HS 125 Sec 51 / PJHR 101 Sec 51 Introduction to Human Rights T R 9:30-10:45, AD 233 Fall 2014

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1 HS 125 Sec 51 / PJHR 101 Sec 51 Introduction to Human Rights T R 9:30-10:45, AD 233 Fall 2014 Prof. M. P. Berg Office: History Dept., AD B-264 Tel ; mberg@jcu.edu Office Hours: T R 8:30-9:30 and 3:30-5:00 or by appointment COURSE DESCRIPTION Practically everybody recognizes that things called human rights exist and ought to be respected. But what are they? Where did they come from? Are there rights that every human should have? We might all agree that freedom from slavery is a human right. However, what about the right to housing? Or the right to health care? This course will consider these and other human rights issues, such as the death penalty, refugees, humanitarian intervention, forgiveness and reconciliation for past injustices, and torture. We will examine the development of the concept of human rights over the centuries, drawing heavily upon the United Nations Universal Declaration of Human Rights. The course will look at the many aspects of human rights with reference to circumstances in the United States and globally. LEARNING OBJECTIVES Identify the catalogue of basic rights embodied in the Universal Declaration of Human Rights. Develop critical thinking and communication skills (oral argumentation, reading, formal writing) through analysis of representative sample of classic human rights documents. Develop an awareness of context and causal relationships in appreciating the historical dimensions of human rights studies. Apply interdisciplinary approaches to issues of human rights, social justice, and peace to selected case studies. READINGS There are four assigned texts for this course, three of which are available at the University Bookstore: Andrew Clapham, Human Rights: A Very Short Introduction (Oxford, 2007); Michael Goodhart, Human Rights: Politics & Practice, Second Edition (Oxford, 2013); Lynn Hunt, Inventing Human Rights: A History (W.W. Norton, 2007); Micheline R. Ishay, The Human Rights Reader: Major Political Essay, Speeches, and Documents from Ancient Times to the Present, Second Edition (Routledge, 2007). Selections available in.pdf form on Canvas. Additional readings are posted at course Canvas website. Students are expected to bring all readings to class on the day they will be discussed. For documents located on Canvas, you may bring in a laptop or ereader and access the documents if you wish to save paper but if you do not commit to accessing the readings, your device should be switched off..

2 STRUCTURE This class will be run as a seminar. This means that a significant portion of the contribution to the class will be provided by you, the students. Minimal time will be devoted to lecture on my part. Rather, I will participate in learning along with you and will be a resource person who, when appropriate, facilitates discussion and provides background and outside information. As a result, it is crucial that you are prepared for each class, that you have completed the day s assigned readings, and have reflected on those readings before class begins. REQUIREMENTS Three Formal Essays (each 25% of grade = 75% of total grade). These essays will ask you to demonstrate your comprehension and integration of the material under consideration in the course. These essays will be assigned one week before they are due. They are to be 1,000-1,500 words in length, typed and double spaced. If you have difficulties with your writing, there are two main resources upon which you may draw. First, consult with me: I am always willing to work with you on your writing. The second is the Writing Center, located in OC 207 ( ); consult the website for hours: Participation (25% of total grade). Students are expected to play an ongoing and active role in the seminar. To facilitate this, each student will be required to preside over one seminar meeting. Two student facilitators will run each of these sessions, working together. This will mean sharing with the group the assigned author s main argument, identifying evidence, offering an evaluation of the strength of the argument, and launching discussion with three or four thoughtful, source-based questions. Students responsible for a given day s presentation will write a short paper (three solid pages) evaluating the reading assigned for that day according to guidelines posted on Canvas. These short papers will be marked either +,, or -. Papers are due in class the day of your presentation. Students are also expected to attend class regularly and participate actively and thoughtfully. Each of you has something of value to contribute to other members of the seminar if you make an honest effort to engage the readings and participate thoughtfully in discussion. Thus, each of you has a responsibility to the other seminar members and to the instructor to be in class regularly. In extenuating circumstances (sickness, religious observance, family emergency, required school-sponsored activity), please alert me wherever possible in advance. In light of the importance and responsibility of attendance, any unexcused absences or pattern of lateness will negatively affect your grade. CRITERIA FOR GRADING WRITTEN WORK: A Grade = Outstanding work. Work that receives an A in this course will typically be well conceived and well argued. It will demonstrate a command of the material under consideration. Such work will be virtually free of grammatical and spelling errors. B Grade = Good work. Work that receives a B in this course will be good, solid work. It will demonstrate a good understanding of the concepts and material under consideration. Such work will typically be well-written with few grammatical or spelling errors. C Grade = Average work. Work that receives a C in this course will typically demonstrate a general understanding of the materials under consideration, but may not demonstrate a very deep or broad knowledge of topics under consideration. Work that is not well-organized, well-written, or carefully argued will generally receive a grade of C. D Grade = Passable work. Work that receives a D in this course will typically demonstrate some effort to understand the course material, but with limited success. Work that is poorly written or that is very carelessly put together may receive a grade of D. F Grade = Unacceptable work. Work that receives an F in this course will typically demonstrate little or no command of the course material or will be so poorly written as to render it unintelligible to the reader (i.e., not judged to be college-level work).

3 A Note on Academic Honesty. Within the academic community it is expected that a high level of honesty and integrity are maintained. Any violation of this standard is inexcusable and will not be tolerated. Any instance of cheating or plagiarism on written assignments will result at least in F for that piece of work; repeated instances can result in failure in the course. For possible disciplinary action consult the Student Code of Conduct in the Student Handbook. PLAGIARISM: A REMINDER Plagiarism is the misappropriation of others work (intentionally or otherwise). Even if a writer changes a few words from the original source, this is still plagiarism unless the writer cites the source. Plagiarism is a serious offense at this or any university. It is an affront to academic honesty and is explicitly condemned in JCU s Undergraduate Bulletin (pp ). Consequences can range from failing the assignment to failing the course or expulsion from the university. Your work should be your own, and sources should be cited properly. Students with Disabilities. John Carroll University recognizes its responsibility for creating an institutional climate in which students with disabilities can succeed. In accordance with University policy, if you have a documented disability, you may be eligible to request accommodations from the office of Services for Students with Disabilities (SSD). Students with disabilities are entitled to reasonable accommodations and should have equal access to learning. Please contact the SSD coordinator at (216) or come to the office located in room 7A, on the Garden Level of the Administration Building. After your eligibility for accommodations is determined, you will be given a letter which, when presented to instructors, will help us know best how to assist you. Please keep in mind that accommodations are not retroactive so it is best to register at your earliest convenience. COURSE SCHEDULE I. Introduction to Human Rights. 1T 9/2 Introduction to the Course. Where Do You Stand human rights exercise. 1R 9/4 2T 9/9 2R 9/11 Continue with Where Do You Stand as necessary; debriefing. Celebrate the Spirit events; class will meet from 9:00-9:50 today. Introduction to the Universal Declaration of Human Rights (UDHR) Rhona K. M. Smith, Human Rights in International Law in Michael Goodhart, Human Rights:Politics & Practice, Second Edition, 58-74; Andrew Clapham, Human Rights: A Very Short Introduction, II. Selected Foundational Readings in Human Rights. 3T 9/16 Anthnoy J. Langlois, Normative and Theoretical Foundations of Human Rights in Goodhart, 11-26; Sonia Cardenas, Human Rights in Comparative Perspective in Goodhart, 75-90; Clapham, Human Rights: A Very Short Introduction, 1-22 as for background to upcoming sessions. 3R 9/18 no class meeting today THE ENLIGHTENMENT AS BASIS FOR MODERN UNDERSTANDING OF HUMAN RIGHTS 4T 9/23 Lynn Hunt, Inventing Human Rights, R 9/25 Hunt,

4 5T 9/30. 5R 10/2 Continue with discussion of Hunt, Inventing Human Rights. Thomas Hobbes: On the Inalienable Right to Life (The Leviathan, 1652) in Micheline R. Ishay, ed. The Human Rights Reader, Second Edition, (remember, all Ishay selections on Canvas); John Locke: On the Separation of Powers and Rebellion (The Second Treatise, 1690) in Ishay, T 10/7 Jean-Jacques Rousseau, selections on the General Will in Ishay, ; John Stuart Mill, Considerations on Representative Government (1861) in Ishay R 10/9 Olympia de Gouges, The Declaration of the Rights of Woman (1790) in Ishay, ; Mary Wollstonecraft, A Vindication of the Rights of Women (1792) in Ishay, T 10/14 Robert Owen: On Children ( Address to the Inhabitants of Lanark, 1816) in Ishay, ; British Parliamentary Debates on 10 Hours Bill (1847). First Essays Due Today. 7R 10/16 Adam Smith: On Free Trade and Mutual Advantage, Book IV (Wealth of Nations, 1776), in Ishay, ; Friedrich Engels: The Anti-Dühring (1878) in Ishay, T 10/21 Mahatma Gandhi Passive Resistance (1909), Means and Ends ( ) and Equal Distribution Through Nonviolence (1940) in Ishay, , , and , respectively; Frantz Fanon: The Wretched of the Earth (1963) in Ishay, III. Case Studies A. Slavery Contemporary Slavery Slavery & Abolition in U.S. History 8R 10/23 Clapham, ; Kevin Bales, The New Slavery and What Can Be Done, in Disposable People: New Slavery in the Global Economy (Berkeley, 1999), 1-33 (Canvas); Andrea M. Bertone, Trafficking for Sexual Exploitation in Goodhart, What Should be Done about the Injustices of Slavery in the U.S.? 9T 10/28 David Horowitz, Ten Reasons Why Reparations for Blacks is a Bad Idea for Blacks and Racist Too (Canvas); Robert Chrisman and Ernest Allen, Jr., Ten Reasons: A Response to David Horowitz. (Canvas) B. Workers Rights 9R 10/30 Clapham, ; Milton Friedman, Economic Freedom, Human Freedom, Political Freedom (1991) in Ishay, T 11/4 David L. Richards and Ronald D. Gelleny, Economic Globalization and Human Rights in Goodhart, C. Humanitarian Intervention 10R 11/6 Clapham, Alan J. Kuperman, Humanitarian Intervention in Goodhart, T 11/11 Hugo Slim, Military Intervention to Protect Human Rights: The Humanitarian Agency Perspective, (Canvas); Ken Roth, War in Iraq: Not a Humanitarian Intervention (Canvas).

5 D. Post-Conflict Reconstruction The Cases of South Africa and Libya 11R 11/13 Joanna R. Quinn, Transitional Justice in Goodhart, ; Pumla Gobodo-Madikizela, Remorse, Forgiveness, and Rehumanization: Stories from South Africa, Journal of Humanistic Psychology 42.1 (2002): 7-32 (Canvas); Adam Nossiter, On Road to Reconciliation, Libya Meets Trail of Anguish, The New York Times, Nov. 3, (Canvas) E. Refugees, Displaced Persons, and Migration 12T 11/18 Gil Loescher, Human Rights and Forced Migration in Goodhart, ; Kevin Appleby, Lost Nation: The Plight of Five Million Displaced Iraqis, America Vol. 198 No. 19, June 9-16, 2008: (Canvas) Second Essays Due Today 12R 11/20 Noah Merrill, Escape into Insecurity: Iraqi Refugees Find a Precarious Home in Jordan, National Catholic Reporter, 3 August 2007 (Canvas); George Packer, Betrayed: The Iraqis Who Trusted America the Most, The New Yorker, 26 Mar (Canvas) 13T 11/25 13R 11/27 Thanksgiving Holiday. Thanksgiving Holiday. F. Torture 14T 12/2 Clapham, 81-95; William F. Schulz, Torture in Goodhart, ; Hunt, ; Jean Améry, Trust in the World, in William F. Schulz ed., The Phenomenon of Torture: Readings and Commentary (Pennsylvania, 2007), (Canvas). 14R 12/4 Ronald Crelinsten, In their Own Words: The World of the Torturer, in Schulz, (Canvas); Ronald Crelinsten, How to Make a Torturer, in Schulz, ; (Canvas). Alan Dershowitz: Tortured Reasoning (2004) in Ishay, ; Richard A. Posner: Torture, Terrorism and Interrogation (2004) in Ishay, G. The Death Penalty 15T 12/9 Clapham, Sandra Babcock Human Rights: The Global Debate on the Death Penalty American Bar Association Human Rights Magazine (Spring 2007) 34:2 (Canvas); Robert Johnson, Death Works: A Study of the Modern Execution Process, 2 nd Edition (West/Wadsworth Publishing 1998) (Canvas). 15R 12/11 David Gann Trial by Fire: Did Texas Execute an Innocent Man? The New Yorker 7 Sept (Canvas) Final essays will be due at my office Thursday, December 18 th, by 10:00AM.