World History I - Women in History

Transcription

1 World History I - Women in History 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. : 1. Complete research on the historical woman/group of women you choose. 2. Can bring electronic device with Wi-Fi 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/group of women 5. Provide references in a Works Cited List for information and pictures used to back up your ideas. This pdf link from the world history website will help you format the Works Cited List, information, and pictures. 6. Present project to class Grading: Your project grade will be determined on several different rubric categories, all of which are provided at the end of this packet. will include: o proof of analysis, reference, 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. o (See rubric and project requirement checklists) Include all parts! List of Women in History to Get You Started ERVC En-hedu-Ana (High Priestess of Akkadia) Hatepshut (female pharaoh) Meresamun (Egyptian singer-priestess) Nefertiti (Egyptian Queen) Sammuramat (Assyrian Empress Regnant) ERVC 2 Ban Zhao (notable Confucian scholar) Princess Pingyang (Commanded an army, toppled a dynasty) Deborah (Judaism-Judge in Old Testament) Mary (Mother of Jesus) Classical Greece and Rome Greece Agnodice of Athens (Greek physician) Artemisia I of Caria (Greek queen of Caria) Aphrodite (Goddess of love) Athena (Goddess of wisdom) Arete of Cyrene (Greek philosopher)

2 Rome Amanirenas (Queen of the Meroitic Kingdom) Saint Helena (Mother of Constantine) Boudica (Queen of British Celtic Iceni Tribe) Zenobia (Queen of the Palmyrene Empire) Cleopatra VII (Queen of Egypt) 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 BCE) Islam Ā isha bint Abī Bakr (d. 678 CE) (women s participation in scholarship, political life, and the public) Khadeejah bint Khuwaylid (d. 620 CE) (merchant and marriage to the Prophet Muhammad) Razia Sultan (d CE) (ruler of the Sultanate of Delhi) Al-Malika al-ḥurra Arwa al-sulayhi (d CE) (Queen of Yemen) Khawla bint. al-azwar (d. 639 CE) (female warrior/legend) Shajar al-durr (d CE) (Egyptian politics) Fatima Zehra (d. 632 CE) (role model for Muslim women) Lubna of Cordoba (d. 984 CE) (palace scholar) Zaynab bint Alī (d. 681 CE) (effective leader) Russia Helena Ivanovna of Moscow (d CE) (Queen, daughter of Ivan the Great) Töregene Khatun (also Turakina) (d CE) (Regent of the Mongol Empire) Olga of Kiev (d. 969 CE) (ruler of Kievan Rus ) Middle Ages & Renaissance Amalasuntha (ruler of Ostrogoths) Hrotsvitha (dramatist & poet) Christine de Pizan (author) Christine de Pizan (author) Grace O'Malley (Irish Pirate) Isabella I of Castile Matilda of Tuscany (Italian ruler)

3 Option 1: RE-WRITE HISTORY Choose a time or an event in history that we have studied that (a woman or group of women) influenced and give a short summary of what happened. Then, take that event and CHANGE a piece of the event, and IMAGINE what would have happened following your change. o You will need to analyze each effect (at least 2) that you ve thought about being a possibility, and why you think your change would have caused those new effects to happen. o You must be able to explain why the differences would have happened, which should be based on history (not things we have seen recently). After THINKING ABOUT the differences of the past, change your focus to our current lives. Explain how an event from so long ago could have changed our lives today. You must include a visual representation for each of the 2 changes made. Choose a time or an event in history that we have studied that (a woman or group of women) influenced Summarized actual the event (part 1 & 2 of the synopsis) Changed a piece of time or event Came up with at least 2 effects of your change with explanations as to why those effects would have happened (based on historical fact) Used examples from history to support explanations Described how the changed event could have changed our lives today Created visuals representations for each change you made in the past (2) total Part 3 of the synopsis (checkmark)

4 Option 2: HISTORY THROUGH ANOTHER'S EYES For this project, you will look at an event in history through a SPECIFIC (woman or group of women) of your choice from a unit we have studied this year. o 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 history to help prove your opinions. You must reproduce what they would have (seen, heard, said, felt) through 2 creative media pieces: o Examples: animoto, speech, original song, poem, blog, drawings, video etc. Choose an event in history with a brief description of what happened through a SPECIFIC (woman or group of women) of your choice from a unit we have studied this year. Description of (the woman or group of women) experiences (saw, heard, said, felt) Analysis of why (they could or would have felt) Used examples from history to support analysis Created 2 creative media pieces Parts 2 & 3 of synopsis

5 Option 3: WEBSITE CREATION For this project, you will be required to choose a historical (woman or group of women) and create a full and interactive website to teach people about her/them. 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 Joan of Arc Heroine of the Hundred Years War for France. Choose a historical (woman or group of women) from the units we have studied Create a full and interactive website Included interactive elements (ex: links, videos, pictures, pages, sections, etc.,) Came up with opinionated topic or thesis statement Used examples from history to prove opinion/thesis Part 3 of synopsis

6 Option 4: RECREATING HISTORY VISUALLY You must create 2 original works of art in your collection to visually represent the (topic, event, or timeline) chosen FROM THE VIEWPOINT OF 2 WOMEN (from a unit we have studied) o as well as an explanation of what the 2 work of arts represent. Then you must explain why you created your work of art to describe the (topic, event, or timeline) chosen FROM VIEWPOINT OF 4 WOMEN (what is its meaning). Be sure you also provide a summary of each of the 2 women chosen by discussing their background information & accomplishments. Choose 2 historical (woman or group of women) from the units we have studied Summary of each woman chosen (part 1& 2 of synopsis) Created visual works of art for each woman (2 total) (need to be substantial) Explanations for what the work of arts represent & (why you created the work of arts to describe your (topic, event, or timeline) (what is its meaning) Part 3 of synopsis

7 Option 5: RECREATING HISTORY THROUGH AUDIO You again will take a historical (woman or group of women) 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. o This option also 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. o The audio created must be at least 3 minutes but no more than 5 minutes. Choose a historical (woman or group of women) from a unit we have studied Create an audio story, podcast, other type of audio file, background plus original song(words), or radio-talk broadcast Express opinions based on historical woman of time, not from today Audio created must be 3 at least minutes long 1 page synopsis including parts 1, 2 & 3 unless parts 1 & 2 are already included in the audio creation

8 Option 6: HISTORICAL REDO For any of you that think you want to be an educator, this option is your chance to design your perfect lesson. o Lesson is designed to last around 5-10 minutes You create the presentation note sheet, the activity/worksheet, and the assessment at the end of the unit (short quiz etc. o You do not need to have these fit into the 5-10 minutes, but they will need to be handed in for the project. Choose a historical (woman or group of women) from any unit that we have covered. o The objectives should be clear. (what the students should get out of your lesson, and what they should be able to do.) Consider in your plan the need to help those that learn at different levels. *See me if you need help!* Choose a historical (woman or group of women) from unit that we have studied Create a lesson that includes a presentation, notes, worksheet/activity, and an assessment for the lesson Objectives 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 majority Part 3 of synopsis

9 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. Choose a historical woman or group of women. 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. Choose a (historical woman or group of women) from a unit we have studied Media creation should be done with your own 2 hands Media creation should be intricate, detailed & self-explanatory Short history (1page minimum)-why the woman is historically important? & Why choose to build this & the effect it has had on you? (this will take place of part 1 & 2 of synopsis) 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 synopsis

10 Option 8: SOCIAL TABOOS The word taboo is defined as something that is prohibited or unacceptable in society Take a trip back into a time in ancient history to choose 2 historical (woman or group of women) that were considered taboo (unaccepted.) o Explain why & how they were each considered taboo in society for their time-periods. o Need to have 2 social taboos discussed After explaining why & how they were viewed then, compare it to the reactions people have for the same if not similar ideas of today. o Then explain how people today can learn from the social norms of the past. The opinions can be for or against the taboos of the past and today (will not affect grade). o They should address not personal-opinion, but rather the effect on the general-public. This cannot be from assumptions, you will be required to use time-period historical information to prove your points. Choose 2 (women and/or groups of women) that were considered socially taboo from ancient history Describe each of the women and explain why & how their behavior was considered unacceptable in ancient times (need to have 2 social taboos discussed) Find 2 specific social taboos from our current era that are similar Explain the connection between the pair of 2 taboos current and past Explain what we can learn about social norms from the past (part 1 & 2 of synopsis should be covered in explaining ancient women) complete part 3 of synopsis

11 Option 9: HISTORICAL TOP 5 Create a list of the Top 5 Historical Women - and explain why they rank in this way. o sub-category chosen- You may choose to compile a list of the bravest women, worst female leaders, best female leaders, or overall historical significance. etc... Lists should start from #5 and work up to the most important and the #1 pick Include descriptions of why something is #5 or #1 on the list: you must explain why each pick is better than the previous one on the list. o Each explanation should tell how it fits into your top 5 list and why it is so historically important. While these lists will be opinion in nature, their reasoning should be based from historical facts that are accurate. o Give reasons and analysis as to why. TOP 5 list of women from ancient history & (chosen sub-category) Brief description of each woman is included & accomplishments (Part 1 & 2 of synopsis) Include descriptions of number placements, how women fit into list, & historical importance Opinions should be based on historical facts that are accurate Complete Part 3 of the synopsis

12 Option 10: NEWSPAPER/ADVERTISEMENT You will create a newspaper chronicling the lives and role of women in ancient history. You must provide 2 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. o Write an article that highlights the role she played in the Battle of Orleans during the Hundred Years War. Project is in newspaper format Includes 2 separate articles (should include part 1 & 2 of synopsis) Each article represents a woman from a different time-period in ancient history Each 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 synopsis

13 Option 11: DOCUMENTARY You will create a documentary of a historical (woman or group of women) 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. o 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. Choose a historical (woman or group of women) and highlight her important accomplishments in video format from a unit we have studied Video should be 3-5 minutes in length Pictures and/or acting should represent the time-period At least two other people that are associated with the historical woman should give their point of view about her accomplishments. Script should be typed to submit with the video project Script/ Documentary should include the synopsis information parts 1 and 2 or you need to submit them with part 3 of the synopsis in written format. Complete Part 3 of the synopsis

14 Option 12: CREATE A GAME (BOARD OR ELECTRONIC) 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 or group of women). 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 requirements if the content is historically accurate. Choose a historical (woman or group of women) and highlight their important accomplishments in electronic game or board game format from a unit that we have studied Game should be neat, attractive, and logical, be playable Pictures/ illustrations/ game pieces should be historically correct Name included on the game Historically accurate timeline and events when playing the game 1 page synopsis of research should be submitted (Parts 1 & 2 of synopsis) Complete Part 3 of the synopsis

15 Option 13: MAGAZINE COVER & FEATURE ARTICLE Design a magazine dedicated to the lives of women of the ancient world. You can either draw or electronically produce the magazine cover. It should look like 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). Choose a historical (woman or group of women) and highlight her important accomplishments with a magazine cover and article from a unit that we have studied this year. Magazine cover should be originally created: (hand drawn or electronically produced)-color, neat, attractive, & size min size 8x11 All pictures and write up should be historically accurate Magazine title included (be creative) Looks like 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 page typed article about your historical women featured on front cover, historically accurate and edited with correct spelling and punctuation Complete Part 3 of the synopsis

16 World History I - Women in History GRADING RUBRIC 300 points total Rubric Category Collaboration of Group 20 Points Beginning Intermediate Proficient Points Earned 0-13 POINTS POINTS POINTS -Students work -Students work well -Students work together with little together with some amazingly together & interaction about the interaction about the equal interaction on sharing of ideas and sharing of ideas and the sharing of ideas opinions opinions information and opinions Use of Technology 20 Points 0-13 POINTS -Students used technology in their project and/or presentation some, but failed to use it for collaboration purposes POINTS -Students used technology in their project and presentation, and collaborated through it POINTS -Students used technology extensively throughout their project and presentation, and collaborated thoroughly through it Work Ethic in Classroom 20 Points 0-13 POINTS -Group members inconsistently use class time appropriately & efficiently in completion of their project POINTS -Group members usually use the given class time efficiently to complete their project POINTS -All group members use all given class time wisely & efficiently to complete their project Project Completion 40 Points 0-26 POINTS - Project is missing major parts & has major mistakes (grammatical or otherwise) POINTS -Project is missing a minor piece and/or has minor mistakes (grammatical or otherwise) POINTS - Project has all completed parts & is free of mistakes (grammatical or otherwise) Synopsis Completion 30 Points Analysis of Opinion 30 Points Accuracy of Historical Information 30 Points 0-23 POINTS -Synopsis is missing major parts & has major mistakes (grammatical or otherwise) 0-23 POINTS -Thoughts & opinions created in the presentation are mildly thought provoking & have a little detail -Thoughts & opinions are mostly unsubstantiated 0-23 POINTS - Historical information referenced by the group has major mistakes & does not relate very much to the ideas being POINTS -Synopsis is missing a minor piece and/or minor mistakes (grammatical or otherwise) POINTS -Thoughts & opinions created in the presentation are thought provoking & have some detail. -Thoughts & opinions are based on some historical information POINTS -Historical information referenced by the group is partially correct or may not be related to the ideas being POINTS -Synopsis has all completed parts & is free of mistakes (grammatical or otherwise) POINTS -Thoughts & opinions created in the presentation are very detailed & very thought provoking to the reader/viewer. -Thoughts & opinions referenced using accurate historical evidence POINTS -Historical information referenced by the group is accurate & connected to the ideas being presented by the group.

17 Explanation of Transition Between Ancient Women and Today 20 Points presented by the group 0-13 POINTS -Few connections are made between the two historical time periods -Connections made need more analysis & thoroughness presented by the group POINTS -Connections between the two historical time periods are made throughout -Connections have some analysis & thorough explanation POINTS -Accurate & informative connections between historical time periods -Connections are analyzed & explained correctly & thoroughly throughout the project (Team effort) 20 Points (Quality & Delivery) 30 Points MLA Format Citing Etc. 20 Points Attendance 20 Points 0-13 POINTS - shows little group participation and looks like separate parts pieced together POINTS - is not developed or displayed well, & major issues are apparent. -Project has major errors (grammatical or otherwise) POINTS -MLA format not done correctly, Works Cited List included, but pictures not cited in project/presentation & information not cited when needed in project/presentation 0-13 POINTS -2 or more POINTS - shows all members were invested, but at varying levels of participation POINTS - is mostly developed & displayed well, but minor issues are apparent. -Project has some minor errors (grammatical or otherwise) POINTS -MLA format done mostly correct, Works Cited List included, pictures cited in project/presentation, & information cited when needed in project/presentation POINTS -1 unexcused absence POINTS - shows that all members of the group were fully invested in the creation of the presentation POINTS - is well developed & displayed professionally. -Project is mainly free of mistakes (grammatical or otherwise) & will flow without issue POINTS -MLA format done correctly, Works Cited List included, pictures cited in project/presentation, & information cited when needed in project/presentation POINTS -Attended all classes unexcused absences *excused absence is with a note from a parent, and if you know if are going to be absent on the presentation day, you should do the project by yourself (you can come in on the teacher workday to present with prior notice) Final Project Schedule B day is listed first May 15 - May 19 Intro Project *3 hour blocks during SOL week* May 22(B) & May 23(A) Research/Project - proposals due (25 class points) May 24(B) & May 25(A) Research/Project 1 ST day with laptops May 26(B) & May 30(A) Research/Project- 2 nd day with laptops May 31(B) & June 1(A) Research/Project 3 rd day with laptops June 2(B) & June 5(A) - s 1 st day June 6(B) & June 7(A) - s 2 nd day

18 Synopsis of World History Post SOL Project: Checklist: Option Choice Parts Needed of Synopsis Checklist (Completed) Option 1: RE-WRITE HISTORY 2 nd 3 rd Option 2: HISTORY THROUGH 2 nd 3 rd ANOTHER'S EYES Option 3: WEBSITE CREATION 3 rd Option 4: RECREATING 3 rd HISTORY VISUALLY Option 5: RECREATING 1 st 2 nd 3 rd HISTORY THROUGH AUDIO Option 6: HISTORICAL REDO 3 rd Option 7: IF YOU BUILD IT 3 rd IT S HISTORY! Option 8: SOCIAL TABOOS 3 rd Option 9: HISTORICAL TOP 10 3 rd Option 10: 3 rd NEWSPAPER/ADVERTISEMENT Option 11: DOCUMENTARY 1 st 2 nd 3 rd Option 12: CREATE A GAME 3 rd Option 13: MAGAZINE COVER & FEATURE ARTICLE 3 rd 1 ST PART: Background information & time-period 2 ND PART: Important accomplishments 3 rd 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) 1 st Part: Background Information & Time-Period

19 2 nd Part: Important Accomplishments 3 rd 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)

20 Project Proposal (One must be turned in per pair) 1. Member Name: 2. Member Name: 3. Project Option Chosen: 4. Woman, Women, or Group of Women Chosen: 5. List the specific types of technology devices and/or technology software that will be incorporated into your project/presentation: If you need any extra technology to complete the project, none will be provided to you except access to school laptops on the scheduled days. 6. Below list the required elements to the project option you have chosen. 7. Role Assignments- Below, list what each person will be responsible for the project & presentation. The duties must be equal in terms of effort and time required. (divide the required elements from question #6) Person #1- Name - Person #2- Name- List of Responsibilities List of Responsibilities 8. Below, briefly describe what your presentation will be like. 9. Below list what your group will be working on and hope to accomplish during the 3 class work days.