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JOHN CABOT UNIVERSITY

COURSE CODE: "HS 299"
COURSE NAME: "Special Topics in History: Digital History"
SEMESTER & YEAR: Fall 2025
SYLLABUS

INSTRUCTOR: Dario Biocca
EMAIL: [email protected]
 HOURS: MW 3:00 PM 4:15 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS:
COURSE DESCRIPTION:
An in-depth treatment of a current area of special concern within the field of History. Topics may vary.

May be taken more than once for credit with different topics.
Depending on topic, may satisfy Ancient, Medieval, Early Modern or Modern History core course requirement for History majors.
SUMMARY OF COURSE CONTENT:

This course introduces students to a branch of contemporary digital humanities that integrates historical analysis with digital technologies to investigate and visualize the past. Students will explore the methodologies, tools and platforms involved, developing a fundamental understanding of topics such as digital archives, GIS mapping, text analysis software, data visualization and storytelling, as well as issues of inclusiveness in digital representation and other ethical concerns. Students will work on a shared research project and, by the end of the course, will possess the methodological understanding, research skills and critical perspectives to assess and engage in more advanced digital history schemes.

 
LEARNING OUTCOMES:

- Understand the foundational concepts, tools and methodologies of digital history.

- Utilize digital tools (e.g., databases, GIS, text analysis software) to analyse and represent historical data

- Critically evaluate the benefits and limitations of digital methods for historical research

- Develop digital projects to convey historical narratives and analyses effectively.

- Collaborate on a team-based digital project requiring basic project management skills

 
TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Midterm examA written test on the readings and study material examined in the first half of the semester30
Final examA written test on the readings and study material examined in the second half of the semester30
Individual project to be presented in class 40

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE

Week 1: Introduction to Digital History
Overview of digital history as a discipline, its evolution and key debates in the field.

Reading: S. Merrill (ed.), Social Movements, Cultural Memory and Digital Media, Palgrave 2020, pp. 85-108 and 199-223.

Exercise: The early digital history projects.

 

Week 2: Digital Archives and Source Analysis
Introduction to digital archives, preservation, and the challenges of access.
Readings: T.A. Savitskaja, “The Digital Public Library of America (DPLA)”, Bibliotekovenenie, (6) 2017, pp. 316-322.  N. Carr, “The Library of Utopia”, Technology Review, MIT, May-June 2012. 

Exercise: Exploring and analysing a digital archive.

 

Week 3: Data Visualization in Historical Analysis
Techniques for representing historical data through visualization. 

Readings: M. Friendly, W. Härgle, A Brief History of Data Visualization, York UP, 2006, pp. 1-39. M. Grandjean, Data Visualization for History, HAL 2022, pp. 291-300.
Exercise: Outlining basic visualization projects using historical data; accuracy parameters.

 

Week 4: GIS and Mapping Historical Data
Geographic Information Systems (GIS) as a tool for historical analysis.
Readings: N. Waters, “GIS: History”, The International Encyclopedia of Geography, 2017; E. Merrill (ed.), Social movements, Cultural Memory and Digital Media, Springer 2020, pp. 1-31, 85-108, 249-274. 

Exercise: Mapping environmental change and spatial relationships.

 

Week 5: Visual Narratives and Digital Representations 

History, television and the film industry: representations of the past.

Reading: J. Bignell, “Performing Television History”, Critical Studies in Television, (3), 13, 2018, pp. 1-21. J. Stoddart, “The History Channel Effect”, Phi Delta Kappan, (1) 2010.

Exercise: History in videogames and science fiction.

 

Week 6: Text Mining and Digital Analysis
Using text analysis to study primary and secondary sources.
Reading: J. Guldi, “The Revolution in Text Mining for Historical Analysis is Here”, American Historical Review, (2)2024, pp. 519-543.  

Exercise: Applying text analysis to an historical document.

 

Week 7: Network Analysis and Historical Networks
Introduction to network analysis in understanding historical figures and political change.
Readings: M. Düring, “Historical Analysis Network,” Encyclopedia of Social Networks, 2011, pp. 1-19.  Case study: G.A. Burnett, “The Flow of International Students from a Macro Perspective: A Network Analysis”, Journal of Comparative and International Education, (3) 2015.
Exercise: Building a network analysis of historical correspondences or social connections.

Week 8: Digital Storytelling 
Digital storytelling formats for conveying historical narratives.
Reading: A. Pellowski, The World of Storytelling, Indiana UP, 1990, Chap.1 and excerpts.
Exercise: Developing a narrative for a digital history project.

Week 9: Rome 1849 - The first war reportage
In June of 1849 the French army laid siege to republican Rome. Stefano Lecchi, armed with a daguerreotype, became the first war reporter.
Discussion: The siege of 1849 as seen through the new media of the time.
Comparing photographs and other sources of visual information to understand the political and military events of 1849. The Gianicolo now and in 1849. Has memory been adequately preserved?

Week 10: Re-Discovering Two World Wars 

The digitalization of WWII photographs, letters and maps. Preservation and interpretation. Field trip to Archivio Centrale dello Stato in Rome.

Reading: M. Kraft and Others, “Memory, Commemoration and Remembrance: The Holocaust in the Digital Era”, The Historian, (1) 86, 2024, pp. 50-58.  

Exercise: Find, analyse and compare visual sources and identify actual locations. 

Week 11: Visiting Teche RAI - Digitalizing the Past
The public Italian TV network Rai has digitalized decades of daily programming. 

Fieldtrip: Guided tour of the RAI Teche archives, where the digitalization of old analog media takes place. 

Reading: P. Noto, “Another War? Italian Combat Films of the 1950s,” NECS Conference, Lisbon 2012, pp. 1-21.

Case study: The June 1944 Liberation of Rome – new digital resources and historical narratives.

 

Week 12: Social media and Public History Engagement
Understanding social media’s role in promoting and shaping historical narratives in the public sphere. When does history become “public”?
Readings: M. Demantowsky, “What is Public History: International Perspectives”, Public History and School, De Gruyter 2018, pp. 1-38. A. Helmond, “Social Media and Platform Historiography: Challenges and Opportunities”, Journal of Media History (1) 22, pp. 6-34.

Exercise: Designing a social media plan for an historical figure.

Week 13: Project Workshop and Collaborative Work
Students present project drafts, receive feedback, and refine their ideas individually and/or collaboratively.
Workshop: Finalizing project presentations, addressing peer feedback and revising project elements.

Week 14: Project Presentations
Final project presentations and discussions on the insights gained throughout the course.
Presentation: Showcase of final digital history projects; reflection on methodologies and learning outcomes.