Welcome to Digital History!
Aug 26-Dec 20, 2019
Jordan A106, IUB
Professor: Kalani Craig
Office Hours: By appointment on Zoom
- Starting Items
- In-Class Activities
- Bookmarking a Net.Create Login
- Project Plan
- Readings & Course Materials
- Assignments and Grading
- Welcome to Digital History!
- Sample Wireframe
- Conduct (Yours and Ours)
Back to Table of Contents
|Converse||map||personal polaroid pictures||Shoes|
|Doc martens||Multi-colored light bulb||photos from home||Stuffed Animals|
|feminist pins||my Vans||Pin||sweatshirt|
|Hoosier Cabinet||Old photographs/scrapbooks||Record Player||Vitamin Gummies|
|IU shirtfor gameday||Origami books/paper||Refrigerator||Wall Phone|
We have two things to fill out in class today, and several other things to do in between, so I'm sending an announcement to make sure you have access to the links:
- At the beginning of class: End of Semester Reflection on Course Participation
Work until 5:45. Make sure your demonstration includes:
- Your research question
- The answer to your research question
- How you used your group's digital method to find answers to that research question
- After the 4 digital methods-presentations: Digital Tools End of Semester Reflection
- Profit... (Enjoy break!)
2019-12-05 History Learning Outcomes
We have two things to fill out in class today, so I'm sending an announcement to make sure you have access to the links:
- Midway through class: End of Semester History Learning Reflection
- At the end of class: https://coursequestionnaire.iu.edu/Blue/ (Links to an external site.) (please wait to take this until I leave the classroom)
2019-11-07 Data entry as a research activity
- Click here to get transcripts (make sure you're logged into Google Drive as firstname.lastname@example.org)
Networks Grp 1: https://historyharvest.indiana.edu/networks/?dataset=H301Grp1#/
Networks Grp 2: https://historyharvest.indiana.edu/networks/?dataset=H301Grp2#/
- Bookmarking a Net.Create Login (so you don't have to type your access code 800 times)
TheClio.com classroom login: find our class and use our password:
- TheClio.com classroom login: find our class and use our password:
- Text analysis
2019-11-05 Generating research questions from keywords
- Controlled vocabulary vs open-ended keywords:
- Library of Congress subject headers: http://id.loc.gov/authorities/subjects.html
- What are our big class wide tags?
- What are your individual tags?
- Github tag formatting:
- tags: [ material culture, clothing, feet, shoes, skateboarding, Vans, Lucky ]
- Put the class-wide tags first
- Research questions:
- Add your individual *and* team research questions to our BOX note: https://iu.box.com/s/ea4xpsqsisexomz77kvfk1ojt20gsus0
2019-10-31 Making web pages reflect digital history
- Text analysis placeholder: https://voyant-tools.org/?corpus=4ce3bb66a206ab315a67e126fdb8fa59&stopList=keywords-35748c5119a8a111fbdbffed380599a3&panels=cirrus,reader,trends,summary,contexts
- Embed code: <iframe style='width: 503px; height: 729px;' src='//voyant-tools.org/tool/Cirrus/?stopList=keywords-35748c5119a8a111fbdbffed380599a3&corpus=4ce3bb66a206ab315a67e126fdb8fa59'></iframe>
- Hoosiers 1-7: https://drive.google.com/open?id=1p9yzFmvuGgftqBXhB0xZR9dzw9ekQrDl&usp=sharing
- Embed code: <iframe src="https://www.google.com/maps/d/u/1/embed?mid=1p9yzFmvuGgftqBXhB0xZR9dzw9ekQrDl" width="640" height="480"></iframe>
- Hoosiers 8-16: https://drive.google.com/open?id=1zW1CdYq_Ml1Ea3rxm-Aa3QRV0KXS9BIl&usp=sharing
- Hoosiers 1-7: https://drive.google.com/open?id=1p9yzFmvuGgftqBXhB0xZR9dzw9ekQrDl&usp=sharing
- Networks placeholder: http://184.108.40.206:3000/#/
Adding links, images, and embeds
- How do you insert links in Markdown?
- [text in brackets will be underlined/linked to the URL](https://www.google.com)
How do you embed other images, like a screenshot of our Net.Create network?
- ![this will become your caption](/H301HistoryHarvest/assets/images)!
How do you embed stuff like YouTube, Voyant, and Google My Maps? Get the website to give you code that’s surrounded by...
- Wrap that with a back-tick, ` (key to the left of ‘1’ on your keyboard) on either side, so…
- <iframe src="https://www.google.com/maps/d/u/1/embed?mid=1p9yzFmvuGgftqBXhB0xZR9dzw9ekQrDl" width="640" height="480"></iframe>
- <iframe style='width: 503px; height: 729px;' src='//voyant-tools.org/tool/Cirrus/?stopList=keywords-35748c5119a8a111fbdbffed380599a3&corpus=4ce3bb66a206ab315a67e126fdb8fa59'></iframe>
2019-10-29 Making Web pages in Github
- Github—our web-based backend with a filesystem for keeping track of and editing files
- URL: https://github.com
- Username: H301HistoryHarvest
- H301 History Harvest Class Website—our website frontend driven by the Github backend
- Template for Sample Item
- In our Github backend, navigate to /_items/USETHISEXAMPLE.md
2019-10-24 IU Archives
- Make sure your bibliography is in place
- Upload your secondary source from Tuesday to https://iu.box.com/s/8srik7cjca75wcs8oa2gyqq2gu3eqz2m
- Use the history from your secondary source to help guide a search for a primary source in the IU University Archives Online: http://webapp1.dlib.indiana.edu/findingaids/welcome.do;jsessionid=5DAED07AC6E97C9B8E336300F42C3C6E
- Use the wireframe template at https://iu.box.com/s/hh9wprceqkc9tweue6rncf3qvlz7hg59 and make sure the citations for your primary and secondary sources are in place. If you have a photo, grab the photo!
- In the "About this Object and its History", write 2 short paragraphs, 1 each on
- how the secondary source ties to your object
- how the secondary source helps you see a connection between your object and the primary source you found.
- Spend another hour on this tomorrow. This is what you will hand in as your Individual Project Bibliography tomorrow.
2019-10-22: Object wireframes
- ObjectID quiz to save your transcript
- You can see descriptions of the objects and a little bit of their story at https://docs.google.com/spreadsheets/d/1k6FitnU-FUks-0oitQzT8i159WK0Cnp8eTQvrp5iXmA/edit?usp=sharing (Links to an external site.) (make sure you're logged in to Google as "email@example.com").
- JSTOR Text analyzer
- Secondary Source selection uploaded to our BOX folder for your reading for Thursday.
2019-09-24: Mapping Hoosiers
- Intro, Ch 1-3: https://drive.google.com/open?id=1_oBMPOpuuemqdZf9lCHqKqgeJCrSpw3H&usp=sharing
- Ch 4-7: https://drive.google.com/open?id=1Q9qeWj0vZvqR7E3lN_oG3sU1i594CDKH&usp=sharing
- Ch 8-12: https://drive.google.com/open?id=1Fe9wBgm7OBO3MW3HOUr6ECqmR_YpKxYt&usp=sharing
- Ch 13-16: https://drive.google.com/open?id=1IKwXLt8MU_M-SFIIzWpoFi2ACStKtwdI&usp=sharing
2019-09-05: Digital Methods in Analyzing History (an analog primer)
- Tags for Remembering Rondo History Harvest: http://omeka.rememberingrondo.org/items/tags
2019-09-03: Presenting History in Digital Form
- Sweet Potato Pie Recipe exhibit pitches: https://iu.app.box.com/folder/86320883283
- Old Mill Grocery Store pitches: https://iu.app.box.com/folder/86322565645
2019-08-29: What is Micro-History
- Classroom-object Google slide: https://docs.google.com/presentation/d/1iEmZ2O0rAcAxutgKfxNOGqEgahW-jTZLJADvT3yrehc/edit?usp=sharing
2019-08-27: Class Intro
- Our assignment for today, including the RRCHNM Reader: What is History (and How Does "Digital History" Work)?
Bookmarking a Net.Create Login
To bookmark your group’s network (and to avoid having to log in again each time you want to edit), navigate to your group’s network URL on Chrome, and enter your individual NetCreate ID in the log in field:
Once you’ve typed in your individual ID code and hit log in, the page should refresh, and you’ll see your code in the top left of the screen:
Note that the “TEAM IU” code is not yours! Enter your individual code that you’ve been given on a slip of paper with your name on it.
When you log in, the page will refresh, and then the URL will have updated to include your code. This is what mine looks like:
Click the star on the right hand side of the URL bar (in Chrome) to bookmark the page with the updated URL – when you click on this bookmark in the future, it should automatically put you in editing mode, so that you don’t have to re-log in to your group’s network each time!
- Vision and Innovation
- Why this is new
- Research questions
- Expected results
- Need and Context
- Lit review
- Research Methods
- How you will do it
- Research Plan Proposed Schedule
- List of deliverables
- Intellectual Merits
- Why this is academically rigorous
- Broader Impacts
- Who will read this
- Integrating fun output into academic output (e.g. Instagram vs object catalog with metadata)
- Who are our experts in which domains
- What will we buy
- Team member expectations
- Conflict resolution mechanisms
- Project/to-do list tracking structure
- Tools and protocols
Readings & Course Materials
A variety of readings are drawn academic sources like JSTOR, websites like history harvest and scanned sources in Canvas Files. All readings are required and should be complete before class begins on the date the reading is assigned in the Course Calendar.
There is an optional textbook (~$10) that provides basic context and the themes that make a historian a historian: Nigel Raab, Who is the Historian (available as an ebook at https://www.amazon.com/Who-Historian-Nigel-Raab/dp/144263572X/).
How to read
History is primarily about argumentation, but a basic understanding of chronology and detail recall is also necessary. Figuring out *which* details to recall is easier when you have a framework. That means the best way to deal with a historical source is to read it twice.
The first pass is a quick skim. Look for important and/or repeating names/dates/places/events, and themes. Where do these mentions shift from one set of names to another, and how does that help you understand basic structure?
The second close-read pass helps you fill in details, put those details in context, and make more careful decisions about what the author intended his or her audience to do, think, or believe.
Remember: not all historical sources are written, but we can still "read" an image or an architectural plan or a quilt like historians.
Assignments and Grading
I want you to attempt new skills without requiring that you instantly master all of those new skills. In all categories, demonstrable improvement throughout the semester will be rewarded.
To take full advantage of this mastery assessment process, you should attend class, participate in discussion, project building and peer review, complete response revisions in a timely fashion and demonstrate ongoing effort throughout the semester.
Reflections: 8 short writing encounters (some in-class, some before class, some after class) that will ask you to engage with the readings and activities in the first half of our semester, in which we get to know the world of digital and micro-histories. To encourage further risk taking and to encourage mastery rather than completion, these are graded on the depth of your engagement with that week's topic. 16 pts.
Individual History Harvest annotated bibliography: This project, due in week 4, will hone your individual research skills by asking you to anchor an annotated bibliography of secondary sources around the object you choose. 4 pts.
Individual History Harvest Micro-History: This project, due in week 9, will draw on your work with the History Harvest to hhone your individual research skills. You'll prep a "wireframe", the bones of an exhibit about several objects that fit together and interest you from the Oct 3/8/10 History Harvest. The wireframe should focus on one historical argument you drew from your research, include full exhibit text and place these into a map. These will all be contextualized by the information from your secondary source bibliography. 20 pts.
Digital history collaboration: The second half of the semester will focus on developing a small-scale group historical project using one or more of the digital tools you’ve encountered to analyze, and present your analysis of, objects from the IU community This collaboration grade will be adjusted based on a 2-page response paper that asks you to defend specific choices you made in your contributions to the group project and on anonymous peer review of your contribution to the project. 40 pts (35 from the group project and 5 from the response paper)
Course engagement: Getting involved in a historical conversation, whether in person or in writing, is the single most important task a historian undertakes. Adding your voice to in-class discussion and providing peer reviews of other students’ projects will help you hone your historical thinking skills by exposing you to alternative viewpoints. These activities will also improve your ability to communicate critiques of your peers’ analytical and writing skills in both oral and written form. Students who attend regularly and do the reading in advance but do not bring written notes to class, contribute to class activities or participate fully in group projects and peer review will earn a maximum of half of the possible participation points. Class disruptions, such as audible talking or cellphones ringing, will lead to deductions from the course-engagement grade. 20 pts.
Attendance: You may miss two classes without penalty. If you know you'll be gone in advance, it's helpful to let me know. Otherwise, I don't distinguish between excused and unexcused for these two absences and I don't need notes. Beyond these two classes, you will lose 2 points for each additional absence. Students with extended or chronic illnesses are not subject to the 2-class penalty; however, chronic-illness absences will require documentation and makeups for in-class responses will not be offered.
Charles the Bald (?), 9th century freestanding bronze statue
Between the the equestrian statue of Roman Emperor Marcus Aurelius (cast in around 175 and now on the Capitoline Hill) and the Equestrian Statue of Gattamelata (by Donatello, dating from 1453), only one freestanding bronze statue is still extant. This statue of either Charlemagne (d 813) or his grandchild Charles the Bald (d 877) is a mere 8 inches high, compared to the 14 feet heights of both Marcus Aurelius and the Gattamelata. These statues are a stand-in for the ways that the Middle Ages are treated as in between (and inferior to) the Roman Imperial period and the Renaissance, although the general labelling of the "Dark Ages" has been refuted by scholars who point out major scientific advances like the breaking of white light into a spectrum by Roger Bacon, etc.
Conduct (Yours and Ours)
Your personal conduct
You should treat other course participants, research subjects and instructional staff with respect. Respect is not the same as agreement. Respect means using respectful language when stating your ideas, asking questions or disagreeing with others. In class it means avoiding disruptive behavior (talking to other students outside of discussion, using laptops or cellphones for unrelated work). Smartphones, tablets and laptops are welcome in the classroom, but only when they are used for work directly related to our class inquiry.
If you have an issue that interferes with your ability to maintain normal participation in day to day life, there are resources available on campus. Student Affairs can assist with a disability for which you need additional considerations; these include both long-term chronic physical/mental/emotional issues and short-term acute injuries (like broken fingers or mono). CAPS and the Center for Human Growth Counseling Services provides acute services for personal issues; just as important, they can help you document long-term emotional/mental issues that qualify you for disability services It's your responsibility to take the first step but we can help.
Your conduct in public
This course involves a significant amount of public-facing history, engagement with academic and community professionals, and work with real everyday people. Your conduct should conform to professional standards that include respect according to the classroom conduct outlined above. You should also be prepared to show up on time at a variety of different places in and near Bloomington's campus but not necessarily in our classroom during our T/Th 4-5:15 class meeting, and occasionally as arranged with your classmates and the instructor, outside of our class times. All of our meeting locations and times are readily visible in the Canvas Calendar.
Your academic conduct
"Plagiarism—A student must not adopt or reproduce ideas, words, or statements of another person without appropriate acknowledgment. A student must give credit to the originality of others and acknowledge an indebtedness whenever he or she does any of the following:
- Quotes another person's actual words, either oral or written;
- Paraphrases another person's words, either oral or written;
- Uses another person's idea, opinion, or theory; or
- Borrows facts, statistics, or other illustrative material, unless the information is common knowledge."
(Quoted from Code of Student Rights, Responsibilities, and Conduct, Part III, Student Misconduct, Academic Misconduct)
This is the grossest form of academic dishonesty. Plagiarism will result in an automatic failing grade in the course. The case will also be forwarded to the appropriate administrators for disciplinary action. IU-Bloomington general course policies are available at http://registrar.indiana.edu/stu_infopoli.shtml. I do utilize plagiarism-detection software (Turnitin, etc.) when I suspect there has been academic misconduct.
This syllabus has thus far emphasized what you are supposed to do, but we as your instructors have responsibilities too. We will treat you with respect, encourage a comfortable classroom environment, and return your assignments with constructive comments in a timely fashion (barring unforeseen circumstances). We will be in class as scheduled, on time, and will be readily available for office-hours consultations. We will answer Canvas Messages promptly during business hours, again barring unforeseen circumstances, and are happy to schedule additional time to discuss your work, any difficulties you may be having or to answer any questions you may be worried about asking in class. We're happy to talk more about the class but you need to take the first steps and ask. NB: please do note that we are not available after 5 or on weekends.
If you have a learning disability, a chronic illness, a time conflict, or another issue that may impact your involvement in the course, we are happy to accommodate your documented needs. We simply need to know about these issues in advance of any assignments or other work that may be affected. Please come see us as soon as possible.
You are encouraged to make an appointment with the instructional staff to discuss papers and/or issues raised in class.