Module HIST2751: THE BATTLE FOR HEARTS AND MINDS: WAR PROPAGANDA IN EUROPE AND THE UNITED STATES, 1914-1961

Department: History

HIST2751: THE BATTLE FOR HEARTS AND MINDS: WAR PROPAGANDA IN EUROPE AND THE UNITED STATES, 1914-1961

Prerequisites

• A pass mark in at least ONE level one module in History.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• Introduce students to the relationship between propaganda and war in a historical context;
• Offer an opportunity for students to analyse critically the complex relationship between the state and the media at times of crisis, adding a crucial perspective to studies of modern European and American history;
• Give students the opportunity to work with different forms of historical evidence in an environment designed to foster a critical awareness of varied primary source materials;
• Contribute towards the achievement of the Department's generic Aims for study at Level 2.

Content

• In the conflicts of the twentieth century, propaganda was considered to be the 'fourth arm' of modern warfare.Many military and political leaders believed that, in order to win battles in the field, governments first needed to win the battle for 'hearts and minds'. This course seeks to analyse the complex historical relationship between modern warfare and propaganda in Europe and the United States in the period from the First World War to the building of the Berlin Wall. It focuses on the major conflicts of the early- to mid-twentieth century, notably the First and Second World Wars and the Cold War (including the first television war in Korea). Students will gain an understanding of the changing methods of modern propaganda, how propaganda is disseminated and received and the historiographical trends in this rich field of academic debate.
• We will analyse the use of a wide variety of communications used by wartime propagandists such as fine art, posters, cartoons, the press, radio, music, film and television to name but a few. Students will have an opportunity to produce a formative short written commentary on primary source materials, as well as writing a longer in-depth study of propaganda in a particular conflict. The course will add a new dimension to study into European, American and British history, and is suitable for those with an interest in the development of the mass media as a tool for communication at times of national and global crisis.

Learning Outcomes

• have a subject specific knowledge relating to the theories, methods and use of propaganda in times of conflict in the twentieth-century, with particular reference to Europe and the United States.
• Understand and appreciate the value of propaganda as an historical source.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

• Key skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Student learning is facilitated by a combination of the following teaching methods:
• lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students' ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals.
• Assessment:
• Unseen Examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The unseen examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One shorter critical commentary (c. 1000 words) based on primary source material

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University