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The midterm will be Thursday, October 28. It will cover chapters 1-12.
The midterm will have 25 multiple choice questions worth two points
each and two essays, each worth 25. I will offer about four essays,
from which you will select only two.
Essays will be drawn from those questions given in class and/or discussed
on WebBoard. There will be a Part A and Part B. I will give two
questions for each part, and you will answer one from each part.
For an A on essays, you must demonstrate mastery of material. This
includes some moving beyond simply regurgitating information from
text or lecture. You must show that you have looked up material, followed
links related to issues, and that you have been invested in learning.
For an B, you must demonstrate a mastery of material.
For an C, you must write an adequate answer that reflects basic
knowledge and understanding of material in text and lecture.
For a D, if you show that you were at least breathing, you might pass.
Answers must reflect all sources (WebBoard, lecture, text, tours,
and Google).
NOTE: BS and fluff will be downgraded. Do not try to slip by by
writing something that anybody walking in off the street could have
have written.
Some of the multiple choice questions will come from past quizzes,
so it might be a good idea to know them.
This should help you review:
*. Compare and contrast women's prison culture with men's. BE COMPLETE!
*. Define and explain the importance ideologies and their relevance
to corrections. Then, draw from the ideology quiz that you took on
WebBoard and summarize your ideology The explain how YOUR ideology
shapes your views of:
a) Prisoners rights
b) Alternatives to sentencing
c) Capital Punishment
d) Building more prisons and locking more criminals up
*. Briefly discuss the history of prisons since about 1800.
Drawing from lecture and text, explain the different ideological
transformations corresponding to major shifts in correctional philosophy.
Be specific, drawing from the text and lecture.
(A "time line" might help your answer). BE COMPLETE!
*. Your instructor has argued that prisons are a verb. Give at
at least 10 reasons and fully explain.
*. Some people argue that sex offenders should be thrown in prison for ever,
or even executed. They also argue that sex offenders should register for
life. Others argue the opposite. Drawing from WebBoard, the text, and lecture,
explain the arguments on both sides and given your view (your view MUST
reflect the issues and not be an opinion).
*. Describe the history of prisoner litigation and explain why prisoners
should or shouldn't have rights. What are the pros and cons, and how do
they both help and hinder prison administration? Your answer must reflect
an understanding of habeas corpus, civil rights, and other fundamental
material we have discussed.
*. Why is it important to study history in a corrections class? Explain,
and then give three specific examples that we have used in class to
show how and why history is critical to our contemporary understanding.
*. We have suggested that ideologies shape who we use facts to form
opinions. Explain the difference between an empirical FACT and
and ideology. Then, using the example of prisoner litigation:
a) Explain whether prisoners have too many or too few rights
b) Explain how facts have influences your position
c) Explain how ideology influences your decision
d) is your view radical, conservative, liberal, or libertarian?
*. What is an ideology and why is it a crucial concept for corrections?
Answer should include:
a) Definition of ideology
b) Identification and description of
ONE SPECIFIC ideology as an example
c) Discussion of how THIS ideology shapes how we
handle prisoners or influence prison policy?
d) Which ideology is closest to YOUR perspective, and WHY?
e) Compare and contrast the ideologies of you, our Governor,
and our President
*. Compare and contrast the Auburn and Eastern models. What were
the weaknesses of each?
*. Some people feel that anybody who commits a felony should
serve some prison time, and that alternatives to incarceration are
too soft. Others feel that alternatives to incarceration are appropriate
for most felonies. Compare and contrast both positions, and then explain
why you favor one over the other. Draw from lecture, chapters 7-9, and
WebBoard discussions
*. Compare and contrast the "enlightment period" correctional
philosophies, of:
a) Age of reason
b) Beccaria
c) Bentham
d) John Howard
Be complete and refer to the Web readings as necessary:
--John Howard reading
--Jeremy Bentham reading
-- Cesare Beccaria reading
*. We have identified three correctional goals of Illinois prisons. Briefly
describe each. Which one should be the dominant goal? Why?
*. Compare and contrast the types of sentences available to judges. Then
explain how these have evolved in the last 100 years.
*. How does the "Equivalency Thesis" (ie, different types of
punishment can be "measured" and equated with other types) require
us to rethink the "carceral model" of punishment?
*. Although the custodial model of prisons is the most popular nowadays,
would any other model be appropriate to satisfy the twin goals
of punishment and rehabilitation? (Refer to the historical models
discussed in class and/or book)
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