Sociology: COMPstat and 21st Century Criminology
Grade Level:
11/12
Subject:
Sociology
Prepared By:
Overview- New ways of fighting crime developed in the early 1990’s with the advent of the Rudy
Giuliani Mayoral Campaign. The use of Broken Windows Theory to avoid Criminal Signalizing.
Targeting small infractions (misdemeanors) and other quality of life issues seemed to have a
trickledown effect on the larger crime rates. Murder rates dropped by 60% in 2 years. Times Square
and Grand Central Terminal became tourist attractions. New Companies returned to NYC and NYC
became one of the lowest crime rate cities in the United States. Sociologists and Criminologists
argue that there are other factors at play that determined this drop in crime.
Do Now:
What would be the best way to lower
the crime rate in the city of Newburgh?
I do: Notes on objectives
We do: Notes
They Do:
Exit Quiz
HW
L. Korpics 2015
Performance Standards Addressed
Analysis of Theories, Comparison of short term and longterm causes
and/or correlations for reduced crime rates.
Teacher Objectives
Student Guide
SWBAT: Analyze That changes in policing tactics
caused a reduction in crime in New York City in the
early 90’s
Discuss The Broken Windows Theory stated that
targeting the desolate and vandalized areas and
repairing the damage would attract a better
demographic.Describe COMPstat is a technological
tool to use behavioral sociological analysis to detect
crime before it happens, target needed resources
and save time, determine crimes before they
happen, use GPS and cameras to create a “non
signaling” environment to deter crime.
Notes:
Broken Windows Theory
Crime Theories:
-Labeling
-Anomie
How it may/may not lead to crime
COMPstat
Kitty Genovese Deconstructed Article –
how much did the journalist take liberties
with the truth giving NYC a less than
truthful reputation that led to a selffulfilling prophecy
SWBAT: Discuss Arguments against Broken
Windows Theory.
Look at raw data that shows reduced youth rate in
time period, Roe v Wade 20 years before reducing
unwanted children growing up in poverty, improved
economy, many jobs, removal of lead paint in
buildings which led to violence in youth 20 years
ago.
Summary:
Assessment: Quiz, Unit Exam, HW
Article Assignment FINAL EXAM and
CRIMINOLOGY RESEARCH PAPER
Using APA Format (See separate plan)
Materials Needed
 Article: Giuliani Cracks
Down on Crime
 COMPstat as a Policing
Tool
 Excerpt from
“Freakonomics”
 NY Times Article:
“Newburgh; Murder Capital
of New York State”
 Article: Broken Windows
Theory
 CLIP: Philip Zimbardo: an
Experiment in the South
Bronx on Criminal
Signaling –group think
 Kitty Genovese Syndrome:
Deconstructed Article.
Sociology: Crime Analysis Data Part II: Unit IV
2
Grade Level:
11/12
Subject:
Sociology
Overview- The use of data is a primary means of assessing the meaning of many sociological
issues. Discussion about possible causes and correlations of crime statistics will encourage
students to participate in critical thinking in groups to come to an agreement about the causes of
crime in their chosen region.
Do Now(s):




In a group of five (5), have each
member have one of each form
for analysis.
How could you use these statistics
for a longitudinal study?
What changes have you noticed in
the longterm changes in Florida
and how would you explain the
changes?
How could those Lexus
commercials shown around
Christmas trigger Anomie Theory?
Teacher Objectives
Prepared By:
L. Korpics 2015
Performance Standards Addressed. ASA: American Sociology
Association Pre-College Board Prototype for AP Sociology
Courses. NYU Sociology Curriculum
Understand the types of crimes, incidence of poverty and crime as a
connection and unreported crimes. Utliize Data as a learning tool in
criminology/sociology.
Student Guide
Materials Needed





SWBAT: Evaluate and analyze statistics to determine
possible correlations between certain demographics,
(poverty, race, socioeconomic), and the incidence of
reported crimes. Cooperate in groups to come to a
conclusion and summarize and present back to class their
findings. Understand: Strain Theory, Dysfunction Theory,
Anomie Theory, and others.
They Do:
CRIME: Causes and Correlations
In your group you will evaluate statistics
about crime, brainstorm reasons for this
data, write down your conclusions and
present back to the class.
I do: Handouts on Crime, Explanation of Statistics
Verification
(“What did we learn)
Theories: Labeling, Conflict, Differential Association,
Anomie, Dysfunction, Geographic.
We do: Analzye statistics, activity
Readings: Amish Unreported Crime
Activity: Crime Statistics:
In a group, students will analyze different
examples of crime statistics from a variety of
regions and time periods categorized from
murder/manslaughter, violent crime, rape,
burglary, property crime, etc Using the
handouts – they will brainstorm possible
correlations using each criminology theory
TEST: Culture, Deviance and Crime: Friday.
FIVE WEEKS: end
Text: “Sociology: HOLT.
Crime Stats:NY
Crime Stats: Florida
Crime Stats: U.S.
Crime Stats: Arizona