Draft Schedule. Propaganda.pdf or see 1

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Draft Schedule

KEY DATES TO WATCH:

Wednesday, Sept. 9: Term Project subjects assigned.

Wednesday, Oct. 7: Midterm Progress Report due; Midterm Exam.

Wednesday, Nov. 18: Q&A on Term Project; begin review for Final Exam.

Monday, Nov. 23: Term Project due in Prof’s mailbox by 5 PM.

Wednesday, Dec. 2: Review and preparation for Final Exam.

Final Exam: Time and date TBA

Because propaganda and related communication play a large role in current events, the draft schedule below will likely change as we progress through the course. Be sure to attend all classes and monitor the course Blackboard site to stay abreast of all changes.

Preparing for the first course meeting:

Please review the course syllabus and schedule. Make notes for yourself that list questions that you’d like clarified.

Review basic background sources that provide overviews and definitions of the concept of propaganda. These sources tend to overlap with one another and they mention some of the same examples. If you carefully read one of the basic sources, you’ll be able to skim the others without too many problems.

Here are some easily accessible sources for that information:

Wikipedia: http://en.wikipedia.org/wiki/Propaganda

Sourcewatch summary: http://www.sourcewatch.org/index.php?title=Propaganda PBS webpage on Propaganda: http://www.pbs.org/now/politics/propaganda.html History Channel’s profile: http://www.history.com/encyclopedia.do?articleId=219897

Encyclopedia of American Foreign Policy: http://www.encyclopedia.com/doc/1G2-3402300123.html

Online source of 1,120 random quotations about Propaganda, Persuasion &

Deception, compiled by Laird Wilcox: http://www.overalltech.net/pub/Quotations- Propaganda.pdf or see http://www.lairdwilcox.com

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Some interesting propaganda videos from a variety of points of view:

Duck and Cover (1951). US Civil Defense film on what to do during a nuclear war http://www.archive.org/details/DuckandC1951

Destination Earth (1956). An American Petroleum Institute animation shows Martians discovering the American economic system at work. http://www.archive.org/details/Destinat1956

War Corporatism, New American Century (2007). Barry McNamara / Knife Party YouTube piece. Pay attention to the graphics as well as the other content.

http://www.youtube.com/watch?v=u91aOaN-_t0

Operation Honor Our Heroes (newscast KVUE –TV Austin, Texas, May 25, 2009) http://www.kvue.com/video/?z=y&nvid=365138

Another idea for the summer:

Visit the U.S. Holocaust Memorial Museum’s interactive exhibit on Nazi propaganda. This can be done either in person on on-line. Here is the URL: http://www.ushmm.org/propaganda/

Questions for consideration:

What do you think of when you hear the word ‘propaganda’? Do good people ever use propaganda? Why or Why not? Find an example of a media text that you consider to be propaganda, and an example that you consider not to be

propaganda. The ‘texts’ can be printed, video, audio, or other media. Look at them side by side. What can you point to as an illustration of your analysis?

Session No. 1, Wednesday, August 26:

First day of class. Overview of Course and of Assignments; Definitions, Oversimplifications, Overview

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To prepare for the next class session on Goebbels and propaganda:

1). If you have not done so already, review the background sources for an overview and definitions of propaganda. They are listed above in the section on

‘Preparing for the first course meeting’.

2). Visit the USHMM’s interactive exhibit on Nazi propaganda in person or online, http://www.ushmm.org/propaganda .

3). Read selected Josef Goebbels’ writings on propaganda. Begin with

‘Goebbels’ Principles of Propaganda’ from US author Leonard Doob, http://www.psywarrior.com/Goebbels.html (very brief); ‘Knowledge and Propaganda’ (Jan. 9, 1928)

http://www.calvin.edu/academic/cas/gpa/goeb54.htm, and ‘The Racial Question and World Propaganda’ delivered at the first Nuremburg Rally in 1933, shortly after the Nazis seized power in Germany:

http://www.calvin.edu/academic/cas/gpa/goeb41.htm .

4). Be prepared to debate both the ‘pro’ and ‘con’ sides of this proposition:

“The content of Goebbels’ Nazi propaganda contributed to the murder of millions of innocent people. But the techniques should be used by anyone who wishes to make a persuasive argument.”

5). Review the resource tool I’ve prepared titled Online Resources for

COMM549. It will be available on our course Blackboard site. On page 1 you’ll find the section named News sources useful for your weekly Commentaries. Use the websites listed there to keep track of news and current events concerning

developments in propaganda and information operations; psychological warfare, insurgency and counterinsurgency; media’s role in national security strategies;

terrorism as a form of ‘communication’; major institutions, think tanks or organizations engaged in propaganda operations; and related matters. Also, please read at least one major newspaper each day to locate general-circulation news about mass media in general and online media in particular. Read, print out

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or clip relevant materials from any of these sources and bring them in for class discussion. You may also post online links to the class discussion boards.

6) Based on the research you’ve done for 5), prepare a brief, one- to two- page Commentary on your analysis of one or more developments in propaganda and propaganda-related issues. Aim at synthesizing your course readings with current events to create interesting insights that go deeper than simply reporting news. Print this out and bring it to class; this Commentary plays an important role in your weekly Class Preparation and Course Contribution score.

What were Goebbels’ reasons for using media as he did? What do you know about the responses in Germany and around the world to the Nazi Party’s messages? Are these types of messages still effective today? Why or why not?

Session No. 2, Wednesday, Sept. 2:

Goebbels’ model: Propaganda viewed as technique, science, or art. Discussion of Commentaries. Debate on content and technique in Nazi propaganda.

To prepare for the next class session on Dewey, Lippmann, and propaganda in democratic societies:

1). Read Walter Lippmann and John Dewey debate the role of citizens in democracy on the History of Education website

http://www.oise.utoronto.ca/research/edu20/moments/1922lippdew.html (brief) or Mark Whipple, The Dewey-Lippmann Debate: Negotiating the Divide Between Participatory and Elitist Models of Democracy (2004, about 20 pages) http://www.allacademic.com//meta/p_mla_apa_research_citation/1/0/8/7/4/pa ges108740/p108740-1.php or Journal of Economic Issues excerpt on The media, the news, and democracy: revisiting the Dewey-Lippmann debate,

http://goliath.ecnext.com/coms2/gi_0199-5401578/The-media-the-news-

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and.html Be prepared to analyze the Dewey – Lippmann debate as it applies to the current situation in American politics.

2). If you have not done so already, read Edward Bernays Propaganda (1928). This is available on our Blackboard site and online.

3). Read the Propaganda Critic website http://www.propagandacritic.com articles about widely recognized propaganda techniques. These include the following very short articles: Why think about propaganda?; The Institute for Propaganda Analysis; Name-calling; Glittering generalities; Euphemisms; Transfer; Testimonial; Plain Folks;

Bandwagon ; Fear ; Bad Logic or propaganda?; Unwarranted extrapolation. These total about 15 pages.

4). From the ‘Articles’ page on the propagandacritic.com site, go to the

‘Examples’ (listed on lower left). Choose examples from Enron Corporation and Maoist International Movement. Practice analyzing these publications using the concepts discussed on this website, such as glittering generalities, bandwagon, fear, etc. We will use these same techniques in class.

5). Based on your research into current events, prepare a brief, one- to two-page Commentary on your analysis of one or more recent developments in propaganda and propaganda-related issues. Aim at synthesizing your course readings with current events to create interesting insights that go deeper than simply reporting news. Print this out and bring it to class.

Does propaganda have an effect on democratic societies? How do people decide what issues are important for them to think about? Consider a political, religious or cultural leader (or group) that you respect. Is it OK for them to use ‘white lies’

to win important arguments? Have you or a friend ever ‘gone too far’ to try to win an argument? How did things turn out?

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The Dewey / Lippmann debate over alternate futures for mass communication, education, and democracy in the United States. Assignment of Term Project topics. Tips on researching Term Projects. Analysis of some common

propaganda techniques.

To prepare for the next class session on propaganda viewed as

‘democracy in action’ or as ‘persuasion’:

1). Review Psychology Wiki on propaganda. This article overlaps with Wikipedia’s article and the Encyclopedia of American Foreign Policy article, but includes examples from public health campaigns

http://psychology.wikia.com/wiki/Propaganda and John Brown, ‘The Anti- propaganda tradition in the US’, published by the Public Diplomacy Alumni Organization: http://www.publicdiplomacy.org/19.htm .

2).Review the ‘Ring the Bell’ campaign against domestic violence in India. It is based around TV spots produced by Ogilvy & Mather (a global advertising company), and includes other information, organizing, and activities. Please watch three, one-minute ads, ‘Knock, Knock’; ‘Got Milk?’; and ‘Ring the Bell’:

http://www.breakthrough.tv/learn/campaign/bell-bajao-ring-the-bell

3). Briefly review some examples of U.S. ‘white’ and ‘grey’ propaganda to get an idea of the scope, content, and focus of these types of information

operations. The list below focuses on civilian, relatively open agencies. It is not intended to be complete. The object of this review is not to learn every detail; it is rather to become familiar with how this aspect of international affairs operates.

Board for International Broadcasting: www.bbg.gov/broadcasters/index.html

Alhurra: http://www.alhurra.com/index.aspx

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Radio & TV Marti: http://www.martinoticias.com/

RFE/RL: http://www.martinoticias.com/

Voice of America: http://www.voanews.com/english/index.cfm US Institute of Peace http://www.usip.org/aboutus/index.html

USIP report on ‘Media as Global Diplomat’, includes links to associated USIP materials and reports http://www.usip.org/pubs/specialreports/sr226.html

International Republican Institute http://www.iri.org/ ;

and http://www.rightweb.irc-online.org/profile/International_Republican_Institute; and letter to the editor of USA Today about IRI’s activities in the US

http://mediamatters.org/research/200503180005

National Democratic Institute for International Affairs: www.ndi.org/whoweare National Endowment for Democracy http://www.ned.org/; and

http://en.wikipedia.org/wiki/National_Endowment_for_Democracy US Government Accounting Office (GAO) on need for better oversight of

US Public Diplomacy activities (May 2009) http://www.gao.gov/new.items/d09679sp.pdf GAO’s critical study of Radio Marti and TV Marti Operations (2009)

http://www.gao.gov/new.items/d09127.pdf

4). As you go about completing 3)., please consider this question: “What are effective ways for me to use the WWW and online databases in the AU Library collection to identify and research white and grey propaganda activities

sponsored by other countries such as China, Israel, Turkey, Malaysia, Brazil, Iran, or the UK?” Take notes for yourself suggesting research leads and ideas. You could even test some of your ideas on research for your term project. Bring your ideas and suggestions to class. We’ll discuss them.

5). Watch Chomsky video, ‘Democracy: Rhetoric and Reality’

http://www.youtube.com/watch?v=MGrATlaPxu0 (apx. 5 min)

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How do the websites you reviewed ‘frame’ the subjects they cover? Do audiences usually notice the frames? Does international broadcasting (including other media such as internet, publications, etc.) really make much difference in international development? Give examples pro and con.

Propaganda viewed as ‘persuasion’ and ‘democracy in action’. Possible guest speaker. Developing research techniques. More tips and Q&A on Term Projects.

Discussion of Commentaries.

To prepare for the next class session on emerging Web 2.0 propaganda:

1) The University of Southern California’s Center for Public Diplomacy is particularly active in developing Web 2.0 applications optimized for information operations. Read their definition of ‘public diplomacy’:

http://uscpublicdiplomacy.org/index.php/about/what_is_pd. To get a better understanding of their techniques and content, review their pages:

Facebook: http://www.facebook.com/pages/Los-Angeles-CA/USC-Center-on-Public- Diplomacy/26487567743

Wikis: http://publicdiplomacy.wikia.com/wiki/Main_Page

Blogs: http://uscpublicdiplomacy.org/index.php/newswire/cpdblog_main;

RSS feeds, podcasting: http://uscpublicdiplomacy.org/index.php/root/rss YouTube videos: http://uscpublicdiplomacy.com/index.php/events/youtube

MP3 audio downloads: beemp3.com/index.php?q=usc+center+public+diplomacy&st=album Flickr: http://www.flickr.com/photos/public_diplomacy/collections/72157606320790795/ and Twitter: http://twitter.com/publicdiplomacy

Community forum http://publicdiplomacy.wikia.com/wiki/Public_Diplomacy:Community_Portal

Here is the Voice of America’s version. You reviewed their web page last week. Now, explore their --

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Podcasting: http://www.voanews.com/english/podcasts-bkup.cfm online video: http://www.voanews.com/english/VOA-Video-Player.cfm online chat: http://www.voanews.com/english/t2a.cfm

See also: Radio Free Europe / Radio Liberty ‘Transmission’ feature. Includes Twitter, Facebook, RSS feeds, greater interactivity:

http://www.rferl.org/content/The_Week_In_Facebook/1758037.html

2). Using the research techniques we discussed in class during the past several sessions, create a guide to at least five annotated examples of sources accessible via the WWW that offer Web 2.0 applications (Facebook, blogging, automated news aggregation, RSS, podcasting, videocasting, YouTube/Google Video, Twitter, etc., etc.) that concern terrorism, insurgency, counter-insurgency, war on terror, states that are said to be terrorist, political movements that are said to be

terrorist, and related issues. Your annotation should identify the sponsor of the site (to the extent that can be determined) and briefly summarize the political orientation of the site.

Post your examples to the designated Discussion Board on our class blackboard site. Postings are first come, first served. If someone has already posted a

resource that you also found, please go back and search further until you locate a replacement. Our goal is to create a collection of at least four different relevant sites from each individual.

Example:

Name and URL: Intelligence and Terrorism Center http://www.terrorism- info.org.il/site/home/default.asp.

Sponsor: Israel Ministry of Foreign Affairs.

Orientation: pro-Israel; hostile to Hamas, Hezbollah, and anti-semitism.

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Web 2.0 Features: RSS feeds; online bulletins and e-mailings; multiple languages; interactive display; searchable library of relevant books and images; downloads in HTML and pdf formats.

In your personal exploration of the web, what frames concerning terrorism, insurgency, etc., had the greater public presence? Which had the least? Do you think that Web 2.0 or social networking is effective for shaping discussions or for changing people’s ideas? Why or why not?

Emerging Web 2.0 propaganda techniques. Branding. Review of newly- constructed reseources. Discussion of Commentaries.

To prepare for the next class session on Chomsky and Herman’s model:

1). Read updated Forward and Afterword to Manufacturing Consent by Chomsky and Herman, available on course Blackboard site.

2). Read critical review by Jeffery Klaehn on Chomsky and Herman’s Propaganda Theory from European Journal of Communication (2002).

http://www.chomsky.info/onchomsky/2002----02.pdf 36 pgs. Read Theodore

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Glasser and James Ettema Investigative Journalism and the Moral Order, available via photocopy.

3). Watch Chomsky audio on corporate propaganda and control of democratic populations http://www.youtube.com/watch?v=a4K2uBI61z4 (about 9 minutes).

4). Read and explore Conservative website critique of ‘liberal media’ as propaganda:

http://townhall.com/columnists/FloydandMaryBethBrown/2009/03/05/media_m alpractice_propaganda_replaces_news

As Chomsky and Herman see things, are mainstream journalists and media mainly producing propaganda? How or why? Consider the emphasis on moral order and values discussed in the Glasser and Ettema article. Does their evidence contradict the Chomsky and Herman thesis? Why or why not? Many people argue over whether mainstream media is rightwing or leftwing. What do you think? If the Chomsky and Herman thesis is true or partially true, what would that mean for the ‘right vs. left’ debate?

Session No. 6, Wednesday, Sept. 30: Chomsky and Herman’s model: Propaganda as Social Structure. Discussion of Commentaries. How to prepare for the

Midterm.

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To prepare for the next class session’s Midterm Exam and Term Project Progress Report:

1). Complete your Midterm Progress Report on your Term Project, which is due at the beginning of our next class session. See the syllabus section on

‘Midterm Progress Report on your Term Project’ (p.8) for details on what to include.

2). Study for Midterm Exam.

3). No Commentary is required for the coming class session.

How can I summarize and articulate the theoretical concepts about propaganda, media, and society we have discussed? How do they fit together?

What is evidence that either supports, or challenges, or both supports and challenges the ideas and arguments that we have read and discussed?

Session No. 7, Wednesday, Oct. 7: Midterm Exam and Progress Report on Term Project

To prepare for the next class session on ‘ritual’ vs. ‘transmission’ concepts of communication:

1). Read James Carey, Chap. 1 “A Cultural Approach to Communication”

p.11-29, found at:

http://books.google.com/books?id=OG4xlRXeaw8C&pg=PA27&lpg=PA27&dq=james+carey+ritual+mod el&source=bl&ots=rr3LXpsdT_&sig=IEa8DbchDmm5OKigugpbTbmpOMs&hl=en&ei=o0gUSoHtFp7htgeLy rmaBA&sa=X&oi=book_result&ct=result&resnum=7#PPA11,M1 .

Read Wikipedia http://en.wikipedia.org/wiki/James_W._Carey and article by Laura Sells explaining Carey http://www.voxygen.net/cpa/articles/carey.htm .

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View several very short powerpoints: Transmission v. Ritual models of communication http://www.colorado.edu/communication/meta-

discourses/Theory/models.html and ‘Technology and Ideology: The Case of the Telepgraph’ http://www.colorado.edu/communication/meta-

discourses/Theory/carey2/sld001.htm.

2). Read Peter Guilday, The Sacred Congregation de Propaganda Fide 1622- 1922, Catholic Historical Review (1921), available on our course blackboard site.

3). Get out your readings from Carey, Guilday, and Chomsky and Herman.

Place them side by side on a table or desk. Identify at least two areas where these authors’ reasoning seems to contradict one another. Identify at least two

examples where a rough similarity or parallel among two or more authors seems to exist. Take notes on where you find these contradictions and parallels. Bring these notes to class and be prepared to discuss them.

Questions to consider:

What role does ritual play, if any, in your personal interaction with media? What about in your personal interaction with students, faculty, staff, and administrators at AU? Does ritual play a role in administration or management of some

organizations? What about in maintaining an ideology? Have you noticed examples of ritual in mainstream media in recent days or weeks?

Session No. 8, Wednesday, Oct. 14: James W. Carey on ‘transmission’ vs. ‘ritual’

modes of communication. Discussion of Commentaries.

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To prepare for the next class session on propaganda, intelligence gathering, and intelligence analysis :

1). Read Simpson, U.S. Mass Communication Research, Counterinsurgency, and Scientific ‘Reality,’ (1993), available on class Blackboard site.

2). Read Seymour Hersh, Who Lied to Who? (excerpt) from Chain of Command (2004), available on class Blackboard site.

3). Read Robert Entman, ‘Theorizing Mediated Public Diplomacy: The US Case,’

International Journal of Press/Politics, (2008) No.13 p.87 available free online via AU Library at http://hij.sagepub.com/cgi/content/abstract/13/2/87 , and see review of recent Entman book at: ‘Robert Entman. Projections of Power…’ review by William

Gamson, Public Opinion Quarterly, vol 69 no 2, p 324-26

http://poq.oxfordjournals.org/cgi/content/full/69/2/324 (also free via AU library).

4). Read and consider websites and articles on:

Lincoln Group http://www.voanews.com/english/index.cfm; and http://en.wikipedia.org/wiki/Lincoln_Group

Rendon Group: http://www.rendon.com ; and http://en.wikipedia.org/wiki/Rendon_Group Tibet case study on National Endowment for Democracy and the CIA;

http://www.globalresearch.ca/index.php?context=va&aid=6530

National Democratic Institute for International Affairs (NDI) and International Republican Institute (IRI) operating ‘behind the scenes’ in Iraqi elections (2004)

http://newstandardnews.net/content/index.cfm/items/1311

Mother Jones reports the International Republican Institute participated in organizing a coup in Haiti http://www.motherjones.com/politics/2004/11/coup-connection

Blackwater (now named Xe)and IRI: http://www.southernstudies.org/2009/06/post-17.html

FAIR on US government psychological operations experts working at CNN (2000)

http://www.fair.org/index.php?page=1748

Controversy regarding Pentagon program to promote Iraq war via retired generals hired as TV’s ‘military analysts’.

NY Times breaks the story:

http://www.nytimes.com/2008/04/20/us/20generals.html?pagewanted=all

CNN interview of Pentagon PR chief and a general involved in the program:

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http://crooksandliars.com/2008/05/01/military-general-propaganda-story-col-allard-admits- conflicts-of-interest

DoD Inspector General reports on the project, then withdraws the report:

http://www.bluehampshire.com/diary/7256/hodes-denunciation-of-pentagon- propaganda-report-is-vindicated

Does where you work have an impact on what you think about? How? When you use media, do you mainly pay attention to things that you agree with or with things that you do not agree with?

Session No. 9, Wednesday, Oct. 21: Propaganda, intelligence gathering, intelligence analysis; the problem of believing one’s own propaganda.

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To prepare for the next class session (Oct. 28) on researching and writing your Term Project, as well as catching up with readings and other preparations for the Final Exam:

1). Catch up on all readings, class discussions, and other assignments thus far.

2). Make progress on readings for the Nov. 4 class session (described below).

3). Review your Midterm Progress Report on your Term Project and

feedback. Make changes as appropriate in that draft of your Term Project.

Bring a digital version of it to class on a thumb drive or other portable media.

4) Review the Term Project research requirements listed in the syllabus.

These include at least three primary source documents; four scholarly or academic articles; other newspaper, magazine, or web resources as

appropriate for your subject; photocopies of certain key sources for use in your appendixes; an annotated bibliography of at least six relevant

websites; and so on. Bring digital or paper copies of these research

materials to class. It is OK if you have not yet studied all of these, and it is OK if you have not yet completed other research you may need to do on your term project. However, bring at least this much research material to class for use in discussions and analysis.

5) Based on your research into current events, prepare a brief, one- to two- page Commentary on your analysis of one or more recent developments in propaganda and propaganda-related issues. Aim at synthesizing your course readings with current events to create interesting insights that go deeper than simply reporting news. Print this out and bring it to class.

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Begin preparing now for the Nov. 4 class session on Propaganda of the Deed:

Insurgency, Counterinsurgency, and Terrorism:

1). On origins of term ‘propaganda of the deed,’ read

http://www.onpedia.com/encyclopedia/propaganda-of-the-deed ; on applying this term to Taliban tactics, first see profile by the Insurgency Research Group (Kings College, London) http://insurgencyresearchgroup.wordpress.com/about/ and then

http://kingsofwar.wordpress.com/2008/04/30/the-talibans-propaganda-of-the-deed-strategy/ .

2). Begin reading (due Nov. 4) :

• Tom Blanton’s report on Otto Reich, www.gwu.edu/~nsarchiv/NSAEBB/NSAEBB40;

• CIA psyops and sabotage comic distributed in Nicaragua and other

countries and the Congressional Research Service translation of the CIA’s Operaciones Sicologicas en Guerra de Guerrillas. Both are available on our Blackboard site;

• Article by Israeli think tank on public diplomacy and its relationship to military strategies: http://www.jcpa.org/brief/brief006-9.htm;

• Excerpt from US Army Field Manual on CounterInsurgency Operations on mass media as a key weapon and as a contested terrain in

counterinsurgency warfare. Copy available on class Blackboard site.

Session No. 10, Wednesday, Oct. 28: Work session on Term Project. Review and analysis of research materials collected thus far. Q&A. Joint problem solving and resource sharing.

To prepare for the next class session on propaganda of the deed, insurgency, counterinsurgency, and terrorism:

1) Complete the readings for Nov. 4 that were assigned last week. These include readings on origin of concept of propaganda of the deed; Otto

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Reich; CIA publications; Israeli think tank; excerpt from US Army Field Manual.

2) Review websites and resources:

• Wikipedia on counter-insurgency: http://en.wikipedia.org/wiki/Counter-insurgency

• Wikipedia on Total War: http://en.wikipedia.org/wiki/Total_war

• Small Wars Journal (website, links, resources) http://smallwarsjournal.com/

• Small Wars and Insurgencies (academic journal)

http://www.informaworld.com/smpp/title~content=t713636778

• Red Team Journal (analysis website) http://redteamjournal.com/

• Abu Muqawama (blog on COIN) http://abumuqawama.blogspot.com/

• RMA (‘Revolution in Military Affairs’ debate http://www.comw.org/rma/

o Full text sources on insurgency, etc:

http://www.comw.org/rma/fulltext/otherop.html o Full text sources on Info warfare and cyberwar:

http://www.comw.org/rma/fulltext/infowar.html

3) Based on your research into current events, prepare a brief, one- to two-page Commentary on your analysis of one or more recent

developments in propaganda and propaganda-related issues. Aim at synthesizing your course readings with current events to create

interesting insights that go deeper than simply reporting news. Print this out and bring it to class.

Are there clear boundaries between propaganda, psychological operations, insurgency, counterinsurgency, and terrorism? What about between

conventional media and conventional military operations? Do you expect the distinctions among these categories to become clearer in the future or harder to distinguish?

Session No. 11, Wednesday, Nov. 4: Propaganda of the Deed: Psychological operations, terror, insurgency, counterinsurgency

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To prepare for the next class session on propaganda and structural violence:

1). Read background on structural violence:

Wikipedia: http://en.wikipedia.org/wiki/Structural_violence ;

Kathleen Ho, ‘Structural Violence as a Human Rights Violation’, Essex Human Rights Review (2007) http://projects.essex.ac.uk/ehrr/V4N2/ho.pdf

2). Read about the politics of memory in post-socialist Mozambique: M. Anne Pitcher, ‘Forgetting from Above and Memory from Below: Strategies of

Legitimation and Struggle in Postsocialist Mozambique, Africa vol 76 no.1, p.88-112 (2006)

http://muse.jhu.edu/journals/africa_the_journal_of_the_international_african_institute/v076/76.1 pitcher02.pdf

3) Read John Paul II, On Social Concern / Sollicitudo Rei Socialis (encyclical letter, 1988) http://www.vatican.va/holy_father/john_paul_ii/encyclicals/documents/hf_jp- ii_enc_30121987_sollicitudo-rei-socialis_en.html

What are examples of relationships, if any, among propaganda initiatives, global media, and global poverty?

Session No. 12, Wednesday, Nov. 11: Propaganda and structural violence

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To prepare for the Nov.18 class session on Q&A on the term project;

course review; and preparing for the final exam:

1) Make significant progress toward completing your term project. Identify questions you need to answer before the project is complete. Write down those questions and bring them to the next class session. Completed term project is due Monday, Nov. 23 at 5 PM.

2) Review all course readings, commentaries, and notes. Review the Midterm exam. Prepare three challenging-but-fair, short-essay type questions that would be suitable for the final exam. Include a sketch of several sources, arguments and tips that would be helpful for writing a short essay answer.

Post your three questions and resources for answering each to the course Blackboard site.

3) Prepare at least three short-answer type questions suitable for the Final Exam. Short answer questions can generally be answered with one or two sentences or with a few bullet points. Post the questions along with tips for answering them on the course Blackboard site.

How can I summarize or articulate the theoretical concepts about

propaganda, media, and society we have discussed? How do they fit together?

What is evidence that either supports, or challenges, or both supports and challenges the ideas and arguments that we have read and discussed?

Session No. 13, Wednesday, Nov. 18: Q&A about term project; Course review for Final Exam

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MONDAY, Nov. 23: TERM PROJECT DUE IN PROFESSOR’S MAILBOX BY C.O.B.

Wednesday, Nov. 25: Thanksgiving holiday; no class meeting

To prepare for the final class session on Dec. 2:

1) Review all course readings, commentaries, and notes. Review the suggested short essay questions and resources posted by students on the Blackboard site. Prepare three new challenging-but-fair, short-essay type questions that would be suitable for the final exam. Include a sketch of several sources, arguments and tips that would be helpful for writing a short essay answer.

Post your three questions and resources for answering each to the course Blackboard site.

2) Prepare at least three new short-answer type questions suitable for the Final Exam. Short answer questions can generally be answered with one or two sentences or with a few bullet points. Post the questions along with tips for answering them on the course Blackboard site.

What are the most effective ways for me to prepare for the exam in this course? How can I put them to use?

Session No. 14, Wednesday, Dec. 2: Course review and preparation for Final Exam

Final Exam: Date, time and place TBA