FSEM 1111-01 TORTURE IN THE MODERN WORLD

Fall 2013 Mon / Wed 8:00 9:50 Room Sturm 476 Department Sociology & Criminology Instructor Jared Del Rosso Office Sturm 428 Office Hours W 12:304:30 & by appointment Phone 303.871.2773 Email jared.delrosso@du.edu

COURSE DESCRIPTION
There is broad, international consensus that torture violates basic human rights norms; moreover, the practice is explicitly banned in several major international treaties and instruments. Why, then, does torture persist in contemporary society, including in liberal democracies? This course examines the historical uses of torture in order to address its contemporary relevance, as well as the practice of it in democratic societies. Specific attention will be given to the use of torture during the United States' wars in Afghanistan and Iraq, the dominant political explanations its use, and the limitations of these explanations. Throughout the quarter, we will reflect on the complex relationships between how contemporary societies remember legacies of torture and those societies' capacities to address, control, or eliminate the practice.

STUDENT LEARNING EXPECTATIONS & OUTCOMES

Over the course of the quarter, you will discover what it means to be an active member of an intellectual community by meeting rigorous academic expectations through critical reading, discussion, research, and writing. Specifically, this course is designed to introduce you to core issues related to the social scientific study of torture. You are expected to complete course readings by the date that they are assigned. You are also expected to come to class prepared to articulate the major ideas, arguments, or themes expressed in those readings, as well as your own ideas and positions on the topics raised in readings. During class meetings, you will demonstrate your understanding of these readings by participating in class discussions. You will also apply course readings to the use of torture during the U.S.s war on terror through in-class exercises and writing. Finally, you will produce written work and class presentations in which you communicate your position on core issues that we study in the class. You will also practice newly acquired skills in an active learning environment where independent research and writing will shape the goals and activities of the seminar. Each class, a few students will develop a thematic question on assigned readings. These assignments will prepare a subset of students to guide in-class discussions. Your written work will also serve as the basis of in-class discussions over the quarter.

COURSE REQUIREMENTS
Rubrics and guides for assignments are available on our course Blackboard page. Assignment 1. Preparation, Attendance, and Participation 2. Discussion Group Leadership 3. Reflections on Enhanced Interrogation a. First draft (2 hard copies) b. Peer Review c. Final Draft 4. Final Project: A Cultural Analysis of Torture a. Cultural Object Selection & Justification b. Cultural Analysis Presentation c. Cultural Analysis Essay % of final grade 15 15 30 5 5 20 40 5 15 20 Due Date

10.7.2013 10.7.2013 10.14.2013 10.30.2013 11.11 or 11.13 11.18.2013

(1) PREPARATION, ATTENDANCE AND PARTICIPATION (15% OF YOUR FINAL GRADE) All students are expected to attend class and participate in class discussions. While I may not regularly take attendance, I will note frequent absences and this will influence your participation grade. I also expect all students to contribute to class discussions. Keep in mind that adequate participation in class depends on adequate preparation for class and your participation grade will be based on the relevance of your contributions to course readings and lectures. I am aware that class participation can be quite stressful for some students. If you find yourself reluctant to speak in class, please contact me within the first two weeks of the quarter. I am quite sympathetic to this concern and am happy to offer advice on participating and will also strategize ways of incorporating you into class discussions. Purpose: The purposes of the preparation, attendance, and participation are several. I find that course lectures are more interesting and useful to students who have thoroughly prepared for class. Additionally, preparing for each class will provide you with the overall background in the study of course themes necessary to successfully complete class assignments. By asking you to rigorously prepare for class and actively participate in class discussions, I hope to get a sense of our collective concerns about course topics, so that I can adequately address them in future class periods. Grading: A participation grade may often seem quite subjective, since there are few firm criteria on which instructors appear to be evaluating students; however, I have found that students who do the following typically earn high attendance, preparation, and participation grades: Regularly arrive on time for class and rarely leave early; inform me of planned absences, late arrivals, or early departures; share their thoughts (through email or in person) on readings and topics that they missed when absent from class; speak with me if a personal or familial emergency prevents them from missing substantial class time or delays their completion of assignments; come to class prepared with discussion points, whether in the form of notes or marked passages in assigned readings; regularly participate in class discussions and writing exercises, sharing comments or questions that suggest prior preparation and reflection; speak with me during my office hours to share thoughts on course topics and readings particularly when they have not shared their thoughts on these issues during class time; and speak with me during my office hours to share thoughts and concerns about course assignments. 2

(2) DISCUSSION GROUP LEADERSHIP (15% OF YOUR FINAL GRADE) Assignment Overview: Twice during the quarter, you are required to take on the role of a discussion group leader. In this capacity, you will develop a discussion question and a brief presentation (3-5 minutes) that responds to that question. Your discussion question should be informed by that weeks (and previous weeks) readings. It should also raise an issue that would allow us, through discussion, to go beyond the specifics of a reading and reflect on the connections between that reading and previous ones or between issues discussed in a reading and broader issues related to torture. Discussion group leaders are required to post their question on our course Blackboard site by noon the day prior to the class on which they present. I will apply a grading penalty of 5 points to presentations of students who fail to post their question by this time. I will circulate a sign-up sheet for discussion leadership dates during the first week of class. If you are unable to make your assigned presentation, you may reschedule one presentation during the quarter. I will choose the date of your rescheduled presentation and rescheduled presentations will be penalized 10 points. Students who fail to give a rescheduled presentation or fail to give a presentation by the final day of assigned presentations will receive a 0 for that presentation. Exceptions to this policy will be granted on a case-by-case basis and only for the most exceptional of circumstances. Purpose: The purpose of this assignment is to generate questions for inclass discussions and writings. The assignment also requires that you demonstrate knowledge of course materials and their fit with early themes, discussions, and readings. This will enable us, as individuals and as a class, to build a coherent understanding of torture over the quarter. Grading: Your grade on this assignment will reflect the relevance and thoughtfulness of your discussion question and response. Your presentation to the class will be graded on its quality; however, I will treat this presentation as an informal one. This means that you do not need to prepare handouts or slide presentations for it. You should, however, have coherent, prepared, and rehearsed remarks to share on your discussion question. (3) REFLECTIONS ON ENHANCED INTERROGATION (25% OF YOUR FINAL GRADE) Assignment Overview: Topics I and II of our course will introduce you to core issues surrounding the use of torture and also surrounding the recent use of pain in interrogation in the U.S. In a short essay of 1,6502,350 words (about 57 double spaced pages), you should communicate your beliefs about these core issues. Specifically, you should respond to the following questions: Are enhanced interrogation techniques torture? Is their use, in the context of national security, effective at gaining information? Should such techniques be permitted? o Should an exception be made for the use of torture in the ticking time bomb scenario?

In responding to these questions, you should build on course readings and lectures, presenting evidenceanecdotes from the war on terror, data from scholarly publications, etc.in support of your claims. (Dont forget to cite your sources!) Your remarks should also anticipate counter-arguments of and should seek to neutralize them. 3

Project Components (1) Students must complete a first draftat least 1,650 words that address all components of the assignmentof the paper by 10.7.2013. You must bring 2 printed copies of the paper to class on October 7 and submit the draft through Blackboard before the start of class on the 7th. You should also bring your charged laptop to class on this day. This component of the assignment is graded on a Full Credit (100) / No Credit (0) scale and is worth 5% of your final grade. Given the nature of the first draft / peer review assignment, no late assignments will be accepted for credit. (2) Students will provide a written, peer review of one paper during class on the 7th. Your peer reviews are worth 5% of your final grades. Reviews will receive a grade based on their thoroughness, specificity, thoughtfulness of their review. Unless you are excused from class to participate in a Universitysanctioned event, such as an athletic competition, you must be in-class on the 7th to receive credit for your peer reviews. Exceptions to this policy will be granted on a case-by-case basis and only for the most exceptional of circumstances. Exceptions must be requested and approved 48 hours prior to the peer review date so as to allow me sufficient time to make alternative arrangements for reviews. (3) A final draft of the essay, which is worth 20% of your final grade, is due by the start of class on 10.14.2013. Please submit your assignment, as a Word document, through Blackboard prior to the start of class and bring a print out to class. Essays submitted within 24 hours after this deadline will be penalized 5 points. Essays submitted within 24-48 hours after this deadline will be penalized 10 points. No essays submitted after 48 hours of this deadline will be accepted. Exceptions to this policy will be granted on a case-by-case basis and only for the most exceptional of circumstances. Purpose: There are several objectives of this assignment. First, the assignment challenges students to develop original arguments and positions about core issues related to torture. As such, it serves as an entry for students into the broader political debate about torture during the war on terror. Second, the assignment will introduce students to the challenges and rewards of college writing and the review and revision process. In this spirit, some class time will be devoted to writing workshops. (4) FINAL PROJECT: A CULTURAL ANALYSIS OF TORTURE (40% OF YOUR FINAL GRADE) Assignment Overview: The last two sections of our course deal with the causes of torture and collective responses to torture. All students are expected to complete a final project related to themes that arise in one or both of these parts. You should aim to develop a project that connects to course themes that interest you. At the core of the project is a cultural analysis of some depiction of torture. Such depictions can take the form of one or more speeches, editorials, films, television shows, images or art works. You will then reflect on this object; your reflections must be informed by course readings, lectures, and at least one academic source from outside the class. You will produce a presentation and a reflection paper based on your analysis of the object. Guides for this assignment will be available through Blackboard.

Project Components (1) Cultural Object Selection & Justification. Students must choose a cultural object and justify their choice of it in a brief (250-350 words), informal write-up by 10.30.2013. The write up should simply communicate why you find the object compelling and worthy of further study. This component of the assignment is graded on a Full Credit (100) / No Credit (0) scale and is worth 5% of your final grade. No late papers will be accepted for credit; however, if you do not complete the write-up by the due date, you should still discuss your assignment with me. (2) Cultural Analysis Presentation. Over the final two class meetings, students will give a brief (4-6 minute) presentation that summarizes their reflections on the cultural object. Presentations will be followed by class discussion. Students are required to develop a single presentation slide to supplement their spoken remarks. The cultural analysis presentation is worth 15% of your final grade. I will seek volunteers to present on the first of the two class meetings; however, I reserve the right to assign students to the first day of presentations if an insufficient number of students volunteer. (3) Cultural Analysis Essay. An essay of approximately 1,650-2,350 words must be submitted through Blackboard by 9:50 a.m on Monday, November 18. The final paper is worth 20% of students' final grades. Essays submitted late but within 24 hours of this due date and time will be penalized 5 points. Essays submitted 24-48 hours late will be penalized 10 points. No essays submitted after 48 hours of this due date and time will be accepted. Exceptions to this policy will be granted on a case-by-case basis and only for the most exceptional of circumstances. Purpose: The final project has two major purposes. First, the assignment is meant to allow students to apply major course theories to a cultural object of their choosing. Students, then, will be engaging with the themes and ideas from this course that most interest them. They will also be engaging with a depiction or statement on torture that comes from the broader U.S. or global culture. Secondly, the presentations will serve, in a way, as a first draft or trial run of the ideas presented in the final paper. As such, students are expected to take into consideration the feedback that they receive on their presentations. I will attempt, specifically, to recommend additional readings that students should employ in their final drafts to enrich their analysis. Finally, by incorporating both a class presentation and a final paper, the assignment is meant to help students develop the writing and public speaking skills necessary to communicate their ideas to a public audience. With this in mind, you are encouraged to raise relevant issues in class that are related to your final project.

FINAL GRADE SCALE1

Assessment Classification Excellent Range Grade Grade Point

93-100 A 4.0 90-92 A3.7 87-89 B+ 3.3 Good 83-86 B 3.0 80-82 B2.7 77-79 C+ 2.3 Satisfactory 73-76 C 2.0 70-72 C1.7 67-69 D+ 1.3 Minimum 63-66 D 1.0 Passing 60-62 D0.7 Failing Work < 60 F 0.0 Incomplete* (I) * will only be given in accordance with the policies in the Student Manual

TECHNOLOGY IN THE CLASSROOM

All University of Denver undergraduate students are required to own a laptop. With this in mind, I believe it is generally appropriate for students to use those laptops in class to take notes and to access course readings and related materials. I have found that the use of laptops for other purposes distracts students and may detract from class discussion. For these reasons, I ask that you resist the temptation to multi-task during class. I reserve the right to ask students to close laptops during student-led presentations, small or large class discussion, or at other times when I believe that the use of them would not significantly contribute to learning. Please speak with me privately if you believe you would benefit from laptop use during these occasions. I also reserve the right to prohibit the use of laptops in class if it seems, as a group, we are too distracted by technology to have productive class meetings. The use of cell phones in class is rarely appropriate. If, for whatever reason, you absolutely must field a phone call or a text during class, please let me know in advance and step out of the classroom to do so. Texting / messaging in class, multi-tasking in a way that prevents you from consistently contributing to class conversations, or using laptops at times when it is inappropriate to do so will negatively impact your participation grade. A majority of our course readings are available electronically through course reserves. While I will show you how to access course reserves in our first class meeting, it is your responsibility to familiarize yourself with the interface and to learn how to access assigned articles in time to read them prior to class. You may choose to print electronic readings, marking them up as you deem fit. Many of you will probably decide to read them on your laptop. If you do this, I strongly encourage you to download an adequate .pdf reader and note-taker, otherwise you will find it difficult to annotate and retain your ideas about course readings. My personal favorite is Mendeley, which is available at www.mendeley.com for
Grading Scale Table adapted from SOWK 4971: Disrupting Privilege Through Anti-Oppressive Practice syllabus by Costello, Higgins, Todd, and Walls (http://www.nerche.org/images/stories/Exemplary_syllabi/Walls_syllabus.pdf)
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Macs, Windows, Linux, iPads, and other mobile devices. I also encourage all students to back-up their work online. I use Dropboxs free services (www.dropbox.com) for this.

ACADEMIC INTEGRITY
In class, we will work together to comprehend important and difficult readings. In the spirit of this collective effort, please feel welcome to speak with classmates about course readings and assignments. However, your written work and class presentations must be original and, when using, paraphrasing, or referencing the work of another, you must include a citation (in written work) or acknowledgement (in presentations) of the source. I will treat plagiarism in accordance with the University of Denvers policys on academic integrity. While we will discuss academic integrity and, specifically, how to properly cite materials in class, you are responsible for familiarizing yourself with DU policies, which are available at http://www.du.edu/studentlife/studentconduct I also strongly encourage you to review the resources available at the following two sites: - Academic Research: A Guide for International Students (http://libguides.du.edu/content.php?pid=244153&sid=2017069) - Purdue Online Writing Labs page on plagiarism (http://owl.english.purdue.edu/owl/resource/589/1/) You should also familiarize yourself with the University of Denvers Honor Code. All members of the University of Denver are expected to uphold the values of Integrity, Respect, and Responsibility. These values embody the standards of conduct for students, faculty, staff, and administrators as members of the University community. Our values are defined as: Integrity: acting in an honest and ethical manner; Respect: honoring differences in people, ideas, and opinions; Responsibility: accepting ownership for ones own conduct. The complete text of the Honor Code can be found at http://www.du.edu/studentlife/studentconduct/honor_code_2012-2013.pdf

LEARNING ACCOMMODATIONS
If you qualify for academic accommodations because of a disability or medical issue please submit a Faculty Letter to me from Disability Services Program (DSP) in a timely manner so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities/medical issues. DSP is located on the 4th floor of Ruffatto Hall, 1999 E. Evans Ave.; 303.871. 2372/ 2278 / 7432. Information is also available on line at http://www.du.edu/disability/dsp; see the Handbook for Students with Disabilities.

COURSE TEXTS
Rejali, Darius. 2007. Torture and Democracy. Princeton, NJ: Princeton University Press. Torture and Democracy is available at the DU bookstore. You are welcome to purchase the text through an alternative retailer and you can use either the hard cover or paper back version of the book, as they are identical. A copy of the text is also on reserve at the DU library. All other readings will be available through the library reserves, our course Blackboard site, or online.

COURSE READING SCHEDULE

Note: Readings should be completed by the date that they are assigned. I reserve the right to alter the course schedule with due notice. In general, you should complete readings in the order listed in the schedule. Please also be aware that I have assigned portions of some articles; please note the assigned pages in this schedule. Topic I. Background: Interrogation During the War on Terror Class 1 Sept 9 Course Introduction Class 2 Sept The CIAs Interrogation of High Value Detainees 11 1. Bush, George W. 2006. Remarks on the War on Terror. 2. New York Times. 2009. Explaining and Authorizing Specific Interrogation Techniques. New York Times. 3. International Committee of the Red Cross. 2007. Annex I. Pages 2831 & 3337. Washington, DC: International Committee of the Red Cross. 4. Shane, Scott. 2008. Inside a 9/11 Masterminds Interrogation. New York Times. 5. Finn, Peter and Julie Tate. 2009. CIA Says It Misjudged Role of High-Value Detainee Abu Zubaida, Transcript Shows. Washington Post. Class 3 Sept Detention and Interrogation at Guantanamo 16 1. GITMO Interrogation Slide. 2. Zagorin, Adam and Michael Duffy. 2005. Inside the Interrogation of Detainee 063. Time.com. 3. Physicians for Human Rights. 2008. Profiles 8 & 9. Pp. 4650 and 5056 in Broken Laws, Broken Lives. Cambridge, MA: Physicians for Human Rights. Class 4 Sept Detention and Interrogation at Abu Ghraib 18 1. Danner, Mark. 2004. Abu Ghraib, The Hidden Story. The New York Review of Books. 2. Gourevitch, Philip and Errol Morris. 2008. Exposure. The New Yorker. 3. Physicians for Human Rights. 2008. Profiles 1 & 7. Pp. 1720 and 4146 in Broken Laws, Broken Lives. Cambridge, MA: Physicians for Human Rights. 4. Interrogation Rules of Engagement Slide. Frontline. Topic II: Core Issues in the Study of Torture Class 5 Sept Defining Torture 23 1. Waldron, Jeremy. 2005. Torture and Positive Law: Jurisprudence for the White House. Columbia Law Review. 105(6): 16881709. 2. Kenny, Paul. 2010. The Meaning of Torture. Polity. 42(2):13155. 3. Optional: Bybee, James and John Yoo. 2001. Memorandum for Alberto R. Gonzales, Pages 112. 9

Does Torture Work? 1. Rejali, Darius. 2007. Chapter 21. Torture and Democracy. Pages 446479 Class 7 Debating Torture: The Torture Warrant 1. Dershowitz, Alan M. 20032004. The Torture Warrant. New York Law School Law Review. 48(12):275 94. Class 8 Oct 2 Debating Torture: The Ticking Time Bomb 1. Luban, David. 2005. Liberalism, Torture, and the Ticking Bomb. Virginia Law Review 91:142552. Class 9 Oct 7 First Draft of Position Paper Due 1. Peer Reviews Topic III: Explaining Torture Class 10 Oct 9 The Historical Decline and Contemporary Context of Democratic Torture 1. Rejali, Darius. 2007. Introduction. Pp. 13 & 811 in Torture and Democracy. Princeton, NJ: Princeton University Press. 2. Rejali, Darius. 2007. Torture and Democracy. Pp. 4563 in Torture and Democracy. Princeton, NJ: Princeton University Press. Class 11 Oct 14 The Contemporary Context of Democratic Torture, ctd. 1. Rejali, Darius. 2007. Supply and Demand for Clean Torture. Pp. 40534 in Torture and Democracy. Princeton, NJ: Princeton University Press. Class 12 Oct 16 Reflections on Enhanced Interrogation Due 1. No Assigned Readings. 2. Class Discussion on Reflections Class 13 Oct 21 Obedience and Torture 1. Bauman, Zygmunt. 1989. The Ethics of Obedience. Modernity and the Holocaust. Ithica, NY: Cornell University Press. Pages 15168. Class 14 Oct 23 The Social Psychology of Torture 1. Gibson, Janice T. and Mika HaritosFatouros. The Education of a Torturer. Psychology Today 20:508. 2. Fiske, Susan T., Lasana T. Harris, and Amy J.C. Cuddy. 2004. Why Ordinary People Torture Enemy Prisoners. Science 306:14823. Topic IV: Collective Responses to Torture Class 15 Oct 28 Image vs. Reality: The Torture Archetype 1. Athey, Stephanie. 2007. Torture: Alibi and Archetype. Culture, Trauma and Conflict: Cultural Studies Perspectives on War. Pages 135160. 2. Mayer, Jane. 2007. Whatever it Takes. The New Yorker. 10

Class 6

Sept 25 Sept 30

Class 16 Oct 30 Denial & the Abu Ghraib Photos 1. Viewing of select images from Abu Ghraib prison. 2. Del Rosso, Jared. 2011. The Textual Mediation of Denial: Congress, Abu Ghraib, and the Construction of an Isolated Incident. Social Problems 58(2):16568, 17172, 17481. 3. Cultural Analysis Selection and Justification Due Class 17 Nov 4 The Cultural Context of Denial 1. Sutton, Barbara and Kari Marie Norgaard. 2013. "Cultures of Denial: Avoiding Knowledge of State Violations of Human Rights in Argentina and the United States." Sociological Forum 28(3):495-524. Class 18 Nov 6 The Challenges of Acknowledgement 1. Payne, Leigh. 2007. "Remorse." Pp. 41-74 in Unsettling Accounts. Durham, NC: Duke University Press. Class 19 Nov Cultural Analysis Presentations 11 1. No Assigned Readings Class 20 Nov Cultural Analysis Presentations 13 1. No Assigned Readings FINAL Nov Cultural Analysis Essay Due 9:50 a.m. through Blackboard & Email 18

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