COM230 – Media History, Media Today
Fall 2009 | 9:25-10:35 a.m. M-W-F | McEwen 110
Instructor: Dr. Harlen Makemson
Associate Professor
Office phone: 278-5777
Course description: A free society requires a free and vibrant media. This course examines the development, growth and impact of media in America. It studies the major trends,important personalities, ownership structures, technological advancements, diversity ofaudiences, the rise of media convergence, and societal impact ranging from colonial newspapers in the 1600s to today’s print, broadcast and online media. Prerequisite: C-or better in COM 100.
Course goal:By examining the historical impact of mass communication, students gain an
appreciation for the interaction of media and society and an understanding of how the
past has shaped media.
Course objectives
Students will come to know salient events and people of media history and examine the roles of media and their importance.
Students will develop an understanding of media influence on society as it relates to diverse audiences.
Students will understand how people have used media as an instrument of free expression throughout American history.
Students will learn to apply research skills to examine and critically evaluate topics related to the development and impact of mass media.
Class format: This course will integrate discussion and your analyses into a lecture format. Lectureswill give context and added perspective to the readings, not be a substitute for them. Youoccasionally will be asked to reflect on the readings through brief writing assignments and in-class discussion. Your preparation and participation is therefore vital to the success of the course and to your final grade.
About the professor: I am a recovering journalist (12-step program optional) who spent a dozen years working for newspapers in the Midwest and South as a reporter, editor and designer. My research on media history and visualcommunications has appeared in a number of academic journals, and I have mentoredseveral Elon students who have had their historical research accepted for SURF. I am the author ofMedia, NASA, and America’s Quest for the Moon(Peter LangPublishing, 2009).
Required texts (all available at Student Stores)
Michael Schudson, Discovering the News: A Social History of American Newspapers
With this book, Schudson, a sociologist by training, helped move journalism history
from an emphasis on great men/great papers to a view of the press as one important playerin a complex social relationship. Schudson's thesis is that the idea of “objective news”
resulted from the democratization of political, economic and social life in the nineteenthcentury, and he analyzes why the ideal of objectivity remains today. Friendly advice: Get real familiar with this book.
James Baughman, The Republic of Mass Culture: Journalism, Filmmaking, and Broadcasting
in America Since 1941
Baughman describes how television came to dominate the media marketplace,
analyzes how other media adapted, and ponders the impact these changes have had onsociety and the democratic process.
Three blank examination booklets (Blue Books)
Please turn these in at our next class meeting. I will redistribute them on our examdates.
Blackboard readings: A number of our assigned readings will be on electronic reserve, accessible throughthe Blackboard course site ( Blackboard readings are not optional. I assign them because they give important perspectives that other scholars have overlooked and in some cases so you can read the original journalism as it was committed.
All assigned readings are fair game for exams whether we discuss them in class or not.
Highly recommended: Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations. You should refer to Turabian often when working on your research projects.
Historians use Turabian style (not MLA, APA, etc.). A link on Blackboard will show you thebasics of Turabian, but if you’re still confused, please see me or someone in the writing centerin Belk Library well before an assignment is due. Be forewarned that I'm a stickler on style (as
well as spelling, grammar and punctuation).
Course policies
Late assignments: Miss a deadline in the professional world and your story doesn’t getpublished or your client gets really ticked off; make it a habit and you're soon fired. In this
course, assignments turned in after the deadline will be penalized one full letter grade eachday it is late (e.g., B- becomes C-). Assignments are due at the beginning of class unless
otherwise specified; if it's not ready at the start of class, it's considered a day late. There are
no makeup exams, quizzes, or assignments in this course, except in the most rare ofcircumstances (e.g., you are in the hospital). Such accommodations will require appropriatedocumentation and are strictly at the discretion of the instructor.
Attendance/tardiness: It is my experience as both a student and an instructor that attendanceand grades are closely related. In this course, you are allowed three absences without penaltyfor any reason – including but not limited to illness, injury and family matters. Please do not
bring me doctors’ notes, etc. After the first three absences, each subsequent absence, for
whatever reason, will lower your final course grade by one-third of a letter (e.g., B- becomes
C+). This is not only School of Communications policy but also similar to what you'll find inthe professional world: Once you use up your personal/sick days, any additional time istaken out of your paycheck (in this case, your final grade).
It is your responsibility to make sure you sign the roll sheet. Signing in for someoneelse will be considered an honor code violation for both parties. If you sign in, then slip outbefore class is over, you will be counted absent.
School policy also states that a student who misses more than 20 percent of classes in a term (more than seven absences for classes meeting three times a week) automaticallyreceives an F because the student has missed too much content and participation to pass acourse in a professional school. You may find the School’s attendance policy on Blackboard.
Exceptions to the attendance policy may be made for a sanctioned university activity,such as presenting research at a national forum, class travel, or athletic travel if you’re a member of an intercollegiate team. To be considered for an exception, you must submit awritten request and appropriate documentation no fewer than 10 days before the absenceand make arrangements to turn in any assigned work before leaving.
Be on time. It is difficult for your fellow students to take notes when doors areslamming 10 minutes after class has started. Anyone who is late will not get extra time tocomplete in-class assignments. If extenuating circumstances delay your arrival, please enteras quietly as possible and take the first available seat. And don't make it a habit. If a student’s tardiness becomes chronic, the instructor reserves the right to institute a “one tardy equalsone absence” policy for the student.
Leaving the classroom: If you are about to become violently ill, by all means leave.
Otherwise, you are expected to be in the classroom for the entire period. This means youshould take care of any bathroom breaks and cell phone calls before class (and please turnthose cell phones off when you arrive).
Plagiarism/Honor Code: All students are expected to uphold the four fundamental values ofthe Elon Honor Code:
HONESTY: Be truthful in your academic work and in your relationships.
INTEGRITY: Be trustworthy, fair and ethical.
RESPONSIBILITY: Be accountable for your actions and your learning.
RESPECT: Be civil. Value the dignity of each person. Honor the physical and intellectual property of others.
Breaches of these values will result in an academic or social honor code violation report.
Honor code violations include: plagiarism, lying, cheating, stealing or vandalism, andfacilitating academic dishonesty. These violations may result in the lowering of a grade orfailure of a class. While “intent” may be considered in assigning sanctions, it is not a factor in determining responsibility for an offense. Students should consult with me if they are uncertain about whether specific activities are violations of the honor code.
Be professional: My expectations are essentially the same as what would be required of you in a professional workplace. In that spirit, be on time. Save newspaper reading, textmessaging, campus gossip and crossword puzzles for after class. Be respectful of otheropinions. Within those parameters, let's have fun: Although mass media has a very seriousfunction in society, some of the incidents we'll explore have quite amusing aspects as well.
I do not “cancel” classes: If for some reason I cannot be here, class will continue, either inperson with another professor in charge or virtually on Blackboard. If in doubt, check the
class Blackboard site.
How much work is this class anyway? For each hour of in-class instruction, a student should expect to spend 2-3 hours outside of class doing readings and working on projects. So, expect to spend roughly 8-12 hours each week outside of class (your mileage may vary).
Students with special needs: If there is any student in this class who has special needsbecause of any type of disability, or if there are any other issues you feel I need to be aware of, please come and discuss this with me during the first week of class. Accommodations arecoordinated through the university's office of Disability Services.
Grading
Exams = 60%
Short answer, matching and essay, covering lectures, readings and in-class films, on the following dates:
- Exam 1 (September 30) = 20%
- Exam 2 (November 2) = 20%
- Exam 3 (Tuesday, December 15, 8:30 a.m.) = 20%
Class blog = 20%
You will contribute throughout the semester to a class blog. Some of your posts will be based on prompts from me, but many will be on topics of your choosing. Your posts must be clearly related to the course goals and objectives listed on the front page of this syllabus. A few of the many possible uses of the blog include:
-Continuation of a face-to-face discussion in class.
-Analysis/critique of a course reading.
-Discussion of an unassigned reading/resource that relates to class topics.
-Further research into a historical figure discussed in class.
-Exploration of how current media issues relate to the past.
You will be responsible for making a minimum of two posts per week, and commenting on at least one of your colleagues’ posts each week. These numbers are a floor and not a ceiling. The final blog grade will reflect both quality and quantity.
Final project (Due Nov. 23) = 20%
You will produce a research project on some aspect of media history. Each project must use appropriate historical methods and sources, but can be produced and delivered in any number of ways. Some possibilities:
-A 10-15 page scholarly paper appropriate for submission to Elon’s Student Undergraduate Research Forum (a number of papers from this class have been accepted in the past).
-A five-minute “mini-documentary” for a television news program.
-A five-minute, NPR-style, audio podcast.
-An online, interactive guide to a historical figure or moment.
Grades and their meaning: The purpose of grades is to identify degrees of mastery of subjectmatter. Moreover, those grades have specific meaning with respect to mastery of the
material.
A (90-100): Outstanding mastery of course material. Students earning an A haveperformed far above that required for credit in the course and far above that usually seen in the course. The A grade is awarded sparingly and identifies student performance that isrelatively unusual in the course.
B (89-80): Superior mastery of course material. Students earning a B have exhibitedmastery clearly above that required for credit in the course. The B grade represents student performance that is strong and very clearly above performance that is generally held to besatisfactory.
C (79-70): Satisfactory mastery of course material. The C grade reflects performancethat is satisfactory on all counts and that clearly deserves full credit for the course.
D (69-60): Mastery of course material that is unsatisfactory or poor among one or moredimensions. Students achieving a D have exhibited incomplete mastery of course material
but have achieved enough to earn credit for the course.
F (below 60): Unsatisfactory mastery of course material. Students earning an F havenot demonstrated sufficient mastery of course material to earn credit for the course. The Fgrade indicates that the student's performance in the required exercises has revealed almost
no understanding of the course content.
Grade appeals: I have a policy of a 24-hour waiting period after an assignment has been returned before I will discuss a grade on that assignment. After the waiting period, I will entertain any questions you have about the determination of your grade. If you are notsatisfied, you may submit your appeal in writing with specific arguments for your case,along with the assignment or project in question.
Your continued enrollment in this course indicates that you understand and have agreed to these policies.
Course schedule (subject to revision)
Week 1 – Sept. 2 and 4 – Introduction to the course and to each other
Why study media history?
Text: Baughman, Ch. 10, pp. 226-256.
** Friday, Sept. 4 – Turn in three blank examination books (Blue Books)
Week 2 – Sept. 7-11 – The British tradition, Revolution and Early Nationhood
Blackboard reading: David Paul Nord, “Newspapers and American Nationhood, 1776-1826” in Three Hundred Years of the American Newspaper, by John B. Hench, (1991), pp. 391-405.
Blackboard reading: Thomas Paine, “Thoughts on the Present State of AmericanAffairs,” excerpt from Common Sense.
Week 3 – Sept. 14-18 -- The Penny Press
Text: Schudson, Ch. 1, pp. 3-60.
Week 4 – Sept. 21-25 – The Abolitionist Press
Blackboard reading: Tyrone Tillery, “The Inevitability of the Douglass-Garrison
Conflict,” Phylon 37, no. 2 (1976), 137-149.
In-class video clips: Frederick Douglass: When the Lion Wrote History; Soldiers Without Swords
Week 5 – Sept. 28-Oct. 2 – Civil War
Blackboard reading: Excerpt from Blue and Gray in Black and White by Brayton Harris
In-class video clips: Civil War Journal (Alexander Gardner, Bohemian Brigade)
** Wed. Sept. 30 – Exam 1
Week 6 – Oct. 5-9 – The magazine revolution and reform
Blackboard readings: Mary Ellen Waller, “The Business Side of Media Development:
Popular Women’s Magazines in the Late Nineteenth Century,” Essays in Economic and Business History 7 (1989), pp. 40-59.
In-class video clips: Ida B. Wells: A Passion for Justice; The Rockefellers
Week 7 – Oct. 12-16 – The move to mass, the Yellow Press
Text: Schudson, Chs. 2-3, pp. 61-120.
In-class video clips: Around the World in 72 Days; Crucible of Empire
Week 8 – Oct. 19-23 – World War I/Birth of PR/Objectivity emerges
Text: Schudson, Ch. 4, pp. 121-159.
In-class video clips: World War I: Loss of Innocence; The Image Makers (Edward Bernays)
** Mon., Oct. 19 – No class, Fall Break
Week 10 – Oct. 26-30 – Radio Days
Blackboard readings: Excerpts from Hadley Cantril, The Invasion from Mars: A Study inthe Psychology of Panic (1940), pp. 3, 47-55, 67-84.
In-class audio clips: Early radio news and entertainment; War of the Worlds
Week 11 – Nov. 2-6 – World War II/early television
Text: Baughman, Chs. 1-2, pp. 1-29.
In-class audio/video clips: Murrow broadcasts from London; World War II: The Ernie
Pyle Story; early TV news, comedy and drama; Nixon’s “Checkers Speech”
** Monday, Nov. 2 – Exam 2
Week 12 – Nov. 9-13 – The Cold War and television
Text: Baughman, Chs. 3-4, pp. 30-90.
In-class video clips: See it Now episode on Joseph McCarthy; Army-McCarthy
Hearings; quiz show scandals
Week 13 – Nov. 16-20 – Television in the 1960s
Text: Baughman, Ch. 5, pp. 91-116.
Week 14 – Nov. 23 – Final project presentations
** Nov. 25-27 – No class, Thanksgiving
Week 15 – Nov. 30-Dec. 4 – Vietnam/New Journalism/Watergate
Text: Schudson, Ch. 5, pp. 160-194; Baughman, Ch. 6, pp. 91-142.
Blackboard readings: William M. Hammond, “The Press in Vietnam as Agent of
Defeat: A Critical Examination,” Reviews in American History, 17: 2 (June 1989), pp. 312-323.
In-class video clips: Television footage from Vietnam and 1968 Democratic
Convention; excerpts from Where the Buffalo Roam, Fear and Loathing in Las Vegas and
Watergate: The Secret Story.
Dec. 7 – Last day of class
Course wrap-up
Final exam: Tuesday, December 15, 8:30 a.m.
The final exam schedule is set by the university; you may not take the exam at adifferent time or on a different date, so please do not ask. Make your travel plansaccordingly. If you have three exams on the same day, you can apply for a waiver of this rulein the Registrar’s Office prior to the last day of class.