California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: July 27, 2003
Latest Update: October 2, 2014
You will be held accountable for purposes of grading for the readings and exercises listed here. There will be no "testing." That means that you will not have to live in anxious anticipation of what we will ask and how much you will have to know. Instead, we will provide weekly discussion questions, lectures, essays, and concepts we feel that you should know as a result of having taken this course. You will assure us of that learning and receive your grade for the questions and concepts about which you choose to write and talk with us. In addition you will find detailed explanations and examples on our grading policies in the first week's reading.
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Week 6: Week of October 5, 2014
To stay on track, you should be proofreading nd putting the finishing touches on your visual project at midterm (e.g., annotated bibliography, self-assessment).
You are falling behind if: 1) you have not completed your annotated bibliography and self-assessment for your visual project, and 2) you need to resolve your "no grade". .
Topic: Justice on the Streets?
- Friday, October 10th, beginning of class - Midterm Visual Project due (including annotated bibliography & self-assessment)
- Friday, October 17th - The last day to drop a semester long course
- Richard Delgado & Jean Stefancic. The Derrick Bell Reader . Chapters 6.
- Gordon Fellman. Rambo and the Dalai Lama. -- entire book.
- Samuel Walker and others. The Color of Justice. -- Chapter 4.
- Documentary: "Florida v. Campbell" (to be shown in class)
Lecture related links:
- "theory, policy, practice"
- "Who's Habermas? Why Habermas?"
- W.I. Thomas "Definition of the Situation
- Those Infamous Grades and Letters of Recommendation
- "The Case Against Gold Stars" by Alfie Kohn.
- Cooperative Learning
Concepts to be covered:
- racial profiling
- deadly force
- affirmative action
- War on Drugs
- gringo justice
- police brutality
Note: In order to answer these discussion questions, you will need to do this week's readings and view the documentary, "Florida v. Campbell.". Due: Monday, October 13th.
- What is meant by a contextual approach to examining policing, race and ethnicity? [Walker, p. 182] What would Bell and Fellman say about this approach? Why.
- How is policing in Native American communities different than policing in the rest of the United States? Why. [Walker, p. 182]
- When does the police use of deadly force become "excessive" or "unjustified"? Provide a definition of excessive force. [Walker, p. 182] How would Fellman and Bell react to this issue? Why.
- Explain the concept of affirmative action . Do you think affirmative action is more important in policing than in other areas of life? [Walker, p. 182] Why. In Chapter 6 of The Derrick Bell Reader , the focus is on the politics in the academy. Are there "comparable pressures that plague" minority law enforcement officers? If so, what are some similarities and differences experienced by minorities in these two professional career fields?
Self-Assessment Questions for Midterm Visual Project: (due Friday, October 10th) .
- Division of Labor-- If working in a group - a) List the names of the individuals in your group. At midterm, what have you accomplished (e.g., bibliography, visual project itself, giveaway item)? b) explain the division of labor and your individual contribution to this visual project.
- Connect Visual Project to Course Materials -- At midterm, explain in depth, how your visual project relates to the course (e.g., the readings, the documentaries, class discussions, major concepts, theories).. Discuss how your visual project relates to "theory, policy, practice".
- Self-Assessment -- At midterm, what did you learn? Apply the 6Cs to your visual project at midterm, with special attention on competence and creativity. What is your midterm visual project self-assessment (provide a letter grade) ___ ? Explain why this particular grade.
Suggestions for Visual Projects:
Note: Start thinking about ideas for your visual projects. Must relate to "race, crime, law." Must be approved before starting your visual project. Cannot be something that you are doing or have done for another course. Research cannot be 100% online (i.e., google, askjeeves). Must conduct library research using scholarly works, (not the popular press -- Time Magazine, Newsweek, Sports Illustrated). You are expected to turn in a bibliography with each visual project. No term papers! Allow time to dialogue and present your visual project progress. Email me your ideas ASAP.
Course Syllabus for CRMJ/SOCA 365 "Race, Crime, Law"