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World History I - Women in HistoryYour 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/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 opinions4. 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. Requirements 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 StartedERVCEn-hedu-Ana (High Priestess of Akkadia)

Hatepshut (female pharaoh)

Meresamun (Egyptian singer-priestess)

Nefertiti (Egyptian Queen) Sammuramat (Assyrian Empress Regnant)

ERVC 2Ban Zhao (notable Confucian scholar)

Deborah (Judaism-Judge in Old Testament)

Mary (Mother of Jesus)

Princess Pingyang (Commanded an army, toppled a dynasty)

Classical Greece and Rome

GreeceAgnodice of Athens (Greek physician)

Aphrodite (Goddess of love) Arete of Cyrene (Greek philosopher)

Artemisia I of Caria (Greek queen of Caria)

Athena (Goddess of wisdom)

RomeAmanirenas (Queen of the Meroitic Kingdom)

Boudica (Queen of British Celtic Iceni Tribe)

Cleopatra VII (Queen of Egypt)

Saint Helena (Mother of Constantine)

Zenobia (Queen of the Palmyrene Empire)

Persia

Atusa Shahbanu (wife of Darius the Great) Queen Atossa (daughter of Cyrus the Great)Queen Esther (wife of Xeres I) 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)

Al-Malika al-Ḥurra Arwa al-Sulayhi (d. 1138 CE) (Queen of Yemen)

Fatima Zehra (d. 632 CE) (role model for Muslim women)

Khadeejah bint Khuwaylid (d. 620 CE) (merchant and marriage to the Prophet Muhammad)

Khawla bint. al-Azwar (d. 639 CE) (female warrior/legend)

Lubna of Cordoba (d. 984 CE) (palace scholar)

Razia Sultan (d. 1240 CE) (ruler of the Sultanate of Delhi)

Shajar al-Durr (d. 1257 CE) (Egyptian politics)

Zaynab bint ‘Alī (d. 681 CE) (effective leader)

Russia

Helena Ivanovna of Moscow (d. 1513 CE) (Queen, daughter of Ivan the Great)

Töregene Khatun (also Turakina) (d. 1246 CE) (Regent of the Mongol Empire)

Olga of Kiev (d. 969 CE) (ruler of Kievan Rus’)

Middle Ages & Renaissance

Amalasuntha (ruler of Ostrogoths)

Christine de Pizan (author)

Christine de Pizan (author)

Grace O'Malley (Irish Pirate)

Hrotsvitha (dramatist & poet)

Isabella I of Castile Matilda of Tuscany (Italian ruler)

PROJECT OPTIONS & EXPLANATIONS Follow each option’s checklist And the project rubric, to ensure you completed all the requirements

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.

Requirements Completed?

(checkmark)

Choose a time or an event in history that we have studied that (a woman or group of women) influencedSummarized actual the event (part 1 & 2 of the synopsis)Changed a piece of time or eventCame 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 explanationsDescribed how the changed event could have changed our lives todayCreated visuals representations for each change you made in the past (2) totalPart 3 of the synopsis

Works citedPresentation


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 analysisCreated 2 creative media piecesParts 2 & 3 of synopsisWorks citedPresentation


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 studiedCreate a full and interactive websiteIncluded interactive elements (ex: links, videos, pictures, pages, sections,

etc.,)Came up with opinionated topic or thesis statementUsed examples from history to prove opinion/thesisPart 3 of synopsisWorks citedPresentation


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 studiedSummary 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 synopsisWorks citedPresentation


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 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 3 at least minutes long1 page synopsis including parts 1, 2 & 3 unless parts 1 & 2 are already included in the audio creation Works citedPresentation


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 studiedCreate a lesson that includes a presentation, notes, worksheet/activity, 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.

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-explanatoryShort 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 synopsisWorks citedPresentation


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 similarExplain the connection between the pair of 2 taboos current and pastExplain 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 synopsisWorks citedPresentation


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 accurateComplete Part 3 of the synopsisWorks citedPresentation


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 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: 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 studiedVideo should be 3-5 minutes in lengthPictures and/or acting should represent the time-periodAt 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 projectScript/ 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 synopsisWorks cited Presentation


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 studiedGame 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 submitted (Parts 1 & 2 of synopsis)Complete Part 3 of the synopsisWorks citedPresentation


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 8x11All pictures and write up should be historically accurateMagazine 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 punctuationComplete Part 3 of the synopsis Works citedPresentation

World History I - Women in History GRADING RUBRIC – 300 points total

Rubric Category

Beginning Intermediate Proficient Points

Earned

Collaboration of Group

20 Points Possible

0-13 POINTS-Students work together with

little interaction about the

sharing of ideas and opinions

14-15 POINTS-Students work well together

with some interaction about the

sharing of ideas and opinions information

16-20 POINTS-Students work

amazingly together & equal interaction on the sharing of ideas

and opinions

Use of Technolog

y20 Points Possible

0-13 POINTS-Students used technology in their project

and/or presentation

some, but failed to use it for

collaboration purposes

14-15 POINTS-Students used technology in

their project and presentation,

and collaborated

through it

16-20 POINTS-Students used

technology extensively

throughout their project and

presentation, and collaborated thoroughly through it

Work Ethic in

Classroom20 Points Possible

0-13 POINTS-Group

members inconsistently use class time

appropriately & efficiently in

completion of their project

14-15 POINTS-Group

members usually use the given class time

efficiently to complete their

project

16-20 POINTS-All group

members use all given class time

wisely & efficiently to

complete their project

ProjectCompletio

n40 Points Possible

0- 26 POINTS- Project is

missing major parts & has

major mistakes (grammatical or

otherwise)

27-30 POINTS-Project is

missing a minor piece and/or has minor mistakes (grammatical or

otherwise)

31-40 POINTS- Project has all completed parts

& is free of mistakes

(grammatical or otherwise)

SynopsisCompletio

n30 Points Possible

0-23 POINTS-Synopsis is

missing major parts & has

major mistakes (grammatical or

otherwise)

24-26 POINTS-Synopsis is

missing a minor piece and/or

minor mistakes (grammatical or

otherwise)

27-30 POINTS-Synopsis has all completed parts

& is free of mistakes

(grammatical or otherwise)

Analysis of Opinion

30 Points Possible

0-23 POINTS-Thoughts &

opinions created in the

presentation are mildly thought provoking & have a little

detail-Thoughts & opinions are

mostly unsubstantiated



presentation are thought

provoking & have some

detail.-Thoughts & opinions are

based on some historical

information



presentation are very detailed & very thought

provoking to the reader/viewer.-Thoughts &

opinions referenced using

accurate historical evidence

Accuracy of

Historical Informatio

n30 Points Possible

0-23 POINTS- Historical information

referenced by the group has

major mistakes & does not relate very much to the ideas being

presented by the group

24-26 POINTS-Historical

information referenced by the group is

partially correct or may not be related to the ideas being

presented by the group

27-30 POINTS-Historical

information referenced by the group is accurate & connected to the ideas being

presented by the group.

Explanation of

Transition Between Ancient Women

and Today20 Points Possible

0-13 POINTS-Few

connections are made between

the two historical time

periods-Connections made need

more analysis & thoroughness

14-15 POINTS-Connections between the two historical

time periods are made

throughout-Connections have some analysis & thorough

explanation

16-20 POINTS-Accurate & informative connections

between historical time periods

-Connections are analyzed & explained correctly & thoroughly

throughout the project

Presentatio

n(Team effort)

20 Points Possible

0-13 POINTS-Presentation shows little

group participation and looks like separate parts

pieced together.

14-15 POINTS-Presentation

shows all members were invested, but at varying levels of

participation.

16-20 POINTS-Presentation shows that all

members of the group were fully invested in the creation of the presentation.

Presentation

(Quality & Delivery)30 Points Possible

0-13 POINTS-Presentation is not developed or displayed

well, & major issues are

24-26 POINTS-Presentation is

mostly developed &

displayed well, but minor issues

27-30 POINTS-Presentation is

well developed & displayed

professionally.-Project is mainly

apparent.-Project has major errors

(grammatical or otherwise).

are apparent.-Project has some minor

errors (grammatical or

otherwise).

free of mistakes (grammatical or otherwise) & will

flow without issue.

MLA Format

Citing Etc.20 Points Possible

0-13 POINTS-MLA format not done correctly, Works Cited List

included, but pictures not

cited in project/presenta

tion & information not

cited when needed in

project/presentation

14-15 POINTS-MLA format done mostly

correct, Works Cited List included,

pictures cited in project/presenta

tion, & information cited when needed in


16-20 POINTS-MLA format done correctly, Works

Cited List included, pictures

cited in project/presentation, & information

cited when needed in


Attendance

20 Points Possible

0-13 POINTS-2 or more unexcused absences

14-15 POINTS-1 unexcused

absence

16-20 POINTS-Attended all

classes

*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 – 1ST day with laptops

May 26(B) & May 30(A) – Research/Project- 2nd day with laptops

May 31(B) & June 1(A) – Research/Project – 3rd day with laptops

June 2(B) & June 5(A) - Presentations 1st day

June 6(B) & June 7(A) - Presentations 2nd day

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 3rd

CREATIONOption 4: RECREATING

HISTORY VISUALLY 3rd

Option 5: RECREATING HISTORY THROUGH

AUDIO

1st 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/ADVERTISEM

ENT

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)

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 Responsibilities1. 1.2. 2.3. 3.4 45. 5.

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.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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