• The Bullet
• Course Catalogs
• Academic Department and Faculty Files
• Student Handbooks
• Photographs (Centennial Collection online plus those digitized, but not online yet)
• Alumni/Faculty Interviews (talk to me about interview waivers)
• Resources from Historic Preservation (?)
• Scrapbooks/Aubade/Alumni Magazine/President’s files

• Crawley, William B. University of Mary Washington: A Centennial History, 1908-2008. Fredericksburg, VA: University of Mary Washington, 2008.
• Key UMW faculty and staff (Parsons, McClusky, Thaden, Snyder)

Hello all,

Thanks for signing up for History 328: US Women’s Historysince 1870.  I wanted to give you a little preview of my plans for ourclass next semester because the research projects in the class are going to bea little different than that of other history classes (even for those of youwho took HIST 327 this fall).

First of all, in many ways, the general structure of theclass is going to be fairly standard.  We’ll have lectures on Tuesdays andpart of Thursdays, and discuss readings on Thursdays.  There will be amid-term and a final based on those lectures, discussions, andreadings.

What’s different is that the rest of your grade, roughly40%, will be based on a series of projects we’ll be working on in groups and asa class.  These projects will be based around researching Mary WashingtonCollege classes in the 1930s, 1940s, 1950s, & 1960s (including coursetopics, pedagogical approaches, majors, gender stereotypes, technology, andclothing).  As the class lectures and readings look at the experiences ofwomen in the United States in the late 19^th and 20^thCenturies, our parallel goal will be to understand what college meant to womenwho came to Mary Washington in the four decades in the middle of the 20^thCentury.

Each group of 6-7 of you will have a decade to research,using a variety of online and archival sources, as well as interviews withalums from these decades.  Rather than writing a traditional individualresearch paper, you’ll keep a research blog and  work with your group tocreate a research site collecting together the information that you’ve found.

Based on those sites, we will collectively decide (perhapswith the help of some alums), which decade we will then use for the finalproject, a re-creation of a course session or two from that decade.

Now, if this project is not the kind of thing you’ll beinterested in working on, you may want to look for another class.  But Ihope you’ll each at least be intrigued by the idea and perhaps even excited bydoing something that is original, fun, and creative, while tying in to thethemes we’ll be discussing more broadly for US women in the class.

Have a terrific break and I’ll see you in January.

Dr. McClurken

• Group 1 – How the rise of modern forms of transmitting information have affected the U.S. Postal Service  
• Student reports -- 1, 2, 3, 4
• Group 2 –  Tutorials Through Time 
• Student reports -- 1, 2, 3, 4
• Group 3 – Shift from card catalogs to digital catalogs in libraries, with a focus on its effect on librarians 
• Student reports, 1, 2, 3, 4
• Group 4 – Documentary on the history of the internet and its effect on Higher Education, using the University of Mary Washington as a contextual lens
• Student reports -- 1, 2, 3, 4

• Tupperware Print Ad -- http://infoage.umwblogs.org/2011/10/24/post-war-woman-and-the-spread-of-information/
• Weight-gain Print Ad -- http://infoage.umwblogs.org/2011/10/24/gain-flesh-gain-the-girl/
• Further explanation of the group's research and approach, some technical discussion, and photo issues.
• Wurlitzer Jukebox meets the Hipster Print Ad -- http://infoage.umwblogs.org/2011/10/23/advertisement-project-the-wurlitzer-jukebox/
• Discussion of advertising research
• Gutenberg Press Radio Ad -- http://infoage.umwblogs.org/2011/10/23/radio-advertisement/
• Sources used
• Further explanation of the group's research and approach.

Part one & two – Select one of the following by September 15.

• Actually use an early system of communication to convey information (demonstrated to the class)

• OR describe the process and complications of using such an early system to convey information.  (300-500 words, plus sources, posted to your blog)

• OR research and discuss the significance of an information technology in the life of a specific individual before 1950.  (300-500 words, plus sources, posted to your blog)

• OR create an infographic with information about an early system of communication from Parts I or II (with sources, posted to your blog)

• Individual project – Value is 10% of course grade

• To avoid overlap, each topic must be submitted for approval by September 15.

• Project due September 29

Part three – Create your own advertisement/commercial/print ad related to the history of information to be shared. – Group – 10%

• Due Thursday, October 13

Part four – Make a documentary (5-10 minutes) on topic from this period – Group – 15%

• Due Thursday, November 10

Part five – 5% – Help improve the timeline – Aspect must be preapproved before work starts on it.

• A) Work on the overall structure/format/presentation of the timeline.

• B) Pick any point on the timeline to expand on (with research) – Can take form of video, brief, essay, infographic, oral history, etc.

• Individual, unless a case can be made for group work here.

• Due the last day of class, December 8.