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:
 World History II:
Unit 1 Project Guideline

Revolutions People Ideologies and Movements

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

o Other (please propose to your teacher and wait for approval)

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

----------------------------------------------------------------------------------------------------------
---------------------Group Member(s): Meily, Chino, Mild, and Namo
Product Title: American Revolution Photo book
Type of Product: Photobook with content and some animation.

Your Selected Revolution, Historical Figures, and Ideologies/Movements:

(From the list in Step 2)
American Revolution
Thomas Hobbes, John Locke
Lockeanism, colonization, Hobbesianism

Research Questions (at least 2-3 questions):

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

- How American revolution influence the education in the modern world?

- Who are Thomas Hobbes and John Locke? And Why their ideologies are involved in
American revolution?
- How Rome fall and the dark age in Europe influence the American Revolution?
- How can we learn the obstacles from the American Revolution and apply it to our
lives?

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 of this project will be a photobook. There will be a lot of picture and the
information or description according to that picture. Moreover, there might be a small
flipbook, storyboard, postcard or map in order to enhance the reader to get more
understanding and visualizing.

The content that we will include is, firstly, the detail of American Revolution; for example,
what is happening, why it is happen, how it is influence from the Rome fall and dark age,
and the situation or main ideas involve in this revolution. Secondly, we will explain about
Thomas Hobbes and John Locke (Their biography and how they involve in the American
Revolution). Next, we will give the connection between three ideologies that we choose to
the American Revolution and historical figures.
 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 goal of this unit is to understand how after the Rome fall leading to dark age and the
resistance of feudalism lead to revolution. As a result, this related to our product which is
photo book about American Revolution because the essential understanding of this unit are
the major and minor causes or influences that lead up to the American Revolution.

ESLOs:
(What ESLOs does your project relate to and how?)
Our project is related to Leader for The Future in the ELSO. By doing this project we need to
build teamwork and leadership to archive common goals, work through our differences and
accept group decisions, evaluate how well we work together and give one another helpful
feedback. Moreover, this project is also involved innovative thinkers as we will separate work
in order to manage the time and then discuss together so that we can understand all of the
information.

VARK Learning Strategies:(What is your individual VARK learning style and how do you plan
to do your research based on the style?)
Namo: I feel that reading and listening are my favorite learning style, because its easy for me
to note down keywords or short a short summary. In this project, I will do my research by
reading some articles from http://www.digitalhistory.uh.edu .This site contain lots of historical
content, including American revolution and Slavery. Moreover, I will watch a summary video of
the topic that I am researching about, so I can understand the overview and make some
notes. In the end, I will reread my notes

Chino: I think that Auditory is my best learning style; therefore, I will listen to video clip to get
overall information by watching the Crash Course channel and from the website history.com
which also have video too. After that, I will read the timeline or diagram about the American
revolution from website ushistory.org and National Park Service in order to get more detail
that video cannot provide.

Mind: I prefer Aural/ Auditory and Read/write strategies for my Learning style. For Read/ write
strategy, I will apply this strategy to this project by researching on American Revolution from
many sources, Powerpoint such as prezi.com or some articles. Then, for Aural/ Auditory, after
I got enough informations, I will share those informations with my group mates because when
we share infos or when I explain those infos to them, I might learn through it.

Meily: According to my VASK results, Auditory Learning style is the most appropriate to me.
So, it means that it is my learning preference. I prefer this learning style because I love
studying with my partner, or discussing the important ideas together. Therefore, we can share
our opinion to each other. Firstly, I would like to brainstorm with my partner about what we had
already knew about the topic. Then, we are going to start researching by reading notes and
text from credible website like http://worldhistorymatters.org. For this website, you can read all
important articles about the research.
 World History II:
Unit 1 Project Guideline

Starter sources/references:
(Sources that you will begin with in your research for your project.)
How Locke influenced in American revolution
https://www.gilderlehrman.org/history-by-era/road-revolution/essays/lockean-liberalism-and-
american-revolution
Impact of American revolution on society
http://www.ushistory.org/us/12.asp
The Influence of John Locke's Works
https://plato.stanford.edu/entries/locke/influence.html
The Problems that England faced after the French and Indian war
http://www.digitalhistory.uh.edu/teachers/lesson_plans/pdfs/unit1_6.pdf

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 Research about each revolution. - -

Day 2 Research about people that involve - -

in the revolution.
Day 3 Research historical ideology and - -
movement.
Day 4 Decide to choose one revolution, - -
two people, and three movements.
Day 5 Start writing the proposal. - -

Day 6 Rewrite the proposal and submit to Proposal 18th August

the teacher.
Day 7 Select the type of product. - -

Day 8 Design the format of product. - -

Day 9 Research background information - -

about two historical figures that we
chose.
Day 10 Create the product. - -
- draft the product and prepare
material
 World History II:
Unit 1 Project Guideline

Day 11 Create the product. - -

- do the revolution's part

Day 12 Create the product. - -

- do Thomas Hobbes and John
Lockes part
Day 13 Create the product. - -
- decoration
Day 14 Preparing the presentation for the - -
product.
Day 15 Present product to teacher. Product 8th September
Presentation
Day 16 Listen to other group presentation. Learning Day 1 of that
Records Week
Day 17 Start writing reflection. - -

Day 18 Writing reflection. - -

Day 19 Writing reflection. - -

Day 20 Submit the work including product Reflection 21st September

and reflection.

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.)

FOUNDING FATHERS
Some British people -Benjamin Franklin
move to American and -John Jay
hoped for a better life. -James Maddison
-George Washington

AMERICAN REVOLUTION

10 AMAENDMENTS
 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
 World History II:
Unit 1 Project Guideline

To sum up, here are the things that you have to submit:
Proposal (10%)

Learning Records (40%)

Final Product and Presentation (25%)
Reflection (25%)