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World History I - Women in History ProjectDue Date: ________________
Your overarching question that should guide you through the project is: How has the role of women changed throughout history spanning from the hunter-gatherer period until the end of the Renaissance?
Objective: Throughout the year, we have learned about the transition from hominids to humans, development of civilizations, rise and fall of empires, war, and so much more. Our focus will be on women throughout ancient history. Your objective is to choose a historical woman or women, and using your knowledge from this year, answer the guided question.
Requirements: 1. Complete research on the historical woman you choose. 2. Can bring electronic device with wifi or visit the school’s library, other
materials based on your project 3. Complete project requirements/ checklists - form opinions and
express those opinions.4. Also submit a 1-page synopsis detailing the life and significance of
the historical woman.5. Provide references in a Works cited to back up your ideas. Here is a
helpful website http://www.citationmachine.net/mla/cite-a-book 6. Present project to class
Grading: Your project grade will be determined on many different rubric categories, all of which are provided at the end of this packet. Requirements will include proof of analysis and reference, proof of collaboration, and proof of specific skills in areas that we have practiced this year, such as writing, technology use and presentation. You will be required to present your project upon completion of the assignment as a portion of
the grade. (See rubric and project requirement checklists) Include all parts!
List of Women in History: to get you startedhttp://www.womenintheancientworld.com/ - great place to start research
Women by century https://en.m.wikipedia.org/wiki/Category:Women_by_century ERVCNefertiti, En-hedu-Ana (High Priestess of Akkadia), Hatepshut (female pharaoh), Meresamun, Sammuramat
ERVC 2Mary (Mother of Jesus), Deborah (Judaism), Ban Zhao (notable Confucian scholar), Princess Pingyang (Commanded an army, toppled a dynasty)
Classical Greece and RomeGreece- Athena (Goddess of wisdom) Artemisia I of Caria (Greek queen of Caria) Agnodice of Athens (Greek physician) Arete of Cyrene (Greek philosopher)
Rome- Cleopatra VII (Queen of Egypt) Boudica (Queen of Brtitish Celtic Iceni Tribe) Zenobia (queen of the palmyrene empire) Saint Helena (Mother of Constantine) Amanirenas (queen of the Meroitic Kingdom),
Roman and Byzantine Empresseshttps://en.wikipedia.org/wiki/List_of_Roman_and_Byzantine_Empresses
Persia Atusa Shahbanu (wife of Darius the Great), Queen Esther (wife of Xeres I), & Queen Atossa (daughter of Cyrus the Great), Tomyris ( killed Cyrus the Great c. 530 BC)
IslamKhadīja b. Khuwaylid (d. 620)- merchant and marriage to the Prophet Muhammad, Khawla b. al-Azwar (d. 639)- female warrior/ legend, ‘Ā’isha b. Abī Bakr (d. 678)- women’s participation in scholarship, political life, and the public, Zaynab b. ‘Alī (d. 681)- effective leader, Lubna of Cordoba (d. 984)- palace scholar, Al-Malika al-Ḥurra Arwa al-Sulayhi (d. 1138)- queen of Yemen, Razia Sultan (d. 1240)- ruler of the Sultanate of Delhi, Shajar al-Durr (d. 1257)- Egyptian politics, Fatima Zehra (d. 632)- role model for Muslim women
Russia:
Helen Ivanovna of Moscow (d. 1513), Töregene Khatun (also Turakina) (d. 1246), Olga of Kiev (d. 969)- ruler
Middle Ages & Renaissance
Amalasuntha (ruler of Ostrogoths), Christine de Pizan (author), Eleanor of Aquitaine (Queen of England & France), Grace O'Malley (Irish Pirate), Hrotsvitha (dramatist & poet), Isabella I of Castile, Joan of Arc, & Matilda of Tuscany (Italian ruler)
TOPIC OPTIONS & EXPLANATIONS**Follow each options' checklist, in addition to the project rubric, to ensure you completed all of the requirements**
Option 1: RE-WRITE HISTORYChoose a time or an event in history and give a quick summary of what ACTUALLY
happened. Then, take that event and CHANGE a piece of the event, and THEORIZE what would have happened following your change. You will need to analyze each effect (at least 7) that you’ve theorized about being a possibility and why you think your change would have caused those new effects to happen. You must be able to rationalize why the differences would have happened, which should be based on PAST history, not things we have seen recently. After theorizing the differences of the past, change your focus to our current lives and how an event from so long ago could have changed our lives today. You must include a visual representation for each of the 7 changes made.
Requirements Completed?
(checkmark)
Choose a time or event in historySummarized actual the eventChanged a piece of time or eventCame up with at least 7 effects of your change with explanations as to why those effects would have happened (based on PAST history)Used examples from history to support explanationsDescribed how the changed event could have changed our lives todayCreated visuals representations for each (7) changeParts 2 & 3 of the synopsisWorks citedPresentation
Option 2: HISTORY THROUGH ANOTHER'S EYESWe have been given a vision of history that is looked at from the "outside looking in,"
meaning we look merely at what historians thought were the main points, effects, and
importance of an event. For this project, you will look at an event in history through a SPECIFIC woman’s set of eyes of your choice. You could choose the "eyes" of the leader who is in power, a soldier fighting during a war, a peasant being worked to the bone, or anything in between. You will be required to take in and explain what they may have experienced visually, what they may have heard, said, or even what they felt as well as analyze why they could or would have felt this way (based on your knowledge of history). Again, you will be required to use examples from past history to help prove your opinions. If you want to represent more than one group, you may. You must reproduce what they would have seen. In addition to the 4 visual pieces, you must also include an auditory, feelings, and speech piece for a total of 7 pieces.
Requirements Completed?
Choose an event in history with a brief description of what happenedDescription of your person's experience (saw, heard, said, felt)Analysis of experienceUsed examples from history to support analysisCreated 4 visual piecesCreated an auditory pieceCreated a feelings pieceCreated a speech pieceParts 2 & 3 of synopsisWorks citedPresentation
Option 3: WEBSITE CREATIONSome of you have incredible technical skills when it comes to computers and technology,
and we want to put that to use. For this project, you will be required to choose a historical woman and create a full and interactive website to teach people about her. Your website should have an opinionated topic or thesis statement and from there you should refer to what we have learned to prove your point(s). An example would be something like… Julius Caesar – greatest leader of Rome and History.
Requirements Completed?
Came up with opinionated topic or thesis statementUsed examples from history to prove opinion/thesisIncluded interactive elements (ex: links, videos, pics, pages, sections, etc.,)Part 3 of synopsisWorks citedPresentation
Option 4: RECREATING HISTORY VISUALLYThroughout history, artists, painters and writers have used their skills to create a visual
representation (sculpture, painting, picture, poster) about message of a person, event or achievement that has occurred. You must create an original visual representation of the topic chosen FROM THE VIEWPOINT OF 5 WOMEN, as well as an explanation of what the portrayal depicts. Then you must explain why you created your depiction this way to describe your event
(what is its meaning). Be sure you also provide a summary of the women chosen to give the viewer context for your portrayal and whose "eyes" the depiction is coming from, and why. You must have at least 5 works of art in your collection.
Requirements Completed?
Choose 5 womenSummarized each woman chosenCreated visual portrayals (3-5) for each woman = 15-25 totalExplanations for each woman (what is depicted, why you chose this type of depiction)Parts 2 & 3 of synopsisWorks citedPresentation
Option 5: RECREATING HISTORY THROUGH AUDIOMuch as the option above redoes history from a visual aspect, this project will require an
audio creation. You again will take a historical woman and create an audio story, podcast, or any other type of audio file that tells the story of your topic through someone’s eyes other than a historian. This option allows you to make an original song (you may steal the music, but words must be original) or even create a radio broadcast discussing the topic like sports talk radio does. Through your presentation, you should express the opinions based on the people in that time-period and not today, as if you were that group of people. The audio created must be at least 7 minutes but no more than 10 minutes.
Requirements Completed?
Choose a historical women from a unit we have studiedCreate an audio story, podcast, other type of audio file, background plus original song(words), or radio-talk broadcastExpress opinions based on historical woman of time, not from today Audio created must be 7 minutes long1 page synopsis including parts 1, 2 & 3 unless parts 1 & 2 are already included in the podcastWorks citedPresentation
Option 6: HISTORICAL REDOEveryone believes that teaching is easy and if they could teach it they would do it a better
way. This option gives you that chance! For any of you that think you want to be an educator, this option is your chance to design your perfect lesson. You create the notes presentations, the activities, the note sheets and the worksheets as well as the assessment at the end of the unit. Choose a historical woman from any unit that we have covered. Be sure to include what the students should get out of your lesson and what they should be able to do. These objectives should be clear. Consider in your plan the need to help those that learn at different levels or speeds and how you will achieve the desired end-goal. *See me if you need help!*
Requirements Completed?
Choose a historical figure from unit that we have studiedCreate a lesson that includes a presentation, notes, worksheet(s), activity(ies), and an assessment for the lessonObjectives of the lesson (what the students should know and be able to do afterwards) Included in lesson plan strategies to help students that may learn faster or slower than the majorityPart 3 of synopsisWorks citedPresentation
Option 7: IF YOU BUILD IT… IT’S HISTORY!!Some of you are incredibly talented at building things from many different media. This
project allows you to do just that by taking a topic from history and creating it with your own 2 hands. Your creation should be intricate and detailed and be relatively self-explanatory (people should know what it is or what it is referring to without explanation). When completed with your construction, you will need to write a short history (minimum 1 page typed) of your topic and what its historical importance was, as well as why you chose to build this and the effect it has had on you. Please also add a description of HOW you built it; a general step by step process.
Requirements Completed?
Choose a historical woman or group of women Media creation should be done with your own 2 hands Media creation should be intricate, detailed & self-explanatoryShort history (1 page minimum)-Why historically important? & Why choose to build this & the effect it has had on you?
Description of HOW media creation was built (step by step process) Explanations for each visual (what is depicted, why you chose this type of depiction)
Part 3 of synopsisWorks citedPresentation
Option 8: SOCIAL TABOOSIn today's society, there are things some people find to be unacceptable (same sex
marriage, genetic mutation, sex on tv, etc.) and respond very passionately for or against those ideas. Take a trip back into a time in ancient history to choose a historical woman that was considered taboo (unaccepted) and explain why it was viewed in this way. After explaining how it was viewed then, and why, compare it to the reactions people have to an idea of today and then explain how people today can learn from the ideas of the past. Your opinion can be for or against the taboo of the past and today (will not affect grade) but should address not a personal opinion but rather the effect on the general public. This cannot be from your assumptions, you will be required to use past historical information to prove your points. You must discuss at least 5 social taboos.
Requirements Completed?
Choose specific women that were considered socially taboo from ancient history Describe each of the women and explain why their behavior was considered unacceptable in ancient times Find 5 specific social taboos from our current era that are similarExplain the connection between the pair of 5 taboos current and pastExplain what we can learn about social norms from the pastDiscussed at least 5 social taboos1 page synopsisWorks citedPresentation
Option 9: HISTORICAL TOP 10Create a list of the Top 10 Historical Women - and explain why they rank in this way. You
may choose to compile a list of the bravest women, worst female leaders, best female leaders, or overall historical significance. etc. The descriptions of why something is #1 or #10, you must explain why it is better than the one that is below it or why it is not as important as the one above it. Each explanation should explain how this fits into your top 10 list and why it is so historically important. Lists should start from 10 and work up to the most important and the number 1 item should have a significantly better description of what makes it #1 over all the others. While these lists will be opinion in nature, their reasoning should be mostly factual or accurate when being used. Saying something is great “because it's awesome” is unacceptable and has no factual or accurate basis. Give reasons and analysis as to why.
Requirements Completed?
List of at least 10 women from ancient historyBrief description of each woman is includedCommon categories used to compare and rank womenExplanation of the common categories and why they are relevantReasoning should be factually and historically based1 page synopsisWorks cited
Presentation
Option 10: NEWSPAPER/ADVERTISEMENTYou will create a newspaper chronicling the lives and role of women in ancient history. You
must provide 5 newspaper articles each representing a woman from a different time period in history (Ancient Egypt, Greece, etc). An example of an article could be on a woman you think is heroic like Joan of Arc. Write an article that highlights the role she played in the Battle of Orleans during the Hundred Years War.
Requirements Completed?
Project is in newspaper format Includes 5 separate articles Each article represents a woman from a different time period in ancient historyEach article addresses the 5 W's in journalism (Who,What, Where, When, Why)
Each article highlights the unique role this woman played in history
Complete part 3 of the synopsisWorks citedPresentation
Option 11: DOCUMENTARYYou will create a documentary of a historical woman of your choice. We have watched
several documentaries throughout the year (Engineering an Empire series). Your documentary should be a combination of a re-creation of that time, as well as guest speakers. You are responsible for props and finding “actors” for your documentary. This option also requires the knowledge of filming and editing. You must have the technology to create a documentary (laptop/computer, editing app, etc.). You are responsible for researching the person and writing a script that is due as part of the project grade.
Requirements Completed?
Choose historical women and highlight her important accomplishments in video formatVideo should be 5-10 minutes in length
At least two other people that are associated with her should give their point of view about her accomplishments.Script should be typed to submit with the video projectScript/ Documentary should include the synopsis information parts 1 and 2 or you need to submit all parts of the synopsis in written format.Pictures and/ or acting should represent the time periodParts 1, 2, and 3 of synopsis should be submitted unless parts 1 and 2 are in your documentary presentation. Works cited Presentation
Option 12: CREATE A GAME (BOARD OR ELECTRONIC)Life during certain times of history was not easy. People struggled to survive not only
invaders, revolutions and war, but disease and natural/manmade disasters as well. Your assignment is to create a game following the adventures or daily life of a historical woman. You must decide a name for the game as well as genre (action, adventure, role-playing, simulation, strategy). You must also create a storyline for the game. This should include developing an objective that incorporates historically accurate events. You have the creative license to develop a story with game objectives and checkpoints any way you wish as long as the content is historically accurate.
Requirements Completed?
Choose a historical women and highlight her important accomplishments in electronic game or board game formatGame should be neat, attractive, and logical, be playablePictures/ illustrations/ game pieces should be historically correctName included on the gameHistorically accurate timeline and events when playing the game1 page synopsis of research should be submittedWorks citedPresentation
Option 13: MAGAZINE COVER & FEATURE ARTICLE
Design a magazine dedicated to the lives of women of the ancient world. You will either draw or electronically produce the magazine cover. It should look similar to a modern day magazine cover with a featured photo and article headings. Feel free to do a quick internet search of People or National Geographic magazine to get an idea. Along with the magazine cover, you must also write the article on the featured historical woman. The article should be 1-2 pages minimum and highlight the importance of the historical woman you chose (she is featured on the magazine cover!).
Requirements Completed?
Choose a historical women and highlight her important accomplishments with a magazine cover and articleMagazine cover should be originally created -hand drawn or electronically produced- color, neat, attractive, min size 8x11All pictures and write up should be historically accurateMagazine title included (be creative)Looks similar to a modern day magazine with picture, article heading, other secondary article titles, clip art, cost, etc. (search internet for example of modern magazine covers)1-2 page typed article about your historical women featured on front cover, historically accurate and edited with correct spelling and punctuationComplete Part 3 of the synopsis Works citedPresentation
GENERAL PROJECT GRADING RUBRIC – 300 points total
USE THE FOLLOWING RUBRIC TO PROPERLY CREATE AND PRESENT YOUR PROJECT AND PRESENTATION. QUESTIONS
WILL VARY SLIGHTLY FROM PROJECT TO PROJECT SO ADJUST ACCORDINGLY.
Rubric Category
Unsatisfactory Proficient Advanced Mastery Points
Earned
Collabora 0-3 POINTS 4-8 POINTS 9-14 POINTS 15-20 POINTS
tion20 Points Possible
Presentation fails to meet the requirements of the proficient levels.
Students work together in creation of the separate parts of the project with little interaction and sharing of ideas and opinions. Students also fail to inquire amongst the group over proper historical information and are disconnected on purpose or mission of the project.
Students work well together in a group and coordinate information, technology, opinions, and make connections, but do not consistently come to opinions and ideas together as a team. Specific members may dominate the workload.
Students, equally and consistently, work together and collaborate to coordinate information, incorporate technology, create and analyze opinions on accurate historical evidence, and to make consistent and accurate connections between ancient and current history.
Use of Technology
20 Points Possible
0-3 POINTSUse of technology fails to meet the requirements of the proficient levels.
4-8 POINTS1. Students are able to use technology in the creation of their assignment, but fail to use collaborative mediums or ask for clarification or help on how to use the technology to better collaborate.2. Technology is used in the most basic forms and no attempts at using any new or innovative forms of technology to the group.
9-14 POINTS1. Students are able to use technology in the production and presentation of the project, but focus more on internet sources and generic forms of presentation such as PowerPoint, Microsoft Word or other basic technology.2. Students use technology separately and only collaborate partially in the creation of the final project and only minor attempts are made to integrate different forms/styles of technology.
15-20 POINTS1. Students are able to maximize their use of technology in the production and presentation of the final project, not be research of the internet, but rather the sharing of information across different mediums (Google Drive, email, Prezi, etc.) that allow all members to collaborate on a singular project. 2. Technology is used in unique and innovative ways to create the project, such as video/audio production, website creation, visual graphics, and other mediums are all acceptable.
Analysis of Opinion
0-9 POINTSPresentation fails to meet the
10-18 POINTS1. Thoughts and
19-24 POINTS
25-30 POINTS1. Thoughts and opinions created
30 Points Possible
requirements of the proficient levels.
opinions created in the presentation are mildly thought provoking and have little to no depth or detail to them. Thoughts are mostly unsubstantiated and little collaboration or group thought is evident in the ideas created.
1. Thoughts and opinions created in the presentation are thought provoking but lack depth or detail. Thoughts and opinions are based by some historical information, but only loosely and limited collaboration is evident in the ideas presented.
in the presentation are well thought out and provocative to the reader/viewer. Thoughts and opinions are also well explained and referenced through the use of accurate historical evidence and show a collaborative effort into creation of the ideas presented.
Accuracy of Historical Information
30 Points Possible
0-9 POINTSPresentation fails to meet the requirements of the proficient levels.
10-18 POINTSNumerous historical inaccuracies are evident as well as multiple misunderstanding and chronological errors.
19-24 POINTS
Historical information referenced by the group is partially correct, but includes minor errors in information, understanding or time period.
25-30 POINTSHistorical information referenced by the group is accurate and topical to the ideas being presented by the group.
Explanation of Transition Between Ancient Women and Today
20 Points Possible
0-3 POINTSPresentation fails to meet the requirements of the proficient levels.
4-8 POINTSFew connections are made between the two historical time periods and the connections made lack analysis and thoroughness.
9-14 POINTSConnections between time periods are made throughout but lack consistent analysis and thorough explanation.
15-20 POINTSAccurate and informative connections between historical time periods are made numerous times and are analyzed and explained correctly and thoroughly throughout the presentation.
Work Ethic in
0-9 POINTSTeacher(s) had to
10-17 POINTS
18-23 POINTS
24-30 POINTSAll group
Classroom
30 Points Possible
remind you and/or partner to stay on task consistently throughout the project. Rarely used class time appropriately.
Group members inconsistently use class time appropriately and efficiently in completion of the present
Group members usually use the given class time efficiently to complete the presentation.
members use all given class time wisely and efficiently to complete their projects and presentations.
Presentation(Team effort)
20 Points Possible
0-3 POINTSPresentation fails to meet the requirements of the proficient levels.
4-8 POINTS1. Presentation shows little to no group participation and looks like separate parts pieced together.
2. Collaboration and teamwork is not apparent, or at a minimal level and at least one member has only a minute role in presenting.
9-14 POINTS1. Presentation shows all members were invested but at varying levels of participation.
2. Collaboration and teamwork are apparent, but some presenters know the project better than others in the group.
15-20 POINTS1. Presentation shows that both, or all, members of the group were fully invested in the creation of the presentation.2. Collaboration and teamwork are shown through each member having an equal and important role in each piece of the presentation.
Presentation(Quality & Delivery)
30 Points Possible
0-9 POINTSPresentation fails to meet the requirements of the proficient levels.
10-17 POINTS1. Presentation is not organized and put together but is free of major issues.2. Information presented and opinions show little reference to historical fact.3. Project has major errors (grammatical or otherwise).
18-23 POINTS
1. Presentation is organized and edited and displayed well, but minor issues are apparent. 2. Information presented and opinions are referenced with some historical evidence but lack detail.3. Project has some minor errors (grammatical or otherwise).
24-30 POINTS1. Presentation by the group is well developed, edited, and displayed professionally. 2. Information presented is accurate and opinions are referenced with proper historical evidence. 3. Project displaying mastery will be free of mistakes (grammatical or otherwise) and will flow without issue.
Synopsis 0-9 POINTS 10-18 POINTS 19-24 25-30 POINTS
Quality
30 Points Possible
Presented content, which was unfocused,
poorly organized, showed little
thought or effort and lacked supporting evidence.
Presented content, which
failed to maintain a
consistent focus, showed minimal organization and
effort, and lacked an adequate amount of supporting evidence.
POINTSPresented
most of the content with a
logical progression of
ideas and supporting evidence.
Presented content clearly and
concisely with a logical
progression of ideas and effective
supporting evidence.
Synopsis Historical Accuracy
30 Points Possbile
0-9 POINTSSynopsis fails to
meet the requirements of
the proficient levels.
10-18 POINTSNumerous historical inaccuracies are evident as well as multiple misunderstanding and chronological errors.
19-24 POINTSHistorical
information referenced by the group is
partially correct, but
includes minor errors in
information, understanding or time period.
25-30 POINTSHistorical
information referenced by the group is accurate and topical to the
ideas being presented by the
group.
Works cited
30 Points Possible
0-9 POINTSWorks cited
information was lacking or done
incorrectly.
10-18 POINTSWorks cited
information did not contain most resources used for research.
19-24 POINTS
Works cited information
was accurately gathered for
most resources used for research.
25-30 POINTSWorks cited
information was accurately
gathered for all resources used for research.
Attendance
10 Points Possible
0-3Missed all or most of the days built in to work on the
project.
4-6Missed more
than two classes.
6-8Attended all classes but missed one due to an excused absence.
9-10Attended all
classes and was productive for the
entire block.
PROJECT SCHEDULE – A day is listed firstMay 2/3 – Intro Project May 4/7 – Research/Project – proposals due end of class (25 class points)May 21 – May 24 *3 hour blocks during SOL week* be working on project … May 29/30 – Research/Project May 31/June 1 – Research/ProjectJune 4/5 – Research/Project – finalizing projectJune 6/7 – last day to finalize Project *sign up for presentations*June 8/11 – Presentations – must be here to present project!
Project Proposal (One per pair must be showed to teacher for credit)
1. Member’s Names:____________________________________
2. Project Option Chosen:_____________________
3. Woman Chosen:________________________
4. List the specific types of technology* that will be incorporated into your projects: ________________________________
5. Role Assignments- Below, list what each person will be responsible for. The duties must be equal in terms of effort and time required.
Person 1- Name - ___________________ Person 2- Name-________________________
List of responsibilities List of responsibilities
1. 1.2. 2.3. 3.4. 4.5. 5.
6. Below, briefly describe what your presentation will be like.
7. Below list the required elements to the project choice you have chosen. *Be aware, if you need technology to complete the project, none will be provided to you*
8. Below list what you will be working on and hope to accomplish during the 5 in class work days
Synopsis of World History Post SOL Project:
Checklist:
Option Choice Parts Needed of Synopsis Checklist (Completed)
Option 1: RE-WRITE HISTORY
2nd 3rd
Option 2: HISTORY THROUGH ANOTHER'S
EYES
2nd 3rd
Option 3: WEBSITE CREATION
3rd
Option 4: RECREATING 2nd 3rd
HISTORY VISUALLYOption 5: RECREATING
HISTORY THROUGH AUDIO1st 2nd 3rd
Option 6: HISTORICAL REDO
3rd
Option 7: IF YOU BUILD IT… IT’S HISTORY!
3rd
Option 8: SOCIAL TABOOS 3rd
Option 9: HISTORICAL TOP 10
3rd
Option 10: NEWSPAPER/ADVERTISEME
NT
3rd
Option 11: DOCUMENTARY
1st 2nd 3rd
Option 12: CREATE A GAME
3rd
Option 13: MAGAZINE COVER & FEATURE
ARTICLE
3rd
1ST PART: Background information & time period
2ND PART: Important accomplishments
3rd PART: How has the role of women changed throughout history spanning from the hunter-gatherer period until the end of the Renaissance? (Analyze & answer how the historical (woman or women) you picked affected this change)
1st Part: Background Information & Time Period
2nd Part: Important Accomplishments
3rd PART: How has the role of women changed throughout history spanning from the hunter-gatherer period until the end of the Renaissance? (Analyze & answer how the historical (woman or women) you picked affected this change)