Tag Archives: final project

Stop the Presses: Final Project Redirect and Elevator Pitch

I would still love to develop a project based on the Slave Trade and primary sources; however, the plan has evolved significantly since my last update. In fact, it changed so much that I’ve redesigned entirely. In part, this is because I’ve had two important meetings this week with teachers with whom I am collaborating. Although the project has gone in a different direction, it is perhaps even better and certainly more tightly focused. The new topic, title, and digital project page?

Power of Persuasion: The Language and Legacy of Elizabeth I

Below find a description of the project’s different digital components. It’s a great mix of sources, learning styles, assessments, I believe it also fosters interdisciplinary learning and “uncoverage” as Dr. Calder would say. There is still much to be figured and fleshed out, but I think the foundation and framework is solid, and I feel more grounded as well. Project components will be completed throughout the year, one per quarter. I will enter and upload primary sources with Dublin Core data, instructions, and other miscellaneous items by the end of this summer term.

Short Description

This project seeks to explore primary sources related to Elizabeth I. The types of sources are divided into three spheres that consider audience, scope, purpose, and meaning.

Private (letters)
Public  (speeches)
Image  (portraits/photography)

Projects/Activities

1.  Transcription: Read primary sources and transcribe. Then, compare student transcription to published transcription. Harkness discussion on process and discrepancies. Student write blog reflection, which will form the basis of an Omeka collection and/or exhibit.

2.  Rhetorical analysis: Read letters/speeches and analyze the use of logos/ethos/pathos, and the Ciceronian order of arguments. The final product will be an essay, which will form the basis of an Omeka collection and exhibit. Student will input Dublin Core data for proper citation and scholarship.

3.  Image analysis: Make a podcast of a detailed “text” analysis of a painting of Elizabeth. Four portraits, students make podcasts in groups of four, each group discusses a different portrait. Podcasts will be represented as a collection and exhibit in Omeka.

4.  Modern Female Politician: Pick a 20th or 21st century woman in politics and read a private source, a public source, and analyze an image. Present findings of analysis via oral presentation with Google Slides. Presentation files will form the basis of an exhibit in Omeka.

Primary Sources

Private (letters):

Public (Speeches):

Image (portraits): Below find links four portraits completed during Elizabeth I’s life. At the bottom of the page you can navigate between three pages of portraits.

  • Pelican portrait
  • Ermine Portrait
  • Armada Portrait
  • Rainbow Portrait

My audience will still be high school students, as stated earlier — but the A.P. Language will tie in with more World History courses rather than U.S. history. However, there is still a U.S. component as part of the final assignment.

I’ve started an Omeka site with one small problem. I love the theme, but when I started adding items — a large “hero image” appeared on the homepage and I see no option to disable it. It throws off the formatting of the rest of the page. Perhaps Dr. Kelly can help, and I’ve also emailed Omeka.

HIST689 Project Proposal

I am still unable to speak with specificity about my final project because it involves working with other teachers in other disciplines and those meetings are scheduled for next week. However, I do plan to create two projects with a Latin teacher that overlap with history. The first is a project that involves ORBIS and also makes use of several historical primary sources including Diocletian’s Price Edict. This project will be designed with an interdisciplinary focus that includes economics, Latin, and history. The second project involves the use of open-source programs such as Voyant, Knot, and Palladio.

The other group I am working with includes US History teachers (both AP and non-AP), English literature teachers, and AP English language teachers. I also envision designing a project with them that use Voyant, Knot, and Palladio using primary sources that service both disciplines. However, I would also like to create a crowdsourcing project, perhaps using oral interviews uploaded and marked using the University of Kentucky’s OHMS database. The details of this project should emerge more next week.

1. How will digital media and/or digital tools be important to teaching my target audience one of the essential lessons I’ll be focusing on in my project?

All of these projects will involve students as both consumers and producers in terms of digital media and digital tools.

2. What, specifically, about the digital environment will influence what you do and why?

I intend to use the digital environment to give create student-teacher learning whereby there are general outcomes but the mode, manner, and method will be shaped by a process of discovery. I would like to follow both Wineburg and Caldor’s models of empathy and uncoverage. I will also need to make sure that the digital tools used in these projects enhance and enrich the curriculum rather than diminishing or detracting from it.

Final Project Ideas for HIST689

I have several ideas about the final project for this course but they are a bit “outside the box.” I understand that the goal is to create a student web-based project with learning opportunities and goals for students and stated desired outcomes.

Creating an individual project based on a topic or unit for a class I teach would be fine, but I’ve been recently named coordinator for a Digital Humanities initiative at Harpeth Hall School (my day job in addition to one adjunct class per semester at Belmont). One of my tasks for the summer is to work with two teacher groups to design  projects that incorporate DH methods and online tools. I am working with a 1) Latin teacher and 2) a larger group that includes all junior-level English and history teachers. Aside from my DH goals, I am also a junior-level AP US history teacher giving me a dual role in that group whereby I would be creating a project for a class I teach. Another goal for my DH coordinator summer work is to design a digital infrastructure where these and other projects can be hosted as part of a larger digital portfolio. The goal is to produce something along the lines of the LEADR lab at Michigan State University: http://leadr.msu.edu/projects/.

For this class I would love to work on these two separate but connected projects. I recognize that this would change the typical questions and important historical issues that the HIST689 project is designed to spark, but I am hoping that with Dr. Kelly’s approval I can find a way to approach the project requirements with a little creative license. There are still difficult questions and issues for students to make sense of– just not necessarily and solely tied to history or a course that I teach.  My goal would be more along the lines of Lévesque’s argument to move (or combine) substantive content with procedural content using practices, tools, skills and methods related to DH.