Conspiracy Theories, Secret Societies and Historical Controversies

Course Number:

HST 260

Transcript Title:

Conspiracy Theories, Secret Societies and Historical Controversies

Created:

Jun 29, 2023

Updated:

Jun 29, 2023

Total Credits:

4

Lecture Hours:

40

Lecture / Lab Hours:

0

Lab Hours:

0

Satisfies Cultural Literacy requirement:

No

Satisfies General Education requirement:

Yes

Grading Options

A-F, P/NP, Audit

Default Grading Options

A-F

Repeats available for credit:

0

Alignment with Institutional Learning Outcomes

Major

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

Major

2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Not Addressed

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

Major

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

Major

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Outcome #1: Summarize the cultural and historical context of conspiracies and secret societies.

• Definition and prevalence of “conspiracies” and “secret societies”
• How cultural or societal norms become fertile ground for conspiracies.
• Role of secret societies throughout time
  • Development of societies dependently and interdependently across cultures
  • Evolution of societies over time in discourse
• Relationship between concepts of conspiracies, secret societies, and propaganda 
  • Definition of terms: secret societies, conspiracies, propaganda, power, constructed history

Outcome #2: Recognize and identify common conspiracies, secret societies, their foundations, and iterations. 

• Secret societies in prehistoric times
  • Canoe builders in America’s west coast 
  • Scarii
• Birth of secret societies in ancient cultures 
  • Cult of Dionysys
  • Knights Templar
• Early conspiracies contrasted with modern day
  • Conspiracies around assassinations through time: Death of Nero, JFK
  • Conspiracies as advertisement or recruitment tools in history –smoking and health or communism and consumerism in the 1950’s
• Real/Proven theories over time to demonstrate the complexities of conspiracy as a subject in history.
  • In War
  • In popular culture
  • In media

Outcome #3: Relate conspiracy culture to the expansion of state power and secrecy in global societies.

• Expanding discussion of power as it relates to conspiracies
  • how is power attained and defined across different actors?
  • where is power often located?
    • individual power
    • group power
    • institutional power
    • economic power
    • political power
• Conspiracies and secret societies as tool for “Othering”  
  • Political and economic systems
  • Religion
  • Race and gender

Outcome #4: Articulate the relationship between conspiracy theories and constructed history, and how they shape public discourse.

• Interconnected systems theory
• Impact conspiracy has on constructing public opinion (or vice versa)
• How public opinion becomes “fact” in public discourse
• Media throughout time as influence and influencer
• Rise of conspiracies and social media
• Similarities and differences in accounts
  • Compare and contrast conflicting materials

Outcome #5: Apply critical thinking skills to claims, historical accounts, conspiracies theories, and sources.

• Identify and evaluate assumptions.
• Identify relevant, irrelevant, and gaps/limitations in information 
• Understand source quality
  • types of sources: primary, secondary, tertiary
  • biases
  • process in source creation (peer reviewed, independent, journalism vs. academic vs. speculation)
• Evaluate evidence based on sources 
• Review logical fallacies
  • Appeals
  • Biases
  • Ad hominem
• Critically analyze claims
• Apply critical thinking skills to analyzing validity of modern claims 

Outcome #6: Address contemporary issues through historical lens.

• Recognizing foundations of modern conspiracies through past iterations
• Apply critical thinking skills to analyzing validity of modern claims

Suggested Texts and Materials

• unknown author The Protocols of the Elders of Zion, 1919 - free online
• Allen, Gary None Dare Call It Conspiracy, 1976
• Bernstien, H The History of a Lie "The Protocols of the Wise Men of Zion" - public domain
• Butter, M The Nature of Conspiracy Theories, 2021 - Policies Press
• Critchlow, D. Political Conspiracies in America