Main Content
Syllabus
SS ED 535: Teaching and Learning Historical Literacy with Media
Overview | Objectives | Materials | Library Resources | Technical Requirements | Course Requirements and Grading | Course Schedule | Academic Integrity | Accomodating Disabilities | Additional Policies
Overview
This course examines the educational uses, tensions, and implications of historically oriented media for teaching and learning historical literacy, focusing on adolescent and teenage learners in the context of K–12 schooling. Historical literacy can be broadly conceived as the ability to construct and analyze meanings about the nature, significance, and consequences of what happened in the past through different genres and modes of communication. Historically oriented media are mass-communicated entities that explicitly address historical events, are historically themed, or are otherwise situated in the historical past. They “mediate” (convey and interpret to receivers) the dissemination of messages about how the past connects to the present world through selected knowledge claims, ideological or identity formulations, and socio-cultural perspectives, which can involve individuals, communities, and institutions. These media include any mass-communication forms beyond just traditional print—film, television, art, digital and web productions, music, and video games. Just as print texts are read and interpreted, media “texts” are mentally (and emotionally) experienced and can be similarly analyzed for content, themes, viewpoints, and effects.
A major purpose of this class is to connect educational thinking about media to teaching and learning historical literacy. Lessons aim to support development of students’ understanding of historical literacy relevant to educational uses and culturally wider implications of media that are about or situated in the past. These media can be used pedagogically as instructional tools in classrooms, but they are also part of wider popular culture that learners encounter outside of schooling. Images, sounds, language, messages, and emotional responses from popular-culture media constitute what some scholars have called a “cultural toolkit” that people share and draw from when communicating how they understand their world. Historically oriented media provide some of the most powerful and influential additions to the constantly expanding and shifting cultural toolkit. Young learners and their teachers bring these cultural encounters and tools with them into classrooms, potentially influencing interactions with academic curriculum. Media texts can have education or pedagogical potential, but they also can be problematic and their complications far from trivial.
This course section focuses on historically oriented film (movies/television), though the ideas are applicable across other media forms too. Specific readings are selected to bring attention to music, art, documentaries, and video games. Students are invited and encouraged to refer to additional media examples they have experienced that illustrate ideas studied (especially other kinds of media besides film).
Course Work Expectations
The course lessons have an established start and end date. Throughout the lesson you will interact with the instructor and other students. Course materials include textbooks, various readings, and online content. Tasks completed late may not be accepted or will receive reduced credit at the instructor’s discretion. You should expect to spend 9–12 hours a week in this 3-credit course. Requests for special extensions must be submitted to the instructor in advance.
Participation in online class activities is not expected during official Penn State University breaks and holidays, as listed in this Course Syllabus. Unless specifically noted otherwise in this Syllabus or communication from the instructor, all other holiday observances are at each student’s discretion and should be arranged individually.
Course Objectives
Throughout this course you should
- engage with theory and research on history education and popular-culture media;
- apply theoretical lenses drawn from the research to analysis of media;
- examine the content, context, dissemination, and uses of historically oriented media;
- evaluate potential educational uses and challenges of historically oriented media; and
- consider the implications and tensions of historically oriented media for how K–12 students
learn and think about the past.
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
All other course readings will be made available to students by the World Campus through Penn State Library Reserves.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
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| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
Your final grade for the course will be calculated by averaging together the grades of the individual assignments using the given weights:
| Assignment Summary | Weight |
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| Checks for Understanding | 10% |
| Discussion Table: Responder (2 @ 20% each) | 40% |
| Discussion Table: Facilitator | 10% |
| Participation: Discussion Tables/Media Clip Cafe | 10% |
| Media Document Educational Analysis Project | 30% |
| 100% |
The final average will be converted into a letter grade by comparing it to which numeric threshold it equals or exceeds:
A = 3.50, A- = 3.25, B+ = 3.00, B = 2.75, B- = 2.50, C+ = 2.25, C = 2.00, D = 1.00, F = 0.00
All graded assignments will use the following rubric against the assessment criteria for that assignment.
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Rubric
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Checks for Understanding
Each lesson (#1–6) will have a self-directed “Check for Understanding” of one key concept explored by some or all of the lesson readings. After finishing the assigned readings, access the fill-in activity box on the course website. You will be prompted to write a concise definition of this central concept that you have learned to articulate based on the readings. Upon submitting your entry, you will immediately receive a definition provided by the instructor for self-evaluation. This component is worth 10% of your final course grade.
Assessment (10%)
- Check for Understanding responses are not assessed individually. However, at the end of the course you will receive summative credit for your work on a 1–4 scale overall.
- Check for Understanding grade will be based on
- attempting the checks for all lessons;
- making a meaningful effort on the checks; and
- submitting the checks on time.
Discussion Tables
Each lesson (#1–6) will feature three separate “Discussion Tables” (electronic communication forums), each with a distinct question or problem relating to the lesson’s objectives and assigned readings. The Theory Table poses a theoretical or conceptual question or problem about the nature or meaning of one or more of the lesson topics. The Pedagogy Table poses an educational question or problem about the teaching and/or learning of one or more of the lesson topics. The Implications Table poses a practical question or problem about possible consequences or effects of one or more of the lesson topics. Each table will have students performing one of three roles:
- Responders (usually two per table): This role contributes an original essay (approximately 750 words of formal academic writing) in response to the table’s question/problem and drawing on one or more of the lesson’s readings; a Responder then actively participates in subsequent group discussion at this table.
- Facilitator (usually one per table): This role facilitates group discussion between the Responders and the Participants by asking questions, making connections between essays, and following-up on Participants’ questions or comments.
- Participants: All other students not serving as a Responder or Facilitator in a lesson will participate in one or more of the discussion tables by asking questions and/or offering reactions to the Responders’ essays and comments raised by the Facilitator. Participants are free to move between the Theory, Pedagogy, and Implications tables from lesson to lesson (you are not bound to the same table or just one type of table).
Students will sign-up in advance to be a Responder or Facilitator at a particular table for a particular lesson. Participants do not sign up—you are expected to be a Participant at one or more tables during every lesson when you are not a Responder or Facilitator.
Sign-up will be available (link in "Getting Started" Module) on a first come/first serve basis during the first week of class. You should look ahead on your calendar to ensure schedule availability before signing up to be a Responder or Facilitator for a particular topic of interest to you. You may not sign up to be a Responder and Facilitator during the same lesson. If you do not sign up during the designated period in the first week, you will be assigned to fill open role slots by the instructor.
To proceed, a Discussion Table must have two Responders and one Facilitator. You may not sign up for a role at a table that already has reached the number of slots allotted by the instructor. When a table does not meet this threshold, the instructor will close it and reassign anyone as needed to another table that will meet the threshold. If you are affected by a closed table, the instructor will endeavor to keep you within the same week for which you signed up.
Assessment
Responders (40%)
- You are expected to be a Responder in two (2) different lessons during the class. Each essay, as well as subsequent involvement at the Discussion Table, will be assessed by the instructor on a 1–4 scale. Private feedback on this formal academic writing will be provided to you by the instructor.
- Responder grades will be based on
- providing an original, academically useful, and formal quality essay;
- submitting the essay on time; and
- active involvement at the Discussion Table after submitting the essay.
Facilitators (10%)
- You are expected to be a Facilitator in one (1) lesson during the class. Your performance will be assessed by the instructor on a 1–4 scale.
- Facilitator grade will be based on
- contributing comments and/or questions in reaction to the essays and the table prompt;
- generating active discussion between the Responders and Participants; and
- on-time and active involvement at the Discussion Table.
Media Clip Cafe
Across all lessons the class will have a “café” where you can share publically available media clips (such as portions of films, television shows, music, or video game play on YouTube or official websites) that you believe are examples of a lesson topic in action (or could be used to further or to challenge a lesson topic). This is a single class-wide venue (regardless of particular discussion tables and roles) open continuously during the class (not keyed to separate lessons). You will be able to insert links connecting to external media that other students can click on to access. Contributions to the “café” should be specific and as concise as possible (i.e., it is not helpful to put up a link to a whole 2-hour movie, which very few people could watch in time). When you contribute a clip, you should also submit accompany commentary about why you think it is useful or interesting. Other students will be able to leave comments in response to your contribution and thoughts.
Participation
Actively weekly participation at one or more Discussion Tables is expected of all students. You are also expected to participate in the Media Clip Café at least once every lesson, either by contributing an example clip or commenting on something contributed by another student. You are expected to contribute at least one media clip example to the Café during the course.
Assessment (10%)
- Individual posts, contributions, and comments are not assessed. However, at the end of the course you will receive a summative assessment from the instructor on a 1–4 scale evaluating the totality of Discussion Table participation and activity in the Media Clip Café during the whole course.
- Participation grade will be based on
- active and meaningful involvement in one or more tables in every lesson;
- contributing at least one meaningful media example to the Café; and
- commenting on other media clips shared in the Café throughout the course.
Media Document Educational Analysis Project
Later in the course you will choose one historically oriented audio/visual media document (such as a movie, television program, music, video game, or graphic novel) and analyze its potential for educational use (strengths, possibilities, tensions, and problems) by applying one of the four frameworks provided in the readings (O’Connor's, Poyntz's, or Metzger's chapter in Celluloid Blackboard; or Metzger & Paxton's article). Your purpose is to select the framework you find most interesting and adapt its ideas to analyzing your chosen media document.
You will write up your analysis in a formal academic paper to be uploaded to the course website so that it can be viewed by the instructor and other class members:
- Your paper should be at least 3,000 words in length, typically 10–15 typed, double-spaced pages (your paper need not be longer than this).
- Your paper's font should be Times New Roman (12 point) or similar in size and readability.
- You are expected to support your analysis by making references to specific ideas drawn from your chosen framework, as well as from other class readings—when quoting, make sure to identify the page number(s) of the original text.
- Your paper must clearly identify your selected media document and provide descriptions as necessary (do not presume your reader has any prior knowledge of it)—you also may illustrate your paper with inserted graphics of your media document.
- For citation formatting style, you may use the American Psychological Association (APA), Modern Languages Association (MLA), Chicago Manual of Style, or another formal system of your choice—your paper should end with a "References" or "Works Cited" page (as appropriate to your chosen system) identifying the publications used in your paper.
Assessment (30%)
- At the end of the course, your project will be assessed by the instructor on a 1–4 scale. Your grade will be based on
- submitting your project on time;
- providing effective analysis using ideas from appropriate course reading;
- overall academic quality of writing and organization; and
- adhering to assignment directions (length, citations, and formatting).
Instructor's Desk (not graded)
The virtual Instructor’s Desk is where you can leave publically viewable questions that will be seen and responded to directly by the instructor. You can submit questions or comments to the desk at any time, and the instructor will respond to them during periods of availability on Mondays, Tuesdays, Wednesdays, and Thursday.
What is the purpose of the Instructor's Desk? It is an open space to interact with the instructor on a topic or issue. Discussion Tables are student-led spaces in which students exchange views independent of the class instructor. Likewise, in the Media Clip Café the instructor will not intrude into student conversations. If you want the instructor to comment publically on anything discussed in the student forums then please bring it to the Instructor Desk so it can be shared with the whole class.
Student use of the Instructor's Desk is optional (submissions not assessed).
For private concerns or personal issues, please e-mail the instructor directly.
Deferred Grades Policy
Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies. If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.For additional information please refer to the Deferring a Grade page.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
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
Getting Started
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Readings: |
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Lesson 1A: What Is Historical Media Literacy?
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Readings: |
Other Readings
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Assignments: |
Due Sunday, 11:59 PM (EST)
Due Tuesday, 11:59 PM (EST)
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Lesson 1B: What Is Historical Media Literacy?
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Readings: |
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Assignments: |
Due Tuesday, 11:59 PM (EST)
*The Instructor's Desk and Media Clip Cafe are open and ongoing throughout the course |
Lesson 2A: Can Historically Oriented Media Be Used Pedagogically?
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Readings: |
Textbook
Other Readings
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Assignments: |
Due Sunday, 11:59 PM (EST)
Due Tuesday, 11:59 PM (EST)
*The Instructor's Desk and Media Clip Cafe are open and ongoing throughout the course |
Lesson 2B: Can Historically Oriented Media Be Used Pedagogically?
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Readings: |
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Assignments: |
Due Tuesday, 11:59 PM (EST)
*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?
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Readings: |
Textbook
Other Readings
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Assignments: |
Due Sunday, 11:59 PM (EST)
Due Tuesday, 11:59 PM (EST)
*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?
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Readings: |
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Assignments: |
Due Tuesday, 11:59 PM (EST)
*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?
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Readings: |
Textbook
Other Readings
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Assignments: |
Due Sunday, 11:59 PM (EST)
Due Tuesday, 11:59 PM (EST)
*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?
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Readings: |
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Assignments: |
Due Tuesday, 11:59 PM (EST)
*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?
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Readings: |
Textbook
Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation Menu.)
Other Readings
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Assignments: |
Due Sunday, 11:59 PM (EST)
Due Tuesday, 11:59 PM (EST)
*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?
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Readings: |
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Assignments: |
Due Tuesday, 11:59 PM (EST)
*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?
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Readings: |
Textbook
Other Readings
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Assignments: |
Due Sunday, 11:59 PM (EST)
Due Tuesday, 11:59 PM (EST)
*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?
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Readings: |
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Assignments: |
Due Tuesday, 11:59 PM (EST)
*The Instructor's Desk and Media Clip Cafe are open and ongoing throughout the course |
Lesson 7: Final Project - Media Document Educational Analysis Project
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Readings: |
Textbook
Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation Menu.)
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Assignments: |
Due: Saturday, November 19, 11:59 PM (EST)
Between Sunday, November 27 and Tuesday, December 6, 11:59 PM (EST) you should...
Due: Wednesday, December 7, 11:59 PM (EST)
By Friday, December 9, you may...
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Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.