Each week, students will post a 350-500 word post to the class website that provides a thoughtful analysis/reflection about the reading assignments. At times, students will lead their table in a discussion of the readings.

The key to these posts and discussions is to analyze the readings by: a) evaluating the arguments presented by the authors, and b) speaking to the major themes across the week’s readings. Your blog posts should be structured around the majors themes – not as an article-by-article summary.

In addition to posting a weekly blog post, students will also be asked to comment on at least 2 classmates’ posts. Each week’s blog post and comments will be worth up to 6 pts. (total of 36 pts.).

Note: Life happens. Not every week is easy to handle. As such, there are potentially 12 weeks of blog postings but you only have to participate in 6 weeks. This means you have 6 weeks of blogging you can take off without penalty. Please notify the instructor when you plan to take a week off.

  • Reqs: one post per unit [we have four units]; 6 total posts & minimum of 12 peer comments.
  • Group A and Group B blog posts should be posted no later than by Sunday, peer comments by Monday (unless otherwise noted).


For our common reading, students will review Brenda Elsey and Joshua Nadel’s Futbolera: A History of Women and Sports in Latin America (Austin: University of Texas Press, 2019) by mirroring professional book review templates provided in class. Your 650-800-word review should provide a brief background to the topic, a condensed summary of how the book engages with the topic, an explanation of the authors’ main argument, particular points in the book (what worked well, where did the book fall flat or seem confusing), and a final assessment of the merits of the book.

Note: A first draft of the book review will be created via Google Docs and shared with the instructor for feedback and commentary. A revised and final version will be posted to the course blog under “Book Review.”

  • First drafts due by October 10.
  • Final drafts due by Nov 4.


This project, along with the final exam paper, will develop over the course of the entire semester. The goal of the digital storytelling (DST) project is to share your research in a digital format, and through a product or presentation that makes good use of your selected format. Your research is focused on a topic related to sports in the Americas that compliments your final exam paper’s focus.

Assignments can include: an interactive digital timeline, a five-minute digital storytelling film, a curated digital exhibit using Omeka, a long-form storytelling format, a vlog or podcast, annotated photo collection, etc.

This assignment requires students to “do” history in a non-essay format, while adhering to the same principles of historical inquiry and scholarship. Your product should be tightly focused (a type of micro-history) and centered on a specific topic, person, group, or event.


The final exam paper is a chance for students to show off their mastery of the course readings, topics, and discussions. In particular, students will demonstrate their ability to show how sports shaped identities across the Americas, changed over time, and how we see evidence of the impact of sports on today’s societies. You can speak to race, gender, class, national identity, regional identity, etc.

The final exam paper will incorporate relevant course readings, additional secondary readings, and original research from your digital project.

  • All papers must be submitted no later than by the end of the final exam period (Thursday Dec 3, 11am-1:30pm).*