Technology tools for history lessons
HSTRY Timeline Creator.
HSTRY is a multimedia timeline creation tool that will work on your laptop, Chromebook, iPad, or tablet. With a HSTRY account you can build timelines in a vertical scroll format similar to that of a Facebook feed. To start the process pick a topic and upload a cover photo. To add events to the timeline just click the “+” symbol and select the type of media that you want to add to your timeline. You can add videos, images, audio, and text to the events on your timeline.
There are two features of HSTRY that make it stand-out from the crowd. First, as a teacher you can create an online classroom in which you can view all of your students’ timelines. Second, as a teacher you can build questions into timelines that you share with your students. You can even build-in explanations of the answers to your questions.
For other timeline creation tools, check out this chart.
My note: HSTRY could be a great tool, if the organizers were not that greedy. Their plan + kicks in way to early and does not allow participants to collaborate. E.g., Zaption allows teachers / students to “share” their presentations, but HSTRY asks right away to upgrade. Thumb down!
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5 Timeline Creation Tools Compared – Chart
http://www.freetech4teachers.com/2014/12/5-timeline-creation-tools-compared-chart.html
Free Online Tools for Creating Timelines – Richard Byrne – FreeTech4Teachers.com
| |
Multimedia options |
Collaboration options |
Registration required |
iPad/ tablet compatibility |
Output/ publishing |
| Timeline JS
timeline.knightlab.com |
Text Images Videos |
Yes, if you collaborate through Google Spreadsheets*** |
Google Account required. |
Display: yes Creation: no |
Embed code for posting on blog / website. |
| RWT Timeline
bitly.com/1ym46nY |
Text Images |
No. |
No. |
iPad app bitly.com/1vMTI7C Android app bitly.com/1vOcZEB Web app bitly.com/1ym46nY |
PDF.
Image saved on camera roll. |
| TimeGlider*
timeglider.com |
Text Images |
Yes. |
Yes. |
Display: yes Creation: yes |
Embed code for posting on blog / website. Direct link to TG page. |
| Dipity**
dipity.com |
Text Images Videos |
Yes. |
Yes. |
Display: yes Creation: no |
Embed code for posting on blog / website. |
| MyHistro
myhistro.com |
Text Images Videos |
No. |
Yes. |
Display: yes Creation: iOS |
PDF.
Embed code. |
*TimeGlider’s basic plan is free for students. A paid subscription is required to activate collaboration tools.
**Dipity’s basic plan is free for students. The basic account is limited to three timelines.
***Timeline JS utilizes Google Spreadsheets as the basis of timeline event creation. Students collaborate on a spreadsheet to build timelines. A video of the process is available at http://bitly.com/1zRLdr5
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More on the use of technology in history in this IMS blog:
https://blog.stcloudstate.edu/ims?s=history
221 HONORS.
The Honor System:
A Comparison Between the U.S. South and the Mediterranean World
Plamen Miltenoff, MLIS, Ph.D.
Meeting Times & Places
5:00 pm – 7:30 pm Wednesdays Miller Center 206
- Asynchronous interaction:
- Most of the discussions will occur asynchronously in the D2L “Discussion” area.
- Use of Web 2.0 tools such as blogs and wikis is strongly encouraged.
- Use of Web 2.0 tools such as social networking sites (e.g., Facebook) only after consultation with the instructor
The best way to contact me is through email, but you can use any of the options below.
Course Description:
The Honor system is a phenomenon well known in many cultures across the globe and strongly presented in cultures since Ancient Greece and Rome. The concepts of honor and shame have long been associated with cultures in the Mediterranean region mostly because the first scholars to study the social impact of these concepts did so in Southern Europe. Honor has two fundamental components: birth and morality. People could gain or lose their honor by the morality of their conduct. Despite the scholarly emphasis on the Mediterranean, the concept of honor influenced social systems all over the world, and historians are beginning to detect its traces in places as different as China and Africa. The Southern Honor system can firmly be traced back in the European roots and determined to a great degree the American history of the 19th century.
This course will study the geography, history, sociology and religions, cultural and political systems of two worlds and learn to compare the findings. Based on those comparisons, lessons in gender, culture and politics will be drawn.
- What is Honor and Shame system and why is it so important to know about it and recognize it
- What is the connection between the Honor system in the Mediterranean and in the American South
- How does the knowledge of the Honor system aim our daily actions and our global perspective
Course Goals
Students in this course will
- Practice research methods and ability to find and evaluate information as well as select reliable information technologies.
- Explore applications and technologies for communication and creative collaboration.
- Gain practical, hands-on experience with a wide variety of research and online communication tools.
- Students will demonstrate ability to research and find academically reliable information from peer-reviewed sources in the online databases, which SCSU is subscribed. Students will demonstrate ability to find and evaluate information from the Internet.
- Students will demonstrate competencies in creation of textual and multimedia narratives in individual and collaborative environment.
- Students will demonstrate competencies in application of technology toward creation and dissemination of textual and multimedia materials.
Attendance/Discussion Requirements
- Attendance is required. If you cannot attend class, it is required to alert the instructor in advance. If the reason for the absence is an emergency, it is expected to approach the instructor and provide an explanation thereafter about the character of the emergency.
- Discussion are expected. If you are shy and are hesitant to participate in class, you must compensate with the use of other communication tools (e.g., D2L Discussion List).
Assignment Descriptions
- Discussions. You are expected to contribute to each class session with your ideas and your responses to the ideas of your peers. Your comments are expected in class and in between class sessions (using, e.g., D2L discussion list). Your comments must go beyond “yes, I agree,” and “no, I disagree” and provide analysis and synthesis of your thoughts.
- Readings – you will be expected to contribute to each class sessions with bibliographical findings on your own.
- Written responses – you will be expected to deliver four written responses to peer-reviewed articles related to topics discussed in the class sessions.
- Final project – you will be expected to write and present a final project. The written part of the project will be in the realm of 4-5000 words; will adhere to academic research and style; will include a bibliography with at least 2/3 of the sources being peer-reviewed and outside of the 5000 words. The presentation can be of any multimedia form, whereas it will be peer-evaluated, but my (instructor’s) preference will be given to advance multimedia presentations (beyond PPT and using e.g. Prezy, iMovie/Moviemaker movie and/or audio narration)
All assignments should be submitted by midnight of the date on which they are due. Ten percent of an assignment’s point value will be removed for each day an assignment is late. This policy will be adjusted on a case-by-case basis if emergencies prevent you from submitting an assignment on time. In these situations, contact me as soon as is reasonable to determine how this policy can be adjusted in a way that meets your needs and is still fair to other students.
The grade book in D2L will be used to show detailed information about grades in this course. The table below shows the value of each assignment and the total number of points available.
| |
Overall Grade |
|
94% – 100% = A |
|
90 % – 93.99% = A- |
|
86% – 89.99% = B+ |
|
83% – 85.99% = B |
|
80% – 82.99% = B- |
|
70% – 79.99% = C |
|
60% – 69.99% = D |
|
59.99% or lower = F |
Assignments Schedule
WEEK 1. August 28
Reading[s]:
Peruse through all articles in the D2L content area. Choose one article to your liking and be ready to reflect on it.Assignment[s]:
1. complete entry survey. 2. Prepare to present in coherent and concise manner your understanding of Honors and Shame and discuss the goals for this course. 3. Enter a short essay in the D2L discussion on how do you see applying the knowledge from this course in your future studies, research and work |
| Introduction. Orientation, class parameters and familiarizing with the syllabus. Questions and issues. Course goals |
What is an/the Honor System? Entry Interview (D2L survey is completed and analyzed). Why explore this topic and these vastly different geographic entities (US South and the Mediterranean). Define interest in this class and interest for a project; how this class can help your studies? Your career? All over as a human being? |
| WEEK 2.Sept 4
Reading[s]:
BUSATTA, S. (2006). Honour and Shame in the Mediterranean. Antrocom, 2(2). 75-78. Retrieved March 19, 2013, from http://www.academia.edu/524890/Honour_and_Shame_in_the_Mediterranean
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499. (p. 24-26).
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Esmer, T. U. (n.d.). Honor in Ottoman and Contemporary Mediterranean Societies: Controversies, Continuities, and New Directions. conference announcement. Retrieved from http://www.h-net.org/announce/show.cgi?ID=196551
Assignment[s]: 1. Find an article on Honor and Shame. 2. Outline in two paragraphs the content of one of the three articles and in a third paragraph compare to your findings; use academic style to log your responses. If you have hesitation about your style, please check with the Write Place, your peers and me. |
| Why research? Work on the reading material for class
Find articles for the course. |
What is academic research? What is a peer-review article? When and how research the Internet. How do I access and keep track of resources.
RefWorks versus Zotero and Mendeley
What is an academic paper. How do I write an academic paper. The Write place.
Making plans: final project |
| WEEK 3. Sept 11
Reading[s]:
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Smith, A. (2004). Murder in Jerba: Honour, Shame and Hospitality among Maltese in Ottoman Tunisia. History and Anthropology Routledge, 15(2), 107–132.
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707
Assignment[s]:
Your first written response is due in the D2L dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography. |
|
| Honors and Shame from a historical perspective |
Do we have a robust theory/notion about the Honor/Shame system through the centuries? Do you think tracking that model through centuries helps in the 21st century? If yes, how and if no, why? |
| WEEK 4. Sept 18
Reading[s]: Fernand Braudel (http://en.wikipedia.org/wiki/Fernand_Braudel) and the Annales School
Santos, N. F. (2008). Family, Patronage, and Social Contests: Narrative Reversals in the Gospel of Mark. S&J, (2). (footnote p. 200).
Hall, J. L. (1907). Half-hours in southern history. B. F. Johnson publishing co.
Harrell, L. A. (2009, December 4). It’s an honorable choice: Rebellions Against Southern Honor in William Styron’s The Confessions of Nat Turner. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/2614
Assignment[s]:
Your second written response is due in the D2L dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography. |
|
|
| Honors and Shame from a geographic perspective |
Is there a “southern” connection (Mediterranean is the European South)? Can be Annale School be right (geography and relief determines history)? To what degree geography and geographical conditions determine such models (Honor/Shame)? |
| WEEK 5. Sept 25
Reading[s]: Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611.
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499 (p. 22)
Lever, A. (1986). Honour as a Red Herring. Critique of Anthropology, 6(3), 83–106. doi:10.1177/0308275X8600600305
Assignment[s]:
Your third written response is due in the D2L dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography. |
| Honors and Shame from a cultural perspective. Gender roles, Masculinity |
Does the Honor/Shame model help understand gender roles, social status, masculinity etc.? |
| WEEK 6. Oct 2
Reading[s]:
Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611. (p. 593)
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499. (p. 26-27; p. 30-33).
Cohen, D. (n.d.). Insult, Aggression, and the Southern Culture of Honor: An “Experimental Ethnography.” Journal of Personality and Social Psychology, 70(5), 945–960.
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707
Assignment[s]:
Your forth written response is due in the D2L dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography. |
| Honors and Shame from a political and social perspective |
Can Honor/Shame be connected with the current political situation in Egypt, Syria, Turkey? Did Honor/Shame system influence decision in American history? |
| WEEK 7. Wednesday Oct 9
Assignment[s]: final project details |
| Start working on the final project |
Present and discuss your final project: 1. Finalized title 2. Outline 3. Plan 4. Clear work distribution among group members 5. Clear way for peer assessment. |
WEEK 8. Wednesday Oct 16
Assignment[s]: details on final project |
| Final brainstorming and start working on the project |
|
Meeting as a whole: 1. Present group’s plan to class. 2. Share group’s ideas with class. 3. Share technology 4. Share sources 5. Share means for peer assessment |
| WEEK 9. Wednesday Oct 23
Assignment[s]: draft of bibliography |
| Class as a whole: peer review and brainstorming |
|
Meeting as a whole: 1. Are sources reliable? 2. Are sources of academic origin (peer-reviewed)? 3. Is the bibliography adhering correctly to the formats (APA, Chicago, ALA) |
| WEEK 10. Wednesday Oct 30
Assignment[s]: details on presentation |
| Work on the final project |
|
Meeting as a whole: 1. Presentation format 2. Share technology 3. Share ideas |
WEEK 11. Wednesday Nov 6
Assignment[s]: paper draft due in D2L dropbox |
| Work on final project |
|
Meeting as a whole: share group’s progress and seek other group’s feedback |
WEEK 12. Wednesday Nov 13
Assignment[s]: paper draft and presentation |
| Work on project |
|
Meeting as a whole: share group’s progress and seek other group’s feedback |
WEEK 13. Wednesday Nov 20
Assignment[s]: paper draft due in D2L dropbox |
| Work on project |
|
Meeting as a whole: share group’s progress and seek other group’s feedback |
| WEEK 13. Wednesday Nov 27 |
| Work on project |
|
Meeting as a whole: share group’s progress and seek other group’s feedback |
WEEK 13. Wednesday Dec 4
Assignment[s]: paper final draft due in D2L dropbox |
| presentations |
|
Class presentations of the final projects |
| WEEK 13. Wednesday Dec 11 |
| presentations |
|
Class presentations of the final projects |
BIBLIOGRAPHY:
Bertram Wyatt-Brown. (n.d.). Retrieved from http://personal.tcu.edu/swoodworth/Wyatt-Brown.htm
Brayford, S. A. (1999). TO SHAME OR NOT TO SHAME: SEXUALITY IN THE MEDITERRANEAN DIASPORA. Semeia, (87), 163.
BUSATTA, S. (2006). Honour and Shame in the Mediterranean. Antrocom, 2(2). 75-78. Retrieved March 19, 2013, from http://www.academia.edu/524890/Honour_and_Shame_in_the_Mediterranean
Cohen, D. (n.d.). Insult, Aggression, and the Southern Culture of Honor: An “Experimental Ethnography.” Journal of Personality and Social Psychology, 70(5), 945–960.
Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611.
Culture of honor (Southern United States). (n.d.). Retrieved from http://en.wikipedia.org/wiki/Culture_of_honor_(Southern_United_States)
Dussere, E. (2001). The Debts of History: Southern Honor, Affirmative Action, and Faulkner’s Intruder in the Dust. Faulkner Journal, 17(1), 37–57.
Esmer, T. U. (n.d.). Honor in Ottoman and Contemporary Mediterranean Societies: Controversies, Continuities, and New Directions. conference announcement. Retrieved from http://www.h-net.org/announce/show.cgi?ID=196551
Family, Patronage, and Social Contests.pdf. (n.d.).
Hall, J. L. (1907). Half-hours in southern history. B. F. Johnson publishing co.
Harrell, L. A. (2009, December 4). It’s an honorable choice: Rebellions Against Southern Honor in William Styron’s The Confessions of Nat Turner. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/2614
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707
Hellerman. (n.d.). Reconstructing Honor in Roman Philippi. Cambridge University Press.
Herzfeld, M. (1980). Honour and Shame: Problems in the Comparative Analysis of Moral Systems. Man, 15(2), 339–351. doi:10.2307/2801675
Honor, Shame, and Social Status.pdf. (n.d.).
honor-04-Antrocom_Honour and Shame in the Mediterranean_S.pdf. (n.d.).
Honors and Shame and the Unity of the Mediterranean. (n.d.). Retrieved from http://www.jstor.org/stable/3317790
Honour and shame (Anthropology). (n.d.). Retrieved from http://what-when-how.com/social-and-cultural-anthropology/honour-and-shame-anthropology/
Lever, A. (1986). Honour as a Red Herring. Critique of Anthropology, 6(3), 83–106. doi:10.1177/0308275X8600600305
Manly Honor Part V: Honor in the American South. (n.d.). The Art of Manliness. Retrieved August 15, 2013, from http://www.artofmanliness.com/2012/11/26/manly-honor-part-v-honor-in-the-american-south/
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499
Murder in Jerba_ Honour, Shame and.pdf. (n.d.).
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Peoples and Cultures of the Mediterranean. (n.d.). Retrieved March 19, 2013, from http://www.academia.edu/2437701/Peoples_and_Cultures_of_the_Mediterranean
Rabichev, R. (n.d.). The Mediterranean concepts of honour and shame as seen in the depiction of the biblical women. Retrieved from http://prophetess.lstc.edu/~rklein/Doc6/renata.htm
Santos, N. F. (2008). Family, Patronage, and Social Contests: Narrative Reversals in the Gospel of Mark. S&J, (2).
Slavery and Southern Honor. (n.d.). StudyMode. Education. Retrieved from http://www.studymode.com/essays/Slavery-Southern-Honor-72644.html
Smith, A. (2004). Murder in Jerba: Honour, Shame and Hospitality among Maltese in Ottoman Tunisia. History and Anthropology Routledge, 15(2), 107–132.
Stewart,, Y. (n.d.). Mursi: A Study in Honor-Shame dynamics. CATEGORY ARCHIVES: HONOR-SHAME CULTURE. Retrieved from http://www.theaugeanstables.com/category/honor-shame-culture/
TO SHAME OR NOT TO SHAME_ SEXUALITY IN THE MEDITERRANEAN DIASPORA..pdf. (n.d.).
Weir, D. (n.d.). Honour and Shame. Islam Watch. Retrieved from http://www.islam-watch.org/Others/Honour-and-Shame-in-Islam.htm
Women, honor, and context in Mediterranean antiquity.pdf. (n.d.).
Wyatt-Brown, B. & Milbauer, Richard J. (2004). Honor, Shame, and Iraq in American Foreign Policy. In Note prepared for the Workshop on Humiliation and Violent Conflict, Columbia University, New York, November 18-19, 2004. Presented at the Workshop on Humiliation and Violent Conflict, Columbia University, New York,. Retrieved from http://www.humiliationstudies.org/documents/WyattBrownNY04meeting.pdf
From MyFunCity to government-structured approach to “digital citizenship,” this is recent trend, which is seriously considered by educators as a must in the curricula. While habitually connected with technology classes, it is a much larger issue, which requires faculty attention across disciplines; it encompass digital and technology literacy, netiquette and online behavior (cyberbulling most frequently addressed), as well qualities and skills to be a functional and mindful citizen of a global world.
here is some general literature on digital citizenship:
Digital Citizenship: The Internet, Society, and Participation
http://groups.lis.illinois.edu/guest_lectures/cii/digcitizen.pdf
Digital Citizenship: Addressing Appropriate Technology Behavior
Ribble, Mike S.; Bailey, Gerald D.; Ross, Tweed W.
Learning & Leading with Technology, v32 n1 p6-9, 11 Sep 2004
Techné: Research in Philosophy and Technology
Volume 9, Issue 1, Fall 2005. Education and Citizenship in the Digital Age
Isman, A., & Canan Gungoren, O. (2014). Digital Citizenship. Turkish Online Journal Of Educational Technology – TOJET, 13(1), 73-77. http://eric.ed.gov/?id=EJ1018088
PR, N. (2014, April 3). MyFunCity is a revolution in digital citizenship. PR Newswire US. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d201404031549PR.NEWS.USPR.BR98059%26site%3dehost-live%26scope%3dsite
Communication Studies:
Couldry, N., Stephansen, H., Fotopoulou, A., MacDonald, R., Clark, W., & Dickens, L. (2014). Digital citizenship? Narrative exchange and the changing terms of civic culture. Citizenship Studies, 18(6/7), 615-629. doi:10.1080/13621025.2013.865903
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d98053478%26site%3dehost-live%26scope%3dsite (please ask for copy of the article)
http://socioint15.org
SOCIO-INT15- 2nd INTERNATIONAL CONFERENCE ON EDUCATION SOCIAL SCIENCES AND HUMANITIES will be held in Istanbul (Turkey), on the 8th, 9th and 10th of June 2015 is an interdisciplinary international conference that invites academics, independent scholars and researchers from around the world to meet and exchange the latest ideas and discuss issues concerning all fields of Education, Social Sciences and Humanities.
Socioint15_Accepted_Abstracts1
SOCIO-INT15 provides the ideal opportunity to bring together professors, researchers and high education students of different disciplines, discuss new issues, and discover the most recent developments, new trends and researches in education, social sciences and humanities.
Academics making efforts in education, subfields of which might include higher education, early childhood education, adult education, special education, e-learning, language education, etc. are highly welcomed. People without papers can also participate in this conference as audience so long as they find it interesting and meaningful.
Due to the nature of the conference with its focus on innovative ideas and developments, papers also related to all areas of social sciences including communication, accounting, finance, economics, management, business, marketing, education, sociology, psychology, political science, law and other areas of social sciences; also all areas of humanities including anthropology, archaelogy, architecture, art, ethics, folklore studies, history, language studies, literature, methodological studies, music, philosophy, poetry and theater are invited for the international conference.
Submitted papers will be subject to peer review and evaluated based on originality and clarity of exposition.