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CJ 105 Criminal Law
Black, Peter T.


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

F2T 2009 DLB

Faculty

Black, Peter T.

Title

Adjunct Faculty

Degrees/Certificates

BA Criminal Justice Administration
MA Management and Supervision Concentration in Public Administration

Office Location

Online

Office Hours

Monday-Thursday 7-10 PM (EST)   Friday 5-7 PM (EST)   Saturday and Sunday 8-11 AM (EST)

Other Phone

703-244-7306

E-Mail

Peter.Black@pirate.park.edu

petergtblack@usa.net

Semester Dates

Oct 19-Dec 13, 2009

Class Days

Asynchronous

Class Time

Asynchronous

Prerequisites

Pre-requisite: CJ 100.

Credit Hours

3


Textbook:
Criminal Law  • Edition: 9TH 08 • Samaha, Joel  http://direct.mbsbooks.com/park.htm

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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.
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Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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FAQ's for Online Students - You might find the answer to your questions here.

http://jobsearch.usajobs.opm.gov/series_search.asp
http://www.afip.org/
http://www.fas.org/irp/agency/doj/oig/fbilab1/fbil1toc.htm
http://news.nationalgeographic.com/news/2004/09/0923_040923_csi.html
http://www.dcfl.gov/
http://www.fincen.gov/

Course Description:

Criminal Law: 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 (From catalog 2009-2010)

Educational Philosophy:
The facilitator's educational philosophy is one of interactiveness based on lectures, readings, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.

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


  Instructor Learning Outcomes
  1. The student will apply the processes for writing notes and reports, as well as compose good field notes and incident reports.
  2. The student will synthesize what he/she has assimilated in this and prior courses to conduct follow-up investigations.
Core Assessment:

Core Assessment Assignment

For use beginning Fall 2008

During the course you are required to write three essays, each comparing a modern state statute with corresponding historical common law for that crime.  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. 

Instructors may schedule the essays to be collected all at once or at different times during the course.

To complete each of the three essays, you should: 

  1. Write three essays: One essay will discuss uncompleted or inchoate crimes or parties to crimes. A second essay will discuss a crime against persons. A third essay will discuss a crime against property.
  2. Select a state and its statute making an act a crime (e.g. stealing).
  3. Research the historical common law for that crime.
  4. Based on your research, compare the current criminal statute with the historical common law to see how the elements of the crime have evolved.
  5. 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.Be sure to review the Core Assessment Rubric.

Link to Class Rubric

Class Assessment:
Class assessment is based on participation in our discussions, weekly papers, and a proctored final examination. Additionally, Park University requires and I heartily support core assessment papers. This core assessment requires the use of critical analysis to produce a paper that draws on everything learned in the course. Additional information on the core assessment may be found elsewhere in this syllabus.

Grading:

1. Each week's discussion is worth 50 points for a total of 400 points. 2. The proctored final is worth 200 points. 4. The first Core Assessment is worth 100 points and the final two core assessments are worth 150 points each for a total of 400 points . The grand total of points is 1000 points.

Late Submission of Course Materials:
I expect work to be submitted on time. I subtract 10% for each day that material is late. I do not accept any material that is five days late. I do not accept any late work the last week of the course. The last week of the course I close the grade book for all work at 2100 EST on that Sunday.

Classroom Rules of Conduct:
I expect vigorous and substantive debates. I also expect us to respect one another. I expect civil behavior from each student.

Course Topic/Dates/Assignments:

Week #1 Oct 19

Week One: Nature and Limits of Criminal Law

In this week we will discuss what a criminal law is and how it is formed. We will also review many of the limits placed on the creation of law by the democratic process, as well as The US Constitution, Bill of Rights and the 14th Amendment. We will also begin discussing the historical perspective of criminal law in the US, which had its start in old English Common Law.


 
Week One Core Learning Objective(s)

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.

3. Employ improved ability to effectively gather, evaluate, and communicate information in both written and oral forms.


Weekly Learning Objectives
  1. Demonstrate knowledge of the different sources of law and the limits that democracy places on the passage of criminal laws in the United States.
  2. Differentiate the systems of law found in the US.
  3. Interpret the historical progression from Common Law to today’s modern state statutory laws.
  4. Demonstrate how to conduct legal research for statutes and case decisions.

Weekly Assignments
  1. Read the syllabus
  2. Read the Legal Research thread on the left side of the course page.
  3. Complete your introduction in the Introduction thread.
  4. Study chapters 1 & 2 in the text.
  5. Review the Lecture for the week.
  6. Enter the Discussion for the week and answer the questions posted by the instructor. Answer at least 2 questions not previously answered. If all questions have been answered select any 2 you wish to answer. Be sure to answer in detail.
  7. Re-enter the Discussion for this week and respond to at least 3 answers submitted by your classmates in more than “I agree with you” type of answer. The replies should be designed to add to the discussion and provoke further discussion.
  8. BEGIN YOUR FIRST ESSAY DUE AT THE END OF WEEK 2. READ THE SYLLABUS FOR DIRECTIONS AND THE LEGAL RESEARCH THREAD FOR RESEARCH INSTRUCTIONS.
     

 
Week #2 - Oct 26
 

Week Two: Criminal Act and Intent

During this week we will discuss the elements of a crime that must be proven by the prosecutor, actus reas and mens rea, the principle of concurrence and causation. We will also define specific intent and general intent crimes as these definitions become important in establishing proof and defenses to the charges.


 
Week Two Core Learning Objective(s)  

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.


Weekly Learning Objectives
  1. Demonstrate a working understanding of actus reas (voluntary act), its importance
    and necessity through application and explanation.
  2. Explain the requirement of mens rea, the types of mens reas, and when mens rea
    is waived, through discussions and application.
  3. Demonstrate how actus reas, mens rea interact through concurrence and causation
    and how it applies to criminal acts and prosecutorial requirements.
  4. Distinguish the difference and importance of the definitions of specific and
    general intents.
     

Weekly Assignments
  1. Study chapters 3 & 4 in the text.
  2. Review the Lecture for the week.
  3. Enter the Discussion for the week and answer the questions posted by the instructor. Answer at least 2 questions not previously answered. If all questions have been answered select any 2 you wish to answer. Be sure to answer in detail.
  4. Re-enter the Discussion for this week and respond to at least 3 answers submitted by your classmates in more than “I agree with you” type of answer. The replies should be designed to add to the discussion and provoke further discussion.
  5. Complete the Homework as instructed in the syllabus and the homework page for the week and submit in the appropriate drop box. (First of three required essays)
  6. Contact your proctor and arrange to take the final exam during week 8.
  7. Complete your proctor form and submit it this week. All proctor forms are due no later than week 6 or you will not be able to take the exam and will receive an “F” per Park U. policy.

 

The following links provide information on who can be a proctor and a link to the form.

http://www.park.edu/online/proctoredform.asp?s=&c=online

http://proctor.park.edu/

 
 
Week #3 Nov 2
 

Week Three: Parties to a Crime, Vicarious Liability, and the Inchoate Crime of Attempt, Conspiracy, and Solicitation

Now the real fun begins as we discuss the first types of crimes. First we will discover how different types of participants to a crime were distinguished in Common Law then how they are defined by today’s statutes, as well as how their punishments may differ. Then we look at Inchoate Crimes which are those that are incomplete and which normally merge with the intended crime when it is completed.


 
Week Three Core Learning Objective(s)
  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.

Weekly Learning Objectives
  1. Demonstrate knowledge, differentiating the elements required in Parties to a Crime, both in Common Law and in Modern Laws, and the historical perspective of changes in the law.
  2. Define each of the Inchoate crimes utilizing elements derived from Common Law and from a State Statutory law, describing the changes in requirements and historical perspective.
  3. Explain Vicarious Liability and the relationship requirement that pertains to it. 

Weekly Assignments
  1. Study chapters 7 & 8 in the text.
  2. Review the Lecture for the week.
  3. Enter the Discussion for the week and answer the questions posted by the instructor. Answer at least 2 questions not previously answered. If all questions have been answered select any 2 you wish to answer. Be sure to answer in detail.
  4. Re-enter the Discussion for this week and respond to at least 3 answers submitted by your classmates in more than “I agree with you” type of answer. The replies should be designed to add to the discussion and provoke further discussion.
  5. If you have not completed your proctor form, do so this week.
  6. BEGIN YOUR SECOND ESSAY DUE AT THE END OF WEEK 4. READ THE SYLLABUS FOR DIRECTIONS AND THE LEGAL RESEARCH THREAD FOR RESEARCH INSTRUCTIONS.

The following links provide information on who can be a proctor and a link to the form.

http://www.park.edu/online/proctoredform.asp?s=&c=online

http://proctor.park.edu/


 

 
Week #4 Nov 9

Week Four: Defenses to Criminal Charges: Justifications and Excuses

One of the more difficult concepts which often neglected is the idea of defenses to criminal charges. This week we look at the defenses found under the overall categories of Justification Defense, and Excuse Defense. We will need to pull our knowledge of Specific Intent and General Intent from earlier in the course to apply those ideas to the types of defenses available to the defendant and that the prosecutor must prepare for.


 
Week Four Core Learning Objective(s)
  1. Demonstrate knowledge of the substantive criminal law, both common law and modern statutes, including the different categories of crimes and the elements of each.
  2. Employ improved ability to effectively gather, evaluate, and communicate information in both written and oral forms.

Weekly Learning Objectives
  1. Explain the purpose of Justification Defenses, what they are and their limitations.
  2. Explain the purpose of Excuse Defenses, what they are and their limitations.
  3. Differentiate between specific intent crimes and general intent crimes and how the defenses may be applied.
  4. Identify how these defenses relate to the original concepts of actus reas and mens rea.
     

Weekly Assignments
  1. Study chapters 5 & 6 in the text.
  2. Review the Lecture for the week.
  3. Enter the Discussion for the week and answer the questions posted by the instructor. Answer at least 2 questions not previously answered. If all questions have been answered select any 2 you wish to answer. Be sure to answer in detail.
  4. Re-enter the Discussion for this week and respond to at least 3 answers submitted by your classmates in more than “I agree with you” type of answer. The replies should be designed to add to the discussion and provoke further discussion.
  5. Complete the Homework as instructed in the syllabus and the homework page for the week and submit in the appropriate drop box. (Second essay of three required essays)
  6. If you have not completed your proctor form, do so this week.

The following links provide information on who can be a proctor and a link to the form.

http://www.park.edu/online/proctoredform.asp?s=&c=online

http://proctor.park.edu/


 

 
 
Week #5 Nov 16
 

Week Five: Criminal Homicides

We begin researching and understanding the most serious crime against persons; Criminal Homicide, from the old Common Law elements to Modern Statutory elements of the various degrees and types of criminal homicide. We will look at why homicides occur and what the prosecution must prove in such a case, as well as what the defense will attempt in trial. We also will define what felony murder is and discuss how it is applied and when.


 
Week Five Core Learning Objective(s)
  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.

Weekly Learning Objectives
  1. Demonstrate a working knowledge of the crime of homicide in both Common Law and Modern State Statute and differentiate between their respective elements.
  2. Distinguish between the differing degrees of homicide in modern statutory laws of the states and define the elements that the prosecution must prove.
  3. Define the felonies that apply to 1st degree Felony Murder and why and how it is applied.
  4. Demonstrate an understanding of Voluntary Manslaughter and its relation to other criminal homicides.
     

Weekly Assignments
  1. Study chapters 9 in the text.
  2. Review the Lecture for the week.
  3. Enter the Discussion for the week and answer the questions posted by the instructor. Answer at least 2 questions not previously answered. If all questions have been answered select any 2 you wish to answer. Be sure to answer in detail.
  4. Re-enter the Discussion for this week and respond to at least 3 answers submitted by your classmates in more than “I agree with you” type of answer. The replies should be designed to add to the discussion and provoke further discussion.
  5. Begin your third essay due at the end of week 6. Read the syllabus for directions and the legal research thread for research instructions.
  6. If you have not completed your proctor form, do so this week.

The following links provide information on who can be a proctor and a link to the form.

http://www.park.edu/online/proctoredform.asp?s=&c=online

http://proctor.park.edu/


 

 
 
 
Week #6 Nov 23
 

Week Six: Crimes Against Persons

We continue studying crimes against persons, assault, battery, rape, kidnapping, false imprisonment etc. We will research Common Law elements and compare them to Modern Statutory Law elements that must be proven by prosecutors and refuted by defense counsel. Additionally we will learn the historical changes made in these crimes and why they were changed.


 
Week Six Core Learning Objective(s)
  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.

Weekly Learning Objectives
  1. Distinguish between Common Law Rape and modern Statutory Laws and define their elements.
  2. Explain what changes have been made from the original common law rape charge to modern statutes of criminal sexual penetration and/or assault.
  3. Explain the elements of Assault and of Battery, and how modern law has treated them.
  4. Differentiate between Common Law Kidnapping and modern elements of kidnapping and modern False Imprisonment..
     

Weekly Assignments
  1. Study chapters 10 in the text.
  2. Review the Lecture for the week.
  3. Enter the Discussion for the week and answer the questions posted by the instructor. Answer at least 2 questions not previously answered. If all questions have been answered select any 2 you wish to answer. Be sure to answer in detail.
  4. Re-enter the Discussion for this week and respond to at least 3 answers submitted by your classmates in more than “I agree with you” type of answer. The replies should be designed to add to the discussion and provoke further discussion.
  5. Complete the Homework as instructed in the syllabus and the homework page for the week and submit in the appropriate drop box. (Third essay of three required essays)
  6. THIS IS THE FINAL WEEK TO HAVE YOUR PROCTOR FORMS COMPLETED. THEY MUST BE IN BY FRIDAY OR YOU WILL NOT BE ABLE TO TAKE THE FINAL EXAM.

The following links provide information on who can be a proctor and a link to the form.

http://www.park.edu/online/proctoredform.asp?s=&c=online

http://proctor.park.edu/


 

 
Week #7 Nov 30
 

Week Seven: Crimes against Property, and Public Order and Morals

This week we will discuss crimes against property, which are those crimes that do not involve direct personal confrontation between the suspect and the victim. We will define common law elements as they compare to modern statutory law. We also will look at public order and morals laws. Public order crimes are those that disturb citizens in their daily lives. Morals laws are those controversial laws in which the actors voluntarily participate in the acts deemed illegal by the law.
.


 
Week Seven Core Learning Objective(s)
  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.

Weekly Learning Objectives
  1. Explain and differentiate between the various property crimes most often charged in the United States comparing the Common Law and Modern Law for each and their historical perspectives.
  2. Demonstrate and analyze Public Order crimes and their elements as used by modern statutes.
  3. Demonstrate knowledge of Crime against Public Morals (Victimless Crime) and explain their purpose and their usefulness in the future.
     

Weekly Assignments
  1. Study chapters 11 & 12 in the text.
  2. Review the Lecture for the week. .
  3. Enter the Discussion for the week and answer the questions posted by the instructor. Answer at least 2 questions not previously answered. If all questions have been answered select any 2 you wish to answer. Be sure to answer in detail.
  4. Re-enter the Discussion for this week and respond to at least 3 answers submitted by your classmates in more than “I agree with you” type of answer. The replies should be designed to add to the discussion and provoke further discussion.
  5. Read the exam review thread for a list of the potential topics that may be found in the final exam. The topics listed will be the majority of the exam but there is the possibility of others from the text and discussions. 
     
 
Week #8 Dec 7
 
 

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 2008-2009 Undergraduate Catalog Page 87

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 2009-2010 Undergraduate Catalog Page 92

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, but unexcused absences may carry further penalties.
  3. 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".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. 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.
  6. 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 2009-2010 Undergraduate Catalog Page 95

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:9/30/2009 9:39:32 PM