HIS259 Course Syllabus

During the Spring 2018 semester, the Southern Connecticut State University History Department ran, for the first time, a new course HIS259: Digital New Haven, the beginning of what we hope will be a significant departmental and university initiative bringing together students, faculty, administration, local and regional organization, archives, libraries, public schools, and research institutions. Digital New Haven's City of Elms blog and soon-to-be website will provide students the opportunity to learn digital research, writing, and pedagogy along with the technical skills and informed by the intellectual promise and challenges of the digital humanities to enrich our understanding of New Haven history for our city, community, and beyond. Below is the first iteration of the course syllabus for HIS259.

HIS259: Digital New Haven

Spring 2018

Dr. Jason W. Smith                             Office: EN C211C

smith.jason@southernct.edu               Office Hours: MWF 9-11am, or by appt.

Above: “West Rock, New Haven,” by the artist George Henry Durrie

PURPOSE AND OBJECTIVES:

Digital History is a relatively new field that uses digital tools—specifically, the internet—to approach questions of historical change in new ways and to foster new relationships between the past and the people who study it both academically and, more importantly, among a broader public. This course focuses on the history of the City of New Haven from the Quinnipiac Indians through English settlement and industrialization to the present. Each semester, you will be assigned a central theme such as the history of a particular neighborhood—Westville or Fair Haven, for example—or women, African-Americans, Italians, nature, commerce, or a specific chronological time period with the goal of cumulatively contributing primary and secondary source research first to a course blog and, ultimately, to an interactive website that will include short historical essays, rich, high-resolution digital images, maps, oral histories, and K-12 lesson plans. The website will contribute to the community’s sense of its shared past, the ways the history of the greater New Haven region can be taught in Connecticut schools and universities, and broader questions of social justice that define the mission of Southern Connecticut State University. The result will be a layered presentation of New Haven historical figure, or the city’s, political, commercial, social, cultural, and natural sites accomplished through enduring and new partnerships between Southern’s History Department and the City of New Haven, the Ethnic Heritage Center, the New Haven Museum, the NAACP, the Knights of Columbus, and various other historical, community, and cultural organizations. The objectives of this course are threefold: to teach you the local history of New Haven; to teach you about ways that the digital humanities have and can change the way we encounter the past as well as how digital tools have influenced the larger discipline of history; and, finally, to teach you the technical skills to do work in the digital humanities. Throughout the semester, we will hone your critical and analytical thinking skills, your oral and written communication skills, and your facility with digital tools and technology to better prepare you for the ways history can be used and consumed in our modern, high-tech, and fast-paced world. All the while, you will learn how to become a historian by using archival evidence to make arguments about the past.

TEXTS:

Douglas W. Rae. City: Urbanism and Its End. New Haven: Yale University Press, 2003

Colin M. Caplan. Westville: Tales from a Connecticut Hamlet. Charleston: The History Press,

2009.

GRADES:

Class Participation                                                      150 Points

Journals                                                                       100 Points

Quizzes                                                                       30 Points

Response Paper                                                           50 Points

Project Prospectus                                                      20 Points

Primary Source Presentation                                      50 Points

Project Rough Draft                                                    50 Points

Project Final Paper                                                     100 Points

Class Presentation                                                       50 Points              =600 Total Points

DESCRIPTIONS OF ASSIGNMENTS AND EVALUATIONS

Class Participation

Class participation is worth more points cumulatively than any other component of your grade. I value it highly. You will be assessed on the quality and consistency of your participation in class discussion, in discussing the week’s readings, and in answering questions posed during lecture. Each week’s participation is worth 10 Points or 5 points per class meeting. 5 points x 30 class meetings = 150 points

Journals

Over the course of the semester, you will submit ten journals to me electronically via Blackboard Learn 9. Journals will must be submitted no later than 11:59 on the Sunday before class or else they will be considered late (see Late Policy). In the week’s journal you will provide a half page summary of the author’s main points and a half page reflection on either Rae’s The City, Caplan’s Westville, or excerpts from various readings I will provide to you via BlackBoard. Please note, reflection means that you think more deeply about what you have read. You might ask yourself what you found particularly interesting, and why? What did you find confusing, and why? What did you disagree with, and why? You might also make connections to your personal experiences and knowledge. You might make connections to themes we have talked about in other parts of the course. Please note that you must print out each week’s journal and bring to class on Monday for class discussion of the text. 10 Journals x 10 points = 100 points

Quizzes

There will be no exams in this class, but you complete six quizzes, one after each lecture and with the aid of your notes. Thus, it behooves you to take good and thorough notes. Quizzes will consist of five multiple choice/true-false/fill-in-the-blank questions, each worth 1 point. 6 quizzes x 5 points each = 30 points.

Response Paper

On 2/28, you will submit via Blackboard a short response paper based on viewing a digital history project of your choice. In a short, two-paged, double-spaced, Times New Roman font paper, you should consider the content, structure, and aesthetics of this website. What does the website do well? What does it do poorly, or what could it do better? How is the website organized? Who has sponsored and constructed it? What is its subjects Who is its audience? What sorts of sources does it use? What is the goal of the website and how does a digital history perspective perhaps shed new light on the subject? The paper will be worth 50 points: 30 points for addressing the questions outlined above; 10 points for use of direct evidence from the website to support your answers; 10 points for attention to spelling, grammar, and structure including an introductory paragraph with a thesis statement about the merits and weaknesses of the website.

Potential digital history projects to review include:

MediaNola                                                                  http://medianola.org/

Welikia                                                                       https://welikia.org/

Histories of the National Mall                                                http://mallhistory.org/

Spokane Historical                                                      http://www.spokanehistorical.org/

Digital Harrisburg                                                       https://digitalharrisburg.com/

Digital History Project

The digital history project is the primary assignment of this class. It will be part of a semester long process that will end in a 3-page (approximately 750 words) history of a person or a political, commercial, social, cultural, or natural site of historical significance in the New Haven neighborhood of Westville. Where possible, your project will also include at least one visual image.

Some useful resources include:

Buley Library: https://libguides.southernct.edu/home

New Haven Free Public Library: http://nhfpl.org/

SCSU Special Collections: https://southernct.edu/offices/records-and-info/special-collections.html

SCSU Ethnic Heritage Center: http://ethnicheritagecenter.org/

New Haven Museum: http://www.newhavenmuseum.org/

Beinecke Rare Book and Manuscript Library, Yale University: http://beinecke.library.yale.edu/

New Haven Preservation Trust: http://www.nhpt.org/

Connecticut Digital Newspaper Project: http://ctdigitalnewspaperproject.org/

Library of Congress: https://www.loc.gov/collections/

LOC Chronicling America: https://chroniclingamerica.loc.gov/

American Antiquarian Society: http://www.americanantiquarian.org/digitalaas

Digital Public Library of America: https://dp.la/

New York Public Library: https://digitalcollections.nypl.org/

Library Company of Philadelphia: https://digital.librarycompany.org/islandora/object/islandora%3Aroot

Athenaeum: https://www.the-athenaeum.org/

New Haven City Town’s Clerk Land Office: https://www.newhavenct.gov/gov/depts/clerk/default.htm

New Haven Probate Court Records: https://ctstatelibrary.org/RG004_093.html

The project breaks down as follows:

Project Prospectus

You will submit a prospectus and annotated bibliography with at least 2 secondary sources and 3 primary sources pertaining to your proposed project. You will select the subject of the project in consultation with me based on the specific theme our class is examining this semester. Your prospectus should include a brief one page description of the subject and a description of available source material and its location (digital and brick and mortar archive). Each bibliographic citation should have a brief 3-4 sentence explanation detailing the ways each sources will contribute to your final project. The prospectus will be due on 3/7 and submitted via BlackBoard. It is worth 20 points, breaking down as follows: 5 points for description of subject and relevant archival sources; 10 points for correct number and appropriate choice of sources; 5 points for annotation detailing why each source is useful for your project.

Primary Source Presentation

On either 4/2 or 4/4, you will give a 10-minute presentation on a primary source related to your research subject. The source must fit on a standard PowerPoint slide. You may either excerpt the most relevant portions of your source for class discussion or display a digital image of it, as long as it is legible to view on the screen. The primary source could be textual, but it might also be a visual or aural. You’ll take approximately five minutes to introduce the source and then pose two or three big broad questions about the source for class discussion, which you will be in charge of facilitating and leading. The questions you ask should be those you think most intriguing or questions of analysis and interpretation that you are still trying to work through yourself. The presentation is worth 50 points, breaking down as follows: 20 points for selection and presentation of the primary source; 20 points for the relevance of the questions you pose; 10 points for clarity of presentation and discussion and for adequate facilitation of the discussion.

Rough Draft

You will submit a rough draft of your project via BlackBoard. The rough draft will include a 3-page paper, in which you examine the who/what/where/when and why historically important of a biographical figure or a site of political, commercial, social, cultural, or natural important to New Haven history, using all the sources listed in your bibliography. The rough draft will be due in class on 4/11. It is worth 50 points, breaking down as follows: 30 points for addressing who/what/when/where/why or process of achieving learning goals; 10 points for incorporation of sources and at least one visual image where appropriate; 10 points for attention to structure, grammar, spelling, punctuation, and style.

Final Paper

The final paper will address the comments I have made on your rough drafts such

that the quality of the work is high enough to post on the course blog and later the City of Elms

website. Please note, I reserve the right to decide if a project is worthy for publication on the

internet or not. The final project is worth 100 points breaking down the same as the rough draft

with 30 additional points assessing how you incorporated my comments on the rough draft into

your revisions of the final. The final project will be due in class on 4/30.

Class Presentation

We will devote the final exam day to class presentations on your final project. Each student will prepare a 7 minute presentation accompanied by at least one PowerPoint slide that introduces the class to the student’s project. The presenter will describe the who/what/when/why of their project, the benefits and challenges of the project process, and the primary and secondary sources consulted. The presentation is worth 50 Points breaking down as follows: 30 points for the main question of who/what/when/where/why or lesson plan; 5 points for benefits and challenges; 5 points for sources; and 10 points for overall clarity of the performance (i.e. deliberate pace, clear speech, well-organized and structured presentation).

POLICIES

Attendance

I expect you to attend class and to be on time. As outlined under class participation, you can earn up to 5 points each class (10 points per week) for active participation. If you are absent, excused or not, you simply lose those points. Latecomers interrupt both your attention and mine. I will overlook the occasional latecomer, but consistent lateness will result in loss of participation points. As class participation makes up more points than any other component of your grade, an easy way to succeed is simply to show up on time and be engaged.

Cell Phones

Using cell phones in class inhibits your learning and is disrespectful to me. I will tolerate the accidental ring, but clandestine or open use of your phone in class will result in the loss of that day’s class participation grade. The best practice is to turn off your phone at the start of class and leave it off until class is over.

Late Work

I discourage submitting work late, but I will accept it. For project prospectuses, I will deduct 3 points; for late project drafts, 10 points; for late final projects, 15 points; for late journals and response papers, 2 points; for quiz make-ups, 1 point. Please note that if you miss class on the day of your primary source or final presentations, it cannot be made up and you will receive a 0 for the assignment.

Plagiarism

Plagiarism is a serious academic offense and will be dealt with accordingly, resulting in a zero for the assignment and possibly failure of the course. When you use someone else’s ideas without giving them credit in the form of a citation or reference, you are plagiarizing. If you take an idea or quote from the assigned text, please cite it with a footnote according to Chicago Style. Otherwise, all written ideas should be your own.

Special Needs

Southern Connecticut State University provides reasonable accommodations in accordance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, for students with documented disabilities on an individualized basis.  If you are a student with a documented disability, the University’s Disability Resource Center (DRC) can work with you to determine appropriate accommodations.  Before you receive accommodations in this class, you will need to make an appointment with the Disability Resource Center located at EN C-105A (203-392-6828).  To discuss your approved accommodations with me or other concerns, such as medical emergencies or arrangements in case the building must be evacuated, please make an appointment to meet as soon as possible.

Syllabus as Contract

I consider this syllabus a contract that binds us to the assignments, policies, and schedule outlined here. While unforeseen circumstances such as my absence or inclement weather may cause revisions, nothing will be added to this course above that which is stated in the syllabus. I consider your continued attendance to indicate your acceptance of all policies and assignments set down in the syllabus.

Week	Date	Discussion/Lecture Topic	Text Assignment	Important Dates
1	1/17	Course Introduction and Syllabus
2	1/22	Lecture: History of Westville Quiz 1	Rae, pgs. ix-xix Caplan, pgs. 7-22
	1/24	Walking Tour of Westville
3	1/29	The Urban Neighborhood and the Geography of New Haven	Excerpts from Jacobs and Oppenheimer	Journal 1 Due
	1/31	Lecture: Colonial New Haven Quiz 2
4	2/5	Discuss The City Visit Buley Special Collections	Rae, pgs. 1-72	Journal 2 Due
	2/7	Visit Ethnic Heritage Center
5	2/12	Discuss Westville	Caplan, pgs. 23-85	Journal 3 Due
	2/14	Visit New Haven Museum
6	2/19	No Class – President’s Day	Rae, pgs. 73-141	Journal 4 Due
	2/21	Visit Beinecke Rare Book and Manuscript Library
7	2/26	Digital History: Its Promise and Perils Discuss Readings Map Quiz 3	Digital History Excerpts	Journal 5 Due
	2/28	Discuss Digital History Projects		Response Paper 1 Due
8	3/5	Discuss Westville	Caplan, pgs. 86-128
	3/7	Introduction to Course Blog/Neatline/Omeka Discuss Project Proposals	Rae, pp. 215-286	Project Prospectus Due
9	3/12 – 3/16	No Class – Spring Break		Work on Projects
10	3/19	Discuss The City	Rae, pgs. 142-211	Journal 6 Due
	3/21	Lecture: Industrial New Haven Quiz 4
11	3/26	Discuss The City	Rae, pgs. 215-286	Journal 7 Due
	3/28	Lecture: City of Immigrants | City of Migrants Quiz 5
12	4/2	Primary Source Presentations
	4/4	Primary Source Presentations
13	4/9	Discuss Readings Excerpts New Haven, the American Elm, and the City Beautiful Movement A Note on Primary Source Presentations	Excerpts from “The Republic of Shade”	Journal 8 Due
	4/11	Discuss Rough Drafts The Mechanics of Images/Bibliography/Citations		Rough Drafts Due
14	4/16	Discuss, The City	Rae, pgs. 287-360	Journal 9 Due
	4/18	Lecture: Social Change and Urban Redevelopment in the Model City Quiz 6
15	4/23	Discuss, The City	Rae, pgs. 361-432	Journal 10 Due
	4/25	The Elements of DNH: Putting Together the Course Blog, Launching Website on Neatline
16	4/30	Constructing “City of Elms”		Final Projects Due Meet at Library
	5/2	Constructing “City of Elms”		Meet at Library
	5/7 – 5/13	Student Project Presentations, Date TBD