Hoaxes and History (HIST 3910, Section 001) University of Utah, Fall 2019 Keith A. Erekson Mondays, 7:15-9:45 p.m. www.keitherekson.com GC 2760 Our time has been called “the golden age of hoaxes.” Photoshopped images and doctored videos go viral on social media, cable channels air documentaries about mermaids and monsters, celebrities become politicians and politicians decry “fake news.” And yet, what circulates so quickly on the Internet today, also circulated in other forms in the past—forged diaries and documents, a mermaid body washed up on shore, photographs of fairies or Lincoln’s ghost, and tales of life on the moon. The hoaxes have fooled journalists, scientists, historians, and novelists; the hoaxers have peddled in money, vanity, hatred, and murder. Hoaxes and History delves into the lively history of hoaxes in search of usable lessons for our time. We’ll study famous hoaxes, forgeries, and frauds. We’ll develop skills in the historical method to help you identify and debunk false claims. We’ll peer into the minds and motivations of con artists, forgers, and hoaxers and explore the ways that information—true and false— operates in the age of the Internet. And, of course, we’ll connect our learning to the real world. OBJECTIVES 1. To explore the history and methods of hoaxes, CONTENTS frauds, and forgeries. Expectations ....................................... 2 2. To refine your skills in historical research, Materials ............................................ 3 factual verification, and analysis. Assignments & Grading..................... 4 3. To understand digital information and misinformation in the twenty-first century. Class Schedule ................................... 5 The Fine Print .................................. 10 Version 1.0 19 Aug 2019 Hoaxes and History 2 EXPECTATIONS Read In the first half of the course, we’ll read about past hoaxes, how to analyze them, and how dis/information works in the twenty-first century. In the second half of the course, you’ll identify topics and issues that you want to learn about to make our hoax successful. Estimated 2 hours per week. Participate Attend class each week and participate in the classroom discussion about the reading materials. Be reflective about what you know, ruminate on what you are learning, and ask questions. Estimated 2.5 hours per week. Write You’ll develop your analytical skills by writing a series of evaluations of past and proposed hoaxes. Estimated 1 hour per week. Go Viral In the second half of the course, we will develop a hoax, unleash it on the Internet, and see if we can fool anyone. A successful hoax will require careful planning so that no one can find a hole in our work. You’ll need to be creative, have fun, and fool someone! Three topics will be off limits (and we may define others along the way): 1. Anything related to medicine or health care (it would not be funny to fool someone in search of relief), 2. Anything related to the Civil War (too many enthusiasts know too much), or 3. Anything that will get me fired or you expelled (or any of us arrested). Be Quiet Once we decide on our hoax, you must swear to secrecy and silence. From the moment of our decision until the hoax is exposed (as it must be in the end), you must not tell anyone—no roommates, friends, significant others, parents, neighbors. It’s none of their business! Get Smart I hope that by learning about hoaxes, frauds, and misinformation—including by creating a hoax for the real world—you will become a more thoughtful consumer of information. I hope you will become less likely to be tricked by deep fakes, fake news, trolling, or misinformation and more prepared to make our community, nation, and world a place of accurate facts and sound understanding. “If it seems too good to be true, it is” Fall 2019 Hoaxes and History 3 MATERIALS A Treasury of Deception: Liars, Misleaders, ISBN: 0-14-30-3544-4 Hoodwinkers, and the Extraordinary True Stories of  Publisher History’s Greatest Hoaxes, Fakes, and Frauds by  Amazon Michael Farquhar (Penguin Books, 2005) ISBN: 9780099791515 Selling Hitler: The Story of the Hitler Diaries by  Publisher Robert Harris (Arrow Books, 1996)  Amazon Bullspotting: Finding Facts in the Age of ISBN: 978-1853837265  Publisher Misinformation by Loren Collins (Amherst, NY:  Amazon Prometheus Books, 2012) Eight articles will be provided in electronic format “If it seems too good to be true, it is” Fall 2019 Hoaxes and History 4 ASSIGNMENTS AND GRADING The major tasks of this course revolve around analyzing hoaxes and then working together to create one. Hoax Analysis • Hoax Comparisons – Select two hoaxes from A Treasury of Deception and two from the list of Internet hoaxes. Compare the elements in each hoax and describe why each was successful (2-3 pages, typed, DS). • Deep Analysis (three) – Prepare an in-depth analysis of an assigned hoax. Identify the elements and process; describe why it was successful and how it came undone. Reflect on lessons we can apply to our hoax. (2-3 pages, typed, DS). • Hoax Concept – Propose a concept for a hoax. Identify the elements and describe why the hoax might be successful and what might be its limitations (2-3 pages, typed, DS). • Hoax Concept Comparisons – Select the hoax concept that you feel shows the most promise of success. Critique its potential for success (2-3 pages, typed, DS). Hoax Creation • Hoax Plan – Work with an assigned team to prepare a plan of action to develop and launch a hoax. • Plan Implementation – Carry out your assignments in the team plan. You will be graded primarily on your contribution to the hoax, but a small portion of your grade will depend on the entirety of the final product. Discussion and Participation • Discussion and Participation – In every class meeting you will discuss class experiences and readings with your colleagues. These points may be assessed by in-class activities, quizzes on readings, or observation. Points Score Hoax Analysis (30%) Hoax Comparisons .......................................................................... 20 _____ Deep Analysis 1 (Hofmann or Minor) ............................................ 20 _____ Deep Analysis 2 (Last American Pirate) ........................................ 20 _____ Deep Analysis 3 (our hoax) ............................................................ 20 _____ Hoax Concept ................................................................................. 20 _____ Hoax Concept Comparisons ........................................................... 20 _____ Hoax Creation (40%) Hoax Plan ....................................................................................... 40 _____ Plan Implementation .................................................................... 120 _____ Discussion and Participation (30%) Discussion and Participation (12 @ 10 points each) .................... 120 _____ TOTAL ............................................................................................... 400 _____ Final grade calculation will follow the standard scale: 80-83% B-, 84-86% B, 87-89% B+, etc. “If it seems too good to be true, it is” Fall 2019 Hoaxes and History 5 CLASS SCHEDULE AT-A-GLANCE Date Topic Reading Assignments 8/19 Golden Age of Hoaxes n/a n/a 8/26 Historical Hoaxes Book (sample), lists (online), 2 chapters Hoax Comparisons 9/2 No Class – Labor Day 9/9 No Class 9/16 The Biggest Hoax Book (entire), 1 article 9/23 Analyzing Hoaxes 4 articles Deep Analysis 1 9/30 Ready or Not Case study (online), 4 chapters, 1 article Deep Analysis 2 10/7 No Class – Fall Break 10/14 You Try It! 4 chapters, 2 articles Hoax Concept 10/21 Fake News 2 articles Concept Comparisons 10/28 Group Work TBD Hoax Plan 11/4-25 Group Work TBD Plan Implementation 12/2 Launch Day TBD 12/9 Final Exam n/a Deep Analysis 3 DETAIL 8/19 The Golden Age of Hoaxes (course introduction) 8/26 Historical Hoaxes Internet Hoaxes READING Top 15 Web Hoaxes of All Time (to 2009) 10 Biggest Wikipedia Hoaxes A Treasury of Deception: Liars, Misleaders, Hoaxes Debunked in 2018 Hoodwinkers, and the Extraordinary True Stories of History’s Greatest Hoaxes, Fakes, and Frauds Historical Hoaxes by Michael Farquhar (Penguin Books, 2005) Wikipedia List Museum of Hoaxes Bullspotting, “Introduction,” chapter 1, chapter 10 History Channel ASSIGNMENT (DUE IN CLASS) 101 Science Myths • Hoax Comparisons – Select two hoaxes from A Treasury of Deception and two from the list of Internet hoaxes. Compare the elements in each hoax and describe why each was successful (2-3 pages, typed, DS). “If it seems too good to be true, it is” Fall 2019 Hoaxes and History 6 9/2 Class Does Not Meet – Labor Day (not a hoax) 9/9 Class Does Not Meet – Read and Prepare for 9/16 (also not a hoax) 9/16 The Biggest Hoax READING Selling Hitler: The Story of the Hitler Diaries by Robert Harris (Arrow Books, 1996) Frank Stajano and R. Paul Wilson, “Understanding Scam Victims: Seven Principles for Systems Security,” Communications of the ACM 54, no. 3 (March 2011): 70–75. 9/23 Analyzing Hoaxes READING Don E. Fehrenbacher, The Minor Affair: An Adventure in Forgery and Detection (Fort Wayne, Ind.: Louis A. Warren Lincoln Library and Museum, 1979). Joseph Rosenblum, “Making History: A Tale of Hofmann,” in Practice to Deceive: The Amazing Stories of Literary Forgery’s Most Notorious Practitioners (New Castle, DE: Oak Knoll Press, 2000), 295–342. Charles Hamilton, “Thirteen Rules for Spotting Forgeries,” in Great Forgers and Famous Fakes: The Manuscript Forgers of America and How They Duped the Experts, Second (Lakewood, CO: Glenbridge Publishing Ltd., 1996), 261-268. Elizabeth J. Marsh and Brenda W. Yang, “Believing Things That Are Not True: A Cognitive Science Approach to Misinformation,” in Brian G. Southwell, Emily A. Thorson, and Laura Sheble, eds., Misinformation and Mass Audiences (Austin: University of Texas Press, 2018), 15- 34. ASSIGNMENT (DUE IN CLASS) • Deep Analysis 1 – Prepare an in-depth analysis of the Minor or Hofmann forgeries. Identify the elements and process; describe why it was successful and how it came undone. What lessons can we apply to our hoax? (2-3 pages, typed, DS). “If it seems too good to be true, it is” Fall 2019 Hoaxes and History 7 9/30 Ready or Not, Don’t Get Caught The Last American Pirate Blog READING YouTube Channel Case Study: “The Last American Pirate” News Story Analysis (The Atlantic) Bullspotting, chapters 2-5 Debunking Sites Briony Swire and Ullrich Ecker, “Misinformation and Its Snopes Correction: Cognitive Mechanisms and Recommendations Hoax-Slayer for Mass Communication.” in Brian G. Southwell, Emily Hoax Busters (retired) A. Thorson, and Laura Sheble, eds., Misinformation and Thomas Bailey Project (retired) Mass Audiences (Austin: University of Texas Press, 2018), 195-211. ASSIGNMENT (DUE IN CLASS) • Deep Analysis 2 – Prepare an in-depth analysis of “The Last American Pirate” hoax. Identify the elements and process; describe why it was successful and how it came undone. What lessons can you identify for not getting caught? (2-3 pages, typed, DS). 10/7 Class Does Not Meet—Fall Break (not a hoax) “If it seems too good to be true, it is” Fall 2019 Hoaxes and History 8 10/14 You Try It! READING Bullspotting, chapters 6-9 Peter Hancock, “Deception Redux,” Hoax Springs Eternal: The Psychology of Cognitive Deception (New York: Cambridge University Press, 2015), 179-196. Katy Steinmetz, “How Your Brain Tricks You Into believing Fake News,” Time, August 9, 2018. ASSIGNMENT (DUE IN CLASS) • Hoax Concept – Propose a concept for a hoax. Identify the elements and describe why the hoax might be successful and what might be its limitations (2-3 pages, typed, DS). 10/21 Fake News + Selection Day Known Fake Sites Snopes Field Guide READING Wikipedia list Concept proposals by your colleagues Fact Checking Sites Politifact Cailin O’Connor and James Owen Weatherall, “The Social FactCheck.org Network,” in The Misinformation Age: How False Beliefs Spread Washington Post (New Haven: Yale University Press, 2019), 147-186. Politico Zachary Jonathan Jacobson, “The Irrational Rationality of Conservative Conspiracism,” Washington Post, September 26, 2018. ASSIGNMENT (DUE IN CLASS) • Hoax Concept Comparisons – Select the hoax concept that you feel shows the most promise of success. Critique its potential for success (2-3 pages, typed, DS). “If it seems too good to be true, it is” Fall 2019 Hoaxes and History 9 10/28 Group Work ASSIGNMENT (DUE IN CLASS) • Hoax Plan – Work with an assigned team to prepare a plan of action to develop and launch a hoax. 11/4 Group Work 11/11 Group Work 11/18 Group Work 11/25 Launch Day 12/2 Wrap Up 12/9 Final Exam (submit by 8:30 p.m.) • Deep Analysis 3 – Prepare an in-depth analysis of our hoax. Identify the elements and process; describe why it was successful and how it came undone. What lessons for life in the 21st century? (2-3 pages, typed, DS). “If it seems too good to be true, it is” Fall 2019 Hoaxes and History 10 THE FINE PRINT Americans with Disabilities Act. The University of Utah seeks to provide equal access to its programs, services, and activities for people with disabilities. If you will need accommodations in this class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, (801) 581-5020. CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in an alternative format with prior notification to the Center for Disability Services. Attendance. Be here. We need you. This is a collaborative experience and a significant portion of your grade is based on attendance and participation. Communication: Official notices will be sent through the university email system (it is your responsibility to make sure you receive messages sent to your university email). Conduct: You are expected to abide by the university’s Code of Student Rights and Responsibilities. Those who cheat or plagiarize face the prospect of dismissal from the class or the university. Any inappropriate behavior, disruptive conduct, or non-compliance with faculty directions can result in a charge of Academic and/or Personal Misconduct, possibly resulting in sanctions imposed either by the instructor or the Dean of Students. For further information refer to https://regulations.utah.edu/academics/6-400.php. Make-up Work: Your participation cannot be made up. Assignments submitted late will be penalized. Alternate assignments will be offered to students who contact Dr. Erekson in advance with a valid, documented excuse; you will have one week in which to complete the work. Extra credit? No. Never hesitate to email me or catch me on social media (@KeithAErekson); I do not have an office on campus. Possible side effects include crying, self-doubt, loss of bladder control, deciding to change your major, increased confidence in front of a group, in-depth knowledge of everything, a savvy identity, enhanced job prospects, heightened self-esteem, and irresistible good looks. Some restrictions apply. Individual results may vary. Void where prohibited. Safety. The University of Utah values the safety of all campus community members. To report suspicious activity or to request a courtesy escort, call campus police at 801-585-COPS (2677). You will receive important emergency alerts and safety messages regarding campus safety via text message. For more information regarding safety and to view available training resources, including helpful videos, visit safeu.utah.edu. Seating is not assigned. Sexual Misconduct. Title IX makes it clear that violence and harassment based on sex and gender (which includes sexual orientation and gender identity/expression) is a civil rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, color, religion, age, status as a person with a disability, veteran’s status or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office of Equal Opportunity and Affirmative Action, 135 Park Building, 801‐581‐8365, or the Office of the Dean of Students, 270 Union Building, 801‐ 581‐7066. For support and confidential consultation, contact the Center for Student Wellness, SSB 328, 801‐581‐7776. To report to the police, contact the Department of Public Safety, 801‐585‐2677 (COPS). Time Commitment: You should plan to devote your life to this course. Just kidding . Well, not really. “If it seems too good to be true, it is” Fall 2019