World History II:

Unit 2 Project Guideline

Objective: To create a self-d

irected project which demonstrates your understanding of the
causes and effects of imperialism, and the ideas of the Industrial Revolution and colonization.
The project will be based on a specific country, looking at its socio-e
conomic issues in the
present, history of the issue, what is being done to address it, and what more could be done.
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 of four members

Once your group has been formed, ask your teacher to randomly assign you a country and
development goal for your project.

Step 2 - select the type of project

Create a product which demonstrates essential understandings from Unit 2 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 that you have reached the
essential understandings of this course and connect them to your
assigned country and development goal.
o The product must be able to present itself (without you there to explain
it).
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)
Step 3 - Create a proposal according to the given template and rubric.
See the format for the Project Proposal below:
 World History II:
Unit 2 Project Guideline

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Group Member(s
) : AuAu, Fifa, Genie, Time
Country assigned: Egypt
Development goal selected : Promote gender equality and empower women
Type of Product : Comics
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 is a comic book presenting about how s ocio-economic issue affects Egypt and
the key events happening during this period. It also shows how the country reacts and deals
with each event. Our comics will give an information by answering what, where, when, why,
and how questions using created characters based on famous people in the history of Egypt.
The story we are going to make will based on the real events. Comics will appear in color
and describe scene by scene. In addition, we will also try to make a clear and easy to
understand book. The drawing which will show in the story represents the situation of Egypt
revolution, economics, and culture from 1900 to 2017. Furthermore, if we have enough time,
our product will be divided into parts regarding each phase of person and year. The number
of pages will be arranged according to the draft we created in class.

Summaries: (o
ne paragraph minimum for each section with main ideas only)

Brief background of your country in written in your own words: (p ost 1900 creation of
country + some major events that made the country what it is today)
Egypt is located in the North of Africa. People have settled in Egypt since P aleolithic
age and before Christianity, Nile river is the major factor people choose to be there.
Egypt uses a semi-presidential system which is controlled by the president and prime
minister. In 1914, Egypt became a British colony after a large European military forced
the prime minister at that time to get out of his chair and Egypt Revolution took after
the death of Hosni Mubarak. Eg ypt was heavily impacted by Imperialism at the
beginning of the nineteenth century from the British actions. The coup leader,
Muhammad Najib, became the president after Egypt declared a republic. A t the time,
there were serious political assumptions in Europe as the French and Russians tried
to gain capital out of the ailing Ottoman fortunes.

Brief summary of the history of the social issue ( b ased on MDG selected) in your
country: (causes of the social issue in your country)
Traditional gender roles in Egypt are prevalent and clearly defined. These roles are largely
associated with traditional Islamic family structures, wherein women's roles are closely tied
to the domestic sphere and men's roles tied to the public sphere. Gender roles are based
on assumed biological differences between the sexes and can lead to dramatically different
 World History II:
Unit 2 Project Guideline

life experiences as well as opportunities and outcomes for individuals. Consequently, when
looking at a number of indicators, women often find themselves disadvantaged relative to
men.

Brief summary of how the social issue ( b ased on the MDG selected) has affected your
country (p
ost 1945): ( effects of the social issue in your country current situation)
Based on our MDG selected which is promote gender equality and empower women, there
are many consequences following. That is to say, most of women in Egypt settle in their
home instead of finding careers and children do not have much opportunity to go to school.
Moreover, violent behaviour is perceived to be an integral part of male behaviour as a
normal feature of being a man. Country slowly developed and rising in poverty.
Sexual violence and exploitation, the unequal division of unpaid care and domestic
work, and discrimination in public decision making, all remain huge barriers.
The country also has maternal health problem from not caring about female
pregnancy, which leads to child mortality. This kind of problem will slow the way to
develop the country, since they need more unnecessary supplies for unexpected born
kids.

Brief summary of what your countrys government has done to deal with the social
issue ( b
ased on the MDG selected): ( policies in place and progress in dealing with the
problem)
Convention on the Rights of the Child: Egypt ratified the CRC in 1990, because Islamic
law doesnt allow adoption. The reservations were withdrawn in 2003. After that, Egypt
acceded to the Optional Protocol to the CRC on the sale of children, child prostitution and
child pornography in 2002 and to the Optional Protocol to the CRC on the involvement of
children in armed conflict in 2007, without reservations to either treaty.

Freedom of movement: According to the law, women and men have the same rights with
regard to the movement of persons. Since 2000, women no longer need the permission of
their husband or father to travel and obtain a passport.
Reference list for the starter sources used: (APA format)
"World Report 2014 - Egypt". Human Rights Watch. Retrieved October 29, 2017, from
https://www.hrw.org/reports/2004/egypt1204/3.htm
Gender Equality and Womens Empowerment. Egypt. (n.d.). Retrieved October 29, 2017, from
https://www.usaid.gov/egypt/gender-equality-and-womens-empowerment
Egypt Has a Sexual Violence Problem ELTAHAWY. (2014) Retrieved October 29, 2017, from
https://www.nytimes.com/2014/06/21/opinion/mona-eltahawy-egypts-sexual-violence.html
The struggle for equality in Egypt Ibrahim. (2010) Retrieved October 29, 2017, from
https://www.theguardian.com/commentisfree/2010/apr/07/equality-struggle-egypt-women
Egypt MENA Gender Equality Profile UNICEF. (2011). Retrieved November 3, 2017 from nj
https://www.unicef.org/gender/files/Egypt-Gender-Eqaulity-Profile-2011.pdf
 World History II:
Unit 2 Project Guideline

The format for the Project Proposal ends here

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Step 4 - Create learning records according to the given template and rubrics, while you are
working on your product.
Each day, you should think about what you want to learn or what information you need
to find (remember that you have about 30 minutes or less in each class to work on the
project). Then you should summarize what you have learnt each day and reflect/analyze
it. Do not forget to add references to the sources that you have used in APA format.

This time we will only use this to record research, other processes do not need to be recorded.
Here is the template for each record:
Date: (date of the class or time spent doing research)
Questions: (what are you trying to find out / what questions are you trying to
answer) - this is done at the beginning of project time
Summary: (notes from sources in your own words) what did you learn from your
research
Analysis and opinion: (what do you think/feel about what you have learnt / does
this connect to anything else you have learnt or is there a deeper meaning?)
References: (All sources that you used should be listed here) - this is done during
project time - must be APA format

Step 5 Submit your final product

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?