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Week 10 — Media, Crime, Criminal Justice

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Week  10: Media, Crime, Criminal Justice 

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Week of November 4, 2018 – Media, Juveniles & Delinquency

To stay on trace, you should be: 1) proofreading your visual component, including the self-assessment questions, and 2) signed up for your second meeting. 

Dates to Remember:

   — Friday November 9th, beginning of class – Visual Component due including self-assessment. Late assignments will not be accepted.

   — November 19-27th – Second Meetings

   — Friday, November 23rd – No Class (Thanksgiving weekend)

   — December 5th at the beginning of class — Visual Project’s Overall Learning Assessment due

   — Monday, December 10th – Last Day of Fall Classes 

 

Preparatory Readings:

    • Potter and Kappeler. Constructing Crime . Chapters 6, 11 & 15.
    • Rafter. Shots in the Mirror. Chapter —
    • Surette. Media, Crime and Criminal Justice . Chapter –.
    • Documentary:  “Central Park Five”  (to be shown in class)

Lecture related links:

Concepts to be covered:

    • juvenile delinquent
    • Office of Juvenile Justice and Delinquency Prevention (OJJDP)
    • differences between juvenile justice & the adult criminal justice system
    • status offenses
    • juveniles waived into adult court
    • gangs
    • youth violence
    • delinquency prevention & intervention
    • D.A.R.E.
    • cyber bullying 

Discussion Questions:

Note: In order to answer these discussion questions, you will need to view  this week’s documentary as well as read this week’s readings. Due: Monday, November 12th.

  1.   Other than your own visual project, which project was the most creative? the most informative? Why.
  2.    After viewing “Central Park Five,” what does this documentary tell us about the media portrayal of juveniles? How. Why. 
  3.    What are today’s media images of American youth? Are these images more positive than negative? Why. 
  4.  Does the public’s perception of youth crime match the official data? Why. Explain the role of the media and politics in shaping juvenile justice policies. 

Learning Beyond:

Note:  Other things you might want to explore beyond this week’s materials. 

    • Watch “Straight Outta Compton.” Explain the movie’s portrayal of youth. How does this portrayal compare to other movies?
    • Do juvenile boot camps work?
    • Visit the OJJDP website and discuss some of the programs presented.
    • Compare and contrast the images of youth in recent decades. How has the youthful image evolved and changed over time.
    • Examine the media’s changing images of youth gangs in the 1950’s & 1960’s to today.

 Recommended Readings:

— Anthony Platt. Child Savers. 

— Anne Campbell. Girls in Gangs. 

— Will Hobbs. Downriver and the sequel, River Thunder.

— Louis Sachar. Holes, and the sequel, Small Steps. 

— Geoffrey Canada. Fist Stick Knife Gun. 

— Walter Myers. Monster.

— Carl Hiassen. Hoot. (also, Scat.)

— Christopher Paul Curtis. Bud, not Buddy.

— Susan Patron. The Higher Power of Lucky. 

 

— Lawrence Lessig. Free Culture: How Big Media Uses Technology and the Law to Lock Down Culture and Control Creativity. 

    • Gaye Tuchman. The TV Establishment.
    • Herbert Schiller. Mind Managers.
    • Herbert Schiller. Information Inequality.
    • Todd Gitlin. Media Unlimited: How the Torrent of Images and Sounds Overwhelm Our Senses.
    • Todd Gitlin. The Whole World is Watching.
    • Robert McChesney. Rich Media, Poor Democracy.
    • Bernard Goldberg. Bias: A CBS Insider Exposes How the Media Distort the News.
    • Bernard Goldberg. Arrogance: Rescuing America from the Media Elite.

 

Our Creativity

takata@uwp.edu

 Updated: November 1, 2018

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