gender and mediaTimeline AssignmentBackground: A timeline is the presentation of events in chronological order typically drawn along a horizontal or vertical line. Timelines are easy to read and useful for following the development or progression of trends and ideas.This assignment gives you the opportunity to interpret and arrange information related to course goals in a linear and visual manner. Moreover, the assignment offers you the opportunity to hone skills useful for other courses and/or your work life: identifying, presenting, and analyzing information are skills useful in and out of the classroom. And finally, the Timeline assignment will provide you an opportunity to demonstrate knowledge about course content while also developing skills useful outside university parameters.Instructions: The timeline you create will cover the historical representation of a particular concept related to course materials. Create a timeline that connects representations of gender, culture, and media across a time period of your own choosing. You have many choices:A media history activism (women’s rights, civil rights, etc.)A media history of women, people of color, homosexulity, etc. in film / music / TV / etc.A media history people breaking barriers / glass ceilings / color barriersA media history of educational opportunities for women, people of color, etc.A media history of equal rightsA media history of women, people of color, homosexuality in STEMA media history of Indignous people’s month, Black History Month, etc.A media history of disabilityA media history of voting rightsA media history of triumphsA media history of sport (people of color, women, disability, etc.)A media history of a particular product or advertising campaignThis is not an inclusive list. You can touch upon any of the themes addressed in class and even those we’ve not addressed. In fact, maybe this work will lead you to something you want to talk about in the final assignment of the course — your own lesson plan.Whatever you select, your timeline needs to illustrate how the focus of your project adds to our understanding of media, gender, and culture – build up to something exciting. Use materials from the course (articles, films, and documentaries) to illustrate, guide, and/or support your selections. Discuss how the visual elements you have identified speak to stereotypes represented in the larger culture, for example. Educate your fellow classmates about some historical aspect of media culture that we may have not considered before. Teach us something about what that history means in terms of stereotypes, causes, effects, social contexts, its impact on people, and the like.Planning Step 1:The first step in this process is to figure out what you will be looking for, what topic interests you. What do you want to know?Do you want to learn about key players, historical movements, definitions, and dates?Maybe you’re interested in learning how a topic evolved over time.What are the key points in the development of a particular issue or movement?Who are the key players in a particular movement or issue?What effects or changes came about in the history of this movement?How is your topic relevant to the discussion of media, culture, and gender?As you plan, please know that you will need a variety of different sources to complete the project. Sure, you can use Wikipedia, but you need a minimum of five sources and Wikipedia can count as only ONE source. Use books, magazines, reference materials, websites from reputable sources, interviews, documentaries, and the like.Also — please understand that plagiarism is not an option. Including sources is only part of the process. Quoted, summarized, and paraphrased must be identified and credited to the author within the document. Waiting until the end of the assignment will not be sufficient. Please use a formatting style like APA or MLA and stick to its guidelines. If you have questions about issues related to the concept of academic integrity, please contact this document at the Provost’s Office.Early on in the project, just think about learning, informing yourself, and gathering information.Gather facts. . . but, more importantly, create a claim about those facts. What is significant about the items in your timeline? Create an introduction and a thesis regarding your items.In drafting this information, you may want to consider CAUSES and EFFECTS, like so:Here is an introduction and thesis in response to the last point above:Barbie’s history as a cultural icon is well documented and long standing. It also reveals an interesting narrative about femininity. Described almost 60-years ago by original advertising as “beautiful,” “small,” and “petite” and outfitted with “all the gadgets gals adore,” including handbags, sunglasses, and the like, Barbie was cast as both “real” and the feminine ideal (“1959 First Ever Barbie Commercial”). Through the years, however, Barbie has changed. Her looks, figure, as well as the “gadgets” she “adores” have been altered, eliminated, and replaced due to and along with societal changes. The seven different iterations of Barbie chosen for this timeline will demonstrate not only shifting representations of femininity but specific moments in time when Barbie has aspired to break through the proverbial “glass ceiling.”Planning Step 2Check out timelines on the web. This site uses Google Sheets to create engaging and exciting end results. This one uses Adobe Spark. You don’t have to use either source, but look at what they offer and consider if one will work for you. When you do find examples of timelines, like the “Women in Computing” sample on this page, look at:In short:In the end, this is not a graphic design class, aesthetics are not your main focus. Instead, your work will be assessed on the information it provides. You want to have a clear purpose, avoid stereotypical and/or easy responses, and create a document that demonstrates you’ve been actively involved in and learning from class discussions, readings, and viewings.
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