Marshall University
Department of Criminal
Justice
CJ 602: Law & Social Control
Fall 2010
CJ 602: Law & Social Control
Course Number & Title
Dr. Gordon A. Crews
Professor
Phone: 304.696.3083 (Voice Mail)
Email: crewsg@marshall.edu
Class Hours, Days, & Room:
Office Hours & Days:
2:00 to 4:00pm
Fall 2010
Semester/Year
Th 4:00-6:20pm
3.0 (Graduate)
Credits
Office: Smith Hall 740D
SH 416_(As assigned in syllabus below)
Tuesday & Thursday, 9:00 to 11:00am; Wednesday, 9:00 to 12:00pm; Thursday,
REQUIRED TEXTS/READINGS:
Anleu, S. L. R. (2010). Law and social change. Los Angeles, CA: SAGE Publishers.
Other readings as assigned.
OPTIONAL TEXTS/READINGS:
Oliver, W. M., & Hilgenberg, J. F., Jr. (2006). A history of crime and criminal justice in America.
Boston, MA: Allyn & Bacon/Longman.
Thistlethwaite, A., and Wooldredge, J. (2010). Forty studies that changed criminal justice: Explorations into history
of criminal justice research. Upper Saddle River, NJ: Prentice Hall.
COURSE DESCRIPTION: An examination of the nature of law and crime with a view towards determining
the nature of control of social behavior by the legal system.
Course Objectives: Upon completion of this course, the successful student will be able to:
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Understand the criminal justice system from a historical perspective.
Examine the current issues and crimes by using historical lessons as a guide.
Evaluate the effectiveness of law as social control and alternately, social control as a mechanism for
influencing the law.
Examine current social issues relative to social control, social justice, and law.
Develop and enhance critical thinking and analytic skills by dissecting our criminological roots.
Enhance professional presentation, facilitation, and communication skills.
Write analytically and critically at the graduate level using correct citation and reference styles.
1
DEPARTMENT OF CRIMINAL JUSTICE STUDENT LEARNING OUTCOMES
1. Describe and apply basic criminal justice information and concepts
2. Demonstrate critical thinking and problem solving skills relevant to criminal justice
3. Use appropriate social science and/or legal research and skills and resources to complete original
research in criminal justice
4. Effectively communicate in both oral and written formats using discipline-appropriate vocabulary and
dialogue
5. Recognize and apply ethical principles of the discipline in regard to research, use of sources,
collaboration with colleagues, and principled decision/policy making
6. Successfully enter into discipline-appropriate employment as a professional in criminal justice or, if
desired, continue education in graduate and/or law school
7. Demonstrate comprehension of discipline-appropriate technology, including computer hardware and
software
GRADING SCALE:
A = 90 – 100 B = 80 – 89
C = 70 – 79
D = 60 – 69
F = 59 and below
EVALUATION OF LEARNER OBJECTIVES/COURSE REQUIREMENTS (Grades will be based on the
following requirements):
Score Sheet
Requirement
Points Team 1
Team 2
Due Date
Team Lecture on Text Chapter(s)
200
4 x 50 = 200
3 x 50 = 150
As assigned below
Team outline on Text Chapter(s)
200
4 x 50 = 200
3 x 50 = 150
As assigned below
Individual Readings (Written)
150
3 x 50 = 150
4 x 50 = 200
As assigned below
Individual Readings (Discussion)
150
3 x 50 = 150
4 x 50 = 200
As assigned below
Final Exam
300
300
300
December 9
Total Possible Points
100.0
100.0
100.0
COURSE OUTLINE: The below outline is subject to change to meet the needs of the class.
Topic
Past to Present
1600-1775
Date
August 26
Lecture/Activity
Where Have We
Been And
Where Are We
Going?:
Thinking About
Social Control
Assigned Reading
Chapter 1: The Meanings of Law
September 2
As assigned
No Class Meeting
September 9
Crews on 16001775
Chapter 2 & 3: Law in classical social
theory/Contemporary social theory and law
2
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1776-1855
September 16 As assigned
No Class Meeting
September 23 Crews on 17761855
Chapter 4: The legal profession
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1856-1935
The Mayflower Compact
The 1629 Charter Of
Massachusetts Bay
The First Thanksgiving
Proclamation
The Fundamental Orders Of
Connecticut
The Character Of An Old English
Puritan
The English BOR
On Crime And Punishment
An Introduction To The Principles
Of Morals And Legislation, 1789
The Articles Of Confederation
And Perpetual Union
Declaration Of Independence
The Bill Of Rights
1789 Washington's Inaug.
Speech
The Writings of John Marshall
On The Penitentiary System In
The United States And Its
Application In France, 1833
Class Conflict And Law
September 30 As assigned
No Class Meeting
October 7
Chapter 5: Dispute resolution
Crews on 18561935
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The Constitution Of The
Confederate States Of America
Address Of Robert Rhett To
Slave Holding States
Declarations Of Causes Of
Seceding States
Abraham Lincoln 1st Inaug.
Ordinances Of Secession
The Gettysburg Address
The Emancipation Proclamation
Abraham Lincoln 2nd Inaug.
Address
3
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1920-1960
October 14
As assigned
No Class Meeting
October 21
Crews on 19201960
Chapter 6: Social control
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1960-1980
The Fugitive Slave Act 1850
The Jukes A Study In Crime
Pauperism And Heredity 1877
I Accuse Stalin 1933
What Is A Gang
The Normal And The
Pathological, 1893
Suicide
Attachment To Social Groups
The American Reformatory
Prison System
Criminal Man, 1911
Feeblemindness.1914
The Individual Delinquent, 1915
Marxism In The Us 1947
Culture Conflict And Crime
Differential Association
Juvenile Delinquency And Urban
Areas (Clifford R. Shaw and
Henry D. Mckay)
Primary And Secondary
Deviation
Punishment And Social Structure
The Dramatization Of Evil
The Professional Thief
Wayward Youth
The Death Agony Of Capitalism
1938
Social Structure And Anomie
October 28
As assigned
No Class Meeting
November 4
Crews on 19601980
Chapter 7: Feminism and legal reform
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The Satanic Bible
Outsiders
The New Criminology
A Control Theory Of Crime
Challenge Of Crime In A Free
Society
Class State And Crime
4
1980-1999
November 11
As assigned
No Class Meeting
November 18
Crews on 19801999
Chapter 8: Rights and citizenship
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2000-Present
Satanic Tourism Article
Class And State Richard
Quinney
The Minneapolis Domestic
Violence Experiment Does Arrest
Deter Crime?
The Newark Foot Patrol
Experiment Should The Police
Patrol In Cars Or On Foot?
Broken Windows: Can A Broken
Window Lead To Crime?
Judges’ Assessments Of An
Offender’s Risk For Future
Criminality
Are Sentences Affected By
Stereotypes Of “Dangerous
Offenders”?
Felony Probation: Is It Safe To
Put Felons On Probation?
November 25
As assigned
No Class Meeting
December 2
What the hell
now and who
the hell cares?
Chapter 9: Conclusion
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December 9
Final exam
Every Day Is Halloween
Horton Article West
Online Version Of Complete
Preppie Youth Gangs
Vulnerable Populations Chapter
Crews And Crews
ON EVERYTHING FROM COURSE!!!
5
Crews’ Nine Academic Rules of the Earth
1.
2.
3.
4.
Classroom Conduct:

As a general rule, I, 1) show up for class, 2) arrive on time, 3) am semi-prepared, 4) sober/conscious, 5) stay off my cell phone, 6) am interested in the topic
of the day, and 7) STAY THE ENTIRE TIME ~ I expect the same of you!!!!

All cell phones must be turned off and put away (out of view) at the commencement of class, with the exception of emergency service personnel. Cell
phones are disruptive not only to me, but your fellow students, so please be courteous. You will receive only one warning if your cell phone goes off in class,
or if I catch you playing with it during class.

You may NOT eat during class. This means food of any kind (chips, sandwiches, candy, etc.). However, drinks are permitted (non-alcoholic of course).
Also, you should not be working on anything not related to this class once class commences (this includes reading, copying other’s notes, knitting, playing
games on your cell phone, etc.).

Do NOT leave the classroom once class has started, unless it is an absolute emergency or you have notified me before class that you will be leaving. You
should use the restroom, get a drink of water, and make a phone call, etc. before class starts.

Do NOT bring weapons into the class. If you are a law enforcement officer and required to be armed, please let me know.

You are not allowed to smoke within the building, and I will not permit smokeless tobacco in my classroom.
Student Participation:

Don’t hesitate to ask questions, the dumbest question is the one not asked! If you ask a question I can’t answer, I’ll find out the answer and get back to you.
Please remember that as a teacher, I am merely your guide through the field, I am not the field itself! (Although, my wife would say I think I AM!).

During discussions please respect different viewpoints; there is always more than one side. Treat others’ views as you would want your own to be treated,
with an open mind. Personal attacks on others will not be tolerated!

I like to run my classes as an open forum where we can all learn from each other, so I encourage intelligent discussions, questions, and comments, but at the
same time we have to remember that we are at a university setting and must act accordingly.
Professor and Student Responsibilities:

I realize that every now and then, unexpected and difficult situations arise. However, when you enrolled in this class, you made a commitment to me, to
yourself, and to your fellow classmates. I expect you to fulfill that commitment to the best of your ability. If you are unable to fulfill my expectation, I am
really not interested in your reasons. That does not mean that I am cold and heartless, just that I have established standards for my classes that I know work
from many years of experience.

Experience has shown that it is impossible for students who miss class to pass this course. However, the reverse is also true. Those students who do not miss
class and who submit work on time generally score quite high. This course is one that builds from meeting to meeting and one concept to another and
requires that previously covered material be understood before one can reasonably expect to move to the next. Attendance is therefore expected.
Attendance will be taken at various points during the term. Students who are not present when attendance is taken will not be credited with attending class
on that day.
Make up Policy:

5.
Extra Credit:

6.
There will be no excused absences on exam days and no assignments can be made up! Any paper/project/in class work not turned in/completed on the date
and time specified in the syllabus will receive a zero. Only documented medical emergencies will be considered as reasonable excuses for allowing a
paper/project to be turned in late, an exam made up, or a presentation delayed, all others will be given a zero. Due dates are set in the course schedule for
turning in projects and for giving presentations ~ due to the nature of these requirements, they cannot be made up.
At various points during the semester the instructor MAY offer opportunities for students to gain extra credit points. These are generally onetime events
which reward students who take advantage of opportunities to attend out of class presentations or complete assignments in class. These can NEVER be
made up; there is ample opportunity in this class for each student to obtain more than enough points to achieve an “A” ~ therefore, opportunities are a
PRIVILAGE not a RIGHT and at the instructor’s discretion.
Office Hours:
6
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7.
Course Materials:

8.
A syllabus with a detailed schedule is provided for each course, the instructor will do their utmost to follow the syllabus and it is expected that the student
will as well. All due dates are listed and will be enforced (do not ask for them to be altered for any reason). Most lectures will be on PowerPoint. These
presentations will generally occur one time in the course while the material is being discussed in class. I may post online lecture shells for you to use.)
Cheating, Plagiarism, and General Academic Dishonesty:

9.
I encourage all my students to make use of my office hours, they are there for you. If you can’t make it at the scheduled times, let me know and we can
arrange to meet at another time. However, this invitation is only for those students who come to class on a regular basis and put forth a genuine effort to
learn. Also, please keep in mind that I have a life too (albeit, dark and demented), and while my office hours are mandatory, my other time is not, so my
flexibility can only extend so far.
Don’t cheat or plagiarize! Academic dishonesty is something I take very seriously and will not tolerate. Anyone caught cheating or plagiarizing will
automatically receive a failing grade for the course and will be referred to the dean for appropriate disciplinary action. Plagiarism from the internet has
become a very serious problem and professors now have access to various software programs to identify this behavior, so at this point in your academic
career, don’t risk it!
University Policies/Instructor Prerogative:

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University ADA Statement: The American with Disabilities Act has established a robust set of Federal Regulations that ensure employees and students
receive fair and reasonable accommodations as they work and study. It has been my experience that students with disabilities exert considerable effort to
achieve their educational goals. Moreover, I have found the accommodations to represent efforts in good pedagogy rather than special treatment for the
student. As such, I hope each of you will work collaboratively with the Office of Disabled Student Services as the need arises.
Any items or events not covered in this syllabus will be handled according to established university policies and/or instructor’s prerogative.
Brief Faculty Member Biographical Sketch
Dr. Gordon A. Crews is currently a Professor in the Department of Criminal Justice at Marshall University.
Prior to this position, he served as Associate Professor in the Department of Criminal Justice at Washburn
University in Topeka, Kansas. Since 1990, Dr. Crews has served as a faculty member and/or academic
administrator at Cameron University (OK), Roger Williams University (RI), Jacksonville State University (AL),
Valdosta State University (GA), and the University of South Carolina Beaufort (SC).
He earned a Ph.D. in Education/Criminal Justice, a Graduate Certificate in Alcohol & Drug Studies, a Bachelor
of Science in Criminal Justice, and Masters of Criminal Justice, from the University of South Carolina (SC).
He served as Executive Counselor for the Juvenile Justice Section of the Academy of Criminal Justice Sciences
and as former President and member of the Board of Directors for the Southern Criminal Justice Association.
Prior to teaching, Dr. Crews worked in law enforcement as a bloodhound officer & trainer, field-training
officer, and criminal investigator; in corrections as a training and accreditation manager; and in insurance fraud
as an investigator. His publications include journal articles dealing with school violence, Occult/Satanic
involvement and youth, and various law enforcement and correctional issues.
His books include Faces of Violence in America (1996), published by Simon & Schuster; The Evolution of
School Disturbance in America: Colonial Times to Modern Day (1997), published by Praeger; A History of
Correctional Violence: An Examination of Reported Causes of Riots and Disturbances (1998), published by the
American Correctional Association; Chasing Shadows: Confronting Juvenile Violence in America (2001),
published by Prentice Hall; Living in Prison: A History of the Correctional System with an Insider’s View
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(2004), published by Greenwood Publishers; and, In the Margins: Special Populations and American Justice
(2008), published by Prentice Hall. His most recent book is entitled, Juvenile Delinquency and Violence:
Examining International Police and Societal Response (2009), published by CRC/Taylor and Francis. Dr.
Crews' current research interests focus on an international comparison of police and societal response to
individuals involved in alternative belief practices (e.g., Satanism, Wicca, Goth, etc.).
Since 2000, he has conducted extensive field research in these areas across the United States, United Kingdom,
Middle East, Netherlands, Central Europe, Scandinavia, Turkey, Ghana, and most recently in Central and
Eastern Europe (Greece, Macedonia, Bulgaria, Romania, Hungry, Slovakia, Austria, Czech Republic, Slovenia,
Serbia, and Croatia).
LAW & SOCIAL CONTROL CHAPTER LECTURE
Each student will be required to work with a team (1 or 2) to develop and present a lecture dealing with an
assigned chapter(s) from the required text (see team assignments below). It is expected that the team will
thoroughly offer the rest of the class an in depth analysis and review of the assigned chapter(s). The rest of the
class is expected to have read the material as well and be ready to discuss the readings and ask questions of the
lecturing team.
LAW & SOCIAL CONTROL CHAPTER OUTLINE
In addition to giving a lecture based on the assigned chapter(s), the team will also be responsible for giving the
rest of the class a detailed outline of the chapter readings.
CRITICAL ANALYSIS/ESSAY/DISCUSSIONS/WRITINGS
(As developed by Dr. Kim Detardo-Bora)
For each assigned reading/article (as assigned below) each student will submit a one-page, singlespaced, and typed essay. These analyses will be used for your presentation and our discussion as
8
facilitated by you during class, so you may write additional notes on them. Then, submit them to me
by the end of class. The analyses are comprised of three parts and should be written as such using
the headings “Criminal Behaviors,” “Criminal Law and Formal Social Control,” and “Informal
Social Control.”
FORMAT FOR EACH ESSAY/READING
Part I: Criminal Behavior (or Not?)
For the first part of each essay you will need to identify the types of behavior(s) that were prohibited and/or
allowed (legal). In other words, briefly describe the types of crimes that needed to be controlled during this
time frame. Also, categorize these crimes as being socially harmful, immoral, or consensual crimes.
Part II: Criminal Law and Formal Social Control
Address one or more of the functions of criminal law (see list below #1-#6) that apply to this time period in
context with the crime(s) that existed.
1.
2.
3.
4.
5.
6.
To enforce social control-law is a statement of rules; norms-folkways and mores
To discourage revenge-revenge is the duty of the state not the individual who was wronged
To express public opinion and morality-reflects changing opinions; mala prohibitum
To deter criminal behavior-threat of punishment should outweigh the benefit of the crime (prevention)
To punish wrongdoing-law has the power to punish (via fines and imprisonment)
To maintain social order-law helps sustain our economic system (capitalism)
Also, address the ways in which these behaviors were controlled or contained via law enforcement and
government officials. Describe the agents of social control. What groups or social class were targeted, if any?
Thus, was the law applied unfairly to one social group versus another based on class, race, ethnicity or
gender? Was the function of law then to oppress? Explain. Overall, was the behavior quelled? Were agents of
social control effective? How?
Part III: Informal Social Control
Finally, and if applicable, discuss the informal control mechanisms that were used to punish or reward
acceptable or unacceptable behavior. Were they effective in containing behavior? How? Remember that
informal social control is based on customs, traditions, norms, and values. Sanctions include ridicule, sarcasm,
criticism, disapproval, social discrimination and exclusion. On the contrary, good behavior can be rewarded by
praise, honors, and awards.
9
GRADUATE TEAM ASSIGNMENTS
Rotation of Responsibilities
DATE
September 9
September 23
October 6
October 21
November 4
November 18
December 2
Law & Social Change Lecture
1
2
1
2
1
2
1
Critical Analysis/Readings/Discussions
2
1
2
1
2
1
2
TYPICAL STRUCTURE OF EACH CLASS MEETING
Time
4:00-5:00pm
5:00-5:45pm
Activity
Historical/Crews Class Lecture
Law & Social Change Lecture
5:45-6:20pm
Critical
Analysis/Essay/Discussions
Materials
Based on Topic of class meeting
Based on an individual team’s assigned
chapters
Based on each member of team
discussing their assigned/chosen articles
with the rest of the class
10
GRADING RUBRICS WHICH WILL BE USED IN THE COURSE
Critical Analysis/Essay/Writings
Grading Criteria:
One-complete page, typed, singled-spaced (1 inch margins):
Grammar, spelling, punctuation:
Application of key concepts:
Understanding of law and social control:
Law & Social Change Lecture Grading Rubric
Presenters: ____________________________
_______
_______
_______
_______
(As developed by Dr. Kim Detardo-Bora)
Date: __________
Points: ________
Presentation Grading Criteria:
Was the presentation well organized?
YES
Somewhat
NO
Did the presenter make eye contact?
YES
Somewhat
NO
Did the presenter use a visual aid and/or handout?
YES
NO
Did the presenter use PowerPoint?
YES
NO
Was the color contrast effective?
Were the slides free of overcrowding?
Were the fonts and backgrounds consistent?
YES
YES
YES
Somewhat
Somewhat
Somewhat
NO
NO
NO
YES
Somewhat
NO
Was the presenter professional when addressing the audience? YES
Somewhat
NO
Was the presenter professionally dressed?
YES
Somewhat
NO
Was communication clear?
YES
Somewhat
NO
Was the visual aid used effectively?
Did the presenter read verbatim from a paper?
YES
Did the presenter deviate at all from a paper?
YES
Did the presenter read the PowerPoint slides verbatim? YES
NO
NO
NO
Did the presenter demonstrate understanding of the material? YES
That is, without relying on a paper?
Somewhat
NO
Did the presenter cover the material thoroughly?
YES
Somewhat
NO
Did the presenter meet the time requirement?
YES
N/A
N/A
N/A
N/A
N/A
NO
Instructor Comments:
11
Critical Analysis/Essay Grading Rubric
(As developed by Dr. Kim Detardo-Bora)
Essays/analyses-The analyses are comprised of three parts and should be written as such using the headings
“Criminal Behaviors,” “Criminal Law and Formal Social Control,” and “Informal Social Control.”
Grading Criteria:
One-complete page, typed, singled-spaced (1 inch margins)
Grammar, spelling, punctuation
Application of key concepts
Understanding of law and social control
_____
_____
_____
_____
Facilitation of Classroom Discussions Grading Rubric
(As developed by Dr. Kim Detardo-Bora)
Facilitation
As a facilitator it would be wise to come prepared to class with questions from the selected reading
(presentation topic) and to develop additional questions from the presentation. As a facilitator you will
need to guide the discussion by soliciting opinions about the subject, how this subject relates to our
history, and if applicable, how this issue fits into the context of law and social control. Facilitators will
be graded on keeping the group discussion focused, maintaining neutrality, listening skills,
encouraging discussion, summarizing key ideas, and asking substantive questions.
Facilitation Grade Rubric
Facilitator: _________________________________
Points: _______
Facilitator/Moderator Grading Criteria:
Criteria
Poor Average
Above
Average
Excellent
Kept the group focused on the
topic
Maintained neutrality
Attentive, demonstrated
understanding, good listening
skills
Encouraged discussion
Summarized key ideas
Asked substantive questions
Instructor Comments:
12