Methods

Space & Mapping

Digital humanities is an evolving discipline. Pioneer researchers like Susan Schreibman, Ray Siemans and John Unsworth, describe an early perception of the discipline as “humanities computing,” in which subjects like art, literature, and history, intersect with computation of large amounts of data, revealing patterns, connections and silences. This positioned digital humanities as tool for research, like the Library of Congress’s Hotchkiss Map Collection Google Earth Project, which gives researchers a visual tool for accessing library collections. More recently, scholars such as Leighton Evans and Sian Rees, have stated that digital humanities is an integration of text and technology, which generates a new environment for research, curation, and display. This second wave of digital humanities, uses technology and data as foundations and representations of humanities research.

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Jedediah Hotchkiss, Battle of Monocacy, 1864. Library of Congress Hotchkiss Civil War Map Collection

The projects housed on this site come from the second wave of digital humanities. They are more than visual term papers or graphical explorations of ideas because they were created, researched, and completed in digital environments. While each fits within the discourse of their particular regions, both in colonial America and the South Seas, they also speak to the larger digital humanities discipline. Digital projects like these open new avenues for continued research, exploration, and critique, without the confines of linear organization. This section discusses the project methods and the possibilities for evaluation within the discipline.

Methods

Every research project, whether in the hard sciences or humanities, begins with a question. This project began by asking “how do charters express and modify conceptions of British sovereignty in claims of overseas territory?” The team was curious about how sovereignty existed in unfamiliar landscapes and about what challenges emerged from that unfamiliarity. The projects relied on colonial charters for geographic data, like latitude, longitude, rivers, and place names, and historical data, such as names and intentions. Using the he Avalon Law Database as a dataset, the sources began as digitized texts that the team parsed and dissected. They reviewed many charters, experimenting with the creation of a large, searchable database. But because of the magnitude of sources, they narrowed the dataset to five charters,which they could deeply analyze and map.

The digital environment allowed the team to replicate some of the questions that the charters’ grantees may have encountered. Because they contained little numerical or quantifiable data, aside from rough latitudinal and longitudinal coordinates, it was difficult to concretely map the charters’ boundaries. This lack of data eliminated GIS (Geographic Information System) technology as a tool for processing and display of the data, unlike the Newberry Library’s Historical County Atlas, which utilized this platform. Alternatively, Google Earth allowed for the manipulation of the latitudinal and longitudinal data available. Google Earth was the total package for this project because it supported geographic visualization and secondary analysis and interpretation.

The team’s research about the charters and interpretation of the digital maps in Google Earth set the project apart from others, like the aforementioned Hotchkiss collection and Historical County Atlas. Because the team told the narratives of the boundaries and conflicts in colonial society, they drew conclusions about how humans interpreted the texts and shaped the landscape. The nature of the digital environment for the sources and display generated these conclusions and uniquely used current technology to do more than display history.

Evaluation 

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Screen shot from the David Rumsey Collection of Historical Maps

Google Earth as a platform is inexpensive and relatively easy to use, which inspires many digital humanities mapping projects. Examples include large funded projects, like the David Rumsey Collection Historical Maps and the National Library of Scotland’s map viewer and smaller independent projects like those found on this site. As the discipline grows more popular, there is a vital need for ways to evaluate projects to fit in the wider literature. Ruth Mostern, a professor of history at the University of California at Merced, is one voice seeking evaluation and pedagogy. She stated that those in the field “too often rejoice in its mere existence.”  In her article “Traveling the Silk Road on a Virtual Globe: Pedagogy, Technology, and Evaluation for Spatial History,” for Digital Humanities Quarterly, Mostern argues that there are four valuable measures to what extent a digital mapping or “spatial history” project adds to the discipline. In her opinion, digital mapping for historical analysis should accomplish four tasks:

1. Spatial history should demonstrate how landscapes are created by human action.

2. Spatial history should include relationships between places and movement of people.

3. Spatial history should account for  structure of populations and settlements.

4. Spatial history must be able to display multiple scales into historical analysis.

Mostern’s points are a start towards a more extensive evaluative process, but her analysis must also consider the projects at an individual level. Her points focus on spatial history, which is vital to a digital mapping project; however, in order for her argument to reach and establish standards for similar projects, it must also consider the original question, for example, “how do charters express and modify conceptions of British sovereignty in claims of overseas territory?” Digital humanities projects touch a vast subject matter, from Google’s Lit Trips to the West Philadelphia Digital Atlas, and an evaluative process must adapt to the project or else the questions are not important. Below are short evaluations of the projects on this sight that consider both Mostern’s starting points and the subject of sovereignty in unknown territories.

Connecticut
The Connecticut project argues that charters of the area were authoritative in establishing claims, but that authority also caused disputes. Through the timeline, team members displayed the changing boundaries that created clashes of sovereignty. The project is a direct example of Mostern’s first guideline for evaluation, demonstrating how landscapes, in this case borders, are created by human action. The project demonstrates that sovereignty was not not clear, even if the charter presented a straightforward conception. To expand more, the next step for the project would be to draw more from the surrounding territories to establish a fuller understanding of how the interacting narratives in Connecticut contributed to the colonial development of New England.

Georgia
The Georgia Project demonstrates a clear narrative of the development of colony. Georgia was a buffer zone between Spanish Florida and the English colonies. The borders implicated military clashes of control and interactions between British, Spanish, French, and Native Americans populations. The structure of the settlement as a buffer is a reason that these clashed occurred, returning to Mostern’s third point. The project tells the story clearly and interactively, which contributes to a better understanding of the involved parties that contributed to the ambiguity of British sovereignty beside other powers and native populations. To push the project a bit further, there is still room for growth in the explicit conclusions that can be drawn.

Maine
The Maine project is an interesting contrast to the other projects on the site because it considers a very small piece of land, as opposed to the large grants of entire colonies. While charter with large grants attempted to claim more territory for the crown, smaller grants like Maine promoted sovereignty through long term settlement. This conclusions harkens back to Mostern’s second point, while incorporating the question.

Newfoundland
The Newfoundland Project is an example of changing sovereignty within the British Empire. Royal, corporate, and proprietary claims all affected the territory’s landscape between 1600 and 1630.These claims reflected multiple scales, display through British and French mapping styles. Each royal claim projected the area in terms of the reason for being there, for example, the British drew maps of Newfoundland much differently than what is now projected in Google Earth because it projected better access to fishing resources. By graphically representing the ambiguities in the English Royal charter, it is clear why different scales of mapping were important to British conceptions of sovereignty.

South Sea Company
While the South Seas Company project did not support a final digital product, Google Earth was a tool that contributed to the project’s conclusions. By asking questions about how and what actually defined the “South Seas” in the charter, they questioned the geographic implications of omission. These omissions further reflected the ambiguity and fluidity of sovereignty that has been a continuous conclusion of the overall project. It is important to analyze why the South Seas team found difficulty in graphically displaying their project in Google Earth because it leads to questions of what those interacting with charter imagined the charter to represent on the ground. No digital project exists to compare with Mostern’s evaluative points, but the project adds to the discourse of digital humanities and spatial history by establishing and overcoming these limits.

The projects featured on this site interpret history digitally, from start to finish. Rather than serving as a tool for researchers seeking to answer questions, the team asked and answered its own questions. These projects add to the continuing exploration of technology as a means for doing history, but they also contribute to a developing conversation surrounding the evaluation of digital humanities projects. Moving forward, it will important to build the digital humanities discipline on critique to develop it within the academic field.

Further Reading

Berry, David M. Understanding Digital Humanities. Gordonsville, VA, Palgrave Macmillan, 2012.

Bodenhamer , David J. “Beyond GIS: Geospatial Technologies and the Future of History,” in Alexander von Lunen and Charles Travis ed. History and GIS: Epistemologies, Considerations and Reflections, (New York: Springer, 2013)

Bonnell, Jennifer and Fortin, Marcel, Historical GIS Research in Canada, (Calgary, AB: University of Calgary, 2014)

Boonstra, Onno. “The Dawn of a Golden Age? Historcial GIS and the History of Choropleth Mapping in the Netherland,” in Alexander von Lunen and Charles Travis ed. History and GIS: Epistemologies, Considerations and Reflections, (New York: Springer, 2013)

Borgman, Christine L. “The Digital Future is Now: A Call to Action for the Humanities, Digital Humanities Quarterly, 4 (2009)

Cohen, Daniel J and Tom Scheinfeldt (eds.). Hacking the Academy: New Approaches to SCholarship and Teaching from Digital Humanities. Ann Arbor, University of Michigan Press, 2013.

Elliot, Tom and Gillies, Sean. “Digital Geography and Classics,” Digital Humanities Quarterly, 1 (2009), https://digitalhumanities.org:8080/dhq/vol/3/1/000031/000031.html

Gregory, Ian N, and Geddes, Alistair. Toward Spatial Humanities: Historical GIS and Spatial History, (Bloomington, IN: Indiana University Press, 2014)

Gregory, Ian, and Ell, Paul S. Historical GIS: technologies, methodologies and scholarship, (New York: Cambridge University Press, 2007).

Griffiths, Sam. “GIS and Research Into Historical “Spaces of Practice”: Overcoming the Epistemological Barriers,” in Alexander von Lunen and Charles Travis ed. History and GIS: Epistemologies, Considerations and Reflections, (New York: Springer, 2013)

Lynch, Clifford. “Digital Collections, Digital Libraries and the Digitization of Cultural Heritage Information,” First Monday: Peer-Reviewed Journal on the Internet, 5-6 (2002). https://firstmonday.org/ojs/index.php/fm/article/view/949/870

Massey, Doreen. For Space, London: SAGE, 2005.

Mostern, Ruth and Gainor, Elana. “Traveling the silk Road on a Virtual Globe: Pedagogy, Technoloy and Evaluation for Spatial History. Humanities, Digital Humanities Quarterly, 2 (2013) https://digitalhumanities.org:8080/dhq/vol/7/2/000116/000116.html

Mares, Detlev. “Place in Time: GIS and the Spatial Imagination in Teaching History,” in Alexander von Lunen and Charles Travis ed. History and GIS: Epistemologies, Considerations and Reflections, (New York: Springer, 2013)

Mostern, Ruth. “Putting the World in World History.” Journal of the Association of History and Computing, 1 (2010). https://quod.lib.umich.edu/cgi/t/text/text-idx?c=jahc;view=text;rgn=main;idno=3310410.0013.103

Schreibman, Susan, Ray Siemens and John Unsworth (eds). A Companion to Digital Humanities. Blackwell Publishing, 2004

Sewell, David. “It’s For Sale, So It Muse Be Finished: Digital Projects in the Scholarly Publishing World,” Digital Humanities Quarterly, 2 (2009)

Taylor, Faye.“Mapping Miracles: Early Medieval Hagiography and the Potential of GIS,” in Alexander von Lunen and Charles Travis ed. History and GIS: Epistemologies, Considerations and Reflections, (New York: Springer, 2013)

Networks & Timelines

Digital cartography is not the only means of mapping sovereignty. New digital tools offer other means of mapping other components of sovereignty that extend beyond space, including social relations and timeframes. Different visualizations can address issues that text and maps may fail to capture, often in a very pointed manner. However, digital tools tend to be suited to specific messages and may leave less room for interpretation of ambiguities. Utilizing digital visualizations necessitates choices about what the purpose of each image will be. As such, crafting visualizations of social networks and timescales for digital humanities research requires constant methodological vigilance, including an awareness of the limitations of specific models.

The project of Mapping Sovereignty began with locating colonial charters and extracting information from them to form a database. The database includes the parties involved in the charters, geographic information, legal rights granted, and other data. It offers a wealth of information for producing different visualizations to analyze certain angles of the sovereignty issue. That said, the database also presents some problems. Certain charters, such as the 1676 Quinpartite Deed of Revision, do not fit naturally into visualizations. Unlike most of the charters, the Quinpartite Deed involves the division of land in present day New Jersey between five proprietors, rather than a straightforward grant from a sovereign to other parties. Creating a coherent dataset that can easily be coded into a visualization requires paring down a database, which can have the unfortunate side effect of the removal of interesting data points. Visualizations may be helpful for larger trends, but case studies are necessary to explain exceptional charters.

Social Network Visualizations

The organization of colonies as described in charters offers fertile ground for social network analysis. Both proprietary and corporate structures involved grants by an individual, usually the sovereign, to groups of proprietors or investors named in charters. Some individuals received grants or owned shares in a number of different colonies. They interacted with one another directly and through the Crown, Privy Council, and other bodies of government. Often, these inter-personal relationships get lost in the dense text of charters. Social network visualizations bring those relationships to the forefront and enable us to trace how individuals might have obtained different grants or investments in a time when proximity to the Crown or other prominent individuals could determine involvement in colonial ventures.

The templates for social network visualizations in this project came from d3, an online library of digital visualizations. d3 makes it relatively easy for an experienced coder to plug in data and create visualizations. Though the d3 library contains many different models, relying on it does limit projects to preexisting forms. Visualization software demonstrates the importance of a developed “digital” skillset in conducting digital humanities research, and a greater expansion of this project would require higher level programming skills.

Hierarchical Edge Bundling

Hierarchical Edge Bundling Model for Colonial Charters

The Hierarchical Edge Bundling visualization shows the relative importance of individuals in a social network by exhibiting the visual density of connections. Specifically, this tool allows viewers to gauge the involvement of individual proprietors, investors, and charter granters in the colonization process. By counting individuals’ connections and locating commonalities, it is possible to trace how they might have successfully jockeyed for their stakes in colonies.

As might be predicted, charter granters had the greatest density of connections, although some investors and proprietors like John Wollaston, who later served as Lord Mayor of London, also had several social connections.[1] The ability of monarchs to wield such social influence through charter grants speaks to the importance of these documents, even if their exact stipulations were often ignored in the colonies. In his book Brokerage and Closure: An Introduction to Social Capital, sociologist Ronald S. Burt concludes, “People whose networks bridge the holes are brokers rewarded for their integrative work.”[2] Based on the evidence in this visualization, it is possible to conclude that monarchs served as the critical brokers in the colonization effort, though their close associates on the Privy Council may have played subordinate broker roles.

The conclusion that early-modern sovereigns were instrumental in colonization and chartering colonies may seem obvious. That said, this model also presents several jumping off points for future projects. For instance, who were some of the well-connected investors like John Wollaston or Sir George Carteret? It could also be interesting to remove charter granters from the model and portray individual investors’ connections to one another through charters to identify “brokers” within the community of investors and proprietors.

Ideas for future projects also point to some of the limitations of this visualization. Though relationships become clear through research on the individuals in the image, the visualization itself does not show the nature and direction of relationships. The way the visualization is constructed, one might gather that King Charles II was equal in status with the investors to whom he granted charters. More research, visualizations, and text are necessary to fill out a social map of sovereignty.

Radial Reingold-Tilford Tree

radial_RT
Sample Radial Reingold-Tilford Tree from d3 Library

Initially, the Radial Reingold-Tilford Tree appeared to be well-suited to the visualization of social networks in colonial charters. Charters could have been the inner “clouds” in the model, with those granting charters as the intermediate nodes, and grant recipients and investors at the outer nodes. This would have depicted the “direction” of charter grants and the nature of power in relationships in a way that the Hierarchical Edge Bundling model did not. Unfortunately, data must be “hierarchical” for the code of this visualization to work, meaning that no relationships can be equal in character or status. The model will not work if an individual occurs in more than one place in a database. The Reingold-Tilford Tree demonstrates one of the challenges of digital humanities work. It is easy to visualize effective models, but the practicalities of coding and the form of a database can limit a project.

Timelines

Timeline of Charters in the Database

Timelines are useful for providing a larger sense of scope for a project. The timeline above traces the granting of charters in our database. The visualization shows that the 1640s and the 1660s were the busiest periods for the granting of charters. Timelines present many opportunities for expansion. It might be interesting to include other events from English and colonial history in the timeline to consider how an event like the War of the Three Kingdoms affected the expansion of the empire. Other material from the database, such as the geographic information or the legal content of grants, could allow for a visualization of how charters evolved through time. A colony that was subject to many charters, such as New Jersey, could have its own timeline placing the many documents on a continuum to show how one charter replaced the next. All of this is relatively easy to complete with the TimelineJS program. However, TimelineJS does require the creation of Excel spreadsheets, and therefore may present some of the same issues with database consistency that occur with visualization software.

The Historiography of Network Visualization for the Early-modern Period

Some of the inspiration for network visualization in the Mapping Sovereignty project comes from Stanford University’s “Mapping the Republic of Letters” project that depicts the influence of Enlightenment thinkers. For instance, the Stanford researchers used maps and a variety of other visualizations to show how expansively Voltaire corresponded and where his works were published. Further research on social networks for Mapping Sovereignty could similarly dig into documents like Privy Council minutes and correspondence to develop the nature of the relationships between different investors, proprietors, and other entrepreneurs of empire. The University of Virginia’s VisualEyes projects, and especially the “Jefferson’s Travels” case study, show the potential to join time sliders and timelines with maps and other visual tools. While the Mapping Sovereignty case studies already use time sliders to show changing geographic claims, perhaps timesliders could be applied to networking software to show the evolution of social networks under different monarchs. All told, the Mapping Sovereignty charter database presents ample material for the further use of different visualization techniques.

Notes

[1]  “Chronological list of aldermen: 1601-1650,” The Aldermen of the City of London: Temp. Henry III – 1912 (1908), pp. 47-75. British History Online. https://www.british-history.ac.uk/report.aspx?compid=67241. Accessed April 24, 2014.

[2] Ronald S. Burt, Brokerage and Closure: An Introduction to Social Capital (Oxford: Oxford University Press, 2009), 9.