HI 534: Theory and Practice of Digital History

HI 534: Wednesdays 1:30 p.m. to 4:15 p.m. Tompkins-113 and via Zoom | 3 credit hrs | Spring 2021 | Office Hours: Thursdays and Fridays, 10:00 a.m. to 11:00 a.m. via Zoom and by appointment (link on Moodle).

Course Website: Moodle

1. THE COURSE

This course is a hands-on introduction to the interdisciplinary methodologies and tools of digital history. It comprises three parts: 1) one interdisciplinary group project; 2) seminars on the theory and method of digital history; 3) tutorials on specific tools. Group Projects: Students will develop a digital humanities project based on historical questions and sources. This is a group project where students will work with historical data, choose a digital methodology to address historical questions stemming from the data, and produce a final visualization to be presented in class at the end of the semester. Theoretical Seminar: Besides the interdisciplinary group project, students enrolled in HI 534 will also have the opportunity to discuss literature covering different aspects of digital history scholarship, from general questions about the nature of digital humanities to specific approaches such as text mining, spatial history, and network analysis. Tutorials: Students enrolled on HI 534 will also complete tutorials related to the methods studied. They will be introduced to tools for data cleaning and to initial techniques of data visualization. They will learn how to process text corpora through text mining; how to use GIS tools to assess historical data through a spatial approach; and how to build and make sense of a social network of historical actors. This is a course with a DIY ethos, where students will have the opportunity to hone their digital skills in collaborative research projects with students from other disciplines.

Course Prerequisites and Restrictive Statements There are no course prerequisites. Students must have graduate standing or PBS status.

Course Objectives In this course, students will:

● Develop projects in digital history. Students will work with historical data to form research questions in history and/or public history and use digital tools to address those questions. Projects are collective and the final product consists of an electronic presentation of their project. 2

● Critique the theoretical underpinnings and the methodological implications of digital humanities techniques such as 3D visualizations, text mining, network analysis, and online mapping. ● Learn how to employ an array of digital methods of data analysis to address issues in history and public history.

Learning Outcomes By the end of all course students will be able to:

● Critique uses and abuses of digital tools and methods, and identify the possibilities and shortcomings of digital approaches to humanistic research. ● Procure, clean, and edit qualitative and quantitative historical data through the use of digital tools. ● Manage a digital project, learning how to plan, develop, evaluate, and deliver a digital humanities job in an environment of collaborative research. ● Plan and execute online visualization projects, learning the basics about data visualisation, online mapping, and user experience.

In addition to that, the graduate students in this course will be able to:

● Lead an academic discussion session on the methodology of humanities research.

Course Structure

Participation Completion of readings and participation in class (individual) discussions. More details in Participation Rubric. Presentation on the Once during the course (weeks 4, 5, 7, 8, 9, 11, 12, 14) Readings students enrolled in HI-534 will give a short presentation (individual) (10 min) on the readings. Students will introduce the authors, highlight the readings’ main ideas and present questions for in-class discussion. Sign up for your presentation here. Tutorials In weeks 3, 4, 5, 7, 8, 9, 11, 12, and 14 students will (individual) complete an out-of-class tutorial, due on Wednesdays at 11:55 pm. More details below. Research Project Group digital history project. Work with historical data to (group project) form an original research question. Use digital tools to answer the question. Final product: a beta version of a digital history project. Present the results as an electronic poster or website at the end of the semester. Evaluation is divided into: Review of Online 2/3. Oral presentation. Check details for this oral Repositories presentation in the Presentation Guidelines. Draft Proposal 2/10. Written proposal, due at 11:55 pm on Moodle. Details in the Proposal Guidelines. 3

Proposal 2/24. Oral presentation and written proposal. Written part due at 11:55 pm on Moodle. Check details for this oral presentation in the Presentation Guidelines. Check details for the written part in the Proposal Guidelines. Preliminary Treatment 3/22—3/26. Oral Presentation. Fifteen-minute office-hours presentation of work done until then. Schedule a Zoom office appointment with the instructor. Final Presentation 4/28. Oral Presentation. Details in the Presentation Guidelines. Final Report 5/5. Written report. Due at 11:55 pm on Moodle. Details in Final Report Guidelines.

Grade components The final grade will consist of the following components:

Participation 15% Tutorials 15% Presentation on the readings 5% ____ Review of Online Repositories 5% Draft Proposal 5% Proposal 10% Preliminary Treatment 5% Final Presentation 25% Final Report 15%

Grading Scale (standard rounding practices followed)

A+ 100 – 97% B+ 89 – 87% C+ 79 – 77% D+ 69 – 67% A 96 – 93% B 86 – 83% C 76 – 73% D 66 – 63% A- 92 – 90% B- 82 – 80% C- 72 – 70% D- 62 – 60%

F 59 – 0%

Meetings Although this is a face-to-face course, meetings will initially take place remotely on Zoom. See details below under “Schedule.” A link for the Zoom meetings can be found on Moodle.

Face-to-face meetings will take place at Tompkins-113, a Humanities Lab with computers with the software needed for the tutorials. The door code for the lab is available on Moodle.

Some planned face-to-face meetings might also be turned into Zoom meetings if the 4 instructor or the university administration deem it necessary due to health reasons. Students will be warned about any changes in a timely manner.

Required Readings Hyperlinks to the readings are available in the “Schedule” section below. There is no need to purchase books and textbooks—all the readings are available online.

Required Software Most of the software required for this class is open access and free. The exception to this is SketchUp. Students in HI 534 are required to sign up for a free, web only version of SketchUp: https://www.sketchup.com/plans-and-pricing#for-personal

Participation Weeks 4, 5, 7, 8, 9, 11, 12, 14 - Excellent participants will thoroughly read and consider all of the class readings, engage their fellow students in respectful conversation, and offer considered comments from the readings. Participation grade also is based on the completion of in-class tutorials led by the instructor. Participation will be graded in a 0-5 scale. More details in the Participation Rubric.

Tutorials All students are required to complete nine tutorials of relevant digital humanities tools (see “Schedule” below). Tutorials are due on Sundays, at 11:55 pm, of each given week. Grades will be given on a credit/non-credit basis. Tutorials are to be completed outside class, but the instructor might use some portion of the Wednesday meetings to answer questions about it. In the week before a tutorial, the instructor will inform students about the type of files accepted as proof for completion of the tutorial.

Extra credit (Optional) -- In addition to the tutorials, students may choose to complete five extra tutorials for Python: William J. Turkel and Adam Crymble, at the Programming Historian (2020):

● Python Introduction and Installation ● Understanding Web Pages and HTML ● Working with Text Files in Python ● Code Reuse and Modularity in Python ● Downloading Web Pages with Python

Completion of all the five the following tutorials would give a student an extra credit of 2 points in the final grade. Contact the instructor beforehand if you plan to do the extra-credit tutorials.

Communication This course requires students to use Slack, a team collaboration tool, for communication with their colleagues and the instructor. In the first week of classes, you will sign up to the digitalhistory2021 Slack network with your @ncsu.edu mail at digitalhistory2021.slack.com.

You can use Slack with a browser but you can also download desktop and mobile apps. Check https://slack.com/resources to learn how to use Slack effectively for team communication. You are also encouraged to meet me via Zoom during office hours (link on Moodle).

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2. POLICIES

Absences Attendance is mandatory. Poor attendance may significantly lower a student’s final grade. Each unexcused absence means a drop of 1% in the final grade. Five unexcused absences will result in failing the course. Having said that, we know we are all living in an unprecedented situation, and I plan to be flexible and accommodate any Covid-19 related absence. Please contact me (Dr. Freitas) if that is the case. See more details below under the “Covid-19” section below.

In the case of absences unrelated to Covid-19, per University regulations, excused absences must fall into one of two categories: sanctioned anticipated situations and documented emergency situations. Anticipated situations (e.g., participation in official University functions, court attendance, religious observances, or military duty) must be submitted in writing at the beginning of the semester or one week prior to the anticipated absence. Emergency absences (e.g., student illness, injury or death of immediate family members) must be verified by the Division of Academic and Student Affairs within one week of returning to class. Late work will be accepted only in situations where absences were excused. Please consult the following website for further information on University attendance regulations: https://policies.ncsu.edu/regulation/reg-02-20-03.

Electronic Devices This is a digital course with online readings and activities. In face-to-face meetings, students can choose to bring laptops and tablets to class, or to use the computers available in the lab space. In any case, they must limit their use of electronic devices to course-related activities.

Electronically-hosted Course Components Students may be required to disclose personally identifiable information to other students in the course, via electronic tools such as email or web postings, where relevant to the course. Examples include online discussions of class topics, and posting of student coursework. All students are expected to respect the privacy of each other by not sharing or using such information outside the course.

Written Assignments Written assignments that are not submitted will receive zeroes. Regular written assignments will be submitted on Moodle and are due at 11:55 pm of their due date. Late assignments will only be accepted in the case of verified/documented emergencies. I will also be flexible in case of Covid-19 related issues. See the University Attendance Policy: https://policies.ncsu.edu/regulation/reg-02-20-03. 6

All written coursework submitted in electronic format form must be typed with pages numbered in the header or footer and must be double spaced in twelve-point font roughly equivalent to Times with one-inch margins. All written coursework must be turned in as Microsoft Word files (not PDF). All direct quotations, paraphrases, and references should be cited in footnotes (no endnotes, no author-date) using Chicago Manual of Style format. Add a bibliography at the end. Always add your name, date, assignment title. Word counts for assignments do not include name, date, title, footnotes or bibliography. Number of pages required should not count title pages, bibliography, and appendices.

Academic Integrity Regardless of discipline, honest and rigorous scholarship is at the foundation of a Research I institution. Students are bound by the academic integrity policy as stated in NCSU Code of Student Conduct: http://policies.ncsu.edu/policy/pol-11-35-01. Students are required to uphold the university pledge of honor and exercise honesty in completing every assignment. Instructors may require students to write the Honor Pledge on every exam and assignment and to sign or type their name after the pledge. (“I have neither given nor received unauthorized aid on this test or assignment.”) Violations of academic integrity will result in referral to the Office of Student Conduct with a recommendation of a failing grade for the assignment, and they will be reported to the department head.

Writing Tutorial Services If writing is difficult for you, please visit the Academic Success Center to review drafts of assignments before they are due. The Center offers free one-on-one consultation with experienced tutors who can help with all levels and stages of writing. For more information go to: https://asc.dasa.ncsu.edu/undergraduate-writing-center/information-for-students

Accommodations for Disabilities Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with the Disability Resource Office on the third floor of Holmes Hall (Suite 304). For more information on NC State’s policy on working with students with disabilities, please see the Academic Accommodations for Students with Disabilities Regulation (REG02.20.01). https://policies.ncsu.edu/regulation/reg-02-20-01.

Non-discrimination Policy NC State University provides equality of opportunity in education and employment for all students and employees. Accordingly, NC State affirms its commitment to maintain a work environment for all employees and an academic environment for all students that is free from all forms of discrimination. Discrimination based on race, color, religion, creed, sex, national origin, age, disability, veteran status, or sexual orientation is a violation of state and federal law and/or NC State University policy and will not be tolerated. Harassment of any person (either in the form of quid pro quo or creation of a hostile environment) based on race, color, religion, creed, sex, national origin, age, disability, veteran status, or sexual orientation also is a violation of state and federal law and/or NC State University policy and will not be tolerated. Retaliation against any 7 person who complains about discrimination is also prohibited. NC State's policies and regulations covering discrimination, harassment, and retaliation may be accessed at https://policies.ncsu.edu/category/campus-environment/ or https://policies.ncsu.edu/policy/pol-04-25-05/. Any person who feels that he or she has been the subject of prohibited discrimination, harassment, or retaliation should contact the Office for Equal Opportunity (OEO) at 515-3148.

N.C. State University Policies, Regulations, and Rules (PRR) Students are responsible for reviewing the PRRs which pertain to their course rights and responsibilities. These include: http://policies.ncsu.edu/policy/pol-04-25-05 (Equal Opportunity and Non-Discrimination Policy Statement), http://oied.ncsu.edu/home/ (Office for Institutional Equity and Diversity), http://policies.ncsu.edu/policy/pol-11-35-01 (Code of Student Conduct), http://policies.ncsu.edu/regulation/reg-02-50-03 (Grades and Grade Point Average), https://policies.ncsu.edu/regulation/reg-02-20-15 (Credit-Only Courses), https://policies.ncsu.edu/regulation/reg-02-20-04 (Audits), and https://policies.ncsu.edu/regulation/reg-02- 50-03 (Incompletes).

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3. COVID-19

Due to the Coronavirus pandemic, public health measures have been implemented across campus. Students should stay current with these practices and expectations through the Protect the Pack website (https://www.ncsu.edu/coronavirus/). The sections below provide expectations and conduct related to COVID-19 issues.

Health and Participation in Class We are most concerned about your health and the health of your classmates and instructors. ● If you test positive for COVID-19, or are told by a healthcare provider that you are presumed positive for the virus, please do not attend any face-to-face class and work with me on any adjustments necessary; also follow other university guidelines, including self reporting (Coronavirus Self Reporting): Self-reporting is not only to help provide support to you, but also to assist in contact tracing for containing the spread of the virus. ● If you feel unwell, even if you have not been knowingly exposed to COVID-19, please do not come to face-t0-face classes. ● If you are in quarantine, have been notified that you may have been exposed to COVID-19, or have a personal or family situation related to COVID-19 that prevents you from attending this course in person (or synchronously), please contact me to make alternative plans, as necessary. ● If you need to make a request for an academic consideration related to COVID-19, such as a discussion about possible options for remote learning, please talk to me to discuss the appropriate process to make a COVID-19 request (a university-level form can be found here).

Health and Well-Being Resources These are difficult times, and academic and personal stress are natural results. Everyone is encouraged to take care of themselves and their peers. If you need additional support, there are many resources on campus to help you: ● Counseling Center (NCSU Counseling Center) ● Health Center (Health Services | Student) ● If the personal behavior of a classmate concerns or worries you, either for the classmate’s well-being or yours, we encourage you to report this behavior to the NC State CARES team: (Share a Concern). ● If you or someone you know are experiencing food, housing or financial insecurity, please see the Pack Essentials Program (Pack Essentials).

Community Standards related to COVID-19 We are all responsible for protecting ourselves and our community. Please see the community standards and Rule 04.21.01 regarding Personal Safety Requirements Related to COVID-19 RUL 04.21.01 – Personal Safety Requirements Related to COVID-19 – Policies, Regulations & Rules

Course Expectations Related to COVID-19: ● Face Coverings: All members of the NC State academic community are required to follow all university guidelines for personal safety with face coverings, physical distancing, and sanitation. Face coverings are required in class and in all NC State buildings. Face coverings should be worn to cover the nose and mouth and be close fitting to the face with minimal gaps on the sides. In addition, students are responsible for keeping their course/work area clean. Please follow the cleaning guidelines described by the university. ● Course Attendance: NC State attendance policies can be found at: REG 02.20.03 – Attendance Regulations – Policies, Regulations & Rules . Please refer to the course’s attendance, absence, and deadline policies above for additional details. If you are quarantined or otherwise need to miss class because you have been advised that you may have been exposed to COVID-19, you should not be penalized regarding attendance or class participation. However, you will be expected to develop a plan to keep up with your coursework during any such absences. If you become ill with COVID-19, you should follow the steps outlined in the health and participation section above. COVID 19-related absences will be considered excused; documentation need only involve communication with your instructor. ● Classroom Seating: To support efficient, effective contact tracing, please sit in the same seat when possible and take note of who is sitting around you; I will assign seats for this purpose. ● Technology Requirements: This course may require particular technologies to complete coursework (e.g., Moodle, Zoom, etc.). Be sure to review the syllabus for these expectations, and see the syllabus technical requirements for your course. If you need access to additional technological support, please contact the Libraries’ Technology Lending Service: (Technology Lending).

Course Delivery Changes Related to COVID-19 Please be aware that the situation regarding COVID-19 is frequently changing, and the delivery mode of this course may need to change accordingly, including from in-person to online.

Need Help? If you find yourself in a place where you need help, academically or otherwise, please review this Step-by-Step Help Topics.

Other Important Resources ● Keep Learning: Keep Learning ● Protect the Pack FAQs: Frequently Asked Questions | Protect the Pack ● NC State Protect the Pack Resources for Students: Resources for Students | Protect the Pack ● NC State Keep Learning, tips for students opting to take courses remotely: Keep Learning Tips for Remote Learning ● Introduction to Zoom for students: https://youtu.be/5LbPzzPbYEw ● Learning with Moodle, a student’s guide to using Moodle: https://moodle-projects.wolfware.ncsu.edu/course/view.php?id=226 ● NC State Libraries Technology Lending Program

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4. SCHEDULE

Assignments may change. Throughout the semester, you should refer to the Google Docs version of this syllabus, for it contains hyperlinks to the readings. Other resources such as the links to Zoom meetings and to uploading assignments are available on Moodle.

Week 1 January 20, 2021 a) Introduction.

b) Assignments to be completed before class Take the student survey.

Week 2 January 27, 2021 a) Seminar - What is Digital History? Daniel J. Cohen, Michael Frisch, Patrick Gallagher, Steven Mintz, Kirsten Sword, Amy Murrell Taylor, William G. Thomas III, and William J. Turkel. “Interchange: The Promise of Digital History.” Journal of American History 95, no. 2 (September 2008): 452–91. Douglas Seefeldt and William G. Thomas. “What is Digital History?” 10

Perspectives on History, May 2009. Tom Scheinfeldt. “Theory, Method, and Digital Humanities.” In Hacking the Academy: New Approaches to Scholarship and Teaching from Digital Humanities, edited by Daniel J. Cohen and Tom Scheinfeldt, 55–59. Ann Arbor: University of Michigan Press, 2013. Daniel Allignton, Sarah Brouillette, David Golumbia. “Neoliberal Tools (and Archives): A Political History of Digital Humanities.” Los Angeles Review of Books, May 1, 2016.

b) Review of online digital history projects

c) Assigning groups

Week 3 February 3, 2021 a) Review of Online Digital Repositories Group oral presentation. Check details in the Presentation Guidelines.

b) Out-of-class tutorial - RawGraphs and Palladio Tutorials RAWGraphs. “Introduction to RAWGraphs.” RAWGraphs, 2017. Miriam Posner, “Getting started with Palladio.” Miriam Posner’s Blog, November 23, 2014.

Week 4 February 10, 2021 a) Seminar - Historical Data Roy Rosenzweig. “Scarcity or Abundance? Preserving the Past in a Digital Era.” American Historical Review 108, 3 (June 2003): 735-762 Daniel Rosenberg. “Data Before the Fact.” In ‘Raw Data’ Is an Oxymoron, edited by Lisa Gitelman, 15-40. Cambridge, MA: MIT Press, 2013. Ansley T Erickson. “Historical Research and the Problem of Categories: Reflections on 10,000 Digital Note Cards.” Writing History in the Digital Age, edited by Jack Dougherty and Kristen Nawrotzki. Ann Arbor: University of Michigan Press, 2013. Fred Gibbs and Trevor Owens. “The Hermeneutics of Data and Historical Writing.” Writing History in the Digital Age, edited by Jack Dougherty and Kristen Nawrotzki. Ann Arbor: University of Michigan Press, 2013. Marc J Dunkelman. “What Data Can’t Convey.” Chronicle of Higher Education, August 19, 2014.

b) Assignments to be completed before class Download and install OpenRefine (free).

c) Out-of-class tutorial - OpenRefine Tutorial 1 Seth van Holland, Ruben Verborgh, and Max De Wilde. “Cleaning Data with OpenRefine.” The Programming Historian, May 12, 2020. 11

d) Draft Proposal Project Written proposal, due at 11:55 pm on Moodle. Details in the Proposal Guidelines.

Week 5 February 17, 2021 a) Seminar - Argument and Digital History Cameron Blevins. “Digital History’s Perpetual Future Tense.” Debates in Digital Humanities 2016, edited by Matthew K. Gold and Lauren F. Klein. Minneapolis, University of Minnesota Press, 2016. Scott B. Weingart. “‘Digital History’ Can Never Be New.” The Scottbot Irregular, May 2016. Stephen Robertson. “The Differences between Digital Humanities and Digital History.” Debates in Digital Humanities 2016, edited by Matthew K. Gold and Lauren F. Klein. Minneapolis, University of Minnesota Press, 2016. Arguing with Digital History working group, “Digital History and Argument,” white paper, Roy Rosenzweig Center for History and New Media (November 13, 2017).

b) Out-of-class tutorial - OpenRefine Tutorial 2 Evan Peter Williamson. “Fetching and Parsing Data from the Web with OpenRefine.” The Programming Historian, May 12, 2020.

Week 6 February 24, 2021 a) Final Proposal Project Oral in-class presentation. Check details for this oral presentation in the Presentation Guidelines. Written proposal. Written part due at 11:55 pm on Moodle. Check details for the written part in the Proposal Guidelines.

Week 7 March 3, 2021 a) Seminar - Text Analysis Cameron Blevins. “Topic Modeling Martha Ballard’s Diary.” Historying, January 4, 2010 Stephen Ramsay. “The Hermeneutics of Screwing Around; or What You Do with a Million Books.” In Pastplay: Teaching and Learning History with Technology, edited by Kevin Kee. Ann Arbor, MI: University of Michigan Press, 2014. Matthew L. Jockers and Ted Underwood. “Text-Mining the Humanities.” In A New Companion to Digital Humanities, edited by Susan Schreibman, Ray Siemens, and John Unsworth. Blackwell Publishing, 2016. Stéfan Sinclair and Geoffrey Rockwell. “Text Analysis and Visualization: Making Meaning Count.” In A New Companion to Digital 12

Humanities, edited by Susan Schreibman, Ray Siemens, and John Unsworth. Blackwell Publishing, 2016. Mark Algee-Hewitt, J. D. Porter, Hannah Walser. “Representing Race and Ethnicity in American Fiction,” 1789-1920. Journal of Cultural Analytics 12 (2020): 28-60.

b) Out-of-class tutorial - Voyant Tutorial Voyant Tools - https://voyant-tools.org/ Brian Tor. “Voyant Tools Tutorial.” DSC Tutorial and Guidelines, UC Santa Cruz, 2018. Adventures Mind, “Text mining with Voyant Tools, no R or any other coding required.” 2016. “Loading Texts into Voyant Tools.” Voyant Tools Documentation.

Download and compare in Voyant the occurrence of key terms in US Inauguration Addresses, 1789-1989. Choose four different Text files available here.

Week 8 March 10, 2021 a) Seminar - Spatial Analysis Mark Monmonier. “Lying with Maps.” Statistical Science 20, 3 (2005): 215-222. Ian Gregory and Paul S. Ell. “Using GIS to Visualize Historical Data.” In Historical GIS: Technologies, Methodologies and Scholarship. Cambridge: Cambridge University Press, 2007, 89-118. Anne Kelly Knowles. “GIS and History.” In Placing History: How Maps, Spatial Data, and GIS Are Changing Historical Scholarship, edited by Anne Kelly Knowles and Amy Hillier. Redlands, Calif.: ESRI Press, 2008, 1-26. Richard White. “What is Spatial History?” The Spatial History Project, 2010. Cameron Blevins, “Mining and Mapping the Production of Space.” Spatial History Project. Cameron Blevins, “Space, Nation, and the Triumph of Region: A View of the World from Houston.” Journal of American History 101, 1 (2014): 122-147.

b) Assignments to be completed before class Download and Install QGIS.

c) Out-of-class tutorial - QGIS Tutorial Jim Clifford, Josh MacFadyen, and Daniel Macfarlane. “Installing QGIS 2.0 and Adding Layers” and “Creating New Vector Layers in QGIS 2.0.” The Programming Historian, July 28, 2020.

Week 9 March 17, 2021 a) Seminar - Network Analysis Mark S. Granovetter. “The Strength of Weak Ties.” American Journal of Sociology 78, 6 (May 1973): 1360-1380. David Easley and Jon Kleinberg. Chapter 2, “Graphs,” and Chapter 3, “Strong and Weak Ties,” (until before “Graph Partitioning”). Networks, Crowds, and Markets: Reasoning About a Highly Connected World. Cambridge, UK: Cambridge University Press, 2010, 23-68. Ruth Ahnert, Sebastian E. Ahnert, Catherine Nicole Coleman, and Scott B. Weingart. The Network Turn: Changing Perspectives in the Humanities. Cambridge: Cambridge University Press, 2020. Sadeep Soni, Lauren F. Klein, and Jacob Eisenstein. “Abolitionist Networks: Modeling Language Change in Nineteenth-Century Activist Newspapers.” Journal of Cultural Analytics, 1 (2021): 1-43.

b) Assignments to be completed before class Download and Install Gephi.

c) Out-of-class tutorial - Gephi Tutorial Alan Liu. “Adapted version of Par Martin Grandjean's Gephi Tutorial.” Alan Liu: dhworkshop. March, 2016.

Week 10 March 24, 2021 (no classes) a) Preliminary treatment Oral Presentation. Fifteen-minute office-hours presentation of work done until then. Schedule a Zoom office appointment with the instructor for between 3/22 and 3/26.

Week 11 March 31, 2021 a) Seminar - 3D and Virtual Reality John Bonnett. “Following in Rabelais' Footsteps: Immersive History and the 3D Virtual Buildings Project.” Journal of the Association for History and Computing 6, 2 (2003). John Bonnett. “New Technologies, New Formalisms for Historians: The 3D Virtual Buildings.” Digital Scholarship in the Humanities 19, 3 (2004): 273-287. Liliane Gallet-Blanchard. “‘VR “Montmartre in the Jazz Age” ’: The Problematics of Virtual Reality in Researching and Teaching Multicultural History.” Digital Scholarship in the Humanities 20, 1 (2005): 313-325. Patrick Dunae and John Sutton Lutz. “Victorian SimCities: Playful Technology on Google Earth.” In Pastplay: Teaching and 14

Learning History with Technology, edited by Kevin Kee. Ann Arbor, MI: University of Michigan Press, 2014. Christopher Johanson. “Making Virtual Worlds.” In A New Companion to Digital Humanities, edited by Susan Schreibman, Ray Siemens, and John Unsworth. Blackwell Publishing, 2016.

b) Assignments to be completed before class Sign up for web-based SketchUp (free) OR purchase and download and install SketchUp for desktop ($55/year).

c) Classroom activity - SketchUp Tutorial Tammy Cody, “SketchUp 2020 Essential Training,” Linkedin Learning, June 3, 2020.

(See also NCSU Libraries. “How do I access LinkedIn Learning as an NC State Community Member?” August 13, 2020)

Week 12 April 7, 2021 a) Seminar - Games and History Adam Chapman. Digital games as history: how video games represent the past and offer access to historical practice. New York: Routledge, 2016. Chapters 1-7 (pages 1-197).

b) Assignments to be completed before class Download and install Twine (free).

c) Out-of-class tutorial - Twine Tutorial Adam Hammond. “A Total Beginner’s Guide to Twine 2.1.” Parts 1-4.

Week 13 April 14, 2021 a) Practicum

Week 14 April 21, 2021 Seminar - Digital History and Public History Drew VandeCreek. “Webs of Significance”: The Abraham Lincoln Historical Digitization Project, New Technology, and the Democratization of History.” Digital Humanities Quarterly 1, 1 (2007). Vicky Mayer and Mike Griffith. MediaNOLA: A Digital Humanities Project to Tell Stories of Cultural Production in New Orleans. Journal of Digital Humanities 2, 2 (Spring 2013). Fien Danniau. “Public History in a Digital Context: Back to the Future or Back to Basics?” BMGN - Low Countries Historical Review 128, 4 15

(2013): 118-144. Andrew Hurley. “Chasing the Frontiers of Digital Technology: Public History Meets the Digital Divide.” The Public Historian 38, 1 (February 2016): 69-88. Melissa Terras. “Crowdsourcing in the Digital Humanities.” In A New Companion to Digital Humanities, edited by Susan Schreibman, Ray Siemens, and John Unsworth. Blackwell Publishing, 2016.

b) Assignments to be completed before class Set up Omeka.net (trial plan) Mirian Posner and Megan R. Brett. “Up and Running with Omeka.net”. The Programming Historian, May 12, 2020.

c) Out-of-class tutorial - Omeka Tutorial Mirian Posner and Megan R. Brett. “Creating and Omeka Exhibit.” The Programming Historian, May 12, 2020.

Week 15 April 28, 2021 a) Final Project Presentation Oral Presentation. Details in the Presentation Guidelines.

Finals Week May 5, 2021 (no classes) a) Final Report Written report. Due at 11:55 pm on Moodle. Details in Final Report Guidelines.