This paper describes a pedagogical technique employed for an interdisciplinary course on Cold War America. Students had to "become" a fictional person and discuss how political and social changes during the Cold War era would have impacted that person. By doing a semester-long project that required primary source research, this "quasi-experiential" technique helped students gain a greater appreciation for Cold War culture and a more thorough understanding of the major political events of the era. (Contains 1 table and 4 notes.)