HS 7310A: Public History in the Digital Age - Spring 2019

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Course Information

Instructor Information

Dr. Lindsey Passenger Wieck (LWieck [at] stmarytx. edu)

Office Hours
Mon & Thurs 5-6:15PM; Mon: 11AM-12:30PM; Tues: 10-11AM or schedule an appointment.

Office Location
Chaminade Tower 500 - Department of History

Office Phone

Course Details

Class Time & Location
6:30-9:15PM Thursday, Garni Science Hall 109

Twitter hashtag

Publicly Historians: Our Blog
Log in for Publicly Historians

Course Texts

Required Books:

Hannah Hethmon, Your Museum Needs a Podcast: A Step-By-Step Guide to Podcasting on a Budget for Museums, History Organizations, and Cultural Nonprofits (2018) | kindle, paperback, or audiobook

All other readings:
Other readings and resources will be available here or via Canvas.

Course Description & Objectives

Students will learn to use digital media and computational analysis to further historical practice, presentation, analysis and research primarily for online audiences. Students will use technologies including blogs and social media, online publishing platforms, and mapping tools to create and share historical content with public audiences.
Upon the successful completion of this course, you will be able to:

  • Demonstrate experience with and knowledge about a variety of platforms used to promote, preserve, and create digital public history projects.
  • Produce materials for inclusion in student’s professional portfolio that include use of digital storytelling strategies, mapmaking and visualization tools, and curation software.
  • Demonstrate experience of creating and curating pieces of a digital exhibit on San Antonio history made accessible to the public.
Skills you'll practice in this course:
  • Public speaking
  • Working collaboratively with peers and community partners
  • Networking and developing professional skills; developing portfolio and professional materials
  • Posing historical questions; finding & analyzing primary and secondary sources; citing sources
  • Using digital tools for mapmaking, digital storytelling, and sharing resources with the public
  • Using principles of basic web design and content development
  • Continued use of social media to connect with other public historians, as well as promoting projects for communities & stakeholders.

Adult typing on a laptop


Date & Topics Read & Prepare for Class Tasks To Do

Week 1: Th 1/10

Topics: Defining Digital History & Becoming Digital Public Historians

Tools: Zotero; Hypothesis

Resources: Hypothesis: Guide for Getting Started | Tips for Students | Annotating in a Group

'Brand' on a laptop

Branding and Becoming a Digital Public Historian

READ Dan Cohen, "Professors Start Your Blogs"

READ Prof Hacker, "Creating Your Web Presence: A Primer for Academics"

READ Tom Scheinfeldt, "Brand Name Scholar"

REFLECT 1) With these readings, brainstorm three concepts that you would define as part of your brand. 2) Brainstorm three goals as digital public historians (brand building, refining your internet presence, or building a presence of a certain kind)

Defining Digital History

READ Dan Cohen & Roy Rosenzweig, Digital History, Introduction and Chapter 1 (Note that Chapter 1 has multiple tabs.)

READ Rebecca Onion, "Snapshots of History"

READ Seefeldt and Thomas, "What is Digital History?"

REFLECT  1) How would you define digital history? What does it and does it not include? 2) What is digital public history? How does it overlap with (and not overlap with) digital history?

Week 2: Th 1/17

Topics: Defining Digital History & Evaluating Digital History

Tools: Evaluation Rubric & DH Review Guidelines (JAH)

Bookshelf of historical books

Erol Ahmed, Unsplash

What is Digital History and What does it Contribute to the Field of History?

READ Stephen Robertson and Lincoln Mullen, et al, "Digital History and Argument" - click on white paper link

READ Tom Scheinfeldt, "Where’s the Beef? Does Digital Humanities Have to Answer Questions?"

READ Stephen Robertson, “The Differences Between Digital Humanities and Digital History,”Debates in the Digital Humanities.

READ The Digital in the Humanities: An Interview with Sharon M. Leon

READ Sherman Dorn, Is (Digital) History More Than an Argument about the Past?

REFLECT  1) Continue to refine your definition of digital history - what is it? what does it include (or not include)? 2) What is the relationship between digital history and the larger historical field? How are they distinct? How do they contribute to the other? 3) What is the function of digital history? What does it do?

Getting Acquainted with DH

READ Lisa Spiro, "Getting Started in the Digital Humanities" 

READ Miriam Posner, "How Did They Make That" - Read & Explore your assigned section to present in class

REFLECT  What are two personal goals you have in the class to get more engaged in DH?

Who Makes Digital History?

READ "Sharon Leon, Returning Women to the History of Digital History" - okay to skim this one. Identify her main argument + subpoints, along with some examples

REFLECT  1) Why is this field so male-dominated? How can we move toward equity in this field?

DO Revise your tagline on LinkedIn & on Twitter to reflect your brand.



OPTIONAL READING Dan Cohen, “Is Google Good for History”

OPTIONAL READING Carl Smith, “Can You Do Serious History on the Web?,” Perspectives on History, February 1998

Week 3: Th 1/24

Topics: Podcasting

Tools: Audacity and Sound Cloud


READ Hannah Hethmon, Your Museum Needs a Podcast: A Step-By-Step Guide to Podcasting on a Budget for Museums, History Organizations, and Cultural Nonprofits (2018)

REFLECT  1) What steps would you follow to make a podcast? 2) What are important things to consider when planning and implementing a podcast?

DO Listen to a podcast, map out the organization of it (List time ranges + the structure of the podcast. E.g. 0:00-1:00 opening soundbite; 1:00-1:30 opening music; 1:30-2:00 Welcome)

DOWNLOAD Download Audacity before class. Bring a laptop and headphones with you to class. Let me know in advance if this will be a problem.

Week 4: Th 1/31

Topics: How to Use the Web & Designing Digital Projects

Tools: HistoryPin, Clio, and Building Inspector

History Pin Screen CApture

History Pin, a website for crowdsourced history

DO Create a Wikipedia account. You might prefer to create something more anonymous than your own name.

Defining the Web and How We Can/Should Use It

WATCH The Machine is Us/ing Us

READ Adrianne Russell, Museums & #BlackLivesMatter

READ Edson, "Dark Matter: The dark matter of the Internet is open, social, peer-to-peer and read/write—and it’s the future of museums"

READ Ford, "Why Wasn’t I Consulted: The Web as A Customer Service Medium"

REFLECT What is the web and what is our relationship to it? How can we use it as public historians? Are there ethical considerations in how we can or how we should use it?

Planning Digital History Projects

READ Burdick, Drucker, Luenfeld, Presner, Schnapp. Short Guide to the Digital_Humanities Fundamentals p. 122-135 of Digital_Humanities

READ Kirschenbaum, “Done: Finishing Projects in the Digital Humanities”

LISTEN Appleford, Simon, and Jennifer Guiliano. “Best Practice Principles Of Designing Your First Project.” DevDH.org, 2013.

REFLECT Project Planning: What key factors should we consider when planning a new digital project? What components do these types of projects typically include?

REFLECT Completion: How do we know when a project is done? How do we ENSURE it gets done? Are digital projects ever done?



OPTIONAL READING  Appleford, Simon, and Jennifer Guiliano. “Building Your First Work Plan.” DevDH.org, 2013.

OPTIONAL READING Published Yet Never Done: The Tension Between Projection and Completion in Digital Humanities Research

Podcast Pitch  
Week 5: Th 2/7

Topics: The Crowdsourced Web & Social Media: Collaborative or Exploitative? & Using
Wikipedia / Crowdsourced History part 2

Tools: Wikipedia

Wikipedia screenshot

Crowdsourcing History

READ Elissa Frankle, "More Crowdsourced Scholarship: Citizen History"

READ Trevor Owens, "Crowdsourcing Cultural Heritage: The Objectives Are Upside Down" 

READ Trevor Owens, "The Crowd and the Library"

READ Trevor Owens, "Human Computation and Wisdom of Crowds in Cultural Heritage"

READ Trevor Owens, "Software as Scaffolding and Motivation and Meaning: The How and Why of Crowdsourcing"

READ Trevor Owens, "The Key Questions of Cultural Heritage Crowdsourcing Projects"

REFLECT What is crowdsourcing and how does it fit into our goals as public historians? What factors should we consider when implementing a crowdsourcing project?


READ Michelle Moravec, "The Endless Night of Wikipedia’s Notable Woman Problem"

READ Wikipedia: Five Pillars

READ Wikipedia: About

READ Wikipedia: Simplified Rules

READ Wikipedia is an Encyclopedia

REFLECT What are the principles/rules key to Wikipedia? Is Wikipedia good history? How can we use it in a responsible way? Should we, as historians, contribute to Wikipedia? Only 1 long or 2 short comments required per reading this week



OPTIONAL READING The Historian's Craft, Popular Memory, and Wikipedia by Robert S. Wolff 

OPTIONAL READING Tim Causer and Valerie Wallace, "Building A Volunteer Community: Results and Findings from Transcribe Bentham"

OPTIONAL READING Creating Meaning in a Sea of Information: The Women and Social Movements Sites by Kathryn Kish Sklar and Thomas Dublin

OPTIONAL READING Roy Rosenzweig, "Can History be Open Source? Wikipedia and the Future of the Past."

OPTIONAL READING Wikipedia and Women’s History: A Classroom Experience by Martha Saxton

Digital Review 1 
Week 6: Th 2/14

Topics: Digital Archives

Tools: Omeka

Defining Archives & Digital Archives

READ Trevor Owens, "What Do you Mean by Archive? Genres of Usage for Digital Preservers"

READ Trevor Owens, "Digital Sources & Digital Archives: The Evidentiary Basis of Digital History"

READ Kate Theimer, "Archives in Context and As Context"

READ Archives@PAMA, “Why don’t archivists digitize everything?” Archives@PAMA Blog, May 31, 2017

READ Sheila Brennan, “Getting to the Stuff: Digital Cultural Heritage Collections, Absence, and Memory,” 

REFLECT What is an archive vs. a digital archive? How are digital sources different from print sources? What factors do we need to consider in developing digital archives? How do we contextualize digital sources and digitized sources? How do we decide what to digitize?

Preserving Marginalized Voices via Digital Archives

READ Jarrett M. Drake, "Expanding #ArchivesForBlackLives to Traditional Archival Repositories"

READ Bergis Jules, "Preserving Social Media Records of Activism"

READ Mel Hogan, “Dykes on Mykes: Podcasting and the Activist Archive” Topia: Canadian Journal of Cultural Studies 20 (Fall 2008): 199-215

REFLECT How do we integrate and protect marginalized voices in the archive? How do we tackle born digital materials? Can we / should we preserve social media in archival spaces?

HYPOTHESIS & TWITTER Week 6 -- Only one long or two short comments per article are required.


OPTIONAL: WATCH Danielle Robichaud & Sara Allain, “No, we can’t just script it.”

OPTIONAL READING Phillips, "Close Reading, Distant Reading: Should Archival Appraisal Adjust?"

OPTIONAL READING Kate Theimer, "A Distinction Worth Exploring: “Archives” and “Digital Historical Representations”"

Podcast + Podcast Docs 
Week 7: Th 2/21

Topics: Data & Metadata

Tools: Scalar


Data & Historical Research

READ Trevor Owens, Defining Data for Humanists: Text, Artifact, Information or Evidence? 

READ Frederick W. Gibbs and Trevor J. Owens, "The Hermeneutics of Data and Historical Writing: (2012 revision)

READ Seth Denbo, "Data Storytelling and Historical Knowledge"

READ Michael J Kramer, "Digital History as Data Transliteration" (response to Seth Denbo)

REFLECT How can concepts of data be useful in historical work? How can data help us tell stories and craft historical narratives? What other uses might data have?

Metadata and Collections

READ Jessica Serrao, "The Value of Metadata in Digital Collections Projects"

READ Dublin Core Userguide - Section 1 (Introduction) and Section 4 (The Elements) only.

READ Madrigal: How Netflix Reverse Engineered Hollywood

REFLECT What is metadata? Why is it important? What factors should we consider as we conceptualize and create digital projects?



Digital Review 2 Due Friday 

Digital Review 1 - REVISION  Due Friday

Week 8: Th 2/28

WIECK Gone; Amanda Hill (Communication Studies) as Guest Instructor


Topics: Digital Storytelling


WATCH  Historical Storytelling Through Technology

EXPLORE  San Francisco Chronicle, A Changing Mission

EXPLORE  Shelf Life Stories

READ  Scot T. Refsland, Marc Tuters, and Jim Cooley, "Geo-Storytelling: A Living Archive of Spatial Culture" (pdf on canvas)

READ  Alberto S. Galindo, "Mobile Media After 9/11: The September 11 Memorial & Museum App" (pdf on canvas)

TWITTER x2 Week 8. No Hypothesis this week but please do two sets of tweets.

Week 9: Th 3/7

Topics: Using Visualization Tools - Maps & Timelines

Tools: StoryMap JS & TimelineJS

READ Richard White, “What Is Spatial History?,” Spatial History Lab (2010)

READ Stephen Robertson, "Putting Harlem on the Map" 

READ Christian Rudder, “The United States of Reddit: How Social Media Is Redrawing Our Borders.” Slate, (2014)

READ Andrew Wiseman, "When Maps Lie," CityLab

READ Anne Knowles, “A Cutting-Edge Second Look at the Battle of Gettysburg.” Smithsonian Magazine, (2013)

REFLECT What is spatial history? How do spatial and digital history overlap? In what ways can we visualize space, time, and space + time? What things do we need to be careful of in visualizing space & time?


History Tool Test 1 - Clio, HistoryPin, or Wikipedia 
Week 10: Th 3/14


Week 11: Th 3/21

Topics: Digital analysis: Distant reading, text analysis, visualization

Tools: Voyant & MALLET

Production of Space and Visualization

READ Cameron Blevins, Space, Nation, and the Triumph of Region: A View of the World from Houston 

READ Cameron Blevins, Mining and Mapping the Production of Space: A View of the World from Houston 

READ Cameron Blevins, "On His JAH Article"

Text Analysis and Visualization

READ Cameron Blevins, Topic Modeling Martha Ballard's Diary

READ Matthew Wilkins, Canons, Close Reading, and the Evolution of Method

READ Ted Underwood, “Where to start with text mining,” The Stone and the Shell, August 14, 2012.

Other Historical Visualizations

READ Visualizations and Historical Arguments by John Theibault

READ Caroline Winterer, Visualizing Benjamin Franklin's Correspondence Network

READ Johnathan Lyons, Dear Sir, Ben Franklin Would Like to Add You to His Network 


History Tool Test 2 - Omeka or Scalar 
Week 12: Th 3/28

Wieck Gone | No Class; Submit Social Media Plan online

Topics:Organizational Digital Strategy: Social Media 

Tools: TBD

READ Hannon, Kerry “Museums, the New Social Media Darlings,” New York Times, October 28, 2016

READ Smith, Jonas Heide, “The Me/Us/Them model...” 

READ Museum Hack: How to Increase Your Museum’s Social Media Reach by 2500%

READ Stein: Blow Up Your Digital Strategy: Changing the Conversation about Museums and Technology

READ Jennifer Hijazi, “Is Instagram killing museum culture or reinventing it?” PBS Newshour. November 17, 2017

READ Allen, et. al: Social Media and Organizational Change

Social Media Plan Use these readings to create a 2-page social media plan for a local organization. Review their social media accounts, and use these recommendations to make [theoretical] recommendations on how they can strengthen their influence & engagement.

History Tool Test 3 - StoryMapJS or Timeline JS

Final Project Abstract 

Week 13: Th 4/4

Topics: Integrating DH into Public History - how does it fit?

Tools: TBD

READ Julia Flanders, Time, Labor, and “Alternate Careers” in Digital Humanities Knowledge Work

READ Sheila Brennan, Public, First

READ Writing Chicana/o History with the Seattle Civil Rights and Labor History Project by Oscar Rosales Castañeda

READ Trofanenko, Brenda. “Playing into the Past: Reconsidering the Educational Promise of Public History Exhibits.” In Pastplay: Teaching and Learning History with Technology, edited by Kevin Kee. Ann Arbor: University of Michigan Press, 2014.

Public History, Digital Technology & The Digital Divide

READ Hurley, Andrew. “Chasing the Frontiers of Digital Technology: Public History Meets the Digital Divide” The Public Historian 38, no. 1 (February 2016): 69-88.

READ Kelland, Lara. “Digital Community Engagement Across the Divides.” History@Work, April 20, 2016

READ Leon, Sharon. “Access For All.” History@Work, March 2, 2016

READ Young, Kerri. “Audience Analysis and the Role of the Digital in Community Engagement.” History@Work, March 22, 2016

READ Hochfelder, David. “Meeting our audiences where they are in the digital age.” History@Work, March 30, 2016

READ Boyer, Deborah. “Finding the intersection of technology and public history.” History@Work, April 13, 2016


 Digital Review 3
Week 14: Th 4/11

Topics:  Ethical Leadership and Communication with Stakeholders; Digital Project Workshop

Guest Speaker: Stephanie Ward

Tools: TBD

Copyright & Fair Use: SKIM

LOOK AT “Creative Commons.”

READ OCLC Research. “Well-Intentioned Practice for Putting Digitized Collections of Unpublished Material,” n.d.

SKIM Peter B. Hirtle, Emily Hudson, and Andrew T. Kenyon. Copyright and Cultural Institutions: Guidelines for Digitization for U.S. Libraries, Archives, and Museums. Ithaca, New York: Cornell University Library, 2009.

BRING TO CLASS Bring written scenarios of a scenario you've experienced that involves your outside partners that didn't result in a mutually beneficial outcome for all parties, and one that did result in a mutually beneficial outcome.

BRING TO CLASS Copy of your Final Project Draft #1 to workshop as a group.

Final Project Draft 1 
Week 15: Th 4/18

Easter Break - No Class

Week 16: Th 4/25

Topics: DH Inclusiveness: Race, Gender, and Disability


READ George H. Williams, Disability, Universal Design, and the Digital Humanities

READ Miriam Posner, What’s Next: The Radical, Unrealized Potential of Digital Humanities

READ Kim Gallon, Making a Case for the Black Digital Humanities

READ Tara McPherson, Why Are the Digital Humanities So White? or Thinking the Histories of Race and Computation

READ Amy E. Earhart, Toniesha L. Taylor, Pedagogies of Race: Digital Humanities in the Age of Ferguson

READ Elizabeth Losh, Jacqueline Wernimont, Laura Wexler, Hong-An Wu, Putting the Human Back into the Digital Humanities: Feminism, Generosity, and Mess


Final Project Draft 2 
Week 17: Th 5/2   Final Project Due by 5PM



Component (click on labels for assignment overviews) Points per assignment Number of Assignments Total
Hypothes.is + Twitter Each week you'll post at least two substantive comments per reading using Hypothes.is (approx 75 words minimum). You may also reply to classmates and highlight using the tool. Make sure you ar.e signed into the HS7301 Hypothes.is group (these highlights are private to our group) After you've the readings, tweet about your favorite (at least 5 nested links, sharing author and link to article) - should include both summary and commentary. These should all be complete by 6PM on Thursday nights. 10 points per week 10 12 120
Digital Reviews Using the JAH model for reviewing scholarship, review three sites over the course of the semester. Revisions required. 25 3 75
Podcast Complete a 30-minute podcast with a group + Tool Reflection 50 1 50
History Tool Tests Complete small projects practicing using tools learned in class (3 available) + each will include a short reflection on using this tool 25 3 75
Final Project & Drafts Plan and Implement a digital project over the course of the semester. 180 1 180
Other IThere may be additional opportunities to earn extra points.
Attendance Penalty Attendance and participation in this course are key. If a student misses more than two classes, there will be a -10pt penalty/missed class (beyond the first two classes missed). Missing even two classes may impact your engagement in this class.

Grading Scale

Letter Grades are comprised of points earned.
Grade Points
A 471
A- 446
B+ 431
B 416
B- 396
C+ 376
C 346
D 300
F 299 or less

The course will adhere to St. Mary's University grading scale: Undergraduate Grading Policies & Graduate Grading Policies

Class Policies


Courtesy & Attendance
My goal is for us to create a constructive learning environment where everyone feels comfortable sharing ideas and participating regularly. Therefore, I expect you to come on time and stay for the entire class period, listen attentively while others are speaking, and respect opinions other than your own. Chronic tardiness or absences will result in the lowering of your grade. This course adheres to St. Mary's University Attendance Policy - Students may receive a zero for any work missed due to an unexcused absence, and may be dropped for missing an equivalent of two weeks of classes.

Laptops and Mobile Devices
Please feel free to use any device that makes your participation in class discussions easier. It is expected that students of this class will use technology during class to take notes, experiment/work (during appropriate class times), refer to digital readings, show examples, etc. It is also expected that these technologies will not be used during class for purposes outside the scope of the class, including instant messaging (including with classmates), e-mail, social media (outside of the use as examples to particular arguments), etc. Please do not leave your cell phones on audible ring, and barring emergencies, do not take or make phone calls during class. The right to use such technologies in the classroom may be revoked at any time by the professor. Additionally, tech-free or screens-down classes will be employed throughout the semester during which time no technology may be used in the class. Headphones are prohibited from this classroom unless a student requires them for accomodations.

Respect in Class and Online
Because you will be given many opportunities to interact in person and online, please respect each other. No bullying or disrespect will be tolerated. If you are experiencing any problems, please let the instructor know, and we can work together to resolve any issues. Classroom discussion is meant to allow us to hear a variety of viewpoints. This can only happen if we respect each other and our differences.

Child Care
Parenting should not restrict your access to class. If there is an emergency that causes an immediate change to your child care plans for that day, you are invited to bring your child to class. Please be prepared to step out with your child if needed.

Social Media
On all social media accounts used in this course (blogs, Twitter), students are expected to uphold professional standards that meet university and professional codes of conduct.

Assignments / Grading

Due Dates
Late work will not be accepted. Assignments submitted late will automatically receive no credit/zero points. Exceptions to this policy may occur in very rare cases (e.g. personal emergency or severe medical situations). These cases must be documented to my satisfaction and you must contact me before the due date.

THREE Late Passes
With that said, I know things can get stressful during the semester, and to help you do your best work, I offer two late passes. Each student will get 1 week/pass that they can "spend" with each of these two passes. You can not use these on your final project deadline. To use this, email me before the assignment is due, letting me know you are using it.

Honor Code
I take the university Honor Code very seriously, and I expect the same from you. Please make sure you are familiar with the guidelines regarding academic honesty, plagiarism, cheating, etc. The graded work you do in this class must be your own. In the case where you collaborate with other students make sure to fairly attribute their contribution to your project. Be sure to cite your sources to avoid issues of plagiarism and dishonesty. See me immediately if you have questions or doubts about what constitutes academic dishonesty, especially plagiarism. If an assignment is plagiarized in part or in full, the student receives a failing grade on that assignment and the incident will be reported to the Dean of the School of Humanities and Social Sciences.

Study Days and Exam Days Policy
There will be two study days (November 28 and November 29) during which students prepare for final exams. No classes should be scheduled on study day; optional review sessions can be held. Final exams will be held on November 29 for Thursday night classes, November 30 through December 5th. The final exam schedule can be found under Related Links (last item on the list).

Controversial Content
During this course you may encounter a range of topics to which you may experience strong reactions. It is important to keep an open mind and be respectful of others, as this will help to facilitate the discussion about content, audience, and purpose. If you feel uncomfortable with certain materials (such as references to violence or sex) or inappropriate language, please let me know and we can make accommodations or discuss other learning opportunities.


If you have any questions or concerns throughout the semester, please see or call me immediately. I am here to help you learn, but it is your responsibility to address any issues you have concerning course content, assignments, and classroom dynamics. Do not risk your grade; if you are having problems, please come and talk me before it is too late.

Syllabus Modifications
This syllabus will serve as our guide throughout the semester, but may change, particularly as we identity digital skills we would like to pursue throughout the semester. I will alert you to any major changes made.

University Policies
St. Mary’s University is committed to providing a safe, equitable, and fair environment where students can pursue academic excellence. Policies and procedures have been developed to foster and sustain such an environment and apply to all courses offered at the
university. Students need to be aware of these policies and procedures, which can be found in Gateway, and within the “University Policies” tab of your course assigned Canvas page. Please become familiar with these important policies and procedures, which include:
  • Nondiscrimination, Sexual and Other Forms of Harassment
  • Students with Disability
  • Human Subjects Research.
  • Acknowledgments and license
    This syllabus borrows ideas/readings/wording from other history classes, including those taught by Rebecca S. Wingo, Leisl Carr Childers, Jason Heppler, Trevor Owens, Kristen Baldwin Deathridge, Sean Kheraj, Jason Heppler, Michael J. Kramer, Jim Ambuske, Loren Moulds, and Amanda Hill.
    This syllabus and all assignments are copyrighted © 2019 Lindsey Wieck and licensed CC-Non-Commercial BY 4.0. You are free to use or modify this syllabus for any non-commercial purpose, provided that you attribute it to the author, preferably at the course website listed above.


    Digital History Tools

    Carto - Mapping Big Data, Animating Time

    StoryMap JS - Mapping and Storytelling; integrating primary sources into maps

    Timeline JS

    Great Examples of Digital History Projects

    Stanford Spatial History Project

    Slate - 5 Great DH projects from 2015

    Cameron Blevins, Geography of the Post

    Making Maps / Doing Digital History

    The Programming Historian

    Workshops and other Resources by Lincoln Mullen

    Rice Digital History Resource Guides