Hist 4150/6150: Introduction to Digital Methods for
History
Prof. Pamela Mack, pammack@clemson.edu,
Hardin 006, office hours MW 10-11:30, Wed. 1:30-2:30
Prof. Vernon Burton, vburton@clemson.edu,
Hardin 028, office hours Wed. 1:30-2:30 and by appointment,
cell phone number 217-649-0608
Class meetings: Wed. 2:30-5:00 in Hardin 024
This syllabus on the web:
http://pammack.sites.clemson.edu/syl4150.html
Student Learning Outcomes: By the end of the course
students should be able to:
evaluate the ways historians are currently using
computer and database resources for research and
presentation
be able to use several simple digital methods
analyze the new approaches to history made possible
by digital methods
find and evaluate history-focused websites, including
museum sites, digital archives, and mapping projects
complete a digital history project
Course Requirements:
attendance and class participation 20%
blog posts 20%
project proposal 5%
project 30% These can be group project or
individual projects
Accomodations: The instructor is happy to
honor disability letters. Students with disabilities
requesting accommodations should make an appointment with Dr.
Arlene Stewart, Director of Disability Services, to discuss
specific needs within the first month of classes.
Disability letters are available both for learning
disabilities that require accommodations and for chronic
illnesses that may cause absences from class. Students should
present a Faculty Accommodation Letter from Student Disability
Services when they meet with instructors. Student Disability
Services is located in Suite 239 Academic Success Building
(656-6848; sds-l@clemson.edu). Please be aware that
accommodations are not retroactive and new Faculty
Accommodation Letters must be presented each semester. Sexual Harassment: Clemson University is committed
to a policy of equal opportunity for all persons and does not
discriminate on the basis of race, color, religion,
sex, sexual orientation, gender, pregnancy, national origin,
age, disability, veteran’s status, genetic information or
protected activity (e.g., opposition to prohibited
discrimination or participation in any complaint process,
etc.) in employment, educational programs and activities,
admissions and financial aid. This includes a prohibition
against sexual harassment and sexual violence as mandated by
Title IX of the Education Amendments of 1972. This policy is
located at
http://www.clemson.edu/campus-life/campus-services/access/title-ix/.
Mr. Jerry Knighton is the Clemson University Title IX
Coordinator. He also is the Director of Access and Equity. His
office is located at 111 Holtzendorff Hall, 864.656.3181
(voice) or 864.565.0899 (TDD)
Academic Integrity: As members of
the Clemson University community, we have inherited Thomas
Green Clemson's vision of this institution as a "high seminary
of learning." Fundamental to this vision is a mutual
commitment to truthfulness, honor, and responsibility, without
which we cannot earn the trust and respect of others.
Furthermore, we recognize that academic dishonesty detracts
from the value of a Clemson degree. Therefore, we shall
not tolerate lying, cheating, or stealing in any form.
This includes representing someone else's work as your
own or handing in the same paper to two different courses
without permission of the instructors. Be careful to
avoid plagiarism--text you take from a web site, from a
book, or from the online class notes must be either quoted
with the source given or restated almost entirely in your
own words, with the source given. Note that the
catalog defines as one form of academic dishonesty:
"Plagiarism, which includes the intentional or unintentional
copying of language, structure, or ideas of another and
attributing the work to one’s own efforts." Note the
word unintentional--if you forget to put quote marks or a
reference you can be found guilty of academic dishonesty
even if it was not your intention to cheat.
It is cheating to cut and paste or otherwise copy
portions of a argument paper, exam, or discussion board
posting from a book, web site, or from the online class
notes, even if you change a few words, unless you quote and
give the source. It is poor writing for more than
about 20% of your paper to consist of quotes. In most
cases when you use specific material from any source you
should paraphrase: cite the source and put the ideas into you own
words (generally no more than 5 consecutive words
should match the source but if the words are mostly the same
it could still be plagiarism even if there aren't 5
consecutive words).
Laptops and Cell Phones: Use of laptops,
tablets and cell phones during class for purposes not related
to this course is disrespectful to the instructor and
distracting to other students. You may use your devices
to take notes during class or to look up further information
on a topic being discussed. Students using their devices
during class may be called on to share what they are learning
with the rest of the class.
Required reading is mostly online, as linked in
the schedule. One book is available either online or
in the bookstore:
Cohen and Rosenzweig, Digital History: A Guide to
Gathering, Preserving, and Presenting the Past on the Web,http://chnm.gmu.edu/digitalhistory/
Note that some readings require you to be logged into the
Clemson network to access journal articles. If you are
away from campus, you can start from the library page and
find the article or log into Novell using a Virtual Personal
Network (VPN), which creates the appearance your computer is
on the campus network. Clemson now has a page that
will automatically set up your VPN: http://cuvpn.clemson.edu
Schedule:
Aug. 20: Introduction, set up blogs in class
Aug. 27: What is Digital History? Read:
Cohen and Rosenzweig introduction and ch. 1
(Exploring the History Web)
grad students should also read: William G. Thomas,
“Computing and the Historical Imagination.” A
Companion to Digital Humanities. Blackwell
Publications, 2994, 56-68. http://www.digitalhumanities.org/companion
Kirklin Bateman, Sheila Brennan, Douglas Mudd, and
Paula Petrik, "Taking a Byte Out of the Archives: Making
Technology Work for You," From the Archives and Research
column of the January 2005 Perspectives, http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm
Todd Presner, “HyperCities: A Case for the Future of
Scholarly Publishing,” Online Humanities
Scholarship: The Shape of Things to Come,http://cnx.org/content/m34318/latest/
Oct. 1: Project proposal due. Follow
this format (from NSF): "Each proposal must contain a
summary of the proposed project not more than one page in
length. The Project Summary consists of an overview, a
statement on the intellectual merit of the proposed
activity, and a statement on the broader impacts of the
proposed activity." (project summary
instructions from: http://www.nsf.gov/pubs/policydocs/pappguide/nsf13001/gpg_2.jsp#IIC2b)
Oct. 1: Introduction to websites. Read:
Cohen and Rosenzweig ch. 2 -4 (Getting Started,
Becoming Digital)
Oct. 15: Project peer discussion:
come prepared to discuss your progress on your project and
give your classmates suggestions on theirs. Write a blog
post about what are the current frustrations and successes of
your project.
Oct. 22: Digital presentation and
communication
Cohen and Rosenzweig ch. 5-7 (Building an Audience,
Collecting History Online, Owning the Past)
Doug Seefeldt and William G. Thomas, “What is Digital
History? A Look at Some Exemplary Projects.” Perspectives
on History 47 (5), May 2009. http://digitalcommons.unl.edu/historyfacpub/98/
(make sure to download and read the actual paper)
grad students should also read: Orville
Vernon
Burton and Simon Appleford, “Cyberinfrastructure
for the Humanities, Arts, and Social Sciences,” in ECAR
(Educause Center for Applied Research) Bulletin 9: 1
(January 13, 2009): 2-11. http://net.educause.edu/ir/library/pdf/ERB0901.pdf
In class explore one of the sites below and discuss
its organization:
Oct. 29: GIS workshop with Patricia Carbajales-Dale in
the usual classroom. All students required to attend
but if this is relevant to your project bring material for
that project.
Nov. 12: Presentations. This is not
expected to be a finished product--we want to give you
feedback when you have time still to add to your
project. But this should be a reasonably formal
presentation of what you have so far, not just a progress
report.
Nov. 19: Democratizing History and
Shared Historical Authority. Read:
Dec. 10: takehome final due by midnight. Write
4-6+ double spaced pages on how digital history will change
history, using references to specific readings.