6 February: Doing History, Part 2

Before class:

• Familiarize yourself with “Why Historical Thinking Matters” http://historicalthinkingmatters.org/why/. Do not do any of the investigations.

In class:

• Complete one of the student investigations from Historical Thinking Matters. Once you have completed the activity, email the results to yourself and then post the text to your blog.
• In a group, investigate at least three of the projects below. What do they have in common? What is different about them? What arguments do they make? What sources are they based on? Who created them, and who did what work? Who funded them? What technologies do they use? How do they communicate? How do you know you can depend on it to help with your research? What do you like in a website? What makes it attractive and easy to use? What makes it difficult?
• Atlas of the Historical Geography of the United States
• Digital Harlem
• Geography of the Post
• Gulag: Many Days, Many Lives
• Her Hat Was in the Ring
• Histories of the National Mall
• HistoryPin
• Hurricane Digital Memory Bank
• Language of the State of the Union, Mapping the State of the Union, and The State of the Union in Context
• Locating London’s Past
• The Lost Museum
• Mining the Dispatch
• Mozilla Digital Memory Bank
• Old Bailey Online
• Orbis & Orbis version 2
• Papers of the War Department
• PhilaPlace
• Railroads and the Making of Modern America
• Redlining Richmond
• Sapping Attention
• September 11 Digital Archive
• Serendip-o-matic
• Spread of U.S. Slavery, 1790–1860
• Valley of the Shadow
• Virginia Secession Convention
• Visualizing Emancipation
• Voting America
• Women Writer’s Project

BLOG: Review one of the projects that you investigated in class, comparing it to other projects. How might it serve as a model for your work in this class? Be sure to cite the project according to the Chicago Manual of Style conventions.

After class:

• Anything that you want me to know?
• BLOG: Review one of the projects that you investigated in class (or went through), comparing it to other projects. How might it serve as a model for your work in this class? Be sure to cite the project according to the Chicago Manual of Style conventions.
• Read Bartlett, “The Boundaries of the Supernatural,” from The Natural and the Supernatural in the Middle Ages (Chap. 1: pp. 1-33)
• The Meanings of Magic
• Toward_a_Definition_of_Popular_Culture
• Read “The Apprehension and Confession of Three Notorious Witches” (1589)
  • Feel free to look at the other pamphlets in the collection

[IT Requirement: 1 and 4]