20th Century U.S. and Soviet Popular Culture

 Syllabus and Survival Guide

History 305 – Fall 2006

Monday 7:00-9:50 pm, Sierra Hall 279

 

Instructors

 

Dr. Thomas W. Devine

Office Hours: Sierra Tower 624, Mondays 5:00-6:30 and by appointment gladly given.  Phone: (818) 677-3550.  E-mail

 

Neil Thompson                          Michelle Reeves

Office Hours: TBA E-mail          Office Hours: TBA E-mail

 

Film Festival Schedule

 

Readings

 

The following books are at the Matador Bookstore and are listed in the order in which we will read them.  Any other readings will be provided in class or emailed to you as pdf files.

 

  1. Lewis Erenberg, Steppin’ Out: New York Nightlife and the Transformation of American Culture, 1890-1930 (Chicago, 1981)
  2. S. Frederick Starr, Red & Hot: The Fate of Jazz in the Soviet Union (Limelight Editions, 2004)
  3. Dashiell Hammett, The Maltese Falcon (Vintage Reissue, 1989)
  4. Vladimir Voinovich, The Life and Extraordinary Adventures of Ivan Chonkin (Northwestern, 1995)

 

To subvert the system and save yourself some money, you should consider buying used copies of the books. Used or discounted copies are available at the following web sites: bookfinder.com; amazon.com; half.com

 

Any edition of the books is acceptable. You do not need to pay more in order to get the second edition of Starr’s book or any particular edition of either novel.

 

Though there is no assigned textbook for this course, many of you may find that you need one to provide basic background information, particularly on the Soviet side. I recommend Peter Kenez, A History of the Soviet Union from the Beginning to the End, a short and accessible survey that also devotes some attention to Soviet popular culture. Richard Stites, Russian Popular Culture: Entertainment and Society since 1900 is also helpful.

 

Requirements, Grading, & Deadlines

 

Class Participation and Quizzes                                                                    20%

 

Analytical Paper (Friday, 13 October OR Friday, 24 November)                      15%

PAPER ASSIGNMENT OPTION A

PAPER ASSIGNMENT OPTION B

 

THREE STEPS TO BETTER WRITING

 

Take Home Midterm (Friday, 27 October)                                                      20%

MIDTERM KEY

 

PRIMARY SOURCE ASSIGNMENT

(First draft due by Dec 3rd at noon; Final draft by Dec 14th)                           20%

 

In-Class Final Examination [Monday, 18 December]                                      25%

 

FINAL EXAM STUDY QUESTIONS

 

Unless otherwise noted, all take-home assignments are due by 11:59 pm on the day listed above.

 

All grading will be done on the +/ – system.  Any assignment not completed will be counted as a “zero” in calculating your semester grade.

 

Spirit of the Course

 

The central premise of this course is that popular culture deserves serious attention since it often reveals much about the priorities, assumptions, mores, and values of the society that produces it.  Throughout the semester we will be using a comparative approach to explore twentieth century U.S. and Soviet history through the lens of popular culture.  We will examine primary sources such as novels, illustrations, movies, songs, musical performances, and television programs.  We will also read historians’ analyses of popular art forms and critique and evaluate their interpretations.  In particular, we will focus on how popular culture reflected and shaped both American and Soviet perceptions of each other and the role popular culture played in the unfolding of and, perhaps, ending of the Cold War. More broadly, we will consider the power of popular culture to influence politics, social movements, and international relations – the “stuff” more traditionally associated with the study of history.

 

This course is designed as a general education class and requires no “expertise” in history.  Unlike other history classes you may have taken, this course is not about memorizing a series of facts presented in a textbook and regurgitating them for exams.    In this course, you will be learning not simply more history, but a different way of understanding history and, in tandem, sharpening your own skills as a “cultural critic” – skills that will allow you to become not only a more sophisticated student of history, but also a better informed participant in and observer of the world around you.

 

Finally, as someone who believes an informed citizenry contributes to the health of democracy, I hope that by studying recent history through the medium of popular culture, you will leave this course a more informed citizen than when you entered. Knowledge of the past is essential for those who wish to shape the present. Indeed, as George Orwell reminds us in his novel1984 – a book that had much to say about both Soviet and American culture – those who have no knowledge of the past are not only powerless, they inevitably are dominated by those who do possess such knowledge – something to think about as we begin the semester.

 

Explanation of Requirements

 

Class Participation

Though this course will include some lectures, it is not primarily a “lecture course” – the emphasis will be on discussion and classroom interaction rather than listening to the instructors.  Class participation is important and will count heavily in your final grade.  Have the reading done BEFORE you come to class and be ready to discuss it – simply being “present” will not earn you a high participation grade. Since not everyone is comfortable speaking in front of others, your performance on the quizzes will also be considered in calculating your participation grade.

 

Quizzes

There will be occasional short quizzes throughout the semester – some announced, some not. The purpose of the quizzes is to provide an incentive for completing the reading and to ascertain who has read and who hasn’t. If you have done all the reading – or even most of it – you should have no difficulty doing well on the quizzes.

 

Analytical Paper

There will be two short paper assignments (4-6 pages) that will focus on the material covered in the readings and during class discussion.  You must complete only one of these assignments. If you wish, you may do both papers and I will count the higher grade. There will be a choice of topics handed out two weeks before the due date.  Since the paper topics will address issues we have previously discussed in class, it will be useful to take notes during our discussions and keep in mind the questions and themes that emerge from these discussions – you will likely see them reappear in the paper topic questions.

 

Primary Source Assignment

We will distribute to each student a copy of Soviet Life, a magazine produced in English by the Soviet government intended to educate American audiences about life in the USSR. Your assignment will be to write a 5-7 page essay in which you compare and contrast what you find in Soviet Life with the material in an American magazine from the same period. (Life magazine would be an obvious counterpoint.) We will provide you with a handout that gives more explicit instructions on how to approach this assignment when we distribute the copies of Soviet Life.  You will also have the opportunity to submit a draft of this assignment before receiving a final grade.

 

Midterm and Final Examinations

The Midterm and Final Examinations will consist of short answer questions and a long essay.  You will have a choice of topics for the long essay.  The midterm will be a take-home assignment. You are responsible for bringing an unmarked blue book to the final which will be given in class on December 18th.

 

On Writing Papers…

 

I believe in rewarding improvement. If you perform poorly on the first essay but your written work gets better throughout the semester, I will take this into account when determining your final grade. Likewise, if you start out well but then slack off significantly as the semester continues, this will also be taken into account.

Corrections

Though I will make grammar and spelling corrections on your papers, you are not being graded on grammar and spelling per se. A poorly written paper, however, usually fails to convey ideas effectively, so in this sense good writing does matter. There is no way of separating “the writing” from “the ideas.” Keep your graded papers and refer back to my corrections so you do not make the same mistakes again. My goal is to ensure that you leave the class a better writer than when you entered. You should make this your goal as well.


Emailing Papers
You may email your paper to me as an attachment. In fact, this is the recommended method as it is the best way to ensure that your paper does not get lost.  When emailing, send a copy to yourself. If you receive the email, it’s likely I did as well. Though I will send you a confirmation email when I receive your paper, it is YOUR RESPONSIBILITY (and not the email server’s) that I get it.

 

Late Papers

Late papers will be penalized unless you have a seemingly legitimate excuse or can formulate one entertaining enough to make me laugh out loud. However, you must turn in your paper before the next one is due or you will receive and automatic zero for the assignment.

 

Getting Help
If you are having difficulty with the written assignments, please ask one of the instructors for help. We all have extensive experience in teaching writing skills and are willing to work with you on an individual basis to improve your essays. We will read and edit drafts if we receive them with enough lead time before the assignment is due.  If you want to do well on your written assignments, it is definitely worth making the effort to have us work with you on a draft.

If you do not have much experience writing papers, you should make use of the Writing Center, which is in the Student Services Building. You can make a half-hour appointment with a writing counselor by calling 677-2033 or signing up at the appointment desk in Room 414.

 

Surviving History 305…

                              

Attendance

Since active student participation is crucial to the class’s success, you are expected to be at every meeting. I do take attendance.  Frequent absences will dramatically lower your course grade.  Do not leave at the break and expect to be credited with having attended the entire class.  If you are a person who rarely attends class and relies on copying notes from a friend, you would be best served by registering for another course.

 

Common Courtesy

Since I assume your parents have taught you good manners, most of this should go without saying, but I put it in writing here so that there will be no misunderstanding.  Please turn off all cell phones, pagers, and other electronic devices while you are in class.  Please arrive on time and do not walk out in the middle of class unless it is an emergency or you have spoken to me about it ahead of time. Do not talk or read the newspaper in class since it is rude and a distraction to your classmates who are paying good money to be here. In short, don’t embarrass yourself – act courteously.

 

Academic Honesty

This, too, should go without saying, but, unfortunately, academic dishonesty is a fact of life.  Do not tell me things that are not true and expect me to believe them. It is unnecessary and it insults my intelligence.  Do not cheat on quizzes or tests.  I will catch you and you will receive an automatic zero for the assignment.  Do not plagiarize from written sources or from the web.  Since plagiarism is always obvious and easily caught, it is better to hand in your own work and get a C- than someone else’s and get an F.  If you have plagiarized in the past and gotten away with it, it was not because the professor didn’t know what you were doing, but because the professor did not think you were worth the effort it would take to prove plagiarism.  Be advised: I do think you are worth the effort.  Any and all plagiarized assignments will receive a grade of zero and put you in jeopardy of failing the course.  If you are unsure what plagiarism is, please consult with me BEFORE handing in an assignment.

 

Problems

I appreciate that many CSUN evening students are stretching themselves quite thin, often working full time while taking classes at night.  If you are feeling overwhelmed, find yourself falling behind, or are having any problems outside of class that are adversely affecting your performance in class, be sure to let me know. I am more than willing to work with you to insure you “survive,” but I need to know you are having difficulties. Do not wait until the end of the semester when it will be too late. The university will not allow you to withdraw from a class after the drop deadline simply because you are doing poorly.  Either come to see me or send an email as soon as a problem arises and we can work something out.  If you are struggling academically, I will gladly give you extra help.

 

Film Festival

 

In conjunction with this course, the History Department will hold a semester-long film festival that will feature screenings of classic films from both the Soviet Union and the United States.  We will be discussing and viewing clips from all of these movies in class, and this festival will offer you the opportunity to see them in their entirety.  Attendance is encouraged, but voluntary. Light refreshments will be provided and you are welcome to bring friends and roommates along.  All of the Soviet films will have English subtitles. One of the instructors will provide a brief introduction to each film and time will be made available at the end for questions and discussion.  Most screenings will be either on Monday nights at 5pm or Tuesday nights at 7pm in the Whitsett Room (451 Sierra Hall)

 

Film Festival Schedule

 

 

Schedule of Topics and Assignments

 

The reading assignment listed for each day should be completed BEFORE you arrive at class.

 

Schedule

 

Sept. 11                Introduction

What is Popular Culture?  What impact does it have?  Who or what determines that impact?

 

Sept. 18                Rebellion Against Victorianism:  The Emergence of Popular Culture in 20th Century America

 

STUDY QUESTIONS

 

Reading:      Lewis Erenberg, Steppin’ Out, Preface, Chapters 1, 2, 3, 5

 

 

Sept. 25                The Impact of the Bolshevik Revolution on Russian Popular Culture: Movies and Music

                            

                             STUDY QUESTIONS

 

Reading:      Richard Stites, Russian Popular Culture, pp. 1-8

                                                Peter Kenez, Cinema and Soviet Society, Chapter 1

                                                Richard Taylor, “The Bolsheviks, Propaganda and the Cinema,” pp. 26-42

                                                S. Frederick Starr, Red & Hot, Chapters 1, 2, 3

 

Film Clip:    “Man with a Movie Camera” (1928)

 

Oct. 2                   “Flappers and Foxtrotters” – Flaming Youth in the US and USSR during the Roaring ‘20s

                            

                             STUDY QUESTIONS

                            

                             Reading:      S. Frederick Starr, Red & Hot, Chapter 4

Anne E. Gorsuch, Youth in Revolutionary Russia, Chapters 4, 6

Thomas Hine, The Rise & Fall of the American Teenager, Chapter 10

John Carter, “These Wild Young People: By One of Them” from the Atlantic Monthly (1920)

 

                             Film Clip:    “Our Dancing Daughters”

                                               

Oct. 9                   “Tough Guys in a World of Chance” – the Private Detective as American Depression Era Hero

 

                             STUDY QUESTIONS

 

                             Reading:      Dashiell Hammett, The Maltese Falcon

                            

                             Film Clip:    “The Maltese Falcon” (1941)

 

Oct. 16                 “Realism vs Surrealism” or “Karl Marx vs Groucho Marx” – U.S. and Soviet Cinema during the 1930s

                            

                             STUDY QUESTIONS

 

Optional Reading:

                                               

                                                If you would like a little background information on Soviet history during the 1930s in order to give you some context for the assigned readings on Soviet Cinema and “socialist realism,” Chapter 5 of Peter Kenez’s text offers a brief and accessible summary:

 

                                                Peter Kenez, A History of the Soviet Union from the Beginning to the End, Chapter 5 

         

                             Reading:      Peter Kenez, Cinema and Soviet Society, Chapter 8

                                                Maria Enzensberger, “‘We were born to turn a fairy tale into reality’: Grigori Alexandrov’s The Radiant Path,” Stalinism and Soviet Cinema, pp 97-106

                                                Robert Sklar, Movie-Made America, 2nd ed., pp. 175-194

Charles J. Maland, Chaplin and American Culture, pp. 143-158

                            

                                                                    

                             Film Clip:    “Chapaev” (1934)

                                                “The Radiant Path” (1936)

                                                “Duck Soup” (1933)

                                                “Modern Times” (1936)

                                                “She Done Him Wrong” (1933)                                         

 

Oct. 23                 “The ‘Culture’ of Stalinism” – Icons, Heroes, Public Spectacles…and the faint hint of dissent

 

                             STUDY QUESTIONS

 

Reading:      Karen Petrone, Life Has Become More Joyous, Comrades, Chapters 2, 3

                                                S. Frederick Starr, Red & Hot, Chapters 5, 6

 

Oct. 30                 “Uncle Joe and Comrade Roosevelt” – U.S. and Soviet “Images of the Other” during World War II

                            

Reading:      Clayton R. Koppes and Gregory D. Black, Hollywood Goes to War: How Politics, Profits, and Propaganda Shaped World War II Movies, Chapter 7

                   S. Frederick Starr, Red & Hot, Chapters 8, 9

                            

                                                THERE WILL BE A QUIZ IN CLASS ON THESE READINGS ON OCTOBER 30TH

 

                             Film Clip:    Mission to Moscow

                                               

Nov. 6                   “The Great Patriotic War” Satirized

 

                             STUDY GUIDE

 

Reading:      Vladimir Voinovich, The Life and Extraordinary Adventures of Ivan Chonkin

 

                                                THERE WILL BE A QUIZ IN CLASS ON THE NOVEL ON NOVEMBER 6TH

 

Nov. 13                 “The Freeze” – Fear, Insecurity, and the Politicizing of Popular Culture during the Early Cold War

 

                             STUDY QUESTIONS

 

                             Reading:      Peter Kenez, Cinema and Soviet Society, Part III

S. Frederick Starr, Red & Hot, Chapter 10

                                                Peter Biskind, “Pods and Blobs,” from Michael S. Mayer, ed., The Eisenhower Presidency and the 1950s, pp. 173-186

 

                             Film Clip:    “The Fall of Berlin

                                                “Them!”

                                                “The Thing”

 

Nov. 20                 “The Thaw” – Stiliagi, Beats, Rebels, and the Emergence of Dissent in the 1950s and 1960s 

 

                             Reading:      S. Frederick Starr, Red & Hot, Chapters 11, 12

 

                                                STUDY QUESTIONS

 

                                                Joseph F. Trimmer, “The Byron of Fairmount: James Dean as Cult Hero,” pp. 44-61

                                                Mark Edele, “Strange Young Men in Stalin’s Moscow: The Birth and Life of the Stiliagi, 1945-1953,” Jahrbucher für Geschichte Osteuropas 50 (2002), 38-61

 

                             Film Clip:    “Rebel Without a Cause”

                                               

 

Nov. 27                 “The Dance” – U.S. and Soviet Perceptions, Interactions, and Cultural Exchanges during the Cold War

 

Reading:      Alan M. Ball, Imagining America: Images and Influences in Twentieth-Century Russia, Chapter 6

Walter L. Hixson, Parting the Curtain: Propaganda, Culture, and the Cold War, 1945-1961, Chapter 7

 

STUDY QUESTIONS

 

                                                THERE WILL BE A QUIZ IN CLASS ON THESE READINGS ON NOVEMBER 27TH

 

 

 

Dec. 4                   “Rockin’ in the Free World/Rock Around the Bloc” – Rock’n’Roll and the Politics of Rebellion

 

                             STUDY QUESTIONS

 

Reading:      Timothy W. Ryback, Rock Around the Bloc: A History of Rock Music in Eastern Europe and the Soviet Union, selections

Robert G. Pielke, “Elvis and the Negation of the Fifties”

Robert G. Pielke, “The Beatles and the Affirmation of the Sixties”

                            

                             Film Clip:    “Elvis 1956”

 

                                                THERE WILL BE A QUIZ IN CLASS ON THESE READINGS ON DECEMBER 11TH

 

Dec. 11                 “Entertainment: The Central Experience of Life or a Replacement for It?”

                            

                             Reading:      Leroy Ashby, With Amusement for All, Chapter 12

                                                 Stites, Russian Popular Culture, pp. 204-209