meeting Location:INSTRUCTOR INFORMATIONInstructor Name:Office Location:Office Hours:Telephone Number:E-mail Address:REQUIRED TEXTSchmalleger, Frank. 2021.Criminology Today(10th ed.). Upper Saddle River, NJ: Pearson.COURSE DESCRIPTIONThis course provides an introduction to the field of criminology, providing an overview of theissues involved in defining, measuring, and explaining crime. Students will learn about the fieldof criminology, examine general characteristics of crime and criminals, review early andcontemporary theories which attempt to explain criminal behavior, and discuss crime in themodern world.COURSE REQUIREMENTSExaminations:There will be three non-cumulative examinations, including both multiple choiceand true/false questions. Each examination will be worth 100 points and will contain 50 questions(each question will be worth two points). Examinations will cover materials presented in lecturesand the textbook.Make-up policy: [Insert here]Writing Assignments:Each chapter ofCriminology Todayincludes a number of Questions forReview and Questions for Reflection. You will select one question from each chapter and providea detailed written response. Each assignment will be worth 20 points.

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viiClass Participation:Participation in class is worth 50 points. Read and study the textbook beforeeach class and be prepared to ask and answer questions.GRADING SCALEThe following grading scale will be used to determine course grades:GRADEPERCENTPOINTSGRADEPERCENTPOINTSA93-100%C73-77%A–90-92%C–70-72%B+88-89%D+68-69%B83-87%D63-67%B–80-82%D–60-62%C+78-79%FBelow 60%Note to instructors:It is important to clearly describe the method you will use to assign gradesthat you describe clearly the method you will use to assign grades. If you use a percentage scale(as in the table above), be sure to include the minimum and maximum points required for eachgrade. If you use a curve to assign examination or final grades, include information on this aswell. If you provide opportunities for extra credit, these should be clearly stated in the syllabus.POLICIES AND PROCEDURESThis section should include university policies on issues such as academic integrity and sexualharassment as well as your policies on issues such as attendance, make-up examinations, missedassignments, classroom behavior, and so on.CLASS SCHEDULEWEEKTOPIC(S)CHAPTERASSIGNMENT1What is Criminology?/Where Do Theories ComeFrom?Chapters 1-22Classical and Neoclassical ThoughtChapter 33Early Biological Perspectives on Criminal BehaviorChapter 44Biosocial and Other Contemporary PerspectivesChapter 55EXAM 1Covers material inchapters 1-56Psychological and Psychiatric Foundations ofCriminal BehaviorChapter 67Social Structure TheoriesChapter 78Theories of Social Process and Social DevelopmentChapter 8

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viii9Social Conflict TheoriesChapter 910EXAM 2Covers material inchapters 6-911Criminal VictimizationChapter 1012Crimes against PersonsChapter 1113Crimes against PropertyChapter 1214White-Collar and Organized Crime/Drug and SexCrimesChapters 13-1415Technology and Crime/Globalization and TerrorismChapters 15-1616EXAM 3Covers material inchapters 10-16

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ixSample SyllabusIntroduction to Criminology10-Week CourseCOURSE INFORMATIONCourse Number:Class Meeting Times:Class Meeting Location:INSTRUCTOR INFORMATIONInstructor Name:Office Location:Office Hours:Telephone Number:E-mail Address:REQUIRED TEXTSchmalleger, Frank. 2021.Criminology Today(10th ed.). Upper Saddle River, NJ: Pearson.COURSE DESCRIPTIONThis course provides an introduction to the field of criminology, providing an overview of theissues involved in defining, measuring, and explaining crime. Students will learn about the fieldof criminology, examine general characteristics of crime and criminals, review early andcontemporary theories which attempt to explain criminal behavior, and discuss crime in themodern world.COURSE REQUIREMENTSExaminations:There will be two cumulative examinations, including both multiple choice andtrue/false questions. Each examination will be worth 100 points and will contain 50 questions(each question will be worth two points). Examinations will cover materials presented in lecturesand the textbook.Make-up policy: [Insert here]Writing Assignments:Each chapter ofCriminology Todayincludes a number of Questions forReview and Questions for Reflection. You will select one question from each chapter and providea detailed written response. Each assignment will be worth 20 points.Class Participation:Participation in class is worth 50 points. Read and study the textbook beforeeach class and be prepared to ask and answer questions.

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xGRADING SCALEThe following grading scale will be used to determine course grades:GRADEPERCENTPOINTSGRADEPERCENTPOINTSA93-100%C73-77%A–90-92%C–70-72%B+88-89%D+68-69%B83-87%D63-67%B–80-82%D–60-62%C+78-79%FBelow 60%Note to instructors:It is important to clearly describe the method you will use to assign gradesthat you describe clearly the method you will use to assign grades. If you use a percentage scale(as in the table above), be sure to include the minimum and maximum points required for eachgrade. If you use a curve to assign examination or final grades, include information on this aswell. If you provide opportunities for extra credit, these should be clearly stated in the syllabus.POLICIES AND PROCEDURESThis section should include university policies on issues such as academic integrity and sexualharassment as well as your policies on issues such as attendance, make-up examinations, missedassignments, classroom behavior, and so on.COURSE SCHEDULEWEEKTOPIC(S)CHAPTERASSIGNMENT1What is Criminology?Where Do Theories Come From?Chapters 1-22Classical and Neoclassical ThoughtEarly Biological Perspectives on Criminal BehaviorChapters 3-43Biosocial and Other Contemporary PerspectivesPsychological and Psychiatric Foundations of CriminalBehaviorChapters 5-64Social Structure TheoriesTheories of Social Process and Social DevelopmentChapters 7-85Social Conflict TheoriesChapter 96EXAM 1 – covers chapters 1-9Criminal VictimizationChapters 107Crimes against PersonsCrimes against PropertyChapters 11-12

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xi8White-Collar and Organized CrimeDrug and Sex CrimesChapters 13-149Technology and CrimeGlobalization and TerrorismChapters 15-1610EXAM 2 – covers chapters 10-16

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1Chapter 1What Is Criminology?Understanding Crime and CriminalsCHAPTER OVERVIEWChapter 1 introduces the textbook and to the field of criminology. Crime can be defined in avariety of ways; the four main definitional perspectives see crime from the legalistic, political,sociological, and psychological viewpoints. The text uses a legalistic approach, which sees crimeas “human conduct in violation of the criminal laws of a state, the federal government, or a localjurisdiction that has the power to make such laws.” This approach does have some limitations,however, some of which may be addressed by the other perspectives on crime.Many crimes are forms of deviant behavior, human activity that violates social norms;however, not all crimes are deviant and not all deviant behavior is criminal. There is also asignificant difference between whatiscrime and whatshould becriminal. The consensusperspective holds that a law should be enacted to criminalize a certain behavior when themembers of a society generally agree that such a law is necessary. However, in a multiculturalsociety, consensus may be difficult to achieve. The diversity of society is recognized in thepluralist perspective, which suggests that behaviors typically are criminalized through a politicalprocess after debate over the appropriate course of action.The field of criminology itself is discussed in detail, with various definitions considered.While criminology is primarily a social science, it is interdisciplinary. It contributes to, andoverlaps, the field of criminal justice. A criminologist is one who studies crime, criminals, andcriminal behavior; the term applies primarily to academics, researchers, and policy analysts withadvanced degrees who are involved in the study of crime and crime trends and in the analysis ofsocietal reactions to crime. Criminalists collect and examine physical evidence of crimes, whilecriminal justice professionals do the daily work of the criminal justice system. There are manyprofessional opportunities for individuals with degrees in criminology.One subfield is theoretical criminology, which posits explanations for criminal behavior.There are many different theories of crime. General theories attempt to explain all (or most)forms of criminal conduct through a single overarching approach. An integrated theory does notnecessarily attempt to explain all criminality but merges concepts drawn from different sources.Evidence-based criminology or knowledge-based criminology involves the use of rigorousscientific techniques to develop knowledge in the field of criminology. It is focusing on thecreation of a body of scientific evidence that is applicable to modern social problems andrealities.Criminological theorizing has as its ultimate goal the development of meaningful socialpolicies based on scientific evidence. Translational criminology involves translatingcriminological research results into workable social policy. Translating research into practice isoften difficult, even with solid evidence to support policy innovations. For example, despitewidespread concern among professional groups about the effect of the media on teenage violence,policymakers have been reluctant to curtail the production of violent media. Essentially there is aconflict between crime reduction policies and the profit motives of media vendors.The social policy theme of the text is presented through a contrast of the two mainperspectives popular in today’s society: the social problems perspective and the individual

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2responsibility perspective. Recently the individual responsibility perspective has had a substantialinfluence on national crime control policy.Crime does not occur in a vacuum; every crime has a unique set of causes, consequences, andparticipants. Crime is seen as a social event rather than an isolated individual activity. Thecriminal event is the result of the coming together of inputs provided by the offender, the criminaljustice system, the victim, and the general public (society). Background and foreground featuresor inputs provided by each contributor are discussed. In addition, each crime has consequences,or outputs, which affect not only the victim and offender but also society and the criminal justicesystem. These consequences may be immediate or more long-term.The text recognizes the primacy of sociology: the belief that the primary perspective fromwhich many contemporary criminologists operate is a sociological one. However, not allcriminologists agree with this perspective and new and emerging perspectives are beingdeveloped.LEARNING OUTCOMESAfter reading this chapter, students should be able to answer the following questions:1.What is crime? What is the definition of crime that the author of this text has chosen to use?2.What is deviance? How are crime and deviance similar? How do they differ?3.Who decides what should be criminal? How are such decisions made?4.What is criminology? What are its many roots?5.What do criminologists do?6.What is evidence-based criminology? How does it complement theoretical criminology?7.How does criminology, and especially criminological research, influence social policy? Whatis translational criminology?8.What is the theme of this chapter? Upon what two contrasting viewpoints does it build?9.What is the social context of crime? What are crime’s consequences?10. What social science has traditionally provided a central theoretical basis for criminology?Why?CHAPTER OUTLINEI.Introduction•Ask students to write down three ideas they immediately think of when they hear thetermcrime. Have them read out their responses and lead a discussion about the diversityof the responses.•Many people accept the fictional (or fictionalized) view of crime that is presented by themedia in crime-related entertainment (not only primetime television programs but alsoreality programs, news programs, and newspaper content). Explain that the needs of themedia often influence or distort the images and information; the mass media often focuson unusual circumstances rather than presenting more typical images of crime.•Ask students if they regularly watch any of today’s numerous crime-related televisionshows. Then lead a discussion comparing the reality of crime and criminal justice withthe media representation.•Ask students whether a random act of violence has recently occurred in their community.You can also ask about an event they might have heard about recently on the news or

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3read about on the Web. Ask them to discuss their initial response, and ask whether theyare concerned about possibly becoming a victim of such random violence.•Lead a class discussion as to why there is so much public interest (as evidenced by all thecrime shows on television) in crime and justice.II.What Is Crime?•Crime covers a limited number of wrongs. Explain that, because crime is concerned withthe social control of wrongs, crime is fundamentally an issue of morality.•Lead a class discussion as to whether crime and wrongdoing are the same.•Ask students to define the four perspectives on crime that this text discusses and toidentify ways in which each aligns with the democratic principles of our society.•Explain why the legalistic approach dominates this text as well as most thinking onissues about crime. Inform students that an emphasis on the legal definition of crime canlimit the development of theory and crime-related policy.•Point out that there can be no crime unless defined by law. Lead a class discussion as towhether there can still be harm.•Divide the class into four groups. Assign each one of the four perspectives on crime asdiscussed in the text. Lead a debate in which each group defends their assignedperspective.III. Crime and Deviance•Explain that deviance is a broad area whose boundaries include much crime but alsoextend beyond crime and include many legal behaviors as well. One example that maybe used is clothing. Some people say that wearing hoodies or sagging pants are fashionstatements, while others say that wearing such clothing paints the wearer in a negativelight.•Ask students to create a list of behaviors they consider deviant. Emphasize thesimilarities and differences in the student responses. Discuss which of the behaviors arecrimes and which are not.•Explain that what is considered deviant for one group may not be so for another group.Identify a social group and discuss how its “normal” behavior may be considered deviantby another group.•Explain that “youth” is not the only status that determines the criminality of a behavior.Review other behaviors that the law has distinguished by status (e.g., outlawing theownership of firearms by convicted felons; laws that prohibit members of one genderfrom using public bathrooms intended for the other gender).IV. What Should Be Criminal?•Ask students to come up with examples that show how the question “What is crime?”differs from the question “What should be criminal?”•Point out that not everyone agrees about what is moral or immoral; nor do they agreeabout what should be legal or illegal – and laws vary from one place to another. Ask theclass to identify forms of behavior that are illegal in some jurisdictions (or states) but notin others.•Compare the consensus and pluralist perspectives and explain how both are consistentwith a democratic system of criminal justice.

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4•Ask the class to discuss why it is easier for members of our society to reach a consensusabout right and wrong on some behaviors than it is on others.•Demonstrate the complexity of the consensus and pluralist perspectives on crime byillustrating that there can be a general social consensus that the act of murder is wrongbut, at the same time, there may be disagreement over thekindsof acts that make onecriminally liable for the killing of a human being. Euthanasia might serve as an example.•Ask the class if all laws should be enforced all the time. Are there situations in which thepolice should focus on the spirit rather than the letter of the law?V.What Is Criminology?•Ask students to write down their concept of criminology. Discuss the responses with theclass.A.Defining “Criminology”•Discuss Edwin Sutherland’s definition of criminology and compare it to thedefinition used by the text.B.The Interdisciplinary Nature of Criminology•Compare criminology and criminal justice. Explain how they overlap and how theydiffer.•If criminology as a field of study is so interdisciplinary, why has it been so difficultfor criminologists to successfully develop a fully integrated explanation for diversetypes of criminal behavior?•If it is relevant, identify members of the faculty who have degrees in fields other thancriminology and/or criminal justice. Consider identifying seminal criminologistswhose doctoral degrees are in other fields.VI. What Do Criminologists Do?•Stress the differences among a criminologist, a criminalist, and a criminal justiceprofessional.•Consider sharing with the class how you first became interested in criminology. Youmay also want to share your current research and writing activities with your students, ifappropriate.•Ask students about their possible interest in a career in criminology, and ask why theymight want to pursue this occupation. Ask if any are currently working in criminaljustice and what their future career goals might be.A.Theoretical Criminology•Explain that theoretical criminology is only one subfield within criminology and thatthere are many other areas in which criminologists may specialize.•Explain the difference between general and integrated theories and discuss whyintegrated theories are so challenging to develop.VII. Evidence-Based Criminology•Explain that “evidence” does not refer to the evidence used in criminal investigations.•Discuss what it means to say that criminology is built on a social scientific approach.VIII. Criminology and Evidence-Based Social Policy•Discuss why it is often difficult to translate research into policy and emphasize thateffective crime-control policies must be directly linked to explanations of crime.

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5•Discuss the ways in which crime and crime control have become increasingly politicized.•Ask students to discuss how violence in the media might influence actual occurrences ofviolence.•Ask students to discuss why it is often so difficult to persuade policy makers to linkpolicy to research findings. Have them consider what criminologists might do to helpensure policy makers consider criminological research findings when developing soundsocial policies.•Have students discuss why reactions to crime are important and why it might beimportant to change how people think about the criminal justice system or the crimeproblem.•Go to YouTube and watch the video, “Translational Criminology: A Message From TheDirector”•Watch the video, “How Researcher-Practitioner Partnerships Are Redefining How WeStudy Crime” on YouTube. This video includes the introductory remarks by John Laubat the opening plenary of the 2012 National Institute of Justice Conference.IX. The Theme of This Text•Discuss the assumptions inherent in each of the two perspectives on crime. Emphasizethat these perspectives are not necessarily contrasting or mutually exclusive.•Discuss the ways in which a public-health approach to crime is more closely alignedwith crime prevent rather than crime fighting.•Lead a class discussion as to whether crime is primarily a public-health issue or acriminal justice issue.•Ask students to discuss whether a responsible society has the right to punish individualswho violate the law if that society allows the existence of social problems that maycontribute to crime.•Ask students to write about which perspective they prefer and to provide reasons tosupport their choice. Discuss their responses in class.A.Individual Responsibility and the LawX.The Social Context of CrimeA.Making Sense of Crime: The Causes and Consequences of the Criminal Event•Ask students to write about which perspective they prefer and to provide reasons tosupport their choice. Discuss their responses in class.•Discuss what the author of the textbook means by saying that “criminal activity isdiversely created and variously interpreted.”•Ask students to discuss how the concept of social relativity fits with the twoperspectives that guide this textbook.B.Crime and the Offender•Discuss the various background and foreground contributions made by offenders andhow these may affect our interpretation of the crime event.C.Crime and the Criminal Justice System•Ask students to discuss whether they agree that the criminal justice system maycontribute to crime.

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6•Discuss various ways in which the criminal justice system can contribute to acriminal event or reduce the amount of crime.D.Crime and the Victim•Emphasize that saying that the victim plays a part in the social construction of crimeis not the same thing as victim blaming.•Ask students to identify ways in which a victim might contribute to the occurrence ofa crime event. Have them discuss whether the victim should be seen as responsiblefor the crime and how this could affect social views of the offender’s guilt orinnocence.E.Crime and Society•Ask students what is involved in viewing crime as a social event and what such aview might add to our understanding of crime.•Lead a discussion as to why the fear of random violence as increased. Ask studentshow this increased awareness and fear of random violence affects people.•Ask students to consider how media reports of criminal events present theperspectives of the offender, the victim, the criminal justice system, and society.Discuss whether it is important for the media to present all perspectives equally.F.The Consequences of CrimeXI. The Primacy of Sociology?•Explain to students that many of the theorists they will study in the textbook are primarybased in sociology or have been influenced by the writings of sociologists. EmileDurkheim is a good example of the latter because his work on modern society and socialchange has influenced several different criminological theories.•Point out that although sociology is the primary perspective upon which criminologytraditionally has been based, many other disciplines make important contributions aswell.LIST OF CHANGES/TRANSITION GUIDE•A discussion of undocumented residents and federal immigration policy is now included.•A discussion of sanctuary cities is used to illustrate varying perspectives on crime anddeviance.•Marijuana laws are also offered as an example of varying perspectives on crime anddeviance, and updates are provided on the legal status of marijuana in various jurisdictions.•The discussion on the interdisciplinary nature of criminology has been updated, and thesection on individual responsibility and the law has been expanded.ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIESAdditional Lecture TopicsThe Impact of the Mass Media on Crime.The mass media includes not only television newsbut also television reality programs, non-reality-based television programs, movies, radio news,and newspapers. This lecture segment could include:

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