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Unit outline_

OLET2120: US Violence: Terror, Guns, Punishment

Semester 2, 2023 [Online] - Camperdown/Darlington, Sydney

Centred on the War on Terror, this OLE introduces students to the political, cultural, and economic issues that drive American violence. Students will identify the relations between the history of American empire, global terrorism, and the privatisation of state violence. Students will study and interpret cultural texts such as Hollywood and television, propaganda from state and non-state violent actors and groups, and first-hand accounts of war. Building on this global scene of American violence, students will critique the use of the death penalty in the US, and categorise the interpretations of the Second Amendment in relation to the debate on gun control.

Unit details and rules

Academic unit United States Studies Centre
Credit points 2
Prerequisites
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None
Corequisites
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None
Prohibitions
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None
Assumed knowledge
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None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Rodney Taveira, rodney.taveira@sydney.edu.au
Type Description Weight Due Length
Assignment Short research paper
Argument-based essay on module 3 or 4
45% Formal exam period
Due date: 13 Nov 2023 at 23:59
700 words
Outcomes assessed: LO2 LO4 LO5
Assignment Blog post
300-word blog post on immigration and violence
30% Mid-semester break
Due date: 25 Sep 2023 at 23:59
300 words
Outcomes assessed: LO2 LO3
Small continuous assessment Multiple choice quizzes
8 small, multiple choice quizzes, totalling 25 questions.
25% Week 05
Due date: 01 Sep 2023 at 23:59
Variable
Outcomes assessed: LO1 LO2

Assessment summary

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Assessment criteria

Below 50% (Fail)

Work not of an acceptable standard. Work may fail for any or all of the following reasons: unacceptable levels of paraphrasing; irrelevance of content; presentation, grammar or structure so sloppy it cannot be understood; submitted very late without extension. The student’s performance fails to satisfy the specified learning requirements.

 

50%-64% (Pass)

The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area.  The student’s performance could be described as satisfactory or adequate or competent or capable in relation to the learning requirements specified. Note explanations for low, medium and high pass which follow:

 

50-54% (Low Pass)

Work of an acceptable standard. Written work contains evidence of minimal reading and some understanding of subject matter, offers descriptive summary of material relevant to the question, but may have a tendency to paraphrase; makes a reasonable attempt to organise material logically and comprehensibly and to provide scholarly documentation. There may be gaps in any or all of these areas.

 

55-59% (Medium Pass)

Work of a satisfactory standard. Written work meets basic requirements in terms of reading and research, and demonstrates a reasonable understanding of subject matter. Offers a synthesis of relevant material and shows a genuine effort to avoid paraphrasing, has a logical and comprehensible structure and acceptable documentation, and attempts to mount an argument, though there may be weaknesses in particular areas.

 

60-64% (High Pass)

Work has considerable merit. Written work contains evidence of a broad and reasonably accurate command of the subject matter and some sense of its broader significance, offers synthesis and some evaluation of material, demonstrates an effort to go beyond the essential reading, contains clear focus on the principal issues, understanding of relevant arguments and diverse interpretations, and a coherent argument grounded in relevant evidence, though there may be some weaknesses of clarity or structure. Articulate, properly documented.

 

65%-74% (Credit)

The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts.  The student’s performance could be described as better than satisfactory or adequate or competent or capable in relation to the learning requirements specified. Note explanations for low, medium and high credit which follow:

 

65-69% (Low Credit)

Competent work though further development needed. Written work contains evidence of comprehensive reading, offers synthesis and critical evaluation of material on its own terms, takes a position in relation to various interpretations. In addition, it shows some extra spark of insight or analysis. Demonstrates understanding of broad historical/political/social significance, good selection of evidence, coherent and sustainable argument, some evidence of independent thought.

 

70-74% (High Credit)

Highly competent work. Evidence of extensive reading and initiative in research, sound grasp of subject matter and appreciation of key issues and context. Engages critically and creatively with the question, and attempts an analytical evaluation of material. Makes a good attempt to critique various interpretations, and offers a pointed and thoughtful contribution to an existing debate. Some evidence of ability to think theoretically as well as empirically, and to conceptualise and problematise issues. Well written and documented.

 

75-84% (Distinction)

Work of a superior standard. Written work demonstrates initiative in research and reading, complex understanding and original analysis of subject matter and its context, both empirical and theoretical; makes good attempt to ‘get behind’ the evidence and engage with its underlying assumptions, takes a critical, interrogative stance in relation to argument and interpretation, shows critical understanding of the principles and values underlying the unit. Properly documented; writing characterised by style, clarity, and some creativity. The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge.  The student’s performance could be described as distinguished in relation to the learning requirements specified.

 

85%+ (High Distinction)

Work of exceptional standard. Written work demonstrates initiative and ingenuity in research and reading, pointed and critical analysis of material, innovative interpretation of evidence, makes an insightful contribution to debate, engages with values, assumptions and contested meanings contained within original evidence, develops abstract or theoretical arguments on the strength of detailed research and interpretation. Properly documented; writing characterised by creativity, style, and precision. The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge.  The student’s performance could be described as outstanding in relation to the learning requirements specified.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

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Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Terror Independent study (2 hr) LO1 LO2
Week 02 Terror Independent study (2 hr) LO1 LO2
Week 03 Terror Independent study (2 hr) LO1 LO2
Week 04 Transnational violence and immigration Independent study (2 hr) LO2 LO3
Week 05 Transnational violence and immigration Independent study (2 hr) LO2 LO3
Week 06 Transnational violence and immigration Independent study (2 hr) LO2 LO3
Week 07 Capital punishment Independent study (2 hr) LO2 LO4
Week 08 Capital punishment Independent study (2 hr) LO2 LO4
Week 09 Capital punishment Independent study (2 hr) LO2 LO4
Week 10 Guns Independent study (2 hr) LO2 LO5
Week 11 Guns Independent study (2 hr) LO2 LO5
Week 12 Guns Independent study (2 hr) LO2 LO5
Week 13 Guns Independent study (2 hr) LO2 LO5

Attendance and class requirements

N/A

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 2 credit point unit, this equates to roughly 40-50 hours of student effort in total.

Required readings

Refer to the Canvas page. 

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Identify the cultural, political, and economic issues that drive the War on Terror
  • LO2. Interpret relevant written, oral, visual, material, cartographic, and digital texts
  • LO3. Illustrate connections between American foreign and immigration policies and the global war on terror
  • LO4. Describe the use of the death penalty by American states
  • LO5. Interpret the history, and categorise interpretations of, the Second Amendment of the US Constitution

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

Assessment has been consolidated. More reminders will be sent out across the semester.

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Additional costs

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Site visit guidelines

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Work, health and safety

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Disclaimer

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