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Module 1

Have you taken an online class before?: Yes
Are you available from 6 pm to 7:30 pm, EDT, Tuesdays (5/18/21; 5/25/21; 7/6/21)?: Yes
Do you have regular access to a computer?: Yes
Do you have regular access to a reliable Internet connection?: Yes
Are you able to devote six to nine hours a week to this course?: Yes
Are you motivated and self-reliant? Are you able to complete assignments without reminders?: Yes
Do you enjoy learning new skills through online tutorials?: Yes
Does the instructor have permission to share your Mason email with classmates?: Yes
On any given day which of the following devices do you use? (check all that apply):
  • Laptop
  • Desktop
  • Smartphone
  • E-Reader (Kindle, Nook, etc.)
Which of the following do you use in academic work? (check all that apply):
  • Email
  • Google Apps (e.g., Docs, Sheets, Slides, Jamboard)
  • MS Office (e.g., Word, Excel)
  • PowerPoint
  • Citation Management Software (e.g., Zotero, Mendeley)
  • Blog Platform (e.g., WordPress, Blogger)
  • Video Conferencing (e.g., Zoom, Skype, Webex)
  • Slack
What digital resources do you consult for research? (check all that apply):
  • Google Search
  • Google Books
  • HathiTrust
  • Google Scholar
  • Library Catalog
  • JSTOR
  • Library Subscription Databases
What common services do you use for non-academic work? (check all that apply):
  • Text Messaging
  • Instagram
  • Reddit
  • YouTube
  • Hulu (or other streaming entertainment services)
  • Amazon Prime or Netflix
Do you have any digital maker skills?: Audio/Visual editing

Module 2

Module 3

Blog post is completed.: Completed

Module 4

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Module 5

Module 6

Module 7

Module 8

Blog post is completed.: Completed
Blog post is completed.: Completed

Module 9

Your Feedback:
The Eubie Blake/Shuffle Along project site is very impressive! The landing page is attractive and offers a few preliminary posts to orient the public. Reading the entries on that initial page provides some perspective and historical context about Blackface, its use and its significance. We also get a brief explanantion of why "Shuffle Along" represents a counterdiscourse and a form of resistance to the stereotypes advanced by Blackface. I liked that there were thought-provoking questions about minstrelsy and the use of Blackface by Black performers. The combination of text and image is well-balanced, and the menu links allow one to proceed by choosing what they find most interesting to learn about next.

I clicked on "We Didn't Have a 'Negro Act'" --Eubie Blake, and loved that I could hear Eubie Blake himself in the audio files! At each step, the site pages created even more interest in the project. The layout, the inclusion of transcripts and questions once again go beyond treating a historical phenomenon and biography about an artist in superficial, passive and pedantic way, to fostering an interactive way to access this controversial topic. The recontextualization of the play in contemporary times (the 2016 Playbill activity), the Spike Lee "Bamboozled" clip and the question about Michael Jackson's physical transformation, takes the question of Blackface into the contemporary era and shows how what seems to an anachronism from the "distant past" is in fact not so distant and has a pernicious legacy.

Links to the blog, information about cast member Lottie Gee, the inclusion of additional resources, makes this such a thorough and fully developed project. I can see that it meets your course objective of getting students to interact with the topic by getting them to think critically and contextually about issues concerning performance, comedy, and race. I am looking forward to going through the other links and really enjoying learning about this exceptional artist via this site. I found the website easy to navigate and can see how useful it will be for educators and students to use, but is such a great topic with so much information, that it has broad appeal. Well done!
Content: 473592
Your Feedback:
I found this to be an excellent and timely project that is well laid out and clear. The photograph on the landing page is intriguing and makes me want to learn more about it and the project in general. Having the summary on the home page along with a link to the transcript provides a good introduction to the topic. The objective of having students learn to evaluate sources as they do research is well thought out. The freedom to navigate the site in any order allows the freedom to pursue various avenues. I appreciated how the project has students learning how to analyze primary documents, visual and textual material. I LOVE the juxtaposition of works of Jacob Lawrence and Norman Rockwell for analysis. The site, even while it is under construction, is so rich in content that I can see it being used in different ways. The activities being geared toward the different types of materials and having them approach each of these in deliberate and particular ways works well in getting students to understand that there is no one single way to do research and to apply specific criteria that matches the material that they are analyzing. It is also a great way for them to learn technical vocabulary as well.

The timeline is very interesting supplemental tool to work with. It helps students to contextual. I like that you are including a guide for teachers. The site is user friendly. I do have a question about one of the objectives listed on the Instructors guide: "Understand the difference between inferred societal evidence, document testimony and the past from the future." I'm not sure about "from the future" and what you mean by this in the context of evidence and document testimony. Perhaps some clarification is in order for the wording of this point?

Overall, this is a terrific project, your knowledge about the topic comes through and I look forward to seeing the final version!
Content: 473619
Your Feedback:
The landing page has two awesome photos that lets you know right away that this is a contemporary, relevant topic. Often, when we think of Indigenous ethnic groups in the U.S. they are presented in anachronistic, unflattering or controversial ways. It is appalling how little exposure our students have about Native American nations outside of the "conquered peoples" narrative. So right away, I thought that those two images were a powerful counternarrative to mainstream representations. (P.S. - I think I would make the font larger so that the text is more inviting to read.)

You make a great point about the emphasis on the use of dates in the service of a particular discourse that presents history as an orderly process which reflects a eurocentric idea about progress and modernism in your "Crucial Frameworks" section. It's great that you are getting students to think about analying this universalist view of history and that Indigenous peoples had their own philosophies and concepts about time, about land, about their place in the universe that should be acknowledged.

The premise of the porject, the process the Federal Gov't uses to recognize the Indigenous nations and ethnic groups is fascinating and necessary. The controversy that finally led to the Washington Football Team name change is also illustrative of how Native American activism maintained pressure and enlisted allies in their campaign to educate people on why the term "Redskins" was so objectionable and a throwback to casual racism.

I think you've done a great job including information about historical thinking - the video clip is very helpful, and the resource page is a wonderful addition for those who want to do further research. I notice that there are a number of narrative passages about the project in the site, so I look forward to seeing some of the actual activities that you will have students do and the additional materials that they will work with. The overall layout of the site is easy to navigate with the headers, so what I would want is to see the actual texts, visuals, supplementary materials that students will work with at the undergraduate level.

I also like that you will focus on a specific ethnic group, the Menominee, as this will allow for a focused, in-depth study that can then be replicated. Will students have the opportunity to apply what they learn about the Federal process of recongnizing this Native American group to doing research on another Indigenous group of their choosing? Will there be a final project? I notice that you have three tracks on the site: The Menominee, the Washington Football Team, and the activism around the Keystone - XL Pipeline project (another victory for Native American activism!). Will you have enough activities around just these three topics for an entire semester? How will you be connecting them?

I can't wait to see the finished project and am excited to learn more! I think it is so amazing that Deb Haaland is now the U.S. Secretary of the Interior. Since you have her photo on the home page, I thought you would be doing some activity that included her. As this is a semester-long course, would incorporating an activity about how the Pueblos of New Mexico were recognized and why her appointment is so monumental be something you would consider? This could be done in comparison with the process of recognition for the Menominee. It would also get students think about the creation of the Dept. of the Interior and the inner workings of the Bureau of Indian Affairs and why we have a Federal process of recognition at all. As an expansion exercise, students could analyze why we keep violating our treaties with Native American nations. You may be going in a completely different direction and have your activities all planned, but I thought I would offer this up as a suggestion.

This project is a terrific idea!
Content: 473615

Module 10