Final Website Projects

Two weeks after completion of the July seminar (by August 15, 2021), students seeking college credit will be required to submit an expanded version of their personal website, featuring revisions for their previously submitted blog posts and  close reading reflections, one new close reading reflection (from any week of the seminar) and a new longer essay (about 1,500 words or roughly 3 to 5 pages, single spaced) that draws lessons about how best to achieve change in American democracy through comparing and contrasting the antislavery strategies of Frederick Douglass and Abraham Lincoln.

  • Essays should have engaging openings with interpretative thesis statements that connect a small window in the Douglass / Lincoln comparison to the modern-day lessons the student has in mind. 
    • Here is an example from Jordyn Ney’s essay:  The question thus became who they should appeal to most to ignite change and when they should take action to ensure a positive outcome. Much like today, American politics was a balancing game between when to wait and when to act. 
    • Here is an example from Charlotte Goodman’s essay Sometimes the differences in approaches taken by people on the same side of an issue are so great that it seems like they are working against each other. 

Essays should include a descriptive title and sub-headings when helpful, properly captioned and credited images as well as Chicago-style footnotes, citing wherever relevant the primary source texts from the course syllabus as well as secondary sources  provided by the program.

  • Make sure you are trying to format your footnotes correctly in the Chicago-style.  See this methods handout on How to Use Footnotes and consult as needed with the library’s Chicago-style guide, but make sure to use sample footnote models for formatting and NOT bibliography examples.  
  • Also, please pay careful attention to how you use quoted material in your writing.  This handout can help guide you to avoid awkwardness.
  • Finally, there is a difference between paraphrasing and plagiarism.  You must make sure you understand the distinction.  Here is a handout to help guide you.

Outside research beyond these materials is allowed but not required. Final web projects will be graded on prose quality, research and web design design efforts, and depth of analysis.

Here are three models for these website projects created by the 2021 seminar’s undergraduate tutors:

Websites don’t need thesis statements, but they should have essential questions.  Here are some good essential questions emerging currently from our seminar group:

  • How did marginalized groups affect the fight for freedom? (Bailey)
  • When will “equality” truly be equality? (Cordero-Rodriguez)
  • What role did African Americans play in their fight for freedom? (Kinsale)
  • How can we fight for freedom and equality simultaneously? (Quigley)

Schedule Notes

  • BY JULY 30th.  Each tutor’s model site has a custom title, an essential question and an abstract or overview paragraph on the home page that describes the purpose of the site.  All Teagle seminar students should follow these models and try to draft their own essential questions  and overview paragraphs before they leave the seminar.
  • BY AUGUST 6th.  Each student should have a draft of their third close reading and at least the opening paragraph of their Lincoln-Douglass essay  ready to show Prof. Pinsker.  NOTE–Pinsker will be on vacation until Aug. 6th and not available for consultation.  But any students who need advice or input on these drafts or their project, can consult with Prof.  Mealy during the period between July 30th and August 6h
  • BY AUGUST 13th.  Each student should have revised earlier posts and finished full drafts of both the third close reading and the Lincoln-Douglass essay.  NOTE –THIS IS THE LAST DAY TO CONSULT WITH PROF. PINSKER ABOUT YOUR PROJECTS OVER EMAIL OR ZOOM.  HE CAN ONLY REVIEW FULL OR PARTIAL DRAFTS THROUGH THIS DATE.
  • BY SUNDAY, AUGUST 15th at 11PM.  Final projects are due.  Make no changes or corrections to your website after 11pm.  If you are running late, you MUST communicate by email with Prof. Pinsker to explain the circumstances.  Late projects will be penalized up to 5 points per day.

Remember, Dickinson College will be hosting your websites for up to one-year or throughout the college admissions process.  They will be available for you to show in your application process, and once Prof. Pinsker has graded your sites, you will be able to change, update or expand them as you desire.  These project sites can become, if you choose, a kind of web portfolio of some of your best academic work.

The best student website projects will also be considered for inclusion in the Student Hall of Fame, a designation that covers more than 150 of the best projects submitted to Prof. Pinsker in his undergraduate and graduate classes over the previous decade.