Course Code: CRI 173

Course Title: Comparative Models in Policing

Teacher's Guide: Module #1

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: ______________

Lesson title: Theories of Comparative Policing Materials: Ballpen & Activity

Sheets
Learning Targets:
At the end of this module, you should be able to: References:
1. Distinguish the different theories of comparative policing; and http://what-when-how.com/police-
2. Recognize the different theories of comparative policing science/theories-of-policing-police/
147020081-91515373-
Comparative-Police-System-
Reviewer

A. LESSON PREVIEW/REVIEW
Introduction (2 mins)
Welcome class to the Comparative Models in Policing. Let’s start this semester with a smile on our face
despite our current situation due to the pandemic crisis (COVID19) and let us all embrace the new normal set
up of the society. Don’t forget to also read out the syllabus and grading computation of this subject. For today's
topic we will have the theories of comparative policing. In this lesson we will distinguish the different theories of
comparative policing and we will be recognized also one by one the different theories behind comparative
policing. Are you ready for our fun activity learning today? So, let’s get started.

B.MAIN LESSON

Activity 2: Content Notes (20 mins)

Instructions: Read and understand the topics below and after that you
have to answer the questions that follow. Write it on the space provided.

Theories of policing, largely comparative in nature, seek to

explain why policing systems differ widely in their organization,
the powers and authority granted them, the roles and tasks they are
entrusted with, the occupational cultures that characterize their
work, their interactions with civic society and the state, the quality
and effectiveness of their work, the extent of entanglements in the
political life of their societies, and their capacity to shape the
dominant ideologies of policing that, in turn, define for themselves
and for society what constitutes good policing. In addition, as an
underlying subtext, theories include a normative element by linking
the basic purposes and historical developments of policing to
hegemonic notions of social control and social order and ideologies
of justice in a society.
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 Course Code: CRI 173
Course Title: Comparative Models in Policing
Teacher's Guide: Module #1

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: ______________

THEORIES OF COMPARATIVE POLICING

According to Scheider (2001), the various theories that exist with empirical
support are the following theories of comparative Criminology:

1. Alertness to crime theory is that as a nation
develops, people’s alertness to crime is heightened,
so they report more crime to police and also demand
the police become more effective at solving crime
problems.
2. Economic or migration theory is that crime
everywhere is the result of unrestrained migration
and overpopulation in urban areas such as ghettos
and slums.

3. Opportunity theory is that along with higher 4. Demographic theory is based on the event of when
standards of living, victims become more careless a greater number of children are being born, because
of their belongings, and opportunities for as these baby booms grow up, delinquent subcultures
committing crime multiply. develop out of the adolescent identity crisis.

5. Deprivation theory holds that 7. Theory of anomie and synomie

progress comes along with rising
expectations, and people at the
bottom develop unrealistic
expectations while people at the top
don’t see themselves rising fast
enough.
6. Modernization
(the latter being a term referring to
theory sees the problem
social cohesion on values), suggests
as society becoming too
that progressive lifestyle and norms
complex.
result in the disintegration of older
norms that once held people together
(anomie).

Activity 3: Skill-building Activities (25 minutes +2 mins checking)

This is a self-assessment; you have to answer the question

honestly. After that check your answer against the Key to Corrections
found at the end of the SAS. Write your score on the space provided.

3. 1 TRUE or FALSE. Write the word “TRUE” if the statement is correct and write “FALSE” if the
statement is incorrect. Write your answer before the number.

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 Course Code: CRI 173
Course Title: Comparative Models in Policing
Teacher's Guide: Module #1

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: ______________

_________________1. Demographic theory is that as a nation develops, people’s alertness to crime is

heightened.
_________________2. Economic or migration theory is that crime everywhere is the result of restrained
migration and over population in urban areas such as ghettos and slums.
_________________3. Opportunity theory is that along without higher standards of living, victims become
more careless of their belongings, and opportunities for committing crime multiply.
_________________4. Alertness to crime theory is based on the event of when a greater number of children
are being born, because as these baby booms grow up, delinquent subcultures develop out of the adolescent
identity crisis.
__________________5. Modernization theory sees the problem as society becoming too complex.

3.2 What do you think is the most common theory of comparative policing that surpass in the society. Limit
your answer up to three (3) sentences only. Write on the space provided. (5 points)
Score: ___/5

Answer:

Activity 5: Check for Understanding (5 mins)

This is a self-assessment; you have to answer these questions

honestly. After that check your answers against Key to Corrections found
at the end of the SAS. Write your score on your paper.

5.1. Fill-in the spaces. Based on your own words, kindly give a brief definition in each theory of comparative
policing. Write your answer on the space provided.

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 Course Code: CRI 173
Course Title: Comparative Models in Policing
Teacher's Guide: Module #1

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: ______________

Theory of discussion
comparative policing
1. Alertness to crime theory

2. Economic or migration theory

3. Opportunity theory

4. Demographic theory

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 Course Code: CRI 173
Course Title: Comparative Models in Policing
Teacher's Guide: Module #1

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: ______________

5. Deprivation theory

6. Modernization theory

7. Theory of Synomie and Anomie

Activity 6: Thinking About Learning (5 mins)

Work Tracker
You are done with this session! Let`s track your progress. Shade the
session number you just completed. You mark your place in the
work tracker which is simply a visual to help you to track how much
work you have accomplished and how much work there is left to do.

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 Course Code: CRI 173
Course Title: Comparative Models in Policing
Teacher's Guide: Module #1

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: ______________

Q1. What is the purpose of the police?

Suggested Answer: Police, body of officers representing the civil authority of government. Police typically are
responsible for maintaining public order and safety, enforcing the law, and preventing, detecting, and
investigating criminal activities. These functions are known as policing.

Q2. Why is community policing so important?

Suggested Answer: Community Policing brings police and citizens together to prevent crime and solve
neighborhood problems. Community policing means police become part of the neighborhood. This helps police
get a better sense of resident's needs and helps residents to develop greater trust in the police.

KEY TO CORRECTIONS
Rubrics on Activity 1 Rate
Complete answer without erasure 10 (Perfect Score)
Complete answer with erasure 5
Incomplete answers (leaving items blank or without answer) 0

Answer on Activity 3.1

TRUE OR FALSE
1. False
2. False
3. False
4. False
5. True

Rubrics on Activity 3.2 Rate

Answered completely with 3 sentences 5 (Perfect Score)
Answered completely with 2 sentences 3
Answered completely with 1 sentences 2
No answer at all 0

Rubrics on Activity 5.1 Rate

Organization of thoughts 5
Grammar 3
Readability 1
Cleanliness 1
Total: 10 (Perfect Score)

This document is the property of PHINMA EDUCATION

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 Course Code: CRI 173
Course Title: Comparative Models in Policing
Teacher's Guide: Module #1

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: ______________

This document is the property of PHINMA EDUCATION

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