Exam I Review Materials

The format of Midterm I will follow what was discussed in lecture and in section. For further details, consult the hand-out that has been uploaded to bSpace and the blog.

In addition to the material covered in lecture and section, you should be familiar with the following readings for Exam I:

1. Morrill, Calvin, Christine Yalda, Madelaine Adelman, Michael Musheno, and Cindy Bejarano. 2000. “Telling Tales in School: Youth Culture and Conflict Narratives.” Law & Society Review 34: 521-565.
2. Case Summaries and Legal Terminology:

Ex Parte Crouse, 4 Whart. 9 (1839)

Commonwealth v. Fisher, 213 Pa. 48 (1905)

In re Gault, 387 U.S. 1 (1967)

McKeiver v. Pennsylvania, 403 U.S. 528 1976

Miller v. Alabama, 132 S. Ct. 2455 (2012)

People ex rel Gallo v. Acuna, 929 P.2d 597 (1997)

3. Zimring, Franklin E., Rayman L. Solomon. 1996. “Goss v. Lopez: The Principle of the Thing – Bringing the Issue to Court”.  Pp. 459-490 in In the Interest of Children: Advocacy, Law Reform, and Public Policy, edited by Robert H. Mnookin.  NY: Freeman.
4. Arum, Richard. 2003. “From the Bench to the Paddle” (with Richard Pitt and Jennifer Thompson).  Pp. 127-158 in Judging School Discipline: The Crisis of Moral Authority.  Cambridge, MA: Harvard University Press.
5. Savage, John. 2007. “Hooligans and Apaches: Juvenile Delinquency and the Mass Media.” Pp. 33-48 in Teenage: The Prehistory of Youth Culture: 1875-1945.  NY: Penguin Books.
6. Males, Mike. 1999. “Myth: The Media Tell the Truth about Youth.” Pp. 260-298 and 366-378 in Framing Youth: Ten Myths about the Next Generation.  Monroe, ME: Common Courage Press.

We will set time aside to review materials both in this Thursday’s (February 13^th) lecture, and in the sections meeting this week. I am also making myself available throughout this week for individual or group appointments, if requested. Please sympathize with the fact that I have work of my own to complete, so I will do my best to meet with you when possible, although this will be subject to other constraints.

I’ve assembled a list of some of the ideas that we’ve gone over in lecture and in section. Note that this is not intended to be comprehensive – these are the key ideas, not all of the ideas we’ve covered. You should be familiar with them, and you should be able to apply them.

Don’t pay close attention to the sub-headings I’ve provided, or to whether something falls underneath one of those categories or another. They’re intentionally very loose, and things could easily be placed in a different category to the one I’ve selected. Perhaps a helpful review technique would involve you figuring out more appropriate groupings than what you see here.

The following is a list of concepts covered in the first few weeks of the semester.

Legal theory

Procedural justice

Substantive justice

Due process

habeas corpus

Parens patriae

Common law

Civil law

Proximal effects of law

Radial effects of law

Socio-legal analysis

Legal consciousness

Consciousness of conflict

Legal mobilization (formal-, quasi-, and extra-legal)

Court climate

Pro-school

Pro-student

Youth-centered perspective

Adult-centered perspective

Social space

Narrative

Liminality

Policy, Political & Empirical Patterns

Super-predator

Injunctions, and gang injunctions

Youth-as-empowered

Youth-as-consumers

Youth-as-not-quite-adults

Youth-as-objects-of-saving-and-study

Youth-as-rights-holders

Youth-as-dangerous-class

Youth-as-dependents

Youth-as-social-ideal

Youth-as-political-resource

Format for In-Class Examinations

There are a total of 100pts for each exam.

Please note that both in-class examinations are closed book, closed note. 

If you know the study guide, have come to class and section consistently, and have kept up on the reading, you should be able to complete the exam without difficulty. Please take care to write legibly. If your handwriting is obscure, your GSI will not extend you ‘benefit of the doubt’ that your answer is correct.

Part I

Essay question: Write three to four paragraphs (20 pts)

(Answer 1 of 2)

• Define all terms (both in the question and in your answer)
• Coherent and concise response
• Use examples from class and/or your own examples

·      Grading criteria:  writing (4 pts), accuracy and comprehensiveness (10 pts), creativity of your conceptualization (6 pts)

Ø  Think big picture and sweep of history

Part II

Paired Concepts:  Write a paragraph or two for each pair (50 pts total or 10 pts each)

(Answer 5 of 6)

• Define/distinguish terms
• Explain how they relate to one another
• Illustrate:  use examples from class and/or your own

·      Grading criteria for each answer:  writing (2 pts), accuracy and comprehensiveness (6 pts), creativity of your response (2 pts)

Ø  Think differences between key terms

Part III

Single Terms:  Write two to three sentences (20 pts total or 5 pts each)

(Answer 4 of 5)

• Define term
• Illustrate:  use example from class and/or your own

·      Grading criteria for each answer:  writing (1 pt), accuracy and comprehensiveness  (3 pts), creativity of your conceptualization (1 pt)

Ø  Think definitions of fundamental concepts on study guides                 

 

Part IV

Fill in the blank: You will be given a list of possible answers (10 pts total or 2 pts each) (Answer 5 of 5)

• Grading criteria:  filling in the answer that best fits from a list of concepts/terms provided and derived from the study guides (no partial credit).

Ø  These are quick, should be straightforward