COMM 270: How The News Media Shape History

Instructor: Richard G. Jones

Time: Mondays and Wednesdays, 5:30 p.m. to 8:40 p.m.
Class Meeting Room: McKinley Hall 113
Phone: 302-570-0053
E-mail: rjones@american.edu
G-mail: richjonesau@gmail.com
Office Hours: By appointment.
Prerequisites and General Education Requirements: How the
News Media Shape History is a second- or 200-level course in the
Universitys General Education program
(http://www.gened.american.edu/). It falls within the Foundational
Areas 2 Traditions that Shape the Western World
(http://www.american.edu/provost/gened/AreaTwo.cfm). Students
should speak with their academic adviser if there are any questions
about how this course may or may not fulfill their specific academic
requirements. Please note: students will earn General Education credit
for this class only if they have already completed one of the required
first- or 100-level foundation courses.
About the Course: How The News Media Shape History is a
conceptual immersion into the role of journalism as a catalyst for
social, political, economic and cultural change. Students will learn the
role and value of a free press, examine the principles of reporting and
consider the evolving impact of social media and digital technology on
the field today.
At its core, the course aims to help students look critically at the
relationship between the nations history and the press. Students will
not only discuss key events in both American and media history, but
will also make connections between them. Students will use history to
compare and contrast with the present-day media coverage of key
events. The course will look at seminal historical events from the
McCarthy era to the Civil Rights Movement to the Vietnam War to
How The News Media Shape History Syllabus, Summer 2014 2
Watergate to the Sept. 11 attacks, and seek to understand how these
events were shaped by the news media. We will also look critically at
how the news media does their job during times of war and conflict.
In addition to learning about specific historical events, students will
also consider a range of questions, including: Is the job of the media to
report the news objectively or should they lead societal change? Do
the news media represent a public trust that serves the people, or do
they represent a business that is responsible only to its stockholders?
What are or should be the limits of the news medias influence?
Also, how will U.S. citizens get their news in the future? Does
technological change make deciphering what is true even more
difficult?
In answering these questions, students will develop numerous skills,
including learning to compare how reporting the news has changed
from the past to today; to think critically about the news medias
impact on events and society; to gather information and note
commonalities as well as differences among various sources,
particularly primary sources; and to observe the nuances involved in
reporting the news, including the use of language, evidence and
objectivity.
At the successful conclusion of the course, students will have
demonstrated understanding of the following:
The influence of the news media on American historical events.
The history of the American press and how it has affected public
opinion at key moments in American history.
The nature of news reporting and its professional pressures,
particularly when covering war and conflict.
Groundbreaking American journalists who influenced the
nations perception of an event.
How technological advances have changed newsgathering, and
the impact of these changes on historical perspective.
How The News Media Shape History Syllabus, Summer 2014 3
About the Instructor: Rich Jones was a reporter for 15 years,
including seven years at The New York Times, where he covered
politics, the New Jersey legislature, and the National Football League.
He was also the inaugural editor of The Local East Village, a news blog
of The Times. Editors at The Times nominated Mr. Jones and a
colleague for a Pulitzer Prize for their investigation into the failings of
New Jersey's child welfare agency. At The Philadelphia Inquirer, Mr.
Jones wrote a daily metro column, covered public schools and held a
three-year posting as a national correspondent based in Atlanta. He
has served as a visiting assistant professor at New York University,
where he taught digital and multi-platform journalism. He was also a
lecturer at the School of Communication and Information at Rutgers
University and a member of the adjunct faculty at the University of
Maryland. Mr. Jones holds a B.A. in English/journalism from the
University of Delaware, where he is currently a visiting assistant
professor, and a M.S. from Columbia University's Graduate School of
Journalism, where he was awarded a Knight-Bagehot Fellowship. He is
also a Ph.D. candidate and Scripps Howard Doctoral Fellow at the
Merrill College of Journalism at the University of Maryland.
Classroom Policies and Procedures: The journalism classroom is
not unlike a professional newsroom. And you should think of our class
sessions as editorial meetings. As such, there are certain principles and
standards to which we will adhere that are outlined in this syllabus.
I understand the many demands on your time and I will not waste it;
please dont waste mine, either. You will be held accountable for your
behavior in class and the work that you produce outside of it because
being a journalist is a sacred responsibility with accountability at its
core.
As a colleague, Jackie Spinner a veteran war correspondent turned
educator, often tells her students:
Some day you may be the last check on a government, on a
society, on a man sitting in some rubble with someone pointing a
How The News Media Shape History Syllabus, Summer 2014 4
gun at his head. Or you will be the only one in the room who is
paying attention. Remember that your credibility is the most
valuable and important asset you will ever have as a journalism
student or a journalist (and in this classroom you are both). If
you lose it, you will not get it back.
Required Readings and Texts:
Mightier than the Sword: How the News Media Have Shaped
American History, by Rodger Streitmatter, Westview Press,
Boulder, 2008. The core textbook for the course; the bulk of the
course readings will be drawn from this text.
The Washington Post and The New York Times. Students must
read The Post and The Times, either the print edition or online
at their respective sites washingtonpost.com and nytimes.com
everyday before class, focusing on the front section and the
Metro section. News stories should be analyzed for both the
quality of writing and depth of reporting. We will discuss the
content and structure of stories regularly in class and they will
also be cited in a daily news quiz. Quizzes may focus on news
stories published on class days. However, in keeping with their
training as discerning news consumers, students are also
responsible for tracking major events throughout the week.
Assignments: There will be regular news quizzes, a research
presentation plus a final paper. All assignments for this class must be
typed and double-spaced. Completed assignments should be in a
Microsoft Word-compatible file format (.doc, .docx, .txt, etc.). In
addition, a significant portion of the final grade will be based on
professionalism and class participation.
Research Presentation. Each student will prepare and
present to class a report about a historical journalism topic. The
Research Presentation typically accounts for about 20 percent
of the overall course grade.
How The News Media Shape History Syllabus, Summer 2014 5
Coursework Assignments. There will be about three outside
research assignments. Coursework Assignments typically
account for 20 percent of the overall course grade.
Quizzes. There will be regular quizzes based on news events,
the course readings, lectures and assignments ranging from
two to 10 questions at the beginning of class sessions.
Surprise quizzes and assignments may also be administered
during the term. The lowest two grades will be dropped. Quizzes
typically account for about 20 percent of the overall course
grade.
Final Paper. The Final Paper will be a critical examination of
the role of the press in a historical journalism event and its
enduring, contemporary relevance. The Final Paper typically
accounts for 20 percent of the overall course grade.
Professionalism and Participation. To further prepare
students for the world of work, each member of the class will be
assessed on participation and a range of factors including
punctuality, attentiveness in class, timely response to e-mails
and phone calls, etc. that are considered best practices for
professionals in virtually all fields. Professionalism and
Participation typically accounts for about 20 percent of the
overall course grade.
Research Presentation: Each student is responsible for preparing
an analysis of a course reading and presenting it to class. The
presentation should not merely be a regurgitation of the content of the
reading but it should also include a critical assessment of its findings
and consider key questions that may, or may not, have been raised by
the author. A list of the readings and the dates of the presentations has
been posted to Blackboard. Students must sign up for a topic by July 3
at 11:59 p.m.

Deadlines: Since this course is designed to immerse students in the
world of journalism, we will replicate the tight and unbending
deadlines of a professional newsroom. That means coursework
assignments must be filed to an inbox in Blackboard promptly at the
How The News Media Shape History Syllabus, Summer 2014 6
designated time. Unless otherwise stated, overnight assignments must
be filed to Blackboard promptly at the beginning of class (5:30 p.m.).
Stories handed in one day, one hour or one minute late will receive an
automatic reduction of at least one letter grade. There are no
exceptions.
Accuracy: Since accuracy is the most important aspect of journalism,
we will adhere to rigid standards. Any factual error including the
misspelling of a proper name will result in an automatic reduction of
one letter grade.
Sourcing, Source Lists and Assignment Submissions: To
ensure that students are following the best practices for research,
reporting and interviewing, the class adheres to the following policies
regarding sources, source lists and assignment submissions:
A source list must be prepared for each assignment. The source
list must be attached to each assignment using MLA citation
standards.
Students may not submit assignments for this class that are the
same or similar stories that have been submitted to other courses
in journalism, communications, English and related subject
areas. In rare instances, on a broad topic such as health care, you
could explore different angles for separate assignments, but you
must consult with Mr. Jones first to gain written approval. If you
do not receive prior written consent, you could fail the
assignment.
Grades: The lowest grade on a coursework assignment will be
dropped. Attendance will impact your final grade because any missed
assignments in or out of class will receive an F. There are no
automatic excuses for illnesses or emergencies. Assignments will be
based on the following criteria in an effort to reflect the Universitys
high standards for the General Education curriculum:
How The News Media Shape History Syllabus, Summer 2014 7
Plagiarism & Fabrication: Any assignment that includes
fabricated or plagiarized material will result in an automatic F
for the course and a referral to the Dean of the School of
Communication.
Accuracy: Any factual errors in an assignment, including the
misspelling of a persons name or an incorrect date, will result
in an automatic reduction of one letter grade.
Deadlines: Any assignment that is submitted after the deadline
will result in an automatic reduction of at least one letter grade,
even if it is one minute late.
Assignments will be evaluated on the following criteria: MLA style,
Structure, Sourcing, Readability and Completeness.

Here is Mr. Joness philosophy of grading:
A: Only excellent, on-time work earns an A. What constitutes
excellent? It should be essentially error-free, show attention to detail,
clarity of writing and critical thinking. It shows strong research skills
and proper attribution.
B: Work that shows effort and care but contains some errors, unclear
passages or a shortage of critical analysis; contains some grammar and
attribution errors.
C: On-time work that meets the basic minimum requirements. This
work doesnt show attention to detail or any particular effort to apply
critical thinking; contains numerous grammar errors and a lack of
sourcing.
D: Significantly late or substandard work that shows a lack of effort
and understanding of the assignment.
F: Work that is incorrect and incomplete or late. Any work that is
copied without attribution or plagiarized will fail.
How The News Media Shape History Syllabus, Summer 2014 8
Grading Scale: Most of your assignments this semester will be
assigned a letter grade. For the Blackboard software to keep track of
how you are doing, however, it will need numerical data. So your letter
grade will be converted to a numerical grade before it is input into the
gradebook, like this: A =95-100, A- = 90-94, B+ =89-86, B = 85-83, B-
= 82-80, C+ = 79-75, C = 74-72, C- = 71-70, D=69-60, F=59 and lower.
Please Note: For final course grades, we will use the grading scale
adopted for undergraduate courses by the University: A, A-, B+, B, B-,
C+, C, C-, D+, D, D-, and F.
Context of the Course in the General Education Curriculum:
How the News Media Shape History is a second-level course in
Foundational Area 2, Traditions that Shape the Western World, in the
University's General Education Program. How the News Media Shape
History also focuses on these goals and values of the Universitys
General Education program. In order to develop students ability to
read and write critically, the assigned papers will help students explore
primary and secondary sources and learn how to analyze their value.
Students will also gain an understanding of information literacy as you
become aware that divergent views can be expressed about the same
historical event, particularly in the media. The Learning Objectives of
Foundational Area 2 include:
1. explore the diverse historical and philosophical
traditions that have shaped the contemporary Western world
2. read and discuss fundamental texts from those
traditions, situating the texts in their appropriate intellectual
contexts
3. develop students ability to critically and comparatively
reflect on religious and philosophical issues, in dialogue with
others both past and present
This course also aims to provide a perspective on race, class,
culture, and gender as expressed through the national media. The
owners and publishers of the national news media have historically
How The News Media Shape History Syllabus, Summer 2014 9
been white men, and this fact has influenced media coverage and the
public perception of women and minorities. The class explores the
interrelations between gender, race, and class in America as depicted
through the national media. How the News Media Shape History is
intended to address several of the learning objectives of Foundational
Area 2.
Specifically, this course seeks to:
(1) help students understand the historical traditions
that shape the Western world by focusing on important
events in American history in which the news media are
believed to have made contributions;
(2) challenge students to examine critically their
impressions and beliefs about the roles of the media in
American history and culture;
(3) require that students engage in historical research
and examine primary and secondary sources in
preparing argument in written form;
(4) encourage students to understand the diversity
within the Western intellectual tradition through study of
the news medias role in such periods as the Abolition
Movement, the Womens Suffrage Movement, and the
Civil Rights Movement.
Academic Integrity: Along with certain rights, students also have
the responsibility to behave honorably in an academic environment.
Academic dishonesty, including cheating, fabrication, facilitating
academic dishonesty and plagiarism, will not be tolerated. Adhering to
a high ethical standard is of special importance in the world of
journalism, where reliability and credibility are the cornerstones of the
field. Therefore, this course adheres to a zero tolerance policy on
academic dishonesty. Any abridgment of the Universitys academic
integrity standards will be referred directly to the Dean of the School of
Communication. Confirmed cases can be penalized by suspension or
expulsion from the University. To ensure this is understood, all
How The News Media Shape History Syllabus, Summer 2014 10
students should familiarize themselves with the Universitys Academic
Integrity Code
(http://www.american.edu/academics/integrity/code.cfm).
Classroom Expectations: We promote an environment of courtesy
and mutual respect. Students are expected to turn cell phones off (not
silent or vibrate, please) and refrain from recreational web browsing,
texting, Tweeting or e-mailing failure to adhere to these guidelines
will reduce your professionalism and participation grade. Also,
education is a collaborative process: be prepared to contribute to class
discussions participation is a key part of your grade.
Privacy and Classroom Discussions: This class is designed to
inspire students to explore media and history. Students are
encouraged to think critically and share information that they learn in
class. However, to ensure healthy, candid discussions and questions,
students are prohibited from quoting other students on social media or
in other forums without express permission.
Resolving Research and Technical Issues: I am happy to help
resolve any research or technical issues you may encounter. However,
as part of your preparation to excel in any field you are expected to
make every attempt to troubleshoot those problems on your own
before bringing them to me. I have spoken with many employers in
many fields and, almost universally, they tell me that they crave
graduates who not only have excellent academic credentials but who
are also problem solvers and critical thinkers this class is intended to
help you develop those muscles. The old adage is true: Give a woman a
fish, she eats for a day; teach a woman to fish, she eats for a lifetime. I
want you all to leave this class as great fishers.
Attendance: There is no mandatory attendance policy at American
University. However, attendance and in-class participation are
ongoing requirements and an integral part of the work of the course. In
accordance with the Universitys policy, there will be no automatically
excused absences or lateness for illnesses and emergencies. The
How The News Media Shape History Syllabus, Summer 2014 11
dropped grade policy (as described in the grading section above) is
designed to account for missed assignments due to those
circumstances. Students are strongly encouraged to inform Mr. Jones
of anticipated absences via e-mail as soon as possible. Students
experiencing a serious personal illness, a serious illness or death in
their family or other family emergency may be granted excused
absences. Per University policy
(http://www.american.edu/provost/undergrad/undergrad-rules-and-
regulations.cfm#excused). To validate such absences, students should
present documentation (a physicians note, etc.) to the Dean and also
supply it to Mr. Jones. For validated excused absences,
accommodations may be warranted to allow students to make up work
that counts toward their semester grade.
Religious Observances: Ordinarily, there will be no assignments
due on religious holidays identified by the University. It is the policy of
the University to excuse without penalty students who are absent
because of religious observances and to allow the makeup of work
missed because of such absences. Students who expect to be absent for
religious observance should notify Mr. Jones as soon as possible and
make arrangements to make up the work.
Course Registration: The last day to add a class or drop a class
without a W is July 7. To address registration issues, including
financial aid and other matters, please contact the Universitys
Registrar.
Students With Disabilities: Students with a specific disability
(permanent or temporary, physical or learning) needing special
accommodation during the semester should notify me privately to
discuss those arrangements. For further information, please visit
http://www.american.edu/ocl/sccrs/services-for-students-504.cfm.
How The News Media Shape History Syllabus, Summer 2014 12
Schedule of Classes, Readings and Assignments:
(Readings and assignments listed are due for the following session
unless otherwise noted and may be amended; additional readings may
be posted to Blackboard during the course of the semester; the date
that certain topics will be covered may change as news events or other
issues warrant).
Week 1
June 30: Welcome, Course Overview & The Syllabus
Reading: Kovach and Rosenstiel, What is Journalism For?
Streitmatter, Chapter 13: Watergate Forces the President to His
Knees

July 2: Watergate: Power, Politics and The Press
Featuring a Sample Research Presentation by Mr. Jones
Streitmatter, Chapter 1: Sowing the Seeds of Revolution
Streitmatter, Chapter 2: Abolition

Week 2
July 7: The American Revolution and The Abolitionist
Movement
Streitmatter, Chapter 4: Attacking Municipal Corruption
Hirsch, More Light on Boss Tweed and Anbinder, Boss Tweed:
Nativist

July 9: Boss Tweed & Early Political Scandals
Streitmatter, Chapter 6: Muckraking
Knowlton and Freeman, Chapters 9 and 10 from Fair and Balanced
Coursework Assignment No. 1 Due July 10 at 11:59 p.m.

Week 3
July 14: The Birth of the Muckraking Tradition
Streitmatter, Chapter 7: Defying the Ku Klux Klan
Streitmatter, Chapter 8: Father Coughlin

How The News Media Shape History Syllabus, Summer 2014 13
July 16: Reporting on Bias
Streitmatter, Chapter 3: Slowing the Momentum for Womens
Rights
Streitmatter, Chapter 9: Creating Rosie the Riveter

Week 4
July 21: The Rights of Women
Streitmatter, Chapter 10: Exposing Joe McCarthy
Heale, Red Scare Politics

July 23: McCarthyism and The Red Scare
Streitmatter, Chapter 11: Pushing the Civil Rights Movement Onto
the National Agenda
Washburn, Chapters 7 and 8 from The African-American
Newspaper
Coursework Assignment No. 2 Due July 24 at 11:59 p.m.

Week 5
July 28: The Civil Rights Movement
Streitmatter, Chapter 12: Vietnam War
Jun Toong, Overthrown By The Press

July 30: Vietnam
Streitmatter, Chapter 15: 9/11
Altheide, Consuming Terror

Week 6
Aug. 4: Sept. 11 and The War on Terror
Streitmatter, Chapter 16: Electing An African-American President
Beckett, The New News Media Landscape

Aug. 6: Barack Obama and The Press in the Digital Age
Final Papers Due at 11:59 p.m., Aug. 7