RevisedJune2017
GESM12035394R/Crime&PunishmentinL.A. Units:4Term—Day—Time:Spring2018;T&Th;3:30-4:50Location:VonKleinSmidCenter(VKC)254Instructor:ProfessorMelissaDaniels-RauterkusOffice:THH439OfficeHours:TuesdaysandThursdaysfrom2-3pmandbyappointmentContactInfo:[email protected];(213)740-2808;Skype:[email protected]:Timelineforreplyingtoemails/calls:Igenerallyansweremails/phonecallsduringbusinesshours,i.e.Mon-Fri.,
from9am-5pm.Iwillreplytoallmessageswithin48hours.
TeachingAssistant:NAOffice:OfficeHours:ContactInfo:Email,phonenumber(office,cell),Skype,etc.
ITHelp:USCInformationTechnologyServicesHoursofService:Telephonesupportavailable24hrs./perday,7days/wk.EmailsupportavailableMon.-Fri.from8am-6pm.ContactInfo:[email protected];(213)740-5555;seealsoDornsifeTechnologyServicesatdornsife.usc.edu/contact-cts/ CourseDescriptionNowhereinL.A.isthegapbetweentherichandthepoorwiderthanitisinthecriminaljusticesystem.Therichandthefamousoftengounpunished,whilethepoorgotoprison.Raceandgendercompoundthisinequality,asmenandwomenofcoloraredisproportionatelystoppedbythepolice,chargedwithcriminaloffenses,andgivenharshersentencesthanwhites.Inthisseminar,wewillexaminecrimeandpunishmentinL.A.byconsideringawiderangeofnarrativestakenfromlaw,literaryjournalism,documentaryfilm,andpopularculture.Thecentralquestionatthe
heartofthiscourseis:Whatdoesjusticelooklikeinthe“cityofAngels”?InourcriticalanalysisoftheRodneyKingverdictandtheO.J.Simpsontrial,studentswillbetaughthowtothinkandwriteaboutlegalnarrativesandpopularculture.Inourreadingofnon-fictionalworkslikeJillLeovy’sGhettosideandEdwardHumes’sNoMatterHowLoudIShout,studentswillcontemplatequestionsofauthorship,representation,andracialbiasinreporting.Studentswillalsolearnhowtoapplyconcepts
fromtheoreticalworklikeFoucault’sDisciplineandPunishandMichelleAlexander’sTheNewJimCrowtoaddcontextanddepthtoourconversationsaboutcrime,inequality,andsocialjustice.
SyllabusforCOURSEID,Page2of8
LearningObjectives• Understandhumanexperienceas
narrative• Engagewithideasandvaluesatthecore
ofWesterncivilization,suchasjustice,ethics,anddemocracy
• Learnhowtoread,think,andwritecriticallyaboutcomplexissues
• Reflectonhowrace,class,andgenderaffectournarrativesofhumanexperience,especiallywithinthecriminaljusticesystem
• Learnhowtoassesslegalnarrativesfrommultiplevantagepointsandhowtodevelopinformedopinionsaboutcontemporarysocio-politicalcrises.
Prerequisite(s):NACo-Requisite(s):NAConcurrentEnrollment:NARecommendedPreparation:NA
CourseNotesGradingType:LetterThisisaweb-enhancedcoursethatutilizesBlackboard.Iwillpostassignments,lecturenotes(occasionally),andsupplementalreadingsanddigitalcontent.PleasecheckBlackboardforimportantannouncements,coursematerials,andinformalwritingassignmentthreads.Thiscoursealsoutilizesvisualmedia.BecausethesefilesaretoolargetouploadontoBlackboard,theywillbeavailablethroughcoursereserve,YouTubeorotherinstantstreamingservices.TechnologicalProficiencyandHardware/SoftwareRequiredBeginner;accesstoBlackboardandtheabilitytoviewdigitalcontent.RequiredReadingsandSupplementaryMaterialsMichelleAlexander,TheNewJimCrow:MassIncarcerationintheAgeofColorblindnessMichelFoucault,Discipline&Punish:TheBirthofthePrisonEdwardHumes,NoMatterHowLoudIShout:AYearintheLifeofJuvenileCourtJillLeovy,Ghettoside:ATrueStoryofMurderinAmerica*AdditionalreadingswillappearonBlackboardDescriptionandAssessmentofAssignmentsTheassignmentsforthisclasswillconsistofpreparatoryreadingorviewingfilmsforclass,severalshorttomoderatelengthessays,andafinalseminarpaperof5-7pages.Seebelowfordescriptionsandguidelines:
1. DefinitionAssignment(1page)—WhenyouthinkaboutcrimeandpunishmentinL.A.whatcomestomind?Pickasingleword.Defineitusingyourownlanguageandincluderelevantexamplesfromyourownexperience,yourcommunity,orfromcurrentevents.Whyisthiswordsignificant?Howisitessentialtotheconcernsofthisclass?
2. ResponseEssay(2-3pages)—Selectoneofthereadingswehavediscussedinclass.Privilegingyourownvoiceandperspective,tellmewhatyouthinktheauthorwastryingtosay,achieve,orreveal.Whatisyourpersonalpositioninrelationshiptotheauthor’s?Howdoestheworkaffirmorchallengeyourownexperienceorviewpoint?Howdidtheworkaffectyou?Thepurposeoftheresponseessayistoestablishapersonalconnectionwithaculturalartifactorobjectofanalysis.
SyllabusforCOURSEID,Page3of8
Thisisamoresubjectiveexercise.Donotprovideasummaryofthework.Donotprovideaformalacademicappraisal.Focusonwhatyoufeelandwhatyouhavetosayaboutwhatyouread.
3. CriticalThinkingEssay(3-4pages)—Selectatopicoraworkthatwehavediscussedandcreatean
originalargumentaboutit.Yourthesisshouldbecomplex—neithereasilyprovableordisprovable.Usingrelevantexamplesandevidentiarymaterial,supportyourargumentacrossseveralparagraphs.Youshouldincludeatleast3sources.Youressayshouldhaveahighlyorganizedstructure.Youneedtodraftanintroductionthatgrabsthereader’sattention,introducesyourtopic,providesbriefbackgroundinformationandcontext,andstatesyourthesis.Includebodyparagraphsthatadvanceyourargumentusingtopicsentences,concretedetails(examples),andcommentary(presentationandinterpretationofevidence).Draftaconclusionthatsumsupthevalueofyourargumentinalargercontext.Whatarethestakes?Whydoesitmatter?
4. FilmAnalysisEssay(4-5pages)—Selectoneofthedocumentarieswehaveviewedanddiscussedin
class.Writeacriticalessaythatprovidesanappraisalofthefilm.Focusonboththeformal(process)andthematicconcerns(content)ofthefilm.Youmaychoosetowriteaboutasinglescene,afilmtechniqueandhowitaffectsthenarrative,orissuesconcerningproductionandreception.Asamedium,howisfilmdifferentfromwrittennarratives?Whatistheculturalpowerofcinema?
5. SeminarPaper(5-7pages)—Thiscourseculminatesinaseminarpaper.Thisessayshouldreflect
yourmasteryofthecontentwestudiedoverthecourseofthesemester.Towardsthisend,itshouldbeyourbestandmostsophisticatedwork.Intermsofstructure,itresemblesthecriticalthinkingessay,butitshouldmakebroaderclaims,engagewithmorescholarlyandculturalsources,andspellouttheimplicationsofitsargumentinthecontextofthecurrentpoliticalmoment.Whydoesthismatteroutsideofthisclass?Whydoesthismatternow?
GradingBreakdown
Assignment Points %ofGradeParticipation 100 10DefinitionEssay 100 15ResponseEssay 100 15CriticalThinkingEssay 100 15FilmAnalysisEssay 100 15SeminarPaper 100 30
TOTAL 600 100 GradingScaleCoursefinalgradeswillbedeterminedusingthefollowingscaleA 95-100A- 90-94B+ 87-89B 83-86B- 80-82C+ 77-79
C 73-76C- 70-72D+ 67-69D 63-66D- 60-62F 59andbelow
SyllabusforCOURSEID,Page4of8
AssignmentRubricA-range(90-100):Essayprovidesasophisticatedanalysisofthetopicorworkinquestion;containsanidentifiableargumentandengageswiththematerialinacomplexwaytoilluminatecultural,historicalorpoliticalissuesrelevanttoitsdiscussion.Theessayiswell-writtenandhighlypolished.TheessayisformattedaccordingtoAPA,MLA,orChicagocitationguidelines.(Usethestyleyouaremostfamiliarwithorthestyleofyourintendedmajor,providedyouhaveone.Ifindoubt,pleasecontactmeforinstruction.)B-range(80-89):Essayprovidesasolidanalysisofthetopicorworkinquestionandattemptstoengagewiththematerialinacomplexandthoroughmanner,butitdoesnotfullyaddressalloftherelevantissuesordoesnotprovideathoroughaccountingofthecultural,historical,orpoliticalfactorsinvolved.Theessaymayhaveafewcompositional,structural,orgrammaticalerrors.Theessaymaycontainminorcitationerrors.C-range(70-79):Essaydoesnotprovideacompellinganalysisofthetopicorworkinquestionanddoesnotearnestlyattempttoaddressthecultural,historical,orpoliticalrealmsinacomplexway.Theargumentisunderdeveloped.Theessaymayhaveseveralcompositional,structural,orgrammaticalerrors.Theessaymayhavemultiplecitationerrorsormaynotproperlycitesourcesorincludeabibliography.D-range(60-69):Essaylacksanargumentanddoesnotdotheworkofanalysis.Theessaydoesnotengagewiththerelevantmaterialanddoesnotaddresscultural,historical,orpoliticalissues.Theessaymayberifewithcompositional,structural,orgrammaticalerrors.Theessaymaynotreflecttheuseofacitationmethod.F(59andbelow):Theessaydoesnotdemonstrateappropriatescholarlyeffort/engagementorthestudentfailedtosubmittheassignment.AssignmentSubmissionPolicyAssignmentsaredueonthedaylistedonthesyllabus.Pleasesubmitallworktypedanddouble-spacedinhardcopyformat.Pleasedonotemailmeelectronicversionsofyourwork,unlessyouhavereceivedpermissioninadvance.GradingTimelineAssignmentswillbegradedandreturnedwithinonetotwoweeksofsubmission.AdditionalPolicies
1. AttendanceandParticipation:Consistentattendanceandparticipationisabsolutelycriticaltoyoursuccessinthisclass.Trytocometoclasswith2-3comments/questionspreparedinadvance.Pleasedonotcometoclasslateorleaveearly,asthisisrudeanddisruptivetomeandyourfellowclassmates.Ifyouneedtoarrivelateorleaveearlyonaspecificday,letmeknowassoonaspossible.
2. Late/MissingWork:Inordertoreceivefullcredit,allassignmentsmustbesubmittedbyorontheirrespectiveduedates.Lateassignmentswillbedockedby5%foreachweekthattheyarelate.Anyoutstandingworkthatyouwantincludedinthefinalgrademustbesubmittedbeforethelastweekofclass.
3. CourseFormat/MeetingStructure:
Theformatofthiscourseisahybridoflectureanddiscussion.ImayrelyonBlackboardposts,smallgroupactivities(ifattendancepermits),orvisualaidstostructureourdiscussiontime.Alwaysbringthereadingmaterialtoclass.
4. In-classBehavior:Youareexpectedtodemonstrateproperacademicetiquetteatalltimes.Please
donotcheckand/orsendemailswhileinclass,text-message,orcompleteassignmentsforother
SyllabusforCOURSEID,Page5of8
classes.Youarewelcometobringbeveragestoclass,butpleasedonoteatinclass,asitcanbedistracting.Pleaserefrainfromvoicingopinionsthatmaybeperceivedasbeingoffensiveorinsensitive.
CourseSchedule:AWeeklyBreakdown
Topics/DailyActivities ReadingsandHomework DeliverableWeek1
Introduction1/09:CourseOverview/Syllabus1/11:Louryandmassincarceration—thenewcivilright’sissueofourgeneration
GlennC.Loury,“Crime,inequality,&socialjustice”(BB;due1/11)MichelleAlexander,TheNewJimCrow(Introduction;due1/16)
Week2
TheColorofJustice:Racial&EconomicDisparityintheLegalSystem1/16:theNewJimCrow&theconstructionofthecarceralstateinCalifornia1/18:Gibeautandthecelebrityeffect
JohnGibeaut,“CelebrityJustice:TheRichandFamousGetStarTreatment,CreatingtheAppearanceofaTwo-TieredCourtSystem”(BB;due1/18)SikivuHutchison,“FromEuliaLovetoRedelJones,LAPD’sMurderousReign”(BB;due1/23)
DefinitionEssay(due1/16)
Week3
HistoricalConsiderations:RaceandPolicinginLA1982-19921/23:viewJohnRidley’sLetItFall(documentary)1/25:finishLetItFall
WorkonresponseessayWorkonresponseessay
Week4
TheRodneyKingSaga&theLARebellion1/30:WhowasRodneyKing?AndwhathappenedonMarch3,1991?2/01:thereport’sfindings@SpecialCollections/DohenyLibrary
TheChristopherCommissionReport(chapter1&summaryofthereport;BB;due2/01)JamesR.Lasley&MichaelHooper,“OnRacism&theLAPD:WastheChristopherCommissionWrong?”(BB;due2/06)
ResponseEssay(due1/30)
SyllabusforCOURSEID,Page6of8
Week5
LatashaHarlins:Race,Gender,&MediaRepresentationoftheRiots2/06:LatashaHarlins/riots2/08:LatashaHarlins/riots
BrendaE.Stevenson,“LatashaHarlins,SoonJaDu,andJoyceKarlin”(BB;due2/08)JoãoH.CostaVargas,“TheLosAngelesTimes’Coverageofthe1992rebellion:Stillburningmattersofraceandjustice”(BB;due2/13)
Week6
OJSimpson:Race,Celebrity,andPublicSpectacle2/13:“TheStoryofOJ:I’mNotBlack,I’mO.J.”2/15:EzraEdelman’sO.J.:MadeinAmerica(documentary);part3
*LeolaJohnson&DavidRoediger,“’Hertz,Don’tIt?’BecomingColorlessandStayingBlackintheCrossoverofO.J.Simpson”(BB;due2/15)JeffreyToobin,“AnIncendiaryDefense”(BB;due2/20)
Week7
2/20:Toobin;theracecard,andtheLAPD2/22:EzraEdelman’sO.J.:MadeinAmerica(documentary);part5
WorkonCriticalThinkingEssayTa-NehisiCoates,“WhatO.J.SimpsonMeanstoMe?”(BB;due2/27)
CriticalThinkingEssay(due2/22)
Week8
2/27:CoatesonO.J.3/01:WhytheO.J.SimpsontrialstillresonateswithustodayandwhatitrevealsaboutAmericaanditsjusticesystem.
CarlE.Enomoto,“PublicSympathyforO.J.Simpson:TheRolesofRace,Age,Gender,Income,andEducation”(BB;due3/01)JoeDomanick,Op-Ed:“WhyL.A.’scrimeriseisnosurprise”(BB;due3/06)
Week9
Ghettoside3/06:Introduction3/08:discussp.3-43
Ghettosidep.3-43(due3/08)Ghettosidep.44-96(due3/27)
Week10
SpringBreak
WorkonFilmAnalysisEssay
SyllabusforCOURSEID,Page7of8
Week11
3/27:discussp.44-963/29:discussp.97-161
Ghettosidep.97-161(due3/29)Ghettosidep.162-188(due4/03)
FilmAnalysisEssay(due3/27)
Week12
4/03:discussp.162-1884/05:discussp.189-272
Ghettosidep.189-272(due4/05)Ghettosidep.273-319(due4/10)
SeminarPaperAbstract(due4/05)
Week13
NoMatterHowLoudIShout4/10:discussp.273-3194/12:Alexander;mandatorysentencinginCalifornia&the3strikeslaw
MichelleAlexander,TheNewJimCrow(ch.2“TheLockdown”;(due4/12)DianeLefer,“DisruptingtheSchool-to-PrisonPipeline”;EdwardHumes,NoMatterHowLoudIShout(“Homegirl”p.22-35;“RaisedbytheState”p.84-96)(BB;due4/17)
Week14
4/17:juvenilejustice4/19:Humes&Foucault
Humes,NoMatterHowLoudIShout(“JudgeDorn”p.50-63);Foucault,Discipline&Punish(“Generalizedpunishment”p.73-103)(due4/19)Humes,NoMatterHowLoudIShout(“JudgeDorn’sSolution”p.200-228);Foucault,Discipline&Punish(“Thecarceral”p.293-308)(due4/24)
Week15
Conclusion4/24:Humes&Foucault4/26:Rappaport;MaxineWatersonmandatoryminimumcriminalsentencing
AaronJ.Rappaport,“RealigningCaliforniaCorrections”(BB;due4/26)
FINAL
NoFinalExam SeminarPaper(due5/03)
SyllabusforCOURSEID,Page8of8
StatementonAcademicConductandSupportSystems
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