HIST 413/613
American Revolution
SP 2023
Instructor: Professor Terry Bouton
Phone: 410-455-2056
E-MAIL: bouton[at]umbc.edu
Office: Fine Arts 510
Office Hours: (in person) Alternate Tuesdays/Thursdays 1:00pm-2:00pm; (online) by appointment
(It is always best to email before you plan to come to office hours so I can block out time for you. I typically schedule meetings with students and advisees during office hours, so it’s best to contact me before you plan to arrive to make certain I’m available.)
Course Webpage:
*I would advise bookmarking this page since it has links to all the documents and assignments*
Course Meeting Place: Fine Arts 006
Campus Map: http://www.umbc.edu/aboutumbc/campusmap/map_flash.html
Course Meeting Time: Tues., 4:30pm-7:00pm
Course Description: History 413 is a course about the era of the American Revolution (1760s to 1800). It examines what historians have called America’s dual revolution. The first of these is what typically comes to mind when people think about the American Revolution: the independence movement against Great Britain to establish “home rule.” The second revolution developed in tandem with the first: an internal contest between different groups of Americans to decide “who shall rule at home.” Although this course covers the independence movement in depth, the primary focus is on the internal revolution. The course explores the different ways people defined words like “freedom” and “independence” and the various hopes they brought to the cause. The goal is to understand what the Revolution meant to prominent “founding fathers” such as Thomas Jefferson and John Adams as well as to ordinary people: farmers, artisans, women, Indians, and the enslaved. At issue is how these different visions of the revolution meshed peacefully or collided, sometimes violently. We will try to assess which visions “won” and “lost” and why things ended up as they did. HIST 413 traces all of this over the Revolution’s expansive terrain: from the initial conflicts with Great Britain, to the wrenching experiences of the War for Independence, to the post-war tensions over the direction of the Revolution, to the extension and limits on democracy, rights, and liberties in the creation of new governments. By the end of the course, students will have a better understanding of the Revolution’s causes, its major events, its accomplishments, and its shortcomings.
This will not be your traditional history course. I see it as a public history course that bridges past and present in innovative–and I think important–ways. It will center on the myth and reality of the American Revolution with direct attention paid to the ways the modern internet, and especially social media, has become a breeding ground for historical misinformation and disinformation. In this course, we will try to counter that content with short digital videos that present an up-to-date and accurate history of various parts of the American Revolution. Those videos will be based on the current consensus among academic historians for any given topic and present the key evidence that historians use to back their interpretations. The goal is not just to create informative videos, but also interesting ones that capture and hold viewer interest. The ultimate objective is applied learning with some kind of real-world impact, measurable in views, likes, and follows on social media.
What we are doing this semester is part of a larger public history undertaking I’m calling “Three Minute History Professor.” This project is my attempt to address what I see as a critical gap in public history and history education created by the seismic shift of the world moving onto social media platforms filled with inaccurate history. As far as reach, the biggest source of historical misinformation is YouTube, with over 2.5 billion users who mostly come to the site to watch short digital videos. YouTube is in desperate need of reputable, accurate history to counter the misinformation but professional historians have no meaningful presence on the platform. History is a huge discipline that covers thousands of years of global human existence, but it has a relatively miniscule online footprint.
This course is part of this effort to pioneer a place for academic history on YouTube and, ideally, TikTok. I want to show academic historians that they can use their teaching to create interesting, up-to-date, historically accurate student-produced short-video content. I hope we can inspire other historians and students to join us so that collectively the historical community can fill YouTube with reliable and accurate history content across topics, fields, geography, and time periods. You are going to help me show it can be done–and come out better than you might expect, mostly because of the energy and commitment students bring to the project.
Here’s an overview of the Three Minute History Professor project and how it fits into this class: https://terrybouton.wordpress.com/three-minute-history-professor/
Course Format:
This project-based course will mix lectures, workshops, and individual and small-group meetings. We will alternate between meeting in person and online. In-person weeks will feature three main activities: 1) lectures about the Revolution’s main topics and how it’s history has been politized over time, 2) script-writing and video-making tutorials, and 3) full-class workshopping of scripts and videos. Online weeks will mostly involve small-group workshopping and individual meetings with me to develop project topics and sources and improve scripts and videos. Our first online session will be a group video-conference held during class time with Woody Holton, McCausland Professor of History at the University of South Carolina and the author of numerous books on the American Revolution, including the one we will be reading together to start the semester as we hunt for topics.
My teaching method centers active learning by having students directly involved in the creation and dissemination of course content. We will cover the full timespan of the American Revolution and range over most of its central topics, with each student taking on one topic (two for graduate students) as the focus on their semester-long video project. Students will encounter the full span of the Revolution’s history through lectures and by workshopping each other’s scripts and videos. I see script and video workshopping as a great way of “learning-by-doing” because it gets students to engage with each big topic of the Revolution as they review and edit each other’s work. And since we will be repeatedly reviewing the same material in script and video form as the projects evolve, the material should sink in better, especially since we will be covering it in ways that appeal to multiple different learning styles.
Learning Objectives:
After this course student will be able to:
- Find and communicate the historical consensus on the central topics of the American Revolution
- Locate reputable secondary sources, primary sources, and visual imagery for any given historical topic
- Distill complex historical points into short, coherent, lively text
- Script a video that is both interesting and historically accurate
- Produce a short digital-history video from start to finish
Readings:
Woody Holton, Liberty is Sweet: The Hidden History of the American Revolution (New York: Simon and Schuster, 2022), ISBN13: 9781476750385 (paperback)
Requirements:
The various tests and assignments for the course will produce a possible 400 points. Your total grade for the class will be determined by tallying your scores the following five elements:
WEEKLY ASSIGNMENTS (12 @ 100 pts. each): 1,200 pts. (60% of your total grade)
WORKSHOP CRITIQUES (5 @ 100 pts. each): 500 pts. (25% of your total grade)
FINAL VIDEO 300 pts. (15% of your total grade)
Total Grade: 2,000 pts.
At the end of the semester:
1,800-2,000 points will be an A
1,600-1,799 points will be a B
1,400-1,599 points will be a C
1,200-1,399 points will be a D
Below 1,200 points will be an F
NOTE: Students taking HIST 413 on a Credit/No Credit basis should remember that the university requires that you earn a final grade of at least a C to receive credit for the course. History majors and potential history majors need a C or better for the credits to count toward the major.
Weekly Assignments (1,200 pts. in 12 assignments, each worth 100 pts.):
There are 12 assignments throughout the semester. They range over a variety of different kinds of assignments, from topic ideas and a bibliography to evolving drafts of scripts and videos. The specific assignments are detailed below on the course schedule and will be posted on Blackboard. You will be graded based on the quality and effort demonstrated by your work. You can find rubrics for the different types of assignments on Blackboard (make sure you give those a read before starting any assignment).
Workshop Critiques (500 pts. in 5 assignments, each worth 100 pts.):
Workshopping scripts and videos is a crucial part of this course. It’s so important that I am giving your critiques of other students’ scripts and videos the same weight as the creation of those scripts and videos. My goal is to produce excellent videos to release on YouTube. And that means the scripts and videos will need to be revised several times so that they are well vetted and as good as we can make them both factually, visually, and in terms of holding viewer interest. Getting them to where they need to be is a collective process that involves engaged, detailed, and sustained participation from everyone. There is a rubric with specific guidelines and benchmarks for the workshops on Blackboard.
Final Video (300 pts.):
By the time you are ready to submit your final video, it will have gone through four script revisions and four rounds of video editing. Your grade will depend on the quality of the final project and how well you incorporated feedback from me and your classmates. I have posted a rubric for the final video to Blackboard.
Course Policies and Guidelines:
Masking in Class:
In consideration of the health of your classmates and instructor, you are requested to wear a
facemask in our classroom. There are those among us who are immuno-compromised,
chronically ill, or with vulnerable family members, and they need our care and protection. Let’s make our class a place where everyone can participate safely.
Late Work:
Try REALLY hard not to fall behind in this course. Most of the assignments are sequential and build on earlier work. That means if you get behind you will need to get caught up so you are ready for the next step. I will do everything I can to make sure that everyone who falls behind gets caught up as quickly as possible. The credit reduction for lateness will depend on the circumstances, the quality of the work submitted, and the length of time. Be forewarned, if I have to do too much script editing/writing, your grades for the assignment and the final project will reflect your neglect.
IMPORTANT: I require everyone to save a personal copy of all of their work on their home computer, thumb drive, or whatever other storage device they have. Since Blackboard is occasionally buggy, I HIGHLY suggest that you type out your response with a word processing program and then cut and paste your response into Blackboard. If you have a problem with Blackboard, it is your responsibility to ensure that I receive a copy of your posting by the deadline. DO NOT automatically email me a copy of every posting. ONLY email postings in the event of a Blackboard emergency.
Getting started on Blackboard: Blackboard is relatively easy to use and will allow you to have access to course materials 24 hours a day, 7 days a week through the Internet. If you have registered for the course, you should automatically be registered on Blackboard. As a UMBC student, you have a personal email account and access to the Internet and through the school’s many on-campus computer labs. You can also access Blackboard off campus through a personal account or from the UMBC dial-up. BEFORE you do anything else, check to see if you are enrolled in the course by going to http://blackboard.umbc.edu. If you have been automatically registered, take some time to explore the Blackboard site for the course. If Blackboard indicates that you are not registered, follow the directions at the main Blackboard site for new users.
Email:
I will send all email messages to your UMBC email account (yourusername@umbc.edu). If you do not usually check this account, have messages forwarded to your preferred email address (such as yahoo, gmail, etc.). For help with this procedure, or if you have other questions about UMBC’s Office of Information Technology services visit the OIT helpsite at http://www.umbc.edu/oit/. Helpdesk personnel in the on-campus computer labs can help with most questions. The helpdesk phone number is 410-455-3838.
Random Rules:
1) TURN OFF CELL PHONES, BEEPERS, WATCH ALARMS, or any other device that might disturb the class. I will make examples of those who violate this rule (for example, if your phone rings, I will take the call).
2) Laptops in the Classroom: I’m fine with people using their laptops to take notes in class. But it is both rude and disruptive for you to be emailing, surfing the web, playing World of Warcraft, IMing in Google chat, visiting your Second Life, watching SNL clips on Youtube, or updating your Facebook profile while you’re sitting in my class. If you don’t think I can tell, you’re wrong. (Hint: you staring at your laptop screen, smiling and laughing when we’re talking about, oh say, slaves being tortured is something of a giveaway). If I have to speak to you about this, you’re not going to be happy. So try to curb your net addiction for the 75 minutes we’re in class. Thanks!
3) Coming to class late. At some point everyone is late for reasons beyond their control. I understand that. But when you start making a habit of coming to class late, you’re disrupting me and your fellow students.
Academic Integrity:
By enrolling in this course, each student assumes the responsibilities of an active participant in UMBC’s scholarly community in which everyone’s academic work and behavior are held to the highest standards of honesty. Cheating, fabrication, plagiarism, and helping others to commit these acts are all forms of academic dishonesty, and they are wrong. Academic misconduct could result in disciplinary action that may include, but is not limited to, suspension or dismissal. To read the full Student Academic Conduct Policy, consult the UMBC Student Handbook, the Faculty Handbook, or the UMBC Policies section of the UMBC Directory. To read the policy online, see: http://www.umbc.edu/integrity/.
See the UMBC resources on Academic Integrity: https://academicconduct.umbc.edu/plagiarism/
I show no mercy toward cheaters. If you are caught cheating on any test or assignment, you will receive a zero for that grade, fail the course, and I will submit your name to the proper disciplinary authority. Rest assured that I will do all I can to see that those disciplinary bodies take the strongest possible action against anyone who cheats. Potential cheaters: you have been warned.
All other course and university policies applicable to this class may be found on the course Blackboard site.
COURSE SCHEDULE
OF
TOPICS AND ASSIGNMENTS
Week 1: IN PERSON
Tues., Jan. 31:
Introduction: The Myths and Realities of the American Revolution (a history told through possible research topics) Part I
- The “Three Minute History Professor” Project: A New Way to Teach the American Revolution
- Administrative Issues: syllabus review, procedure for online weeks
- Myths, Misinformation, and the American Revolution
Week 2: ONLINE (Synchronous)
Mon., Feb. 6:
Assignment #1 (Due Mon., Feb. 6 by 11:59PM): Three Areas of Interest
Skim Liberty is Sweet and Identify three areas of interest for your project. For each area, explain what interests you about it and the particular stories that might make good project topics. Support your choices with specific examples and evidence from Liberty is Sweet (with page number citation)
Tues., Feb. 7:
LIVE with Woody Holton, McCausland Professor of History, University of South Carolina, author of Liberty is Sweet (the book we are reading to start the semester)
The Bancroft Award-winning historian Woody Holton, author of Liberty is Sweet: The Hidden History of the American Revolution, will be meeting with us via WebEx to talk about writing an overview of the American Revolution. Holton is the perfect person to help us hunt for project topics, since writing a synthesis like this means he recently reread the classics and poured over the latest new scholarship on the Revolution. We’ll have an open-ended discussion of the biggest myths and misperceptions about the Revolution and get Holton’s sense of the state of the field and which stories would make good subjects for your projects. I have no doubt we will tease out a bunch of promising topic ideas tonight!
NOTE: We probably won’t meet for the full time tonight. I will meet with each of you individually on WebEx this week to talk about your project ideas. See day and timeslot sign-up Google Doc.
Week 3: IN PERSON
Mon., Feb. 13:
Assignment #2 (Due Mon., Feb. 13 by 11:59PM): Three Topic Proposals
Write a project proposal for three different topic ideas that makes the case for why there should be a short digital video about each one.
The proposal should do the following for each of the three topics:
1) State the “big picture” historical lesson for each topic by explaining the larger message the video will convey. That explanation should make the case for why we need to know about this topic. What’s the big, important take-away?
2) Explain how you envision the video presenting the topic and making its central point. Sketch out what a video might look like, what information it might present, how it will make the larger point. Reference specific examples you might use to make the case.
Your topic can and will change as you do more research and gain deeper knowledge about the topic. But I want you to think about how you will get your point across as specifically as you can at this early stage.
Tues., Feb. 14:
(In-Person Class Meeting) The Myths and Realities of the American Revolution (a history told through possible research topics) Part II
Week 4: ONLINE (Webex meetings)
Mon., Feb. 20:
Assignment #3 for (Due Mon., Feb. 20 by 11:59PM): Six-Source Annotated Bibliography.
This week you need to find the most relevant historical sources on your topic to ensure historical accuracy and to find the best examples, quotes, and (hopefully) visual imagery that you will use in your videos. You do not need to fully read each source. But you need to skim it closely enough to know what it says, how it relates to your topic, and to be able to identify some examples and quotes that look promising. Your bibliography will include a complete citation for each source along with a short paragraph for each that explains how it will help. I will meet with each of you next week online (my WebEx meeting room) to discuss your bibliographies and to suggest alternative sources.
This week:
Individual Online Webex Meetings: Each student will meet with me individually online to discuss their topics and sources and to begin planning out scripts and locating visuals. I will post a Google doc with sign-up times.
Week 5: IN PERSON
Mon., Feb. 27:
Assignment #4 (Due Mon., Feb. 27 by 11:59PM): Three Hooks to Introduce Your Video.
Propose three introductory “hooks” for your video. Research shows that people decide whether they want to watch a video or not within the first five or so seconds of watching it. That means each video needs to start with an attention-grabbing opening that entices viewers to keep watching. Your job with this assignment is to propose three different opening ideas designed to hook viewers. Creativity counts!
Tues., Feb. 28:
(In-Person Class Meeting) Video “Hooks” Workshop: Tonight we will have our first workshop and one of the few we conduct as a full class. Hooks are such an important part of each video that I want everyone to have full-class feedback on their ideas. Past class “audiences” have had great suggestions about what worked best and how to improve ideas and I expect tonight’s workshop will be no different.
Week 6: ONLINE (Asynchronous)
Assignment #5 (Due Thurs., Mar. 9 by 11:59PM): Evidence Reports
Decide the main points your video will make about your topic. Go through your secondary sources and collect a pool of evidence (specific examples and quotes) that make those points. Create an outline that identifies each main point with a letter (A, B, C, etc.). Follow each lettered-point with a numbered list of possible evidence to use to make that point. These reports will be read by the entire class who will use the letters and numbers to identify what they consider to be the most persuasive pieces of evidence. See the more detailed guidelines for this assignment on Blackboard.
Friday-Monday:
Evidence Reports Workshop (Asynchronous): For the workshop you will do the following for each Evidence Report (aside from your own): 1) Read the evidence report. 2) Assess the effectiveness of the evidence presented in the report to determined which numbered quotes and examples best demonstrate the lettered points. 3) Submit your assessments by replying to the Evidence Report on the Blackboard Discussion Board with a numerical code. So, if you thought the most effective pieces of evidence to prove point A were items numbered 1 and 3, then all you need to do is write, “A: 1, 3.” And then repeat that process for the other points. 4) Written comments are welcomed but you do NOT need to write anything other than the letters and numbers corresponding to the points. Be sure to check back over the weekend so that you catch the late submissions!
Week 7: IN PERSON
Tues., Mar. 14:
(In-Person Meeting) Meet the Mythmakers: How the history of the American Revolution has always been mythologized and politicized (Class canceled due to university-wide power outage).
Work on the First Draft of Script. On the Monday after Spring Break you will submit the first draft of a completed script containing all of the words that will be spoken for narration of the video. Your target goal is 500 words. That’s not a lot of words and a lot of ground to cover as far as 1) your hook that introduces the video, 2) main points, and 3) the evidence you’re going to present.
The challenge here is being clear, coherent, comprehensive (on your specific point), exciting, and persuasive. And you need to write a script to be spoken aloud. Remember also that the video is intended for an audience that doesn’t know a lot about the topic and that you don’t want to intimidate with unnecessary jargon or big words. That’s a tall order. It’s also why the scripts will take several rounds of revision to get to the point where they need to be before we start the video production part.
I will be working over Spring Break so if you want to wait to submit your first-draft of your scripts early, I will review them for you so you can work on them over break if that works better for you.
Week 8:
Tues., Mar. 21:
SPRING BREAK: NO CLASS
I will be available to review scripts now and during Spring Break if you want to submit your draft early so you can work on them over the break.
Week 9: ONLINE (Asynchronous)
Mon., Mar. 27:
Assignment #6 (Due Mon., Mar. 27 by 11:59PM): First Draft of the Script
Submit the first draft of your 500-word script. If you are a graduate student or submitting more than one script as an undergraduate, you need to submit BOTH scripts. Don’t worry if the script is longer than 500 words, we will edit them down and it is better to be longer than shorter in the initial stages.
Wednesday and Thursday:
Individual Online Webex Meetings: Each student will meet with me individually online to discuss the first draft of their scripts. I will post a Google doc with sign-up times.
Week 10: IN PERSON
Mon., Apr. 3:
Assignment #7 (Due Mon., Apr. 3 by 11:59PM): Second Draft of Script. I will grade your script based on how well you incorporated my feedback from the First Draft.
Tues., Apr. 4:
Introduction to Video Production: Tonight, I’ll also give an overview of the video production process and talk about some of the main issues you will need to consider as we move forward, including legal issues like copyright, fair-use, and social media platform policies.
WeVideo Software Introduction: Bring your laptops tonight because we will also be learning to use the WeVideo video editor by assembling a sample video. I will provide each student with a folder that includes all the elements you will be using for your own videos: video and audio files for the script narrative and individual files of visual imagery. Your job is to assemble all of this into a complete video by experimenting with the basic video-editing functions on WeVideo and trying out an advanced feature or two.
Week 11: ONLINE (Asynchronous)
Mon., Apr. 10:
Assignment #8 (Due Mon., Apr. 10 by 11:59PM): Scripts-with-Visuals.
Create a Google Doc that combines your Third Draft of the script with visual elements.
Guidelines:
The assignment involves everyone finding and perhaps creating an assortment of visual elements for their videos. Having interesting visual elements is a central part of each video. One of the things everyone will discover is that the projects will require more visual imagery than you think. Think broadly and creatively. This can be anything: pictures you find on the web or reproduce from old historical books (in the public domain); it can be images of historical documents or a simple chart or graph that makes a point visually; it can even be clip art items you intend to put together to create simple animations.
The important thing to remember is that each piece of visual evidence has to show something or prove something from the script. If you are introducing a person, event, place, etc. you want visual evidence that shows this element of the story. When you are making your key arguments, you want visual evidence that demonstrates the points you are trying to make.
For this assignment I want you to create a Google Document (in the course folder I will create) that has BOTH the text of your script AND the visual evidence that will appear on screen for each part of the script. I will leave the presentation format up to you, but you should make it clear what visual evidence will appear on the screen to emphasize which lines of the script. Remember: you don’t need visual evidence for each line or statement in the video. I will film the entire narration of the script with me in front of the camera. When you make your video, you will be cutting back and forth between my narration and the different visual elements you collect and make. Some points are better made with the image of me speaking the words of the narration (perhaps with key words visually popping–an effect we will talk about later). You can make other points more effectively by cutting away to your visual evidence: a picture, map, words of a quotation, a simple bar graph, or even a basic animation (if you know how or want to learn).
Wed-Friday:
Scripts-with-Visuals Workshop: I will divide the class into small groups (4-5 students) to workshop your assortment of visual components. Each group will have its own discussion within a designated folder this week. Each student in the group will critique the collection of visual elements of every other student in the group. Those critiques will analyze the visuals for how informative and interesting they are and how well they work with the script: Do the visuals make sense? Do they convey the intended message? What suggestions do you have for improving the visual elements? What parts of the script/points need more visual elements than in version? Can you suggest any ideas for how the person might make their own visual elements in these places if it’s hard for them to anything good to use in that spot in the public domain?
Remember, the critiques are also graded assignments. I will grade your collected workshop critiques according to the “Workshop Critique” rubric on Blackboard. Re-read “Workshop Etiquette” before participating.
Week 12: IN PERSON
Mon., Apr. 17:
!!!!!!!!!!!!!!
IMPORTANT
(Due Mon., Apr. 17): Final Version of Your Script!!!!
IMPORTANT: I will be filming the narration of your scripts this week so you MUST submit the final version of your script(s) by the deadline: Mon., Apr. 17 by 11:59pm)
IMPORTANT
!!!!!!!!!!!!!!
Tues., Apr. 18:
(In-Person Class Meeting) Visuals-in-Action Workshop: Bring your laptop! Tonight I will show examples of effective use of visuals in videos and discuss some of the “house-style” looks and visual effects available on WeVideo. This will involve both viewing and hands-on learning trying out some of the effects.
Week 13: ONLINE (Asynchronous)
Mon., Apr. 24:
Assignment #9 for Next Week (Due Mon., Apr. 24 by 11:59PM): First Edit of Your Video(s). Complete a draft of your video for workshopping this week. I will grade each video based on the effort and progress demonstrated.
Tues.-Thurs.:
First-Edit Video Workshop (Asynchronous): I will divide the class into small groups (4-5 students) to workshop the first draft of the videos. Each group will have its own discussion within a designated folder this week. Each student in the group will critique the video of every other student in the group. Those critiques will analyze different elements of the video and specify what works and what needs clarification or improvement. Remember, the critiques are also graded assignments. I will grade your collected workshop critiques according to the “Workshop Critique” rubric on Blackboard. Re-read “Workshop Etiquette” before participating.
Week 14: IN PERSON
Mon., May 1:
Assignment #10 (Due Mon., May 1 by 11:59PM): Second Edit of Your Video(s). I will grade your draft videos based on the improvements made over the first draft.
Tues., May 2:
Second-Edit Video Workshop: Bring your laptops! This is a chance to see some of the exciting things other people are doing in their videos and to show each other how its done! This in-person workshop will run through the videos with an eye toward refining and making clarifying and stylistic improvements. The suggestions will be things like: “hold that image longer,” “use a larger fonts for that text, “we need a visual to break up that long narration sequence,” “find a transition that moves faster,” “trim the dead air in that sequence,” “have the camera pan through this photo,” “slow down (or speed up) the panning across the photo,” “change the order of the images.” While there is a “house style” for the videos, that style is always evolving, and we can talk about that as a class.
YouTube Channel Launch Pizza Party!
Week 15: ONLINE (Asynchronous)
Mon., May 9:
Assignment #11 (Due Mon., May 8 by 11:59PM): Third Edit of Your Video(s). I will grade your draft videos based on the improvements made over the first draft.
Mon.-Thurs.:
Third-Edit Video Workshop (Asynchronous): I will divide the class into small groups (4-5 students) to workshop the third draft of the videos. Each group will have its own discussion within a designated folder this week. Each student in the group will critique the video of every other student in the group. Those critiques will analyze different elements of the video and specify what works and what needs clarification or improvement. Remember, the critiques are also graded assignments. I will grade your collected workshop critiques according to the “Workshop Critique” rubric on Blackboard. Re-read “Workshop Etiquette” before participating.
Week 16: ONLINE (Asynchronous)
Mon., May 15:
Assignment (not graded, but required): Upload an MP4 of your revised third-edit video to Blackboard (or my Google drive) on Mon., May 15 by 11:59PM.
Fri., May 19:
Assignment #12: Picking the First Five (Due Fri., May 19 by 11:59PM): We need to pick an initial order for the videos that is NOT chronological. (I can create a chronological or topical playlist on the channel page). To do this, I want everyone to watch all the videos for the course and create a list of the first five we should show (excluding your own video). Explain your ranking/ordering and take into consideration the quality of the videos and the overall mix of videos in your top five (don’t make them all the same kind of history).
Final Videos Due on Tues., May 23 by 11:59PM
Terry Bouton 