Digital Collaboration in U.S. History II (H110)
Teaching Associate and Co-Director/Creator of Course



Re-designed U.S. History (Reconstruction through 21st Century) to incorporate Digital Humanities learning activities for 450 students. Lectures and sections teach and encourage students observe multiple iterations of events, artifacts, technology, music, etc. through the lenses of gender, race, religion, and class. Assignments such as “lecture hacking”, decade mash-ups, blogging, and the use of timelines in sections prompt students to interpret and make “meaning” through a historical context. Students are encouraged to create their OWN context and hack into the Historical Narrative with HACKS and microessays/MACROHACKS.

Course Description

This course examines a three-dimensional, non-linear history of the United States from the late 19th century through the 21st century. The lenses of gender, race, and socio- cultural movements will be used to engage with music, images, and writings over 100 years. We will not only be studying pivotal political and economic events, but directly interacting with and dissecting media representations surrounding these occurrences and the impacts they had on American society. Students will explore eras such as World War I, the Roaring Twenties, the Great Depression, World War II, the Cold War, the Civil Rights movement, the Vietnam War, the counterculture movements of the 1960s, the Reagan administration, and the 1990s through generational cultural identities such as Flappers, Dandys, Soldiers, Greasers, Beats, Hippies, Punks, Riot Grrrls, and Generation Xers. Most importantly, this is an interactive class using new media and digital platforms; students are encouraged throughout this course to create digital expressions of historical contexts through interdisciplinary methods.


Learning Outcomes:

Students will be able to locate, identify, and cite primary sources in their native format. This will require successful navigation of library and digital resources and adherence to citation protocols; Students will be able to categorize and interrogate the edited and modified sources with attention to Digital Humanities labels.

1. Identify important socio-political events, individuals, and socio-cultural ideas of 20th-century U.S. History; analyze primary sources and recognize the different frameworks of gender, race, class, ethnicity, religion, and culture.

2. Illustrate diversified technological abilities: working knowledge of uploading, organizing, and displaying PDFS, Mp3s, JPGs. Students will learn how to operate two digital platforms Timerime, and WordPress. They will also display basic competency in Digital Humanities techniques regarding image analyzation.

3. Communicate effectively and professionally in groups and individually as discussion leaders and/or participants in class.


4. Demonstrate correct sentence structure, verbiage, grammar, and “voice” for the appropriate venue—whether that be for writing blog posts and comments, virtual communication, or in formal essays.


5. Recognize multiple nations and regions that influenced historical events in the United States. Discern inequalities created because of socio-cultural, gender, and racial bias and the ramifications to women, African-Americans, queer groups, and others.

Student Directed Integrative Research Areas: 





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