Historical Perspectives In Criminal Justice

Curriculum Guideline

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Course
CRIM 1121
Discontinued
No
Course Code
CRIM 1121
Descriptive
Historical Perspectives In Criminal Justice
Department
Criminology
Faculty
Humanities & Social Sciences
Credits
3.00
Start Date
End Term
201930
PLAR
No
Semester Length
15
Max Class Size
35
Contact Hours
Lecture: 4 hours per week / semester
Method(s) Of Instruction
Lecture
Learning Activities

Lecture

 

Field Study: The Instructor may undertake field trips to historical prison sites and courts in the US, Canada and other jurisdictions as determined.

 

Film and Web-based Resources

Course Description
This course is a historical review of society's reaction to crime and deviance and the operation of the criminal justice system in Europe and North America over the centuries. This history relates to various political, legal, social, theoretical, philosophical movements and schools of thought. The development of criminal law is traced through the development of the police institution, the courts, the birth of the prison and other secure institutions designed to control the deviant. The history, transformation and evolution of punishment and imprisonment practice that seemingly molds itself independent of actual crime, criminality and perceived deviancy in society are considered. Students conduct in-depth examination of historical forces influencing the development, implementation, and modification of criminal justice approaches.
Course Content

Lecture and Reading:

  1. Theoretical perspectives in Criminal Justice.
  2. Criminal law in ancient times.
  3. The emergence of criminal law and the evolving concept of crime and the criminal in England.
  4. The development of criminal law in America.
  5. Racism and the law.
  6. Slavery and post-emancipation law in America.
  7. The emergence of the police institution in England and America.
  8. The development of the police institution in Canada including provincial and municipal police forces.
  9. The history of drug laws and the alcohol prohibition era in North America.
  10. The history of eugenics theory in North America.
  11. Control of the insane and the rise of mental institutions in North America.
  12. The emergence and growth of the workhouse and the prison system in England and North America.
  13. 18th century reform of the prison, the Pennsylvania and Auburn prison systems.
  14. Convict labor, transportation and convict leasing.
  15. A history of women’s prisons.
  16. Historical correctional practices and the aboriginal population of North America, including residential schools.
  17. The development of the juvenile justice system.
Learning Outcomes

At the conclusion of the course the student will be able to:

 

  1. Discuss the importance of politics in any consideration of crime and criminal justice development.
  2. Describe and analyze the concepts of freedom and liberty as they relate to deviant individuals or groups in a democratic and capitalist society.
  3. Identify historical evidence of the persistence of classism, racism and sexism in European, American and Canadian culture in the development of the criminal class.
  4. Identify political and legal forces that changed social attitudes over time towards inequality, poverty and marginalization.
  5. Describe the ways in which religious values and themes have shaped criminal justice issues and practices.
  6. Demonstrate in writing an in-depth understanding of the historical strategies and reactions to criminality and deviance.
  7. Identify and articulate current-day criminal justice challenges based on an accurate knowledge of the historical development of social control and criminal justice approaches.
  8. Compare and contrast 19th and 20th century correctional and criminal justice practice with innovative approaches to criminal justice in the new millennia.
  9. Apply academic research and writing skills for the required term paper.
Means of Assessment

Evaluation will be based on the course objectives and carried out in accordance with ÁñÁ«ÊÓƵ policy.   The instructor will provide a written course outline with specific evaluation criteria at the beginning of the course.  Evaluation will be based on the following:

 

  1. Examinations: midterm and final
  2. Class participation
  3. Term paper, project or presentation

 

An example of a possible evaluation scheme would be:

Mid term  30%
Final  30%
Term paper  30%
Class Participation        10%
Total 100%

 

 

 

            

Textbook Materials

Textbooks and Materials to be Purchased by Students:

 

Shelden, R.G., Controlling the Dangerous Classes: A History of Criminal Justice in America. 2nd ed. (2008).               Boston. Pearson.  

Additional readings as determined by course instructor.