380F Social History of Advertising
2:30-3:45 pm M/W
KJ 123
Professor Christina M. Ceisel
Office Hours: 4-5 Monday, 2-4pm Tuesday (and by appointment)
Office: KJ 247
Email: cceisel@hamilton.edu
This course provides an historical overview of advertising and consumption within
the US. We will investigate the emergence of consumer culture and the advertising
industry in the context of shifts from agrarian to industrial society. Throughout, we
addresses the social significance of consumption habits, the impact of advertising
strategies from late 19th century to the present, the social, economic and political
contexts that contributed to the emergence of particular marketing practices, and
the impact of consumerism as a site of identity practices.
By the end of the semester, you will have learned:
1. That no material thing has an inherent meaning; rather, it is people and
cultural practices that give meaning to things.
2. Various approaches to understanding and discussing culture
3. To recognize the role of advertising as part of this process.
4. To distinguish socially responsible advertising practices as part of the system
of meaning-making.
Class Policies
Readings are available on Blackboard and through the library. Please have the
readings read by the date of the class. The course will consist of lectures and
discussion. As lecture material will not simply review readings, class attendance will
be important. In addition to lectures, there will be regular discussions of assigned
readings, so bring a printed copy of or notes on the reading for that session.
Students may wish to create a binder and compile the readings as the semester
progresses. Class updates will frequently be posted on Blackboard, so check-in
frequently.
Attendance & Participation
Your attendance and participation is expected. Attendance is taken daily. I do
understand that life brings about unavoidable calamities such as illness. Three
absences are allowed—No excuse is necessary. After three classes, your grade will
be dropped by 10% per class, regardless of the reason for absence. Plan ahead—if
you know you are prone to illness in the winter, don’t use your absences in the
beginning of the semester. If you know you will have to miss class, do not use your
absences before that date.
Much of the information given in class is not a repetition of the reading assignments,
but instead the readings supplement the lecture/discussion in class. The notes from
class will not be posted on Blackboard, therefore should you miss a class it is
recommended that you get the notes/information from a fellow classmate. It is
expected that you will have read the course material before class and are prepared
for discussion. Participation is based on your level of preparedness, comments made
during class, as well as taking charge of your learning process. This includes coming
to see me during office hours/emailing me if you are struggling with a concept, have
questions, or want to discuss an idea further.
Notes on Class Decorum
Always feel free to speak with me if you have any concerns. The subject matter is
quite broad. As a result, discussion will range over many subjects, but it is important
to keep in mind that our discussion stems from the readings and lectures. No
question is unworthy in your educational process.
To foster an inclusive and productive classroom environment for learning, it is
important that we create a space where everyone in the class feels like they belong.
To that end, please be sure to respect a diversity of the classroom and its ideas.
Please come to class ready to discuss the ideas put forward by the readings, listen to
others’ thoughts, and engage in respectful dialogue. If you are offended or disagree
with something that is said, please say why.
Derogatory comments based on race, religion, ethnicity, sexuality, gender, or
nationality will not be tolerated.
Please allow me 24 hours to respond to email during the week, 48 hours for emails
sent Friday—Sunday.
Class updates will frequently be posted on Blackboard, so check-in frequently.
Please, as a courtesy to others, turn off all cell phones during class.
Students with Disabilities/ Special needs
Hamilton College will make reasonable accommodations for students with properly
documented disabilities. If you are eligible to receive an accommodation(s) and
would like to make a formal request for this course, please discuss it with me during
the first two weeks of class. You will need to provide Allen Harrison, Associate Dean
of Students (Elihu Root House; 315.859. 4021) with appropriate documentation of
your disability.
Honor Code
Please abide by the Hamilton College honor code. If you have any questions or
concerns regarding whether an action complies with the honor code, please email or
see me. Information about the honor code is here:
http://www.hamilton.edu/student-handbook/studentconduct/honor-code
Assignments and Grading
Research Topics/Presentations/Papers
Throughout the semester, students will research a topic of their individual choosing.
This topic can be chosen from the broad category of “advertising and consumption
practices” but must engage with the theories presented in the class (for a concise
summary of course themes, please refer to page one).
Individual Meetings
Students are required to meet with Professor Ceisel at least once before October 10
to discuss their research interests and topics. The meeting is intended as an open,
informal brainstorming session where we can discuss what interests you and how
to proceed with your research for the final presentations and paper.
Presentations
Students will prepare a presentation, based on their research interests for class.
Effectively, students will lead the class discussion for the day—providing readings
relevant to the class and to their chosen topic, and guiding the class in an analysis of
the readings, their relevance to the social history of advertising, and their
contribution to the themes of the class, and the student’s research.
Research Paper
The class will culminate in a 15-20 page research paper. The paper topic will be
discussed with Professor Ceisel prior to the beginning of research. A formal
proposal will be due October 30, rough drafts will be due November 20.
Blackboard Forum
There will be a blog forum posted on Blackboard, as a space for reactions to the
class readings. Over the course of the semester, you will post eight examples of
ads/commercials/movie scenes/news stories that relate to the readings.
Please include image, or a link to the advertisement, news story, blog, scene you are
referring to along with a rationale for how and why it relates to the class discussion
at hand.
Ultimately, this is a space for you to expand your reaction to and processing of the
material. You may make entries about any of the readings. Please be mindful of the
credibility of your source, and conscientious about citations.
Reaction Papers
Throughout the semester, you will write four 1-2 page reaction papers. You will
sign up for the readings you wish to respond to at the beginning of the semester.
The papers will be due at the end of class, and form the basis for class discussion
that day.
Grade Breakdown
Attendance & Participation
Presentation
Paper
Blackboard Forum
Reaction Papers
20
50
60
30
40
Total
200
Grading Rubric
This system is provided to guide you regarding expectations for class assignments.
More detailed grading criteria for individual assignments will be provided throughout
the semester.
A: [A+ = 97-100%; A = 93-96.9%; A- = 90-92.9%]
-Demonstrate commitment through class attendance and participation
-Engage in critical thinking through integration of knowledge with class discussion
-Written work is demonstrates mastery of material and original insights, presents
creative arguments
-Reasoning is thorough, interpretive, and focused
- Work is proofread, and properly cited
B: [B+ = 87-89.9%; B = 83-86.9%; B- = 80-82.3%]
-Almost perfect attendance, generally prepared and participate in class discussion
with interest
-Demonstrate mastery of the material in class
-Written work demonstrates a competent understanding of the course concepts and
reasonable insight and analysis
-Written work is proofread, examples and material is cited, arguments are logical,
thoughtful, and reasoned.
C: [C+ = 77-79.9%; C = 73-76.9%; C- = 70-72.9%]
-Misses class frequently, uninterested in class discussion and readings
-Written work may be correct, but often superficial, chaotic, unstructured
-Insufficient use of source materials, may not have mastery of course theories and
arguments.
-Written work is not done with care: poorly reasoned, not proofread, lack of
citations
D: [D+ = 67-69.9%; D = 63-66.9%; D- = 60-62.9%]
-Poor attendance and participation effort. Clear disregard for class material
-Demonstrated lack of understanding for class concepts
-Written work poorly prepared, arguments poorly reasoned, not proofread, class
material not utilized
F: [0-59.9%]
-Poor attendance, or absent for most of the semester.
-Did not demonstrate interest in the material or course
-Assignments were not turned in, or assignments were poorly prepared and
represented no attempt to use the course material.
-Work was not cited or plagiarized.
Course Readings
September
2
Introduction/ Approaches to Culture: Theoretical Perspectives
McLaren, C. (1999). “On Advertising: Sut Jhally v. James Twitchell.” Stay
Free! Magazine, Issue 16.
http://www.stayfreemagazine.org/archives/16/twitchell.html
4
Gramsci, Antonio (2006/1971). “Hegemony” in Cultural Theory and Popular
Culture: A Reader, Third Edition, ed. John Storey. Pp. 85-87.
Bennett, Tony (2006/1986) “Popular Culture and the ‘turn to Gramsci’”
pp.92-99 in Cultural Theory and Popular Culture: A Reader, Third Edition, ed.
John Storey. Pp. 92-99.
9
Lee, Martyn. (1993). Consumer Culture Reborn. New York: Routledge.


Preface: The Soul of Things
Chapter 1: “Capital, Labour, and the Commodity Form” 3-25.
11
Leiss, W., Kline, S., Jhally, S., and Botteril, J. (2005). Social Communication in
Advertising. New York: Routledge.
 Ch. 7: Goods as Communicators and Satisfiers, pp. 225-262.
16
Ewen, S. (1996). PR! A Social History of Spin. New York: Basic Books.


Chapter 3: “Truth Happens an Age of Publicity begins,” 39-59 (notes,
416-17)
Chapter 4 “Controlling Chaos,” 60-81 (notes, 417-19)
18
Halter, M. (2000). Shopping for Identity. New York: Random House.
 From Community to Commodity, pp. 25-47
23
Henthorn, Cynthia Lee. (2006). From Submarines to Suburbs: Selling a Better
America 1939-1959. Athens, Ohio: Ohio University Press.
 “The Cold War’s Commercials Fall Out” pp. 218-240.
25
Ewen, S. (1999). All Consuming Images: The Politics of Style in Contemporary
Culture.
• Chapter 4: Chosen People, pp. 57-77.
• Chapter 5: The Dream of Wholeness, pp. 78-110. Frank, T. (1997).
28
October
2
Hebdige, D. (1979/2005). Subculture: The Meaning of Style. London:
Routledge.
 Chapter 1: From Subculture to Hegemony, pp. 5-22.
 Chapter 3: Back to Africa, pp. 30-45.
Hebdige, D. (1979/2005). Subculture: The Meaning of Style. London:
Routledge.
 Chapter 6: Subculture: The Unnatural Break, pp. 90-99.
 Chapter 7: Style as Intentional Communication, pp. 100-110.
7
Rose, G. (2007). Visual Methodologies. Thousand Oaks, CA: SAGE.
 Chapter 7: Discourse Analysis I
 Chapter 8: Discourse Analysis II
9
Klein, N. (2000/2009). No Logo. New York: Picador.
 Chapter 1: New Branded World, pp. 3-26.
 Chapter 2: The Brands Expand, pp. 27-62.
14
Klein, N. (2000/2009). No Logo. New York: Picador.
 Chapter 6: Brand Bombing, pp. 129-142.
 Chapter 12: Culture Jamming, pp. 279-310.
16
Consumption and Identity
Slater, D. (1997). Consumer Culture and Modernity
 “The Outlines of Consumer Culture,” pp. 24-32
 “The Self in Consumer Culture, pp. 83-99
21
Hall, S. (1997). Representation: Cultural Representations and Signifying
Practices, London: SAGE Publications.
 “The Spectacle of the ‘Other,’” pp. 223-290.
Halter, M. (2000). Shopping for Identity. New York: Random House.
 “Recipe for Multiethnicity” pp. 170-191
 “Conclusion” pp. 192-198.
23
28
Watts, Eric King, and Orbe, Mark (2002) “The spectacular consumption of
"true" African American culture: "Whassup" with the Budweiser guys?”
Critical Studies in Media Communication, Volume 19, Issue 1 March 2002,
pages 1 – 20
30
Buerkle, C. Wesley. "Metrosexuality Can Stuff It: Beef Consumption as
Hetero-Masculine Fortification.” Text and Performance Quarterly 29 (2009):
77-93.
Proposals Due
November
4
6
11
Guest Lecture
Douglas, Susan (2010). Enlightened Sexism: The Seductive Message that
Feminism's Work Is Done. New York: Times Books.
 “Introduction” pp. 1-22.
Chapter 1, “Get the Girls” pp. 23-53.
Consumption and Work
Meehan, Eileen. 1990. “Why We Don't Count: The Commodity Audience.” In
Logics of Television, edited by P. Mellencamp. Bloomington: Indiana
University Press, pp. 117-37
13
Cohen, N. (2008). “The Valorization of Surveillance: Towards a Political
Economy of Facebook.” Democratic Communiqué, v. 22, n.1.
18
Terranova, T. (2003). “Free Labor: Producing Culture for the Digital
Economy.” Electronic Book Review (2003): available online at
http://www.electronicbookreview.com/thread/technocapitalism/voluntary
20
25
27
December
2
4
9
11
19
Guest Lecture // Rough Drafts Due
Thanksgiving Recess
Thanksgiving Recess
Representation and Consumer Culture
Presentation
Presentation
Presentation
Presentation
FINAL PAPERS DUE 5pm