Course Discipline and s12

GAVILAN COLLEGE CURRICULUM DEVELOPMENT

FORM C Modify or Inactivate an Existing Course Date: 2/26/14 Prepared & Submitted by: Steve Smith Department: CTE/AJ Course ID: AJ 14 Course Title: Criminal Law

Obtain signatures from your Department Chair and Area Dean prior to submitting to the curriculum committee. ______Date Print Name Department Chair ______Date Print Name Area Dean

CURRICULUM & INSTRUCTIONAL ADMINISTRATION: The course(s) has/have been approved by the curriculum committee and instructional administration, and satisfy all applicable requirements of the California Code of Regulations, Title 5.

______Date Print Name Signature, Curriculum Chair ______Date Print Name Signature, VP of Instruction

DISTRICT: On ______(date), the governing board of the Gavilan College District approved the course proposal(s) attached to this request. ______Date Print Name President

1. What is the effective term? Fall Spring Summer Year: 2014-15

2. Inactivate Course(s): Inactivating a course will remove it from the course catalog. Courses may be re-activated by updating the course and bringing it back to the Curriculum Committee for approval. Transferable courses will need to be re-articulated, should you decide to reactivate the course. Reason for inactivation:

3. Modification of the following:

Number Hours Prerequisite/Advisory Discipline Title Units Description Content Grading GE Applicability Repeatability Transferability General Update Reinstate Course Cross list course with Update Textbook Cultural Diversity Other (please describe.) Additional modifications to meet C-ID review recommendations. Reason for modification: 0cd9ce07c1fea8558afe28375eb0e580.doc Revised: 2/27/2014 Page 1 Revised SLO's to exactly match C-ID descriptor based on review comments.

COURSE OUTLINE

Course ID: AJ 14 Units: 3 Lecture hours per week: 3 Lab hours per week: 0 (Discipline and Number) Course Title: Criminal Law (Maximum of 60 spaces) Abbreviated Title: CRIMINAL LAW (Maximum of 30 spaces)

Change: From: Discipline & Course Title Units Lecture Lab Number Number Hours per Hours per of weeks week week To: Discipline & Number Course Title Units Lecture Lab Number Hours per Hours per of weeks week week Course Description: No Change Change

Has the course content been compared to the equivalent C-ID descriptor? Yes No n/a See Articulation Officer for assistance with C-ID descriptors.

Course Requisites: List all prerequisites separated by AND/OR, as needed. Also fill out and submit the Prerequisite/Advisory form.

No Change Change

Replaces existing Advisory/Prerequisite In addition to existing Advisory/Prerequisite Prerequisite: Co-requisite: Advisory:

Grading System: No Change Change Standard Letter Grade Option of a standard letter grade or pass/no pass Pass/no pass only Non Credit

Repeatable for Credit: (Note: Course Outline must include additional skills that will be acquired by repeating this course.) No Change Change

Credit Course Yes No If yes, how many times? 1 2 3 Non Credit Course Yes No If yes, how many times? 1 2 3 Unlimited (DRC or Noncredit only) Reason for Repeating: Intercollegiate Athletics Legally Mandated Occupational Work Experience Significant change in industry standard - necessary for employment 0cd9ce07c1fea8558afe28375eb0e580.doc Revised: 2/27/2014 Page 2 Special class for students with disabilities Non Credit

Distance Education: Hybrid (If checked, fill out Form D.) Online (If checked, fill out Form D.) No

Stand Alone Course: No Change Change Yes - Course is NOT included in a degree or certificate program No - Course IS included in a degree or certificate program

Methods of Instruction: No Change Change

Recommended/Required Textbook/s: The following information must be provided: Author, Title, Publisher, Year of Publication, Reading level and Reading level verification. Textbook must not be more than 5 years old.

Required: Recommended: n/a Author: Derald D. Hunt and Devallis Rutledge Title: California Criminal Law Concepts Publisher: Pearson Learning Solutions Year of Publication: 2013, or other appropriate college level text. ISBN: 1269149202 (if available) Reading level of text, Grade: 12Verified by: MS Word Other textbooks or materials to be purchased by the student:

Cultural Diversity: Does this course meet the cultural diversity requirement? Yes No n/a If 'Yes', please indicate which criteria apply. At least two criteria must be selected and evidenced in the course content section and at least one Student Learning Outcome must apply to cultural diversity.

This course promotes understanding of: Cultures and subcultures Cultural awareness Cultural inclusiveness Mutual respect among diverse peoples Familiarity with cultural developments and their complexities Student Learning Outcome Number(s)

Program Learning Outcomes: Is this course part of a program (degree or certificate)? If yes, copy and paste the appropriate Program Learning Outcomes and number them. Enter the PLOs by number in the Student Learning Outcomes below. After completing the Administration of Justice major a student will be able to: 1) define and utilize key terms, concepts, and theories in the criminal justice system. 2) demonstrate knowledge of the history, structure, and processes of law enforcement, the judicial system, correctional system, and the juvenile justice system. 3) reflect critically on developments in criminal justice policy and the relationship of these policies to the wider political and social environment. 4) compare and evaluate diverse and competing arguments and analysis in disciplinary (justice system) and interdisciplinary contexts. 5) interpret, assess and compare types of evidence and data. 6) effectively communicate orally and in writing the results of their analysis and conclusions.

0cd9ce07c1fea8558afe28375eb0e580.doc Revised: 2/27/2014 Page 3 Student Learning Outcomes: 1. Complete this section in a manner that demonstrates student’s use of critical thinking and reasoning skills. These include the ability to formulate and analyze problems and to employ rational processes to achieve increased understanding. Reference Bloom's Taxonomy of action verbs. 2. List the Type of Measures that will be used to measure the student learning outcomes, such as written exam, oral exam, oral report, role playing, project, performance, demonstration, etc. 3. Identify which Program Learning Outcomes (PLO) are aligned with this course. List them by number in order of emphasis. 4. Identify which Institutional Learning Outcomes (ILO) are aligned with this course. List them, by number in order of emphasis. For example: "2, 1" would indicate Cognition and Communication. (1) Communication, (2) Cognition, (3) Information Competency, (4) Social Interaction, (5) Aesthetic Responsiveness, (6) Personal Development & Responsibility, (7) Content Specific. 5. For GE courses, enter the GE Learning Outcomes for this course. For example "A1, A2". GE Learning Outcomes are listed below. 6. Indicate when the course was last assessed.

Indicate by number which Program Learning Outcomes, Institutional Learning Outcomes and GE Learning Outcomes are supported by each of the Student Learning Outcomes.

1. Discuss the goals and characteristics of criminal law. Measure: written exam, PLO: 2,3 ILO: 2,7 GE-LO: Year assessed or workbook assignment anticipated year of assessment: 2014-15 2. Explain the adversary system and sources of criminal law. Measure: written exam, PLO: 2,3 ILO: 2,7 GE-LO: Year assessed or workbook assignment anticipated year of assessment: 2014-15 3. Discuss the philosophical and historical evolution of criminal law, noting the role of the judiciary in its development. Measure: written exam, PLO: 2,3 ILO: 2,7 GE-LO: Year assessed or workbook assignment anticipated year of assessment: 2012-13 4. Know the basic terminology, definitions, and theories of criminal law. Measure: written exam, PLO: 1,5 ILO: 2,7 GE-LO: Year assessed or workbook assignment anticipated year of assessment: 2014-15 5. Identify elements of offenses against the person, property, morals, and public welfare. Measure: written exam, PLO: 5,4,1,6 ILO: 2,7,1 GE-LO: Year assessed or workbook assignment, anticipated year of paper assessment: 2014-15 6. Classify crimes according to severity. Measure: written exam, PLO: 5,4,1,6 ILO: 2,7,1 GE-LO: Year assessed or workbook assignment, anticipated year of paper assessment: 2012-13 7. Explain the concept of lesser included offenses. Measure: written exam, PLO: 1,4 ILO: 2,7 GE-LO: Year assessed or workbook assignment anticipated year of assessment: 2014-15 8. Explain capacity to commit crime, causation, and culpability. Measure: written exam, PLO: 5,4,1,6 ILO: 2,7,1 GE-LO: Year assessed or workbook assignment anticipated year of assessment: 2014-15 9. Critically analyze various components of our system of criminal law. Measure: written exam, PLO: 4,3,2,5,1,6 ILO: 2,7,1 GE-LO: Year assessed or workbook assignment, anticipated year of case study, paper assessment: 2014-15 0cd9ce07c1fea8558afe28375eb0e580.doc Revised: 2/27/2014 Page 4 10. Explain and discuss criminal defenses, legal justifications, and burdens of proof. Measure: written exam, PLO: 4,3,2,5,1,6 ILO: 2,7,1 GE-LO: Year assessed or workbook assignment, anticipated year of case study, paper assessment: 2014-15

General Education Learning Outcomes

AREA A Communications in the English Language After completing courses in Area A, students will be able to do the following: A1. Receive, analyze, and effectively respond to verbal communication. A2. Formulate, organize and logically present verbal information. A3. Write clear and effective prose using forms, methods, modes and conventions of English grammar that best achieve the writing’s purpose. A4. Advocate effectively for a position using persuasive strategies, argumentative support, and logical reasoning. A5. Employ the methods of research to find information, analyze its content, and appropriately incorporate it into written work. A6. Read college course texts and summarize the information presented. A7. Analyze the ideas presented in college course materials and be able to discuss them or present them in writing. A8. Communicate conclusions based on sound inferences drawn from unambiguous statements of knowledge and belief. A9. Explain and apply elementary inductive and deductive processes, describe formal and informal fallacies of language and thought, and compare effectively matters of fact and issues of judgment and opinion.

AREA B Physical Universe and its Life Forms After completing courses in Area B, students will be able to do the following: B1. Explain concepts and theories related to physical and biological phenomena. B2. Identify structures of selected living organisms and relate structure to biological function. B3. Recognize and utilize appropriate mathematical techniques to solve both abstract and practical problems. B4. Utilize safe and effectives laboratory techniques to investigate scientific problems. B5. Discuss the use and limitations of the scientific process in the solution of problems. B6. Make critical judgments about the validity of scientific evidence and the applicability of scientific theories. B7. Utilize appropriate technology for scientific and mathematical investigations and recognize the advantages and disadvantages of that technology. B8. Work collaboratively with others on labs, projects, and presentations. B9. Describe the influence of scientific knowledge on the development of world’s civilizations as recorded in the past as well as in present times.

AREA C Arts, Foreign Language, Literature and Philosophy After completing courses in Area C, students will be able to do the following: C1. Demonstrate knowledge of the language and content of one or more artistic forms: visual arts, music, theater, film/television, writing, digital arts. C2. Analyze an artistic work on both its emotional and intellectual levels. C3. Demonstrate awareness of the thinking, practices and unique perspectives offered by a culture or cultures other than one’s own. C4. Recognize the universality of the human experience in its various manifestations across cultures. C5. Express objective and subjective responses to experiences and describe the integrity of emotional and intellectual response. C6. Analyze and explain the interrelationship between self, the creative arts, and the humanities, and be exposed to both non-Western and Western cultures. C7. Contextually describe the contributions and perspectives of women and of ethnic and other minorities.

AREA D Social, Political, and Economic Institutions After completing courses in Area D, students will be able to do the following: D1. Identify and analyze key concepts and theories about human and/or societal development. D2. Critique generalizations and popular opinion about human behavior and society, distinguishing opinion and values from scientific observation and study. D3. Demonstrate an understanding of the use of research and scientific methodologies in the study of human behavior and societal change. D4. Analyze different cultures and their influence on human development or society, including how issues relate to race, class and gender.

0cd9ce07c1fea8558afe28375eb0e580.doc Revised: 2/27/2014 Page 5 D5. Describe and analyze cultural and social organizations, including similarities and differences between various societies.

AREA E Lifelong Understanding and Self-Development After completing courses in Area E, students will be able to do the following: E1. Demonstrate an awareness of the importance of personal development. E2. Examine the integration of one’s self as a psychological, social, and physiological being. E3. Analyze human behavior, perception, and physiology and their interrelationships including sexuality, nutrition, health, stress, the social and physical environment, and the implications of death and dying.

AREA F Cultural Diversity After completing courses in Area F, students will be able to do the following: F1. Connect knowledge of self and society to larger cultural contexts. F2. Articulate the differences and similarities between and within cultures. Content, Student Performance Objectives and Out of Class Assignments No Change Change Copy and paste the existing content from the official course outline of record. Edit the content as needed. 3 Hours CONTENT: SCOPE AND SOURCE OF CRIMINAL LAW. Origin and development of criminal law. Sources of criminal law. The purpose and nature of criminal law. Concepts of Stare Decisis. Classification of laws. Statute of limitation. Case citations and appeals. Attorney General opinions. Police power of the state. The concept of preemption. Ex Post Facto laws. Distinction between crimes and torts. Definition of terms. Venue and jurisdiction. STUDENT PERFORMANCE OBJECTIVES (SPO): Explain what occurred during the Westminster Period in English courts which has an effect on today's courts. Describe how the concepts of English common law were first adopted in America. Define the term "common law" and discuss its impact in criminal cases. Diagram the three sources of law and explain how they are interrelated. Describe the fundamentals of the adversarial system. Discuss the goals and characteristics of criminal law. Identify the classification of laws. Describe the statute of limitation. Define and give an example of "police power" of the state. Define an ex post facto law and discuss its legal effect. Explain the difference between a crime and a tort. Explain the difference between a mala in se and a mala prohibita crime. Define and give an example of a crime considered crimen falsi. Explain what is meant by venue and jurisdiction as they apply to the court. Identify the proper courts for the prosecution of crimes. OUT-OF-CLASS-ASSIGNMENT: Read appropriate textbook chapter and answer the student workbook study guide questions. Review notes. Study for quiz. 3 Hours CONTENT: CLASSIFICATION OF CRIMES AND PENALTIES. Quiz. Language of criminal statutes. Vague and indefinite statutes. Construction of penal statutes. Conflict between statutes. Penal code terms defined. Felonies, misdemeanors, and infractions defined. Punishment for offenses not otherwise prescribed. Initiative measures. Major Proposition 8 and 115 changes. Prior conviction - penalty enhancement. SPO: Identify the elements of a crime. List what two things must exist relative to statue law in order for an act or omission to be a crime. Discuss the language requirements in our criminal statutes and the legal effect of vague or indefinite statutes. Identify the difference between felonies, misdemeanors, and infractions. List the major changes brought about by passage of Propositions 8 and 115. Explain what is meant by "lesser and included offense." OUT-OF-CLASS-ASSIGNMENTS: Read corresponding chapter in the textbook and answer the student workbook study quide questions. Review notes. Study for quiz. 3 Hours CONTENT: THE ELEMENTS OF CRIME AND CORPUS DELICTI. Quiz. Corpus delicti. The criminal act. Multiple offenses - punishment. Proximate cause. Criminal intent - how manifested. Types of intent. How intent is proved. Intent in negligence cases. Motive and intent distinguished. Intoxication as affecting intent. Diminished capacity. SPO:Discuss the prosecution's responsibility relative to the corpus delicti in obtaining a conviction for 0cd9ce07c1fea8558afe28375eb0e580.doc Revised: 2/27/2014 Page 6 any crime. Define a criminal act. Identify all crimes associated with a criminal act in order to build a criminal case. Define "intent" and describe the types of intent which must exist to constitue a crime. Give an example of a crime which involves each of the types of intent. Distinguish between motive and intent. OUT-OF-CLASS-ASSIGNMENTS: Read appropriate chapter in the textbook and answer the student workbook study guide questions. Study for quiz. 3 Hours CONTENT: CAPACITY TO COMMIT CRIME - INSANITY DEFENSE. Quiz. Persons capable of committing crime. Children under age fourteen. Mentally incapacitated. Ignorance or mistake of fact. Unconsciousness of act. Accident and misfortune. Crimes committed under threats. Insanity as a defense. SPO: Define and provide examples of who is capable or incapable of committing a crime based on the statutes. List the exceptions to the rule that all persons are capable of committing crimes. Define and give an example of a case invloving a "mistake of fact." State the defenses to crime which fall under the category of lack of capacity. Discuss the legal aspects of crimes committed under threats and coercion. Explain capacity to commit crime, causation, and culpability. OUT-OF-CLASS-ASSIGNMENTS: Read corresponding textbook chapter and answer the study guide questions in the student workbook. Review notes, study for quiz, and begin preparing for midterm. 3 Hours CONTENT: PARTIES TO CRIME. Quiz. Principles of shared liability. Principles defined. Penal code provisions. Aid and abet defined. Co- principles equally quilty. Accessory defined. Accomplice defined. Feigned accomplice. SPO: Describe how the definition of "principle" applies to felonies and to misdemeanors. List the elements that constitute the crime of accessory and analyze how an accessory differs from a principal. Explain the difference between aid and abet. Define the parties to a crime and explain their roles. Define corroboration. OUT-OF-CLASS-ASSIGNMENTS: Read appropriate chapter in the textbook and answer study guide questions from the student workbook. Review material, study for quiz, and prepare for midterm. Work on case study paper - such as: Explain the responsibility of a principal who aids another in taking drugs as described in People v. Hopkins. 3 Hours CONTENT: ATTEMPTS - SOLICITATION - OBSTRUCTING JUSTICE - CONSPIRACY. Quiz. Attempt defined. Abandonment of attempt. Possibility of completion. Solicitation to commit crime. Obstructing justice - compounding crimes. Perjury. Subornation of perjury. Bribery. Other bribery statutes. Falsification crimes. Conspiracy. Overt act in conspiracy. Agreement necessary in conspiracy. Abandonment of conspiracy. Criminal liability in conspiracy. SPO: Describe at what point abandonment of an attempt is a defense to the crime. Define the following terms and categorize crimes that fall under them - attempts, solicitation, obstructing justice, and conspiracy. Explain how bribery of a witness differs from subornation of perjury. OUT-OF-CLASS-ASSIGNMENTS: Read corresponding textbook chapter and answer student workbook study guide questions. Review material and study for quiz and midterm. Work on paper/project - such as: PBS presentation on American Porn - Based on your knowledge of the California Penal Code as it relates to the crimes of public safety and morals, define why or why not you believe that the production of pornographic entertainment violates the statute(s). List the elements of the statutes and locate and cite your sources. Discuss the issue of dramatic or real violence in the pornographic industry and decide whether or not you believe there is a relationship between violence in entertainment and criminal violence. You need to support your comments with documented sources. 3 Hours CONTENT: LAWS OF ARREST. Quiz. Arrest defined. Encounters and detentions. Peace officer defined. Peace officer status primary duty. Arrests by peace officers without warrant. Duty following arrest. Private person arrests. Misdemeanor citations. Probable cause to arrest. Entrapment. Accomplishing the arrest. Resisting arrest. The Miranda 0cd9ce07c1fea8558afe28375eb0e580.doc Revised: 2/27/2014 Page 7 admonishment. Arrest pursuant to warrant. Escape, pursuit, and retaking. Posse comitatus. Threatened offenses. Diplomatic immunity. Arrested person's rights. Law enforcement and civil liability. SPO: State three typical defenses to a civil action for false arrest. Define "arrest." Describe who can make arrests and how they are done. Define probable cause to arrest. Name the four "elements" of the Miranda decision warning and discuss when it should be given. Name three instances where a peace officer may make an arrest without a warrant. Explain an arrested person's rights. OUT-OF-CLASS-ASSIGNMENTS: Read relating textbook chapter and answer the study guide questions in the workbook. Study for quiz. Review notes and study for midterm. Work on term paper/project. 3 Hours CONTENT: OFFENSES AGAINST THE PUBLIC PEACE. Midterm. Disturbing the peace. Unlawful assembly. Failure to disperse. Rout and riot defined. Inciting a riot. Lynching - prisoner rescue. Distrubing public and religious meetings - hate crimes. Trespassing. Forcible entry and detainer. School disturbance laws. Disorderly conduct. Public security and safety. SPO: Identify and define crimes relating to disturbing the peace. List the elements of "failure to disperse." Describe the difference between rout and riot. Define what constitutes a public place and a place open to the public. Discuss to what extent a meeting must be disrupted to constitute a violation of disorderly conduct. OUT-OF-CLASS-ASSIGNMENTS: Read corresponding chapter in the textbook and answer the study guide questions in student workbook. Review notes and study for quiz. Work on paper/project. 3 Hours CONTENT: DANGEROUS WEAPONS CONTROL LAWS. Quiz. Seizure of weapons at domestic violence scene. Destructive devices, explosives and WMD. Less-lethal weapons. Weapons and devices other than firearms. Knives and similar weapons. Firearms. SPO: Identify what an illegal weapon is and explain the applicable statute. Explain the legal definition of a concealable firearm. Name the type of intent necessary, including any exceptions, to violate the provisions of the Deadly Weapons Control Law. State when a person is said to be "in possession" of an illegal weapon. OUT-OF-CLASS-ASSIGNMENTS: Read appropriate chapter in the textbook and answer study guide questions in workbook. Review notes and prepare for quiz. Work on term paper/project. 3 Hours CONTENT: TYPES OF ASSAULT. Quiz. Simple assault. Battery. Exhibiting deadly weapon. Assault with a deadly weapon. Assault with caustic chemicals. Poisoning food-drink-water-medicine. Throwing objects or shooting at vehicles-dwellings- aircraft. Assault with intent to commit certain felonies. Administering stupefying drugs. Train wrecking. Mayhem. Abandonment of assault. Assaults - justification and excuse. Domestic violence. Victims of violent crime statute. SPO: List the three elements of simple assault. Define battery and discuss the difference between simple assault and battery. Name the elements of assault with caustic chemicals. Define mayhem. Discuss the current requirements for advising victims of violent crimes of their rights. Identify the different types of nonsexual assault. State the current police requirements for advising victims of violent crimes of their rights under Government Code 13968(c). OUT-OF-CLASS-ASSIGNMENTS: Read corresponding chapter in the book and answer study guide questions from the workbook. Review notes and study for quiz. Work on paper/project. 3 Hours CONTENT: HOMICIDES. Quiz. Homicide defined. Murder defined. Degrees of murder. Penalty for murder. Proximate cause - felony murder rule. Manslaughter. Voluntary manslaughter. Involuntary manslaughter. Vehicle manslaughter. Excusable homicide. Justifiable homicide by public officers. Justifiable homicide by any person. Capital crimes. SPO: Define the term "homicide." Explain the definition of murder. Explain the difference between express and implied malice. State the four circumstances under which a homicide by a private person is 0cd9ce07c1fea8558afe28375eb0e580.doc Revised: 2/27/2014 Page 8 justifiable under PC 197. Define manslaughter and list the three kinds described in PC 192. Name the three circumstances a homicide by a public officer is justified under PC 196. Define "proximate cause" and describe its importance in a homicide case. Describe the various types of death by criminal agency, including the exceptions. OUT-OF-CLASS-ASSIGNMENTS: Read appropriate textbook chapter and answer study guide questions from workbook. Study for quiz and work on term paper/project. Writing assignment 1 - such as - Discuss : According to the U.S. Supreme Court, the Eighth Amendment forbids executing murderers who are "mentally retarded." What is the test of retardation, and how does this differ from insanity? 3 Hours CONTENT: FALSE IMPRISONMENT - RESTRAINT CRIMES - KIDNAPPING - CHILD ABDUCTION - RAPE - UNLAWFUL SEXUAL INTERCOURSE. Quiz. False imprisonment. Crimes of restraint. Kidnapping. Kidnapping for ransom - extortion - robbery - rape. Extortion by posing as kidnapper. Child abduction. Rape. Rape of spouse. Unlawful sexual intercourse. SPO: Identify and explain the different types of crimes of restraint. Discuss if kidnapping requires general or specific intent. List the elements of child abduction. Explain the minimum restraint and confinement necessary to constitute false imprisonment. Define "constructive force" as it applies in rape cases. State the degree of force that is necessary to constitute"forcible rape." OUT-OF-CLASS-ASSIGNMENTS: Read corresponding chapter in textbook and answer study guide questions in workbook. Review notes and begin preparing for final. Study for quiz. Work on term paper/project. Writing assignment 2 - such as - Discuss: The California Supreme Court has ruled that even if an act of sexual intercourse begins consensually, it becomes rape at the point where one person withdraws consent and tells the other person to stop. What problems would investigation and prosecution of such cases involve? 3 Hours CONTENT: PUBLIC SAFETY AND MORALS. Quiz. Sexually explicit material. Harmful matter - minors. Contributing to delinquency of minor. Crimes against children. Sodomy and oral copulation. Incest. Indecent exposure. Annoying or molesting children. Loitering near schools - public places. Sex offender registration. SPO: Explain the legal definition of the word "obscene." Identify and describe the crimes relating to public safety and morals. Classify crimes by their seriousness. List by name any five of the several crimes, conviction of which requires the perpetrator to register as a sex offender. OUT-OF-CLASS-ASSIGNMENTS: Read appropriate chapter in book and answer study guide questions from workbook. Review notes and prepare for quiz. Work on term paper/project. 3 Hours CONTENT: BURGLARY. Quiz. Burglary defined. The act of entry in burglary. The intent in burglary. Structures subject to burglary. Degrees of burglary. Punishment for burglary. Burglary with explosives or acetylene torch. Possession of burglary tools - unauthorized keys - devices. Unlawful forced entry. SPO: Explain the elements of burglary. List five types of structures, places, or vehicles which are not residences but which can be burlarized. Discuss the elements which differentiate first and second degree burglary. Identify the crimes of burglary. Explain the serious nature of these crimes. OUT-OF-CLASS-ASSIGNMENTS: Read appropriate chapter in textbook and answer study guide questions in workbook. Study for quiz. Review notes and prepare for final. Complete term paper/project. 3 Hours CONTENT: ROBBERY AND EXTORTION. Quiz. Robbery defined. Elements of robbery. Ownership and value of property. Miscellaneous aspects - increased penalty. Punishment for robbery. Extortion defined. Consent - force - fear - threats. Threat of unlawful injury. Attempted extortion. Obtaining signature by threat. Sending threatening letters. Penalty for extortion. SPO: Explain how armed robbery differs in its corpus delicti from extortion. Discuss the element of "consent" as it applies to extortion. Define the elements of robbery and discuss the following factors: 0cd9ce07c1fea8558afe28375eb0e580.doc Revised: 2/27/2014 Page 9 asportation, immediate presence, and force or fear. Discuss the force or fear requisite to the crime of extortion. Discuss the meaning of "dangerous" or "deadly" weapon as it applies to robbery. OUT-OF-CLASS-ASSIGNMENTS: Read corresponding chapter in the textbook. Complete workbook study guide questions. Study for quiz. Review notes and study for final. Finish term paper/project. 6 Hours CONTENT: THEFT AND EMBEZZLEMENT. Quiz. Review for final. Theft defined. The act of taking in theft. The intent in theft. Analysis of types of theft. Theft in general. Theft by false pretenses. Theft by trick or device. Theft by embezzlement. Theft of access cards. Theft of lost property. Degrees of theft. Punishment for theft. Petty theft prior convictions. Separate multiple thefts. Receiving or concealing stolen property. Related thefts. Disposal of stolen property by officials. Defrauding an innkeeper. Articles with serial numbers removed, atltered. SPO: Define theft. Name the four basic elements of theft. Identify the crime of theft and the many ways it can be committed. Define the term embezzlement. Explain the elements of embezzlement. Discuss the three elements of receiving stolen property. OUT-OF-CLASS-ASSIGNMENTS: Read appropriate textbook chapter. Complete workbook study guide questions. Review notes and study for final. 2 Hours Final.

The content should include: 1. Hours it will take to cover each topic - Hours are based on an 18 week term, even though the instruction is compressed into a 16 week calendar. For example, a 3 unit course should have 54 hours (3 hours per week times 18 weeks = 54 Total Contact Hours). 2 hours should be set aside for the final. 2. Topic 3. Student Performance Objectives 4. Out of Class Assignments - Out of Class Assignments: essays, library research, problems, projects required outside of class on a 2 to 1 basis for Lecture units granted. Include specific examples of reading and writing assignments.

METHODS OF EVALUATION: No Change Change Category 1 - The types of writing assignments required: Percent range of total grade: % to % Written Homework Reading Reports Lab Reports Essay Exams Term or Other Papers Other: If this is a degree applicable course, but substantial writing assignments are not appropriate, indicate reason: Course is primarily computational Course primarily involves skill demonstration or problem solving Category 2 -The problem-solving assignments required: Percent range of total grade: % to % Homework Problems Field Work Lab Reports Quizzes Exams Other: Category 3 -The types of skill demonstrations required:

0cd9ce07c1fea8558afe28375eb0e580.doc Revised: 2/27/2014 Page 10 Percent range of total grade: % to % Class Performance/s Field Work Performance Exams Category 4 - The types of objective examinations used in the course: Percent range of total grade: % to % Multiple Choice True/False Matching Items Completion Other: Category 5 - Any other methods of evaluation: Percent range of total grade: % to %

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