SUGGESTED ASSIGNMENTS

The following assignments are developed by the ladysmuseum.com editors to assist teachers in creating a user-/student-friendly learning experience for The Lady’s Museum. We invite teachers and students to share their own activities, assignments and experiences with the ladysmuseum.com community; please contact the editors to learn more.

The critical introductions on our About this magazine page are intended to frame The Lady’s Museum for a non-specialist and undergraduate-student audience. At ladysmuseum.com, we are dedicated to the professionalization of Lady’s Museum students, teachers, scholars, and enthusiasts. Teachers, if you would like your students to draft a critical introduction for credit in your class (and/or potential inclusion and publication on ladysmuseum.com) please contact the editors and pitch your and/or your students’ article ideas to us. Visit Teach with this edition for more information.

Assignments

  • Glossing assignment. Students will gain professionalization experience working as a literary scholar to annotate texts to assist nonspecialist readers to understand. Glosses can be submitted to the Lady’s Museum Project editors for potential publication to the site as was done for our editorial glosses of the Trifler.
  • Lady’s LibriVox assignment. Students will gain professionalization experience creating and publishing an audiobook recording then writing a reflective essay on the experience. LibriVox volunteers will “prooflisten” to student submissions and approve to publish to LibriVox. Lady’s Museum Project co-editors are serving as the book coordinator to approve and publish the recordings to the public, open-access audiobook platform LibriVox and to the Lady’s Museum course reader teaching edition to increase accessibililty on this website.
  • Write a critical introduction to introduce student and nonspecialist readers to an aspect of interest for Charlotte Lennox, eighteenth-century periodicals and the Lady’s Museum.
  • Close reading assignments
  • Infographic project. Have students create an infographic using free software such as Canva or Piktochart explaining Lady’s Museum content and/or pairing it with other literary/cultural texts. Then, students could present their infographic in a video for online or in-class or on Zoom, and/or write a reflection essay to reflect on their experience with the creation process. We would be interested in publishing students’ effective infographics and reflections to the site.

Short assignments

  • Use these discussion board prompts in your course LMS or for in-class discussion
  • Students can practice writing in the letter-to-the-editor genre, and engage with the Lady’s Museum content and initiative, by writing a letter to the Trifler along with a reflection on that experience. If desired, we can publish your letters to the Trifler on this website.
  • Update the Lady’s Museum Wikipedia page as a group or class
  • Create a Juxtapose or Soundcite to potentially embed on Ladysmuseum.com
  • Timeline or Storymap creation
    • Create a Timeline JS to educate others on Charlotte Lennox, the Lady’s Musem, the history of eighteenth-century periodicals. Create a biographical Storymap to show Lennox’s London, or a literary Storymap of a Lady’s Museum text
    • Kelly has used Timeline JS and Storymap in online, second-year literature (English Lit 1700-Present). Students created imaginative maps of Gulliver’s Travels and charted Lady Mary Wortley Montagu’s Turkish Embassy Letters on a map or a timeline for class participation discussion board posts. The software needed minimal instruction and students reported enjoying the assignment. The map and timeline creation process would be especially effective for the Lady’s Geography and Original Inhabitants Lady’s Museum sections. We would be open to publishing student submissions for our student and nonspecialist audience to learn from.

Activities

  • Compare our digital texts of Lady’s Museum side-by-side to the scanned volumes 1 and 2 holdings at the Beinecke Rare Book and Manuscript Library at Yale University
  • Thank you to the digital librarians at the Beineke for their labor scanning each page and making this valuable document freely available to the public!
  • Our glossing activity can be completed as an in-class activity, take-home assignment, or a combination thereof. If you are interested in us leading a discussion of this activity along with an overview of the site, please contact us. Read student testimonials reflecting on their experience working on the glossing activity with us.
  • Discussion prompts to inspire lively conversations on Zoom or in the classroom
  • Compare the Lady’s Museum original text scanned/made available on Google Books (volume 2) and/or the volume 2 scanned by Gale, made availalbe on Eighteenth-Century Collections (ECCO) (volume 1, if your institution has ECCO access) to LadysMuseum.com social, digital edition (see volume 1 and volume 2 sortable functionality, ability to read by issue, for instance).