This semester, I’ve adjusted my H390 – Digital Past syllabus to focus student projects on Gilded Age/Progressive Era Chicago.

My last two classes, which consisted of mostly non-majors, struggled with the breadth of  my “pick a topic in history” final project instructions. I also found that since I am not an expert on all possible historical topics, I spent a great deal of grading time validating basic factual information and immersing myself in their topics so that I could adequately grade them. I’m hoping this is easier for me as well.

Additionally, I find that digital resources on Chicago during this time are quite prevalent. I already teach the Homicide Project Database out of Northwestern University Law School, so adjusting the rest of my in-class exercises worked out well.

The best part about teaching with technology? It’s a constant state of learning and adjustment.