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Project of Ancient Rome: Monarchy & Repuplic


Rome, the capital of Italy, is not only renowned for its picturesque landscapes and delicious pizza but also for its rich history. Once an unremarkable city, it grew to become a powerful empire that influenced the world in many ways. Its history is divided into several eras, two of the most significant being the Monarchy and the Republic.

The Monarchy, the earliest period in Roman history, was characterized by a system of government where the king had absolute power. According to legend, there were seven kings in total, each with their unique contributions to the city's growth. The last king, Tarquin the Proud, was overthrown in 509 BC, leading to the establishment of the Roman Republic.

The Roman Republic, on the other hand, was a period of about 500 years that followed the expulsion of the monarchy. During this period, power was distributed among many officials, with the Roman Senate holding significant influence. The Republic was known for its complex and evolving system of government, which allowed Rome to expand and flourish.

Understanding the Monarchy and the Republic of Rome is essential for comprehending the roots of modern governance, as it laid the foundation for many democratic principles that we still follow today. The concepts of checks and balances, representative government, and the rule of law all have their origins in the Roman Republic.

Through this project, you will delve deeper into these two periods of Roman history, examining their characteristics, their contributions to modern society, and their impact on Rome's development. You will also explore how the transition from monarchy to republic came about and the factors that influenced it.

The resources provided below will serve as your foundation for this project. Feel free to use additional reliable sources to enhance your understanding. Remember, the goal is not only to learn about these historical periods but also to develop critical thinking, research, and collaborative skills.

  1. The Roman Monarchy
  2. The Roman Republic
  3. The Roman Republic: An Introduction
  4. The Roman Republic - A System of Government
  5. Rome: Republic to Empire

Practical Activity

Activity Title: Rome: Monarchy to Republic - A Theatrical Journey

Objective of the Project:

This project aims to not only educate students about the transition from Monarchy to Republic in Ancient Rome but also to develop their research, collaboration, creative problem-solving, and public speaking skills. The project will involve students researching, writing, and performing a short play depicting the events leading to the establishment of the Roman Republic.

Group Size:

3-5 students


The project will be completed over a three-week period, with each student contributing an average of three to five hours per week. Total estimated time for each student will be between 9 to 15 hours.

Necessary Materials:

  • Access to a library or reliable internet research sources
  • Notebooks or digital note-taking tools for research and planning
  • Costumes and props for the play (can be simple and homemade)
  • A space for rehearsal and performance (can be a classroom or school auditorium)

Detailed Step-by-Step for Carrying out the Activity:

  1. Formation of Groups and Allocation of Roles (1 hour): Form groups of 3-5 students. Each group will then decide on the roles for their play, including who will be the playwright, actors, costume designer, prop manager, and director.

  2. Research Phase (3-4 hours): The playwright will lead the research phase, where students will use the provided resources and other reliable sources to study and understand the Roman Monarchy and the Republic. They should focus on key events, significant personalities, and factors that led to the establishment of the Republic. Each group should take detailed notes during their research for later use.

  3. Scriptwriting (3-4 hours): Using the researched information, the playwright will write a script for a short play (about 10-15 minutes) that highlights the transition from Monarchy to Republic. The script should be creative, engaging, and accurate in its depiction of historical events. The playwright should involve other members of the group in the scriptwriting process to ensure a collaborative effort.

  4. Rehearsal and Preparation (2-3 hours): Once the script is finalized, the group will start rehearsing their play. The director will ensure that the actors understand their roles, the dialogue is delivered effectively, and the play flows smoothly. The costume designer and prop manager will prepare the necessary items for the performance.

  5. Performance and Reflection (1-2 hours): Each group will perform their play in front of the class or school community. After the performance, there will be a short Q&A session where students can ask and answer questions about their play. Each group will then write a reflection on the project as a whole, including what they learned, challenges they faced, and how they overcame them.

Project Deliverables:

At the end of the project, each group will submit the following:

  1. A Written Document: This document will contain a detailed description of the Monarchy and the Republic, the events leading to the transition, the methodology used in the project, and the results obtained. This will include the reflection on the project as a whole. The document should be structured as follows:

    • Introduction: Contextualize the Monarchy and the Republic, explain the objective of the project, its relevance, and real-world application.
    • Development: Detail the theory behind the Monarchy and the Republic, explain the methodology of the project, present and analyze the obtained results.
    • Conclusion: Summarize the main points of the work, indicate the learnings obtained, and draw conclusions about the project.
    • Bibliography: Indicate the sources used to work on the project such as books, web pages, videos, etc.
  2. A Performance of the Play: This will be a creative representation of the transition from Monarchy to Republic in Ancient Rome. The play should demonstrate a deep understanding of the historical events, be engaging, and accurately represent the transition period.

Remember, the aim of the project is not only to gain knowledge about the Monarchy and the Republic but also to develop and showcase your teamwork, research, creative, and problem-solving skills. Good luck, and have fun exploring Ancient Rome!

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Manifest Destiny


Introduction to Manifest Destiny

Manifest Destiny was a belief that emerged in the 19th century in the United States. The term "Manifest Destiny" was first coined by journalist John O'Sullivan in 1845, who stated that expansion across the continent was a divine and inevitable right of the American people. This belief drove the westward expansion of the United States and influenced American policy towards Native Americans, Mexicans, and other foreign nations.

The concept of Manifest Destiny was based on the idea of American exceptionalism, which held that the United States was a unique and morally superior nation with a special mission to spread its values and institutions. This belief played a significant role in shaping American attitudes towards territorial expansion and foreign policy during the 19th century.

Main Ideas and Historical Context

Manifest Destiny was an influential force in shaping the territorial boundaries of the United States. It was a key factor in the acquisition of vast territories such as Oregon, Texas, and California. The idea of Manifest Destiny was also used to justify the displacement and mistreatment of Native Americans, as well as the annexation of Mexican territory.

The concept of Manifest Destiny was not without its critics. Some, like the writer Henry David Thoreau, argued that it was an excuse for aggression and imperialism. Others, such as the abolitionist Frederick Douglass, saw it as a pretext for the expansion of slavery.


For a deeper understanding of Manifest Destiny, the following resources are recommended:

  1. PBS Documentary: "Manifest Destiny"
  2. Digital History: "Manifest Destiny"
  3. American Experience: "The Gold Rush"
  4. Library of Congress - Primary Documents in American History: "The Monroe Doctrine"

These resources provide a comprehensive overview of Manifest Destiny, its historical context, and its impact on U.S. history.

Practical Activity

Activity Title: "Manifest Destiny: A Journey to the West"

Objective of the Project:

The objective of this project is to provide students with a hands-on understanding of the concept of Manifest Destiny, its causes, and its effects. Students will work collaboratively to create a visual presentation and a narrative story that reflects the historical events surrounding Manifest Destiny.

Detailed Description of the Project:

In this project, students will be divided into groups of 3 to 5 and will be assigned a specific event or territory related to Manifest Destiny. Each group will then create a "journey" that reflects the historical events leading up to the acquisition of that territory. The journey should include key events, notable figures, and an analysis of the impact of Manifest Destiny on the local population.

Groups will also be tasked with creating a visual presentation to complement their narrative story. The presentation should include maps, images, and other visual aids to help illustrate their journey and the effects of Manifest Destiny.

Necessary Materials:

  1. Access to the internet for research
  2. Art supplies for creating visual aids (poster board, markers, colored pencils, etc.)
  3. Presentation software (PowerPoint, Google Slides, etc.) for creating the visual presentation

Detailed Step-by-Step for Carrying out the Activity:

  1. Research (1 hour): Each group will start by researching their assigned topic. They should look for information on the key events, figures, and impacts related to their topic.
  2. Storyboarding (30 minutes): After completing their research, the group will create a storyboard for their journey. The storyboard should outline the key events and how they will be presented in the narrative story and the visual presentation.
  3. Narrative Story (1 hour): Using their storyboard as a guide, the group will write a narrative story that reflects their journey. The story should be engaging and informative, highlighting the key points from their research.
  4. Visual Presentation (1 hour): Simultaneously, the group will create a visual presentation that complements their narrative story. The presentation should include maps, images, and other visual aids that help illustrate their journey and the effects of Manifest Destiny.
  5. Integration (30 minutes): The group will integrate their narrative story and visual presentation, making sure that each complements the other and tells a cohesive story.
  6. Revision (30 minutes): The group will review their work, making any necessary revisions or additions.
  7. Final Presentation and Report Writing (1 hour): Each group will present their project to the class, explaining their journey and the effects of Manifest Destiny on their assigned territory. After the presentation, each group will work together to write the final report.

The written document must contain:

  1. Introduction: Contextualize the theme, its relevance, and real-world application. State the objective of the project.
  2. Development: Detail the theory behind Manifest Destiny, explain the activity in detail, indicate the methodology used, and present and discuss the obtained results.
  3. Conclusion: Conclude the work by revisiting its main points and explicitly stating the learnings and conclusions drawn about Manifest Destiny.
  4. Bibliography: Indicate the sources you relied on to work on the project, such as books, web pages, videos, among others.

This project should take approximately 4-5 hours to complete and is designed to not only deepen students' understanding of Manifest Destiny but also to develop their research, collaborative, and creative skills.

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Feudal Japan


The Feudal Period in Japan, spanning from the 12th to the 19th century, was a complex and intriguing era that shaped the socio-political landscape of the country. It was characterized by a distinct social structure, the Samurai warrior class, the rise of Shogunate governments, and the influence of Zen Buddhism. This era of Japanese history is not only rich in ancient culture and traditions but also witnessed significant transformations that laid the foundation for modern Japan.

During this period, Japan was divided into numerous small territories controlled by powerful clans. These clans were engaged in continuous power struggles, leading to the emergence of the Samurai, an elite warrior class that became the dominant force in Japanese politics. The Samurai followed a strict code of conduct known as Bushido, which emphasized loyalty, honor, and obedience, and their role was not only limited to warfare but also encompassed various administrative and diplomatic responsibilities.

The central authority during the feudal period was largely decentralized, with the emergence of military dictators known as Shoguns. These Shoguns controlled the country through a system of vassalage, where they granted land and privileges to their loyal Samurai in exchange for their service and loyalty. This system, known as Feudalism, ensured a degree of stability and security in Japan.

The influence of Zen Buddhism, which arrived in Japan during this period, had a profound impact on the Japanese culture and society. Zen teachings emphasized self-discipline, meditation, and the pursuit of enlightenment, and it greatly influenced the Samurai code of conduct and their way of life. This fusion of warrior culture and Buddhist philosophy created a unique Japanese identity that still resonates today.


To embark on this journey, here are some reliable resources that will help you delve deeper into the captivating world of Feudal Japan:

  1. Japan: Memoirs of a Secret Empire: This PBS documentary series provides an in-depth understanding of the Feudal period and its impact on Japanese society.

  2. The Samurai Archives: This comprehensive website offers a vast amount of information on various aspects of the Samurai, the Shogunate, and Feudal Japan.

  3. Books:

    • "The Samurai: A Military History" by Stephen Turnbull
    • "Japan Emerging: Premodern History to 1850" by Karl F. Friday
    • "The Way of the Samurai" by Yamamoto Tsunetomo
  4. Videos: Crash Course: Feudal Japan - This engaging video provides a concise overview of Feudal Japan.

  5. Metropolitan Museum of Art: This online exhibition offers a visual exploration of the art and culture of Feudal Japan.

Practical Activity

Activity Title: "Exploring Feudal Japan: A Journey Through Time"

Objective of the Project

The objective of this project is to engage students in a hands-on exploration of the key aspects of Feudal Japan, including the social structure, the role of the Samurai, the Shogunate government, and the influence of Zen Buddhism. Students will work in groups, combining research with creative tasks, to gain a comprehensive understanding of this fascinating period in Japanese history.

Detailed Description of the Project

Each group will be tasked with creating a multimedia presentation that incorporates both visual and written elements to communicate their findings about Feudal Japan. The presentation should follow a chronological order, from the emergence of the Samurai to the end of the Feudal period, and should touch upon the key themes and events of each period.

The groups will also create a visual representation of a specific aspect of Feudal Japan, such as a feudal estate, a Samurai armor, a Zen garden, or a Shogunate government structure. This will enable them to not only understand the theoretical aspects of the period but also to visualize and appreciate the material and artistic culture of the time.

Necessary Materials

  1. Access to the internet for research.
  2. Books and other reference materials about Feudal Japan.
  3. Art supplies for creating visual representations (paper, markers, colored pencils, etc.).
  4. Presentation software (e.g., PowerPoint, Google Slides, Prezi, etc.).
  5. Camera or smartphone for capturing images of the visual representation.

Detailed Step-by-Step for Carrying Out the Activity

  1. Research (1 hour): Each group will conduct research on the assigned topics using the provided resources. This will involve understanding the social structure of Feudal Japan, the role and code of conduct of the Samurai, the power structure of the Shogunate government, and the influence of Zen Buddhism.

  2. Discussion and Planning (30 minutes): After completing their research, the group members will discuss their findings, ask questions, and plan their presentation and visual representation. Each group member should have a clear role in the project, such as researcher, writer, artist, or presenter.

  3. Presentation Creation (1 hour): The group will then create their multimedia presentation. This should include an introduction to Feudal Japan, a chronological overview of the period, detailed explanations of the key themes and events, and a conclusion that highlights the group's main findings.

  4. Visual Representation Creation (1 hour): Simultaneously, the group members will work together to create their visual representation. This should be based on their understanding of the assigned topic and should be accompanied by a brief description that explains its significance in the context of Feudal Japan.

  5. Rehearsal (30 minutes): The group will rehearse their presentation, ensuring that each member is comfortable with their role and that the presentation flows smoothly.

  6. Presentation (15 minutes per group): Each group will present their project to the class, explaining their findings and the significance of their visual representation.

  7. Q&A and Discussion (15 minutes per presentation): After each presentation, there will be a Q&A session and a group discussion about the project. This will allow students to deepen their understanding of the topics and learn from their peers' insights.

Project Deliverables

At the end of the project, each group will submit:

  1. A multimedia presentation about Feudal Japan (this should be in the form of a PowerPoint or PDF file).
  2. A visual representation of a specific aspect of Feudal Japan (this can be a photograph or a scanned image).
  3. A written document (report) detailing their research, the development of their project, and the conclusions drawn.

The report should be structured in the following sections:

  1. Introduction: An overview of the Feudal Japan period, its significance, and the objectives of the project.
  2. Development: Detailed explanation of the group's research process, the information they gathered, and the methodology they used to create the presentation and visual representation.
  3. Conclusions: A summary of the main points learned about Feudal Japan, and the conclusions drawn from the project.
  4. Bibliography: A list of all the resources used in the project, including books, websites, videos, etc.

Through this project, students will not only gain a deeper understanding of Feudal Japan but also develop valuable skills such as research, teamwork, communication, and creativity.

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Voyages of Exploration


Voyages of Exploration have shaped the world we live in today. These journeys, motivated by economic, political, and religious factors, have had profound impacts on societies, cultures, and the exchange of knowledge. Beginning in the 15th century, European explorers set sail to search for new trade routes, resources, and to spread their influence across the globe. Their voyages not only transformed the map but also had significant consequences for the peoples they encountered, and for those who sent them.

The Age of Exploration, also known as the Age of Discovery, was an exciting and often dangerous period in history. This period saw European navigators travel around the world, opening up new lands and cultures to exploration and colonization. The first wave of exploration began in the late 1400s with Christopher Columbus' voyage to the Americas and Vasco da Gama's journey to India, facilitated by the development of advanced navigational tools and technologies.

These voyages led to the establishment of vast colonial empires, the forced migration and enslavement of millions of people, and the exchange of goods, ideas, and diseases between the Old World (Europe, Asia, and Africa) and the New World (the Americas). They also set the stage for the development of global trade networks, the spread of European languages and religions, and the scientific and cultural revolutions that would follow.


For a better understanding of the topic and to prepare for the project, you can use the following resources:

  1. Book: The Age of Exploration: From Christopher Columbus to Ferdinand Magellan by John Perritano.
  2. Website: The Mariners' Museum. This online resource offers a comprehensive look at the Age of Exploration, including interactive maps, primary source documents, and detailed biographies of key figures.
  3. Video: Crash Course World History: The Voyages of Zheng He. This engaging video explores the voyages of the Chinese explorer Zheng He, a contemporary of Christopher Columbus.
  4. Documentary: The Age of Exploration: The History and Legacy of the Explorers Who Transformed the World and Charted the Unknown. This documentary series provides a detailed and visually stunning exploration of the Age of Exploration.
  5. Museum: The British Museum. The British Museum's online collection includes artifacts from the Age of Exploration, providing a tangible look at the goods and technologies that were exchanged during this period.

Practical Activity

Activity Title: "Mapping the Age of Exploration: A Global Journey of Discovery"

Objective of the Project:

The goal of this project is to provide students with a comprehensive understanding of the voyages of exploration from the 15th to the 17th centuries, their causes, effects, and the key figures involved. This will be achieved through a creative, collaborative, and in-depth exploration of these voyages, resulting in the creation of a detailed map, an informative report, and an engaging presentation.

Detailed Description of the Project:

This project will be conducted in groups of 3 to 5 students and will require a time commitment of at least 12 hours per student over the course of one month. Students will be tasked with researching, mapping, and presenting on a specific voyage or group of voyages from the Age of Exploration. The project will culminate in a detailed report, a hand-drawn or digital map, and a 10-minute multimedia presentation.

Necessary Materials:

  • Access to the school or local library for research.
  • Art supplies for map creation (if opting for a hand-drawn map).
  • Digital resources (such as Google Slides, Canva, or Adobe Spark) for report and presentation creation.
  • Reliable internet access for research and collaboration.

Step-by-step for Carrying Out the Activity:

  1. Research Phase (4 hours): Each group will select a specific voyage or group of voyages to research. This should include the reasons for the voyage, the key figures involved, the routes taken, the encounters with indigenous peoples, and the impacts of the voyage(s) on both the Old and New Worlds. Use the provided resources and any other reliable sources you find during your research.

  2. Mapping Phase (2 hours): Using the information gathered in the research phase, create a detailed map of the voyage(s). This can be a hand-drawn map or a digital map created using an online tool. Include key geographical features, the route(s) taken, and any significant encounters or events that occurred during the voyage(s).

  3. Report Writing Phase (4 hours): Based on your research and map creation, write a detailed report (approximately 1500-2000 words) that explains the voyage(s) in depth. This report should include an introduction, where you explain the purpose of the voyage(s) and their historical context, a development section, where you detail the voyage(s), and a conclusion, where you summarize the main points and discuss the impacts of the voyage(s).

  4. Presentation Creation Phase (2 hours): Create a 10-minute multimedia presentation (such as a PowerPoint or video) that summarizes your research, map, and report. Be creative and engaging in your presentation - use images, videos, and other visual aids to help tell your story.

  5. Presentation Phase (Approximately 30 minutes per group): Each group will present their project to the class. Be prepared to answer questions and engage in a discussion about your voyage(s) and your project.

  6. Reflection Phase (1 hour): After all groups have presented, each group will participate in a class-wide discussion about the voyages of exploration. Reflect on what you learned from the project and how it deepened your understanding of the topic.

Project Deliverables:

Each group will submit the following:

  1. A detailed report (1500-2000 words) covering all aspects of their chosen voyage(s) of exploration.

  2. A hand-drawn or digital map(s) of their chosen voyage(s) of exploration.

  3. A 10-minute multimedia presentation summarizing their research, map, and report.

Project Grading Criteria:

The project will be graded based on the following criteria:

  1. Content (40%): Accuracy and depth of the research, understanding of the historical context and significance of the voyage(s), and the quality of the information presented in the report and map.

  2. Creativity (20%): Originality and creativity in the map design and the presentation of the report.

  3. Collaboration (20%): Effective communication and collaboration within the group, demonstrated through the quality of the report and the presentation.

  4. Presentation Skills (20%): Quality of the delivery of the presentation, including public speaking skills, use of visual aids, and ability to answer questions.

Remember, the goal of this project is not only to deepen your understanding of the voyages of exploration but also to develop your research, communication, collaboration, and critical thinking skills. Good luck and have fun exploring the world!

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