World History II:

Unit 1 Project Guideline

Objective: To create a self-directed project which demonstrates your skills and learning in
the course.
Background
The project must demonstrate students understanding of the contributions of Unit 1s focus on
how after the fall of Rome in the 5th century, Europe entered about 1,000 years of relative
decline known as the dark ages or Medieval Era, which was marked by warfare, disease and
feudalism, and how the resistance to its negative influences led to the Enlightenment and
beyond.

Christianity, which had gained official support in the Roman Empire, contributed to spread in
influence, and was both a source of positive inspiration in European society but also led to war
and was abused by authorities in the Church to increase their power.

As frustration grew with the inherent inequalities of the medieval feudal system, significant
portions of the hierarchy of peasants, knights and nobles led to resistance and the quest to
reintroduce some of the nobler, democratic ideals of ancient Greece and Rome and expand on
them in the Age of Enlightenment, Scientific Revolution and the beginnings of the modern era

What You Have to Do

DO NOT SKIP ANY STEPS! DO NOT LOOK AHEAD! TAKE IT ONE STEP AT A TIME!

Step 1 - Forming a group... Or not?

Individual Learning or Learning Teams: Students must choose to work individually or build
learning teams consisting of 2-4 students (subject to change due to the scale of your project).

Step 2 - Selecting your topic

The project must demonstrate the connections between a revolution of your choice, two
historical figures, and three ideologies/movements from the following table:

Revolutions People Ideologies and Movements

The Glorious Revolution Niccolo Machiavelli Rationalism

The American Revolution Martin Luther Machiavellianism
The French Revolution Immanuel Kant Scientific Methods
John Locke Hedonic Calculus
Thomas Hobbes
Lockeanism
Jean-Jacques Rousseau
Hobbesianism
Voltaire
Molly Wollstonecraft Colonization
New World Uprisings
 World History II:
Unit 1 Project Guideline

Global Economics
Step 3 - select the type of project
Create a product which demonstrates essential understandings from Unit 1 as well as the
concepts and theories learned in the unit.

How will I demonstrate what I learned?

What kind of product do you want to create?
Criteria:
o The product must clearly demonstrate the goal of this course and the
connection between a revolution, historical people, and
ideologies/movements listed in the table on the first page.
o The product must be able to present itself (without you there to explain
it).
o The product must be appropriate for the number of students in the
group.
o The project must demonstrate at least two of the schools Expected
School-wide Learner Outcomes (ESLOs).
o See the RUBRIC for more detail
Choose one from the following list:
o Short film (5-10 minute)
o Fiction
o Comics
o Music Video
o Academic Essay
o Game
o Panel Discussion
o Debate Show
o Other (please propose to your teacher and wait for approval)
 World History II:
Unit 1 Project Guideline

Step 4 - Create a proposal according to the given template and rubric.

-------------------------------------------------------------------------------------------------------------------------------
Group Member(s): Yuyu, Sine, Print, Nut
Product Title: History Monopoly
Type of Product: Board Games - Similar to Monopoly
Your Selected Revolution, Historical Figures, and Ideologies/Movements:
(From the list in Step 2)

The French Revolution,

John Locke, Molly Wollstonecraft
Global Economics, Hobbesianism , New World Uprising

Research Questions (at least 2-3 questions):

(What do you hope to learn? Make sure it is not straightforward/ simple. Look at the rubric.)

What is the background story of French Revolution and why did it happened?
Whats each of the movements or ideology is about?
What makes both of the 2 philosopher weve selected famous and what did they influenced
today?
Why the regime on French isnt strong- what make it weakness?
If the most influential person during the French Revolution didnt exist what would the present
be like?

Product Description:
(Make sure it is clear what the product will look like, what it will include, and how it will be
organized.)

The product will be similar to Monopoly. We will put the information related to the topic weve
chosen into cards and the board. The players can choose the character they wished to play as
from the famous people related to the importants events or the 2 famous philosopher weve
chosen. Each famous person will have special abilities thats exclusive to them to help with the
game. Therell be lots of question cards, and whenever people fall in any place, they must pull
out a card and answer the question. If they can answer the question, they will get the money
which depends on how hard the questions are or they have a chance to buy the events or
lands.The answer will be at the back of the paper. There will be some detail about the places
and events in that period on the board game for the players to think about buying them.
 World History II:
Unit 1 Project Guideline

How the product demonstrates the connection between your selected topics and the
goals/essential understandings of this unit:

The product will have lots of question written on question cards for the player to answer when
they make a move, so that they could learn about the famous people, event and also ideology
movements. Theyll be forced to learn each of the answer for the question in order to play the
game because if they dont then they cant really play. Moreover, the players will be more
enjoyable if they could understand the situation in the French revolution. The more you
understand, the more fun it is.

ESLOs:
(What ESLOs does your project relate to and how?)

Our group ESLOs is Innovative Thinkers. We try to create our new ideas on our group
projects. Moreover, we use our computer, which is technology, to research on the products to
do the best creative products. Our second ESLO is Leader of the future. We help each other
and talk about our objective of this products. We help each other on the problems.

VARK Learning Strategies:

(What is your individual VARK learning style and how do you plan to do your research based on
the style?)

Yuyu - Visual= 6 Aural= 10 Read/write= 8 Kinesthetic=6

So, my learning style is Aural. I plan to research about the video that related to our topic. I will
do better in listening information. Moreover, I will also try to find information by reading books.
First, I will research information on YouTube.
Sine - Visual=10 Aural=6 Read/Write=6 Kinesthetic=10
So, my learning style is Kinesthetic. I plan to work with my group mates and research about
the topic. I will do better when I do it myself. I also learning well from watching video. So I will
research the information in the form of video in order to understand well in the contents.
Nut - Visual 9 Aural 13 Read/Write 8 Kinesthetic 12
I planned to watch videos about that topic that weve chosen because my Kinesthetic and Aural are
quite high. I might also read some articles as well because my Read/write are not that low compared to
my friends.
Print - Visual= 12 Aural= 14 Read/Write= 8 Kinesthetic= 10.
I have a plan to watch a video about the topic and discuss with my group mates and try
adapted the knowledge to be used in our project because my high Visual and Aural scores.
Also, I will try to read some book and text about the text too.

Starter sources/references:
(Sources that you will begin with in your research for your project.)
 World History II:
Unit 1 Project Guideline

http://www.historyguide.org/intellect/wollstonecraft.html
https://youtu.be/lTTvKwCylFY
http://www.history.com/topics/french-revolution
https://www.biography.com/people/thomas-hobbes-9340461
https://www.britannica.com/event/French-Revolution
http://www.newworldencyclopedia.org/entry/French_Revolution
http://www.ducksters.com/history/french_revolution/
http://www.iep.utm.edu/hobmoral/

Learning Plan:
(This is a daily plan of what you will do each day for the rest of the quarter.)

What You Plan to Do Things to Due Date

Submit

Day 1 Discussing about with group - -

mates

Day 2 Planning about the topic - -

Day 3 Think about the specific detail of - -

the product

Day 4 Writing Proposal - -

Day 5 Finishing up Proposal - -

Day 6 Submitting Proposal Proposal 18th August

Day 7 Researching information about - -

French revolution

Day 8 Researching information about - -

people and places

Day 9 Analyzing information - -

Day 10 Buying the equipment - -

Day 11 Start to do the major things - -

( stuff)

Day 12 Continue doing product - -

 World History II:
Unit 1 Project Guideline

Day 13 Finish doing the product - -

Day 14 Prepare for presentation - -

Day 15 Presenting the product to class Product 8th September

Presentation

Day 16 Summiting the learning record Learning Day 1 of that

Records Week

Day 17 Discuss about reflection on the - -

work

Day 18 Writing reflection - -

Day 19 Writing reflection + concluding - -

Day 20 Finishing up reflection Reflection 21st September

First Mind Map:

(Here I would like you to brainstorm everything you know about your topic(s) before even
beginning to work on the project. It does not matter if you do not know much but try to add as
much information as possible.)
 World History II:
Unit 1 Project Guideline

Step 5 - Create learning records according to the given template and rubrics.
Each day, you should set a goal on what you want to achieve (remember that you have
about 30 minutes or less) at the beginning of the project time. Then you should
summarize what you have learnt each day and reflect on whether you have completed
your goal or not. Then write a short note on what you would like to do next class.
Here is the template for each record:
Date: (date of the class)
Goals/Questions: (what do you plan to do in the time provided / what questions
are you trying to answer) - this is done at the beginning of project time
Notes: (notes from sources) - this is done during project time
References: (All sources that you used should be listed here) - this is done during
project time
Reflection: (What did you do? Did you do well? Did you complete your goals,
why or why not? Were you able to answer your questions for the day, why or
why not? Did new questions arise? What will you do next?) - this is done at the
end of project time

Step 6 - Write a reflection (guide questions will be given).

The reflection should be a minimum of 3 paragraphs. Before you begin, you should
think about and answer each of the following questions:
o What were my successes?
o What were my failures?
o What can I learn from my mistakes?
o What are my strengths as a learner?
o What are my weaknesses (areas for growth) as a learner?
o What could I do differently next time?
o What did I learn about myself as a learner?
o What did I learn about myself as a person

To sum up, here are the things that you have to submit:
Proposal (10%)
Learning Records (40%)
Final Product and Presentation (25%)
Reflection (25%)