Making sense of ENGOS with Digital Humanities (Carleton, HIST 3111A, Winter 2021)

Dublin Core


Making sense of ENGOS with Digital Humanities (Carleton, HIST 3111A, Winter 2021)


This activity is an initiation to an important aspect of digital humanities: it builds on the work of cataloguing of ENGOs done by the 80 students of Recipro partner Phillip Primeau’s first year class in Sociology at Carleton University. It asks students to a) to look at about a dozen of small descriptions of ENGOS located in one region of their choice and try to draw generalizations out of the information, b) make sense of these entries in light of the weekly readings, and c) ponder the specificity of the region.


Marshall, Dominique


2021-03-29 to 2021-04-06


activity guide for asynchronous course, Word document, 3 pages


Lesson Plan




Jurisdiction of Carleton University, Ottawa, Ontario, Canada.

Lesson Plan Item Type Metadata

Lesson Plan Type

learning activity


9 days


Your filled template will be marked for a) your ability to draw generalizations from the collection of entries, b) your ability to make links between the entries and the readings for this week, c) and your ability to reflect on the originality of the region you selected.

5 points for the total the two posts.


  • Become familiar with tools for historical research, and the skills use them well, in particular Digital Humanities: “DH values collaboration, plurality, investigation of human culture, and the disruption of and reflection on traditional practices and is concerned with not just the use of digital technology for humanities projects but how the use of digital technology for humanities projects changes the user’s experience [1]”. (Goal 4)
  • Acquire skills to solve historical problems including the analysis and interpretation of historical documents, and the ability to make distinctions in the face of complex questions, by using the scholarly views on environmentalism to make sense of the data collected by the other class. (Goal 5)
  • Become more proficient in the of collaborative nature of knowledge and good ways to work collaboratively, by analyzing the items gathered by 80 first year students in Sociology. (Goal 11)
[1] THATCamp LAC 2012 . This definition was arrived at collaboratively during the conference in a "Glossary of the Digital Humanities".

Lesson Plan Text

How to write your post before the end of Thursday April 1 (1.5 hour):
  1. Find the map of student’s ENGO entries on Recipro.
  2. Choose a region which has not been selected by another students by filling this Google sheet.
  3. Read at least 10 entries for this region (at best all of the entries of the region)
    1. You will find the items by zooming in on the region
    2. If you would like to see the list of “items”, click HERE.
  4. List the name of the ENGOS in the template
  5. Write 150 words that draw generalizations about the ENGOS of the region. This might concern their chronology, the focus of their activity, the scope of their advocacy, etc.
  6. Write another 150 words where you make specific links with the readings for this week. Mention the reading in this way: (author, page).
  7. Use the Forum “Weekly Activity 11” to upload your filled template. This post will be visible all students in the class.

How to write the second post before the end of Tuesday April 6 (1 hour)
  1. Read the first posts of the other students on other regions.
  2. Write 150 words on what makes your region similar to the others (parallels), and different (contrasts).
  3. Add this paragraph to the template you filled the previous week. Use the Use the Forum “Weekly Activity 11” to upload your updated template.
  4. Fill the consent block for public posting on Recipro under Creative Commons License.

Associated Course

History of Humanitarian Aid (Carleton HIST 3111)


Marshall, Dominique, “Making sense of ENGOS with Digital Humanities (Carleton, HIST 3111A, Winter 2021),” Recipro: The history of international and humanitarian aid, accessed May 23, 2024,

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