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  • History Engine: Tools for Collaborative Education and Research | Schools
    College Auburn University Augustana College Case Western Reserve University Foothill College Furman University Hobart and William Smith Colleges Juniata College Marist College North Carolina State University Northeastern University Pennsylvania States University Purdue University North Central Rollins College Rosemont College Salem State University Schreiner University St Norbert College Stonehill College Texas Wesleyan University University of Alabama at Birmingham University of Maryland Baltimore County University of Michigan University of North Carolina at

    Original URL path: http://historyengine.richmond.edu/schools (2016-02-15)
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  • History Engine: Tools for Collaborative Education and Research | Librarian Guide
    searches for historical primary and secondary materials Why does this project need you While professors are most likely familiar with the types of available resources at your facility they do not know the extent of the materials you have on hand nor can they be present to help students explore the library Therefore an instructor would greatly benefit from the following contributions on the part of library staff Getting Started To help instructors determine the time and space parameters of their classroom project you can tell them what primary documents are available They will let you know the tentative region and time frame they hope to cover and possibly a specific theme i e agriculture and will then ask you how many primary documents the library contains for these times and places They may alter their parameters to accommodate the collection An example of a project they might design is a historical investigation of the antebellum U S from 1810 to 1860 They might ask you which states you have extensive materials for and which you have fewer or possibly no materials for From this information they might determine which states to cover and how many students to assign to each state Breaking down regions It may be helpful for you to inform the instructor what documents are available in specific counties within the states students will eventually be uploading their episodes onto the database by county The History Engine does provide a historical map of counties but it can be difficult for the instructor to determine how to break up states into manageable units for students without knowledge of the resources available by county in their libraries Helping to organize documents You and the instructor can determine together how much of the gathering of materials you will do for

    Original URL path: http://historyengine.richmond.edu/pages/teachers/librarian_guide (2016-02-15)
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  • History Engine: Tools for Collaborative Education and Research | Search Assignment
    mark up this worksheet with the parameters you chose to limit your results Search Record Type of search circle one Basic Advanced Words searched Number of citations Did you refine your search to reduce the number of citations circle one Yes No If yes how With what result Resources For Teachers The History Engine Teacher s Guide Tuten s Quick Guide to Writing Episode Guides for Students Style Guide Citation

    Original URL path: http://historyengine.richmond.edu/pages/teachers/search_assignment (2016-02-15)
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  • History Engine: Tools for Collaborative Education and Research | Essay Assignment
    Use the History Engine s search to find episodes on your topic Your essay should quote directly from episodes currently available on the History Engine no outside research is necessary or even desirable The episodes themselves as well as upcoming lectures should provide you with all necessary context Your essay should be between 500 and 600 words in length so it is imperative that you focus your attention on a specific topic and structure your argument accordingly This essay is worth eight percent of your final grade for the course Essays are due at the beginning of class on Monday September 24 Formatting Suggestions and Requirements Make sure your essays are typed double spaced 11 or 12 point Times New Roman font Side margins should be no less than one inch Please staple all pages together before coming to class Place your name at the top of the first page You do not need a cover page Make sure you sign the Honor Code pledge on your paper before handing it in Cite History Engine episodes as follows Title Location Date Class of Origin For example A Dinner Invitation to President Andrew Jackson Albemarle County Virginia February 27 1837 UVA

    Original URL path: http://historyengine.richmond.edu/pages/teachers/essay_assignment (2016-02-15)
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  • History Engine: Tools for Collaborative Education and Research | Primary Source Assignment
    In order to write their History Engine episode students will need to find a primary source that will form part of the foundation for their episode In the course of completing this assignment students will identify the primary sources from which they will choose in order to research and write their episodes for the History Engine Due Date This assignment is due at the beginning of class on Tuesday October 2 Instructions Step One Use the American Periodicals Series Online and the date December 1831 to find at least ten 10 articles about a topic from the following list of History Engine Tags African Americans Agriculture Arts Leisure Church Religious Activity Crime Violence Diplomacy International Economy Education Government Health Death Law Migration Transportation Native Americans Politics Race Relations Science Technology Slavery Urban Life Boosterism War Women Step Two Complete a Research Record for your entire search The Research Record form follows this page Step Three Complete an Article Record for each article that you choose to read Each student will complete a total of ten 10 Article Record forms Step Four Write a brief paragraph or two discussing how this evidence might be used to write a short historical narrative

    Original URL path: http://historyengine.richmond.edu/pages/teachers/primary_source_assignment (2016-02-15)
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  • History Engine: Tools for Collaborative Education and Research | Bibliography Assignment
    For each primary source write a short paragraph describing it The questions below should help For a folder or volume from a manuscript collection What is this item If a single volume who wrote it and for what purpose business vs personal use for example If a set of letters were they written by a single person to a single person or to and from several different people Were these primarily personal or business letters You should be able to find the answers to these questions in online or print guides to each collection What types of information am I likely to find in this source For a newspaper Was this a daily bi weekly weekly or monthly newspaper Was this a local or regional paper Did the editors of this paper use lots of notices from other newspapers Was this newspaper affiliated with a specific political party or another type of group You will need to look at an issue of the paper in order to answer these questions How will this affect the information I am likely to find If your third source is another manuscript collection or newspaper answer the above questions If another type of source describe the source and consider the types of information you are likely to find For example if it is a government document which government produced it and for what purpose If it is a published diary how long after the events was it published and who edited it How are these factors likely to affect the material Relevant Secondary Sources You should also locate three potential secondary sources besides the books and encyclopedias on reserve for this class Write a short paragraph describing each source and how you think it connects to your primary sources Census Data Using the Historical

    Original URL path: http://historyengine.richmond.edu/pages/teachers/bibliography_assignment (2016-02-15)
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  • History Engine: Tools for Collaborative Education and Research | Progress Report
    focus of one of your remaining episodes One or two sentences about how you think this story fits into the broader story of the nineteenth century South noting key topics on which you would like to find secondary sources Title if available citation information and a one sentence description of a newspaper article from either Microforms or Special Collections that will be the focus of one of your remaining episodes

    Original URL path: http://historyengine.richmond.edu/pages/teachers/progress_report (2016-02-15)
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  • History Engine: Tools for Collaborative Education and Research | Staff And Sponsors
    the current version of the History Engine was completed by Nathan Altice Clay vanSchelkwij and UTSC Information and Instructional Technology Services Nate Ayers and Altice designed much of the site UTSC led a recent reimplementation of the spatial components of the History Engine Christine A Berkowitz and Perry Sheppard served as project leads for that initiative The History Engine was initially developed at the University of Virginia s Virginia Center for Digital History in the mid 2000s It was the brainchild of Edward L Ayers Andrew Torget and Scott Nesbit Torget and Nesbit served as former co directors of the History Engine The History Engine has evolved from and built upon the work of a number of individuals Joel Garrett Tom Lawrence Shawn Starkey Bill Covert and Adam Soroka all did some programming on earlier versions of the History Engine Rachel Shapiro served as a project manager Chris Gist as a geospatial analyst Megan Bersani Amanda Kleintop Kathleen Lietzau Tiffany Laney and John Osteen as research interns The most important part of the History Engine the episodes themselves are written and contributed by undergraduate students at different colleges and universities in North America working with their faculty instructors Three historians

    Original URL path: http://historyengine.richmond.edu/pages/about/staff_and_sponsors (2016-02-15)
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