DoHistory
http://www.dohistory.org/
Created “made” by the Film Study Center at Harvard University.
Maintained by not specified
Reviewed September 13-14, 2002
Launched February 4, 2000 by the Film Study Center at Harvard University,
the DoHistory Website sets out to show “how to piece together the past
from the fragments that have survived by using Martha Ballard as a case study.”
Martha Ballard, an eighteenth century midwife and healer, meticulously recorded
her daily life and work in a diary from 1735-1812. Inspired by audience response
to the book and film, this Website, intends to attract a broad audience (i.e.
“women, teachers, midwives, senior citizens, and students who have read
the book.”). Teachers, students, and scholars of U.S. History, New Media,
and Film and Media Studies will find this site useful.
The site contains an impressive collection of primary source materials about
Martha Ballad and the world in which she lived. Of particular interest is her
full 863-page diary in original script. Researchers may find the diary challenging
to read on line; however, instructions on how to read and interpret Martha’s
writing may come in handy. A transcription of the diary is also accessible with
features, which allow the user to jump around. Additionally, about 60 primary
sources related to Martha Ballard and her world, are available by clicking on
“Archives.” The archive introduces these documents in a well-organized,
high quality format. These diverse documents include newspaper articles, photos,
maps, Martha’s diary, and other helpful records. The user can access the
documents by thumbnail, document type, topic, author, or alphabetized titles.
Scholars like Vernon Takeshita, have “serious reservations about the web
as a source of academic study” and assert that, “the illusion of
objectivity is disturbing in that it seems to close off further discussion rather
than becoming a springboard for new questions and thinking.” (1). While
this may be true in the larger context of the Web, DoHistory attempts to actively
involve the student. The site uses a case approach to assist users in historical
investigation, analysis, and writing. This approach is helpful in that the user
can learn by doing. Specifically, the user learns how to sort through, read,
and interpret primary documents. In one example, students are encouraged to
“look at how social status and community relationships affect the course
and legal outcome of rape,” by examining primary sources in the site.
Students are then asked to draw their own conclusions based on the evidence.
Indeed, the user is encouraged to critically analyze and develop her conclusions
based on the available evidence.
The case study approach allows the novice and the serious student to gain skills
and insight on how a historical biography was researched and written, by following
the author’s (Laurel Thatcher Ulrich) research methodology. Of particular
interest to history students and scholars are links to Laurel Thatcher Ulrich’s
transcribed interview in which she details her research methodology, and a copy
of her research grant application. Less useful is a transcription of Thatcher’s
rather rambling acceptance speech at the Bancroft awards ceremony. While a mention
of the award is appropriate, the contents of the speech do not contribute to
the goals of the site. Additionally, users will find information on genealogy,
how to use primary sources, diaries, a how to do history tool kit, bibliographies,
links to a wide range of related sites, specific ideas and resources on teaching
with the website, and film clips from the movie about Martha Ballard’s
life.
The intent of the site is clearly stated and achieves its goals; however, the
student is not challenged to explore other issues of importance in and seemingly
outside of Martha’s world (i.e. that of an ordinary white woman.) One
example is eighteenth and nineteenth century labor (i.e. work) among women,
particularly women of color. Indeed, the creators missed an opportunity to discuss
free black and slave women and their work during this same period. The heading
“Women’s Work” or “Labor” would serve as a helpful
resource from the “If You’re Interested In” link.
The site is easy to navigate and the pages generally download quickly. The homepage
looks slightly different depending on the computer used. In one instance, the
graphics were very small and less crisp, on a different computer the graphics
filled the page and looked crisp and more attractive. The homepage, while creative
in its use of new media, looks cluttered when the cursor is moved to keywords
displayed over and around the graphics. The background of main pages consists
of watermarks of pages from Martha Ballard’s diary. Unfortunately, a few
pages are missing this text, resulting in a plain black background. This is
a minor glitch in this impressive site. On the one hand, the user can easily
find important links by either clicking on the toolbar at the base of the homepage
and subsequent pages, or by clicking on icons from the homepage. The links are
well organized and coherent in their layout. The user can easily jump to a particular
page from a variety of links. On the other hand, it may be that creativity got
in the way of utility. An entry page would be helpful in introducing the user
to the site. Despite this minor distraction, I find the site attractive and
creative in its use of new media and new technology.
New media and technology are abundant and effectively used throughout the site.
In the on-line article, “Technology and Learning” Randy Bass asserts
that “one of the key areas for change in American Studies lies in the
potential for new technologies to enable a new expansive contact with primary
cultural materials.” (2). He suggests that in this new media a pedagogical
shift or “distributed learning” movement is underway, which includes
“student centered pedagogies and process approaches to learning.”
(3). The DoHistory Website is an excellent example of this pedagogical shift.
Through new media students and scholars can access full text primary and secondary
sources, view clips from film, develop new skills by “doing,” quickly
link to or download files in a wide range of formats, link to a wide range of
related sites and bibliographies, read on-line publications, “jump around”
by using table of contents, and view images and maps presented in various forms.
The download time from the film clip was slow; however, the clarity was surprising
good. Not only are the new media sources in abundance; the technology in the
design of the page demonstrates excellent usage of new media. Users can also
purchase books, and sign up for related workshops.
As a student of history, I found the DoHistory site helpful in assisting the
user to navigate the world of “doing history.” As with Rosenzweig
and O’Malley, I am “impressed – even astonished – by
what already exists [on the Web] for historians.” (p. 3). Indeed, this
site is impressive.
Phyllis Slade Martin
George Mason University
History 696
1. Vernon Takeshita, “Tangled Webs: The Limits of Historical Analysis
on the Internet” http://www.dartmouth.edu/~history/newletter/spring01/web.html
p.3.
2. Randy Bass, “Can American Studies find a whole in the Net?” American
Studies in Scandinavia (Fall 1996) http://www.georgetown.edu/crossroads/guide/asins96.html
p. 4
3. Ibid.
4. Mike O’’Malley and Roy Rosenzweig, “Brave New World or
Blind Alley? American History on the World Wide Web.” Journal of American
History, (June 1997) http://chnm.gmu.edu/assets/historyessays/e1/bravenewworld1.html
p.3