Place the composition in a historical context using timetables, general histories and memoirs when available, using this information to gain insight into its current presentation. Include reference not only to the performance attended, but to reviews of the composition's premiere, if possible. The overarching questions to address in the paper are: What historical forces - technological, political, cultural - brought this protested issue or point of propaganda to a critical point at the moment you are looking at? What are the specific arguments being raised in the protest or propaganda? How does your object/text embody these historical forces and detailed arguments? (World Civilizations Prehistory to 1500 assignment, University of Buffalo) The text/object can be a film a literary or musical work a poster a pamphlet a sculpture or painting a building a symbolic act or a historical moment. Then write a paper detailing the issues of the protest/propaganda, putting the issues in the context of some sort of text or object.
Have students choose any issue that has been the subject of protest or propaganda at any time in the past 500 years in any part of the world. Have the class locate and analyze evidence and write a response to the editorial based on their new knowledge. Have students examine an editorial and discuss what evidence would need to be provided to turn it into an academic argument for a scholarly audience. This exercise can be expanded by having students expand their knowledge of the different time periods with chronologies and other reference books. In addition to gaining an understanding of the shifts in language (and the need to brainstorm keywords) students can study the different approaches to the issue and the ways in the issue reflect the values and assumptions of the time.
Have students select a topic or an issue and examine it across time by locating articles in the New York Times for this year, 25, 50, 75, and/or 100 years ago. This one uses the New York Times Historical database.
Ĭlick to see assignments from humanities and art, social sciences, sciences, information literacy, career, or miscellaneous. The following has been adapted from Clark College Libraries.
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