Group Member(s): Suparuek (Ping) Saetoen & Benjamin (Min) Wangjaroenwong 1101

Product Title: The Revolutionist

Type of Product: Creative Board Game
Your Selected Revolution, Historical Figures, and Ideologies/Movements:

French Revolution
Voltaire
Jean-Jacques Rousseau
Global Economics
Rationalism
Machiavellianism

Research Questions (at least 2-3 questions):

What happened in the French Revolution and how did they contribute impacts on other
civilizations?
The impact of the chosen historical figures and Ideologies to the French Revolution.
The cause and process to the French Revolution and how was it stopped?
How does French Revolution influence on French today?
How does French Revolution affect the global economic and what are the solutions that
they use to fix the problem?
How is French now without French Revolution in the past?

Product Description:
 The final product of our project is a board game namely THE REVOLUTIONIST. The
game is composed of:
One handbook describing about the history of French Revolution and the rule of this
game.
Two character cards of Voltaire and Jean-Jacques Rousseau which explain characters
biographic information, how they are involved in French Revolution, and their special
abilities in this board game.
A square snake-and ladder-similar game board with 25 blocks. In each block , there
may be some punishments and rewards. The player win the game by killing the King off
(a part of French Revolution) which is on the last block of the board game.
A dice that controls players lives by determining how many blocks they are going to
move forward or backward.
A deck of cards is written with either question or event with the ratio of 3:1.The
questions card will ask players about events in French Revolution while the event card
will describe events that were happening during French Revolution and the event cards
always come with special effects to the board game (e.g. the event card of global
economics that all the players have to step backward five blocks.) If the player draws a
question card, he/she will move forward as many blocks as the number of dice he/she
draw when the question is correctly answered; oppositely, the player will move
backward if he/she is mistaken the question as many steps as the number he/she draw
on the dice.

How the product demonstrates the connection between your selected topics and the
goals/essential understandings of this unit:
Our product, The Revolutionist Board Game, demonstrates the relationship between
French Revolution and our chosen historical figures and ideologists or movements, and the
impact of French Revolution to the world. Players have to prepare using the handbook before
playing game to understand what happened in French Revolution. They, also, have to read
the descriptions of the characters and their special abilities before choosing the characters
which give players a sense of comprehension s on how two characters are involved in French
Revolution. Through playing the board game, players will answer multiple questions to test
whether they really understand the content. The plot of the game is similar to the timeline of
French Revolution which the goal of this game is to kill the King same as how French
Revolution was ended. In the other word, if you are not ready enough, you will never kill the
King.

The project is aiming for the objects of the World History II course: to understand how
human interactions have an effect on society over time and to become critical and
independent learners who are culturally aware. By playing this board game, player will realize
the developments of French Revolution event by event which give them a reflection how
human interact to the historical events and how is it different or similar to our world today. This
project also determines ones desire of knowledge through playing the board game and seeks
for the knowledge independently outside the classroom or even in leisure time.
 ESLOs:
Strategic learner Learning in class maybe, sometimes, boring, which eventually
leads to inefficient learning. So, our group thinks that we can
make the content easier and more interesting to learn not only
inside the classroom but outside also.
Unlike tradition studying and teaching style, we go beyond
spoon feeding way, which teacher provide all the information
we have to know to us, we are seeking for our interested
knowledge by researching more in depth information on our
own about the history of French Revolution.
In order to make our final project organized and finish on time,
we have come up with our work plan that we can keep track of
ongoing of our project and estimate amount of work we should
be done each day.
Innovative Thinker Using our creativity and idea to invent new strategy of leaning
and keeping focus longer on the content, The Revolutionist
board game, which is designed to learn the history of French
Revolution as a team while they still enjoy playing, and players
can pay more and longer attention learning the content that
they are interested in.
Articulate Communicator Throughout playing the board game, the information and
knowledge about French Revolution will be transferred to the
player automatically without forcing one to memorize, because
player have fun and enjoy the game and be more active to learn
new knowledge, so our product can prove that learning is not
always through words, but ones engagement.
Altruistic global citizen Studying of the history of human nature worldwide, we research
the historical events and timelines about French Revolution in
this project critically, meaning we will not simply understand the
concept of the history but we are going to compare and contrast
with our life and the world we are living today.
Leader for the future Doing a group work, it is very important to be a reliable leader
and responsible fellow. During this project, well communication
and teamwork will play a great role in it. In order to accomplish
our common goal, one member cannot do that, but as a team
we can support each other.

VARK Learning Strategies:

Min
My VARK learning style is the Visual style
By looking up at the infographic about the storyline of the French Revolution.
Drawing picture when brainstorming to get the overview image of the product.
Ping
My VARK learning style is the Auditory Learning style and Visual style
I study the best through listening and watching teachers demonstration and teaching rather
than reading by myself, so I will research my topic by watching and listening to video.
 Starter sources/references:

French Revolution:
https://www.google.co.th/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0ahUKEwjdyrH
ozefVAhWIPo8KHRV2BXMQFgg1MAI&url=http%3A%2F%2Fwww.history.com%2Ftopics%2
Ffrench-revolution&usg=AFQjCNE6DPdSmsNWS2qRAoxq-kyOZS8fRA
Voltaire:
https://www.google.co.th/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&cad=rja&uact=8&v
ed=0ahUKEwitgaOXzufVAhUKO48KHcdJAb4QFghaMAo&url=https%3A%2F%2Fwww.britan
nica.com%2Fbiography%2FVoltaire&usg=AFQjCNG3yxaZpU74YWp_6hDsYljugqI53Q
Jean-Jacques Rousseau:
https://www.google.co.th/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ve
d=0ahUKEwjj1sfkzufVAhVLQ48KHcolAx0QFgg8MAI&url=https%3A%2F%2Fwww.britannica.
com%2Fbiography%2FJean-Jacques-
Rousseau&usg=AFQjCNE0N2LsgENzlI9uWg2rlJRHmyQwvg
Impact of the French Revolution:
https://www.google.co.th/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ve
d=0ahUKEwjut_Glz-
fVAhVFMY8KHWQWAisQFgg2MAI&url=http%3A%2F%2Fwww.historydiscussion.net%2Fwor
ld-history%2Ffrench-revolution%2Fcauses-of-french-revolution-political-social-and-economic-
causes%2F1881&usg=AFQjCNEP13d4wI6-tcVQWMf_FecCgz3D7w
Rationalism:
https://www.britannica.com/topic-browse/Philosophy/Modern-Schools/Rationalism
Machiavellianism:
https://www.google.co.th/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ve
d=0ahUKEwix3_mXvvLVAhUMP48KHdKRCsAQFggmMAA&url=http%3A%2F%2Finsights.so
m.yale.edu%2Finsights%2Fwhat-can-you-learn-
machiavelli&usg=AFQjCNGiYEnl5oIBigrU3mbbO2Mu95WcmA
Machiavellianism:
https://www.google.co.th/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ve
d=0ahUKEwix3_mXvvLVAhUMP48KHdKRCsAQFgg3MAI&url=https%3A%2F%2Fwww.marxi
sts.org%2Fhistory%2Fetol%2Fwriters%2Fhowe%2F1944%2F02%2Fburnham.htm&usg=AFQ
jCNGK-M5Ax09ar-mhOajL0qfLNa7FSQ

Learning Plan:

What You Plan to Do Things to Due Date

Submit

Day 1 Briefly research on each Revolution, - -

Historical Figures, and
Ideologies/Movements.

Day 2 Briefly research on each Revolution, - -

Historical Figures, and
Ideologies/Movements.
Day 3 Choose the topic that we are - -
interested in and find out the
connection in between

Day 4 Plan on the product that we are - -

going to create.

Day 5 Start completing the proposal. - -

Day 6 Completing the proposal. Proposal 18th August

Day 7 Each member does research on - -

French Revolution individually and
conclude the information that we
find together.

Day 8 Each member does research on - -

French Revolution individually and
conclude the information that we
find together.

Day 9 Each member does research on - -

different topics (historical figure)
and analyses the information
together while making the
connection between the data.

Day 10 Each member does research on - -

different topics (historical
idealists/movements) and analyses
the information together while
making the connection between the
data.

Day 11 Prepare for the material that we will - -

need to build the board game, and
sketch the final design of the board
game

Day 12 Start making handbook, two - -

character cards, and event card and
question card.

Day 13 Complete making handbook, two - -

character cards, and event card and
question card.

Day 14 Start creating the game board. - -

Day 15 Decorate, complete the game board Product 8th September
and present our project. Presentation

Day 16 Complete and edit our learning Learning Day 1 of that

records grammatically. Records Week

Day 17 Start writing reflection. - -

Day 18 Continue writing on the reflection. - -

Day 19 Finish up the reflection and review - -

for the grammatical mistakes.

Day 20 Turn in the reflection. Reflection 21st September

First Mind Map:

WHEN WHY
1789 - 1799 French Revolution is caused by gradually
weakening of feudal system and social
structure in France. During the French
Revolution, the King was overthrown.