SSED535

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Schedule

The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments.

Course length: 15 weeks

Note: All due dates reflect North American eastern time (ET).

Getting Started

Getting Started
Readings:	Getting Started Module
Assignments:	Orientation: Review the Canvas Student Orientation Syllabus: Review the course syllabus Discussion Table Sign-Ups: Sign up for your roles in the discussion tables Media Clip Cafe: Access and join the Media Clip Cafe Instructor's Desk: Access and join the Instructor's desk

Lesson 1A: What Is Historical Media Literacy?

Lesson 1A
Readings:	Lesson 1 Online Content Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation Menu.) Toplin, R. (2007). In defense of the filmmakers. In R. Francaviglia & J. Rodnitzky (eds.) Lights, camera, history: Portraying the past in film (pp. 113-135). College Station: Texas A&M University Press. Other Readings Butler, A. C., Zaromb, F. M., Lyle, K. B., & Roediger III, H. L. (2009). Using popular films to enhance classroom learning: The good, the bad, and the interesting. Psychological Science, 3(2), 1-8. Metzger, S. A., & Suh, Y. (2008). Significant or safe? Two cases of instructional uses of history feature films. Theory and Research in Social Education, 36(1), 88-109.
Assignments:	Due Sunday, 11:59 PM (EST) Lesson 1 Check for Understanding: Complete and submit Discussion Tables: Responders submit essay to the designated table Due Tuesday, 11:59 PM (EST) Discussion Tables: Facilitators read and review essays at designated tables as they become available Media Clip Cafe: Contribute and/or review contributions *The Instructor's Desk and Media Clip Cafe are open and ongoing throughout the course

Lesson 1B: What Is Historical Media Literacy?

Lesson 1B
Readings:	Responses in the discussion tables
Assignments:	Due Tuesday, 11:59 PM (EST) Discussion Tables: All roles participate in the discussion tables *The Instructor's Desk and Media Clip Cafe are open and ongoing throughout the course

Lesson 2A: Can Historically Oriented Media Be Used Pedagogically?

Lesson 2A
Readings:	Textbook Marcus, A. S., Metzger, S. A., Paxton, R. J., & Stoddard, J. D. (2010). Teaching history with film: Strategies for secondary social studies. New York: Routledge. Ch. 1 (“Introduction”) and Ch. 2 (“Issues in Using Film to Teach History”), pp. 1-26. Other Readings Donnelly, D. (2014). Using feature film in the teaching of history: The practitioner decision-making dynamic. Journal of International Social Studies, 4(1), pp. 17-27. Marcus, A. S., Paxton, R. J., & Meyerson, P. M. (2006). “The reality of it all”: History students read the movies. Theory and Research in Social Education, 34(4), 516-552.
Assignments:	Due Sunday, 11:59 PM (EST) Lesson 2 Check for Understanding Discussion Tables: Responders submit essay to the designated table Due Tuesday, 11:59 PM (EST) Discussion Tables: Facilitators read and review essays at designated tables as they become available Media Clip Cafe: Contribute and/or review contributions *The Instructor's Desk and Media Clip Cafe are open and ongoing throughout the course

Lesson 2B: Can Historically Oriented Media Be Used Pedagogically?

Lesson 2B
Readings:	Responses in the discussion tables
Assignments:	Due Tuesday, 11:59 PM (EST) Discussion Tables: All roles participate in the discussion tables *The Instructor's Desk and Media Clip Cafe are open and ongoing throughout the course

Lesson 3A: Should Media Be Used to Develop Historical Empathy?

Lesson 3A
Readings:	Lesson 3 Online Content Textbook Marcus, A. S., Metzger, S. A., Paxton, R. J., & Stoddard, J. D. (2010). Teaching history with film: Strategies for secondary social studies. New York: Routledge. Ch. 3 (“Empathy for Caring”) and Ch. 4 (“Using Film to Develop Empathy as Perspective Recognition”), pp. 27-68. Meyerson, P. M., & Paxton, R. J. (2007). Stronger than the classroom: Movies, texts and conceptual change (or lack thereof) amidst sociocultural groups. In A. Marcus (ed.), Celluloid Blackboard: Teaching History with Film (pp. 167-185). Charlotte, NC: Information Age Publishing. Other Readings Metzger, S. A. (2012). The borders of historical empathy: Students encounter the Holocaust through film. Journal of Social Studies Research, 36(4), 387-410.
Assignments:	Due Sunday, 11:59 PM (EST) Lesson 3 Check for Understanding Discussion Tables: Responders submit essay to the designated table Due Tuesday, 11:59 PM (EST) Discussion Tables: Facilitators read and review essays at designated tables as they become available Media Clip Cafe: Contribute and/or review contributions *The Instructor's Desk and Media Clip Cafe are open and ongoing throughout the course

Lesson 3B: Should Media Be Used to Develop Historical Empathy?

Lesson 3B
Readings:	Responses in the discussion tables
Assignments:	Due Tuesday, 11:59 PM (EST) Discussion Tables: All roles participate in the discussion tables *The Instructor's Desk and Media Clip Cafe are open and ongoing throughout the course

Lesson 4A: How Can Media Support Historical Analysis and Interpretation?

Lesson 4A
Readings:	Lesson 4 Online Content Textbook Marcus, A. S., Metzger, S. A., Paxton, R. J., & Stoddard, J. D. (2010). Teaching history with film: Strategies for secondary social studies. New York: Routledge. Ch. 5 (“Movies as Primary Documents”) and Ch. 6 (“Using Film as a Secondary Source”), pp. 69-108. Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation Menu.) Mattson, R. (2010). Using visual historical methods in the K-12 classroom: Tactical heuristics. In D. Desai, J. Hamlin, & R. Mattson (eds.), History as art, art as history: Contemporary art and social studies education (pp. 15-33). New York: Routledge. Other Readings Metzger, S. A. (2010). Maximizing the educational power of history movies in the classroom. The Social Studies, 101(3), 127-136.
Assignments:	Due Sunday, 11:59 PM (EST) Lesson 4 Check for Understanding Discussion Tables: Responders submit essay to the designated table Due Tuesday, 11:59 PM (EST) Discussion Tables: Facilitators read and review essays at designated tables as they become available Media Clip Cafe: Contribute and/or review contributions *The Instructor's Desk and Media Clip Cafe are open and ongoing throughout the course

Lesson 4B: How Can Media Support Historical Analysis and Interpretation?

Lesson 4B
Readings:	Responses in the discussion tables
Assignments:	Due Tuesday, 11:59 PM (EST) Discussion Tables: All roles participate in the discussion tables *The Instructor's Desk and Media Clip Cafe are open and ongoing throughout the course

Lesson 5A: Should Media Be Used to Teach Culture and Controversial Issues?

Lesson 5A
Readings:	Lesson 5 Online Content Textbook Marcus, A. S., Metzger, S. A., Paxton, R. J., & Stoddard, J. D. (2010). Teaching history with film: Strategies for secondary social studies. New York: Routledge. Ch. 7 (“Using Film to Teach about Contemporary Controversial Issues”) and Ch. 8 (“Using Film to Teach Controversial Issues in History”), pp. 109-154. Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation Menu.) Moats, S., & Poxon, S. (2011). “I Didn’t Raise My Boy to Be a Soldier”: Ideas and strategies for using music from the national jukebox to teach difficult topics in history. Social Education, 75(6), pp. 291-294. Other Readings Wineburg, S., Mosborg, S., Porat, D., & Duncan, A. (2007). Common belief and the cultural curriculum: An intergenerational study of historical consciousness. American Educational Research Journal, 44(1), 40-76.
Assignments:	Due Sunday, 11:59 PM (EST) Lesson 5 Check for Understanding Discussion Tables: Responders submit essay to the designated table Due Tuesday, 11:59 PM (EST) Discussion Tables: Facilitators read and review essays at designated tables as they become available Media Clip Cafe: Contribute and/or review contributions *The Instructor's Desk and Media Clip Cafe are open and ongoing throughout the course

Lesson 5B: Should Media Be Used to Teach Culture and Controversial Issues?

Lesson 5B
Readings:	Responses in the discussion tables
Assignments:	Due Tuesday, 11:59 PM (EST) Discussion Tables: All roles participate in the discussion tables *The Instructor's Desk and Media Clip Cafe are open and ongoing throughout the course

Lesson 6A: How do Media Teach Historical Narratives and Visualize the Past?

Lesson 6A
Readings:	Lesson 6 Online Content Textbook Marcus, A. S., Metzger, S. A., Paxton, R. J., & Stoddard, J. D. (2010). Teaching history with film: Strategies for secondary social studies. New York: Routledge. Ch. 9 (“Using Film to Visualize the Past”) and Ch. 10 (“Using Film as Historical Narrative”), pp. 155-189. Marcus, A. S. (2007). Students making sense of the past: “It’s almost like living the event.” In A. Marcus (ed.), Celluloid Blackboard: Teaching History with Film (pp. 121-166). Charlotte, NC: Information Age Publishing. Other Readings Stoddard, J. D. (2010). The History Channel effect. Phi Delta Kappan, December 2009/January 2010, p. 80.
Assignments:	Due Sunday, 11:59 PM (EST) Lesson 6 Check for Understanding Discussion Tables: Responders submit essay to the designated table Due Tuesday, 11:59 PM (EST) Discussion Tables: Facilitators read and review essays at designated tables as they become available Media Clip Cafe: Contribute and/or review contributions *The Instructor's Desk and Media Clip Cafe are open and ongoing throughout the course

Lesson 6B: How do Media Teach Historical Narratives and Visualize the Past?

Lesson 6B
Readings:	Responses in the discussion tables
Assignments:	Due Tuesday, 11:59 PM (EST) Discussion Tables: All roles participate in the discussion tables *The Instructor's Desk and Media Clip Cafe are open and ongoing throughout the course

Lesson 7: Final Project - Media Document Educational Analysis Project

Lesson 7
Readings:	Final Project Overview Textbook O’Connor, J. E. (2007). Murrow confronts McCarthy: Two stages of historical analysis for film and television. In A. Marcus (ed.), Celluloid Blackboard: Teaching History with Film (pp. 17-40). Charlotte, NC: Information Age Publishing. Poyntz, S. R. (2007). “The way of the future”—Probing The Aviator for historical understanding. In A. Marcus (ed.), Celluloid Blackboard: Teaching History with Film (pp. 41-62). Charlotte, NC: Information Age Publishing. Metzger, S. A. (2007). Evaluating the educational potential of Hollywood history movies. In A. Marcus (ed.), Celluloid Blackboard: Teaching History with Film (pp. 63-98). Charlotte, NC: Information Age Publishing.] Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation Menu.) Metzger, S. A., & Paxton, R. J. (In Press). Gaming history: A framework for what video games teach about the past. Theory and Research in Social Education.
Assignments:	Due: Saturday, November 19, 11:59 PM (EST) Final Project: Read over frameworks and choose one to study closely and apply Final Project: Select media to analyze applying ideas from chosen framework Final Project: Start examining your selected media Between Sunday, November 27 and Tuesday, December 6, 11:59 PM (EST) you should... Final Project: Analyze your selected media. Final Project: Write your draft paper. Final Project: Solicit feedback from classmates using the Project Discussion Forum (Optional) Final Project: Proof read and revise paper. Due: Wednesday, December 7, 11:59 PM (EST) Final Project: Complete and submit final paper. By Friday, December 9, you may... Final Project: Use the project discussion forum to post and exchange comments on your final paper (optional)