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California State University, Dominguez Hills
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Created: July 27, 2003
Latest Update: November 6, 2008
jeannecurran@habermas.org
takata@uwp.edu

CRMJ/SOCA 365 Race, Crime, Law

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.

"Race, Crime, Law" Cards

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Week 11: Week of November 9, 2008

12 noon, Monday, November 10th - Deadline to email me your second visual project topic for approval.

Monday, November 17th -- Deadline to submit a detailed progress report on your second visual project.

Topic: The Color of Death

Preparatory Readings:

• Richard Delgado & Jean Stefancic. The Derrick Bell Reader . Chapter 12.
• Samuel Walker and others. The Color of Justice. -- Chapter 8.
• Gordon Fellman. Rambo and the Dalai Lama. -- entire book!!
• Documentary: "Witness to Execution" (to be shown in class)
  
  

Lecture related links:

• Death Penalty Index
• Race, Ethnicity, and the Criminal Justice System
• Sticks and Stones -- Labelling Matters.
  
• W.I. Thomas "Definition of the Situation
  
• other Gordon Fellman related materials on the Dear Habermas site.
• "Who's Habermas? Why Habermas?"
  
  

Concepts to be covered:

• Roper v. Simmons (2005)
• Atkins v. Virginia (2002)
• Furman v. Georgia (1972)
• Eighth Amendment
• Gregg v. Georgia (1976)
• McClesky v. Kemp (1987)
• David C. Baldus
• wrongful convictions
• deterrence
• retribution

Discussion Questions:

Note: In order to answer these discussion questions, you will need to view "Witness to Execution." Incorporate the assigned readings for this week in your answers.




1. What can minorities do when it is the public itself that votes to eliminate affirmative action or immigrant rights? [from D&S, p. 355]
2. Consider the five remedies for racial discrimination in capital sentencing (See Box 8.6). Which do you believe is the appropriate remedy? Why? What would Fellman choose and how would his selection compare to Bell's? Why. [from Walker, p. 333]
3. What would Fellman's reaction be to the documentary, "Witness to Execution"? Why. What would be Bell's reaction? Why.

Suggested Visual Projects/Creative Measures:

Note: Start thinking about ideas for your visual projects/creative measures. Must relate to "race, crime, law." Must be approved before starting your creative measure. 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 creative measure in class. Email me your ideas ASAP.

• Office of Juvenile Justice and Delinquency Prevention. An excellent resource for juvenile justice related issues.
  
• National Criminal Justice Resource Service. Administered by the Office of Justice Programs, U.S. Department of Justice.
  
  

• Make A Box a Week focusing on this week's topic, "Race & the Death Penalty."
• Research your state's recent developments relating to the death penalty; for example, in the State of Wisconsin, the recent death penalty referendum.
• Amnesty International reports that 123 prisoners have been released in the U.S. since 1973 after evidence emerged of their innocence of the crimes for which they were sentenced to death. Research these cases and present their findings to the class. [from Walker's teachers guide]
• Examine the most recent research on race and the death penalty.
  
• Explore death penalty related "mistakes."
  
• Research/read the Baldus study.
  
  
• Examine Race, Ethnicity, and the Criminal Justice System published by the American Sociological Association (September 2007).
• Research the Dalai Lama -- his past and present.
• Research "forgiveness". Begin with these books: Martha Minow, Between Vengeance and Forgiveness. Desmond Tutu, No Future Without Forgiveness.

Self-Assessment Questions for each Visual Project:

1. List the names of the individuals in your group. What did you do exactly for this visual project? (If in a group, explain the division of labor and your individual contribution to this visual project). What small item did you create to "give away" to those visiting your visual project?
2. Explain in depth, how your visual project specifically relates to "race, crime, law" (i.e., the readings, the documentaries, class discussions, major concepts). Demonstrate the interrelationship between "theory, policy, practice" in your visual project. What did you learn?
3. Assess how the 6Cs apply to your visual project, with special attention on competence and creativity. What is your visual project self-assessment (provide a letter grade) ___ ? Explain why this particular grade.