World History I - Women in History

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 a number of 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 the grade. (See rubric and project

requirement checklists) Include all parts!

List of Women in History: to get you started

http://www.womenintheancientworld.com/ - great place to start research

Women by century https://en.m.wikipedia.org/wiki/Category:Women_by_century

ERVC

Nefertiti, En-hedu-Ana (High Priestess of Akkadia), Hatepshut (female pharaoh), Meresamun, Sammuramat

ERVC 2

Mary (Mother of Jesus), Deborah (Judaism), Ban Zhao (notable Confucian scholar), Princess Pingyang (Commanded an

army, toppled a dynasty)

Classical Greece and Rome

Greece- 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 Empresses

https://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)

Islam

Khadī ja 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-Ḥ urra 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:

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 HISTORY

Choose 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 history

Summarized actual the event

Changed a piece of time or event

Came 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 explanations Described how the changed event could have changed our lives today

Created visuals representations for each (7) change

Parts 2 & 3 of the synopsis Works cited Presentation

Option 2: HISTORY THROUGH ANOTHER'S EYES

We 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.

Requirements Completed? Choose an event in history with a brief description of what happened Description of your person's experience (saw, heard, said, felt) Analysis of experience Used examples from history to support analysis Created 4 visual pieces Created an auditory piece Created a feelings piece Created a speech piece Parts 2 & 3 of synopsis Works cited Presentation

Option 3: WEBSITE CREATION

Some 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.

Requirements Completed? Came up with opinionated topic or thesis statement Used examples from history to prove opinion/thesis Included interactive elements (ex: links, videos, pics, pages, sections, etc.,) Part 3 of synopsis Works cited Presentation

Option 4: RECREATING HISTORY VISUALLY

Throughout 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.

Requirements Completed? Choose 5 women Summarized each woman chosen Created visual portrayals (3-5) for each woman = 15-25 total Explanations for each woman (what is depicted, why you chose this type of depiction) Parts 2 & 3 of synopsis Works cited Presentation

Option 5: RECREATING HISTORY THROUGH AUDIO

Much 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.

Requirements Completed? Choose a historical women from a unit we have studied Create an audio story, podcast, other type of audio file, background plus original song(words), or radio-talk broadcast

Express opinions based on historical woman of time, not from today Audio created must be 7 minutes long 1 page synopsis including parts 1, 2 & 3 unless parts 1 & 2 are already included in the podcast Works cited Presentation

Option 6: HISTORICAL REDO

Everyone 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!*

Requirements Completed? Choose a historical figure from unit that we have studied Create a lesson that includes a presentation, notes, worksheet(s), activity(ies), and an assessment for the lesson

Objectives 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 majority Part 3 of synopsis Works cited Presentation

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.

Requirements Completed?

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-explanatory

Short 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 synopsis Works cited Presentation

Option 8: SOCIAL TABOOS

In 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.

Requirements Completed? 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 similar Explain the connection between the pair of 5 taboos current and past Explain what we can learn about social norms from the past Discussed at least 5 social taboos 1 page synopsis Works cited Presentation

Option 9: HISTORICAL TOP 10

Create 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.

Requirements Completed? List of at least 10 women from ancient history Brief description of each woman is included Common categories used to compare and rank women Explanation of the common categories and why they are relevant Reasoning should be factually and historically based 1 page synopsis Works cited Presentation

Option 10: NEWSPAPER/ADVERTISEMENT

You 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.

Requirements Completed?

Project is in newspaper format

Includes 5 separate articles

Each article represents a woman from a different time period in ancient history

Each 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 synopsis

Works cited

Presentation

Option 11: DOCUMENTARY

You 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.

Requirements Completed? Choose historical women and highlight her important accomplishments in video format Video 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 project Script/ 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 period Parts 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.

Requirements Completed? Choose a historical women and highlight her important accomplishments in electronic game or board game format

Game should be neat, attractive, and logical, be playable Pictures/ illustrations/ game pieces should be historically correct Name included on the game Historically accurate timeline and events when playing the game 1 page synopsis of research should be submitted Works cited Presentation

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!).

Requirements Completed? Choose a historical women and highlight her important accomplishments with a magazine cover and article

Magazine cover should be originally created -hand drawn or electronically produced- color, neat, attractive, min size 8x11

All pictures and write up should be historically accurate Magazine 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 punctuation

Complete Part 3 of the synopsis Works cited Presentation

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

Collaboration 20 Points Possible

0-3 POINTS Presentation fails to meet the requirements of the proficient levels.

4-8 POINTS 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.

9-14 POINTS 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.

15-20 POINTS 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 POINTS Use of technology fails to meet the requirements of the proficient levels.

4-8 POINTS 1. 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 POINTS 1. 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 POINTS 1. 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 30 Points Possible

0-9 POINTS Presentation fails to meet the requirements of the proficient levels.

10-18 POINTS 1. Thoughts and

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.

19-24 POINTS 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.

25-30 POINTS 1. Thoughts and opinions created 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 POINTS Presentation fails to meet the requirements of the proficient levels.

10-18 POINTS Numerous 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 POINTS Historical 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

0-3 POINTS Presentation fails to meet the requirements of the proficient levels.

4-8 POINTS Few connections are

made between the

two historical time

periods and the

connections made

lack analysis and

thoroughness.

9-14 POINTS Connections

between time

periods are made

throughout but lack

consistent analysis

and thorough

explanation.

15-20 POINTS Accurate 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 Classroom 30 Points Possible

0-9 POINTS Teacher(s) had to remind you and/or partner to stay on task consistently throughout the project. Rarely used class time appropriately.

10-17 POINTS Group members

inconsistently use

class time

appropriately and

efficiently in

completion of the

present

18-23 POINTS Group members

usually use the

given class time

efficiently to

complete the

presentation.

24-30 POINTS All group members use all given class time wisely and efficiently to complete their projects and presentations.

Presentation (Team effort) 20 Points Possible

0-3 POINTS Presentation fails to meet the requirements of the proficient levels.

4-8 POINTS 1. 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 POINTS 1. 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 POINTS 1. 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

0-9 POINTS Presentation fails to meet the requirements of the proficient levels.

10-17 POINTS 1. 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 POINTS 1. 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 Quality 30 Points Possible

0-9 POINTS Presented content,

which was unfocused, poorly organized,

showed little thought or effort and lacked supporting evidence.

10-18 POINTS Presented content,

which failed to maintain a consistent

focus, showed minimal organization

and effort, and lacked an adequate amount of supporting

evidence.

19-24 POINTS Presented most of the content with a logical progression

of ideas and supporting evidence.

25-30 POINTS Presented content

clearly and concisely with a logical

progression of ideas and effective

supporting evidence.

Synopsis Historical Accuracy 30 Points Possbile

0-9 POINTS Synopsis fails to meet the requirements of the proficient levels.

10-18 POINTS Numerous 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 POINTS Historical information

referenced by the group is accurate and topical to the ideas being presented by

the group.

Works cited 30 Points Possible

0-9 POINTS Works cited

information was lacking or done

incorrectly.

10-18 POINTS Works cited

information did not contain most

resources used for research.

19-24 POINTS Works cited

information was accurately

gathered for most resources used for

research.

25-30 POINTS Works cited

information was accurately gathered for all resources used

for research.

Attendance 10 Points Possible

0-3 Missed all or most of the days built in to work on the project.

4-6 Missed more than

two classes.

6-8 Attended all

classes but missed one due to an

excused absence.

9-10 Attended all classes and was productive for the entire block.

POST SOL SCHEDULE – B day is listed first

May 15 - May 19 – Intro Project *3 hour blocks during SOL week*

May 22/23 – Research/Project - proposals due (25 class points)

May 24/25* – Research/Project - *2nd block will be missing class due to an

assembly

May 26/May 30 – Research/Project

June 2/5* – Research/Project – *2nd block will be interrupted slightly due to

assembly

June 6/7 – last day to finalize Project *sign up for presentations*

June 8/9 – Presentations

Project Proposal (One per pair must be turned in)

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

HISTORY VISUALLY

2nd 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/ADVERTISEMENT

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)