Sometimes, it might seem that we "drift" in lecture. But, there's
a purpose and a point. I'll try to put up some of the major points
here to help make the connections:
(NOTE: IF WE "drifted" AND YOU DIDN'T GET THE CONNECTION AND WANT
IT POSTED HERE, SEND ME EMAIL).

=========================================================================
January 14-24:

1) Prisons are a verb: What does this mean and list as many reasons
we've given in class. Why is it important? (this would be a good
essay question on an exam)
 
2) 33 years in a generation. A "generational cohort" is  seven 
generations, about 231 years. We care because we're in the center
of line in which we personally connect to that long through our
great grand parents and great grand children. Point: Historically,
a few hundred years is something we're connected to. 

3) What's the point of "classic rock?" Like music, that has a time-line
that we can trace to see how current forms of rock (or blues or other
music) evolved from or was influenced by what came before, we can
look as "classical theory" in the same way. We want to see how
what we think of as "old, dull historical stuff" influences our
policies and philosophies of today. So, take a look at a few points
from Classical Criminological Theory to see
what you recognize from those old guys.

4) Geography matters. Take a look at MAP OF ILLINOIS PRISONS:
Think of that line from ROUGHLY St Louis, MO to Richmond VA. Then
look at how many prisons lie below that line. Then look at how
large Illinois is. Ask yourself:
  **Does geography shape prison culture because of where the staff
    are drawn? (southern, central, northern IL)? From primarily
    rural or urban areas?
  **Are needs or ideologies of staff shaped by geography?
  **How does geography affect the families of prisoners?
  **What else can you add to this list?

5) Why are rough statistic given in class? Because it depends on
how they're calculated, when, by what method. Ask yourself the
various ways that these "statistics" could be calculated that would
give dramatically different "facts," all of which could be true:

   **The average daily costs to house a prisoner
   **Recidivism rates
   **Prison populations

6) Why are rough statistic given in class? Because it depends on
how they're calculated, when, by what method. Ask yourself the
various ways that these "statistics" could be calculated that would
give dramatically different "facts," all of which could be true:

   **The average daily costs to house a prisoner
   **Recidivism rates
   **Prison populations
All of these seem straightforward. They're not. Why?

7) Speaking of history, much of our current philosophy has been
shaped by John Howard and  Jeremy Bentham. 
Recognize anything in their writings of over 200 years ago?

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