HS 7310A: Public History in the Digital Age - Spring 2020

St. Mary's University logo

Course Information

Instructor Information

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

Office Hours
Tuesday 11AM-1PM; Wednesdays 5:15-6:15PM or schedule an appointment.

Office Location
Chaminade Tower 500 - Department of History

Office Phone

Course Details

Class Time & Location
6:30-9:15PM Mon AND Weds, Garni Science Hall 107

Class Dates
Jan 09, 2020 - Feb 27, 2020

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 on 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use technologies including blogs and social media, online publishing platforms, and mapping tools to create and share historical content with public audiences.

Professional interaction and networking involves respect, open dialogue, and timely responses. In this course, all students will aim to prioritize these skills.

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 project with a community partner to be made accessible to the public.
Skills you'll practice in this course:
  • Show respect, engage in open dialogue, and provide timely responses to community partners, instructors, and colleagues.
  • 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

Class 1: M 1/13

Topics: Defining Digital History & Becoming Digital Public Historians

OHP: Project intro, needs assessment & scoping

Tools: Hypothesis

'Brand' on a laptop

Defining Digital History

READ Amanda Visconti, "A Digital Humanities What, Why, & How" (39 mins)

READ Rebecca Onion, "Snapshots of History" (12 mins)

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?

**Note: I've included these reflection questions to help you prepare for classes. You might jot some notes for yourself to prepare, but you'll not need to submit anything to me.**

Branding and Becoming a Digital Public Historian

READ Dan Cohen, "Professors Start Your Blogs" (9 mins)

READ Prof Hacker, "Creating Your Web Presence: A Primer for Academics" (8 mins) Note: this is a bit dated

READ Jeff Bullas, "The 10 Pillars to Creating a Personal Brand in a Digital World" (8 mins)

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)



  1. Dan Cohen & Roy Rosenzweig, Digital History
  2. Douglas Seefeldt and William G. Thomas, "What is Digital History?"


DO Hypothesis Setup: Getting Started | Tips for Students | Annotating in a Group

DO Hypothesis Tutorial

HYPOTHESIS: Post at least 10 substantive comments with Hypothesis (40 words min.) on these assigned readings, spread throughout the readings. Be sure to post into the HS7310 Hypothes.is group. Due by 6PM before Mon class.

Class 2: W 1/15

Topics: Defining Digital History & Evaluating Digital History; Evaluation Rubric & DH Review Guidelines (JAH)

OHP: Needs assessment, scoping, & review existing dataset

Tools: Wordpress

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 to read (50 mins)

READ Tom Scheinfeldt, "Where’s the Beef? Does Digital Humanities Have to Answer Questions?" (4 mins)

READ "Creative and Critical Precepts for Digital Humanities Projects" - Click on the four sub-categories in the left column: 1) Access, 2) Material Conditions, 3) Method, and 4) Ontologies and Epistemologies (8 mins)

READ Lisa Spiro, "'This is Why We Fight': Defining the Values of the Digital Humanities" (35 mins)

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?

Who Makes Digital History?

READ Sharon Leon, "Complicating a “Great Man” Narrative of Digital History in the United States" (38 mins)

REFLECT  1) Why is this field so male-dominated? 2) How can we move toward equity in this field?

Getting Acquainted with DH

READ Miriam Posner, "How Did They Make That" -- Skim: the goal is to understand broadly how DH projects are made.

DH Project "All the World’s Immigration Visualized in 1 Map"

DH Project "Here’s Everyone Who’s Immigrated to the U.S. Since 1820"

DH Project Andrew Kahn and Jamelle Bouie, "The Atlantic Slave Trade in Two Minutes"

REFLECT  1.) What are two personal goals you have in the class to get more engaged in DH? 2). Analyze these DH maps -- what do they show? what information do they convey in the visualization and the text that accompanies them? what's their purpose?



  1. DH Project "Nuevas Raices / New Roots: Voices from Carolina del Norte!" + Digital Review: from SSRC Project Lens
  2. DH Project "SNCC Digital Gateway"
  3. SSRC, "Digital History Categories and Projects"
  4. Dan Cohen, “Is Google Good for History”
  5. Carl Smith, “Can You Do Serious History on the Web?”
  6. Sherman Dorn, "Is (Digital) History More Than an Argument about the Past?"
  7. Stephen Robertson, “The Differences Between Digital Humanities and Digital History”
  8. Lisa Spiro, "Getting Started in the Digital Humanities" 
  9. The Digital in the Humanities: An Interview with Sharon M. Leon



WATCH WordPress Tutorial

Class 3: M 1/20 NO CLASS

Topics: Podcasting

Tools: Audacity


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). You can reach out to Hannah on twitter with any questions at @hannah_rfh

REFLECT  What steps would you follow to make a podcast? 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. Add a segment of one of your oral histories and practicing editing it.



  1. Abby Mullen, Resources for Podcasting in class
Class 4: W 1/22

Topics: How to Use the Web & Designing Digital Projects

OHP: Discuss existing dataset

Skills: Project Management

History Pin Screen CApture

History Pin, a website for crowdsourced history

Defining the Web and How We Can/Should Use It

WATCH "The Machine is Us/ing Us" (5 mins)

READ Adrianne Russell and Aleia Brown, "Museums & #BlackLivesMatter" (9 mins)

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?

Transformative Possibilities of Digital Humanities

READ Alexis Lothian and Amanda Phillips, "Can Digital Humanities Mean Transformative Critique?" (25 mins)

READ Lorena Gauthereau, "Decolonizing the Digital Humanities" (6 mins)

REFLECT What problems face digital humanists? In what ways do the digital humanities have the potential for overturning colonialism, white supremacy, toxic masculinity, and other problems faced by our society? Should digital humanities be employed to counter these things?

Planning Digital History Projects

READ Trevor Owens, "Where to Start?: On Research Questions in the Digital Humanities" (7 mins)

READ SSRC, "Project Planning" (7 mins)

READ SSRC, "Picking a Platform for a Digital Project"(5 mins - skim)

READ PM4DH, "Defining a Project's Scope (2 mins)

READ "Building Histories of the National Mall: A Guide to Creating a Digital Public History Project" (55 mins) - digital project in link below

DH PROJECT "Histories of the National Mall"

READ Matthew G. Kirschenbaum, “Done: Finishing Projects in the Digital Humanities” (4 mins)

REFLECT What key factors should we consider when planning a new digital project? What components do these types of projects typically include? What can we learn from the National Mall walk-through of their project? How do we know when a project is done? How do we ENSURE it gets done? Are digital projects ever done?

Digital History Projects

DH PROJECT "Monroe Work Today" - commentary on project in link below

READ Katherine Hepworth and Christopher Church, "Racism in the Machine: Visualization Ethics in Digital Humanities Projects" (38 mins)



  1. DH PROJECT "Lynching in America"
  2. DH PROJECT "Torn Apart/Separados"
  3. Jim Casey, "Recipes for Developing Public Digital Projects" - excellent resource; final pages has a list of digital projects
  4. Simon Appleford and Jennifer Guiliano, “Building Your First Work Plan”
  5. Susan Brown, et al., "Published Yet Never Done: The Tension Between Projection and Completion in Digital Humanities Research"
  6. Anne Burdick, Johanna Drucker, Peter Luenfeld, Todd Presner, & Jeffrey Schnapp, "Short Guide to the Digital Humanities Fundamentals"
  7. Simon Appleford and Jennifer Guiliano, “Best Practice Principles Of Designing Your First Project”
  8. "PM4DH: Project Management for the Digital Humanities"
  9. Michael 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"
Analysis of OHP dataset  


Class 5: M 1/27

Topics: Data & Metadata

OHP: Tech evaluation and community engagement plan

Tools: Dublin Core; Zotero

Data & Historical Research

READ Trevor Owens, "Defining Data for Humanists: Text, Artifact, Information or Evidence?" (6 mins)

READ Frederick W. Gibbs and Trevor J. Owens, "The Hermeneutics of Data and Historical Writing" (21 mins)

READ Thomas Padilla, "Engaging Absence" (4 mins)

READ Robert Kosara, "Spreadsheet Thinking vs. Database Thinking" (5 mins)

READ Frederick W. Gibbs, "New Forms of History: Critiquing Data and Its Representations" (14 mins)

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" (6 mins)

READ Alexis C. Madrigal, "How Netflix Reverse Engineered Hollywood" (25 mins)

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

Digital History Projects & Data

DH PROJECT "Renewing Inequality"

DH PROJECT "Mapping Inequality"

READ Jason Heppler, "Renewing Inequality and Mapping Inequality" (PDF on canvas; 10 mins)



  1. Seth Denbo, "Data Storytelling and Historical Knowledge"
  2. Michael J Kramer, "Digital History as Data Transliteration" (response to Seth Denbo)
  3. SSRC, "Thinking about Data"
  4. DH PROJECT "Placing Segregation"
  5. DH PROJECT "Million Dollar Hoods"
  6. DH PROJECT Jacqueline Wernimont, et al, "Performing Archive"

Digital Review 1 


Class 6: W 1/29

Topics: Digital Archives

Tools: Omeka

Defining Archives & Digital Archives

READ Trevor Owens, "What Do you Mean by Archive? Genres of Usage for Digital Preservers" (11 mins)

READ Kate Theimer, "Archives in Context and As Context" (15 mins)

READ Archives@PAMA, “Why don’t archivists digitize everything?” (13 mins)

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

WATCH "Whilst You Archive Me" (3 mins)

READ Magdalena Zaborowska, "Black Matters of Value: Archiving James Baldwin's House as a Virtual Writer's Museum" (PDF on Canvas; 41 mins)

READ Tim Sherratt, "It’s All About the Stuff: Collections, Interfaces, Power, and People" (14 mins)

READ Decolonizing the Archive (Wieck waiting for PDF from ILL)

READ Lorena Gauthereau, "Post-Custodial Archives and Minority Collections" (5 mins)

READ Bergis Jules, "Preserving Social Media Records of Activism" (9 mins)

DH PROJECT O Say Can You See: Washington D.C., Law & Family

DH PROJECT Voces Oral History Project

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?



  1. DH PROJECT Matthew Delmont, "Black Quotidian"
  2. DH PROJECT "Bracero History Archive"
  3. DH PROJECT "Civil Rights in Black and Brown Oral History Project"
  4. DH PROJECT "Plateau Peoples' Web Portal"
  5. DH PROJECT Northeastern University, "Our Marathon: The Boston Bombing Digital Archive"
  6. DH PROJECT "Wearing Gay History"
  7. DH PROJECT "Harlem Education History Project"
  8. DH PROJECT "The September 11 Digital Archive"
  9. DH PROJECT Google Arts & Culture, "Latino Cultures in the US"
  10. Mel Hogan, “Dykes on Mykes: Podcasting and the Activist Archive”
  11. Mitchell Whitelaw, "Generous Interfaces for Digital Cultural Collections"
  12. Lauren F. Klein, "The Image of Absence: Archival Silence, Data Visualization, and James Hemings" (PDF on Canvas)
  13. Trevor Owens, "Digital Sources & Digital Archives: The Evidentiary Basis of Digital History"
  14. Kate Theimer, "A Distinction Worth Exploring: “Archives” and “Digital Historical Representations”"
  15. Sheila Brennan, “Getting to the Stuff: Digital Cultural Heritage Collections, Absence, and Memory,” 
  16. Sofia Becerra-Licha, "Participatory and Post-Custodial Archives as Community Practice"
  17. Achille Mbembe, "Decolonizing Knowledge and the Question of the Archive"
OHP Plan Data Collection & Community Engagement Plan


Class 7: M 2/3

Topics: Using Visualization Tools - Mapping and Spatial Analysis

OHP: Checkin with OHP

Tools: StoryMap JS & TimelineJS

Spatial History & Visualization

READ Richard White, “What Is Spatial History?” (15 mins)

READ Stephen Robertson, "Putting Harlem on the Map" (21 mins)

READ Christian Rudder, “The United States of Reddit: How Social Media Is Redrawing Our Borders.” (11 mins)

READ Erin McElroy, "The Digital Humanities, American Studies, and the Anti-Eviction Mapping Project" (PDF on Canvas; 12 mins)

READ Monica Munoz Martinez, "Mapping Segregated Histories" (PDF on Canvas; 14 mins)

READ Andrew Wiseman, "When Maps Lie" (20 mins)

READ Anne Knowles, “A Cutting-Edge Second Look at the Battle of Gettysburg." (10 mins)

DH PROJECT Lorena Gauthereau, "Are We Good Neighbors"

READ Lorena Gauthereau, “Digital Hispanisms: Using Third World Feminism in DH" (7 mins)

DH PROJECT Google Arts & Culture, "National Museum of Mexican Art Streetview"

DH PROJECT Google Arts & Culture, "Nine Latino Neighborhoods You Can Explore in Street View"

DH PROJECT Google Arts & Culture, "Latino Murals in the US"

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?



  1. DH PROJECT Brian Foo & NYPL Laps, "Navigating the Green Book"
  2. DH PROJECT Joel Zapata, "Chiana/o Activism in the Southern Plains through Time and Space"
  3. DH PROJECT "Mapping Occupation"
  4. DH PROJECT "Photogrammar"
  5. DH PROJECT "Pleiades"
  6. Jo Guldi, "What is the Spatial Turn?" - explore what the spatial turn means in different academic disciplines
  7. SSRC, "Mapping and Spatial Analysis"
  8. Jefferson Bailey, "Speak to the Eyes: The History and Practice of Information Visualization"
Progress Update 


Class 8: W 2/5

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

Tools: Voyant

Text Analysis and Visualization

READ Cameron Blevins, "Topic Modeling Martha Ballard's Diary" (7 mins)

READ Matthew Wilkins, "Canons, Close Reading, and the Evolution of Method" (18 mins)

READ Dan Cohen, "Searching for the Victorians" (13 mins)

DO Use this tutorial to experiment with the text analysis tool Voyant: SSRC, "Voyant Tutorial"

Other Historical Visualizations

READ S. Graham, et al, "Principles of Information Visualization" (42 mins)

READ John Theibault, "Visualizations and Historical Arguments" (23 mins)

READ Cameron Blevins, "Mining and Mapping the Production of Space: A View of the World from Houston"  (16 mins)

READ Caroline Winterer, "Visualizing Benjamin Franklin's Correspondence Network" (6 mins)

READ Johnathan Lyons, "Dear Sir, Ben Franklin Would Like to Add You to His Network"  (9 mins)

DH PROJECT "Musical Passage"

DH PROJECT Cameron Blevins and Jason Heppler, "Geography of the Post: U.S. Post Offices in the Nineteenth-Century West"


Further Resources

  1. Cameron Blevins, "Space, Nation, and the Triumph of Region: A View of the World from Houston" 
  2. Ted Underwood, “Where to start with text mining"
  3. Megan R. Brett, "Topic Modeling: A Basic Introduction"
  4. SSRC, "Basic Visualizations"
  5. Allen Beye Riddell, "How to Read 22,198 Journal Articles: Studying the History of German Studies with Topic Models"
  6. SSRC, "Introduction to Textual Analysis"
  7. DH PROJECT "Borderlands Archives Cartography"
  8. DH PROJECT Frances Willard House Museum, "Truth-Telling: Frances Willard and Ida B. Wells"
  9. DH PROJECT Micki Kaufman, "'Everything on Paper Will be Used Against Me': Quantifying Kissinger"


Class 9: M 2/10

Topics: Organizational Digital Strategy: Social Media 

OHP: Project Pitches

Tools: Instagram

Social Media in Cultural Institutions

READ Kerry Hannon, “Museums, the New Social Media Darlings,” (6 mins)

READ Jonas Heide Smith, “The Me/Us/Them model...” (23 mins)

READ Robert Stein, "Blow Up Your Digital Strategy: Changing the Conversation about Museums and Technology" (17 mins)

READ Jennifer Hijazi, “Is Instagram killing museum culture or reinventing it?” (5 mins)

READ Dana Allen-Greil, et al, "Social Media and Organizational Change" (35 mins)

DO Examine a local organization. Review their social media accounts, and use these recommendations to make [theoretical] recommendations on how they can strengthen their influence & engagement in a 1-page report.

Using Social Media Data in DH Projects

DH PROJECT "Every Three Minutes"

READ Caleb McDaniel "Slave Sales on Twitter" (8 mins)


READ Jordan Buysse, Alicia Caticha, Alyssa Collins, Justin Greenlee, Sarah McEleney, Joseph Thompson, "DASH Amerikan: Keeping Up with the Social Media Ecologies of the Kardashians" (PDF on Canvas) (5 mins)

Technology, Cultural Preservation, and Controversy

READ Laura Sydell, "3D Scans Help Preserve History, But Who Should Own Them?" (5 mins)

READ Joy Buolamwini, "Algorithms aren't racist. Your skin is just too dark." (6 mins)

Further Resources

  1. DH PROJECT "Ecos del Desierto"
  2. DH PROJECT "Embattled Borderlands"
  3. DH PROJECT "Celebrating Selena: Fotos y Recuerdos"
  4. DH PROJECT Googles Arts & Culture, "Joteria"
Project Pitch to OHP


Class 10: W 2/12

Topics: The Crowdsourced Web

OHP: Address revisions based on OHP feedback

Tools: Wikipedia

Wikipedia screenshot

Crowdsourcing History

READ Elissa Frankle, "More Crowdsourced Scholarship: Citizen History" (6 mins)

READ Trevor Owens, "Crowdsourcing Cultural Heritage: The Objectives Are Upside Down"  (9 mins)

READ Trevor Owens, "The Crowd and the Library" (7 mins)

READ Trevor Owens, "Human Computation and Wisdom of Crowds in Cultural Heritage" (9 mins)

READ Trevor Owens, "Software as Scaffolding and Motivation and Meaning: The How and Why of Crowdsourcing" (7 mins)

READ Trevor Owens, "The Key Questions of Cultural Heritage Crowdsourcing Projects" (4 mins)


DH PROJECT NYPL Labs, "Building Inspector"

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" (15 mins)

READ "Wikipedia: Five Pillars" (2 mins)

READ Stephen Harrison, "The Notability Blues" (7 mins)

READ Krista McCracken, "Doing the work: Editing Wikipedia as an act of reconciliation" (19 mins)

READ "We’re all connected now, so why is the internet so white and western?"" (5 mins)

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?


Further Resources

  1. DH PROJECT NYPL Labs, "Emigrant City"
  2. Robert S. Wolff, "The Historian's Craft, Popular Memory, and Wikipedia"
  3. Tim Causer and Valerie Wallace, "Building A Volunteer Community: Results and Findings from Transcribe Bentham"
  4. Kathryn Kish Sklar and Thomas Dublin, "Creating Meaning in a Sea of Information: The Women and Social Movements Sites"
  5. Roy Rosenzweig, "Can History be Open Source? Wikipedia and the Future of the Past"
  6. Wikipedia is an Encyclopedia
  7. SSRC, "Resource Sheet: Crowdsourcing Tools
Project revisions - Address revisions suggested by OHP


Class 11: M 2/17

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

OHP: Check in with OHP

READ Sheila Brennan, "Public, First" (9 mins)

DH PROJECT Ford's Theatre, "Remembering Lincoln"

DH PROJECT Ford's Theatre, "Lincoln's Assassination"

READ Ford's Theatre, "Storytelling, the Web, and the Ford's Theatre Historic Site

READ Julia Flanders, "Time, Labor, and “Alternate Careers” in Digital Humanities Knowledge Work" (40 mins)

Public History, Digital Technology & The Digital Divide

READ Andrew Hurley, “Chasing the Frontiers of Digital Technology: Public History Meets the Digital Divide” (PDF on canvas; 35 mins)

READ Lara Kelland, “Digital Community Engagement Across the Divides” (6 mins)

READ Sharon Leon, “Access For All” (6 mins)

READ Kerri Young, “Audience Analysis and the Role of the Digital in Community Engagement” (5 mins)

READ Deborah Boyer, “Finding the intersection of technology and public history” (6 mins)


Further Resources

  1. DH PROJECT Roy Rosenzweig Center for History and New Media, "Making the History of 1989: The Fall of Communism in Eastern Europe"

 Digital Review 2


Class 12: W 2/19

Topics: DH Inclusiveness: Race, Gender, and Disability

READ George H. Williams, Disability, Universal Design, and the Digital Humanities (22 mins)

READ Aimi Hamraie, "Mapping Access: Digital Humanities, Disability Justice, and Sociospatial Practice" (PDF on Canvas; 49 mins)

READ Miriam Posner, What’s Next: The Radical, Unrealized Potential of Digital Humanities (19 mins)

READ Amy E. Earhart and Toniesha L. Taylor, "Pedagogies of Race: Digital Humanities in the Age of Ferguson" (25 mins)

DH PROJECT Linda Garcia Merchant, "Chicana Diasporic: The Chicana Caucus of the NWPC"

READ Linda Garcia Merchant, "Chicana Feminism Virtually Remixed" (PDF on Canvas; 4 mins))

DH PROJECT H.N. Lukes and David J. Kim, "The Grit and Glamour of Queer LA Subculture"

READ H. N. Lukes and David J. Kim, "Becoming Digital, Becoming Queer" (PDF on Canvas; 6 mins)


Further Resources

  1. Elizabeth Losh, Jacqueline Wernimont, Laura Wexler, Hong-An Wu, Putting the Human Back into the Digital Humanities: Feminism, Generosity, and Mess
  2. Kim Gallon, Making a Case for the Black Digital Humanities
  3. Tara McPherson, Why Are the Digital Humanities So White? or Thinking the Histories of Race and Computation
  4. María Cotera, "Nuestra Autohistoria: Toward a Chicana Digital Praxis" (PDF on Canvas)
Project Draft 1 


Class 13: M 2/24

Topics: Workshop Project Components; Practice Presentations

  Project Draft 2
Class 14: W 2/26

Topics: Final Presentations to OHP

  Final Presentation

Final Project Due



Component (click on labels for assignment overviews) Points per assignment Number of Assignments Total
Hypothes.is For each class, you'll post at least ten substantive comments using Hypothes.is (at least 40 words minimum), and these should be spread throughout the readings. These can include replies to classmates. Make sure you are signed into the HS7310 Hypothes.is group (these comments are private to our group), and any highlights you make without comments will remain private to you. These should all be complete by 6PM for each class session.

**can complete additional weeks for extra credit**

25 10 250
Digital Reviews Using the JAH model for reviewing scholarship, review two sites over the course of the semester. Revisions required. 75 2 150
Podcast Complete a 30-minute podcast with a group + Reflection 100 1 100
Final Project & Drafts Plan and implement a digital project in consultation of the OHP over the course of the semester. 500 1 500
Other There 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 -20pt penalty/missed class (beyond the first two classes missed). Missing even two classes may impact your engagement in this class.
TOTAL 1000


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

Grading Scale

Grade Points
A 925
A- 875
B+ 850
B 800
B- 775
C+ 750
C 725
C- 700
D 600
F less than 600


San Antonio History Resources

Hispanic San Antonio: Three Hundred Years: A Bibliography (StMU)

San Antonio History Matrix (UTSA)

Digital History Tools

Carto - Mapping Big Data, Animating Time

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

Timeline JS

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
Because this is a public/digital history class, please feel free to bring laptops and other devices to work on projects, take and consult notes, and to refer to any digital readings. However, if I feel laptops and tablets are becoming a distraction, you will be asked to put them away. I reserve the right to ban laptops and tablets if they become a problem.

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.

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.

Disability Statement
NOTE: In accordance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act Amendment Act, Student Accessibility Services is the designated office responsible for coordinating all accommodations and services for students with disabilities at St. Mary’s University.
St. Mary’s University supports equal access of qualifying individuals with documented disabilities to all educational opportunities, programs, services and activities. If you have a documented disability, or a condition which may impact your performance and want to request disability-related accommodations, you must first register with the Office of Student Accessibility Services, located in the Student Counseling Center (in the Center for Life Directions Building) in room 139. Please stop by the Student Accessibility Services Office, call 210-431-5080 or email stmudsts@stmarytx.edu to set up an appointment to meet with the Student Accessibility Services staff.

Assignments / Grading

Due Dates
Hypothesis assignments do not allow for late work to be submitted. These MUST be done before you come to class, in preparation for class discussions.

Final Project components must be complete by the dates listed. Because the OHP has generously agreed to work with us, it's important that we respect their time.

Digital reviews, podcasts, and project components that are submitted late may not receive detailed written feedback -- this prevents you the opportunity to learn and grow and possibly to have the opportunity to revise your work. The deadline for all work is February 27.

If you are struggling to keep up, I encourage you to reach out to talk via email or by stopping by office. Graduate school can be a big transition, and it's easy to fall behind. Please reach out before this builds up so much that it will be hard to catch up.

In extraordinary circumstances (e.g. personal emergency or medical situations), please email me if you'll be missing class or missed another assignment, but you must contact me before the due date.

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.


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.
  • Study Days and Exam Days Policy
    In this class, final projects and presentations will be due on February 26.
    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 © 2020 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.