Norms Presentation Slides Defining the Normal
Deconstructing Social Norms & Cultural Relativity
Lesson 01 | Sociology & Civics
The Global Lens
Case Study: Hook
Is this behavior legal or illegal in the current context?
Chewing gum in Singapore.
Homeschooling in Germany.
Reincarnating without permission in China.
Feeding pigeons in Venice, Italy.
Cultural Relativity
"Deviance is not a quality of the act the person commits, but rather a consequence of the application by others of rules and sanctions to an 'offender'."
— Howard Becker
What is Deviance?
Statistical
Behavior that is simply rare . Being 7 feet tall or having a PhD is statistically deviant, but not socially deviant.
Social
Behavior that violates social norms . It elicits a negative reaction from others in the group.
Legal
Deviance that has been codified . Rules enforced by a formal government body with specific penalties.
The Spectrum of Norms
Folkways
Everyday customs. Violation results in minor confusion or mild social discomfort.
Example: Facing the back in an elevator.
Mores
Norms with moral significance. Violation is seen as "wrong" or "bad" for society.
Example: Lying to a friend for personal gain.
Taboos
Deeply held norms. Violation is repulsive or unthinkable to the group.
Example: Cannibalism.
The Law Codified norms enforced by the state. Can be folkways, mores, or taboos.
Seminar Question
If deviance is culturally relative, can there ever be a universal standard of "right" and "wrong" behavior in a global society?
Team A
Argue for Universalism: Some acts are objectively harmful regardless of culture.
Team B
Argue for Relativity: Morality is a construct designed to maintain specific social orders.
Spectrum of Deviance Worksheet The Spectrum of Deviance
Sociology & Civics | Unit: The Deviance Dossier
Name:
Date:
1
Categorizing Social Norms
For each behavior listed below, identify which category of norm it primarily violates (Folkway , More , Taboo , or Law ). Then, briefly explain the likely sanction (social reaction) the deviant would face.
Cutting to the front of a long movie theater line.
Plagiarizing a major research paper to get into college.
Eating a meal with your hands in a formal fine-dining restaurant.
Vandalizing a local war memorial with graffiti.
Behavior Primary Norm Type Likely Sanction (Social or Legal)
2
The Relativity Matrix
Choose one behavior that is considered deviant in the United States but is normative (acceptable) in another culture or time period. Complete the matrix below.
Behavior Description
Geographic/Historical Context
US Reaction (Deviance)
Alternative Context Reaction (Normative)
3
Critical Reflection
Who has the power to decide when a "Folkway" (custom) becomes a "Law" (legal requirement)? Use one concrete example to support your answer.
Final Thought: Is a person truly "deviant" if they are following the norms of their own subculture, but violating the norms of the larger society?
Global Deviance Teacher Guide Teacher Reference: Global Deviance
Lesson 01: Defining the Normal | Discussion Guide
Teacher Only
Purpose of this Resource
This guide provides context for the "Legal or Illegal?" hook in the Lesson 1 Slides. Use these examples to facilitate a discussion on Cultural Relativity and how deviance is a social construct rather than an inherent quality of an action.
1. Chewing Gum in Singapore
Status: Strictly Controlled
The Facts: The import and sale of chewing gum has been illegal since 1992 (with exceptions for therapeutic gum). It was enacted to prevent gum-related damage to the public transit system.
Discussion Prompt:
"Is spitting gum on the sidewalk a violation of a folkway, a more, or a law in your community? Why did Singapore elevate this to a law?"
2. Homeschooling in Germany
Status: Illegal
The Facts: School attendance is mandatory in Germany (dating back to 1919). This is intended to ensure social integration and prevent the "parallel societies."
Discussion Prompt:
"In the US, homeschooling is a legal right. Why might Germany view this same act as socially deviant or dangerous to the state?"
3. Reincarnating without Permission (China)
Status: Illegal for High Lamas
The Facts: In 2007, China's State Administration for Religious Affairs passed a law requiring government approval for Buddhist monks to be reborn. This is primarily a political tool aimed at controlling the succession of the Dalai Lama.
Discussion Prompt:
"How can a government pass a law over a spiritual process? What does this tell us about the relationship between political power and the definition of 'deviant' behavior?"
4. Feeding Pigeons in Venice
Status: Illegal (Fine of up to €700)
The Facts: Since 2008, feeding birds in St. Mark's Square has been banned to protect the historical monuments from acidic bird droppings and to reduce the pigeon population.
Discussion Prompt:
"In many US parks, feeding birds is a peaceful 'norm.' When does an act transition from 'peaceful' to 'vandalism' in the eyes of the law?"
Key Takeaway for Students
Deviance is relative . There is no universal "bad" behavior. Instead, behavior is labeled deviant based on its impact on a specific society's values, resources, and power structures at a specific moment in time.
Labeling Theory Slides Constructing the Outsider
Labeling Theory & The Self-Fulfilling Prophecy
Lesson 02 | Howard Becker's Perspective
Labeling Theory
The Premise
Deviance is not what you do...
...it is how society reacts to what you do.
The Social Audience
People in power (police, teachers, parents) create the labels.
Once a label is applied, the person is seen through that lens permanently .
The Cycle of Deviance
1. Primary Deviance
The initial act of rule-breaking. It is often temporary, exploratory, and does not affect the person's self-concept yet.
Example: A teen tries a cigarette once to fit in.
2. Secondary Deviance
The behavior that results from the label. The person accepts the label and incorporates it into their identity.
Example: "Since everyone calls me a delinquent, I might as well act like one."
William Chambliss (1973)
A Study of Two Groups of High School Boys
The "Saints"
Upper-middle class families.
Constantly breaking rules (drinking, speeding, truancy).
Perceived as "good kids having fun."
The "Roughnecks"
Lower-class families.
Engaging in similar behaviors (theft, fighting).
Perceived as "dangerous delinquents."
Who was more likely to end up in the criminal justice system?
The Self-Fulfilling Prophecy
Process
Society labels an individual as deviant.
Others treat the individual according to that label.
The individual accepts the label.
The individual acts according to the label, reinforcing it.
Labeling Game Teacher Guide Facilitator Guide: The Labeling Game
Lesson 02: Constructing the Outsider | Simulation
Teacher Resource
Objective
To demonstrate how social labels influence behavior and perception, even when the labels are arbitrary. This simulation serves as the "Hook" for the lesson on Labeling Theory.
Time
15-20 Min
Total Simulation
Preparation
Materials
Adhesive labels (post-its or name tags).
A simple collaborative task (e.g., building a card tower or sorting a list).
Labels to Write
"Natural Leader - Listen to me."
"Suspicious - Don't trust me."
"Helpless - Do everything for me."
"Expert - Ask my advice."
"Troublemaker - Ignore me."
The Procedure
1
The Blind Assignment: Select 5-6 volunteers. Place a label on each student's forehead (or back) so they cannot see their own label, but everyone else can.
2
The Task: Give the group 5 minutes to complete a task (e.g., "Rank these 10 items needed for survival on the moon").
3
The Interaction: Instruct the rest of the class to interact with the volunteers strictly according to their labels, without telling them what the label says.
The Debrief (Crucial)
For the Volunteers:
"What did you think your label was based on how others treated you?"
"How did the way people treated you change your willingness to participate?"
"Did you start to feel like the person your label said you were?"
For the Class:
"Was it easy or hard to ignore someone labeled 'Troublemaker' even if they had good ideas?"
"How did these labels create a hierarchy in the group automatically?"
Key Connection:
This activity mimics the Secondary Deviance cycle—labels create the very behaviors they predict.
Saints vs Roughnecks Case Study Case Study: Saints & Roughnecks
Unit: The Deviance Dossier | William Chambliss (1973)
Name:
Period:
The Context
William Chambliss studied two groups of high school boys for two years. Both groups engaged in similar amounts of delinquency (drinking, theft, truancy). However, the Saints (8 boys, upper-middle class) were seen as "headed for success," while the Roughnecks (6 boys, lower class) were seen as "headed for trouble."
1
Analysis of the Labels
Factor The Saints The Roughnecks Visibility Often skipped school in cars, went to other towns to hide behavior. Hung out on local street corners; behavior was highly visible to neighbors/police. Demeanor Apologetic and polite when caught; showed "remorse." Hostile and defiant toward authority; "tough" persona. Community Bias
|
2
The Self-Fulfilling Prophecy
Nearly all the "Saints" went on to college and professional careers. Several "Roughnecks" ended up in prison or low-paying jobs. Based on Chambliss's findings, answer the following:
How did the community's label affect the access to resources for each group?
How did the label influence the self-image of the Roughnecks over time?
3
Applying to the Legal System
In a court of law, defendants are supposedly "equal." However, how might demeanor (the way a person acts/dresses) and social class act as "labels" that influence a jury's perception of guilt or potential for rehabilitation?
Sanctions Slides Rules of Engagement
Informal vs. Formal Sanctions
Lesson 03 | Mechanisms of Social Control
Social Control
Definition
The techniques and strategies for preventing deviant human behavior in any society.
The Tool
Sanctions
Rewards or punishments used to enforce conformity to norms.
The Goal
Conformity
Going along with peers—individuals of our own status who have no special right to direct our behavior.
Types of Sanctions
Informal
Spontaneous expressions of approval or disapproval given by an individual or a group.
Smiles, praise, inclusion.
Frowns, gossip, exclusion, "canceling."
Formal
Rewards or punishments given by a formal organization or regulatory agency.
Graduation, pay raises, medals.
Fines, prison, expulsion.
The Power of the Crowd
Is "Canceling" an Informal or Formal Sanction?
In the digital age, informal sanctions (shaming, boycotting) can be as powerful—or more powerful—than formal legal sanctions.
"The internet never forgets. A person can be 'punished' forever for a mistake made in 30 seconds."
Discussion Questions:
Should there be a "right to be forgotten" in the law?
When does social pressure cross the line into harassment?
Does cancel culture act as a necessary form of justice when the law fails?
Where does the Law begin?
Societies often turn informal mores into formal laws when the behavior is perceived to cause objective harm or threaten the stability of the state.
Informal End
"Don't be rude to your neighbors."
Formal Start
"Assault and Battery is a Felony."
Informal vs Formal Justice Sheet Comparison: Informal vs. Formal Justice
Case Study: "Cancel Culture" and the Criminal Court
Name:
Date:
Informal: Social Pressure
"Justice" delivered by peers through exclusion, shaming, or boycotting. Often viral and decentralized.
Formal: Legal Sanctions
"Justice" delivered by the state through due process, laws, and standardized penalties.
1
System Comparison
Criteria The "Cancel" (Informal) The "Court" (Formal) Speed of Sanction
|
| Standard of Proof |
| "Beyond a reasonable doubt." |
| Opportunity for Defense |
|
|
| Duration of Penalty |
|
|
2
Critical Evaluation
Scenario: A person is filmed making a racist comment in a coffee shop. The video goes viral. They lose their job and receive death threats, but no laws were broken.
Is this system of informal sanctioning more effective or more dangerous than the legal system? Explain your reasoning.
When should an informal norm become a formal law? What is the "tipping point"?
Plot Twists Exit Ticket Exit Ticket
Drawing the Line
Lesson 03: Informal vs. Formal Sanctions
1. Define "Formal Sanction" in your own words:
2. Why might a society prefer informal social control over formal laws for minor deviance?
3. The Essential Question:
Can the legal system (Formal) ever truly catch up to the speed of the internet (Informal)? Why or why not?
NAME: __________________________ DATE: __________________________
Evolution of Law Slides The Shifting Sand
The Evolution of Deviance & Law
Lesson 04 | Sociological & Legal History
Dynamic Definitions
The Core Concept
What we call "crime" or "deviance" today might be considered normal or heroic tomorrow.
The Two-Way Street:
Criminalization: Normative → Deviant → IllegalDecriminalization: Illegal → Deviant → Normative
Evolution
Society's values change, and the legal code eventually follows.
Catalysts
Technology, economy, and activists ("moral entrepreneurs") drive these shifts.
Case Study: The 18th Amendment
Before (1910s)
Alcohol use was normative but seen by "moral entrepreneurs" (Temperance Movement) as the root of all social deviance (poverty, violence).
Criminalization (1920)
The 18th Amendment makes the sale/transport of alcohol illegal. Society tries to force a moral norm into a formal law.
Result: Rise of organized crime and "secondary deviance."
After (1933)
21st Amendment repeals Prohibition. The law reverts to match the social reality: alcohol is normative again.
What moves the needle?
1. Moral Entrepreneurs
Individuals or groups who lead a "moral crusade" to change the law (e.g., MADD, Suffragettes).
2. Technological Shifts
New tech creates new deviance (e.g., Cyberbullying, Digital Privacy) or renders old laws obsolete.
3. Economic Pressure
Societies decriminalize acts when they become too expensive to police (e.g., modern drug policy shifts).
4. Scientific Knowledge
Shifts in psychology or medicine (e.g., viewing addiction as a disease rather than a crime).
Workshop Phase
You will now choose one behavior that has shifted in status (e.g., smoking in public, women's suffrage, interracial marriage, same-sex marriage) and trace its journey from Deviant to Normative (or vice versa).
Use your "Historical Deviance Organizer" to map the catalysts.
Historical Deviance Research Organizer The Deviance Timeline
Mapping the Evolution of Social Norms & Laws
Name:
Date:
1
Topic Selection
Choose one behavior that has shifted significantly in social or legal status:
Prohibition/Alcohol
Women's Suffrage
Marijuana Legalization
Same-Sex Marriage
Smoking in Public
Other: ___________
My Topic:
2
The Timeline of Change
Era 1: Original Status
(Describe the behavior's status in the past—was it a folkway, more, or law?)
The Catalyst
(What happened? Who led the change? Was there a new technology or crisis?)
Era 2: Current Status
(What is the status today? How do we label someone who does this now?)
3
Causal Analysis
The Moral Entrepreneurs
Which individuals or interest groups fought to redefine this behavior?
The Legal Result
What specific laws or Supreme Court cases codified this shift?
Synthesis for Seminar:
"Based on your research, do you think the law leads social change, or social change leads the law?"
The Deviance Seminar Slides Policing the Boundaries
Contemporary Deviance Seminar
Lesson 05 | Capstone Discussion
The Durkheim Paradox
Theoretical Hook
"Crime is normal... a society exempt from it is utterly impossible."
The Purpose
Deviance clarifies our moral boundaries . When we punish a deviant, we remind everyone else of the rules.
The Evolution
Deviance is a catalyst for social change . Yesterday's "criminal" is often tomorrow's "hero."
The Central Debate
Socratic Question
"Should the legal system enforce specific moral norms (victimless crimes), or should the law strictly address objective physical or economic harm?"
Consider:
Drug decriminalization
Digital privacy & surveillance
Assisted dying laws
Keywords:
Labeling Theory
Formal vs. Informal Sanctions
Cultural Relativity
Seminar Protocol
Listen Actively
Refer to your peers by name and build upon their ideas using "Yes, and..." or "I disagree because..."
Use Evidence
Cite Howard Becker, the Chambliss study, or your historical research during the discussion.
Ask Questions
The goal is not to "win," but to deeper our collective understanding of deviance.
The Big Picture
"Deviance is the boundary between what we are and what we want to become."
Final Reflection Prompt:
Is criminality a reflection of objective harm or shifting social power ?
The Deviance Seminar Prep Sheet Seminar Prep: Policing the Boundaries
Capstone Discussion | Analyzing Deviance & Legal Neutrality
Name:
Date:
1
The Durkheim Theory
"Imagine a society of saints, a perfect cloister of exemplary individuals. Crimes, properly so called, will there be unknown; but faults which appear venial to the layman will create there the same scandal..." — Emile Durkheim
What is Durkheim arguing about the "necessity" of deviance? Can a society ever be truly "deviance-free"?
2
Developing Your Argument
The Seminar Question:
Should the law enforce moral norms (e.g., punishing "victimless crimes") or stay neutral?
Evidence for "Moral Enforcement"
(Why might a society want to punish even victimless crimes to maintain its boundaries?)
Evidence for "Legal Neutrality"
(Why might the law staying neutral reduce the impact of "Labeling" or "Secondary Deviance"?)
3
Seminar Contributions
Draft two open-ended questions you would like to ask your peers during the seminar:
Q1:
Q2:
Deviance Seminar Teacher Guide Facilitator Guide: The Deviance Seminar
Capstone Discussion Facilitation & Assessment
Teacher Resource
Facilitation Tips
The "Outer Circle":
If your class is large, use a "Fishbowl" style. The inner circle discusses for 15 minutes while the outer circle takes notes, then they swap. Only inner circle members may speak.
The "Toss":
If the discussion stalls, use a follow-up prompt: "How would Howard Becker's Labeling Theory view the 'victimless crime' we are discussing?"
A
Seminar Assessment Rubric
Criteria Exemplary (4) Proficient (3) Emerging (2) Use of Evidence Cites specific theorists (Durkheim, Becker) or studies (Chambliss) 3+ times. Refers to lesson concepts (norms, sanctions) 1-2 times. States opinion without referencing unit material. Collaboration Actively builds on or respectfully challenges peer ideas using names. Responds to others but mostly focuses on own point. Interrupts or dominates the conversation. Critical Thinking Synthesizes sociology (norms) with civics (law) in original ways. Explains the connection between norms and laws clearly. Focuses on surface-level definitions only.
B
Discussion Prompt Bank
"If deviance is 'normal' as Durkheim says, are we wasting our time trying to eliminate crime?"
"Does the existence of 'victimless crimes' (like gambling or drug use) prove that laws are just about social control rather than safety?"
"How do formal sanctions (prison) potentially create more deviance through labeling?"
End of Sequence: The Deviance Dossier
