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{"id":18,"date":"2014-07-04T00:25:06","date_gmt":"2014-07-04T00:25:06","guid":{"rendered":"http:\/\/sites.davidson.edu\/dig360\/?page_id=18"},"modified":"2015-04-29T14:50:34","modified_gmt":"2015-04-29T18:50:34","slug":"calendar","status":"publish","type":"page","link":"https:\/\/courses.shroutdocs.org\/his245\/calendar\/","title":{"rendered":"Calendar"},"content":{"rendered":"

Kathleen Fitzpatrick. \u201cThe Humanities, Done Digitally\u201d in Debates in the Digital Humanities<\/em> \u2013 read online and highlight passages of interest to you<\/a><\/li>\n
Karin Wulf. “Milcah Martha Moore’s book: Documenting Culture and Connection in the Revolutionary Era” <\/a>(excerpts)<\/li>\n
Rampolla, Section 1<\/li>\n
Review Dr. Lozada’s introduction to WordPress<\/a><\/li>\n<\/ul>\n
BEFORE MIDNIGHT ON JANUARY 18th: Fill out the CATME survey (you should have gotten an e-mail).\u00a0 This will help me put you into teams for your group work.
\n<\/strong><\/p>\n
<\/p>\n
WEEK TWO \u2013 DOING HISTORY \u2013 SECONDARY AND PRIMARY SOURCES<\/strong><\/p>\n
DUE AS FIRST BLOG POST (EVERYONE MUST POST BEFORE CLASS ON TUESDAY): Drawing on the descriptions of commonplace books in the Wulf article, write a blog post that simply highlights (and cites) passages of interest from the Fitzpatrick article, with brief (1-2 sentences) commentary on why you found them interesting.<\/strong><\/p>\n
January 20^{th<\/sup><\/span> \u2013 Approaches to the history of information\/what is historiography?<\/p>\n}
\n
Groups of students will read different excerpts from articles on Mass communication theory, the public sphere, print culture, history of the book and report to the class:\n
\n
Group A: Framing Theory – Robert Entman, “Framing: Toward clarification of a fractured paradigm” <\/a>and Paul D’Angelo, “News Framing as a Multiparadigmatic Research Program: A Response to Entman”<\/a><\/li>\n
Group B: Public Sphere – J\u00fcrgen Habermas, “The Public Sphere, an Encyclopedia Article”<\/a> and Jeremiah Dittmar, “Information technology and economic change: The impact of the printing press”<\/a><\/li>\n
Group C: History of the Book\/print culture – Frederick Kilgour, “Dynamics of the Book” from\u00a0The Evolution of the Book<\/em><\/a> and \u00a0 David D. Hall, “The History of the Book: New Questions? New Answers?”<\/a><\/li>\n<\/ul>\n<\/li>\n
Everyone reads: Alfred D. Chandler Jr. \u00a0\u201cThe Information Age in Historical Perspective: Introduction\u201d in A Nation Transformed by Information<\/em><\/li>\n
Everyone reads: Rampolla Section 2<\/li>\n<\/ul>\n
<\/p>\n
PART II \u2013 COLONIAL AND REVOLUTIONARY AMERICA<\/span><\/strong><\/p>\n
January 22^{nd<\/sup><\/span> \u2013Geographic knowledge\/digital approaches to primary sources<\/p>\n}
\n
\u00a0 Martin Br\u00fcckner. \u00a0The Geographic Revolution in Early America<\/em>, Chapter 1 <\/a>– Highlight and comment on one passage you liked from Bruckner.<\/strong><\/li>\n
“Metadata basics”<\/a> and “History of the Dublin Core Metadata Initiative”<\/a> in Metadata Innovation<\/li>\n
\u00a0In preparation for your Topical assignments, read Rampolla sections 4 and 7. \u00a0You are expected to conform to historical writing and citation conventions for all formal assignments.<\/li>\n<\/ul>\n
<\/p>\n
WEEK THREE<\/strong><\/p>\n
January 27^{th<\/sup>\u2013 <\/span>Overview of information technology in colonial America\/deep (historical) reading<\/p>\n}
\n
\u00a0Richard D. Brown. \u00a0\u201cEarly American Origins of the Information Age\u201d in A Nation Transformed by Information<\/em><\/li>\n
Review discussion of evaluating primary sources from Rampolla<\/li>\n<\/ul>\n
January 29^{th<\/sup> \u2013<\/span> Archives session\/Introduction to Omeka – MEET IN THE ARCHIVE ON THE SECOND FLOOR OF THE LIBRARY<\/strong><\/p>\n}
\n
“Introduction” from Writing with Scissors<\/em><\/a><\/li>\n
Jeff McClurken. \u201cTeaching and Learning with Omeka: Discomfort, Play, and Creating Public, Online, Digital Collections\u201d<\/a><\/li>\n
During class, take a picture of an item or page in one of the Davidson scrapbooks, and note as much metadata as possible.\u00a0 After class, complete this Omeka tutorial <\/a>\u00a0\u00a0 and upload your image, with metadata, to the class Omeka site (login at omeka.shroutdocs.org\/admin<\/a> username: admin\/ password: HIS245)<\/li>\n<\/ul>\n
<\/p>\n
WEEK FOUR<\/strong><\/p>\n
February 3^{rd<\/sup> \u2013<\/span> From physical to digital\/doing research at Davidson – MEET IN THE FISHBOWL IN THE LIBRARY<\/strong><\/p>\n}
February 5^{th<\/sup><\/span>\u2013 Political communiqu\u00e9s and colonialism\/network analysis – MEET DURING COMMON HOUR IN CAROLINA INN 224<\/strong><\/p>\n}
\n
Michael Warner. “Franklin and the Letters of the Republic,” Representations<\/em>\u00a0 <\/cite>No. 16 (Autumn, 1986)<\/span> , pp. 110-130<\/a><\/li>\n
\n
Harry S. Stout.\u00a0 “Religion, Communications, and the Ideological Origins of the American Revolution” in The William & Mary Quarterly<\/em>.\u00a0 Vol. 34, No. 4 (Oct., 1977), pp. 519-541\u00a0 <\/a><\/p>\n<\/li>\n
Franklin papers<\/a> (for use in class only)<\/li>\n
Table for Franklin letters<\/a> (for use in class only)<\/li>\n<\/ul>\n\n\n\n
PA #1: <\/strong>In three short polished paragraphs outline three possible topics for your final paper. \u00a0You needn\u2019t be specific at this stage but you should have a sense of what you\u2019re broadly interested in and how you might approach it. \u00a0Due by 5:00 PM on FRIDAY<\/strong> February 6th<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\u00a0<\/strong><\/p>\n
WEEK FIVE<\/strong><\/p>\n
February 10^{th<\/sup>\u2013<\/span> Network analysis continued<\/p>\n}
\n
Mustafa Emirbayer and Jeff Goodwin. “Network Analysis, Culture and the Problem of History.” <\/a>in American Journal of Sociology.<\/em><\/li>\n
Keiran Healy.\u00a0 “Using Metadata to Find Paul Revere”<\/a><\/li>\n
For class only:\n
\n
Boston Massacre primary source <\/a><\/li>\n
Boston Massacre network analysis table<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
February 12^{th<\/sup>\u2013<\/span> Revolutionary propaganda\/using science to do history<\/p>\n}
\n
John Agresto.\u00a0 \u201cArt and Historical Truth: The Boston Massacre\u201d in The Social Meanings of Art<\/em><\/a><\/li>\n
Robert W. Smith.\u00a0 \u201cThe Boston Massacre: A Study in Public Relations\u201d in Public Relations Review<\/em><\/a><\/li>\n
Braxton Boren. \u201cAnalysis of Noise Sources in Colonial Philadelphia\u201d<\/a><\/li>\n<\/ul>\n
\u00a0<\/strong><\/p>\n
WEEK SIX<\/strong><\/p>\n
February 17^{th<\/sup> \u2013<\/span> Colonial and Revolutionary America Presentations<\/p>\n}
\n
Group A: Historiography<\/li>\n
Group B: Primary source curation<\/li>\n
Group C: Digital archive assessment<\/li>\n
In preparation for PA#2 read section 5 of Rampolla, paying particular attention to the sections on moving from topics to historical questions.<\/li>\n<\/ul>\n
<\/p>\n
PART III \u2013 THE EARLY REPUBLIC<\/span><\/strong><\/p>\n
February 19^{th<\/sup><\/span> \u2013 Controlling bodies through print\/from source to data<\/p>\n}
\n
\u00a0David Waldstreicher. \u00a0 \u201cReading the Runaways: Self-Fashioning, Print Culture, and Confidence in Slavery in the Eighteenth-Century Mid-Atlantic\u201d<\/a> in WMQ (1999)<\/li>\n
Gwenda Morgan and Peter Rushton. \u00a0 \u201cVisible bodies: Power, subordination and identity in the eighteenth-century Atlantic world\u201d<\/a> in Journal of Social History (2005)<\/li>\n
\u00a0Selected runaway ads<\/a><\/li>\n
Introduction to XML for text<\/a><\/li>\n<\/ul>\n\n\n\n
PA #2: <\/strong>In 400 to 500 words, write a polished paragraph describing the subject of your final paper proposal. \u00a0This paragraph should include a snappy title, an announcement of the topic, two or three historical questions (see Rampolla for a discussion of what makes good historical question), a brief discussion of potential primary sources and a discussion of the form your project will take. \u00a0Due by MIDNIGHT on SUNDAY, FEBRUARY 22^{nd<\/sup><\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\u00a0<\/strong><\/p>\n
WEEK SEVEN<\/strong><\/p>\n
February 24^{th<\/sup>\u2013<\/span> Books, assimilation and Indian Territory \/a trip to the printing press<\/p>\n}
\n\u00a0\u00a0\u00a0\u00a0 Removable Type<\/em><\/em><\/a>, chapters 2 and 3<\/li>\n<\/ul>\nFebruary 26^{th<\/sup> \u2013<\/span> Moving into the Industrial Age<\/p>\n}\nRichard R. John. \u00a0\u201cRecasting the Information Infrastructure for the Industrial Age\u201d in A Nation Transformed by Information<\/em><\/li>\nFor class:\n\nElias Boudinot. “Questions about the Cherokees”<\/a><\/li>\n
N.D. Scales. “Missions among the Cherokee”<\/a><\/li>\n
John Ross. “Letter to the Cherokee Phoenix”<\/em><\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n <\/p>\n
WEEK EIGHT \u2013 SPRING BREAK (NO CLASS)<\/strong><\/p>\n
<\/p>\n
WEEK NINE<\/strong><\/p>\n
March 10^{th<\/sup> \u2013 <\/span>The Business of information<\/p>\n}\nJoAnne Yates. \u00a0\u201cBusiness Use of Information and Technology During the Industrial Age\u201d in A Nation Transformed by Information<\/em><\/li>\n<\/ul>\nMarch 12^{th<\/sup> \u2013<\/span> Alternative spheres of information II\/ African American Newspapers<\/p>\n}\nRichard Newman, \u201cProtest in Black and White\u201d in Beyond the Founders<\/em><\/a><\/li>\n<\/ul>\nTo use in class:<\/p>\n\nTEI example – A Haytien Tale<\/a><\/em><\/li>\n
XML for the example<\/a><\/li>\n
TEI tutorial<\/a><\/li>\n
David Walker’s Appeal<\/em> (full text)<\/a>\u00a0 (pdf)<\/a>\n\nGroup A<\/a><\/li>\n
Group B<\/a><\/li>\n
Group C<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\nFor additional background: American Stories<\/em> (on reserve in Little), chapters 10 and 11<\/p>\n
WEEK TEN<\/strong><\/p>\n
March 17^{th<\/sup> \u2013<\/span> Collapsing distance\/mapping history<\/p>\n}\n\u00a0William Cronon on Railway Time<\/a><\/li>\n
Withers.\u00a0 \u201cPlace and the Spatial Turn in History and Geography\u201d<\/a><\/li>\n<\/ul>\nFor additional background: American Stories<\/em> (on reserve in Little), chapters 9 and 13<\/p>\nBefore class on Tuesday, go back through our reading and pull out three \u201cthings\u201d \u2013 e.g. events, people, newspapers \u2013 that have something geospatial associated with them (i.e. a letter written in a particular place).\u00a0 Create metadata for those items in the Google table here<\/a> .\u00a0 We will use this information in class – it is required for participation. (Our map<\/a>)
\n<\/strong><\/p>\n
For use in class only:<\/p>\n
\nMap example A<\/a><\/li>\n
Map example B<\/a><\/li>\n
Map example C<\/a><\/li>\n<\/ul>\n <\/p>\n
March 19^{th<\/sup> \u2013<\/span> Presentations on the Early Republic<\/p>\n}
\n\u00a0\u00a0\u00a0\u00a0 Group B: Historiography<\/li>\n
\u00a0\u00a0\u00a0\u00a0 Group C: Primary source curation<\/li>\n
\u00a0\u00a0\u00a0\u00a0 Group A: Digital Archives assessment<\/li>\n
\u00a0\u00a0\u00a0\u00a0\u00a0In preparation for PA #3-#6, review sections 4 and 7 of Rampolla.<\/li>\n
NOTE: Early Republic written assignments due by SUNDAY, MARCH 22nd at MIDNIGHT<\/strong><\/li>\n<\/ul>\n <\/p>\n\n\n\nPA #3: <\/strong>Write an analysis of one primary source for your final project. Due by MIDNIGHT on SUNDAY, MARCH 22^{nd<\/sup>
\n<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nPART IV \u2013 ANTEBELLUM AMERICA<\/span><\/strong><\/p>\n<\/a>\n
WEEK ELEVEN<\/strong><\/p>\n
March 24^{th<\/sup> \u2013 <\/span>The press moves west\/mapping news over time<\/p>\n}
\nReview Journalism\u2019s Journey West<\/em><\/a><\/li>\n
Bethany Nowviskie. \u201cNeatline and visualization as interpretation\u201d<\/a><\/li>\n<\/ul>\nFor additional background: American Stories<\/em> (on reserve in Little), chapters 10 and 11<\/p>\n
For use in class only:<\/strong><\/p>\n\nWilliam Still journal<\/a><\/li>\n<\/ul>\nMarch 26^{th<\/sup> \u2013<\/span> New technologies: Telegraph<\/p>\n}\nCarolyn Marvin. \u00a0When Old Technologies Were New<\/em> (introduction and chapter 1)<\/a><\/li>\n
Neal Stephenson on the Trans-Atlantic Telegraph<\/a><\/li>\n<\/ul>\n <\/p>\n<\/a>\n
WEEK TWELVE<\/strong><\/p>\n
March 31^{st<\/sup> \u2013 <\/span>New technologies: Photography<\/p>\n}
\n\u00a0\u00a0\u00a0\u00a0\u00a0Adam Frank. \u00a0\u201cEmily Dickinson and Photography\u201d in The Emily Dickinson Journal<\/em> v. 10 no. 2 (2001)<\/a><\/li>\n<\/ul>\nFor use in class only:<\/p>\n\nhttp:\/\/www.loc.gov\/pictures\/collection\/dag\/search\/?co=dag&sp=1&st=grid<\/a><\/li>\n<\/ul>\nApril 2^{nd<\/sup> \u2013<\/span> Cultural critique\/bringing the class to bear on the past – NO CLASS<\/p>\n}\nPierre Sorlin.\u00a0 “How to Look at an “Historical” Film<\/a>“<\/li>\n
Pick a film or television program that has, as its subject, something technological and antebellum (for the purposes of this exercise, colonial era to the Civil War).\u00a0 Before the normal END OF CLASS<\/strong> (4:20 pm) post a blog post discussing the film\/tv episode you chose in light both of what you’ve learned in this class and in light of the Sorlin reading.\u00a0 You MUST<\/strong> cite a colleague (likely an earlier post) and you MUST<\/strong> cite Sorlin.<\/li>\n<\/ul>\n<\/a>\nWEEK THIRTEEN<\/strong><\/p>\nApril 7^{th <\/sup><\/span>\u2013 \u00a0EASTER BREAK \u2013 NO CLASS<\/p>\n}
April 9^{th<\/sup> \u2013<\/span>Transnational news in the antebellum era<\/p>\n}\nAileen Fyfe. \u00a0\u201cBusiness and Reading Across the Atlantic: W. & R. Chambers and the United States Market, 1840-1860\u201d in Books Between Europe and the Americas<\/em><\/a><\/li>\n
\u00a0R. J. Scholnick. \u00a0\u201cThe Power of Steam: Antislavery and Reform in Britain and America, 1844-1860\u201d in Books Between Europe and the Americas<\/em><\/a><\/li>\n<\/ul>\n\n\n\nPA #4: <\/strong>Historiography Review. (750 to 1000 words) Write an essay in which you explore the scholarship that has been done on your chosen research proposal topic. Place the writings of different scholars in conversation with each other and to your historical question. Be sure to articulate a clear argument for what you see as successful or unsuccessful approaches to the topic. \u00a0Remember, this will be a part of your final project, and should be written for an informed but not expert audience. Due at 5 pm on FRIDAY, April 10^{th<\/sup>.<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/a>\nWEEK FOURTEEN<\/strong><\/p>\n
April 14^{th<\/sup><\/span> \u2013 Project design<\/p>\n}\nBEFORE CLASS – find a digital project that is similar (in form, rather than content) to what you would like to do for the final project for this class.\u00a0 Be prepared to discuss what you like\/would like to mimic about it.<\/li>\n<\/ul>\nApril 16^{th<\/sup><\/span> \u2013Military technology<\/p>\n}\n\u00a0\u00a0\u00a0\u00a0\u00a0Ruin Nation<\/em>. Introduction and chapter 1<\/a><\/li>\n<\/ul>\n<\/a>\nWEEK FIFTEEN<\/strong><\/p>\n
April 21^{st<\/sup> \u2013<\/span><\/p>\n}
Letters and other affective technologies of Civil War death\/a return to mapping<\/p>\n\n\u00a0\u00a0\u00a0\u00a0\u00a0Drew Gilpin Faust. \u00a0\u201cThe Civil War Soldier and the Art of Dying\u201d in The Journal of Southern History<\/em>. \u00a0Vol. 67, No. 1 (2001)<\/a><\/li>\n
For use in class only: Civil War Photographs<\/a><\/li>\n<\/ul>\nApril 23^{rd <\/sup>\u2013 <\/span>Antebellum America presentations<\/p>\n}\n\u00a0\u00a0\u00a0\u00a0 Group C: Historiography<\/li>\n
\u00a0\u00a0\u00a0\u00a0 Group A: Primary source curation<\/li>\n\u00a0\u00a0\u00a0\u00a0 Group B: Digital archives assessment<\/li>\n<\/ul>\nPART V \u2013 WRAPPING UP<\/span><\/strong>
\n<\/a>\n
WEEK SIXTEEN \u2013 FINAL PROJECT WORK
\n<\/strong><\/p>\n\n\n\nRough Draft<\/strong>\u00a0 Complete a rough draft or detailed outline of your final project. DRAFT Due at 5 pm on MONDAY, APRIL 27^{th<\/sup>. \u00a0<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/p>\n
April 28^{th<\/sup> – NO CLASS – Schedule a meeting with me to talk about your draft sometime on TUESDAY APRIL 28th, OR WEDNESDAY APRIL 29th
\n<\/span><\/p>\n}
April 30^{th<\/sup> \u2013 <\/span>States of the Field<\/p>\n}
\nIntroduction and first two bibliographic essays in A Nation Transformed by Information<\/em><\/li>\n
Richard D. Brown, “Conclusion” in <\/a>Knowledge is Power<\/a>
\n<\/em><\/li>\n
Guidelines for the Professional Evaluation of Digital Scholarship in History<\/a><\/li>\n<\/ul>\nWEEK SEVENTEEN
\n<\/strong><\/p>\n
May 5th – Final Presentations and Pizza<\/span><\/p>\n\n\n\nPA #5: <\/strong>Rough Draft\/Peer Review\/beta testing. \u00a0First, complete a rough draft or detailed outline of your final project.Then, come up with a list of questions you’d like answered about your project (i.e. did you like the way X feature worked?\u00a0 What did you think about the argument? – NOT just “did you like it?”)\u00a0 Look at these guidelines<\/a> for designing beta tests if you need help with this step.<\/p>\nThen find three different colleagues, family members, friends who are NOT<\/strong> in the class, show them your project or project plan, and solicit comments.<\/p>\n
Write up your questions, your reviewers’ thoughts, and your thoughts about their comments as a public blog post.<\/p>\n
Also be prepared to discuss those comments in class. PEER REVIEW Due at 5 pm on WEDNESDAY, MAY 6th<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
<\/p>\n
FINAL PROJECTS DUE BY THE END OF FINALS WEEK – URL for your project posted to the PUBLIC course writing site<\/p>\n
<\/p>\n
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Current Week PART I \u2013 THEORY WEEK ONE – INTRODUCTIONS January 13th \u2013 Introduction to the Course\/Communication history\/Doing history in public DUE BY NEXT CLASS: Select a domain name – we’re going to be signing you all up for Davidson Domains in class on Thursday. January 15th \u2013 Doing digital history\/Davidson Domains\/The ancestor of the […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-18","page","type-page","status-publish","hentry","post-preview"],"_links":{"self":[{"href":"https:\/\/courses.shroutdocs.org\/his245\/wp-json\/wp\/v2\/pages\/18","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.shroutdocs.org\/his245\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/courses.shroutdocs.org\/his245\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/courses.shroutdocs.org\/his245\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.shroutdocs.org\/his245\/wp-json\/wp\/v2\/comments?post=18"}],"version-history":[{"count":84,"href":"https:\/\/courses.shroutdocs.org\/his245\/wp-json\/wp\/v2\/pages\/18\/revisions"}],"predecessor-version":[{"id":1574,"href":"https:\/\/courses.shroutdocs.org\/his245\/wp-json\/wp\/v2\/pages\/18\/revisions\/1574"}],"wp:attachment":[{"href":"https:\/\/courses.shroutdocs.org\/his245\/wp-json\/wp\/v2\/media?parent=18"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}}}}}