CRIM 203 Principles of Penal Law and Crimes against the People … · 2014-06-26 · Natalia S. Ruiz, MAOM, & Lic. Luis R. Pastrana. Rev. 2008. Ivette Pérez, Esq. Prontuario Título

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

CRIM 203

Principles of Penal Law and Crimes against the People and the Property

Principios Generales del Derecho Penal y Delitos contra la Persona y la

Propiedad

© Sistema Universitario Ana G. Méndez, 2007

Derechos Reservados.

© Ana G. Méndez University System, 2007. All rights reserved.

CRIM 203 Principles of Penal Law 2

Prep. 2005. Natalia S. Ruiz, MAOM, & Lic. Luis R. Pastrana. Rev. 2008. Ivette Pérez, Esq.

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

PRONTUARIO ...........................................................................................................3

STUDY GUIDE...........................................................................................................8

WORKSHOP ONE...................................................................................................13

TALLER DOS ..........................................................................................................16

WORKSHOP THREE ..............................................................................................19

TALLER CUATRO...................................................................................................22

WORKSHOP FIVE/TALLER CINCO .......................................................................25

ANEJO A/APPENDIX A ..........................................................................................28

ANEJO B/ APPENDIX B .........................................................................................29

ANEJO C/APRENDIX C ..........................................................................................30

ANEJO D/APPENDIX D ..........................................................................................31

ANEJO E/APPENDIX E...........................................................................................33

ANEJO F/APPENDIX F ...........................................................................................34

ANEJO G/APPENDIX G..........................................................................................36

ANEJO H/APPENDIX H ..........................................................................................38

ANEJO I/APPENDIX I .............................................................................................40



Prontuario

Título del Curso Principios del Código Penal y Delitos contra la Persona y

la Propiedad

Codificación CRIM 203

Duración Cinco Semanas

Pre-requisito Ninguna

Descripción

Principios del Código Penal y Delitos contra la Persona y la Propiedad es una

clase que introduce al estudiante a la historia del código penal y su evolución en el

estado de la Florida. La clase se enfoca en ofrecer al estudiante los principios

básicos del sistema judicial criminal en los Estados Unidos y los procedimientos del

sistema criminal en contra la persona y la propiedad en la Florida.

Objetivos Generales

1. El estudiante entenderá los principios fundamentales de un código penal y su

impacto en la sociedad.

2. Analizara el por que de los cambios en el código penal según la evolución de

la sociedad.

3. Entenderá el código penal estadounidense y de la Florida.

4. Logrará distinguir y clasificar los diferentes tipos de códigos penales

existentes.

5. Comprenderá la importancia del proceso criminal estatal.

6. Conocerá los derechos de la persona bajo el sistema judicial criminal.

7. Diferenciará entre los delitos contra la persona y la propiedad.

Texto y Recursos

Coffey, Glenn. (2005). Guide to Criminal Procedure for Florida. (2da ed.)

Florida:Wadsworth Publishing

Dubber, Markus D. (2002). Criminal Law: Model Penal Code (Turning Point

Series). New York:Foundation Pr

Referencias y material suplementario

Cohn, Ellen. (2004). Criminal Justice in Florida. (3ra ed.) New Jersey: Prentice Hall Leading American Attorneys. (1998). Florida Employment, Consumer & Criminal

Lawyers & Law. New York: American Research

Evaluación



La evaluación del curso consiste en medir el grado de aprovechamiento que has

obtenido del mismo. Dicha evaluación consistirá de las puntuaciones que resulten

de las siguientes actividades:

Asistencia y Participación en Clase 20%

Asignaciones 20%

Examen 25%

Trabajo Final (2O%)

Escrito 10%

Oral 10%

Portafolio 15%

TOTAL 100%

La puntuación final obtenida será la suma de la puntuación obtenida en todas las

actividades desarrolladas. La puntuación final será de 100 puntos con curva

estándar.

Descripción de las Normas del Curso

1. Este curso sigue el programa “Discipline-Based Dual-Language Model®” del

Sistema Universitario Ana G. Méndez, el mismo esta diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe.

Cada taller será facilitado en inglés y español, utilizando el modelo 50/50.

Esto significa que cada taller deberá ser conducido enteramente en el

lenguaje especificado. Los lenguajes serán alternados en cada taller para

asegurar que el curso se ofrece 50% en inglés y 50% en español. Para

mantener un balance, el modulo debe especificar que se utilizaran ambos

idiomas en el quinto taller, dividiendo el tiempo y las actividades

equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en

hacer una pregunta en el idioma especificado, bien puede escoger el idioma

de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá

contestar la misma en el idioma designado para ese taller. Esto deberá ser

una excepción a las reglas pues es importante que los estudiantes utilicen el

idioma designado. Esto no aplica a los cursos de lenguaje que deben ser

desarrollados en el idioma propio todo en ingles o todo en español según

aplique.



2. El curso es conducido en formato acelerado, eso requiere que los

estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada

taller requiere un promedio de diez (10) horas de preparación y en ocasiones

requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente

al taller deberá presentar una excusa razonable al facilitador. El facilitador

evaluará si la ausencia es justificada y decidirá como el estudiante repondrá

el trabajo perdido, de ser necesario. El facilitador decidirá uno de los

siguientes: permitirle al estudiante reponer el trabajo o asignarle trabajo

adicional en adición al trabajo a ser repuesto.

Toda tarea a ser completada antes de taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a mas de un taller el facilitador tendrá las

siguientes opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado

en la nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota

a dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales

es extremadamente importante pues no se pueden reponer. Si el estudiante

provee una excusa valida y verificable, el facilitador determinara una

actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá

incluir el mismo contenido y componentes del lenguaje como la presentación

oral o actividad a ser repuesta.

6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin

embargo, cada miembro de grupo deberá participar y cooperar para lograr un

trabajo de excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea

plagiado, copiado o presente trazos de otro será calificado con cero (vea la

política de honestidad académica).



8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos

y entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes

proveyendo su correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber

una necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en

el salón de clases.

12. Todo estudiante esta sujeto a las políticas y normas de conducta y

comportamiento que rigen SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Existen otros motores de

búsqueda y sitios Web que podrá utilizar para la búsqueda de la información

deseada. Entre ellas están:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o

añadir algunas de ser necesario.

Filosofía y Metodología Educativa



Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de

que, reflexionando a través de nuestras experiencias, podemos construir nuestro

propio conocimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”

que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto,

es simplemente el proceso de ajustar nuestros modelos mentales para poder

acomodar nuevas experiencias. Como facilitadores, nuestro enfoque es el

mantener una conexión entre los hechos y fomentar un nuevo entendimiento en los

estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza a las

respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y

predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje

debe comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben

entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se

enfoca en los conceptos primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar

dichos modelos.

4. El propósito del aprendizaje es para un individuo el construir su propio

significado, no sólo memorizar las contestaciones “correctas” y repetir el

significado de otra persona. Como la educación es intrínsicamente

interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer del

avalúo parte esencial de dicho proceso, asegurando que el mismo provea a los

estudiantes con la información sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



Study Guide

Course Title Principal of Penal Law and Crimes against the People

and the Property

Code CRIM 203

Time Length Five Weeks

Pre-requisite None

Description

A principle of the Penal Law and Crimes against the Person and the Property is a

class that introduces the student to the history of the penal code and its evolution in

the state of the Florida. The class is focused in offering to the student the basic

principles of the criminal justice system in the United States and the procedures of

the criminal system against the person and the property in Florida.

General Objectives

1. The student will understand the fundamental principles of a penal law and its

impact in the society.

2. Analyze the penal law changes according to the evolution of the society.

3. Understand the American and Florida penal code.

4. Distinguish and classify the different types of existing penal laws.

5. Will understand the importance of the state criminal process.

6. Will know the rights of the person under the criminal judicial system.

7. Differentiate among the crimes against the person and the property.

Texts and Resources

Coffey, Glenn. (2005). Guide to Criminal Procedure for Florida. (2nd ed.)

Florida: Wadsworth Publishing

Dubber, Markus D. (2002). Criminal Law: Model Penal Code (Turning Point

Series). New York: Foundation Pr

References and Supplementary Materials

Cohn, Ellen. (2004). Criminal Justice in Florida. (3ra ed.) New Jersey: Prentice Hall

Leading American Attorneys. (1998). Florida Employment, Consumer & Criminal

Lawyers & Law. New York: American Research

Evaluation



The evaluation of the course will consist in measuring the benefits you received from

same. Said evaluation consists of the percentage points achievement from the

following activities:

Attendance and Class Participation 20%

Assignments 20%

Final Exam 25%

Final Project (20%)

Written 10%

Oral 10%

Portfolio 15%

TOTAL 100%

The final grade will be the sum of all individual activities. The final grade will be

based on a standard 100 points curve.

Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language

Discipline-Based Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

English and Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified. The language

used in the workshops will alternate to insure that 50% of the course will be

conducted in English and 50% in Spanish. To maintain this balance, the course

module may specify that both languages will be used during the fifth workshop,

dividing that workshop’s time and activities between the two languages. If

students have difficulty with asking a question in the target language in which the

activity is being conducted, students may choose to use their preferred language

for that particular question. However, the facilitator must answer in the language

assigned for that particular day. This should only be an exception as it is

important for students to use the assigned language. The 50/50 model does not

apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students

prepare in advance for each workshop according to the course module. Each

workshop requires an average ten hours of preparation but could require more.



3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up the

missing work, if applicable. The facilitator will decide on the following: allow the

student to make up the work, or allow the student to make up the work and

assign extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on

the assigned date. The facilitator may decide to adjust the grade given for late

assignments and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade

based on the students existing grade.

b. If the student misses three workshops, the facilitator may lower two

grades based on the students existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator may

determine a substitute evaluation activity if he/she understands that an

equivalent activity is possible. This activity must include the same content and

language components as the oral presentation or special activity that was

missed.

6. In cooperative activities the group will be assessed for their final work. However,

each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not

be plagiarized. That is, the student must be the author of all work submitted. All

quoted or paraphrased material must be properly cited, with credit given to its

author or publisher. It should be noted that plagiarized writings are easily

detectable and students should not risk losing credit for material that is clearly

not their own (see Academic Honesty Policy).



8. If the Facilitator makes changes to the study guide, such changes should be

discussed with and given to students in writing at the beginning of the first

workshop.

9. The facilitator will establish a means of contacting students by providing an email

address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to

have one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed

to the classrooms.

12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.

Note: If for any reason you cannot access the URL’s presented in the module,

do not stop your investigation. There are many search engines and other

links you can use to search for information. These are some examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if deemed

necessary.



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism

is a philosophy of learning founded on the premise that, by reflecting on our

experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to

make sense of our experiences. Learning, therefore, is simply the process of

adjusting our mental models to accommodate new experiences. As teachers, our

focus is on making connections between facts and fostering new understanding in

students. We will also attempt to tailor our teaching strategies to student responses

and encourage students to analyze, interpret and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the

issues around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses

on primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students

use to perceive the world and the assumptions they make to support those

models.

4. The purpose of learning is for an individual to construct his or her own

meaning, not just memorize the "right" answers and regurgitate someone

else's meaning. Since education is inherently interdisciplinary, the only

valuable way to measure learning is to make the assessment part of the

learning process, ensuring it provides students with information on the quality

of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple

perspectives of the world.

7. Learning should be internally controlled and mediated by the learner.



Workshop One

Specific Objectives

At the end of this workshop, the student will:

1. Comprehend the origins of the criminal code and its influence in most of

today’s laws.

2. Understand who are the people involved in the creation of the penal code and

the improvements in the penal laws.

3. Recognize the different types and levels of criminal offences.

4. Understand and differentiate the different types of offences.

5. Understand the theory and the essential elements of a crime.

Language Objectives

Students will be able to:

1. Express themselves orally and in writing using English as the language of

communication.

2. Develop a written papers and initial evaluation using appropriate grammar,

syntax and verb tense.

3. Interact in class orally in a clear and professional way utilizing the workshop’s

concepts.

URLs

Legal Dictionary

http://dictionary.law.com/lookup2.asp

http://www.wwlia.org/LegalDictionary.aspx

http://dictionary.law.com/

Florida Criminal Statutes

http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Index&Title_Requ

est=XLVI#TitleXLVI

Elements of a Crime

http://www.britannica.com/eb/article-25576/criminal-law

http://encarta.msn.com/encyclopedia_761557653_4/Criminal_Law.html

Assignments before Workshop One



1. Students will prepare an initial evaluation to be included in the Portfolio – see

Appendix A – in which they will discuss their expectations for the class and

their future performance in it.

2. Search the different levels and classifications of offences, write their meaning

and create a fictitious case with each one.

a. Felony

b. Misdemeanor

c. Non criminal Violation

3. Read and search the essential elements of a crime in order to answer the

following questions:

a. Which are the four basic and essential elements for an act to be

considered a crime?

b. What is the difference between a voluntary physical act and an

omission to act, can the later be considered a crime?

c. Is there any victimless crime – a crime that does not affect a third

party? If so would you consider it a crime? Explain and support your answer

with examples.

Activities

1. The Facilitator will introduce himself to the class and utilizing an icebreaker

activity of his choice the students will present themselves

2. The Facilitator will explain the course and its module, the evaluation

techniques, the rubrics and assignments for each workshop as he answers

possible questions from the students.

3. A student representative will be selected and his/her role explained.

4. The Facilitator will choose randomly various students to share their initial

evaluation with the rest of the class.

5. The Facilitator will lead a group discussion introducing the class to the

different types, levels and classification of offenses. The students will share

their assignments and knowledge in the area.

6. The class will distinguish the essential elements of a crime while they cover

assignment five (5) above.

7. The class will be divided into subgroups of three to five (3-5) students,

depending on the size of the class. The Facilitator will assign a different case



scenario to each group in which a criminal activity is depicted. Each scenario

might be missing one, more or none of the essential elements of a crime as

previously discussed in class. Each group must identify each element on the

scenario and determine what is missing, they must then re-create the

scenario in order to make it work and conclude that a crime exists. The

groups must work separately as they must present their work and analysis to

the rest of the class.

8. To finalize, the facilitator will review and answer any question or doubts, in

addition to discuss next week assignments.

9. The student will do his/her first reflexive diary entry.



Taller Dos

Objetivos Específicos

Al finalizar el Taller, el estudiante:

1. Reconocerá y entenderá los estatutos criminales para determinar un crimen

en contra de la persona.

2. Analizará y comprenderá la evolución en la comisión y detención de

crímenes en contra de la persona

3. Identificará los crímenes más comunes en contra de la persona, su

definición, categoría, posible sentencia y demás.

Objetivos de Lenguaje

El estudiante podrá:

1. Comunicarse efectivamente tanto oral como de manera escrita utilizando el

español como lenguaje asignado.

2. Leer y resumir el material asignado en español libre de errores ortográficos y

de manera clara y concisa.

3. Escuchar, analizar y aportar en grupo la materia y tareas asignadas.

Direcciones Electrónicas

Diccionario Legal




Estatutos de la Florida

http://www.leg.state.fl.us/Statutes/

Crímenes en contra de la persona


http://www.glencoe.com/sec/socialstudies/street_law/textbook_activities/chapter_ov

erviews/chapter09.php

Tareas a realizar antes del Taller Dos

1. Leer sobre los estatutos criminales de la Florida relacionados con crímenes

en contra de la persona.



2. Buscar, leer y resumir por escrito al menos tres noticias sobre crímenes en

contra de la persona. Analice los datos principales, tales como raza, edad,

genero del acusado(a) y víctima; reaccione ante posibles similitudes o

diferencias entre las noticias y el tipo de crimen en cada una. Asegúrese de

incluir la noticia con tu trabajo.

3. Estudiantes con apellidos de la A-L trabajarán con los siguientes tipos de

crímenes:

a. Agresión (Battery)

b. Asalto (Assault)

c. Homicidio Involuntario (Manslaughter)

i. Voluntario (Voluntary Manslaughter)

ii. Involuntario (Involuntary Manslaughter)

El estudiante deberá investigar el tipo de crimen de manera que detalle su

definición, elementos esenciales, historia, posible sentencia y

particularidades. En adición deberá trabajar un escenario original donde

detalle la información obtenida de cada tipo de crimen.

4. Estudiantes con apellidos de la M-Z trabajarán con los siguientes tipos de

crímenes:

a. Detención Injustificada (False Imprisonment)

b. Secuestro (Kidnapping)

c. Asesinato (Murder)

d. Homicidio durante delito grave (Felony Murder)

El estudiante deberá investigar el tipo de crimen de manera que detalle su

definición, elementos esenciales, historia, posible sentencia y

particularidades. En adición deberá trabajar un escenario original donde

detalle la información obtenida de cada tipo de crimen.

Actividades

1. El facilitador contestará posibles dudas o preguntas de la clase pasada.

2. Los estudiantes se organizarán en grupos de acuerdo a sus apellidos y a las

asignaciones tres (3)y cuatro (4) arriba. Los subgrupos compararán notas e

información obtenida de manera que se preparen para presentar sus

crímenes y escenarios al resto de la clase.



3. El Facilitador resumirá y añadirá información a medida que los subgrupos

presenten su asignación, particularmente detalles y diferencias a nivel

estatal, federal o de derecho común de cada crimen.

4. Los estudiantes presentarán sus noticias y análisis.

5. El Facilitador traerá al menos tres (3) casos o artículos legales recientes

donde se trabaje y detalle el análisis judicial de crímenes en contra de la

persona. Con la ayuda del material proporcionado por el Facilitador los

estudiantes se dividirán en subgrupos, a los cuales se le asignará uno de los

casos para su análisis, resumen y presentación al resto de la clase.

6. El Facilitador asignará parejas y ciudades de acuerdo el Anejo D para el

trabajo final del taller cinco.

7. Para finalizar el facilitador contestará cualquier duda o pregunta a la vez que

discute las asignaciones para la próxima semana.

8. El estudiante realizará su reflexión para incluir en el diario reflexivo.



Workshop Three

Specific Objectives


1. Recognize and understand the criminal statutes determining a crime against

the property.

2. Analyze and critically evaluate the evolution of the crime against the property.

3. Identify the most common crimes against the property, their definition, level,

category, possible sentencing and the like.

Language Objectives

The student will be able to:

1. Express themselves orally and in writing using English as the language of

communication.

2. Research, read, and understand the assigned material in order to develop

written papers virtually free of grammatical errors.

URLs

Legal Dictionary




Florida Statutes


Crimes against the property


http://www.enotes.com/crime-criminals-almanac/crimes-against-property

http://www.glencoe.com/sec/socialstudies/street_law/textbook_activities/chapter_ov

erviews/chapter10.php

Assignments before Workshop Three

1. Read Florida criminal statutes related to crimes against the property.

2. Research, read and summarize in writing at least three (3) news articles

covering crimes against the property. Analyze the main details such as race,

age, gender, of both the accused and the victim; react to possible similarities

or differences between the news articles and the type of crime. Be sure to

include the news articles along with your work.



3. Students with last names from A-L will work with the following crimes against

the property:

a. Larceny (Hurto)

b. Embezzlement (Estafa)

c. False Pretense (Declaración Falsa)

d. Robbery (Robo)

The student shall research the type of crime in order to include its definition,

essential elements, history, possible sentence and special particularities. In

addition they shall work on an original scenario where to depict the

information obtained.

4. Students with last names from M-Z will work with the following crimes against

the person:

a. Extortion (Extorsión)

b. Forgery (Falsificación)

c. Burglary (Escalamiento)

d. Arson (Incendio Intencional)

The student shall research the type of crime in order to include its definition,

essential elements, history, possible sentence and special particularities. In

addition they shall work on an original scenario where to depict the

information obtained.

Activities

1. The facilitator will answer any possible doubt or question from last week’s

material.

2. The students will organize according to their last names and assignments

three (3) and four (4) above. The groups will compare and share notes and

information obtained while preparing to present their crimes and scenarios to

the rest of the class.

3. The Facilitator will summarize and add information for each crime as the

groups present their assigned work, particularly details and differences at

state, federal and common law levels.

4. The students will individually present their news articles and analysis.

5. The Facilitator will bring at least three (3) recent legal cases or articles where

to appreciate the judicial analysis for crimes against the property. Using the



material brought by the Facilitator the class will be divided into subgroups to

which one case or article will be assigned, they shall briefly discuss analyze

and present to the rest of the class.

6. To finalize, the facilitator will review and answer any question or doubts, in

addition to discuss next week’s assignments.

7. The student will do his/her reflexive diary entry.



Taller Cuatro

Objetivos Específicos

Al finalizar el Taller, el estudiante:

1. Reconocerá y entenderá los estatutos criminales para determinar un crimen

de índole sexual.

2. Identificará los crímenes más comunes de índole sexual como subcategoría

de crímenes en contra de la persona, su definición, categoría, posible

sentencia y demás.

3. Comprenderá y apreciará la guía de sentencia en la Florida y la Pena Capital.

Objetivos de Lenguaje

El estudiante podrá:

1. Comunicarse efectivamente tanto oral como de manera escrita utilizando el

español como lenguaje asignado.

2. Leer y resumir el material asignado en español libre de errores ortográficos y

de manera clara y concisa.

Direcciones Electrónicas

Diccionario Legal




Estatutos de la Florida


Sexual Crimes

http://crime.about.com/od/sex/SexualRelated_Crimes.htm


http://dir.yahoo.com/Society_and_Culture/Crime/Types_of_Crime/Sex_Crimes/

Pena de Muerte

http://www.ya.com/penademuerte/

http://www.deathpenaltyinfo.org/

http://www.dc.state.fl.us/oth/deathrow/

Tareas a realizar antes del Taller Cuatro



1. Leer sobre los estatutos criminales de la Florida relacionados con crímenes

de índole sexual.

2. Resumir por escrito la definición y elementos necesarios de los siguientes

crímenes:

a. Violación (Rape)

b. Violación regulada por edad (Statutory Rape)

c. Adulterio y Fornicación (Adultery and Fornication)

d. Incesto (Incest)

e. Bigamia (Bigamy)

3. Leer e investigar la guía de sentencia en la Florida en particular la Pena

Capital (pena de muerte) de manera que pueda contestar las siguientes

preguntas:

a. ¿Cuáles factores se consideran agravantes a la hora de sentenciar?

b. ¿Cuáles factores se consideran mitigantes a la hora de sentenciar?

c. ¿Cuántos y cuáles estados en los Estados Unidos practican la pena

capital (pena de muerte)?

d. ¿Cuáles crímenes en contra de la persona son castigables con la

pena capital en la Florida?

e. ¿Cuáles crímenes en contra de la propiedad son castigables con la

pena capital en la Florida?

f. ¿Cuáles crímenes de índole sexual son castigables con la pena

capital en la Florida?

Actividades

1. El facilitador contestará posibles dudas o preguntas de la clase pasada.

2. Utilizando la técnica de mesa redonda los estudiantes junto al Facilitador

cubrirán los crímenes de índole sexual.

3. La clase se dividirá en dos grupos – uno a favor y uno en contra – para

debatir la pena de muerte. El Facilitador guiará la discusión que deberá

incluir no sólo argumentos morales y religiosos pero hechos y números

basados en su trabajo y búsqueda de información completando asignación

número tres (3) arriba. La clase examinará temas tales como efectividad,

costo, lapso de tiempo entre sentencia y ejecución, herramienta política,

raza, género y nivel de educación durante el debate.



4. Para finalizar el facilitador contestará cualquier duda o pregunta a la vez que

discute las asignaciones para la próxima semana.

5. El estudiante realizará su acostumbrada reflexión.



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both, the Facilitator and the students,

should use the language assigned for

each homework and activity.

Content Specific Objectives


1. Apply the learned concepts for the completion of a research written and oral

project.

2. Review all material covered during the previous weeks while at the same time

he/she prepares to take the Final Test.

Language Objectives

The student will be able to:

1. Read and write the assigned material in Spanish without grammar errors.

2. Express themselves orally in English as the language of communication,

giving an oral presentation with clear and easily understood pronunciation with

correct use of grammar and verb usage

URLs

Legal Dictionary




Crime in Central Florida

http://www.city-data.com/forum/orlando/61413-orlando-central-florida-crime-

news.html

http://orlando.areaconnect.com/crime1.htm

http://www.disastercenter.com/crime/flcrime.htm

http://www.fdle.state.fl.us/Crime_Statistics/



Assignments before Workshop Five

1. As assigned and according to Appendix D complete both the oral and written

final group project (in English).

2. Complete and organize the Portfolio that will be handed in at the end of the

workshop.

3. Prepare for the Final Test. The facilitator will notify the language that will be

used in the test.

Activities

1. The facilitator will answer any possible doubt or question from last week

material (in Spanish or English).

2. The students will present their group oral presentation (in English).

3. The class will discuss the presentation and the criminal statistics presented

by the students/couples comparing different cities of Central Florida (in

English).

4. Course evaluation in charge of the student representative (in Spanish).

5. The facilitator will answer any questions or doubts related to the test.

6. Final Exam – The language will be determined by the facilitator.

Assessment

Final Reflexive Diary entry (in Spanish).



Anejos/Appendixes



Anejo A/Appendix A

Portfolio

As a requirement of this course all students must complete a portfolio which

should be turn-in at the beginning of workshop five and it shall include ALL of the

following:

1. Cover page with title, student name, course and class section

2. Table of content

3. Initial evaluation of class expectation and plans for your performance during

the next five weeks

4. All written assignments

5. Weekly journals (5) see Appendix B

6. News Analysis (10) see Appendix C

7. Final evaluation about your leaning experience: how does it compare with

your initial evaluation? What do you obtained and gained from this course?

What would you like to see included in this course for next offerings?

Portafolio

Como requisito de este curso los estudiantes deberán completar un portafolio

que será entregado al inicio de quinto taller y deberá incluir TODO lo siguiente:

1. Portada con titulo, nombre del estudiante curso y sección

2. Tabla de contenido

3. Evaluación inicial de sus expectativas para la clase y sus planes en cuanto a

su desempeño durante las siguientes cinco semanas

4. Todas las asignaciones escritas

5. Reflexiones semanales (5) ver Anejo B

6. Análisis de Noticias (10) ver Anejo C

7. Evaluación final de tu experiencia de aprendizaje: ¿cómo se compara con su

evaluación inicial, qué obtuvo y gano de este curso? ¿qué te gustaría ver

incluido en el curso para futuros ofrecimientos?



Anejo B/ Appendix B

DIARIO REFLEXIVO

Contesta las siguientes preguntas de acuerdo a cada taller.

1. ¿Qué temas aprendí hoy?

2. Hoy el tema que no entendí fue…

3. ¿Cómo me ayudan los temas de hoy en día en mi trabajo y en mi fututro?

4. Lo más/menos que me gusto de clase hoy fue…

5. Mis preguntas y sugerencias para el Facilitador son…

6. ¿Qué temas me hubiera gustado añadir a la clase?

REFLEXIVE DIARY

Answer the following questions regarding each workshop.

1. What subjects have I learned today?

2. Today the topic that I did not understand was…

3. How will these topics/subjects help me in my actual job and in my future?

4. Today I liked the most/least…

5. My questions and suggestions for the Facilitator are…

6. What other subject would I like to add to the class?



Anejo C/Aprendix C

Análisis de Noticias Es importante que los estudiantes apliquen los conceptos y métodos discutidos en

clase a su vida personal o profesional y para analizar lo que ocurre en la sociedad.

Para ello, se requiere que cada estudiante lea regularmente el periódico, revistas o

noticias y eventos en televisión y radio para seleccionar un mínimo de dos (2)

noticia que se relacionen directamente con los conceptos o asuntos que se

discutieron la semana anterior en clase. Los estudiantes deberán incluir las

noticias en su portafolio y reflexionar sobre lo siguiente:

1. ¿Con qué concepto o tema se relaciona esta noticia?

2. ¿Cuál es la relación de esta noticia o situación con lo discutido en

clase?

3. ¿Cómo me ayudan los temas o conceptos discutidos en clase a

entender esta noticia o situación?

Las noticias a incluirse en el portafolio deben ser en el idioma del taller y su análisis debe redactarse en el idioma del taller de la semana anterior.

News Analysis It is important for all students to apply the concepts and methods discussed in class

to their personal or professional life and to the analysis of current social events.

Thus, students are required to regularly read newspapers, magazines, journals and

be in tune with television or radio news in order to select a minimum of two (2) news

report that is directly related with the concepts or topics discussed in class the

previous week. Students must include the selected news in their portfolio and

answer the following questions:

1. To what concept or topic is this news related?

2. What is the relationship between this news and the topics discussed in

class?

3. How do the topics or concepts discussed in class help me understand

this news?

The news selected and the answers to these questions must be in the language that was used in the previous week’s workshop.



Anejo D/Appendix D

Final Group Project Workshop Five

STUDENT/COUPLE CITY

1. ___________________________ 2. ___________________________

____________________________________

1. ___________________________ 2. ___________________________

____________________________________

1. ___________________________ 2. ___________________________

____________________________________

1. ___________________________ 2. ___________________________

____________________________________

1. ___________________________ 2. ___________________________

____________________________________

1. ___________________________ 2. ___________________________

____________________________________

1. ___________________________ 2. ___________________________

____________________________________

1. ___________________________ 2. ___________________________

____________________________________

Activity

1. The Facilitator will assign a city to each student or couple, depending on the size

of the class.

2. The available cities are:

a. Kissimmee

b. St. Cloud

c. Haines City

d. Orlando

e. Winter Garden

f. Clermont

g. Apopka

h. Winter Park

i. Ocoee

j. Winter Spring



k. Sanford

l. Altamonte Spring

m. Longwood

n. Tampa

o. Leesburg

3. The students will search for each city’s:

a. Criminal Index in 1996

b. Criminal Index in 2006

c. Detail of all types of crimes

i. Against the person

ii. Against the property

iii. Sexual Crimes

d. Bring a map of the city detailing the hottest criminal spots

e. Population by 1996

f. Population by 2006

4. The students will prepare both and oral and written report in the obtained

information. The objective of the activity is to compare both periods of time in

terms of different types of crimes within the same and different cities of

Central Florida.

5. For the written report

a. The students or couples shall turn in the written report immediately after

the oral presentation.

b. It shall include introduction, analysis – presentation of data – and

conclusion, do not forget your personal reaction to the activity as well as the

references and resources consulted.

c. Make sure you present your data in an organized, clear, concise and

professional manner, visual aids such as tables, graphs and the like are

encouraged.



Anejo E/Appendix E

Rubric to Evaluate Class Attendance and Participation Student’s Name: ______________________ Total ________

Attendance _____ 0 pts = Absent in four or more workshops or absent in three workshops and was late in two workshops. 1 pts = Absent in three workshops or absent in two workshops and was late in three or more workshops 2 pts = Absent in two workshops or absent in one workshop and was late in three or more workshops 3 pts = Absent in one workshop or attended all workshop but was late in three or more workshops 4 pts = Attended all workshops but was late in one or two workshops 5 pts = Perfect attendance Class Participation _____

0 1 2 3 4 5

Contributes frequently to class discussion.

Demonstrate interest in class discussion.

Answers questions made by the facilitator and classmates.

Ask questions pertinent to the class subjects.

Arrived prepared to class.

Present arguments based on class lecture, work and assignments.

Demonstrate attention and opening towards arguments.

Demonstrate initiative and creativity in class activities.

0-Poor 1-Deficient 2-Average 3-Good 4-Very Good 5-Excellent



Anejo F/Appendix F

Rubric to Evaluate Written Essay

Student’s Name: ______________________

Criteria Value Points Student Score

Content

Introductory statement is clear and well stated.

10

Major or relevant details are exposed in essay.

10

Present a thesis, supporting it in a persuasive and sophisticated way, providing precise and relevant examples.

10

Sentences are cohesive and ideas flow as the essay is read.

10

Establish a writer’s relationship with the subject, providing a clear perspective of the subject matter and engaging the audience’s attention.

10

Draw conclusions that reflect the relationships or significant outcomes of the discussion.

10

Demonstrate a comprehensive grasp of significant ideas, using them appropriately to reach a higher level of understanding in an organized manner.

10

Language



Demonstrate a command of standard English or Spanish (vocabulary used, syntax and flow of ideas).

10

Uses grammar appropriately and correctly.

10

Manages and uses verbs appropriately and correctly.

10

TOTAL POINTS 100 (70 content + 30 language)

Student’s TOTAL SCORE __________

Student’s Signature: _______________________

Facilitator Signature: _______________________

Date: _________________



Anejo G/Appendix G

Matriz Valorativa para evaluar Ensayos Escritos

Nombre de Estudiante: ______________________

Criterio Puntos Puntos del estudiante

Contenido

Introducción clara y bien establecida.

10

Detalles principales y relevantes son expuestos en el ensayo.

10

Presenta la idea y la sustenta de manera persuasiva y sofisticada proveyendo ejemplos precisos y relevantes.

10

Oraciones son coherentes y las ideas fluyen sin dificultad al leer el ensayo.

10

Establece una relación con el tema de manera que provee una perspectiva clara y atrae la atención de la audiencia.

10

Establece conclusiones claras que reflejan la discusión.

10

Demuestra la comprensión de ideas significativas las cuales utiliza apropiadamente para alcanzar un nivel más alto de entendimiento.

10



Lenguaje

Demuestra un dominio del Español (vocabulario, sintaxis y flujo de ideas).

10

Utiliza la gramática de manera apropiada y correcta.

10

Maneja y utiliza verbos de manera apropiada y correcta.

10

TOTAL DE PUNTOS 100 (70 contenido + 30 lenguaje)

TOTAL del estudiante __________

Firma del Estudiante: _______________________

Firma del Facilitador: _______________________

Fecha: _________________



Anejo H/Appendix H

Rubric to Evaluate Oral Presentation

Student’s Name: ______________________

Criteria Value Points Student Score

Content

The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence.

10

The speaker takes into account the specific knowledge and experience of the listener.

10

The speaker uses arguments which are adapted to the values and motivation of the specific listener.

10

The speaker uses delivery to emphasize and enhance the meaning of the message.

10

The speaker delivers the message in a lively and enthusiastic fashion.

10

The volume varies to add

Emphasis and interest.

10

Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies such as (“ahs”, “uhms” or “you knos”.

10

Language



Student pronounces words in a clear and correct manner so as to make language understood to others.

10

Correct use of grammar and verb conjugation.

10

Use of correct use of vocabulary words to express message.

10

TOTAL POINTS 100 (70 content + 30 language)

Student’s TOTAL SCORE __________

Student’s Signature: _______________________

Facilitator Signature: _______________________

Date: _________________



Anejo I/Appendix I

Students Weekly Progress Record Sheet Student Name: ______________________________

Criteria

Week One

Week Two

Week Three

Week Four

Week Five

Attendance

Class Participation

Assignments

Activities during class

Diary

Workshop One

Comments:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Student’s Signature: __________________ Facilitator Signature: _______________ Workshop Two



Comments:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Student’s Signature: __________________ Facilitator Signature: _______________ Workshop Three

Comments:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Student’s Signature: __________________ Facilitator Signature: _______________ Workshop Four

Comments:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Student’s Signature: __________________ Facilitator Signature:_______________ Workshop Five

Comments:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Student’s Signature: __________________ Facilitator Signature: _______________

Documents

CRIM 203 Principles of Penal Law and Crimes against the People … · 2014-06-26 · Natalia S. Ruiz, MAOM, & Lic. Luis R. Pastrana. Rev. 2008. Ivette Pérez, Esq. Prontuario Título