IRD 3041: Propaganda, Scandal and Media

2016-17.

 

Fridays, 11 - 1pm; F39.


 

Go to Essay Titles

Go to Project details

Go to Lecture List

 

 

INTRODUCTION

Propaganda, Scandal and Media: these three terms are bound to each other today as they have been in the past often mediated by class, social standing, rank or insurgent social and political movements and come to public notice in the press or via radio and TV and now through various newsfeeds and social media. Propaganda can perhaps change social or cultural values or even the government of a country and scandal can ruin individuals or organisations but the latter equally can enhance the recognition and/or fame or a person or group thereby attracting money and support.

 

In this module we can hopefully explore, analyse and explain how these phenomena interact or at times destroy each other...or perhaps become irrelevant where attitudes change so comprehensively that people do not care - they cannot be scandalised or at best have to pretend to be so to retain an illusion of having moral standards. In this sense we open up the question of whether scandal and propaganda are the means of a modernist conception of social, cultural and political propriety as opposed to a liquid in-flow and outflow of images of value that might underpin a post-modernist idea of scandal and propaganda.

 

Where propaganda and scandal (P&S) have effect they have power but what are its forms? Coercion? Blackmail? manipulation? We need to look at the modes of power to get a grip on why P & S have been used and how they have been deployed to refigure politics and society. To this end we will do a little work on the high point of propaganda and scandal in England in the 18th century and on the working class press of the 19t century. However with the age of mass audio-visual media in the 20th C the circulation of P & S can go worldwide or at least nationwide - the phenomenon of 'media visibilty'; here the classic case is surely the Profumo scandal of 1963.

 

At a much more structural level we will, largely in the Easter term, focus on propaganda in the Cold war and how it was used in various and often quite subtle forms to present the Cold war conflict not only as economic and political difference but also in terms of competing cultural ideologies that encompass literary and artistic freedom.

 

 

 

Lecture List: Autumn term.

Wk 1) 7.10.16                         Intro to the Module

 

Wk 2) 14.10.16                       Meaning of Propaganda, scandal and biased information + Lecture Notes + Reading

 

Wk 3) 21.10.16                       The meaning of power: force, manipulation, coercion and their means + Lecture notes

 

Wk 4) 28.10.16                       Cognitive and material forms of the power of Propaganda (power and propaganda pt 2)

 

Wk 5) 4.11.16                         Theories of propaganda as a function of mass society + Lecture Notes

 

Wk 6) 18.11.16                       What is propaganda and why is it so closely connected to the media? + Lecture Notes + Reading: David Welch article

 

Wk 7) 11.11.16                       no formal teaching - review and reflection on readings.

 

Wk 8) 25.11.16                       Culture, Media and Propaganda: the shaping of cultural consensus - Adorno

 

Wk 9) 2.12.16                         Governments as agencies of propaganda – party politicks and satire of the 18th century + Lecture Notes

 

Wk 10) 9.12.16                       The ‘Radical’ press as anti-government propaganda – 19th century + Reading

 

 

 

Wk 11) 16.12.16                     Propaganda and government public information

            Links: Genres of Public Information Films

            Complete collection of all COI films for viewing fascinating.

            Useful links for discussion of Propaganda and american PFIs

            Recent concern about Welsh Govt spending on ‘propaganda’ video

            Useful article on COI work (from a conference flyer)

            Article from BFI on british film in 40s showing how films were underpinned by propaganda aspcts.

            I know it is a wkipedia article (but quite good) on the classic US ‘what to do in the event of nuclear attack’

                                                PFI called ‘Duck and Cover’.

 

 

                       
Spring term

 

wk 1) 13.1.17              The Power of the broadcaster and the fear of politics on the air + Lecture notes

 

wk 2)  20.1.17             Techniques of analyzing propaganda I: semiotics, image analysis and electoral campaigns +  Lecture Notes

 

wk 3) 27.1 .17             Techniques of analyzing propaganda II: semiotics, image analysis and electoral campaigns +  Lecture Notes

 

wk 4) 3.2.17                Propagandists of fascism and communism in the inter-war period + Lecture notes

 

wk 5) 10.2.17              Cold War Culture and Conformism: ‘Encounter’, and the CIA  + Lecture Notes

                                    Reading: here

                                    Frances Stonor article in New Statesman on CIA and Encounter

                                    Short encyclopaedia piece on ‘Encounter’ Magazine and Propaganda

                                    Another piece by Giles Scott on ‘Encounter’

 

wk 6)  17.2.17             Seminar of reading on Cold War propaganda.

 

wk 7) 24.2.17              Preparation for essay/project.

 

 

wk 8) 3.3.17                Radio  wars: Radio Moscow and Voice of America:  the Cold war + Lecture Notes

                                    Reading: here (on western values as broadcast by Radio Liberty and here (on Cold War broadcasting to USSR)

                                    and this excellent essay: here

                                    Radio Call signs from the Cold War

                                    US Foreign Service analysis of Soviet Radio reporting of Prague Spring 1968

 

 

wk 9) 10.3.17              Controlling the message? Vietnam and Falklands + Lecture notes

 

 

wk 10) 17.3.17            Advertising and Spin as propaganda + Lecture Notes

 

 

wk 11) 24.3.17            Prostitutes, Cocaine and brown paper envelopes: Politics and scandal from 1970-1997

 

 

 

 

Indicative Reading:

Blumler, J./Gurevitch, M. 1995. The Crisis of Public Communication. London: Routledge.

Braeder, Ted (2006) Campaigning for Hearts and Minds: How Emotional Appeals in Political Ads Work (Studies in Communication, Media, and Public Opinion). Chicago: The University of Chicago

Calhoun, Craig. (ed.) 1992. Habermas and the Public Sphere. Cambridge: Polity Press.

Fishkin, James (1997) The Voice of the People. Public Opinion & Democracy. New Haven: Yale University Press.

Garnham, Nicholas (1990) The Media and the Public Sphere. In Garnham. Capitalism and Communication. London: Sage.

Gibson, R. and Ward, S.  (eds.) (2000), Reinvigorating Democracy: British Politics and the Internet, Ashgate.

Habermas, Jurgen. 1989. The Structural Transformation of the Public Sphere. Cambridge: Polity Press. 

Hacker, K.L./van Dijk, J. (eds.) 2000. Digital Democracy: Issues of Theory and Practice. London: Sage.

Jones, Nicholas (1999) Sultans of Spin. The Media and the New Labour Government. London: Orion Books.

Jowett, Garth, (2006) Propaganda and persuasion, 4th ed, Sage Publications, Inc

Kavanagh, D. (1995)  Election Campaigns: The New Marketing of Politics, Blackwell.

Kavanagh, Dennis (1995) Election Campaigning. Oxford: Blackwell.

Keane, J. 1991. The Media and Democracy. London: Verso.

Knightley, Phillip 1927, (2004) The first casualty: the war correspondent as hero and myth-maker from the Crimea to Iraq, [3rd ed., The Johns Hopkins University Press

 Lathrop, Douglas (2003) The Campaign Continues: How Political Consultants and Campaign Tactics Affect Public Policy. Westport: Praeger

Lillker, Darren (2006) Key Concepts in Political Communication , London: Sage

McNair, B. (2007) Introduction to Political Communication. London: Routledge.

Moorcraft, Paul L, (2008) Shooting the messenger: the political impact of war reporting, 1st ed., Potomac Books

Negrine, Ralph. 1989. Politics and the Mass Media in Britain. London: Routledge.

Negrine, Ralph. 1996. The Communication of Politics. London: Routledge.

Seaton, Jean (ed.). 1998. Politics and the Media. Harlots and Prerogatives at the Turn of the Millenium. Oxford: Blackwell.

Splichal, Slavko (ed.). 2001. Public Opinion & Democracy. Vox PopuliVox Dei? Cresskill. NJ: Hampton Press.

Thomson, Oliver, (1999) Easily led: a history of propaganda, illustrated edition, Sutton Publishing Ltd

War and the Media: Propaganda and Persuasion in the gulf. Manchester University

 

 


 

IMPORTANT:

Failed course work does not automatically attract an invitation to ‘resit’ it by the end of July. Please note the following important information regarding the submission of assignments:

 

Submission

All written assignments should be handed in to the Student Assessment Office in the Student Centre (next to Senate) by the assessment deadline.

 

Referral and Deferral

Referred assessments are those where a student is permitted to retake assessment for the module as a second attempt following initial failure (F+ or below). In these circumstances, the maximum grade is D-.

Deferred assessments are those where a student is permitted to take assessment for the module at a later opportunity, for example as a result of a decision by the mitigating circumstances panel. In these circumstances, there is no constraint on the grade.

 

Extensions

Extensions are given at the discretion of tutors and evidence is likely to be required for requests. Extensions must be requested at least two days before the assessment deadline and can only be given for a maximum of two weeks.

 

Late submission

Assessments submitted after the deadline, where an extension has been agreed, are subject to the following penalties:

Submitted within one week of the deadline – maximum grade of D- 

Submitted later than one week of the deadline – referred (i.e. ‘failed’).

Referred assessments: Any item of assessment which has been referred either as graded below a D- on the first attempt, submitted more than one week after the deadline, or not submitted at all may be ‘replaced’ by an alternative assessment with new deadlines (see below), but with a maximum grade of D-. Extensions may be granted to referred assessments (based on the usual extension rules, see above); but late submission without extensions of referred assessments will be graded G

Deferred assessments: Any item of assessment which has been deferred may be ‘replaced’ by an alternative assessment with new deadlines (see below), with no constraint on the grade.

 

 

 

 

 

ASSESSMENT STRUCTURE

 

 

ASSESSMENT ITEMS

WEIGHTING

LEARNING OUTCOMES

1 x 3000 Words Essay

Essay to be handed in  by 12th April 2017

60%

a,b,c,d,e,f,g

1 x 2000 Words Project

Project: To be handed in by 27th April 2017

40%

a,b,c,d,e,f,g

 

You need to achieve a mark of D- or above to pass each item of assessment.

When you re-sit an assignment your grade is capped at D-.

 

Re-sit timetable 2016-17

Re-sit deadline

For work after handed-in after 28th February

8th July 2017

 

 

 

Essay title:

1)    Is there any difference between propaganda, bias, spin, and ideology?


2)    Critically evaluate the literature on the meaning of the term ‘propaganda and develop your own theory of propaganda.

 

3)    Why has mass society theory often been linked to the idea of propaganda?

 

4)    ‘Great literature and propaganda are not at odds with each other’ Discuss this proposition in the context of 18th century literary politics.

 

5)    In what ways did the radical press of the 19th century provide a platform for populist proletarian propagandistic politics?

 

6)    ‘Broadcasting from the early years of the BBC through George Orwell’s 1984 to the Hutton Inquiry, has been properly seen as having an undemocratic underbelly’. Discuss.

 

7)    Is it the character of political parties and of government rarely to inform the public but always to try to shape their opinions?

 

8)    In the 20th century how has art, music, architecture been used for political propaganda? (you can refer to all or any of these)

 

9)    Have the Critical Theorists provided us with a successful analysis of the workings of capitalism and mass culture as propaganda?

 

10) Was the Cold War period a high point of the practice of political propaganda to reshape attitudes rather than to effect wholesale regime change or promote war?

 

11) How do you try to get a population to support a war that is dividing opinion?

 

12) ‘Fear of criticism and shame will cause even powerful organizations to try to spin their way out of it’. In the light of this suggestion, was the response of the police to the Hillsborough disaster reasonable?

 

13) What is the relation between propaganda and ethics?

 

14) Was the underground magazine of the 1960s counter-culture an information hub for a rarefied culture, or propaganda for a life of sex, drugs and rock n’ roll?

 

15) Does Fascism and/or Communism need to use propaganda more than democratic societies

 

16)  In the age of instant information that is discarded when another bit of information pops up, are deliberate attempts at propaganda useless?

 

17) Do media campaigns win elections? (try to make some reference to politics beyond the UK) + Readings

 

18) What kind of analysis of power can best analyse the operation of propaganda?

 

19) Develop your own essay question on a topic of your choice and answer it (but talk it through with me first)

 

 

The Project piece (2000 words): Using primary source(s) explain how propaganda is put together and aims to be effective.

This should be a piece of work (in effect an essay) that demonstrates an analysis of primary sources which you have obtained from your own original research e.g. a survey of public opinion, or from sources such as TV/Radio broadcasts, the press, Youtube, websites, blogs, cultural phenomena e.g. paintings, buildings, music, posters, novels/poetry.

Your work will attract marks if you:

Clearly set out the aim and purpose of your work – a clear statement of the problem you are tackling and why this problem has significance

Show some use of analytical methods such as content analysis, discourse analysis, semiotics, visual ethnography, ethnography/qualititative methods, quantitative methods/statistics…

Criticise existing relevant literature

Run an argument – develop and draw out logically your own ‘take’ on the problem you are addressing i.e. what is YOUR answer – YOUR thesis about the issue at hand? (as opposed to merely evaluating what others have said or compiling a set of facts and points.)

 

REFERENCING YOUR WORK

 

No matter which subjects you are studying, the assignments you produce should represent your own response to a question or analysis of a specific subject or theme. They must not simply involve the reproduction of material from lectures, textbooks or other sources. In producing assignments you will be expected to read widely because one of the marks of good scholarship in a written piece is that the writer has paid full attention to the findings and opinions of other scholars who have written about the same subject matter. You may build on the achievements of others or may reject their conclusions and offer an alternative analysis, but in either case, it is important that all mention of the work of others is properly acknowledged. Academic convention requires that when you use the ideas, quotations, statistics or material from others, you must acknowledge it so that the reader is aware of your sources.

 

Passing off another person’s work as your own is called plagiarism. This is a form of literary theft and is immoral. The University has a strict policy about plagiarism (see Section headed ‘Plagiarism’) and it should be avoided at all costs. The best way to avoid any possible accusation of plagiarism is to ensure that all ideas, comments, opinions, data, etc obtained from another person’s work (whether quoted exactly or put into your own words) are properly acknowledged.

 

The most important reason for correctly referencing any mention of another person’s work is, however, to enable the reader to trace and study that work for him/herself. This enables the reader not only to verify the statements that have been made about the original work, but also to consider the original author’s arguments as first presented.

 

This then allows the reader to make a better evaluation of the arguments being presented in the new work.

 

Several methods are available for correctly referencing the works of others and students should consult Subject Booklets for the method to be used in different subject areas. Within sociology and politics we require students to follow the Harvard system. A very full and informative booklet on the Harvard system is available in the Library, but the following provides a brief but comprehensive guide. The Harvard system involves two processes: -

 

Providing a brief reference in the text for any work which has provided you with detailed information

Providing a detailed List of References at the end of the assignment which includes all references mentioned in the text.

 

 


 

Referencing in the text

 

(a) Primary referencing

You should cite the source, including page number (s) of any work that has provided you with detailed information such as factual material, statistical data or technical data OR when a work has influenced your line of analysis or argument.

 

When using the Harvard system you should give the author’s name and the date of publication. Depending on the particular sentence construction you adopt, this information might appear as: -

‘Morley (1992) in his study of television audiences, points out that….’

‘A study of television audiences (Morley 1992) found….’

 

Wherever possible, you should be more exact about where you derived your information – if, for example, you quote directly from a book – you should make sure you note the page numbers as well: -

(Morley 1992: 105)

 

For publications by two authors, both are given: -

(Morley and Robins 1995: 105)

 

The convention where more than two authors are involved is to use ‘et al’: -

(Downing et al 1995: 35)

 

If your source is an extract or chapter taken from either a collection of readings or a book with a number of different contributors published as an edited collection, you need to make clear only the immediate source of the reference:-   (Dahlgren 1995)

 

You will make clear to the reader that this chapter was part of an edited collection in the bibliography section at the end of your essay.

 

(b) Secondary Referencing

Frequently you will wish to refer to a book or piece of information which you have not read at first hand, but which has been commented on or referred to by another author. This situation is particularly common where you are using a general text of some kind. This is called secondary referencing and it is important that you signal clearly that you have not read the original text but have relied on the author you have read to give a fair reflection of the original work.

 

In these cases you must show both the author and date of the primary text as well as the author and date of the secondary text you have used. This is done by giving the name and date of the primary text followed by "cited in" followed by the name and date of the secondary reference. You will need to refer to the bibliography of the secondary text to obtain the detail you need.

 

 The format here would be: -

(Carey 1989 cited in Grossberg et al. 1998: 44)

 

(c ) Journal Articles

The principles involved in referencing journal articles are the same as those for referencing books. The reference given in the text should show the name of the author, date of publication and, where appropriate, page number (s).

(Bennett 1999: 556)

 

(d) Quotations

If you are quoting directly from a publication rather than discussing/describing it in your own words, then after the quote (which MUST always be in quotation marks) you should give the author (s), date and the page number from the text. Long quotes should be written as a separate paragraph and indented to differentiate them from the rest of the text. Quotation marks are not then required.

 

As Morley and Robins have argued:

 

…it is all too easy to see how, in reality the 'free circulation' of media products might be about corporate power and profits rather than about a 'better world'. (Morley and Robins 1995: 12)

 

Listing References at the end of an essay/assignment

 

The purpose of the information given in the text is to refer the reader to your list of references at the end of the essay where s/he will be able to find: -

the full name of the author (s) or editor (s) with their initials

the full title of the book/essay/journal which you have consulted

the publishers name as well as place and date of publication

reference to the page numbers of the section of text you have used (if not already given)

 

The format for a book is thus as follows: -

Name(s) of author (with initials last), (Date), Title (Underlined or in italic), Place of publication: Name of publisher, eg.

Morley, D. (1992), Television, Audiences and Cultural Studies, London: Routledge.

 

The format for a chapter from an edited collection is: -

Name(s) of author (with initials last), (Date), Title of chapter (in quotes), in Name of editor(s), (Date - if different from date of chapter), Title of Book (italics or underlined), Place of publication: Name of publisher, eg.

Qualter, T. (1991), 'The Social Role of Advertising', in O'Sullivan, T. and Jewkes, Y. (1997), The Media Studies Reader, London: Arnold.

 

The format for a journal article is: -

Name(s) of author (with initials last), (Date), Title of article (in quotes), Journal Title (italics or underlined), volume number and pages.

 

Bennett, A. (1999), ‘Subcultures or Neo-Tribes? Rethinking the Relationship Between Youth, Style and Musical Taste’, Sociology 33(3): 599-617.

 

 

Bibliographies

During the course of your preparatory reading you may use material that has been helpful for reading around the subject, but which you do not make specific reference to in your essay. It is important to acknowledge this material. List all these items under the heading ‘Bibliography’. Include this list after the reference list.

 

 Note that under the Harvard System, the Reference List and Bibliography are always set out in alphabetical order by author.

 

Consistency is a very important aspect of referencing. You must use exactly the same format (layout, type-face and even down to punctuation) throughout the body of your work and in compiling the Reference List and Bibliography at the end.

 

 

Plagiarism in Assessed Work

Please read the following very carefully - Media Studies staff take plagiarism VERY SERIOUSLY. It is an affront to academic integrity and constitutes a direct attempt to deceive us. Up with this we will not put!

 

 

1 University Statement on Plagiarism

The University unequivocally condemns plagiarism, which it considers to be comparable to falsifying data and cheating in an examination, and warns students that the Examination Irregularities Panel looks gravely upon incidences of plagiarism and is empowered to recommend severe penalties where students are found guilty of plagiarism.

 

2 Definition

The University considers plagiarism involves deception and entails the submission for assessment of work that purports to be that of the student but is, in fact, wholly or substantially the work of another. Since it is difficult to establish such an intention to deceive, except through practice, the college defines plagiarism in the following way.

 

The University defines plagiarism as the incorporation by a student in work for assessment of material which is not their own in the sense that all or substantial part of the work has been copied without any attempt at a attribution or has been incorporated as if it were the student’s own when in fact it is wholly or substantially the work of another person.

 

3 Assessed work

Students at the University are required, on most courses, to submit a number of pieces of work for assessment, which contribute to a student’s total assessment and are regarded by Board of Examiners as seriously as the results of examinations. Work submitted for assessment is assessed in terms of a range of criteria which are specified in the requisite course guides. One of these criteria concerns the need to reference properly. Inadequate referencing does not per se constitute plagiarism. It does, however, constitute an example of poor scholarship and will, therefore, be penalised by examiners. The University’s definition of plagiarism, which is somewhat more restrictive than that found in many other colleges, does not, therefore, mean that inadequate referencing is not seen as an example of poor scholarship and, therefore, penalised accordingly. It does, however, wish to distinguish the latter from the offence of plagiarism, which involves intention to deceive.

 

4 Procedures

Instances of suspected plagiarism will, in the first instance, be dealt with by the School of Social Sciences plagiarism officer. The latter will normally organise on each occasion an interview whose express purpose is to establish whether there is a prima facie case of plagiarism. Ultimately the matter may be referred to the Academic Misconduct Panel, which is empowered to recommend that severe penalties be imposed up to and including termination of course where students are found guilty of plagiarism.

 

 

The mortal sin of plagiarism: some informal notes

 

Typical ways of doing plagiarism are:

1) copying someone else’s work or at least chunks of it without acknowledging the source

2) using a commentators’ quotation of primary source and trying to give the impression that you have read the primary source.

3) taking chunks from web-sites, or indeed, whole essays (paid for or otherwise)

4) using apparently anonymous websites and claiming you did not know how to reference them.

5) claiming you didn’t realise your literary theft was plagiarism

6) unacknowledged paraphrasing

7) putting in a chunk of someone else’s work and changing a few words here and there (a popular method)

8) partly or almost wholly copying out your flatmates essay and claiming that you “were working together ”. You’ll both get done for plagiarism.

9) copying out huge chunks of an author’s work, and thinking you can get away with it because you acknowledged the source.

10) using an ‘essay bank’ from the internet etc.

 

The consequences of being caught plagiarising can be very unpleasant.

 

We have a very good sense of when something is plagiarised and we WILL pursue it. We have search engines for plagiarism, and being media people we know our way round web-sites. If in doubt, ask us.

 

 

 

 

 

Appendix 1

 

UNIVERSITY MODULAR FRAMEWORK -MODULE SPECIFICATION

 

All items with a star (*) cannot be changed without approval.

 

 

DELIVERY MODE(S)*

Tick applicable:

Blending Learning (standard)

Distance Learning

 

Work Based Learning

 

Trimester module

 

Semester module

 

Evening

 

Stand Alone Module

 

EXPECTED LENGTH OF MODULE (please specify in days, weeks or months)

 

START MONTH/YEAR

 

 

 

END MONTH/YEAR

 

 

 

If more than one session please supply further start and end dates here

 

 

 

 

 

 

 

Any Additional Information

 

 

 

 

 

 

 

 

 

 

 


UNIVERSITY MODULAR FRAMEWORK -MODULE SPECIFICATION

 

All items with a star (*) cannot be changed without approval.

 

 

SCHOOL *

Social Sciences

DIVISION *

Sociology

FIELD*

SOCIAL SCIENCES

MODULE TITLE*

The Sixties - radicalism and counter-culture

 

MODULE CODE *

LEVEL*

CREDIT VALUE*

CO-ORDINATOR

SOC 3025

6

20

G McBeath

 

DELIVERY LOCATION(S)*

Tick applicable:

If off site please specify location

On Site (UoN)

 

Off Site

 

 

Additional Site

 

 

 

 

 

 

 

PRE-REQUISITES*:

None

 

CO-REQUISITES*:

 

None

RESTRICTIONS*:

None

SUPPLEMENTARY REGULATIONS*:

This module has no supplementary regulations
           

DESCRIPTION*:  

The continuing concern with the 'meaning' of the Sixties, has led to many research programmes and conferences on this subject.  The time is ripe for bringing an examination of the political, social and cultural dynamics of the anti-Vietnam generation into the lecture hall so as to give a portrait of the meshing of radical politics, experiment in the arts, psychedelia, rock music, drugs and the defiance of moral and political authority.


OVERALL AIM(S) FOR THE MODULE*  

To encourage an inter-disciplinary approach to interpreting ‘the Sixties’

 

To develop empirically grounded critiques of established sociological theories founded on collectives or ‘blocks’ e.g. class, the mass etc.  by interpreting Sixties society and culture as a mobile network of flows.

 

LEARNING OUTCOMES*: (Max of 10)

On successful completion of the module students will be able to:

 

Knowledge and Understanding

 

a)      Show an understanding of the shifting cultural, political, moral and economic issues shaping the Sixties.

 

b)      Signal recognition by discussion, of the relation between ideas, agents and intellectual and cultural environments.

 

c)      Ground observation in a range of Social Science theories.

 

Subject - specific Skills

 

d)      Discriminate between varying interpretations of the meaning of the Sixties.

 

e)      Offer explanations of radicalism and conformity of various social groups at     different points of the Sixties.

 

f)       Demonstrate a historiographical awareness of the issues of 'periodising' the   Sixties.

 

Key Skills

 

g)      Provide a synthesis of rich and varied empirical material.

 

h)      Research from a wide variety of types of source material.

 

i)       Argue a point of interpretation to which they are committed.

        

INDICATIVE CONTENT:

This module will explore the meaning of the Sixties by using as a starting point popular conceptions of the Sixties: political radicalism and psychedelia.  It will thematise:

 

 challenges to mainstream culture and morality;

 student and youth movements;

 from counter-cultural philosophies and aesthetics to political violence;

 popular culture into pop culture.

 

These will be set against a broader context of the interaction between established 'traditional' or ‘straight’ society and its antagonists.  The module will be international in character looking at UK, USA, France, Germany and Italy in particular and will be sustained by the hypothesis that the Sixties began in 1955 and ended in 1975!

 

 CONTEXT*

This module which uses a large range of off- and on-line audio/visual resources supports and encourages students to make sense of a highly diverse socio-cultural period in the British, US and European history.

All module guides, key reading, and materials are made available on bespoke web resource pages.

Tick the way the form in which the module is delivered

This module is delivered in a face to face form

This module is delivered in a guided tutor form

This module is delivered in a guided learning materials form

This module is delivered in a guided peers form

 

This module is delivered in a self-directed/independent form

 

Tick who the module is delivered to

This module is delivered to a lone student

 

This module is delivered to students with mentor(s)

 

This module is delivered to student cohort(s) taught by UN staff

This module is delivered to student cohort(s) taught by non-UN staff

 

JUSTIFICATION OF TEACHING, LEARNING AND ASSESSMENT STRATEGY*:

 


Teaching, learning + assessment activities

Study hours

All contact hours

48

24 x 1 Hr Lectures                                         

24

24 x 1 Hr Seminars                                       

24

Independent study hours

102

24 x 3hrs preparation

72

Tutorials and skills development

30

Assessment Hours

50

Essay

20                                        

Group Project

20

Literature Review for Project (1000 words)

10

Total

200

 

 

 

ASSESSMENT STRUCTURE*

 

Assessment Items                                          Units  Weighting   Learning Outcomes

AS1- 1 x 2,000 Word Assignment                       2           40       all

AS2- 1 x Literature Review for Presentation         1           20       a,b,c,g,h

PS1- 1 x Presentation                                         2           40       all

 

ASSESSMENT CRITERIA

1.       Sensitivity to historical contexts.

2.       Powers of argumentation and synthesis of theoretical and empirical material.

 

3.       Involvement in the evaluation of primary texts.

 

 

APPROVAL/ REVIEW DATES:

Version: 1

Date of approval:          


Indicative reading:

 

Hennessey, P (2007) Having it So Good 1956-63, London, Penguin

Sandbrook, D (2010) White Heat 1964 -70, London, Abacus

Sandbrook, D. (2011) State of Emergency 1970-74, London, Penguin

Miles, B. (2011) London calling, London, Atlantic bks

Miles, B (2011)    In the Seventies, London, Serpent's tail

Haslam, D. (2010)    ‘Young hearts Run Free’, London, Harper perennial

Doggett, P (2006) There’s a riot going on, London, Canongate

Kynaston, D. (2007)    Austerity Britain, 1945-1951, Bloomsbury publ.

Kynaston, D. (209) Family Britain 1951-57, Bloomsbury publ.

Kynaston, D, (2013) Modernity Britain, 1957-59, Bloomsbury publ.

 

 

 

Appendix 2

 

CAF Assessment Grades

 

These are the criteria required to achieve each classification at:

Level 5

 

An outstanding Distinction

A+

Work which fulfils all the criteria of the grade below, but at an exceptional standard

 

A very strong Distinction

A

Work of distinguished quality which is based on a rigorous and detailed knowledge base, including major theories of the discipline(s) and awareness of the variety of ideas, contexts and frameworks and wider implications.  Work will demonstrate sustained ability to analyse, synthesise, evaluate and interpret concepts, principles and data within field of study in a considered manner, as well as to develop convincing arguments and judgements appropriate to the field of study/ assessment task.  There will be strong evidence of competence across a range of specialised skills using them to plan, develop and evaluate problem solving strategies, to challenge received opinion and develop own judgements. Clear evidence of capability to operate autonomously and self-evaluate in situations of varying complexity and predictability, but within defined guidelines will be demonstrated. Outputs will be communicated effectively, accurately and reliably.

 

A clear Distinction

A-

Work of very good quality which displays most but not all of the criteria for the grade above.

 

A Distinction

B+

Work of highly commendable quality which clearly fulfils the criteria for the grade below, but shows a greater degree of capability in relevant intellectual/subject/key skills.

 

A very strong Merit

B

Work of commendable quality based on a strong detailed knowledge base for the field of study, including an assured grasp of concepts, principles and major theories, together with effective deployment of skills relevant to the discipline and assessment task.  There will be evidence of considered analysis, synthesis, evaluation and application, and the ability to work effectively with minimum direction to meet defined objectives and develop own judgements.  There will be consistent evidence of capability in all relevant subject based and key skills, including the ability to self-evaluate and work autonomously with minimal direction to use effectively a range of techniques in situations of varying complexity and predictability.

 

A strong Merit

B-

Work of good quality which contains most, but not all of the characteristics of the grade above.

 

 

A clear Merit

 

C+

 

Work which clearly fulfils all the criteria of the grade below, but shows a greater degree of capability in relevant intellectual/subject/key skills.

 

A Merit

C

Work of sound quality based on a firm factual/ conceptual knowledge base for the field of study, including a good grasp of relevant theories, together with the ability to organise and communicate effectively.  The work may be rather standard and limited in its theoretical grasp, but will be mostly accurate and provide some evidence of the ability to analyse, synthesise, evaluate and apply standard methods/techniques, with minimal guidance. There will be no serious omissions or inaccuracies.  There will be good evidence of ability to take responsibility for own learning, some capability to challenge received opinion and form own judgements.  Evidence of the ability to operate with increased autonomy in situations of varying complexity and predictability, selecting and applying appropriate techniques will be demonstrated within limits. There will be competence in relevant key skills.

 

A very strong Pass

C-

Work of capable quality which contains some of the characteristics of grade above.

 

A strong Pass

D+

Work of satisfactory quality demonstrating a reliable knowledge base and evidence of developed key skills and/or subject based skills, but still containing limited evidence of analysis, synthesis, evaluation or application, or of appropriate detail or skill application.

 

A Pass

D

Work of broadly satisfactory quality covering adequately the factual and/or conceptual knowledge base of the field of study and some key theories, appropriately presented and organised, but is primarily descriptive or derivative, with only occasional evidence of analysis, synthesis, evaluation or application.  There may be some misunderstanding of key concepts/principles/theories and limitations in the ability to select relevant material or techniques and/or in communication or other relevant skills, so that the work may include some errors, omissions or irrelevancies.  There will be evidence of ability to operate with some autonomy in predictable contexts, but less evidence of ability to operate in more complex or unpredictable situations.  However, there will be evidence of ability to use a variety of standard techniques, and to meet threshold standards in relevant key skills.

 

A bare Pass

D-

Work of bare pass standard demonstrating some familiarity with and grasp of a factual/conceptual and theoretical knowledge base for the field of study, together with evidence of some ability to employ specialist skills to solve problems within area of study, but only just meeting threshold standards in e.g. evaluation and interpretation of data and information, reasoning and soundness of judgment, communication, application, or quality of outputs. Work may be characterised by some significant errors, omissions, limitations or problems, but there will be sufficient evidence of development and competence to operate in varied contexts taking responsibility for the nature and quality of outputs.

 

A marginal Fail

F+

Work which indicates some evidence of engagement with area of study in relation to acquisition of knowledge and understanding of concepts, principles and theories, and of specialist skills, but which is essentially misinterpreted, misapplied and/or contains some significant omission or misunderstanding, or otherwise just fails to meet threshold standards in e.g. communication, application or quality of outputs.

 

A Fail

F

Work that falls well short of the threshold standards in relation to one or more area of knowledge, intellectual, subject based or key skills. It may address the assessment task to some extent, or include evidence of successful engagement with some of the subject matter, but such satisfactory characteristics will be clearly outweighed by major deficiencies across remaining areas.

 

A comprehensive

Fail

F-

Work of poor quality which is based on only minimal understanding, application or effort. It will offer only very limited evidence of familiarity with knowledge or skills appropriate to the field of study or task and/or demonstrate inadequate capability in key skills essential to the task concerned.

 

Non-submission/Nil attempt

G

Nothing presented.

 

 

 

 

Appendix 3

For more detailed information on the Harvard System of Referencing – including the citation of internet sources – or for a Quick Guide.

 

 

Appendix 4

STATEMENT ON PLAGIARISM

 

The University unequivocally condemns plagiarism, which it considers to be comparable to falsifying data and cheating in an examination, and warns students that the Senate looks gravely upon incidences of plagiarism and is empowered to recommend severe penalties where students are found guilty of plagiarism. (See Academic Misconduct)

Definition: The University considers plagiarism involves an intention to deceive and entails the submission for assessment of work which purports to be that of the student but is in fact wholly or substantially the work of another. Since it is difficult to establish such an intention to deceive except through practice the University defines plagiarism in the following way.

The University defines plagiarism as the incorporation by a student in work for assessment of material which is not their own in the sense that all or substantial part of the work has been copied without any attempt at attribution or has been incorporated as if it were the student's own when in fact it is wholly or substantially the work of another person.

For further details on the policy and procedures regarding suspected academic misconduct, see the

University's STUDENT CODE and information on Academic Misconduct.

 

Appendix 5

 

Soc 3041 - Propaganda, Scandal and the Power.

 

Date: _____________

 

Are you a student of:

 

 
 


-          BA (Hons) Sociology

 

-          Joint Honours Sociology

 

 

 

 

 

-          Other Subject

 

If you are a Joint Honours student, what other subject are you taking this year?

 

 

______________________________________

 

 

1)       In the table below, you will find some general statements about general aspects of the module. Please indicate how you 'rate' this module by ticking the box which best reflects your view of the course:

 

 

Key: A = Excellent; B = Very Good; C = Good; D = Satisfactory; E = Unsatisfactory

 

 

How do you rate:

A

B

C

D

E

Your overall level of satisfaction with the module

 

 

 

 

 

The organisation of lectures

 

 

 

 

 

The pitch of lectures

 

 

 

 

 

The delivery (pace, structure) of lectures

 

 

 

 

 

The teaching aids/materials used in lectures

 

 

 

 

 

The usefulness of module guides

 

 

 

 

 

The overall course content

 

 

 

 

 

Help and support from module tutors

 

 

 

 

 

Our response(s) to suggestions and problems

 

 

 

 

 

The organisation/structure of seminars

 

 

 

 

 

The size of seminar groups

 

 

 

 

 

The purpose of seminars

 

 

 

 

 

The range of activities in the seminars

 

 

 

 

 

The range of materials used in seminars

 

 

 

 

 

The availability of resources for the module

 

 

 

 

 

 

 

If your ratings included any Cs or Ds (or if you are happy in general, but have some specific suggestions), please explain in a few words why you were less than satisfied with this/these aspects of the course and what we could do to make improvements:

 

 

 

 

 

 

 

 

2)      Are there any aspects of the module which you particularly enjoyed (e.g. activities, teaching styles, etc.) and would like to see adopted more widely?

 

 

 

 

 

 

 

 

3)      How do you rate your experience on this module in comparison to your other subjects?

 

 

Key: A = Excellent; B = Very Good; C = Good; D = Satisfactory; E = Unsatisfactory

 

 

How do you rate:

A

B

C

D

E

Your overall level of satisfaction with the module

 

 

 

 

 

The organisation of lectures

 

 

 

 

 

The pitch of lectures

 

 

 

 

 

The delivery (pace, structure) of lectures

 

 

 

 

 

The teaching aids/materials used in lectures

 

 

 

 

 

The usefulness of module guides

 

 

 

 

 

The overall course content

 

 

 

 

 

Help and support from module tutors

 

 

 

 

 

Our response(s) to suggestions and problems

 

 

 

 

 

The organisation/structure of seminars

 

 

 

 

 

The size of seminar groups

 

 

 

 

 

The purpose of seminars

 

 

 

 

 

The range of activities in the seminars

 

 

 

 

 

The range of materials used in seminars

 

 

 

 

 

The availability of resources for the module

 

 

 

 

 

 

 

Please indicate in a few words what you think we could learn from your other subject(s) and what they could learn from us:

 

 

 

 

 

 

 

 

 

 

 

 

 

4)      Are there any parts or aspects of the module which you struggled or had difficulties with?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5)      Please evaluate your own performance and that of your colleagues on this module.

 

 

Satisfaction

A

B

C

D

E

Are you happy with your own performance in this module?

 

 

 

 

 

Do you think you personally got the most out of this course?

 

 

 

 

 

Are you happy with the performance of your colleagues

in seminars and/or group work?

 

 

 

 

 

 

 

If you are not happy with your performance, please indicate what you think stops you from performing to your best ability:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Study time

4 or more

2-4 hrs.

1-2 hrs.

up to 1 hr.

How many hours a week (on average) did you spend to prepare for this module?

 

 

 

 

Do you think you spend enough time preparing for this module?

Yes

No

 

If you spend less than two hours a week preparing for this module, please explain why you do not/cannot spend more time:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Participation:

All the

time

Most of

the time

Sometimes

Rarely

Do you actively participate in seminar discussions?

 

 

 

 

Do you feel you are getting something out of seminar discussions?

 

 

 

 

Do you feel that your colleagues in seminars are adequately prepared?

 

 

 

 

 

 

Please indicate briefly your views on the recommended readings/sources:

 

 

 

 

 

 

 

 

 

 

 

 

If you feel that you and/or your colleagues do not participate as much as you/they could, please indicate what we could do to change this and what you could do to change this:

 

 

 

 

 

 

 

 

 

 

 

 

 

appendix 6

 

UMF Assessment regulations and resubmission dates

 

Please note the following important information regarding the submission of assessments:

 

Submission

The essay assignment should be submitted on NILE via the Submit Your Work button. Please follow the instructions that appear after you click on Submit Your Work.

 

Referral and Deferral

Referred assessments are those where a student is permitted to retake assessment for the module as a second attempt following initial failure (F+, F, F- or G). In these circumstances, the maximum grade is D-.

 

Deferred assessments are those where a student is permitted to take assessment for the module at a later opportunity, as a result of a decision by the mitigating circumstances panel. In these cases, there is no constraint on the grade.

 

Extensions

Extensions are given at the discretion of tutors and evidence is likely to be required for requests.

Extensions must be requested at least two days before the assessment deadline and can only be given for a maximum of two weeks.

 

Late submission

Assessments submitted after the deadline, where an extension has been agreed, are subject to the following penalties:

-          Submitted within one week of the deadline – maximum grade of D-

-          Submitted later than one week of the deadline – referred (i.e. ‘failed’).

 

Referred assessments

Any item of assessment which has been referred either as graded below a D- on the first attempt, submitted more than one week after the deadline, or not submitted at all may be ‘replaced’ by an alternative assessment with new fixed deadlines (see below), but with a maximum grade of D-.

 

Deferred assessments

Any item of assessment which has been deferred may be ‘replaced’ by an alternative assessment with new deadlines (see below), with no constraint on the grade.

 

Assignment One: you will be required to submit another essay from the list of titles given for the original assignment. N.B. You may not choose a question that you have already attempted.

Assignment Two: you will be required to produce a different piece of work

Assignment three: you will write another report correspondent to a referred or deferred Ass 2

 

No extensions are available for referred or deferred assessments. Please note that these are the only opportunities to improve on a failed grade.