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CJ 105 Criminal Law
Kurita, Sue M.


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

Criminal Law CJ105

Semester

S1B 2013 BLA

Faculty

Kurita, M. Sue

Title

Professor

Degrees/Certificates

BA
MA
JD

Office Location

500 E. San Antonio St., El Paso, Texas

Office Hours

After class and by appointment

Daytime Phone

915 543-3868

E-Mail

Sue.Kurita@park.edu

mskurit@aol.com

Semester Dates

January 14-March 10, 2013

Class Days

M &  W

Class Time

7:40 to 10:10 P.M.

Credit Hours

3


Textbook:

Criminal Law
Eleventh Edition  
Gardner
Wadsworth Publishing 
 ISBN 978-0-495-91337-5
                                    
 
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
News magazines and news periodicals . Current legal issue websites.

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:
 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.

 

Educational Philosophy:
The professor’s educational philosophy is one of interaction based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in discussion to encourage the lively exploration of ideas. 

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. 4. Develope an ability to objectively consider current issues in criminal law
  2. 5. Understand the importance of public policy in the evolution of criminal law legislation .
  3. 6. Understand the impact of Constitutional issues in the application and enforcement of criminal laws.
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:

Mid-term exam   100 points

Three essays (5 pages),   20 points each -60 points

Presentations of essay in class, 10 points each-30 points

Class discussion 10 points

Final Exam 100 points

 

TOTAL 300 POINTS

Grading:

Mid-term exam   100 points  (33.3% of grade)

Three essays (5 pages),  60 points (20% of grade)

Presentations of essay in class 5 points  30 points (10 % of grade)

Participation 10 points (3.3 % of grade)

Final Exam 100 points (33.3% of grade) 

TOTAL 300 POINTS
90%-100% = A (270 to 300 points)
80%-89% =B (240 to 269 points)
70%-79%=C  (210 to 239 points)
60%-69&=D  (180 to 209 points)
0%-50%=F 0 to 179 points)

The final is not a take home exam.

The final is not open-book or open- note.

 

Late Submission of Course Materials:

5 points will be docked from late examinations.
10 points will be docked from late examinations.

Classroom Rules of Conduct:

Courtesy and consideration for other students and their opinions.
 
Students are required to read all assigned material prior to class and be prepared to discuss and brief the cases located at the end of each chapter.

Course Topic/Dates/Assignments:
Criminal Law Class Meeting and Schedule 

 
January 14 & 16      C
hapters 1-3 Purpose, Scope, and Sources; Essential Elements of a Crime
 
January 21 & 23     Chapters 4-5 Criminal Liability; Criminal capacity to commit a crime 
 
January 28 & 30     Chapters 6-7 The Law Governing the use of Force, Other Criminal Defenses 
 
February 4             Paper# 1 due in Drop Box ( Prepatory crimes or parties involved in crimes)
 
Feb. 4 & 6              Chapters 8-9 Punishment & Jurisdiction 
 
Feb. 11                   MIDTERM 

Feb. 18                  Chapter 10-11 Property crimes; 
 
Feb. 20                 Chapters 13 & 14 Homicide; Assault, Battery
 
Feb. 25                  Paper # 2 due in Drop Box (Crimes against persons) and class discussions
 
Feb. 25                  Chapters 18 & 19 Rape & Sex Crimes 
 
Feb. 27                  Domestic Violence
 
March 4                  Paper #3 Due in Drop Box (Crimes against property) Discussions and wrap up
 
March 6                   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 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 2011-2012 Undergraduate Catalog Page 95-96

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 2011-2012 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 2011-2012 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:


 Students are required to read all assigned material prior to class and be prepared to discuss and brief the cases located at the end of each chapter.
Students are required to respond to weekly discussion question on eCompanion



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:11/26/2012 12:18:26 PM