History

Teaching Resource

This website provides several subject-specific guides to ICT literacy resources (bibliographies, websites, articles, learning activity ideas) to help faculty incorporate ICT literacy into their curriculum.

Assignment

In this exercise students use the Voyant word analysis tool to analyze Baldwin’s The Fire Next Time. (Any literary work would work.)

Assignment

This assignment leads students through an analysis of media coverage of the 1965 Watts uprising. The intention is for students to learn more about the uprising and how a database can be used as a digital humanities tool.

Assignment

This assignment requires students to apply their knowledge of antisemitic motifs to twitter with the final outcome of the assignment being a short analytical paper and a presentation.

Assignment

This lesson was developed for HIS484 (Topics in the History of Gender and
Sexuality/Pride in the time of HIV/AIDS) in the Spring of 2018. The students’ final assignment
culminated in a multimedia or digital research project on a topic of their choosing and heavily
relied on primary source and visual materials. This lesson focuses on how students, as content
curators and analysts, can engage in deeper analysis and contextualization of the sources they
present through their projects. Students collectively analyzed one example from a particular

Teaching Resource

Ideas for embedding library instruction into courses. Includes a section for online learning.

Teaching Resource

Research relevant to the classroom use of primary sources from the Teaching Primary Source Consortium Group and the Educational Development Center.

Teaching Resource

Lesson plans & lesson plan reviews, exercises, standards by state, reviews of primary source/history sites.

Teaching Resource

Collection of online tutorials from Arizona State University Library. Includes tutorials on citation styles, plagiarism, finding sources, database searching, and more.

Assignment

Made to be an in class activity or a library resource requested by professors for courses. The first page goes with the instruction portion of a class. 'What is a primary source? What is a secondary source? What is a tertiary source?' It takes them through example types of sources, particularly concerned with history courses. The second and third pages require evaluation of a student's primary and secondary sources.

Pages