San José State University
CASA/DEPARTMENT OF JUSTICE STUDIES
JS 136-02, FAMILY AND COMMUNITY VIOLENCE,
#45438, FALL, 2012
Instructor:
Office Location:
Telephone:
Email:
Office Hours:
Class Days/Time:
Classroom:
Prerequisites:
GE/SJSU Studies
Category:
Dorian Dreyfuss, J.D. M.A.
521 MacQuarrie Hall
(408) (924-2746)
Dorian.Dreyfuss@sjsu.edu-the best way to reach me.
TuTh 10:30-12:30
TuTh 3:00-4:15PM
520 MacQuarrie Hall
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”.
JS Competency Area:
Desire2Learn
All course materials, syllabus, handouts, assignments, review sheets and notices of class
changes or date changes will be posted on Desire2learn. Notices will be posted under
‘announcements’ and all other materials will be in DROPBOX. Please check regularly!
Class Cancellations or location changes
If the instructor needs to cancel class or change the location of class and it is not
scheduled on the syllabus there will be a notice under Announcements on D2L and
students will be emailed. Make sure your email is updated with the University. It is also
wise to have a class buddy you can rely on for updates.
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Turnitin.com
All written material must be submitted to Turnitin.com. All assignments will be on the
website and it is the student’s responsibility to submit their material before the closing
date. Late work will not be accepted without permission from the instructor. There are
generally no exceptions without a physician’s note. Vacations, family events, etc. will
not qualify. Work may always be turned in early if an event precludes the student’s
presence in class on the due date.
Procedure: The class ID is 5329121 and the password is Violence02. Work is
submitted to Turnitin.com and a hardcopy and the originality report are turned in
to class on the due date. They are not emailed to the instructor without permission
from the instructor.
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
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).
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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).
STUDENT LEARNING OBJECTIVES (SLO)
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
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 (slo’s 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 papers.
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Required Texts/Readings
Required
Alvarez & Bachman (2008). Violence , the Enduring Problem. Thousand Oaks,
California. 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
Library Liaison
Nyle Monday 408-808-2041. Please contact Mr. Monday if you have trouble finding
sources for your papers. Nyle.Monday@sjsu.edu.
Classroom Protocol
Please be prepared and punctual. Upload a picture of yourself to D2L and fill
out at least one of the criteria under Profile .Email a picture of yourself to
Dorian.Dreyfuss@sjsu.edu before the first day of class. It’s a good idea to print
out the Powerpoint lectures before class which are contained in dropbox on D2L.
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.
Active engagement in the lecture & classroom, and small group discussions is
required. I call on all students on a random basis. I also expect students, at all
times, to treat the instructor, and your fellow students with upmost respect. This
means upholding our Honor Code, and respecting the privacy of fellow
students.
Electronic Devices: Please turn off all cell phones, and take off earphones.
Texting will not be tolerated. Laptops may be used but recording devices are
not permitted.
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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.
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://www.sjsu.edu/advising/faq/index.htm#add. Information about late drop is available
at http://www.sjsu.edu/aars/policies/latedrops/. Students should be aware of the current
deadlines and penalties for adding and dropping classes. EVERY SEMESTER I HAVE
STUDENTS WHO THINK THEY HAVE DROPPED THE CLASS BUT FAIL TO DO
THE PAPERWORK; THEY APPEAR ON MY CLASS ROSTER AT THE END OF
THE SEMESTER AND WILL BE GIVEN AN ‘F’.
Assignments and Grading Policy
Two written papers are required to complete the course.(G.E. Objectives 1-4). They will
be a minimum of 7 pages, double spaced, 12 font, APA format.
http://www.apastyle.org/manual/whats-new.aspx
The first writing assignment will involve students selecting a book or movie from an
approved list which concerns issues of child abuse, and Intimate Partner Violence.
Students will respond to prompts in a specific format requested and incorporate at least 6
scholarly sources in their analysis. The reference page must be included along with the
first page of the scholarly source which will include the abstract of the article. There is an
example of this in dropbox. The textbooks and my notes may be sources but are not
included in the requirement of 6 scholarly sources. Pages must be numbered and in order.
There will be a 5 point deduction for failure to follow font and page numbering
requirements. 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 time 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.
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Two Midterms and a final will consist of multiple choice, true /false and matching and
fill-in questions. A review will be distributed for those exams and can be located in
dropbox one week before the exam.
IN-CLASS WRITING ASSIGNMENTS (2) ARE REQUIRED.THEY WILL BE
LISTED IN THE SYLLABUS. IF YOU ARE ABSENT ON THAT DAY YOU MAY
NOT MAKE UP THE ASSIGNMENT WITHOUT PROPER DOCUMENTATION.
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. I will alert students on D2L to articles which will be the
subject of small group discussions. Please check regularly.
EXTRA CREDIT
There is no extra credit offered in this class
READ CAREFULLY!
Late papers will receive a 5 point deduction for each calendar day. Late days will be
determined by submission dates on Turnitin.com. Students who miss in class writing
assignments because of absence may not make up the work without documentation.
Students who miss exams without proper documentation will not receive credit. Email is
not an appropriate method to submit work without the instructor’s consent.
Laptops may be checked out of the Instructional Resource Center, and students are
responsible for having a working printer, or using the copy center.
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.
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.
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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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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
Ishmael Beal, A Long Way Home, Memoir of a Boy Soldier (2007)
Jaycee Dugard, A Stolen Life, (2011)
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, APA format. Each
prompt must be numbered and answered as a short essay. Do not run
responses together or point delegation becomes impossible. All prompts must be
answered. Failure to answer a prompt does not qualify for a rewrite.
2. All theories and concepts must be bolded.
3.Six 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 (exceptions may be made if relevant, but check with instructor) and be recent
(last ten years).The abstract and the first page of the journal article must be
appended to your paper.
4. Turnitin.com must be used.
5. A hardcopy of the paper must be presented to the instructor.
PROMPTS
1. (5pts)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. (5 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 the behavior in your definition.
3. (5 pts) Was the abuse in your case historically, culturally and legally recognized
at the time at which it occurred? Where legal protocols in place? What social
movements/laws/policy were in place in your time frame?
4. (5 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. (10 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. (5 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. (10 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. (5 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.(10 pts) Clarity, presentation, grammar, editing, APA format,
sources.
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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 secondary school or
College. Must be approved by instructor.
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, 6 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.
Prompts:
1.(5 pts) Define the abuse and its penalty under California Law and Federal Law.
2.(5 pts) What is the history of the intervention? This does not have to be limited to
California.
3.(15 pts) What are current policies, practice and/or interventions?
4.(5 pts) Is there a relationship between ethnicity, race or socioeconomic status and
the intervention or policies and procedures? (differential practices, bias, racism?)
5.(5 pts) Make an argument that the intervention is effective using empirical data.
(requires a scholarly source)
6.(5 pts) Make an argument that the intervention is not effective using empirical data.
(requires a scholarly source)
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7.(5 pts) How are victims impacted by the current interventions? Treatment by the
Justice system; do they have advocates?
8.(10 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.(10 pts) Presentation, grammar, strength of writing, analysis, editing, APA
format.
COURSE EVALUATION:
Paper #1
Paper# 2
Mt.1
Mt.2
Final
In class writing(2)
294-300
279-293
270-278
261-269
249-260
240-248
231-239
219-230
210-218
201-209
186-200
180-185
65 pts
65 pts
50 pts
50pts
50pts
20pts
300 pts total available
A+
A
AB+
B
BC+
C
CD+
D
D-
All assignment and test grades will be recorded on D2L.
The following criteria will be used to grade subjective—either fill-in, short answer or essay
questions:
“A” (90% or better) Work is of an exceptionally high standard, showing distinction in original
ideas and analysis, conciseness, grammar, and insight into substantive issues. All prompts are
answered, formatting follows instructions, citations are appropriate. Critical thinking skills are
excellent.APA style is followed.
“B” (80 -89%) Work is clearly above average but lacks at least two of the elements of “A” work,
superficial analysis and deficits of vagueness in concepts and critical thinking skills.
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“C” (70-79%) Work generally fulfills the requirements of the assignments but may be
incomplete,
Non APA style, and lacking in depth of analysis. Sources are omitted or not cited.
“D” (60-69%) Work falls below both content and writing requirements. Major deficits in analysis
and formatting; student should avail themselves of the Writing Center as soon as possible and on
a regular basis. Consider getting an individual tutor if progress is not sustained at the Writing
Center.
“F” (below 60%) Major omissions in analysis, content, requirements and grammar.
University Policies
Academic integrity
Students should know that the University’s Student Conduct Code, available at
http://www.sjsu.edu/studentconduct/docs/Student_Coduct_Code.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 found at http://www.sjsu.edu/studentconduct.
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)
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.
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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/ .
CASA Student Success Center
The Student Success Center in the College of Applied Sciences and Arts (CASA)
provides advising for undergraduate students majoring or wanting to major in programs
offered in CASA Departments and Schools.
All CASA students and students who would like to be in CASA are invited to stop by the
Center for general education advising, help with changing majors, academic policy
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related questions, meeting with peer advisors, and/or attending various regularly
scheduled presentations and workshops. Looking for academic advice or maybe just
some tips about how to navigate your way around SJSU? Check out the CASA Student
Success Center! It’s also a great place to study, and you can check out laptops.
Location: MacQuarrie Hall (MH) 533 - top floor of MacQuarrie Hall. Contact
information: 408.924.2910. Website: http://www.sjsu.edu/casa/ssc/.
JUSTICE STUDIES READING AND WRITING PHILOSOPHY
The Department of Justice Studies is committed to scholarly excellence. Therefore, the
Department promotes academic, critical, and creative engagement with language (i.e.,
reading and writing) throughout its curriculum. A sustained and intensive exploration of
language prepares students to think critically and to act meaningfully in interrelated areas
of their lives–personal, professional, economic, social, political, ethical, and cultural.
Graduates of the Department of Justice Studies leave San José State University prepared
to enter a range of careers and for advanced study in a variety of fields; they are prepared
to more effectively identify and ameliorate injustice in their personal, professional and
civic lives. Indeed, the impact of literacy is evident not only within the span of a specific
course, semester, or academic program but also over the span of a lifetime.
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JS 136-2 / FAMILY, COMMUNITY VIOLENCE, FALL 2012,
COURSE SCHEDULE
The schedule is subject to change; please check D2L announcements regularly and
your email.
Table 1 Course Schedule
Week
1
Date
Topics, Readings, Assignments, Deadlines
Tu.Sept.22&24 Introduction, class mechanics, roll. Introduction of book
choices for Paper #1.
Begin Historical Perspectives on Family Violence: Overview
of International Aspects of Family Violence; Social
Constructions of Family Violence.
Download syllabus from D2L, upload your picture to
D2L, send picture to instructor at
Dorian.Dreyfuss@sjsu.edu.
.
Begin Text reading: Wallace Cp. 1; Alvarez Cp. 2
Students must read and sign last page of syllabus and
return to instructor Aug.29th.
2
Tu.Th
Aug. 28 & 30
Continue Historical Perspectives on Family Violence;
Overview of International Aspects of Family Violence, social
constructions.
Check D2L dropbox and read National Geographic
Article.
Text: Alvarez Cp. 2. Discuss book choices for Paper #1
3
Tu.Th
Sept. 4& 6
Child Abuse & Neglect, history, law, evolving definitions,
Video on FAS and DV and the developing Brain.
In Class Writing Assignment. No Makeups if you are
absent. Book/Film choices due.
Text: Wallace Cp. 2-4; check Dropbox for additional
reading.
4
Tu.Th
Sept.11 & 13
Continue CA/N, sexual abuse, sibling abuse, evolving
statutory law. Begin Law Enforcement & Court Procedures
Text: Wallace Cp. 5 & 8
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5
Tu.Th
Sept. 18 & 20
Student Observation of Dependency Court Sept. 18th
Small Group Discussions of Paper # 1, Begin Intimate Partner
Violence.
Download case from D2L discussion of application of facts to
case, feedback from group & instructor.
6
Tu.& Th.
Sept.25 & 27
Intimate Family/Partner Violence, social constructions,
theory, laws, policies.
Text: Wallace Cp. 9; Alvarez Cp. 5
7
Tu.&Th.
Oct. 2 & 4
Intimate Family/Partner Violence continued. Discussion of
Battered Woman/Man Syndrome. REFERENCE PAGE
AND FIRST PAGE OF JOURNAL ARTICLE DUE.
INSTRUCTOR WILL DISCUSS REFERENCES WITH
EACH STUDENT.
8
Tu&.Th.
Oct.9 & 11
Review for Midterm; MIDTERM OCT 11, bring
scantron, pencil and do not be late!
9
Tu. & Th.
Oct. 16 & 18
Finish Interventions for IPA, Begin Elder Abuse
Text Readings: Wallace, Cp.7,10, 11,12; Alvarez Pg. 149-151
PAPERS DUE OCT 23
10
Tu. & Th. Oct.
23 & 25
Discussion of Paper #2; Complete Interventions, elder
abuse. Guest Speaker (if available)
11
Tu. & Th. Oct.
30/Nov 1
Stalking, Sexual Assault, Child Exploitation
Text Wallace Cp.8, 11-14; Alvarez Cp. 7
12
Tu. & Th.
Nov.
6&8
Finish Sexual Assault; Child Exploitation
In Class Writing Assignment
13
Tu. & Th.
Nov.
13 & 15
Review for Midterm, NOV. 15 MIDTERM #2; BRING
SCANTRON, PENCIL.
.
14
Tu. Nov.20
Hate Crimes, prejudice/racism, genocide
Text Alvarez Cp.pg. 176-180,
15
Tu. & Th.
Nov.27 & 29
Continue above & begin Prevention Strategies
Text: Alvarez Cp. 11, see dropbox for readings
Tu. & Th. Dec.
4&6
PAPERS DUE NOV.29 & Finish Prevention Strategies
Make up Midterm Day for those with approval from
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Instructor.
Final
Exam
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Thursday December 13 Final Exam 2:45-5:00
EXAMS WILL ONLY BE HANDED OUT THE FIRST
15 MINUTES, DO NOT BE LATE!!!
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