CCJ xxx Course Title; Winter 20xx Page 2 of 9 CCJ 355U Perspectives of Terrorism Dates/Term September 25th – December 3rd Spring 2017 Meeting Times Monday and Wednesdays 11:30 – 12:35pm Location CH 250 INSTRUCTOR & CONTACT INFORMATION Name Dr. Curt Sobolewski Office Location 571A Urban Center Email [email protected] Office Hours Monday and Wednesdays 10:10 – 11:10am and by appointment. COURSE DESCRIPTION Since September 11, 2001, people in the United States have been more aware of terrorism. Even though, that was not the first terrorist attack on American soil, it was one that changed how terrorism was viewed in the United States. Politics and public opinion have influenced what we know about terrorism but for the purpose of this course, the focus is not one what others say about terrorist acts but why did terrorist acts occur. What prompts someone to commit a “terrorist” act? Who defines what is terrorism and what isn’t? How do we curb terrorism? Is through new laws? Is it through tougher investigation? Is it by finding the cause of terrorism and changing that? There are many different topics that will be discussed in the course throughout the semester but the main focus will be on the history of terrorism and the causes that stand at the focus of terrorist acts. COURSE OBJECTIVES The course has four main objectives: 1. Introduce students to the history of terrorism and the landscape of terrorist groups 2. Familiarize students with the main themes and debates in the academic literature on terrorism 3. Sensitize students to the methodological challenges involved in the study of terrorism 4. Equip students with perspectives and tools to better understand the behavior of terrorist groups TEXTBOOK, READINGS, RESOURCES NEEDED · Mike German. Thinking Like a Terrorist. Potomac Books. ASSIGNMENTS & GRADING Grades in this course will be determined by the following components: Quizzes: (140 points) During the semester there will be 2 quizzes (the first quiz is worth 50 points and the second quiz is worth 90 points). The quizzes will focus on the readings, lectures, and documentaries presented in the course. Dates for the opening and closing for each quiz are listed in the course schedule in this syllabus. The quizzes are timed and once you start the quiz you will have 3 hours to complete the quiz. No quizzes will be accepted after the 3 hour limit. All quizzes not finished by the close date will receive a “0”. No exceptions. Discussion: (60 points) During the term there will be six discussion questions (presented in the syllabus) to be completed on D2L. Each discussion question will be worth 10 points and to get full credit, each student must respond to the initial question and respond to at least three students’ posts. Each initial response (the answer to the discussion questions) should be a minimum of 250 words, while responses to other students should be a minimum of 100 words. Discussion questions will be ...

1. CCJ xxx Course Title; Winter 20xx
Page 2 of 9
CCJ 355U Perspectives of Terrorism
Dates/Term
September 25th – December 3rd
Spring 2017
Meeting Times
Monday and Wednesdays 11:30 – 12:35pm
Location
CH 250
INSTRUCTOR & CONTACT INFORMATION
Name
Dr. Curt Sobolewski
Office Location
571A Urban Center
Email
[email protected]
Office Hours
Monday and Wednesdays 10:10 – 11:10am and by appointment.
COURSE DESCRIPTION
Since September 11, 2001, people in the United States have
been more aware of terrorism. Even though, that was not the
first terrorist attack on American soil, it was one that changed
how terrorism was viewed in the United States. Politics and
public opinion have influenced what we know about terrorism
but for the purpose of this course, the focus is not one what
others say about terrorist acts but why did terrorist acts occur.
What prompts someone to commit a “terrorist” act? Who
defines what is terrorism and what isn’t? How do we curb
terrorism? Is through new laws? Is it through tougher

2. investigation? Is it by finding the cause of terrorism and
changing that? There are many different topics that will be
discussed in the course throughout the semester but the main
focus will be on the history of terrorism and the causes that
stand at the focus of terrorist acts.
COURSE OBJECTIVES
The course has four main objectives:
1. Introduce students to the history of terrorism and the
landscape of terrorist groups
2. Familiarize students with the main themes and debates in the
academic literature on terrorism
3. Sensitize students to the methodological challenges involved
in the study of terrorism
4. Equip students with perspectives and tools to better
understand the behavior of terrorist groups
TEXTBOOK, READINGS, RESOURCES NEEDED
· Mike German. Thinking Like a Terrorist. Potomac Books.
ASSIGNMENTS & GRADING
Grades in this course will be determined by the following
components:
Quizzes: (140 points) During the semester there will be 2
quizzes (the first quiz is worth 50 points and the second quiz is
worth 90 points). The quizzes will focus on the readings,
lectures, and documentaries presented in the course. Dates for
the opening and closing for each quiz are listed in the course
schedule in this syllabus. The quizzes are timed and once you
start the quiz you will have 3 hours to complete the quiz. No
quizzes will be accepted after the 3 hour limit.

3. All quizzes not finished by the close date will receive a “0”.
No exceptions.
Discussion: (60 points) During the term there will be six
discussion questions (presented in the syllabus) to be completed
on D2L. Each discussion question will be worth 10 points and
to get full credit, each student must respond to the initial
question and respond to at least three students’ posts.
Each initial response (the answer to the discussion questions)
should be a minimum of 250 words, while responses to other
students should be a minimum of 100 words. Discussion
questions will be open for a week and no late discussion
responses will be accepted.
SCHEDULE, TOPICS & DUE DATES
WEEK
TOPICS
ASSIGNMENTS* & DUE DATES
1
9/25 – 9/27
Introduction to the course
History of Terrorism
a. Russia – Revolutionary/Anarchist
b. France – Revolutionary/State
c. Ireland – Ethno-National Terrorism
Lecture: Terrorist Types and Definition of Terrorism (Chapters
10 and 2)
· Read: Chapters 2 and 10.
· Watch (out of class): 100 Years of Terror: A Legacy of
Violence (History Channel) - online
2
10/2 – 10/4

4. Watching (in class): One Day in September.
Lecture: The Media, Popular Culture and Terrorism
· Discussion 1 opens 10/4 and closes 10/11. (Discussion
Questions can be found after the schedule in the syllabus).
3
10/9 – 10/11
Lecture: The Media, Popular Culture and Terrorism (cont.)
Lecture: Getting Beyond Good and Evil
Lecture: Compounding Confusion
· Watch (out of class): The Newburgh Sting - online
· Discussion 2 opens 10/11 and closes 10/18
· Read: Chapters 3 and 4
4
10/16 – 10/18
Watching (in class): The Gatekeepers – this documentary will
be on the final quiz and not Quiz 1
· Quiz 1 opens 10/16 and closes 10/23 (covering everything
covered in weeks 1-3).
· Discussion 3 10/18 and closes 10/25.
5
10/23 – 10/25
Lecture: Understanding Political Violence
Lecture: Grading the Government
· Read: Chapters 5 and 6
· Discussion 4 opens 10/25 and closes 11/1
· Watch (out of class): 100 Years of Terror: The War Against
Colonialism - online
6
10/30 – 11/1
Lecture: Methods and Motives
No Class 11/1.
· Read: Chapter 7
· Watching (out of class): If A Tree Falls - online
· Discussion 5 opens 10/30 and closes 11/6

5. 7
11/6 – 11/8
Lecture: Ranking the Resistance
Lecture: Right Wing Terrorism Part I
· Read: Chapters 9 and 11
8
11/13 – 11/15
Watching (in class): Welcome to Leith
9
11/20 – 11/22
Lecture: Right Wing Terrorism Part II
No Class 11/22
10
11/27 – 11/29
Lecture: Winning Strategy against Extremists
Lecture: What Should Be Learned.
· Watching (out of class): Taxi to the Darkside - online
· Discussion 6 opens 11/27 and closes 12/4
· Read: Chapters 12, 13, and 14
Final
The final quiz for the class is due on December 6th at 11:59pm.
Taken on D2L. Will open on 11/29
*Readings listed for each lecture should be completed before
coming to class.
**Documentaries will be watched either “in class” or “out of
class” – they are labeled in that manner in the syllabus.
Discussion Questions:

6. Discussion Question 1
How did the 1972 terrorist attack at Munich change history?
(Could it be seen as successful, why or why not?) In your
opinion, what ways was it similar to 9/11?
Discussion 2
Winning the War on Terror with Informants?
The United States today has more informants than they have had
in any other period in the history of our country. Are the
informants helping us win the war on terror or are they helping
us look like we are winning the war on terror?
Discussion 3
In the documentary The Gatekeepers one of the most dramatic
discussions involve the rise of the right wing among the Israeli
settlers in the occupied territories. Their proliferation and
increasing hostility, and the slap-on-the-wrist punishments they
received, were an open secret, but their rage was unleashed with
the Oslo Accords. The officers launch the most surprising
criticism, against Benjamin Netanyahu, all but blaming him for
inciting the killing of Yitzhak Rabin, whose murder by a far-
right Israeli extremist changed the way these officers looked at
their nation.
Do you think that the new Shin Bet strategies were a positive
change and how could the US see these strategies on a way to
fight the war on terror?
Discussion 4: Colonialism
Terrorism can be seen as a reaction by those without power
against those with power but in the situations as portrayed in
the documentary The War Against Colonialism is terrorism
justified? Were the means justified by the endings?

7. Discussion Question 5: If A Tree Falls
There has been some debate even within law-enforcement
circles about the use of “terrorist” to describe the acts carried
out by the ELF. Would you define their acts as terrorism? Why
or why not?
How did this film confirm or challenge your perception of
radical environmentalism, law enforcement, and those in the
timber industry?
Discussion 6: Taxi to the Darkside
“The likelihood of that [the “ticking time-bomb” scenario] ever
happening is so remote ... even if you’re in that situation, who’s
to say that if you beat him up that you’re gonna get that
information?”
—Jack Cloonan, FBI Special Agent 1977-2002,
Counterterrorism Task Force.
How has the “ticking time-bomb” scenario influenced public
discourse on torture? Do you believe there is ever a situation
extreme enough to justify the use of torture as an interrogation
technique? Explain your answer.
COURSE POLICIES
As a student in this class it is your responsibility to fully
understand and comply with the following course policies. If
you have questions about any of these policies please contact
the instructor immediately.
Changes to the Syllabus
Changes to the course may be necessary once the term starts.
This includes changes in the topics covered, the schedule, and

8. changes in the exercises, exams, and assignments used to
evaluate students. Any such changes will be announced in class
and/or online (via email, D2L, etc.) and will take precedence
over the material contained in this syllabus.
CCJ Grading Scale
All CCJ courses applied to the major must be taken for a letter
grade (i.e., Pass/No Pass do not count) and receive a “C” or
better. A “C-” does not satisfy this requirement. For those
taking the class for Pass/No-pass credit, a “C-” or better is
required to pass, per PSU policy.
Grading Scale:
A = 200 - 186 A- = 185 - 180 B+ = 179 - 174
B = 173-166
B- = 165 - 160 C+ = 159 - 154 C = 153- 146 C-
= 145 -140
D = 139 – 120 F = 119 – 0Classroom Behavior (In-Person)
Students are expected to assist the professor in maintaining an
environment that is conducive to the learning of all those
attending. As such, you are responsible for avoiding
unnecessary disruptions (see specific examples below). You
also are expected to be respectful to the professor, your
classmates, and guests.Recurrent inappropriate behavior will
result, minimally, in a request to leave class for the day.
· If you must enter a class late, do so quietly and do not disrupt
the class by walking between in front of the instructor. If you
are consistently late the instructor may ask to meet with you
after class.
· Do not leave class early unless it is an absolute necessity and
you inform the instructor of this in advance (e.g., medical
appointment, family emergency).

9. · Sleeping, talking to neighbors, doing work for another class,
reading the newspaper, checking email, and exploring the
internet are unacceptable.
· Avoid distracting comments, conversation, and behaviors. If
you have a question or a comment, please raise your hand,
rather than starting a side conversation with your neighbor.
Classroom Behavior (Online)
While some students are regular electronic communicators,
others in the class may have more limited experience with this
medium. Here are a few tips to ensure that you communicate
effectively in an on-line community.
· State simply and clearly your point. Proofread before sending
or use a word processor with spell check and then cut & paste
your discussion posting into D2L.
· Avoid the use of symbols or abbreviations that may not be
familiar to all or explain the symbol.
· Avoid sarcasm - it does not translate well online.
· Be specific about statements you are responding to. If you are
responding to a particular idea from a classmate's email, restate
or "quote" their remarks within your discussion response using
copy and paste.
· Assume that everyone has good intentions and remember that
assumptions can easily be cleared up by asking for clarification
on a discussion board, or with a separate email or phone call.
· Do not use the discussion groups to discuss personal
issues/problems beyond the scope of the class.
· Focus critiques on the ideas or opinions expressed by people
rather than making personal attacks (i.e., challenge the idea not
the person).
The professor may choose to delete a discussion group posting
or thread if the contents of that message are inappropriate,
inflammatory, or detract from learning course material. When
such a decision has been made the person(s) responsible for the

10. message(s) will be informed of this decision by the professor
and future communications within the course may be restricted.
Safe Learning Environment
One of my responsibilities as an instructor is to help create a
safe learning environment for all students and for the campus as
a whole. Please be aware that federal, state, and PSU policies
require faculty members to report any instances of sexual
harassment, sexual violence and/or other forms of prohibited
discrimination. Similarly, PSU faculty are required to file a
report if they have reasonable cause to believe that a child with
whom they come into contact has suffered abuse, or that any
person with whom they come into contact has abused a child. If
you would rather share information about these experiences
with an employee who may not have similar reporting
responsibilities, please contact one of the following campus
resources (or visit this link):
· Women’s Resource Center (503-725-5672)
· Queer Resource Center (503-725-9742)
· Center for Student Health and Counseling (SHAC): 1880 SW
6th Ave, (503) 725-2800
· Student Legal Services: 1825 SW Broadway, (SMSU) M343,
(503) 725-4556
For more information about the applicable regulations please
complete the required student module Creating a Safe
Campus in your D2L.
Be an active student
Not all the information presented in lecture is present in the
posted PowerPoint slides on D2L. Thus it is important to be
active in class and take notes to supplement that information
and make it easier to study. Also, take notes on the videos
shown in and out of class. There will be content questions on
the quizzes.
Electronic Devices

11. The use of electronic devices (e.g., laptops, netbooks, I-Pods,
cells phones, cameras) during class is prohibited except for the
following circumstances: a) students who are registered with the
DRC and have accommodations specifically related to the use of
electronic media, or b) students who have been granted
temporary access by the professor due to special circumstances
like a sick family member, a work emergency, or a parenting
matter. In cases where permission has been granted, the student
will employ the device solely in a manner appropriate to the
course work and he/she will avoid interruptions to the
instructional process. Students who violate this policy will be
warned immediately. Subsequent violations will result in the
student being dismissed for that session.
Technology Policy
Technological support is available through PSU’s Help Desk:
(503) 725-HELP or [email protected] It is the student’s
responsibility to maintain functioning computer equipment and
have consistent Internet access throughout the length of the
course. Proficiency in the use of D2L is also required for this
course. Multiple university resources are available to teach
students how to prepare for online courses and multiple
university/public library locations provide Internet and
computer access.
Students should identify at least three locations where they can
access both computing equipment and the Internet to complete
coursework. In addition to a student’s home, examples of such
locations are PSU computer labs, public libraries, and/or homes
of family and friends.
All written work must be submitted in a format that is
accessible with university-issued software (e.g. adobe reader,
MS Word). Papers submitted in an inaccessible format cannot
be graded. If you are uncertain whether your software will be

12. suitable for submitting papers, contact the PSU Helpdesk.
It is the student’s responsibility to confirm that email messages
and any attachments have been received by the professor. All
emails will receive a prompt reply (excluding weekends and
holidays). If a reply is not received within this time frame, you
should assume your message did not arrive successfully and you
should follow-up by sending an additional email communication
until confirmation is received.
Attendance Policy
If you miss a lecture or video it is your responsibility to obtain
the notes and handouts from your classmates or D2L, not the
professor.
Late Paper/Assignment Policy
Unless otherwise stated, the following policy applies to all late
assignments and exams: You will be given an F if you miss an
assignment or turn it in late without prior approval of the
instructor. The only exceptions to these rules are for medically
approved absences or other extenuating circumstances supported
by appropriate documentation and in accordance with university
policy.
Paper Formatting
Unless otherwise stated by the professor, the Criminology and
Criminal Justice program requires that all papers submitted by
students be formatted according to the APA Style, including all
bibliographic citations. A good resource on this style can be
found at Purdue’s OWL Center
(https://owl.english.purdue.edu/owl/resource/560/01/).
Library Resources
The PSU Library has constructed resource guide specifically for

13. Criminology & Criminal Justice students. The guide contains
both print and electronic resources, as well as information on
how to gain Librarian assistance via phone, email, and chat. The
Research Guide for Criminology and Criminal Justice students
can be found here: http://guides.library.pdx.edu/ccj
English Usage
Your responses on exams, papers, and other assignments will be
graded for content as well as spelling and grammar. If you have
difficulty with written expression I recommend you avail
yourself of the many services provided on campus for this
purpose (See the PSU Writing Center:
http://www.writingcenter.pdx.edu/ site or the Learning Center:
http://www.pdx.edu/tutoring/).
Academic Honesty
By turning in an examination, paper, assignment, or in
providing discussion board contributions, you (the student)
certify that the work was produced without plagiarism or other
forms of academic dishonesty.
Quoting from the Student Code of Conduct
(http://www.pdx.edu/dos/psu-student-code-conduct), acts of
academic dishonesty, “include, but are not limited to, (a)
cheating, (b) fraud, (c) plagiarism, such as word for word
copying, using borrowed words or phrases from original text
into new patterns without attribution, or paraphrasing another
writer’s ideas; (d) the buying or selling of all or any portion of
course assignments and research papers; (e) performing
academic assignments (including tests and examinations) in
another person’s stead; (f) unauthorized disclosure or receipt of
academic information; (g) falsification of research data; and (h)
unauthorized collaboration; (i) using the same paper or data for
several assignments or courses without proper documentation;
(j) unauthorized alteration of student records; and (k) academic
sabotage, including destroying or obstructing another student’s

14. work.”
Papers and other written submissions in this course may be
reviewed for originality using the Turnitin plagiarism detection
software. Students who are discovered engaging in acts of
plagiarism or other forms of academic misconduct will be
reported to the appropriate program and university authorities.
Potential consequences range from failure of the given
assignment to dismissal from the university.
If you have questions about what constitutes academic
dishonesty or the university’s policies on this matter you should
carefully review the current the University. Ignorance of these
rules is not an acceptable excuse for misconduct in this course.
To learn more about plagiarism and associated consequences,
view this short presentation
(http://www.studentcenter.ccj.pdx.edu/Plagiarism/Presentation.h
tml).
Incomplete Grades
Under special circumstances a student may be granted an
incomplete (“I”) grade by the professor. To be eligible for an
incomplete, PSU requires all of the following criteria apply:
· Required satisfactory course completion/participation. The
quality of the work is satisfactory, but some essential work
remains. In addition, the student must have successfully
completed most of the course work at the time the student
requests the Incomplete, with a minimum grade up to that point
of a C- for undergraduate, or B- for a graduate level course.
· Reasonable justification for request. Reasons for assigning the
Incomplete must be acceptable by the instructor. A student does
not have the right to demand an Incomplete. The circumstances
should be unforeseen or be beyond the control of the student.
The instructor is entitled to request appropriate medical or other
documentation to validate the student’s request.

15. · Incomplete grade is not a substitute for a poor grade. The
Incomplete grade is not meant to create the opportunity for
special or additional work for a student to raise a poor grade, or
for the opportunity to take the course over by sitting in on the
course in a later term without registering or paying for it.
· Written agreement. A written or electronic agreement will be
endorsed by both the instructor and student. The document will
specify a) the remaining work to be completed, b) the highest
grade which may be awarded upon submission of remaining
items, and c) the date which the missing work is due. The latter
may not exceed one year from the end of the term for
enrollment for the given course. A template “Incomplete
Contract” is available on Registrar’s website.
· Resolving the Incomplete. Instructors may not encourage
students to “sit in” an entire future course in order to resolve
the Incomplete grade. If the student needs to retake the entire
course, they should be given the grade presently earned, and
must formally register for the future class they will be
attending. If the missed portion of the course is no longer
available, instructors may offer an alternative assignment.
Grading weight of the alternative assignment should not exceed
the original assignment. Students are fully responsible for
monitoring all due dates.
Students should be aware that failure to make up an Incomplete
in an undergraduate course by the end of one calendar year
would result in the mark of “I” automatically changing to a
grade of “F”. The instructor may also establish an earlier
deadline. In all cases, responsibility for resolving an incomplete
grade rests solely with the student.Academic Accommodations
and Disability Services
If you are a student with a documented disability and have
already registered with the Disability Resource Center (DRC),
please contact your instructor immediately to discuss your
specific academic accommodations for this class. To register for
services visit PSU’s DRC (http://www.pdx.edu/drc).Academic

16. Advising For CCJ Majors
Criminology & Criminal Justice provides advising for students
working toward a CCJ major, minor or post baccalaureate
certificate. Our undergraduate adviser, Meghan Opbroek is
located in the Urban Building 5th floor, room 540. She can be
reached at (503) 725-9210 or [email protected] To schedule an
appointment with Meghan, visit
https://mopbroek.youcanbook.me/.
· Explain whether you prefer the representation of the Last
Supper by Tintoretto, Veronese, or Leonardo da Vinci,
identifying specific elements of the Mannerist and Renaissance
artistic styles. Discuss whether you would have sided with
Veronese or with Inquisition court, considering the issues of
artistic freedom, right of the patron, and appropriate subject
matter. Provide a rationale for your response. Describe a real
modern situation where similar issues arise, like a controversial
film, a professor with controversial views, a business owner
expressing a religious opinion in public, a business owner who
has an employee who is "just different", etc.
+I prefer ______________who is a _____________________
artist.
Renaissance or
Mannerist
The two elements of the _____________________ artistic styles
that are
Mannerist or Renaissance

17. interesting to me are 1_________________ and
2________________ and why?
De Vinci is a Renaissance painter-Tintoretto& Veronese are
Mannerist painters
• Discuss whether you would have sided with Veronese or
with Inquisition court, considering the issues of artistic
freedom, right of the patron, and appropriate subject matter.
Provide a rationale for your response.
This is easy too. I would have sided with
_________________________
Because of His/their views on:
Artistic Freedom which
says_________________________________
Right of the Patron which
says__________________________________
Appropriate subject Matter which
says__________________________
This last one is easy to describe…….
· Describe a real modern situation where similar issues arise,
like a controversial film, a professor with controversial views, a
business owner expressing a religious opinion in public, a
business owner who has an employee who is "just different",
etc.
The situation you are describing is it:
Artistic Freedom
Right of the Patron
Appropriate subject Matter