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CJ 105 Criminal Law
Bower, William C.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

CJ 105 Criminal Law

Semester

S2T 2008 DL

Faculty

Bower, William C.

Title

Adjunct Faculty

Degrees/Certificates

Juris Doctor
Master Criminal Justice
Bachelor of Science

Office Location

Houghton Lake, Michigan

Office Hours

After 6 pm EDT Monday thru Friday

Daytime Phone

989-546-7370

Other Phone

517-290-8578

E-Mail

william.bower@pirate.park.edu

williambower@hotmail.com

Semester Dates

October 22 to December 16, 2007

Class Days

TBA

Class Time

TBA

Prerequisites

None

Credit Hours

3


Textbook:

Required Textbook:
Title: Criminal Law, 9th Edition
Author: Joel Samaha - University of Minnesota
ISBN-10: 0495095397
ISBN-13: 9780495095392
624 Pages   Casebound

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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URL -- description
http://www.ipl.org/ -- Internet Public Library
http://www.infoplease.com/ -- Info Please -- all the knowledge you need
http://www.ojp.usdoj.gov/bjs/welcome.html -- Bureau of Justice Statistics
http://www.fedstats.gov/ -- Federal Statistics
http://www.rand.org/about/organization/drd/crim/curproj.htm -- Rand Corporation
http://www.ncjrs.gov/ --National Criminal Justice Reference Service
http://www.nida.nih.gov/Infofacts/Infofaxindex.html -- National Institute on Drug Abuse
http://www.icpsr.umich.edu/NACJD/archive.html -- National Archive of Criminal Justice Data
http://www.loc.gov/index.html -- Library of Congress
http://www.ojp.usdoj.gov/ovc/ -- Office for Victim Crimes
http://www.law.cornell.edu/wex/index.php/Corrections --  Cornell University Law School
http://www.hg.org/usstates.html -- Hg.org Worldwide Legal Directories
http://law.justia.com/ -- Justia US Laws
http://www.gambling-law-us.com/ -- Gambling Law US
http://www.lawlibrary.state.mn.us/ -- Minnesota State Law Library
http://www.courts.state.wy.us/LawLibrary/ -- Wyoming Judicial Branch
http://www.humanrightsfirst.org/us_law/loss/loss_main.htm -- Human Rights First, Law and Security
http://www.findlaw.com/casecode/ -- Find Law for Legal Profession
http://legis.state.va.us/Laws/CodeofVa.htm -- Virginia General Assembly
http://www.justice.govt.nz/plr/ -- Ministry of Justice, Prostitution Law Reform
http://www.newint.org/issue252/facts.htm -- New Internationalist, Prostitution & The Law - The Facts
http://www.sexwork.com/coalition/canada.html -- Decriminalize Prostitution Now Coalition
http://www.nswp.org/laws/index.html -- Decriminalize Prostitution Now Coalition
http://govinfo.library.unt.edu/ngisc/reports/statutes.html -- National Gambling Impact Study Commission

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
This course is a survey of the history and nature of criminal law in the United States. Substantive Criminal law, defenses, and criminal responsibility will be studied within the context of the criminal justice process and rules of evidence. 3:0:3

Educational Philosophy:

This course is the introductory course in criminal law. This course will examine how crimes are defined and what is required to arrest and convict defendants of violations of the criminal law through interactive discussions, essays and an exam. We will examine general principles of criminal responsibility, defenses to that responsibility, and the elements of specific crimes. We will be focusing on the majority of crimes, which are defined by the states. We will only mention federal crimes, which are a much smaller portion of the overall crime picture.

Criminal laws vary from state to state, but there are many similarities. Much of the state criminal law in the United States was developed at common law. Common law was how various judges defined the law. Increasingly since the early 1900s, the state legislatures have become more involved in regulating criminal behavior by passing statutes defining crimes and their penalties. In the past several decades, a number of states have adopted a version of the Model Penal Code, which is a non-governmental effort at bringing some standardization to the criminal law.

From this study, students will have a better understanding of the historical development of criminal law, and the nature and purpose of criminal law. Also, students will be able to demonstrate knowledge of the substantive criminal law, both common law and modern statutes.

Learning Outcomes:
  Core Learning Outcomes

  1. Delineate a basic understanding of the historical development of criminal law in the United States, while perceiving the nature and purpose of criminal law.
  2. Demonstrate knowledge of the substantive criminal law, both common law and modern statutes, including the different categories of crimes and the elements of each.
  3. Employ improved ability to effectively gather, evaluate, and communicate information in both written and oral forms


Core Assessment:

For this class you will be expected to write three essays - each comparing a modern state statute with corresponding historical common law for that crime. The essays may be collected all at once or at different times during the course. 

The purpose in writing these essays is to examine the historical development of criminal law from common law principles to current state statutes, the relationship between criminal justice and the law, and the social policy implications of criminal law development. 

To complete each of the three essays, you should: 

  1. Select a state and its statute making an act a crime (e.g. stealing).
  2. Research the historical common law for that crime.
  3. Based on your research, compare the current criminal statute with the historical common law to see how the elements of the crime have evolved.
  4. Write a short essay, 1,250 words or five typewritten or computer-generated pages, describing the elements of the current state statute, the elements of the historical common law, and comparing the elements and how they have changed. Discuss possible reasons for the changes in the elements, how the interaction of criminal justice agencies and the law may have contributed to these changes, and suggest new changes in the statute, based on society’s needs today. 

Each of your three essays must include:

  1. A cover page
  2. Introduction
  3. Description of the elements of the crime under historical common law
  4. Description of the elements of the current state statute for that crime
  5. Compare how the elements of the crime have changed from the historical common law to the current state statute
  6. Discuss possible reasons for the changes
  7. Suggest new changes in the statute, based on society’s needs today
  8. Reference page, using APA style 

You must demonstrate that you understand the terminology and the concepts used in criminal law. You must write using APA format for all source citations in both the body of the essay and in the reference page.

Link to Class Rubric

Class Assessment:

Weekly Discussions and assessment criteria:

  • There will be of 8 assessed discussions worth 50 points each week.
  • Discussions will be each week , participation is required. Initial participation in the week's discussion is required by Thursday morning, with follow-up discussion required by Sunday morning. Each week's participation is worth 50 points (30 points for responses to instructor's opening questions and 20 points for responses to classmates' postings). Participation will be graded based on the following criteria:
  • Did the student answer at least 2 of the instructor's opening questions?
  • Did the student respond to the postings of classmates? At least 3 replies in a way that encourages further discussion of classmates? More than a simple “I agree with you” type of answer.
  • Did the student respond on time?
  • Did the student in his/her responses demonstrate knowledge of the subject matter covered in the questions?
  • Did the student support his/her conclusions or opinions?
  • **Netiquette link is located on the Help and Resources page under Course Home Menu in the navigation pane. It is located, under "New Student Survival Kit", hit the + sign, Netiquette link is now visible. Please be sure to read through the data on guidelines for what is acceptable in discussion postings.

Homework: Core Assessment

  • There will be 3 homework assignments worth 100 points each which are Core Assessments as listed below.
  • Homework will be weeks 2, 4 & 6
  • See Rubric below for specific grading guidelines in Core Assessment

Final

  • Final is week 8
  • Final has to be proctored
  • Final will be  multiple choice, short answer essay, essay
  • Final is worth 300

Grading:

Grading Criteria –Students are expected to participate and complete all assignments during the weeks in which they are assigned. The due date for all assignments is 12:00 midnight Mountain Time on the Sunday of each week of the course unless a different due date is specified.

Course Grading Scale- The components of the course and their respective worth are as follows:
Activity Pts Total
8 Discussions 50 400
3 Home works 100 300
Final 300 300
Total points 1,000

 

Point Spread Grade
1,000 - 900 A
899 - 800 B
799 - 700 C
699 -600 D
599 and below F

Late Submission of Course Materials:
Work submitted after the close of each week's class Sunday night at 12:00 midnight will be subject to 5% penalty each week each week it is late.

Classroom Rules of Conduct:

Course-Specific Policies:

Course weeks begin on Mondays and end on Sundays. The classroom each week will open on Sunday, the day before the class officially begins. You are required to enter the course discussion each week several times. You should enter your initial responses to discussion questions posted by the instructor by Thursday , then enter your responses to classmates' responses by Sunday . I will enter responses periodically during the week.

Assignments must be posted by 12:00 midnight Sunday evening, Mountain Time, by submitting the assignment to the correct drop box. I will grade the assignment, and submit the graded assignment with score and comments back to that drop box. Additional graded activities, including participation, will posted in the grade book weekly.

For private communication with me or with classmates, use e-mail. For all other course activities, use the discussion, chat and drop box.

Students are responsible for clicking on the link below and thoroughly reading each Online course policy. If you have questions about any of these policies, please contact your instructor for clarification.

Course Topic/Dates/Assignments:

Course Topic/Dates/Assignments:

Week 1; March 17 Introduction to Criminal Law and the Constitution,

  1. Read chapters 1 & 2,
  2. Discussion with 2 answers to questions and 3 peer replies.
  3. Start essay on a state's laws on Parties to Crimes and Inchoate Crimes due week 2

Week 2; March 24 General Principles of Criminal Liability,

  1. Read Chapters 3&4,
  2. Discussion with 2 answers to questions and 3 peer replies,
  3. Write an essay on a state's laws on Parties to Crimes and Inchoate Crimes.
  4. Final Proctor forms will open this week, complete the form

Week 3; March 31 Parties to a Crime & Uncompleted Crimes,

  1. Read Chapters 7&8,
  2. Discussions with 2 answers to questions and 3 peer replies
  3. Start essay on a state's laws on crime against people due week 4

Week 4;  April 7 Defenses to Criminal Liability,

  1. Read Chapters 5&6,
  2. Discussions with 2 answers to questions and 3 peer replies,
  3. Write an essay on a state's laws on crime against people.

Week 5; April 14 Crimes against Persons - Homicide,

  1. Read Chapter 9,
  2. Discussions with 2 answers to questions and 3 peer replies.
  3. Start essay on a state's laws on crime against property
  4. Have you completed the final proctor form?

Week 6; April 21 Crimes against Persons - Rape & Assault,

  1. Read Chapter 10,
  2. Discussions with 2 answers to questions and 3 peer replies,
  3. Write an essay on a state's laws on crime against property,

Week 7; April 28 Crimes against Property, Public Disorder, & Morals,

  1. Read Chapters 11&12,
  2. Discussions with 2 answers to questions and 3 peer replies.

Week 8:  May 5 Crimes against the State,

  1. Read Chapter 13,
  2. Discussions with 2 answers to questions and 3 peer replies,
  3. Take a Proctored Final Exam.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Undergraduate Catalog Page 85-86

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2007-2008 Undergraduate Catalog Page 85

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  7. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2007-2008 Undergraduate Catalog Page 87-88

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Appraises the sources into congruous and thoughtful conclusions - thoughtful implies some original thinking Appraises the sources into congruous conclusions Appraises the sources into conclusions Evaluation is not present in artifact 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Combines common law and statutes into a consistent whole Combines common law and statutes into a consistent whole Combines two of the three types of sources into a consistent whole Fails to combine at least two of the three types of sources into a consistent whole 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Analyzes key elements from all sources (the text, statute, and common law source Analyzes key elements from the text and statute Analyzes key elements from only the text Analysis is not present in artifact 
Application                                                                                                                                                                                                                                                
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact shows multiple instances and exceptional understanding  of terminology and concepts throughout the paper The artifact shows sufficient and satisfactory use of terminology and concepts throughout the paper The artifact shows little and unsatisfactory use of terminology and concepts throughout the paper The artifact fails to demonstrate an understanding  of terminology and concepts appropriate to the profession 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Each section contains sufficient information that make the artifact a model for other students or publishable Each section contains sufficient information that make the artifact easily readable and understandable The artifact is readable and understandable but it is  sometimes difficult to transition from one section to another The relationship is hard to understand.  The artifact is difficult to read. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact contains fewer than 5 errors in the APA writing convention and in the paper presentation (spelling, grammar, etc.) The artifact contains 5 to 10 errors in the APA writing convention and in the paper presentation (spelling, grammar, etc.) The artifact contains more than 10 errors in the APA writing convention and in the paper presentation (spelling, grammar, etc.) The artifact contains so many errors in the APA writing convention or in the paper presentation that it is difficult to read 
Disciplinary Competency                                                                                                                                                                                                                                    
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
analyzes previous laws and cases to decide the current constitutional issue in criminal justice and future implications of the resolution of this issue analyzes previous laws or cases (but not both) to decide the current constitutional issue in criminal justice and future implications of the resolution of this issue analyzes previous laws or cases (but not both) to decide the current constitutional issue in criminal justice, but fails to discuss future implications of the resolution of this issue shows no relationship between past issues and today's world 
Disciplinary Competency                                                                                                                                                                                                                                    
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
clearly discusses social policy implications of the proposed solution to the constitutional issue discusses social policy implications of the proposed solution to the constitutional issue mentions social policy no discussion of social policy 
Disciplinary Competency                                                                                                                                                                                                                                    
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
see effective communication sections above see effective communication sections above see effective communication sections above see effective communication sections above 

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Last Updated:2/26/2008 8:04:16 PM