So I know we're all mad at bad history today, but I've been wanting to share an assignment with you that helps your students produce good history, teaches them some digital humanities skills, and helps you break the final exam habit. Huzzah!

In the last year or so, I've assigned a @TimelineJS project as my final, synthetic assignment in a variety of classes and students LOVE it. More on the assignment details later - first, you may be wondering, what is Timeline JS?

It is a very user-friendly online program that uses a google spreadsheet to create really great and customizable interactive timelines. Students can add photos, maps, songs, you name it.

You can see an example on their website: https://timeline.knightlab.com/ 

This has many applications, but I've used it so far as a way for students to analyze oral histories. I particularly love this b/c oral histories aren't typically in chronological order, which means students have to create a clear, chronological narrative THEMSELVES.

The assignment mimics a final research paper in some ways: I have students create between 13 & 20 slides with ~150words. They use 3 outside sources to analyze and contextualize the interviews. (Students don't just include names & dates, I make sure analysis is front & center).

But this also teaches them new skills - namely, digital literacy. Students must find media to include with their slides. This means that they have to learn how to find historical images, identify copyright and, for some, learn how to use an excel spreadsheet.

My favorite part about this assignment is that it allows students to apply our entire course to one person's life. Thus, the project is synthetic and naturally can replace a final exam.

For example, in my Soviet History course, students used the Harvard University Refugee Interview Project to analyze Soviet life between Lenin and Stalin.

Student ex: https://tinyurl.com/y6bvcnzv 
(Shared with permission)

You can go beyond oral histories: I've had colleagues use my project and have students analyze a city & it's relationship to prostitution and I'm thinking of having my students this semester trace short-lived utopian communes in the 19thc.

My final selling point: the technology is really not difficult. I dedicate one class day to teaching them how to use it and then they're off! Your uni's center for teaching probably has someone who can help, too.

(I learned this from @iamabooknerd & @NancyUm1 - thank you!)

Just to make sure that students are on the right track, I have them turn in a basic rough draft. They also turn in a reflection along with the final project - they review 5 of their peers' timelines, and then reflect on their own learning. (Which is how I know they like it!)

In sum, anyone can do this! Students like it! It's research-focused, student-centric, synthetic, and teaches some important digital skills! And they are SO much fun to grade! If you're looking for something to spice up online learning, I'd highly recommend it.

FYI: This is an example of the assignment instructions when I used it in my Gender & the Cold War class https://tinyurl.com/y53xmsll 

You can also find more student examples on my website. (All have been shared with permission).

http://chelseacgibson.com/teaching/