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Course Description Template

By Rose Palmer,2014-04-12 03:19
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Areas examined include the assembly line, automobile design, roadside architecture, suburbia, advertisements, and the car in popular culture.

    Course Description

    Course Title: ―Topics in History‖ Discipline:

     History/Social Science

    (Semester-long elective/History) School: Marlborough School

District: N/A (Independent School)

City: Los Angeles

Name of School Contact Person: Grade Level(s) for which course is intended: 11-12

    Susan Lewandowski (College Counselor)

    Contact Information: Length of Course: Semester Phone: (323) 935-1147 x441 Fax: (323) 933-0542 Unit Value: 0.5 (half-year equivalent) E-mail: susan.lewandowski@marlboroughschool.org

Date of School Board Approval: Seeking Honors” distinction? No.

    February 2004

    (Approved by Marlborough’s

    Education Council)

Was this course previously approved by the UC?

    No.

Pre-Requisites

    American History (year-long survey course)

Co-Requisites

    None.

Brief Course Description

This course is intended to allow students to take a more focused topical or thematic approach to

    history. The topics and themes of the course will vary from year to year, but the goals and learning

    environment will not vary. The course will introduce students to a topic or theme in depth while also

    training them in the practice of the methods historians use when they ask very particular questions

    about specific topics. Every year in this courseno matter what the topic that particular yearstudents will examine historiographical issues (―How and what do historians debate?‖), delve into

    research issues (―How do historians go about answering the questions that they and others ask? How

    will they as students do so?‖), and grapple with interesting questions involved in their particular topic

    (―Why have African peoples and nations been relatively poor in modern times?‖, ―What is the most

    accurate way to characterize relations between white settlers and native Americans in the mid-19th thCentury?‖, ―How did Americans views of leisure change in the early 20 Century?‖, etc.). For the

    academic year 2004-2005, the topic for this course will be ―Twentieth Century American Pop

    Culture.‖ For future years, topics will range widely. Some of the future topical courses we have

    thdiscussed include: ―African and the Atlantic World, 1850-2000,‖ ―Race, Ethnicity, and Identity in 20

    Century America,‖ ―America in the Sixties,‖ ―The Cold War World, 1945-1991,‖ ―Gender and

    Modern History.‖ Some of these courses have already been taught at the school; others will emerge

    over time. The principal benefit of this type of elective course is to allow students who have really

    enjoyed their experience in history survey courses to take a course that emphasizes depth over breadth

    and allows more space for them to pursue their own historical interested in a guided, rigorous setting.

    In 2005, this interdisciplinary course examines the history of popular culture in the industrialized

    United States, drawing on methodologies from different fields, and using a variety of evidence,

    including minstrel song sheets, amusement parks, television, and romance novels. We look at the

    audience, the producers and the texts presented by American popular culture both domestically and

    internationally.

    Cultural significance of the automobile including changes it has produced in our society and our

    landscape. Areas examined include the assembly line, automobile design, roadside architecture,

    suburbia, advertisements, and the car in popular culture.

    Revise academic definitions of youth subcultures by examining music, film, texts, and real people.

    The goal is to gain historical perspective on the tricky intersection of youth, music, identity, etc.

    Each student will conceive and carry out a supervised research project over the course of the semester.

    For Grades 11-12.

    Course Content.

A. Course goals and/or major student outcomes:

    1. Students will be able to read advanced scholarly material critically, systematically, and

    analytically.

    2. Students will improve their ability to articulate, explain, discuss, and defend their opinions

    regarding course readings, instructor’s comments, and other students’ comments.

    3. Students will improve their independent research skills by conceiving and carrying out a

    research project that results in a substantial research paper.

    4. Students will improve their ability to write coherent, persuasive analytical essays by writing

    a short review essay (for one outside essay or book) and one research paper.

B. Course objectives:

    1. Students will become familiar with and discuss the concept of historiography, especially as it

    applies to the scholarly study of topics in American history.

    2. In a given year, students will be introduced to and discuss one of the major topics involved in

    the history of the United States, such as colonial development, the Early Republic, Civil

    War and Reconstruction, the American West, popular culture, the Depression and New

    Deal, the Cold War, the Civil Rights movement, the Great Society, the Counterculture,

    political protest (the New Left, Black Nationalism, La Raza, Feminism), and the Vietnam

    War.

C. Course Outline:

    I. Overview of topic

    II. Historiography as a Concept & the Historiography of the topic

    III. Political and Social Context of topic

    IV. Legacy of the topic looking backwards at development

D. Texts & supplemental instructional materials:

Instructional material will consist of textbooks, readers, and media, depending on the topic chosen

    and the discretion of the instructor.

    For Spring 2004, the booklist will include:

Carroll, Michael T. and Eddie Tafoya. Phenomenological Approaches to Popular Culture. Bowling

     Green: Bowling Green State University Press, 2000.

    Gilderhus, Mark T. History and Historians A Historiographical Introduction, 5th edition. Upper

     Saddle River , NJ: Prentice Hall, 2003.

    Kasson, John F. Amusing the Million: Coney Island at the Turn of the Century. New York: Hill

     and Wang, 1978.

    Nachbar, Jack and Kevin Lause. Popular Culture An Introductory Text. Madison: Popular Press,

     1992.

E. Instructional methods and/or strategies:

    1. Primary method of instruction and learning will be based on the seminar model. The instructor

    will set the format for each class’ discussions and frequently introduce introductory, framing

    questions for discussion. At other points, small groups of students will lead discussions.

    Discussions will be pitched at or near college-level.

2. Secondary methods of instruction and learning will include: lectures and note-taking on various

    topics to supplement the reading, film-watching and discussion of films, outside readings and

    reports, and independent research and the writing of a research paper.

F. Assessment methods and/or tools:

    Assessments of each student’s performance in the course will come in three areas:

    1. Extent and quality of preparedness and participation in discussions. This will include those

    times when each of the students is responsible for facilitating discussion.

    2. Preparedness for and quality of oral reports on topics to be determined.

    3. Quality of research into a topic or theme of the student’s choice, and the quality of the

    research paper itself. The research will be completed in pre-designated stages, some of

    which each of the students will report on for the rest of the class.

    G. Assessment criteria. For discussion: ability to present, articulate, defend, critique, and synthesize various materials and

    issues under discussion.

    For research: ability to creatively produce a list of possible topics of inquiry, ability to distinguish

    between those topics, ability to assess the practicality of researching each topic, ability to

    identify and assess possible resources and make use of necessary aids (including reference

    librarians), ability to plan and execute a schedule for research, ability to discriminate between

    sources with direct usefulness to given research project and those that are mostly irrelevant.

    For writing: ability to organize, synthesize, and compose a persuasive expository essay. Varying

    levels of achievement will be distinguished by the clarity and sophistication of the student’s

    thesis, clarity and sophistication of the student’s explanation of the relevant historical context

    and issues, and clarity and sophistication of evidence presented in the body of the paper.

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