HISTORY 116:BRITAIN, 1688-PRESENT

HISTORY H225: HISTORY THROUGH FILMMW 3:00-5:40 in the IUPUI Library Lilly AuditoriumINSTRUCTOR: DR. JASON M. KELLY OFFICE: UL 4115SOFFICE HOURS: MW 1:30-2:30 or by appointmentCONTACT: Enrolled students, please contact me through Canvas

jaskelly@iupui.edu (be sure H225 is in the subject line, so my email filters it properly) @jason_m_kellyCOURSE DESCRIPTION In 1964, Marshall McLuhan coined the phrase, the message is the medium. By this, he meant that it is not just information that shapes our understanding. Just as important, he argued, is the mode of communicationbooks, films, photographs, etc.that directs our interpretations and, ultimately, our understanding. Over the past 125 years, few media have been as influential in shaping information, interpretation, and understanding as film. This course examines how our knowledge of the past has been (and continues to be) shaped through film. As such, this is not a course on the history of film. Rather, it is a course on 1. how film serves as a medium to convey historical arguments

2. how film responds to and shapes socio-cultural and political contexts

3. how filmmakers and audiences interpret history through film4. how historians can use film to represent the past

5. how historians analyze films as historical artifactsIn this course, you will learn about the techniques and genres of historical filmmaking and develop skills in basic film criticism and analysis. By comparing primary documents to cinematic interpretations, you will also become more proficient in comparative historical analysis. Finally, you will learn how to do basic film editing. The theme that will guide our analysis of History through Film will be Protest and Resistance. Among the films that we will watch and analyze this semester are The Life of Brian, Matawan, 1971, Citizen 4, All the Presidents Men, Ghosts of Amistad, Guguletu Seven, Let the Fire Burn, Iron Jawed Angels, Even the Rain, The Mission, and Inherit the Wind.

More information and updates are available at the course website: https://historythroughmovies.wordpress.com LEARNING OBJECTIVES

Contrary to what you may have learned in secondary school, history is not a mass of facts waiting to be memorized and organized into a chronological narrative. History is a discipline that requires its practitioners to exercise their critical and analytical skills to interpret the past. Historians must be able to uncover and comprehend a wide variety of historical sources whether they are textual, visual, material, or aural. Applying their understanding of these sources to various questions, which are themselves often the result of specific historical circumstances, historians do their best to approximate an objective representation of the human past.

In this course, you are all historians. Therefore, the assignments will encourage you to improve your ability to communicate effectively through writing and speech, to critically think about the course material, and to integrate and apply your knowledge in a variety of contexts. This course will challenge you on many levels. You will need to refine your understanding of the methodologies of the historical profession and use this knowledge to better understand a diverse array of societies, including their political, social, and cultural traditions. As such, this course conforms to IUPUIs Principles of Undergraduate Learning (see below).

By the end of this course:

1. Students will be able to outline the major genres and define techniques of historical filmmaking.

2. Students will be able to explain how film both shapes and challenges historical memory, citing specific examples from the films discussed in the course.3. Students will be able to identify the rhetorical modes that film employs and will be able to use analytical techniques to critique them in a constructive manner.

4. Students will be able to identify and assess the multiple on which films operate as historical documents (e.g. biography, social critique, witness)In a more general sense, you will develop and refine skills to comprehend, interpret, analyze, and compare historical documents and material culture. You will also be able to think more historically and develop a stronger sense of yourself and your community as historical actors.PRINCIPLES OF UNDERGRADUATE LEARNING (PULs)

The PULs form the conceptual framework for the general education of IUPUI students. The main PUL for this course is Critical Thinking. Critical Thinking is the ability of students to engage in a process of disciplined thinking that informs beliefs and actions. A student who demonstrates critical thinking applies the process of disciplined thinking by remaining open-minded, reconsidering previous beliefs and actions, and adjusting his or her thinking, beliefs and actions based on new information. The process of critical thinking begins with the ability of students to remember and understand, but it is truly realized when the student demonstrates the ability to apply, analyze,evaluate, and create knowledge, procedures, processes, or products to discern bias, challenge assumptions, identify consequences, arrive at reasoned conclusions, generate and explore new questions, solve challenging and complex problems, and make informed decisions.

For a complete list of the PULs please visit: http://www.iport.iupui.edu/selfstudy/tl/puls/ASSIGNMENTSAssignments in this course will challenge you to learn on several levels. They will oblige you to learn the material at the most rudimentary level through comprehension and basic knowledge of the historical details. This requires you to read assigned material closely, taking notes and writing questions in the margins. If you are simply highlighting passages that you consider to be important, you are not learning efficiently. The best way to take notes is to read a passage, then paraphrase it in your own words. The same applies to lecture. If I post PowerPoint presentations, podcasts, or outlines, do not use them as substitutes for note taking. Use them only as a guide to the lecture. If you think you need help with taking notes, I recommend that you visit the Bepko Learning Center for more information. If you have adequately read and/or comprehended a reading and a lecture, you will be able to answer the who, what, when, and where questions that I ask in this course.Once you have a good comprehension and knowledge of the course material, you will be prepared to analyze it, answering the how and why questions in this course. At the college survey level, these are the answers on which we will focus most of the time. For example, I will ask you to identify cause and effect for various historical phenomena. I will also require you to give evidence for your answer. I will ask you to compare and contrast various phenomena and explain why they differ. Remember, cause and effect/compare and contrast questions in history are rarely simple, and they necessitate that you think creatively about a wide range of possible answers.

At the most advanced level of learning in this course, I will expect you to be able to synthesize what you have learned and evaluate a variety of documents and opinions. Your evaluation of other peoples arguments or your original interpretation of historical sources requires that you comprehend the basic course material and are able to analyze it before you begin your evaluation. Remember, in history, regardless of what you feel or believe, you must support your assertions with empirical evidence. So, if you make an argument, be sure to support it with credible data.

Below, I outline how my course and learning objectives relate to your course assignments.

READINGS

Required Books Zinn, Howard. The Bomb. San Francisco: City Lights Publishers, 2010. (available in paperback or as a Kindle ebook)http://www.amazon.com/Bomb-City-Lights-Open-Media/dp/0872865096The books below are not required for this course. However, I think that they should be on every students (and professors) shelf. I use them regularly to help formulate research questions, design projects, and craft essays and books. I would encourage you to own every one of these, which are inexpensive (especially if you purchase a used copy). If you work through them and use them regularly, they will help you become a better thinker and writer. Moreover, they will help give you insight into what your professors would like to see in your work, no doubt helping to boost your grades. I would especially suggest that you purchase the books marked with an asterisk. Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. The Craft of Research, Third Edition. 3rd ed. Chicago: University Of Chicago Press, 2008. ISBN: 9780226065663

*Cullen, Jim. Essaying the Past: How to Read, Write and Think about History. 2nd ed. Chichester, West Sussex; Malden, MA: Wiley-Blackwell, 2012. ISBN: 9781444351408

Elder, Linda. The Thinkers Guide For Students On How to Study & Learn a Discipline. Foundation for Critical Thinking, 2011. Kindle

*. The Thinkers Guide to How to Write a Paragraph. Foundation for Critical Thinking, 2007. Kindle

Elder, Linda, and Richard Paul. The Thinkers Guide to Analytic Thinking. Foundation for Critical Thinking, 2007. Kindle

Jr, William Strunk, E. B. White, and Roger Angell. The Elements of Style. 4th edition. Boston: Longman, 1999. ISBN: 9780205309023

McInerny, D. Q. Being Logical: A Guide to Good Thinking. New York: Random House Trade Paperbacks, 2005. Kindle

Paul, Richard, and Linda Elder. The Miniature Guide to The Art of Asking Essential Questions. Foundation for Critical Thinking, 2005. Kindle

. The Thinkers Guide to Fallacies: The Art of Mental Trickery. Foundation for Critical Thinking, 2008. Kindle

*. The Thinkers Guide to How to Read a Paragraph. Foundation for Critical Thinking, 2008. Kindle

*Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations, Eighth Edition: Chicago Style for Students and Researchers. Edited by Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams. 8th ed. Chicago: University Of Chicago Press, 2013. 9780226816388

STUDY HABITSWhile most students know what study habits will make them successful students, many of them do not apply what they know. So, it is worthwhile to reconsider your study habits.

Time management is one of the most difficult things to master, especially when you have other responsibilities in addition to class. So, when scheduling your courses, it is useful for you to know how the university, your professors, and even the government (in calculating your student aid eligibility) look at each course. Taking courses is like taking a job, and each course requires you to set aside a specific amount of time each week. A rough guide to how much time the average student needs to spend on each course is studying 2-3 hours per every credit hour per week. This is in addition to time in the classroom. Thus, for a three-credit course, you should set aside 6-9 hours per week. This is why a 12-15 credit course load is equivalent to having a full time job. Keep in mind that this three credit course is compressed into 8 weeks and will therefore take more time.Taking notes in class is another thing with which some students struggle. If you have completed the assigned reading, it will be easier to be engaged with course lectures. I may use PowerPoint presentations in class and post them after class. It is important to keep in mind that the PowerPoint outlines are merely a guide, and you will have to take substantial supplementary notes in class (including, during in-class discussions). The most important things that you should be asking yourself when deciding what to take notes on are:

1. Why is this significant?

2. How does this relate to the themes of the course/lecture?

3. How does this relate to the other topics that we have discussed so far?

4. What does the professor consider particularly important?

Taking notes in class will not assure you success in this course. You should review them within 24 hours of taking them, asking yourself questions in the margins on topics that seem unclear. You should ask for answers to these questions in class or in office hours. If you review and revise your notes on a regular basis, you will not need to cram at test time.You should also take notes on the films that we are watching in class. This will require you not simply to watch films, but to engage with them. Since this is not something that many of us have been trained to do, I will post materials to the website to help you. The nature of history requires that you read and analyze primary and secondary sources on a regular basis. You should be prepared to set aside time devoted to read each week. Ideally, you will do your reading in small, consistent steps rather than last minute cram sessions. Remember, some of your reading is relatively difficult and may take longer than you expected. When reading, you should not mark large sections of your book with a highlighter. This will be virtually useless to you when you need to discuss your reading in class or study for your quizzes. Instead, you should take notes on a separate sheet of paper, noting the authors thesis, historiographical significance, methodology, and main points. You should be able to critique the work in addition to comprehend the work if you have read properly.

For more information on notetaking, see

Sherrie Nist-Olejnik and Jodi Patrick Holschuh, College Rules!: How to Study, Survive and Succeed in College, 2nd ed. (Ten Speed Press, 2007). ISBN-10: 1580088384 Notetaking Systems: http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html ANNOUNCEMENTS You are responsible for all announcements that I make during lecture or through

Canvas. If there is any adjustment to the syllabus, I will announce it in class or through email. If for any reason you do not attend the entire lecture, you are still responsible for any announcements that I make. Be sure to contact a fellow student who is responsible and can relay the information to you. Likewise, you are responsible for checking your email regularly and guaranteeing that your Canvas email settings are correct. You may email me through Canvas or come to my office hours for any announcements you missed.

DIGITAL TECHNOLOGY

If you do not know how to use any feature of Canvas, it is your responsibility to seek tutoring. I will briefly cover some basics of Canvas in class, but if you do not understand how to use it, you should seek assistance from the University Information Technology Specialists (UITS). Your fees pay for UITS, so be sure to take advantage of their expertise. Their contact information is as follows.

Phone: (317) 274-4357 (24 hours)

Email: ithelp@iu.edu

Knowledge Base: kb.iu.edu

Walk-up: Informatics & Communications Technology Complex (IT 129)

Live Chat: ithelplive.iu.edu (24 hours)

I strongly suggest that you use IUPUI computers to complete any digital assignments (forums, quizzes, tests, etc.). If you decide to use a non-IUPUI computer, and your computer crashes, disconnects from the internet, or does not work properly with Canvas, etc., this is not a valid excuse for not completing an assignment. So, use non-IUPUI computers at your own risk. For assignments that require Canvas submission, many students have found that they prefer to write their assignment out in Microsoft Word and paste it into Canvas. That way, they can save a backup copy for themselves.

Some assignments may require you to listen to podcasts or watch videos. All campus computers are equipped with the necessary software to view them. However, you may need headphones. You can use your own or rent a set from the IUPUI Library.

Other assignments will require you to work in programs outside of Canvas. All of these programs are free. You can access them on campus computers or download them at https://iuware.iu.edu. If you would like to access the programs on your machine, but you dont want to download them, many are available through IUAnyWare at https://iuanyware.iu.edu/vpn/index.html.

GRADING

The grade breakdown is as follows:

In-Class Participation

25%

Quizzes

30%

Response Project 1

20%Response Project 2

25%

Extra Credit

3%

Scale: A=90-100, B+=87-89, B=83-86, B-=80-82, C+=77-79, C=73-76, C-=70-72, D+=67-69, D=63-66, D-=60-62 F=0-59

I may be willing to assign an P/F, W, or I grade. Please consult with me directly and note the universitys policies for each of these grades are available at the IUPUI Registrar: http://registrar.iupui.edu/gradecover.html I will give you specifics about assignments during lecture and post the details online.

If you are interested in taking this course for honors credit, please see during the first week of class.Your assignments and exams should be completed before class on the day that they are due. This means that you will need to upload them before you come to class. Once class begins, your assignment is late. You will submit a digital copy of your assignment through Canvas. If you do not submit a digital copy before class, your assignment will be late. Except for exceptional circumstances, there are no make-up quizzes, and you will receive zero if you are not in class to take them.

If you turn in your assignment late (once class begins, your assignment is late), you will lose 10 percentage points every 24 hours. Note that extra credit assignments must be turned in on time. I do not accept late extra credit assignments. There are no extensions or exceptions to this policy. If you neglect to complete any coursework, you will fail the course.

If you cannot complete a required assignment due to extraordinary circumstances, it is your responsibility to contact me within 48 hours to discuss scheduling a make-up. If I do not hear from you within 48 hours, you will receive a zero for that assignment, and if you do not complete the assignment, you will fail the course. I expect official written documentation confirming your extraordinary circumstance. Note that if a non-IUPUI computer crashes, loses its internet connection, or does not function properly, this is not an extraordinary circumstance. If an on-campus computer does not work properly, you must contact its administrator immediately. I will require written confirmation from the administrator that the computer did not function properly. If you cannot be in class when an assignment is due because of a scheduling conflict (e.g. if you play a team sport and are on the road or if you will be attending a field trip or a conference), you must let me know by Week 2. I expect official written documentation confirming your scheduling conflict. After Week 2, I will not make exceptions to class policy. Note that I do not consider a vacation a scheduling conflict.

If you desire to dispute a grade, you may submit an explanation to me in writing. State your points of contention, your reasons for them, and give specific evidence to support your claim. Upon review of your assignment, I reserve the right to raise, lower, or keep your grade the same. If you are not in class on the day I give back your assignment, you must get your grade from me promptly.

I highly recommend taking advantage of all study and writing resources available on campus.

University Writing Center

The University Writing Center provides tutoring for students, staff, and faculty on all kinds of writing assignments and projects. A tutoring staff consisting of faculty and peer tutors work with their clients to understand assignments; brainstorm ideas; relate purpose and audience; develop, organize, revise, and edit pieces of writing. For information or an appointment, visit http://www.iupui.edu/~uwc/.

The Bepko Learning CenterThe Bepko Learning Center offers freeAcademic Mentoringto aid students in various courses. Mentoring is different from tutoring in that students are not provided with the answers to their questions, but are guided in the right direction by their mentor andthrough collaborative interaction with other students. This process allows the students to learn valuable skills that will be beneficial to them throughout their academic careers. For more information, visit http://blc.uc.iupui.edu.

The IUPUI Speakers LabThe Speaker's Lab is available for use by all IUPUI students. In the Speaker's Lab students will be provided the opportunity to fine-tune their speeches with the aid of student mentors and a host of technological equipment. For more information, visit http://liberalarts.iupui.edu/spchlab/. IUPUI Library Reference DeskLECTURES AND DISCUSSIONClass lectures will not simply repeat the information in the textbook. Instead, lectures will focus on questions that mirror the concepts in the textbook. Lectures will show you how, when used in tandem with primary sources, basic textbook comprehension can help elucidate "big" historical questions. While lectures will help you understand what you have read, they will also show you the unique ways that historians approach problems. These skills will help you when we focus on analyzing historical documents.

This course meets twice a week. ATTENDANCE IS MANDATORY!!! You must arrive at class on time. If you are not in class when I am taking attendance, you will be marked as absent.

I will not make exceptions for difficulty finding parking. Keep in mind that parking on campus can be difficult to find at times, so be sure to plan your commute accordingly. There are a variety of parking options. For more information see http://www.parking.iupui.edu/index.html.

Since we meet only 15 times, it is essential that you attend class every day. However, I do understand that sometimes life is complicated and that emergencies arise. Therefore, you will be excused for missing one lecture for any reason. You do not have to inform me about the reason for your absence. After that, I will begin lowering your overall grade 3 points for each day that you miss (up to 20%, equivalent to the total of your participation grade). There are no exceptions to this policy, except in the case of extraordinary circumstances.

A basic requirement of this course is that you will participate in class and conscientiously complete writing and reading assignments. Keep in touch with me if you are unable to attend class or complete an assignment on time. If you miss more than half our class meetings within the first four weeks of the semester without contacting me, you will be administratively withdrawn from this section. Our class meets once per week; thus if you miss more than two classes in the first four weeks, you may be withdrawn. Administrative withdrawal may have academic, financial, and financial aid implications. Administrative withdrawal will take place after the full refund period, and if you are administratively withdrawn from the course you will not be eligible for a tuition refund. If you have questions about the administrative withdrawal policy at any point during the semester, please contact me. For more information, see http://registrar.iupui.edu/withdrawal-policy.html.For information on the academic calendar, late drop, fees, etc., http://registrar.iupui.edu/accal.html.

Preparation and participation are integral components to success in this course. Make sure that you spend time reading and analyzing the required texts BEFORE you arrive at lecture. I expect each of you to share your thoughts throughout the semester. Discussions with your peers are some of the most entertaining and educational times you spend in class, so come prepared to debate. BRING YOUR READINGS WITH YOU!!! If you would like to discuss readings with me, be sure to take advantage of my office hours. I expect you to be prepared to discuss the course themes, lectures, and readings during every lecture. We will have discussions every day.

At IUPUI, Adaptive Educational Services (AES) works to make campus life and learning accessible for students with disabilities. AES assists students in achieving their educational goals through such services as note taking, interpreting, and test proctoring. Visit the AES webpage at: http://aes.iupui.edu or call them at 317.274.3241.

There are a number of campus-wide policies governing the conduct of courses at IUPUI. These can be found at: http://registrar.iupui.edu/course_policies.htmlCLASSROOM ETIQUETTE

The classroom is a space for learning. Therefore, it is every students responsibility to foster a productive educational atmosphere. This means that cell phones, SMS and Blackberry messaging devices, and similar devices must be turned off and put away unless you are participating in the course backchannel or obtain special permission from me. Newspapers, books, and materials from other courses must also be put away. If you use a computer in the classroom, it should be used only for taking notes or supplementing the discussion. If you choose to use a computer, I may designate a seating area for you in the classroom so that you do not distract other students.

If you choose to do work that is unrelated to class (including, but not limited to, texting, checking Facebook, studying for other courses, etc.), you will receive a zero for participation on that day. If I find that you repeatedly abuse this policy, I will treat it as a case of student misconduct.

If you are late to class, try to make as little a disturbance as possible. If you need to leave early, please inform me before class begins and sit near the door to avoid disturbing your fellow students.

Anything you post online or say in class should contribute to constructive dialogue. Here are a few helpful hints:

Do not dominate any discussion. Do not use offensive language.

Be cautious in using Internet language. For example, do not capitalize all letters since this suggests shouting.

Avoid using vernacular and/or slang language.

Never make fun of someones ability to communicate.

Share tips with other students.

Keep an open mind and be willing to express your opinion even if the majority of the class disagrees.

Think and edit before you push the Send button.

Using humor is acceptable but be careful that it is not misinterpreted. For example, are you being humorous or sarcastic?

Use correct spelling and grammar.

Be aware of the Universitys Academic Honesty Policy.

When in doubt, always ask for clarification.

Adapted from Alma Mintu-Wimsatt, Netiquette: Make it Part of Your Syllabus, Journal of Online Learning and Teaching 6, no. 1 (2010), accessed 8 February 2015. http://jolt.merlot.org/vol6no1/mintu-wimsatt_0310.htm (This work is published under a Creative Commons Attribution-Non-Commercial-Share-Alike License)In cases of student misconduct in the classroom or online, I will follow the procedures outlined in http://www.iupui.edu/~fcouncil/documents/IUPUI_misconduct_procedures.htm.

All lectures, PowerPoint slides, handouts, etc. remain under copyright unless otherwise noted. Students may not make unauthorized video or audio recordings of lectures without prior written approval. For more information, please see me.SOURCESThis course makes use of a variety of source materials some of which you may not always see in history courses. In addition to the typical sources you find in a history lecture or textbook, such as political tracts, letters, or laws, this course examines artwork, films, philosophical treatises, literature, and material objects. This is because all of these sources are historical documents. For example, literature can make profound statements about the ideals, values, and problems of a particular society. An artwork is as much a reflection of a society as a piece of legislation, and both provide important historical insights. Therefore, you will be exposed to an interdisciplinary view of history, the purpose of which is to give you a well-rounded introduction to historical topics and themes.

You are expected to understand the difference between primary and secondary sources, an important distinction in a history course. Primary documents, simply put, are historical materials (textual, visual, or material) that were created in the period being studied. Secondary documents are historical materials (textual, visual, or material) created at a later date which analyze an earlier period. For example, a letter written by Charles I in 1640 is a primary document. A textbook written in 1960, which analyzes Charles Is letter is a secondary source. For more information on primary and secondary sources, see http://college.hmco.com/history/us/berkin/history_handbook/1e/students/activities.htmlACADEMIC INTEGRITYI will not tolerate cheating or plagiarism. Cheating includes copying answers from another student or bringing notes to an examination or quiz. Plagiarism is using the words or ideas of another person in your work and presenting them as your own. I will fail you for either of these. Additionally, I will report you to the Dean of Student Affairs. Please refer to the IUPUI Student Code of Conduct: http://www.iupui.edu/code/ for information regarding penalties and procedures in cases of academic misconduct: cheating, plagiarism, etc.RESOURCES FOR STUDENTSStudent Advocate

The Student Advocate Office is located in the Campus Center, Suite 350, and can be contacted by phone at 278-7594 or email at stuadvoc@iupui.edu. For more information, visit the Student Advocate website at http://www.life.iupui.edu/advocate/

Adaptive Educational Services

Students needing accommodations because of physical or learning disabilities should contact Adaptive Educational Services, Taylor Hall (UC), Room 137: http://aes.iupui.edu/Counseling & Psychological Services

Students who wish to seek counseling or other psychological services should contact the CAPS office by phone at 274-2548 or email at capsindy@iupui.edu. For more information, visit the CAPS website at http://life.iupui.edu/caps/In-class Discussions

Quizzes

Response Projects

Synthesis/Evaluation

Comprehension/Knowledge

Analysis

Note that if for any reason I suspect that students are not preparing for class adequately, I will begin instituting pop quizzes.

PAGE Jason M. KellyPage 1H225, Spring 2015