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narrative itself, being young is experienced and imagined differently in other times and places, and what they can learn about a society from its expectations for and attitude toward its youth. is, ultimately, is our aim: to produce students who will not only have the insight to question received historical narratives, but also be armed with the production and analysis techniques to create new representations of history. e final consideration was to craft a series of lesson plans to embed a digital humanities knowledge-production laboratory in the class. Stan Golanka, Trevor's Director of Academic Technology, has been indispensable to this aspect of what has been a genuine collaboration between the history and technology departments. See the sidebar for his outline of the "lab sessions." Why Digital History? e stakes could not be higher for schools to embrace digital humanities. Presently, most students do not learn digital humanities skills until upper-level college or graduate courses. And yet, while student interest in the humanities at the college level is waning, funding for humanities research today is heavily weighted toward humanities research that incorporate data science and technologies into their projects. Although the trend started with major research institutions such as Stanford, it is now the case that most colleges and universities are in the process of creating programs, if not entire departments, devoted to digital scholarship in the humanities. ere is no reason not to prepare students for this kind of work earlier. ey are ready; we need to be ready, too. To our surprise and gratification, Digital History: Youth in America has already been invited into the global conversation around digital humanities. In June, Trevor will present a paper entitled "Digital Humanities in Middle and High School: Case Studies and Pedagogical Approaches" at the Digital Humanities Conference (DH2018) in Mexico City. One of only 330 accepted submissions (just over half of the total number submitted), it is a great honor for the school, the course, and its founding faculty and students to be represented. ough we are thrilled with this honor, it is of greater consequence that the union of digital and historical thinking skills reflects Trevor's deepest value— to graduate socially-aware students, capable of taking action in the world. Two juniors in the class, Maya S. and Tyler M., are clearly on their way to doing so. Maya discussed the revelation of data sets (a collection of related sets of information that is composed of separate elements but can be manipulated as a unit by a computer). She says, "I think that learning digital humanities skills helps to develop big data skills, which will be increasingly in demand in the future. Not only can a digital approach expand the possibilities for research in the humanities, but lessons learned from the digital humanities can inform data science in other fields, too. For example, in class we talked about the idea of archival silence, which refers to gaps in the archival record due to omissions when the information was created and assembled, when a narrative was constructed, or when the history was analyzed. is concept can be applied to other types of data sets, as well." 3 2 T R E V O R D AY S C H O O L ■ S P R I N G 2 0 1 7 – 2 0 1 8

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