Active learning ideas
Biological and Physiological Theories of criminality explore the idea that some individuals are 'born criminals' or have physical predispositions toward offending. This topic covers historical theories like Lombroso's 'atavistic form' and Sheldon's somatotypes, as well as modern research into genetics (the XYY syndrome), brain structure, and neurochemistry. Students must evaluate these deterministic views against social and environmental factors, meeting WJEC AC2.1 and AC3.1 standards.
Activity 01
Display posters of Lombroso, Sheldon, and modern genetic studies. Students move around with an evaluation sheet, noting one strength and one major criticism for each theory based on their pre-reading.
Can genetics predispose an individual to criminal behaviour?
Activity 02
Provide students with a summary of the 'MAOA gene' research. Half the class argues that genetic predispositions should be a mitigating factor in sentencing, while the other half argues that individuals must remain responsible for their actions.
How do physiological theories explain aggression?
Activity 03
In small groups, students look at simplified diagrams of a 'normal' brain vs. an 'offender' brain (focusing on the prefrontal cortex). They must explain how these physical differences might lead to specific criminal behaviours like impulsivity.
What are the limitations of biological explanations of crime?
A few notes on teaching this unit
Watch Out for These Misconceptions
There is a single 'crime gene' that makes people commit offences.
Criminality is a complex behaviour, and while genetics may influence traits like impulsivity, there is no single gene for crime. Using a 'nature vs. nurture' spectrum activity helps students see that genes interact with the environment.
Biological theories are 'scientific' and therefore more accurate than sociological ones.
Early biological theories were often based on flawed data and prejudice. Even modern studies show correlation, not necessarily causation. A gallery walk focusing on criticisms helps students maintain a critical perspective on 'scientific' claims.
Methods used in this brief
The Social Construction of Crime
Exploring the distinction between crime and deviance, and how definitions of criminality change across different cultures and historical periods. Students will debate the fluid nature of the law.
8 methodologies
Psychological Explanations of Criminality
Examining individualistic theories of crime, including psychodynamic approaches, social learning theory, and personality traits. Students will apply these theories to real-world criminal profiles.
8 methodologies
Sociological Perspectives on Crime
Analysing how social structures, inequalities, and labelling contribute to crime rates. Students will compare Marxist, functionalist, and interactionist views on the criminal justice system.
8 methodologies