Skill One/Skill Two-Metadata in Omeka/Omeka Exhibit

These two assignments went hand in hand, and involved building an online exhibit displaying a topic of our choosing that existed within the confines of the Progressive Era. I chose to title my project, A Deeper Look at the Triangle Shirtwaist Factory Fire. The collection examines the who, what, when, where, and why of the Triangle Shirtwaist Factory Fire and the lasting effects that it had on working conditions and workers’ safety. The items included in the collection all help illustrate the situation and connect reformers to actions that helped move the labor reform forward. I divided the website into different tabs by talking about three separate reformers and an the impacts of their actions on the labor movement. Using primary source pictures, firsthand accounts, and the logical organization of the Omeka website platform, I was able to efficiently display these issues in a format that can be easily navigated by most users. The exhibit can be visited here:

Skill Three- Timeline of Progressive Era Events

This skill is a compilation of twenty Progressive Era events including major labor strikes, social movements, and legislative accomplishments that took place during the moral reform movement in the late 19th and early 20th centuries. The Timeline.js software was an extremely useful system that helped me visually look at the era as a whole and decide on which of the many events that occurred during this time were the most significant to include in the timeline. This timeline can be viewed here:

Skill Four- Databases

This assignment involved building a database in Airtable to look at the relationship between group membership to suffrage organizations to arrests, to ultimately answer our group’s research question, which suffrage organizations were most prominent and did the membership of an organization affect the likelihood of arrest? The integration of information that is possible with the Airtable platform is complex but exciting, I had never worked with something of this sort. We connected the information found on over sixty suffragettes and found ways to connect their demographics, their locations, their membership to specific suffrage organizations, and whether or not they had an arrest record. Using this technology to group information and classify the people into groups across multiple pages of information made it much easier to process the information and potentially answer more questions than originally planned. I believe that learning this skill will prove a major asset to my skill set. A blog post evaluating the assignment can be viewed here:

Skill Five- Mapping

This skill involved using and a historical green book to create a digital map displaying the locations of hotels, salons, restaurants, gas stations, etc. that were safe for African-Americans to visit during the time period of reconstruction after the civil war ended and slaves were freed. The technology used to do this was a new concept for me, it worked really well with the concept of spatial history. Spatial history is the display of an event through time and location, and the way this is usually enacted is through the use of the map. was generally an easy to navigate software, and worked really well for the task at hand. I do not believe that I will have another opportunity to use this software while achieving my bachelor degree in communication, however adding another skill to my skill set is always beneficial. The blog post detailing this assignment can be viewed here:

Skill Six-Text Mining

Text mining was also a brand new skill learned in History 390. This assignment involved using Voyant to view large amounts of data at one time in different aspects, and allows you to zoom in on specific pieces of information. This is a skill that I think will be very useful to me in the rest of my studies at George Mason University, because Voyant makes it possible to quickly analyze text and draw themes without having to spend tons of time reading. The break down of this assignment can be viewed here:

Skill Seven- Census Data Plotting

This skill involved using Plotly to graph data from various censuses from the late 19th and early 20th centuries. Plotly is a software that allows you to visually represent information in various graph formats, and is interactive to help the user better understand the information being displayed, in this case, to visualize historical trends and data and what can be inferred about Immigration in the Progressive Era through the representations. This skill is universal, and I really feel that learning how best to use this online resource will prove to be an advantage in the future of my studies and potentially later in my career. The analyzation of these findings can be seen here:

Overall, History 390 has been not only eye opening to the history of the Progressive era as a whole, but I feel like I have such a better grasp on the digital tools that can be used to look a this information. Many IT classes can throw information at you, and have corresponding assignments to go with each skill, but I feel that the way that history was intertwined into the learning of new skills and the ways in which we had to apply each skill made it necessary to fully understand the information, the software, and ultimately allowed for us to draw our own conclusions from the data and research performed. This class has supplied me with large new skill set not only in the digital resources but also in the ways that I perform research as a whole. I feel like I will look at data of any kind completely differently from here on out and feel like I will be using the skill set that I learned in the class for years to come.