The student is to choose one of the five essential questions listed below and use a visual example from the Cold War to answer the chosen essential question. The image could be a painting, sculpture, political cartoon, graph, chart, or photograph and needs to relate to the Cold War era 1945-1991. The image could be researched or the teacher could chose a handful for the students to select from.
1. Environment: How does geography impact the development and growth of civilization?
2. Government: What is the role of government and how does it evolve in a dynamic civilization?
3. Culture: How does culture (art, literature, music, religion, etc.) reflect the values of a civilization?
4. Human and Economic Interactions: What are the effects of human interaction over time? (war, trade, cultural diffusion, economy)
5. Social Justice/Human Rights: How are human rights defined in civilization?
This assignment allows the students the opportunity to explore the vast amount of visual examples that address various aspects of the Cold War and offers new insight into the era.
Students will find a visual example from the Cold War era of world history
Students will analyze the visual image to determine its various attributes
Students will use the visual example to adequately and thoroughly answer an essential question in written form
Students will then present their visual to the entire class explaining background of the visual as well as the connection it has with the essential question
At the time the artwork was made, what was happening in society, the economy, or politics that the artist was probably responding to?
What is the subject? What does the artwork represent?
Does the artwork represent a point of view—literally and figuratively?
What visual strategies did the artist use to get his/her ideas across?
What do you think the artist’s message is? What are some big or main ideas represented in this work of art?
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
http://www.loc.gov/rr/print/swann/valtman/presentation.html
http://www.loc.gov/exhibits/herblocks-history/fire.html
Albert & Victoria Museum - http://www.vam.ac.uk/page/c/cold-war/
Cold War Museum - http://www.coldwar.org/museum/photo_gallery.asp
Punch Magazine - http://punch.photoshelter.com/gallery/Cold-War-Cartoons/G0000FF70D40KNvU/
Internet
The student must cite the source by identifying where the image was found (it must be a credible source)
The student is strongly encouraged to use one 3 x 5 notecard during your presentation
If possible the student should share this image with the teacher using Google Drive to help with the presentation
The student will hand in a written response to the essential question at the time of the presentation
The student should include, but is not limited to, the following three details in their presentation:
Visual/Lyrical Analysis: What do you notice in your chosen visual piece?
Contextual Analysis: Place the image/song in its historical context (Political, social, economic)
Synthesis: State how the chosen image/song answers your chosen essential question.
