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Everything Changed in the 1970s

Topic for EDUC-X152, Section 5080 of

The University Experience:
Engagement, Critical Thinking, and Problem Solving
MTWRF, 8:50 10:05 AM, Ballantine Hall (BH) 138
Nicholas Zautra
History and Philosophy of Science
College of Arts and Sciences
Indiana University Bloomington

Website: http://www.nickzautra.com
Office hours: by appointment

Primary Contact
Nicholas Zautra
1020 Kirkwood Ave.
Ballantine Hall 662
Bloomington, IN 47405
Email: nzautra@indiana.edu

Course Description:
The University Experience: Engagement, Critical Thinking, and Problem Solving is a
course designed to help new students acclimate to the IU Bloomington campus as they
learn to meet the academic demands of college. The topic for this version of X152 is
The 1970s. Students will be reading, analyzing, and interpreting a variety of texts all
related to this course topic. Through extended inquiry in a seminar environment,
students will learn the conventions of thinking, reading, and discussing at the college
level. A good deal of class time will be spent in discussion; therefore, daily participation
in class discussion will form a significant portion of the final grade. This course is

designed to enable X152 students to more readily engage the academic challenges they
will face in college level classes. In addition, students will also participate in other
aspects of college preparedness, such as university-appropriate study skills and time
management strategies.
This course will familiarize you with the kinds of reading, thinking, and learning in which
you will be expected to engage in order to be successful throughout your college career
and beyond. As a team, we will train in these skills so that you will accomplish the
following goals:
1. We will work together to develop your critical reading and thinking skills so
that you will be able to interpret, analyze, and assess arguments from a
variety of perspectives.
2. We will develop your abilities to construct your own arguments and to take a
stand on important issues.
3. We will help you relate ideas and arguments from your classes and readings
to your own lives.
4. We will draw you toward thinking both about the big questions, the broader
ones that are suggested or implicated by what we cover, and at the same time
develop your ability to connect these questions with specific details and
5. We will orient you to the college setting and its conventions and expectations.
You will get used to the demands that college places on students, the kinds of
work you will be expected to do, and the challenges of managing your time
effectively and productively.
You will leave this course with sharpened reading and reasoning skills that you can
apply to your work in any university department or program and in the world beyond.
Most importantly, while the specific topical focus of this course is the 1970s, we are
focused on developing skills that are transferrable: they can be effectively used to excel
in any course. At the same time, we believe that one cannot develop such skills
adequately in a vacuum, or through abstract exercises; rather, we must delve deeply
and specifically into a rich example to make that happen most effectively. Consequently,
the course is not only about refining a set of skills, nor is it primarily about absorbing the
particular topic weve chosenit must be about both.

Bach, Richard. Jonathan Livingston Seagull: The Complete Edition. New York: Scribner,
Graebner, William. Pattys Got a Gun: Patricia Hearts in 1970s America. Chicago: The
University of Chicago Press, 2008.
Additional required materials, including articles, essays, book excerpts, and audio-visual
selections will be accessed through the classs Canvas site: http://canvas.iu.edu
Students will also need to purchase a three-ring binder (of at least 3 inches in width) to
store the course reading materials.


Points Possible

Preparation and Active Participation (8 pts./day; 30 days)

6 Study Skills Assignments (30 pts. Each)
6 Reading Journal Entries (30 pts. Each)
Individual Conference 1
Individual Conference 2
4 Quizzes (60 pts. Each)
Final Exam
Total Points Possible:
Grading Scale



59 and below


Grading Criteria
A Excellent and Exemplary. Work or performance that goes beyond meritorious to the
extent of providing an example or model of excellence for others.
B Good/Meritorious. Work or performance that not only meets all requirements but
exceeds them, demonstrating depth, originality, and other marks of quality that give the
work distinction.
C Satisfactory. Work or performance that fully meets all requirements competently and
shows the ability to function as a college student.
D Marginal. Work or performance that either 1) fails to meet all requirements, though
what is done may be considered competent; 2) meets all requirements but not at a basic
level of competence; or 3) both of the above but not poor enough to be considered
F Failing. Work or performance that falls significantly short of requirements, basic
competence, or both. And this also includes, of course, work not done.
Expectations and Policies
Daily attendance in all X152 class sessions and other activities is mandatory. The failure
to attend even one class is taken very seriously, and absences are reported each day to
the Athletics administration. There are no unexcused absences without penalty, and the
penalty is 50 points (5%) deducted from your final grade. To avoid losing participation
points and/or being marked absent, you must be in your seat on time and you must be
present for the entire class. However, attendance means more than simply showing up;
you must also be awake and focused on our course work: sleeping, reading non-course
materials, chatting with classmates, using cell phones/tablets/computers, and general
inattentiveness in class is equivalent to being absent and will be recorded as such, and
may result in your dismissal from the class. Absences excused by the Athletics
administration due to illness or family emergency will be handled individually on a case-

by-case basis.
Preparation and Participation
You will be graded every day as to your level of preparation. This includes coming to
class with a writing utensil, paper, and all course texts or other reading material (in hard
copy!) that we will be discussing that day. You must also have completed any
assignments due that day. By 8:50 a.m., your cell phones should be off; you should
have all of your assignments due and other materials needed for the day out and ready
to go; and you should be prepared to work.
You will be graded every day as to your level of participation. Some courses you take in
college will be based on lectures delivered by the instructor, who will not expect you to
engage in much classroom discussion. X152 is not one of those courses. X152 is the
opposite of that; it is discussion-driven, which means that to do well, you must 1) read
and digest all written material for each class; 2) actively view and/or listen to audiovisual excerpts and examples in preparation for each class; 3) thoughtfully analyze and
respond to this material through your assignments; and 4) actively engage in our daily
class discussions and activities by talking about your own ideas as well as listening to
those of others.
You will grade yourself on both your preparation and participation for each class using a
Participation Record. I will also assess your performance after collecting these records
at the end of every class.
The majority of your assignments will include study skills assignments designed to equip
you with a range of tools for analyzing course materials, and reading journal entries,
which will call on you to further reflect in writing on broader questions that come up in
the course. Specific assignments and deadlines will be given in class.
Assignments due to Canvass discussion forums will need to be submitted by midnight
the night before the class in which they are due in order to give me time to read and
incorporate your responses into the days discussion. Written assignments will be
collected at the beginning of the class in which they are due. No late work is accepted.

All written assignments must be typed in 12-point Times New Roman font, doublespaced with 1-inch margins, printed using double-sided printing, and stapled. All
assignments must also include your name and date in the heading, along with a
centered title or description of the assignment below the heading.
Conduct and Ethics
First, because this is a discussion-driven course, debate and critique about opinions and
perspectives shared in class are especially encouraged. We all benefit when you voice
your thoughts and opinions, and it is important for our discussions that you speak up
when you disagree with me or with a classmate (evenand especiallyif you think your
opinion may not be a popular one!). Discussion will only get us somewhere, however, if
it is free of disrespect, abusive and insulting comments, and hostility. We are all in this
together and share a common purpose, and any behavior that derails our goals will not
be tolerated.
Second, the Indiana University Code of Student Rights, Responsibilities, and Conduct
(2005) indicates that students may be disciplined for several different kinds of academic
misconduct. These include cheating, fabrication, plagiarism, interference, and violation
of course rules. In particular, the code states the following with regard to plagiarism:
Plagiarism is defined as presenting someone elses work, including the work of other
students, as ones own. Any ideas or materials taken from another source for either
written or oral use must be fully acknowledged, unless the information is common
knowledge. What is considered common knowledge may differ from course to course.
a. A student must not adopt or reproduce ideas, opinions, theories, formulas,
graphics, or pictures of another person without acknowledgement.
b. A student must give credit to the originality of others and acknowledge an
indebtedness whenever:
a. Directly quoting another persons actual words, whether oral or written;
b. Using another persons ideas, opinions, or theories;
c. Paraphrasing the words, ideas, opinions, or theories of others, whether
oral or written;
d. Borrowing facts, statistics, or illustrative material; or

e. Offering materials assembled or collected by others in the form of projects

or collections without acknowledgment.1
You might further consult this tutorial on how to recognize and avoid plagiarism offered
by IUs Writing Tutorial Services (WTS):
The easiest way to contact me outside of class or office hours is by e-mail. Please allow
up to 24 hours for a response. You must also check your e-mail and Canvas daily for
important announcements, which I will either email to you directly or deliver through
Canvas. Be sure to set your Notification Preferences in Canvas to ASAP for
everything. When communicating by e-mail, please observe professional e-mail
etiquette, and please be sure to always reply directly to my IU e-mail address
(nzautra@indiana.edu). Please do not hesitate to contact me at any point regarding
ideas, questions, or concerns that arise.
Daily Schedule
I will begin each class by recording attendance and returning your graded participation
trackers from the previous class. We will share news and discuss announcements
relevant to our class or the Department of Athletics and lay out the plan for the day
before we get to work. At the end of class you will be asked to evaluate your contribution
that day on your Participation Tracker and we will discuss homework due the next day.
Week One: Introduction to College and the 1970s

Class Topic & Activities

Introduction to the Course

Reading Due

Assignment Due

Introduction to Each Other

What Makes a College Course
1 Code of Student Rights, Responsibilities, and Conduct, Part II, Student
Responsibilities, Academic Misconduct,


Reading, Analyzing, Annotating,

Interrogating Texts
Why Study History?
(and How to Study It?)

Canvas: The Seventies

as History
Canvas: Why Study
History? (pp. ix-xix)

Quiz 1

Canvas: Rolling Stone

Jonathan Livingston
Seagull Pt. 1 (1-37)
Jonathan Livingston
Seagull Pt. 2 (40-63)


Individual Conferences


Individual Conferences

Reading Reflection 1
Due by this class

Study Skills
Assignment 1

Week Two: Ways of Thinking/The Politics of the 1970s


Class Topic & Activities

Styles of Thinking

Reading Due
Jonathan Livingston
Seagull Pt. 3 (71-95)

Assignment Due


Thinking with a Book

Study Skills
Assignment 2


The Vietnam War

Jonathan Livingston
Seagull Pt. 4 (97-121)
Canvas: How LIFE
Magazine Covered the
Kent State Shootings

The Kent State Massacre


President Nixon and Watergate

Canvas: The Complexity

of Being Richard Nixon

Quiz 2


Economic Crises: Oil and Class

Canvas: Turning a
scandal into a -gate
Canvas: Somethings
Happening to People
Like Me (pp. 1-19)

Week Three: Cultural Identity/Popular Culture in the 1970s

Reading Reflection 2
Due by this class


Class Topic and Activities

Social Identity
Understanding Identity Studies


The New Hollywood


Film and Social Commentary

Popular Culture as Research


Youth Culture

Reading Due

Assignment Due

Canvas: Radical
feminism reaches the
suburbs (pp. 62-65)
Listen: Marvin Gaye,
Whats Going On
Canvas: Knockin on
Heavens Door
Canvas: Baad Bitches
and Sassy
Supermommas, Race,
Gender, and Black Action
Listen: Pink Floyds Dark
Side of the Moon

Study Skills
Assignment 3

Week Four: Popular Culture/Historical Narrative/Pattys Got a Gun


Class Topic and Activities

Technology on the Rise


Reading History




Thinking Through Sources

Quiz 3

Reading Due
Canvas: How Apple
and IBM Marketed the
First Personal

Pattys Got a Gun pp.

Pattys Got a Gun pp.
Pattys Got a Gun pp.

Assignment Due

Reading Reflection
4 Due by this


Responding to Arguments

Pattys Got a Gun, pp.


Study Skills
Assignment 4

Week Five: Patty Hearst in Context


Class Topic and Activities

The Self in 70s America


Victim/Survivor: Psychology as

Reading Due
Pattys Got a Gun, pp.
Pattys Got a Gun, pp.

Assignment Due

Understanding Theory as a Tool


Looking to the Future


Quiz 4
Individual Conferences


Individual Conferences

Pattys Got a Gun, pp.


Canvas: Star Wars,

Star Wars, and
American Political

Study Skills
Assignment 5
Reading Reflection 5
Due by this meeting

Week Six: Drawing Conclusions


Class Topic and Activities

Relational Thinking



The 70s Today:

Transferring Skills to Other
Classrooms and Contexts
Final Exam Review


Course Conclusions
Final Exam


Reading Due
Canvas: Making Sense
of the Me Decade
Canvas: Punk, Pot, and

Assignment Due

Reading Reflection 6
Due by this meeting
Study Skills
Assignment 6

Bibliography of Course Readings

Bach, Richard. Jonathan Livingston Seagull: The Complete Edition. New York: Scribner,
Berman, Eliza. How LIFE Magazine Covered the Kent State Shootings. Time, May 4,
Biskind, Peter. Knockin on Heavens Door, in Easy Riders, Raging Bulls: How the SexDrugs-and-Rock
N Roll Generation Saved Hollywood (New York: Simon and Schuster, 1999).
Breeden, David and Jami Carroll. Punk, Pot, and Promiscuity: Nostalgia and the ReCreation of the
1970s, Journal of American & Comparative Cultures 25, no. 1-2 (March 2002):
Campbell, Alex. Turning a scandal into a -gate. BBC, May 11, 2013.
Carroll, Peter N. Preface: The Seventies as History, in It Seemed Like Nothing
Happened: America in the
1970s (New Brunswick: Rutgers University Press, 1990).
Cohn, Nik. Tribal Rites of the New Saturday Night, New York Magazine, June 7, 1976.
Available at:
Conley, Dalton. Making Sense of the Me Decade. The Chronicle of Higher Education,
October 24,
2010, <http://chronicle.com/article/Making-Sense-of-the-Me/125028/>
Cowie, Jefferson R. Something Happening to People Like Me, in Stayin Alive: The
1970s and the Last
Days of the Working Class (New York: The New Press, 2010).

Graebner, William. Pattys Got a Gun: Patricia Hearts in 1970s America. Chicago: The
University of
Chicago Press, 2008.
Meyer, David S. Star Wars, Star Wars, and American Popular Culture. Journal of
Popular Culture 26, no.
2 (1992): 99-115.
Rolling Stone Coverwall. <http://www.rollingstone.com/coverwall/1970>
Sims, David. How Apple and IBM Marketed the First Personal Computers. The
Atlantic, June 17, 2015,
Stearns, Peter N. Why Study History? American Historical Association (1998).
Thomas, Evan. The Complexity of Being Richard Nixon. The Atlantic, June 15, 2015.