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Syllabus
UNST Capstone
CRN 65278
Are We Too Violent?
Spring Term 2014
Location: NH 382
M/W 10:15 am to 12:05
Instructor: DeEtte Beghtol Waleed
Office Hours: By appointment
Email: dwaleed@pdx.edu
Brief description
We are surrounded by violence in
many areas of our lives – massacres in
schools and shopping centers, TV, wars,
domestic violence, escalating suicide rates
of returning veterans, and much more. The
class seeks to understand why our culture is
violent. We will interview leaders working to
overcome violence in the US and in
developing countries to learn how change is
possible. We will explore the interconnections
between violence and poverty and analyze
strategies to combat violence in the US and
globally.
We will work Oregonians Against Trafficking Humans and the Washington County
Gang Unit to plan and present an event educating the public about the effects of
human trafficking, which is endemic up and down the I-5 corridor.
Topics include: Why are we violent? Factors leading to violence in cities in the
US; Effects of violence on soldiers; Relationships between poverty and violence;
Comparing strategies to overcome violence in the US and the developing world.
Unique Qualities of this Capstone Course
Using Skype software teams of students will interview leaders of projects to
overcome violence in various areas of the
world, including locally. Students will research
the political and cultural background of
“The skype
conflicts in the country of the interviewee,
interview was a
refugees from Congo, Rwandan exiles or
highlight of my time
returning veterans in the US. You will prepare
at PSU.”
and set up interviews with selected people
working with community based organizations
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to build peace in their regions. The basic focus of the interviews will be
techniques and strategies the interviewees have found helpful in overcoming
violence in their countries and situations.
This course offers opportunities to build interviewing skills and expand students
résumés. It widens our perspectives and deepens analytical skills. It invites
global awareness, preparing students for involvement in national and
international issues
Community Partner:
The Oregonians Against Trafficking Humans (OATH) campaign is the
volunteer, public awareness, education and outreach branch of the Oregonian
Human Trafficking Task Force (OHTTF). The OHTTH represents frontline law
enforcement, federal, state, and local government agencies, investigating bodies
and other organizations that are actively involved in combating human trafficking
in Oregon.
Final product
The class will work with Oregonians Against Trafficking Humans to plan and
present an event to educate the public about human trafficking and the epidemic
that affects Oregon particularly. Students will work co-operatively with our
community partner to design and carry out all aspects of this presentation.
Texts:
 Canada, Geoffrey , Fist Stick Knife Gun, Beacon Press, 1995
 Eggers, Dave, What is the What? Vintage Books, 2006
 Grossman, Lt. Col. Dave, and DeGaetano, Gloria, Stop Teaching Our Kids to Kill,
Crown Publishers, 1999
 Roy, Jody M., Love to Hate: America’s Obsession with Hatred and Violence,
Columbia University Press, 2002
 Ury, William, The Third Side, Penguin Books, 1999
 Waleed, DeEtte Beghtol, Messengers of Peace, Inspiring Stories of Africans
Creating Peace, CreateSpace, 2011.
Additional recommended reading:
Remaining sections not assigned of Eggers, Dave, What is the What?
Gilligan, James, M.D., Violence, Our Deadly Epidemic and Its Causes, G.F.
Putnam’s Sons, 1996
Grossman, Lt. Col. Dave, On Killing, The Psychological Cost of Learning to Kill in War
and Society, Back Bay Books, Little Brown and Company, 1996
Miller, Arthur G., The Social Psychology of Good and Evil, Guilford Press, 2004, especially
Chapter 2 “Situationist Perspectives on the Psychology of Evil: Understanding
How Good People are Transformed into Perpetrators
Roy, Jody M., Ph.D., Autobiography of a Recovering Skinhead, Hawthorne Books and
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Literary Arts, Portland, 2009.
Sippola, John, Blumenshine, Amy, Tubesing, Donald and Yancey, Valerie, Welcome
Them Home Help Them Heal, Pastoral care and ministry with service members
returning from war
Turnbull, Colin M., The Mountain People, Simon and Schuster, 1972
Prof. Cornel West, noted black scholar, on “Gangsterism of America’s Black Community”
Youtube.com/watch?v=dDNvPLMnvCE&feature=fvsr
Youth and Violence - gatheringforjustice.ning.com, Youth & Violence: Malia Lazu on
Mobilization, UCLA re: youth incarceration
Human Trafficking - stopthetraffik.org
Revolutionary Association of the Women of Afghanistan (RAWA) – rawa.org
Reading: The first few weeks of the course will be concentrated on readings to ground
students in theories of violence and on research on the subject. Assigned readings are a
basic introduction into the subject. They are intended to lead to more in-depth readings
on the “additional recommended readings” list and to your own research into the topic.
Background reading on the history of conflict and political conditions in particular
countries will be necessary to prepare for interviews.
It is expected that students spend about 12 hours per week in work outside of class,
including 2 hours working on our presentation with our community partner. The
schedule for reading assignments is heavier in the early weeks of the class and less in
later weeks when more time will be required in preparing for interviews and our final
presentation.
Writing: You are expected to keep a personal journal of reflections, including your
attitudes and thoughts about violence. In addition there will be written assignments and
required participation in class discussions.
Class Participation: Some ways to participate include asking questions, speaking up in
class discussions, demonstrating you have done reading assignments and preparing for
interviews. Desire2Learn posts must make it obvious you have read the materials and
must demonstrate original thinking, not just parroting back readings.
During the term we will be discussing some controversial subjects about
which people may have strong opinions. Our goal is to learn from each other,
not to debate. It is expected that everyone will show respect for the opinions
of other students, guests and instructors at all times. We learn more through
being curious, instead of adversarial, about what is different.
At the beginning of the term, students will sign up to be discussion leaders for each
day’s reading assignments. As discussion leader your job is to read thoroughly the
reading assignments and to develop questions to guide class discussions. Questions
should be open-ended; e.g. “How do you see X idea fitting in with Y?”, rather than
“What did the author say about X?” This will be your opportunity to facilitate lively
discussion through thoughtful questions which encourage analysis and “thinking outside
the box.”
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The class will divide into teams to conduct online interviews. Each team will have the
responsibility of researching the history and politics surrounding the person being
interviewed and preparing questions for the interview. The teams will present their
research to the class and will conduct the interviews.
Expectations and Grading Standards
I am more interested in thoughtfulness and creativity in written assignments than in
proper format for footnotes or even in getting assignments in by a certain day and hour.
Weekly journal assignments will call for your personal reflections, not just feeding back
what you have read. I hope we can work together to deeply explore difficult issues and
question our personal involvement in cultural violence in the US. We will disagree on
some issues; that’s a lively part of the learning process.
Participation and Attendance
Leading class discussion
Journal reflections (6 pts. each assignment)
Presentation of Research on interviewee
Final presentation
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12
54
25
25
points
points
points
points
points
Total possible points = 150
Participation Points: Class discussions where everyone participates are an integral part
of this course. If you let me know ahead of time that you are going to miss class, or
email me the day that you miss class due to illness or other urgent matter, it will be
considered an excused absence and credited with the full two points for that day. You
may do this twice. After that, no points will be received for participation unless you are
actually in class and contributing to the discussion. It is also important that you arrive
on time and stay the entire class period. Participation points start counting the second
week of the term.
Grading Scale
A
AB+
B
92%
90%
88%
82%
or above
to 91%
to 89%
to 87%
BC+
C
C-
80%
78%
72%
70%
to
to
to
to
81%
79%
77%
71%
Class Courtesies
Out of respect for me, our guest speakers and your classmates, I ask that you
please abide by the following courtesies:
 Arrive on time and ready to participate;
 Turn off cell phone and other electronic device noises;
 Keep laptops off and closed;
 If you must text or otherwise use your electronic devices, please step outside the
classroom;
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It is strongly encouraged that you read the Student Conduct Code (see
http://pdx.edu/dos/conduct.html). It details your rights and responsibilities as a student
and as a member of Portland State Community.
Disability accommodations and Service Animals
Accommodations for disabilities and service animals are collaborative efforts
between students, faculty, and the Disability Resource Center. Students with
accommodations approved through the DRC are responsible for contacting the faculty
member in charge of the course prior to or during the first week of the term to discuss
accommodations. Students who believe they are eligible for accommodations but who
have not yet obtained approval through the DRC should contact the DRC immediately.
Veterans’ Services
We welcome veterans into this class. Vets have unique experiences with violence
that non-vets can learn from. We encourage vets to share your views as part of our
class dialogue.
We thank veterans for your service and welcome you as a valued member of our
campus community. It is our goal to provide you with the highest quality education and
a college experience which will serve you a lifetime.
Portland State University has a long and proud tradition of providing quality
educational services to Oregon’s returning veterans. In fact, PSU was founded
specifically to provide veterans returning from World War II with a state-supported
university in the Portland metro area.
For more information about services to veterans, please contact PSU Veterans
Services, 425 Smith Union, 503-725-3876, veteransservices@pdx.edu.
Communications
I enjoy communicating with students during the term and appreciate being
updated on things outside of class that might impact your participation or the quality of
your work. I think you will find that I am quite flexible if you communicate well.
Desire2Learn: I have set up a Desire2Learn (D2L) page for this class and will
use it regularly for communication purposes. I will post assignments and your points
there, as well as general announcements for the class. You are responsible for knowing
the information posted so, please check it daily! You may also communicate with each
other via D2L.
Email: My email address is dwaleed@pdx.edu. I will check my email at least
once a day and more often during the week.
Phone: I prefer communicating by email. However, if you have an emergency or
an urgent question, you can use my phone number: 503-231-3354.
Appointments: I would be happy to schedule an appointment with you. Please
contact me via email to set up an appointment.
Week-by-Week Outline
Changes in reading, writing and due dates will be announced in class. It is your
responsibility to be aware of any changes in due dates, whether or not these are
announced in your absence.
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Week 1
3/31 Introductions; Syllabus Review; Introduction to Oregonians Against
Trafficking Humans
4/2
Meet with Oregonians Against Trafficking Humans (OATH)
Readings:
http://www.oregonoath.org/homepage/about-oath
http://www.democracynow.org/2014/3/10/war_workers_vulnerable_foreign_lab
orers_swindled
Due: Reflection: How have I been affected by violence in my life?
250 words minimum
Week 2
4/7
Examples of Violence
Readings:
Canada, Geoffrey, Fist Stick Knife Gun, Parts 1 and 2, pp. 1-103
Handout on interviewing
Due: Week 1 journal entries
4/9
OATH Planning session
Violence globally and locally
Readings:
Fist Stick Knife Gun, Part3, pp. 107-179
Eggers, Dave, What is the What?, Preface, Ch. 1-6, pp. 3-71
Week 3
4/14
Genocide in Africa
Readings:
What is the What? Ch. 7-11, pp. 72-142
http://www.reunionblackfamily.com/apps/blog/show/11410954-letter-fromone-of-the-most-evil-king-leopold-ii-of-belgium-to-colonial-missionaries-1883
4/16
Due: Week 2 journal entries
How can we stop being violent?
Readings:
Roy, Jody, Love to Hate, Foreword and Part 1, pp. 1-67
Week 4
4/21
Genocide of Native Americans
Readings:
http://wicocomico-indian-nation.com/pahttp://wicocomico-indiannation.com/pages/genocide.html
http://www.operationmorningstar.org/genocide_of_native_americans.htm
http://www.iearn.org/hgp/aeti/aeti-1997/native-americans.html
Due: Week 3 journal entries
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4/23
OATH planning session
What makes people violent?
Readings:
Love to Hate, pp. 71-144
Handout: article Finding Forgiveness from Ode magazine
Due: Team 1 presents research on interviewee #1
Week 5
4/28
Violence on the screen
Readings:
Grossman, Dave, Stop Teaching our Kids to Kill, Intro. + Ch. 1-3,+ pp. 121122
www.wweek.com/portland/article-17808-the_gun.html
4/30
Week 6
5/5
Due: Week 4 journal entries
Team 1 conducts interview
Are there alternatives?
Readings:
Stop Teaching our Kids to Kill, Ch.. 4-5
Love to Hate, pp. 145-179
Due: Team 2 presents research on interviewee #2
Effects of wars
Readings:
Messengers of Peace, Ch. 1,3-5
http://www.blackcommentator.com/383/383_kir_perpetual_war_printer_frie
ndly.html
5/7
Week 7
5/12
5/14
Due: Week 5 journal entries
Team 2 conducts interview
How can we stop?
Readings:
Ury, William, The Third Side, Intro + Ch. 1-2
Due: Team 3 presents research on interviewee #3
Can we make a difference?
Readings:
Waleed, Messengers of Peace, pp. 81-88
Due: Week 6 journal entries
Team 3 conducts interview
Long term change
Readings:
Third Side, Ch 3-5, 7 + Conclusion
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Week 8
5/19
Identity based violence
Readings:
Hate crimes against sexual minorities - http://www.humanrightsfirst.org/wp-
content/uploads/pdf/fd-080924-lgbt-web2.pdf
5/21
http://www.transgenderlaw.org/resources/transfactsheet.pdf
http://10thousandcouples.com/issue/march-2014/article/reducing-violenceagainst-transgender-people-in-america-s-prisons#sthash.qUv9bTfM.dpbs
http://www.transgenderlegal.org/headline_show.php?id=122
Due: Week 7 journal entries
Biology, Gender of Violence
Readings:
http://ijdh.org/archives/13361- Institute for Justice and Democracy in Haiti
reports, Our Bodies Are Still Trembling: Haitian Women’s Fight Against
Rape
http://home.comcast.net/~philip.cook/essays/the_whole_truth_about_dv.htm
http://thefeministwire.com/2012/10/sisters-of-the-yogic-yam-bell-hooks-andthe-yoga-in-self-recovery/
Messengers of Peace, Ch. 8
Week 9
5/26
5/28
No Class - PSU holiday
OATH Final planning
Due: Week 8 journal entries
Week 10
6/2
Final Presentation with OATH
6/4
Wrap-Up, Course Evaluations