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In my undergrad #HistoryofMexico class @RutgersU this semester, I gave students the option to create digital timelines using @knightlab& #39;s TimelineJS. The results were innovative and inspiring! #twitterstorians #digitalhistory (1/
Students made creative use of digital source material & media on wide range of topics. I was impressed by their willingness to experiment with new formats. Sources incl. historical newspapers, docs from digital collections, archival photos, video, audio, oral histories, maps (2/
Why is a digital timeline assignment an effective #teaching tool? It prompted students to put different types of sources into conversation and to write succinctly while still engaging analytically. I pointed them to #digitalarchives but some also found their own sources. (3/
Check out this thread for a few examples of these experiments in digital history (shared w permission). These are first drafts created during a compressed and hectic semester, but I think they are pretty great! #historyofmexico (4/
One student traced the role of the Mexican corrido through Independence, the Revolution, the 1985 earthquake and into the present, analyzing archival recordings of popular corridos from the Frontera Collection @UCLA @UCLA_CSRC http://frontera.library.ucla.edu/ :">https://frontera.library.ucla.edu/">... https://bit.ly/2COC9QS ">https://bit.ly/2COC9QS&q... (5/
Two others examined histories of education in Mexico from the Revolution to 1968: https://bit.ly/3eOrqEi ">https://bit.ly/3eOrqEi&q... & https://bit.ly/2AlqqbO ">https://bit.ly/2AlqqbO&q... (6/
This student told the "HERstories" of the Mexican Revolution, focusing on the understudied role of women and the soldaderas: https://bit.ly/3irD7Dc ">https://bit.ly/3irD7Dc&q... (7/
One student created a fascinating history of the Bracero Program using oral histories from @chnm& #39;s Bracero History Archive http://braceroarchive.org/ :">https://braceroarchive.org/">... https://bit.ly/3geeHLr ">https://bit.ly/3geeHLr&q... (8/
Two students focused on the student movement of 1968 and the Tlatelolco Massacre after consulting the collections of @ccutlatelolco: https://bit.ly/31vOjIN ">https://bit.ly/31vOjIN&q... & https://bit.ly/31xUhJo ">https://bit.ly/31xUhJo&q... (9/
We devoted a lot of class time to discussing the 1985 earthquake, especially the lack of state response and the important role of civil society in the aftermath of disaster. So I was not surprised when several students did projects about 1985: https://bit.ly/2VvMmrS ">https://bit.ly/2VvMmrS&q... (10/
Perhaps the most innovative project was by a student who interviewed a relative who grew up speaking Mazatec in Oaxaca. He presented this oral history alongside research on indigenous languages in Mexico, family photos & other digital sources: https://bit.ly/38e66FC ">https://bit.ly/38e66FC&q... (11/
And last but not least, a multimedia history of the Zapatistas: https://bit.ly/2ZhxI8I ">https://bit.ly/2ZhxI8I&q... (12/
All in all, this was a rewarding #digitalhistory #teachingandlearning experiment, one I hope to try again with future classes. Thank you to all mentioned for these wonderful digital history resources. And many thanks to @RAKarl for the assignment inspiration! (13/
