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JOHN CABOT UNIVERSITY

COURSE CODE: "HS 399 H"
COURSE NAME: "Special Topics in History: History of Journalism - HONORS (This course carries 4 semester hours of credits. A minimum CUM GPA of 3.5 is required)"
SEMESTER & YEAR: Spring 2020
SYLLABUS

INSTRUCTOR: Dario Biocca
EMAIL: [email protected]
HOURS: TTH 3:00-4:15 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Co-requisites: EN 110; Recommended: Junior Standing, One previous history course
OFFICE HOURS:

COURSE DESCRIPTION:
An in-depth treatment of a current area of special concern within the field of History. Topics may vary.
May be taken more than once for credit with different topics.
SUMMARY OF COURSE CONTENT:

Journalism is often described as the art and technique of collecting and disseminating information that may be of interest to the public. However, journalism has often been something quite different. For example, on the eve of the First World War the European press published reports that were deliberately distorted in order to intensify international rivalry and support military intervention. Likewise, in the twentieth-century totalitarian regimes manipulated the press and used it as a propaganda tool in support of racial and other discriminatory policies. The ideals of objectivity, independence, and ethical responsibility that make journalism a distinctive feature and mirror of democratic societies are the product of a prolonged and intense debate (and conflict) with ramifications in all corners of the world. 

This course explores the transformations that took place over time in international media, examines their various branches – political, economic, cultural, investigative, etc. – and finally focuses on the theory and practice of contemporary multi-platform and participatory reporting. It examines these developments historiographically, by studying such sources as literacy, censorship, and legal data, photographs, audio and video recordings, and personal memoires, and by analyzing historians’ interpretations of the relevant developments and the critical debates between them.  
LEARNING OUTCOMES:

By the end of the course students will be able to:

1.     Trace the origins of journalism in modern Europe 

2.     Know the history of the most influential Western newspapers and media networks

3.     Identify the role of the press in major historical events (Imperialism, WWI, etc.)  

4.     Understand the manipulation of the press under totalitarian rule   

5.     Verify the impact of radio and television during the Cold war years 

6.     Recognize the recent changes introduced by convergence journalism

7.     Interpret the present-day debate on “fake news” and 

8.     Know the background and significance of constructive journalism

TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Class participationClass participation means developing arguments, articulating questions, and sharing opinions in and with the class. It also means reading assignments as scheduled and preparing for class discussions. Occasionally topics generate disagreement; class participation requires a genuine effort to accept different and even conflicting opinions. 10%
Midterm examThe midterm exam (1 hour) is divided into two parts. The first is intended to verify the acquisition of factual information (names, places, dates, etc.) from readings and lectures. The second part aims at testing the ability to support a point of view with convincing arguments. Guidelines for preparing for the midterm will be provided one week in advance.25%
Final examThe final exam (two and a half hours) is structured in the same manner. It covers the material assigned and discussed in the second half of the course. The exam also includes two broader, interpretive “open questions”. Guidelines for preparing for the final exam will be provided one week in advance.25%
Written assignment (paper)The written assignment (10-12 pages) should reflect the student’s ability to examine and discuss a particular issue, problem or debate related to the history of journalism. It may also investigate the professional biography of a reporter or editor. The paper should be the product of a student’s original research. The topic must be submitted to the instructor in advance and must include a preliminary bibliography. The final draft is due on the last day of classes.40%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

Week 1. The Venetian Gazette and the Italian Avvisi. These publications from early modern Italy were once regarded as the precursors of modern newspapers. However, they focused on laws and ordinances and were intended to remind citizens of their civic duties and the payment of taxes. Historians believe that they represent a primitive format of “vertical communication” rather than the birth of journalism.

Week 2. L’Ami du Peuple. During the French revolution Jean-Paul Marat edited a political newspaper to give a voice to the sans-culottes. Editorials and local reports bring to light the initiatives of leaders, followers, and critics of the revolutionary left in the most radical stage of the revolution. Scholars now argue that the L’Ami du Peuple was the first and most successful model of political journalism: in European countries influenced by the French revolution, L’Ami du Peuple became the standard model of political agitation, an example of unmediated communication between revolutionary leaders and their followers.

Week 3. Karl Marx and the Communist press. Following the publication of the Communist Manifesto in 1848, working class journals spread throughout Europe. By the close of the nineteenth century, as trade unions and political parties began to play a central role in many European nations, some Socialist newspapers (Avanti!, The People, Vorwärts, etc.) reached millions of readers and potential voters. As a result, a new socially-oriented journalism emerged. Detailed reports on the living conditions of the working classes appeared throughout Europe; child labor laws came to the forefront of parliamentary debates; and the goal of universal adult male suffrage spread to virtually all nations.

Week 4. The London Times and the printing revolution. The London Times gradually acquired a broad and influential readership, as technological advancements, coupled with substantial investments, allowed for a morning daily edition of the paper and the transmission of reports from all regions of the British empire. At the close of the century the Times set a new world standard for speed and accuracy in journalism. Although its editorials remained conservative, the Times also gave voice to unconventional journalists such as Nobel peace prize winner Norman Angell, author of The Great Illusion, a celebrated pamphlet on the insanity of imperialism and modern war.

Week 5. The French press and the Dreyfus affaire. As Captain Dreyfus was convicted of treason and Emile Zola fought for his release from prison, French and European newspapers engaged in a bitter controversy over the “search for truth” and the “protection of national interests.” Millions of readers became involved in the dispute. As literacy rates increased throughout Europe, the press acquired a decisive role in civil society and began affecting electoral behavior. Historians argue that during the controversy over the Dreyfus case, for the first time in European history intellectuals became involved in the setting of moral and political standards in public affairs, and thereafter became regular contributors to newspapers and party periodicals.

Week 6. War and censorship. At the onset of war in 1914 newspapers in Europe and elsewhere were subject to military censorship and pressure to support the war effort. Many influential newspapers became mere instruments of political propaganda, while journalists came to be regarded as “soldiers on the home front.” Some historians have argued that this was a social experiment in “totalitarian rule.” Documents and personal memoires reveal the detailed mechanisms of censorship in each nation and the often self-imposed language of nationalism among journalists and war correspondents.

Week 7. The fascist media and the cult of the Duce. Italian Fascism enacted legislation designed to curtail freedom of the press and silence opposition newspapers. In spite of the substantial resources allocated to promote fascist propaganda and control radio broadcastings, many scholars argue that Mussolini’s media failed to win the hearts and minds of the Italian people. In the last years of his rule Mussolini resorted to police informants to learn about the attitude of the Italian people and promote popular support for the regime. In the end, Mussolini admitted, the efforts of his government and massive propaganda proved largely ineffective.

Week 8: Review and midterm exam

Week 9. The Psychological Warfare Branch. In the aftermath of WWII Allied authorities argued that in Europe, after the fall of dictatorial regimes, civil society, rather than political parties and public institutions, should support a new, free journalism. For nearly a decade two distinctive visions of journalism (and democracy) confronted each other. One was centered upon parliaments, political parties and state-sponsored media; the other was based on a multifaceted information system largely in private hands.

Week 10. The age of television. The advent of television, both public and private, transformed mass culture and influenced information networks. In Europe and other parts of the world, a variety of legislative measures and precautions were initially taken to regulate television broadcasting and assign specific “educational tasks” to each channel. This diffidence reportedly impaired the growth of some information networks and prevented the diversification of television programming. Some nations, among them Italy, delayed the introduction of color television for fear of a “technological brainwashing” of the public.

Week 11.  CNN and the satellite revolution. In 1980 the establishment of an all-news network with a satellite connection to the entire globe revolutionized news broadcasting. Entrepreneurial skills, technology, and a staff of first-class reporters introduced new standards in the journalistic profession and triggered worldwide competition for quality and reliability. A number of new satellite networks developed in virtually all region of the world. As a result, an unprecedented acceleration and diversification in the transmission of news occurred systemwide.

Week 12. The media in the Middle East and Africa. Over time, although influenced by Western models, media from the Middle East to sub-Saharan Africa developed distinctive features and adopted effective communication strategies. Readings here will include studies of Israel, Egypt, and South Africa and will focus on the topics of conflict, international aid, and the democratization process.

Week 13. Asia and Latin America. As indicated by Reporters without Borders, in recent years journalism in China, Argentina, Venezuela, and Mexico has faced extraordinary challenges. Economic, political, and social unrest still threaten freedom of the press in areas where journalists may truly become an “endangered species.” The internet has also come under pressure, as shown by the Google-China controversy. The debate over freedom of expression, reporters’ safety, the protection of privacy, and censorship will be analyzed at the national and international levels.

Week 14. Constructive journalism. First introduced by Danish reporter Cathrine Gyldensted and directly derived from social and clinical psychology, constructive journalism has recently gained visibility and is now spreading worldwide. It is a solution-oriented style of reporting which rejects traditional conflict-focused stories. Readings and video recordings discuss reportages from Syria, the Netherlands, and the United States, suggesting that constructive journalism may represent a viable solution to current issues faced by most international media system and their narrative strategies.

Week 15. Review and Final exam