CCS139: Human rights for all?

Franklin & Marshall College Department of Government
Dr. Susan Dicklitch
Goethean Hall, Rm. 204
Telephone: 291-4185
Email: susan.dicklitch {at} fandm(.)edu
Office Hours: Mon. 1:00-3:00pm (or by appointment)
Class: T/Th: STA 110

Course Overview

"All human beings are born free and equal in dignity and rights. They are endowed with reason and
conscience and should act towards one another in a spirit of brotherhood" (Universal Declaration of
Human Rights, Article 1)

This course explores the trial of humanity and human rights. Focusing on the global, national and local aspects of human rights, this course will also integrate a service-learning component at the local level. Basic human rights will be examined at the international, national, and local level, including; freedom from fear (physical security, minority rights) and freedom from want (poverty, hunger, right to shelter, education). In focusing on these basic human rights, students will examine homelessness, poverty, mental health issues, women's rights, gay rights, refugee rights and inequalities in education at the local, national and international level.

In the spirit of foundations inquiry, students will examine several "big questions" about humanity and human rights. What are human rights? Are they necessary? Do certain people have or deserve more rights than others? What causes human rights abuses? How do we rectify human rights abuses? What is the relationship between hatred and human rights abuses'?

Students will work in groups of four on a major human rights issue integrating the international, national and local level, culminating in a written project and a class presentation.

Required Reading

Brown, Seyom, Human Rights in World Politics (Addison Wesley Longman)

Dozier, Jr., Rush W. (2002) Why We Hate: Understanding, Curbing, and Eliminating Hate in Ourselves and Our World (New York: Contemporary Books).

Ehrenreich. Barbara (2001) Nickel and Dimed (Henry Holt & Company)

Gourevitch, Philip (2000) We Wish to Inform You That Tomorrow We Will Be Killed With Our Families (New York: Picador USA)

*Reserve readings available from SF library or via the web.

Course Requirements

Participation & Quizzes 15%
Response Papers 20%
Service learning project 20%
Service learning presentation 10%
Reflection journal 20%
Final Exam 15%

For those with community based service learning placements:
Reflection journal 15% Due Date: April 29th
Final exam 15% TBA

Participation & Attendance:

Because this is a foundations course, completing assigned readings before class as well as participating in class discussion is essential. Unannounced quizzes on the reading material will be held periodically. Students will be allowed two excused or non-excused absences. Any absences thereafter will result in a 2% grade point drop for each absence on your final grade. (Medical leaves of absence and short term documented leaves must be discussed with the instructor).

Response Papers

In order to help ensure that students actually complete the required readings, response papers will be assigned throughout the semester. The average length will be 1 2 typewritten pages.

Due Dates:
Response Paper 1: January 13th
Response Paper 2: February 1st
Response Paper 3: March 13th
Response Paper 4: April 15th

Service Learning / Group Projects

Students will be divided into six (6) groups of four (4). Each group will work on one human rights issue, focusing on the international, national, and local level. The local level will involve a service learning component. Each student in the group will be responsible for researching their assigned human rights issue at the international, national, or local level. Each individual student report should be a minimum of five (5) pages to a maximum of ten (10) pages in length. An executive summary of all four student reports must be provided at the beginning of the report with a table of contents and bibliography of sources consulted and included at the end of the report. Recommendations, based on the findings at the international, national, and local levels, must also be included at the end of the final report.

The final report will consist of a well polished, professional report on the state of human rights, (internationally, nationally, and locally), focusing on the group's specific topic. For example, one report could focus on the state of women's rights (internationally, nationally, and locally).

Although students will be graded individually for their specific reports, the project is a group effort and will require all members of the group to participate throughout the entire process. The executive summary and recommendations will draw on all four student reports, and must be cohesive, flowing and logical. A portion of the student's overall project grade will be based on the group effort.

A separate handout detailing requirements and placements will be handed out during the second week of classes.

Class Presentations

The culmination of the course will be student presentations of their findings. These presentations must be cohesive and inclusive of all four student reports, and not simply individual presentations. Students are encouraged to be CREATIVE. PowerPoint presentations are welcome, guest speakers, etc. The presentation should be substantial, professional, and sophisticated. Each group will be allotted 1/2 hour for their presentations with time for questions from the audience. Community partners will be invited to attend these presentations. The class presentation will be a group effort; consequently, the group will share the same grade.

Reflection Journal

Students are required to keep a daily journal documenting their activities as well as their perceptions, experiences and concerns regarding their experience with service learning and their introduction to human rights. Students should be consistent with writing in their journals on a weekly basis. Reflection journals will be due the last day of class. They must be typewritten and double spaced.

Some suggestions on how to keep a great journal, from Mark Cooper, Coordinator, The VAC, "Reflection: Getting Learning Out of Serving", http://www.fiu.edu/ time4chcl/Library/reflect.html. Journals should be snapshots filled with sights, sounds, smells, concerns, insights, doubts, fears, and critical questions about issues, people, and most importantly, about yourself Honesty is the most important ingredient to Successful journals A journal is not a work log of tasks, events, times and dates Write freely. Grammar/spelling should not be stressed in your writing until the final draft Write an entry after each visit. If you can't write a full entry, jot down random thoughts, images, etc. which you can come back to a day or two later and expand into a colorful verbal picture.

Final Exam

The final exam will be cumulative and will focus on the bigger questions addressed throughout the semester on human rights