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

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): _______Gawin, Achitphol, ,Thanakom___________________________
Product Title: ______________French Revolution Fiction___________________________
Type of Product: _____Fiction story___________________________________

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

(From the list in Step 2)

French revolution
John Locke, Martin Luther
Lockeanism, Rationalism, 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.)

How does French revolution impact/change our world? (What are the ideologies
occurred, and what can we learn from doing this research?)
Why does French Revolution happen? Why people have contrast ideas after being
controlled by the noble family for a long time?
What was the story about?
We hope to learn what happened and why was it happening, who led the revolution, what
was the reason?
What conflict causes French to be revolutionized, and did the revolution solve the
problem?

Product Description:
(Make sure it is clear what the product will look like, what it will include, and how it will be
organized.)
 World History II:
Unit 1 Project Guideline

Our fiction will include the general information about French Revolution. In addition, we
will put some exaggerated story which will hopefully change from a boring education
essay to a real fiction. We will try to write it entertainingly. First, we will mainly focus on
the major events which were happened during French Revolution period. Second, we will
include some minor details which give our product looks more informative. Third, a lot of
exaggerated things will be put in it. Well write the story from different point of view,
which was thought in the past, and well explain the reason from different point of view
to make the project more interesting and attractive. We might cut the information into
pieces and arranged it in the book, so when you are reading, you ll get more information
and when youve finish the reading, every pieces of the information ll connect to each
other profoundly.

How the product demonstrates the connection between your selected topics and the
goals/essential understandings of this unit:
It shows that we were researching and learning by ourselves. The product ll be done as
a fiction book, so writing it as a book is a good way to express what we understand
about the topic. Moreover, the project is considered as a self-learning project, which
the goal is to make students learn by themselves, and also require students to do their
self-research and express it as a product to show how well students understand the
topic they chose.

ESLOs:
(What ESLOs does your project relate to and how?)
This project relates to the Articulate communicator because we were working in
groups, and working in group makes we closer, as friends, and it also helps improving
team work which is needed to work with other people in the future. Also, Strategic
learners, we plan before we do the real work, this makes the work apparently great
when it is done, and Leader for future, we get to manage our work; Controlling and
managing yourself is somehow a hard thing to do, but if you can be yourself a
Leader, this will improve your standard of doing work and studying.
 World History II:
Unit 1 Project Guideline

VARK Learning Strategies:

(What is your individual VARK learning style and how do you plan to do your research based on
the style?)
Tarn: I think auditory and reading style best suits me. I plan to watch or maybe read the
overall or the summary of the topic I chose first and then try to reach into deeper
details, and the product ll be created as a fiction book which tells the story of what
happened and what are the connections between these topics I have chosen. It is going
to be a good project I do together with my friends.
-Visual 8
-Aural 13
-Read/Write 8
-Kinesthetic 9
Win: Visual and aural is the best learning style. So, the best way might be watching
videos, but I may use other resources like researches or illustrations.
-Visual 5
-Aural 5
-Read/Write 4
-Kinesthetic 2
Gun: I prefer the Aural style because I get into things better when I hear it from other
people, and showing examples or demonstration helps me understand further even
more. This project will be done with delicate information and created from hard working
and dedicating. I love to do things the best, so working the project with my friends
definitely increases how beautiful itll be after we finish it.
-Visual 4
-Aural 6
-Read/Write 2
-Kinesthetic 4
We research the topic briefly first, then we watched the video for more understanding.
Our strategy is to go from the overview into specific details, in the other word, we go
from a big point, to see what happened first. For sure, well use many sources for better
precision of the information. After we understand all the main points, well thoroughly
study and discuss every small details and all the important things. So, we are doing the
fiction book, or the telling story type. Thus, doing a completely well research is
important, so we can write and express it well.
 World History II:
Unit 1 Project Guideline

Starter sources/references:
(Sources that you will begin with in your research for your project.)
https://www.youtube.com/watch?v=VEZqarUnVpo
http://www.sparknotes.com/history/european/frenchrev/summary.html
https://curiosity.com/videos/the-french-revolution-in-a-nutshell-nutshelledu/
https://www.britannica.com/event/French-Revolution
https://www.marxists.org/history/france/revolution/timeline.htm
http://alphahistory.com/frenchrevolution/revolutionary-ideas/

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 Talk about what are we going to - -
do
Day 2 Still talking about what were - -
going to do
Day 3 Basic research about French - -
revolution
Day 4 Group discussion about the topic - -
we chose
Day 5 Group discussion & filling the - -
Proposal
Day 6 Submit the Proposal Proposal 25th August

Day 7 Researching Brief ideas of 26th August

what happened
 World History II:
Unit 1 Project Guideline

Day 8 Research and discussion Discuss all the 28th August

information we
got
Day 9 Researching Research data 29th August

Day 10 Discuss and complete all the - -

information details, start doing the
project

Day 11 Write our first draft - -

Day 12 Start writing - -

Day 13 Fiction Writing, complete Fiction book 2nd Sep, 3rd Sep

Day 14 Finish and send Fiction book -

Day 15 Presentation Product 8th September

Presentation
Day 16 Learning Day 1 of that
Records Week
Day 17 Write the record - -

Day 18 Include all the details - -

Day 19 Wrap up - -

Day 20 Write a paragraph reflection and post Reflection 21st September

it on Edmodo

First Mind Map:

 World History II:
Unit 1 Project Guideline

(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.)

-French Citizens had been provoked by the noble family so they started to do a strike which
lead to the declination of the king system in French. Democracy has been developed. Kings are
assassinated for their previous corruption on the citizens.

-Almost the latest country in Europe that have democracy

-Democracy occurs after the revolution of citizens

-Noble family is killed by the protestant because they oppressed the lower class people. Thus,
there was a revolution caused; Lower class tried to gain their freedom.
 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%)
 World History II:
Unit 1 Project Guideline

Learning Records (40%)

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