1. Power of One Honors World Literature and History 10

2. Power of One The Task: The task has both individual and group components. Students are to select a literary or historical figure whose influence or impact has been felt worldwide. Students must show how the individuals life and work influenced his/her own culture. They must also demonstrate how the individuals philosophy, ideas, and/or accomplishments dispersed throughout the world to influence global… Economics Governments Cultures Technologies

3. Power of One The Content: The project should address: The cultural environment in which the individual developed his/her ideology The ideology of the individual How the individual influenced his/her own culture How the individuals ideas were dispersed throughout the globe The Significance: Students should focus on Partingtons Model of Historical Significance during the researching and the presentation phases. To be persuasive, students need to consider the following factors: Importance to people living at the time Profundity how deeply peoples lives were affected by it Quantityhow many lives were affected Durabilityfor how long peoples lives were affected Relevancethe extent to which the event has contributed to an increased understanding of present life

4. Power of One The Components: The theme of the task is The Power of One. The original production of the student must include: A written product that illustrates the students research and knowledge of annotation and conventional forms. A presentation of the students research and insights. Evidence of participation in follow-up and debriefing activities (as follows).

5. Power of One On-going Responsibility: Journal As presentations are given throughout the semester, each student will keep a journal, recording key information about the individuals and their ideologies. Each student will note the role of his/her own individuals accomplishments, both positive and negative, in light of those of other individuals within the global society. Students will make connections between and among individuals and their ideologies noting both likenesses and differences.

6. Movers and Shakers Conference The Follow-up Activity After all presentations have been given, the students will become delegates to the annual conference of World Shakers and Movers. Conference delegates have come together to investigate the concept of greatness. Examples of questions to be addressed include but are not limited to: What is greatness? Which individuals are considered to be great men or women? Is greatness defined by perspective? What makes a person great in a certain culture, in a time period? As the biographers/researchers, students will reflect upon the changes in their own perspectives from the beginning of their research to looking at their individual through the lens of other individuals presented. The reflections will include how other cultures view the subject of their research. They will also include thoughts about how the individual they researched is regarded in different time periods. These reflections will be shared at the World Shakers and Movers Conference. Conference sessions include but are not limited to: Role plays (student takes on the persona of the subject of his/her research) Panel discussion (small group) A reflective essay presented to fellow delegates (perhaps written under the same time constraints as the AP essay, individual product) Two students compare and contrast life and works of their research subjects Upon completion of conference, delegates must select an individual who is the real Power of One

8. Power of One Composition Book Comp Book set up: Youll need 5 tabs. Notes (notes given by Kretz or ONeil ABOUT the project) Annotated Bibliography(Substantial: You should have approximately 3-8 pages of notes for each source). Presentation Reflective Journal Panel Discussion/Movers & Shakers Annotated Bibliography: ALL research notes goes into your composition book! This is located in the annotated bibliography tab. To have a complete entry, you need three parts: the reference citation in APA style (as it would appear on your reference page), a bulleted list of notes, and a detailed summary paragraph discussing how the source information ties with your thesis (min. 6 substantial sentences).

9. Power of One Composition Book

10. Power of One Composition Book

11. Sociogram Create symbols to represent the characters. Place them on an 8 ½ x 11 sheet of paper following these guidelines: 1.Main character is in the central position 2.Size determines importance in the play Placement reveals relationship to other characters during the course of the play (the nearer to another character, the more those characters interact) Show the relationship between characters using the following lines: A thick, solid line represents strong, positive feelings. A thin, solid line represents weak, positive feelings. A thick, broken line shows strong, negative feelings. A thin, broken line shows weak, negative feelings. A wavy line represents neutral feelings. Direction of arrow shows direction of feelings. If the feelings are mutual, place an arrow point at both ends. If feelings change during the course of the play, show the change in the line.