European Studies Twentieth-Century Oral
Purpose:
1) To practice developing intellectually curious research questions
2) To collect research from a variety of sources
3) To encourage you to develop a working thesis, yet maintain the flexibility to develop a new
thesis or follow a new question as you collect information
4) To broaden your understanding of the 20th century through the creation of a visual gallery
In the spirit of Modernist narrative, we want to hear your story. In a ten-minute oral, we want you
to narrate for us the unfolding of your research as if it were an adventure story. What pitfalls and
challenges did you meet? When did you change course? What unexpected discoveries and treasures
awaited you? We are especially interested in your curiosity, your development of intriguing research
questions in response to your findings.
Choose an “artifact” that interests you from the approximate time period 1900 to the present day,
though you may reach back as far as 1850 if you are clear on your subject’s impact on the 20th century.
An “artifact” can be almost anything tangible: a painting, a poem, a piece of fashion, a newspaper article,
a photograph, a sculpture, a building or other architectural work.
Then, find out as much as you can about it. Begin by trying to understand what this artifact
demonstrates: how it extends, subverts, or questions the work that precedes it, and how it otherwise
reflects its historical context and place in the historical record. You want to be able to make a case for the
significance of the story behind the artifact, or the story the artifact represents. Remember, as you uncover
this information, that we are most interested in the questions you are asking.
Your ultimate product, then, is twofold:
1)
Prepare a written question about a topic of your choosing, but focused on your artifact
(roughly 200 words). This question should demonstrate your own intellectual
curiosity and willingness to go where your research took you, and it should be written
to mirror an introductory paragraph to an essay (see samples on back).
2)
A careful, almost painstaking record of your research. Where did you look? What did you
do when a source proved unhelpful? Track each moment when your research took an
unexpected turn or offered an exciting new piece to your intellectual puzzle. You may
use the attached template as a starting point; this and similar templates are available in
Microsoft Office or online.
In the oral, your teachers are most interested in a demonstration of intellectual curiosity as
evidenced by the care of your research and your willingness to ask and follow interesting questions. What
should this look like? Consider the following two models. For a written narrative, we include a letter in
which Benjamin Franklin details his research. For visual inspiration, you might consider the way Art
Spiegelman portrays his efforts to record his father’s recollections of his past. (Note: Those of you in AP
will also be asked to create a similar artifact of your own.)
Attachments:
Project requirements, benchmark dates, and deadlines
Sample question
Research notes template
Letter from Benjamin Franklin
For the oral itself, you will need three copies of each of the following:



One page document including visual image of your artifact and introductory question
Annotated, MLA-formatted bibliography for any source you used in any way
Comprehensive research notes (attached template or similar)
Additional requirement for AP scholars:
 You are asked to create a tangible record of the “story” of your research, either written or
drawn, after the model of Franklin or Spiegelman. This document is due within one week
of the date of your oral (i.e., October 11).
 This project is optional for all other scholars and will count as extra credit.
Modernism Oral Benchmarks
Introduce assignment: 9/13-9/17
Selected artifact and preliminary annotated bibliography (three sources) due: Monday 9/23
Orals: Wednesday & Thursday, 10/3-10/4 (You will sign up for a time slot)
Franklin/Spiegelman-styled artifact of your own story: Thursday 10/11
Sample Question
(Though this question is borrowed from the Renaissance unit, it models the TYPE of product
we’d like you to develop.)
The European Renaissance affected both the native Europeans and their domestic slaves. These
domestic slaves were purchased by the Portuguese and transported to the European nations as a viable
source of labor. After being sold by their avaricious rulers to the foreign merchants, these unwanted
individuals faced “the loss of their freedom, separation from their societal roots, and forced labor without
pay” in Europe (A History of Western Society 438-439). Even though these Africans were only enslaved
foreigners, many depictions and representations of the Africans are found in Renaissance art. One specific
painting, The Adoration of the Magi by Andrea Mantegna, features an African as one of the Three Kings
who all pay homage to the infant Jesus. The Black King, or Caspar as he is named by Mantegna, is the
youngest king. He stands farthest away from Jesus and wears a decorative necklace and earrings (425).
How does this painting’s representation of an African king reveal the opinions that many Europeans had
of their African slaves? Does the Europeans’ view of the Africans follow or contradict the philosophy of
neo-platonic humanism? How does this opinion of the African slaves compare to the current stereotypes
of modern society?