• No results found

NEW YORK CITY COLLEGE OF TECHNOLOGY City University of New York DIVISION OF LIBERAL ARTS DEPARTMENT OF SOCIAL SCIENCE SOC 2403.

N/A
N/A
Protected

Academic year: 2021

Share "NEW YORK CITY COLLEGE OF TECHNOLOGY City University of New York DIVISION OF LIBERAL ARTS DEPARTMENT OF SOCIAL SCIENCE SOC 2403."

Copied!
12
0
0

Loading.... (view fulltext now)

Full text

(1)

DIVISION OF LIBERAL ARTS DEPARTMENT OF SOCIAL SCIENCE

SOC 2403

LAW and SOCIETY

3 cl. hrs. 3 cr.

Prerequisites CUNY Certification in Reading and Writing and PSY 1101, S0C 1101, GOV 2401 or LS 201

(2)

LAW AND SOCIETY

Course Description: Since the legal system was codified there has been an interaction between society and the law. The law is shaped by the values and customs of society, even as it also contributes to cultural change. This course is an attempt to investigate the dynamic interplay between various social systems and legal systems. Included is a discussion of both historical and contemporary socio-cultural legal systems, as well as a consideration of the pressures being brought to bear upon our own legal system to be more responsive to the particular needs of specific ethnic, sexual, and religious groups.

Prerequisites CUNY Certification in Reading and Writing and PS 101, S0 101, GO 401 or LS 201

Course Intended Outcomes

Demonstrate an understanding of the basic principles underlying the American legal system. Demonstrate an understanding of the connections between the legal system and the various spheres of social life, such as the economy, political system and family.

Demonstrate an understanding of the interaction between social and cultural change, on the one hand, and legal change, on the other.

Demonstrate an understanding of the ways in which the law both reflects and helps to challenge class, gender and racial inequalities.

General education learning outcomes:

1. KNOWLEDGE: Develop an introductory knowledge of the concepts and theories deployed by sociologists in their analysis of the social factors shaping law and the legal system.

2. SKILLS: Develop and use the tools needed for communication, inquiry, analysis and productive work.

3. INTEGRATION: Work productively within and across disciplines.

4. VALUES, ETHICS AND RELATIONSHIPS: Understand and apply values, ethics, and diverse perspectives in personal, civic, and cultural/global domains. ASSESSMENT METHODS:

Both the course-intended and the general education outcomes will be assessed through a combination of quizzes, exams, essays and oral presentations on in-class small group work.

(3)

The time allocated for each major subject in the course outline includes time spent in lecturing, discussion reviews for exams, review of exam results, recording attendance, as well as instruction on how to write papers and carry out research.

In no case was the assumption made that the subjects would be covered in a specific sequence. The time allocations are to serve as approximations and are not to be rigidly adhered to. The Social Science faculty recognized that there are many valid educational reasons why deviation from time approximations would be ideal. These include but are not limited to student interest and recent development in the field.

Students may be tested in may different ways, including essay examinations, short answer tests, book evaluations, and oral presentations. It is anticipated that the instructor will place heavy reliance upon methods which will test the students reading and writing skills, as entrance into Social Science courses is contingent on the student being certified in these areas.

(4)

Behavioral Objectives

I. The Social Context of Law

A. Discuss the interaction between social conditions and law, and provide examples that illustrate this interaction.

B. Identify the different sources of law in the United States, and explain how they relate to each other.

C. Describe the different types of law in the United States, and give examples of each. D. Explain the difficulties of defining law, and debate the strengths and weaknesses of the various definitions that have been proposed.

II. The Theoretical Context of Law

A. Explore the debate between natural law theorists and positivists, and evaluate the strengths and weaknesses of each of these sides.

B. Explain the difference between the universalism of natural law theories and the approach of cultural jurisprudence, and debate the strengths and weaknesses of each of these sides.

C. Explain the utilitarian theory of law and how it relates to theories of deterrence. D. Discuss Marx’s theory of law, and identify laws in the United States that illustrate Marx’s claims.

E. Discuss Weber’s typology of legal decision making and debate whether contemporary types of legal decision making could be said to be more rational than the types of legal decision making prevalent in pre-modern societies.

III. Cross-Cultural Context of Law

A. Using specific examples, discuss the difference between the Romano-Germanic (Civil) Family of Law and the Common Law tradition underlying the legal system in the United States.

B. Using specific examples, discuss the difference between the Socialist Family of Law and the Common Law tradition underlying the legal system in the United States.

(5)

C. Using Islamic law as an example, discuss the difference between the Religious or Philosophical Family of Law and the Common Law tradition underlying the legal system in the United States.

D. Debate how well the legal systems of the following countries can be said to represent the families of law to which they belong:

(i) France (ii) Japan

(iii) Former USSR (iv) Saudi Arabia

IV. Types of Law

A. Explain the difference between crimes, torts and moral wrongs, and provide examples of each.

B. Explain the difference between civil and criminal law, and provide examples of the types of behaviors that would be subject to each of these types of law.

C. Discuss the main provisions of the U.S. Constitution and explain their rationale. D. Using the Bill of Rights as an example, explore the relationship between changing social conditions and the interpretation of the Constitution.

V. Law and Social Control

A. Identify the different mechanisms and processes through which social control is attained in American society.

B. Distinguish between formal and informal social controls, and give examples of each. C. Discuss the different goals of punishment, and debate whether all of these goals are equally legitimate.

D. Debate the strengths and weaknesses of civil commitment as an alternative to criminal sanctions.

E. Provide examples of victimless crimes, and debate the desirability of decriminalizing some or all of these crimes.

(6)

VI. Law and Social Change

A. Differentiate between law as dependent and independent variable in social change, and provide examples of cases in which law was the dependent variable and cases in which law was the independent variable.

B. Discuss the advantages and limitations of law as an agent of social change, and provide examples of social problems that cannot be easily addressed by the adoption of new laws.

C. Provide examples of laws that had negative unforeseen and unintended consequences. D. Provide examples of the resistance of vested interests to new legislation.

VII. Gender, Race, Social Class, and Law

A. Provide examples of laws that reflect gender inequalities as well as of laws aimed at reducing such inequalities.

B. Provide examples of laws that reflect racial inequalities as well as of laws aimed at reducing such inequalities.

C. Provide examples of laws that reflect class inequalities as well as of laws aimed at reducing such inequalities.

D. Using the death penalty as an example, discuss how the interaction of class, race and gender affect an individual’s probability of committing a crime as well as the treatment s/he is likely to receive by the criminal justice system.

VIII. The Legal Profession

A. By making reference to the historical evolution of legal systems, discuss the

conditions that eventually led to the emergence of lawyers as a specialized profession. B. Making reference to the organization of the legal profession in other countries, debate the strengths and weaknesses of the way the legal profession is organized in the United States.

C. Describe the Socratic method used in law schools and debate its strengths and weaknesses.

D. Debate the usefulness of the requirement that law school graduates pass a standardized bar examination before they are able to practice.

(7)

Course Outline

I. The Social Context of Law

Interwoven Nature of the Three Reality Constructs (Social Conditions, Social Ideas and People)

Legal Culture Defining Law Components of Law

Sources of Law in the United States Types of Law

Defining Law and Society

II. The Theoretical Context of Law The Uses of Theory

Influences from Legal Philosophy Natural Law Positivism Analytical Jurisprudence Cultural Jurisprudence Utilitarianism Legal Realism Influences from Sociology

Talcott Parsons and the Structural Functions of Law Emile Durkheim’s Theory of Legal Development Karl Marx’s View of the Law

Max Weber’s Typology of Legal Decision Making Donald Black’s Types of Social Control

Critical Legal Studies Feminist Jurisprudence

III. Cross-Cultural Context of Law

Problems with Comparative Studies and Issues Romano-Germanic (Civil) Family of Law Socialist Family of Law

Public versus Private Law Economic Crimes

(8)

Role of the Procurator

Political versus Nonpolitical Justice Mitigated Independence of the Judiciary

Religious of Philosophical Family of Law – Islamic Law Common Law Family of Law

Examples of the Families of Law France

Japan

Former U.S.S.R Saudi Arabia

IV. Types of Law Civil Law

Criminal Law

Characteristics of Criminal Law Characteristics of Criminal Behavior Insanity and the Insanity Defense U.S. Military Law

General Court-Martial Special Court-Martial Summary Court Martial Constitutional Law

U.S. Constitution

Historical, Social, and Political Foundations The Constitutional Convention

The Separation of Powers The Bill of Rights

U.S. Tribal Law

V. Law and Social Control Informal Social Controls Formal Social Controls

(9)

Civil Commitment Crimes Without Victims

Drug Addiction Prostitution Gambling White-Collar Crime Social Control of Dissent

Administrative Law and Social Control Licensing

Inspection

Threat of Publicity

VI. Law and Social Change

Reciprocity Between Law and Social Change Social Changes as Causes of Legal Changes Law as an Instrument of Social Change

Advantages of Law in Creating Social Change Legitimate Authority

The Binding Force of Law Sanctions

Limitations of Law in Creating Social Change Law as a Policy Instrument

Morality and Values Resistance to Change

Social Factors

Psychological Factors Cultural Factors Economic Factors

VII. Gender, Race, Social Class, and Law Gender and the Social Context of Law Race and the Social Context of Law

(10)

Native Americans African Americans

Social Class and the Social Context of Law

The Death Penalty as Illustration of the Intersection of Age, Race, Class and Gender

VIII. The Legal Profession

The Professionalization of Lawyers

The Evolution of the American Legal Profession The Profession Today

Where the Lawyers Are Private Practice Government

Private Employment Judiciary

Lawyers and Money Competition for Business

Legal Services for the Poor and Not so Poor Law Schools

Socialization into the Profession Bar Admission

Bar Associations as Interest Groups Professional Discipline

(11)

REFERENCE LIST

Abadinsky, H. Law and Justice: An Introduction to the American Legal System, 3rd ed. Chicago: Nelson-Hall, 1995.

Banakar, Reza, and Max Travers. (Eds.) An Introduction to Law and Social Theory. Oxford: Hart Publications, 2002.

Beccaria, C. Essays on Crimes and Punishments. Indianapolis, IN: Bobbs-Merrill, 1963. Bentham, J. An Introduction to the Principles of Morals and Legislation. New York: Oxford University Press.

Brady, D. & Kemp, K. Supreme Court abortion decisions and social change. Social Science Quarterly, 1976.

Christie, N. Crime Control As Industry. Routledge, New York, N.Y. 2001.

Dezalay, Yves, and Bryant G. Garth. (Eds.) Global Prescriptions: The Production, Exportation, and Importation of New Legal Orthodoxy. Ann Arbor: University of Michigan Press, 2002.

Dressler, Joshua. (Ed.) Encyclopedia of Crime and Justice, 2nd edition. New York: Macmillan Reference USA, 2002.

Dusky, L. Still Unequal: The Shameful Truth About Women and Justice in America. New York: Crown Publishers, 1996.

Fairchild, E. Comparative Criminal Justice Systems. Belmont, CA: Wadsworth, 1993. Holmes, O. W. The common law. Boston: Little Brown, 1963.

Glover, J. Utilitarianism and Its Critics. Old Tappan, NJ: Prentice Hall, 1990. Katsch, M. E. Taking Sides: Changing Views on Controversial Legal Issues, 6th ed. Guilford, CT: Dushkin Publishing, 1995.

Kelsen, H. The pure theory of law. Berkeley: University of California Press, 1970. Lewis, A. Gideon’s Trumpet. Birmingham, AL: Legal Classics Library, 1964. Otten, L. A. Women’s Rights and the Law. Westport, CT: Praeger, 1993. Posner, R. Economic analysis of law. Boston: Little Brown, 1977.

(12)

Prejean, H. Dead Man Walking: An Eyewitness Account of the Death Penalty in the United States. New York: Random House, 1993.

Rush, G. E. The Dictionary of Criminal Justice, 4th ed. Guilford, CT: Dushkin Publishing, 1994.

Smart, Carol. Feminism and the Power of Law. London: Routledge, 2002. Terrill, R. J. World Criminal Justice Systems: A Survey, 3rd ed. Cincinnati, OH: Anderson Publishing, 1997.

Timasheff, Nicholas S. An Introduction to the Sociology of Law. New Brunswick, NJ: Transaction Publishers, 2002.

Unger, R. M. The Critical Legal Studies Movement. Cambridge, MA: Harvard University Press, 1986.

References

Related documents

An overview of restaurant concepts, core values and standard operating procedures including: financial controls, planning, forecasting, legal compliance, and human

Learning Objectives (By the end of the course students will be expected to): Students will demonstrate the ability to apply the technical skills required to use modern Motion

The change in the title and course description is a better reflection of the course content, the current literature, the Department and the College’s curriculum changes

This article looks at the musical aesthetics such as rhythmic complexity, duality of songs, the presence of “blue notes‟, the ever-present African drum and variety of

The introduction of the Python programming language as an easier to learn programming language (the same language is taught in the CIS 166 course) and the fact that freshman