THE UNIVERSITY OF CALIFORNIA, MERCED School of Social Sciences, Humanities, & Arts Department of COURSE TITLE: TOPICS IN SOCIOLOGY - & GENOCIDE Sociology 185 – 4 units (CRN 15465) Professor: Matthew Ari Jendian, Ph.D. Spring 2017 E-mail: [email protected] Mondays, 7:30 p.m. – 10:15 p.m. Phone: 559-278-2891 CLSSRM 265 Office: COB 2-386 Office Hours: M 6:45-7:15 pm & 10:15-10:45 pm & by appointment PREREQUISITES: • junior-level class standing (60 units completed as of the end of this semester)

COURSE DESCRIPTION:

Through examination of numerous case studies, this course uses sociological and social-psychological perspectives to analyze the roots and impacts of terrorism and genocide and the associated groups of individuals (e.g., perpetrators, victims, bystanders). Topics considered include: definitions and typologies of terrorism and genocide; social-psychology of associated groups; collective memory, denial, and responsibility; historical and contemporary elements of international policing, law, and tribunals; religious, political, and social foundations of terrorism and genocide; the different roots of terrorism (e.g., ethnic-nationalist, religious, and ideological); counter-terrorist policing strategies and the corresponding issues of civil liberties; different examples of genocide (e.g., Native Americans, Armenians, Jews, and Cambodians); and prevention of and responses to terrorism and genocide.

Although violence in the pursuit of political objectives has been a part of the human condition since the beginning of recorded history, international terrorism and “ethnic cleansing” have recently, once again, become issues of national priority. Given the controversial nature of the subject matter, much of the public is often emotionally charged and lacking factual grounding and critical analysis. This course explores the theories, forms, causal factors, goals, and consequences of terrorism and genocide historically and cross-nationally. Terrorism and genocide are more commonly examined from a historical and political perspective. However, much less often have these been examined from sociological and social-psychological perspectives. Since terror and mass killing have become recurring realities throughout the world, an understanding of their roots and patterns is essential, particularly for Americans who, until recently, had been fortunate to have escaped major manifestations of this violence. In this course, students will have the opportunity to better understand the beliefs of perpetrators of these acts, conditions that produce and sustain terrorism and genocide, as well as preventive strategies and responses.

REQUIRED MATERIALS:

• Dekmejian, R. Hrair. 2007. Spectrum of Terror (Paperback). Washington, D.C.: CQ Press. ISBN: 978-1-93311-690-7 • A university email account and use of the University’s Learning Management System (LMS) • Online access via a mobile device (cell phone, laptop, or tablet) • One “mini bluebook” (please bring to each session for in-class writing) 1 RECOMMENDED MATERIALS: • Power, Samantha. 2003. A Problem from Hell: America & the Age of Genocide. NY: Harper Perennial. • Mahan, Sue and Pamala L. Griset. 2013. Terrorism in Perspective. 3rd ed. Los Angeles, CA: Sage. • Dudley, William, ed. 2001. Genocide. San Diego, CA: Greenhaven Press, Inc. • Terrorism: An Interdisciplinary Perspective. 2004. 3rd ed. Belmont, CA: Wadsworth/Thomson Learning. • The American Heritage College Dictionary (Houghton & Mifflin) & Roget’s Thesaurus (Harper & Row) • ASA Style Guide, 4th edition (American Sociological Association 2010) http://www.asanet.org/students/resources_majors.cfm; http://www.asanet.org/journals/abstract.cfm http://www.asanet.org/documents/teaching/pdfs/Quick_Tips_for_ASA_Style.pdf • A Guide to Writing Sociology Papers by The Sociology Writing Group, UCLA (Worth Publishers)

SOCIOLOGY PROGRAM LEARNING OUTCOMES (PLOs):

To support student success coherently across Sociology coursework, the Course Learning Outcomes (CLOs) associated with SOC 185 help students to reach the expectations of four of the five Sociology Program Learning Outcomes:

1. Think critically about the causes and consequences of . 2. Design and evaluate empirical sociological research. 3. Explain and apply the major theoretical perspectives in sociology. 4. Communicate orally and in writing about sociological concepts. 5. Use their sociological education outside of the undergraduate classroom, particularly in their careers or further education.

COURSE LEARNING OUTCOMES (CLOs) & ADDITIONAL COURSE GOALS: LEARNING OUTCOMES: Successful students will leave the course having gained the ability to: 1. identify the social, political, and economic conditions that create a climate for terrorism and genocide (PLO #1); 2. understand and distinguish among different roots of terrorism (e.g., ethnic-nationalist, religious, and ideological); 3. recognize social-psychological phenomena that enable individuals both individually and collectively to perpetuate genocide (e.g., obedience, conformity, diffusion of responsibility, & bystander behavior); 4. summarize, synthesize, and analyze a specific historical or current act of terrorism/genocide through written and oral communication (PLO #4), while applying specific sociological and social-psychological theories (conflict, functionalism, symbolic , cognitive dissonance, bystander effect, etc.) and concepts (e.g., prejudice, discrimination, institutionalized racism, social movements, collective behavior, staging, roots, protagonists and antagonists, response, acknowledgement or denial, etc.) (PLO #3); and 5. assess strategies of individual and and the ability to prevent and/or interrupt future acts of terrorism and genocide (PLO #5).

GOALS: In addition, the course has been designed to provide you with the opportunity to: 1. apply sociological theories & research on the creation of fear & its in American culture; 2. analyze the social construction of hate, terrorism, and genocide; 3. discuss the definitional aspects of terrorism and genocide; 4. describe tactics used for terrorism and genocide and identify the social psychological processes by which these acts are justified; 5. examine the impact of terrorism, ’s response to acts of terrorism, and relevant concerns about civil liberties; 6. explore the social-psychological nature of evil through examination of the perpetrators of genocide; 7. examine a range of events and incidents involving terrorism and genocide across time and cultures; 8. examine and forecast the future of terrorism and genocide around the world; 9. develop/expand your skills of thinking critically, writing, & relating to others; & 10. enjoy a classroom environment that is interesting, supportive, structured, friendly, and cooperative. 2 COURSE REQUIREMENTS: PARTICIPATION and ATTENDANCE: A. PARTICIPATION and DISCUSSION BOARD (50 points). VERY IMPORTANT! You are to be in class for the time scheduled. This means being on time and staying the entire period (4 tardies/early exits count as one absence), prepared (that means you’ve done the reading BEFORE you come to class), and ready to contribute. We will be dealing with many controversial issues. Therefore, it is necessary to establish some ground rules for discussion. Many of us have strong opinions on at least some of the subjects to be discussed. Think of our class discussions as a dialogue rather than a debate. In a debate, participants try to convince others that they are right. In a dialogue, participants try to understand each other and expand their thinking by sharing viewpoints and actively listening to each other. Together, we need to promote an atmosphere conducive to learning and understanding. This includes maintaining respect for the ideas and experiences of everyone and recognizing that our individual perspectives are not the only or best ways to see and think about these issues. Each student must pledge to listen carefully and be receptive to others. That doesn’t mean everyone has to agree--we must recognize we can agree to disagree--but rather that we shall always maintain respect for the speaker. To facilitate interaction, we will be utilizing in-class clicker polling via socrative.com—a free response polling system allowing participants to respond to questions. To receive credit, you must sign up for a free student account or download the app at www.socrative.com. Socrative may be used in any class session, and you are responsible for bringing a device (cell phone, tablet, or laptop) in order to participate in each session. My “Socrative Room #” is DRJ17SP. Also, as part of your participation, to increase opportunities for dialogue with your fellow classmates, you will respond to some questions via “Discussion Board” online and do some “peer evaluating” of your fellow students’ work. All student evaluations will be reviewed by the instructor and figured into the participation grade. (See “How to Evaluate” guide.)

B. READING CHECKS (50 points). To help ensure your preparation for each class session and participation in discussions on the assigned readings, there will be random online (LMS) reading checks worth ten points each (only your top 5 scores will count). Each will consist of usually five “multiple-choice,” “true-false,” and/or “fill-in-the-blank” questions on the assigned readings for the week. The scoring is as follows: 5 correct = 10 points; 4 correct = 9 points; 3 correct = 7 points; 2 correct = 5 points; 0 or 1 correct = 0 points. When a reading check appears on the LMS, you may receive an email notification and you must complete the reading check prior to class by the day and time specified in the announcement; otherwise, you will receive zero points. Each question will appear one at a time, and you may NOT go back after you have submitted your answer for a particular question. You have 15-20 minutes to complete a reading check, and you MUST complete the reading check the FIRST TIME you log on (no exceptions). If you get locked out of a reading check, you may email me and I may reset that for you (though there is no guarantee I will see your email before the deadline). A page of reading questions to direct your readings is attached to this syllabus, but the questions on the reading check are not limited to this attachment. Once a reading check is completed, the immediate “score” that is reported is the # of correct answers.

C. ATTENDANCE. While attendance is taken into consideration for your PARTICIPATION grade, PLEASE NOTE roughly 2% (i.e., 10 points) will be deducted from your TOTAL COURSE grade for every absence after your first one. Five absences, then, will drop you approximately one course grade. Non-attendance of the Final counts as two absences. If you are absent, it is your responsibility to get notes from another student and ask if what was missed.

D. "FREE WRITING" (10 points). Occasionally, IN CLASS, we will take 2-5 minutes to do free writing on a particular issue being discussed or read about. Bring a mini bluebook for your free write journal to each class session. This assignment will not be graded on structure but rather on the basis of whether or not you address the question and exhibit a fair degree of critical thought. 3 PAPERS/WRITTEN WORK: E. "REFLECTION PRÉCIS" (125 points). A “reflection précis” is, literally, a written summary of the ideas discussed combined with your own personal reflection of the material. These reflections follow a three-part structure. In Part 1, you summarize the key concepts about the topic (refer to readings, authors, and class discussion explicitly). For Part 1, assume you are writing this summary for someone who had not attended class & had not done the readings. In Part 2, you reflect & critically react to some of the things discussed in Part 1. In Part 3, you single out the most important or interesting thing & relate how this has impacted your thoughts/behaviors about a particular issue. Each précis is worth 25 points. See “Reflection Précis” format guide & refer to attached sample précis. The first reflection précis is to be ONE PAGE* typed and double-spaced (250 words minimum). It will cover the topic of “The Creation and Role of Fear in American Culture” and is due the following class session & MUST INCORPORATE some information from and explicit reference to Michael Moore’s award-winning documentary film, Bowling for Columbine (excerpts to be shown in class). After that, all students are required to submit four additional two-page* “reflection précis” (500 words minimum each). These assignments will always be collected at the beginning of each class and will reflect on the previous weeks’ lectures/discussions and assigned readings. Students may not make up any assignment (i.e., you may only turn in a précis covering the week prior to the day on which you are submitting it). Your last chance to submit a reflection précis is during the 15th week of class.

F. LETTER TO THE EDITOR/REPRESENTATIVE (35 points). We are studying contemporary social issues (i.e., terrorism and genocide) that are impacting our world, society, and personal lives. At any time prior to end of the 13th week of class, you will write a letter to the editor or to an elected representative/public official on a relevant current issue in which you specifically relate and refer to some of your learning in this course (i.e., readings and lecture/discussions) to the topic about which you have chosen to write. You will submit the letter to me by email (it must contain 190-250 words; I will do a word count and points will be deducted if word limits are not heeded).

G. TERRORISM/GENOCIDE PROJECT (Paper: 95 points; PowerPoint or Prezi Presentation: 45 points; Abstract/Outline/Reference List: 25 points). All students will choose either a specific “terrorist” act or a specific case study of genocide among the groups/case studies we discuss on which they will: (1) do library research (must include in-text citations and a MINIMUM of four references, of which AT LEAST three are scholarly sources, not including course texts), (2) write a four-page* paper with the fifth page reserved for references (1000 word minimum; 1200 word maximum), and (3) give a brief 6-8 minute oral presentation/overview in class. We will have sign-ups for the topics, and, in addition to the PowerPoint/Prezi, a 150-word abstract, presentation outline, ASA-style reference list (25 points) is due 1 WEEK PRIOR to the date of the topic as listed in the syllabus (your final paper is due within 7 days of your oral presentation). For the particular terrorist act/genocide case study, you will describe the event(s) that took place (historical or current) in the first 1-2 pages. The next 2 pages must be devoted to an analysis of the event(s) in which you apply specific sociological and social-psychological theories and/or concepts to understanding a particular process (e.g., staging, roots, protagonists/antagonists, response, acknowledgement or denial, etc.).

H. CULMINATING PAPER (35 points). This three-page* paper (750 words minimum) is a reflection and celebration of what you have learned during this semester and is due on the day of the Final. Pick some of the more interesting, important and helpful things you learned about terrorism and genocide and reflect on the following questions: Have you changed any of your thinking or behavior because of this class? Has your interaction with others been altered? What was the most important, meaningful, or helpful part of this class? What aspects of the course meant the most or stretched your mind the most? Explain why these phenomena are interesting, important, or helpful to you. Is there something you think that you will take with you and have in your life a year from now? Five or more years from now? How will this impact your life? Will your relationships with others or with the community and larger society be different? Has the way you feel about yourself now changed from how you felt before this class? If so, how? What do you wish for yourself, for your fellow classmates, for your society, for the world in which you live? These personal reflections are an important part of who you are.

J. FINAL (50 points). The final day of class will include a discussion of the assigned readings for the day and a comprehensive exam that will cover the main topics discussed during the semester.

1 LATE ASSIGNMENTS MAY NOT BE ACCEPTED. *PAGE LIMITS ARE STRICTLY ENFORCED AND POINT DEDUCTIONS WILL APPLY IF YOU ARE OVER OR UNDER! 1 I encourage each of you to contact me if you have concerns about the course or your work. Please don’t hesitate to inform me of extreme emergencies. 4 GRADING: Percentage of total grade Assignment Points possible 20% Terrorism/Genocide Project (Final) 165 points Terrorism/Genocide Paper (95 points) PowerPoint/Prezi Presentation (45 points) Abstract, Outline, & Reference List (25 points) 26% “Reflection Précis” 125 points 11% Reading Checks (top 5 scores) 50 points 9% Participation (including in class & online) 50 points 9% FINAL Exam (in-class essay) 50 points 7% Email Letter to the Editor/Representative 35 points 7% Culminating Paper 35 points 2% “Free Writing” Journal 10 points

There are 520 total points possible in this course. Grades follow the standard university scale: 90% and above is an A; 80-89% is a B, etc. Grades will NOT be curved. A = 520 – 468 points; B = 467 – 416 points; C = 415 – 364 points; D = 363 – 312 points; F = 0 – 311 points

I want students to be aware of the grade symbols. Many people devalue the symbols and distort their meaning. The grade descriptions are presented below with the differences from an A, B, C, & D noted in CAPS.

A+ (>97%), A (94-96.9%), A- (90-93.9%) — EXCELLENT. Performance of the student has demonstrated the HIGHEST level of competence, showing sustained superiority in meeting all stated course objectives and responsibilities and exhibiting a VERY HIGH degree of intellectual initiative.

B+ (87-89.9%), B (84-86.9%), B- (80-83.9%) — VERY GOOD to GOOD. Performance of the student has demonstrated a HIGH level of competence, showing sustained superiority in meeting all stated course objectives and responsibilities and exhibiting a HIGH degree of intellectual initiative.

C+ (77-79.9%), C (74-76.9%), C- (70-73.9%) — FAIR. Performance of the student has demonstrated a SATISFACTORY level of competence, showing AN ADEQUATE LEVEL OF UNDERSTANDING of course objectives, responsibilities, AND COMPREHENSION OF COURSE CONTENT.

D+ (67-69.9%), D (64-66.9%), D- (60-63.9%) — BARELY PASSING. Performance of the student has BEEN LESS THAN SATISFACTORY, showing INADEQUACY IN MEETING BASIC course objectives, responsibilities, AND COMPREHENSION OF COURSE CONTENT.

F (<60%) — NOT PASSING. Fails to meet course objectives. Work at this level does not meet requirements for credit toward a degree.

CAUTION:

“People who like to avoid shocking discoveries, who prefer to believe that society is just what they were taught in Sunday School, who like the safety of the rules and maxims of what Alfred Schutz has called ‘the world- taken-for-granted,’ should stay away from sociology.” (Peter Berger, Invitation to Sociology, 1963:24)

UNIVERSITY POLICY STATEMENTS:

Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations.

Academic Honesty Policy, Cheating, and Plagiarism: “Academic integrity is the foundation of an academic community.” http://studentlife.campuscms.ucmerced.edu/files/page/documents/academic_honesty_policy.pdf

Academic misconduct includes, but is not limited to cheating, fabrication, plagiarism, altering graded examinations for additional credit, having another person take an examination for you, or facilitating academic dishonesty or as further specified in campus regulations.

Cheating is the unauthorized use of information or study guides in any academic exercise. Cheating includes: copying from others during an examination; sharing answers for a take-home examination; notes without permission during an examination; taking an examination for another student; asking or allowing another student to take an examination for you; tampering with an examination after it has been corrected, then returning it for more credit than deserved; submitting substantial portions of the same academic work for credit in more than one course without consulting the second instructor; preparing answers or writing notes in a blue book before an examination; and allowing others to do the research and writing of an assigned paper (for example, using a commercial term paper service or downloading a paper from the internet).

Plagiarism refers to the use of another’s ideas or words without proper attribution or credit. An author’s work is his/her property and should be respected by documentation. Credit must be given: for every direct quotation; when a work is paraphrased or summarized in whole or in part in your own words; and for information which is not common knowledge. 5 Collusion is when any student knowingly or intentionally helps another student to perform any of the above acts of cheating or plagiarism. Students who collude are subject to discipline for academic dishonesty. No distinction is made between those who cheat and plagiarize and those who willingly facilitate its occurrence.

Individuals found responsible by the Faculty/Student Academic Conduct Board for violating University policies or regulations regarding academic honesty may receive one or more of the following sanctions: Warning, Disciplinary Probation, Loss of Privileges and Exclusion from Activities, Suspension, and/or Dismissal from the University.

Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the material. The copy in this course has been provided for private study, scholarship, or research. Other uses may require permission from the copyright holder. The user of this work is responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code).

Digital Campus course web sites contain material protected by copyrights held by the instructor, other individuals or . Such material is used for educational purposes in accord with copyright law and/or with permission given by the owners of the original material. You may download one copy of the materials on any single computer for non-commercial, personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice and any copyright notice originally included with the material. Beyond this use, no material from the course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in any way without the permission of the original copyright holder. The instructor assumes no responsibility for individuals who improperly use copyrighted material placed on the web site.

CLASSROOM ETIQUETTE: This is a running list to which we may add.

1. "Zipping-up" prior to the end of class is not acceptable behavior. Class begins and ends promptly at the designated time. If you are late, please enter with as little disruption as possible (I’d rather you come in late than miss the entire class), and check with me after class to make sure I didn’t mark you absent. Towards the end of class, PLEASE DO NOT begin packing or stacking up your stuff (e.g., closing your notebook) until the minute hand has reached the designated time. I consider this very rude, selfish, insensitive, and disrespectful. Regardless of whether another student is talking or I am, I want you to listen carefully. If you have an extra-ordinary reason to leave class early, please let me know prior to class! Yet, while I appreciate your courtesy to explain why you are late or why you missed class or why you have to leave early, please understand that the tardy/absence/early exit still counts. 2. If you miss class, DO NOT ASK ME: “Did I miss anything important?” I value our time together and consider every session valuable and important. It is your responsibility to check on announcements and handouts provided while you were away. 3. Turning in assignments with errors I have corrected on earlier assignments. When I give feedback (and I try to give a lot), I expect you to take note of my comments and incorporate them into your future assignments. 4. Disruptive Classroom Behavior. Sleeping, popping bubble gum, and cell phone usage (including “text messaging”) during class are inappropriate behaviors and will not be tolerated. Private chatting while discussion is taking place is very disrespectful to the person who is talking as well as to those who are trying to listen. Please refrain from "private whispering." If this occurs more than once, you may be asked to leave. Feel free to speak your mind or relate your position to the class WHEN you are given the floor. "The classroom is a special environment in which students and faculty come together to promote learning and growth. It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom are maintained. … Differences of viewpoint or concerns should be expressed in terms which are supportive of the learning process, creating an environment in which students and faculty may learn to reason with clarity and compassion, to share of themselves without losing their identities, and to develop an understanding of the community in which they live. ... Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or removal from class."

MY PHILOSOPHY OF EDUCATION:

I have a strong personal commitment to education. My philosophy of education is based on the word “educate,” derived from the Latin educare, meaning “to draw forth.” One of the definitions of “educate” is: “To develop the innate capacities of, especially by schooling or instruction.” This orientation influences my pedagogical style—how I lecture and moderate discussion in the classroom, my emphasis on active learning strategies, the assignments I create, and my method of assessing and evaluating student learning.

Education, literally “‘a drawing forth,’ implies not so much the communication of knowledge as the discipline of the intellect and the establishment of principles.” While I do recognize we must instruct our students in the “body of knowledge” within the discipline of sociology, I also see students as possessing a wealth of personal experience that, if tapped into and connected to the “body of knowledge,” is a potential source of “deeper” and, ultimately, longer-lasting learning. Hence, in addition to imparting knowledge and information to our students while they “upload” and take notes, university faculty must also, in my opinion, allow time for students to “download” information and reflect how they have seen various sociological theories or concepts operating in their lives and the world around them. Applying my philosophy of education to the lecture means using active learning strategies to get students to think critically about how their lived experiences can be understood by the concepts and theories developed in sociology. For example, I make use of “free writing” at different times during class discussions, do paired verbal exchanges regarding the assigned readings, and pause after asking questions to allow students the time to think about how they might respond, and, even then, I ask how many people have a response before calling on one student to respond.

I gauge my success by the amount of student learning taking place, by the number of “a ha” experiences students have. I measure or assess that learning by having students write. I try to avoid relying on multiple-choice or true-false tests, because I do not believe these methods adequately represent what the student knows or has learned. In an essay format, not only do students get the opportunity to work on and improve their written communication skills (one of the most important abilities), but they also have a chance to “process” the ideas and express what they have learned. Also, in my essay instructions, in addition to having students “regurgitate” or describe the theories or concepts we have read about and discussed, I often require that students personally reflect on those ideas and attempt to connect those constructs to their lived experience. While grading written responses may not be as convenient and easy as using a Scantron form, I feel the time is well worth it, and I always attempt to give the students plenty of feedback, not only about what they are doing incorrectly, but also what they are doing well.

I derive immense satisfaction from seeing students develop new awareness, increase their knowledge, and improve their skills. Delivering a solid lecture, moderating an edifying discussion, and assisting a student in his or her academic and career planning are personally gratifying experiences. I am committed to remaining approachable and accessible to my students. Personal experience with countless students has convinced me that the advisor/mentor role is an invaluable one, and I do prioritize that role. Overall, I have a passion for teaching and several years of classroom experience. 6 SOC185 TOPICS AND READINGS SYLLABUS*

Week 1 1/23 Introduction to each other and this course Sources of News/Information; U.S. Public Perceptions on the War on Terrorism o “Misperceptions, the Media, and the War.” http://www.pipa.org/OnlineReports/Iraq/IraqMedia_Oct03/IraqMedia_Oct03_pr.pdf & http://www.pipa.org/OnlineReports/Iraq/IraqMedia_Oct03/IraqMedia_Oct03_rpt.pdf o “The American Public’s Views on Terrorism, Two Years after 9/11” and “Percentage of Americans Believing Iraq had WMD Rises.” http://www.pipa.org/OnlineReports/Terrorism/Terrorism_Sept03/Terrorism_Sept03_pr.pdf http://www.worldpublicopinion.org/pipa/articles/brunitedstatescanadara/238.php?lb=brusc&pnt=238&nid=&id= o “Filling the 24X7 News Hole: Television News Coverage Following September 11,” Ian R. McDonald & Regina G. Lawrence, 2004. http://citation.allacademic.com//meta/p_mla_apa_research_citation/0/6/2/5/0/pages62506/p62506-1.php

Week 2 1/30 The Social Construction of Hate & the Dynamics of Bigotry o Read the excerpts on “Conspiracism” & “Scapegoating” from the online archive of Old PublicEye.org website of the Political Research Associates at http://www.publiceye.org/tooclose/dynamics.html#P0_0 by Chip Berlet & Matthew Lyons: http://www.publiceye.org/tooclose/dynamics.html#Conspiracism and http://www.publiceye.org/tooclose/scapegoating.html#P8_21 (for the latter, you will follow the link by clicking “Next” & read each page until you get to: http://www.publiceye.org/tooclose/scapegoating-09.html). o “Hidden Bias”: Native IAT, Arab-Muslim IAT, & Religion IAT at https://implicit.harvard.edu/implicit/ (Click on "Demonstration Site" & then "Go to the Demonstration Tests" – Print out results & bring to class)

Week 3 2/6 The Creation and Role of Fear in American Culture Sign up for topics Last Day to Add/Drop Classes o Intro and Ch. 9, The Culture of Fear: Why Americans are Afraid of the Wrong Things, Barry Glassner, 1999 o Ch. 1 and Conclusion, Creating Fear: News and the Construction of Crisis, David L. Altheide, 2002

Week 4 2/13 Terrorism Defined 1st Reflection Précis due  Preface & Ch. 1 in Spectrum of Terror (Dekmejian) o “What is Terrorism?” Ch. 1 in in Terrorism in Perspective, Mahan & Griset, 2013. o “Defining Terrorism: Is One Man’s Terrorist Another Man’s Freedom Fighter,” Boaz Ganor, 1998 (http://www.ict.org.il/ResearchPublications/tabid/64/Articlsid/432/Default.aspx) o “Terrorism: Theirs & Ours,” Eqbal Ahmad, 1998 http://www.sangam.org/ANALYSIS/Ahmad.htm o “The Semantics of Terrorism,” Edward S. Herman, 2000 (http://www.informationclearinghouse.info/article42143.htm) o “The Sociology of Terrorism,” Austin Turk, 2004, Annual Review of Sociology, Vol. 30, No. 1, pp. 271-286 (http://www.annualreviews.org/doi/abs/10.1146/annurev.soc.30.012703.110510)

2/20 Campus Closed in Observance of “Presidents’ Day” (see http://www.history.com/topics/holidays/presidents-day)

Week 5 2/27 Causal Factors of Terrorism  Chs. 2 & 6 in Spectrum of Terror (Dekmejian) o “Introduction,” Pp. xv-xvii in Terrorism in Perspective, Mahan & Griset, 2013. o “A General Strain Theory of Terrorism,” Robert Agnew, 2010. o “Instructive Examples,” Pp. 29-32 in Covert Action: The Roots of Terrorism, Ellen Ray & William Schaap, eds., 2003. o “Why did it happen?” Ch. 3 in The Terrorism Trap: September 11 & Beyond, Michael Parenti, 2002. o “The Truth Behind US Foreign Policy.” Henry Rosemont, Jr. 1999. o “Why Don’t They Like Us?” Stanley Hoffman. 2001. o Intro, Boomerang! How our Covert Wars have created Enemies across the Middle East and Brought Terror to America, Mark Zepezauer, 2003. o “#1 The Neoconservative Plan for Global Dominance.” Online at http://www.projectcensored.org/1-the-neoconservative-plan-for-global-dominance/ o “Project for a New American Century.” Visit and briefly review http://pnac.info/ 7 Week 6 3/6 Ethnic-Nationalist Roots for Violence Against the May submit 2nd Précis 1st Presentations  Ch. 3 in Spectrum of Terror (Dekmejian) Possible Cases include: The Zapatista Movement vs. Mexico; PLO vs. Israel

Week 7 3/13 Religious Roots for Violence Against the State Should have 2nd précis submitted  Ch. 4 in Spectrum of Terror (Dekmejian)

Terrorism as Theater o “Terror & God,” “Soldiers for Christ,” & “Theater of Terror,” Mark Juergensmeyer, 2001, Chs. 1, 2, & 7 in Terror in the Mind of God

Terrorism and Religion o “Beliefs & Daily Lives of Muslims, Islam Timeline, & Glossary” http://www.pbs.org/wgbh/pages/frontline/teach/muslims/beliefs.html o “The History of Islam,” John Voll, 1998 http://www.cqpress.com/context/articles/epr_islam.html

Week 8 3/20 Ideological Roots for Violence Against the State

 Ch. 5 in Spectrum of Terror (Dekmejian) o “Homegrown Terrorism in the United States.” Ch. 5 (pp. 183-195) in Terrorism in Perspective by Mahan & Griset, 2013.

Right-wing Terrorism in the United States o “Unearthing the Roots of the Oklahoma City Bombing: The Intersection of Right Wing Populism, Scapegoating, Conspiracism, Government Misconduct, Anti- Government Terrorism, the Far Right, and Neonazi Ideology,” Chip Berlet, 2002 (http://www.publiceye.org/rightist/ok_intro.html)

“Fair Traders,” “Anti-Globalization Protestors,” “Anarchists,” & “Occupiers” vs. U.S. & WTO http://www.truth-out.org/news/item/5046:occupy-colleges-now--students-as-the- new-public-intellectuals

3/27 – 3/30 SPRING BREAK – Campus Closed 3/31 Cesar Chavez Holiday http://www.cesarchavezholiday.org/

Week 9 4/3 State Responses to Terrorism o ”The Spirit of Despotism,” Manfred F.R. Kets de Vries, 2006.  Ch. 10 in Spectrum of Terror (Dekmejian) o “Counterterrorism.” Ch. 9 in Terrorism in Perspective by Mahan & Griset, 2013.

Civil Liberties & Terrorism o “Is Torture Ever Justified?” The Economist, 2007 http://www.economist.com/node/9832909 o Excerpt from In Defense of Our America: The Fight for Civil Liberties in the Age of Terror by Anthony Romero and Dina Temple-Raston, 2007 (http://prospect.org/article/civil-liberties-age-terrorism) o “Assassinating Justly: Reflections on Justice & Revenge in the Osama Bin Laden Killing.” Roger Berkowitz, 2011. http://www.academia.edu/842806/Assassinating_Justly_Reflections_on_Ju stice_and_Revenge_in_the_Osama_Bin_Laden_Killing o “Profiling in the Age of Total Information Awareness.” Nancy Murray, 2010.

Individual Responses to Terrorism o Ch. 1 in Backlash 9/11: Middle Eastern and Muslim Americans Respond by Anny Bakalian & Medhi Bozorgmehr http://www.ucpress.edu/excerpt.php?isbn=9780520257344 http://www.ucpress.edu/content/chapters/11225.ch01.pdf

 = indicates reading is from your required text o = indicates required reading is available online or via CatCourses 8 Week 10 4/10 Genocide as State Policy Should have 3 précis in o “Defining Genocide: Defining History?” Deborah Harris (http://arts.monash.edu.au/publications/eras/edition-1/harris.php)  Ch. 7 in Spectrum of Terror (Dekmejian)

How Ordinary People Commit Genocide o “The Nature of Extraordinary Human Evil” & “Conclusion,” James Waller, 2007, Chs. 1 & 9 in Becoming Evil

Genocide in the Americas o “Nits Make Lice,” Pp. 25-31 in Becoming Evil, James Waller, 2007 o Chs. 4.4 & 4.5 in Genocide

Week 11 4/17 The Armenian Genocide in Ottoman Turkey  Pp. 227-244 in Ch. 8 of Spectrum of Terror (Dekmejian) o “Race Murder,” Samantha Power, 2003, Ch. 1 in A Problem from Hell

The Holocaust in the Third Reich Should have 4 précis in  Pp. 245-264 in Ch. 8 of Spectrum of Terror (Dekmejian) o “Lemkin’s Law” & “Speaking Loudly and Looking for a Stick,” Power, 2003, Chs. 4 & 7 in A Problem from Hell

Week 12 4/24 The Khmer Rouge vs. Cambodians Last chance to submit a o Ch. 6, “Cambodia,” Pp. 86-104, 121-136 in reflection précis (4/24) A Problem from Hell, Samantha Power, 2003 You must have 5 by now

The Kurdish and Rwandan Genocides  Ch. 9 in Spectrum of Terror (Dekmejian)

Genocide in Darfur o Totten, Samuel. 2009. “The Darfur Genocide.” Ch. 17 in Century of Genocide, edited by Totten & Parsons

Week 13 5/1 Preventing Terrorism & Genocide Letter to Editor due 4/28 o “Missed Messages,” Seymour M. Hersh, 2002 o Pp. 101-123 in Lies and the Lying Liars Who Tell Them: A Fair and Balanced Look at the Right, Al Franken, 2003 o “Afterword: Ending the Killings Abroad and Avoiding New Ones at Home” in Boomerang! How our Covert Wars have created Enemies across the Middle East and Brought Terror to America, Mark Zepezauer, 2003 o “How to Stop Terrorism? Stop being Terrorists!” Michael Moore, 2003, Ch. 3 in Dude, Where’s My Country? o “The Terrorism to Come,” Walter Laqueur, 2004, Policy Review http://www.hoover.org/publications/policyreview/3437231.html o Ch. 14 in A Problem from Hell, Samantha Power, 2003 o “Easier Said than Done: The Challenges of Preventing & Responding to Genocide,” by Conley-Zilkic and Totten. Ch. 18 in Century of Genocide, edited by Totten & Parsons, 2009

FINAL Th, 5/11, 3pm-6pm Where do we go from here? Culmination Paper due o “The Clash of Ignorance,” Edward W. Said, 2001 o “Epilogue: What is to be undone?” Michael Parenti, 2002, The Terrorism Trap o Pp. 110-113 in Terrorism & War, Howard Zinn, 2002

*Syllabus is tentative & subject to change.

9 USE THE FOLLOWING FORMAT FOR YOUR "REFLECTION PRÉCIS":

Papers should be 2 pages, typed (double spaced), and consist of 3 parts:

PART I (SUMMARY): (worth 44%, 11 points; 1-1¼ pages) This section highlights the main points of the lecture/discussion/readings. Try to answer the following question: "What are the most fundamental points/ideas being discussed?” Try to have no more than 5 key points, no fewer than 4. Do not include many small details. It’s okay to use a few statistics, but the purpose here is to succinctly summarize the primary arguments put forth in the discussions and to include information from the student presenters (if any). Write this section as though the reader has NOT attended class or done the readings. Refer appropriately to at least ONE AUTHOR BY NAME FROM ASSIGNED READINGS. The grader is looking at your presentation of the key points of the discussions and how well you review the material. Be sure to make each key point a complete sentence; otherwise, it won't make sense to the grader and you'll lose points!

PART II (PERSONAL REACTION): (worth 32%, 8 points; 2/3 - 3/4 of a page) This section involves a critical reaction and evaluation of Part I. React to and thoughtfully evaluate the basic ideas that you highlighted in Part I. Be sure to cover at least two or three main points. Take a stance. Which of the arguments make more sense? Are they logical? Agree, disagree, REACT! REFLECT! Please use "I statements" as this should be your personal reflection. Here the grader is looking for how reflective, thoughtful, questioning, & critical your response is. Does it appear that the student really understood and reacted to the material? Always tell HOW you feel about a certain issue and WHY you feel that way (provide a rationale/justification).

PART III (PERSONAL APPLICATION): (worth 12%, 3 points; 1/3 - 1/4 of a page) What was the one, MOST important, helpful, and/or interesting to you about these particular lectures/discussions? Why was this so? Cite the ideas/facts/data/event that meant the most to you and state why, connecting the material to your everyday life. Ask yourself questions such as: Has this new information changed me? How? Has it changed any of my actions/behaviors/thoughts in the present? Will this new information alter my thinking/actions in the future? How? Here the grader is looking at how well you connect with one aspect of our discussion/lecture.

Grammar, punctuation, spelling, and writing effectiveness is worth 3 points (12%). *Caption each part of your summary (PART I, PART II, PART III) so the grader is clear.

10 *SAMPLE “Reflection Précis” First 4-7 digits of Student ID Reflection Précis #1, Corporate , (2/21 & 2/23) PART I: In these two lecture sessions, Dr. McLeod talked about corporate crime and its costs to society. Corporate crime in America is quite extensive and tends to be committed by repeat offenders. According to Sutherland (1939), of the 70 largest corporations, 97.1% had 2 or more court decisions involving corporate crime. Yet, our public view of these same corporations is overwhelmingly positive. The professor explained that our corporations are looked upon through a process known as the "halo effect." This is when the observer tends to be biased to seeing only the positive things that are done and is blind to any negative actions that are committed. He also stated that there is a system effect here, competition, which encourages cheating and other criminal activity in order to make good profits. This,

Dr. M stated, is "the pressure of capitalism." He noted some of the phrases that we use to describe the corporate world--"a dog-eat-dog world" and "a rat race" (note that these are both subhuman descriptions). Furthermore, he said, "Capitalism, when competition is too high, is a destroyer of human life and a negative force." Next, he went on to provide several examples of the extent of corporate crime. All in all, the cost of these to society is enormous. Our author, Schaef (p. 71), estimated the Savings and Loan fraud bailout to be between $300-$500 billion alone. If that cost is added to the unknown costs of the large amount of military fraud plus pollution costs, the total is astounding! It is important to note that we, the taxpayers, are the ones who foot these bills.

PART II: Regarding corporate crime and capitalism, I believe that a vicious cycle is at work. Our capitalist system is an addictive system, in that it promotes certain beliefs and consequences. It is based on a scarcity model, similar to what our author Shaef described in the reading. There is an addiction to accumulating resources and wealth with the underlying notion that "more is better." I agree that this addiction compels corporate executives and their board of directors to go to "any means necessary" to get more, even if it means "breaking the rules." I am not saying that capitalism is inherently evil. I am saying that we have become addicted to certain aspects of capitalism (e.g., accumulation of wealth and goods), and thus, we have turned capitalism into something that can be destructive to society and people.

PART III: The most interesting thing that I thought about from these lectures was the fact that Edwin Meese, former

U.S. Attorney General, had been indicted for over 100 corporate crimes. This appalls me! Here's a man, supposedly serving in a position that symbolizes law and order for our country, who is just the opposite--a criminal. I understand that he is a product of our “system” and that he is dysfunctional only to the point that our system is dysfunctional, but he must be held accountable for his actions. Corporate crime is no more excusable than other types of crime. They both cost society a great deal. I will be more vigilant as a voter and alert my elected representatives about legislation related to corporate crime. I will also make a concerted effort to reduce my own patterns of consumption and restrict my habit of accumulation of things. 11 DIRECTIONS: HOW TO EVALUATE REFLECTION PRÉCIS* *adapted from Dr. Al McLeod

Peer evaluating is intended to be an important part of your learning in this course. It serves as a review of the material and allows you to see how others are responding to the material. It is affirming to read that others agree with our views, and it is even more enlightening when we notice that someone else has a very different perspective than we do: we are challenged to rethink our own position. Learning to see the world through different sets of lenses is personally enriching. By reading each other’s papers, we realize that we are both teachers and students as we learn together. Based on past evaluations, most students say that peer evaluating was an interesting and helpful part of their learning. Obviously, it is your choice whether to make this interesting or not. Please adopt a positive, open, and helpful attitude.

Peer evaluating must be done with an attitude of good will: Your job is to help your peers perform at the highest level possible--and for them to do the same with you. To facilitate this, please give each other helpful, constructive, clear, and encouraging feedback on each paper you grade. Let your classmates know what you liked about their paper and how you think it could be improved. If they haven't followed the format, please remind them to do this and deduct 2 points automatically. If it appears they have not read the directions thoroughly, you might say something like this: "I encourage you to re-read the handout again. I know it took me several readings before I felt clear about it."

Evaluate only the content and structure. Do the papers indicate that your classmates understand the core material? In their writing, do they show an ability to evaluate and critically react to the material, assessing strengths and weaknesses of the information? Are they clear in their statements? Did they connect the material with their real life, using it to understand their own situation? Did they use "I statements" and personalize parts 2 & 3. Do you think they might spend more or less time on personal examples? Let them know about anything that you believe will help them do better. If you believe that spelling and/or grammatical errors might result in a lower grade, please point this out in a friendly way. Do not use insulting, shaming, or humiliating comments. Also, do not assign a score without some comments or feedback. If you do use that approach or put very little comments and someone complains, I will ask to speak with you. If it happens again, I claim the right to deduct up to 25 points from your score. Remember, the more helpful feedback you give to peers, the more you help create this in others--and in return, you'll get similar feedback.

Peer evaluating is difficult at first. Remember, we are all adults, and we can make helpful evaluations on the work of others. Please use your best sense of fairness combined with your desire to help others perform at a level of excellence. If you have a paper that leaves you lost and confused, please see me and I'll grade it or help you with it. Many of you will be evaluating others in your future careers; hopefully, this process will better prepare you to do this in a positive, caring way.

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SCORE RANGE AND VALUES (from a high of 25 points to a low of 5)

score of 25: This score should be reserved for superior, excellent, outstanding papers -- those that show a high degree of competence, good balance, and thorough development. It would be a paper that I could include in my syllabus next semester as an ideal example. Let the person know how much you love their paper, which parts inspired you, etc.

score of 23-24: This score acknowledges very good to excellent papers. It may be missing just a little something that would make it perfect example to display in class. Affirm & give feedback.

20-22: This score recognizes that it is a clearly competent response, although it may be weak in some aspect--(good to very good).

17-19: This score should be given to papers demonstrating competence; however, the papers will be less developed and the analysis may be more superficial -- (good to average) -- give helpful feedback.

15-16: This score should be used for the following papers: • those which are primarily a restatement of what was said in class; little individual thought; • those which remain general and underdeveloped, lacking clear examples and connections with one's own life • those which lack focus or pertinent detail; (average to less than average); what can be done to improve paper.

12-14: This score should be used for papers which are severely underdeveloped or which exhibit serious weaknesses in structure or syntax -- (poor to failing) -- give a lot of feedback; encourage them to see me.

11 or less: This score should be used for papers which show little understanding of the ideas discussed in lecture or demonstrate incompetence in structure, syntax, or other conventions of standard written English--(you may want to turn the paper in to me).

Most scores should fall between 15 and 23--reserve the top score of 25 for the really fine papers. Allow about 1-2 hours when you grade. Peer evaluating can force you to make difficult choices-- use your best judgement. Talk to me if you are totally lost or confused. I reserve the right to change any score. Do not "grade down" Part I because one person's key points are different from yours. However, the key ideas must accurately reflect something covered in depth in the lectures/discussion/ readings--not just a passing point. Do not grade Part II based on how they react (whether they agree with you) but whether they react and how clearly they do so.

NOTE: As you evaluate, use the "sample" Reflection Précis along with the instruction sheet, making sure your classmate did what was asked. Scored papers are due back in class at the beginning of the next class session, or the grader will lose up to 20 points.

13 FORM FOR RECORDING/ADDING GRADES AT SEMESTER'S END Name: ______Student ID #: ______

Be sure to enter & add all scores accurately! This form MUST be signed & placed on top of all papers that were returned to you during the semester (e.g., reflection précis, free writing journal, research project, etc.) and submitted in a manila file folder on the date of the final or else a grade will not be assigned to you (i.e., you will receive an "I" grade).

REFLECTION PRÉCIS TERRORISM/GENOCIDE PROJECT Date of Class/Topic SCORE (25 pts. ea.) Abstract/Outline/Reference List (25 points) ____ 1. PPT/Prezi Oral Presentation (45 points) ____ Paper (95 points possible) ____ 2.

3.

4. ______

5. TOTAL ____ (165 total points possible) ------

TOTAL of top 5 scores ______(125 total pts. possible) READING CHECKS (record each score here): 1. ____ 5. ____ 2. ____ 6. ____ 3. ____ 7. ____ 4. ____ 8. ____

LETTER TO EDITOR TOTAL of top 5 Reading Check scores: _____ (35 points possible) ______(50 points possible)

------

*Divide your total by the total points possible thus far to calculate your percentage and grade to this point: ____

I declare that this form is true and accurate. ______signature

*Not including 145 points possible for participation (50), free-write journal (10), Celebration Paper (35), & FINAL exam (50).

EXTRA CREDIT (Please list here): PHONE #/EMAIL: ______

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