HUM 200 4-4 Project Part One: Rough Draft

Introduction to HUM 200 4-4 Project Part One 

This How-To Owlisdom Guide is designed to assist you in completing HUM 200 4-4 Project Part One: Rough Draft of the Project for an Applied Humanities course. The task involves selecting two cultural artifacts, identifying a common theme, and exploring the connection of this theme to both personal experiences and professional contexts. By following this guide, students will learn to analyze artifacts, develop insightful connections, and communicate their findings effectively.

Note: I have already provided detailed guidelines for HUM 200 Project Part One till the section Personal Connection to the Theme in HUM 200 4-4 Project Part One: Rough Draft. Here, I will provide guidelines from that section onwards.

Discuss a profession that could be impacted by the theme you identified. In other words, how is the theme you identified related to professional experiences? How could a working knowledge of the humanities be helpful in this field?

Professional Relevance of the Theme

To continue with the HUM 200 4-4 Project Part One: Rough Draft,  in this section,  we will discuss our professional relevance of the theme of the chosen cultural artifacts.

• Discuss a profession that the identified theme might influence. Explain how an understanding of the humanities could benefit professionals in this field.

Example

Exploring the American Dream through “The Great Gatsby” and “Forrest Gump” reveals its profound impact on education, particularly in American studies and social history. Educators can enhance curriculum development by using these artifacts to teach the evolution of the American Dream, contrasting the 1920s disillusionment depicted in “The Great Gatsby” with the optimistic outlook in “Forrest Gump.” This analysis helps students understand how societal values and historical contexts shape national ethos. A humanities-based approach also fosters critical thinking and empathy, encouraging students to consider the American Dream’s implications on contemporary issues like social inequality. Ultimately, this theme is a vital tool in education for deepening understanding of American cultural and historical identity.

Describe at least three humanities resources that you could use to investigate your theme and artifacts. Your sources must be relevant to your theme and appropriate academic nature. In your description, consider questions such as the following: What are the similarities and differences in the content of your sources? What makes them appropriate and relevant for investigating your issue? What was your thought process when you were searching for sources? How did you make choices? Did you encounter any obstacles, and how did you overcome them? Why do you think it was so easy to find what you needed if you did not?

Selecting Humanities Resources

Here,  we will select the humanities resources we used while researching cultural artifacts.

• Identify three academic resources related to your theme and artifacts. Describe the relevance of each source and discuss your process and criteria for selecting these materials.

Example

In researching the theme of the American Dream as it is portrayed in “The Great Gatsby” and “Forrest Gump,” I utilized various humanities resources that provided a comprehensive exploration of this concept through different historical lenses.

• “The Great Gatsby” by F. Scott Fitzgerald (Fitzgerald, 1925).
• “F. Scott Fitzgerald’s The Great Gatsby: Variations on Forms and Themes” by R. LACEB (2018) 
• “Forrest Gump” directed by Robert Zemeckis (1994) 

These resources included primary and secondary sources directly related to the artifacts and the theme, prioritizing materials with historical depth and critical analysis. The selection process involved using academic databases and library catalogs to find sources frequently cited or written by American literature and history experts. Despite the abundant available resources, careful consideration was given to choosing the most relevant and authoritative texts, ensuring a robust analysis of the American Dream.

Use the humanities resources you selected to research your theme and cultural artifacts, ensuring you cite your sources. Based on your research, do the following: A. Discuss the relationship between each cultural artifact and its historical context. In other words, what were the circumstances under which each artifact was created? B. Explain the similarities and differences you observe in the selected cultural artifacts concerning the theme. For instance, do the artifacts contain any symbolism? If so, how are the symbols both similar and different? What do the symbols tell you about each artifact? C. Discuss the medium—such as literature, music, or sculpture—through which your cultural artifacts were created. For instance, how did the creator or creators of each artifact use the medium to convey something about the meaning of the artifact?

Conducting Research Using Selected Resources

We will research using the selected resources in this 4-4 Project Part One section.

•  Explore the historical context of each artifact using your selected resources.
• Compare and contrast the artifacts about the theme, focusing on elements like symbolism and the use of the medium.
• Analyze how the medium of each artifact contributes to its overall meaning and expression.

Example of the Research

1. Relationship between Cultural Artifacts and Historical Context

“The Great Gatsby” depicts the 1920s’ extravagant yet disillusioning American Dream, highlighting materialism and social disparity. (LACEB, 2018). “Forrest Gump” spans the 1950s to 1980s, portraying an accessible, optimistic Dream influenced by historical shifts and Forrest’s innocent perspective. (Britannica, 2024)

1. Similarities and Differences in Symbolism and Theme

In “The Great Gatsby,” the elusive green light symbolizes an unattainable American Dream, while “Forrest Gump’s” floating feather suggests destiny and optimism. These symbols reflect contrasting views of the Dream’s accessibility and optimism versus Fitzgerald’s portrayal of its unfulfillment. (Britannica, 2024).

1. Analysis of the Medium and Its Contribution to the Artifacts’ Meanings

Literature allows “The Great Gatsby” to symbolically explore deep character psychology and disillusionment. “Forrest Gump” employs visual storytelling, using historical footage to make the American Dream tangible and relatable, illustrating how different mediums influence the portrayal and perception of the American Dream.

Research: Historical Context

These resources included primary and secondary sources directly related to the artifacts and the theme, prioritizing materials with historical depth and critical analysis. The selection process involved using academic databases and library catalogs to find sources frequently cited or written by American literature and history experts. Despite the abundant available resources, careful consideration was given to choosing the most relevant and authoritative texts, ensuring a robust analysis of the American Dream.

The Great Gatsby” mirrors the 1920s’ affluence and disillusionment, revealing the era’s obsession with wealth against deep-seated class issues. (Fitzgerald, 1925). Conversely, “Forrest Gump,” from the 1950s to the 1980s, showcases an evolving America where the Dream is seen as achievable and positive, reflecting changes in societal attitudes and historical events and influenced by Forrest’s straightforward, optimistic approach to life’s challenges and opportunities. (Zemeckis, 1994)

Research: Similarities and Differences

In “The Great Gatsby,” the green light symbolizes the unattainable American Dream, reflecting its elusive and tragic nature. (1925). Contrastingly, “Forrest Gump” uses a floating feather to represent destiny and hope, suggesting an accessible and optimistic interpretation of the Dream. (1994). While Fitzgerald emphasizes the disillusionment and materialism that often accompanies the pursuit of the Dream, Zemeckis highlights its potential for redemption and personal success. These symbols effectively illustrate the different perspectives on the American Dream, showcasing how it can inspire both optimism and a sense of unfulfillment depending on the societal context and individual experiences.

Based on your research, develop a thesis statement that conveys the claim you plan to make about your theme and artifacts. Your thesis statement should be clear, specific, and arguable.

Developing a Thesis Statement

Now, based on our research, we will develop a thesis statement.

• Formulate a clear, specific, and arguable thesis statement based on your findings. This statement should encapsulate your main argument or claim about the theme and artifacts.

Thesis Statement: “While ‘The Great Gatsby’ and ‘Forrest Gump’ explore the American Dream. They present contrasting visions.”

Fitzgerald’s novel depicts it as an elusive and ultimately destructive pursuit shaped by 1920s materialism. (Awal, 2023) Zemeckis’s film portrays it as an attainable and optimistic reality, influenced by historical changes and individual integrity.

Identify an audience interested in your theme and thesis statement based on your research. For example, who would benefit most from hearing your message? 

Identifying Your Audience

This HUM 200 4-4 Project Part One: Rough Draft section identifies and chooses the ideal audience for our theme and thesis statement.

• Determine who would be most interested in your analysis. Consider the potential impact of your findings on this audience.

Example

The ideal audience for analyzing the American Dream as depicted in “The Great Gatsby” and “Forrest Gump” would-be students and scholars of American Studies, Cultural Studies, and History, particularly those focusing on the evolution of national identity and cultural values over time. Additionally, educators designing curricula on American history and literature would benefit from this comparative insight to enhance classroom discussions. This audience will appreciate the depth of historical and cultural analysis, helping them to understand and teach the complexities of the American Dream across different eras.

Describe how and why you can tailor your message to your audience, providing specific examples based on your research. For example, will your audience understand the terminology and principles humanities scholars use, or will you need to explain these? How will you communicate effectively with your audience?

Tailoring the Message to Your Audience

After identifying the audience, we must communicate our message to them. In this section of HUM 200 4-4 Project Part One: Rough Draft, we will tailor our crucial message to the identified audience.

• Plan how to communicate your findings to your audience effectively. Decide whether you need to simplify jargon or provide background information on humanities principles.

Example

To effectively communicate the analysis of the American Dream in “The Great Gatsby” and “Forrest Gump” to an audience of American Studies scholars, educators, and students, I will use academic language and terminology familiar to humanities scholars. This approach will involve detailed references to literary and film analysis techniques, historical contexts, and thematic interpretations. To aid understanding, I will include examples from the texts and films, such as direct quotes and scene analyses, ensuring the content is accessible and relatable.

Closing

Completing the HUM 200 4-4 Project Part One: Rough Draft will deepen your understanding of the chosen artifacts and theme and enhance your ability to think critically and communicate effectively within the humanities. This How-To Owlisdom Guide will provide a valuable opportunity to connect academic interests with personal and professional experiences, fostering a more profound appreciation for the impact of the humanities in various aspects of life.