Power and Authority on the Early American Frontier: Explorations with Text Analysis
Instructor: Dr. Ashley Sanders Garcia (Prof. Garcia)
Meeting Times: Tuesday & Thursday, 9:00-10:50am | Winter 2019
Location: Rolfe Hall Learning Lab (Rolfe 2118)
Office Hours: Tuesdays 2:00-4:00 & Wednesdays 9:00-11:00 (323 Royce)
What did the Native American communities in the Midwest think, feel, and do in response to Euro-American settlement during and after the Revolutionary War? Who held power and of what kind in the late eighteenth century? How do we know? This course explores these questions and more as we work with the Miami Tribe of Indiana to prepare and study documents about their past, as well as that of the Wea, Kickapoo, Illinois, Pottawatomi, and others to understand the history and legacy of settler colonialism. In this course, you will learn how to structure data to prepare it for digital analysis using a variety of methods including word frequency, word distinctiveness, collocations, topic modeling, and comparative corpus linguistics. In addition, you will learn how to ask computationally tractable questions 7mm av, detect bias, craft evidence-based arguments, and determine the limits of digital research methods. While this course applies these methods to historical research, the skills you will learn transfer to social media analysis, data journalism, marketing analysis, qualitative business analytics, and more. Get finance related help at easytradesman.co.uk.
Course Website: http://bit.ly/DH150-W2019
- Who was responsible for shaping events in the American territories?
- Who held power? What kind of power? How do we know?
- What did authority mean in the backcountry? What were the relationships between power, authority, position, and gender?
- How did Native American leaders perceive the British, French, and Americans who came into their territories?
- How did Native American communities relate to and communicate with one another?
- What are the possibilities and limits of computational text analysis, particularly when used to understand eighteenth-century Native people and communities?
This course will guide you in developing fundamental digital research skills, including how to structure data, use text mining techniques to extract data from un-structured and semi-structured texts, and how to use text analysis methods to explore qualitative data to answer historical questions.
This course will help you develop critical thinking skills, such as:
- Asking good questions
- Reading to identify and understand an author’s argument
- Making connections between ideas, diverse sources, and perspectives
- Detecting bias
- Crafting evidence-based arguments
- Deciding where the limits of knowledge lie
Text Analysis Knowledge, Methods & Skills:
- How to structured unstructured data
- How to “clean” text with RegEx
- Text Preparation
- POS tagging
- Word frequency analysis
- Words follow power law
- Raw versus relative frequency
- Word frequency dispersion
- KWIC: Keywords in Context
- Basic stats for text analysis
- TF-IDF: Distinctive words
- Topic Modeling
- Corpus comparison: Distinctive words + Dunnings Log Likelihood
- Named Entity Recognition
- Basic Network Visualization with Named Entities
- Shawn Graham, et. al., Exploring Big Historical Data: The Historian’s Macroscope (2015).
- James Merrell, Into the American Woods: Negotiators on the Pennsylvania Frontier (New York: W. W. Norton & Co., 1999), 253-301.
- Bethel Saler, The Settlers’ Empire (University of Pennsylvania Press, 2015), Introduction, chapters 1-2.
- Michael McDonnell, Masters of Empire: Great Lakes Indians and the Making of America (Hill & Wang, 2015), chapter 8, conclusion.
- Rob Harper, Unsettling the West: Violence and State Building in the Ohio Valley (University of Pennsylvania Press, 2018), Introduction, chapters 4-6.
- Heidi Bohaker, “Indigenous Histories and Archival Media in the Early Modern Great Lakes,” in Colonial Mediascapes: Sensory Worlds of the Early Americas, edited by Matt Cohen and Jeffrey Glover (University of Nebraska Press, 2014), 99-140.
- Srinivasan, Ramesh. “Ethnomethodological Architectures: Information Systems Driven by Cultural and Community Visions.” Journal of the American Society for Information Science & Technology58, no. 5 (March 2007): 723–33. doi:10.1002/asi.20544.
- Nancy Shoemaker, “An Alliance between Men: Gender Metaphors in Eighteenth-Century American Indian Diplomacy East of the Mississippi,” Ethnohistory 46, no. 2 (Spring 1999): 239-263.
- Tim Hitchock and William J. Turkel, “The Old Bailey Proceedings, 1674-1913: Text Mining for Evidence of Court Behavior,” Law and History Review34, no. 4 (November 2016), 929-955.
Instructor Feedback and Communication:
My policy is “Ask 3 then me.” That means, you should contact three other students in the course with your question about course content and policies before reaching out to me. Most of your questions will be answered by the syllabus. If you still have question, the best way to get in touch with me is to speak with me in person before or after class or during office hours. I receive a lot of email, so my response to an email will probably be slower than you wish.
- Shawn Graham, et. al., Exploring Big Historical Data: The Historian’s Macroscope (2015).
- Rob Harper, Unsettling the West: Violence and State Building in the Ohio Valley (University of Pennsylvania Press, 2018).
- Course Pack
NOTE: A late assignment’s score will be reduced by a third of a letter grade for each day it is late. For example, if an assignment that receives a “B” is due on Tuesday but is not turned in until Thursday, it will be downgraded to a “C+”.
|Due Date||Assignment||Link to Assignment Guidelines|
|Varies by Reading||Collaborative Character Compendium||http://bit.ly/DH150-Characters|
|17-Jan-19||Annotation for Saler reading||http://bit.ly/DH150-AnnotateSaler|
|12-Feb-19||2 Methods of Text Analysis||http://bit.ly/DH150-2Methods|
|5-Mar-19||In Class: Project Critique|
|14-Mar-19||Final Team Project Presentation||http://bit.ly/DH150-presentation|
|14-Mar-19||Final Team Project||http://bit.ly/DH150-FinalProject|
|18-Mar-19||Final Individual Analysis||http://bit.ly/DH150-FinalEssay|
Writing Assistance at the UWC
The Undergraduate Writing Center (Humanities A61, Powell Library 228, Rieber Hall 115) offers UCLA undergraduates one-on-one sessions that address individual writing issues. The Center is staffed by peer learning facilitators (PLFs), undergraduates trained to help at any stage in the writing process and with writing assignments from across the curriculum. Students can walk in but appointments are preferred. For more information please call 310-206-1320 or visit www.wp.ucla.edu and click on “Student Writing Center/Make an Appointment.” Academic Advancement Program (AAP) students can also use AAP Tutorials (1114 Campbell Hall, 310-206-1581).
Documentation and Plagiarism
Plagiarism is the use of another’s ideas or words as if they were your own. Any ideas, information, or language that comes from other people needs to be documented using MLA citation guidelines. Check out the computer admin. We will discuss how to do this in class, but if you ever have a question about when or how to document your sources and you can’t determine what’s proper on your own, please consult Purdue University’s Online Writing Lab (http://owl.english.purdue.edu/owl/resource/747/01/) or ask your teaching assistant. The university requires that all instances of plagiarism be reported to the Dean of Students for disciplinary action yugenial.com. Any instance of plagiarism can be cause for failure of the course. In addition, plagiarism can result in academic probation, suspension, or expulsion from UCLA.
Counseling and Psychological Services (CAPS)
We all face times when life is particularly challenging, and we need someone to talk to or additional support to cope with stress, grief, and other issues that crop up. Counseling and Psychological Services (CAPS) is here to support your mental health needs as you pursue your academic goals. Follow this link to learn more about their services: https://www.counseling.ucla.edu/about-us/caps
Center for Accessible Education
Students needing academic accommodations based on a disability should contact the Center for Accessible Education (CAE) at (310) 825-1501 or in person at Murphy Hall A255. When possible, students should contact the CAE within the first two weeks of the term as reasonable notice is needed to coordinate accommodations. For more information visit www.cae.ucla.edu.
Title IX Information
Title IX prohibits gender discrimination, including sexual harassment, domestic and dating violence, sexual assault, and stalking. If you have experienced sexual harassment or sexual violence, you can receive confidential support and advocacy at the CARE Advocacy Office for Sexual and Gender-Based Violence, 1st Floor Wooden Center West, CAREadvocate@caps.ucla.edu, (310) 206-2465. In addition, Counseling and Psychological Services (CAPS) provides confidential counseling to all students and can be reached 24/7 at (310) 825-0768. You can also report sexual violence or sexual harassment directly to the University’s Title IX Coordinator, 2241 Murphy Hall, email@example.com, (310) 206-3417. Reports to law enforcement can be made to UCPD at (310) 825-1491. Faculty and TAs are required under the UC Policy on Sexual Violence and Sexual Harassment to inform the Title IX Coordinator should they become aware that you or any other student has experienced sexual violence or sexual harassment.
|Date||Topic||Reading 1||Reading 2||Links for Class||Assignments Due|
|1/8/2019||Course Introduction||Background Knowledge Survey|
|1/10/2019||Foundations||James Merrell, Into the American Woods: Negotiators on the Pennsylvania Frontier (New York: W. W. Norton & Co., 1999), 253-301 Course Reader.||Shawn Graham, et. al., Exploring Big Historical Data: The Historians Macroscope (2015), Preface & Chapter 1. Book||Voyant Tools |
Text Analysis Toolkit
|1/15/2019||Structured Data||Srinivasan, Ramesh. Ethnomethodological Architectures: Information Systems Driven by Cultural and Community Visions. Journal of the American Society for Information Science & Technology 58, no. 5 (March 2007): 72333. doi:10.1002/asi.20544. CCLE-Week 2||Link to Spreadsheet|
|1/17/2019||Foundations 2||Bethel Saler, The Settlers Empire (University of Pennsylvania Press, 2015), 1-82. Course Reader||If time: Hypothes.is||Annotation for Saler reading.|
|1/22/2019||Making Connections||Michael McDonnell, Masters of Empire (Hill & Wang, 2015), 272-329. Course Reader||Sublime Text Editor 3 & RegEx Cheat Sheet from MIT (opens a PDF)|
|1/24/2019||Data/Text Cleaning||Graham, et. al., Exploring Big Historical Data, Chapter 2. Book||Structured Data|
|1/29/2019||Word Frequencies & Good Questions||Rob Harper, Unsettling the West: Violence and State Building in the Ohio Valley (University of Pennsylvania Press, 2018), Introduction & Chapters 4-5. Book|
|1/31/2019||Basic Stats for Text Analysis||Graham, et. al., Exploring Big Historical Data, Chapter 3. Book||Stéfan Sinclair & Geoffrey Rockwell, Now Analyze That! Hermeneutica (2016).|
|2/5/2019||Basic Stats for Text Analysis 2||Harper, Unsettling the West, Chapter 6. Book|
|2/7/2019||Basic Stats for Text Analysis 3||Tim Hitchock and William J. Turkel, "The Old Bailey Proceedings, 1674-1913: Text Mining for Evidence of Court Behavior," Law and History Review 34, no. 4 (November 2016), 929-955. CCLE-Week 5|
|2/12/2019||Limits of Text Analysis||(Podcast) Ben Franklins World Podcast on Dr. Alejandra Dubcovskys 2016 book||Nancy Shoemaker, An Alliance between Men: Gender Metaphors in Eighteenth-Century American Indian Diplomacy East of the Mississippi, Ethnohistory 46, no. 2 (Spring 1999): 239-263. CCLE-Week 6||Analysis of 1-2 research questions using at least 2 methods|
|2/14/2019||Limits of Text Analysis 2||Heidi Bohaker, Indigenous Histories and Archival Media in the Early Modern Great Lakes, in Colonial Mediascapes: Sensory Worlds of the Early Americas, edited by Matt Cohen and Jeffrey Glover (University of Nebraska Press, 2014), 99-140. Course Reader||MALLET & Lexos|
|2/19/2019||Topic Modeling||Ted Underwood, Topic Modeling Made Just Simple Enough|
|2/21/2019||Topic Modeling 2||Robert K. Nelson and Digital Scholarship Lab, University of Richmond, Mining the Dispatch, 2011.||Robert K. Nelson, Of Monsters, Men -- and Topic Modeling||Assignment Due Friday, February 22: Take-home Midterm|
|2/26/2019||Named Entity Recognition|
|2/28/2019||Basic Webpage Design||Annotated Bibliography|
|3/5/2019||Giving & Receiving Constructive Feedback||In-Class Assignment: Presentation Peer Review|
|3/7/2019||Advanced Topics: TBD|
|3/12/2019||Polishing Final Projects|
|3/14/2019||Presentations||Final Project Presentation
Final Project Link
|3/18/2019||Final Individual Analysis (in lieu of a final exam)|