Outline

Overview

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 ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Rodney Taveira, rodney.taveira@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Out-of-class quiz	Multiple choice quizzes 8 small, multiple choice quizzes, totalling 25 questions.	22%	Multiple weeks	Variable	AI allowed
Outcomes assessed:
Out-of-class quiz	Multiple choice quiz - early feedback task #earlyfeedbacktask	3%	Week 03 Due date: 22 Aug 2025 at 23:59	-	AI allowed
Outcomes assessed:
Written work	Blog post 300-word blog post on immigration and violence	30%	Week 08 Due date: 26 Sep 2025 at 23:59 Closing date: 10 Oct 2025	300 words	AI allowed
Outcomes assessed:
Written work	Short research paper Argument-based essay on module 3 or 4	45%	Week 13 Due date: 07 Nov 2025 at 23:59 Closing date: 21 Nov 2025	700 words	AI allowed
Outcomes assessed:
= hurdle task ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Module 1 quizzes, including EFT (these are auto-marked)

300-word blog post for Module 2

700-word short research paper for Module 3 and 4

300-word blog post for Module 2

Write a 300-word blog post on two pieces of media that relate to immigration and violence that include the United States.

You must find one piece of media yourselves. You may use ONE of the following articles:

1. Colleen Long and Astrid Galvan, "U.S. and El Salvador sign asylum deal," PBS News Hour, September 20, 2019: https://www.pbs.org/newshour/world/u-s-and-el-salvador-expected-to-sign-asylum-deal (Links to an external site.)
2. Nick Paton Walsh, Barbara Arvanitidis, and Bryan Avelar, "US-funded police linked to illegal executions in El Salvador," CNN, 2018, https://edition.cnn.com/interactive/2018/05/world/el-salvador-police-intl/ (Links to an external site.)
3. Raymond Bonner, "America's Role in El Salvador's Deterioration," The Atlantic, January 20, 2018: https://www.theatlantic.com/international/archive/2018/01/trump-and-el-salvador/550955/ (pdf copy Download pdf copyin case you cannot access the link)

Discuss:

how the US is positioned in relation to other countries,
how people from (or descended from) other countries are represented,
how American power (such as the US military or economic mechanisms like aid or sanctions) is represented, and to what purposes.

While it must be written in grammatical English (capitalisation, full stops, etc.), feel free to make the language engaging and to use images--make it something that you would want to read as well as being authoritative and convincing.

For referencing, just include the two sources in a reference list at the bottom of the post. The reference list will not be included in the word count. If you make use any other source, you must cite it, using any conventional reference system with which you are familiar.

700-word short research paper for Module 3 and 4

Write a 700-word research paper that answers ONE of these two questions:

Make a case for or against the use of capital punishment in the United States.

Make sure you consider at least two of the secondary sources from Module 3 in your entry, and draw on some of the issues brought up across the module: race, religion, the history of capital punishment and lynching, the differences between states, wrongful conviction, the length of appeals process, the ethics of the state killing its citizens, etc. Use at least four sources.

How have those who support gun control OR those who oppose gun control used the Second Amendment to make their case?

In addition to drawing on the history of the interpretation of the Second Amendment, also consider how violence is used by either side to make their case or to attack the opposing case.

Use at least four sources. Feel free to draw on any material in Module 4.

Footnotes, citations and bibliographies/reference lists are not included in the word count.

Feel free to use any conventional referencing system with which you are familiar.

There is a +/-10% leeway with the word count.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2021 (Schedule 1).

Grade	Description	Use
SR	Satisfied Requirements	To be awarded in units of study where student achievement is measured as a pass or fail only without a mark to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an acceptable standard as defined by grade descriptors or exemplars established by the faculty.
FR	Failed Requirements	To be awarded in units of study where student achievement is measured either as Satisfied Requirements or Failed Requirements only, without a mark to students who, in their performance in assessment tasks, fail to demonstrate the learning outcomes for the unit at an acceptable standard established by the faculty.
AF	Absent Fail	Awarded to students who fail to demonstrate the learning outcomes for the unit at an acceptable standard through failure to submit or attend compulsory assessment tasks or to attend classes to the required level.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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:

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

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

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

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.

Outcomes
Graduate qualities

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
Learning outcomes

Responding to student feedback

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.

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

OLET2120: US Violence: Terror, Guns, Punishment

Semester 2, 2025 [Online] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links