About


This class is a unique one: a history class that meets the IT requirements for the Mason Core. It’s not like any class you’ve taken before, mostly likely. In it, you’ll be stretched and you may be confused at times, but by the end you’ll come out with knowledge and skills you didn’t expect.

What is this class going to be like?

This is an in-person section, which means you need to plan to attend class–with a few caveats that I’ll mention in a moment. You will have quite a bit of out-of-class work so that we can spend our time in class discussing and teasing out ideas and threads that you’ve read about. You’ll be put into groups at the beginning of the semester and will be working with your same group throughout the entire semester (though don’t worry–your grade is not dependent on the others in your group).

Despite the fact that I intend to hold classes during almost every class period on the schedule, it may turn out that we have to move our class online for any number of reasons. If that happens, I will clearly outline the procedures and we will adapt.

If you are diagnosed with covid, or even if you have a communicable disease of some other sort, please DO NOT COME TO CLASS. No participation grade is worth jeopardizing your own health or your colleagues’ health.

What is this class about, anyway?

This class is called “The Digital Past,” and we will be learning about the past and the digital, but mostly not about the past of the digital. Instead, we’re focusing on a particular historical topic—War in the Antebellum United States—and seeing how digital tools and technologies can help us understand this topic and others.

In this class, you will:

  • Create digital history on the Internet.
  • Evaluate how technology shapes and is shaped by our understanding of the past.
  • Analyze how war affected the antebellum United States.

Because it is a Mason Core IT course, this course will also meet the following learning outcomes:

  1. Students will understand the principles of information storage, exchange, security, and privacy and be aware of related ethical issues.
  2. Students will become critical consumers of digital information; they will be capable of selecting and evaluating appropriate, relevant, and trustworthy sources of information.
  3. Students can use appropriate information and computing technologies to organize and analyze information and use it to guide decision-making.
  4. Students will be able to choose and apply appropriate algorithmic methods to solve a problem.

What materials do I need for this class?

There is no textbook for this class; all readings will be online. That said, you do need a few things.

  • A personal website, set up through Reclaim Hosting, that includes WordPress (we’ll set this up during the first week of class); this will cost $45 for a calendar year
  • A Gmail account. You’ll need this so we can do some collaborative work in Google Docs and Sheets. If you don’t already have a Gmail account, you can make one that’s solely for the purposes of this class and delete it afterward.
  • A computer or computing device like a tablet that has an Internet connection. If you don’t have this, talk to me very very early in the semester.
  • A way to create video or audio content (a phone, a computer, a tablet) that you can post for discussion

Credits

In this mid-covid world, I have clung to many many many people’s superior wisdom about teaching technology, teaching online, and teaching with compassion. In particular, my teaching philosophy and practice is informed by scholars such as Ryan Cordell, Cate Denial, Joshua Eyler, Kathleen Fitzpatrick, Kevin Gannon, and Mills Kelly; many others have offered sage advice on Twitter (including some that I should undoubtedly call out by name but I’ve forgotten them; if that’s you, I’m sorry and I do appreciate you). Thanks to Lindsay Passenger Wieck for being a constant sounding board for my more outlandish ideas; this course is better because of you. Thanks also the HIST390 instructors from this and past semesters, especially Katja Hering and Nate Sleeter. I’ve adapted the grading system in this course from Ryan Cordell.

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