San José State Universitycasa/Justice Studies Summer 2011 #30317JS 136, Violence and Hate

San José State UniversityCasa/Justice Studies Summer 2011 #30317JS 136, Violence and Hate in the family and Community

Instructor: / Dorian Dreyfuss, M.A., J.D.
Office Location: / 521 Macquarrie Hall
Telephone: / (408) (924-2746)
Email: /
Office Hours: / Monday & Wednesday 1:00 PM- 2:45, also by appointment.
Class Days/Time: / Monday & Wednesday 1:00 PM- 2:45)
Classroom: / 223 Macquarrie Hall
Prerequisites: / 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 co-enrollment in 100W is also required.
GE/SJSU Studies Category: / (If The Course fulfills Area S: “courses tomeet areas R, S, and V of SJS studies must be taken from three different departments or distinct academic units”

Desire2learn

All course materials, syllabus, handouts, assignments, review sheets and notices of class changes or date changes will be posted on Desire2learn. The notices will be under announcements and all other materials will be in DROPBOX.

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.

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).

1. Recognize and appreciate constructive interactions between people from different cultural, racial, and ethnic groups within the U.S. (course learning (Objectives 5 and 6).

COURSE LEARNING OBJECTIVES

1. Define and differentiate the abuse of power and the use of violence based upon gender, ethnicity, race, religion, class, sexual orientation, disability and age.

2 Identify how historical, social, psychological, economic and political

Factors have Influenced the recognition of and response to each type of abuse .

3. Review current knowledge about the consequences of violence and effectson victims from diverse backgrounds.

4. Develop self –awareness about their own prejudicial attitudes and

behaviors that tolerate and promote abusive relationships.

1. Explore and evaluate ways that individuals from diverse backgrounds and communities can prevent and intervene in each type of abusive and violent relationship.
2. 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 as stated above. Other experiences that develop mastery of the objectives will include small group discussions, class presentations, court observations, analyzing case studies, reviewing films and class debates, and a research paper.

Required Texts/Readings

Required

Alvarez & Bachman (2008). Violence, the Enduring Problem. Thousand Oaks, Sage Press. ISBN 978-1-4129-1685-1 Paperback

Wallace, Harvey (2011). Family Violence, Legal, medical, social perspectives. 6th Edition.Boston, Mass. Pearson Publishers. ISBN 13:978020567970-6. Paperback

Both books are available at the bookstore, and online.

Recommended for Reference

Barnett, Ola (2011), Family Violence Across the Lifespan, 3rd, Sage Press.

Perry, Bruce (2006), The Boy Who Was Raised as a Dog and other Stories from a

Child Psychiatrist’s Notebook, Basic Books.

Knight, Carolyn (2009), Working with Adult Survivors of Childhood Trauma, Cengage Publishers.

Chakroborti, Neil (2009), Hate Crimes; Impact, Causes, Responses. Sage Press.

Buzawa, Eve, (2011) Domestic Violence, the Criminal Justice Response. Sage Press.

Sagutun-Edwards (1995), Child Abuse and the Legal System. Nelson Hall Press.

Library Liaison (Optional)

Nyle Monday 408-808-2041. Please contact if you have trouble finding sources

for your papers. He is a wonderful resource

Classroom Protocol

Please be prepared and punctual. It’s a good idea to print out the Powerpoint lectures before class. If you anticipate being late or leaving early on a regular basis please inform the instructor. If you leave during lecture, please do so by the rear exit. Texting, excessive talking, and using laptops for purposes other than our course work are disruptive to all. Study groups are a great way to enhance the learning process and get to know your fellow students. If needed I will help facilitate groups. Please find a buddy to share notes with if you miss class, do not ask the instructor for her notes.

I encourage thoughtful discussion and response to lectures. This is an interactive class-don’t be surprised if you are called on to respond to a question. Please upload a clear photo(your Tower card picture is best) of yourself to D2L so I may learn names faster.

PLEASE BE AWARE THATTHE COURSE MATERIAL COVERS SENSITIVEAND PROVACATIVE ISSUES. AS SUCH, IT IS NOT APPROPRIATE TO BRING CHILDREN TO CLASS. STUDENTS MAY ALSO HAVE PARTICULAR SENSITIVITIES TO THE CURRICULUM. PLEASE BRING IT TO MY ATTENTION OR TAKE ADVANTAGE OF THE UNIVERSITY COUNSELING CENTER IF IT INTERFERES WITH YOUR ABILITY TO BE SUCCESSFUL IN THE CLASS. Lectures will be posted in

Dropbox on D2L along with handouts and reviews. Please check this site regularly. We will be using Turnitin.com this semester.

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Informationonadd/dropsareavailableat Informationaboutlatedropisavailableat . Students should be aware of the current deadlines and penalties for adding and dropping classes.

Assignments and Grading Policy

Two written papers are required during the course. They will be a minimum of 5 pages, double spaced, APA format. There is a separate document either in the syllabus or in Dropbox outlining these projects. The first writing assignment will involve students picking a book or movie from an approved list about child abuse, domestic violence, hate crimes, elder abuse or genocide. Students will respond to prompts in a specific format requested and incorporate at least 4 scholarly sources in their analysis. The Second paper will concern the same subject matter but examine either prevention or interventions.(G.E. Objections 1-4) Additionally there will be an objective midterm and final containing multiple choice, true/false and fill-ins. Finally, students will have eight short 1 page in class written or verbal assignments done in small groups and 8 extra credit homework assignments. Points earned fromhomework will be considered extra credit.Small group discussions are integral to my teaching method, as such, students are required to access NYTimes online or other reputable newspapers, magazines, and internet sources news stories on subjects we are currently studying and bring them in for group discussion. Late papers will receive a 5point deduction for each calendar day. Students who misssmall group assignments because of absence may not make up the work. (CO 1-6) Students who miss exams without proper documentation will not receive credit. Homework assignments are due atthe beginning of class.There is no credit for late homework assignments. We will also be using Turnitin.com. for your Paper Assignments.

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.
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.

EVALUATION

Evaluation:1000 points possible w/o extra credit

Paper #1200 points

Paper#2200 points

Midterm200 points

Final250 points

In Class Assignmts 8x15 150 points

Homework EC 5x10 90 points

______

Total possible with extra credit 1090

All assignments will receive a point value and be posted on D2L. The points will be added at the end of the semester and grades assigned as follows:

970-1000A+

930-969A

900-929A-

870-899 B+

830-869B

800-829B-

770-799C+

730-769C

700-729C-

670-699D+

630-669D

500-629D-

499 / below F

University Policies

Academic integrity

Students should know that the University’s AcademicIntegrityPolicyisavailabeat Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University’s integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The website for StudentConductandEthicalDevelopmentisavailableat

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.

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. TheLARCwebsiteislocatedathttp:/

SJSU Writing Center (Optional)

The SJSUWriting 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. Ourwriting specialistshave met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. TheWritingCenterwebsiteislocatedat

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. WebsiteofPeerMentorCenterislocatedat .

Schedule

JS 132 Violence in the Family and Community

Summer 2010

Schedule is subject to change with fair notice

Students will be notified by email of class cancellations exam date changes.

Table 1 Course Schedule

Week / Date / Topics, Readings, Assignments, Deadlines
1 / July 11 / Intro. Class mechanics, roll, D2L, Concepts/Context of Violence; Global Perspective; Wallace, Cp. 1; Alvarez Cp. 2; review of books for first paper. First Paper Due JULY 27 in class, hard copy, not emailed.
1 / July 13 / Violence in the Family, social construction, definitions. Book choices; Child Abuse & Neglect, small group discussion & assignment; Dr. Perry Video, Wallace Cp. 2 & 4
2 / July 18 / Child Abuse Cont., small group discussion, Welfare & Institutions Code, Legal System Response. Wallace Cp. 3,5,7.
Fetal Alcohol Video.
2 / July 20 / . Intimate Partner Violence & Interventions,
Spousal, LSBT, juveniles; Criminal Justice System response, police, courts, corrections.Wallace Cp. 9,10; Alvarez Cp. 5
3 / July 25 / Intimate Partner Violence; evolving constructions, interventions,
LGBT, juveniles. Justice System Response. Wallace Cp. 9.10, Alvarez Cp. 5
3 / July 27 / Film, small group discussion. First Paper Due
4 / Aug. 1 / Midterm; elder abuse, stalking, Cp. 11,14, Alvarez Cp. 7
4 / Aug. 3 / Gang Violence-lecture only, evolving definitions of Sexual Assault. Wallace Cp’s 13,14
5 / Aug. 8 / Hate Crime, Video in class assignment. Community Solutions and Prevention; Wallace Cp. 15 Victims Rights, Alvarez Cp. 11.
Second Paper Due
5 / Aug.10 / Aug. 10 Student Presentations, review, FINAL EXAM

JS 136 Violence in the Family andCommunity

Written Assignment # 1

Current Controversy: Family Violence

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 you book or film as soon as possible and if needed, use the instructor to help make your selection.

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)

Hosseini, A Thousand Splendid Sons (2007)** Abuse in Afghanistan

Once were Warriors Film domestic violence/CA/N among the Maori in New Zealand**

Students may suggest further titles for approval by the instructor.

Requirements: The paper should be 6-7 pages in length, 12 font, double spaced. Each prompt should be numbered and answered as a short essay. Do not run all of your responses together or point delegation becomes impossible. Remember to answer all of the prompts for the maximum number of points. ALL CONCEPTS AND THEORIES FROM OUR CURRICULUM MUST BE BOLDED. At least four scholarly sources must be included in your responses , and they must be properly cited in your bibliography under APA guidelines. An abstract of the source or the entire source must be appended to your paper. Students are encouraged to submit an outline with their sources or use office hours to discuss their papers for feedback before final submission. Papers should be submitted to turnitin.com at least 24 hours before papers are due.

1. (10 pts)Write a brief synopsis of the case or cases written about in your book or movie. This should be ½ to 1 page.
2. (20 pts) Identify the types of abuse experienced in your case., Identify the source of your definition. Some behavior may be borderline or unclear; make an argument to include it in your definition.
3. (10 pts) Provide a timetable for the discovery of this type of abuse-was it historically, culturally and legally recognized?
4. (20 pts) Discuss the risk factors that contributed to the abuse. This may include concepts of power, oppression, culture, ethnicity, and poverty. Do they help explain how the abuse was kept secret from the community and law enforcement?
5. (20 pts)Discuss theoretical explanations for abuse. Sociological and psychological theory should be assessed.
6. (20 pts) Describe the victim’s short and long term response to the abuse.
7. (20 pts) How did the families social, economic, racial or ethnic background play a role in the abuse?
8. (20 pts) What was the response of either law enforcement or social services to the abuse? What interventions could have been made, and were they feasible? (Was it realistic to break up the family? Were their placements for the children? Shelters for the women?)
9. (20 pts) Reflect on the experience of the victims. Did their lives turn out the way you expected? Did they receive adequate interventions? Respond to the resiliency of the victims.
10. (40 pts) Clarity, presentation, grammar, editing, APA format, sources.

JS 136 Violence in Family and Community

Second Writing assignment

Current Controversy: Justice system response to violence in the community.

1.Intimate Partner Violence

2.Elder abuse

3.Stalking

4. Rape

5. Gang Violence

6. Bully-either cyber, at school/university, workplace.

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 similar to the First Assignment; 6-8 pages in length, 12 font, double spaced, 4 scholarly sources cited in APA format with abstracts appended to the paper. All concepts and theories must be bolded, all ideas not yourown 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.