Readings

Textbooks

• Cohen, Daniel J., and Tom Scheinfeldt, eds. Hacking the Academy: New Approaches to Scholarship and Teaching from Digital Humanities. Digital Humanities: Digital Culture Books. Ann Arbor: University of Michigan Press, 2013. [Free Online at: https://muse.jhu.edu/book/22907]
• Dougherty, Jack, and Kristen Nawrotzki, eds. Writing History in the Digital Age. Digital Humanities: Digital Culture Books. Ann Arbor: University of Michigan Press, 2013. [Free Online at: https://muse.jhu.edu/book/27633]
• Kee, Kevin, ed. Pastplay: Teaching and Learning History with Technology. Digital Humanities: Digital Culture Books. Ann Arbor: University of Michigan Press, 2014. [Free Online at: https://muse.jhu.edu/book/29517]
• Kelly, T. Mills. Teaching History in the Digital Age. Digital Humanities: Digital Culture Books. Ann Arbor: University of Michigan Press, 2013. [Free Online at: https://muse.jhu.edu/book/22708]
• Cohen, Daniel J., and Roy Rosenzweig. Digital History: A Guide to Gathering, Preserving, and Presenting the Past on the Web. Philadelphia: University of Pennsylvania Press, 2006. [https://chnm.gmu.edu/digitalhistory]

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UNIT ONE: Introductions / the Role of the History Educator

Week One (Jan 16 & 18) – Zotero

• Andrea Davis, “From Learning to Cite to Learning to Write,” Perspectives on History, October 2018. https://www.historians.org/publications-and-directories/perspectives-on-history/october-2018/from-learning-to-cite-to-learning-to-write-using-zotero-in-the-classroom
• Jacob Long, “Zotero, the Free Citation Manager for Students, Teachers, and More” in Getting Things Tech, March 3, 2014. http://www.gettingthingstech.com/zotero-free-citation-manager-students-teachers/
• Before leaving, complete the Exit Ticket survey

** HIS 3630 Zotero Group Library at: https://www.zotero.org/groups/279319/asu_his_3630_thnm] **

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Week Two (Jan 23 & 25) – Omeka: An Introduction / NC State Standards for Social Studies

• Roy Rosenzweig Center for History and New Media. “Omeka Classic User Manual: Getting Started.” Omeka.org, 2021. https://omeka.org/classic/docs
  • Read only the first two links: “Planning Your Omeka Site” and “Examples and Case Studies”
• Jeff W. McClurken, “Part 3: Teaching and Learning with Omeka: Discomfort, Play, and Creating Public, Online, Digital Collections.” Open Scholarship. Learning Through Digital Media: Essays on Technology and Pedagogy (blog), 2011. http://mcpress.media-commons.org/artoflearning/teaching-and-learning-with-omeka
  • [only read paragraphs 18-28]

[Optional read for Ed majors] Dennis Fowler, “Classroom Blogs: Your Easy Guide to Incorporating Them into Lesson Plans.” SocialStudies.Com: Blogs (blog), August 27, 2019. https://www.socialstudies.com/blog/classroom-blogs-your-easy-guide-to-incorporating-them-into-lesson-plans

Before class on Jan 25

• Scan the NC state standards for the 9-12 course – US HIstory or World History – that aligns to the topic you want to research this semester.
  • American History Standards and AH Unpacked Standards [an expanded document] >> feel free to download the .pdf for both documents
  • World History Standards (Fall 2021 Implementation) and WH Unpacked Standards [an expanded document] >> feel free to download the .pdf for both documents
    • Bookmark the official NCDPI Social Studies page.
• In-Class: We will look at various links on the History Education Program website. 

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Week Three (Jan 30 & Feb 1) – The Role of the History Educator

• T. Mills Kelly, “Thinking: How Students Learn About the Past” (Chp. 1) in Teaching History in the Digital Age, Ann Arbor: University of Michigan Press, 2013. https://doi-org.proxy006.nclive.org/10.2307/j.ctv65swp1.6
  • Read whole chapter, pgs. 14-25. If you have a problem with the JSTOR document reader, a PDF is available in the “Media Library” section of the course website dashboard.

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UNIT TWO: Engaging the Public with History through New Media

Week Four (Feb 6 & 8) – Helping Audiences Dig Through Digitized Archives and Collections

• Carla Vecchiola, “Digging in the Digital Archives: Engaging Students in an Online American History Survey,” The History Teacher 53, no. 1 (November 2019): 107-134. https://www.societyforhistoryeducation.org/pdfs/N19_Vecchiola.pdf
• Thomas Edge. “Guest Post: ‘Can’t We Just Write a Paper?’ Digital Galleries and Archival Research for Undergraduates.” Omeka.org-News, August 16, 2016. https://omeka.org/news/2016/08/16/gp-cant-we-just-write-a-paper

In-Class Readings (Feb 6)

• Laura Leibman, “Using Omeka for Teachers,” History & Things, 2012. https://www.socialstudies.com/blog/classroom-blogs-your-easy-guide-to-incorporating-them-into-lesson-plans

Presentations this Thursday, Feb 8, from candidate for the History/Social Studies Education faculty position. Complete the Candidate Google Feedback Form

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Week Five (Feb 13 & 15) – Presenting Data: Visualizations, Graphs, Maps, and Images / Guest Presenters

• Chris Heffernan, “Stop Making Students Memorize Maps!” Worldgeochat (blog), August 28, 2017. https://worldgeochat.wordpress.com/2017/08/28/stop-making-students-memorize-maps
• Anna Flagg, “The Myth of the Criminal Immigrant,” New York Times (March 30, 2018).
• [Focus on the visualization based on your number, listed on the Course Participants page of our course website] Lauren. “The 34 Best Interactive Data Visualizations from the New York Times.” Dolphins, February 28, 2018. https://getdolphins.com/blog/interactive-data-visualizations-new-york-times/

Presentations this week from candidates for the History/Social Studies Education faculty position. Complete the Candidate Google Feedback Form

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Week Six (Feb 20 & 22*– no class) – Presenting Data: Visualizations, Graphs, Maps, and Images / Asynchronous Individual Work on Research Project & Tool

• “What’s Going On in This Graph?” The New York Times, 2021, Online edition, sec. The Learning Network. https://www.nytimes.com/column/whats-going-on-in-this-graph.
  • Choose two (2) graphs from 2022 to explore and present in class.
• John Rosinbum, “Exploring the Brutality of Expansion: Tracking Changes in the 19th Century with American Panorama,” AHA Today – American Historical Association, July 24, 2017. http://blog.historians.org/2017/07/19th-century-american-panorama/
  • After reading and discussing this article at your table, watch this 2-minute simulation from Slate
  • Google Slide for Week 06

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Week Seven (Feb 27 & 29) – Social Media to Teach the Past / Lab Time

• Alyssa Maldonado-Estrada, “Distance Learning on Insta: Using Instagram Posts & Stories to Co-Create and Share Student Ideas,” Teaching Commons – Kalamazoo College, August 25, 2020. https://teachingcommons.kzoo.edu/2020/08/25/distance-learnign-on-insta-using-instagram-posts-stories-to-co-create-and-share-student-ideas-alyssa-maldonado-estrada

• Choose One:
  • Amanda Grace Sikarskie, “Citizen Scholars: Facebook and the Co-creation of Knowledge” in Writing History in the Digital Age, Ann Arbor: University of Michigan Press, 2013. http://dx.doi.org/10.3998/dh.12230987.0001.001
  • Hannah Hudson, “10 Surprising Ways to Use Instagram in the Classroom” in We Are Teachers, August 7, 2014.
  • Monica Burns, “Spark Student Creativity with Inspiration from Social Media,” ASCD 80, no. 9 (June 26, 2023), https://www.ascd.org/el/articles/spark-student-creativity-with-inspiration-from-social
  • Mark Pegrum, “Microblogging,” Digital Learning by Mark Pegrum, December 2023, https://markpegrum.com/tools-for-digital-learning/microblogging/.

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Week Eight (Mar 5 & 7) – Rethinking Presentations (StoryMaps, Timelines, Digital Storytelling & Slideshare Tools) / Lab Time: Individual Research Tool

• Edward Tufte, Beautiful Evidence, Cheshire, CT: Graphics Press, 2006, pp. 156-185. [Link]
• Christopher Saladin and Shana Crosson, “Spatial Approaches to the Past: Story Maps in the History Classroom,” The History Teacher 55, no. 1 (November 2021): 35-59.
• Julie de Chantal, Digital Storytelling: A Beneficial Tool for Large Survey Courses in History, The History Teacher 54, no.4 (August 2021): 709-729.

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Week Nine (Mar 19 & 21) – Student/Audience-Centered, Project-Based Learning (PBLs)

• T. Mills Kelly, “Presenting: Capturing, Creating, and Writing the Past” (Chp. 4) in Teaching History in the Digital Age, Ann Arbor: University of Michigan Press, 2013. Free Online at: https://muse.jhu.edu/pub/166/oa_monograph/chapter/817459
  • If you have a problem with free access via Project Muse, a PDF is available in the “Media Library” section of the course website dashboard.

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UNIT THREE: Considerations for Teaching and Production

Week Ten (Mar 26 & 28) – Copyright, Copyleft, Creative Commons, Public Domain, and Fair Use

• “Copyright for Instructors.” UMW DTLT, November 22, 2016. http://umwdtlt.com/copyright-for-instructors/
• “Can I use it?,” “Fair Use,” “Public Domain,” and “Creative Commons, Copyleft, and Other Licenses” from Copyright and Intellectual Property Toolkit, Univ. of Pittsburgh Library System: https://pitt.libguides.com/copyright/caniuseit

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Week Eleven (Apr 2 & 4) – Technology & the Distracted Student

• James M. Lang, “The Distracted Classroom,” The Chronicle of Higher Education, March 13, 2017, http://www.chronicle.com/article/The-Distracted-Classroom/239446
• Choose ONE of the following:
  • Rob Sterner, “4 Things You’ll Miss by Banning Cellphones in Your Classroom,” @ CTQ – Teachingquality.org (February 24, 2015). https://www.teachingquality.org/4-things-youll-miss-by-banning-cellphones-in-your-classroom [Link is dead]
  • “What You’ll Miss If You Ban Cell Phones in Your Classroom,” Education World, Accessed April 1, 2024. https://www.educationworld.com/a_news/teacher-what-youll-miss-if-you-ban-cell-phones-your-classroom-2088439183
  • Rhett Oldham, “4 Ways to Integrate Smartphones Into Your Classroom.” Education Week – Global Learning, October 16, 2018. http://blogs.edweek.org/edweek/global_learning/2018/10/4_ways_to_integrate_smartphones_into_your_classroom.html?cmp=SOC-SHR-FB
  • Greg Kulowiec, “Cell Phones as Classroom Tools.” Teachinghistory.org, January 21, 2012. https://teachinghistory.org/digital-classroom/tech-for-teachers/25273.

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Week Twelve (Apr 9 & 11) – Lab Day >> One-On-One Check-Ins with Instructor / Tech Support for Omeka Project

• No Readings

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Week Thirteen (Apr 16 & 18) – Presentations: Omeka Team Project

• No Readings

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Week Fourteen (Apr 23 & 25) – Choose one Path / SHEG – Civic Reasoning

APR 23 – CHOOSE ONE PATH

APR 25 – SHEG Lesson Plans on Civic Reasoning, Digital Literacy, and Spotting Misinformation: https://cor.stanford.edu

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Week Fifteen (Apr 30) – Course Wrap-Up

• No Readings

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FINAL EXAM >> MAY 9, 8 am-10:30 am

Useful Books