San José State University
Casa/Justice Studies Fall 2011 #47875
JS 136-03, Violence and Hate in the family and
Community
Instructor:
Office Location:
Telephone:
Email:
Office Hours:
Class Days/Time:
Classroom:
Prerequisites:
GE/SJSU Studies
Category:
Dorian Dreyfuss, M.A., J.D.
521 Macquarrie Hall
(408) (924-2746)
Dorian.Dreyfuss@sjsu.edu
Tuesday 10:30-11:45; Thursday 10:00-11:45 and by
appointment
TuTh 3:00-4:15PM
229 Clark
Students must have passed the WST Writing Skills Test,
and have upper division standing of 56 units and
completed their core GE courses. Completion or coenrollment in 100W is also required.
This course fulfills Area S: “courses to meet areas R,S
and V of SJS studies must be taken from three different
departments or distinct academic units”.
Desire2Learn
All course materials, syllabus, handouts, assignments, review sheets and notices of class
changes or date changes will be posted on Desire2learn. The notices will be under
announcements and all other materials will be in DROPBOX. Please check regularly!
Course Description
This course examines violent and abusive relationships, community response,
justice system policy and preventive interventions. Topics include intimate
partner violence, child abuse and neglect, elder abuse, rape, hate crimes and
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gang violence. International issues of genocide, family violence and child
exploitation will also be studied.
Course Goals and Student Learning Objectives
G.E. Learning Objectives
After successfully completing the course, students shall be able to:
1. Describe how identities (i.e. religious, gender, ethnic, racial, class, sexual
orientation, disability and age are shaped by cultural and societal
influences within the contexts of equality and inequality: (course learning
objective 1 and 3)
2. Describe historical, social, political, and economic processes producing
diversity, equality and structured inequalities in the U.S. (course learning
objective 2)
3. Describe social actions which have led to greater equality and social
justice in the U.S. (i.e. religion, gender, ethnic, racial, class, sexual
orientation, disability, age)
(Course objectives 4 and 5).
4. Recognize and appreciate constructive interactions between people from
different cultural, racial, and ethnic groups within the U.S. (course
learning (Objectives 5 and 6).
COURSE LEARNING OBJECTIVES
1. Define and differentiate the abuse of power and the use of violence based
upon gender, ethnicity, race, religion, class, sexual orientation, disability
and age.
2 Identify how historical, social, psychological, economic and political
Factors have influenced the recognition of and response to each type of
abuse .
3. Review current knowledge about the consequences of violence and effects
on victims from diverse backgrounds.
4. Develop self –awareness about their own prejudicial attitudes and
behaviors that tolerate and promote abusive relationships.
5. Explore and evaluate ways that individuals from diverse backgrounds
and communities can prevent and intervene in each type of abusive and
violent relationship.
6. Critique the current justice system response and propose ways in which
greater equality and justice can be achieved in each type of abusive
relationship. This involves reviewing:
a) Statutory law
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b) Role of Law Enforcement
c) Criminal, family and dependency court proceedings
d) Auxiliary services offered by child protective, victim’s advocate and
family court agencies.
Writing assignments will require students to demonstrate their understanding
of the course learning objectives 1-6 as stated above. Other experiences that
develop mastery of the objectives will include small group discussions, class
presentations, court observations, analyzing case studies, reviewing films and
class debates, and a research paper.
Required Texts/Readings
Required
Alvarez & Bachman (2008). Violence, the Enduring Problem. Thousand Oaks, Sage
Press. ISBN 978-1-4129-1685-1 Paperback
Wallace, Harvey (2011). Family Violence, Legal, medical, social perspectives. 6th
Edition.Boston, Mass. Pearson Publishers. ISBN 13:978020567970-6. Paperback
Both books are available at the bookstore, and online.
Recommended for Reference Only
Barnett, Ola (2011), Family Violence Across the Lifespan, 3rd, Sage Press.
Perry, Bruce (2006), The Boy Who Was Raised as a Dog and other Stories from a
Child Psychiatrist’s Notebook, Basic Books.
Knight, Carolyn (2009), Working with Adult Survivors of Childhood Trauma,
Cengage Publishers.
Chakroborti, Neil (2009), Hate Crimes; Impact, Causes, Responses. Sage Press.
Buzawa, Eve (2011) Domestic Violence, the Criminal Justice Response. Sage
Press.
Sagutun-Edwards (1995), Child Abuse and the Legal System. Nelson Hall Press.
library Liaison (Optional)
Nyle Monday 408-808-2041. Please contact if you have trouble finding sources
for your papers. He is a wonderful resource
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Classroom Protocol
Please be prepared and punctual. It’s a good idea to print out the Powerpoint
lectures before class. If you anticipate being late or leaving early on a regular
basis please inform the instructor. If you leave during lecture, please do so by the
rear exit. Texting, excessive talking, and using laptops for purposes other than
our course work are disruptive to all. Study groups are a great way to enhance
the learning process and get to know your fellow students. If needed I will help
facilitate groups. Please find a buddy to share notes with if you miss class, do not
ask the instructor for her notes.
I encourage thoughtful discussion and response to lectures. This is an interactive
class-don’t be surprised if you are called on to respond to a question. Please
upload a clear photo(your Tower card picture is best) of yourself to D2L so I
may learn names faster.
PLEASE BE AWARE THAT THE COURSE MATERIAL COVERS SENSITIVE AND
PROVACATIVE ISSUES. AS SUCH, IT IS NOT APPROPRIATE TO BRING CHILDREN
TO CLASS. STUDENTS MAY ALSO HAVE PARTICULAR SENSITIVITIES TO THE
CURRICULUM. PLEASE BRING IT TO MY ATTENTION OR TAKE ADVANTAGE OF
THE UNIVERSITY COUNSELING CENTER IF IT INTERFERES WITH YOUR ABILITY
TO BE SUCCESSFUL IN THE CLASS. Lectures will be posted in
Dropbox on D2L along with handouts and reviews. Please check this site
regularly. We will be using Turnitin.com this semester. The Course Code will
be distributed when the semester begins. IF THERE IS A COMPUS
EMERGENCY OR I AM UNABLE TO ATTEND CLASS I WILL EMAIL
STUDENTS OR INFORM THE JS OFFICE.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drops,
academic renewal, etc. Information on add/drops are available at http://info.sjsu.edu/webdbgen/narr/soc-fall/rec-298.html. Information about late drop is available at
http://www.sjsu.edu/sac/advising/latedrops/policy/ . Students should be aware of the
current deadlines and penalties for adding and dropping classes
Assignments and Grading Policy
TWO WRITTEN PAPERS are required during the course.(G.E. Objectives 1-4) They
will be a minimum of 6 pages, double spaced, APA format.
http://www.apastyle.org/manual/whats-new.aspx There is a separate document either in
the syllabus or in Dropbox outlining these projects. The first writing assignment will
involve students selecting a book or movie from an approved list concerning issues of
child abuse,and Intimate Partner Violence. Students will respond to prompts in a specific
format requested and incorporate at least 4 scholarly sources in their analysis. The
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reference page must be included along with the first page of the scholarly source which
will include the abstract of the article. The textbooks and my notes may be sources but
are not included in the 4 scholarly source requirement. We will use turnitin.com, but be
aware that the turnaround time may be 48 hours so waiting until the last day to do your
paper will not allow you to submit and receive your originality report in time.
Professionally written papers are obvious to instructors and although they pass turnitin,
students may have to explain why written work has not been consistent throughout the
semester. Cheating will result in an automatic F and referral to Dr. Correia.
The Second paper will concern the same subject matter but examine either prevention
or intervention.(G.E. Objections 1-4) The same criteria will be used for the second
paper.
TWO OBJECTIVE MIDTERMS AND A FINAL will contain multiple choice, true
false and matching questions. A review will be distributed for those exams.
CLASS WRITING ASSIGNMENTS (4) ARE REQUIRED.
EXTRA CREDIT is optional and will consist of 5 homework assignments due on t he
date listed on the syllabus. No late assignments will be accepted.
Small group discussions are integral to my teaching method, as such, class time will be
set aside to discuss current events which may be accessed on line (NYTIMES.com), or
from other reputable sources. Student participation is strongly encouraged.
READ CAREFULLY!
Late papers will receive a 5 point deduction for each calendar day. Students who
miss small group assignments because of absence may not make up the work.
Students who miss exams without proper documentation will not receive credit.
Homework assignments are due at the beginning of class. There is no credit for late
homework assignments. Email is not an appropriate method to submit work
without the instructors’ consent.
The Justice Studies Department has instituted new writing standards which require
the following:
1. Conformity to APA standards for scholarly writing
2. Consistent use of grammatical constructions, punctuation, sequencing
(paragraphing, referencing, hyphenation, spelling, headings, capitalizations,
pages, abbreviations, margins;
3. Appropriate content, clarity, conciseness, and style;
4. Neat appearance.
5. 20% of each written assignment (papers) will be graded solely on writing.
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6. Each written assignment must contain no more than 5 novel grammatical errors
and/or 5 novel APA errors.
7. When a paper is submitted that does not meet department standards, it will
be returned (ungraded) to the student for revision. The student will have 3
calendar days to revise and resubmit the paper.
8. Any paper that is returned to the student for revisions will have an automatic
10% deduction in the total grade of the assignment.
9. Upon resubmission, if a paper still does not meet departmental standards,
the student will be given a “0” for the written portion of the total paper
grade and will be graded only for required content.
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JS 136 Violence in the Family and Community
Paper # 1
Current Controversy: Family Violence
GE Objectives 1-4
The objective of this assignment is to present a case study using an approved book or
movie to gain a deeper understanding of types of abuse, ways in which abuse is
manifested, cultural and ethnic perspectives on abuse, risk factors, theoretical
explanations, system intervention and possible rehabilitation and/or restorative justice.
Generally students do very well on this assignment, so pick your book or film as soon as
possible and if needed, use the instructor to help make your selection. Remember, the
Justice Studies Department Writing Standards apply to this assignment!
Books & Films
Janet Fitch, White Oleander (1999) book or film **
Antoine Fisher, Finding Fish (2001) book or film**
Mary Karr, Liars Club (1995)
Dorothy Allison, Bastard Out of Carolina (1992)
Pat Conroy, Prince of Tides (book or film)** (lengthy)
Pat Conroy, The Great Santini
Jeanette Wells, The Glass Castle (2006)***
Andrew Bridge, Hope’s Boy (2008)
Kahlid Hosseini, A Thousand Splendid Sons (2007)** Abuse in Afghanistan
Alan Duff, Once were Warriors Film domestic violence/CA/N among the Maori in New
Zealand.
Students may suggest further titles for approval by the instructor.
Requirements:
1. The paper should be 7-9 pages in length, 12 font, double spaced. Each prompt
must be numbered and answered as a short essay. Do not run all of
responses together or point delegation becomes impossible. All prompts must be
answered.
2. ALL CONCEPTS AND THEORIES FROM OUR CURRICULUM MUST BE
BOLDED.
3. At least four scholarly sources must be included in your response , and cited
in your bibliography according to APA guidelines. Sources may not come from non US
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Journals and be recent (last ten years).The abstract and the first page of the journal
article must be appended to your paper.
4. Papers must be submitted to turnitin in plenty of time to make corrections cited by the
Originality Report.
1. (5 pts)Write a brief synopsis of the case or cases written about in your book or
movie. This should be ½ to 1 page. Do not retell the story. Provide the essential
facts which provide the framework for your discussion of abuse.
2. (10 pts) Identify the types of abuse experienced in your case. Identify the source
of your definition. Some behavior may be borderline or unclear; make an
argument to include it in your definition.
3. (5 pts) Provide a timetable for the discovery of this type of abuse-was it
historically, culturally and legally recognized? Where their legal protocols in
place? What social movements/laws/policy were in place in your time frame?
4. (10 pts) Discuss the risk factors that contributed to the abuse. This may include
concepts of power, oppression, culture, ethnicity, and poverty. Do they help
explain how the abuse was kept secret from the community and law enforcement?
5. (20 pts)Discuss theoretical explanations for abuse. Sociological and psychological
theory should be assessed. Sociological and psychological theories will be
outlined on a separate document in dropbox on D2L.
6. (5 pts) Describe the victim’s short and long term response to the abuse. This
includes immediate harm and long term life altering changes such as PTSD.
7. (10 pts) How did the families social, economic, racial or ethnic background play a
role in the abuse? Reflect on social biases that may exist.
8. (5 pts) What was the response of either law enforcement or social services to the
abuse? What interventions could have been made, and were they feasible? (Was it
realistic to break up the family? Were their placements for the children? Shelters
for the women?)
9. (20 pts) Reflect on the experience of the victims. Did their lives turn out the way
you expected? Did they receive adequate interventions? Find a journal
article which addresses resiliency in abuse victims.
10.(20 pts) Clarity, presentation, grammar, editing, APA format,
sources.
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JS 136 Violence in Family and Community
Paper #2
Current Controversy: Justice System response to violence in the family
and community.
GE objective 1-4
1.Sexual assault on College Campuses.
2.Elder abuse
3.Stalking
6. Bullying-can be verbal/physical or cyber, within the context of school.
The objective of the second assignment is to choose one of the above listed topics and
examine justice system and community intervention protocols. Students will gain a
greater understanding of the complex dynamics and difficulties in controlling and
protecting citizens. The length of the paper is the same as the first paper; 7-9 pages
minimum,12 font, double spaced, 4 scholarly sources cited in APA format with the
abstract and first page of the article appended to the paper. All concepts and theories
must be bolded; all ideas not your own cited. Do not run your answers together; they
should be answered as short essays, each one numbered. Do not miss any prompts or you
will lose points.
Your intervention analysis is clearly your own; if you think current policy and procedures
are effective and acceptable, that’s fine. If you think changes are needed, that’s fine too—
just support your thesis with cogent analysis. Students must submit a copy to turnitin.com
and a hardcopy to me on the date due.
1.(5 pts) Define the abuse and its penalty under California Law.
2.(5 pts) What is the history of the intervention? This does not have to be limited to
California.
3.(10 pts) What are current policies, practice and/or interventions?
4.(10 pts) Is there a relationship between ethnicity, race or socioeconomic status and
the intervention or policies and procedures? (differential practices, bias, racism?)
5.(10 pts) Make an argument that the intervention is effective using empirical data.
6.(10 pts) Make an argument that the intervention is not effective using empirical data.
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7.(10 pts) How are victims impacted by the current interventions? Treatment by the
Justice system; do they have advocates?
8.(20 pts) What are the implications for the future? Is this form of violence increasing or
decreasing such that dynamic changes in law and procedure may be required? This
prompt requires a thoughtful response based on empirical data.
9.(20 pts) Presentation, grammar, strength of writing, analysis, editing,
APA format.
EVALUATION
Paper #1
Paper #2
Mt #1
Mt#2
In Class Writing
(4 x 15 pts)
Final Exam
100 pts
100 pts
35pts
35pts
60pts
70 pts
400 pts total
EC
40 pts
________________________________________________________________________
440 pts possible
392-400
372-391
360-371
348-359
332-347
320-331
308-319
292-307
280-291
268-279
252-267
240-251
240 & below
A+
A
AB+
B
BC+
C
CD+
D
DF
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ACADEMIC STANDARDS/EVALUATION PROCESS
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A+ GRADES ARE RECEIVED BY STUDENTS WHO EARN BETWEEN 98%-100% ON
THEIR COURSE WORK AND DISPLAY EXCEPTIONAL ANALYTICAL, CONCEPTUAL
AND CRITICAL THINKING SKILLS.
A GRADES ARE RECEIVED BY STUDENTS WHO EARN BETWEEN 93%-98% ON
THEIR COURSE WORK AND DISPLAY EXCELLENT ANALYTICAL, CONCEPTUAL AND
CRITICAL THINKING SKILLS.
A- GRADES ARE R ECEIVED BY STUDENTS WHO EARN BETWEEN 90-92% ON
THEIR COURSE WORK AND DISPLAY SUBSTANTIAL ANALYTICAL, CONCEPTUAL
AND CRITICAL THINKING SKILLS.
B+ GRADES ARE RECEIVED BY STUDENTS WHO EARN BETWEEN 87%-89% ON
THEIR
COURSE WORK WITH DEFICITS IN THEIR WRITTEN WORK WHICH MAY INCLUDE
VAGUENESS, LACK OF APPROPRIATE APA STYLE, A WEAKNESS IN CONCEPTUAL
OR CRITICAL THINKING SKILLS.
B GRADES ARE RECEIVED BY STUDENTS WHO EARN BETWEEN 83%-86% ON
THEIR COURSE WORK WITH DEFICITS IN THEIR WRITTEN WORK WHICH MAY
INCLUDE LACK OF SPECIFICITY, VAGUENESS, WEAK SOURCES, OR LACK OF
DEPTH.
B- GRADES ARE RECEIVED BY STUDENTS WHO EARN BETWEEN 80-82 % ON THEIR
COURSE WORK WITH DEFICITS IN THREE OR MORE AREAS OF THEIR WRITTEN
WORK.
C+ GRADES ARE RECEIVED BY STUDENTS WHO EARN BETWEEN 77%-79% ON
THEIR COURSE WORK WITH FOUR OR MORE DEFICITS IN THEIR WRITTEN WORK
WHICH MAY INCLUDE CLARITY, VAGUENESS, WEAK SOURCES, NON APA
FORMAT, NOT FOLLOWING DIRECTIONS, LACK OF DEPTH IN ANALYSIS.
C GRADES ARE RECEIVED BY STUDENTS WHO EARN BETWEEN 73%-76% ON
THEIR COURSE WORK WITH FIVE OR MORE DEFICITS IN THEIR WRITTEN WORK
WHICH MAY INCLUDE WORK NOT TURNED IN, NON APA STYLE, LACK OF DEPTH
AND ANALYSIS AND CRITICAL THINKING SKILLS.
C- GRADES ARE RECEIVED BY STUDENTS WHO EARN BETWEEN 70%-72% ON
THEIR COURSE WORK WITH MAJOR DEFICITS IN WRITTEN WORK INCLUDING
NON APA, NOT FOLLOWING INSTRUCTIONS, NOT TURNING IN WORK, LACK OF
DEPTH, LACK OF KNOWLEDGE, WEAK SOURCES.
D+ GRADES ARE RECEIVED BY STUDENTS WHO EARN BETWEEN 67%-69% ON
THEIR COURSE WORK WITH MAJOR DEFICITS IN WRITTEN WORK INCLUDING
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NON APA , NOT FOLLOWING INSTRUCTIONS, LATE WORK, SUPERFICIAL
ANALYSIS, WEAK SOURCES.
D GRADES ARE RECEIVED BY STUDENTS WHO EARN BETWEEN 63%-66% ON
THEIR COURSE WORK WITH SUBSTANTIAL DEFICITS IN WRITING STYLE, OR WORK
NOT TURNED IN, NON APA STYLE AND SUPERFICIAL ANALYSIS. D- WOULD EARN
60%-62%.
F GRADES ARE RECEIVED BY STUDENTS WHO DO NOT COMPLETE EXAMS OR
ASSIGNMENTS, WHO RECEIVE BELOW A 60% AND SHOW LITTLE EFFORT TO
IMPROVE THEIR GRADES.
University Policies
Academic integrity
Students should know that the University’s Academic Integrity Policy is availabe at
http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf.
Your own commitment to learning, as evidenced by your enrollment at San Jose State
University and the University’s integrity policy, require you to be honest in all your
academic course work. Faculty members are required to report all infractions to the office
of Student Conduct and Ethical Development. The website for Student Conduct and
Ethical Development is available at http://www.sa.sjsu.edu/judicial_affairs/index.html.
Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism
(presenting the work of another as your own, or the use of another person’s ideas without
giving proper credit) will result in a failing grade and sanctions by the University. For
this class, all assignments are to be completed by the individual student unless otherwise
specified. If you would like to include in your assignment any material you have
submitted, or plan to submit for another class, please note that SJSU’s Academic Policy
F06-1 requires approval of instructors.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need
to make special arrangements in case the building must be evacuated, please make an
appointment with me as soon as possible, or see me during office hours. Presidential
Directive 97-03 requires that students with disabilities requesting accommodations must
register with the DRC (Disability Resource Center) to establish a record of their
disability.
Student Technology Resources (Optional)
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Computer labs for student use are available in the Academic Success Center located on
the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer
labs may be available in your department/college. Computers are also available in the
Martin Luther King Library.
A wide variety of audio-visual equipment is available for student checkout from Media
Services located in IRC 112. These items include digital and VHS camcorders, VHS and
Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound
systems, wireless microphones, projection screens and monitors.
Learning Assistance Resource Center (Optional)
The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student
Services Center. It is designed to assist students in the development of their full academic
potential and to motivate them to become self-directed learners. The center provides
support services, such as skills assessment, individual or group tutorials, subject advising,
learning assistance, summer academic preparation and basic skills development. The
LARC website is located at http:/www.sjsu.edu/larc/.
SJSU Writing Center (Optional)
The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by
professional instructors and upper-division or graduate-level writing specialists from each
of the seven SJSU colleges. Our writing specialists have met a rigorous GPA
requirement, and they are well trained to assist all students at all levels within all
disciplines to become better writers. The Writing Center website is located at
http://www.sjsu.edu/writingcenter/about/staff//.
Peer Mentor Center (Optional)
The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success
Center. The Peer Mentor Center is staffed with Peer Mentors who excel in helping
students manage university life, tackling problems that range from academic challenges
to interpersonal struggles. On the road to graduation, Peer Mentors are navigators,
offering “roadside assistance” to peers who feel a bit lost or simply need help mapping
out the locations of campus resources. Peer Mentor services are free and available on a
drop –in basis, no reservation required. Website of Peer Mentor Center is located at
http://www.sjsu.edu/muse/peermentor/ .
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Course Number / Title, Semester, Course Schedule
The schedule is subject to change with fair notice which will be posted on D2L.
Table 1 Course Schedule
Week
1
Date
Thur.
Aug. 25
Topics, Readings, Assignments, Deadlines
Introduction, course mechanics, download syllabus for
discussion and clarification.Introduction of books for Paper #1.
Begin Text Readings: Wallace Cp. 1; Alvarez Cp. 2
2
Tues.
Aug.30;
Thur.
Sept.1
Historical Perspectives on Family Violence; Discussion of book
choices. Choices due Sept 16th; Reference page due Oct. 4th.
Paper due Tue. Oct. 11th.
Overview of Family Violence-International Perspectives; social
constructions. Check D2L for homework assignment #1.
Text Reading: Alvarez Cp. 2
3
Tues.
Sept.6:
Thur.
Sept 8:
Child Abuse & Neglect; history, evolving definitions, Dr. Bruce
Perry Video and in Class Writing Assignment #1
Reading: Wallace Cp. 2-4
Continue CA/N, sexual abuse, sibling abuse.
4
Tues.
Sept 13
Thur.
Sept 15
Law Enforcement & Community Response/Guest Speaker
Text Reading: Wallace Cp. 7
Court Process/Laws/Corrections system
5
Tues.
Sept.20
Thru.
Sept.22
Small Group Discussion on case histories.
Progress report on First Papers.
Review for First Midterm Tuesday Sept. 27th
6
Tues.
Sept 27
Thurs
Sept 29
First Midterm
Intimate Partner Violence; social constructions; laws/policies;
Text Readings: Wallace Cp. 9
Alvarez: Cp. 5
7
Tues.
Oct. 4th
Intimate Partner Violence Cont.
In Class Writing Assignment #2 Reference page due
14
Thur. Oct. 6 Intimate Violence Intervention/Justice System Responses
Collaborative Community Responses
8
Tues.
Oct.11
Thur.
Oct.14
Paper # 1 due; Finish Intimate Partner Interventions; shelters,
Restraining orders, corrections system. Check D2L for
9
Tues.
Oct.18
Thur.
Oct.20
Elder Abuse
Text Readings: Wallace Cp. 11; Alvarez Pg 149-151
Stalking
Text Readings: Wallace Cp. 14
10
Tues.
Oct.25
Thru.
Oct.28
Small Group Discussion/ In Class Writing Assignment
Tues.
Nov.1
Thur.
Nov.3
Sexual Assault, typologies, laws/procedures
Text Reading: Wallace Cp. 13; Alvarez Cp. 7
Tues.
Nov 8
Thur.
Nov.10
Film Shadow of Hate/in Class Writing Assignment #4
Tues.
Nov. 15
Thur.
Nov.17
Youth and Gang Violence
Readings: articles on D2L
Reference Check on Paper #2
Small Group Discussions
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12
13
homework assignment #2
#3
Discussion of Paper #2 Assignment & Requirements
Begin Sexual Assault
SECOND MIDTERM
Hate Crimes
Text Readings: Alvarez Pg. 171-177 & articles on D2L
Homework assignment #3 on D2L
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Tues.
Nov 22
Thur.
Nov. 24
NO CLASS HAPPY THANKSGIVING!
15
15
Tues.
Nov. 29
Thur.
Dec. 1
Genocide; definitions; international law; guest speaker
Readings: Alvarez Cp. 11
Finish Genocide; Begin Prevention Policies
Homework Assignment #4
Readings: Cp. 11 Alvarez
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Tues.
Community Solution to Violence/ Student Discussions
Readings: Wallace Cp. 15; Alvarez Cp. 11
SECOND PAPERS DUE
Final
Exam
FRIDAY DECEMBER 16TH 1445-1700 (2:45-5:00)
229 Clark
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