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CJ 105 Criminal Law
Foster, Jeffry


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

S1Z 2011 ML

Faculty

Foster, Jeffry

Title

Adjunct Faculty

Degrees/Certificates

B.A.
J.D.

Office Location

101 River Drive North, Great Falls, MT

Office Hours

By appointment

Daytime Phone

(406)761-5243

E-Mail

jeffry.foster@park.edu

jeff.foster@dhhtlaw.com

Semester Dates

Jan 10, 2011 through March 6, 2011

Class Days

-M-W---

Class Time

5:00 - 7:30 PM

Prerequisites

NONE

Credit Hours

3


Textbook:
Title: Criminal Law, 10th Edition
Author: Joel Samaha - University of Minnesota
ISBN-10:
0495807494
ISBN-13:
9780495807490
528 Pages   Casebound
Copyright 2011

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.
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/.

http://www.findlaw.com
http://www.ll.georgetown.edu/guides/history_crime_punish.cfm
http://www.doj.mt.gov/resources/criminaljuryinstructions.asp
http://data.opi.mt.gov/bills/mca_toc/index.htm
http://www.law.cornell.edu/rules/frcrmp/#chapter_iv
https://app.mt.gov/conweb/

Course Description:
CJ105 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

Educational Philosophy:

The instructor's educational philosophy is one of full class participation based on lectures, reading assessments, dialogues, projects, and academic writings. The instructor expects students to have read the material and be prepared to have a class discussion on the topics covered in the text.

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:

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 one of the 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:

1. Reading Assessment:

At the beginning of every class a reading assessment will be given covering the chapters assigned for that date. Format of the reading assessment will very each class, i.e., multiple choice, essay, and/or fill in the blank.

2. Class participation:

Students will be expected to participate in every class discussion. These points are awarded for simply showing up and discussing the topics covered in the reading and initiated by the instructor.

3. Mini-Mock Trial:

The class will be divided into prosecution and defense teams and students will be required to participate in a mock trial. Students must demonstrate an understanding of the basic elements of the crime, the defense of that crime, the burden of proof and evidentiary matters. Both teams will submit proposed jury instructions prior to mock trial. Format for the jury instructions will be discussed prior.

4. Final Examination:

A final examination will be given on all the topics covered in the reading. The format will be discussed with class prior to administration.

Grading:

Essay: 30%
Reading Assessments: 15%
Class Participation: 20%

Mini-Mock Trial: 10%

Final Exam: 25%

Late Submission of Course Materials:

Only extraordinary circumstances warrant a student being allowed to make up a missed final examination. It is the student's responsibility to contact the instructor before the scheduled exam or assessment, or by the end of the first working day after the missed assessment, to request permission to take a make-up assessment. The essay will drop a full letter grade for each day it is late, without exception.

Classroom Rules of Conduct:

Students are expected to act as professionals and conduct themselves accordingly. Additionally, students are expected to attend all classes, be on time, and while in the classroom observe the rule that "only one person persons at a time." Roll will be taken at eaach class meeting.

Course Topic/Dates/Assignments:

 Monday, January 10, 2011: Introduction and fundamental rights: Chapters 1 & 2; No reading assessment at first class.
 
Wednesday, January 12, 2011: General Principles: Chapter 3
 
Monday, January 17, 2011: General Principles: Chapter 4
 
Wednesday, January 19, 2011: Defenses: Chapters 5 & 6, ESSAY #1 DUE
 
Monday, January 24, 2011: Crimes Against Property: Chapter 11
 
Wednesday, January 26, 2011: Crimes Against Persons: Chapter 10
 
Monday, January 31, 2011: Crimes Against Persons: Chapter 9

Wednesday, February 2, 2011: Vicarious liability: Chapters 7 & 8, ESSAY #2 DUE 

Monday, February 7, 2011: Crimes Against Public Order and Morals: Chapter 12

Wednesday, February 9, 2011: Trial by Jury and discussion of Jury Instructions for Mock Trial; No Reading Assessment

Monday, February 14, 2011 Crimes Against the State: Chapter 13, Jury Instructions for Mini Mock Trial: DUE

Wednesday, February 16, 2011 Mini-Mock Trial

Monday, February 28, 2011 Review

Wednesday, March 2, 2011 Final Examination/Essay #3 Due

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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.

Park University 2010-2011 Undergraduate Catalog Page 95-96

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:12/10/2010 4:16:42 PM