Category: Law : Criminology

Each student will write a five (5) page paper responding to an issue related to law enforcement in America. The research paper should be written in APA style (strictly enforced) with a proper title and reference page (these pages do not count towards the five-page requirement).  Each paper should be double-spaced with no more than 12-point Times New Roman font and one-inch margins on all four sides. You should include at least five (5) scholarly sources from peer-reviewed journals or court decisions (when appropriate) published in the last ten years for your paper. You are allowed the use of two direct quotes that should be no more than two sentences in length from the sources selected. The purpose of this requirement is to ensure the use of academic paraphrasing. Tables and charts should not be used to meet the five-page requirement; however, they may be used to supplement the information presented in the paper. DO NOT use your textbook as a source. Use of newspapers, Wikipedia, a mere Google search, or reliance on any other manufactured on-line source (e.g., dictionaries and encyclopedias) will not be accepted as a legitimate literature review.

Scenario
You are a lead criminal profiler assigned to the Federal Bureau of Investigation’s Behavioral Analysis Unit. Last week, you were selected to be a presenter at the International Homicide Investigators Conference in Washington, D.C. that will be held in two months. You will be discussing serial killers in America. At your speaking engagement, you will discuss two case studies derived from the scholarly journal article, Serial Murder in America: Case Studies of Seven Offenders. You will provide an expert opinion as to which criminological theories most likely explain the criminal behavior and which theories apply to the offender based upon the case study. You will focus on comparing and contrasting not only the theories and application of the theories for each case, but also any behavioral, sociological, and environmental factors in each.
Directions
Using the provided scenario and resource, choose two case studies to focus on for your speaking engagement. (Note: It is important to consider the theories and their application when reading and selecting the cases to use for this project. Some theories may not be applicable to certain cases.)
For each case, do the following:
Describe the criminal behavior present in each case. Include the following in your description:
Identify the case.
Provide a brief summary of the case, focusing on the criminal behavior.
Describe how the classical school of thought has influenced criminal justice practices specific to each case. Include the following in your analysis:
How has classical theory impacted the criminal justice system in regard to the criminal behavior, laws, and policies in each case?
Analyze the criminal behavior in each case by focusing on how the positivist school of thought (biological, psychological, sociological theories) has influenced criminal justice practices. Include the following in your analysis:
Which theory in each category (biological, psychological, and sociological) is most applicable to the case?
How may this theory influence criminal justice practices in relation to the criminal behavior in the case?
Explain how critical and interactionist theories interpret social structures and influence professional practice specific to each case. Include the following in your explanation:
What are the social structures and professional practices identified in the case?
Which critical and interactionist theory is most applicable to the case?
How may critical and interactionist theories influence professional practices in the case?
Explain the similarities and differences between the two cases you chose. Include the following in your explanation:
Which theories are used to analyze each case?
How is the application of theories similar or different in the cases?
How are behavioral and environmental factors similar or different in the cases?
What to Submit
To complete this project, you must submit the following:
For this assignment, you will create a presentation. Choose the format that works best for you. This could include one or more of the following: poster, handout, presentation slides, brochure, written description, or video. Whichever format you choose, your submission should address the rubric criteria listed above.
Any sources should be cited according to APA style.

Although often relegated to the shadows of our political system, Native rights remains at the forefront of our legal system.  Remember, Native rights simply are human rights. So these cases are worth watching for the sake of securing the rights of us all.
Doctrines underscored in this course book are like lead balloons that weigh our system down and prevent us from elevating to our potential.  Echo-Hawk argues these doctrines (discovery, conquest, etc.) should be discarded, modified, or replaced by ones more buoyant in a postcolonial world.
The cases you studied form, in significant part, the foundation of federal Indian law. These remain the law.  These cases remain the law today and have never been reversed. And the Supreme Court continues to rely upon them as legal precedent for deciding Native American cases.
This means these cases serve as the body of law pertaining to American Indians and Alaska Natives that defines their bundle of political and legal rights as indigenous peoples, as well as the perception and treatments of natives themselves.
But, as with all precedent, it is vulnerable to change. 
In this assignment, you will critically consider the current state of Indian affairs by exploring current cases before the courts. Beyond just finding these cases, you must critically consider what that case tells you is the current perception on Native rights and people. 

book: In the Light of Justice: The Rise of Human Rights in Native America and the UN Declaration on the Rights of Indigenous Peoples
discuss the controversy generally. But, the key to the key to these reflections is to use our course materials to explain the assigned video. It is your ability to use our course materials that earns the points – the more you cite from the lectures and textbook, the more you earn.
Our lectures detailed the UNDRIP articles and the US hesitance to these “special” rights. You’d want to use these lessons to explain specific scenes/scenarios from the video. You’d show your understanding by describing the scenes that you are applying the lectures and textbook to.

discuss the controversy generally. But, the key to the key to these reflections is to use our course materials to explain the assigned video. It is your ability to use our course materials that earns the points – the more you cite from the lectures and textbook, the more you earn.
Our lectures detailed the UNDRIP articles and the US hesitance to these “special” rights. You’d want to use these lessons to explain specific scenes/scenarios from the video. You’d show your understanding by describing the scenes that you are applying the lectures and textbook to.

Parts 1-6 min 200 words supporting docs are in word doc; right click to open and seperate by Part/mod

Parts 1-6 min 200 words supporting docs are in word doc; right click to open and seperate by Part/mod

This “legacy of conquest and colonialism [becomes] implanted into the American mindset, institutions, and legal regime so deeply [] we are blinded to its presence.” [Echo Hawk p105]
This is why after decades of advocacy, the international community adapted the existing human rights framework to apply to the unique circumstances of the indigenous experience. 
Unsurprisingly, criticisms emerged.  Critics questioned why indigenous peoples needed “special” rights separate from those rights already afforded to all humans.  Criticisms were wide-ranging from claims of reverse discrimination against non-indigenous persons to charges that the preferential treatment itself was racist and isolating to indigenous peoples. 
Supporters argue that it was not enough to simply announce people had these rights, but that there existed an affirmative duty to ensure people were achieving these rights.  So, UNDRIP not only list the entitlements, but it includes guidance on how to implement and measure its achievement.
In this assignment, you will explore further the need for UNDRIP.  You will form an opinion regarding whether UNDRIP actually does afford indigenous peoples “special” rights, or if it just acknowledges the same rights already given to others – i.e., native rights are just “human rights” 
Instructions
1) Review and consider our lessons on the International Bill of Rights which are meant for “all.”
2) Watch this required video: More than a Word
The film explores the history of the slanderous term “redskin,” and delves into cultural stereotypes of Native Americans and their relationship to history. Ultimately, the film argues for representations that honor and celebrate the humanity of Indigenous people.
https://www.kanopy.com/en/sjsu/video/796511
To see the opposition these protections face, watch either of these videos (you can choose which)
3a) Fighting Indians
On May 16, 2019, the state of Maine made history by passing LD 944 An Act to Ban Native American Mascots in All Public Schools, the first legislation of its kind in the country. For Maine’s tribal nations, the landmark legislation marked an end to a decades long struggle to educate the public on the harms of Native American mascotry.
FIGHTING INDIANS chronicles the last and most contentious holdout in that struggle, the homogeneously white Skowhegan High School, known for decades as “The Home of the Indians”. This is the story of a small New England community forced to reckon with its identity, its sordid history, and its future relationship with their indigenous neighbors. The film serves as a microcosm for a host of national divisions, as the “mascot debate” exposes centuries old abuses while questioning whether reconciliation is possible.
https://www.kanopy.com/en/sjsu/video/13041627
OR
3b) In Whose Honor? – American Indian Mascots in Sports
The Cleveland Indians. Washington Redskins. Atlanta Braves. What’s wrong with American Indian sports mascots? This moving, award-winning film is the first of its kind to address that subject.
IN WHOSE HONOR? takes a critical look at the long-running practice of “honoring” American Indians as mascots and nicknames in sports. It follows the story of Native American mother Charlene Teters, and her transformation into the leader some are calling the “Rosa Parks of American Indians” as she struggles to protect her cultural symbols and identity. IN WHOSE HONOR? looks at the issues of racism, stereotypes, minority representation and the powerful effects of mass-media imagery, and the extent to which one university will go to defend and justify its mascot.
https://www.kanopy.com/en/sjsu/video/157323
(4a) Show you understood each video (No. 2, and 3) by describing what it showed about Native oppression.  You simply are being asked to prove you watched it. Avoid generalized summaries (i.e., “they were discriminated against”).  Instead, you only earn points by specifically describing scenes or scenarios from the video.
(4b) Show your understanding by identifying the UNDRIP provisions you believe would protect the Natives from this oppression.  You simply are asked to match the UNDRIP article (as shown in your textbook and the supplemental materials) and briefly describe why you believe it applies.
    (to illustrate: “Under Article X, indigenous peoples have the right to practice and revitalize their cultural … which I believe was violated when in the video…)
4c) Based on both documentaries and our course materials, do you believe UNDRIP provides indigenous peoples “special” rights, or instead, does it just ensure they can enjoy the rights we “all” already enjoy.  Use specifically cited references to our course materials to explain what are the rights we “all” enjoy.  And use specific references to the documentary and course materials to compare the rights afforded to indigenous peoples. 
4d) Based on both documentaries and our course materials, what do you believe are the reasons for the United States to be hesitant, if not opposed to, UNDRIP.  Use the example of the sports mascots as the example to frame your opinion.
    Textbook: In the Light of Justice-
        “ABC’s of colonization” Echo-Hawk (pg. 55).
Universal Declaration on the Rights of Indigenous Peoples (UNDRI
Study Note- again, you are graded on your ability to not just list quotes from materials, but to show your ability to understand its significance.  By reviewing these materials, you at least will have a general idea of the framework of human rights.  It will help avoid you later citing an example out of context.