4/21/22, 4:24 PM Rubric Assessment – CCJS 100 7382 Introduction to Criminal Justice (2222) – UMGC Learning Management System

https://learn.umgc.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=631928&evalObjectId=1220449&evalObjectType=1&userId=2… 1/3

100 Assignment #3 Rubric Course: CCJS 100 7382 Introduction to Criminal Justice (2222)

Criteria Exceeds Expectations

Meets Expectations

Approaching Expectations

Failure to Meet Expectations

Criterion Score

Content / 20 20 points

Student

presented an

exemplary crime

scenario which

contained all

elements of a

crime necessary

to answer the

additional

assignment

questions

Student

accurately chose

the correct crime

charges based

off of their state

statute and cited

it correctly

Student fully

and clearly

articulated

probable cause

for the arrest

Student did an

exemplary job

detailing the role

of the DA

Student fully,

clearly and

without error

detailed each

step taken to get

the case to trial

and conviction

17.9 points

Student

presented a good

crime scenario

with the

elements of a

crime necessary

to answer the

additional

questions

Student mostly

chose the

correct and

most accurate

crime charges

based off of their

state statute and

cited it correctly

Student clearly

articulated

probable cause

for arrest

Student clearly

detailed the role

of the DA

Student clearly

detailed the

steps taken to

get the case to

trial and to be

convicted,

although some

steps may be

missing

15.9 points

Student

presented a

crime scenario,

but it has

errors/doesn’t

make

sense/doesn’t

enable them to

answer the rest

of the questions

Student did not

adequately/or

incorrectly list

the crime(s) to be

charged

Student did not

adequately/or

incorrectly

identified

probable cause

for arrest..

Student did not

clearly/or

incorrectly

detailed the role

of the DA

Student did not

clearly/or

incorrectly

detailed the

steps to the get

the case to trial

and conviction

13.9 points

Student did not

fulfill one more

more

requirement for

this assignment

Points available

D: 12-13.9

Points available

F: 0 -11.9

4/21/22, 4:24 PM Rubric Assessment – CCJS 100 7382 Introduction to Criminal Justice (2222) – UMGC Learning Management System

https://learn.umgc.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=631928&evalObjectId=1220449&evalObjectType=1&userId=2… 2/3

Total / 30

Criteria Exceeds Expectations

Meets Expectations

Approaching Expectations

Failure to Meet Expectations

Criterion Score

Format / 10

Student used a

minimum of 3

resources in this

assignment (1 of

which is required

state statute)

Points

available: 18-20

Student used a

minimum of 2

resources in this

assignment (1 of

which is required

state statute)

Points

available: 16-

17.9

Student used 1

or fewer

resources in this

assignment

and/or did not

use the required

state statute

Points

available: 14-

15.9

10 points

Student followed

APA format

correctly (Cover

page, in text

citations,

reference page)

Student followed

all format

directions for

this assignment

Student had no

more than 1

grammar or

spelling error

Student

submitted

assignment on

time

Points available:

9-10

8.9 points

Student mostly

used APA format

correctly, but

does have one or

more errors

(Cover page, in

text citations,

reference page)

Student mostly

followed all

format directions

for this

assignment but

has 1 or more

errors

Student

submitted

assignment on

time

Points available:

8-8.9

7.9 points

Student did not

follow APA

format correctly

and has two or

more errors

(Cover page, in

text citations,

reference page)

Student mostly

followed the

format directions

for this

assignment but

has more than 2

errors

Student

submitted

assignment on

time or within 2

days of deadline

passing

Points available:

7-7.9

6.9 points

Student did not

fulfill

format/grammar/

spelling/timeline

ss expectations

for this

assignment.

Assignment was

5 or more days

past due

Points available

D: 6-6.9

Points available

F: 0-5.9

4/21/22, 4:24 PM Rubric Assessment – CCJS 100 7382 Introduction to Criminal Justice (2222) – UMGC Learning Management System

https://learn.umgc.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=631928&evalObjectId=1220449&evalObjectType=1&userId=2… 3/3

Overall Score

Exceeds

Expectations –

Equivalent to an A 27 points minimum

Meets

Expectations –

Equivalent to an

B 24 points minimum

Approaching

Expectations –

Equivalent to an C 21 points minimum

Failure to Meet

Expectations –

Equivalent to a D or an F 0 points minimum

SOU-CCJ230 Introduction to the American Criminal Justice System

SOU-CCJ230 Introduction to the

American Criminal Justice System

Alison S. Burke, David Carter, Brian Fedorek, Tiffany Morey, Lore

Rutz-Burri, and Shanell Sanchez

Open Oregon Educational Resources

SOU-CCJ230 Introduction to the American Criminal Justice System by Alison S. Burke, David Carter, Brian Fedorek, Tiffany Morey, Lore Rutz-Burri, and Shanell Sanchez is licensed under a Creative Commons Attribution-ShareAlike 4.0 International

License, except where otherwise noted.

Contents

What is an OER textbook? 1

A Bit About Our Collaboration Project 2

Author Bios 3

Goals, Learning Objectives, and Skills 5

Table of Contents 7

Dedication 8

1: CRIME, CRIMINAL JUSTICE, AND CRIMINOLOGY

1.1. Crime and the Criminal Justice System Shanell Sanchez

11

1.2. Deviance, Rule Violations, and Criminality Shanell Sanchez

14

1.3. Social Norms: Folkways, Mores, Taboo, and Laws Shanell Sanchez

16

1.4. Interactionist View Shanell Sanchez

20

1.5. Consensus View and Decriminalizing Laws Shanell Sanchez

24

1.6. Conflict View Shanell Sanchez

27

1.7. The Three C’s: Cops, Courts, and Corrections Shanell Sanchez

29

1.8. The Crime Control and Due Process Models Shanell Sanchez

36

1.9. How Cases Move Through the System Shanell Sanchez

39

1.10. Media Coverage of Crimes Shanell Sanchez

43

1.11. Wedding Cake Model of Justice Shanell Sanchez

48

1.12. Street Crime, Corporate Crime, and White-Collar Crime Shanell Sanchez

51

1.13. Different Types of Crimes and Offenses Shanell Sanchez

55

1.14. Victims and Victim Typologies Shanell Sanchez

57

1.15. Victim Rights and Assistance Shanell Sanchez

60

1.16. "Spare the Rod, Spoil the Child" Myth/Controversy 65

2: DEFINING AND MEASURING CRIME AND CRIMINAL JUSTICE

2.1. Dark or Hidden Figure of Crime Shanell Sanchez

69

2.2. Official Statistics Shanell Sanchez

71

2.3. Victimization Studies Shanell Sanchez

77

2.4. Self-Report Statistics Shanell Sanchez

79

2.5. Misusing Statistics Shanell Sanchez

82

3: CRIMINAL LAW

3.1. Functions and Limitations of Law Lore Rutz-Burri

87

3.2. Civil, Criminal, and Moral Wrongs Lore Rutz-Burri

89

3.3. Sources of Criminal Law: Federal and State Constitutions Lore Rutz-Burri

92

3.4. Sources of Criminal Law: Statutes, Ordinances, and Other Legislative Enactments Lore Rutz-Burri

100

3.5. Sources of Law: Administrative Law, Common Law, Case Law and Court Rules Lore Rutz-Burri

103

3.6. Classifications of Law Lore Rutz-Burri

110

3.7. Substantive Law: Defining Crimes, Inchoate Liability, Accomplice Liability, and Defenses Lore Rutz-Burri

113

3.8. Substantive Law: Punishment: Incarceration and Confinement Sanctions Lore Rutz-Burri

117

3.9. Substantive Law: Physical Punishment Sentences Lore Rutz-Burri

122

3.10. Substantive Law: Monetary Punishment Sentences Lore Rutz-Burri

126

3.11. Substantive Law: Community-Based Sentences Lore Rutz-Burri

129

3.12. Procedural Law Lore Rutz-Burri

134

4: CRIMINAL JUSTICE POLICY

4.1. Importance of Policy in Criminal Justice Alison S. Burke

139

4.2. The Myth of Moral Panics Alison S. Burke

142

4.3. The Stages of Policy Development Alison S. Burke

147

4.4. Importance of Evidence Based Practices Alison S. Burke

151

4.5. Re-Evaluating Policy Alison S. Burke

153

5: CRIMINOLOGICAL THEORY

5.1. What is Theory? Brian Fedorek

159

5.2. What Makes a Good Theory? Brian Fedorek

161

5.3. Pre-Classical Theory Brian Fedorek

163

5.4. Classical School Brian Fedorek

164

5.5. Neoclassical Brian Fedorek

167

5.6. Positivist Criminology Brian Fedorek

170

5.7. Biological and Psychological Positivism Brian Fedorek

172

5.8. The Chicago School Brian Fedorek

174

5.9. Strain Theories Brian Fedorek

176

5.10. Learning Theories Brian Fedorek

179

5.11. Control Theories Brian Fedorek

183

5.12. Other Criminological Theories Brian Fedorek

186

6: POLICING

6.1. Policing in Ancient Times Tiffany Morey

191

6.2. Sir Robert Peel Tiffany Morey

193

6.3. Policing Eras Tiffany Morey

196

6.4. Levels of Policing and Role of Police Tiffany Morey

207

6.5. Recruitment and Hiring in Policing Tiffany Morey

224

6.6. Recruitment and Hiring Websites for Future Careers Tiffany Morey

235

6.7. Police Misconduct, Accountability, and Corruption Tiffany Morey

244

6.8. Current Issues: Police Shootings Tiffany Morey

247

6.9. Current Issues: Use of Force and Vehicle Pursuits Tiffany Morey

250

6.10. Current Issues: Stereotypes in Policing Tiffany Morey

252

6.11. Current Issues: Accountability Tiffany Morey

255

6.12. Current Issues: Internal Affairs and Discipline Tiffany Morey

257

6.13.Current Issues: Body Cameras Tiffany Morey

260

6.14. Myth: “Police Only Write Speeding Tickets to Harass Citizens and it is Entrapment.” Tiffany Morey

261

7: COURTS

7.1. Introduction to the U.S. Court System Lore Rutz-Burri

265

7.2. Jurisdiction Lore Rutz-Burri

266

7.3. Structure of the Courts: The Dual Court and Federal Court System Lore Rutz-Burri

269

7.4. Structure of the Courts: State Courts Lore Rutz-Burri

276

7.5. American Trial Courts and the Principle of Orality Lore Rutz-Burri

279

7.6. The Appeals Process, Standard of Review, and Appellate Decisions Lore Rutz-Burri

280

7.7. Federal Appellate Review of State Cases Lore Rutz-Burri

284

7.8. Courtroom Players: Judges and Court Staff Lore Rutz-Burri

286

7.9. Courtroom Players: Prosecutors Lore Rutz-Burri

293

7.10. Courtroom Workgroup: Defense Attorneys Lore Rutz-Burri

297

8: CORRECTIONS

8.1. A Brief History of The Philosophies of Punishment David Carter

311

8.2. Retribution David Carter

313

8.3. Deterrence David Carter

315

8.4. Incapacitation David Carter

318

8.5. Rehabilitation David Carter

321

8.6. Prisons and Jails David Carter

324

8.7. A Brief History of Prisons and Jails David Carter

325

8.8. Types of Jails David Carter

329

8.9. Who Goes to Jail? David Carter

332

8.10. Growth of Prisons in the United States David Carter

334

8.11. Types of Prisons David Carter

336

8.12. Prison Levels David Carter

339

8.13. Who Goes to Prison? David Carter

342

9: COMMUNITY CORRECTIONS

9.1. Diversion David Carter

347

9.2. Intermediate Sanctions David Carter

349

9.3. Probation David Carter

352

9.4. Boot Camps/Shock Incarceration David Carter

357

9.5. Drug Courts David Carter

359

9.6. Halfway Houses David Carter

360

9.8. House Arrest David Carter

362

9.9. Community Residential Facilities David Carter

363

9.10. Restorative Justice David Carter

365

9.11. Parole David Carter

367

9.12. Current Issues in Corrections David Carter

371

9.13. Current Issues in Corrections: Mass Incarceration David Carter

372

9.14. Current Issues in Corrections: War on Drugs and Gangs David Carter

376

9.15. Current Issues in Corrections: Aging and Overcrowding David Carter

379

9.16. Current Issues in Corrections: Reentry and the Future of Corrections David Carter

384

10: JUVENILE JUSTICE

10.1. Youth Crime Alison S. Burke

389

10.2. Juvenile Justice Alison S. Burke

390

10.3. History of the Juvenile Justice System Alison S. Burke

392

10.4. Delinquency Alison S. Burke

396

10.5. Juvenile Justice Process Alison S. Burke

398

10.6. Due Process in the Juvenile Court Alison S. Burke

399

10.7. The Juvenile Justice and Delinquency Prevention Act of 1974 Alison S. Burke

402

10.8. Getting Tough: Initiatives for Punishment and Accountability Alison S. Burke

403

10.9. Returning to Rehabilitation in the Contemporary Juvenile Justice System Alison S. Burke

407

10.10. The Structure of the Juvenile Justice System Alison S. Burke

410

10.11. Juvenile Institutions Alison S. Burke

413

Glossary 417

We hope you are as excited about this textbook as we were writing it. This is a free academic resource and

a free textbook that can be printed at low-cost if you prefer paper. Southern Oregon University’s Disability

Resource has reviewed this textbook for accessibility to all students.

Introduction to the American Criminal Justice System is an Open Educational Resource (OER)

https://en.wikipedia.org/wiki/Open_educational_resources that is licensed under the Creative Commons

(CC 4.0) format https://creativecommons.org with support to complete this project from Open Oregon

Educational Resources https://openoregon.org.

This introductory textbook is unique because it was a collaborative effort by all Criminology and Criminal

Justice professors at Southern Oregon University (SOU) in Ashland, Oregon. This textbook will meet the

learning objectives outlined through SOU and as a community college transfer course, as well as cover all

other topics expected to find in an introductory course. This book can be used on a quarter or semester

system, as well as cover topics that may get left out of some introductory texts such as controversial issues in

the criminal justice system. Further, we made it as comprehensive as possible to cover core concepts and areas

in the criminal justice system including theory, policing, courts, corrections, and the juvenile justice system.

Additionally, we created examples that will help make difficult concepts or ideas more relatable. Every

section provides an overview of key terms, critical thinking questions for course engagement, assignments,

and other ancillaries such as multimedia links, images, activity ideas, and more.

Feel free to ask any questions. Email Shanell Sanchez at [email protected] with any specific questions

about the book or any other professor if it is specific to their page.

1

A Bit About Our Collaboration Project

This OER could not be possible without the support from many different people. Our financial support came

from a grant through Open Oregon https://openoregon.org.

Dr. Shanell Sanchez wants to personally thank all her colleagues at SOU for taking on this endeavor with

her. The first plan was to adapt and edit an existing OER, but after an exhaustive search of OER’s, we found

there is a dearth of CCJ OER’s. We realized that if we wrote this book, we would be one of the first CCJ

OER’s available. The initial idea seemed a bit overwhelming, but watching it come together was amazing.

Dr. Sanchez had a vision for what an ideal textbook should look like for first-year students and our newest

majors or potential majors, but it was not possible without all of us working together.

Amy Hofer at Linn-Benton Community College served as our grant manager, but she went beyond that.

She has served as an excellent resource, mentor, and helped us find opportunities to present our experiences

at conferences.

Dr. Jeffrey Gayton is our university librarian at Southern Oregon University and helped coordinate this

project from the start of our application to the release of our OER going live.

Brian Stonelake, a professor in the Mathematics department at Southern Oregon University, provided

excellent guidance and insight to us when we were applying for the grant.

Christina Richardson was our student that served as a contributing editor, as well as created our glossary

for this OER. She went through the entire book to pose suggestions, edits, and comments that helped make

the end product better.

2

Author Bios

Alison S. Burke, Ph.D., Professor of Criminology and Criminal Justice, Southern Oregon University, https://inside.sou.edu/criminology/faculty/burke.html

Alison S. Burke is a professor of criminology and criminal justice at Southern Oregon University.

She earned her Ph.D. from Indiana University of Pennsylvania and her MCJ from the University of

Colorado Denver. While in Denver, she worked with adjudicated youth in residential treatment facilities

and group homes. She has published a variety of journal articles and book chapters related to juvenile justice,

delinquency, and gender, and her primary research interests involve women and crime, juvenile justice

and delinquency, and pedagogy in higher education. Her most recent book is titled Teaching Introduction to Criminology (2019).

David E. Carter, Ph.D., Associate Professor of Criminology and Criminal Justice, Southern Oregon University, https://inside.sou.edu/criminology/faculty/davidcarter.html

David E. Carter joined the Criminology and Criminal Justice Department in 2008. He received his Ph.D.

from the University of Cincinnati. Dave served in the U.S. Army for 8 years as a linguist prior to attending

school. He has published works in the Journal of Research in Crime and Delinquency in the area of life-

course research, as well as in the Corrections Compendium, where he wrote about U.S. inmate populations.

He also works with local agencies (in a consultative role) providing evidence-based practices and evaluations

for correctional programs in the area of effective interventions and evidence-based programming. At SOU,

Dave has helped facilitate the Lock-In event and annual that provides students with a hands-on experience

of the justice system.

Brian Fedorek, Ph.D., Associate Professor of Criminology and Criminal Justice, Southern Oregon University, https://inside.sou.edu/criminology/faculty/brianfedorek.html

Brian Fedorek earned his doctorate at the Indiana University of Pennsylvania in Criminology. He has

taught classes in Terrorism, Comparative Criminal Justice, Theories of Criminal Behavior, and introductory

courses. His research interests include media and crime, criminological theory, and criminal violence. He has

served on the board of the Western Association of Criminal Justice.

Tiffany L. Morey, M.S., Instructor of Criminology and Criminal Justice, Southern Oregon University, https://inside.sou.edu/criminology/faculty/tiffany-morey-m-s.html

Tiffany L. Morey has an almost three-decade career in the law enforcement arena. She retired as a

Lieutenant from a police department in Las Vegas, Nevada. Her expertise is in the law enforcement, crime

scene investigation (CSI), and forensics fields. During her tenure in policing in Las Vegas she worked

in patrol, the crime prevention division, community services, recruitment, special events, problem-solving

unit (first ever unit/substation for her department in a high gang and drug area), undercover prostitution

3

and narcotics stings, search warrant service assistance, mounted unit departmental work, CSI (crime scene

investigator), forensics, Sergeant and Sergeant field training program and master trainer, Lieutenant and

Lieutenant field training program, and finally Acting Captain. During this time, she was also chosen and paid

by an independent firm to travel the country and conduct oral board interviews and assessment center testing

and recruiting for law enforcement agencies and fire departments. She developed a ground-breaking class

to assist candidates in the law enforcement hiring process and is now under contract to publish the related

textbook/study guide. Tiffany continues to operate in the field of CSI and forensics as an expert investigator

and witness on violent crime. She also runs a Crime Prevention Through Environmental Design (CPTED)

business, offering citizens and owners of businesses CPTED reviews to ensure the safety of their homes and

buildings. Finally, in her free time, she runs SOAR Wildlife Center (SoarWildlife.org), which is a non-profit

organization, that rehabilitates sick, injured, or orphaned fawns and other baby mammals.

Lore Rutz-Burri, J.D., Professor of Criminology and Criminal Justice, Southern Oregon University, https://inside.sou.edu/criminology/faculty/rutz.html

Lore Rutz-Burri is a 1982 graduate of Southern Oregon State College (now SOU) with a Bachelors of

Arts degree in Criminology and Political Science. After graduating, she lived in Southern Austria until 1984.

Upon returning to the states, she earned an M.C.J (Master’s degree in Criminal Justice) from the University

of South Carolina. In 1985 she started in a Ph.D. program at the University of Maryland, College Park, but

early on decided she would rather pursue a law degree. In 1989 she graduated “order of the coif” with her

doctor of jurisprudence (JD) from the University of Oregon School of Law. Following law school, Lore

clerked for the Superior Court of Alaska in Fairbanks for one year and then worked for 5 years as a deputy

district attorney in Josephine County, Oregon. There, she prosecuted a variety of crimes, but mostly assault

cases. In 1995, she began teaching criminology and criminal justice at SOU. Since 2015 she has been a

part-time Circuit Court judge in the Josephine County courts. Lore has been married for over 27 years to

her husband, Markus (a Swiss national). They have two sons– Severin (who studied at SOU and majored in

psychology) and Jaston (who studied at U of O and majored in philosophy). She has both case books and

introductory text on criminal law and criminal procedure.

Shanell K. Sanchez, Ph.D., Assistant Professor of Criminology and Criminal Justice, Southern Oregon University, https://inside.sou.edu/criminology/faculty/dr-shanell-sanchez.html

Shanell Sanchez joined the Criminology and Criminal Justice department at Southern Oregon University

in Ashland, Oregon in 2016. Prior to that, Shanell was an Assistant Professor in Criminal Justice at Colorado

Mesa University in Grand Junction, Colorado. She received her Ph.D. from the University of Nebraska-

Lincoln in Sociology in 2012. Her research and teaching interests are centered around social change and

justice, inequality, and comparative crime and justice.

ALISON S. BURKE, DAVID CARTER, BRIAN FEDOREK, TIFFANY MOREY, LORE RUTZ-BURRI, AND SHANELL SANCHEZ

4

Goals, Learning Objectives, and Skills

There is a dearth of OER textbooks in Criminology and Criminal Justice, which made creating this textbook

all the more exciting. At times we faced challenges about what or how much to cover, but our primary goal

was to make sure this book was as in-depth as the two textbooks we were currently using for our CCJ 230

introduction course. The only way we were willing to undertake this project as if it was as good, or better

than the curren