CJ 602: Law & Social Control Fall 2009 3.0 (Graduate)

Course Number & Title Semester/Year Credits

Dr. Gordon A. Crews Phone: 304.696.3083 (Voice Mail) Office: Smith Hall 740D

Associate Professor & Graduate DirectorEmail:

Class Hours, Days, & Room:T 4:00-6:20pm SH 416_

Office Hours & Days: Tuesday and Thursday (9:30 to 12:00pm) & Wednesday (9:00-12:00pm)

REQUIRED TEXTS/READINGS:

Oliver, W. M., & Hilgenberg, J. F., Jr. (2006). A history of crime and criminal justice in America.

Boston, MA: Allyn & Bacon/Longman.

Thistlethwaite, A., and Wooldredge, J. (2010). Forty studies that changed criminal justice: Explorations into history of criminal justice research. Upper Saddle River, NJ: Prentice Hall.

Other readings as assigned.

COURSE DESCRIPTION: An examination of the nature of law and crime with a view towards determining the nature of control of social behavior by the legal system.

Course Objectives: Upon completion of this course, the successful student will be able to:

  • Understand the criminal justice system from a historical perspective.
  • Examine the current issues and crimes by using historical lessons as a guide.
  • Evaluate the effectiveness of law as social control and alternately, social control as a mechanism for influencing the law.
  • Examine current social issues relative to social control, social justice, and law.
  • Develop and enhance critical thinking and analytic skills by dissecting our criminological roots.
  • Enhance professional presentation, facilitation, and communication skills.
  • Write analytically and critically at the graduate level using correct citation and reference styles.

DEPARTMENT OF CRIMINAL JUSTICE STUDENT LEARNING OUTCOMES

  1. Describe and apply basic criminal justice information and concepts
  2. Demonstrate critical thinking and problem solving skills relevant to criminal justice
  3. Use appropriate social science and/or legal research and skills and resources to complete original research in criminal justice
  4. Effectively communicate in both oral and written formats using discipline-appropriate vocabulary and dialogue
  5. Recognize and apply ethical principles of the discipline in regard to research, use of sources, collaboration with colleagues, and principled decision/policy making
  6. Successfully enter into discipline-appropriate employment as a professional in criminal justice or, if desired, continue education in graduate and/or law school
  7. Demonstrate comprehension of discipline-appropriate technology, including computer hardware and software

GRADING SCALE:A = 90 – 100B = 80 – 89C = 70 – 79D = 60 – 69F = 59 and below

EVALUATION OF LEARNER OBJECTIVES/COURSE REQUIREMENTS (Grades will be based on the following requirements):

Score Sheet
Requirement / Points / Your Score / Due Date
Mid Term / 200 / October 13, 2009
Final Exam / 200 / December 8, 2009
Crime & Social Issues Lectures (5x60) / 300 / As assigned in class
Critical Analysis/Essay/Discussions (5x60) / 300 / As assigned in class
Total Possible Points / 1000
Requirements
Requirement / Points / Description
Mid Term / 200 / A Mid Term will be given during regular class time on October 13, 2009. This exam will consist of questions generated from all materials presented/read/discussed from the first day of class through the Mid Term (generally short essays).
Final Exam / 200 / A Final Exam will be given during regular class time on December 8, 2009. This exam will consist of questions generated from all materials presented/read/discussed since the Mid Term. This exam is not expected to be cumulative unless a student did not take the Mid Term (generally short essays).
Crime & Social Issues Lectures (5x60) / 300 / See description and schedules below.
Critical Analysis/Essay/Discussions (5x60) / 300 / See description and schedules below.

COURSE OUTLINE: The below outline is subject to change to meet the needs of the class.

Course Schedule
Date / Topic / Chapters/Readings / Comments
August 25
Overview / Introduction to Course
Team and topic assignments
LECTURE: Where have we been and where are we going? / Chapter Readings
CH 1. Crime and Criminal Justice in a Historical Context.
CH 2. World History & the Roots of American History.
September 1
1600-1775 / LECTURE: The Colonial Era: Village & Town Period / Chapter Readings
CH 3. The Colonial Era, the Village Period, 1607-1699.
CH 4. The Colonial Era, the Town Period, 1700-1775.
Articles/Writings
The Mayflower Compact
The Charter of Massachusetts Bay
First Thanksgiving Proclamation
The Fundamental Orders of Connecticut
The Character of an Old English Puritan, or Non-Conformist, 1646
The English Bill of Rights, 1686
On crimes and punishments, 1764
An introduction to the principles of morals and legislation, 1789
September 8
1776-1855 / LECTURE: A New Nation and the Jacksonian Era / Chapter Readings
CH 5. A New Nation, 1776-1828.
CH 6. The Jacksonian Era, 1829-1855.
Articles/Writings
The Articles of the Confederation, 1781
The Declaration of Independence, 1776
The Bill of Rights, 1796
President Washington’s 1stInaugural Address, 1789
An Introduction to the Principles of Morals and Legislation, 1789
On the Penitentiary System in the United States and its Application in France, 1833
Class Conflict and Law, 1844
The writings of Chief Magistrate John Marshall
September 15 / SCJA Conference / Research Day (No Class)
September 22
1856-1890 / LECTURE: The Civil War Era and the Wild West / Chapter Readings
CH 7. The Civil War Era, 1856-1878.
CH 8. The West, 1620-1890.
Articles/Writings
Constitution of the Confederate States of America, 1861
Address of Robert Rhett to Slave Holding States
Declarations of the Causes of Seceding States
Lincoln’s 1stInaugural Address
Ordinances of Secession 13 Confederate States of America
The Gettysburg Address
The Emancipation Proclamation
Lincoln’s 2ndInaugural Address
The Fugitive Slave Act of 1850
The Jukes: A study in crime, pauperism and heredity, 1877
September 29
1879-1935 / LECTURE: The Gilded Age, Academic Politics & Professionalism, and the Progressive Era and Police Education / Chapter Readings
CH 9. The Gilded Age, 1879-1899.
CH 10. The Progressive Era, 1900-1919.
Articles/Writings
Burgess, E. (1928) “Factors Determining Success or Failure on Parole.”
I Accuse Stalin, 1933
What is a gang? 1927
The normal and the pathological, 1893
Suicide, 1897
Attachment to social groups, 1903
The American Reformatory Prison System, 1910
Criminal Man, 1911
Feeblemindedness, 1914
The individual delinquent, 1915
October 6
1920-1960 / LECTURE: The Crisis Era: From the War to Berkeley / Chapter Readings
CH 11. The Crisis Era, 1920-1939.
CH 12. The War Years, 1940-1959.
Articles/Writings
Foote, C. (1954) “Compelling Appearance in Court: Administration of Bail in Philadelphia.”
Clemmer, D. (1940) The Prison Community.
Sykes G. (1958) The Society of Captives: A Study of a Maximum Security Prison.
The Death of Capitalism, 1938
The professional thief
Juvenile delinquency and Urban Areas
Wayward Youth, 1936
The dramatization of evil, 1938
Social structure and anomie, 1938
Culture Conflict and crime, 1938
Punishment and Social Structure, 1938
Differential Association, 1947
Primary and Secondary Deviance, 1951
October 13 / MID TERM
October 20
1920-1960 / LECTURE: The Crisis Era: From the War to Berkeley / Chapter Readings
CH 11. The Crisis Era, 1920-1939.
CH 12. The War Years, 1940-1959.
Articles/Writings
Marxism in the US, 1944
Violence and the police, 1950
Unraveling juvenile delinquency, 1950
Social Defiance, 1954
The Content of the delinquent subculture, 1955
Victim-precipitated criminalhomicide, 1957
Techniques of neutralization, 1957
Lower class culture as a generating milieu of gang delinquency, 1958
Prisonization, 1958
The Inmate Social System, 1960
October 27
1960-1980 / LECTURE: The Nationalization Era to the International Association of Police Professors to the Fall of Berkeley / Chapter Readings
CH 13. Nationalization Era, 1960-1979.
CH 14. The Post Modern Era, 1980-1999.
Articles/Writings
Skolnick, J. (1966) Justice Without Trial: Law Enforcement in Democratic Society.
Wilson, J. (1968) Varieties of Police Behavior: The Management of Law and Order in Eight Communities.
Van Maanen, J. (1973) “Observations on the Making of Policemen.”
Piliavin, I. and S. Briar (1964) “Police Encounters with Juveniles.”
Boydstun, J., M. Sherry, and N. Moelter (1977) Patrol Staffing in San Diego: One-or Two-Officer Units.
Greenwood, P. and J. Petersilia (1975) The Criminal Investigation Process.
Goldstein, H. (1979) “Improving Policing: A Problem-Oriented Approach.”
Milton, C., J. Halleck, J. Lardner, and G. Abrecht (1977) Police Use of Deadly Force.
Bloch, P. and D. Anderson (1974) Policewomen on Patrol.
Sudnow, D. (1965) “Normal Crimes: Sociological Features of the Penal Code in a Public Defender Office.”
Alschuler, A. (1975) “The Defense Attorney’s Role in Plea Bargaining.”
Eisenstein, J. and H. Jacob (1977) Felony Justice: An Organizational Analysis of Criminal Courts.
Casper, J. (1972) American Criminal Justice: The Defendant’s Perspective.
Kalven Jr., H. and H. Zeisel (1966) The American Jury.
The Outsiders, 1963
Delinquency and Opportunity, 1961
November 3 / ASC Conference / Research Day (No Class)
November 10
1960-1980 / LECTURE: Criminal Justice in New York to the Academy of Criminal Justice Sciences to the Hard Labor Creek Group / Chapter Readings
CH 13. Nationalization Era, 1960-1979.
CH 14. The Post Modern Era, 1980-1999.
Articles/Writings
The New Criminology, 1973
Simon, R. (1967) The Jury and the Defense of Insanity.
Hagan, J. (1974) “Extra-legal Attributes and Criminal Sentencing: An Assessment of a Sociological Viewpoint.”
Giallombardo, R. (1966) Society of Women: A Study of a Women’s Prison.
Carroll, L. (1974) Hacks, Blacks, and Cons.
Fuller, D. and T. Orsagh (1977) “Violence and Victimization within a State Prison System.”
Wilsnack, R. (1976) “Explaining Collective Violence in Prisons: Problems and Possibilities.”
Haney, C., C. Banks, and P. Zimbardo (1973) “Interpersonal Dynamics in a Simulated Prison.”
The Satanic Bible, 1969
A Control Theory of Crime, Travis Hirschi
The Challenge of crime in a free society, 1967
November 17
1980-1999 / LECTURE: The Post Modern Era and the Populism in CJ Education / Chapter Readings
CH 14. The Post Modern Era, 1980-1999.
Articles/Writings
Class, state, and crime, 1980
Sherman, L. and R. Berk (1984) “The Specific Deterrent Effects of Arrest for Domestic Assault.”
Police Foundation (1981) The Newark Foot Patrol Experiment.
Wilson, J. and G. Kelling (1982) “Broken Windows: The Police and Neighborhood Safety.”
Albonetti, C. (1987) “Prosecutorial Discretion: The Effects of Uncertainty.”
Steffensmeier, D., J. Ulmer, and J. Kramer (1998) “The Interaction of Race, Gender, and Age in Criminal Sentencing: The Punishment Cost of Being Young, Black, and Male.”
Moore, C. and T. Miethe (1986) “Regulated and Unregulated Sentencing Decisions: An Analysis of First-year Practices Under Minnesota’s Felony Sentencing Guidelines.”
Martinson, R. (1974) “What Works? Questions and Answers About Prison Reform.”
Ehrlich, I. (1975) “The Deterrent Effect of Capital Punishment: A Question of Life and Death.”
Greenwood, P. with A. Abrahamse (1982) Selective Incapacitation.
Zedlewski, E. (1987) Making Confinement Decisions.
Petersilia, J., S. Turner, J. Kahan, and J. Peterson (1985) Granting Felons Probation: Public Risks and Alternatives.
Satanic Tourism, Fine and Victor, 1994
November 24 / Thanksgiving/Fall Break / Holiday (No Class)
December 1
2000-present / LECTURE: What the hell now and who the hell cares?!?!?! / Articles/Writings
Insurgent Possibilities: The Politics of Cultural Criminology, Jeff Ferrell and Keith Hayward
White Collar Crime and CriticalCriminology: Convergence and Divergence, David O. Friedrichs
Corporate Crime: A Panacea for CriticalCriminology, Vincenzo Ruggiero
Toward A Supranational Criminology, Christopher W. Mullins and Dawn L. Rothe
Radical and Critical Criminology'sTreatment of Municipal Policing, Jeffrey Ian Ross
A House Divided: Corrections in Conflict, Angela West Crews
A Convict Criminology Perspective onCommunity Punishment: Further Lessons fromthe Darkness of Prison, Stephen C. Richards
The Potential for Fundamental Change inJuvenile Justice: Implementing anAlternative Approach to Problem Youth, Preston Elrod
Razing the Wall: A Feminist Critique ofSentencing Theory, Research and Policy, Jeanne Flavin
A Geometry of Its Own: Restorative Justice,Relationships and Community in Democracy, Liz Elliott
Every day is Halloween, Crews, 2003
Horton the Elephant is a criminal: Using Dr. Seuss to Teach Social Process, Angela West, 2005
The Emerging Problem of Preppie Gangs, Crews, Purvis, and Hjelm, 2001
Evil Genes, Barbara Oakley, 2009
Do you know how your children are? International perspectives on Child Abuse, Mistreatment, and Neglect, Crews & Crews, 2010
December 8 (Tuesday) / Final Exam

Crews’ Nine Academic Rules of the Earth

  1. Classroom Conduct:
  • As a general rule, I, 1) show up for class, 2) arrive on time, 3) am semi-prepared, 4) sober/conscious, 5) stay off my cell phone, 6) aminterested in the topic of the day, and 7) STAY THE ENTIRE TIME ~ I expect the same of you!!!!
  • All cell phones must be turned off and put away (out of view) at the commencement of class, with the exception of emergency service personnel. Cell phones are disruptive not only to me, but your fellow students, so please be courteous. You will receive only one warning if your cell phone goes off in class, or if I catch you playing with it during class.
  • You may NOT eat during class. This means food of any kind (chips, sandwiches, candy, etc.). However, drinks are permitted (non-alcoholic of course). Also, you should not be working on anything not related to this class once class commences (this includes reading, copying other’s notes, knitting, playing games on your cell phone, etc.).
  • Do NOT leave the classroom once class has started, unless it is an absolute emergency or you have notified me before class that you will be leaving. You should use the restroom, get a drink of water, and make a phone call, etc. before class starts.
  • Do NOT bring weapons into the class. If you are a law enforcement officer and required to be armed, please let me know.
  • You are not allowed to smoke within the building, and I will not permit smokeless tobacco in my classroom.
  1. Student Participation:
  • Don’t hesitate to ask questions, the dumbest question is the one not asked! If you ask a question I can’t answer, I’ll find out the answer and get back to you. Please remember that as a teacher, I am merely your guide through the field, I am not the field itself! (Although, my wife would say I think I AM!).
  • During discussions please respect different viewpoints; there is always more than one side. Treat others’ views as you would want your own to be treated, with an open mind. Personal attacks on others will not be tolerated!
  • I like to run my classes as an open forum where we can all learn from each other, so I encourage intelligent discussions, questions, and comments, but at the same time we have to remember that we are at a university setting and must act accordingly.
  1. Professor and Student Responsibilities:
  • I realize that every now and then, unexpected and difficult situations arise. However, when you enrolled in this class, you made a commitment to me, to yourself, and to your fellow classmates. I expect you to fulfill that commitment to the best of your ability. If you are unable to fulfill my expectation, I am really not interested in your reasons. That does not mean that I am cold and heartless, just that I have established standards for my classes that I know work from many years of experience.
  • Experience has shown that it is impossible for students who miss class to pass this course. However, the reverse is also true. Those students who do not miss class and who submit work on time generally score quite high. This course is one that builds from meeting to meeting and one concept to another and requires that previously covered material be understood before one can reasonably expect to move to the next. Attendance is therefore expected. Attendance will be taken at various points during the term. Students who are not present when attendance is taken will not be credited with attending class on that day.
  1. Make up Policy:
  • There will be no excused absences on exam days and no assignments can be made up! Any paper/project/in class work not turned in/completed on the date and time specified in the syllabus will receive a zero. Only documented medical emergencies will be considered as reasonable excuses for allowing a paper/project to be turned in late, an exam made up, or a presentation delayed, all others will be given a zero. Due dates are set in the course schedule for turning in projects and for giving presentations ~ due to the nature of these requirements, they cannot be made up.
  1. Extra Credit:
  • At various points during the semester the instructor MAY offer opportunities for students to gain extra credit points. These are generally onetime events which reward students who take advantage of opportunities to attend out of class presentations or complete assignments in class. These can NEVER be made up; there is ample opportunity in this class for each student to obtain more than enough points to achieve an “A” ~ therefore, opportunities are a PRIVILAGE not a RIGHT and at the instructor’s discretion.
  1. Office Hours:
  • I encourage all my students to make use of my office hours, they are there for you. If you can’t make it at the scheduled times, let me know and we can arrange to meet at another time. However, this invitation is only for those students who come to class on a regular basis and put forth a genuine effort to learn. Also, please keep in mind that I have a life too (albeit, dark and demented), and while my office hours are mandatory, my other time is not, so my flexibility can only extend so far.
  1. Course Materials:
  • A syllabus with a detailed schedule is provided for each course, the instructor will do their utmost to follow the syllabus and it is expected that the student will as well. All due dates are listed and will be enforced (do not ask for them to be altered for any reason). Most lectures will be on PowerPoint. These presentations will generally occur one time in the course while the material is being discussed in class. I may post online lecture shells for you to use.)
  1. Cheating, Plagiarism, and General Academic Dishonesty:
  • Don’t cheat or plagiarize! Academic dishonesty is something I take very seriously and will not tolerate. Anyone caught cheating or plagiarizing will automatically receive a failing grade for the course and will be referred to the dean for appropriate disciplinary action. Plagiarism from the internet has become a very serious problem and professors now have access to various software programs to identify this behavior, so at this point in your academic career, don’t risk it!
  1. University Policies/Instructor Prerogative:
  • University ADA Statement: The American with Disabilities Act has established a robust set of Federal Regulations that ensure employees and students receive fair and reasonable accommodations as they work and study. It has been my experience that students with disabilities exert considerable effort to achieve their educational goals. Moreover, I have found the accommodations to represent efforts in good pedagogy rather than special treatment for the student. As such, I hope each of you will work collaboratively with the Office of Disabled Student Services as the need arises.
  • Any items or events not covered in this syllabus will be handled according to established university policies and/or instructor’s prerogative.

Brief Faculty Member Biographical Sketch