roman and byzantine empresses - lcps.org€¦ · web viewzenobia (queen of the palmyrene empire)...

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

http://www.citationmachine.net/mla/cite-a-book

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:

https://en.wikipedia.org/wiki/List_of_Roman_and_Byzantine_Empresses

https://en.m.wikipedia.org/wiki/Category:Women_by_century

http://www.womenintheancientworld.com/

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.


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.


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.


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.


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!*


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.


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.


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.


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.


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.


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.


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!).


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


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


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


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.


information did not contain most resources used for research.

19-24 POINTS

Works cited information

was accurately gathered for

most resources used for research.


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)

roman and byzantine empresses - lcps.org€¦ · web viewzenobia (queen of the palmyrene empire)...

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