Since the advent of the film industry, Berlin has offered a vibrant mis-en-scène for numerous renowned films in the 20th century. This course serves as a preparation course for a 2-week travel course to Berlin from May 23 to June 7, 2022, but also welcomes students interested in learning about the important role that the vibrant metropolis has played in 20th-century film and history. The course prepares students for educational tours of historical, political, and cultural sites related to specific sites in the city related to films about the 1920s, the National Socialist era, the Cold War, and reunification. Weekly class sessions will consist of discussions of the films and related readings, presentations on the films and related sites that we will be visiting in Berlin, and preparation of travel skills for our visit there. Students will be expected to complete reflective writing assignments about the readings and films, to present on films and accompanying sites in Berlin, and to submit a substantial plan of the final research film project, which they will complete while in Germany.
REQUIRED FILMS AND READINGS:
Films:
Berlin: Symphony of a City (1927);
Metropolis (1927)
The Blue Angel (1930)
Café Nagler (2016)
Olympia (1936);
Germany Year Zero (1948);
One, Two, Three (1961);
Wings of Desire (1987);
Audre Lorde- The Berlin Years 1984-1992 (2012)
The Lives of Others (2006);
Run Lola Run (1998);
Goodbye Lenin (2003)
Victoria (2015);
Berlin Alexanderplatz (2020)
Readings
Ayim, May. Blues in Black and White: Collection of Essays, Poetry and Conversations.
Africa World Press, 2002. (excerpts on Moodle)
Brockmann, Stephen, “Metropolis or Technology and Sex” from A Critical History of
German Film (Rochester: Camden House, 2020)
Fitzgerald, Ali. Drawn to Berlin: Comic Workshops in Refugee Shelters and Other Stories
from a New Europe. Seattle, WA: Fantagraphics Books, 2018. (excerpts on Moodle)
Hensel, Jana. After the Wall: Confessions from an East German Childhood and the Life that
Came Next. Trans. Jefferson Chase. New York: PublicAffairs, 2004. (ch 1 & 2 on
Moodle)
Ladd, Brian. The Ghosts of Berlin: Confronting German History in the Urban Landscape.
Chicago: University of Chicago Press, 2018. (excerpts on Moodle)
Maclean, Rory. Berlin: Portrait of a City Through the Centuries. New York: St. Martin’s
Press, 2014. (book to purchase through PU bookstore)
Schneider, Peter. “East-West Passages” from The German Comedy: Scenes of Life After the
Wall. Trans. Philip Beohm and Leigh Hafrey. New York: Farrar, Straus, Giroux, 1991. (excerpts on Moodle)
Stojka, Ceija. The Memoirs of Ceija Stojka: Child Survivor of the Roma Holocaust. Trans.
Lorely French. Rochester.: Camden House. Forthcoming 2022. (excerpts on Moodle)
OTHER COURSE MATERIALS:
Texts that students are not required to purchase are available on Moodle as scanned documents under “Readings” at top of page and under the individual weeks in which we will discuss the readings.
Access to MLA Style handbook or other approved handbook (Chicago Style, etc.) for
officially documenting sources.
STUDENT LEARNING OUTCOMES:
Students who complete this course will be able to:
demonstrate fundamental knowledge of key facts, themes, and ideas in the history of 20th century Berlin;
embark on a 2-week intensive course in Berlin with foci on the intersection of film with history and cultures in Berlin;
apply intercultural competency in learning how to navigate the capital of a major European country, including using the public transportation system; ordering in a restaurant; finding and visiting museums and sites; and interacting with guides and hostel personnel;
demonstrate skills of presentation, critical reading and writing, and research through engaging with multimedia materials within a historical context;
communicate with basic German language and cultural proficiency in context;
Demonstrate an interdisciplinary or disciplinary understanding of cultural diversity through the examination of languages, values, and practices from around the world;
Demonstrate an understanding of how social categories (for example, race, ethnicity, gender, class, sexual orientation, language, religion or belief, or other forms of social differentiation) and social and cultural context influence one’s understanding of the world or point of view;
Explain how cultural self-awareness promotes effective cross-cultural interaction.
EXPECTATIONS OF STUDENTS:
Students enrolled in the course are expected:
to attend and participate in all class sessions;
to read all assigned readings by the deadlines indicated;
to complete all writing assignments on Moodle forums, the draft of the final film project, and presentation on time
COURSE ASSESSMENT
Course grades will be calculated based on the following:
A DETAILED PLAN WITH FILMS, READINGS, PRESENTATIONS, AND HOMEWORK
GUIDELINES FOR ORAL PRESENTATIONS:
Each student is required to give an oral report, lasting 10-15 minutes. You will be our guide for the site when we visit it in Berlin. Therefore, you should be the “expert” and address the following points in your presentation:
An overview: Provide a description of the site and include a discussion of the time frame and the importance of Berlin as a site for the film and any readings. For sites, the presentation should describe important aspects to observe when visiting and their relevance to films.
Location of the site: Where in Berlin is the site? How do get to the site by public transportation from either of the locations where we’ll be staying (Die Fabrik; Berlin Mitte)?
Significance: Presenters must discuss why this site is significant.
The presentation should not include just facts and figures.
Theme: Structure the report to have a thesis, not just to be a listing of facts and figures.
Course Theme: Relate this site to a film and reading from the course
The presentation should incorporate visuals. The presentation should be uploaded to googledrive or to a forum on Moodle at least two hours before the class session to address any technical difficulties ahead of time.
Handout: You must prepare a handout to pass out to the class at the time of your
Presentation, either digitally or as a hard copy. These brochures will serve as a study guide for the other students, so you should keep this in mind when preparing your handout. The brochures must be one page, double-sided. Paper size should be A4 or Letter (8.5×11 in.). The handout must include the following elements:
! your name, course number, and date of presentation;
! a clear and coherent synopsis of the information in your presentation;
! and visual aids (drawings, pictures, or graphs to support your presentation).
Sources of information: Cite all your sources on the presentation slide and at the end of the presentation using MLA, Chicago, or AP style. This means that the citation includes all possible information on the source and not just a weblink. Sources should be reputable ones and include points of analysis, not just facts. Wikepedia is not always a reputable source of information, although it can be useful to find other related links. Use Wikepedia sparingly.
Formulate at least five questions or points for discussion (not just questions on facts or
figures) or an intellectual activity (no word searches or crossword puzzles!) that
incorporates ideas from your presentation
GUIDELINES FOR DRAFT OF FINAL FILM PROJECT
All students are required to submit a draft of a final research film on the topic developed during the preparation class. The draft should include a script, a storyboard, bibliographical sources, and a plan for filming while in Berlin. The film should pose a major question and develop a thesis statement in conjunction with this question. Most of the online and “book” research should be complete, and the draft should give detailed description of research and filming that need to be completed while in Germany. More details and deadlines on the project are forthcoming.
IMPORTANT PACIFIC UNIVERSITY POLICY INFORMATION (8/21)
COVID Protocols in the Classroom
In order to help reduce the transmission of COVID-19, students are required to wear properly-fitted masks (covering nose and mouth) at all times while in the classroom. Students should not eat or drink during class. Students who have been exposed to COVID-19 or who have symptoms of illness should fill out theSERFand follow the instructions of their Monitoring and Support Team member. These rules will be evaluated and adjusted throughout the semester.
Academic Misconduct
Pacific University has no tolerance for academic misconduct/cheating. It is university policy that all acts of misconduct and dishonesty be reported to the Dean. Sanctions that may be imposed for such misconduct range from an “F” for the assignment, an “F” for the course, and suspension or dismissal from the university. Forms of academic misconduct include but are not limited to plagiarism, fabrication, cheating, tampering with grades, forging signatures, and using electronic information resources in violation of acceptable use policies.
Support Services for Students with Learning Differences
If you have documented challenges that will impede your learning in any way, please contact our Office of Accessibility and Accommodation located in Clark Hall (ext.2717; oaa@contact@pacificu.edu). OAA staff will meet with students, review the documentation of their disabilities, and discuss the services that Pacific offers and any appropriate ADA accommodations for specific courses.
The Center for Learning and Student Success (CLASS)
The Center for Learning and Student Success (CLASS) is part of the Pacific University Libraries. CLASS peer tutors provide free individual tutoring, group tutoring, and guided study sessions for students. To make an appointment for tutoring, and learn more about how tutoring works, go to the CLASS webpages:
Students are prohibited from making audio and/or visual recordings of lectures or presentations without prior consent of the instructor or presenter.
Class Recordings and Student Privacy Protections
If the format of this class will involve the recording of “live” lectures, reviews, and discussion sections that will be posted for subsequent viewing by students or course instructors, these recordings are for educational purposes only and will be made available only to students enrolled in the course, those who have direct teaching responsibilities within the course, or administrators who may require access to ensure that the course runs smoothly.
To safeguard FERPA protections (Family Educational Rights and Privacy Act), any class recordings where an active student participant can be identified will be placed in a password protected location where only enrolled students, course instructors, and any persons with an educational role in the course have access (i.e. Box, Moodle). All efforts will be made to limit access to the recordings through limiting the option to download the recording. No distribution of material is acceptable without the written consent of the student(s) recorded, as this violates student privacy rights. This includes, but is not limited to, the downloading and distribution of material outside of those outlined above. Students likewise should respect their peers’ privacy rights and refrain from distributing or making available any part of recorded sessions that records participation by students other than themselves.
Gender Inclusivity
Pacific University aspires to create a learning environment in which people of all identities are encouraged to contribute their perspectives to academic discourse. All members of Pacific’s community should strive to employ language that is gender-inclusive and non-sexist, to affirm and respect how people describe, express, and experience their gender. Gender-inclusive/non-sexist language acknowledges people of any gender as well as affirms non-binary gender identifications, and recognizes the difference between biological sex and gender expression. Students may share their pronouns and names, and these gender identities and gender expressions should be honored.