Approaching the final stretches of the course, my project remains a hybrid research analysis of Modernist authors (between 1914-1930) and their experience during or after WWI. I have slightly limited the scope of authors to simplify the project, but I have still ensured a solid variety of writers to choose from. The intended audience is a standard classroom of undergraduate college students pursuing majors in either History or English (or a hybrid class between them like some that I took), and the purpose is to illustrate the important role of literary history in understanding the past, while also providing practice in historical thinking and academic research. Beyond the classroom, however, I believe that the foundation of this project is not too dissimilar to what one would read in a typical biographical museum exhibit, so I think the audience could be extended. But other than the scope and purpose, the project’s current state consists of a large amount of notes, chosen excerpts, and primary sources from my own research. My immediate next step is to organize these into the project assignment itself. The sample student examples from the prior module were a great help at visualizing what the project could look like digitally, so I imagine that mine would take a similar shape using WordPress or another format. Another one of my next steps is to think about how I want to guide students through this kind of assignment; it is one thing to have the entire idea in my head, and another to help standard college undergraduate students walk through the process of historical thinking. Naturally, this week’s discussions on artificial intelligence compelled me to think about how to design my assignment with the AI-age in mind. At first I wanted to somehow completely ‘AI-proof’ my project, but given its continued development I do not think that would bear much fruit, and as the readings concurred, it is just yet another electronic tool of our digital age. I am already planning on incorporating such a tool in Google Maps, so instead I have been thinking on how to focus better on the students’ experience. As with the overarching goal of the project, I want to help the hypothetical students practice approaching complicated research questions and how to formulate an argument using sources and analysis, so teaching them how to ask effective questions is important. In this regard, AI has not so much altered my opinion on research questions so much as it has reinforced it – AI models still cannot provide the kinds of inquisitiveness that is central to this project, so I hope to show students how to do so themselves.