Course Discipline and - Gavilan College
GAVILAN cOLLEGE
CURRICULUM DEVELOPMENT
|form C |
|Modify or Inactivate an Existing Course |
|Date: |11/16/10 |Prepared & Submitted by: |David Pulido |
|Department: |Administration of Justice |Course Discipline and Number: |AJ 176 |
|1. |What is the effective term? |
| |Fall Spring Summer Year: 2011-12 |
|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: (Attach existing course outline, note changes as appropriate. Update Prerequisite/Advisory Form, if |
| |appropriate ) |
| Number | Hours | Prerequisite/Advisory | Discipline |
| Title | Units | Description | Content |
| Grading | GE Applicability | Repeatability | Transferability |
| General Update | Reinstate Course | Cross list course with |
| Update Textbook | Other (please describe.) Revising SLOs. |
|FROM: | | | | | |
| |Discipline & Number |Course Title |Units |Lec |Lab |
| | | | |Hours per |Hours per |
| | | | |week |week |
|TO: | | | | | |
| |Discipline & Number |Course Title |Units |Lec |Lab |
| | | | |Hours per |Hours per |
| | | | |week |week |
|Reason for modification: On the list to be updated. Minor wording changes to the description. |
|4. |Will this course be offered via distance education? Yes No |
| |If yes, fill out Form D – Distance Education form. |
|5. |Routing/Recommendation for Approval |
| | |Signatures | | |Approval |
| |Dept. Approval (Chair Sign) | |Date | |Yes ___ |No ___ |
| |Area Dean | |Date | |Yes ___ |No ___ |
| |Curriculum Committee Chair | |Date | |Yes ___ |No ___ |
| |VP of Instruction | |Date | |Yes ___ |No ___ |
| |Superintendent/President For District | | | |Yes ___ |No ___ |
| |Board | | | | | |
| |CCC Chancellor’s Office | | Date | |Yes ___ |No ___ |
| |(if applicable) | | | | | |
GAVILAN COLLEGE
CURRICULUM DEVELOPMENT
|COURSE OUTLINE | |
|DISCIPLINE: |AJ 176 |DEPARTMENT: |Administration of Justice |
| |(Discipline and Number) | | |
|COURSE TITLE: |Criminal Street Gangs |
(Maximum of 58 spaces)
|ABBREVIATED TITLE: |CRIMINAL STREET GANGS |
(Maximum of 28 spaces)
|SEMESTER UNITS: 3 |LEC HOURS PER WEEK: 3 |LAB HOURS PER WEEK: 0 |
|Classification: |Non Credit Category: |Occupational Code (SAM): |
|TOP Code: 0000.00 |LEH Factor: |FTE Load: |
CATALOG DESCRIPTION:
No Change Change
This course is designed to explore historical developments, origins, philosophy, and current trends and activities in criminal street gangs within California. It will explore areas of violence, recruitment, drug use, graffiti, and attire; with emphasis placed on the organization within gangs and their racial backgrounds. Types of solutions within the criminal justice system used to combat street gangs is also included.
COURSE REQUISITES:
List all prerequisites separated by AND/OR, as needed. Also fill out and submit the Prerequisite/Advisory form.
No Change
Replaces existing Advisory/Prerequisite
In addition to existing Advisory/Prerequisite
Prerequisite:
Co-requisite:
Advisory:
GRADING SYSTEM:
No Change
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REPEATABLE FOR CREDIT:
(Note: Course Outline must include additional skills that will be acquired by repeating this course.)
No 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
(Noncredit only)
STAND ALONE:
No Change
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METHODS OF INSTRUCTION:
No Change
lectures, discussions, videos, presentations
RECOMMENDED OR REQUIRED TEXT/S:
(The following information must be provided: Author, Title, Publisher, Year of Publication, Reading level and Reading level verification)
Required: Recommended: n/a
Author: Al Valdez Title: Gangs: A Guide to Understanding Street Gangs, 4th Edition Publisher: LawTech Publishing Year of Publication: 2005, or other appropriate college level text.
ISBN: 1-56325-078-0 (if available) Reading level of text: Grade: 12 Verified by: David Pulido using MS Word
Other textbooks or materials to be purchased by the student:
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 Institutional Learning Outcomes (ILO) apply to 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.
4. For GE courses, enter the GE Learning Outcomes for this course. For example "A1, A2". GE Learning Outcomes are listed below.
Copy and paste your existing Program Learning Outcomes:
|A student will be able to define and utilize key terms, concepts, and theories in the criminal justice system. |
|A student will be able to demonstrate knowledge of the history, structure, and processes of law enforcement, the judicial |
|system, correctional system , and the juvenile justice system. |
|A student will be able to reflect critically on developments in criminal justice policy and the relationship of these |
|policies to the wider political and social environment. |
|A student will be able to compare and evaluate diverse and competing arguments and analysis in disciplinary (justice |
|system) and interdisciplinary contexts. |
|A student will be able to interpret, assess, and compare competing types of evidence and data. |
|A student will be able to demonstrate an ability to effectively communicate orally and in writing the results of their |
|analysis and conclusions. |
| |
| |
| |
| |
1. Examine the history, the various reasons for the creation of criminal street gangs, and the reasons for criminal activity.
Measure: written exam, discussion PLO: 1, 2, 3 ILO: 2, 7, 1 GE-LO: Year Assessed:
2. Identify various different types of gangs in the U.S., with emphasis on active street gangs in California.
Measure: written exam, discussion PLO: 1, 2, 3 ILO: 2, 7, 1 GE-LO: Year Assessed:
3. Examine and identify how the criminal justice system controls and deals with criminal street gangs.
Measure: written exam, project/oral report PLO: 1, 2, 3 ILO: 2, 7, 1, 4 GE-LO: Year Assessed:
4.
Measure: PLO: ILO: GE-LO: Year Assessed:
5.
Measure: PLO: ILO: GE-LO: Year Assessed:
6.
Measure: PLO: ILO: GE-LO: Year Assessed:
7.
Measure: PLO: ILO: GE-LO: Year Assessed:
8.
Measure: PLO: ILO: GE-LO: Year Assessed:
9.
Measure: PLO: ILO: GE-LO: Year Assessed:
10.
Measure: PLO: ILO: GE-LO: Year Assessed:
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:
1. Receive, analyze, and effectively respond to verbal communication.
2. Formulate, organize and logically present verbal information.
3. Write clear and effective prose using forms, methods, modes and conventions of English grammar that best achieve the writing’s purpose.
4. Advocate effectively for a position using persuasive strategies, argumentative support, and logical reasoning.
5. Employ the methods of research to find information, analyze its content, and appropriately incorporate it into written work.
6. Read college course texts and summarize the information presented.
7. Analyze the ideas presented in college course materials and be able to discuss them or present them in writing.
8. Communicate conclusions based on sound inferences drawn from unambiguous statements of knowledge and belief.
9. 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:
1. Explain concepts and theories related to physical and biological phenomena.
2. Identify structures of selected living organisms and relate structure to biological function.
3. Recognize and utilize appropriate mathematical techniques to solve both abstract and practical problems.
4. Utilize safe and effectives laboratory techniques to investigate scientific problems.
5. Discuss the use and limitations of the scientific process in the solution of problems.
6. Make critical judgments about the validity of scientific evidence and the applicability of scientific theories.
7. Utilize appropriate technology for scientific and mathematical investigations and recognize the advantages and disadvantages of that technology.
8. Work collaboratively with others on labs, projects, and presentations.
9. 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:
1. Demonstrate knowledge of the language and content of one or more artistic forms: visual arts, music, theater, film/television, writing, digital arts.
2. Analyze an artistic work on both its emotional and intellectual levels.
3. Demonstrate awareness of the thinking, practices and unique perspectives offered by a culture or cultures other than one’s own.
4. Recognize the universality of the human experience in its various manifestations across cultures.
5. Express objective and subjective responses to experiences and describe the integrity of emotional and intellectual response.
6. Analyze and explain the interrelationship between self, the creative arts, and the humanities, and be exposed to both non-Western and Western cultures.
7. 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:
1. Identify and analyze key concepts and theories about human and/or societal development.
2. Critique generalizations and popular opinion about human behavior and society, distinguishing opinion and values from scientific observation and study.
3. Demonstrate an understanding of the use of research and scientific methodologies in the study of human behavior and societal change.
4. Analyze different cultures and their influence on human development or society, including how issues relate to race, class and gender.
5. 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:
1. Demonstrate an awareness of the importance of personal development.
2. Examine the integration of one’s self as a psychological, social, and physiological being.
3. 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:
1. Connect knowledge of self and society to larger cultural contexts.
2. Articulate the differences and similarities between and within cultures.
|HOURS |Content, Student Performance Objectives, and Out-of-Class Assignments |
| |Hours - Total number of hours should be based on an 18 week term, even though we are on a 16 week calendar. For example, a 3 |
| |unit course should have 54 hours, less 2 for the final. |
| |Out of Class Assignments: essays, library research, problems, projects required outside of class on a 2 to 1 basis for Lecture |
| |units granted. |
|6 Hours |CONTENT: Introduction. American Street Gangs will cover a brief overview of early American street gangs from the 1800's |
| |through today. Specifically, Irish and Italian gangs/mafias up to the current various types of racial division of gangs. Gang |
| |(Youth) Violence in America. This area will cover youth crimes, media influence, family dynamics, school violence, juvenile |
| |crime, custodial time, substance abuse and risk factors. Gang Lifestyle and Membership Profiles. This area will cover age, |
| |violence, structures, myths and victimization, gang mentality, code of silence, respect, insults, survival, responsibility for |
| |actions, distorted sense of reality, and initiations. |
| |STUDENT PERFORMANCE OBJECTIVES (SPO): Discuss the history of American Street Gangs. Identify the membership profiles |
| |(demographics) of gangs, including the risk factors and characteristics. Analyze the influences of gangs. Define the term |
| |gang. |
| |Out-of-Class Assignments: Read textbook chapters. Review notes and study for quiz. Identify gang activity and analyze an |
| |actual case in the media. Students may also participate in a tour of a local juvenile detention facility. |
|3 Hours |CONTENT: Quiz. Gang Sociology. This area will cover delinquent gangs, violent gangs, turf gangs, crime for profit gangs, |
| |philosophical and semi-traditional gangs, membership and law enforcement perspectives. |
| |SPO: Describe the sociological perspective and the law enforcement perspective of gangs. Summarize various gang leadership |
| |models. |
| |Out-of-Class Assignments: Read textbook chapter. Study for quiz. |
|3 Hours |CONTENT: Gang Growth Migration and Studies. This area will cover why gangs grow and/or move, gang life and influences which |
| |affect these actions. The probation/parole perspective will also be presented. |
| |SPO: List the states with the most reported gang members. Explain the one percent rule. Discuss the factors that influence |
| |the growth and movement of gangs. |
| |Out-of-Class Assignments: Read textbook chapter. Review material and study for quiz. Work on research paper. |
|3 Hours |CONTENT: Quiz. Gang Behaviors and Gang Mentality. This will include behavior dynamics, transient gang behavior, and |
| |intra-gang behavior. The factors that influence a gangs mentality; such as payback, code of silence, respect, and violence |
| |will be presented. |
| |SPO: Explain what gang membership means. Discuss the behaviors demonstrated by those who participate in a gang related crime. |
| |Discuss intra-gang violence. Summarize the rules, responsibilities, and behaviors individuals accept when they become gang |
| |members. |
| |Out-of-Class Assignments: Read textbook chapters. Review material. Work on paper. |
|3 Hours |CONTENT: Membership Indicia. This area will cover the ways gang choose to identify themselves; such as graffiti, clothing, |
| |tattoos, piercings, and hair cuts. |
| |SPO: Describe and identify the various forms of gang indicia that help determine gang membership. Distinguish certain |
| |behavioral characteristics that are used to identify gang membership. |
| |Out-of-Class Assignments: Read textbook chapter. Work on paper. Study for midterm. |
|3 Hours |CONTENT: West Coast Latino Gangs. This area will cover the history, current trends and characteristics of West Coast Latino |
| |Gangs. |
| |SPO: Summarize the history and discuss the current trends of West Coast Latino Gangs. Differentiate the behaviors and |
| |characteristics of this gang from other gangs. |
| |Out-of-Class Assignments: Read textbook chapter. Review material and prepare for midterm. Work on research paper. |
|6 Hours |CONTENT: Sureno-Norteno Gangs. 18th Street. Mara Salvatrucha. Southern California Hispanic Gangs and Northern California |
| |Hispanic Gangs. This area will cover the historical points and division of current Southern California Hispanic street gangs |
| |and the historical points and divisions of current Northern California Hispanic street gangs. It will also cover trends in the |
| |media, music production, dress styles, tattoos, graffiti, art work, issues with the courts, probation and parole and threats to|
| |local and Federal law enforcement agencies. Presentation of gang paraphernalia confiscated by local law enforcement and |
| |probation personnel. The First Mexican American Street Gangs. Focus in this area will be on 18th Street gangs from Los Angeles,|
| |the El Paso, TX influence, Sleepy Lagoon Murder, Zoot Suit Riots, Shoe Wars, generations of gangs, clothing, tattoos, |
| |hairstyles, graffiti, hand signs, slangs and recruitments. Other South American gangs will include coverage of Salvadorian |
| |street gangs in California. A documentary video could be shown to supplement the lecture material. |
| |SPO: Summarize the history of the gangs discussed in class and in the textbook. Identify the characteristics and behaviors |
| |unique to each of the gangs. Describe the action of various gangs and explain how that affects law enforcement agencies. |
| |Out-of-Class Assignments: Read textbook chapters. Write a short essay analyzing a gang related story or event covered in the |
| |media, based on class discussions and textbook readings. Study for midterm. |
|6 Hours |CONTENT: Midterm. African American Gangs. This area will cover the history of African American gangs, discussions with the two|
| |(Blood, Crips) main African American street gangs originating in California, their profiles, graffiti, handsigns, area codes, |
| |clothing, mentality, drug sales, slangs and tattoos. Asian Gangs. This area will cover an overview of various Asians gangs |
| |including Korean, Filipino, Samoan, Japanese and Southeast Asian gangs. Other areas of discussion include home invasions, |
| |burning, tattoos, non-violent crimes and current trends within these groups. |
| |SPO: Discuss the history of the African American gangs and the Asian gangs. List the gangs under each area (African American |
| |gangs and Asian gangs) and identify the characteristics and behaviors unique to each of these gangs. |
| |Out-of-Class Assignments: Read textbook chapters. Work on research paper. Complete homework written assignment. |
|3 Hours |CONTENT: Skinhead Gangs. This area will cover history, philosophies, classification, profiles, clothing, graffiti, mentality, |
| |violence, handsigns, tattoos, art work, music, attitude, substance abuse and trends. A documentary video could be shown to |
| |supplement the lecture. |
| |SPO: Discuss the history and philosophies behind these gangs. Identify the behaviors and characteristics of these gangs. |
| |Explain the trends unique to this gang. |
| |Out-of-Class Assignments: Read textbook chapter. Study for quiz. Work on paper. |
|3 Hours |CONTENT: American Militias. National Alliance. This area will cover the history and membership of American Militias, as well |
| |as several significant historical events that shape this group. An overview of the National Alliance including its leadership,|
| |recruitment, locations, and current status will be provided. |
| |SPO: Explain the historical events that helped shape the American Militias and analyze its impact on this group. Identify the |
| |types of people who are a part of the National Alliance, including how they are recruited and their locations. |
| |Out-of-Class Assignments: Read textbook chapters. Review material and study for quiz. Work on paper. |
|3 Hours |CONTENT: Quiz. Female Gangs. This area will cover history, myths, gangs types, associate gangs, motherhood, current trends as |
| |well as correlation to male gangs, domestic violence, sexual abuse and substance abuse. Prison Gangs and Street Gang |
| |Correlations. This area will cover the historical points and the creation of prison gangs. Other topics discussed in this area |
| |include narcotics trafficking and racial discrimination. This area will focus on the current and direct influences that prison |
| |gangs have on local street gangs and violence. Video segments on riots in California prisons may also be shown. |
| |SPO: Describe several myths surrounding female gangs. Explain the correlation between gangs and domestic violence and/or |
| |sexual abuse. Discuss the influences that prison gangs have on local street gangs and violence. |
| |Out-of-Class Assignments: Read textbook chapters. Study for final. Complete research paper. |
|3 Hours |CONTENT: Gangs and Schools. This area will cover culture, language, school safety, dress codes, gang attire, issues involving |
| |search and seizure, issues and concerns involving school resource officers and juvenile probation. |
| |SPO: List the top student issues in education. Discuss the impact of gang violence at private and public schools. Describe |
| |the school risk factors that can lead to aggressive and violent behaviors. |
| |Out-of-Class Assignments: Read textbook chapter. Review material and prepare for final. Finish research paper. |
|3 Hours |CONTENT: Substance Abuse and Gangs. This area will cover drug definitions, classifications, ingestion, physical effects, |
| |stimulants, depressants, hallucinogens, phencycladine, inhalants, cannibis, designer drugs, warning signs, gang/drug |
| |connections, drug slangs, drug cartels and gang connections. Short video segments may be utilized. |
| |SPO: Define, classify, and provide examples of the different drug categories. Identify the physical detectable signs of drug |
| |use. Discuss the relationship between drug use and sales and gangs. |
| |Out-of-Class Assignments: Read textbook chapter. Study for final. Complete paper and if required, prepare oral report. |
|3 Hours |CONTENT: Gangs and Families. This area will cover family dynamics, denial, economic and neighborhood influences, generations |
| |of gangs in families, domestic violence, sexual assaults and statistics. Gangs and Corrections. This area will cover gang |
| |classification and validation, juvenile and adult institutions, intelligence collecting, correlation and influence with street |
| |gangs, threats to law enforcement, interviewing techniques, using probation and parole as a tool for law enforcement. Review |
| |for final. Present oral reports on papers if time allows. |
| |SPO: Analyze the sociological reasons why family units in America have changed. Identify some of the ways that we can help |
| |stop the gang violence. Explain the difference between juvenile offenders today and those in-custody twenty years ago. |
| |Out-of-Class Assignments: Read textbook chapters. Study for final. |
| Hours |CONTENT: |
| |SPO: |
| |Out-of-Class Assignments: |
| Hours |CONTENT: |
| |SPO: |
| |Out-of-Class Assignments: |
|2 Hours |Final |
|METHODS OF EVALUATION: |
|CATEGORY 1 - The types of writing assignments required: |
|Percent range of total grade: 20 % to 30 % |
| 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: 10 % to 30 % |
| Homework Problems |
| Field Work |
| Lab Reports |
| Quizzes |
| Exams |
| Other: |
|CATEGORY 3 -The types of skill demonstrations required: |
|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: 50 % to 70 % |
| 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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