Temple College Criminal Justice
Introduction to Criminal Justice
CJSA 1322/CRIJ 1301
MISSION STATEMENT
The primary mission of the Temple College Criminal Justice Department is to provide
educational opportunity which gives the student the ability to achieve their career goals.
This is accomplished in a twofold manner: 1) delivering quality criminal justice education that
provides the student with the basic knowledge, attitudes, and skills necessary to begin a career in
criminal justice, and 2) provide each student with the knowledge and ability to develop career
contacts in his or her chosen field.
Catalog Description
History and philosophy of criminal justice and ethical considerations, crimes defined; its nature
and impact; an overview of the criminal justice system; prosecution and defense; trial process;
and corrections.
Class Day and Time
Course Requirements
A.
B.
C.
D.
Your first responsibility is to scholarship. The grade you receive will be the results of
your efforts, not a gift from the instructor.
This course is designed to require a steady, continuous effort from the student. A crashcram policy will not result in the best grade possible. In addition to exams, factors such
as class participation, initiative, attendance and individual research will be considered in
grade computations.
From time to time, special library and other assignments may be made given to members
of the class, individually, and/or in groups. You are expected to read all assignments and
fulfill your responsibilities to any assignment.
Good class notes are indispensable for earning a good grade since both the material
assigned and material discussed will be the basis for examination material. Regular
attendance is essential for the same reason.
Examinations
A.
There will be a minimum of three examinations as follows;
1.
Three week examination
2.
Mid-Term examination
3.
Twelve-week examination 4.
Final examination
NOTE: The twelve week examination may be optional, at the instructors discretion.
B.
C.
D.
Unannounced short quizzes may be given covering material that has been assigned or
discussed.
Occasionally a student will find it unavoidable to be absent from an examination. Only
student with excused absences will be permitted to make-up examinations. It is the
students responsibility to contact the instructor for test make-up dates.
Examinations may be structured to include both subjective and objective types of
questions. At the time of testing students will be equipped with paper, pencil, and
scantron.
Evaluation of Students
1.
2.
3.
4.
Multiple choice, True/False, short answer completion, and matching.
Take home examinations.
Incentive Points
Special work (briefs, reaction papers, group projects, research papers)
Examination Dates
Three Week Examination
Twelve Week Examination
Mid-Term Examination
Final Examination
Semester Grade Computation
Exam
Three Week
Mid-Term
Twelve Week
Final Examination
Incentive Points
Special Work
Total Points
Points
100
200
200
300
50
150
1000
200
250
0
350
50
150
1000
Points
900 -1000 = A
800 - 899 = B
700 - 799 = C
600 - 699 = D
Withdrawal from a Course or Courses
From time to time a student may find it necessary to withdraw from a class or classes. The
Temple College catalog outlines the necessary procedures to properly withdraw from classes.
Refer to the catalog for the proper withdrawal policy.
Text:
Wrobleski, Henry M., and Hess, Karen M., Law Enforcement and Criminal Justice, 4th edition,
West Publishing Company, 1993.
References;
Texas Basic Peace Officer Manuel, Texas Commission on Law Enforcement Officer Standards
and Education, November 1995.
MODULE 1
SCANS Competencies
1;A,B,D,E 2;A,E 6;A 8;A
History and Philosophy of Criminal Justice
A.
Early Criminal Justice
The student will;
1.
2.
3.
B.
Discuss primitive attempts at criminal justice.
Discuss the social order of primitive societies.
Discuss the need for a more formal criminal justice system.
Code of Hammurabi
The student will;
1.
2.
3.
4.
C.
Identify the Code of Hammurabi.
Discuss the principles of the Code of Hammurabi.
List the principles of the Code of Hammurabi pertaining to criminal
justice.
Discuss the contributions of the Code of Hammurabi to modern day
policing.
Torah (Pentateuch)
The student will;
1.
2.
3.
4.
D.
Identify the Torah.
Discuss the principles of the Torah.
List the principles of the Torah pertaining to criminal justice.
Discuss the contributions of the Torah to modern day policing.
Ancient Contributions to Criminal Justice
The student will;
1.
2.
3.
List and discuss the contributions of Egypt, Greece, China, Romans, and
French to modern day criminal justice.
List and discuss the two dominant early legal systems still existing today.
Discuss the contributions of the Anglican and Romanesque legal system.
4.
5.
E.
Discuss the contributions of the two dominant legal systems to the United
States legal system.
Discuss the legal system which has had the greatest impact on the United
States criminal justice system.
Anglican legal system
The student will;
1.
2.
3.
4.
5.
6.
F.
Discuss the three periods of growth in the Anglican legal system.
Define and discuss the concept of the tithing system.
Define and discuss the following terms;
tithing system, hue and cry, watch and ward, riot act, constable, habeas
corpus, shire, reeve, shire reeve, hundred, posse comitatus.
Discuss the Frank-pledge and its effect on English criminal justice system.
Discuss the origin and purpose of the Star Chamber .
List and discuss the contributions to criminal justice of William the
Conqueror, Henry I, Henry II, King John, Edward I, Edward III, Henry
IV, Charles II, George II.
Magna Carta
The student will;
1.
2.
3.
G.
Discuss the origin of the Magna Carta.
Discuss the purpose of the Magna Carta.
List the contributions of the Magna Carta to modern criminal justice.
Peelian Reform
The student will;
1.
2.
3.
H.
Identify the Peelian Reform.
Discuss the twelve principles of the Peelian Reform.
Discuss the contributions of the Peelian Reform to modern policing.
English contributions to Criminal Justice
The student will;
1.
Discuss and compare the contributions of Henry Fielding, John Fielding,
Robert Peel, Edward Henry, Francis Galton, and Charles Rowan.
Activities;
1.
2.
3.
4.
Lecture
Class discussion
Reading assignment
Research assignment, due date
Module 2
Early American Law Enforcement
1;A,B,D,E 2;A,E
A.
Origin of American Law Enforcement
The student will;
1.
2.
3.
4.
B.
Discuss the impact of the European legal system on the American legal
system.
List and discuss the first police forces in the United States.
Define and discuss the Rattle Watch.
Define and discuss the
Types of Early Policing
The student will;
1.
2.
C.
Define and discuss the origin of the office of sheriff, municipal police
officer, slave patrols, frontier law enforcement, vigilantes, regulators.
Discuss the purpose and the origin of the Texas Rangers.
Establishment of Federal Agencies
The student will;
1.
Discuss the origin and authority of ;
a.
b.
c.
d.
e.
f.
g.
h.
I.
j.
D.
U.S. Marshals Office
Immigration & Naturalization Service
Secret Service
Internal Revenue Service
The Federal Bureau of Investigation
Federal Drug Enforcement Administration
Bureau of Prisons
Bureau of Alcohol, Tobacco and Firearms
United States Postal Inspectors
United States Coast Guard
Establishment of State, County and City Agencies
The student will;
1.
2.
E.
Discuss the origin and authority of;
a.
State Attorney General
b.
State Fire Marshall
c.
State Department of Natural Resources
d.
Driver & Vehicle Services Division
e.
State Highway Patrol
f.
County Sheriff
g.
Medical Examiner
h.
Constable
I.
Justice of the Peace
j.
Municipal Police
k.
Marshall
Eras of Policing
The student will;
1.
2.
3.
4.
List the three eras of policing in the United States.
Discuss the characteristics of the Political Era.
Discuss the characteristics of the Reform Era.
Discuss the characteristics of the Community Era.
Activities;
3.
1.
Lecture
2.
Class discussion
Reading assignment
Module 3
1; A,B,D,E 2;A,E
Crime
A.
Crime definitions
The student will;
1.
2.
B.
Define Crime
List and contrast the different definitions of crime.
Civil Actions
The student will;
1.
2.
3.
4.
Define civil law.
Compare and contrast civil law from criminal law.
Define tort.
Discuss the effect of civil actions against police officers.
Activities;
1.
2.
3.
Lecture
Class discussion
Reading assignment
Module 4
Crime Trends
1; A,B,D,E 2;A,C,E 7;B
A.
Amounts and Trends in Crime
The student will;
1.
2.
3.
4.
5.
6.
List and discuss the amount and types of crimes occurring in the United
States.
Conceptualize crime trends in the United States.
Define the purpose of the Uniform Crime Report (UCR).
Discuss the origin of the UCR.
List the eight Part I crimes identified in the UCR.
Discuss the major criticisms of the UCR.
Activities;
1.
2.
3.
Lecture
Class discussion
Reading assignment
Module 5
1;A,B,D,E, 2;A,C,E, 8;A
Victims of Crime
A.
Victims of Crime
The student will;
1.
2.
Define crime victim.
List different programs for crime victims;
a.
b.
c.
d.
e.
f.
3.
Victims Assistance Network
Victim of Crime Act
Victim Task Force
Victim & Witness Protection Act
Victim Impact Statements
Victim Compensation Programs
Define;
a.
Violent crime
b.
Property crime
c.
Organized crime
d.
Victimless crime
Activities;
1.
2.
3.
Lecture
Class discussion
Reading assignment
Module 6
Criminal Justice System
1;A,B,D,E 2;A,E
A.
Components of the Criminal Justice System
The student will;
1.
List the three components of the Criminal Justice System.
2.
List and discuss the scope of each component.
3.
List and discuss the limitations of each component.
Activities;
1.
2.
3.
Lecture
Class discussion
Reading assignment
Module 7
1;A,B,D,E, 2;A,E,
Law Enforcement
A.
Role of the Police
The student will;
1.
3.
List and define the role police.
List and discuss the function of the police,
a.
b.
c.
d.
e.
f.
3.
4.
5.
6.
Patrol
Investigation
Public service
Traffic
Juvenile
Narcotics & Vice
Discuss the need for community support for the police.
Discuss the purpose and need for community policing.
List the goals of police organizations.
List and diagram typical police structures.
Activities;
1.
2.
3.
Lecture
Class discussion
Reading assignment
Module 8
1;A,B,D,E, 2;A,E
Court System
A.
Court System
The student will;
1.
2.
3.
4.
List the hierarchy of court jurisdiction.
List and discuss the role & power of court judges.
List and discuss the grand jury system.
List and discuss major court problems.
Activities;
1.
2.
3.
Lecture
Class discussion
Reading assignment
Module 9
1;A,B,D,E, 2;A,E
Prosecution and Defense
A.
Prosecution
The student will;
1.
2.
3.
4.
B.
List and discuss the differing levels of prosecutorial levels.
List and discuss the power and authority of the prosecutor.
Define and discuss prosecutorial discretion.
List and discuss the duties of the prosecutor.
Defense
The student will;
1.
2.
3.
4.
Discuss the constitutional amendment addressing the right to counsel.
Discuss the importance of the defense attorney.
List and discuss the history of case law pertaining to the right to counsel.
Discuss the concept of the public defender system.
Activities;
1.
2.
3.
Lecture
Class discussion
Reading assignment
Module 10
Trial Process
1;A,B,D,E 2;A,E
A.
Pre-trial Process
The student will;
1.
2.
3.
4.
5.
B.
Jury
Compare and contrast the differing methods of pre-trail release.
List the procedure for warrant application.
List the reasons for and types of pre-trial hearings
Define arraignment.
Discuss the purpose of arraignment.
The student will;
1.
2.
3.
4.
5.
C.
Discuss the purpose and role of the jury.
Define Sequestration.
Discuss methods of jury selection.
Define Voir Dire.
Discuss the purpose of Voir Dire.
Trial Proceedings
The student will;
1.
2.
3.
4.
5.
6.
D.
List and discuss the order of a trial.
Define the purpose of; Opening Statements, Rebuttal, Redirect.
Discuss the purpose for the presentation of the prosecution’s case.
Discuss the purpose for the defense’s case.
Define verdict.
List and discuss the types of verdicts.
Sentence
The student will;
1.
2.
E.
Define sentence.
List and discuss the types of sentences allowed by law.
Appeal
The student will;
1.
2.
3.
Define Appeal.
Discuss the purpose of an appeal.
List and discuss the steps in filing an appeal.
Activities;
1.
2.
3.
Lecture
Class discussion
Reading assignment
Module 11
Corrections
1;A,B,D,E 2;A,E
A.
Philosophy of Corrections
The student will;
1.
2.
3.
4.
5.
B.
Discuss the changes in attitude in the philosophy of corrections.
List and define the four correction philosophies.
Define Capital Punishment.
Discuss current issues pertaining to Capital Punishment.
List and discuss the rights of convicted offenders.
The Corrections Institution
The student will;
1.
2.
3.
4.
5.
6.
C.
Discuss the general direction of corrections.
Discuss the procedures for custody and discipline.
List the types of programs available to inmates in the corrections
institution.
Discuss the effectiveness of the corrections institution.
Discuss the length of sentences and methods of computing sentences.
List and discuss the role of the correction personnel.
Probation and Parole
The student will;
1.
2.
3.
4.
5.
D.
Define probation.
Discuss the purpose of probation.
Define parole.
Discuss the purpose of parole.
Discuss the methods of monitoring probationers and parolees.
Trends in Correction
The student will;
1.
2.
3.
4.
5.
6.
Discuss the increased use of probation and parole.
Discuss the increased use of community based programs.
Discuss the need for improved counseling.
List and discuss benefits for better vocational training.
Define Work Release and its purpose.
Discuss the need and benefit of family visitations in prison.
Activities;
1.
Lecture
2.
3.
Class discussion
Reading assignment
Module 12
1;A,B,D,E 2;A,E
History of Texas Commission on Law Enforcement Officers Standards and
Education
(TCLEOSE)
A.
History of TCLEOSE
The student will;
1.
2.
3.
Discuss the history of TCLEOSE.
List and discuss the role of TCLEOSE in Law Enforcement.
List the current Director of TCLEOSE.
Activities;
1.
2.
3.
Lecture
Class discussion
Reading assignment
SCANS Skills
Foundation Skills defined in three areas; basic skills, thinking skills, and personal qualities.
1.
Basic skills: a worker must read, write, perform arithmetic and
mathematical operations, listen, and speak effectively. These skills include;
A.
B.
C.
D.
E.
2.
Reading: locate, understand, and interpret written information in prose and
in documents such as manuals, graphs, and schedules.
Writing: communicate thoughts ideas, information, and messages in
writing, and create documents such as letters, directions, manuals, reports,
graphs, and flow charts.
Arithmetic and Mathematical Operations: perform basic computations and
approach practical problems by choosing appropriately from a variety of
mathematical techniques.
Listening: receive, attend to, interpret, and respond to verbal messages and
other cues.
Speaking: organize and communicate orally.
Thinking Skills: A worker must think creatively, make decisions, solve
problems, visualize, know how to learn, and reason effectively. These skills
include;
A.
B.
C.
D.
E.
F.
3.
Creative Thinking: generate new ideas.
Decision Making: specify goals and constraints, generate alternatives,
consider risks, and evaluate and choose the best alternative.
Problem Solving: recognize problems and devise and implement plans of
action.
Visualize: organize and process symbols, pictures, graphs, objects, and
other information.
Knowing How to Learn: use efficient learning techniques to acquire and
apply new knowledge and skills.
Reasoning: discover a rule or principle underlying the relationship
between two or more objects and apply it when solving a problem.
Personal Qualities: A worker must display responsibility, self esteem,
sociability, self management, integrity, and honesty. These skills include;
A.
B.
C.
D.
E.
Responsibility: exert a high level of effort and persevere toward goal
attainment.
Self Esteem: believe in one’s own self-worth and maintain a positive view
of oneself.
Sociability: demonstrate understanding, friendliness, adaptability,
empathy, and politeness in group settings.
Self Management: assess oneself accurately, set personal goals, monitor
progress, and exhibit self control.
Integrity and Honesty: choose ethical courses of action.
Workplace Competencies are defined in five areas: resources, interpersonal skills, information,
systems, and technology.
4.
Resources: A worker must identify, organize, plan, and allocate resources
effectively.
A.
Time: Select goal-relevant activities, rank them, allocate time, and prepare
and follow schedules.
B.
Money: Use or prepare budgets, make forecasts, keep records, and make
adjustments to meet objectives.
C.
Material and Facilities: Acquire, store, allocate, and use materials or space
efficiently.
D.
Human Resources: Access skills and distribute work accordingly, evaluate
performance and provide feedback.
5.
Interpersonal Skills: A worker must work with others effectively.
A.
B.
C.
D.
E.
F.
6.
Information: A worker must be able to acquire and use information.
A.
B.
C.
D.
7.
Acquire and Evaluate Information.
Organize and Maintain Information.
Interpret and Communicate Information.
Use Computers to Process Information.
Systems: A worker must understand complex interrelationships.
A.
B.
C.
8.
Participate as a Member of a Team: contribute to group effort.
Teach others new skills.
Serve Clients/Customers: work to satisfy customers’ expectations.
Exercise Leadership: communicate ideas to justify position, persuade and
convince others, responsibly challenge existing procedures and policies.
Negotiate: work toward agreements involving exchange of resources,
resolve divergent interests.
Work with Diversity: work well with men and woman from diverse
backgrounds.
Understand Systems: know how social, organizational, and technological
systems work and operate effectively with them.
Monitor and Correct Performance: distinguish trends, predict impacts on
system operations, diagnose deviations in systems’ performance and
correct malfunctions.
Improve or Design Systems: suggest modifications to existing systems
and develop new or alternative systems to improve performance.
Technology: A worker must be able to work with a variety of technologies.
A.
B.
C.
Select Technology: choose procedures, tools, or equipment including
computers and related technologies.
Apply Technology: choose procedures, tools or equipment including
computers and related technologies.
Maintain and Troubleshoot Equipment: Prevent, identify, or solve
problems with equipment, including computers and other technologies.