The aim of this paper is to present dramatization in the form of a role-playing, as a teaching tool in sociology. We strived to examine the extent to which learning and teaching through role play is feasible and, to what extent such a pedagogical model contributes to the understanding of classical sociological concepts, such as the suicide theory according to Émile Durkheim. The paper is divided into several parts, but two, the biggest parts stand out: theoretical (didactic-pedagogical, sociological) and practical (methodological processing). In the theoretical part, we first explained the importance of teaching and learning sociology in third grade of high school, and then we presented teaching strategies, with an emphasis on the strategy of collaborative learning. This was followed by a theoretical exposition of the dramaturgical approach in teaching in general, and then its appearance in the teaching of sociology. The theoretical-sociological aspect of the work followed, where we made a connection between Erving Goffman's dramaturgical approach with the pedagogical variant used in teaching. At the end of the first part of the paper, the background of suicides according to Durkheim is explained in detail and the target audience for which the proposed methodological variant is intended, Generation Z. The practical part of the paper consists of a detailed description of each methodological stage, used methods and techniques within the methodical processing and an example of a practical dramatization.