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GLOBAL MODULESfor POLS101

Name: Milan Andrejevich

College: IvyTechCommunity College – North Central

Discipline: Political Science

Course Title and Number: Introduction to American Government and Politics POLS101

Module Title: Understanding the United States’ place in the World through the News Media Lens: a comparative approach to media literacy.

Narrative Description of the Module: Understanding the United States and its place in the world through the news media lens offers a comparative approach to media literacy. Upon completion of this module, students will better understand why events and people make the news. Students willdevelop ways on how to deal with our media-saturated culture that conditions our thought processes by learning how to take control over the multitude of messages delivered in an increasingly interactive media environment. Becoming more news savvyfacilitates a clearer perspective of global issues, and comparing news coverage from various sources provides opportunities for understanding issues from a variety of perspectives.

Educational Objectives of the Module:Upon successful completion of this module the student will be expected to:

  1. Develop competency as an informed global citizen.
  2. Expand ways of looking at world events.
  3. Become effective, lifelong consumers of news.
  4. Recognize key players in international relations.
  5. Recognize the analytical focus of a given explanation for an international event.
  6. Acknowledge the interconnection among events, actors, geography, history, and power distribution in world politics.
  7. Be familiar with world geography.

Outline of Lectures/Discussions Used to Implement the Module

Lectures will introduce methods of developing news literacy competencies. Also, an overview of the basics constituting the “art of journalism” and media delivery platforms, and a historical overviewof propaganda and the development of media cultures from a global perspective, will be addressed. PowerPoints will be provided for student use.

Listing of Audio-Visuals Used to Implement the Module

Documentaries:

Rich Media, Poor Democracy

Militainment, Inc. Militarism and Pop Culture

Myth of the Liberal Media – Propaganda Model of News

Ammo for the Info Warrior

Hijacking Catastrophe

Independent Media in a Time of War

Peace, Propaganda & the Promised Land

War Made Easy

Many Ways to See the World

Outfoxed

Control Room

Why We Fight [excerpts of original Capra productions and 2006 documentary]

Student Readings/Writing/Field/Experiential Assignments Used to Implement the Module

News Media

  • The New York Times:
  • The Washington Post:
  • The International Herald Tribune:
  • The Time Magazine:
  • Newsweek
  • The Independent:
  • The Guardian:
  • Der Spiegel [English version]
  • The Christian Science Monitor
  • The Financial Times
  • CNN
  • MSNBC
  • ABCNews
  • CBSNews
  • Fox News
  • BBC World News Service
  • major public news outlets with comprehensive news coverage such as NPR's National Public Radio News (91.5 FM or 88.1 FM on the radio) or PBS's The News Hour on WTTW-Chicago, WISE-Chicago or WNIT-Michianaon the web
  • These two publications have limited internet access, but you can find these in libraries:
  • The Economist:
  • The Wall Street Journal
  • Yahoo Full Coverage of the News
  • LinkTV.org
  • AlJazerra
  • Russia Today and
  • Russia News
  • China Daily
  • China News
  • China.org
  • Japan Today
  • South America Daily
  • Africa News

Selected readings from:

  • Daya Thussu, International Communication (2006)
  • William A. Hachten, The World News Prism: Challenges of Digital Communication (2011)

Student Evaluation/Testing Regarding the Module:

LEARNING OUTCOMES / ASSESSMENT – 15% of course grade
Ability to conduct research – this focuses on ability to find appropriate information (information literacy) and to use this information to develop an argument. / Media project and Blog* – depth and effectiveness of your research will form an important component of the student’s grade
*Options 1-3
Ability to communicate effectively – both oral and written communication. / In class presentation of course materials and quality of writing on all written assignments.
Ability to think critically about current events and international issues. / Assignments focused on particular articles or topics.

OPTION 1 (Module 1)

This assignment demands time management skills and completeness. It cannot be done in a rushed weekend of work. Each student is required to prepare a 6-8 minute oral report [and ten weekly blogs] dealing with how media covers world events.

Devote any 3 weekdays (M-T-W-T-F) and one Sunday to the news. Choose one network news program and watch it for 4 days -- only NBC, ABC, CBS, CNN, FOX, PBS, MSNBC (not local news broadcasts). Select main news slots: for example, the major networks at 6:30pm EST. Take lots of notes for later reference.

Also, read the Chicago Tribune and the New York Times for those same4 days. Those papers are available for use at the Ivy Tech Library [local public libraries]. Online versions are acceptable, but make every effort to read hardcopies of the papers. [Students are not required to purchase the papers].

Focus exclusively on international [global/foreign] news coverage of each medium.

Finally, compare the U.S. American sources with the BBC World News, Deutsche Welle, Russia Today, China Daily, Africa News, South America Daily, and other English-language foreign news providers. Students who demonstrate proficiency in a foreign language are encouraged to refer to these resources.

Then prepare the report by comparing those sources of news in terms of:

the volume of news each devotes to world politics

the degree of detail each has

the sources of the news (that is, who supplies them with coverage?

the selection of the news items that are included by the media (why do you think they decide to print or show what they do?)

the ideological or political biases (if any) displayed by the various media.

Be prepared to arrive at conclusions as to the quality of each medium, the strengths and weaknesses of each. The student’s analytical and comparative skills will be challenged. Do not be afraid to offer observations and opinions as well. The instructor is looking for perceptive insights about media, substantiated by data. Samples will be posted on Blackboard.

The reports will be presented beginning Week 8 through Week 15. Students will also submit a three-page outline, summary, and conclusion of their investigation, including a list of the news providers consulted, on the day of their presentation. A sign-up sheet during Week 6 will be distributed asking which day a student will want to present their report. [Max: 2 per class meeting; possibly only one on video days]. There will be plenty of time to prepare for this assignment. If problems arise, contact the instructoras soon as possible.

Resources (Bibliography) Used to Develop-Implement the Module

  • Daya Thussu, International Communication (2006) - excerpts
  • William A. Hachten, The World News Prism: Challenges of Digital Communication (2011) - excerpts
  • Documentaries as listed in “Audio-Visuals”
  • Garth S. Jowett and Victoria O'Donnell, Propaganda and Persuasion (1999)

Chapter 4:

  • Richard Alan Nelson, A Chronology and Glossary of Propaganda in the United States (1996)

Introduction

OPTION 2 (Module 2): BLOG (or Online Journal)

Each student is expected to maintain a reflective journal that notes thoughts and understanding of principles of American government and politics and its relationship to world politics/international relations. Newspaper, journal and magazine articles, blogs, political cartoons, media events, and assigned readings will be part of keeping this online journal. The blog will be turned in every week during the course of the semester [excluding XXXX and Week 16], and will be evaluated for depth and understanding. Late submissions will receive no points. [150 points]

  • There should be 15 entries for the course.
  • Post entries to the Discussion Board area beginning Week 1 through 15 [except for XXXXX and Week 16]. All posts must be made by each Sunday 11:55pm.
  • Each entry should be no less than 200 words. [8 points]
  • Respond to at least one other weekly student post; about 60 words. [2 points].
  • Be prepared to orally present your findings during the course of the semester.
  • Again, it is be reflective of your emotion/feelings, responses, thoughts, and understanding of what you have read, heard or viewed in class or outside of class as it applies to American government and its relationship to global affairs.
  • Thoughts can be generated from any of the following:
  • News reports
  • Newspaper, journal articles, and books
  • Viewing of movies, TV, or documentaries
  • Assigned readings from class
  • Class discussions
  • Family, work, school or any life experiences related to government.
  • Your writings should reflect how your observations fit into what has been taught. This is meant to facilitate your learning and enjoyment of this class. Relax, observe, and write.

OPTION 3 (Module 3): Web Site reviews (or Online Project)

  • Each student must locate and submit reviews of Web Sitesor articles that are related to any ten chapters of the textbook, and find a comparable site or article from a foreign source containing the same subject or theme. For example: One source pertaining to the U.S. Congress and information about any similar institution representing a foreign country [i.e. British Parliament, Russia’s Duma, Germany’s Bundestag]. Students select two Web sites per selected chapter, for a total of 20reviews. These are to be posted to Blackboard and should contain approximately 150-175 words each [12-point Ariel or Times New Roman font; double-spaced]. Be prepared to orally present your findings during the course of the semester.

Please do not use Wikipedia, Britannica, other online encyclopedias, blogs, or comics.

Entries should include:

  • the URL
  • title of web site or article
  • a summary of the contents
  • the student’s thoughts on the material (making connections with the related reading assignment, and demonstrating an understanding of course concepts)

In the Web Sites Project section there is an example of a project entry (please see "Sample Web Sites Project Entry.")

Late submissions will not be accepted, unless the student has serious extenuating circumstances that can be documented.