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CJ 105 Criminal Law
Boparai, Harinder


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

CJ105 Criminal Law

Semester

S2B 2013 BL

Faculty

Boparai, Harinder

Title

Adjunct Faculty

Degrees/Certificates

LL. M. University of California, Berkeley, U. S. A. (Law)
S. J. D. University of Toronto, Canada (Law)
MPIA/ESD (Public & InternationalAffairs - Econ. & Soc. Dev.)

Office Location

Fort Bliss

Office Hours

Before and After Every Class, as needed

Daytime Phone

(915) 599-9035 - Home

Other Phone

(915) 346-5510 - Cell

E-Mail

harinder.boparai@park.edu

hboparai@elp.rr.com

Semester Dates

March 18 - May 12, 2013

Class Days

-M-W---

Class Time

5:00 - 7:30 PM

Credit Hours

3


Textbook:

Thomas, Gardner J.  and Anderson, Terry M., Criminal Law, Eleventh Edition 2012, Wadsworth Cengage Learning;
ISBN -13:978-0-495-91366-5
ISBN-10:0-495-91366-9
Student Copy ISBN:978-0-495-91337-5

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

 
Some websites that are informative and interesting as well:

 

  • Students will be referred to topical issues on crime in the society and media discussions on the same  
  • News Magazines and Media Periodicals  

 

 

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/.


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:

CJ105 is an introductory course on substantive issues and concepts of Criminal Law. Consequently, it requires a fair amount of lectures to introduce the students to the substantive law theories and concepts which are the bases of all criminal laws - states and federal. Apart from Professor's lectures, students will be drawn into discussions and dialogue in seminar setting. Students will get ample opportunity to write essays, opinions, and argumentative reasoning to comment on criminal law issues. These exercises will be assigned to hone students' skills of advocacy and critical thinking.
 
Criminal law is greatly based on the unwritten tradition of the case law - the judge-made law. Even the modern codified criminal laws (statutory laws) draw heavily from the English Common Law.  As such, substantive Criminal Law requires case law to define crimes, elements of crimes, defenses, and other theoratical principles of law, such as, mense rea,  insanity, culpability, mitigation of criminal responsibility etc.
 
Since Criminal Law is within the ambit of state legislation, there are some differences amongst criminal laws of  the states. However, attepmts have been made for decades now to achieve the universality within the United States by adopting versions from the Model Penal Code at the state as well as the federal levels. Model Penal Code is a non-governmantal attempt at standardizing the law in the country by combining the idealistic and the pragmatic approaches in law. Since concepts of criminal law are pretty universal, it will be reasonable to manily confine to the Federal Criminal law with references to state laws as and when required for comparing or contrasting the two. 

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. Demonstrate ability to apply the law to real life situations.
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:

Class Assessment Rubric
 
Criteria of Assessment for each assignment/quiz/exam/essay as follows:
 
         3 Essays x100                                300 (1,250 words each)   = 30%
         Class Quiz 1 (2nd Week)               100                                   = 10%
         Mid Term     (4th Week)                200                                   = 20%
         Class Quiz 2 (6th Week)                100                                   = 10%
         Final Exam    (8th Week)                200                                  = 20%
         Practical Problems of Law
         Pop-ups 2x50)                               100                                   = 10%  
                                                            ________
         Total                                             1000                                   = 100%

Grading:

Letter Grade Point Possibilities
 
   1,000 - 900       - A      100% - 90%
   899  - 800         - B         89% - 80%
   799   -700         - C         79% - 70%
   699   -600         - D         69% - 60%
   599 and below   - F         59% and below
 

Late Submission of Course Materials:

 
 
Late submission beyond the dead line, stipulated by the Instructor, will lead to 20% deduction for each day. The late work will not be accepted after two days from the deadline.
 
No participation in class discussions will mean no credit for Class Participation. Class Discussion means answering Instructor's and/or colleagues' questions, and posing relevant questions for dialogue. Passive presence and just fulfilling assignment requirements do not ipso facto mean class participation.

Classroom Rules of Conduct:

  • Class courtesy and respect for colleagues in and outside the class room will be expected.
  • In view of that, discrete use of cell phones will be encouraged. An emergency phone call may be received outside the class. Persistent use of cell phones in the class will amount to class-conduct issue. 
  • Discussions amongast colleagues, other than related to the topic of the day, will be discouraged.
  • Timely submission of all assignments will be obligatory.

 

 

Course Topic/Dates/Assignments:

Week #1 (Mar 18 and Mar 20)
 
      Class 1: Introduction to the Text and the course content. Review of course syllabus. Teacher/Student expectations.
                  Some "DOs & DON'Ts".
                   Read Chapter 1 for discussion in the class.
 
      Class: 2: Read Chapter 2; Lecture plus Discussion.
 
                  Allocation of three Essay Topics through Doc Sharing. Each Essay to be duly comleted according to 
                  the required standard and guidelines. The essays are to be deposited in the Drop
Box as per Syllabus
                  schedule before the stipulated deadlines for each eassy.
 
Week #2 (Mar 25 and Mar 27)
 
      Class 1: Read Chapter 3; Lecture plus Discussion.
 
      Class 2: Read Chapter 4: Lecture plus Discussion. Class Quiz #1 
 
Week #3 (April 1 and April 3)
 
      Class 1: Read Chapter 5 for Discussion on mens rea & M' Naghten Rule v. Diminished Capacity
 
                  Ist Essay Deadline: (April 1, 2013; Before Mid-night through Drop Box)
 
      Class2: Read Chapter 7. Pop-up I (Practical Problems of Law) 
 
Week #4 (April 8 and April 10)
 
      Class 1: Read Chapter 8. Lecture plus Discussion.
 
      Class 2: Read Chapter 9 for Discussion. Mid Term Exam. 
 
Week #5 ( April 15 and April 17)
 
      Class 1: Read Chapters 10&11 for Discussion.
 
                  2nd Essay Deadline: April 15, 2013; Before Mid-night through Drop Box)
 
      Class 2: Read Chapter 12 plus Discussion. Pop-up II (Practical Problems of Law) 
 
Week #6 (April 22 and April 24)
 
      Class 1: Read Chapters 13&14. Lecture
 
      Class: 2 Read Chapter 15. Class Discussion on selected topics. Class Quiz 2
 
Week #7 (April 29 and May 1)
 
      Class 1: Read Chapters 17&18 - Seminar Discussion on Assigned Topic (Example -Terrorism; Foreign v Homegrown)
 
                  3rd Essay Deadline: April 15, 2013; Before Mid-night through Drop Box)
 
      Class 2: Read 18. Class discussion on Organized Crime and Gangs.
 
Week #8 (May 6 and May 8)
 
      Class 1Final Examination
 
      Class 2: Review of Final Exam.
                  Crimes Against Government (Selected): Immigration, Contempt, Espionage, Tax Evasion

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 2012-2013 Undergraduate Catalog Page 97

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 2012-2013 Undergraduate Catalog Page 95

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 2012-2013 Undergraduate Catalog Page 98

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 .

Additional Information:

 

There will be no retakes for missed class quizzes, pop-ups, Mid-Term and/or Final Exams.



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 

Copyright:

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Last Updated:2/22/2013 3:33:19 PM