History education develops transferable skills and competencies, including critical rationality, design and implementation, persuasive communication, creative analysis, and collaboration. These skills align with professional and civic success, emphasizing the value of history beyond academic content.
Read MoreA short tutorial on using the venv tool, which creates a virtual environment for your Python projects.
Read MoreThis page is the syllabus for the Fall 2023 New Humanities Lab. The syllabus will add new materials on a weekly basis as the faculty and students work together to develop knowledge and skills.
Read MoreA short reading list for my visit to Professor Laura Holzman’s Art and Power Course.
Read MoreThis is a short introduction to using a “database sheet” in your research workflow. The database sheet guides your online searches in libraries and archives, improving efficiency and thoroughness.
Read MoreFrom modello to execution: Canova’s design for a monument to Titian.
Read MoreJoin Ray Haberski and Jason M. Kelly as they converse with veterans, active service members, citizens, and scholars about the ways that the experience of war has shaped and been shaped by Americans’ concepts of justice.
Read MoreTalking about the history of the current epoch: the Anthropocene and why we should care about our rivers and streams. We will provide a starting point for a series of conversations about water and the ways in which humans have had an impact as well as ways they can restore, repair, and protect our rivers.
Read MoreIn this episode of In This Climate, I sit down with Gabe Filippelli to discuss the Anthropocene.
Read MoreBefore (and after) the establishment of the Royal Academy in London in 1768, there were numerous individuals and associations that proposed or implemented plans to create academies for the arts in Britain and Ireland. Examples can be traced to at least the early seventeenth century. To date, there is no publication that pulls together a single list of academies and/or academy schemes in seventeenth- and eighteenth-century Britain and Ireland. In the chart below, I bring together the manuscript and secondary literature to offer a timeline of schemes, proposals, recommendations, and attempts to establish academies for the arts in Britain and Ireland between 1600 and 1770.
Read MoreA module on multimodal history theory and methods for the German Migration Research Network project. The final version of this module will be available as an open educational resource at the University of Hamburg.
Read MoreAn update and correction to my essay, “Sir Francis Dashwood: Connoisseur, Collector and Traveller” for the Paul Mellon Centre’s Art and the Country House (2020).
Read MoreI am happy to announce the exhibition (New) Blueprints for Counter Education, which I have curated as part of my work for the IUPUI Arts & Humanities Institute. Featuring new work by Artur Silva, Lasana Kazembe, Jason M. Kelly, and Kara Taylor, the exhibition uses virtual reality, poster art, film, and music to consider our current moment—and the ways that the visual arts, philosophy, poetry, performance, and history equip us to both understand and respond to the challenges that we face.
Read MoreIn 1748, swarms of locusts descended on central Europe. They made their way as far west as Britain prompting The General Evening Post, no. 225 from 13-16 August 1748 to state that "The Appearance of the LOCUSTS in this Nation [had] much alarmed both Town and Country." The locusts in Britain fortunately caused limited damage to British agriculture. Nevertheless, they generated enough of a sensation to become a cultural signifier for other concerns.
Read MoreThese slide decks supplement my presentation to the IUPUI Arts and Humanities Institute’s Religion, Spirituality, and the Arts program for 9 September 2021.
Read MoreThere are many different ways to introduce students to historiography. One of my primary tools is a "Historiography Worksheet." The purpose of the Historiography Worksheet is threefold. First, it teaches students about the complexities of historiography--as both a practice and a field of study. Second, it provides a framework for classroom discussion. Third, it offers students a standardized note-taking format that helps students develop their skills analyzing and synthesizing historical arguments.
Read MoreHistoriography is essential to the historian's craft, so it is worthwhile spending some time understanding what it is as field of inquiry, how historians use historiography in their work, and what historiographical techniques might be valuable to the practicing historian.
Read MoreIn May 1932 in Washington, D.C., a group of WWI veterans and their family members began setting up Hoovervilles (and taking up residence in abandoned buildings) as organizing locations to press the government to release their service bonuses early—to support them in their deepest moment of need. This group and their fellow demonstrators became known as the “Bonus Army.”
Read MoreOur lead testing program brings together humanists, scientists, and community members to tackle the challenges of lead in Indianapolis’ soil, dust, and water.
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